Course Description
Open to: 9, 10, 11, 12 One Year Course
Prerequisite: Spanish 1, Instructor/Counselor Approval (Out-of-District students
must pass the Spanish 1, Semester 2 EOC.)
Content: Students will continue the study of the Spanish language and culture
and complete level 1 material. All skills of listening, speaking, reading and
writing will be emphasized.
Adopted Materials
Title: Realidades 2
Authors: Boyles, Met, Sayers, Eubanks Wargin, et al
Publisher: Pearson Prentice Hall
Year: 2004
Use foreign language workbooks, audio/video tapes and other teacher resource
materials which accompany the adopted texts as appropriate.
Appendix -
Performance Objective Appendix in pdf format.
Vocabulary and structures for which students are responsible. The students
will be tested on the structures and vocabulary under the "For Proficiency" columns.
Grades
The grade that a student receives in this course will
be a reflection of how the student has performed in
two areas: the assimilation and the acquisition of
performance skills. The course grade will be calculated
from scores obtained on unit tests, projects and activities
(reading, writing, listening and oral language production),
homework, and a semester EOC. Progress reports should
provide the student and parents with information (average
grades or percentages) in three main areas: unit tests,
projects/activities, and homework completed.
The final is also the End of Course Exam (EOC), which
will count as 10% of the student's final semester grade
and will determine whether or not the student has met
the State Standards in Humanities for this particular
course. It will consist of a written exam evaluating
listening, grammatical, cultural and reading proficiencies.
Teachers are encouraged to supplement the EOC with
additional listening, speaking and cultural evaluations.
Special Notes
The District World Language Department requires the
use of the Realidades 1 and 2 textbook ancillaries
to help facilitate student exposure to multiple sources
and authentic realia. To supplement the textbook, an
appendix of required vocabulary and grammar structures
is provided. Some vocabulary from the Spanish 1 appendix
is included in italics for review purposes. The District
World Language Department recommends the use of the
target language as much as possible for classroom instruction
and activities.
Copyright
Resources
Course Scope for Semester 1
| Unit 1 |
¿Cómo eres, y qué recuerdas? |
2 Weeks |
| Unit 2 |
La vida estudiantil |
5 Weeks |
| Unit 3 |
¿Cómo te preparas? |
3 Weeks |
| Unit 4 |
Un evento especial: ¡Vamos
de compras! |
6 Weeks |
| Unit 5 |
Investigamos a las personas famosas |
2 Weeks |
Course Scope for Semester 2
| Unit 6 |
Mi comunidad |
5 Weeks |
| Unit 7 |
Recuerdos del pasado: La niñez
y las celebraciones |
4 Weeks |
| Unit 8 |
Hubo un accidente |
4 Weeks |
| Unit 9 |
La cocina y los restaurantes |
3 Weeks |
| Unit 10 |
Los destinos culturales |
2 Weeks |
Assessment
Correlation acronyms key
|
Unit
1 |
¿Cómo
eres, y qué recuerdas? |
Semester 1, 2 weeks |
|
Instructional Objective
0422.01 Use adjectives of nationality to describe
