spanish level 2a curriculum & pacing...
TRANSCRIPT
Spanish level 2A Curriculum & Pacing Guide
DRAFT IN PROGRESS Fall 2011
2
2 INTRODUCTION
Key Committee Members
Cheryl Rivera
Shannon Torres
Ana Urian
Textbooks:
No official adoption of a textbook. The World Lan-
guage Department will have class sets of the ¡En
Español! series on hand only as a supplemental re-
source. Please refer to supplemental resource guide.
¡En Español!, Holt McDougal, ©2000
The BPS Curriculum is based on the State’s GLCEs
and those key concepts that have been determined as
important to the success of our students. The following
pages include a brief summary of this year’s skills/
content.
Table of Contents
BPS World Language Philosophy
BPS World Language Levels Guide
Review of Year
Unit 1: ¡Bienvenidos a la clase de español!
Unit 2: A mí me interesa...
Unit 3: ¡Me toca a mí!
Unit 4: ¡Vamos a viajar!
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BPS World Language Philosophy
It is the charge of the World Language Department at Birmingham Public Schools to develop the communicative competence and
proficiency level of the second language learner. Our goal is to prepare our students for an increasingly “flat” world by way of the
Michigan Standards for Foreign Language Learning set forth by the American Council on the Teaching of Foreign Language and
implemented through the five integrated goals of the aforementioned standards (communication, cultures, connections, comparisons
and communities). Please see standards and benchmarks at the following site:
http://www.michigan.gov/documents/mde/WLSB_206824_7.pdf
As we look at these standards, it is clear that the development of language proficiency remains central to the mission of foreign lan-
guage education in our schools. Due to the overwhelmingly broad nature of language we have taken great care to ensure that our cur-
ricular articulation is interdisciplinary, seamless and continuous and focuses on the constant recycling of key concepts while avoiding
redundancy and stagnation.
While the following curriculum outlines key concepts and vocabulary that must be covered by the classroom teacher, the individual
classroom teacher should endeavor to:
Incorporate authentic material from a variety of Spanish-speaking world resources. Current textbooks should be used as sup-
plemental materials rather than as pacing guides.
Consistently recycle key concepts and structures where appropriate
Use a variety of strategies, techniques, best practices and materials that reach a wide-array of learning styles when teaching
and assessing student learning
Align technology with 21st century learning
As stated in the Michigan Standards for Foreign Language Learning, language is functional. The development of listening, speaking,
reading, and writing skills is essential for students to function in social as well as academic situations. It is our district’s philosophy
that communication drives grammar rather than grammar driving communication.
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BPS World Language Levels Guide
The following is an overview of the BPS World Language Spanish levels and the curricula associated with them. The pacing for
each course is dependent on the variant grade levels and building schedules. It is up to the individual teacher to create the appropri-
ate pacing for a given course in order to best serve the students and prepare them to successfully complete the end-course assessment.
Students having successfully completed middle school Spanish Grade 8 will enter Grade 9 at level 3A. Each trimester (12 weeks) at
the high school level is an A or B portion of a course. The following is an overview of the articulation of a Grade 9 student entering
level 3A in high school.
Grade Level Curriculum
Grade 3 Spanish Grade 3
Grade 4 Spanish Grade 4
Grade 5 Spanish Grade 5
Grade 6 Spanish Level 1A
Grade 7 Spanish Level 1B
Grade 8 Spanish Levels 2A and 2B
Grades 9-12 (new students) Spanish Levels 1A-4B
Grade Level Curriculum
Grade 9 Spanish Levels 3A and 3B
Grade 10 Spanish Levels 4A and 4B (Honors)
Grade 11 Spanish Advanced Placement OR
Hispanic Perspectives (Honors)
Grade 12 Spanish Advanced Placement OR
Hispanic Perspectives (Honors)
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Review of Year
Name of Unit Theme(s)/
Focus Country or Region
Interdisciplinary
Connections
Structures
Unit 1
¡Bienvenidos a la clase de español
Technology vocabulary
Classroom procedures
Technology/computers
Review all present tense conjuga-
tions
Review regular preterite tense
Review present progressive
Introduce all preterite irregulars:
-car, -gar, -zar, stem-changers,
spelling changers
Unit 2
A mí me interesa... Current and past interests
Introduce the imperfect tense
Verbs like gustar
Recycle present tense
Recycle preterite tense
Unit 3
Me toca a mí...
