Download Spanish 2 PAP

Unit Name:
Overview
TAKS Objective
TEKS
1A, 1B, 1C,
1D, 1E, 1F,
2A, 3A, 3B
Review
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A,
3B
(Unit 1-1.1)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A,
3B
(Unit 1-2.1)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A,
3B
(Units 1-1.2,
1-2.2)
1B, 2A, 2D
3A, 3B
(Units 1-1.3,
1-2.3)
1A, 1B, 1C,
1D, 1E, 1F,
2D
3A, 3B
(Unit 1-1.4)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 3A, 3B
(Unit 1-1.5)
Page 1 of 16
Allen ISD - Bundled Curriculum
Spanish II Pre-AP / IB
Tested
LOTE
Subject
Power
Standard
Grading Period: 1st Nine Weeks
Student Expectation/District Clarification
Review Major Themes and Concepts in Spanish.
Students will review and utilize major themes and concepts presented in Level I Pre-AP/IB though
authentic speaking and extended writing opportunities – gustar, present tense -ar, -er, -ir verbs, stemchange verbs (eie, oue, ei), irregular yo verbs, reflexive verbs, tener phrases, present progressive,
positive commands.
Family and Friends
Students will extemporaneously describe people / family relationships in multiple compound sentences.
• Such as describing a family member’s physical, relationship, emotional characteristics and age.
Refer to Essential Vocabulary, Phrases for Ch 1-1 and additional Pre-AP/IB Vocabulary.
Household Chores and Making Plans
Students will compile and discuss various household chores and formulate social plans.
Refer to Essential Vocabulary, Phrases for Ch 1-2 and additional Pre-AP/IB Vocabulary.
Chapter 1 Vocabulary
Students will appropriately apply vocabulary and extemporaneously generate situations based on
pictures from Chapter 1 to the four elements of communication. (Listening, Speaking, Reading, Writing)
Refer to Essential Vocabulary, Phrases for Ch 1 and additional Pre-AP/IB Vocabulary.

Culture: Mexico
Students will identify basic facts about Mexico; analyze and compare various aspects of Mexican culture
• Such as celebrations, art, history, archaeology, agriculture, food, geography, and sports
• Including Mexican Independence (Sept. 16)
Gustar
Students will form compound sentences using “gustar” and indirect object pronouns using a variety of
different subjects, specifically answering using different pronouns: ustedesnosotros, túyo.
• Such as stating what various people like/dislike and formulating why based on inductive reasoning.
Nouns and Gender
Students will predict and justify gender of a noun based on common clues, including Greek words (-ma),
common feminine endings (-dad, -ción, etc.), and irregulars (la mano, la radio, el día, etc.)
• Such as predicting regular masculine/feminine nouns based on articles and endings.
EX: El chico La chica El papel La pared
Revised: 7/1/2015
1A, 1B, 1C,
1D, 2A, 2D
3A,
(Unit 1-1.6)
1A, 1B, 1C,
1D, 1E, 1F,
2A 2D, 3A,
3B
(Unit 1-1.7)
1A, 1B, 1C,
1D, 1E, 1F,
2A 2D, 3A,
3B
(Unit 1-1.8)
1A, 1B, 1C,
1D, 1E, 1F,
2A 2D, 3A,
3B
(Unit 1-1.9)
1A, 1B, 1C,
1D, 1E, 1F,
2A 2D, 3A,
3B
(Unit 1-1.10)
1A, 1B, 1C,
1D, 1E, 1F,
2A 2D, 3A,
3B
(Unit 1-2.4)
1A, 1B, 1C,
1D, 1E, 1F,
2A 2D, 3A,
3B
(Unit 1-2.5)
1A, 1B, 1C,
1D, 1E, 1F,
2A 2D, 3A,
3B
(Unit 1-2.6)
1A, 1B, 1C,
1D, 1E, 1F,
2A 2D, 3A,
3B
(Unit 1-2.6)
Page 2 of 16
Adjective Agreement
Students will make adjectives agree in gender and number according to corresponding noun.
EX: El chico alto. Las chicas altas.

