Updated and revised by PLMT 6/7/2017

SPANISH 2 CURRICULUM MAP 2

Unit 2 Family, Home and Neighborhood Key Learning: Expand on vocab related to family members, personal relationships, home and familiar places Grammar skills such as possessive pronouns, adjectives and nouns, comparison and superlatives.

Grades: 6th, 7th, 8th, 9th , 10th, 11th, 12th Days: 45

CPALMS: 2015-2016 http://www.cpalms.org/Public/PreviewCourse/Preview/1286

2011 Florida Next Generation World

Languages Standards (Focus)

Reading WL.K12.NH.2.1: Determine main idea from simple texts that contain familiar vocabulary used in context.

WL.K12.NH.2.2: Identify the elements of story such as setting, theme and characters.

WL.K12.NH.2.3: Demonstrate understanding of signs and notices in public places.

WL.K12.NH.2.4: Identify key detailed information needed to fill out forms.

WL.K12.IL.2.1: Use context clues and background knowledge to demonstrate understanding of the main idea and essential details in

texts that contain familiar themes.

WL.K12.IL.2.3: Determine the meaning of a message and identify the author’s purpose of authentic written texts such as

advertisements, and public announcement.

WL.K12.IL.2.4: Demonstrate understanding of vocabulary used in context when following written directions.

Writing

WL.K12.NH.3.1: Engage in short social interactions using phrases and simple sentences.

WL.K12.NH.3.2: Exchange information about familiar tasks, topics and activities, including personal information.

WL.K12.NH.3.3: Exchange information using simple language about personal preferences, needs, and feelings.

WL.K12.NH.3.4: Ask and answer a variety of questions about personal information.

WL.K12.NH.3.5: Exchange information about meeting someone including where to go, how to get there, and what do and why.

WL.K12.NH.3.6: Use basic language skills supported by body language and gestures to express agreement and disagreement.

WL.K12.NH.3.7: Ask for and give simple directions to go somewhere or to complete a task.

WL.K12.NH.3.8: Describe a problem or a situation with sufficient details in order to be understood.

WL.K12.IL.3.1: Initiate and engage in a conversation on familiar topics.

WL.K12.IL.3.3: Express and react to feelings and emotions in real life situations.

WL.K12.IL.3.4: Exchange information about familiar academic and social topics including participation in an interview.

WL.K12.IL.3.8: Initiate, engage and exchange basic information to solve a problem.

Updated and revised by PLMT 6/7/2017 WL.K12.NH.5.1: Write descriptions and short messages to request or provide information on familiar topics using phrases and simple

sentences.

WL.K12.NH.5.2: Write simple statements to describe aspects of daily life.

WL.K12.NH.5.3: Write a description of a familiar experience or event.

WL.K12.NH.5.4: Write short personal notes using a variety of media.

WL.K12.NH.5.6: Prepare a draft of an itinerary for a personal experience or event (such as for a trip to a country where the target

language is spoken).

WL.K12.NH.5.7: Pre-write by generating ideas from multiple sources based upon teacher- directed topics.

WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details.

WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details.

WL.K12.IL.5.4: Compare and contrast information, concepts and ideas.

WL.K12.IL.5.5: Develop questions to obtain and clarify information.

WL.K12.IL.5.6: Conduct research and write a detailed plan (e.g.; a trip to a country where the target language is spoken).

WL.K12.IL.5.7: Develop a draft of a plan that addresses purpose, audience, logical sequence and a time frame for completion.

Speaking

WL.K12.NH.3.1: Engage in short social interactions using phrases and simple sentences.

WL.K12.NH.3.2: Exchange information about familiar tasks, topics and activities, including personal information.

WL.K12.NH.3.3: Exchange information using simple language about personal preferences, needs, and feelings.

WL.K12.NH.3.4: Ask and answer a variety of questions about personal information.

WL.K12.NH.3.5: Exchange information about meeting someone including where to go, how to get there, and what do and why.

WL.K12.NH.3.6: Use basic language skills supported by body language and gestures to express agreement and disagreement.

WL.K12.NH.3.7: Ask for and give simple directions to go somewhere or to complete a task.

WL.K12.NH.3.8: Describe a problem or a situation with sufficient details in order to be understood.

WL.K12.IL.3.1: Initiate and engage in a conversation on familiar topics.

WL.K12.IL.3.3: Express and react to feelings and emotions in real life situations.

WL.K12.IL.3.4: Exchange information about familiar academic and social topics including participation in an interview.

WL.K12.IL.3.8: Initiate, engage and exchange basic information to solve a problem.

WL.K12.NH.4.1: Provide basic information on familiar topics using phrases and simple sentences.

WL.K12.NH.4.2: Describe aspects of daily life using complete simple sentences.

