Spanish II A

Description: Reinforces & builds on listening, speaking, reading andwriting language skills within a cultural context.

Prerequisite: Spanish I A and I B

World Language Program Review:

Curriculum/Instruction:

D-1: The school implements creative world language learning opportunities, which provide innovative avenues for EACH student to develop and refine 21st century communication skills in languages other than English.

D-2: Teachers guide student learning through implementation of rigorous world language opportunities for students to develop language and intercultural competencies.

D-3: Students engage in a process of language acquisition and/or learning that prepares them for college, career and global citizenship.

Formative and Summative Assessment:

D-1: Students take ownership of their own learning through a process of goal setting, self-assessment and reflection.

D-2: Standards-based formative and summative views of and for learning are embedded into the learning process to evaluate proficiency and to inform the individual’s learning process.

D-3: World language assessment views are maintained by the district, school and teacher and are used to improve student learning, inform program decisions and to grant proficiency-based credit.

Unidad Una Parte A: El Repaso de los Conceptos de Español Uno A y B (Review of Spanish I A/B Concepts) Duración: Dos Semanas

Academic Expectations:

1.1Students will be able to engage in conversations, provide and obtain information, express feelings and

emotions.

1.2 Students will be able to understand and interpret written and spoken language on a variety of topics.

3.1 Students reinforce and further their knowledge of other disciplines through the target language.

4.1 Students demonstrate understanding of the nature of the language through comparison of the

language studied and their own.

CCSS.ELA-Literacy Standards:

SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Los Temas:

  • Recall the Spanish alphabet and the pronunciation of all consonants and vowels from Spanish I.
  • Apply pronunciation concepts to oral reading, speaking in the target language.
  • Identify and separate cognates from false cognates according to meaning and context.
  • Recall, respond to and construct basic conversational greetings and introductions in the target language.
  • Identify colors in the target language.
  • Recall, recite and construct the numbers from 1-100 in the target language.
  • Identify the days of the week and months of the year in the target language.
  • Construct the date and time in the target language.

Potential Resources:

  • Summative Assessments
  • Formative Assessments
  • Current Events Reading and Writing Rubric (see attached rubric for scoring criteria)
  • Student led learning activities.
  • Numbers
  • Colors
  • Days, months
  • Application of pronunciation concepts in oral reading and speaking.
  • Student constructed writings
  • Oral question/answer and discussions
  • Writing by various authors in differing formats

Unidad Una, Parte B: El Repaso de los Conceptos de Español Uno A y B (Review of Spanish I A/B Concepts) Duración: Tres Semanas

Academic Expectations:

1.1Students will be able to engage in conversations, provide and obtain information, express feelings and

emotions.

1.2Students will be able to 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 and readers on a variety

of topics.

3.1 Students reinforce and further their knowledge of other disciplines through the target language.

4.1 Students demonstrate understanding of the nature of the language through comparison of the

language studied and their own.

CCSS.ELA-Literacy Standards:

SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Los Temas:

  • Identification, connection and replacement of English subject pronouns with Spanish subject pronouns.
  • Recall and to connect the relationships between sentence structure in both languages.
  • Constructions of sentences in negation.
  • Classify the verb “SER” and its conjugations and use correct subject/verb agreement in various forms.
  • Label nouns with the correct forms of the definite and indefinite articles.
  • Differentiate between masculine and feminine nouns based on the article.
  • Identify the relationship between nouns, adjectives and number/gender congruency.
  • Recall and apply the concepts of number/gender congruency regardingadjectives and nouns.
  • Distinguish between masculine and feminine adjectives and nouns in Spanish and apply the correct ending with accuracy.

Potential Resources:

  • Summative Assessments
  • Formative Assessments
  • Current Events Reading and Writing Rubric
  • Powerpoint presentations of classroom words and adjectives.

Unidad Dos: El Verbo Tener Duración: Una Semana

Academic Expectations:

1.3Students will be able to engage in conversations, provide and obtain information, express feelings and

emotions.

1.4Students will be able to 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 and readers on a variety

of topics.

3.1 Students reinforce and further their knowledge of other disciplines through the target language.

4.1 Students demonstrate understanding of the nature of the language through comparison of the

language studied and their own.

CCSS.ELA-Literacy Standards:

SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Los Temas:

  • Application of conjugation principles for the verb, tener.
  • Assessment of the grammatical function of the subject of a sentence in order to apply the correct subject/verb agreement when using the conjugated verb, tener.
  • Identification of tener expressions and idioms.
  • Comparison of and differentiation between the English and Spanish expressions that use tener as a state of being verb.

Potential Resources:

  • Summative Assessments
  • Formative Assessments
  • Current Events Reading and Writing Rubric
  • Powerpoint presentations.

