Course Title

Hazlet Township Public Schools

COURSE OF STUDY FOR Spanish II Honors

June 2012 Marialicia Blay

COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10 UNIT NUMBER AND TITLE: Preliminary Unit BRIEF SUMMARY OF UNIT: Preliminary Unit provides a review of how to identify yourself and others, describe people and things, how to discuss everyday activities and how to tell what happened in the past and how to express preferences.

LINK TO CONTENT STANDARDS: Standard: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strand: A. Interpretive Mode Proficiency Level : Novice-Mid Cumulative Progress Indicator (CPI) 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics.

Strand: B. Interpersonal Mode 7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.

1 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

Strand C: Presentational Mode

7.1.NM.C.1 Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s).

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTAND?)

 Why do we study Spanish? A: STUDENTS WILL KNOW: STUDENTS WILL:  Where is Spanish spoken?  Identify and describe people and things.  Present tense and uses of ser and estar Be informally assessed:  What are the components of learning a  Definite and indefinite articles foreign language?  In-class speaking in target language  Adjective and agreement  Present tense of –AR, -ER, IR verbs  In-class dialogue writing and presentation GUIDING QUESTIONS:  Present tense of tener, venir and ir  In-class collaborative work  Stem-changing verbs (e-ie, o-ue, e-i)  Do you know someone whose first  Preterite tense of regular verbs  Online homework assignments language is Spanish?  Preterite of ser and ir and other irregular  Listening comprehension  Have you ever heard of a language called verbs Castilian?  Verbs that change meaning in the preterite  Reading comprehension  Direct and indirect object prononuns  Giving advice to someone  Have you heard people speaking Spanish  Gustar and similar verbs in your community?  Double object pronouns  What are the agencies and television Be formally assessed: stations that provide Spanish-language B: STUDENTS WILL UNDERSTAND THAT: broadcasts?  Spanish is the official language of twenty-  Vocabulary quizzes two countries and an official language of  ser vs estar quiz  What are the Spanish names of some USA European Union and United Nations. states and how do they relate to the history  Castellano or Castilian developed in the  Articles adjectives and agreement quiz and geography of the USA? 9th century and gradually spread across  ir present tense quiz  How does learning Spanish change your Central and South America. 2 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

view of the world?  Spanish came to North America in the 16th  -ar, -er, -ir verb quizzes present tense century with the Spanish who settled in St.  How valuable is learning Spanish when Augustine, Florida.  -ar, -er, -ir verb quizzes preterite tense planning for a future career?  In 1848, in the aftermath of the Mexican  ser and ir verb quizzes preterite tense  How does studying Spanish help you to American War, hundreds of thousands of gain understanding of English? Mexicans became citizens of the United  gustar quiz States, bringing with them their rich  Preliminary Unit test, includes listening,  How does studying Spanish improve your history, language and traditions. ability to analyze and interpret reading, writing comprehension and  Spanish is the most commonly taught information? speaking sections. foreign language in classroom throughout  What are some of the listening, speaking, the country. reading and writing strategies when  Employers in today’s global economy look learning Spanish? for workers who know different languages and understand other cultures.  How does learning about Spanish Culture  In order to learn Spanish you should start provide you with framework for what you with the basics: vocabulary, grammar and may say or do? culture.  What tips are helpful for learning Spanish  By listening to music, CD’s, places in your language? community where Spanish is spoken, the more you’ll understand.  What are some useful Spanish  Practicing speaking as well as reading expressions? strategies will help you in your Spanish  What is the equivalent of your name in language learning. Spanish?  Ser is used to express nationality, origin, profession or occupation, characteristics,  What are the uses of ser and estar? possession, what something is made of,  What is the difference between a definite time and date and place of events. article and an indefinite article?  Estar is used to express location, health, physical states or condition, emotional  What are adjectives and how do they states, weather expressions and ongoing modify the noun? actions.  How does a descriptive adjective modify  Articles tell the gender (masculine- the noun? feminine) and number (singular-plural) of the nouns they precede.  What are possessive adjectives and how do  Adjectives are words that describe nouns. they modify the noun? In Spanish adjectives agree with the nouns they modify.  How do you create a present tense of most  Descriptive adjectives follow the noun. regular verbs?  Adjectives of quantities precede the noun.  How is tener used in many common  Possessive adjectives are always placed phrases? before the nouns they modify.  Verb endings denote the present, past or

3 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 How does the present tense of ir expresses future event. the future tense?  Gender has no bearing on verb conjugation.  What are the verbs with stem changes and  Tener is used in many common phrases irregular yo form? expressing feelings and age.  What are some internships services  In Latin American countries students provided in Latin American countries? receive academic credit by volunteering their talent while gaining experience in the  Who is Gabriel Villarán? community through a program called  What are the most popular sports in Latin aprendizaje-servicio y deportes. American countries?  The preterite tense is used to describe actions or states that were completed at a  What is the preterite tense of a verb used definite time in the past. for?  The preterite of ser and ir are identical.  How is the preterite tense of regular verbs  The verbs conocer, saber, poder and formed? querer change meanings when used in the preterite.  How is the preterite tense of spelling  Direct and Indirect pronouns take place of change verbs formed? a noun.  What is the preterite tense of ser and ir.  Direct object pronoun receive directly the action of the verb.  What are other irregular verbs in the  Indirect pronoun identify to whom or for preterite tense formed? whom an action is done.  What are the verbs that change meaning in  Gustar is preceded by an indirect object the preterite tense? pronoun indicating who is pleased. It is followed by a noun (subject) indicating the  What is a direct and indirect object thing that pleases. pronoun?  Spanish speakers often clarify to whom the  How is the direct and indirect object action is given by using double object pronoun used in a sentence? pronouns.

 How is gustar and verbs alike conjugated? C: STUDENTS WILL BE ABLE TO:  When do we use double object pronouns?

 Identify themselves and others  Describe people and things  Discuss everyday activities  Tell what happened in the past  Express preferences

4 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 Conjugate verbs in the present and preterite tenses  Utilize pronouns in written and oral exercises  Communicate in Spanish in the present and past tense  Listen to dialogues by native speakers that utilized the grammar learned.  Write dialogues and paragraphs about summer vacation.  Watch a video about surfing in Latin America

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Preview the essential questions and connect to learning throughout the unit.  Teacher presentation of vocabulary.  Students will complete objective listening and writing activities online using the Supersite at www.vhlcentral.com  Teacher will present the present tense of ser and estar and the common expressions that are used for both.  Students will complete comprehension activities online.  Students will write an introduction to their own family, including their origin, where they live, what each person does, their physical descriptions and how each one is doing today. Students will use ser and estar in each construction and will exchange papers with a classmate to find similarities between their families.  Using the target language, students will work in pairs to design a party invitation, answering the questions: ¿Qué es?, ¿A qué hora es? Students will write a few sentences describing the guest of honor. Students will express how they feel upon receiving the invitation themselves.  Teacher will introduce the terms definite and indefinite article and students will complete activities related to adjectives and agreement.  In groups students will create a phone conversation about activities they do or have to do with tener expressions and will take turns practicing a two-way conversation. Students will present their conversations to class.  Using usted and stem-changing verbs students will role-play with a partner, questions, and responses about their own daily routine.  In pairs, one student will formulate questions using the conjugated verbs from a chart and another answer in complete sentences. They will reverse the roles and use other personal pronouns, such as tú or él, ella.  In pairs, students will write out plans for what they, themselves, and each other are going to do this afternoon. They will practice the construction of ir (vamos a….) with a classic game of Simon Says.  Students will read about service internships in Latin American countries. Students will describe and discuss what a centro comunitario might be and discuss what venues exist for students to help other students.  Students will complete objective comprehension, interpretation and extension activities based on the narrative.

5 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 Students will read a short biography and watch a video of Gabriel Villarán.  Students will rank the sport of surfing and other sports in order of least interesting to most interesting for them. Students will list three countries that are most compatible with their sports interests.  Teacher will present the preterite tense of regular verbs.  Students will complete comprehension activities online.  Teacher will present the preterite tense of other irregular verbs, emphasizing the spelling change necessary in the third person singular of the verb hacer.  Students will complete comprehension activities online.  Students will write a paragraph about what they did yesterday using seven verbs and pair up with a classmate for general peer editing, paying special attention to using correct preterite forms.  Teacher presentation of poder and the different meaning in the preterite  In groups, students will practice conjugating the different verbs and each group will begin a story using the preterite tense.  Students will work in groups to prepare a brief summary of a movie they have seen. Students will present their summary to the class and have the other students guess what movie they described.  Teacher will present direct and indirect object pronouns.  Students will complete comprehension activities online.  Teacher will present gustar and similar verbs.  In pairs students will list a number of popular TV shows and will orally ask each other: ¿Te gusta….? or ¿No te gusta…?  Students will interview a classmate (or friend/relative) using all the gustar – like verbs.  In groups of three, students will write a brief conversation between a sales person and two friends who are out shopping. Each person should use at least two verbs like gustar and two direct and indirect object pronouns.

Resources:

 Descubre 2 Boston, Massachusetts: Vista Higher Learning, 2011  Descubre 2 Companion Supersite: https://www.vhlcentral.com  Descubre 2 ancilliary materials, including Mp3 files, video files, animated tutorials and web quests

6 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10 UNIT NUMBER AND TITLE: Unit 1: The doctor’s office (En el consultorio) BRIEF SUMMARY OF UNIT: Unit 1 provides information about health and medical conditions. It teaches students to describe how they feel physically and emotionally.

LINK TO CONTENT STANDARDS: Standard 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.

Strand A: Interpretive Mode Proficiency Level – Novice-Mid Cumulative Progress Indicator (CPI)

7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics.