the origin of people who speak Spanish. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 4.1, 4.2,
WL2.1.1.1, 2.1.1.2, 2.1.1.4, 2.1.2.1, 2.1.2.4, 2.2.1.1, 2.2.1.2, 2.2.1.3,
2.2.2.3 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify and use adjectives of nationality,
making them agree in number and gender. |
Realidades 2, (R2), pp. 3,
6, 7, Appendix |
EOC, TMA (Teacher-Made Assessment) |
|
02 |
Generate a list of Spanish-speaking people students
know and discuss their nationalities. |
R2, TE pp. 54-56, Appendix |
TMA |
|
03 |
Discuss perspectives on the use of the word "americano" in
the U.S.A. and the Spanish-speaking world. |
WWW |
TMA |
|
Instructional Objective
0422.02 Describe oneself and investigate activities
and interests of classmates. |
Standard Reference
N1.1, 1.2, 1.3, 4.1,
WL2.1.1.1, 2.1.1.2, 2.1.1.4, 2.1.2.1, 2.1.2.2, 2.1.2.3, 2.1.2.4, 2.1.4.2,
2.2.1.1, 2.2.1.2, 2.2.1.3, 2.2.2.2, 2.2.2.3 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Ask and answer questions using a variety of -ar,
-er, -ir,and irregular verbs
to become familiar with classmates. |
R2, pp. 5, 9, 10, Appendix |
EOC, TMA |
|
02 |
Use adverbs of frequency to
survey classmates on their preferred activities
and how often they are done. |
R2, p. 10, Appendix |
TMA |
|
03 |
Watch a video or look at pictures then describe
where people are and what they are doing at the
present time (estar + present
progressive). |
R2, p. 504, Appendix |
EOC, TMA |
|
04 |
Explain where people go using ir + a +placeandwhat
people are going to do using ir + a + infinitive. |
R2, pp. 11, 42-43, Appendix |
EOC, TMA |
|
05 |
Describe people’s interests and obligations
using tener + que + infinitive. |
R2, pp. 15, 22, Appendix |
EOC, TMA |
|
06 |
Discuss opportunities for students to use Spanish
outside the classroom. |
WWW |
TMA |
|
Back to Top |
|
Unit
2 |
La vida estudiantil |
Semester 1, 5 weeks |
|
Instructional Objective
0422.03 Describe what students do in school. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 4.1, 4.2,
WL2.1.1.1, 2.1.1.2, 2.1.1.4, 2.1.2.1, 2.1.2.2, 2.1.2.3, 2.1.2.4, 2.1.4.2,
2.2.1.1, 2.2.1.2, 2.2.1.3, 2.2.2.3 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize and use classroom vocabulary and expressions
to discuss classroom rules with classmates. |
R2, pp. 18, 19, 26, 34-35, 40, Appendix |
EOC, TMA |
|
02 |
Review and compare and contrast student schedules
and classroom behavior in the U.S.A. and Spanish-speaking
countries. |
R1, pp. 78, 80, 92, 106, 113, 116,
214, TE73, 75, 79, 85, WWW |
TMA |
|
03 |
Conjugate and use new irregular yo form
verbs. |
R2, pp. 32, 40, 155, Appendix |
EOC, TMA |
|
04 |
Conjugate e - i stem-changing
verbs in the present tense in all six forms. |
R2, pp. 27, 40, 507, Appendix |
EOC, TMA |
|
05 |
Review and use o - ue stem-changing
verbs. |
R2, pp. 27-28, 40, Appendix |
EOC, TMA |
|
06 |
Discuss classroom activities and experiences
using stem-changing verbs and irregular yo form
verbs. |
R2, p. 23, Appendix |
EOC, TMA |
|
07 |
Apply affirmative and negative words to
ask and answer questions and compare experiences
about classes and subjects. |
R2, pp. 31, 40, 503, Appendix |
EOC, TMA |
|
Instructional Objective