Unidad Tres: Los Verbos en el Presente Duración: Tres Semanas

Academic Expectations:

1.1Students will be able to engage in conversations, provide and obtain information, express feelings and

emotions.

1.2Students will be able to 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 and readers on a variety

of topics.

3.1 Students reinforce and further their knowledge of other disciplines through the target language.

4.1 Students demonstrate understanding of the nature of the language through comparison of the

language studied and their own.

CCSS.ELA-Literacy Standards:

SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Los Temas:

  • Recall, list and apply the conjugation principles for all –ar, --er, --ir regular present tense verbs.
  • Differentiate between regular verbs andstem-changing verbs
  • Identify and apply conjugation principles in regards to stem-changing verbs (in both shoe and boot forms).
  • Differentiate between regular verbs and –go verbs.
  • Identify and conjugate –go verbs.
  • Assessment of the grammatical function of the subject of a sentence in order to apply the correct subject/verb agreement when using various conjugated verbs.
  • Connect both English and Spanish when translating from English to Spanish and vice-versa in more grammatically complex writing.

Potential Resources:

  • Summative Assessments
  • Formative Assessments
  • Current Events Reading and Writing Rubric
  • Powerpoint presentations.
  • Personal writings
  • Oral Conversations and Interactions

Unidad Cuatro: Los Verbos en el Presente, Irregulares Duración: Una Semana

Academic Expectations:

1.3Students will be able to engage in conversations, provide and obtain information, express feelings and

emotions.

1.4Students will be able to 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 and readers on a variety

of topics.

3.1 Students reinforce and further their knowledge of other disciplines through the target language.

4.1 Students demonstrate understanding of the nature of the language through comparison of the

language studied and their own.

CCSS.ELA-Literacy Standards:

SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Los Temas:

  • Recall, list and apply the conjugation principles for all –ar, --er, --ir regular present tense verbs.
  • Differentiate between the conjugation principles of regular verbs and irregular verbs ser, ir and oír.
  • Assessment of the grammatical function of the subject of a sentence in order to apply the correct subject/verb agreement when using various conjugated verbs.
  • Connect both English and Spanish when translating from English to Spanish and vice-versa in more grammatically complex writing.

Potential Resources:

  • Summative Assessments
  • Formative Assessments
  • Current Events Reading and Writing Rubric
  • Powerpoint presentations.
  • Personal writings
  • Oral conversations and interactions

Unidad Cinco: Los Verbos en el Futuro Simple Duración: Dos Semanas

Academic Expectations:

1.5Students will be able to engage in conversations, provide and obtain information, express feelings and

emotions.

1.6Students will be able to 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 and readers on a variety

of topics.

3.1 Students reinforce and further their knowledge of other disciplines through the target language.

4.1 Students demonstrate understanding of the nature of the language through comparison of the

language studied and their own.

CCSS.ELA-Literacy Standards:

SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Los Temas:

  • Construct the conjugation of ir.
  • Distinguish between the present tense and the simple future tense in English sentences, situations and scenarios.
  • Distinguish situations that need the directional “a” and apply it correctly with regards to definite articles and the present tense.
  • Apply the directional “a” in the simple future tense.
  • Construction of the simple future tense with the formula ir + a +infinitive.
  • Assessment of the grammatical function of the subject of a sentence in order to apply the correct subject/verb agreement when using various conjugated verbs.
  • Connect both English and Spanish when translating from English to Spanish and vice-versa in more grammatically complex writing in the simple future tense.

Potential Resources:

  • Summative Assessments
  • Formative Assessments
  • Current Events Reading and Writing Rubric
  • Powerpoint presentations.
  • Personal writings
  • Oral conversations and interactions

Current Events Rubric with Reading Standards/Writing Standards

Summary:

Reading

RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently.

Multiple Choice Qs:

  1. Ask the meaning of a certain word in a certain paragraph. For example, In paragraph 4, the word impasse means
  2. What best describes the main purpose of the passage?
  3. The author’s viewpoint is that ___
  4. The author’s perspective is that ___
  5. The author of this article would most likely agree with the idea that____.
  6. According to the author, all of the following are benefits, except

RST.11-12.1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

RST.11-12.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

  1. Ask for the type of article. For example, the mode (type) of writing in this excerpt is: lyric, satire, persuasive, narration, informative, etc.
  2. Who is the intended audience for this article?
  3. According to the article (excerpt), which is least important?
  4. According to the article (excerpt), which is most important?

RST.11-12.5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

  1. According to the graph, which of the following is not true?
  2. According to the diagram in the piece, which of the following is true?
  3. According to the information in this article, which is the correct sequence of events?
  4. Ask for the type of article. For example, the mode (type) of writing in this excerpt is: lyric, satire, persuasive, narration, informative, etc.

RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Writing Standards

Summary

W.11-12.2.Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

  • Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  • Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  • Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  • Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
  • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

W.11-12.10.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes