TOWNSHIP OF UNION PUBLIC SCHOOLS
Honors Spanish II - WL 241
Curriculum Guide
2014
Curriculum Guide Approved June 2014
Board Members
Francis “Ray” Perkins, President
Richard Galante, Vice President
David Arminio
Susan Cooley
Guy Francis
Lois Jackson
Thomas Layden
Vito Nufrio
Angel Salcedo
TOWNSHIP OF UNION PUBLIC SCHOOLS
Administration
District Superintendent …………………………………………………………………...……………………....Dr. Patrick Martin
Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum
Assistant Superintendent ………………………………………………………………………………………….Dr. Noreen Lishak
Director of Student Information/Technology ………………………………..………………………….………….Ms. Ann M. Hart
Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta
DEPARTMENT SUPERVISORS
Language Arts/Social Studies K-2 ……..………………………………….………………………………….. Ms. Maureen Corbett
Language Arts/Social Studies 3-5 ……..………………………………….…………………………………….. Mr. Robert Ghiretti
Mathematics/Science K-2 ……….………………………………………………………………………….…Ms. Theresa Matthews
Mathematics/Science 3-5 ……………….………………………………….………………………………………. Ms. Deborah Ford
Guidance K-12/SAC …..………………………………………………………………………………….……….Ms. Nicole Ahern
Language Arts/Library Services 8-12 ….………………………………….…………………………………….…Ms. Mary Malyska
Math 8-12…………………………………………………………………………………………………………..Mr. Jason Mauriello
Science 6-12……...... …………………………………………………….………………………………….Ms. Maureen Guilfoyle
Social Studies/Business………………………………………………………………………………………..…….Ms. Libby Galante
World Language/ESL/Career Education/G&T/Computer Technology…...……………………………….….Ms. Yvonne Lorenzo
Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago
Curriculum Committee
Honors Spanish II – WL 241
Linda M. Castañeda
Jesús Castañeda
Table of Contents
Title Page 1
Board Members 2
Administration 3
Department Supervisors 4
Curriculum Committee 5
Table of Content 6
District Mission/Philosophy Statement 7
District Goals 8
Course Description & Recommended Texts 9
Course Proficiencies 10
Curriculum Units 11
Pacing guide 12
Units 1-5 13-30
Appendix: New Jersey Core Curriculum Content Standards 31
NJ Scoring Rubric 32
Mission Statement
The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning. State standards, federal and state mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or when necessary, removed in order for the district to maintain the appropriate educational setting.
Philosophy Statement
The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community.
Statement of District Goals
Ø Develop reading, writing, speaking, listening, and mathematical skills.
Ø Develop a pride in work and a feeling of self-worth, self-reliance, and self discipline.
Ø Acquire and use the skills and habits involved in critical and constructive thinking.
Ø Develop a code of behavior based on moral and ethical principals.
Ø Work with others cooperatively.
Ø Acquire a knowledge and appreciation of the historical record of human achievement and failures and current societal issues.
Ø Acquire a knowledge and understanding of the physical and biological sciences.
Ø Participate effectively and efficiently in economic life and the development of skills to enter a specific field of work.
Ø Appreciate and understand literature, art, music, and other cultural activities.
Ø Develop an understanding of the historical and cultural heritage.
Ø Develop a concern for the proper use and/or preservation of natural resources.
Ø Develop basic skills in sports and other forms of recreation.
Course Description
This is the honors level of the second course in the study of the Spanish language. It is a full academic year course designed to enhance the second year language level and challenge the language student while familiarizing the student with the culture, including literary excerpts, of the Spanish-speaking world. It will provide the students with a rich vocabulary and amplified grammatical foundation for more in-depth communication.
The goals of this course are to expand language development of understanding, speaking, reading and writing of Spanish above the
Novice - mid proficiency strand of the NJCCCS.