0422.04 Describe student participation in
extracurricular activities. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 3.1, 4.1, 4.2,
WL2.1.1.1, 2.1.1.2, 2.1.1.4, 2.1.2.1, 2.1.2.2, 2.1.2.3, 2.1.2.4, 2.1.3.1,
2.1.3.2, 2. 1.3.3, 2.1.4.2, 2.2.1.1, 2.2.1.2, 2.2.1.3, 2.2.2.1, 2.2.2.2,
2.2.2.3, 2.3.3.1 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize extracurricular activities. |
R2, pp. 46-47, 50, 68, Appendix |
EOC, TMA |
|
02 |
Identify participants of extracurricular activities
from your school community and the Spanish-speaking
world. |
R2, pp. 46-47, 50, 68, Appendix |
EOC, TMA |
|
03 |
Conjugate and use the verbs saber and conocer and
compare and contrast their uses. |
R2, pp. 56, 68, Appendix |
EOC, TMA |
|
04 |
Survey your classmates about who they know and
what they know how to do. |
R2, p. 57 |
TMA |
|
05 |
Form comparisons of equality (tanto
como;
tan + adj/adv + como; tanto(a)/tantos(as) + noun + como) and
compare oneself to others. |
R2, pp. 53, 68, Appendix |
EOC, TMA |
|
06 |
Discuss and compare people or activities that
are equal to each other. |
R2, pp. 53-54 |
EOC, TMA |
|
07 |
Recognize the superlative in Spanish (el/la/los/las
+ noun + más/menos + adjective)
including the four irregular forms. |
R2, p. 53, Appendix |
EOC, TMA |
|
08 |
Discuss and compare talents of classmates and
famous people using the superlative. |
R2, p. 53 |
EOC, TMA |
|
09 |
Read in Spanish about school activities, sports
and clubs in Spanish-speaking countries and compare
them to those in the U.S.A. |
R2, pp. 51, 54, 60-65, WWW |
EOC, TMA |
|
Back to Top |
|
Unit
3 |
¿Cómo
te preparas? |
Semester 1, 3 weeks |
|
Instructional Objective
0422.05 Describe one’s daily routine and activities. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 2.2, 4.1, 4.2,
WL2.1.1.1, 2.1.1.2, 2.1.1.4, 2.1.2.1, 2.1.2.2, 2.1.2.3, 2.1.2.4, 2.1.4.2,
2.2.1.1, 2.2.1.2, 2.2.1.3, 2.2.2.1, 2.2.2.2, 2.2.2.3 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize and identify body parts vocabulary. |
R1, p. 9, Appendix |
EOC, TMA |
|
02 |
Memorize common reflexive verbs and pronouns and
practice correct usage in communicative activities. |
R2, pp. 74-75, 78-82, 96, 514, Appendix |
EOC, TMA |
|
03 |
Form adverbs from adjectives using the suffix
"-mente." |
R2, p. 79, Appendix |
EOC, TMA |
|
04 |
Memorize sequencing words and expressions. |
Appendix |
EOC, TMA |
|
05 |
Describe one’s daily routine / activities using
adverbs, sequencing words and expressions. |
R2, p. 82, Appendix |
EOC, TMA |
|
Back to Top |
|
Unit
4 |
Un evento especial: ¡Vamos
de compras! |
Semester 1, 6 weeks |
|
Instructional Objective
0422.06 Identify and describe common articles
of clothing, accessories, and gifts. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 2.2, 4.1, 4.2,
WL2.1.1.1, 2.1.1.2, 2.1.1.4, 2.1.2.1, 2.1.2.2, 2.1.2.3, 2.1.2.4, 2.1.4.2,
2.2.1.1, 2.2.1.2, 2.2.1.3, 2.2.2.1, 2.2.2.2, 2.2.2.3 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize vocabulary for articles of clothing,
accessories, and gifts. |
R2, pp. 102-103, 124, Appendix |
EOC, TMA |
|
02 |
Name appropriate articles of clothing worn during
each season or for special events. |
R2, p. 112, Appendix |
