Spanish 2

Course Title: SPANISH 2 Grade Level: 9, 10, 11, 12

Course offered at the following schools:

Revised May 28, 2019 to reflect CDE 2020 Standards

Weld County School District 6- Greeley Evans

Division of Academic Achievement1025 Ninth Avenue, Greeley, CO, 80631

2019-2020Curriculum Guide

MissionEngage, Empower, Inspire

District 6 provides every student with a personalized, well-rounded and excellent education in a safe, caring environment.

Vision

District 6 educates today’s students in partnership with families and communities to

succeed in tomorrow’s world.

Standard 1. Communication Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.

Standard 2. Cultures – Intercultural CommunicationInteract with cultural competence and understanding.

Standard 3. Connections Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations.

Standard 4. Comparisons Develop insight into the nature of language and culture in order to interact with cultural competence.

Prepared Graduate Statements:

1. Interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings and opinions (interpersonal mode).

2. Understand, interpret and analyze what is heard, read or viewed on a variety of topics (interpretive mode).

3. Present information, concepts and ideas to inform, explain, persuade and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers (presentational mode).

4. Use the language to investigate, explain and reflect on the relationship between the practices and perspectives of the cultures studied.

5. Use the language to investigate, explain and reflect on the relationship between the products and perspectives of the cultures studied.

6. Build, reinforce and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.

7. Access and evaluate information and diverse perspectives that are available through the language and its culture(s).

8. Use the language to investigate, explain and reflect on the nature of language through comparisons of the target language and the student's own language.

9. Use the language to investigate, explain and reflect on the concept of culture through comparisons of the culture(s) and the student's own culture.

Revised May 28, 2019 to reflect CDE 2020 Standards

District Curriculum Resources Textbooks and Electronic Resources

CDE 2020 World Languages Proficiency Ranges:

Revised May 28, 2019 to reflect CDE 2020 Standards

Course: Novice- Low Novice- Mid Novice- High

Intermediate- Low

Intermediate- Mid

Intermediate- High

Advanced- Low

Ex: Spanish 2 ¡Qué chévere! Level 1Chapters 6-9

¡Qué chévere! Level 2Chapters 1-2

Assessments● Unit Formative Assessments (Quizzes)● Unit Summative Assessments at the end of unit.(Listening, Speaking, Reading, and Writing) (Teacher Discretion)

Contact InformationWorld Languages Coordinator- Brooke Frarck bfrarck@greeleyschools.org

K8’s Margarita Madrid mmadrid3@greeleyschools.org Jill Ibanez-Luna jibanez-luna@greeleyschools.org;

Middle Schools: Margarita Madrid mmadrid3@greeleyschools.org Jill Ibanez-Luna jibanez-luna@greeleyschools.org;

High Schools: Antonia San Roque asanroque@greeleyschools.org; Jenise Davis jdavis3@greeleyschools.org; Laura Emery lemery@greeleyschools.org

Greeley-Evans School District 6 ¡Qué chévere! (Level 1 Book) Spanish 2 - Semester 1 Curriculum GuideUnit 6 A- Mi casa es su casa6 A-¿Qué hay en la cocina?/ ¿Qué hay en la mesa?

Timeline: 2.5 weeks

Enduring Concept: Students will be able to identify items in the kitchen and at the dinner table, express obligations, wishes, and preferences, and describe a household .

Revised May 28, 2019 to reflect CDE 2020 Standards

Range Level Expectations (GLE) Novice-Mid Vocabulary● Objects in a kitchen● At the dinner table● Table setting and clean up foods● Household chores

Grammar● Expressing obligation with tener que and

deber● Stem-changing verbs: e<ie● Present progressive

Culture● Dos viviendas venezolanas● Una receta venezolana

Inquiry Questions:What does a house and its content tell us about the people who lives there?

