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TOWNSHIP OF UNION PUBLIC SCHOOLS

Spanish II

Curriculum Guide

Re-adopted June 2015

Board Members

Francis “Ray” Perkins, President

Versie McNeil, Vice President

Gary Abraham

David Arminio

Linda Gaglione

Richard Galante

Thomas Layden

Vito Nufrio

Judy Salazar

TOWNSHIP OF UNION PUBLIC SCHOOLS

Administration

District Superintendent …………………………………………………………………...…………………….... Dr. Patrick Martin

Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum

Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis

Director of Secondary Curriculum ……………………………….………………………….…………………… 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-8 ……..………………………………….…………………………………….. Mr. Robert Ghiretti

Mathematics K-5/Science K-5 …………………………………………….………………………………………. Ms. Deborah Ford

Guidance K-12/SAC …..………………………………………………………………………………….……….Ms. Bridget Jackson

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/Technology….…………………………………………….….Ms. Yvonne Lorenzo

Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago

Curriculum Committee

Academic Area

Antonia Fernandez Spanish II

Nicole Marie Placca-Schultz Spanish II

Table of Contents

Title Page pg. 1 Board Members pg. 2 Administration pg. 3 Department Supervisors pg. 4 Curriculum Committee pg. 5 Table of Content pg. 6

District Mission/Philosophy Statement pg. 7 District Goals pg. 8 Course Description pg. 9 Recommended Texts pg. 9 Course Proficiencies pg. 10 Curriculum Units pg. 11 Pacing Guide pg. 12 Curriculum pg. 13- 31 Appendix: New Jersey Core Curriculum Content Standards pg. 32 New Jersey Scoring Rubric pg. 33-34

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

Develop reading, writing, speaking, listening, and mathematical skills. Develop a pride in work and a feeling of self-worth, self-reliance, and self

discipline. Acquire and use the skills and habits involved in critical and constructive

thinking. Develop a code of behavior based on moral and ethical principals. Work with others cooperatively.

Acquire a knowledge and appreciation of the historical record of human achievement and failures and current societal issues.

Acquire a knowledge and understanding of the physical and biological sciences.

Participate effectively and efficiently in economic life and the development of skills to enter a specific field of work.

Appreciate and understand literature, art, music, and other cultural activities.

Develop an understanding of the historical and cultural heritage. Develop a concern for the proper use and/or preservation of natural

resources. Develop basic skills in sports and other forms of recreation.

Course Description

This is the second course in the study of the Spanish language. This full year course is designed to continue introducing students to the Hispanic world, its people and its culture. Students will continue to develop the fundamentals of

correct Spanish pronunciation. It will also provide students with an expanded variety of vocabulary and establish a foundation for Spanish grammar. The goals of the course are to emphasize language development and develop a foundation for understanding, speaking, reading and writing Spanish at the mid-novice level.

Recommended Textbooks

Aventura 2

Course Proficiencies

Students will be able to… By the end of Spanish II, students should be able to: First Semester -Identify technology in Spanish -Discuss current and future actions by conjugating verbs in the present, present progressive, preterit, imperfect and future tenses - Identify articles of clothing

Second Semester -Describe household and family in Spanish -Tell or request someone to do household chore -Express doubt or emotion using subjunctive verbs -Discuss the news or radio (soccer) broadcast

- Utilize indirect object pronouns to express ‘to who’ or ‘for who’ something is being done - 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 - Give commands - Distinguish the difference between “saber” and “conocer” and use them in context - Identify foods - Narrate past actions in the imperfect progressive tense

-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 -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 subjunctive, future, and conditional tense -Discuss past and future actions using verbs learned at this level -Discuss Hispanic culture

Curriculum Units

Unit 1: Review of Level 1 Material Unit 2: Body and Health Unit 3: Cities and Towns Unit 4: Entertainment Unit 5: Shopping: Food and Clothing Unit 6: Home

Unit 7: Current Events Unit 8: Travel Unit 9: Goals and Ambitions Unit 10: My World

Pacing Guide- Course

Content Number of Days Unit 1: Review of Level 1 Material 4 Weeks (Sept.) Unit 2: Body and Health 4 Weeks (Oct.) Unit 3: Cities and Towns 4 Weeks (Nov.-Dec.) Unit 4: Entertainment 4 Weeks (Dec.-Jan.)