Strand B: Interpersonal Mode

7 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.

Strand C: Presentational Mode

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTAND?)

 How do you feel physically? A: STUDENTS WILL KNOW: STUDENTS WILL:  Why is it important to be healthy?  Vocabulary for names of parts of the body  Vocabulary for health-related terms Be informally assessed:  What would you do in case of a health  Vocabulary for medical-related terms emergency?  In-class speaking in target language  Health services in Spanish speaking  What are some common health and countries  In-class dialogue writing and presentation medical conditions?  Health professions  In-class collaborative work  Healers and shamans  What are the jobs of the parts of your  Imperfect tense  Online homework assignments body?  Uses of the preterite and imperfect tense  Listening comprehension  Construction with se GUIDING QUESTIONS:  Adverbs  Reading comprehension  Costa Rican singer Chavela Vargas 8 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 What are the words in Spanish for body  Nobel Peace Prize recipient, Óscar Arias parts?  Cultural, geographic, and economic information about Costa Rica  What is the vocabulary for talking about Be formally assessed: illnesses and accidents? B: STUDENTS WILL UNDERSTAND THAT:  What is the vocabulary associated with  In Spanish, body parts are usually referred  Vocabulary quizzes medical visits? to with an article and not a possessive  Imperfect tense quiz adjective.  When was the last time you went to the  There are differences in meaning in health-  Preterite and imperfect tenses comparison doctor? related vocabulary, as well as some false and contrast quiz  What are the foods that you should eat to cognates, for example embarazada –  Se construction quiz feel good? means pregnant, not embarrassed.  Health services in some Spanish-speaking  Writing assignment on the three bears that  What are the worst foods? countries are either free of charge to the required the preterite and imperfect tenses.  What are some activities that are citizens or low cost.  Unit 1 test, includes listening, reading, associated with certain parts of the body?  Before traveling to a Spanish-speaking country, you should make a list of your writing comprehension and speaking  What are some illnesses or accidents you allergies and medical needs and learn how sections. had? to say them in Spanish.  In writing, all words in which the spoken  Do you know any home remedies and medicinal plants to cure an ailment? stress falls on the antepenultimate (third- to-last) syllable or one before will carry a  Can you describe home remedies used in written accent, regardless of the letter they your family? end in.  What are some health services being  Curanderos (Healers) specialized in offered in Spanish-speaking countries? physical sickness and sometimes experience discrimination in the medical  Who is a curandero? field.  Home remedies and medicinal plants are  When are written accent marks used on used to prevent and/or heal sickness in many Spanish words? Spanish-speaking countries.  What is the imperfect tense?  When reading about Costa Rica’s population, the country has over a 90%  What are the uses of the imperfect tense? literacy rate, the best in Latin America.  How do you conjugate the imperfect Although it has no army, it does have a tense? national police force and a rural guard. Costa Rica has one of the most  Can you compare and contrast the uses longstanding democratic traditions in the and meanings of the preterite and the Americas. imperfect tense?  What are the words and expressions C: STUDENTS WILL BE ABLE TO:  Learn functional phrases that are use in

9 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10 commonly used for the preterite tense? grammatical structures  Discuss medical conditions  What are the words and expressions  Learn how to activate background commonly used for the imperfect tense? knowledge to understand a reading  When do we use the passive voice se? selection.  Use the preterite and the imperfect tense to  How do you form adverbs to express the narrate a personal experience. English ending – ly?  Use the se + verb expression as the third-  What are some common adverbs and person reflexive pronoun. Ex: (Él se adverbial expressions? despierta) and for unplanned events.  Read a content-rich text on caring for your  In reading, writing and listening, can you health while traveling mention a comprehension strategy?  What are some of the precautions you can take before traveling to a foreign country?

 What are some health tips for traveling?  Who is Chavela Vargas ? What are some of her accomplishments? In her song; “Se me hizo fácil” what is the overall tone of the song?  Who is Óscar Arias? What are some of his accomplishments? Why did he receive the Noble Peace Prize?

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Preview the essential questions and connect to learning throughout the unit.  Teacher presentation of vocabulary.  Students will complete objective listening and writing activities online using the Supersite at www.vhlcentral.com  In pairs, students will draw an alien or other fantastic being and describe the alien to a classmate, who will draw it according to the description. Students will compare drawing for accuracy.  Teacher will present the imperfect tense.  Students will view the Fotonovela: ¡Uf! ¡Qué dolor! , to receive comprehensible input from free-flowing discourse and learn functional phrases that preview lesson grammatical structures.  Students will compare and contrast the uses and meanings of the imperfect tense and the preterite tense by viewing a home video and a snapshot of a family picture album.

10 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 Students will complete comprehension activities online.  Students will work in pairs to create an imaginary trip they took last summer. Students will use the imperfect to set the scene and the preterite to narrate the events.  Teacher will present the constructions with se (passive voice) and using se for unplanned events.  Students will view the Fotonovela: ¡Uf! ¡Qué dolor! to gain more input containing constructions with se.  Students will use se constructions to make excuses in different situations  Students will complete comprehension activities online.  In groups, students will prepare two TV advertisements to present to class. They must use the imperfect and at least 2 constructions with se.  Teacher will present the formation of adverbs using + - mente and common adverbs and adverbial expressions.  Students will complete comprehension activities online.  Students will read an advertisement and answer questions with a partner. Students will identify the adverbs.  Students will work in small groups to create a television commercial for a new natural product.  Students will read about health services in Spanish-speaking countries.  In pairs, students will write a dialogue in which a foreign tourist in Costa Rica goes to the emergency room due to an injury.  Students will write a short paragraph in which they compare the health-care systems in the USA or Canada with those of different Spanish-speaking countries.  Teacher will present the reading strategy: Activating background knowledge  Students will brainstorm using what you already know about a particular subject by reading an interview of Carla Baron about her book: Como hacer un viaje saludable y feliz and discuss how it affects their comprehension.  Students will complete comprehension activities online.  Teacher will present the writing strategy: Mastering the simple past tenses  Students will write a narrative using the preterite and the imperfect tense and integrate lesson vocabulary and structures.  Teacher will use dictation in order to review some of the principles governing word stress and the use of written accents. Students will write the sentences and/or words and check their work.  Teacher will present the listening strategy: Listening for specific information.  Students will listen to a short paragraph and jot down specific information. Students will answer questions based on the content of a recorded conversation.  Students will complete comprehension activities online.  Students will read about the technology in Spanish-speaking countries. Students will watch a television commercial for Stepsils, a Spanish throat lozenge and students will discuss the advantages of using the latest technology or is it not necessary if the older technology still serves one’s needs..  Students will read about Chavela Vargas, a singer born in Costa Rica. Students will scan the lyrics of the song “Se me hizo fácil” to identify the construction of se and the uses of preterite and imperfect tense.  Students will learn to identify and read about música ranchera from Mexico.  Students will answer comprehension questions about the singer Chavela Vargas.  Teacher will present the basic information and statistics about Costa Rica.  In small groups tudents will read about “Los parques nacionales”, “las plantaciones de café” and “la sociedad, una nación progresista de Costa Rica.”  Students will answer comprehension questions based on the reading.  Students will investigate artists and famous people from Costa Rica through the internet activities and links at: www.descubre2.vhlcentral.com

11 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10 Resources:

UNIT NUMBER AND TITLE: Unit 2- The Technology (La tecnología) BRIEF SUMMARY OF UNIT: This unit provides information about using technology and electronic products. Students will use common expressions on the telephone and talk about car trouble.

Strand: B. Interpersonal Mode 12 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.

Strand C: Presentational Mode

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTAND?)

 What is the role of technology in society A: STUDENTS WILL KNOW: today? STUDENTS WILL:  Vocabulary related to home electronics  What role does technology play in your and the internet Be informally assessed: life?  Vocabulary related to parts of a car and its  In-class speaking in target language accessories  How would your life differ without  Cell phone use in Spanish-speaking  In-class dialogue writing and presentation technology? countries

13 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 Cybercafés in Latin America  In-class collaborative work  Familiar (tú) commands GUIDING QUESTIONS:  Online homework assignments  Uses of por and para  What types of technology do you use on a  Reciprocal reflexive verbs  Listening comprehension daily basis?  Stressed possessive adjectives and  Reading comprehension  How often does technology require pronouns updating?  List key words before writing  Give instructions in an e-mail  What is internet safety? Do you like  A television commercial for Euskaltel a computers? communications company in Spain’s  Who do you write emails to? Basque region  Argentine singer León Gieco  How did your grandparents communicate  Cultural, geographic, and historical by writing before the internet? information about Argentina. Be formally assessed:  When do you use por and para?  Vocabulary quizzes  What are accent marks used for? B. STUDENTS WILL UNDERSTAND:  Informal command quiz  How do you form affirmative tú  Unlike the USA phone booths are still commands and negative tú commands in  Por vs para quiz quite common in Spanish-speaking Spanish? countries due to the fact that land line rates  Dialogue using informal commands  What are reciprocal reflexives? How are are high and phone companies offer  Project: Internet research on technology they used when writing and speaking? calling cards and deals that only work on public phones. and technology terminology in the  What is a possessive adjective?  Cibercafés are more popular in the Spanish-speaking world  What is a possessive pronoun? When it is Spanish-speaking countries than the USA  Unit 2 test, includes listening, reading, used?  Motorcycles (moto-taxi) are commonly writing comprehension and speaking used to home delivery of food and sections.  Why do phone provides in Spanish- medicine in some Spanish-speaking speaking countries do not charge for countries. incoming calls?  The prepositions por and para are not  What are cibercafés? Why are they interchangeable. popular in the Spanish-speaking countries?  Reciprocal reflexives express a shared or reciprocal action between two or more  What are moto-taxis? What are they used people and things. for in the Spanish-speaking countries?  Words borrowed from English will help  How can you recognize borrowed words them understand unfamiliar texts. when reading to predict content?  The importance of writing clear instructions and the need to be precise.  How can you make a list of key words to  There are many different genres of spoken organize information when writing? discourse in Spanish.