Assessments Evidence OutcomesUnit 6 A-Formative assessments I can:

-identify items in the kitchen and dining room-express obligations using tener que and deber-talk about plans and preferences using stem-changing verbs (e-ie)-describe different types of housing in Venezuela

Instructional PlanKey teaching and Learning Experiences that imbed 21 st Century Skills + Resources

Critical thinking - Villa miseria ( page 258)Interpersonal communication - Student pair activity (page 262)Lectura informativa - La gente y las viviendas en otras regiones de Venezuela (pages 267-269)Repaso de la Lección 6 A - (pages. 270-271) Para concluir - (pages 295-29) Essential Instruction (Pages 250-271)

Greeley-Evans School District 6 ¡Qué chévere! (Level 1 Book) Spanish 2 - Semester 1 Curriculum GuideUnit 6 B- Mi casa es su casa6 B-La casa de Julián / Un día con Verónica

Timeline: 2.5 weeks

Enduring Concept: Students will be able to discuss obligations in the house, identify rooms and floors in the house, talk about plans and preferences and to make requests.

Revised May 28, 2019 to reflect CDE 2020 Standards

Range Level Expectations (GLE) Novice-Mid Vocabulary● Describing a home● Rooms and floors of a house● Household Chores p.380

Grammar● Expressing obligation with the Present

Progressive.● Stem-changing verbs: e<i● Direct object pronouns

Culture● Dos diferentes casas colombinas.

Inquiry Questions:What does a house and its content tell us about the people who lives there?

Assessments Evidence OutcomesUnit 6 B-Formative assessments I can:

-identify items and rooms in the house-express obligations using the Present Progressive.-Making requests using stem-changing verbs (e-i)-describe chores in the house-describe different types of housing in Colombia

Instructional PlanKey teaching and Learning Experiences that imbed 21 st Century Skills + Resources

Critical thinking - Villa miseria (page 258)Interpersonal communication - Student pair activity (page 262)Lectura informativa - Las diferentes casas colombianas (pages 280-281)Repaso de la Lección 6 B - (pages 293-294) Para concluir - (pages 295-296) Essential Instruction Pages (272-297)

Greeley-Evans School District 6 ¡Qué chévere! (Level 1 Book) Spanish 2 Semester 1 Curriculum GuideUnit 8 B : La rutina diaria8 B ¡Al supermercado!/¡Al mercado!Timeline: 3 weeks

Enduring Concept: Students will be able identify and describe food (advanced), make comparisons, purchase food at a market, and talk about leisure activities.

Revised May 28, 2019 to reflect CDE 2020 Standards

Range Level Expectations (GLE) Novice-Mid Vocabulary● Food (Advanced)● Supermarket● Leisure activities

Grammar● Making comparisons● “Acabar de”● Preterite irregular -ar/ dar and

estarCulture

● Los domingos en casa en España● ¿Dónde compran los alimentos los

españoles?

Inquiry Questions:How does purchasing food reflect cultural values?

Assessments Evidence OutcomesUnit 8 B- Summative Assessments I can:

-identify and describe foods-talk about preparing a meal and purchasing food at a market-making comparisons-discuss daily life for adults and teenagers and talk about a typical Sunday in Spain-describe where Spaniards shop for food-purchase food at a market-use the preterite tense of dar and estar-read and discuss a popular Spanish short story

Instructional PlanKey teaching and Learning Experiences that imbed 21 st Century Skills + Resources

Communication-Interpersonal/Presentational - Students hosting dinner for Spanish exchange students (page 376)Connections-History - Products of Spain (page 366)Lectura informativa - Los domingos en casa en España / ¿Dónde compran los alimentos los españoles? (pages 384-385)Repaso de la Lección 8 B - (pages 395-396)Para concluir - (pages 397-398) Essential Instruction (Pages 362-399)

Greeley-Evans School District 6 ¡Qué chévere! (Level 1 Book) Spanish 2 Semester 1 Curriculum GuideUnit 9 A :¡Vamos de compras! Enduring Concept:

Revised May 28, 2019 to reflect CDE 2020 Standards

9 A Ropa para todos / Artículos para todos

Timeline: 3 weeks

Students will be able to describe clothing items, identify parts of the body, and express disagreements

Range Level Expectations (GLE) Novice-Mid Vocabulary● Clothing● Shopping in a department store● Parts of the body

Grammar● Adjectives as nouns● Repaso rápido: Preterite of -ar

verbs● Preterite tense of -er and -ir

verbs● Preterite tense of comprar, ir,

and pensar● Present tense of vender, llevar,

pedir, etc.Culture

● Panamá, país comercial

Inquiry Questions:What can you learn about a country from the products and services it provides?