Unit 5: Shopping: Food and Clothing 4 Weeks (Jan.- Feb.) Unit 6: Home 4 Weeks (Feb.- Mar.) Unit 7: Current Events 4 Weeks (Mar.-Apr.) Unit 8: Travel 4 Weeks (Apr.-May) Unit 9: Goals and Ambitions 4 Weeks (May- June) Unit 10: My World 2 Weeks (June)

Unit 1: Review of Level 1 Material

Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)

Activities Assessments

How can two people greet each other and exchange background information? How do you ask someone to describe themselves / their

Greetings, expression of courtesy and exchanging personal information identifying age, classroom objects, class schedules and location

Textbook / workbook written activities Aventura Interactive CD / Listening and Video CD Teacher generated activities

Oral/written responses

Participation

Oral presentations

Observation

family and respond? What are the verb tenses needed to describe past, present and future actions

identifying food, beverages and placing orders expressing opinions using the present, preterit and future tense in context

Map Activities

Group work

Games

Songs

Test




Participation

Oral presentations

Observation

Map Activities

Group work

Games

Songs

Test

Unit 2: Body and Health (Vocabulary)



What are daily routines that will lead to a healthy lifestyle? Where is the Spanish culture and language used in the United States?

identifying parts of the body pointing out objects giving and taking instructions discussing the past



Participation

Oral presentations

Observation

Map Activities

Group work

Games

Songs

Test

Unit 2: Body and Health (Grammar)



How do you give and take instructions? How do you use reflexive verbs in context? How do you identify an object and its location?

verbs associated with daily routines and personal hygiene conjugating and using reflexive verbs in context using demonstrative adjectives

Students will describe their daily routines in oral and written form Students will write about a past event in their life as well as discuss it orally Students will place guessing


Participation

Oral presentations

Observation

Map Activities

game using demonstrative adjectives

Group work

Games

Songs

Test

Unit 3: Cities and Towns (Vocabulary)



What are some cities and towns in Spanish speaking countries? What are common places to go shopping in Mexico? What would one experience there?

identifying places and stores in town identify cardinal directions identify merchandise sold in stores

Textbook / workbook written activities Aventura Interactive CD / Listening and Video CD Teacher generated activities Text pages 98 – 100 and


Participation

Oral presentations

Observation

Map Activities

106 – 108 as written and speaking activities

Group work

Games

Songs

Test

Unit 3: Cities and Towns (Grammar)



How do you form and give commands? What are ways to ask someone who they know and what they are familiar with?

forming informal and informal commands formal singular and plural commands conjugating forms of “conocer’ and ‘saber’

Textbook / workbook written activities Aventura Interactive CD / Listening and Video CD Teacher generated activities text page 102-103 and 110 –


Participation

Oral presentations

Observation

Map Activities

distinguishing the difference between ‘conocer’ and ‘saber’ and using them in context

119 as oral and written activities Listening Activity 5 & 6 Writing activities 11-13 CD activity 23 & 24

Group work

Games

Songs

Test

Unit 4: Entertainment (Vocabulary)



What are ways to describe one’s nationality and ethnicity? How do you describe proper and improper nouns? What are activities and

identify animals identify special events identify and use adjectives state nationalities

Episode 14, DVD 3, Track 29 Textbook / workbook written activities Aventura Interactive CD Listening and Video CD


Participation

Oral presentations

Observation

Map Activities

objects at special events? Where is El Salvador? What would it be like to visit El Salvador? What experiences would take place there?

Teacher generated activities text page 148-151, 156-159, 172-175 as written and oral activities Listening activity 1

Group work

Games

Songs

Test

Unit 4: Entertainment (Grammar)



What verb tense is used to discuss on-going, past events? What is the difference in describing words and temporary conditions in Spanish?

identifying past tense using imperfect indicating possession analyzing the difference between ‘ser’ and ‘estar’ and using them in context

Textbook / workbook written activities Aventura Interactive CD / Listening and Video CD Teacher generated activities text page 152-155, 160-169 as written and oral activities


Participation

Oral presentations

Observation

Map Activities

Writing activities 9-11 listening activities 5 & 6

Group work

Games

Songs

Test

Unit 5: Shopping: Food and Clothing (Vocabulary)