Verbs : Regular (Present-Tense)
Students will not only correctly conjugate regular -ar,-er,-ir verbs in present tense, but also create
extended oral and written complex sentences.
• Such as communicating and developing narratives based on situations and pictures using the correct
form of the verb given a subject and context.
Verbs: Stem-Changing (Present-Tense)
Students will correctly conjugate stem-changing verbs in present tense and apply them in complex
sentences, being able to determine the correct form of the correct verb given different situations.
• Including, but not limited to: poder, almorzar, volver, dormir, jugar, pensar, empezar, querer, preferir,
servir, pedir
Verbs: Irregular “Yo” forms (Present-Tense)
Students will correctly conjugate verbs that are irregular in the present tense “yo” form apply them in
complex sentences, being able to determine the correct form of the correct verb given different situations.
• Including, but not limited to: salir, poner, hacer, traer, venir, tener, dar, decir, ir, ver

Verbs: Reflexive (Present-Tense)
Students will correctly form complex sentences using reflexive verbs in the present tense using a variety
of subjects. Students will summarize the daily routine of various members of their family.
• Including, but not limited to: despertarse, levantarse, lavarse, afeitarse, ducharse, bañarse, secarse,
ponerse, acostarse
Tener Phrases (Present-Tense)
Students will appropriately construct complex sentences using various “tener” phrases based on the
context of various situations. Ex. Mi madre quiere descansar porque…[tiene sueño].
• Including tener + : que, ganas de, prisa, sueño, calor, frío, sed, hambre, vergüenza, miedo, años
Verbs + Infinitive (Present-Tense)
Students will identify and apply verbs that are followed by infinitives, recognizing the need to only
conjugate the first verb when two are directly next to one another.
• Including but not limited to: ir, deber, poder, querer, tener que, necesitar
Present progressive (estar + -ando/-iendo)
Students will produce complex oral and written descriptions of events currently happening using the
present progressive, being able to develop complex sentences based solely on visuals, especially in
regards to chores.
Direct Object Pronouns
Students will review basics direct objects of a sentence and placement.
EX: Tengo el papel.
Lo tengo.
Revised: 7/1/2015
1A, 1B, 1C,
1D, 1E, 1F,
2A 2D, 3A,
3B
(Unit 1-2.6)
1A, 1B, 1C,
1D, 1E, 1F,
2A 2D, 3A,
3B
(Unit 1-2.8)
1A, 1B, 1C,
1D, 1E, 1F,
2A 2D, 3A,
3B
(Unit 2-1.1)
Direct Object Pronouns
Students will review the present progressive and apply placement rules for direct object pronouns.
• Including stem/spell-changing verbs, dormir, leer, decir

Informal Commands
Students will correctly form and apply affirmative and negative informal commands.
• Including verbs ending in –car, -gar, -zar and the 8 irregular verbs (haz, ten, sé, di, ven, ve, pon, sal)
Neighborhood, Professions, and Introductions
Students will describe individuals, their professions, and the skills involved in a profession and be able to
determine occupations based on job descriptions.
EX: Mi papá es bombero y apaga incendios.
Students will formally and informally introduce people in the appropriate context.
• Such as family, friends, and neighbors.
(Unit 2-1.2)
Refer to Essential Vocabulary, Phrases for Ch 2-1 and additional Pre-AP/IB Vocabulary.
Homes/Chores
Students will describe a house using complex sentences as well as the function of the items (Ex. Pongo la
lámpara encima de la mesita de noche). Students will ask and tell what needs to be done around the
house using simple sentences. Students will apply simple phrases to complain as well as correctly form
and apply affirmative commands.
• Including the 8 irregular commands (haz, ten, sé, di, ven, ve, pon, sal)
1A, 1B, 1C,
1D, 1E, 1F,
2A 2D, 3A,
3B
Refer to Essential Vocabulary and Phrases for Ch 2-2 and additional Pre-AP/IB Vocabulary.
