District Overview:
The World Language program at Brandywine Heights Area School District supports and guides its students along their language acquisition journey. In our Grade 8 - 12 sequence we offer the study of Latin, German, and Spanish. Additionally, Chinese, French, Japanese,and Sign Language are offered through our Brandywine Heights Virtual Academy. The program seeks to help students communicate in the target language through speaking, writing, listening and reading. As students gain knowledge, they begin to formulate an understanding of other cultures and develop a sensitivity to cultural similarities and differences. From these learning experiences, connections with other disciplines are made, fostering a deeper insight into one’s own language and culture. Through the teaching and learning of world languages, students develop skills to communicate effectively and empower them to make real world connections as global citizens in an ever-changing and competitive world.In all, the curriculum strives to reflect the real world by providing students with authentic communication experiences and exposure to life-long learning opportunities.
Description:
Spanish II is the continuation of Spanish I. The course further develops the four basic language skills: listening, speaking, reading, and writing. Travel, legends, and dining will be emphasized through technology based performance assessments such as digital pamphlets and mini-movies.
Units:
  • PreliminaryUnit: My Friends and I - Mis Amigos y Yo
  • Unit 1: Exploring New Places - ¡A Conocer Nuevos Lugares!
  • Unit 2: We Are Heathy - ¡SomosSaludables!
  • Unit 3: Let’s Go Shopping - ¡Vamos de Compras!
  • Unit 4: Ancient and Modern Culture - Cultura Antigua y Moderna
  • Unit 5: Let’sEat - ¡A Comer!

Subject: Spanish II / Grade:10, 11, or 12 / Suggested Timeline: 5 weeks
UnitTitle: My Friends and I - Mis Amigos y Yo
Unit Overview/Essential Understanding:
The overall objective of the preliminary unit is to gradually ease students back into a “Spanish” mindset. Students are asked to recall vocabulary and skills learned in Spanish I before embarking on new content and skills. The review requires that students describe themselves and others, express what they like and dislike, describe how they feel, and make plans. This preliminary unit will culminate with a test.
Unit Objectives:
Students will be able to:
  • Describe people using adjectives, definite and indefinite articles, and the verb tener
  • Talk about likes and dislikes using the verb gustar
  • Communicate about where you are going to do different activities using ir+ a + place
  • Describe people and how they feel differentiating between the verbs ser and estar
  • Communicate about what people do using regular present tense verbs and stem-changing present tense verbs
  • Communicate about plans and what people are going to do using ir + a + infinitive

Focus ACTFL Standards Addressed in this Unit:
  • 1.1 - Students engage in conversations and obtain information, express feelings and emotions, and exchange opinions.
  • 1.2 - Students understand and interpret written and spoken language on a variety of topics.

Important ACTFL Standards Addressed in this Unit:
  • 3.1 - Students reinforce and further their knowledge of other disciplines through the world language.
  • 4.1 - Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Misconceptions:
  • Syntax with the verb gustar

Concepts/Content:
  • Theme appropriate vocabulary
  • Definite and indefinite articles
  • Subject pronouns
  • The verb ser (to be)
  • The verb estar (to be)
  • The verb tener (to have)
  • The verb gustar (to like)
  • Ir (to go) + a + destination
  • Ir(to go) + a + infinitive
  • Regular present tense verbs
  • Stem changing present tense verbs
/ Competencies/Skills:
  • Introduce oneself to others
  • Express daily activities using the correct subject pronouns, present tense verbs, and adjectives
  • Use subject pronouns to correctly identify people
  • Locate places in the community
  • Express how one feels
  • Express likes and dislikes
/ Description of Activities:
  • Review packet
  • Translation in pairs
  • Mini-Dialogues
  • Around the World Question and Respond
  • Present your friend to the class
  • Skits

Assessments:
Summative Assessments:
  • Quizzes (textbook generated)
  • Unit Test (textbook generated)
Formative Assessments:
  • Homework (workbook pages)
  • Dialogues
  • Duolingo
  • Spot Check Understanding

Interdisciplinary Connections:
  • English grammar connections
/ Additional Resources:
  • Approved District textbook and workbook
  • Teacher generated participation rubrics
  • Duolingo

