CCUURRRRIICCUULLUUMM FFOORR … · ... ¡Avancemos! 2 ... – Unidad 1 - Lecciόn 1 y 2 Target Course/Grade Level: Grades 9-11 Unit Summary: ... Direct and indirect object pronouns

CCUURRRRIICCUULLUUMM

FFOORR

HHOONNOORRSS SSPPAANNIISSHH IIII

GGRRAADDEESS 99--1122

This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.

ACKNOWLEDGMENTS

John Perillo, Program Supervisor of Special Subject Areas

The Board acknowledges the following who contributed to the preparation of this curriculum.

Susana Monteiro

Christine H. Salcito, Assistant Superintendent

Subject/Course Title: Date of Board Adoptions:

Honors Spanish II Revised September 19, 2016

Grades 9-12

RAHWAY PUBLIC SCHOOLS CURRICULUM

UNIT OVERVIEW

Content Area: World Languages: Honors Spanish II

Unit Title: Mis amigos y yo (My friends and I) Leccin Preliminar

Target Course/Grade Level: Grades 9-11

Unit Summary: In this Unit, students will review important grammar and vocabulary learned in Spanish I. From a cultural

standpoint, students will focus on the Hispanic population in Florida.

Approximate Length of Unit: Approximately 2 weeks

Primary interdisciplinary connections: Language Arts, World Cultures, Mathematics, Geography

LEARNING TARGETS

Standards:

Standard 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 studies with their own, and participate in home and global communities.

CPI#:

7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized,

unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources

related to targeted themes.

7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate

physical response.

7.1.NH.A.3 Recognize some common gestures and cultural practices associated with the target cultures.

7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions.

7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.

7.1 NH.A.6 Identify the main idea and other significant ideas in reading from age and level appropriate, culturally authentic

materials.

7.1 NH.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age and level

appropriate classroom and cultural activities.

7.1 NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas.

7.1 NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary orally or

in writing.

Standard 9.1.12 21st-Century Life & Career Skills:

All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully

as both global citizens and workers in diverse ethnic and organizational cultures.

CPI#:

9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context.

9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning

experiences.

Unit Understandings

Students will

Understand the influence of Cuban artists in Miami.

Express what people like and dont like.

Identify and describe people. Describe how people feel.

Unit Essential Questions

What is the influence of the Cuban community in Florida?

How can artists participate in community events where you live?

Knowledge and Skills

Students will know

Vocabulary: people, appearances, qualities, activities, locations, descriptions, food.

Definite and indefinite articles.

Subject pronouns.

Adjectives.

Art in La Calle Ocho.

Students will be able to

Use the verb gustar.

State where people go using the verb ir.

Explain what people do.

Conjugate regular and stem-changing present-tense verbs.

EVIDENCE OF LEARNING

Assessment

What evidence will be collected and deemed acceptable to show that students truly understand?

Teacher made tests

Teacher made quizzes

Dictations

Oral presentations

Essays

Learning Activities

What differentiated learning experiences and instruction will enable all students to achieve the desired results?

When reviewing definite articles, have students write each article on an index card or piece of paper. Call out a noun as you write it on the board (chicas). Students need to raise the card or paper with the corresponding article while saying it along

with the noun (las chicas).

Play the fly swatter game to practice the verb ser. Divide the class in two teams, each team standing in line in front of a board with the verb forms written on it. The two students in front of the lines are each given a fly swatter, and when you call

out a subject pronoun (yo), the first student that swats the correct verb form (soy) wins a point for the team. Both students

sit down and the game continues until all students are seated. The team with the most points wins.

Ask students to analyze the similarities and differences between adjectives in English and Spanish using a Venn diagram. In the English circle, students should write the fact that adjectives have only one form and that they appear before a noun. In

the Spanish circle, students should write the fact that adjectives have different endings depending on the gender and number

of the noun they describe, and that the adjectives generally appear before the noun. In the overlapping area students should

write the fact that adjectives describe nouns.

Provide practice and review of adjective-noun agreement by changing sentences from masculine to feminine or from singular to plural. (El chico es dominicano. La chica es dominicana.) (La maestra es baja. Las maestras son

bajas.)

When reviewing the verb tener on index cards or pieces of paper. Then call out a name (Manuel y yo) and have students hold up the correct verb form (tenemos) and say it out loud. Continue until the class is almost error-free.

Have the class sit in a large circle or in smaller group circles. One student says a short sentence with me gusta. (Me gusta el helado). The student to his or her right repeats the sentence and adds another thing. (Me gustan el pescado y la

televisin.) Students continue repeating and adding to what has been said until everyone has spoken. If a student forgets an

item, he or she must ask the appropriate student: Qu te gusta?