Chapter 2 Vocabulary
Students will appropriately apply vocabulary and extemporaneously generate situations based on
vocabulary from Chapter 2 to the four elements of communication. (Listening, Speaking, Reading, Writing)
• Including the following key phrases: ayer, anoche, anteayer, _____ pasado/a
1A, 1B, 1C,
1D, 1E, 1F,
2A 2D, 3A,
3B
(Units 2-1.3,
2-2.1)
1A, 1B, 1C,
1D, 1E, 1F,
2A 2D, 3A,
3B
Refer to Essential Vocabulary and Phrases for Ch 2 and additional Pre-AP/IB Vocabulary.
Culture: Cuzco, Perú
Students will identify basic facts about Mexico; analyze and compare various aspects of Peruvian
culture
• Such as celebrations, art, history, archaeology, agriculture, food, geography, and sports
• Including Machu Picchu (not in the book-will add additional information) and the Incas
(Units 2-1.4,
2-2.2)
Page 3 of 16
Revised: 7/1/2015
1A, 1B, 1C,
1D, 1E, 1F,
2A 2D, 3A,
3B
(Unit 2-1.5)
1A, 1B, 1C,
1D, 1E, 1F,
2A 2D, 3A,
3B
(Unit 2-1.6)
1A, 1B, 1C,
1D, 1E, 1F,
2A 2D, 3A,
3B
(Unit 2-1.7)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 2-2.3)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 2-2.4)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 2-2.5)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 2-2.6)
Indirect Objects & Indirect Object Pronouns
Students will apply indirect objects and indirect object pronouns appropriately and in the correct
grammatical context with verbs.
• Including, but not limited to dar and decir.

Saber & Conocer
Students will apply the correct present tense conjugated form of saber and conocer in the proper context.

Conjugating Ser with Nationalities and Professions
Students will apply the correct present tense conjugated form of ser when describing nationalities and
professions.
Ser & Estar
Students will apply the correct present tense conjugated form of ser and estar in the proper context.
Students will recommend which verb with the correct form would be best suited given a situation and
compose complex sentences that demonstrate their understanding.
Verbs followed by infinitives
Students will use expressions followed by infinitives to say what someone has to do and what has to be
done
• Including deber, tener que, hay que, hacer (haz) el favor de.

Regular ar/er/ir Verbs in the Preterite
Students with an accurate understanding of the use of the preterite tense, will create complex sentences to
describe events done by them and others, such as chores.
• Including but not limited to all verbs in Chapter 2-2.
Students will orally formulate responses with partners in the preterite through complex sentences.
Irregular Verbs in the Preterite
Students will apply the correct conjugated forms of irregular preterite verbs.
• Including but not limited to hacer and ir.
Students will communicate in the preterite by asking and answering questions with complex sentences by
saying where people went and what they did.
Guiding/Essential Questions
•
N/A
Content Vocabulary
•
N/A
Academic Vocabulary
Page 4 of 16
Revised: 7/1/2015
•
N/A
Signature Lessons
•
N/A
Resources
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed
situations in a variety of contexts. The student uses a mixture of short statements and sentences with appropriate and applicable grammar structures and processes at the
specified proficiency levels. The student is expected to:
(A)
(B)
(C)
(D)
(E)
(F)
ask and respond to questions about everyday life with simple elaboration in spoken and written conversation;
express and exchange personal opinions or preferences with simple supporting statements in spoken and written conversation;
ask and tell others what they need to, should, or must do with simple supporting reasons in spoken and written conversation;
articulate requests, offer alternatives, and develop plans with simple supporting statements in spoken and written conversation;
interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and
interact and react in writing using culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and listening. The student comprehends simple connected statements from culturally authentic print, digital, audio, and audiovisual
materials as appropriate within contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical
structures and processes at the specified proficiency levels. The student is expected to:
(A)
(B)
(C)
(D)
demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;
identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;
infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and
identify cultural practices from authentic print, digital, audio, and audiovisual materials.
(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of phrases and sentences with appropriate and
applicable grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) express and support an opinion or preference orally and in writing with supporting statements; and
(B) describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details and simple elaboration.
