Harbor Creek School District Language/Spanish...-Use affirmative tú commands to tell someone else to do something. Day 1 -15 E - Use negative tú commands to tell someone else NOT

Harbor Creek School District

Spanish II Page 1 3/5/2012

Spanish II

Major Understanding

Concepts Timeframe Skills Assessment Standards

Communication

Daily Routine

Day 1-15 E - Recognize and be able to use vocabulary including personal care items, parts of the body and reflexive verbs.

Summative Assessments, Performance-

Based Assessments, Project-Based Assessments

1.1 1.2 1.3

Day 1-15 E - Use reflexive verbs to describe activities that involve oneself.

Day 1-15 E - Discuss daily chores using vocabulary from this section and previously learned.

Telling Someone to Do and Not Do

Something

Day 1-15 E - Use affirmative tú commands to tell someone else to do something.

Day 1-15 E - Use negative tú commands to tell someone else NOT to do something.

Day 1-15 E - Understand correct pronoun placement when using affirmative and negative tú commands.

Say What People Are Doing

Day 16-30 E - Say what people are currently doing using the Present Progressive Tense.

Day 16-30 E - Construct present participles of irregular, spell change and e to i stem change verbs.

Day 16-30 E - Know the options of where to place pronouns when using the Present Progressive Tense.



Major Understanding


Communication

Persuade Others

Day 16-30 E - Attempt to persuade others saying what they should do using the correct forms of the verb deber + infinitive.



1.1 1.2 1.3

Day 16-30 F - Negotiate responsibilities of household chores using vocabulary of the section.

Day 16-30 E - Use adverbs with -mente constructions to describe how things are to be done.

Describe a House Day 16-30

E - Describe parts of the house and furniture using vocabulary of this section.

Day 16-30 E - Develop a detailed plan of one's ideal or dream house.

Plan a Party Day 31-45

E - Discuss plans for a party using vocabulary of this section, which includes foods, kitchen items, measurements of quantities and numbers to one million.

Day 31-45 F - Create a menu or recipe in Spanish including pictures (can be done in this unit or Unit 2).

Express Extremes Day 31-45

E - Use Superlatives to express extremes of greatest or least of something.

Day 31-45 E - Use Comparatives to compare items.

Discuss Past Activities

Day 31-45 E - Identify and be able to use vocabulary and phrases identifying the past.

Day 31-45 E - Identify and use the Preterite Tense of Regular -ar Verbs.

Day 31-45 E - Identify and use the Preterite Tense of Verbs Ending in -car, -gar & -zar.



Major Understanding


Communication

Talk about Professions &

Buildings Day 46-60

E - Recognize and be able to discuss professions and features of buildings in a city using vocabulary of this section.



1.1 1.2 1.3

Tell What Happened

Day 46-60 E - Recognize and be able to use Preterite Tense of Regular -er and -ir Verbs.

Day 46-60 E - Recognize and be able to use Preterite Tense of verbs with a y Spelling Change.

Day 46-60 E - Recognize and be able to use Irregular Preterite Verbs: hacer, ir and ser.

Point Out Specific People

and Things

Day 61-75 E - Use vocabulary of this section to identify animals and items found on a farm.

Day 61-75 E - Identify where things are located using location words from this section and from p. 258 covered in Spanish I.

Day 61-75 E - Recognize and point out location of nouns in relation to persons using Demonstrative Adjectives.

Day 61-75 E - Recognize and point out location of nouns in relation to persons using Demonstrative Pronouns.



Major Understanding


Communication

Discuss What Happened in the

Past

Day 61-75 E - Recognize and identify the order of items and events using ordinal numbers.


Based Assessments,

Project-Based Assessments

1.1 1.2 1.3

Day 61-75 E - Identify and use Irregular Preterite Verbs: dar, decir, venir, tener and estar.

Talk about Present and

Future Day 76-90

E - Use and identify present and future using Simple Present Tense, Present Progressive Tense, and ir + a + infinitive constructions.

Tell Others to Do or Not Do Something

Day 76-90 E - Use and identify Affirmative (Regular & Irregular) and Negative tú Commands.

Review the Preterite Tense

Day 76-90 E - Use the Regular Preterite Tense of -ar, -er and -ir Verbs.

Day 76-90 E - Use the Irregular Preterite Tense Verbs.

Discuss Leisure Time and Air

Travel Day 91-105

E - Use vocabulary relating to leisure time activities and airplane travel introduced in this section.