WL.K12.NH.4.3: Describe familiar experiences or events using both general and specific language.

WL.K12.NH.4.4: Present personal information about one’s self and others.

WL.K12.NH.4.5: Retell the main idea of a simple, culturally authentic story in the target language with prompting and support.

WL.K12.NH.4.6: Use verbal and non-verbal communication when making announcements or introduction.

WL.K12.IL.4.1: Present information on familiar topics using a series of sentences with sufficient details.

WL.K12.IL.4.2: Describe people, objects, and situations using a series of sequenced sentences.

WL.K12.IL.4.3: Express needs, wants, and plans using a series of sentences that include essential details.

WL.K12.IL.4.5: Present a short skit or play using well-structured sentences.

WL.K12.IL.4.6: Describe events in chronological order using connected sentences with relevant details.

Updated and revised by PLMT 6/7/2017

Listening

WL.K12.NH.1.1: Demonstrate understanding of familiar topics, and frequently used expressions supported by a variety of actions.

WL.K12.NH.1.2: Demonstrate understanding of short conversations, in familiar context.

WL.K12.NH.1.3: Demonstrate understanding of short, simple messages and announcements on familiar topics.

WL.K12.NH.1.4: Demonstrate understanding of key points on familiar topics presented through a variety of media.

WL.K12.NH.1.5: Demonstrate understanding of simple stories or narratives.

WL.K12.NH.1.6: Follow directions or instructions to complete a task when expressed in short conversations.

WL.K12.IL.1.1: Use context cues to identify the main idea and essential details on familiar topics expressed in short conversations,

presentations, and messages.

WL.K12.IL.1.2: Demonstrate understanding of the main idea and essential details of short conversations and oral presentations.

WL.K12.IL.1.3: Demonstrate understanding of the main idea and essential details in messages and announcements on familiar topics.

WL.K12.IL.1.4: Identify key points and essential details on familiar topics presented in a variety of media.

WL.K12.IL.1.5: Demonstrate understanding of the main idea and essential details from oral narration and stories on familiar topics.

WL.K12.IL.1.6: Demonstrate understanding of multiple-step directions and instructions in familiar settings.

Culture

WL.K12.NH.6.1: Use information acquired through the study of the practices, and perspectives of the target culture(s) to identify some

of their characteristics and compare them to own culture.

WL.K12.NH.6.2: Identify examples of common beliefs and attitudes and their relationship to practices in the cultures studied.

WL.K12.NH.6.3: Recognize different contributions from countries where the target language is spoken and how these contributions

impact our global society (e.g., food, music, art, sports, recreation, famous international figures, movies, etc.)

WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the target culture(s).

WL.K12.IL.6.1: Recognize similarities and differences in practices and perspectives used across cultures (e.g., holidays, family life) to

understand one’s own and others’ ways of thinking.

WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities.

WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists,

musicians, and athletes.

WL.K12.IL.6.4: Identify products of culture (e.g., food, shelter, clothing, transportation, toys, music, art, sports and recreation,

language, customs, traditions).

WL.K12.NH.7.2: Use maps, graphs, and other graphic organizers to facilitate comprehension and expression of key vocabulary in the

target language to reinforce existing content area knowledge.

WL.K12.IL.7.2: Access new information on historic and/or contemporary influences that underlie selected cultural practices from the

target language and culture to obtain new knowledge in the content areas.

WL.K12.NH.8.1:Distinguish similarities and differences among the patterns of behavior of the target language by comparing information

acquired in the target language to further knowledge of own language and culture.

WL.K12.NH.8.3: Compare and contrast specific cultural traits of the target culture and compare to own culture (typical dances, food,

celebrations, etc.)

WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target

language and culture.

Updated and revised by PLMT 6/7/2017

Proficiency Goal: Novice High/Intermediate Low

Topic Can-Do Statements

Word, concepts, phrases and/or grammar skills

Suggested Activities Teacher Resources Level 2 Honors Addition Spa 2 Honors teacher might want to

expand the vocab to work on the activities below.

2.1 Family and Personal Relationships

Interpretive WL.K12.NH.1.1, 1.2, 1.3, 1.5, 2.1, 2.4 WL.K12.IL.1.1, 1.2, 1.3, 2.1 I can understand vocab related to family and personal relationships I can demonstrate understanding of ownership expressions (Possessive adjectives) I can identify the main idea of a short conversation and/or reading related to family and personal relations

Review: -Basic family vocab: papá, mamá, hermano(a), tío(a), primo(a) -Adverbs: muy, mucho, poco -Interrogatives -Expand on family vocab: novio, novia, sobrino(a) el padrino, la madrina, el/la cuñado(a), el yerno, la nuera, el/la esposo(a)… -Family size: grande, pequeña… -Estado civil: Casado(a), soltero(o), divorciado(a) viudo(a) -Describing relationships: buena, mala, discutimos, nos llevamos bien/mal, compartir… -Possessive adjectives (mi, mis, mío, mía, míos, mías…)

Kahoot! using electronic devices: The teacher will prepare ten + questions related to family vocab and phrases. Introducing family members: The teacher will create “families of 4 + members among the classmates. Students will introduce their family members using the appropriate subject pronouns and conjugation of verb ser. Filling out a form: The teacher will create detail registration form for a particular institution will filling it out. Sending a letter to a friend: Students will send a letter describing their family members. Describing family: Students will bring a picture of their family members with their electronic devices. They will describe orally their family using their (audio) visual resources.

