<p> Collierville Schools Standard Spanish 2 Scope and Sequence</p><p>4th Quarter Assessment Pacing Standards Learning Targets Supporting Text(s) Description(s) Weeks 1.1 In the target language,  I can use verbal and written Textbook and Vocabulary Quizzes 1 – 3 engage in conversations, exchanges to express opinions textbook ancillaries 1.1 34% provide and obtain about foods, flavors and food 1.2 33% information, express preparation. 1.3 33% feelings and emotions, and  I can give and follow oral and exchange opinions. written directions for Grammmar Quizzes 1.2 Understand and cooking. 4.1 100% interpret both written and  I can describe assorted foods spoken forms of the target and flavors. Students will take a language on a variety of  I can develop familiarity with unit test based upon the topics. Spanish historical moments following breakdown 1.3 Present information, and figures. of standards: concepts, and ideas to  I can use the language being audience of listeners or studied to comprehend and 1.1 19% readers on a variety of express ideas about aspects of 1.2 19% topics. the culture being studied and 1.3 19% compare them to the learner’s 2.1 2.5% 2.1 Demonstrate an daily experience in areas like 2.2 2.5% understanding of the food. 4.1 19% relationship between the  I can form bases for 4.2 19 % practices and perspectives understanding relationships of the culture studied. between Spanish historical Projects 2.2 Demonstrate an concepts and contemporary 5.1 50% understanding of the issues. 5.2 50% relationship between the  I can experience (read, listen products and perspectives to, observe, perform) of the culture studied. expressive products of the 4.1 Demonstrate Spain (e.g., literature, music, understanding of the nature film and art). of language through comparisons of the  I can use acquired information language studied and one’s about Spain as it relates to the own. target language classes in 4.2 Recognize that cultures order to compare and contrast use different patterns of music, food and history. interaction and apply this  I can expand knowledge of knowledge to one’s own verbs to include formal culture. commands. 5.1 Use the language both  I can apply suffixes to root within and beyond the words like –ísimo to add school setting. emphasis to adjectives. 5.2 Show evidence of  I can develop usage of becoming lifelong learners accurate grammatical by using the language for practices with formal personal enjoyment and commands and pronoun enrichment. placement with commands.  I can observe customs of different regions and countries such as tapas in Spain.  I can compare and contrast town center or popular meeting places for young people in Spain, Collierville and Memphis.  I can locate examples of signs, ads, etc. in the target language using the Internet, magazines, etc.  I can find various sources in the target language to obtain information on current events and information of personal interest in regards to Spain. Weeks 1.1 In the target language,  I can use appropriate Textbook and Quiz over chapter 3 – 6 engage in conversations, vocabulary to order in a textbook ancillaries vocabulary provide and obtain restaurant. information, express  I can use vocabulary for 1.1 34% feelings and emotions, and restaurant dishes and ordering 1.2 33% exchange opinions. in a restaurant. 1.3 33% 1.2 Understand and  I can use appropriate interpret both written and vocabulary, gestures, and oral Grammar Quizzes spoken forms of the target expressions for ordering in a 4.1 100% language on a variety of restaurant. topics.  I can experience Students will take a 1.3 Present information, observeexpressive products of unit test based upon the concepts, and ideas to the cultures being studied following breakdown audience of listeners or such as María Blanchard’s of standards: readers on a variety of artwork. topics.  I can implement appropriate 1.1 19% 2.1 Demonstrate an sentence structure and 1.2 19% understanding of the paragraph construction using 1.3 19% relationship between the affirmative/negative words 2.1 2.5% practices and perspectives and double object pronouns. 2.2 2.5% of the culture studied.  I can develop usage of 4.1 19% 2.2 Demonstrate an accurate grammatical 4.2 19 % understanding of the practices with relationship between the affirmative/negative words products and perspectives and double object pronouns. of the culture studied.  I can observe customs of 4.1 Demonstrate different regions and countries understanding of the nature in terms of meal times. of language through comparisons of the language studied and one’s own. 4.2 Recognize that cultures use different patterns of interaction and apply this knowledge to one’s own culture. 5.1 Use the language both within and beyond the school setting. 5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. Weeks 1.1 In the target language,  I can use verbal and written Textbook and Vocabulary Quizzes 7 – 9 engage in conversations, exchanges to express opinions textbook ancillaries 1.1 34% provide and obtain about movies and 1.2 33% information, express moviemaking. 1.3 33% feelings and emotions, and  I can use appropriate exchange opinions. vocabulary for movies and Grammmar Quizzes 1.2 Understand and making movies. 4.1 100% interpret both written and  I can describe movies and spoken forms of the target how they make me feel. Students will take a language on a variety of  I can use the language being unit test based upon the topics. studied to comprehend and following breakdown 1.3 Present information, express ideas about aspects of of standards: concepts, and ideas to the culture being studied and audience of listeners or compare them to the learner’s 1.1 19% readers on a variety of daily experience in areas like 1.2 19% topics. school and family, etc. 1.3 19% 2.1 Demonstrate an  I can experience observe 2.1 2.5% understanding of the expressive products of the 2.2 2.5% relationship between the cultures being studied with 4.1 19% practices and perspectives chichano artwork and murals 4.2 19 % of the culture studied. by Los Four in Los Angeles. 2.2 Demonstrate an  I can develop usage of Projects understanding of the accurate grammatical 5.1 50% relationship between the practices with informal and 5.2 50% products and perspectives negative informal commands. of the culture studied.  I can focus on similarities and 4.1 Demonstrate differences of core chicano understanding of the nature beliefs. of language through  I can compare music, art, and comparisons of the other tangible products from language studied and one’s chicano culture. own. 4.2 Recognize that cultures use different patterns of interaction and apply this knowledge to one’s own culture. 5.1 Use the language both within and beyond the school setting. 5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.</p>