Talk about Where You Went & What You Did

Day 91-105 E - Recognize and use Preterite Tense of -ar, -er and -ir verbs.

Day 91-105 E - Recognize and use Preterite Tense of -car, -gar & -zar and also Spell Change Verbs.

Day 91-105 E - Recognize and use Irregular Preterite Tense Verbs: ir, ser, hacer, dar and ver.



Major Understanding


Communication

Discuss Food & the Arts

Day 106-120 E - Recognize and discuss food and the arts using vocabulary of this section.



1.1 1.2 1.3

Review the Present Tense of Stem-Changing

Verbs

Day 106-120

E - Recognize and use Stem-Change Verbs in the Present Tense.

Talk about the Past Using Irregular

Preterite Verbs

Day 106-120

E - Recognize and be able to use correct forms of Irregular Preterite Verbs.

Discuss Means of Communication

Day 121-135 E - Know vocabulary of newspapers and television from this section.

Identify Nationalities

Day 121-135 E - Recognize and spell nationalities of the Spanish-speaking world and beyond in Spanish.

Saber vs. Conocer

Day 121-135

E - Recognize when to use saber or conocer to express knowledge of people places, facts & information and also know correct forms of each verb in Present and Preterite Tenses.

Point Out Location in

Relation to the Speaker

Day 121-135

E - Demonstrate ability to recognize and point out location of nouns in relation to persons using Demonstrative Adjectives and Pronouns (Review).



Major Understanding


Communication

Talk about Things Done or that

Occurred in the Past

Day 121-135 E - Recognize and use Preterite Tense of hay – hubo.



1.1 1.2 1.3

Day 121-135 E - Recognize and use Preterite Tense of -ir Verbs that are Stem Changers in Present Tense.

Day 121-135 E - Recognize and use Preterite Tense of Preterite Tense i to y Spell Changing Verbs.

Discuss Childhood &

Family Relations Day 136-150

E - Recognize and be able to talk about childhood pastimes & experiences and family relationships using vocabulary of this section.

Express Possession &

Personal Relationships

Day 136-150 E - Recognize and demonstrate ability to use possessive adjectives (short forms) covered in Spanish I after reviewing.

Day 136-150 E - Recognize and be able to use and correctly place Possessive Adjectives (Long Forms) to express special relationships.

Day 136-150 E - Recognize & construct Possessive Pronouns and demonstrate understanding of their use.

Review Reflexive Verbs

Day 136-150 E - Recognize and use Reflexive Verbs that express feelings and other actions not only in Present Tense, but also in Preterite Tense.



Major Understanding


Communication

Use Imperfect Tense to Discuss

Past Activities

Day 136-150 E - Understand uses of the Imperfect Tense.



1.1 1.2 1.3

Day 136-150 E - Recognize and be able to use Imperfect Tense of Regular verbs, hay--había and the 3 irregular verbs: ser, ir and ver.

More Tener Expressions

Day 136-150 E - Recognize and be able to use tener expressions introduced in this section and previously to express feelings and emotions.

Discuss Family Celebrations

Day 151-165 E - Discuss family celebrations & events using vocabulary of this section.

Talk about Activities in Progress in

Present & Past

Day 151-165 E - Use Present Progressive to discuss activities ongoing in present.

Day 151-165 E - Use Present Progressive to discuss activities ongoing in past using Imperfect Tense of estar.

Preterite vs. Imperfect

Day 151-165 E - Recognize transitional and other words that indicate use of Preterite or Imperfect Tense.

Day 151-165 E - Determine when to use the Preterite Tense and when to use the Imperfect Tense.

Review Ordinal Numbers

Day 151-165 E - Recognize and be able to correctly use ordinal numbers to express sequence of events and items.

Going Out Day 166-180

E - Order, discuss food, and request the check in a restaurant using the vocabulary from this section and previously learned.

Day 166-180 E - Recognize and be able to talk about things to do in the city with vocabulary from this section.



Major Understanding


Communication

Review the Use of Direct &

Indirect Object Pronouns

Day 166-180

E - Recognize, as well as be able to use and place direct and indirect object pronouns to replace direct object and indirect objects respectively.



1.1 1.2 1.3

Using Verbs Like Gustar

Day 166-180 E - Identify and use indirect object pronouns with verbs like gustar to express interest, etc.