EOC, TMA |
|
03 |
Compare and contrast clothing choices for formal
and informal events in the U.S.A. and Spanish-speaking
world. |
R2, p. 79 |
TMA |
|
04 |
Memorize and practice the meanings and usage
of the 12 demonstrative adjectives. |
R2, pp. 114-115, 124, Appendix |
EOC, TMA |
|
05 |
Use adjectives and demonstrative adjectives
to identify and describe clothing and gift items. |
R2, pp. 114-116, Appendix |
EOC, TMA |
|
Instructional Objective
0422.07 Demonstrate how to purchase clothing,
accessories, and gifts. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 4.1, 4.2,
WL2.1.1.1, 2.1.1.2, 2.1.1.4, 2.1.2.1, 2.1.2.2, 2.1.2.3, 2.1.2.4, 2.1.4.2,
2.2.1.1, 2.2.1.2, 2.2.1.3, 2.2.2.1, 2.2.2.2, 2.2.2.3, 2.3.3.1 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize and use vocabulary to express opinions
while shopping and making purchases. |
Appendix |
EOC, TMA |
|
02 |
Compare clothing, accessories and gifts one
intends to purchase for an occasion using new
shopping vocabulary. |
R2, p. 109, Appendix |
EOC, TMA |
|
03 |
Conjugate and use new o - ue stem-changing
verbs and places to shop. |
R2, pp. 27, 40, Appendix |
EOC, TMA |
|
04 |
Recognize and use the numbers 101-1,000,000. |
R2, p. 99, Appendix |
EOC, TMA |
|
05 |
Use cuesta(n) and demonstrative
adjectives to practice making purchases. |
R1, pp. 323, 342, Appendix |
EOC, TMA |
|
06 |
Demonstrate familiarity with shopping practices
in the Spanish-speaking world. |
R2, pp. 109, 115, WWW |
EOC, TMA |
|
07 |
Role-play a problem situation about selecting
and purchasing a gift. |
R1, Ch. 7A, 7B, R2, Ch. 2A,
2B, Appendix |
EOC, TMA |
|
Instructional Objective
0422.08 Describe a past shopping experience. |
Standard Reference
N1.1, 1.2, 1.3, 4.1,
WL2.1.1.1, 2.1.1.2, 2.1.1.3, 2.1.1.4, 2.1.2.1, 2.1.2.2, 2.1.2.3, 2.1.2.4,
2.1.3.1, 2.1.3.2, 2.1.4.1, 2.1.4.2, 2.2.1.1, 2.2.1.2, 2.2.1.3, 2.2.2.1,
2.2.2.2, 2.2.2.3 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Conjugate regular -ar, -er and -ir
verbs in the preterite in
all six forms. |
R2, pp. 110, 124, Appendix |
EOC, TMA |
|
02 |
Make spelling changes in the preterite of
the yo form for verbs ending
in -car, -gar, -zar. |
R2, p. 110, Appendix |
EOC, TMA |
|
03 |
Memorize and use time expressions that indicate
the preterite tense. |
R1, p. 370, Appendix |
EOC, TMA |
|
04 |
Role-play shopping situations and problems using
both present and preterite tenses. |
R1, Ch. 7A, 7B, R2, Ch. 2A,
2B, Appendix |
TMA |
|
05 |
Read and discuss an article in Spanish on clothing. |
R2, p. 118-119, WWW |
EOC, TMA |
|
Back to Top |
|
Unit
5 |
Investigamos a las
personas famosas |
Semester 1, 2 weeks |
|
Instructional Objective
0422.09 Identify and describe famous Hispanics |
Standard Reference
N1.1, 1.2, 1.3, 3.1, 4.1,
WL2.1.1.1, 2.1.1.2, 2.1.1.3, 2.1.1.4, 2.1.2.4, 2.1.3.1, 2.1.3.2, 2.1.3.3,
2.3.1.1, 2.3.3.1 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Research influential Hispanics. |
R2, TE pp. 52-56, Appendix, WWW |
TMA |
|
02 |
Describe famous people including origin, talents,
interests, influence and contributions. |
R2, TE pp. 52-56, Appendix, WWW |
TMA |
|
03 |
Share findings with classmates via print media,