14 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 How can you recognize the genre of  The Basque language is unique in the spoken discourse when listening to a world. broadcast?

 Who is León Gieco? What are some of his accomplishments? In his song; “Si ves a C: STUDENTS WILL BE ABLE TO: mi padre” what is the musical genre might belong to? Which instruments do you  Learn technology-related terms expect to hear?  Learn about cybercafés in Latin America  What cultural products and practices in Argentina reflect their natural beauty?  Recognize borrowed words  Who are gauchos?  Recognize the genre of spoken discourse  What significant role has the gauchos  Recognize the need to be precise when played in the folklore of Argentina? writing.  Who is José de San Martín? What are  Use por and para effectively. some of his accomplishments?  Recognize Argentina’s great size and the  Why is the “tango” an important symbol variety of topographical features. of Argentina?

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Preview the essential questions and connect to learning throughout the unit.  Teacher presentation of technology vocabulary.  Students will complete objective listening and writing activities online using the Supersite at www.vhlcentral.com  Teacher presentation of vocabulary for cars and cars troubles.  Students will complete comprehension activities online.  Students will work in groups to answer questions related to web-sites utilized in some Spanish-speaking countries.  Students will work in groups to discuss car troubles they or someone they know has had. Students will share and present their story to the class.  In pairs students will read a post card about problems encountered during a trip. Students will compare between the technology use of the 70’s, 80’s and

15 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10 today.  In groups students will stage a debate about the pros and cons of the role of technology in today’s world.  Students will watch an episode of Fotonovela:“Technohombre, ¡mi héroe” in order to receive comprehensible input from free-flowing discourse and learn functional phrases that preview lesson grammatical structures.  Students will complete comprehension activities based on Fotonovela online at www.vhlcentral.com.  Students will work in small groups to write questions about the Fotonovela.  In pairs students will describe the Fotonovela character’s ability to solve problems.  In pairs, students will role-play cybercafé situations in order to review verbs in the preterite.  Teacher will use dictation in order to review some of the principles governing word stress and the use of written accents. Students will write the sentences and/or words and check their work in order to distinguish between words that have the same or similar meanings.  Students will complete activities online to practice the ortografía of the vocabulary.  Students will learn about cell phone use in Spanish-speaking countries by reading: “El teléfono celular”. Students will learn text messaging in Spanish and will write a short dialogue between two people using text messages. Students will exchange dialogues with another pair who will decipher information.  In small groups students will discuss how they would design and run their own “cybercafé”. Students will present their business to the class who would vote for their favorite one. Students will use www.descubre2.vhlcentra.com for cultural information.  Teacher presentation of formation and uses of affirmative (tú) commands (regular and irregular) and negative (tú) commands (regular and irregular).  In pairs, students will imagine they are starting a computer club. Students will make a list of five things to do in order to get ready for a first meeting and five things not to do to make sure everything runs smoothly, using infinitives. Students will take turns telling partners what to do or not to do.  Students will complete comprehension activities online.  Students will create three questions that they might have about electronic equipment, then work with a partner to ask and respond to the questions with affirmative and negative commands.  In pairs students will prepare a conversation between two siblings who are getting ready for a party. Students should use affirmative and negative (tú) commands.  TPR – The entire class will stand in a circle. The teacher will name an infinitive and toss a foam or paper ball to a student. He/she will give the affirmative (tú) command and throw the ball to another student who will provide the negative form.  Teacher presentation of the uses of “por” and “para’.  In groups of four or five, students will write out as many sentences (in one minute) as they can employing the use of “por” or “para” guided by the teacher.  Students will complete comprehension activities online.  Teacher presentation of reciprocal reflexives and its uses.  Students will describe what they and their best friend do together, or what their friends do together using the verbs: “llamarse por teléfono”, “verse”, “decirse”, “ayudarse”, “encontrarse”, “reunirse”  In pairs, students will write a conversation in which they discuss two friends who are romantically involved, but have had a misunderstanding using the verbs “conocerce”, “encontrarse”, “quererse”, “hablarse”, “enojarse”, “besarse”, “mirarse” and “entenderse”.  Teacher presentation of stressed possessive adjectives and pronouns.  Students will complete comprehension activities online.  Teacher will replay the Fotonovela: “Technohombre, ¡mi héroe”, students will listen for each use of an unstressed possessive adjective and write down the sentence in which it occurs. Students will then rewrite those sentences using a stressed possessive adjective and discuss how it affected the meaning or the fluidity of the sentences.  In small groups, students will read a description of an invention. They will design their own invention and explain why it is better than the other groups.

16 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10 Students will use possessive adjectives and “por” y “para”.  In pairs, students will discuss a new type of technology that has changed their lives. They will write a short description and present to class.  Teacher will present the reading strategy: Recognizing borrowed words.  Students will brainstorm various literary works and recognize borrowed words..  Students will read a fragment of Alonso Santamaria: “Inteligencia y memoria: la inteligencia artificial” and identify the borrowed words of the narrator and discuss how it affects their comprehension.  Students will complete objective comprehension, interpretation and extension activities based on the narrative.  Teacher will present the writing strategy: Listing key words.  Students will brainstorm and categorize a list of verbs and instructions that they may use in their emails.  Students will write an email about how to create a website about movies from the USA. Students will suggest a name for the website and give a list of most important American movies. Students will use affirmative and negative commands to suggest information.  Teacher will present the listening strategy: Recognizing the genre of spoken discourse.  Students will listen to two short selections and will identify the genre of each one.  Students will complete objective comprehension based on the two selections and online activities.  Students will read a short biography of León Gieco.  Students will listen and read the lyrics of the song: Si ves a mi padre. Students will do comprehension activities.  Students will identify cognates and familiar words in the lyrics and use linguistic cues to enhance their comprehension of the song. Students will predict what musical genre this song might belong to and which instruments they expect to hear.  Teacher will present Argentina in numbers using power point presentation.  Working in groups the students will do a jigsaw activity to learn the information about the history, art, places and geography of Argentina.  Students will discuss how European immigrants have influenced the diversity of Argentina, and how the “gauchos” have played an important role in the culture of the country.  Students will answer comprehension activities in full sentences online.

Resources:

UNIT NUMBER AND TITLE: Unit 3 The home ( La vivienda) BRIEF SUMMARY OF UNIT: This unit welcomes people to their home. Students will learn to describe their house or apartment, talk about household chores and give instructions. LINK TO CONTENT STANDARDS Standard: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in 17 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10 meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.

Strand: A. Interpretive Mode Proficiency Level : Novice-Mid Cumulative Progress Indicator (CPI)

Strand C: Presentational Mode

7.1.NM.C.1 Use basic information at the word and memorized-phrase level to create a multimedia-rich

18 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

presentation on targeted themes to be shared virtually with a target language audience. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s).

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTAND?)

 What makes a house a home? A: STUDENTS WILL KNOW: STUDENTS WILL:  How do individuals contribute to the  terms for parts of a house wellbeing of a family?  names of common household objects Be informally assessed:  terms for household chores  In-class speaking in target language  central patios  floating islands of Lake Titicaca  In-class dialogue writing and presentation GUIDING QUESTIONS:  relative pronouns  In-class collaborative work  formal commands  What is your house like?  object pronouns with formal commands  Online homework assignments  What kind of furniture and decorations do  present subjunctive  Listening comprehension you have in your house?  subjunctive with verbs and expressions of will and influence  Reading comprehension  What appliances do you use regularly?  Capitalization  What do some traditional Latin American  a television commercial for Balay, a Be formally assessed: homes look like? Spanish appliance brand  Panamenian singer, Rubén Blades  Vocabulary quiz  What factors influence Spanish  cultural and geographic information about architecture? Panamá  relative pronouns quiz

 What does the residence of the  formal commands quiz Panamanian President look like? B: STUDENTS WILL UNDERSTAND THAT:  subjunctive with expressions of will and  How can identifying main parts of the  Arab influence is evident is Spanish influence sentence help you understand the text? architecture, especially in the use of central patios  Project: Mi casa  How do you make your writing more sophisticated?  you can make your writing more sophisticated by using linking words to

19 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 How can you use visual clues to aid in make longer, more complex sentences  Unit 3 test, including listening, reading, listening comprehension?  using visual clues may help listening writing, and speaking sections comprehension  What information is included in a lease  “Panamá” means “the place of many agreement? fishes”  Who is Rubén Blades? What are some of  the high cost of electricity limits the use his accomplishments? domestic appliances in Spain