Have students stand up and act out the actions you name: jugar al ftbol, escuchar msica, escribir, leer libros cmicos,

estudiar, mirar la televisin.

Have students make four sets of strips of paper, each set using a different color paper. Write A m, A ti, A Raquel, A nosotros, A mis hermanos on the first set; me, te, le, nos, les on the second set; gusta and gustan on the third set; and la

pizza, los libros, las manzanas, comer on the fourth set. Have students form as many sentence variations as they can.

Ask students to write how they feel during the course of a given day. Encourage them to express their feelings in a poem.

Distribute magazines that are age and content appropriate and have many pictures of people. Have students work in pairs to describe how the people in the pictures feel. They should discuss when they also feel that way. (El seor Acevedo est

muy cansado. Yo estoy cansada cuando estudio mucho.)

Encourage students to create their own rhymes or chants to help them remember the present-tense verb endings. Ask them to share their chants with the rest of the class. If they wish, they can bring music to class for accompaniment.

RESOURCES

Teacher Resources:

Textbook: Avancemos! 2

Workbook: Avancemos! 2

Rhyme grammar book

Powerpoints on vocabulary and grammar

Videos from my.hrw.com

Games, quizzes, and flashcards from www.classzone.com

Music

Internet

www.classzone.com

Equipment Needed:

Computer with Internet access

Projector


UNIT OVERVIEW


Unit Title: A conocer nuevos lugares (Meeting new places) Unidad 1 - Leccin 1 y 2


Unit Summary: In this Unit, students will be able to discuss travel preparations and talk about things they do at an airport.

Students will also be able to ask for information on how to get around town while on vacation. In lesson 2 of this unit the preterit is

introduced and students will be able to begin speaking about the past and what they did on vacation. From a cultural standpoint,

students will focus on Costa Rica and its natural parks.

Approximate Length of Unit: Approximately 4 weeks (2 weeks per lesson)

Primary interdisciplinary connections: Language Arts, World Cultures, Mathematics, Geography, Music

LEARNING TARGETS

Standards:






CPI#:





physical response.





materials.





in writing.




CPI#:



experiences.

Unit Understandings

Students will

Discuss travel preparations.

Identify places around town.

Use interrogative words to ask for information.

Explain what was done in the past.


How does art reflect life and values of a country?

Why should a country preserve its nature?

What relationship do the geography and climate of a country have with its traditional plates?


Students will know

Vocabulary: items needed to travel, travel preparations, locations around town, airport, vacation activities, vacation lodgings, gifts and souvenirs.

Direct and indirect object pronouns.

Adrin Gmez and Jeannette Carballos artwork.

Natural parks in Costa Rica and Chile.


Use definite and indefinite articles.

Say where they go around town using personal a.

Talk about things that are done at an airport.

Ask how to get around town.

Use prepositions of location.

Conjugate ar and irregular verbs in the preterit.

Inform others of where they went and what they did.

Buy gifts and souvenirs.


Assessment


Teacher made tests


Dictations

Oral presentations

Essays

Learning Activities


In pairs, have each student draw five items they would pack to take on a trip. When they finish, have them exchange drawings. Students will take turns asking Qu pones en tu maleta? and respond by using the other persons drawing.

When introducing travel vocabulary, organize it into four categories using a chart: En la agenica / En la casa / Antes del vuelo en el aeropuerto / Despus del vuelo en el aeropuerto. This will help students memorize the vocabulary in parts.

Divide students into groups of three and have them choose areas in Costa Rica they would like to visit. Then have them role-play a couple visiting a travel agency and arranging an itinerary for the trip. They should discuss the order of their

plans.

Write 10 sets of sentences on the board in order to explain direct object pronouns. Have students identify the direct object noun in the first sentence of each set. Ask them whether the noun is plural or singular and masculine or feminine. Then ask

them what direct object pronoun they would use to replace that noun. Have students work in pairs to complete the other

sentences. (Hablo en espaol con mis padres. Ellos me entienden muy bien.)

Have students write 5-6 sentences describing what they did on a recent trip, using direct object pronouns, but the sentences should not be in chronological order. Ask them to exchange papers and put each others sentences in order and read them

aloud to each other.

Create a 4 column chart on the board, Subject Action What? To/For whom? and write a sample sentence underneath, Ana da un regalo a su amiga. Restate the sentence using the indirect object pronoun: Le da un regalo.

Continue writing sentences with other verbs (dar, comprar, mandar, escribir).

List the following words on the board: el ascensor, la llave, la habitacin doble, tomar fotos, dar una caminata, montar a caballo, pescar, pagar con dinero en efectivo. Call on volunteers to act out a randomly chosen word or phrase and have

the rest of the class guess it.