visual media, or oral presentations. |
WWW |
TMA |
|
Instructional Objective
0422.10 Discuss locations within the city. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 2.2, 4.1, 4.2,
WL2.1.1.1, 2.1.1.2, 2.1.1.4, 2.1.2.1, 2.1.2.2, 2.1.2.3, 2.1.2.4, 2.1.3.1,
2.1.3.2, 2.1.3.3, 2.1.4.2, 2.2.1.1, 2.2.1.2, 2.2.1.3, 2.2.2.1, 2.2.2.2,
2.2.2.3, 2.3.2.1 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize and identify common places in a Hispanic
community and city vocabulary (i.e. el Zócalo,
la plaza, la glorieta). |
R2, pp. 130-131, 152, 158-159, 162,
180, Appendix |
EOC, TMA |
|
02 |
Memorize prepositions used to
express location. |
R2, pp. 154, Appendix |
EOC, TMA |
|
03 |
Ask and answer questions about the locations
of common places in a town or city. |
R2, pp. 163, Appendix |
EOC, TMA |
|
04 |
Identify modes of transportation used
to get to various locations. |
R2, pp. 154, 169, 180, Appendix |
EOC, TMA |
|
05 |
Compare and contrast how best to travel from
one place to another in the U.S.A. and in Spanish-speaking
countries. |
R2, pp. 180, 409, Appendix |
EOC, TMA |
|
06 |
Recognize irregular formsof present
progressive. |
R2, pp. 171, 180, Appendix |
EOC, TMA |
|
07 |
Describe city scenes using the present progressive
and city vocabulary. |
R2, p. 171, Appendix, WWW |
EOC, TMA |
|
Instructional Objective
0422.11 Discuss outings in the city. |
Standard Reference
N1.1, 1.2, 1.3, 4.1, 5.1,
WL2.1.1.1, 2.1.1.2, 2.1.1.3, 2.1.1.4, 2.1.2.1, 2.1.2.2, 2.1.2.3, 2.1.2.4,
2.1.4.1, 2.1.4.2, 2.2.1.1, 2.2.1.2, 2.2.1.3, 2.2.2.2, 2.2.2.3 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Conjugate the irregular verb ir "to
go" in the preterite in
all six forms. |
R2, pp. 152, 140, Appendix |
EOC, TMA |
|
02 |
Describe where one went to do certain activities
/ errands. |
R2, p. 140, Appendix |
EOC, TMA |
|
03 |
Describe places within the local community where
students can use Spanish. |
WWW |
TMA |
|
04 |
Memorize the 8 direct object pronouns,their
meanings and placement. |
R2, pp. 138, 180, 501, Appendix |
EOC, TMA |
|
05 |
Answer questions using direct object pronouns
about what one saw, found or bought while running
errands. |
R2, p. 138, Appendix |
EOC, TMA |
|
06 |
Conjugate the irregular verbs estar,
hacer, poder, tener in the preterite
in all six forms. |
R2, p. 142, Appendix |
EOC, TMA |
|
07 |
Explain why one could not do certain things
/ activities. |
R2, pp. 142, 143 |
EOC, TMA |
|
Instructional Objective
0422.12 Give and follow directions in a city. |
Standard Reference
N1.1, 1.2, 1.3, 4.1,
WL2.1.1.1, 2.1.1.2, 2.1.1.4, 2.1.2.1, 2.1.2.2, 2.1.2.3, 2.1.2.4, 2.1.3.1,
2.1.3.2, 2.1.3.3, 2.1.3.4, 2.1.4.2, 2.2.1.1, 2.2.1.2, 2.2.1.3, 2.2.2.3 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize and use verbs and expressions needed
to reach a destination. |
R2, pp. 158-159, 162, 180, Appendix |
EOC, TMA |
|
02 |
Form the singular familiar affirmative
commands of regular verbs. |
R2, pp. 158-159, 168, 505, Appendix |
EOC, TMA |
|
03 |
Memorize irregular singular familiar
affirmative commands. |
R2, pp. 168, 180, 505, Appendix |
EOC, TMA |
|
04 |
Use singular familiar affirmative commands of
regular and irregular verbs in a community setting. |