Use and Placement of

Double Object Pronouns

Day 166-180 E - Recognize and use correct indirect object pronouns and direct object pronouns to replace indirect & direct objects.

Day 166-180 E - Place Indirect & Direct Objects in the correct order and correct location in relation to verbs.

Day 166-180 E - Demonstrate knowledge of what to do when both indirect and direct object pronouns are third person

Culture

Barcelona, España

Day 1-45 F - Recognize facts about Barcelona, Spain, including sections of the city, ie. Barrio Gótico and some sights, ie. Parque Güell, La Sagrada Familia, etc.

2.1 2.2

Day 1-45 F - Identify unique aspects of Barcelona architecture.

Day 1-45 E - Recognize and be able to use unique vocabulary of Spain, grammatical and pronunciation differences.

Day 1-45 F - Recognize some of the different dialects of Spain, including Catalan.

Day 1-45 F - Recognize the current currency of Spain, the Euro, the former currency, the Peseta, and "cents" centimes.

Arts & Artists

Day 1-45 F - Identify some Spanish artists, writers, etc. including Gaudi, Miró, Picasso, Cervantes.

Day 1-45 F - Identify some contemporary Spanish singers and groups along with unique music styles, such as Flamenco and Rock con raices.



Major Understanding


Culture

Foods Day 1-45 F - Identify unique Spanish foods, ie. Paella, tortilla espanola, & tapas--what they consist of and for tapas how and where they are served.



2.1 2.2

Quito, Ecuador Day 46-90

F - Recognize some basic facts and points of interest in Quito, including Mitad del Mundo, La Casa de Sucre, etc.

Day 46-90 F - Identify the unique street addressing system in the city of Quito.

The Galapagos Islands

Day 46-90 F - Identify unique animal life and significance of the Galapagos Islands.

Otavalo and Quechua

Day 46-90 F - Recognize who los Quechua and that it is also the language of a significant number of people in Ecuador.

Day 46-90 F - Be familiar with where Otavalo is located.

Sayings in Spanish

Day 46-90 F - Recognize Spanish refranes that mean "To each his own." and others.

Regional Vocabulary Differences

Day 46-90 F - Identify different words and phrases used in different Spanish-speaking countries.

Arts and Crafts

Day 46-90 F - Recognize the significance of the market in Otavalo and products sold there, including tapices and other woven goods & textiles.

Day 46-90 F - Identify unique South American animals from which wool is gathered for woven goods from Ecuador and other South American countries.

Day 46-90 F - Identify the origin of the Panama Hat.

Foods Day 46-90 F - Recognize foods brought from the new world to Europe.

Musical Instruments

Day 46-90 F - Be familiar with Ecuadorian instruments including el rondador, the antara, siku, and quena.



Major Understanding


Culture

Latinos in the U.S.

Day 91-135 E - Recognize the percentage of population of Latinos in the U.S. and future population trends.



2.1 2.2

Day 91-135 E - Identify Latino actors in Hollywood, famous muralists and singers.

Day 91-135 E - Recognize contributions of the artists Alejandro and Oscar Romero to the youth of Chicago.

Day 91-135 F - Identify Spanish-speaking Networks in the U.S. and channels aimed at the domestic Spanish-speaking market.

Day 91-135 F - Discuss foods (pollo asado, tostones, etc.), television programs, and other items from the Spanish-speaking world that have come to the U.S.

Los Angeles Day 91-135

F - Be familiar with Griffith Park and El Pueblo de Los Angeles.

Day 91-135 F - Identify other influences and items originating from Latinos, including murals and street names.

Chicago

Day 91-135 F - Recognize Barrio Pilsen and its significance to the Latino community.

Day 91-135 F - Identify the origins of Hispanics in Chicago.

Day 91-135 F - Recognize what is found in and the programs of the Centro Museo de Bellas Artes Mexicanas de Chicago.

Foods Day 91-135

F - Recognize Puerto Rican specialties pollo asado, tostones and arroz con habichuelas coloradas.

Day 91-135 F - Identify meal times in the Spanish-speaking world.



The Internet Day 91-135 F - Recognize different words used to refer to the Internet.

Day 91-135 F - Understand the availability of Spanish newspapers and other publications on the Internet.



Major Understanding


Culture

Miami Day 91-135

F - Recognize that the Nuevo Herald is the Spanish version of the Miami Herald.



2.1 2.2

Day 91-135 F - Understand why people visit Miami, important businesses, and nationalities of people who live there.