Textbook Alignment
•
N/A
Formative Assessment
•
N/A
Summative Assessment- N/A
Page 5 of 16
Revised: 7/1/2015
Unit Name:
Overview
TAKS Objective
Page 6 of 16
Allen ISD - Bundled Curriculum
Spanish II Pre-AP / IB
TEKS
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 3-1.1)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 3-1.3,
3-2.2)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 3-2.5)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 3-2.5)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B (Unit 32.1)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 3-2.4)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B (Unit 32.5)
Tested
LOTE
Subject
Power
Standard
Grading Period: 2nd Nine Weeks
Student Expectation/District Clarification
Describing What You Did in a City
Students will apply vocabulary to describe activities completed in a city by constructing their own cities.
• Such as orally expressing what they and others “did” at every location.
Refer to Essential Vocabulary, Phrases for Ch 3-1 and additional Pre-AP/IB Vocabulary.
Chapter 3 Vocabulary
Students will appropriately apply vocabulary and extemporaneously generate situations based on
vocabulary from Chapter 3 to the four elements of communication. (Listening, Speaking, Reading, Writing)
Refer to Essential Vocabulary, Phrases for Ch 3 and additional Pre-AP/IB Vocabulary.

Impersonal/Passive “se”
Students will create multiple, complex sentences using the impersonal/passive voice in order to say what is
done / not done at various places in the city. Focus on singular and plurals.
EX: Se vende ropa. Se venden periódicos.
• Including but not limited to the verbs vender, prohibir, permitir
Verbs: Irregular (Preterite)
Students, using correctly conjugations of irregular verbs and -car,-gar,-zar in preterite tense, will ask
questions and respond to questions by using complex simple sentences.
• Including but not limited to verbs andar, venir, dar, ver, review ir, hacer
• Including but not limited to verbs that end in -car, -gar, -zar
Giving Directions in a City
Students will create city maps and ask, give and respond to directions from one location to another using
singular and plural formal commands, including irregulars.
• Including: siga(n), vaya(n), doble(n)
Refer to Essential Vocabulary, Phrases for Ch 3-2 and additional Pre-AP/IB Vocabulary.
Formal Commands
Students will ask, give and respond to complex positive and negative formal commands in regards to city
and street vocabulary (Ud. & Uds.).
EX: Doble a la derecha
No doble a la derecha.
Irregular Formal Commands
Students will ask, give and respond using irregular spelling formal commands (Ud. & Uds.).
• Including –car/-gar/-zar/-guir verbs.
Revised: 7/1/2015
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 4-1.1)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B (Unit 41.2,
4-2.2)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 4-1.4)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B (Unit 42.1)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 4-2.4)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B (Unit 42.5)
Guiding/Essential Questions
• N/A
Content Vocabulary
• N/A
Academic Vocabulary
• N/A
Signature Lessons
•
Sporting Event Results
Students will apply vocabulary to ask and respond about past sporting events. Students will collaborate
and produce a sports narrative in groups, such as ESPN Deportes.
• Such as stating how a sporting event turned out and personal reactions to the results of the event.
Refer to Essential Vocabulary, Phrases for Ch 4-1 and additional Pre-AP/IB Vocabulary.
Chapter 4 Vocabulary
Students will appropriately apply vocabulary and extemporaneously generate situations based on
vocabulary from Chapter 4 to the four elements of communication. (Listening, Speaking, Reading, Writing)
Refer to Essential Vocabulary, Phrases for Ch 4 and additional Pre-AP/IB Vocabulary.
Verbs: Irregular (Preterite)
Students, using correct conjugations of irregular verbs in the preterite tense, will apply, ask and respond
using complex sentences.
• Including but not limited to ponerse (a + infinitive), ponerse (+ emotion) and decir (+ que), sentirse, ser
and estar.
Body and Injuries
Students will label and describe the function of parts of the body and create, illustrate and describe
various illnesses and injuries based on pictures utilizing reflexive verbs.
• Such as stating how an injury occurred, what part of the body is injured, and giving advice for treatment.

