Spanish 2 Scope and Sequence
Text: Avancemos. Holt McDougal
First Semester
Preliminary (review): Saying who you are, personality characteristics, daily activities and food, places in school and around town, saying how you feel daily routine, making plans; Definite and indefinite articles, subject pronouns and ser, adjectives, the verbs tener and gustar, ir+a+place, ser or estar, regular present-tense verbs, stem-changing verb; Hispanics in Florida.
Going on a trip, on vacation; Direct object pronouns, indirect object pronouns, preterit of –ar verbs, preterit of ir, ser, hacer, ver, dar; Culture of Costa Rica.
Sports and health, daily routines; Preterit of –er and –ir verbs, demonstrative adjectives and pronouns, reflexive verbs, present progressive; Culture of Argentina.
Clothes and shopping, at the market; Present tense of irregular yo verbs, pronouns after prepositions, preterite of –ir stem-changing verbs, irregular preterit verbs; Culture of Puerto Rico.
Second Semester
Legends and stories, past and present; Imperfect tense, preterit and imperfect, preterit of –car, -gar, -zar verbs, more verbs with irregular preterit stems; Culture of Mexico.
Preparing and describing food, ordering meals in a restaurant; Usted/ustedes commands, pronoun placement with commands, affirmative and negative words, double object pronouns; Culture of Spain.
Making movies, invitations to a premiere; Affirmative tú commands, negative tú commands, present subjunctive with ojalá, more subjunctive verbs with ojalá; Hispanics in the United States.
The school newspaper, family and relationships; Subjunctive with impersonal expressions, por and para, comparatives, superlatives; Culture of the Dominican Republic.
Common Core Standards Addressed in the course of our year:
SPEAKING AND LISTENING:
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Adapt speech to a variety of contexts and tasks, demonstrating command of formal and informal language when indicated or appropriate. (Literacy.SL.9-10.6)
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Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on a variety of topics, and issues, building on others’ ideas and expressing their own clearly and persuasively. (Literacy.SL.9-10)
GRAMMAR:
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Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (Literacy.L.9-10.4b)
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Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (Literacy.L.9-10.3)
READING:
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Use context (the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (Literacy.L.9-10.4a)
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Determine a main idea of a reading and analyze its development during the reading, how it emerges by specific details; provide a summary of the text. (Literacy.RI.9-10.2)
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Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (Literacy.L.9-10.5)
WRITING:
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Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Literacy.WHST.9-10.4)
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Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (Literacy.W.9-10.3)
SOCIAL STUDIES:
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Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting differences among sources. (Literacy.RH.11-12.9)
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Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (Literacy.WHST.9-10.7)
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Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (Literacy.RI.9-10.5)
National Standards of Foreign Language Addressed during our year:
Communication- Communicate in Languages Other Than English:
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Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
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Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
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Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Cultures- Gain Knowledge and Understanding of Other Cultures
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Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
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Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Goal Three: Connections- Connect with Other Disciplines and Acquire Information
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Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
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Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Goal Four: Comparisons- Develop Insight into the Nature of Language and Culture
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Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
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Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Goal Five: Communities- Participate in Multilingual Communities at Home and Global Societies
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Standard 5.1: Students use the language both within and beyond the school setting.
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Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.