Daily obligations
Personal care
Health
Preterite vs Imperfect
Review reflexive verbs
Review obligation
Unit 4
¡Vamos a viajar!
Give and receive directions
Travel
Social Studies-geography
Present tense verbs
Preterite tense verbs
Imperfect tense verbs
Ir + a + infinitive formula
Tener + que + infinitive formula
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¡Bienvenidos a la clase de español! Unit 1:
Objectives: Talk about technology
Talk about classroom procedures
Country/Region of focus:
Interdisciplinary connections:
Structures:
Review all present tense conjugations
Review regular preterite tense
Review present progressive
Introduce all preterite irregulars: -car, -gar, -zar, stem-changers, spelling changers
Time Span: Grade 6-8: approximately 8-9 weeks per unit
Grade 9-12: approximately 2-3weeks per unit
Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.
Cont. on next page...
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¡Bienvenidos a la clase de español! Unit 1:
Los sustantivos Los verbos Los adjetivos Frases útiles Otro/Los interrogativos
Recycle:
La computadora
El sitio Web
El mensaje de texto
El correo electrónico
El enlace
La búsqueda
New:
La computadora portátil
El programa
La entrada
El videojuego
La grabación
El idioma
Estar
Hacer
Ir
Dar
Ser
Ver
Chatear con
Contestar
Grabar
Cortar
Pegar
Copiar
grande
pequeño(a) Recycle:
Miren
Levanten la mano
Escuchen
Repitan
Hablen
Describan
Haz clic
No funciona
Note: See supplemental
resources for classroom
procedure phrases.
Recycle:
¿Qué?
¿Cómo?
¿Cuál(es)?
¿Cuándo?
¿Quién(es)?
¿Dónde?
¿Adónde?
¿Cuánto(s)?
¿Por qué?
New:
Ordinal #’s (primero-décimo)
Anoche
Ayer
Vocabulary
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¡Bienvenidos a la clase de español! Unit 1:
GLCEs (Grade Level Content Expectations)
&
Key Concepts continued...
(2.2.N.G.a) Identify countries, their capital and major cities in which the language is spoken
(3.2.N.a) Use audio, visual, and/or print materials available only in the target language to recognize that a topic or situation may be
viewed differently in one’s own culture than in the target culture
(4.1.N.a) Identify basic differences and similarities in vocabulary between one’s own language and the target language (cognates and
borrowed words)
(4.1.N.b) Identify basic differences and similarities in grammatical structures between one’s own language and the target
(4.1.N.d) Identify basic differences and similarities in phonological features (such as pronunciation, intonation, and tone) between
one’s own language and the target language
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A mí me interesa... Unit 2:
Functions:
Talk about current interests
Talk about past interests
Countries/Region of focus:
Interdisciplinary connections:
Structures:
Introduce the imperfect tense
Verbs like gustar
Recycle present tense
Recycle preterite tense
Time Span:
Grades 6-8: approximately 8-9 weeks per unit
Grades 9-12: approximately 2-3 weeks per unit
Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.
Continued on next page...
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A mí me interesa... Unit 2:
Vocabulary
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
La orquesta
La banda
La práctica
La niñera/ El niñero
La reunión
El / la deportista
El baile
El club
El/ la fotógrafo
El actor/ La actriz
El pasatiempo
Los deportes (refer to unit 5 1B cu-
rriculum)
Verb phrases:
Hacer snowboarding
Ir en tobogán
Cuidar a niños
Jugar a las cartas
Actuar
Trabajar de voluntario
Charlar
Relajarse
Alquilar
Patinar
Irregular
imperfect:
Ser
Ir
Ver
Verbs
like gustar:
Gustar
Encantar
Faltar
Disgustar
Fascinar
Interesar
importar
Molestar
With qué:
Chido
Padre
Chulo
Guay
Chévere
Fatal
Horrible
Horroroso
Me da igual...
También
Tampoco
Adverbs of frequency:
Siempre
Nunca
Frecuentemente
A veces
Cuando era niño/a
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Unit 2:
Vocabulary continued...