Make a list of 10 incomplete questions on the board. Ask students to complete the questions with the correct interrogative words. Remind them to use accents correctly and that some interrogative words have masculine, feminine, and plural forms.

Give students a list of ten regular ar verbs. Instruct them to conjugate the verbs in the preterit tense. Then ask students to use a few of the conjugated verbs in complete sentences. Remind them to use accents when necessary.

Instruct students to write an e-mail to a friend about things they did last summer. The letter should include at least five activities in the preterit tense. Invite volunteers to read their e-mails to the class.

Write simple sentences that contain ir, ser, hacer, ver and dar in the preterit. Write one sentence at a time on the board and ask students to identify the verb in its infinitive and explain its meaning in English.

Ask multiple questions using ir, ser, hacer, ver and dar in the preterit. Ask personal questions that focus on one verb at a time. For example: Qu hiciste ayer?

Have students write a journal entry about what they did the past week. The entry should include ir, ser, hacer, ver, dar, and five regular ar verbs in the preterit tense. Encourage students to include insights or reflections about things that have

happened in their lives. Assist them if they have difficulty expressing themselves.

Have students create a poster for a travel agency that advertises trips to Costa Rica. Posters should include colorful illustrations and informative captions for each of the adventure activities.

Instruct students to research a national park in Costa Rica and create a visual essay about the park. Students may use images from the Internet, magazines, or do their own drawings to illustrate unique aspects of the park. Have them present their

essays to the class.

RESOURCES

Teacher Resources:



Rhyme grammar book




Music

Internet

www.classzone.com

Equipment Needed:


Projector


UNIT OVERVIEW


Unit Title: Somos saludables! (We are healthy!) Unidad 2 - Leccin 1 y 2


Unit Summary: In this Unit, students will be able to have conversations about sporting events and athletes and discuss ways to

stay healthy. Students will also be able to point out specific people and things. While discussing their daily routine, they will be able

to retell events from the past and the present. From a cultural standpoint, students will focus on culture from Argentina and the

World Cup.



LEARNING TARGETS

Standards:






CPI#:





physical response.





materials.





in writing.




CPI#:



experiences.

Unit Understandings

Students will

Discuss ways to stay healthy.

Express their feelings for specific sports.

Discuss their daily routine.

State what people are doing or intend to do.


How do comic strips represent culture of a country?

How does an artist use abstract art to communicate?

What are popular sports or activities in your community?


Students will know

Vocabulary: sporting events, sports competitions, sports equipment, ways to stay healthy, describing athletes, emotions, daily routines, parts of the body, personal care items.

Demonstrative adjectives and pronouns.

Sports and Argentinean culture in the art of Antonio Berni.

Abstract art and comic strips.

The history of the World Cup.

Daily and athletic routines in Argentina and Colombia.


Talk about sporting events and athletes.

Point out specific people and things.

Retell events from the past.

Conjugate er and ir verbs in the preterit.

Conjugate reflexive verbs.

Use the present progressive.

Form adverbs with mente.

Clarify the sequence of events.


Assessment


Teacher made tests


Dictations

Oral presentations

Essays

Learning Activities


Have pairs discuss their preferred form of physical activity of sport and say why they like it, how often they do it, and for how long they have been practicing it. Ask them to include details. (Me gusta jugar al ftbol. Lo juego todos los das con

mis amigos en el parque. )

Ask students to think about what they do regularly and whether or not they have healthy habits. Have them list foods they have eaten and any activities they have done (daily chores, pastimes, sports, etc.) over the past two days. Then have them

group the foods and activities into those that contribute to a healthy lifestyle and those that do not.

Have students create a poster with visual images and written information about the topic Mantenerse en forma. Have them present this poster to the class and briefly review the key concepts featured on the poster.

When explaining adverbs, have a student model the many ways to kick an imaginary soccer ball as you prompt him or her with the following adverbs: perezosamente, rpidamente, alegremente. Have the student say how he or she is kicking the

ball (Lo hago rpidamente). Repeat with students modeling and describing a different activity, such as eating.

Ask students to think of three things they have done over the past week. List the days of the week and regular er and ir verbs that describe daily activities (comer, beber, corer, recibir, escribir, vender) to prompt their thinking. Have them say

what they did on a given day repeating the preterit yo form with each verb. (Yo com una hamburguesa el lunes. Yo corr

el jueves.)

Have students write down as many sentences as they can to describe things that have happened since the beginning of the day. Ask them to include the time at which they did or completed the activity. Set a time limit of 5 minutes. Once time is up,

have students share their sequence of events.

Label objects in the classroom and have students sit on one area of the classroom. Explain how objects are close to, a bit farther away, and very far away from them. Have students label each object with the correct demonstrative adjective and

pronoun.

