Curriculum Map: Spanish 2

Sonoran Science Academy

Curriculum Map

2010-2011

 

SUBJECT: High School Spanish 2

 

 

Instructor: Rachel Paz Rivera

Month

Content

Skills

Assessments

AZ standards

August

8/10 – 8/30

Repaso

Review of Spanish 1

PasoDoble

A Spanish-Speaking Magazine

Review in Context

Students will have a basic knowledge of the geography, politics, and culture of Spain 

 

 

Students will review all material from last year.

 

Students will be able to use key vocabulary from last year in context

 

Students will be able to communicate with one another using the Spanish they learned last year.

 

Students will be able to use the grammar that they learned last year in context

 

 

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will answer questions based on original works in Spanish

 

Students will create polls and surveys in their class to mimic those in the revista

 

Students will be able to answer questions about what is good and bad for them.

 

Students will answer questions based on a tv guide.

 

Students will read poems and answer questions based on those poems

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End of August – Beginning of September

8/30 – 9/13

¿Como es tu escuela?

 

School

 

Capitulo 1

 

Students will have a basic knowledge of the geography, politics, and culture of Mexico and Guatemala

 

Students will be able to talk about schooling in Spanish-speaking countries

 

Students will be able to name the school subjects (from last year and new ones)

 

Students will be able to make comparisons among their school subjects

 

Students will be able to use superlatives to talk about their school subjects

 

Students will write out their own opinions on school related topics

 

Students will be able to talk about different people, places, and objects around the school

 

Students will be able to use the verb conocer to ask and answer questions

 

Students will be able to questions about where things are located in school

 

Students will be able to talk about what certain school rooms contain

 

Students will be able to talk about things that are and are not permitted in our school

 

Students will be able to use comparisons and superlatives in a real-world situation.

 

Students will incorporate their school terminology to talk about people around our School

 

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will read and respond to questions aboout schooling in Spanish-speaking countries

 

Students will do activities in which they practice using the new school vocabulary

 

Students will review how to make comparisons

Students will write sentences comparing their school subjects

 

Students will review how to use the superlative and use this to talk about their classes

 

Students will use new vocabulary in many different class activities

 

Students will be asked if they know different teachers throughout the school

 

Students will ask me if I know different students in the school

 

Students will answer questions about what can be found in a given room

 

 

 

Students will write out a list of 5 things aloud at SSA and 5 things that are not allowed

 

 

 

Students will work together to solve the following problem – our school budget has been cut and you as a group must present Mr. Ercan  with a list of the classes that you think are most important and must be saved and those that could be done away with.

 

Student will play 20 questions about people around our school…..they will come up with descriptions of certain people around our school and see if the

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Middle of September – End of September

9/14-9/29

¿Que haces todos los días?

 

Daily Routine

 

Capitulo 2

 

 

 

 

 

Students will have a basic knowledge of the geography, politics, and culture of Belize and Honduras

 

Students will be to use reflexive verbs to describe what they do before and after school

 

Students will be able to use the vocabulary for extra curricular activities

 

Students will understand what the before and after school schedules of Spanish-speaking students are like

 

 

 

 

 

 

 

 

Students will be able to conjugate stem-changing verbs

 

Students will be able to use stem changing verbs in everyday situations

 

Students will be able to use the phrases antes de and después de + infinitive to talk about their daily lives

 

 

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will use reflexive verbs to describe their morning and evening routines

 

Students will create schedules of their daily activities

 

Students will talk about activities they participate in

 

Students will list activities they wish we had at SSA

 

Students will read about and compare their lives to that of Spanish-speaking students

 

Students will need to be able to conjugate all stem changing verbs on a test

 

Students will use stem-changing verbs to describe their everyday lives

 

Students will write sentences describing what they do before and after school

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Beginning of October – End of October

10/11 – 10/25

¿Que Ropa Esta de Moda?