Los sustantivos Los verbos Los adjetivos Frases útiles Otro Escuchar música
Ir de compras
Salir con amigos
Jugar videojuegos Montar en bicicleta
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A mí me interesa... Unit 2:
GLCEs (Grade Level Content Expectations)
&
Key Concepts
(1.1.N.SL.a) Use the target language with culturally appropriate gestures in everyday social situations such as greeting, leave taking
or introductions
(1.1.N.SL.c) Recognize and use appropriate register/honorifics in a limited number of simple social situations such as greetings,
leave-takings and introductions
(1.1.N.SL.j) Share likes and dislikes in the target language with a classmate
(1.1.N.RW.c) Recognize and use appropriate register/honorifics in limited, simple social correspondence
(1.1.N.RW.j) Share likes and dislikes in the target language with a classmate in writing, using email messages, notes, and letters
(1.2.N.L.c) Understand main idea of a visual media or live presentation (film/DVD, TV shows and commercials, theatre and musical
production)
(1.2.N.L.d) Understand main idea of an audio presentation (CD, lecture, radio, podcast, songs/music)
(1.2.N.R.b) Understand main idea of simple accessible written materials in the target language such as, textbook passages, age-
appropriate magazine and newspaper articles/ads, websites/internet, poetry or stories
(1.2.N.R.c)Understand written interpersonal communication on topics of personal interest such as preferences, family life, friends,
leisure and school activities, and everyday occurrences (email, letters, messages, notes, and text messages)
(1.3.N.S.a) Present songs, poems or stories in the target language
(1.3.N.S.b) Present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school
(4.1.N.c) Identify basic differences and similarities in register/honorifics between one’s own language and the target language
(5.2.N.a) Willingly use the target language within the classroom setting
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Me Toca A Mí...
Unit 3:
Functions: Discuss obligations in present and past
Discuss personal care in present and past
Countries/Region of focus:
Interdisciplinary connections:
Structures:
Preterite vs Imperfect
Review reflexive verbs
Review obligation
Time Span: Grade 6-8: approximately 8-9 weeks per unit
Grade 9-12: approximately 2-3weeks per unit
Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.
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Me Toca A Mí... cont.
Unit 3:
Vocabulary
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
Recycle:
Los quehaceres
la señora de la limpieza
el lavaplatos
el lavarropas
la secadora
la ropa
la escoba
Recycle:
Las palabras de aseo
el cepillo de dientes
el cepillo
el peine
el jabón
el maquillaje
el despertador
la ducha
El baño
La toalla
Recycle:
Levantarse
Despertarse
Vestirse
Ponerse la ropa
Quitarse la ropa
Afeitarse
Maquillarse
Cepillarse los dientes
Lavarse el pelo
Cepillarse el pelo
Ducharse
Bañarse
Secarse
Irse
Acostarse
Dormirse
Sentarse
Sentirse
Divertirse
Sucio
Limpio
Me toca a mí…
¡Claro que sí!
¡Claro que no!
No me digas
No lo puedo creer
Preterite and imperfect
triggers and transitional
words
Note: See supplemental
resources
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Me toca a mí... cont.
Unit 3:
Vocabulary continued..
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
Arreglarse
Prepararse
Cortar el césped
Cuidar a los hermanos
Acordarse de
Olvidarse
Obedecer a
Change of meaning in
preterite v imperfect:
Saber
Conocer
Querer
Poder
Tener
GLCEs (Grade Level Content Expectations)
&
Key Concepts
(1.1.N.SL.b) Ask and answer basic questions about the weather, health/physical conditions, self, family and friends
(1.1.N.SL.e) Ask questions about physical appearance, character and personality traits of friends, family, classmates and answer us-
ing a list of traits
(1.1.N.SL.f) Ask questions about feelings, emotions and health of friends, family, classmates and answer using a list of traits
(1.1.N.SL.h) Exchange information in the target language on familiar topics such as personal interests, memorable experiences,
school activities, and family life
(1.1.N.RW.a) Use the target language in email messages, text messages, blogs, webpages, letters, and notes to greet, take leave, or
make introductions
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Me toca a mí... cont. Unit 3:
GLCEs (Grade Level Content Expectations)
&
Key Concepts continued...