Family Vocab: https://prezi.com/2ac7k4pixrke/spanish-family-vocabulary/ https://www.youtube.com/watch?feature=player_embedded&v=CLFOXEvcNNs#at=133 https://www.pinterest.com/search/pins/?q=la%20familia%20spanish%20class&rs=typed&0=la%7Ctyped&1=familia%7Ctyped&2=spanish%7Ctyped&3=class%7Ctyped (If this link doesn’t work you can go to Pinterest.com and type Family Spanish class. You must have an account in Pinterest to access the resources.) https://www.tes.com/lessons/BNMlPFKumjTiIQ/spanish-vocabulary-family (You can go to Blendspace.com and type Family Spanish in the lessons library section. You must have an account in Blendspace to access the resources) Possessive Adjectives: http://www.npsd.k12.nj.us/cms/lib04/NJ01001216/Centricity/Domain/235/4A_Possessive_Adjective_Notes.ppt. https://prezi.com/ievwdlcz7ovt/copy-of-spanish-possessive-adjectives/

WL.K12.IH.1.4 AP Theme: Families and Communities Watch the video “Comer en familia hace la diferencia en cuanto a la relación familiar” https://www.youtube.com/watch?v=xrwnZSW7MOU. Comment the video with a partner and make a list of at least five benefits of eating together as a family.

Interpersonal WL.K12.NH.3.1, 3.2, 3.3 WL.K12.IL.3.1 I can ask and answer questions related to family members I can engage in a conversation about his/her relationship with your family I can write a letter describing his/her family

WL.K12.IM.2.1 AP Theme: Families and Communities Use the survey https://drive.google.com/file/d/0BymLz1OyViMdOVJpM0JXaXo4S1U/view?usp=sharing to interview different school employees that speak Spanish. The questions are related to family composition, interpersonal relations, and more using the family vocab. After completing the survey, students will make a reflection about most interesting findings and their

Updated and revised by PLMT 6/7/2017

Comic: Students will create a family story using a comic strip. Preparing a skit: Students will act out a usual family situation. The will write a script before performing.

http://www.studyspanish.com/practice/possadj.htm https://www.tes.com/lessons/jj_5V54kCT7Row/spanish-possessive-adjectives (You can go to Blendspace.com and type possessive adjectives Spanish in the lessons library section. You must have an account in Blendspace to access the resources)

experience conducting the survey.

Presentational WL.K12.NH.4.1, 4.2., 4.4, 5.1, 5.2 WL.K12.IL.4.1, 4.2, 4.5 I can describe his/her family using pictures or an audiovisual source I can create a brief story about your family using drawings and sequenced sentences I can present a short skit describing an usual family situation

WK.12.IM.4.1 AP Theme: Science and Technology (Health) Look for words that helps you to expand your family and healthy habits vocab. Imagine that you are a relative of a celebrity. Create a PPT Presentation (include pictures) about the celebrity and describe his/her physical and personality traits and healthy lifestyles. You might want to pick more than 1 celebrity (Extended family version)

2.2 Comparing Physical and Personality Traits

Interpretive WL.K12.NH.1.1, 1.2, 1.5, 2.1, 2.2 WL.K12.IL.1.1, 1.2, 1.5 I can demonstrate understanding of a conversation or a written text about physical and/or personality description I can recognize descriptive comparisons about physical and personality traits

Review: -Verb “Ser” -Basic physical traits adjectives: alto (a), bajo(a), joven, viejo(a), bonito(a), feo(a), guapo(a)… -Basic personality traits: Perezoso, trabajador, estudioso(a), atlético(a), gracioso(a), serio, (im)paciente, inteligente

Draw the suspect: The teacher will create a simple crime story. He/she will describe orally the physical traits and personality of a suspect. Students will draw the description according to their understanding. Charades: The teacher will give student different cards with different types of personality to students. They will do dramatic creations to convey meaning.