Display three paintings or drawings in different parts of the classroom. Have students pretend they are art critics who must critique each piece of art, using the terms esta pintura, esa pintura, and aquella pintura. Ask students to study each piece

and then comment on it using as may descriptive words as they can.

Have students draw a basic picture of a boy or a girl. Review vocabulary they already know for different parts of the body and ask students to label them in the picture. Give students names of body parts they did not mention and finish labeling

them.

Divide the class into two to three teams. Call out a brand name of personal care products, like el jabn. The first team to call out a category gets a point. Repeat, varying the categories. Some items you may include are la pasta de dientes, la

crema de afeitar, el champ, el maquillaje, el desodorante.

Create a table on the board with the following four headings: Por la maana, Por la noche, Maana y noche, No lo hago. Name routines such as maquillarme, acostarme, cepillarme los dientes, and ask students to categorize each activity and

write it under the appropriate heading.

Have students create a collage by cutting out at least four magazine ads that show personal care activities and gluing or taping them to construction paper. They must then add Spanish captions using reflexive verbs.

Divide the class into two groups. Give one group colored slips of paper on which to write a personal care verb in its non-reflexive form (afeitar, baar, etc.). Give the other group white slips on which to write a reflexive pronoun (me, te, etc.).

Have students partner up to put two different slips together and make up a sentence using the reflexive verb.

Present this word problem to the class. Arturo se levanta a las seis y se entrena por dos horas y media. Despus se baa por quince minutos. Luego, se peina y se afeita en quince minutos. Por fin, se pone el desodorante y se viste en diez

minutos. Qu hora es? (Answer: Son las nueve y diez.) After solving the problem, have students write similar word

problems and exchange them with a partner.

Help students make a flow chart to summarize the steps for forming the present progressive. Number and name the key steps: 1. Find the subject; 2. Choose the correct form of estar; 3. Decide if the action verb ending is ar, -er, -ir; 4. Replace

it with either ando or iendo.Review stem changes and spelling changes as needed.

Have each student think of a place or an activity they enjoy doing. Then have them draw a picture of the place/activity. As they complete their illustrations, have then write a caption stating what is happening, using the present progressive.

Divide the class into teams of four to five people. Hold up a picture of a person, people, or animal, and give the groups three minutes to record as many present progressive statements as possible about what the person is doing in the picture. Give a

point for each different verb used correctly in the present progressive.

Have students keep a journal for three days, in which they record their activities at three distinct points during each day. Each entry (a total of nine) should include the date and time, and a description of what the student is doing, using the

present progressive.

RESOURCES

Teacher Resources:



Rhyme grammar book




Music

Internet

www.classzone.com

Equipment Needed:


Projector


UNIT OVERVIEW


Unit Title: Vamos de compras! (Lets go shopping!) Unidad 3 - Leccin 1 y 2


Unit Summary: In this Unit, students will have short conversations about clothing and personal needs. They will also talk about

items at a marketplace and express opinions about what they are buying. Students will also be able to describe past activities and

events and express themselves courteously. From a cultural standpoint, students will focus on Puerto Rico.



LEARNING TARGETS

Standards:






CPI#:





physical response.





materials.





in writing.




CPI#:



experiences.

Unit Understandings

Students will

Express personal needs.

Express opinions.

Describe past activities and events.

Discuss the Tainos and Puerto Rican history.


What do popular locations express about a culture?

What aspects of culture are represented in celebrations and festivals?


Students will know

Vocabulary: clothing and accessories, clothing fit and fashion, where you shop, items at a market, expressions of courtesy.

The art of Jos Campeche and Obed Gmez.

Shopping centers in Puerto Rico and Peru.

Los vejigantes and traditional masks.

Traditional handicrafts of Puerto Rico and Panama.


Speak about clothing and personal needs.

Explain whom things are for using pronouns after prepositions.

Ask for and talk about items at a marketplace.

Conjugate irregular yo verbs in the present tense.

Conjugate irregular verbs and ir stem-changing verbs in the preterit tense.

Express themselves courteously.


Assessment


Teacher made tests


Dictations

Oral presentations

Essays

Learning Activities


Have students in pairs create a simple T.V. ad in Spanish for their favorite store or brand of clothing. They should invent a jingle and promotional copy, as well as include visuals to appeal to a particular clientele. Have students present their

commercials in class.

Bring old department-store flyers to class and distribute them to pairs of students. Instruct them to cut out pictures of clothing items covered in the lesson vocabulary and then paste them on index cards. On the reverse side, they will write the

vocabulary words. Then have them practice in pairs with the flashcards.