 

Clothing

 

Capitulo Tres

 

 

Students will have a basic knowledge of the geography, politics, and culture of El Salvador and Nicaragua

 

Students will be able to talk about traditional clothing in Spanish-speaking countries

 

Students will be able to talk about trade among the US and Spanish-speaking countries   

 

Students will understand that many products sold in the US are produced along the border in maquiladoras 

 

Students will be able to integrate their prior clothing vocabulary with new clothing vocabulary to describe clothing in further detail in Spanish 

 

Students will be able to talk about clothing materials   

 

Students will be able to describe the clothes that they and their classmates are wearing 

 

Students will be able to talk about what size clothing they wear

 

Students will understand and use the European size chart

 

Students will know terms to use in a store setting

 

Students will be able to talk about how clothing fits them

 

Students will learn the currency of Spanish-speaking countries

 

Students will know how to convert our money to foreign money and vice –versa

 

Students will be able to use the preterite tense to talk about things that happened in the past

 

Students will be able to use the demonstrative adjectives to describe things they are talking about

 

Students will be able to make comparisons with nouns

 

 

 

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will read and talk about traditional clothing in Spanish-speaking countries

 

Students will talk about trade among US and Spanish –speaking countries

 

   

 

 

 

 

 

 

 

Students will review the clothing vocab they already know

 

Students will use their new vocab for clothing in conjunction with what they already know to talk about  what people are wearing     

 

 

Students will describe their clothes and the clothes of their classmates   

 

Students will need to use various terms to talk about what sizes they wear

 

Students will use the European size system when talking about their sizes

 

Students will create skits that take place in a clothing store

 

 

 

 

 

Students will be quizzed on the currencies of Spanish-speaking countries

 

Students will do conversion word problems with currency

 

Students will conjugate preterite verbs, write sentences with preterite verbs etc.

 

Students will use the demonstrative adjectives in real life situations 

 

 

 

Students will compare their clothing and other possessions

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End of October – Middle of November

10/ 26-11/10

¿Cómo te diviertas?

 

Leisure-Time Activities

 

Capitulo Cuatro

 

Students will have a basic knowledge of the geography, politics, and culture of Costa Rica

 

 

Students will learn vocabulary related to sports – equipment, names for players etc.

 

Students will learn how to talk about things they need to do

 

Students will learn vocabulary for other leisure time activities – plays, concerts, etc.

 

Students will learn how to describe activities that they have participated in

 

Students will learn about artists and famous paintings of the Hispanic culture

 

Students will learn the preterite of the verb ser

 

Students will learn the preterits of irregular verbs – including hacer, poder, tener

 

Students will be able to use the verb saber to talk about facts that they know

 

Students will learn what Hispanic teens do in their spare time.   

 

 

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will need to recognize props and call out terms for sports vocabulary

 

 

Students will make lists of things they have to do each day

 

Students will be able to talk about other activities they may participate in when they have free time

 

Students will have to describe leisure activities which they have been involved in  the past

 

Students will study Hispanic artists and paintings

 

Students will  talk and write about what things they have done in the past

 

Students will need to use irregular preterite verbs in sentences

 

 

Students will talk about facts they know

 

 

Students will  talk about what Hispanics do in their spare time.    

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End of October–beginning of November

 

Day of the Dead Unit

Students will be able to use vocabulary terms associated with the Day of the Dead Celebration

 

Students will be able to understand and explain the various components of this cultural celebration

 

Students will take part in celebrations and activities which their Mexican counterparts are involved in during this time

 

Students will compare this celebration with similar celebrations around the world 

Students will be working on a group activity where they read about a certain aspect of the Days of the Dead Celebration and then teach their classmates about that aspect

 

 

Students will be creating ofrendas as part of a contest

 

Students will be creating calacas, papel picado, y Calaveras de chocolate

 

Students will produce handouts on Day of the Dead/presentations on Day of the Dead to share information with the school community 

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Beginning of November – Middle of November

11/6 – 11/22

¿Que te gustaba hacer de pequeno?