 How does the cost of electricity affect the use of appliances in Spain? C: STUDENTS WILL BE ABLE TO:  What is the importance of Panama Canal  welcome people to your home for Panama’s economy?  describe your house or apartment  talk about household chores  How do the kunas of Panama create their  give instructions traditional textiles, la mola?  locate the main parts of a sentence  What does the word “Panamá” mean?  use linking words  write a lease agreement

 use visual cues while listening

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Teacher will preview the essential questions and connect to learning throughout the unit.  Teacher will present the vocabulary for the home – La Vivienda.  Students will complete objective listening and writing activities online using www.vhlcentral.com.  In groups, students will interview each other about their dream house, one conducting the interview, one answering and one taking notes. Students will have a volunteer from each group use the notes to present to class.  In groups of four students will create an imaginary dream house. Students will use the target vocabulary. Students will use i-movie software to edit their videos.  Students will brainstorm questions to write and present a dialogue about household chores.  Students will complete a communicative information gap activity comparing two bedrooms.  Students will watch an episode of Fotonovela: “¡Les va a encantar la casa!” in order to receive comprehensible input from free-flowing discourse and learn functional phrases that preview lesson grammatical structures.  Students will complete comprehension activities based on Fotonovela online at www.vhlcentral.com.  In pairs students will describe the Fotonovela character’s household chores.  Teacher will present Capitalization, “Mayúsculas y minúsculas”. Students will complete activities to practice capitalization. 20 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 Students will read three cultural articles about Spanish homes with central patios, furniture and the floating islands of the Lake Titicaca.  Students will complete comprehension activities and discuss whether some of the popular beliefs are surprising to them and why.  Teacher will present relative pronouns que, quien(es), lo que and their uses.  Students will complete objectives activities online to practice the correct relative pronoun.  In pairs, students will take turns talking about what chores they have done. Students will use the formal commands.  In small groups students will role-play a dialogue between roommates in a study-abroad program. The students will make a list of ground rules for their living arrangements using formal commands, example: “No ponga usted la televisión después de las diez”.  Teacher will present the present subjunctive tense of regular, stem-changing, irregular verbs and general uses of the subjunctive.  Students will complete objective activities online to practice the conjugation of verbs in the subjunctive.  Students will write down personal characteristics like: apariencia física, dinero, inteligencia, personalidad. In groups students will use the subjunctive to write down sentences about the importance or unimportance of this trait for certain individuals. Ex: “Para ser presidente es importante que la persona sea inteligente”.  In pairs students will read a poster about all of the chores that need to be done and will suggest, advice and recommend how to fix the problems orally using the subjunctive tense.  Teacher will present the subjunctive with verbs and expressions of will and influence.  Students will complete objective activities online to practice the conjugation of verbs in the subjunctive tense.  Using visual clues, students will use the subjunctive tense to comment on what people have done.  In pair students will express their reaction to certain statements using the subjunctive tense.  In small groups, students will read a brochure and write their information with the correct form of the present subjunctive. Students will peer-edit their responses.  Teacher will present the reading strategy: Locating the main parts of a sentence.  Students will read the brochure: “Bienvenidos al Palacio de Las Garzas” and practice locating the main parts of a sentence in the reading.  Students will complete the comprehension and interpretation activities collaboratively.  Teacher will present the writing strategy: Using linking words  Students will write lease agreement in Spanish. Students will have to integrate lesson vocabulary and structures.  Teacher will present the listening strategy: Using visual cues.  Students will use the listening strategy to understand and answer comprehension activity about real estate.  Students will read about the Panamenian singer, Rubén Blades. Students will scan the lyrics of the “La canción del final del mundo” to identify the formal commands.  Students will predict the tone and rhythm of the song, based on the subject matter. Students will scan the lyrics for cognates and familiar words  Students will answer comprehension questions about Ruben Blades and the song: “La canción del final del mundo”.  Students will watch an advertisement about Balay – a Spanish appliance brand. Students will read about the use of electrical appliances in Spanish- speaking countries.  Teacher will present the basic information and statistics about Panamá.  In small groups students will read about the “El Canal de Panamá”, “Las Molas” (elaborate appliqués) and “Deportes” from Panamá.  Students will answer comprehension questions based on the reading.  Students will discuss how the building of the Panamá Canal influenced modern Panamá’s language and culture and the relationship with the USA. Resources:  Descubre 2 Boston, Massachusetts: Vista Higher Learning, 2011  Descubre 2 Companion Supersite: https://www.vhlcentral.com  Descubre 2 ancilliary materials, including Mp3 files, video files, animated tutorials and web quests 21 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

UNIT NUMBER AND TITLE: Unit 4 Nature (La Naturaleza) BRIEF SUMMARY OF UNIT: Unit 4 provides the students information about the environment. Students will discuss and express their beliefs and opinions about issues.

Standard: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.

Strand: A. Interpretive Mode Proficiency Level : Novice-Mid Cumulative Progress Indicator (CPI)

Strand: B. Interpersonal Mode

22 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

Strand C: Presentational Mode

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTAND?)

 What will our world be like in ten years? A: STUDENTS WILL KNOW: Twenty years? One hundred years? STUDENTS WILL:  Vocabulary to describe nature and the  How does geography of New Jersey differ environment Be informally assessed: from that of Spain or Latin America?  Vocabulary for conservation and recycling  In-class speaking in target language  The Andes mountain range  What geographic landforms are located in  Colombia’s Santa Marta mountain range  In-class dialogue writing and presentation your neighborhood?  Subjunctive with verbs and expressions of  In-class collaborative work  Why should we protect our planet? emotion  Subjunctive with verbs and expressions of  Online homework assignments

doubt, disbelief, and denial  Listening comprehension  Expressions of certainty GUIDING QUESTIONS:  Subjunctive with conjunctions  Reading comprehension  When the infinitive follows a conjunction

 Do you live in a city?  Considering audience and purpose when writing  Do you live in the outskirts of a city?  Writing a persuasive letter or article  Do you live in the country?  Using background knowledge and context

23 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 Do you climb mountains? to guess meaning  A television commercial for Altomayo, a Be formally assessed:  Do you like to go camping? Peruvian coffee brand  Where can you go camping, mountain  Colombian singer, Juanes  Vocabulary quizzes climbing near where you live?  Cultural, geographic, and historical  Subjunctive with emotions quiz information about Colombia  Does your city or town have a good  Subjunctive with expressions of doubt recycling program? quiz  What do you do to help reduce air B: STUDENTS WILL UNDERSTAND THAT:  Subjunctive with conjunctions quiz contamination?  The Andes Mountain range is: “La espina  Write a composition about how to save our  What is the mayor ecological problem of dorsal de Suramérica”. (Backbone of planet. (Minimum of 10-12 sentences) our region? South America)  Unit 4 test, includes listening, reading,  What are some environmental challenges  Lakes in South America are very writing comprehension and speaking from your city or town? important for their ecosystem.  In order to write a persuasive letter or sections.  How do environmental challenges affect article you need to consider the audience the land and the people in Spanish- and purpose. countries?  Using the strategy background knowledge  What is it necessary that we work together and listening for the general idea (gist) to protect our environment? will help you understand or guess the meaning from context.  Are they any contamination problems where you live? How can you solve them? C: STUDENTS WILL BE ABLE TO:

 What are the uses of the subjunctive with verbs and expressions of emotion?  Recognize the purpose of a text can help you understand it.  What are the common verbs and expressions of emotions?  Read about the Andes mountain range and learn nature-related terms, and the  What are the expressions of doubt, important lakes in Latin America. disbelief, or denial?  Read about Colombia’s Sierra Nevada de  What are the expressions of certainty? Santa Marta and how the indigenous people were able to maintain their fragile  What are the conjunctions that require the ecosystem. subjunctive tense?

 Are conjunctions followed by the subjunctive or the indicative?  How can you recognize the purpose of a text?  How can you identify the audience and the 24 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10 author’s purpose when writing?  How do you listen for the general idea or “the gist” to guess the meaning of the context?  Who is Juan Esteban Aristizábal - Juanes? What are some of his accomplishments?  What is the dance called the cumbia?  Why is 55% of the Colombia’s nation territory unpopulated? What sort of problems this might create for a national government?  Who is Gabriel García Marquez? What is he famous for?  Who is Edgar Negret? What are some of his accomplishments?  Where are the Andes mountain ranges located?

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Teacher will preview the essential questions and connect to learning throughout the unit.  Teacher will present the vocabulary for nature and environment – La Naturaleza  Students will complete objective listening and writing activities online using www.vhlcentral.com.  In pairs, students will interview each other about environmental challenges in their families’ countries of origin,  In groups of four students will make a list of eight environmental problems in the region. Groups will trade lists and write solutions to the problems on the list they receive and present the solutions to class. Students will use the target vocabulary  Students will write and present a dialogue offering advice on how to improve the problems of our environment.  Students will complete a communicative information gap activity about environmental problems.  Students will watch an episode of Fotonovela: “¡Qué paisaje más hermoso!” in order to receive comprehensible input from free-flowing discourse and learn functional phrases that preview lesson grammatical structures.  Students will complete comprehension activities based on Fotonovela online at www.vhlcentral.com.  In pairs students will describe the Fotonovela character’s need for environmental protection.  Teacher will present the use of punctuation marks in Spanish. Students will complete activities online to practice punctuation. 25 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 Students will read three cultural articles about the Andes, the important lakes in Latin America and the mountain range of La Sierra Nevada de Santa Marta in Colombia.  Students will complete comprehension activities and discuss whether some of the popular beliefs are surprising to them and why.  Teacher will present the subjunctive with verbs of emotion and the common verbs and expressions of emotions.  Students will complete objectives activities online to practice the conjugation of verbs in the subjunctive tense.  In pairs, students will take turns talking about their city, their classes, their government or any other topic. Students will use the subjunctive with verbs of emotion like: me alegro que, temo que , me molesta que y es extraño que.  In small groups students will role-play a dialogue about how worried you are about the environmental problems. You will describe the environmental problem and using the subjunctive with verbs of emotion the classmate will offer advice. For example: “Las personas tiran mucha basura en las calles” – “Me molesta que las personas tiren basura en las calles” – “Por eso es muy importante que los políticos hagan leyes para conservar las ciudades limpias”.  Teacher will present the subjunctive with doubt, disbelief, and denial.  Students will complete objective activities online to practice the subjunctive expressions of doubt, disbelief and denial.  Students will write down five absurd statements and read them aloud to a partner, who will react with an expression of doubt, disbelief or denial. For example: “Unos hombres verdes vienen a visitarme todos los días.” – “No creo que unos hombres verdes vengan a visitarte todos los días”.  Teacher will present the subjunctive with expressions of certainty.  Students will complete objective activities online to practice the subjunctive expressions of certainty.  In pairs students will read a poster advocating for the conservation of a forest in Puerto Rico and write six questions for an oral interview using the subjunctive expressions of certainty.  Students will complete objective activities online to practice the conjugation of verbs in the present perfect subjunctive tense.  Teacher will present the subjunctive with conjunctions. Students will learn conjunctions like: a menos que, antes (de) que, con tal (de) que, en caso (de) que, para que, sin que.  Using visual clues, students will use the subjunctive with conjunctions to comment on a future action.  In pair students will express their reaction to certain statements using the subjunctive with conjunctions or indicative tense.  In small groups, students will ask partners to interview each other about what they must do today for their future goals to become a reality. Students will use as many conjunctions as possible in their interviews to class  In pairs, students will compare a routine activity that they do with what they are going to do in the future.  Teacher will present the reading strategy: Recognizing the purpose of a text.  Students will read two newspaper editorials: “El perro y el cocodrilo” by Féliz María Samaniego and “El pato y la serpiente” by Tomás de Iriarte and practice recognizing the purpose of a text.  Students will complete the comprehension and interpretation activities collaboratively.  Teacher will present the writing strategy: Considering audience and purpose.  Students will write a newspaper letter or an article in Spanish about how to protect the environment in your community. Students will have to integrate lesson vocabulary and structures.  Teacher will present the listening strategy: Using background knowledge/guessing meaning from context.  Students will use the listening strategy to understand and answer comprehension activities about an urban planner and his concerns about his profession.  Students will read about the Peruvian Amazon. Students will watch a television commercial for Altomayo, a Peruvian coffee brand, and discuss the growing and drinking of coffee in their cultural communities  Students will read about Juan Esteban Aristizábal – “Juanes”. Students will scan the lyrics of the: “A Dios le pido” and identify each use of the subjunctive.  Students will answer comprehension questions about the artist and the song: “A Dios le pido”.

