Spanish2(Semester1)/Theme:MYWORLD/MIMUNDO

1,2,3 Exchange, identify, interpret, and 5 Identify and describe 9 Compare a wellknown Essential Structures present personal and biographical physical and personality Spanishspeaking information including physical characteristics of well personality to a wellknown descriptions, personality known, Spanishspeaking personality from the U.S. characteristics, origin, and interests. contemporary personalities Review: or characters from literary  Presentindicative:ar,er,irverbs works.  ser withorigin andpersonal characteristics (both physical and personality traits) 1 Exchange information about present 5 Describe the programs of 8 Compare the verb structures  Interrogative words and question formation school classes and schoolrelated study and the mandated used with “for+ period of  Presentindicative of irregular verbs:ser, tener, TOPIC activities. courses at a Spanish time” and the equivalent estar, ir,go verbs 1,2,3 Interpret and describe a daily school speaking school. withhacein Spanish.  Regular adjectives routine including course schedules and 5 Describe the importance of 9 Compare the grading system  Additional present indicative stem changing 1. Who Am I? extracurricularandactivities in a extracurricular activities in a Spanishspeaking verbs ¿Quién soy yo? Spanishspeaking country. and team sports. country to that in the U.S.  Present progressive:estar +ando,iendo, 3 Present information comparing your 9 Compare teamsports in the yendo school lifeand leisure activitiesto that U.S. with sports clubs in  hace+time expressions (in present) +que of a student in a Spanishspeaking Spanishspeaking countries. country. Review: 1 Exchange information about daily 4 Identify typical household 8 Compare formation of  tener que routines and common household chores in Spanishspeaking possessivesadjectives (short  gustarwith indirect object pronouns (me, te, le, 2.School Life chores using the present progressive. countries. forms) in English and and addingnos, os,les) La vida escolar 1,2 Interpret situations regarding Spanish. y cotidiana household needs and respond with the 9 Compare daily routines and  Reflexive verbs in the presentindicative proper chore. household chores of  Adverbs(mente) 1,2 Interpret and present informal Spanishspeaking young  Affirmativeinformal commands commands within a household setting. peopletothose in the U.S.  Affirmativeinformal commands with direct 3 Present a daily routine. object pronouns  deber / hayque+ infinitive

Review  tener que+ infinitive 3. Daily Routines  poner and Chores  simple direct object pronouns (lo, la, los, las) La rutina  Possessive adjectives–short form diaria ylos quehaceres

6 Use technology to present information about yourself and/or your school for the Spanishspeakingcommunity.

LIVING DOCUMENT SPANISHLANGUAGE CURRICULUM FRAMEWORK 20072008 6 PERFORMANCE INDICATORS Essential Structures 2 Identify types of stores and their products. 1,3 Exchange and presentsimple directions to specified locations, including specialty  Affirmativeand negative formal stores. commands 2 Follow oral and written directions to a specified location. Review 1,3 Exchange and present information about  prepositions of location (izquierda, derecha, entre…) TOPIC personal preferences for style and clothing for specific events. 1 Exchange opinions comparingclothing  Preterite regularverbs and prices.  Preterite irregular [phonetic]verbs:car, 1. Community 1 Request sales assistance and state gar,zar La comunidad preferences for purchases.  Demonstrative adjectives(esta, este, 2 Interpret size, price, and style of clothing esa, ese…) items from authentic sources.  Comparative (más+adj+que), 3 Describe a past shopping experience. superlative (el más+ adj+ de), and expression of equality (tan+ adj + como) (tanto + noun + como) 2.Shopping Spanish 2 (Semester 1) / Theme: AROUND Numbers THE to 1,000,000 TOWN / POR LA CIUDAD De compras 8 Compare the use of suffix ería  Direct object pronouns in specialty stores to the English reviewlo, la, los, las equivalents. addme, te, nos, os 9 Compare shopping customs in Spanishspeaking countries and the U.S. 8 Compare the Spanish and English use of three levels of proximity (este, ese,aquel). 9 Compare sizing systems in the U.S. with those in Spanish speaking countries.