 

 

Childhood

 

Capitulo 5

Students will have a basic knowledge of the geography, politics, and culture of Panama and Puerto Rico

 

Students will be able to talk about what children in Spanish-speaking countries do for fun when they are little

 

Students will learn about the childhood of Jose Marti and the affect it had on his later life

 

Students will be able to talk about toys they had, played with and collected when they were young

 

Students will be able to describe how they behaved when they were young – if they were spoiled, well mannered,  mischievous etc. 

 

Students will be able to conjugate ar, er, and ir verbs in the imperfect tense in order to talk about things they used to do when they were little

Students will be able to recognize the three irregular verbs in the imperfect – ser, ver, and ir and use they correctly in context

 

Students will learn the basic differences between the preterite and imperfect tense and will be able to recognize when to use each one

 

Students will be writing their first paper in Spanish – they will be working on using transitional phrases, accent marks on the computer, editing for others etc. 

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will learn about activities children in Spanish –speaking countries do for fun

 

 

Students will read about the life and works of Jose Marti

 

 

 

Students will ask one another about their toys and will include this topic in a paper about their own childhood

 

Students will have to describe themselves and others as children.  They will do this in various activities and there paper

 

Students will use the imperfect tense in all descriptive sentences about their childhood – in small sentences and later in paragraph format

Students will need these three important verbs in all descriptions of their childhood especially in their paper

 

Students will have to choose which tense to use in a given situation.  They will have to use both tenses when writing about their childhood

 

Students will be spending time on working on creating a cohesive paper about their early childhood. 

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End of November – End of Semester

11/30-12/21

¡Celebremos!

 

Special Occasions

 

Capitulo 6

Students will have a basic knowledge of the geography, politics, and culture of the Dominican Republic

 

 

Students will learn about special celebrations in Spanish – speaking countries – quinceneras, saints days, carnival etc.

 

Students will understand the marriage customs in Spanish-speaking countries

 

Students will be able to describe special celebrations in their lives . 

 

 

 

Students will review the family vocabulary in order to use it in descriptions of family celebrations

 

Students will be able to use the Spanish words to talk about holidays that they celebrate here and in Spanish-speaking countries

 

Students will review how to form the date in Spanish.

 

Students will review the stem-changing verbs and will focus on pedir in the present and preterite tense

 

 

Students will learn the preterite forms of the verb dar

 

 

Students will use reciprocal reflexive verbs

 

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will read and answer questions about celebrations in Spanish-speaking countries

 

 

 

 

 

 

 

Students will be asked to describe a birthday party, wedding, or other special occasion that they have attended

 

Students will be asked to describe their families and provide detailed descriptions of some of their family members

 

Students will be asked to write about their favorite holiday and to tell what they do on that day

 

 

Students will talk about “red letter” dates in their lifes – special/ important dates

 

Students will make lists of what they asked for for Christmas and what they would ask for if they could have anything in the world

 

Students will be able to tell what they gave to others for Christmas

 

Students will use reciprocal reflexives verbs to talk about when people do something to one another – hug etc

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Beginning of January – Middle of January

1/8 – 1/19

¿Es lujo o necesidad?

 

Luxuries and Necessities

 

Capitulo 7

Students will have a basic knowledge of the geography, politics, and culture of Venezuela 

 

 

Students will look at their own lives and what material possessions they have and compare that to those people in Spanish-speaking countries

 

Students will learn about the Maya and Aztec civilizations and the inventions of those civilizations

 

 

 

 

Students will be able to describe some of the material possessions that they own

 

 

 

 

 

 

Students will be able to talk about modern inventions and appliances that make our lives easier

 

 

 

Students will review the house vocabulary as they talk about inventions

 

Students will review possessive adjectives and talking about things that belong to them

 

Students will learn how to use possessive adjectives after nouns to

 

Students will use possessive pronouns to replace nouns and improve their writing by removing repetitive phrases

 

 

 

 

Students will review the different uses of the verb ser

 

 

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will take a look into the poverty in these countries and understand the differences in lifestyles

 

 

 

Students will read about these cultures and use some of their inventions like calendars and counting systems

 

 

 

Students will be asked to talk about their prized possession and to choose the items they would take if there was a fire or if they could only take one thing to a deserted island etc. 