Recommended Textbook
¡Aventura! Español 2
Course Proficiencies
Students will be able to…
First Semester-DiscussCultural context of Spanish-speaking world, El mundo hispanohablante
-Identify technology and discuss ecology and vacations in Spanish
-Discuss current and future actions by conjugating verbs in the present, present progressive, preterit tenses and expressions of the future utilizing affirmative and negative words
- Utilize affirmative and negative words
- Utilize indirect object pronouns to express ‘to/for whom’ or ‘for what’ something is being done
- Identify articles of clothing; list items needed for personal hygiene and identify them using demonstrative pronouns
- Identify body parts, habits and daily routines by the use of reflexive verbs
- Discuss general actions by using the ‘se’ personal
- Identify locations in town/map skills/ Indicate a tour through Mexico
on a map
- Give commands
- Distinguish the difference between “saber” and “conocer” and use them in context
- Identify foods
- Narrate past actions in the imperfect progressive tense / Second Semester
-Describe household and family in Spanish
-Tell or request someone to do household chore
-Express emotion using estar in present and imperfect
-Discuss the news or radio (soccer) broadcast
-Identify kinds of programs and news/magazine sections
-Relate two events in the past using present perfect tense, past participles, and passive voice
-Identify vocabulary used for traveling
-Plan a vacation/ Develop touring routes through Mexico
-Use 24 hour clock to read a schedule
-Discuss the future using the future verb tense and the conditional tense
-Identify professions and vocabulary for future goals and ambitions
-Discuss hopes and dream, goals and ambitions using the future and conditional tenses
-Discuss past and future actions using verbs learned at this level
-Discuss Hispanic culture in target language
Curriculum Units
Unit 1: Empieza un nuevo año/ Begin a new year Unit 2: El cuerpo y la salud/ The body& health
Ch1 (Part A- Review of Level 1 material/Latin America) Ch2 Reflexive Verbs & Pronouns
A. Present & Present Progressive Tenses A. In Present & Preterit
B. Regular & Irregular Preterit Demonstrative Adjectives
Affirmative & Negative Words Demonstrative Pronouns
Direct & indirect Object Pronouns B. Verbs similar to gustar
Prepositions
Unit 3: Mi ciudad/ My city (Cities& Towns) Unit 4: Las diversiones/ Animal Attractions
(Theme Parks,The Zoo, Circus & Farm)
Ch3 Commands Ch4 Imperfect Tense
A. Informal Affirmative A. Regular
Formal & Plural Commands Irregular ser, ir & ver
B. Negative commands Ser vs. estar
Conocer vs. Saber B. Adjectives/ ísimo/a, ito/a Placement
Possessive adj/Lo w/adj& adv
Unit 5: ¿Qué compraron?/What did you buy? Unit 6: ¡Vámonos a España!/Let’s go to Spain
(Travel)
Ch5 Preterit vs. Imperfect Ch8 Future& Conditional/ Cultural Spain
A. Irreg. Preterit continued A. Reg.& Irreg. Future
Preterit vs. Imperfect Usage B. Reg. & Irreg. Conditional
B. Imperfect Progressive Twenty-four hour clock
Pacing Guide- Course
Content Number of Days
Unit 1: Empieza un nuevo año/ Begin a new year (Review Level 1) 50/ 10 wks
Unit 2: El cuerpo y la salud/ The body & health 25/ 5 wks
Unit 3: Mi ciudad/ My city (Cities& Towns) 20/ 4 wks
Unit 4: Las diversiones/ Animal Attractions (Theme Parks, The Zoo, Circus & Farm) 20/ 4 wks
Unit 5: ¿Qué compraron?/ What did you buy? 20/ 4 wks
Unit 6: Vámonos a España!/Let’s go to Spain (Travel) 20/ 4 wks
Unit 1: Empieza un nuevo año/ Begin a new year
Essential Questions/Open-ended questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities in Aventura 2 Text/
Voc&Gram Wbks/Interactive Listening and Video CDs / Assessments
Aventura 2 Quizzes & Test Booklets
What are the geography, basic facts and cultural highlights of any one of the Spanish-speaking countries?
How can two people greet, seek or provide information either in person or over the internet?
How do you ask someone what is occurring as one speaks /right now?
How do you express what is going to happen? / Lección A
El mundo hispanohablante
To utilize la tecnología
greetings, expressions of courtesy and exchanging personal information
Reg. Present tense ar, er, ir
Irregular verbs
Stem-changing verbs
Present Progressive
Express future w /ir+a / Research 21 countries for
Spanish Heritage Month
Vocabulario l pp2-3 #1-3
Diálogo l ¡Ay que aburridos! p4 #4-6
Cultural viva l El mundo es un pañuelo p5 #7&8
Repaso p6 #9
(Aventura.wbk/Amsco drills)
Repaso p6
(Suppl.wbks/ Amsco drills)
Repaso p7-8 #7-12
(Suppl.wbks/ Amsco drills)
Repaso p9 #14-15 p10
(Suppl.wbks/ Amsco drills)
Repaso p11 #16&17, / Geography/Basic facts w/presentation& rubric
Listening Comprehension Tests pp1&2
Written Tests pp1-9
Oral Proficiencies pp10&11
Lección A Quizzes pp1-5
Essential Questions/
Open-ended questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities in Aventura 2 Text/
Voc&Gram Wbks/Interactive Listening and Video CDs / Assessments
Aventura 2 Quizzes & Test Booklets
How can we help with ecological problems?
How do we ask if an action occurred in the past?