Mexico City

Day 136-180 F - Identify some basic facts about Mexico City, points of interest including Bosque de Chapultepec, and various names of the city.

Day 136-180 F - Be familiar with the Museo Nacional de Antropologia in Bosque de Chapultepec, and items found there including la Piedra del Sol.

Birthdays and Saint Day

Day 136-180 F - Understand people in some Spanish-speaking countries celebrate not only their birthday but also Día del Santo.



Children & Toys in Mexico

Day 136-180 F - Identify toys children play with in Mexico, including las marionetas.

Foods Day 136-180 F - Identify Mexican foods including tamales, flan, flautas, pollos en salsa verde, cochinita pibil, chiles rellenos, etc.

Connections and Comparisons

Geography

Day 1-45 E - Understand where Barcelona is located.

3.1 3.2 4.1 4.2

Day 1-90 E - Identify countries and capitals of Spanish-speaking nations and countries with a large number of Spanish speakers.

Social Studies Day 1-45 F - Understand some of the history of the city of Barcelona.

Mathematics & Economics

Day 1-45 F - Understand concept of currency exchange and the European switch to the Euro with some national differences.



Major Understanding


Connections and

Comparisons

Art & Literature Day 1-45

F - Compare and contrast Spanish singers, writers, and artists with those of the English-speaking world.



3.1 3.2 4.1 4.2

Day 1-45 F - Identify the influence of Cervantes on modern literature and contributions of artists to modern art.

Health Day 1-45 F - Compare and contrast Spanish foods, ingredients, and desserts with domestic ones.

Architecture Day 1-45 F - Compare & contrast architecture of Barcelona with U.S. architecture.

Geography Day 46-90

E - Understand where Quito, Ecuador is located and other features & parts of this country.

Day 46-90 F - Compare and contrast the three diverse regions of Ecuador.

Social Studies

Day 46-90 F - Understand some of the history of Ecuador, including pre Colombian.

Day 46-90 F - Identify the indigenous people of Ecuador, the Quechua.

Day 46-90 F - Recognize some important figures from Ecuadorian history, including Antonio Jose de Sucre, Atahualpa, Rumiñahui.

Economics Day 46-90 F - Identify the current currency of Ecuador, el dolar, the legacy currency--el sucre, cents-centavos and why the country switched.

Science Day 46-80 F - Identify the contribution of the Galapagos Islands to modern scientific theory.

Health Day 46-90 F - Identify the contributions of foods from the new world to everyday foods.

Arts Day 46-90 F - Compare and contrast domestic weavings of domestic clothing and quilts with that of weavings from Ecuador.

Music Day 46-90 F - Compare and contrast sounds of Ecuadorian music using indigenous wind instruments with those of European wind instruments.



Major Understanding


Connections and

Comparisons

Geography Day 91-135 F - Locate where Los Angeles, Chicago, and Miami.


Based Assessments,

Project-Based

Assessments

3.1 3.2 4.1 4.2

Social Studies Day 91-135

F - Recognize some of the history of Los Angeles, Chicago and Miami.

Day 91-135 F - Understand the financial importance of Miami.

Health Day 91-135 F - Compare & contrast Puerto Rican foods and traditional meal times of the Spanish-speaking word with domestic ones.

Arts & Music Day 91-135 F - Compare & contrast artists and singers of the Spanish-speaking world with those of the English-speaking world with domestic ones.

Geography Day 136-180 F - Be familiar with the geography of Mexico City and the surrounding area, including the volcano El Popocatépetl.

Social Studies

Day 136-180 F - Identify the language of the Aztecs--Nahuatl (and some words).

Day 136-180 F - Understand some of the history of the Aztecs, the structure of their society, about their god Quetzalcóatl and how mistaken identity led to their downfall.

Day 136-180 F - Recognize what is known and unknown about the city of Teotihuacán.

Day 136-180 F - Understand the history and effects of the 1985 Mexico City Earthquake.

Day 136-180 F - Identify the origins of the piñata, who brought it to Mexico, when it is used and how it is different today.

Science Day 136-180 F - Compare & contrast Mexican anti-pollution efforts with domestic ones.

Health Day 136-180 F - Compare & contrast traditional Mexican foods with American ones.

Documents

Harbor Creek School District Language/Spanish...-Use affirmative tú commands to tell someone else to do something. Day 1 -15 E - Use negative tú commands to tell someone else NOT