 

Students will be asked to write about inventions that make their lives easier

 

 

 

 

Students will label diagrams of houses and talk about their own houses

 

Students will have to describe objects they own using both forms of possession

 

 

 

 

 

 

 

Students will be re-writing paragraphs they have already written by replace some noun/possessive adjective combinations with  possessive pronouns

 

Students will be asked to write sentences using the various uses of ser

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Middle of January – Beginning of February

1/22 – 2/2

¿Donde  sueles hacer tus compras?

 

Shopping

 

Chapter 8

Students will have a basic knowledge of the geography, politics, and culture of Colombia

 

 

Students will learn about how people get around in most Spanish-speaking countries

 

Students will compare stores and shopping customs in the US to those in Spanish-speaking countries 

 

Students will be able to identify various buildings, stores, and public places in a city in Spanish

 

Students will learn how to give directions in Spanish – using the cardinal terms in addition to talking about distances and actions

 

 

 

 

 

Students will also learn the questions to use when they are lost to get and clarify directions

 

Students will use the metric system to talk about distances

 

Students will learn vocabulary for specific items that can be found in a grocery or department store

 

Students will be able to ask for help in a store

 

Students will review the conjugation of the verb estar and its uses 

 

Students will review the formation of the present progressive tense and use it in everyday conversation 

 

Students will be able to use negative constructions in Spanish

 

 

 

Students will be able to use the se personal to talk about what people in general do

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will read articles and see pictures of transportation and shopping in Spanish-speaking countries

 

Students will answer questions about what they have seen and read

 

 

Students will label various maps and talk about places that can be found here in Tucson

 

Students will be asked to give actual directions from SSA to other places in the city

 

Students will use a mall directory to give people directions from one store to another

 

Students will ask for directions and use them to get from one place to another

 

 

Students will use this system when giving directions

 

Students will use this vocabulary combined with their direction vocabulary to locate things in stores

 

 

Students will role-play situations in stores

 

Students will need to decide whether to use ser or estar in given situations

 

Students will use this tense to talk about what they are doing right now

 

 

 

Students will be asked to use negative phrases such as nadie, nada, niguno, etc in sentences and activities

 

Students will create statements in which the se personal can be used

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Middle of February

2/5 – 2/15

¿Tuviste un accidente?

 

Accidents and Illness

 

Capitulo 9

Students will have a basic knowledge of the geography, politics, and culture of Ecuador

 

 

Students will compare medical treatments in the US and Spanish-speaking countries

 

Students will review the body part vocabulary in Spanish

 

Students will review how to say that something is hurting them

 

Students will learn additional vocabulary that relates to medical treatments


 

 

Students will learn some words for emergency responses in Spanish

 

 

 

 

Students will learn names for various medicines in Spanish

 

Students will be able to talk about medicines to which they have allergic reactions

 

 

Students will be able to express in Spanish that they are allergic to something

 

Students will be able to use the imperfect progressive in order to talk about things that were going on when something else occurred in the past

 

Students will combine the imperfect progressive and the preterite to describe an event that occurred and interrupted another event 

 

Students will be able to conjugate the verbs caer, creer, leer, and poner in the preterite

 

 

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will read and write about similarities and differences in health care

 

Students will label diagrams of the body with Spanish terms

 

 

Students will pretend that they have various illnesses and problems 

 

Students will be able to describe past trips to the hospital or doctors office and treatments that they received

 

Students will be able to get help in Spanish or explain some emergency procedures to Spanish-speakers who have injured themselves

 

Students will act out situations in pharmacies and will be able to ask for medicines they might one day need or tell about medicines which they cannot take

 

Students will practice explaining their allergies 

 

 

 

 

 

 

Students will tell stories of when they or someone else were hurt and what was going on when this event occurred. 