R2, pp. 164, 168-169, Appendix |
EOC, TMA |
|
05 |
Give and follow directions from one specified
location to another. |
R2, pp. 168, Appendix |
EOC, TMA |
|
06 |
Read and answer basic questions about an article
or brochure in Spanish related to getting around
the city. |
R2, pp. 174-175, WWW |
EOC, TMA |
|
Back to Top |
|
Unit
7 |
Recuerdos del pasado:
La niñez y las celebraciones |
Semester 2, 4 weeks |
|
Instructional Objective
0422.13 Describe one’s childhood activities,
personality traits and physical characteristics. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 3.2, 4.1, 4.2,
WL2.1.1.1, 2.1.1.2, 2.1.1.3, 2.1.1.4, 2.1.2.1, 2.1.2.2, 2.1.2.3, 2.1.2.4,
2.1.3.1, 2.1.3.2, 2.1.3.3, 2.1.3.4, 2.1.4.2, 2.2.1.1, 2.2.1.2, 2.2.1.3,
2.2.2.1, 2.2.2.2, 2.2.2.3, 2.3.3.1 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize childhood vocabulary. |
R2, pp. 186-187, 190, 208, 213, 234,
Appendix |
EOC, TMA |
|
02 |
Conjugate regular -ar, -er,
and -ir verbs in the imperfect
tense in all six forms. |
R2, pp. 194, 208, Appendix |
EOC, TMA |
|
03 |
Conjugate the three irregular verbs ir, ser and ver in
the imperfect tense in all six forms. |
R2, pp. 196, 208, Appendix |
EOC, TMA |
|
04 |
Memorize and use time expressions to describe
habitual or repetitive actions in the past. |
Appendix |
EOC, TMA |
|
05 |
Memorize and use reflexive verbs in
the past tense. |
R2, pp. 212, 225, 288, 514, Appendix |
EOC, TMA |
|
06 |
Using the imperfect tense, describe yourself
as a child including personality traits, physical
characteristics and favorite activities. |
R2, pp. 194, 196, 205, 208, 234, Appendix |
EOC, TMA |
|
07 |
Become familiar with at least one childhood
song or rhyme. |
R1, p. 190, R2, pp. 29, 89,
144, 193, 204, 254, 308, 416, 459, WWW |
TMA |
|
Instructional Objective
0422.14 Describe people, places and situations
in the past. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 3.2, 4.1,
WL2.1.1.1, 2.1.1.2, 2.1.1.3, 2.1.1.4, 2.1.2.1, 2.1.2.2, 2.1.2.3, 2.1.2.4,
2.1.4.1, 2.1.4.2, 2.2.1.1, 2.2.1.2, 2.2.1.3, 2.2.2.1, 2.2.2.2, 2.2.2.3,
2.3.3.1 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize special events vocabulary. |
R2, pp. 212-213, 216, 234, Appendix |
EOC, TMA |
|
02 |
Use indirect object pronouns to
express for whom an action is intended. |
R2, pp. 199, 208, Appendix |
EOC, TMA |
|
03 |
Describe an event including who was there and
the location. |
R2, pp. 120, 194, 196, 217-219, 248-249,
276, Appendix |
EOC, TMA |
|
04 |
Describe how people interacted with each other
at special events using verbs of reciprocal
action. |
R2, pp. 224-225, Appendix |
EOC, TMA |
|
05 |
Tell what happened at an event using the preterite. |
R2, pp. 110, 124, 140, 142, 255, Appendix |
EOC, TMA |
|
06 |
Read information in Spanish on holiday celebrations
and cultural events and compare them to one’s
own celebrations. |
R2, pp. 84, 120, 212-213, 218, 223,
226-230, WWW |
EOC, TMA |
|
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|
Unit
8 |
Hubo un accidente |
Semester 2, 4 weeks |
|
Instructional Objective
0422.15 Describe the symptoms of injuries
and illness. |
Standard Reference
N1.1, 1.2, 1.3, 3.1, 4.1,