Adjectives physical and personality traits: http://www.studystack.com/flashcard-1977781 https://quizlet.com/55414792/espanol-santillana-2-capitulo-1-desafio-2-flash-cards/ https://www.youtube.com/watch?v=ffALOOF8nsg https://www.youtube.com/watch?v=VPpNir3-Z3I

WL.K12.IM.2.1 AP Theme: Beauty and Aesthetics Read the biography of Frida Kahlo. Answer the checking for understanding activities in the following handout: https://drive.google.com/file/d/0BymLz1OyViMdVDlnRmdiRWJOdEk/view?usp=sharing

Interpersonal WL.K12.IM.3.1

Updated and revised by PLMT 6/7/2017 WL.K12.NH. 3.1, 3.2, 3.3, 3.4, 3.6 WL.K12.IL.3.1, 3.3, 3.4 I can have a conversation describing about his/her physical and personality traits I can engage in a conversation comparing his/her personality with a classmate I can write an email comparing his/her physical personality traits to a family member or a friend

-Nationalities Expand on physical traits adjectives: pelinegro(a), pelirroj(o), rubio (a), obeso(a), delgado(a), fuerte, débil… -Expand on personality traits: presumido(a), tímido(a), optimista, pesimista, sincero(a), mentiroso(a), espontáneo, creativo(a) miedoso(a), tacaño(a), generoso(a), amistoso(a)… Grammar: -Adjectives and name position and concordance -Comparatives and superlatives

Pair share activity: Compare with your partner using a Venn Diagram as a graphic organizer. Make sentences with the answers of the organizer. Celebrity description: Students will choose a video of a Hispanic celebrity. They will speak/write about the artist physical and/or personality traits of his favorite celebrity. Preparing a short play: Students will work in groups of 3 or 4.The teacher will assign different personalities to the group and the group will act out. At the end of the play, the rest of the group will identify the personalities in Spanish.

https://www.youtube.com/watch?v=qN6J7GHfi6E Adjective name and position: https://prezi.com/hlnvp4l3hera/adjective-placement-and-agreement/ https://prezi.com/3id0e1-mgf1f/spanish-word-order/ http://www.spanishdict.com/topics/show/20 Comparatives and superlatives: https://www.youtube.com/watch?v=-i5Dlh7hatY https://www.youtube.com/watch?v=UMPmq7MJ21A https://www.pinterest.com/search/pins/?q=comparative%20and%20superlatives%20spanish&rs=typed&0=comparative%20and%20superlatives%20spanish%7Ctyped (If this link doesn’t work you can go to Pinterest.com and type comparative and superlatives Spanish class. You must have an account in Pinterest to access the resources.) https://www.tes.com/lessons/search?q=comparatives+and+superlatives+Spanish (You can go to Blendspace.com and type comparative and superlatives Spanish class in the lessons library section. You must have an account in Blendspace to access the resources)

AP Theme: Personal and Public Identities Research about the commonalities of the personality and physical traits of the people of a Latin American country (The teacher will assign you the country).Create a diagram to organize the information .Exchange your finding with a partner. Include pictures or audiovisual resources.

Presentational WL.K12.NH.4.1, 4.2, 4.4, 5.1, 5.4 WL.K12.IL.4.1, 4.2, 4.6, 5.1 I can describe people’s physical traits and personality after watching a picture/video I can express opinions of people’s personalities using comparisons on physical appearance and personality I can prepare a short play on difference of personalities using well-structure sentences in the dialogs I can write a biographical paragraph of someone influential in his/her life

WL.K12.IH.5.7 AP Theme: Beauty and Aesthetics Draw a self-portrait. Include details that represents you (Sports, music, art, academics, etc.)

Updated and revised by PLMT 6/7/2017 2.3 Emotions and

feelings Interpretive WL.K12.NH.1.1, 1.4, 2.1, 2.3 WL.K12.IL.1.1, 1.4 I can demonstrate understanding of vocabulary related to emotions and feelings I can discern people’s emotions through audiovisual resources

Review Adverbs: muy, más, menos, etc. Verb estar Vocabulary related to emotions and feelings: nervioso(a), tranquilo(a), enamorado(a), celoso(a), ,(in)seguro(a), confundido(a), enojado(a), (in)feliz/contento(a), sorprendido(a), emocionado(a), frustrado(a), triste, deprimido(a), decepcionado(a), ansioso(a), desesperado(a)/Impaciente, orgulloso(a), relajado(a), (in) cómodo, abrumado(a), ect. -Verb Estar (Expressing feelings) Estar + feeling Cansado, miedo, hambre, sed, sueño, dolor, malestar… -Verb tener: Tener + feeling -Superlatives: -ísimo(s), -ísima(s)