 

 

 

 

 

 

 

Students will use these verbs in the preterite in many activities and sentences 

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End of February – Beginning of March

2/19 – 3/2

¿De que se trataba la pelicula?

 

Movies and Television

 

Capitulo 10

Students will have a basic knowledge of the geography, politics, and culture of Ecuador

 

 

 

Students will learn about the entertainment industry in Spanish –speaking countries.

 

 

Students will be able to describe televnovelas and name famous Hispanic movies and actors

 

Students will learn vocabulary that can be associated with various types of movies

      Mysteries,          westerns, comedies  etc. 

 

Students will learn vocabulary used in the movie industry

 

 

Students will be able to describe the plots of certain movies or shows

 

 

Students will learn the terms associated with news programs

 

 

Students will review the weather vocabulary 

 

 

 

 

 

Students will learn the vocabulary which is used to talk about national disasters and news stories

 

 

 

 

 

Students will learn vocabulary associated with games shows

 

 

Students will learn three situations in which they can use the preterite and the imperfect tenses in the same sentence. 

 

Students will use the imperfect tense to give context info about what time it was or what the weather was like when something else happened

 

Students will combine these two tenses to contrast physical, mental, and emotional states of people with an action.

 

Students will combine these two tenses to contrast a continuing action which one that has begun and ended

 

Students will learn how to conjugate the verb decir in the preterite.  

 

Students will use decir in the preterite to report what others said.  They will also use it to report someone’s opinion

 

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

 

Students will read and answer questions about the entertainment industry in Spanish-speaking countries

 

Students will watch clips from various movies and telenovelas from Spanish-speaking countries

 

Students will describe movies they have seen that included these types of characters or scenes

 

 

 

Students will talk about their favorite actors, actresses, movies etc. 

 

Students will be able to talk about plot, problems, characters etc. of various films

 

 

Students will describe news programs that they watch here in Tucson

 

  Students will talk about current weather, will describe forecasts for various cities and will present a news forecast as part of their news show

 

Students will put on an entire news program – they will have to do a news segment, weather segment, sport segment, entertainment segment etc. 

 

Students will describe game shows they watch and we will create a game show in class

Students will work on creating plays in Spanish in which they will talk about actions that occurred in the past, and, therefore, will have to use the various combination of imperfect and preterite.    Students will work in groups and will present these plays to the class. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students will read and write reviews of movies and television shows. 

 

They will use these reviews to express their opinions and the opinions of others. 

 

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Beginning of March – Middle of March

3/5 -3/16

¿Como sera el futuro?

 

The Future

 

Capitulo 11

Students will have a basic knowledge of the geography, politics, and culture of Bolivia

 

 

Students will learn about the most popular professions in Spanish-speaking countries

 

Students will learn about professions that are unique to some Spanish-speaking countries

 

Students will learn the Spanish words for various professions and will be able to talk about these professions in context 

 

Students will talk about the advantages and disadvantages of various jobs

 

 

 

 

 

 

Students will learn the Spanish words that they can use to talk about what the world will be like in the future

 

 

 

 

 

 

 

 

 

 

 

 

 

Students will learn to use the future tense in Spanish

 

They will learn the regular ar, er, and ir conjugation and the verbs with irregular conjugations

 

 

 

 

 

 

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will read and answer questions about professions and jobs in Spanish-speaking countries

 

 

 

 

 

 

 

Students will be involved in activities in which they talk about what professions they and others have/ would like to have

 

Students will take on a certain profession and make a presentation about their profession telling us what they do and what the advantages and disadvantages of their job are

Students will make predictions for what they think the world will be like when their children are in high school

 

Students will talk about ways that we can all work to protect the environment for the future

 

Students will design something that they think will be used often in the future

 

Students will be able to talk about what they plan to do in the future and what they think will happen in the future

 

Students will write about what they and their lives will be like in the future

 

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Middle of March – Beginning of April

3/19 -4/13

 

 

¡El Pasaporte, por favor!