Subject: Spanish II / Grade: 10, 11, or 12 / Suggested Timeline: 6 weeks
UnitTitle: Exploring New Places - ¡A Conocer Nuevos Lugares!
Unit Overview/Essential Understanding:
The overall objective of Unit 1 is to prompt students to discuss travel preparations, talk about things that they would do in an airport, ask how to move around town, say where they went and what they did on vacation, and talk about buying gifts and souvenirs when they travel abroad. Unit 1 will culminate with a test.
Unit Objectives:
Students will be able to:
  • Identify and describe people and things in an airport
  • Identify and apply direct object pronouns
  • Identify and apply indirect object pronouns
  • Describe a real or imaginary trip
  • Identify and apply words that describe vacation activities and lodging
  • Learn how to form and apply the preterite of regular –ar verbs
  • Learn how to form and apply the preterite of ir, ser, hacer, ver, and dar
  • Learn how to form a possessive
  • Learn and apply possessive adjectives
  • Learn and apply prepositions of place: a, en

Focus ACTFL Standards Addressed in this Unit:
  • 1.2- Students understand and interpret written and spoken language on a variety of topics.
  • 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Important ACTFL Standards Addressed in this Unit:
  • 1.1 -Students engage in conversations and obtain information, express feelings and emotions, and exchange opinions.
  • 3.1 - Students reinforce and further their knowledge of other disciplines through the world language.
  • 4.1- Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Misconceptions:
  • Differentiating between direct and indirect objects

Concepts/Content:
  • Theme appropriate vocabulary
  • Direct Object Pronouns
  • Indirect Object Pronouns
  • Possessive adjectives
  • Prepositions of place
  • Preterite tense of regular –ar verbs
  • Preterite tense of ser(to be), hacer (to do/to make), ver (to see), and dar (to give)
/ Competencies/Skills:
  • Discuss travel preparations
  • Communicate about things that you do in an airport
  • Ask how to get around town
  • Talk about what you do on vacation
  • Describe your favorite vacation in the past tense
  • Read and discuss facts about Chile and Costa Rica
/ Description of Activities:
  • Translation in pairs
  • Mini-Dialogues
  • Around the World Question and Respond
  • Create a travel poster
  • Online grammar practice
  • Skit (planning a vacation)

Assessments:
Summative Assessments:
  • Quizzes (textbook generated)
  • Unit Test (textbook generated)
  • Travel Poster (teacher created with assessment rubric)
Formative Assessments:
  • Homework (workbook pages)
  • Dialogues
  • Duolingo
  • Spot Check Understanding
  • Online grammar practice

Interdisciplinary Connections:
  • Differentiate between direct and indirect objects (English)
  • Learning about the cultures of Chile and Costa Rica (Social Studies)
/ Additional Resources:
  • Approved District textbook and workbook
  • Teacher generated participation and assessment rubrics
  • Duolingo

Subject: Spanish II / Grade: 10, 11, or 12 / Suggested Timeline: 5 weeks
UnitTitle: We Are Healthy- ¡SomosSaludables!
Unit Overview/Essential Understanding:
The overall objective of Unit 2 is to prompt students to communicate about sporting events, ways to stay healthy, their daily routines, and what they and others are doing. They should also be able to retell events from the past using the preterite tense and a clear sequence of events.
Unit Objectives:
Students will be able to:
  • Identify and describe competitive sporting events and ways to stay healthy
  • Identify and apply demonstrative pronouns and adjectives
  • Identify and apply reflexive verbs
  • Identify and apply words that describe a daily routine
  • Learn how to form and apply the preterite of regular –er and -ir verbs
  • Learn how to use pensar + infinitive
  • Learn how to form the present progressive tense (estar + gerund)
  • Learn how to form adverbs with the suffix –mente

Focus ACTFL Standards Addressed in this Unit:
  • 1.2- Students understand and interpret written and spoken language on a variety of topics.
  • 1.3- Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
  • 3.1- Students reinforce and further their knowledge of other disciplines through the world language.

Important ACTFL Standards Addressed in this Unit:
  • 1.1 - Students engage in conversations and obtain information, express feelings and emotions, and exchange opinions.
  • 4.1 - Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Misconceptions:
  • Differentiating among this, that, these, and those

Concepts/Content:
  • Theme appropriate vocabulary
  • Preterite tense of –er and –irverbs
  • Demonstrative adjectives and pronouns
  • Adverbs -mente
  • Reflexive verbs
  • Forming a gerund
  • Present progressive tense
/ Competencies/Skills:
  • Discuss sports and health
  • Express likes and dislikes
  • Retell events in the past
  • Describe a daily routine
  • Describe what one and others are doing
  • Read and discuss facts about Argentina
/ Description of Activities:
  • Translation in pairs
  • Mini-Dialogues
  • Around the World Question and Respond
  • Video Project: Sports or Cooking Commentator
  • Online grammar practice
  • Kahoot Online Review