Give one take one: Give a card with emojies and the meaning of the emotion in Spanish. Make students walk around the classroom with an organizer looking for the meanings of the vocab words. The Wheel of emotions: http://wheeldecide.com/index.php?c1=Contento&c2=Furioso-a&c3=Triste-a&c4=Cansado-a&c5=Asustado-a&c6=Frustrado-a&c7=Nervioso-a&c8=Tranquilo-a&c9=aburrido&col=winter&t=Estados+de+%C3%A1nimo+y+sentimientos&time=5 Make students spin it and act out according to the emotion the wheel selects. Outside inside circles: In partners, students will do the Ask me how I feel today activity. Students will have a brief dialog about how they feel today. Make the inner or outer circle rotate as you prefer (i.e. Rotate five people counter-clock wise) Feelings bingo game: https://www.pinterest.com/pamdyson/feelings-bingo/ Create a meme: Students will create a meme. They will draw and make a sentence (s) related to their drawing (Emotions)

PPT Presentation on emotions and feelings: https://quizlet.com/99065431/estados-de-animo-y-sentimientos-flash-cards/ http://spanishwithmissh.weebly.com/powerpoint-presentations-spanish-ii.html https://www.youtube.com/watch?v=Rvou4AosPg4 Verb Estar: https://prezi.com/11c5k5aq7atw/expressing-feelings-with-estar-and-adjectives/ https://www.tes.com/lessons/search?q=verb+estar (You can go to Blendspace.com and type Verb Estar in the lessons library section You must have an account in Blendspace to access the resources) http://snrbrenna.pbworks.com/w/file/58093811/Estar%20and%20Feelings%20worksheet.doc https://www.scribd.com/doc/85862795/Mi-Diccionario-Visual-Los-Sentimientos?secret_password=7i7uu8rub4lyo17kor4#fullscreen https://www.teacherspayteachers.com/Product/Freebie-Estar-and-Emotions-Worksheet-554517

WL.K12.IL.2.3 AP Theme: Science and Technology (Health) Choose and complete one of the following questionnaires: Happiness test: http://www.cepvi.com/index.php/test/test-generales/test-de-felicidad-eres-una-persona-feliz Stress test: http://www.mis15minutos.com/autotest-estres-ansiedad-depresion-burnout-online/#eestal1 Share with a partner the test results. WL.K12.IL.1.4 AP Theme: Beauty and Aesthetics Watch the video “Vivir la vida” by Marc Anthony (or any other video related to emotions and feelings). In a group of 4, identify the emotions and feelings expressed in the video. Each group will act out emotions and feelings conveyed in each stanza/chorus. The rest of the class will say out loud the emotions and feelings portrait by the acting group.

Interpersonal WL.K12.NH. 3.1, 3.2, 3.3, 3.8 WL.K12.IL.3.1, 3.8 I can engage with a partner in a conversation about feeling and emotions

WL.K12.IL.3.3 AP Theme: Public and personal identities The teacher will assign you watch a video. Student #1: https://www.youtube.com/watch?v=zRRm1Kpx5zQ

Updated and revised by PLMT 6/7/2017

I can use expressions that respond to specific emotions and feelings I can describe a situation in which he/she express his feelings and/or emotions

Stations review: You might want to prepare 4 stations: Emotions vocab, verb estar, verb tener, and comparative and superlatives

Student #2: https://www.youtube.com/watch?v=d7p2Aah29k4 With a partner, compare the emotions presented in each video using a Venn Diagram.

Presentational WL.K12.NH. 4.1, 4.2, 4.3, 4.6, 5.2, 5.3 WL.K12.IL.4.5, 5.2 I can make a graphic representation that express how do you feel I can dramatize people’s emotions and feelings in specific situations I can write an emotional description of himself/herself, relative, or friend.

WL.K12.IM.5.1 AP Theme: AP Theme: Science and Technology (Health) In a group of 4 read the following article: http://www.efesalud.com/noticias/el-test-de-la-felicidad/ Using the content of the reading, create a survey about happiness. Present the data created by the survey in an infographic.

2.4 At Home Interpretive WL.K12.NH.1.1, 1.4, 1.5, 1.6, 2.1 WL.K12.IL.1.1, 1.2, 1.4, 1.5, 2.4 I can demonstrate understanding of a conversation and/or a written text about the interior and exterior of a house I can identify statements related to every day chores at home I can demonstrate understanding of directions

Review: Vocabulary related to parts of the house from Curriculum Map 3 Spanish 1 Expand on vocab related to parts of the house: el balcón, el jardín, el techo, el sótano, el pasillo, el armario, la despensa, La casa es de (madera, concreto, piedra, o ladrillo) Review

Listening activity: The teacher will create a story. In it, the teacher will include specific descriptions about the parts of the house. Students will answer questions related to the story. Random vocab words: The teacher will give students 5-6 random house related vocab words. They will write a paragraph using the words assigned. Airbnb advertisement format (See Airbnb.com): Create an ad of your bedroom using the