Teach students to connect some of the Spanish vocabulary to words they already know in English. For example de rayas can be compared to the English word rays, which are associated with lines. Encourage students to make similar connections

with other vocabulary words.

Hold a fashion show in class. Ask students to wear interesting clothing for the event. They should be sure they know the vocabulary to describe the clothing they are wearing. In pairs, students describe the clothing to help their partner prepare to

announce as they parade down the catwalk.

Ask students yes/no questions to reinforce clothing vocabulary. Point to each item that you ask about to help them associate the sound of the word and the item. Encourage students to answer in complete sentences. For example, pointing to a

students blue shirt, you should ask: Llevas una camisa roja? The student should respond: No, no llevo una camisa roja.

Llevo una camisa azul.

Put pictures of a variety of specialty stores on the board. Bring a box of items appropriate to the shops you use to class. Have students select an item from the box, identify it, and then say where the item can be purchased while putting the item

on the floor in front of the appropriate store.

Divide students into pairs. Give each pair a set of cards with the verbs gustar, encantar, interesar, importar, quedar. Students then make a sentence about clothes or fashion, using the verb on the card and compare opinions. Example: Student

A No me interesa la ropa de moda. Student B A m me encanta la ropa de moda.

Divide students into pairs. Have them list the clothing items each is wearing item by item, each partner should make a sentence about what the other is wearing using gustar, encantar, quedar. They can write the sentences first and then say

them to their partner for extra practice. (Me encantan tus zapatos. No me gusta tu camisa.)

Ask students yes/no questions using verbs they know with irregular and regular yo forms. Require a complete answer with the yo form of the verb. (-Vienes a clase de espaol los sbados? No, no vengo a la clase de espaol los sbados.)

Help students with irregular verb forms by breaking conjugations into component parts and building them up again. Provide examples on the board and then have them make assembly lines with index cards or sticky notes. (traer = TRA+ER; t

TRA+ES = TRAES; yo TRA+IGO = TRAIGO)

Walk around the room, modeling and then eliciting prepositional pronouns. For example, point to a student and a book and ask Este libro es para ti? The student must respond by pointing to himself or herself Es para m!

Have students research the Plaza las Amricas on the Internet and try to determine how many different stores are available. Students should then try to create categories for the different stores. In addition, ask students to create a pie chart showing

fraction/percent of store type in the Plaza, using all Spanish.

Have students make their own clothing ads for a large department store. They should include clothing items and accessories they would want to buy or think would sell well. They can make posters with illustrations or photos that they cut out of

magazines. Have them present their ads to the class.

Show the class pictures of what the Tainos and Spanish wore when Christopher Columbus arrived in Puerto Rico. Ask them to think about the things they wear today. Which articles of clothing are functional, which are for decoration, and which are

a combination of both? Have them write a brief essay expressing their opinions about clothes today, drawing comparisons to

the dress of the Spanish and the Tainos.

Have students research historic areas in Puerto Rico and create a visitor brochure for an area or building. They should include photos, a brief history, and pertinent visitor information. Ask them to present their brochures to the class.

Set up a small market in your classroom. Have students in pairs browse the items in the market. They should ask each other questions about at least five objects displayed. For example, - A ti te gusta esta cermica? S, me encanta esta

cermica.

When explaining how to describe how long something has been going on, divide the class into three groups. Distribute three cards: one with the name of an object, one with the name of a person in class, and one with time periods. Write the word

Hace on the board and invite a member of each group to come to the front and organize themselves and their cards into a

logical order to the side of the word Hace. For example, Hace ocho aos que Enrique vive en su casa.

Bring in photos of different activities. As you display each one, say how long its been since you did the activity. Have students repeat the process with their own responses. Write Hace _________ que on the board. Ask volunteers to

complete the sentence by writing an activity.

Have students make sentences with each of the five irregular preterites (estar, poder, poner, saber, tener)to say something about themselves in the past. They should share their sentences with the class. (Yo estuve en Puerto Rico el verano

pasado)

Conduct a conjugation bee with the preterit stem-changing verbs. Give players two colors of chalk or markers. When they spell an irregular conjugation, they should use the second color to spell the part of the word that contains the irregular

change. For example, in the word pidi they would highlight the first i.

Have students in pairs prepare an oral presentation on a craft item from a Spanish-speaking country. They should include photos or actual examples of the item, its origin, history of production, material content, meaning(s), and use(s). Ask

students to say what they think the item reveals about the culture that produced it.