Assessments:
Summative Assessments:
  • Quizzes (textbook generated)
  • Unit Test (textbook generated)
  • Video Project (teacher created with assessment rubric)
Formative Assessments:
  • Homework (workbook pages)
  • Dialogues
  • Duolingo
  • Spot Check Understanding
  • Online grammar practice

Interdisciplinary Connections:
  • Using Movie Maker or I-Movie (Technology)
  • Learning about the cultures of Argentina (Social Studies)
/ Additional Resources:
  • Approved District textbook and workbook
  • Video Program Avancemos II
  • Teacher generated participation and assessment rubrics
  • Duolingo
  • Kahoot

Subject: Spanish II / Grade: 10, 11, or 12 / Suggested Timeline: 3 weeks
UnitTitle: Let’sGo Shopping -¡Vamos de Compras!
Unit Overview/Essential Understanding:
The overall objective of Unit 3 is to prompt students to communicate about clothing and personal needs, to say whom things are for, to describe past activities and events, and to ask for and talk about items in a marketplace.
Unit Objectives:
Students will be able to:
  • Identify and describe clothing and shopping experiences
  • Identify and apply verbs that work the same way as gustar
  • Identify and apply present tense of irregular yo verbs
  • Identify and apply words that are used in the marketplace
  • Learn how to form the expression “ago”: hace + the period of time + que + preterite tense

Focus ACTFL Standards Addressed in this Unit:
  • 1.2- Students understand and interpret written and spoken language on a variety of topics.
  • 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
  • 3.1 - Students reinforce and further their knowledge of other disciplines through the world language.

Important ACTFL Standards Addressed in this Unit:
  • 1.1 - Students engage in conversations and obtain information, express feelings and emotions, and exchange opinions.
  • 4.1 - Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Misconceptions:
  • Syntax of verbs like gustar

Concepts/Content:
  • Theme appropriate vocabulary
  • Present tense of irregular yo verbs
  • Preterite of stem changing verbs
  • Forming the expression “ago”
/ Competencies/Skills:
  • Name articles of clothing
  • Express likes and dislikes
  • Retell events in the past
  • Describe fit and style of clothing
  • Read and discuss facts about Puerto Rico
/ Description of Activities:
  • Translation in pairs
  • Mini-Dialogues (buying a prom dress, pair of sneakers)
  • Around the World Question and Respond
  • Skit (bargain with an open air market vendor)
  • Online grammar practice

Assessments:
Summative Assessments:
  • Quizzes (textbook generated)
  • Skit (teacher generated project and rubric)
Formative Assessments:
  • Homework (workbook pages)
  • Dialogues
  • Duolingo
  • Spot Check Understanding
  • Online grammar practice

Interdisciplinary Connections:
  • Calculating discounts at the market (Math)
/ Additional Resources:
  • Approved District textbook and resources
  • Video Program Avancemos II
  • Teacher generated participation and assessment rubrics
  • Duolingo
  • Kahoot

Subject: Spanish II / Grade: 10, 11, or 12 / Suggested Timeline: 6 weeks
UnitTitle: Ancient and Modern Culture - Cultura antigua, ciudad moderna
Unit Overview/Essential Understanding:
The overall objective of Unit 4 is to prompt students to describe continuous activities in the past, narrate past events and activities, describe people, places, and things, describe early civilizations and their customs, describe the layout of a modern city, and ask for and give directions.
Unit Objectives:
Students will be able to:
  • Identify and apply words about legends and stories
  • Learn how to form and apply the imperfect of regular –ar, -er, and –ir verbs
  • Learn how to form and apply the imperfect of ser, ir, and ver
  • Differentiate between the preterite tense and the imperfect tense
  • Learn how to form past participles
  • Identify and apply words associated with early civilizations and modern cities
  • Learn how to form and apply the preterite of –car, -gar, and –zar verbs
  • Learn how to form and apply the preterite of venir, querer, decir, and traer

Focus ACTFL Standards Addressed in this Unit:
  • 1.2 - Students understand and interpret written and spoken language on a variety of topics.
  • 1.3- Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
  • 2.1 - Students use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

Important ACTFL Standards Addressed in this Unit:
  • 1.1 - Students engage in conversations and obtain information, express feelings and emotions, and exchange opinions.
  • 4.1 - Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
  • 3.2 - Students access and analyze information and diverse perspectives that are available through the language and its cultures.

