Download Spanish II Curriculum and Assessment Info

2016-­‐2017 HHS Curriculum – SPANISH TWO Betsy Stewardson Spanish Two continues to develop the Spanish language and culture that students
began in Spanish One. In the course, students learn and practice increased
vocabulary, more difficult grammar, and grow in their appreciation of Hispanic culture.
In class, students are required to speak, read, write, and listen to Spanish every day.
The course assesses students in two ways: performance assessments and proficiency assessments.
Performance assessments are what we think of as “normal tests/quizzes.” Students will be given prior notice as to when a test/quiz is coming up, what section of the notes it will be covering, and how to prepare. Proficiency assessments will be given throughout the year without notice or preparation on the part of the students. Language is most relevant and beneficial once it becomes permanent, once it can be used spontaneously and authentically outside the classroom. Students’ proficiency is assessed on the following scale from the American Council on the Teaching of Foreign Languages (ACTFL): •
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NOVICE LOW: Students can use some basic words and simple repetitive vocabulary (hola, gracias, uno, dos, tres, etc.) NOVICE MID: Students can use words and phrases with some simple sentences (often with significant grammatical errors) on a number of basic topics NOVICE HIGH: Students begin to create complete sentences in the present tense and answer simple questions with a variety of vocabulary (sentences may have minor grammar errors) o
INTERMEDIATE LOW: Students use complete sentences every time it is required, start to create their own questions, start to use connecting words (and, but, with, then, however), and can use some past tense. o
INTERMEDIATE MID: Students begin to write in paragraph form, with more thorough details and structure and have a solid grasp of regular and irregular present tense as well as both the preterite and imperfect past tenses. In Spanish I, students should have achieved a minimum of Novice High Level 3 (approaching Intermediate Low). To be considered proficient in Spanish II, students must achieve Intermediate Low 3 (approaching Intermediate Mid). Helpful Resources: §
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sites.google.com/site/stewardsonspanish (my class website) wordreference.com (Span/Eng dictionary-­‐ Google Translate = ZERO credit) classzone.com (activities/practice related to our textbook/workbook) Quizlet (app or website, links included on my Google site) Duolingo (app or website, assigned throughout the year) § Spanish Peer Tutoring in Room A204 every Thursday morning from 7:00 -­‐ 7:35A.M. GENERAL TIMELINE: Topics Qtr 1 Vocabulary Grammar Review Spanish I vocabulary (infinitive verbs, adjectives, etc), travel preparations at home and the airport, describing a vacation and asking for information when travelling Qtr 2 Sporting events, ways to stay healthy, retelling events from the past, discuss daily routines for getting ready, say what people are doing right now or plan to do Clothing, shopping, personal needs, express opinions, past activities and events, ask and talk about items at a marketplace, expressions of courtesy, describe continuing activities in the past, narrate past events and activities, describing people, places and things in the past, early civilizations and legends, describing the layout of a modern city, ask for and give directions, talk about cooking and food preparation, follow recipes, give instructions and make recommendations Review Spanish I grammar (present tense regular and irregular conjugation, adjective agreement, ser vs. estar), direct and indirect object pronouns, the personal a, using interrogatives, -­‐
AR preterite (past) tense conjugation, irregular preterite verbs ir, ser, hacer, ver and dar Forming adverbs, -­‐ER/-­‐IR preterite tense conjugation, demonstrative adjectives and pronouns, pensar + infinitive, reflexive verbs, present progressive tense Verbs like gustar with indirect object pronouns, verbs with irregular yo forms, use pronouns after prepositions, Hace + time, irregular preterite verbs estar, poder, poner, saber, and tener, irregular stem-­‐changing preterite verbs, use past participles as adjectives, imperfect tense (general past) conjugation, compare preterite vs. imperfect tense, irregular iày preterite verbs, -­‐car/gar/zar preterite verbs, irregular preterite verbs venir, querer, decir and traer, use adjectives ending in –ísimo, form Ud./Uds. commands, use reflexive and object pronouns with commands The verb jugar, comparing the verbs saber and conocer, the personal a, the verb doler, preterite (past) tense of –AR verbs, preterite tense of irregular –car/-­‐gar/-­‐zar verbs, preterite of –
ER/-­‐IR verbs, how to use affirmative/negative words, preterite of irregular verbs ser, ir and hacer Qtr 3 Qtr 4 Sports, talk about whom and what you know, parts of the body, make excuses, what you did in the past, talk about staying healthy, technology, indefinite or negative situations Tennessee State Standards for World Language – Level 2 For more detailed information, visit: https://www.tn.gov/assets/entities/education/attachments/std_fl_modern_2nd_yr.pdf I. Standard Number 1 (Goal One): Communicate in a Language Other than English o 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. o 1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics. o 1.3 Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. II. Standard Number 2 (Goal Two): Gain Knowledge and Understanding of Other Cultures o 2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. o 2.2 Demonstrate an understanding of the relationship between the products and perspectives of the culture studied. III. Standard Number 3 (Goal Three): Connect with Other Disciplines and Acquire Information o 3.1 Reinforce and acquire further knowledge of other disciplines through the foreign language. o 3.2 Acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. IV. Standard Number 4 (Goal Four): Develop Insight into the Nature of Language and Culture o 4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and one’s own. o 4.2 Recognize that cultures use different patterns of interaction and apply this knowledge to one’s own culture. V. Standard Number 5 (Goal Five): Participate in Multicultural Communities at Home and Around the World o 5.1 Use the language both within and beyond the school setting. o 5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.