Spanish II Honors

Standard 1.2, 1.3 Communication: Communicate in languages other than English

Standard 2.1, 2.2 Cultures: Gain knowledge and understanding of other cultures

Standard 3.1, 3.2 Connections: Connect with other disciplines and acquire information

Standard 3.1, 3.2 Comparisons: Develop insight into the nature of language and culture

Standard 5.2 Communities: Participate in multilingual communities at home and around the world

Estimated Time Range:

August to June

ENDURING UNDERSTANDINGS

The student will understand that:

1.	Verb tenses establish a time frame for actions and states of mind.
2.	Learning to speak a new language involves changing the way one thinks.
3.	Concepts are expressed differently and similarly in Spanish and English.
4.	Thoughts are expressed differently and similarly in Spanish and English.
5.	How one says something is as important as what is said.
6.	Learning the structure of a new language enhances the learner’s skill level in English. Conversely, a strong foundation in English grammar facilitates the acquisition of Spanish.
7.	Language is a reflection of culture.
8.	Differences in custom between cultures effect many aspects of daily life experience.
9.	Differences in tradition between cultures effect many aspects of daily life experience.

SAMPLE ASSESSMENTS

1. Written tests, compositions, dictation, question-answer sessions, conversations

Example of a conversation assessment: In class the students write a paragraph about what they have done during the course of the week, including the weekend. As the students are writing the teacher helps the students to edit their work. When completed, the written work is collected. During the next class the paragraphs are given back to the students. The class is directed to silently read and familiarize themselves with their work. Some of the students are then asked to tell the class about their week. They are allowed to keep their work but they are instructed not to read directly from their papers, as this would disqualify them from presenting. The class is instructed to listen carefully and prepare questions for the presenter. The presenter must answer the questions put to him/her. All speech is to be in Spanish in the form of complete sentences. The students are assessed according to participation. This assessment will continue in subsequent classes until all students have presented.

Example of a verb tense formation assessment: The students are asked to write down the correct preterite tense forms of verbs. They are given a list of subjects and infinitives. They are also required to translate their work. They are assessed on correctness of spelling and meaning.

ESSENTIAL QUESTIONS

1.	What is a verb tense?
2.	How is what one says determined by the accurate use of tenses and grammatical structures?
3.	Why is subject and verb agreement important in Spanish?
4.	What is the importance of noun and adjective agreement in Spanish?
5.	How and why do past actions differ from one another?
6.	What are direct and indirect object pronouns?
7.	How does the use of object pronouns avoid repetitious communication?
8.	How is the Spanish structure for expressing likes and dislikes dissimilar to that of English? What are the conceptual differences?
9.	What do the words reflexive and reciprocal mean?
10.	How does one express an action that reflects back to the subject?
11.	How does one express what has already been done?
12.	How does one deduce or infer meaning from context?
13.	What vocabulary does one need to express oneself effectively in Spanish with regard to daily life?
14.	How do customs and culture differ between the Spanish-speaking world and the United States with regard to phone communication, food shopping, postal services, and transportation?

LEARNING OBJECTIVES

The student will be able to:

1.	Express what he/she does (Regular, irregular and stem changing verbs in the present tense; ar/er/ir).
2.	Express agreement of nouns, adjectives, and articles.
3.	Express what occurred in the past (Regular, irregular, and stem changing verbs in the preterite tense; ar/er/ir).
4.	Express what occurred in the past (Regular and irregular verbs in the imperfect tense; ar/er/ir).
5.	Describe people, things, places weather, time, and events in the past. (Imperfect)
6.	Describe habitual, routine actions in the past. (Imperfect tense)
7.	Express state of mind in the past. (Imperfect tense)
8.	Express the difference between continuous actions in the past and those completed at a definite time. (Imperfect and preterite)
9.	Express two past actions in the same sentence. (Imperfect and preterite)
10.	Express reciprocal actions in present and past time. (Reflexive verbs)
11.	Express likes and dislikes in present and past time. (Gustar)
12.	Express and analyze who or what is receiving a given action. (Direct and indirect object pronouns)
13.	Refer to people and things already mentioned. (Two object pronouns in the same sentence)
14.	Express actions that have not yet occurred. (Regular and irregular future; ar/er/ir)
15.	Express what would take place under certain circumstances. (Regular and irregular conditional; ar/er/ir)
16.	Express a request politely. (Conditional tense)
17.	Express comparisons between people and things. (Regular and irregular comparative and superlative)
18.	Express what had been done recently. (Regular and irregular present perfect tense; ar/er/ir)
19.	Comprehend and respond to general questions relating to themselves and their lives, school-related information, and daily activities. (Vocabulary + multi-tenses)
20.	Express thoughts about school and school related activities. (Vocabulary)
21.	Express thoughts about leisure activities. (Vocabulary)
22.	Express proper phone etiquette. (Vocabulary and culture)
23.	Compare phone service in some Spanish countries and the United States. (Culture)
24.	Read and demonstrate comprehension of informational material that views telephone communication is Spanish-speaking countries. (Culture)
25.	Compare food-shopping practices in a Spanish-speaking country with those in the United States. (Culture)
26.	Read and demonstrate comprehension of informational material that views shopping practices in a Spanish-speaking country. (Culture)
27.	Compare some U.S. postal services with those in some Spanish-speaking countries. (Culture)
28.	Address an envelope in Spanish. (Vocabulary)
29.	Write a personal letter with appropriate heading, salutation, and closing. (Culture)
30.	Discuss health care in some areas of the Hispanic world. (Culture)
31.	Discuss accident scenarios, medical problems and related experiences. (Vocabulary)
32.	Read and demonstrate comprehension of informational material that treats transportation differences between Latin America and the United States. (Culture)
33.	Discuss and compare transportation differences between Latin America and the United States. (Culture)
34.	Describe the family car. (Vocabulary)
35.	Discuss why he/she wants to get their driver’s license. (Vocabulary)

SUGGESTED RESOURCES

Woodford/Schmitt. A bordo, Glencoe Macmillan/McGraw-Hill, 1997 ISBN 0-02-646118-8

Woodford/Schmitt. A bordo workbook, Macmillan/McGraw-Hill, 1997

Audiovisual materials: Maps, globes, films, photographs, charts, diagrams, signs, and other realia.

Authentic readings from contemporary Spanish language newspaper and magazine articles, announcements, advertisements, interdisciplinary readings, and weather reports.

SUGGESTED CONNECTIONS

Health and/or medical careers

Political science careers

Foreign service careers

Teaching careers

Communications careers (international postal/telephone)

Service Careers (international au pair/customer service)

International business careers

Tourism/travel related careers