(1.1.N.RW.b) Exchange information by asking and answering basic questions in writing about the weather, health/physical condi-
tions, self, family, and friends
(1.1.N.RW.e) Ask questions in writing about physical appearance, character and personality traits of friends, family, classmates, and
answer in writing using a list of traits
(1.1.N.RW.f) Ask questions in writing about feelings, emotions and health of friends, family, classmates, and answer in writing us-
ing a list of traits
(1.2.N.L.b) Understand interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure
and school activities, and everyday occurrences
(1.2.N.L.c) Understand main idea of a visual media or live presentation (film/DVD, TV shows and commercials, theatre and musical
production)
(1.2.N.L.d) Understand main idea of an audio presentation (CD, lecture, radio, podcast, songs/music)
(1.2.N.R.a) Demonstrate understanding of written classroom language in the target language including directions, commands, and
requests
(1.2.N.R.b) Understand main idea of simple accessible written materials in the target language such as, textbook passages, age-
appropriate magazine and newspaper articles/ads, websites/internet, poetry or stories
(1.2.N.R.c) Understand written interpersonal communication on topics of personal interest such as preferences, family life, friends,
leisure and school activities, and everyday occurrences (email, letters, messages, notes, and text messages)
(1.3.N.S.a) Present songs, poems or stories in the target language
(1.3.N.S.b) Present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school
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17
Me toca a mí... cont. Unit 3:
GLCEs (Grade Level Content Expectations)
&
Key Concepts continued...
(1.3.N.W.b) Prepare illustrated stories (big books, posters, dioramas, cartoons) about activities or events in student’s personal life,
and share these with an audience
(2.1.N.F.a) Describe family structures and the role of friends within a community or culture in which the language is spoken
(3.2.N.a) Use audio, visual, and/or print materials available only in the target language to recognize that a topic or situation may be
viewed differently in one’s own culture than in the target culture
(4.1.N.b) Identify basic differences and similarities in grammatical structures between one’s own language and the target language
(4.1.N.d) Identify basic differences and similarities in phonological features (such as pronunciation, intonation, and tone) between
one’s own language and the target language
(5.2.N.a) Willingly use the target language within the classroom setting
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¡Vamos a viajar! Unit 4:
Functions:
Give and receive directions
Speak in a variety of tenses about travel plans and directions
Countries/Region of focus:
Interdisciplinary connections:
Structures:
The imperative-familiar affirmative and negative commands
Review
Present tense verbs
Preterite tense verbs
Imperfect tense verbs
Ir + a + infinitive formula
Tener + que + infinitive formula
Time Span: Grades 6-8: approximately 8-9 weeks per unit
Grades 9-12: approximately 2-3 weeks per unit
Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.
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¡Vamos a viajar! Unit 4:
Vocabulary
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
La esquina
El semáforo
La avenida
La acerca
La dirección
El boleto
El mapa
El barrio
El destino
El tren
El autobus
El aeropuerto
La estación
El pasaporte
El letrero
El señal
La salida
La carretera
Lugares de interés:
La plaza
El hotel
La ciudad
El estadio
La playa
El acuario
El zoológico
El centro comercial
Cruzar
Doblar
Llegar
Pasar
Costar
Viajar
Vender
Dar una vuelta
Parar
Pagar
Empezar
Tener prisa
Díos mío
Recycle:
Las preposiciones:
Fuera de
Dentro de
Al lado de
Detrás de
Debajo de
Enfrente de
Sobre
Entre
Cerca de
Lejos de
A la derecha
A la izquierda
En
A(l)
De (l)
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¡Vamos a viajar! Unit 4:
GLCEs (Grade Level Content Expectations)
&
Key Concepts continued...
(1.3.N.W.b) Prepare illustrated stories (big books, posters, dioramas, cartoons) about activities or events in student’s personal life,
and share these with an audience
(2.1.N.F.a) Describe family structures and the role of friends within a community or culture in which the language is spoken
(3.2.N.a) Use audio, visual, and/or print materials available only in the target language to recognize that a topic or situation may be
viewed differently in one’s own culture than in the target culture
(4.1.N.b) Identify basic differences and similarities in grammatical structures between one’s own language and the target language
(4.1.N.d) Identify basic differences and similarities in phonological features (such as pronunciation, intonation, and tone) between
one’s own language and the target language
(5.2.N.a) Willingly use the target language within the classroom setting