WL2.1.1.1, 2.1.1.2, 2.1.1.3, 2.1.1.4, 2.1.2.1, 2.1.2.2, 2.1.2.3, 2.1.2.4,
2.1.4.1, 2.2.1.1, 2.2.1.2, 2.2.1.3, 2.2.2.1, 2.2.2.2, 2.2.2.3 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize new body vocabulary and terminology
related to injury and illness. |
R2, pp. 266-267, 288, Appendix |
EOC, TMA |
|
02 |
Memorize and use the verb doler and
indirect object pronouns to describe one’s pain. |
R2, pp. 199, 208, Appendix |
EOC, TMA |
|
03 |
Ask and answer questions about injuries and
pain. |
Appendix |
EOC, TMA |
|
04 |
Memorize and use the verb sentirse in
both the present and past tenses. |
R2, pp. 288, 507, Appendix |
EOC, TMA |
|
Instructional Objective
0422.16 Describe the events surrounding an
accident or incident. |
Standard Reference
N1.1, 1.2, 1.3, 3.1, 4.1,
WL2.1.1.1, 2.1.1.2, 2.1.1.3, 2.1.1.4, 2.1.2.1, 2.1.2.2, 2.1.2.3, 2.1.2.4,
2.1.3.1, 2.1.3.2, 2.1.3.3, 2.1.3.4, 2.1.4.1, 2.1.4.2, 2.2.1.1, 2.2.1.2,
2.2.1.3, 2.2.2.3 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize and use additional irregular preterite
verbs (dar, decir, poner, traer, venir,and hubo)
to talk about accidents and treatment. |
R2, pp. 248, 266-268, 274, 288, 510,
512, Appendix |
EOC, TMA |
|
02 |
Conjugate and use i-y spelling-change
preterite verbs. |
R2, pp. 250, 262, 508-509, Appendix |
EOC, TMA |
|
03 |
Memorize vocabulary related to accidents and
their treatments. |
R2, pp. 266-267, 288, Appendix |
EOC, TMA |
|
04 |
Review using indirect object pronouns to talk
about the treatment one receives. |
R2, pp. 199, 208, 288, Appendix |
EOC, TMA |
|
05 |
Read in Spanish about an accident, natural disaster
or other health topics; then answer basic questions. |
R2, pp. 241, 247, 252-253, 255-258,
271, 275-276, 278-280, 282-283, 385, WWW |
EOC, TMA |
|
06 |
Review circumstances and time expressions that
indicate the use of the appropriate past tense. |
R1, p. 370, R2, pp. 194, 208,
219, 234, 248, 272, Appendix |
EOC, TMA |
|
07 |
Describe the events surrounding an accident
or incident using the imperfect tense. |
R2, pp. 248-249, 288, Appendix |
EOC, TMA |
|
08 |
Describe what one was doing when an accident
or incident occurred. |
R2, pp. 277, 288, Appendix |
EOC, TMA |
|
09 |
Role-play a scenario in which someone is sick
or injured and someone offers help. |
R2, Ch. 5A, 5B, Appendix |
TMA |
|
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|
Unit
9 |
La cocina y los restaurantes |
Semester 2, 3 weeks |
|
Instructional Objective
0422.17 Compare and contrast traditional foods
from Spanish-speaking countries. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 2.2,
WL3.1, 3.2, 4.1, 4.2, 2.1.1.1, 2.1.1.2, 2.1.1.3, 2.1.1.4, 2.1.2.1, 2.1.2.2,
2.1.2.3, 2.1.2.4, 2.1.3.1, 2.1.3.2, 2.1.3.3, 2.1.3.4, 2.1.4.2, 2.2.1.1,
2.2.1.2, 2.2.1.3, 2.2.2.1, 2.2.2.2, 2.2.2.3, 2.3.2.1, 2.3.3.1 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Review food vocabulary from Spanish I and memorize
additional food related vocabulary. |
R2, pp. 344, 348-349, 370, 374-375,
396, Appendix |
EOC, TMA |
|
02 |
Discuss food preferences and methods of preparation. |
R2, pp. 378, 380-381, Appendix |
TMA |
|
03 |
Read recipes written in Spanish and answer basic
questions. |