RESOURCES

Teacher Resources:



Rhyme grammar book




Music

Internet

www.classzone.com

Equipment Needed:


Projector


UNIT OVERVIEW


Unit Title: Cultura Antigua, ciudad moderna (Antique culture, modern city) Unidad 4 - Leccin 1 y 2


Unit Summary: In this Unit, students will be able to narrate past events and describe continuing activities in the past. They will also

describe people, places, and things, while concentrating on early civilizations. From a cultural standpoint, students will focus on

Mexico and legends from indigenous cultures.


Primary interdisciplinary connections: Language Arts, World Cultures, Mathematics, Geography, Music.

LEARNING TARGETS

Standards:






CPI#:





physical response.





materials.





in writing.




CPI#:



experiences.

Unit Understandings

Students will

Describe continuing activities in the past.

Describe early civilizations and their activities.

Describe the layout of a modern city.

Determine when to use the preterit or imperfect tenses.


How can a language influence a completely different language? Why do traditional songs vary from one Spanish speaking country to another?

What can we learn from archaeological sites?


Students will know

Vocabulary: legends (characters, places, events, descriptions), characteristics of ancient or modern civilizations, city layouts.

The art of Alfredo Zalce Torres.

The indigenous legacy in Mexico and Ecuador.

An Oaxacan legend.


Narrate past events and activities.

Ask for and give directions.

Compare the ancient ant the modern in Mexico, Ecuador, and Nicaragua.

Conjugate verbs in the imperfect tense.

Form past participles.

Conjugate car, -gar, -zar verbs in the preterit.


Assessment


Teacher made tests


Dictations

Oral presentations

Essays

Learning Activities


Before presenting vocabulary related to characters and elements in a legend or story, have students think of legends or myths they know and write the names on the board. Have them describe the hero and/or heroine, the villain(s), the setting,

the obstacles the main characters overcome, and the ending.

Ask students to write sentences using the following words: los personajes, el volcn, valiente, la batalla, estar enamorado(a), la narracin, la princesa. (El enemigo y el joven son personajes importantes de la leyenda.)

To reinforce adjective agreement, have students take turns completing sentences to describe things, using past participles as adjectives. For example: La ventana est cerrada (cerrar). La princesa est cansada (cansar).

Have students make a list of past participles they often use in English to describe things, such as completed, married, dressed. Have them write the Spanish equivalents, looking up words they do not know in the dictionary. Then have them

take turns reading their lists.

Have pairs of students list two things they used to do when they were in seventh grade, and two things their teacher did. Then have them construct sentences describing these activities, using the imperfect.

Have students research an archaeological site in Mexico to find out what daily life was like long ago. They should present their findings in a collage or poster with images of objects from the site and write captions in the imperfect to describe what

the people used to do with the objects.

When explaining the preterit and imperfect, use the following example: Cuando la guerra termin, Santa Ana era president de Mxico. Point out that the presidency is not a distinct event, with a beginning and an end; it is the background

for what happened (la guerra termin). Help students write other examples. You may ask them to write three activities

they used to do every day as children, and three that they did yesterday, and have them write sentences with the activities.

Have students take turns being blindfolded or closing their eyes and following directions from their classmates: Debes seguir derecho; debes doblar a la izquierda; debes doblar a la derecha; Para. Then have them guess where in the room

they are before opening their eyes. If you want to expand the activity, take students into the hallways in school.

Have students write the preterit of the verbs comer and vestir. Then have them compare these with the endings for the preterit of leer and construir, and note what is the same and what is different.

Give students a list of car, -gar, -zar verbs (buscar, pagar, empezar) and have them write a sentence for a verb with each ending using the yo form of the preterit tense.

Review the preterit of leer and construir with students, emphasizing the spelling changes. Then have them, in pairs, write the complete conjugations of buscar, pagar, and empezar in the preterit. Have them exchange and correct each others

papers, paying attention to written accents.

Ask students to draw maps of their home town, including street names and the names of three or four places of interest. Have them describe e the places and give directions on how to get from one place to another.

Divide students into pairs. Have each student think of a city they would like to visit and look for a map of it on the Internet. Have them print out the map, choose three or four places that interest them, and explain why. Then have them take turns

asking each other for directions to those places.

Have pairs of students research Toltec statues on the Internet or in the library. Have them draw several of the statues and write a short description of what is known about each, then present it to the class.

With the students help, make a chart on the board of irregular preterit verbs students have learned, organizing it according to changes in the verb stems and/or endings. Indicate the position in the word in which a change occurs, as in: poder: yo

pude; quere: nosotros quisimos.

In groups, have students research either the Guelaguetza or the Fiesta de Yamor online. They should find out when the festival takes place, how many days it lasts, and what is being celebrated. Each group should focus on one aspect of the

festival that they then present to the class.

