Whitman-Hanson Regional High School provides all students with a high- quality education in order to develop reflective, concerned citizens and contributing members of the global community.
Course Number : 337-338 Title: Spanish II Honors (A & B) Grade: 9-10 # of Days: 120Course Description / 337/338 SPANISH II (A & B) H (2.0 each) Grades 9-12 120 days
This course is designed for students with demonstrated strengths in Foreign Languages and especially for those who intend to complete a three- or a four-year sequence in Spanish. Spanish II Honors continues to develop the four skills of listening, speaking, reading and writing. In Spanish II H, there is a greater emphasis upon both oral communication and reading and writing through extensive vocabulary building and more advanced study of structure, including the indicative mood tenses and the writing of compositions. Tapes, readings and Spanish/Latin American cultural materials will supplement the text. This course addresses Whitman-Hanson Student Learning Expectations 1, 2 & 5.
Prerequisite: It is strongly recommended that students earn a grade of A in Spanish I and recommendation of
teacher and Foreign Language Coordinator.
Instructional Strategies / Instructional Strategies include but may not be limited to the following:
· Lecture
· Internet
· SMART Boards
· Multimedia presentations
· Open-ended responses
· Language Laboratory work
Student Learning Expectations / 1. Read, write and communicate effectively.
2. Utilize technologies appropriately and effectively.
3. Apply critical thinking skills.
4. Explore and express ideas creatively.
5. Participate in learning both individually and collaboratively.
6. Demonstrate personal, social, and civic responsibility.
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Unit of Study Chapter 5B
MA Standard/Strands: / 1.8,1.9,1.10,2.5,2.6,2.7,2.9,3.7,3.8,3.9,3.11,4.1,4.3,4.4,4.5,4.6,4.7,4.95.1,5.2,5.3,5.4,5.6,5.7,5.9,5.10,6.2,6.3,6.4,6.5,6.6,6.8Time Frame: / 3 weeks
Text
(Chapter/Pages) / Realidades, Chapter 5B: ¡Vamos a un restaurante! (pages 247-269)
Other Resources:
Essential Questions
Concepts, Content: / · How does culture affect one’s perception of meals?
· How does where an individual lives affect the idea of family?
Students will understand that…
· Families celebrate in different ways
· There are similarities and differences in cultural perspectives on family celebrations
Culture and tradition are interactive and influence each other
Targeted Skill(s): / Students will know…
· Appropriate target vocabulary (physical descriptions and restaurant terminology)
· How to talk about family celebrations
· How to describe family members and friends
· How to ask politely to have something brought to him/her
· How to order a meal in a restaurant
Students will be able to….
· Use the correct forms of the verb VENIR in the present tense
· Use the correct forms of the verbs SER and ESTAR and know the appropriate uses for each
· Go to a Mexican restaurant and order a meal
Writing:
Assessment Practices: / Vocabulary quizzes
Listening comprehension activities
Daily checking for understanding
Impromptu restaurant skit
Unit test
Performance Tasks
Interpretive:
· Read and listen to descriptions of family members
· Read and listen to information about restaurants, table settings, and meal customs in Spanish-speaking cultures
· Read a picture-based story
· Listen to and watch a video about restaurant service
· Read a restaurant review
· Read a letter about a trip to Santa Fe
Interpersonal:
· Talk about family members and others descriptively
· Talk about table settings and meal customs in Spanish-speaking cultures
· Talk about foods and beverages
Presentational:
· Present descriptions of people
· Write analogies to compare people and things
· Present information about food and beverages
· Present a skit between a server and customers
Chapter 6A
Time Frame: / 3 weeksText
(Chapter/Pages) / Realidades, Chapter 6A: En Mi Dormitorio (pages 270-295)
Other Resources:
Essential Questions
Concepts, Content: / How does where a person lives affect what s/he considers to be of importance?
How does culture influence tradition?
· Climate, geography, culture, and other factors affect the types of homes in an area
· There are similarities and differences between cultures
· Culture affects what things are valued by people
Targeted Skill(s): / Students will know …
Appropriate target vocabulary about bedroom furniture, colors, and electronics
How to form comparative and superlative structures
How to conjugate stem-changing verbs (boot verbs)
Students will be able to ….
Correctly use the appropriate forms of stem-changing verbs (o → ue; e → ie; e → i; u → ue)
Form superlative constructions
Make comparisons using newly acquired vocabulary
Discuss how some cultural traditions (such as luminaries) are still used today
Writing:
Assessment Practices: / Vocabulary quizzes
Listening comprehension activities
Daily checking for understanding
Unit test
Performance Tasks
Interpretive:
· Listen to descriptions of bedrooms and bedroom furnishings; information about Spanish color words; information about students’ personal preferences
· Read a picture-based story
· Listen to and watch a video about bedroom neatness
Interpersonal:
· Talk about bedroom and home furnishings and arrangement; lifestyle and entertainment preferences; the distribution of home electronics; colors and color association; flag colors and symbolism
Presentational:
· Present information about ways to describe things; entertainment preferences; item in the home
· Present a description of a bedroom using illustrations
Chapter 6B
Time Frame: / 3 weeksText
(Chapter/Pages) / Realidades, Chapter 6B: ¿Cómo es tu casa? (pages 296-319)
Other Resources:
Essential Questions
Concepts, Content: / How does where a person lives affect the type of housing?
What influence does culture have on the architecture of homes?