Refer to Essential Vocabulary, Phrases for Ch 4-2 and additional Pre-AP/IB Vocabulary.
Past Participles
Students, using the correct form of the past participle of a given verb as an adjective, will describe wounds
and injuries more in depth based on pictures and drawings.
• Including irregular “roto” and verbs with regular conjugations.
EX: Juan tiene el brazo roto.
EX: María tiene la muñeca hinchada.
Verbs: Spelling Change [iy] (Preterite)
Students will correctly conjugate and apply in simple sentences verbs which change i→y in the 3rd
persons.
• Including but not limited to caerse, oír, construir, etc.
N/A
Page 7 of 16
Revised: 7/1/2015
Resources
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed
situations in a variety of contexts. The student uses a mixture of short statements and sentences with appropriate and applicable grammar structures and processes at the
specified proficiency levels. The student is expected to:
(A)
(B)
(C)
(D)
(E)
(F)
ask and respond to questions about everyday life with simple elaboration in spoken and written conversation;
express and exchange personal opinions or preferences with simple supporting statements in spoken and written conversation;
ask and tell others what they need to, should, or must do with simple supporting reasons in spoken and written conversation;
articulate requests, offer alternatives, and develop plans with simple supporting statements in spoken and written conversation;
interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and
interact and react in writing using culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and listening. The student comprehends simple connected statements from culturally authentic print, digital, audio, and audiovisual
materials as appropriate within contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical
structures and processes at the specified proficiency levels. The student is expected to:
(A)
(B)
(C)
(D)
demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;
identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;
infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and
identify cultural practices from authentic print, digital, audio, and audiovisual materials.
(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of phrases and sentences with appropriate and
applicable grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) express and support an opinion or preference orally and in writing with supporting statements; and
(B) describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details and simple elaboration.
Textbook Alignment
•
N/A
Formative Assessment
•
N/A
Summative Assessment- N/A
Page 8 of 16
Revised: 7/1/2015
Unit Name:
Overview
TAKS Objective
Allen ISD - Bundled Curriculum
Spanish II Pre-AP / IB
TEKS
1A, 1B, 1C,
1D, 1E, 1F, 2A,
2D, 3A
3B (Unit 5-1.1)
Tested
LOTE
Subject
Power
Standard
Page 9 of 16
Student Expectation/District Clarification
Daily Routines
Students will extemporaneously describe daily routines using compound sentences.
• Including morning rituals and/or routine
Refer to Essential Vocabulary, Phrases for Ch 5-1 and additional Pre-AP/IB Vocabulary.
Discussing interests & disinterest in things
Students will extemporaneously express interests/disinterests in the present tense using 2-3 complex
sentences.
EX: No me interesa pintar, pero me gusta cantar.
1A, 1B, 1C,
1D, 1E, 1F, 2A,
2D, 3A
3B (Unit 5-2.1)
1A, 1B, 1C,
1D, 1E, 1F, 2A,
2D, 3A
3B
(Unit 5-1.2,
5-2.2)
1A, 1B, 1C,
1D, 1E, 1F, 2A,
2D, 3A
3B
(Unit 5-1.5)
1A, 1B, 1C,
1D, 1E, 1F, 2A,
2D, 3A
3B
(Unit 5-1.6)
1A, 1B, 1C,
1D, 1E, 1F, 2A,
2D, 3A
3B (Unit 5-2.4)
1A, 1B, 1C,
1D, 1E, 1F, 2A,
2D, 3A
Grading Period: 3rd Nine Weeks
Refer to Essential Vocabulary, Phrases for Ch 5-2 and additional Pre-Ap/IB Vocabulary.
Chapter 5 Vocabulary
Students will appropriately apply vocabulary and extemporaneously generate situations based on
vocabulary from Chapter 5 to the four elements of communication. (Listening, Speaking, Reading, Writing)
Refer to Essential Vocabulary, Phrases for Ch 5 and additional Pre-AP/IB Vocabulary.
Verbs with Reflexive Pronouns
Students will correctly form complex sentences using reflexive verbs using a variety of subjects.