RESOURCES

Teacher Resources:



Rhyme grammar book




Music

Internet

www.classzone.com

Equipment Needed:


Projector


UNIT OVERVIEW


Unit Title: A Comer! (Lets Eat!) Unidad 5 - Leccin 1 y 2


Unit Summary: In this Unit, students will be able to identify and describe ingredients while talking about food preparation and

following recipes. They will also give instructions and made recommendations while ordering meals in a restaurant. From a cultural

standpoint, students will focus on food, art, and poetry from Spain.



LEARNING TARGETS

Standards:






CPI#:





physical response.





materials.





in writing.




CPI#:



experiences.

Unit Understandings

Students will

Identify and describe ingredients

Describe food and service.

Determine where to add a pronoun to an affirmative or negative command.

Express affirmative and negative ideas.


What does the style and theme of dead nature reveal about an artist?

How do dining schedules and food vary from one Spanish speaking country to another?

What is the relationship between tradition and food?

How are the poems of Pablo Neruda unique?


Students will know

Vocabulary: ingredients, food description, meals, food preparation, restaurant phrases (ordering, compliments, dishes).

The art of Maria Blanchard and Angel Planells.

Poetry of Pablo Neruda.

Dining schedules in various countries.


Talk about food preparation and follow recipes.

Form formal commands.

Compare food from Spain, El Salvador, and Uruguay.

Discuss poems by Pablo Neruda related to food and write their own poetry following Nerudas style.

Place two object pronouns (direct and indirect) in a sentence.


Assessment


Teacher made tests


Dictations

Oral presentations

Essays

Learning Activities


Of the foods and ingredients presented in the vocabulary for these lessons, have students make a list of their five favorites. Then have them walk around the room and compare papers with classmates to see if anyone listed the same foods they

chose. Repeat with least favorite foods.

Bring in foods of different textures and smells featured in the vocabulary: el ajo, la lechuga, las fresas, las zanahorias, la cebolla, el limn. Pass the items around and have students smell and touch them as you say their names, and describe them.

(El limn es agrio.) Reinforce what you say with facial expressions.

Instruct students to listen as you mention a variety of foods and condiments. Have them stand up if you say something they like to eat, and sit down if you say something they dont like. Start with simple food names (la lechuga) and gradually shift

to combinations (una ensalada con zanahorias).

Help students summarize how to form commands from regular infinitives. Have them create a two-column chart with the headings Infinitive and Command. Ask them to list ar, -er and ir in the left column and e/en, a/an, and a/an in the right

column. Have them refer to the chart as they practice forming commands.

Have students use usted commands to write plans to leave for a substitute teacher in case you are absent. Brainstorm everyday activities: close the door, review homework, answer questions, etc. Ask students to write their own version of the

plans, sequencing the instructions to make them as clear and complete as possible.

Have pairs of students take turns using usted commands to give a new classmate advice on how to do well in Spanish class.

(Llegue a tiempo. Traiga los libros. Estudie mucho.)

Write imperative sentences on the board using lo, la, los, and las, such as Dnmelos. Cmprela, por favor. Cmalo. Call on students to name five things that the pronoun in each commands could stand for (e.g., libros, camisa, postre).

Hand out a newspaper article and two colors of highlighters. Have students skim the article and highlight all the instances of affirmative words in one color and all negative words in a second color, starting with the word no and including the verb.

Simplify the terms affirmative and negative for students by connecting them to the words s and no. Reinforce that a double negative is usually incorrect in English, but it is correct in Spanish.

Show the students the painting La nia con pasteles by Maria Blanchard. Have them work in pairs to examine the painting and describe it with as many affirmative and negative expressions as possible, such as No hay ninguna amiga con la chica.

Alguien tiene un cumpleaos. Have them record their sentences and share them with the class before handing them in.

Use concrete objects and students in the room to present the concept of object pronouns. When writing a sentence on the board to be simplified with pronouns, draw arrows from the noun or noun phrase to the pronoun that replaces it.

Have students choose a nearby eating establishment that is either very busy or generally very empty. Have them write a paragraph telling what they determine to be the cause of the places popularity or lack thereof.

Have students do library research on paella and gazpacho. Break them into four groups and give two groups each dish. One group will identify the ingredients the dish is comprised of and how it is served, and the other group will find out what

history and culture surrounds it. After completing their research, have students share their findings.

Have groups of students make a training video for new servers in a popular restaurant chain. Instruct them to use usted commands to tell trainees the order in which to do things, what to say to customers, and how to respond when something

goes wrong.

Compare the tone of Pablo Nerudas poems Oda a la sal to that of Oda al aceite. Draw a Venn diagram on the board and help students compare and contrast the style and imagery in each poem. Prompt them by writing examples of words or

phrases in the center ova, such as voz, slabas, or idioma.

