Collierville Schools Standard Spanish 2 Scope and Sequence 4th Quarter Pacing Standards Learning Targets Supporting Text(s) Assessment Description(s) Weeks 1 – 3 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics. 1.3 Present information, concepts, and ideas to audience of listeners or readers on a variety of topics. 2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2 Demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and one’s own. 4.2 Recognize that cultures use different patterns of interaction and apply this knowledge to one’s own culture. I can use verbal and written exchanges to express opinions about foods, flavors and food preparation. I can give and follow oral and written directions for cooking. I can describe assorted foods and flavors. I can develop familiarity with Spanish historical moments and figures. I can use the language being studied to comprehend and express ideas about aspects of the culture being studied and compare them to the learner’s daily experience in areas like food. I can form bases for understanding relationships between Spanish historical concepts and contemporary issues. I can experience (read, listen to, observe, perform) expressive products of the Spain (e.g., literature, music, film and art). I can use acquired information about Spain as it relates to the Textbook and textbook ancillaries Vocabulary Quizzes 1.1 34% 1.2 33% 1.3 33% Grammmar Quizzes 4.1 100% Students will take a unit test based upon the following breakdown of standards: 1.1 19% 1.2 19% 1.3 19% 2.1 2.5% 2.2 2.5% 4.1 19% 4.2 19 % Projects 5.1 50% 5.2 50%
5.1 Use the language both within and beyond the school setting. 5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. target language classes in order to compare and contrast music, food and history. I can expand knowledge of verbs to include formal commands. I can suffixes to root words like –ísimo to add emphasis to adjectives. I can develop usage of accurate grammatical practices with formal commands and pronoun placement with commands. I can observe customs of different regions and countries such as tapas in Spain. I can compare and contrast town center or popular meeting places for people in Spain, Collierville and Memphis. I can locate examples of ads, etc. in the target language using the Internet, magazines, etc. I can find various sources in the target language to obtain information on current events and information of personal interest in regards to Spain. 3 – 6 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Understand and interpret both written and spoken forms of the I can use appropriate vocabulary to order in a restaurant. I can use vocabulary for restaurant dishes and ordering in a restaurant. Textbook and textbook ancillaries Quiz over chapter vocabulary 1.1 34% 1.2 33% 1.3 33%
target language on a variety of topics. 1.3 Present information, concepts, and ideas to audience of listeners or readers on a variety of topics. 2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2 Demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and one’s own. 4.2 Recognize that cultures use different patterns of interaction and apply this knowledge to one’s own culture. 5.1 Use the language both within and beyond the school setting. 5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. I can use appropriate vocabulary, gestures, and oral expressions for ordering in a restaurant. I can experience observeexpressive products of the cultures being studied such as María Blanchard’s artwork. I can implement appropriate sentence structure and paragraph construction using affirmative/negative words and double object pronouns. I can develop usage of accurate grammatical practices with affirmative/negative words and double object pronouns. I can observe customs of different regions and countries in of meal times. Grammar Quizzes 4.1 100% Students will take a unit test based upon the following breakdown of standards: 1.1 19% 1.2 19% 1.3 19% 2.1 2.5% 2.2 2.5% 4.1 19% 4.2 19 % 7 – 9 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Understand and interpret both written and spoken of the target language on a variety of topics. 1.3 Present information, concepts, and ideas to audience of listeners or readers on a variety of topics. I can use verbal and written exchanges to express opinions about movies and moviemaking. I can use appropriate vocabulary for movies and making movies. I can describe movies and how they make me feel. Textbook and textbook ancillaries Vocabulary Quizzes 1.1 34% 1.2 33% 1.3 33% Grammmar Quizzes 4.1 100% Students will take a unit test based upon the
2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2 Demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and one’s own. 4.2 Recognize that cultures use different patterns of interaction and apply this knowledge to one’s own culture. 5.1 Use the language both within and beyond the school setting. 5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. I can use the language being studied to comprehend and express ideas about aspects of the culture being studied and compare them to the learner’s daily experience in areas like school and family, etc. I can experience observe expressive products of the cultures being studied with chichano artwork and murals by Los Four in Los Angeles. I can develop of accurate grammatical practices with informal and negative informal commands. I can focus on similarities and differences of core chicano beliefs. I can compare music, art, and other tangible products from chicano culture. following breakdown of standards: 1.1 19% 1.2 19% 1.3 19% 2.1 2.5% 2.2 2.5% 4.1 19% 4.2 19 % Projects 5.1 50% 5.2 50%