House Vocab: https://www.tes.com/lessons/UiOMj-uCx4yjhA/descubre-2-capitulo-3 (You must have a Blendspace account to access to these resources) Review from Spanish 1: https://prezi.com/zpacbocqplfk/el-vocabulario-de-la-casa/ https://quizlet.com/139136891/chapter-2-la-vivienda-flash-cards/ House vocab activities: https://lenguajeyotrasluces.wordpress.com/2014/12/07/la-casa/

WL.K12.IM.1.4 AP Theme: Science and Technology Watch the video “La Casa Inteligente” https://www.youtube.com/watch?v=9Y0eGfZTuy8 and read the article ¿Cómo construir una casa inteligente? http://www.pandasecurity.com/spain/mediacenter/tecnologia/como-construir-casa-inteligente/. After participating in a class discussion of the video, write a paragraph explaining your ideal smart house. The paragraph must have 10-15 sentences.

Updated and revised by PLMT 6/7/2017 and instructions related to do chores

Vocabulary and verbs related to the household chores from Curriculum Map 3 Spanish 1 -Present Continuous conjugation (Use house and chores to make oral/written sentences) En mi casa hay (no hay) que/(No) tengo que + household chores -Verb “Gustar” (me gusta…/No me gusta…

Airbnb.com format (private bedroom available). Partner with a classmate and have a conversation about the features of your bedroom. Try to persuade your “customer” to book your bedroom. Chores schedule: Students will create a schedule of the chores of the house. Give the students the option of draw their schedule in a “cellphone app” format. Twitter/Facebook post: In 140 words describe what shores you have to do and it you like them of hate them. Get your classmates into your post. Make them to make comments using the vocabulary related to the parts of the house and chores. Prepare a brochure of the services of your company: Imagine you own a company of cleaning houses. Create a brochure with the services your company provides. Sketch: Prepare a scene imitating your parents when they command you to do chores and their reaction after you get them done or not done.

Present Continuous: http://www.cadillac76.com/spanish/progressive.ppt. https://www.tes.com/lessons/search?q=present+progressive+Spanish(You can go to Blendspace.com and type present progressive Spanish in the lessons library section. You must have an account in Blendspace to access the resources) https://www.pinterest.com/search/pins/?q=present%20progressive%20spanish&rs=typed&0=present%7Ctyped&1=progressive%7Ctyped&2=spanish%7Ctyped&remove_refine=wida%7Ctyped

Interpersonal WL.K12.NH.3.1, 3.3 WL.K12.IL.3.1, 3.4 I can exchange detailed information about the interior and exterior of his/her house I can express opinions on what chores he/she like/dislike to do I can interview a classmate about the chores he/she does at home I can make a written comparison about what chores he/she and his/her classmate does

WL.K12.IL.3.1 WL.K12.IM.3.3 AP Theme: Families and Communities Watch the video “Mileniales y Vivienda” https://www.youtube.com/watch?v=iZ600474De0. Then read with a partner the article ¿Dónde aspiran a vivir los millennials en México? http://mba.americaeconomia.com/articulos/notas/donde-aspiran-vivir-los-millennials-en-mexico. Have a conversation with your partner using the following questions:

Where would you like to live? (City or Country)

Would you like to buy or rent?

What features would you like to have access to in your community?

Presentational WL.K12.NH.4.1, 5.1, 5.4, 5.7 WL.K12.IL.4.1, 4.5, 4.6, 5.7 I can create audiovisual ad of a house to be sell I can make a brochure of a company dedicated to do home chores

WL.K12.IH.4.6 AP Theme: Families and Communities Imagine that you are a realtor. Create a threefold brochure, Power Point Presentation or Prezi showing three different alternative of houses. Include description, prices, facts, features, community

Updated and revised by PLMT 6/7/2017

I can prepare a scene on daily chores using commands

amenities, nearby schools, and pictures.

2.5 Household Accessories, Furniture, and

Electronic Appliances

Interpretive WL.K12.NH.1.1, 1.3, 1.4, 2.1 WL.K12.IL.1.1, 1.3, 1.4, 2.3 I can demonstrate understanding of vocab words related to household accessories, furniture, and electronic appliances I can identify household objects and what part of the house they belong to through listening or a graphic depiction I can understand an oral/written ad selling household accessories, furniture or electronic appliances

Review prepositions Vocab Words related to household objects, furniture and appliances: La mesa, la silla, la lámpara, el cuadro, el florero, las cortinas, la mesa, el sillón, el sofa, el centro de entretenimiento, el equipo de música, el aire acondicionado, el juego de cuarto, la cama, la mesita de noche, la cómoda, el librero, la lavadora, la secadora, la plancha, el refrigerador, el microondas, la estufa, el horno, el fregadero, los gabinetes… Review: Colors, sizes, materials (de tela, de cuero, de madera, de metal, de acero inoxidable, etc.) -Direct Object -Indirect Object

