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  • FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

    OFFICE OF CURRICULUM AND INSTRUCTION

    CLASSICAL & WORLD LANGUAGES DEPARTMENT

    SPANISH 2

    Grade Level: 9-12

    Credits: 5

    BOARD OF EDUCATION ADOPTION DATE:

    AUGUST 31, 2015

    SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING

    APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS

    APPENDIX B: ASSESSMENT EVIDENCE

    APPENDIX C: INTERDISCIPLINARY CONNECTIONS

    https://docs.google.com/document/d/1mEcdd5YsukZgMjnuU4GLQbRsGh-qzbT5eC0sUSt3M0o/edit?usp=sharing

  • FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

    Board of Education Mr. Heshy Moses, President

    Mrs. Jennifer Sutera, Vice President Mr. Vincent Accettola

    Mr. William Bruno Mrs. Elizabeth Canario

    Mr. Samuel Carollo Mrs. Amy Fankhauser

    Mrs. Kathie Lavin Mr. Michael Messinger

    Central Administration Mr. Charles Sampson, Superintendent

    Dr. Nicole Hazel, Chief Academic Officer Dr. Jeffrey Moore, Director of Curriculum and Instruction

    Ms. Stephanie Mechmann, Administrative Supervisor of Curriculum & Instruction Dr. Nicole Santora, Administrative Supervisor of Curriculum & Instruction

    Curriculum Writing Committee Mr. Matthew Castillo Ms. Matilde Jimenez Ms. Jennifer Maniaci Ms. Lindsey Pantaleo Ms. Arlene Townsend

    Ms. Emma Varrial

    Supervisors Mr. Oscar Diaz Mr. Peter Krais

    Ms. Michelle Lilley Ms. Judith Newins Dr. Meryl Norych

    Ms. Jennifer Okerson

  • ACADEMIC SPANISH II COURSE PHILOSOPHY

    As members of a dynamic, technology-driven global society, students gain a deeper perspective of the world through the study of other languages. Through this study, students can apply language skills and concepts to analyze, assess, and criticize interdisciplinary topics. Students can engage in meaningful written and spoken conversations at the intermediate level in order to make connections, comparisons, and develop a deeper understanding of the Spanish language and culture. The intermediate level of language study cultivates an awareness that language and culture are interrelated, which is a fundamental element of 21st century citizenship.

    COURSE DESCRIPTION Throughout Academic Spanish II, students will gain knowledge of Spanish language structures and vocabulary to communicate about real life situations in three modes of communication. During this course, students will develop knowledge of fundamental language structures and vocabulary through relevant, engaging and comprehensible interactions. Students taking this course will expand and improve their reading, writing, speaking, and listening skills in Spanish and will increase proficiency. In addition to learning a foreign language, students will gain a global perspective through the study of culture. By the end of the course, learners will be able to apply their language skills to engage in meaningful conversations regarding community and culture by comparing and contrasting life in the United States with that of the Spanish-speaking world.

    COURSE SUMMARY

    COURSE GOALS CG1: Students will interact using authentic texts and complex tenses in order to engage in conversations with deeper meanings. CG2: Students will apply their language skills to interpret authentic readings, conversations, and written tasks. CG3: Students will analyze the varied cultures of the Spanish-speaking world.

    COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS CEU1: Language and culture are directly related. CEQ1: What is the relationship between language and culture?

    CEU2: Application of the Spanish language can be used to analyze, assess, and criticize concepts in other disciplines.

    CEQ2: Besides learning the Spanish language, what else do we learn? How does this relate to our other studies?

    CEU3: Culture and language vary throughout different regions of the Spanish- speaking world.

    CEQ3: How does culture, history, and geographical location affect language?

  • UNIT GOALS & PACING

    UNIT TITLE UNIT GOALS RECOMMENDED

    DURATION

    1: Un día en la vida de…

    Students will use the present tense to communicate about similarities and differences found in their daily routines and those of other students in Spanish-speaking countries.

    4 weeks

    2: Un evento especial Students will communicate their cultural experiences, customs, traditions, and holidays, as well as compare and contrast them with those of a Spanish-speaking country using the preterit tense.

    6-8 weeks

    3: En la comunidad Students will communicate about places and activities in their own community as well as in Spanish- speaking countries using the preterit tense and affirmative commands.

    3-4 weeks

    4: La niñez Students will describe and compare their childhood experiences and behaviors to those in the Spanish-speaking community, using the preterit and imperfect tenses.

    5- 8 weeks

    5: Las noticias Students will communicate about current events, weather, cultural happenings, and human-interest stories in the United States and the Spanish-speaking world using the preterit and imperfect tenses.

    5 weeks

    6: La comida tradicional y moderna

    Students will use formal and informal commands to provide instructions on how to prepare certain Spanish-speaking countries’ cuisines, demonstrating knowledge of products that are included in authentic dishes.

    4-5 weeks

    7: ¿Quién soy y quién seré?

    Students will predict their future endeavors and will discuss how their personal preferences and cultural expectations influence career choices.

    3 weeks

  • ACADEMIC SPANISH II UNIT # 1: UN DÍA EN LA VIDA DE… SUGGESTED DURATION: 4 weeks

    UNIT OVERVIEW

    UNIT LEARNING GOALS Students will use the present tense to communicate about similarities and differences found in their daily routines and those of other students in Spanish-speaking countries.

    UNIT LEARNING SCALE

    4 In addition to the score 3 performances, the student can use the learned skills and vocabulary in new and spontaneous/unrehearsed situations and/or the student can apply concepts learned in class to aid other students who are at a lower proficiency level to communicate key personal information with others.

    3

    The student can:  compare and contrast their daily routines and activities to students in Spanish-speaking countries;

     describe their daily routines and activities using present tense and reflexive verbs in speaking and writing;

     differentiate between reflexive, non-reflexive, and stem-changing verbs and use them accurately;

     describe what they do at a specific time of day using "a las" in speaking and writing;

     describe what they have to do using "tener que" in speaking and writing;

     use the" ir + a" construction to describe activities they are going to do in speaking and writing;

     engage in short conversations, ask and answer questions, and make statements from real-life situations which may take place face-to-face or electronically.

    2

    The student sometimes needs assistance from a teacher and/or makes minor mistakes in successfully communicating similarities and differences about their daily routines and those of other students in Spanish-speaking countries through:

     recalling vocabulary describing daily routines and activities;

     using the present tense and reflexive verbs;

     recalling present tense grammatical structures such as telling time, using "ir a" and "tener que";

     recognizing reflexive vs. non-reflexive verbs;

     recalling stem-changing verbs and their uses.

    1 The student needs assistance in or makes multiple errors in attempting to reach level 3.

    0 Even with help, the student does not exhibit understanding of content.

    ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: The present tense is a fundamental structure for building and expanding Spanish language acquisition.

    EQ1: Why learn the present tense first?

    EU2: Comparing and contrasting one's own daily life activities with those of people in Spanish-speaking countries deepens understanding of common values and perspectives across cultures.

    EQ2: How is my life similar to or different from teens living in Hispanic countries and what influences the differences and similarities?

    NJCCCS & COMMON CORE STANDARDS NJCCCS: 7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic materials using electronic information and other sources related to targeted themes. 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.

  • NJCCCS & COMMON CORE STANDARDS 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.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions. 7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations. 7.1.NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas.

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