Assessments Evidence OutcomesUnit 9 A- Formative Assessments I can:

-describe clothing in terms of color and fabric-identify parts of the body-use adjectives as nouns-talk about the past using the preterite tense of -er and -ir-talk about the products and services that Panama provides-talk about shopping for clothing-use the preterite of comprar, ir, and pensar.-use the present tense of llevar, vender, pedir, preferir, costar, buscar. And pagar.-read about and discuss the article Panama, Commercial Country

Instructional PlanKey teaching and Learning Experiences that imbed 21 st Century Skills + Resources

Communication - Interpersonal: Questions/ Answers using adjectives as nouns (page 406)Critical Thinking - Predictions about photos (page 414)Lectura informativa - Panamá, país comercial (page 412)Repaso de la Lección 9 A - (pages 426-427) El cuarto misterioso - QR-code - (page 401) Essential

Revised May 28, 2019 to reflect CDE 2020 Standards

Instruction (Pages 402-427)

Greeley-Evans School District 6 ¡Qué chévere! (Level 1 Book) Spanish 2 Semester 1 Curriculum GuideUnit 9 B :¡Vamos de compras9 B Regalos para todos/¡Vamos a pagar!

Timeline: 3 to 4 weeks

Enduring Concept: Students will be able to express disagreements, talk about the past, discuss size and fit, describe accessories, and discuss price and payment

Range Level Expectations (GLE) Novice-Mid Vocabulary● Shopping in a department store● Gift ideas● Jewelry● Size and fit● At the cash register

Grammar● Preterites tense of leer, oír, ver,

decir, hacer and tener● Repaso rápido: Prepositions● Using prepositions

Culture● Los productos de Ecuador

Inquiry Questions:What can you learn about a country from the products and services it provides?

Assessments Evidence OutcomesUnit 9 B- Summative Assessments I can:

-talk about gifts and accessories-Repaso Rápido: use diminutives to express affection or size-use the preterite of leer, oir, ver, decir, hacer and tener-discuss Ecuador’s products and services it provides-talk about prices and payment practices in a store-use prepositions with their corresponding pronouns

Instructional PlanKey teaching and Learning Experiences that imbed 21 st Century Skills + Resources

Communication- Interpersonal - Questions / Answers using adjectives as nouns (page 406)Critical Thinking-Analyzing - Finding clues (page 429)Lectura informativa - Los productos de Ecuador (page 436)Repaso de la Lección 9 B - (pages 449-450)Para concluir - (pages 451-452) Essential

Revised May 28, 2019 to reflect CDE 2020 Standards

Instruction (Pages 428-453)

Greeley-Evans School District 6 ¡Qué chévere! (Level 2 Book) Spanish 2 Semester 2 Curriculum GuideUnit 1 A: La tecnología en la vida diaria1 A La tecnología/El internet

Timeline: 3 weeks

Enduring Concept: Students will be able to discuss technology, seek and provide personal information

Range Level Expectations (GLE) Novice- High Vocabulary● Technology and communication● Computers and its components

Grammar● Repaso rápido: Present tense ar/er/ir

verb● Repaso rápido: Present tense irregular

verbs● Repaso rápido: Present progressive● Repaso rápido: ir a● Repaso rápido: Preterite tense of ar/er/ir

verbsCulture

● Las redes sociales (El mundo hispanohablante)

● Perú

Inquiry Questions:What role does technology play in people’s lives?