26 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 Teacher will present the basic information and statistics about Colombia.  In small groups students will read about: “El museo del oro”(Where they house Pre-Columbian gold-work), Gabriel García Márquez, (contemporary writer), the city Cartagena de Indias (The point of departure for shipments of Andean gold to Spain) and El Carnaval de Barranquilla.  Students will answer comprehension questions based on the readings.  Students will discuss how Pre-Colombian civilizations and the conglomeration of three main ethnic groups influenced Latin popular music and modern Columbia’s language and culture.

Resources:

UNIT NUMBER AND TITLE: Unit 5: In the City (En la ciudad) BRIEF SUMMARY OF UNIT: Unit 5 provides an overview of city life, names of commercial establishments, banking terminology, citing locations and means of transportation. It teaches students to ask for and give advice to others, give and receive directions and discuss daily errands.

LINK TO CONTENT STANDARDS: Standard 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and 27 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10 ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.

Strand A: Interpretive Mode Proficiency Level – Novice-Mid Cumulative Progress Indicator (CPI)

Strand B. Interpersonal Mode

7.1.NM.C.1 Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience.

28 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s).

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTAND?)

 How does life in the city compare to the A: STUDENTS WILL KNOW: life in a suburb or a rural neighborhood? STUDENTS WILL:  Vocabulary for names of commercial Where do you prefer to live? establishments. Be informally assessed:  What should one know when traveling to a  Vocabulary for banking terminology.  In-class speaking in target language new city?  Vocabulary for citing locations.  Vocabulary for means of transportation.  In-class dialogue writing and presentation  How do different architectural styles found  Mexican Architect, Luis Barragán. in a city affect human interaction?  In-class collaborative work  Venezuelan singer, Franco De Vita  Geographic, economic, and historical  Online homework assignments information about Venezuela. GUIDING QUESTIONS:  Listening comprehension  Common abbreviations.  How do you ask for and give directions?  Subjunctive in adjective clauses  Reading comprehension  Nosotros/as commands  What are types of attractions would you  Giving advice to someone find in a city?  Forming regular past participles.  Irregular past participles.  What services do the banks provide?  Past participles used as adjectives. Be formally assessed:  What kind of college would you attend, the one located in a city or in a suburb? B: STUDENTS WILL UNDERSTAND THAT:  Vocabulary quizzes  In Spanish speaking countries there are a Why?  Subjunctive quizzes variety of specialty stores. In order to shop  What kinds of specialty stores are for fresh produce, people need to shop  Nosotros/as command quiz available in your neighborhood? How do more frequently. they compare to the city stores? Which  Public transportation system is essential to  Past participles quiz ones are your favorite? Why? city life.  Write an email to a friend about a city that  What are some advantages and  The architectural style of Luis Barragán you want to visit and things that you hoped disadvantages of using public seeks balance between nature and human to do together. Include directions to places transportation in a city? creation. and give advice about activities.  The subjunctive is commonly used in  What are some architectural styles found 29 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

in Mexico City and Caracas? questions in adjective clauses when the  Oral quiz on giving direction in a city. speaker is trying to find out information  How does Luis Barragán utilizes natural about which he or she is uncertain.  Unit 5 test, includes listening, reading, elements in his work?  Nosotros/as Commands are used to writing comprehension and speaking sections.  What difference does narration in the first, express “let’s do …” in Spanish and to second, or third person make in the give advice. comprehension and tone of the text?  Past participles can be used as adjectives

and they must agree in number and gender  How did Venezuela’s geography and with the noun that they describe. history shape its relationship with the  Different points of view affect the

United States? comprehension of the text.  Besides using synonyms what more can  Listening for linguistic structures helps you do to avoid redundancy in writing. ascertain whether the action takes place in

present, past or future.  How does listening for specific verb endings help you understand the message? STUDENTS WILL BE ABLE TO:  What resources for higher education are  Give advice to others. available to families in the Spanish  Give and receive directions. speaking countries? How do they compare to the USA?  Discuss daily errands and city life.  Who is Franco De Vita? What are some  Identify a narrator’s point of view. of his accomplishments? In his song; “Si  Avoid redundancy in writing. la ves”, what is the narrative point of view?  Write an e-mail.  Listen for specific information and linguistic cues.  Compare and contrast paying for higher education in the USA and Spanish speaking countries.  Apply reading, writing and listening strategies in order to analyze an authentic song by Franco De Vita.  Explain how petroleum affects the USA and Venezuelan relationship.

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Preview the essential questions and connect to learning throughout the unit.

30 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 Teacher presentation of vocabulary in the context of a city map.  Students will complete objective listening and writing activities online using the Supersite at www.vhlcentral.com  Using the target language, students will work in pairs to write a dialogue to represent various services than banks offer. Students will present the dialogue to their classmates.  Students will work in pairs to practice and give directions in “El Hatillo”, a city near Caracas, using the city map and Google Earth.  Students will watch the Fotonovela: “Estamos Perdidos” to view the target language and structures in action.  Teacher will present abbreviations in Spanish and students will complete activities online to practice using those abbreviations.  Students will work in groups reading the cultural articles about public transportation, city nicknames, and architecture of Luis Barragán. Then, each group will present the information to the rest of the class in the target language.  Students will complete comprehension activities online.  Teacher will present the subjunctive with the adjective clauses using animated online tutorials.  Students will practice the target structures using in- class pair and group activities.  Teacher will present: Nosotros/as Commands.  Students will convert vamos + infinitive structure to Nosotros/as Commands.  Students will work in pairs by using Nosotros/as Commands to offer solutions to problems.  Students will work in group presenting an itinerary of activities for a visit to a new city using nosotros/as commands.  Students will create and present a dialogue about their economic problems and possible solutions using the nosotros/as commands.  Teacher will present past participle used as adjectives using animated tutorials from Supersite.  Students will do communicative activities in pairs to describe travel and banking situations using Past Participles.  Teacher will present the reading strategy: Identifying point of view.  Students will brainstorm various literary works with various narrative points of view.  Students will read a fragment of Carmen Laforet’s novel Nada and identify the point of view of the narrator and discuss how it affects their comprehension.  Students will complete objective comprehension, interpretation and extension activities based on the narrative.  Students will work in groups to debate advantages and disadvantages of living in a big city.  Students will use Voice Board digital recording tool to have an online oral discussion about living in a city versus living in the suburbs.  Teacher will present the writing strategy: Avoiding redundancies.  Students will write an email about their upcoming visit to a friend that lives in a big city. In the email students will use Nosotros/as commands to suggest activities they can do together. They will also use the Subjunctive in adjective clauses to express what resources they might need to complete a school project.  Teacher will present the listening strategies: Listening for specific information/Listening for linguistic cues.  Students will listen to a short paragraph about an environmental issue. Students will look for verb endings to determine whether the problem has been solved or is still under development.  Students will read about paying for university studies in Spanish-speaking countries and watch a news report about student loans.  Students will do comprehension activities based on the reading and the video.  Students will work in groups to write a paragraph where parents give advice to a student that is about to begin his/hers university studies. They will share their paragraph with another group.  Students will read a short biography of Franco De Vita.  Students will listen and read the lyrics of the song: Si la ves. Students will do comprehension activities.  Students will identify point of view in the lyrics and use linguistic cues to enhance their comprehension of the song.

31 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 Teacher will present Venezuela in numbers using power point presentation.  Working in groups the students will do a jigsaw activity to learn the information about the economy, history and geography of Venezuela.  Students will discuss how petroleum affects USA-Venezuela relationship.  Students will answer comprehension activities in full sentences online.

Resources:

UNIT NUMBER AND TITLE: Unit 6: The wellbeing (El bienestar) BRIEF SUMMARY OF UNIT: Unit 6 talks about health, well-being and nutrition. Students will discuss physical activities, healthy lifestyle and balanced diet.