· Cultural perspective affects architecture of homes
· Climate, geography, and other factors affect the types of houses in an area
Homes vary from country to country
Targeted Skill(s): / Students will know …
· Appropriate target vocabulary on houses and household chores
· How to form the present progressive tense
· How to form affirmative commands (tú form)
Students will be able to ….
· Identify the rooms in a house
· Name household chores
· Tell where they live
· Talk about the cultural perspectives on different types of housing
Writing:
Assessment Practices: / Vocabulary quizzes
Listening comprehension activities
Daily checking for understanding
Unit test
Performance Tasks
Interpretive:
· Read and listen to information about rooms in a house
· Read and listen to information about household chores
· Read a picture-based story
· Listen to and watch a video about household chores
· Read an advertisement for an English language school
· Read a letter asking for personal advice
· Read a real estate advertisement
Interpersonal:
· Talk about the locations of rooms in a house
· Talk about furniture found in homes
· Talk about household chores
· Give advice to another person
Presentational:
· Present information about household chores
· Present information about rooms in a house
· Write a letter giving advice
Chapter 7A
Time Frame: / 3 weeksText
(Chapter/Pages) / Realidades, Chapter 7A: ¿Cuánto cuesta? (pages 320-343)
Other Resources:
Essential Questions
Concepts, Content: / How does where a person lives affect their clothing?
How does art reflect a person’s culture and traditions?
Students will understand that…
· Many countries still use traditional clothing today (especially during festivals)
· Crafts are often a reflection of a country and its history
Clothing and traditions vary from country to country
Targeted Skill(s): / Students will know …
· Appropriate vocabulary about clothes, shopping, and numbers from 100-1000
· How to conjugate stem-changing verbs
· How to use demonstrative adjectives
Students will be able to ….
· Talk about clothes, shopping, and prices
· Describe their plans
· Talk about what they want and what they prefer
· Point out specific items
· Understand cultural perspectives on shopping
Writing:
Assessment Practices: / Vocabulary quizzes
Listening comprehension activities
Daily checking for understanding
Unit test
Performance Tasks
Interpretive:
· Read and listen to information about shopping and clothes
· Read a picture-based story
· Listen to and watch a video about shopping and clothes
· Read an advertisement for a variety store
· View a video mystery series
Interpersonal:
· Talk about shopping and clothes
· Talk about preferences and plans
· Talk about the traditional clothing of Panama
· Discuss the plot of a video mystery series
Presentational:
· Present information about shopping and clothes
· Present information about preferences and plans
Chapter 7B
Time Frame: / 3 weeksText
(Chapter/Pages) / Realidades, Chapter 7B: ¡Qué regalo! (pages 345-371)
Other Resources:
Essential Questions
Concepts, Content: / · How does culture affect people’s attitudes toward shopping?
· What role does tradition play in the cultural perspectives on gift-giving?
Students will understand that…
· People have different attitudes toward shopping at commercial centers and giving gifts
· There are similarities and differences between consumers in Spanish-speaking countries and the United States
Targeted Skill(s): / Students will know …
· Appropriate vocabulary about stores and gifts
· How to conjugate regular –AR verbs in the preterite tense, including verbs that end in -car, -gar, and -zar
· How to use direct object pronouns
Students will be able to ….
· Talk about buying gifts
· Tell what happened in the past
· Use direct object pronouns
· Understand cultural perspectives on gift-giving
Writing:
Assessment Practices: / Vocabulary quizzes
Listening comprehension activities
Daily checking for understanding
Unit test
Performance Tasks
Interpretive:
· Read and listen to information about stores and malls
· Read and listen to information about shopping and gifts
· Read a picture-based story
· Listen to and watch a video about shopping and gifts
· Read a jewelry store advertisement
· View a video mystery series
Interpersonal:
· Talk about shopping and gifts
· Talk about stores and malls
· Talk about leisure activities, work, and chores
· Talk about things using direct object pronouns
Presentational:
· Present information about shopping and gifts
· Present information about stores and malls
· Present information about activities, work, and chores
Chapter 8A
Time Frame: / 3 weeksText
(Chapter/Pages) / Realidades, Chapter 8A: De vacaciones (pages 373-397)
Other Resources:
Essential Questions
Concepts, Content: / · How does where one lives affect his/her perception of travel and vacation?
· How does tourism affect culture?
· How does culture affect tourism?
Students will understand that…
· Where a person lives affects their views on vacations and leisure activities
· There are similarities and differences in the leisure activities of kids in Spanish-speaking countries and the United States
Crafts are often a reflection of a country and its history
Targeted Skill(s): / Students will know …
· Appropriate target vocabulary about travel, vacations, and past events
· How to conjugate –er/-ir verbs in the preterite tense
· How to conjugate the verb IR in the preterite tense
· How and when to use the “personal a”
Students will be able to ….
· Talk about things to do on vacation
· Describe places to visit while on vacation
· Talk about events in the past
· Understand cultural perspectives on travel and vacations
Writing:
Chapter 8B
Time Frame: / 3 weeksText
(Chapter/Pages) / Realidades, Chapter 8B: Ayudando en la comunidad (pages 399-423)
Other Resources:
Essential Questions
Concepts, Content: / · How does where one lives affect the perception of volunteer work?
· What role does culture play in the involvement of individuals in volunteer work?
How does volunteer work impact our lives/the lives of others?
Targeted Skill(s): / ·
Writing:
Assessment Practices: / Vocabulary quizzes
Preterit and present tense verb quizzes
Listening comprehension activities
Daily checking for understanding
Unit test
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