R2, pp. 349, 355, 358, 364-366, WWW |
EOC, TMA |
|
04 |
Research the preparation of a traditional food
dish from a Spanish-speaking country. |
R2, pp. 378, 380-381, WWW |
TMA |
|
05 |
Compare and contrast common ingredients and
methods of food preparation in the Spanish-speaking
world. |
R2, pp. 352, 355, 358, 362, 364, 366,
378, 380-381, 392, WWW |
TMA |
|
06 |
Read and discuss material in Spanish related
to food or food preparation. |
R2, pp. 364-365, 392, WWW |
EOC, TMA |
|
Instructional Objective
0422.18 Participate in conversations in a
restaurant setting. |
Standard Reference
N1.1, 1.2, 1.3, 2.2, 4.1, 5.1, 5.2,
WL2.1.1.1, 2.1.1.2, 2.1.1.3, 2.1.1.4, 2.1.2.1, 2.1.2.2, 2.1.2.3, 2.1.2.4,
2.1.3.1, 2.1.3.2, 2.1.3.3, 2.1.4.1, 2.1.4.2, 2.2.1.1, 2.2.1.2, 2.2.1.3,
2.2.2.1, 2.2.2.2, 2.2.2.3, 2.3.3.1 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize and use table setting, meal, and restaurant
vocabulary. |
R2, pp. 344, 348-349, 370, 374-375,
396, Appendix |
EOC, TMA |
|
02 |
Read authentic menus, restaurant ads or dialogues
and answer basic questions. |
R2, pp. 362-363 |
EOC, TMA |
|
03 |
Demonstrate culturally appropriate restaurant
behavior using new vocabulary and expressions. |
Appendix, WWW |
EOC, TMA |
|
04 |
Use stem-changing preterite verbs to describe
a real or imaginary restaurant experience. |
R2, pp. 302, 316, 507, Appendix |
EOC, TMA |
|
05 |
Describe restaurant experiences using comparisons
and superlatives. |
R2, 53, 68, Appendix, WWW |
EOC, TMA |
|
06 |
Create a restaurant setting dialogue that includes
how to order food and drink, ask for the check
and pay the bill. |
R1, Ch. 5B, R2, Ch. 7A, 7B,
Appendix |
TMA |
|
07 |
Role-play restaurant scenarios with classmates
using both present and past tense verbs. |
R1, Ch. 5B, R2, Ch. 7A, 7B,
Appendix |
TMA |
|
08 |
Discuss restaurants in the local community where
students can use Spanish. |
WWW |
|
|
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|
Unit
10 |
Los destinos culturales |
Semester 2, 2 weeks |
|
Instructional Objective
0422.19 Discover cultural destinations in
the Spanish-speaking world. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 2.2,
WL3.1, 3.2, 4.1, 4, 2, 2.1.1.1, 2.1.1.2, 2.1.1.3, 2.1.1.4, 2.1.2.1, 2.1.2.2,
2.1.2.3, 2.1.2.4, 2.1.3.1, 2.1.3.2, 2.1.3.3, 2.1.3.4, 2.1.4.1, 2.1.4.2,
2.2.1.1, 2.2.1.2, 2.2.1.3, 2.2.2.3, 2.3.1.1, 2.3.2.1, 2.3.3.1 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Investigate a cultural destination in the Spanish-speaking
world and select at least one of the following
topics to research:
Art and Architecture
Bullfighting
Cuisine
Ecotourism
Folk art
History
Museums
Music and Dance
Nature, i.e. volcanoes, rainforests |
R2, p. 148, 390-391, 421, TE 52-56,
WWW |
TMA |
|
02 |
Prepare a descriptive travel brochure in Spanish
to inform potential travelers of must-see attractions
and must-do activities using affirmative "tú" commands,
and verb expressions using infinitives (i.e. ir
a, hay que, tener
que, deber). |
R2, pp. 19, 43, 147, 168, 399, 415,
433, 445, 505, WWW |
TMA |
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World Languages curriculum
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