Students will apply reflexive verbs to communicate daily routines.
• Such as arreglarse, ducharse
EX: Me ducho por las mañanas y voy a la escuela.
Possessive Pronouns
Students will produce expressions of possession using possessive pronouns.
• Such as mío, tuyo, suyo


“Hace que” phrases
Students will express how long something has been going on using hace que and present tense simple
sentences.
Ex: Hace diez años que Pedro toca la guitarra.
Negative Expressions
Students will form negative expressions to extemporaneously describe situations in the present tense.
Ex: No salgo nunca durante la semana.
Revised: 7/1/2015
3B (Unit 5-2.5)
1A, 1B, 1C,
1D, 1E, 1F, 2A,
2D, 3A
3B (Unit 6-1.1)
1A, 1B, 1C,
1D, 1E, 1F, 2A,
2D, 3A
3B
(Unit 6-2.1)
1A, 1B, 1C,
1D, 1E, 1F, 2A,
2D, 3A
3B
(Unit 6-1.2,
6-2.2)
1A, 1B, 1C,
1D, 1E, 1F, 2A,
2D, 3A
3B
(Unit 6-1.3,
6-2.3)
1A, 1B, 1C,
1D, 1E, 1F, 2A,
2D, 3A
3B
(Unit 6-1.4)
1A, 1B, 1C,
1D, 1E, 1F, 2A,
2D, 3A
3B
(Unit 6-1.5,
6-2.4)
Page 10 of 16
Likes/Dislikes from the Past
Students will express likes/dislikes, what they used to do, and what they wanted to be in the imperfect tense
using 2-3 compound sentences.
Ex: De pequeño, me fascinaba trepar a los árboles pero odiaba echar carreras.
Yo veía mucha televisión.
Cuando yo era niño, yo quería ser astronauta.
Refer to Essential Vocabulary, Phrases for Ch 6-1 and additional Pre-AP/IB Vocabulary.
Personal Attributes and Emotional Reactions
Students will generate simple and compound sentences about their or others’ personal attributes and
emotional reactions to a given event.
EX: Ella es muy cariñosa y callada.
¡Me pareció estupendo!
Refer to Essential Vocabulary, Phrases for Ch 6-2 and additional Pre-AP/IB Vocabulary.
Chapter 6 Vocabulary
Students will appropriately apply vocabulary and extemporaneously generate situations based on
vocabulary from Chapter 6 to the four elements of communication. (Listening, Speaking, Reading, Writing)
• Including key phrases: cuando era niño, de pequeño, de niño, siempre, mientras.
Refer to Essential Vocabulary, Phrases for Ch 6 and additional Pre-AP/IB Vocabulary.
Culture: Segovia, Spain
Students will identify basic facts about Mexico; analyze and compare various aspects of Spanish culture
• Such as celebrations, art, history, archaeology, agriculture, food, geography, and sports
• Including El Alcázar de Segovia, El aqueducto de Segovia, and the capitol of Spain,
Refer to Essential Vocabulary, Phrases for Ch 6 and additional Pre-AP/IB Vocabulary.
Verbs: Regular -ar, -er, -ir (Imperfect)
Students will not only correctly conjugate regular -ar,-er,-ir verbs in the imperfect tense, but also create
extended oral and written complex sentences.
• Such as communicating and developing narratives based on situations and pictures using the correct
form of the verb given a subject and context.
EX: Yo trepaba a los árboles.
EX: Cuando tenía 10 años, yo trepaba a los árboles.
Verbs: Irregular (Imperfect)
Students will not only correctly conjugate the verbs ir, ver, ser, and haber (había) in simple and
compound sentences, but also create extended oral and written complex sentences.
• Such as communicating and developing narratives based on situations and pictures using the correct
form of the verb given a subject and context.