Misconceptions:
  • Differentiating between the preterite and the imperfect

Concepts/Content:
  • Theme appropriate vocabulary
  • Imperfect tense conjugation
  • Preterite of stem changing verbs
- –car, -gar, and –zar verbs
-venir, querer, decir, and traer
  • Past Participles
  • Differentiate between preterite and imperfect
/ Competencies/Skills:
  • Read about legends and stories
  • Read a Mexican legend
  • Follow and give directions
  • Write a legend using both past tenses (preterite and imperfect)
  • Describe people, places, and things
  • Read and discuss facts about Mexico
/ Description of Activities
  • Translation in pairs
  • Mini-Dialogues (telling someone how to get from point “A” to point “B” using at least four steps)
  • Around the World Question and Respond
  • Writing a legend
  • Creating a city map with directions
  • Online grammar practice

Assessments:
Summative Assessments:
  • Quizzes (textbook generated)
  • Legend (teacher created with rubric)
  • Map Project (teacher created with rubric)
Formative Assessments:
  • Homework (workbook pages)
  • Dialogues
  • Duolingo
  • Spot Check Understanding
  • Online grammar practice

Interdisciplinary Connections:
  • Mayan Calendar (Math)
/ Additional Resources:
  • Approved District textbook and workbook
  • Video Program Avancemos II
  • Teacher generated participation and assessment rubrics
  • Duolingo
  • Kahoot

Subject: Spanish II / Grade: 10, 11, or 12 / Suggested Timeline: 6 weeks
UnitTitle: Let’sEat -¡A Comer!
Unit Overview/Essential Understanding:
The overall objective of Unit 5 is to prompt students to identify and describe ingredients, talk about food preparation and follow a recipe, give instructions and make recommendations, order meals in a restaurant, and describe food and service.
Unit Objectives:
Students will be able to:
  • Identify and apply words about recipe ingredients, food preparation, and flavors
  • Learn how to use –ísimofor exaggeration
  • Learn how to form and apply Usted and Ustedes Commands
  • Learn and apply affirmative and negative words (algo/nada)
  • Learn how to place pronouns with commands
  • Identify and apply words associated with place settings, various dishes, ordering in a restaurant
  • Learn how to apply double object pronouns

Focus ACTFL Standards Addressed in this Unit:
  • 1.2 - Students understand and interpret written and spoken language on a variety of topics.
  • 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
  • 2.1 - Students use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
  • 4.1 - Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Important ACTFL Standards Addressed in this Unit:
  • 1.1 -Students engage in conversations and obtain information, express feelings and emotions, and exchange opinions.
  • 3.2 - Students access and analyze information and diverse perspectives that are available through the language and its cultures.
  • 5.1 - Students use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world( this will apply if we take a field trip to a restaurant).

Misconceptions:
  • Differentiating betweenTúcommands and Usted Commands

Concepts/Content:
  • Theme appropriate vocabulary
  • Usted and Ustedes Commands
  • Pronoun placement with commands
  • Double object pronouns
  • Superlative adjectives with -ísimo
/ Competencies/Skills:
  • Prepare and describe food
  • Categorize food according to food groups
  • Follow a recipe
  • Read poetry written by Pablo Neruda
  • Identify and describe ingredients
  • Memorize and recite an ode
  • Read and discuss facts about Spain
/ Description of Activities
  • Translation in pairs
  • Mini-Dialogues (telling someone how to prepare a food))
  • Around the World Question and Respond
  • Cook a Tortilla Española in the FCS room
  • Memorize and recite an ode
  • Read from a menu
  • Create a menu
  • Online grammar practice
  • Create a video of ordering in a restaurant

Assessments:
Summative Assessments:
  • Quizzes (textbook generated)
  • Menu and Video (teacher created with rubric)
  • Test
Formative Assessments:
  • Homework (workbook pages)
  • Dialogues
  • Duolingo
  • Spot Check Understanding
  • Online grammar practice
  • Ode recital

Interdisciplinary Connections:
  • Pablo Neruda’s Odes (English/Literature)
/ Additional Resources:
  • Approved District textbook and workbook
  • Video Program Avancemos II
  • Teacher generated participation and assessment rubrics
  • Duolingo
  • Kahoot

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