Download Spanish 2 Honors Essential Outcomes 2016-17

Essential Outcomes Chart: What is it we expect students to learn?
Grade:
9-12
Subject:
Standard Description
Spanish
Semester 1
2
Honors
Example Rigor
Team
Members:
Prerequisite Skills
Andrew Clark
Common
Assessment
What prior knowledge,
What is the essential
What does proficient
skills, and/or
What assessment(s)
standard to be learned?
student work look like?
vocabulary is/are
will be used to measure
Describe in student-friendly
Provide an example
needed for a student to
student mastery?
vocabulary.
and/or description.
master this standard?
 Accentuation and
 Students will
 Basic
 Map quiz in
rules behind
be able to know
phonological,
target
formulating words.
how to apply
morphological,
language
 History and use
accents to
and
 Daily
VOSOTROS
individual words
orthographical
formative
 Names of Spanishbased on the
knowledge and
assessments
speaking countries
rules of
skills acquired
(Warm-Ups) to
in the target
accentuation.
from Spanish
monitor
language and their
 Students will
1.
student’s
flags.
be able to write
 Students will
progress
 Subject, Direct, and
and speak using
recall past
Indirect object
the Vosotros
knowledge for
 Quizzes on
Pronouns
form.
regular –ar/Fridays based
 Regular Present
 Students will
er/-ir verb
on material
When Taught?
Extension Standards
When will this
standard
be taught?
What will we do when
students have learned
the essential
standard(s)?

8/10—9/29

Incorporate
the standards
learned in this
lesson to the
following
Incorporate
and build on
the standards
learned in this
lesson to the
following
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and
career ready.
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Tense Verbs
Stem Changing
Verbs
Yo-Form Verb
Changes
Orthographic
Changes
Communications 1.1
Comparisons 4.1
Students will know
how to conjugate
verbs in the present
tense.
Medical and health
vocabulary
The imperfect tense
Preterit vs. the
imperfect
Sentence
constructions with
se
be able to
conjugate 1
regular –ar/er/-ir verb in
the present
tense for each
subject
pronoun.
Students will
then also use
these verbs in a
sentence.

Students will
be able to
conjugate verbs
in the
imperfect for
each subject
pronoun.
Students will
endings.


Students will
recall how to
formulate
descriptive
sentences
using
adjective/noun
agreement
appropriately.
Student must
know how to
conjugate
regular and
irregular verbs
in the
preterit.
learned
throughout
the week.

Summative
assessment at
the end of the
chapter (8/29)

Daily
formative
assessments
(Warm-Ups)

Quizzes on
Fridays based
on material
learned
9/30-11/30

Incorporate
the standards
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and
career ready.

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Adverbs and adverb
placement
Communications 1.2
and comparison 4.1
Vocabulary dealing
with home
electronics like
computers and the
internet, as well as a
car and its
accessories
Familiar commands
Por vs. Para
Reciprocal
Reflexives
Stressed possessive
adjectives and
pronouns
Communications 1.2,
1.3
Cultures 2.1, 2.2
also be able to
differentiate
between the
preterit and
the imperfect.

Students will
be able to
identify the
syntactical
differences
between the
uses of POR
and PARA, and
formulate
sentences with
proper usage.
throughout the
week.
 Basic
syntactical
knowledge of
adjectives, as
well as
adjective/noun
agreement.

Summative
assessment at
the end of the
chapter.

Daily
formative
assessments
(Warm-Ups)

Quizzes on
Fridays based
on material
learned
throughout
the week.

learned in this
lesson to the
following

11/31 – 1/3
Incorporate
the standards
learned in this
lesson to the
following
Summative
assessment at
the end of the
chapter.
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and
career ready.
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
Comparisons 4.1 and
4.2
Connections 3.1
Vocabulary
associated with
homes, household
chores, table
settings
Relative pronouns
Formal commands in
the singular and
plural
The present
subjunctive
Subjunctive with
“w.e.d.d.i.n.g.” verbs
Communications 1.1,
1.2, 1.3

Students will
create
sentences using
the subjunctive
to express
doubt or
uncertainty

Previous
knowledge of
verb
conjugations in
the preterit

Daily
formative
assessments
(Warm-Ups)

Quizzes on
Fridays based
on material
learned
throughout
the week.


1/4- 3/1
Incorporate
the standards
learned in this
lesson to the
following
Summative
assessment at
the end of the
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and
career ready.



Cultures 2.1, 2.2
Connections 3.1,3.2
Comparisons 4.1 and
4.2

Vocabulary
associated with
city life, daily
chores, Money
and banking, and
At a post office
Culture: City
transportation
and traveling in
a city, and Luis
Barragán
The use of the
subjunctive in
adjective
clauses
Nosotros/as as
a commands
Past participles
used as
adjectives




chapter.



Students will
be able to
identify
adjective
clauses using
the subjunctive
and create
sentences using
adjective
clauses.
Students will
be able to
create
commands in
the first
person plural
Students will
be able to use
the past
participles as
 Previous
knowledge of
subjunctive
 Knowledge of
past participles
as adjective in
native language


Daily
formative
assessments
(Warm-Ups)

Lectura:
Reading and
analysis of a
short story

Quizzes on
Fridays based
on material
learned
throughout the
week.

Summative
assessment at
Knowledge of
relative
pronouns

3/1 – 4/25
Incorporate
the standards
learned in this
lesson to the
following
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and
career ready.
adjectives in
sentences
descriptive.
the end of the
chapter.
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Vocabulary
associated with
Health and wellbeing, Exercise
and physical
activity, and
nutrition
Culture: Natural
spas and quinoa
The use of the
present
perfect,
the past
perfect, the
present perfect
subjunctive


Students will
be able to
develop
conversations
based on health
and wellness,
exercise, and
physical
activities, and
nutrition.
Students will
be able to
construct
sentences using
the perfect
forms in the
past, present,
and future.


Knowledge of
the prefect
forms in Native
Language


Daily
formative
assessments
(Warm-Ups)
Quizzes on
Fridays based
on material
learned
throughout the
week.
Summative
assessment at
the end of the
chapter.
Lectura:
Reading and
analysis of a
short story
called “Un día
de éstos”
4/26 – 6/1
Incorporate the
standards learned in
this lesson to the
following
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and
career ready.
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and
career ready.