32 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

Strand B. Interpersonal Mode

33 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTAND?)

 How do you define well-being? A: STUDENTS WILL KNOW: STUDENTS WILL:  How do perceptions about health and well-  Terms for health and exercise being differ from the USA and Spanish  Nutrition terms Be informally assessed: speaking countries?  Natural spas  In-class speaking in target language  Fruits and health

 Present perfect subjunctive  In-class dialogue writing and presentation GUIDING QUESTIONS:  Past perfect subjunctive  In-class collaborative work  Do you exercise regularly?  The Olympic medalist from Argentina, Georgina Bardach.  Online homework assignments  Is your diet balanced?  Bolivian musical group “Los Kjarkas”  Listening comprehension  How many hours do you sleep at night?  The instruments used in Andean music  Cultural, geographic and historical  Reading comprehension  How do you cope with stress? information about Bolivia

 What are the benefits of exercising B: STUDENTS WILL UNDERSTAND THAT: Be formally assessed: regularly?  Balanced diet and physical exercise are  Vocabulary quiz  Where can you find natural spas to essential to ones well-being. alleviate stress?  Natural spas are beneficial to ones’ health.  Present Perfect quiz  Pineapple and papaya are healthy foods.  How do fruits benefit our health?  Past Perfect quiz  Different cultures have various beliefs  What are some beliefs about health in about health.  Present Perfect Subjunctive quiz different cultures? Are they valid?  The present perfect tense is used to express what has happened recently.  Project where the students will create a  What have you done or have not done to video TV commercial for a new  The past perfect is used to express what improve your health? gymnasium. had occurred before another past action or  How do you read between the lines? event in the past.  Unit 6 test, including listening, reading,  The present perfect subjunctive is used to writing and speaking sections.  What are the different ways to organize express what has happened in subjunctive information when writing? construction.  How can you use listening for gist and  For dramatic effect in writing authors want cognates to improve your comprehension the reader to make inferences and “read of message? between the lines”.  When writing, organizing information  What are the benefits of swimming will make both your writing and your lessons? message clearer to the reader.  What are some of the characteristics of  Listening for the gist allows you to Andean music? interpret cognates and other words in a meaningful context.  How do Pre-Columbian cultures influence 34 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

modern life in Bolivia?  According to Olympic medalist Georgina Bardach in order to succeed in sports,

particularly swimming, you must enjoy the sport.  Benefits of swimming extend beyond the

physical well-being.  Pre-Columbian culture is prevalent in Bolivia.

C: STUDENTS WILL BE ABLE TO:  Make inferences  Organize information logically when writing  Write a personal wellness plan  Identify natural spa resorts in Latin America and explain the benefits of natural spring and mud baths  Listen for the gist and for cognates  Use perfect tenses to say what they have and had done for their well-being.  Evaluate their lifestyles and make necessary adjustments.

 SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Teacher will preview the essential questions and connect to learning throughout the unit.  Teacher will present the vocabulary for health and well-being.  Students will complete objective listening and writing activities online using www.vhlcentral.com.  In pairs, students will interview each other about their eating habits and how they affect their well-being.  In groups of four students will create a TV commercial about a gymnasium. Students will use the target vocabulary. Students will use i-movie software to edit their videos.  Students will write and present a dialogue offering advice to a fellow student that has bad health habits.  Students will write and present a dialogue between a nutritionist and a person who watches a lot of television.  Students will complete a communicative information gap activity comparing services of two different gymnasiums.  Students will watch an episode of Fotonovela: “¡Qué buena excursión!” in order to receive comprehensible input from free-flowing discourse and learn functional phrases that preview lesson grammatical structures. 35 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 Students will complete comprehension activities based on Fotonovela online at www.vhlcentral.com.  In pairs students will describe the Fotonovela character’s health habits.  Teacher will present differences in spelling between the letters”b” and “v” in Spanish. Students will complete activities to practice spelling.  Students will read three cultural articles about natural spas and health benefits of papaya and pineapple and learn about popular beliefs regarding health.  Students will complete comprehension activities and discuss whether some of the popular beliefs are surprising to them and why.  Teacher will present the present perfect tense and its uses.  Students will complete objectives activities online to practice the conjugation of verbs in the present perfect tense.  In pairs, students will take turns talking about what they have done to lead a healthier lifestyle. Students will use the present perfect tense.  In small groups students will role-play a dialogue between a school nurse and patients. The patients will describe their symptoms using the present perfect tense and the nurse will offer advice.  Teacher will present the past perfect tense and its uses.  Students will complete objective activities online to practice the conjugation of verbs in the past perfect tense.  Students will write down the activities that they had done before turning 12 years old using the past perfect tense.  In pairs students will read a poster advertising a gymnasium and answer the comprehension questions orally using the past perfect tense.  Teacher will present the present perfect subjunctive tense and its uses.  Students will complete objective activities online to practice the conjugation of verbs in the present perfect subjunctive tense.  Using visual clues, students will use the present perfect subjunctive tense to comment on what people have done.  In pair students will express their reaction to certain statements using the present perfect subjunctive tense.  In small groups, students will read postcards and write their reactions to the activities mentioned in the postcards. Students will peer-edit their responses.  Teacher will present the reading strategy: Making inferences.  Students will read the short story: “Un día de éstos ” by Gabriel García Marquez and practice inferential reading.  Students will complete the comprehension and interpretation activities collaboratively.  Teacher will present the writing strategy: Organizing information logically.  Students will write a personal wellness plan in Spanish. Students will have to integrate lesson vocabulary and structures.  Teacher will present the listening strategy: Listening for the gist and for cognates.  Students will use the listening strategy to understand and answer comprehension activity about a radio program.  Students will read about the Argentine swimmer Georgina Bardach. Students will watch a news report about swimming lessons and students will discuss the benefits of swimming.  Students will read about “Los Kjarkas” an Andean musical group from Bolivia. Students will scan the lyrics of the “El hombre equivocado” to identify the verbs in the present perfect.  Students will learn to identify the musical instruments and sounds from the Andean region.  Students will answer comprehension questions about the group and the song: “El hombre equivocado”.  Teacher will present the basic information and statistics about Bolivia.  In small groups students will read about the “El Lago Titicaca”, the Andean Music and Tiahuanaco – the City of Gods.  Students will answer comprehension questions based on the reading.  Students will create a pie chart representing Bolivia’s ethnic makeup and discuss how PreColombian civilizations influenced modern Bolivia’s language and culture.

36 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10 Resources:

UNIT NUMBER AND TITLE: Unit 7: The World of Work (El mundo del trabajo) BRIEF SUMMARY OF UNIT: In unit 7 students will learn to talk about their future professional plans and discuss job interviews.

Standard A. Interpretive Mode Proficiency Level : Novice-Mid Cumulative Progress Indicator (CPI)

37 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics.

Strand C: Presentational Mode

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTAND?)

 How does one prepare for a successful job A: STUDENTS WILL KNOW: interview? STUDENTS WILL:  Terms for professions and occupations.  How are the work benefits different in the  Work-related vocabulary Be informally assessed: United States and Latin America?  Work benefits in the Spanish-speaking  In-class speaking in target language world

 César Chávez

38 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

GUIDING QUESTIONS:  Future tense  In-class dialogue writing and presentation  Irregular future tense verbs  What are your plans for the future?  In-class collaborative work  Future perfect tense  What constitutes an ideal job?  Past subjunctive tense  Online homework assignments  A television commercial for Banco  Is it better to have a satisfying job or a job  Listening comprehension Sudamericano, a Peruvian Bank that pays more money?  Dominican singer Sergio Vargas  Reading comprehension  Equality in the workplace: fact or fiction?  Cultural and geographic information about

Nicaragua and Dominican Republic  What is the legacy of César Chávez in

labor laws?  Julia de Burgos and her poem: “A Julia de Burgos” Be formally assessed:  What are some work benefits in the Spanish-speaking world? B: STUDENTS WILL UNDERSTAND THAT:  Vocabulary quiz  In order to apply for a job one needs to  What are the differences between a résumé  The future tense quiz present oneself in a professional manner. and a curriculum vitae?  In some Latin America countries the work  The future perfect tense quiz  What are the differences between your benefits are more generous that in the public and private self? USA.  The past subjunctive tense quiz  There are differences between Curriculum  Unit 7 lesson test, including listening,  What challenges did the writer Julia de Vitae (CV’s) and a résumé Burgos faced in early 20th Century? reading, writing, and speaking sections  Labor movements in various international  What personal qualities are valuable in the organizations fight for fair working workplace? conditions in the workplace.  The future tense is used to express future  How do the geography and climate affect plans and probability. the life of its citizens?  The future perfect tense is used to express  What are two important facts about goals with specific deadlines. Dominican Republic?  The past subjunctive tense is used in multiple clause sentences which express  What are the effects of using similes and a states and conditions such as will, metaphor in writing? influence, emotion, command,  How can you use note cards to organize indefiniteness and non-existence. information when writing a composition?  Labor conditions changed over time for women in the workplace.  How can you use your background  The earthquakes, volcanic eruptions and knowledge on the subject matter to guess other natural disasters caused Nicaragua’s the meaning of unfamiliar words? population to be concentrated on the Pacific Coast.  The Dominican Republic produced many famous baseball players, including Pedro Martínez and David Ortíz.

39 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 Merengue music originated in the Dominican Republic and Juan Luis

Guerra helped make it popular throughout the world.