Revised: 7/1/2015
Guiding/Essential Questions
• N/A
Content Vocabulary
• N/A
Academic Vocabulary
• N/A
Signature Lessons
• N/A
Resources
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and
unrehearsed situations in a variety of contexts. The student uses a mixture of short statements and sentences with appropriate and applicable grammar structures and
processes at the specified proficiency levels. The student is expected to:
(A)
(B)
(C)
(D)
(E)
(F)
ask and respond to questions about everyday life with simple elaboration in spoken and written conversation;
express and exchange personal opinions or preferences with simple supporting statements in spoken and written conversation;
ask and tell others what they need to, should, or must do with simple supporting reasons in spoken and written conversation;
articulate requests, offer alternatives, and develop plans with simple supporting statements in spoken and written conversation;
interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and
interact and react in writing using culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and listening. The student comprehends simple connected statements from culturally authentic print, digital, audio, and audiovisual
materials as appropriate within contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical
structures and processes at the specified proficiency levels. The student is expected to:
(A)
(B)
(C)
(D)
demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;
identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;
infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and
identify cultural practices from authentic print, digital, audio, and audiovisual materials.
(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of phrases and sentences with appropriate and
applicable grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) express and support an opinion or preference orally and in writing with supporting statements; and
(B) describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details and simple elaboration.
(D) identify cultural practices from authentic print, digital, audio, and audiovisual materials.
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Revised: 7/1/2015
(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of phrases and sentences with appropriate and
applicable grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) express and support an opinion or preference orally and in writing with supporting statements; and
(B) describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details and simple elaboration.
Textbook Alignment
•
N/A
Formative Assessment
•
N/A
Summative Assessment- N/A
Page 12 of 16
Revised: 7/1/2015
Unit Name:
Overview
TAKS Objective
Page 13 of 16
Allen ISD - Bundled Curriculum
Spanish II Pre-AP / IB
TEKS
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 7-1.1)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 7-1.2)
Tested
LOTE
Subject
Power
Standard
Grading Period: 4th Nine Weeks
Student Expectation/District Clarification
Vocabulary related to foods restaurants
Students will appropriately apply vocabulary and extemporaneously generate situations based on vocabulary
related to restaurants and foods to the four elements of communication. (Listening, Speaking, Reading, Writing)
Ex: ¿Qué hay de especial? / ¿Nos trae tres cafés?
Ordering in a restaurant
• Talking about how foods taste
Students will correctly generate sentences using double object pronouns and commands with double object
pronouns while practicing how to order in a restaurant and talking about how food tastes
Ex: El helado de piña está delicioso; se lo recomiendo.
¿Te dejo los platos aquí? Sí, déjamelos allí
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 7-1.2)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 7-1.3,
7-2.1)
Adverbs
Students will generate unique sentences correctly using adjectives as adverbs.
Ex: fácil → fácilmente
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 7-2.2)
Vocabulary related to kitchen and food preparation
Students will appropriately apply vocabulary and extemporaneously generate situations based on vocabulary
related to foods, diets, and preparation.
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
Informal tú commands: positives, negatives and irregulars
Students, using the 7-2 kitchen vocabulary, will review informal tú positive and negative commands and apply
them more in depth by simplifying recipes in English and constructing recipes using the appropriate vocabulary
and positive/negative commands, including irregulars.
• Irregulars including but not limited to haz, ten, sé, di, ven, ve, pon, sal
Culture San Juan: Puerto Rico
Students will identify basic facts about San Juan, Puerto Ricao; analyze and compare various aspects of Puerto
Rican culture
• Such as celebrations, art, history, archaeology, agriculture, food, geography, and sports
Ex: ¿Qué lleva la sopa? Sabe a ajo. Le eché solamente una cucharadita de ajo.
Revised: 7/1/2015
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 7-2.3)
Expressing and narrating the past
In the context of the imperfect tense, students will:
1. Set the scene and telling the circumstances surrounding an event in the past.
Ex: La tienda estaba llena de gente porque había una oferta especial.
2. Express two actions happening at the same time in the past.
Ex: Era viernes por la noche en el restaurante y el pianista tocaba el piano mientras los clientes comían.
3. Talk about what people were generally like, how they used to feel, and what they used to like or dislike.
Ex: De niña, no me gustaban los vegetales pero tenía que comerlos todos los días.