RESOURCES

Teacher Resources:



Rhyme grammar book




Music

Internet

www.classzone.com

Equipment Needed:


Projector


UNIT OVERVIEW


Unit Title: Te gusta el cine? (Do you like the movies?) Unidad 6 - Leccin 1 y 2


Unit Summary: In this Unit, students will be able to make suggestions about movies and how they are affected by them. They will

also influence others by expressing hopes and wishes. From a cultural standpoint, students will focus on Hispanic culture in

Hollywood.



LEARNING TARGETS

Standards:






CPI#:

7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized


physical response.





materials.





in writing.




CPI#:



experiences.

Unit Understandings

Students will

Express hopes and wishes.

Explain how people and the environment can damage murals and how to prevent this damage.

Extend and respond to invitations.

Read excerpts from the contemporary Latin American novel La Casa de los Espritus that was made into an American film.


How much do you know about popular Hispanic actors heritage in Hollywood?

What influences do Hispanics have in American movie industry?

What are the benefits of tourism for the tourist and for the residents of the place visited?


Students will know

Vocabulary: making movies (on the set, equipment, people involved with movies), types of movies, how movies affect people, extending and responding to invitations (by e-mail, convincing others, on the telephone, the invitation, accepting

and declining), the movie premiere, express hopes and wishes, acceptance speech phrases.

The art of Gilbert Magu Lujan, Patssi Valdez, and Diego Rivera.

Hispanic actors in Hollywood.

Artistic expressions and mediums.


Tell others what to do and what not to do.

Talk about movies and how they affect them.

Influence others.

Describe a historical Mayan mural.

Form affirmative and negative commands.

Conjugate regular and irregular verbs in the subjunctive.


Assessment


Teacher made tests


Dictations

Oral presentations

Essays

Learning Activities


Have students ask each other questions about movies they like and dislike and say why. Qu pelculas te gustan? Por

qu? Cuntas veces viste tu pelcula favorita? Cul es tu escena favorite?

Divide students into groups of three or four and come up with a casting plan for a movie. Ask them to decide on what type of movie they will be casting for and then come up with a list of characteristics the actors should have. Have groups share

their work with the rest of the class.

Have students, in pairs, take turns asking and answering questions about a movie they have seen recently. Have them describe what they liked and disliked about the movie and the stars performances.

Have students create their own piece of art work that expresses their heritage. Encourage them to think about things important to their culture and have them depict them visually. Collect the individual pieces of art work and assemble a

mural to display in class. Have students explain to the class why they chose what they did.

Have students think of their favorite movie star. Tell them that they are the stars agent and they have to give the actor or actress advice on their next film. Have students write a letter using t commands to give the star advice such as what role he

or she should play in the film, who should be the director, and how much money they should ask for.

Have students, in groups of three, write the opening scene for their own thriller. Then have one be the director and give commands to the other two using irregular verbs.

In pairs, have students write down at least five verbs describing things they like to do, such as comer dulces, jugar voleibol, ir de vacaciones, practicar deportes. Then have them take turns asking and answering questions about what they can do,

using the format: Puedo comer dulces? S, come dulces.

Have students, in pairs, research the murals painted in the United States by Diego Rivera, and write a detailed description of one of them. Encourage them to recycle or use vocabulary they know for colors, shapes, and sizes. Brainstorm descriptions

with them as needed.

In groups of four, have students take turns giving the first ten lines of their acceptance speech at the Oscars.

Have students compare extending and invitation to someone by phone and by e-mail. Ask them why they might choose one method over the other. Provide them with sentence starters such as Yo prefiero mandar correo electrnico porque

Encouraging students to use language the rest of the class with understand, have them give examples of when they would use Ojal in their daily lives.

Find different examples of Patssi Valdezs work on the Internet and then have students create a picture in her style and share it with the class.

Give students a list of winners of past Latin Grammy Awards. Have them research information and create a power point in Spanish about the winner they chose.

Give students a list of verbs: ser, saber, dar, estar, dormir, vestirse, ir, preferir. Divide them into groups of three, and tell them they are going to create sentences expressing their wishes for their future roommate. They will each have two minutes

and will use the subjunctive. The person who forms complete sentences using the most verbs wins.

Tell students that they will be going to a gala with a group of friends. Have them, in pairs or small groups, take turns expressing their opinions about the event using the subjunctive.

RESOURCES

Teacher Resources:



Rhyme grammar book




Music

Internet

www.classzone.com

Equipment Needed:


Projector

Documents

CCUURRRRIICCUULLUUMM FFOORR … · ... ¡Avancemos! 2 ... – Unidad 1 - Lecciόn 1 y 2 Target Course/Grade Level: Grades 9-11 Unit Summary: ... Direct and indirect object pronouns