C: STUDENTS WILL BE ABLE TO:

 Recognize similes and metaphors  Spell the words that contain the letters “y”, “ll” y” h”.  Use note cards in preparation for writing  Write a composition on personal and professional goals  Use background knowledge when listening  Listen for specific information  Write a résumé and fill out a job application

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Teacher will preview the essential questions and connect to learning throughout the unit.  Teacher will present the vocabulary for professions, occupations, and other work-related vocabulary.  Students will complete objective listening and writing activities online using www.vhlcentral.com  In pairs, students will interview each other about their future professional aspirations and attitudes toward workplace.  In pairs, students will write and present a mock-job interview.  In pairs, students will write and present a dialog between a career counselor and a person who is undecided about their career path.  Working as a class, students will role-play a job fair. Half of the students will represent their companies and the other half will be the job applicants.  Students will watch an episode of Fotonoevla “¡Es un plan sensacional!” in order to receive comprehensible input from free-flowing discourse and learn functional phrases that preview lesson grammatical structures.  Students will complete comprehension activities based on Fotonovela online at www.vhlcentral.com  In pairs, students will define and describe the professions mentioned by Fotonovela’s characters.  Teacher will present the spelling and pronunciation of the words with letters “y”, “ll”, and “h” in Spanish. Student will complete activities to practice spelling.

40 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 Students will read three cultural articles about work benefits in Spanish-speaking countries, equality in the workplace, and learn about César Chávez.  Students will complete comprehension activities and discuss what benefits they would like to have in their future jobs.  Teacher will present the future tense and its uses.  Students will complete objective activities online at www.vhlcentral.com to practice the conjugation of verbs in the future tense.  In pairs, students will use the future tense to express probability and wonder about a new student in school who just entered the cafeteria.  In pairs, students will read four job opportunity ads and imagine that they got one of those jobs. Students will answer detailed questions about what their jobs will entail.  Students will read a travel brochure for the Dominican Republic, and in pairs, they will discuss what activities they will do during their trip.  In small groups, students will create a business plan for their own private company. Students will pitch their business to the rest of the class by creating a video presentation.  Teacher will present the future perfect tense and its uses.  Students will complete objective activities online to practice the conjugation of verbs in the future perfect tense.  Students will complete the communicative information-gap activity about their future goals.  In pairs, students will have a boasting competition by telling a friend what they will have done in 5, 10, and 20 years, etc. using the future perfect tense.  Teacher will present the past subjunctive tense and its uses. Teacher will also review the preterite and the imperfect tenses, as needed.  Students will complete objective activities online to practice the conjugation of verbs in the past subjunctive tense.  In pairs, students will read the New Year resolutions of two people. Students will use the past subjunctive tense to comment on why these people couldn’t keep their resolutions.  In pairs students will express their reaction to certain statements using the past subjunctive tense.  In small groups, students will write down what their hoped were for this year and what other hoped would happen. Students will compare their statements and use the past subjunctive.  Teacher will present the reading strategy: recognizing similes and metaphors.  Students will read the poem “A Julia de Burgos” by Julia de Burgos and practice identifying similes and metaphors.  Students will complete the comprehension and interpretation activities collaboratively.  Teacher will present the writing strategy: using note cards to organize information.  Students will write a composition about their future plans and goals. Students will have to integrate lesson vocabulary and structures.  Teacher will present the listening strategies: using background knowledge and listening for specific information.  Students will use listening strategy to answer comprehension activities about a recording of an interview.  Students will read about the use of American dollar in Latin America.  Students will watch a brief commercial for Banco Sudamericano. Students will discuss the personal qualities of the employees must have in order to work there.  Students will read about Sergio Vargas.  Students will answer comprehension questions about the singer and the lyrics of his song “Para decir adiós”.  Teacher will present the basic information and statistics about Nicaragua and the Dominican Republic.  In small groups, students will complete a jigsaw activity to read and teach the rest of the class about the footprints of Acahualinca, Ernesto Cardenal, The Lake Nicaragua, the city of Santo Domingo, baseball in the Dominican Republic, and merengue music.  Students will answer comprehension questions based on the readings.

Resources:

41 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

UNIT NUMBER AND TITLE: Unit 8 The Art Festival (Un festival de arte) BRIEF SUMMARY OF UNIT: In this unit, students will discuss their preferences in art, music, literature, film, and other forms of arts. Students will be able to identify notable artists from the Spanish-speaking world.

Standard: A. Interpretive Mode Proficiency Level : Novice-Mid Cumulative Progress Indicator (CPI)

42 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

culturally authentic materials on familiar topics.

Strand: B. Interpersonal Mode

Strand C: Presentational Mode

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTAND?)

 What is art? A: STUDENTS WILL KNOW: STUDENTS WILL:  How do ideals of beauty and aesthetics  fine arts terms influence daily life?  vocabulary for television and film Be informally assessed:  Venezuela’s Museo de Arte

43 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

GUIDING QUESTIONS: Contemporáneo de Cararas  in-class dialogue writing and presentation  Colombian artista Fernando Botero  What types of arts do you know?  in-class collaborative work  conditional tense  What are some of your favorite musicians,  conditional perfect tense  online homework assignments dancers, writers, painters, sculptors, and  past perfect subjunctive tense  speaking in target language movie stars? Why?  a parody of the televisión show “Quién quiere ser millonario?”  In what way do arts reflect life?  listening comprehension  Salvadorian Singer Álvaro Torres  reading comprehension  What types of artistic expression do you  cultural and geographic information about prefer and why? El Salvador and Honduras

 What kind of services do the museums

provide? B: STUDENTS WILL UNDERSTAND THAT: Be formally assessed:  What are some of the most influential  arts are an integral part of our lives  vocabulary quiz artists from Spain and Latin America?  Contemporary art museums in Latin What are their accomplishments? America offer more than paintings and  the conditional tense quiz sculptures  What is unique about Fernando Botero’s  Fernando Botero has a very unique style  the conditional perfect tense quiz style of painting? Why?  identifying certain stylistic devices helps  the past perfect subjunctive quiz  Why do authors use anaphora, parallelism, the reader focus on topics or ideas that the repetition, and enumeration? author chose to emphasize  Voice Board Activity  when listening, using background  What are some reliable sources for  Essay: five famous people you would knowledge and context helps you biographies? invite to dinner anticipate and figure out the meaning of  How can you use background knowledge key words  Unit 8 test, including listening, reading, and context to guess the meaning of key  it is impossible to export a TV show to writing, and speaking sections words? another country without making some culture-appropriate changes  Why is it difficult to export TV shows to  arts in El Salvador and Honduras reflect other countries? their rich history and extraordinary natural  What is the Salvadoran singer Álvaro resources Torres known for? C: STUDENTS WILL BE ABLE TO:  Why are so many surfers attracted to the coast of El Salvador?  talk about and discuss the arts  What are some of the natural resources  express what you would like to do that El Salvador offers?  express hesitation  avoid common spelling errors  How is the nature and culture of El  identify stylistic devices Salvador reflected in the art from  find biographical information Ilobasco?  write a composition

44 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 What are some examples of pre-  listen for key words and use context Columbian art found at Copán?  What importance do bananas have for the economy and politics of Honduras?  What defines the primitivist art of Joaquín Antonio Velázquez?

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Teacher will preview the essential questions and connect to learning throughout the unit.  Teacher will present the vocabulary for fine arts, television, and film.  Students will complete objective listening and writing activities online using www.vhlcentral.com  Students will read a list of various artists and identify what type of art each one practices.  In pairs, students will interview each other about their favorite movies, talk shows, sports shows, and other TV programs.  Students will practice the vocabulary by matching the types of movies with their descriptions.  In pairs, students will use the vocabulary from the unit complete analogies.  In pairs, students will complete a communicative information-gap activity about arts.  In pairs, students will interview each other about their experiences with music, cinematography, and fine arts.  In small groups, students will write and present a new TV program. Each group will choose a different genre – a documentary, a soap opera, a talk show, a competition, etc.  Students will watch an episode of Fotonoevla “¡Ahí vienen Romeo y Julieta!” in order to receive comprehensible input from free-flowing discourse and learn functional phrases that preview lesson grammatical structures. Students will also learn the expressions of hesitation.  Students will complete comprehension activities based on Fotonovela online at www.vhlcentral.com  In pairs, students will guess which cultural events the characters from Fotonovela will attend.  In pairs, students will discuss their plans for the weekend, trying to come up with a cultural event they both would like to attend.  Teacher will explain how to avoid common spelling errors, especially the ones that involve accent marks. Student will complete activities to practice spelling.  Students will read three cultural articles about Museo de Arte Contemporáneo de Caracas, Colombian artist Fernando Botero, and some other artists from Spanish-speaking world.  Students will complete comprehension activities and discuss their favorite artists are and why.  Teacher will present the conditional tense and its uses.  Students will complete objective activities online at www.vhlcentral.com to practice the conjugation of verbs in the conditional tense.  In pairs, students will use the conditional tense to express what they would do in various situations related to entertainment, e.g. if someone is talking on

