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:

• 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)

• 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:

• Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (Literacy.L.9-10.4b)

• 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:

• 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)

• 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)

• Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (Literacy.L.9-10.5)

WRITING:

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Literacy.WHST.9-10.4)

• 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:

• 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)

• 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)

• 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:

• Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

• Standard 1.2: Students understand and interpret written and spoken language on a variety of topics

• 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 

• Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

• 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

• Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language

• 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

• Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

• 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

• Standard 5.1: Students use the language both within and beyond the school setting.

• Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.