 

Travel

 

Capitulo 12

Students will have a basic knowledge of the geography, politics, and culture of Paraguay 

 

 

Students will learn about interesting places to visit throughout Spain and Latin American 

 

 

Students will learn the Spanish vocabulary for words related to traveling 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students will learn Spanish vocabulary for things that they need once they have arrived at their destination 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students will learn how to give commands/ tell others what to do and not to do  in Spanish 

 

 

 

 

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will read about and see pictures of places of interest throughout the Spanish-speaking world

 

Students will describe trips that they have been on in the past

 

Students will talk about the various things that people have to do while traveling 

 

Students will create dialogues and skits in an airport and on an airplane

 

 

Students will be able to tell others where they need to go in order to find various things/information in a foreign city

 

Students will act out scenes of various situations that tourists might find themselves in

 

 

Students will describe a vacation they would like to go on and what they would do using the future tense

 

 

Students will review the commands they learned last year by giving advice to their classmates that ask them for help

 

Students will create lists of advice for people to help them succeed in various situations – in school, when planning a vacation, when raising children etc. 

 

Students will create lists of rules of what people should not do in certain situations 

 

Students will give and follow commands in various activities

 

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Middle of April – End of April

4/16 – 4/30

 ¿Qué sugieres que pida?

 

Meals

 

Capitulo 13

Students will have a basic knowledge of the geography, politics, and culture of Uruaguay

 

 

Students will learn about culinary dishes and food preparation throughout Latin America

 

Students will be able to use food preparation vocabulary in addition to regular food vocabulary

 

 

 

 

 

Students will learn vocabulary associated with good nutrition 

 

 

 

 

Students will learn additional vocabulary for fruit words, including fruits which we do not eat in the United States 

 

Students will be able to use negative commands in Spanish – they will be able to tell people not to do things

 

 

 

 

 

 

 

 

 

 

 

Students will be to use the subjunctive present tense

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will read about, taste, and answer questions about various foods from Latin America

 

Students will talk and write about foods that they prepare and eat

 

Students will create recipes for others to follow and will actually make some of these recipes as a class 

 

Students will talk about their own nutritional habits and will create posters and brochures which promote proper nutrition

 

 

 

 

 

 

 

 

Students create and follow negative commands

 

Students will be asked to give advice using negative commands.  They will tell people what not to do in various situations. 

 

Students will include negative commands on their posters and brochures.  

 

Students will be able to use the subjunctive correctly in context

 

Students will use the subjunctive to talk about their wants, wishes, and desires for the future.  They will write a wish list for the future

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May

¡Me encanta la naturaleza!

 

The Outdoors

 

Capitulo 14

 

Students will have a basic knowledge of the geography, politics, and culture of Argentina

 

 

Students will learn about problems/issues that they may face as tourists in Spanish-speaking country 

 

Students will learn the vocabulary associated with camping, hiking, and other outdoor sports 

 

 

 

 

 

 

 

Students will learn the Spanish vocabulary for animals that they will encounter during their outdoor adventures

 

Students will begin to work on the irregular verbs in the present subjunctive – including the verbs ser and ir

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will come up with solutions and ways to avoid some of the situations which tourists may face. 

 

Students will use the new vocabulary to talk about vacations/past experiences

 

Students will create brochures advertising outdoor adventure trips which they have planned. 

 

Students will create stories that include an outdoor adventure in which somebody encounters an animal. 

 

 

 

In addition to regular conjugation quizzes, students will be asked to use these verbs in the context of their everyday lives – creating sentences about what they think, believe, wish, want, desire etc. 

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ĉ
rrivera@sonoranacademy.org,
Aug 31, 2010, 8:48 AM
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