Crosswords: In groups of 3-4, students will create a crossword with the vocab words. They will include the concepts and the horizontal and vertical clues. They will exchange crosswords with other groups and will answer it. Home Décor design: The teacher will assign students a part of a house and students will design the interior of the room assigned. The student will label the furniture, appliances and/or electronic appliances included in the design. Poll: Make students to create a poll of those appliances they use the most and the least. Publish the results in the class. You might want to use websites such as Polleverywhere.com or Surveymonkey.com Appliances catalog: Students will create an appliances catalog. They will include price and a brief description of the product Role play-garage sale: Students will dramatize a garage sale of furniture or

Vocab related to furniture and household accessories: https://quizlet.com/108471695/muebles-y-accesorios-para-la-casa-spanish-ud-2-des2-flash-cards/ Electronic Appliances: https://quizlet.com/33796428/l3-la-mesa-y-los-electrodomesticos-flash-cards/ Direct object pronouns: https://www.youtube.com/watch?v=zcjGv4aiHoU https://www.youtube.com/watch?v=4utg8FNLPXw https://www.tes.com/lessons/UKPESJ0lchT92w/object-pronouns (You must have a Blendspace Account in order to access to these resources). Indirect object pronouns: https://www.youtube.com/watch?v=PWilradvu6s https://www.youtube.com/watch?v=xpNIPt5gDzg https://www.pinterest.com/search/pins/?rs=ac&len=2&q=indirect%20object%20pronouns%20spanish&etslf=7995&eq=indirect%20objec&0=indirect%7Cautocomplete%7C0&1=object%7Cautocomplete%7C0&2=

WL.K12.IM.1.2 AP Theme: Global Issues and Challenges Read the page two of the e-brochure “Reciclaje de equipos eléctrónicos ” http://www.ads.pr.gov/files/2013/08/Hoja-Informativa-Simple-Reciclaje-Electronico.pdf. Create a radio ad (30 seconds) in which you foster public awareness on how to recycle electronic appliances.

Interpersonal WL.K12.NH.3.1, 3.3 WL.K12.IL.3.1 I can talk about where are located some household accessories, furniture, and electronic appliances and what is their functions I can talk about how his//her house organized and decorated I can engage in a conversation about what accessories, furniture and

WL.K12.IM.3.3 AP Theme: Science and Technology Imagine that you bought an electronic appliance/device online. The company of the product you purchased is asking you to create a review for other customers to read and to respond some of the questions other customers might have (these will be provided by the teacher. A webpage thread format should be facilitated by the teacher). Express your

Updated and revised by PLMT 6/7/2017 appliances you have at home I can make questions and provide answers about what household accessories, furniture and electronic appliances a classmate like/dislike

electronic appliances. The teacher will give students the guidelines of what the script should include.

pronouns%7Cautocomplete%7C0&3=spanish%7Cautocomplete%7C0

opinions about the features, quality, price, etc.

Presentational WL.K12.NH.4.1, 4.2, 4.6, 5.1 WL.K12.IL.4.1, 4.2, 4.3, 5.1 5.5, 5.6 I can write a brief paragraph describing your home decoration, furniture, and electronic appliances I can create a digital/printed catalog selling a household accessory, furniture, and/or an electric appliance I can make a poll of what are some of the most common household accessories, furniture, and appliances the classmates have at home

WL.K12.IM.4.1 AP Theme: Science and Technology Using technology (video, PPT, Powtoons), create a presentation of your ideal house of the future. Make sure you use vocab related to furniture and appliances. You need to explain what necessary changes should be made in order to prepare our lives for the future.

2.6 The Neighborhood

City

Interpretive WL.K12.NH.1.1, 1.2, 1.6, 2.3 WL.K12.IL.1.1, 1.6, 2.1, 2.4 I can demonstrate understanding of a vocab used in a conversation related to places in the neighborhood/city

Words related to neighborhood places: la farmacia, la estación de correo, la escuela, la iglesia, la estación de gasolina, el parque, el café, el centro comercial, la tienda, el cine, el banco, la biblioteca, el supermercado, la

Drawing a map: Students will draw a map of their neighborhood/city and will label the places using vocab words. You might want make your students write sentences using prepositions. Tourist Guide for a day: The teacher will create a map of the city using the school. In

Vocab related to neighborhood: https://quizlet.com/110415835/el-barrio-flash-cards/ https://www.pinterest.com/search/pins/?q=Spanish%20class%20La%20ciudad&rs=typed&0=Spanish%7Ctyped&1=class%7Ctyped&2=La%7Ctyped&3=ciudad%7Ctyped (If this link doesn’t work you can go to Pinterest.com and type Spanish

WL.K12.IM.1.6, WL.K12.IM.2.3. AP: Theme Contemporary Life Find a calendar of cultural events in the local newspaper. Pick an activity and explain why would you like to attend and how you can get there.