What kind of travel/vacation do/did you take?
How do you affirm or negate…?
How would you compare and contrast dating for teens in Hispanic countries w/the teens in the US
¿Quién es la mujer en la foto?
¿Cuál es la relación entre la madre de José y Don Pedro?
¿De qué están hablando? / Tecnología cont’d w/ La Internet
Talk about ecology
Preterit of Reg. ar verbs
Preterit of Reg. er & ir verbs
Lección B
El mundo hispanohablante
Discuss vacations
Preterit cont’d
Irregular Preterit
Negative & Affirmative expressions
Discuss shopping
Dating in Hispanic society
identifying age, classroom objects, class schedules and
Direct and Indirect Object Pronouns
Using direct and indirect object pronouns together
El cuarto misterioso
Unit Self –Reflection / Vocabulario ll pp12-13 #18-20
Diálogo ll ¡Tanto contamina-ción ambiental! p14 #21-23
Cultura viva ll Un problema de todos p15 #24
Cultural Reading: Los Guardianos del futuro p20
#32 & 33
Repaso p16 #25
(Suppl.wbks/ Amsco drills)
Estructura p17 #26
(Suppl.wbks/ Amsco drills)
Vocabulario l Las vacacion-es pasadas pp22-23 #1&2
Diálogo l El crucero de Pablo p24 #3-5
Cultura viva l Los cibercafés p25 #6
Repaso p26 #7&8
Estructura p27-29 #9-13
(Aventura.wbk/Amsco drills)
Estructura p29-31 #14-18
(Aventura wbk./Amsco drills)
Vocabulario ll p32-33 #19&20
Diálogo ll No me gusta el color verde p34
Cultura viva ll Novios y novias p35 #24
Repaso p36-37 #25-27
(Aventura.wbk/Amsco drills)
Estructura Using direct and indirect object pronouns together38-39 #28-33
Lectura personal La Ola musical p40 #34&35
Episodio 11
DVD Program Manual pp35-36 #1-3/ Suppl pp37-40 #4-6
Honors Add’l Writing strate-gies and projects pp42-46 /
Lección B Quizzes pp6-10
Open-ended test/quiz Epi 11
Resolviendo el misterio:
¿Para Don Pedro, qué es el cuarto misterioso?
¿Quién fue Pilar Solano?
¿Por qué no quiere Don
Unit 2: El cuerpo y la salud/ The body& health
Essential Questions/Open-ended questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities Aventura 2 Text/ Voc&Gram Wbks/Interactive Listening and Video CDs / Assessments
Aventura 2 Quizzes & Test Booklets
Where are the Spanish culture and language used in the US?
What items are in a bathroom?
How do you use reflexive verbs in context?
What are daily routines that will lead to a healthy lifestyle? / Lección A
Cultural Context: Estados Unidos/US
Oportunidades/discussion
En el baño
Reflexive verbs
Se as one or passive voice
Daily Routines / Discussion p49
Cultura viva l En EEU hay nombres en españolp53#6-7
El español en tu comunidad p53 #6&7
Vocabulario l p50-51#1&2
Diálogo l Nos vamos p52
#3-5
Estructura p54-57#8-16 Estragedia Comparing Spanish and English p55
(Aventura wbk./Amsco drills)
Estructura p58&59 #17-19
(Aventura wbk./Amsco drills)
Vocabulario ll Todos los días p60&61 #20&21
Diálogo ll ¿Cuándo cenamos? p62 #22-24 / Listening Comprehension Test pp13-15
Written Testpp16-20
Oral Proficiency Evaluation p21&23
Lección A Quizzes pp11-15
Essential Questions/
Open-ended questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities Aventura 2 Text,
Voc&Gram Wbks/Interactive Listening and Video CDs / Assessments
Aventura 2 Quizzes & Test Booklets
What did you do today?
How do you identify an object and its location?
How do you give and take instructions?
How do you state chronological information?
¿Quién es esa muchacha?
¿Cómo es ella?
¿De dónde es ella?