6 Apply the metric system to measure distances. 6 Use exchange rates to convert prices. 6 Use mapreading skills to follow and give directions. 10 Find evidence of current community events and holidays relating to the Spanishspeaking cultures.* 10 Use community resources to identify businesses that serve the Spanishspeaking community. *Content may or may not be themerelated. 1,2,3 Exchange, interpret, and present 5 Describe food products and 8 Compare formation of command Essential Structures information about foods and recipes. dishes typical in Spanish forms in Spanish andEnglish. 1,2 Give and receive instructions for speaking cultures. 9 Compare the preparation time making a recipe. and ingredientsfor a typical  Preterite stemchangingirverbs 1,2,3 Comment on, inquire about, and meal/dish in a Spanishspeaking make selections from a menu. culture with that in the U.S.  Preterite irregular verbs:ir, ser, estarand hacer 3 Presenta past restaurant experience and/or a past experience preparing a  Uses ofpor recipe.  Negative informal commands 1,2,3 Exchange, interpret, and present past 5 Identify and describe a typical 8 Compare the use of the imperfect TOPIC biographical information about storyor song that a child from in Spanish and English. Review: yourself, others, and famous Spanish a Spanishspeaking country 8 Compare placement of the  Affirmativeinformal commands speakers. would know. indirect object in Spanish and  Imperfect tense of regular and irregular English. verbs 1. Restaurant 9 Compare the role of pets in the Experiences U.S. with their role in a Spanish  Imperfect with weather and descriptions ¡Buen speaking country.  Indirect object pronouns (me, te, le, nos, provecho! 1,2,3 Exchange, interpret and present 4 Identify emergency policies 8 Compare the use of the different os, les) [formal presentation with more information about past emergencies, and responses in a Spanish past tenses in English and in thangustar] crises, and rescues(preterite). speaking country. Spanish. 1,3 Exchange information and present a 5 Identify an organization in a 9 Compare the roles of different  Additional expressions withtener description of past weather Spanishspeaking country that emergency professionals in a  Preterite irregular verbs:tener, andar, 2.When I Was conditions(imperfect). one could contact in an Spanishspeaking country with poder, poner, saber, caber, querer, venir Young emergency situation. those in the U.S. Cuando era  Preterite for completed actions joven

3. Natural Disasters and Emergencias Los desastres y las emergencias

PERFORMANCE INDICATORS

LIVING DOCUMENT SPANISHLANGUAGE CURRICULUM FRAMEWORK 20072008 8 Essential Structures PERFORMANCE INDICATORS 1,2,3 Exchange, interpret, and present information about past accidentsand injuries, including conditions leading up to themand treatments. Review:  Reflexive verbs TOPIC  Indirect object pronouns (me, te, le, nos, os, les)  tener que/deber/hay que+ infinitive 1. Injuries 1 Exchange information on past and Las heridas future travel activities including weather. 2 Interpret information from travel related documents. 3 Present a detailed description of past travel experiences.

7 Use authentic resources to investigate medical servicesavailable in Spanishspeaking countries includingfarmacias de turno. 2.An 4 Identify cultural perspectives Unforgettable on health. Trip Un viaje Spanish 2 (Semester 2) / Theme: MEMORIES AND EXPERIENCES / UNOS RECUERDOS Y EXPERIENCIAS inolvidable 9 Compare preferences for travel destinations and means of  Reflexive verbs in the preterite  doler  necesitar + infinitive Review:

 Present, past, and near future (ir + a) with regular, irregular, and stemchanging verbs  Absolute superlative (isimo) 6 Locate and describe geographic features related to the Spanishspeaking countries. 7 Use authentic resources to investigate vacation spots in Spanishspeaking countries. 10 Find evidence of currentcommunity eventsand holidays relating to Spanishspeaking cultures.* 10 Use community resources to identify restaurants and businesses that carry food representative of the Spanishspeaking cultures. 10 Find evidence of products typical of Spanishspeaking cultures that are available in the community. 11 Sample authentic foods of Spanishspeaking countries. *Content may or may not be themerelated. LIVING DOCUMENT SPANISHLANGUAGE CURRICULUM FRAMEWORK 20072008 9