Updated and revised by PLMT 6/7/2017 I can read a map of a neighborhood I can demonstrate understanding of directions to get to a specific place in a neighborhood/city I can demonstrate understanding of vocab related to running errands

plaza, la calle, la avenida, la esquina, el banco, la fuente, el monumento, la estación del bus/tren, el aeropuerto, carro, tren, bus, avión, etc. Phrases related to directions: ¿Dónde queda…? ¿Cómo se llega…? Dobla a la…, sigue derecho, ect. Review: Demonstrative adjectives

partners, the students will role play showing “the city” as they were tourist guides. How can I get to…: In partners, students will engage in a conversation using directions to get to places. To do list note (Running errands): Students will write a To Do List to a partner. They should write a list of errands and specify action, place and time. My favorite place in my hometown: Students will write an email to a foreign exchange student describing the city they live in. They should include what they like the most and the least from their city.

class La Ciudad. You must have an account in Pinterest to access the resources.) https://spanish2porter.wikispaces.com/La+Ciudad https://www.youtube.com/watch?v=O1uh3OOko2I https://www.tes.com/lessons/KG4vgc9DQ5EJ5A/los-lugares (You must have a Blendspace Account in order to access to these resources). Demonstrative adjectives: http://www.spanishdict.com/topics/show/90 https://www.tes.com/lessons/search?q=Demonstrative+adjectives+Spanish(You must have a Blendspace Account in order to access to these resources).

Interpersonal WL.K12.NH.3.1, 3.3, 3.4, 3.5, 3.7 WL.K12.IL.3.1 I can initiate a conversation describing his/her neighborhood/city I can talk about what places he/she likes to go and what he/she likes to do in his/her neighborhood/city I can ask and provide directions for a specific place in his/her neighborhood/city I can send an email about usual errands he/she run in his/her neighborhood/city

WL.K12.IM.3.4 AP Theme: Families and Communities Research about heroes/heroines in your community. Have a conversation with a classmate about the life and contributions of the community leader you choose. Explain to your partner why did you select that hero. Create at least 2 questions to ask to your partner about his/her community leader.

Presentational WL.K12.NH.4.1, 4.2, 5.3, 5.6 WL.K12.IL.4.1, 4.2, 4.3, 5.1, 5.4 I can draw a map of his/her neighborhood/city and explain it

WL.K12.IM.4.2, WL.K12.IH.5.1 AP Theme: Global Issues and Challenges Identify an important issue or sustainability challenge in your community. Imagine that you are a community leader and create a campaign (Awareness ad, brochure,

Updated and revised by PLMT 6/7/2017

I can write a text comparing his/her neighborhood/city with another I can make an oral presentation of the places he/she like and dislike from the neighborhood/city

newspaper article, presentation) to create awareness about the challenge/issue. Provide some solutions that would help to overcome or solve the challenge/issue identified.

Making Language Practical through Culture

Research: WL.K12.NH.7.2 WL.K12.IL.6.1, 6.2, 8.3 Hispanic family in America: In groups of 3-4. Read the following report: The Hispanic Family: A Picture of America’s Future Today. Identify what are the most important topics concerning the Latin American families. Write a brief essay about the issues that Hispanic families face in the United States and what the government or the communities can do about it. Provide solutions. http://www.hispanicfamily.org/wp-content/uploads/2012/09/NAHF_DataSource_Final.pdf WL.K12.NH.6.1, 6.2, 8.1, 8.3 WL.K12.IL.6.1, 8.3 Cultural perspectives about stress: Read the following research publication http://www.apa.org/news/press/releases/2006/10/hispanic-health.aspx. Provide a brief summary of the most important facts of the study. Try to find information that can help you to compare the finding of stress (factors) in Hispanics with your own culture.

Culture Appreciation: WL.K12.NH.6.3, 6.4 WL.K12.IL.6.2, 6.4, 7.2, 8.3 Oral presentation about an important historic site: Choose an important place or architectural icon from the Latin American Culture and create a presentation (Use pictures). Explain why the historic or iconic place should be visited. WL.K12.IL.6.2,6.3, 6.4 Travel agency: Imagine you are the owner of a traveling website. Create a brochure of famous places tourist should visit.

Cultural Interactions: WL.K12.NH.6.1, 6.3, 6.4, 7.2, 9.1 WL.K12.IL.6.2, 6.4, 7.2, 9.1 Latinos in your place: Make a map of the places in which the Latino community is predominant in your neighborhood city. Include the Latin markets and/or the places Latinos visit consistently. Try to find why Latinos go so frequently to those places.

Updated and revised by PLMT 6/7/2017

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