¿Cómo es el intercambio en que ellas van a participar? / Healthy Eating/Meals
Preterit tense of reflexive verbs
Demonstrative adjectives
Deomonstrative pronouns
Estados Unidos cont’d
Lección B
Cultural context: EEU
Human Body/El cuerpo & Healthy Habits
Verbs similar to gustar
Healthy outdoors
Reflexive verbs cont’d
Prepositions
El cuarto misterioso
Unit Self –Reflection
Professional athletes / Cultura viva ll Comer bien es salud p63 #25
Estructura pp64&65 #26-28
(Aventura.wbk/Amsco drills)
Repaso pp65&66 #29
(Aventura.wbk/Amsco drills)
Estrucura pp66&67 #30-32
(Aventura.wbk/Amsco drills)
Lectura cultural Estados Unidos: un país latino p68
#33&34
Cultura viva l Aquí se habla español p73 #7&8
Cultura viva ll Minoría mayoritaria p81 #21
Vocabulario l Con la doctora p70-71 #1-3
Diálogo l La gripe p72 #4-6
Estructura pp74-77 #9-15
(Aventura.wbk/Amsco drills)
Vocabulario ll De camping p78 #16&17
Diálogo ll Pescando un resfriado p80#18-20
Estructura pp82-85 #22-28
(Aventura.wbk/Amsco drills)
Estructura p86&87 #29-33
Lectura personalp88#34&35
Episodio 12
Honors Add’l Writing strate-gies and projects pp90-95
p90 / Lección B Quizzes pp16-20
Open-ended test/quiz Ep12
Resolviendo el misterio:
¿Qué le confiesa Conchita a José?
¿Por qué se enojó la Sra Montero con su hija Ana?
¿Qué confusion con el español creó Sandra cuando llegó a la casa Montero?
Unit 3: Mi ciudad / My city (Cities& Towns)
Essential Questions/Open-ended questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities in Aventura 2 Text/
Voc&Gram Wbks/Interactive Listening and Video CDs / Assessments
Aventura 2 Quizzes & Test Booklets
What are some famous sights/places in México?
How do you ask for and give directions?
How do you form and give commands? / How do you tell someone what to do?
What are common places to go shopping in Mexico? What would one experience there? / Lección A
Contexto Cultural: México
Learning directions to places in the city
Map skills
Familiar affirmative commands
Places to shop
Places to shop
Using the word ending -ería / p97
Vocabulario l Por las calles de la ciudad p98 #1&2
Diálogo l ¿Qué buscas en el mapa? P100 #3-5
Cultural viva I México, país con un pasado diverso p101
#6
Estructura Telling someone what to do informal affirmative commands pp102-105 #7-13
(Aventura.wbk/Amsco drills)
Vocabulario ll Los almacenes pp106-7 #14&15
Diálogo ll Sólo piensas en comer p108 #16&17
Estrategia p108 #18
Cultura viva ll De compras en México p109 #19 / Listening Comprehension test pp25-27
Written Tests pp28-34
Oral Proficiency Evaluation pp35&37
Lección A Quizzes pp21-25
Essential Questions/
Open-ended questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities in Aventura 2 Text/
Voc&Gram Wbks/Interactive Listening and Video CDs / Assessments
Aventura 2 Quizzes & Test Booklets
How do you suggest instead of command?
What are ways to ask what they know and what or with whom they are familiar?
¿Qué clase de baile practican las chicas?
¿Puedes identificar tres instrumentos que usanen esta escena? ¿Cómo es la profesora de la clase?
What are the indigenous route, the modern route, the colonial route, and the
Desert route through México D.F.? / Polite and plural commands
Nosotros command
México continued
Lección B
Finding our way through a neighborhood / map skills
Saber vs. conocer
Finding your way cont’d
Ecology/Pollution in México
Telling someone or more than one what not to do
El cuarto misterioso
Unit Self –Reflection
Finding routes through México / Estructura Formal and plural commands pp110-13#20-27
(Aventura.wbk/Amsco drills)
Estructura p114-117 #28-32
Suggesting what to do/Let’s
(Aventura.wbk/Amsco drills)
Lectura Cultural Guadalajara
P118 #33&34
Cultura viva l México, país de contrastes p123 #6
Vocabulario l p120-21 #1&2
Diálogo l ¿Para qué mirar el mapa? p122 #3-5
Estructura Talking about whom and what yo know: conocer and saber pp124-127 #7-15 (Aventura.wbks)
Vocabulario ll El coche ideal pp128-29 #16&17
Diálogo ll Por fin llegamos p130 #18-20
Cultura viva ll Por un aire más puro p131 #21
Estructura Negative com-mands/ Polite and familiar or formal plural and informal with direct and indirect object pronouns pp132-37 #22-32
Lectura personal p138 #33&34
Episodio 13
Honors Add’l Writing strate-gies predicting meanings and projects pp140-41
¡Viva México! A&B / Lección B Quizzes pp26-28
Open-ended Test Questions
Resolviendo el misterio:
¿Cómo saben las muchachas que el coche que está estacionado cerca de la academia es el coche de Rafael?
¿Qué aprenden las muchachas sobre la profesora de la clase de baile?
Según José, ¿dónde está el tesoro?
Unit 4: Las diversiones/ Animal Attractions (Theme Parks, The Zoo, Circus & Farm)