Assessments Evidence OutcomesUnit 1 A- Formative Assessments I can:

-talk about technology and the Internet-talk about school subjects-say someone keeps on doing something-identify common chat abbreviations and other correct definitions-talk about computers and its components-talk about past actions using irregular and stem-changing verbs

Instructional PlanKey teaching and Learning Experiences that imbed 21 st Century Skills + Resources

Communication - Interpersonal - Conversation like/do not like technology (page 2)Critical thinking - Technology at home/at school (page 7)Lectura informativa - Perú: Una civilización antigua (page 459) (level 1) / Las redes sociales (El mundo hispanohablante) (page 13)

Revised May 28, 2019 to reflect CDE 2020 Standards

(level 2)Repaso de la Lección 1 A - (pages 24-25)El cuarto misterioso - QR-Code - (page 1) Essential Instruction (Pages 2-25)

Greeley-Evans School District 6 ¡Qué chévere! (Level 2 Book) Spanish 2 Semester 2 Curriculum GuideUnit 2 A : Vivir en salud2 A En el baño/La rutina diaria

Timeline: 3 weeks

Enduring Concept: Students will be able to identify objects in a bathroom, discuss daily routines, discuss personal grooming, seek and provide personal information

Range Level Expectations (GLE) Novice-High Vocabulary● Daily routines

Grammar● Reflexive verbs● The word se● Preterite tense of reflexive verbs● Repaso rápido: Demonstrative

adjectives● Demonstrative pronouns

Culture● Los deportes en Argentina● De Colombia al glamour de Hollywood

Inquiry Questions:What do people do to feel well?

Assessments Evidence OutcomesUnit 2 A-Formative assessments I can:

-identify objects in a bathroom-talk about getting ready in the morning-express an action without mentioning the subject-discuss how two Latino celebrities help people feel better-talk about daily routines using reflexive verbs-express certainty-show how something is done-point out someone or something using demonstrative pronouns-discuss the article From Colombia to Hollywood glamor.

Revised May 28, 2019 to reflect CDE 2020 Standards

Instructional PlanKey teaching and Learning Experiences that imbed 21 st Century Skills + Resources

Communication - Interpersonal- Conversation talk about the contents of their bathroom (page 57)Critical thinking - Student pair activity / Does what you wear affect how you feel? (page 66)Lectura informativa - Los deportes en Argentina (page 319) (Level 1) / De Colombia al glamour de Hollywood (page 67) (level 2)Repaso de la Lección 1 B - (pages 78-79) El cuarto misterioso - QR-Code - (page 55) Essential Instruction (Pages 56-79)Greeley-Evans School District 6 ¡Qué chévere! (Level 1 Book) Spanish 2 Semester 2 Curriculum GuideUnit 2 B : Vivir en salud2 B El cuerpo y la salud/De camping

Timeline: 3 to 4 weeks

Enduring Concept: Students will be able to point out someone or something, talk about the past, discuss health, identify parts of the body, and give and take instructions

Range Level Expectations (GLE) Novice-High Vocabulary● Parts of the body● Activities and health

Grammar● Verbs that are similar to gustar● More on reflexive verbs● Prepositions (page 96)

Culture● La geografía y la identidad chilena● Naturaleza, tradiciones y deportes

chilenos

Inquiry Questions:What do people do to feel well?

Assessments Evidence OutcomesUnit 2 B-Summative assessments I can:

-identify parts of the body-ask someone about their health-describe my symptoms-give and take instructions-discuss home remedies and the need for medical interpreters-describe a non-deliberate action-express a reciprocal action-talk about camping-talk about habits-discuss our unhealthy obsession with beauty

Revised May 28, 2019 to reflect CDE 2020 Standards

-discuss the article La geografía y la identidad Chilena-discuss the article Naturaleza, tradiciones y deportes chilenos

Instructional PlanKey teaching and Learning Experiences that imbed 21 st Century Skills + Resources

Communication - Interpersonal- Conversation Play the part of a doctor and patient (page 83)Critical thinking - Student pair activity / Dabate the advantage and disadvantage of herbal and traditional medicine (page 89)Lectura informativa - La geografía y la identidad chilena (page 330) (level 1) / Naturaleza, tradiciones y deportes chilenos (page 33) (level 1)Repaso de la Lección 2 B - (pages 101-102)Para concluir - (pages 103-104) Essential Instruction (Pages 80-105)

Revised May 28, 2019 to reflect CDE 2020 Standards