4. Contrast past routines or situations with the present.
Ex: De niña, no me gustaban los vegetales. Ahora, me encantan.
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 8-1.1)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 8-1.2)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 8-1.3)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 8-1.4,
8-2.1)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
Page 14 of 16
Describing in the past
Students will extemporaneously generate expressions using past participles as adjectives and agreement with
the noun they modify
Ex: Según la receta, se necesita una taza de cebollas picadas.
Clothing vocabulary
Students will appropriately apply vocabulary and extemporaneously generate situations based on vocabulary
related to clothing, shopping for clothes, trying on clothes and how they fit.

Talk about the past / Saying what was in progress
Students will describe situations in the past using the imperfect and preterite.
Ex: Cuando yo tenía 5 años, mi madre me compró una bicicleta.
Students will express what someone was going to do or what was going to happen using “ir a + infinitive” with
imperfect and preterite
Ex: Yo iba a comer en el retaurante pero perdí mi dinero.
Make comparisons of equality and inequality
Students will practice making comparisons when:
1. Talking about actions and something or someone having the most or the least of a characteristic or quality.
2. Expressing that something is extremely good, bad, or interesting while using comparatives and superlatives
Culture: Santiago, Chile
Students will identify basic facts about Mexico; analyze and compare various aspects of Chilean culture
• Such as celebrations, art, history, archaeology, agriculture, food, geography, and sports
Open air markets vocabulary
Students will appropriately apply vocabulary and extemporaneously generate situations based on vocabulary
related to shopping and bargaining in a market and stating preferences.
Revised: 7/1/2015
(Unit 8-2.2)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 8-2.3)
1A, 1B, 1C,
1D, 1E, 1F,
2A, 2D, 3A
3B
(Unit 8-2.4)
Prepositions por and para
Students will correctly implement the different uses and meanings of the prepositions Por and Par in a variety of
grammatical situations (present, past, and imperfect).
Ex: Estudiamos por cinco horas. ( for or during a period of time)
Fumar es malo para la salud. (to or for a person or thing)
Iba a llamarte por teléfono. (means by which something is done)
Pointing out where someone or something is/ referring to the distant past
Students will extemporaneously generate unique expressions using the following grammatical structures:
1. Demonstrative adjectives that point out a person or thing that is far and farther from the speaker and also to refer
to the distant past.
Ex. Yo quiero aquel coche. (I want that car over there.)
En aquel entonces, me gustaban coches. (Back then, I liked cars.)
2. Adverbs of place to point out where someone or something is.
Ex: El libro está aquí. (The book is here.)
Guiding/Essential Questions
• N/A
Content Vocabulary
• N/A
Academic Vocabulary
• N/A
Signature Lessons
• N/A
Resources
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and
unrehearsed situations in a variety of contexts. The student uses a mixture of short statements and sentences with appropriate and applicable grammar structures and
processes at the specified proficiency levels. The student is expected to:
(A)
(B)
(C)
(D)
(E)
(F)
ask and respond to questions about everyday life with simple elaboration in spoken and written conversation;
express and exchange personal opinions or preferences with simple supporting statements in spoken and written conversation;
ask and tell others what they need to, should, or must do with simple supporting reasons in spoken and written conversation;
articulate requests, offer alternatives, and develop plans with simple supporting statements in spoken and written conversation;
interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and
interact and react in writing using culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and listening. The student comprehends simple connected statements from culturally authentic print, digital, audio, and audiovisual
materials as appropriate within contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable
grammatical structures and processes at the specified proficiency levels. The student is expected to:
(A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;
(B) identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;
(C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and
Page 15 of 16
Revised: 7/1/2015
(D) identify cultural practices from authentic print, digital, audio, and audiovisual materials.
(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of phrases and sentences with appropriate
and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) express and support an opinion or preference orally and in writing with supporting statements; and
(B) describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details and simple elaboration.
Textbook Alignment
•
N/A
Formative Assessment
•
N/A
Summative Assessment- N/A
Page 16 of 16
Revised: 7/1/2015