What is the metric system? What destinations in the world rely on it? How do you ask for advice? How do you discuss what is happening currently? What kind of food and clothing can be found in Dominican Rebublic?

naming foods identifying clothing

Episode 15, DVD 3, track 40 Textbook / workbook written activities Aventura Interactive CD / Listening and Video CD Teacher generated activities text 202-205, 212-215, 224-227 as written and oral activities


Participation

Oral presentations

Observation

Map Activities

Group work

Games

Songs

Test

Unit 5: Shopping: Food and Clothing (Grammar)

Essential Questions Instructional Objectives/ Skills and Benchmarks


(CPIs)

How do you express an opinion? How do you express duration of activities in Spanish? What is the difference between the preterit and the imperfect? What is the difference between the imperfect and the imperfect progressive tense?

expressing time frames using the preterit tense conjugating verbs in the imperfect tense analyzing the uses of imperfect and preterit and using it in context using the imperfect progressive tense using “hace” + “time” to express duration using “hacía” + “time” to express how long something was going on



Participation

Oral presentations

Observation

Map Activities

Group work

Games

Songs

Test

Unit 6: Home (Vocabulary)

Essential Questions Instructional Objectives/ Activities Assessments

Skills and Benchmarks (CPIs)

What is your home like? Who is part of your family and what are they like? What are some household chores?

identify rooms, furniture, and appliances identify family members identify household chores

Textbook / workbook written activities Teacher generated activities Text pg 252, 262, 272, & 280 as written and oral activities Activity comparing/ contrasting students’ families and homes Aventura Interactive CD / Listening and Video CD


Participation

Oral presentations

Observation

Map Activities

Group work

Games

Songs

Test

Unit 6: Home (Grammar)



What is the difference between regular and stem-changing verbs? How do you express your opinion, emotion, or doubt?

conjugate stem-changing verbs use and conjugate the subjunctive form of the present tense conjugate irregular subjunctive verbs use of “casual” verbs with indirect object use the subjunctive with impersonal expressions

Textbook / workbook written activities Teacher generated activities Text pg 256, 257, 266, 268, 276, and 284 with written and oral actvities Creative written self-expression


Participation

Oral presentations

Observation

Map Activities

Group work

Games

Songs

Test

Unit 7: Current Events (Vocabulary)



What kind of programs/shows are there? What is the news about? What has happened in the news? What does soccer consist of? What is television in Spanish- speaking countries like?

describe everyday activities identify and describe programs/shows identify and describe different components of soccer

Textbook / workbook written activities Teacher generated activities Dialogue activities Text pgs 300, 301, 310, 311, 322, 323, 330, & 331 with written and oral activities Create a news article


Participation

Oral presentations

Observation

Map Activities

Group work

Games

Songs

Test

Unit 7: Current Events (Grammar)



How do you describe things about the past in a general sense? What has someone/something done? How do you describe something that has happened prior to another past event?

Use the present tense of “to have” and past participle of a verb Use present perfect tense of reflexive verbs Use of participles as adjectives Use of past perfect tense Use of passive voice

Textbook / workbook written activities Teacher generated activities Aventura Interactive CD / Listening and Video CD Text 304, 314, 326, 334, and 335 in written and oral actvities Construct a news article Broadcast of a soccer game


Participation

Oral presentations

Observation

Map Activities

Group work

Games

Songs

Test

Unit 8: Travel (Vocabulary)



Where, when, how, and with who are you going on vacation? Where and how do you plan a trip? What are you doing on your vacation? What is there to do on vacation in Spain?

Identify people and objects at a travel agency Identify people and objects at the airport Identify people and objects at a hotel Using a map of a city

Textbook / workbook written activities Teacher generated activities Create a travel brochure Dialogue activity Text pgs 348, 349, 358, 359, 368, 369, 378, and 379 in written and oral activities


Participation

Oral presentations

Observation

Map Activities

Group work

Games

Songs

Test

Unit 8: Travel (Grammar)



(CPIs)

Where are you going (on vacation)? What are you going to do (on vacation)? Where and how is the 24 hour clock used? What would happen or someone do in the future?