45 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10 their cell phone during a movie.  In pairs, students will give advice to a friend who is looking for a job by telling him/her what they would do.  Students will complete a communicative information-gap activity, telling each other what they would do in various problematic situations involving friends.  In small groups, students will choose a movie they like and make a list of things that they would do differently if they were to direct this movie.  Using a Voice Board, students will record a message about what type of artist they would like to be and what they would do if they chose that career path.  Students will survey at least five classmates about arts and entertainment, using vocabulary from this unit and the conditional tense.  Teacher will present the conditional perfect tense and its uses.  Students will complete objective activities online to practice the conjugation of verbs in the conditional perfect tense.  In pairs, students will discuss what they would have done if they had more time, more money, more artistic talent, etc.  Using visual clues, pairs of students will express what they would have done in various difficult situations.  In pairs, students will pretend that they are 50 years old and reflect on what they would have done differently in their lives.  Working in pairs, students will each write a list of three mistakes they made in the past or three problems they have had. Students will exchange their list and say what they would have done in those situations.  Teacher will present the past perfect subjunctive tense and its uses.  Students will complete objective activities online at www.vhlcentral.com to practice the conjugation of verbs in the past perfect subjunctive tense.  In pairs, students will imagine that a valuable painting is missing from a museum. Students will read the statements from the witnesses and from the police detective and use past perfect subjunctive to react to those statements.  Teacher will present the reading strategy: identifying stylistic devices, such as anaphora, parallelism, repetition, and enumeration.  Students will read three poems by Federico García Lorca: “Danza”, “Las seis cuerdas,” and “La guitarra”.  Students will identify the stylistic devices and explain the effect they have on the reader.  Students will complete the comprehension and interpretation activities collaboratively and discuss their tastes in music.  Teacher will present the writing strategy: finding biographical information.  Students will write a composition about five famous people they would like to invite to dinner. Students will have to integrate lesson vocabulary and structures.  Teacher will present the listening strategies: listening for key words and using the context.  Students will use listening strategy to answer comprehension activities about a recording of a movie review.  Students will read about TV programs that have both American and Spanish versions, such as Family Feud, American Idol, Ugly Betty, etc.  Students will watch a parody of the show “Who wants to be a millionaire?” – “¿Quién quiere ser millonario?”  In pairs, students will write five questions with multiple-choice answers, like on the show, and have other pairs answer them.  Students will read about Álvaro Torres.  Students will answer comprehension questions about the singer and the lyrics of his song “Si estuvieras conmigo”. Students will use the grammatical structures from the unit to aid in comprehension.  Teacher will present the basic information and statistics about El Salvador and the Honduras.  In small groups, students will complete a jigsaw activity to read and teach the rest of the class about the surfing and water sports in el Salvador, about natural wonders of El Parque Nacional Montecristo, about arts and crafts from Ilobasco, about archeological site of Copán, importance of banana exports from Honduras, and about José Antonio Velázquez, a famous painter from Honduras.  Students will answer comprehension questions based on the readings.

46 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10 Resources:  Descubre 2. Boston, Massachusetts: Vista Higher Learning, 2011  Descubre 2 Companion Supersite: https://www.vhlcentral.com/  Descubre 2 ancillary materials, including MP3 files, video files, animated tutorials, and web quests

UNIT NUMBER AND TITLE: Unit 9 Current Events (Las actualidades)

BRIEF SUMMARY OF UNIT: In this unit, students will talk about current events, political, and social issues. Students will also discuss various sources of information and the influence the media has on our daily lives.

LINK TO CONTENT STANDARDS:

Standard: A. Interpretive Mode Proficiency Level : Novice-Mid Cumulative Progress Indicator (CPI) 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials

47 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics.

Strand C: Presentational Mode

48 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTAND?)

 How is contemporary life influenced by A: STUDENTS WILL KNOW: cultural products, practices, and STUDENTS WILL:  terms for current events and social issues perspectives?  political terms Be informally assessed:  media-related vocabulary  In-class speaking in target language GUIDING QUESTIONS:  neologismos y anglicismos  social protests  In-class dialogue writing and presentation  Where do you get your news? Why?  Chilean President Michelle Bachelet and  In-class collaborative work  What is the most reliable source of Bolivian President Evo Morales information? How can you tell? Is there an  si clauses in the subjunctive mood  Online homework assignments  si clauses with verbs in the indicative objective way to present the news?  Listening comprehension mood  What type of information do we hear on  the subjunctive forms  Reading comprehension the news?  a Mexican public service announcement

 Why is it important to be well-informed about voting about current events?  Uruguayan singer Natalia Oreiro Be formally assessed:  cultural and geographic information about  vocabulary quiz  Do you believe that social protests are a Paraguay and Uruguay good way to fight for something? Why or  the si clauses quiz why not?  the quiz on distinguishing between the  Who are some of the political leaders and B: STUDENTS WILL UNDERSTAND THAT: uses of the subjunctive, indicative, or pioneers in Latin America? infinitive  staying informed about current events  In what way can recognizing helps you make better decisions in your  Video project: news report chronological order help you understand daily life the plot of a narrative?  voting is an important part of the  Essay: improving the world

 What is the importance of Miguel de democratic process  reporters and news programs tell the news  Unit 9 test, including listening, reading, Cervantes and his Don Quijote de La writing, and speaking sections Mancha? from their perspectives, that can be different from other people’s points of  In what ways would your improve the view world if you had the ability to do so?  languages constantly change due to new inventions and cultural interactions  How can recognizing genre help you better understand the overall message?  voting is mandatory in Paraguay and citizens who don’t vote must pay a fine  Why is it important to participate in the political processes in your country? C: STUDENTS WILL BE ABLE TO:  Is voting a right or an obligation?

49 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10

 What cultural products and practices in  reflect on experiences, such as travel Uruguay and Paraguay reflect their natural  discuss current events and issues beauty?  talk about and discuss the media  use the subjunctive, the indicative, and the infinitive in complex sentences  recognize chronological order  write strong introductions and conclusions  write a composition about improving the world  recognize genre and take notes while listening

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Teacher will preview the essential questions and connect to learning throughout the unit.  Teacher will present the vocabulary for current events and politics, the media, and natural disasters.  Students will complete objective listening and writing activities online using www.vhlcentral.com  In small groups, students will discuss their reactions to statements about reliability of trustworthiness and reliability of the media and of the politicians.  In pairs, students will use visual clues to write a brief story about the events in the photos. Photos may include the aftermath of a natural disaster or a social protest.  In groups, students will complete a video project where they will create an evening news report. Students may air their reports for the rest of the school.  In pairs, students will write and present a dialog between a news reporter and a political candidate for the upcoming elections.  Students will watch an episode of Fotonoevla “¡Hasta la próxima!” in order to receive comprehensible input from free-flowing discourse and learn functional phrases that preview lesson grammatical structures. Students will also learn the expressions of happiness and contentment.  Students will complete comprehension activities based on Fotonovela online at www.vhlcentral.com  In pairs, students will create a dialog between two friends that haven’t seen each other for a long time. Students will include useful phrases from Fotonovela in their dialog.  Teacher will explain the existence of neologismos and anglicismos in Spanish. Student will complete activities to practice these words.  Students will read three cultural articles about social protests, the Chilean President Michelle Bachelet Jeria, the Bolivian President Evo Morales, and some other important social activists and political leaders from Latin America, such as Che Guevara, Rigoberta Menchú, and José Martí.  Students will complete comprehension activities and discuss examples of political and social leaders in their community that deserve admiration.  Teacher will present si clauses with both indicative and subjunctive tenses.  Students will complete objective activities online at www.vhlcentral.com to practice the conjugation of verbs in si clauses.  In pairs, students will read parts of sentences that contain either a si clause or a main clause and logically complete the sentences, using the appropriate indicative or subjunctive tenses.  In small groups, students will answer questions about hypothetical situations and contrary-to-fact statements about current events.  In small groups, students will prepare and present and interview with two presidential candidates. Students will incorporate the vocabulary from this unit and “si” clauses.  Teacher will present the conditional perfect the summary of the subjunctive forms. Teacher will review when to use the subjunctive, the indicative, or

50 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10 the infinitive.  Students will complete objective activities online at www.vhlcentral.com to practice the choosing between the subjunctive, the indicative, and the infinitive.  In pairs, students will write a conversation to express their reactions about currents events, such as the elections, the natural disasters, and the war, using at least one verb in the subjunctive, the indicative, and the infinitive.  In pairs, students will interview each other about their beliefs and attitudes toward the news and social issues. Students will integrate unit vocabulary and structures.  Teacher will present the reading strategy: recognizing chronological order.  Students will read an excerpt from “Don Quijote y los molinos de viento” by Miguel de Cervantes.  Students will identify the chronological order of the event in the excerpt and discuss how that helps them understand the plot.  Students will complete the comprehension and interpretation activities collaboratively.  In groups of three, students will create a talk show where the host is asking Don Quijote and Sancho Panza about the battle with the windmills.  After the students present their talk shown, they will discuss how news stories may be affected by reporters’ biases and different perspectives.  Teacher will present the writing strategy: writing strong introductions and conclusions.  Students will write a composition about how they would change the world if they had the ability and the opportunity to do so. Students will be sure to include a strong introduction and conclusion.  Teacher will present the listening strategies: recognizing genre and taking notes as you listen.  Students will use listening strategies to answer comprehension activities about a recording of a toothpaste commercial.  Students will read about Mexican elections in 2006.  Students will watch a public service announcement that came out in Mexico just before the elections.  In pairs, students will discuss why the celebrities chose to do this announcement and why it is important to participate in the elections in your own country.  Students will read about Natalia Oreiro.  Students will answer comprehension questions about the singer and the lyrics of her song “Río de la Plata”. Students will use the grammatical structures from the unit to aid in comprehension. Teacher will use the lyrics of the song to segue into the presentation on Uruguay and its geography.  Teacher will present the basic information and statistics about Uruguay and Paraguay.  In small groups, students will complete a jigsaw activity to read and teach the rest of the class about the traditional lace from Paraguay, el ñandutí, about the dam Itaipú, the rivers Paraguay and Paraná, about voting in Paraguay, about meat and mate, about soccer as the national sport in Uruguay, and about the celebration of El Carnaval.  Students will answer comprehension questions based on the readings.  Students will discuss what it would be like if voting was not just a right, but an obligation in the USA.

Resources:  Descubre 2. Boston, Massachusetts: Vista Higher Learning, 2011  Descubre 2 Companion Supersite: https://www.vhlcentral.com/  Descubre 2 ancillary materials, including MP3 files, video files, animated tutorials, and web quests

51 COURSE TITLE: Spanish 2 Honors GRADE(S): 9-10