Use future tense of “ir a” Conjugate future tense Conjugate future tense of irregular verbs Use of 24 hour clock Conjugate conditional tense Conjugate conditional tense of irregular verbs

Textbook / workbook written activities Teacher generated activities Plan a trip/ itinerary Describe a vacation Analyze a time schedule Analyze a map Text pgs 352, 353, 362, 372, 375, and 382 in written and oral activities


Participation

Oral presentations

Observation

Map Activities

Group work

Games

Songs

Test

Unit 9: Goals and Ambitions (Vocabulary)



What are some of your future goals and ambitions? Where would you like to travel? What are the different nationalities?

Identify professions Describe goals and ambitions Describe future travel trips Identify nationalities

Textbook / workbook written activities Teacher generated activities Aventura Interactive CD / Listening and Video CD Dialogue activities Identify nationalities of classmates/friends Text pgs 396, 397, 404, 405, 414, 415, and 420 with written and oral actvities


Participation

Oral presentations

Observation

Map Activities

Group work

Games

Songs

Test

Unit 9: Goals and Ambition (Grammar)



How do you describe something that has happened recently? How do you describe something that has occurred over a period of time and continues to occur? How do you describe something that will happen?

Conjugate in the present perfect subjunctive Use of future tense Use of conditional tense

Textbook / workbook written activities Teacher generated activities Aventura Interactive CD / Listening and Video CD Establish and describe a timeline for future goals and ambitions Text pgs 401, 408, 418, 424, and 426 in written and oral activities Create dialogue between students asking and describing future goals and ambitions Play conjugation game


Participation

Oral presentations

Observation

Map Activities

Group work

Games

Songs

Test

Unit 10: My World



(CPIs)

What do you want to do in the future? Where do you want to go/visit? Would you like to study abroad? Where and why? What do you know about Hispanic countries and cultures?

Discuss future goals Discuss and analyze where you would like to study Discuss what and where you would like to visit State wishes and preferences Discuss Hispanic culture

Textbook / workbook written activities Teacher generated activities Play vocabulary “Jeopardy” game Create dialogue Analyze a virtual tour Create and complete application for study abroad program or a professional position


Participation

Oral presentations

Observation

Map Activities

Group work

Games

Songs

Test

New Jersey Core Curriculum Content Standards

For World Language

http://www.state.nj.us/education/cccs/2004/s3_lal.pdf

7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation,

to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an

understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas,

compare the language and culture studied with their own, and participate in home and global communities.

New Jersey Scoring Rubric

In Scoring, consider

the grid of written

language

Inadequate

Command

Limited

Command

Partial

Command

Adequate

Command

Strong

Command

Superior

Command

Score 1 2 3 4 5 6

Content &

Organiza-

tion

(see below)

May lack

opening and/or

closing

May lack

opening and/or

closing

May lack

opening and/or

closing

Generally has

opening and/or

closing

Opening and

closing

Opening and

closing

. Minimal

response to topic;

uncertain focus

Attempts to

focus

May drift or

shift focus

Usually has

single focus

Single focus Single focus

Sense of unity

and coherence

Key ideas

developed

Single, distinct

focus

Unified and

coherent

Well-

developed

. No planning

evident;

disorganized

Attempts

organization

Few, if any,

transitions

between ideas

Some lapses or

flaws in

organization

May lack some

transitions

between ideas

Ideas loosely

connected

Transition

evident

Logical

progression of

ideas

Moderately

fluent

Attempts

compositional

risks

Logical

progression of

ideas

Fluent,

cohesive

Composi-

tional risks

successful

. Details

random,

inappropriate, or

barely apparent

Details lack

elaboration, i.e.,

highlight paper

Repetitious

details

Several

unelaborated

details

Uneven

development of

details

Details

appropriate and

varied

Details

effective, vivid,

explicit, and/or

pertinent

Usage

(see below) No apparent

control

Severe/

numerous errors

Numerous

errors

Errors/ patterns

of errors may be

evident

Some errors

that do not

interfere with

meaning

Few errors Very few, if

any, errors

Sentence Construc-

tion

(see below)

Assortment of

incomplete

and/or incorrect

sentences

Excessive

monotony/ same

structure

Numerous

Little variety in

syntax

Some errors

Some errors

that do not

interfere with

meaning


any, errors

errors

Mechanics

(see below) Errors so

severe they

detract from

meaning

Numerous

serious errors

Patterns of

errors evident

No consistent

pattern of errors

Some errors

that do not

interfere with

meaning


any, errors

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