Collierville Schools

Spanish 2 Honors

Scope and Sequence

4th Quarter
Pacing / Standards / Learning Targets / Supporting Text(s) / Assessment Description(s)
Weeks
1 – 3 / 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics.
1.3 Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2 Demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
3.1 Reinforce and acquire further knowledge of other disciplines through the foreign language.
4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and one’s own.
4.2 Recognize that cultures use different patterns of interaction and apply this knowledge to one’s own culture.
5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. / I can have a basic conversation on a number of everyday topics.
I can ask and answer questions about factual information that is familiar to me.
I can use the language to meet basic needs in familiar situations.
I can demonstrate understanding of messages of personal interest.
I can understand questions and simple statements on everyday topics.
I can describe people, activities, events, and experiences, orally or in writing.
I can express preferences on topics of interest.
I can present information on plans, instructions, or directions.
I can ask questions to obtain information.
I can give basic directions on how to make or do something.
I can participate in a cultural activity, whether authentic or simulated.
I can analyze and communicate about patterns of behavior in the target culture.
I can search for, identify and investigate the function of products of the target culture.
I can experience products of the target culture and explain the origin and importance of these products.
I can share and discuss topics from other content areas.
I can identify words in the native and target language that have no direct translation
I can recognize how different time frames are expressed in the target language.
I can compare daily life in the native and target culture.
I can consult various sources in the target language to obtain information on topics of personal interest. / Avancemos 2
A vocabulary list will be compiled by the teacher and handed out. Vocabulary is chosen to match the theme of the unit and may come from a variety of sources.
Students will use a variety of websites to choose their foods for the cooking project. / The vocabulary assessment will cover vocabulary related to cooking and food preparation. It includes a short reading section about how to read a recipe. Students will also be given words in the target language and will have to define those words in the target language.
1.2 – 70%
4.2 – 30%
The major assessment, a grammar-based assessment, will cover telling friends and family what to do.
1.2 – 60%
4.1 – 40%
Students will work in groups to complete a 3 part project on food. They will choose and then research a food from the target language culture. They will write a paragraph to describe that food, the cultural influences on that food and its healthfulness. Second, they will write a recipe on how to prepare that food. Last, they will prepare a presentation on their food, its preparation and the cultural importance of that food to the target language country.
1.1 – 10%
1.2 – 20%
1.3 – 20%
2.1 – 10%
2.2 – 10%
3.1 – 10%
4.2 – 10%
5.2 – 10%
Weeks
3 – 6 / 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics.
1.3 Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.2 Demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and one’s own.
4.2 Recognize that cultures use different patterns of interaction and apply this knowledge to one’s own culture.
5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. / I can have a basic conversation on a number of everyday topics.
I can ask and answer questions about factual information that is familiar to me.
I can use the language to meet basic needs in familiar situations.
I can demonstrate understanding of messages of personal interest.
I can understand questions and simple statements on everyday topics.
I can describe people, activities, events, and experiences, orally or in writing.
I can express preferences on topics of interest.
I can present information on plans, instructions, or directions.
I can ask questions to obtain information.
I can give basic directions on how to make or do something.
I can search for, identify and investigate the function of products of the target culture.
I can experience products of the target culture and explain the origin and importance of these products.
I can identify words in the native and target language that have no direct translation
I can recognize how different time frames are expressed in the target language.
I can compare daily life in the native and target culture.
I can consult various sources in the target language to obtain information on topics of personal interest. / Avancemos 2
A vocabulary list will be compiled by the teacher and handed out. Vocabulary is chosen to match the theme of the unit and may come from a variety of sources.
Students will use a variety of websites to find information for the research project. / The major assessment, a grammar-based assessment, will cover telling people politely what to do.
1.2 – 60%
4.1 – 40%
Students will reseach a country and prepare a presentation on visiting that country, telling what people should do, see and eat in that country. The class will ask questions after their presentation.
1.1 – 10%
1.2 – 10%
1.3 – 50%
2.2 – 10%
4.2 – 10%
5.2 – 10%
Weeks
7 – 9 / 1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics.
4.2 Recognize that cultures use different patterns of interaction and apply this knowledge to one’s own culture. / I can demonstrate understanding of messages of personal interest.
I can understand questions and simple statements on everyday topics.
I can compare daily life in the native and target culture. / Avancemos 2
A vocabulary list will be compiled by the teacher and handed out. Vocabulary is chosen to match the theme of the unit and may come from a variety of sources. / The vocabulary assessment will cover vocabulary related to technology. There will be a reading to accompany the vocabulary. Students will also be given words in the target language and will have to define those words in the target language.
1.2 – 70%
4.2 – 30%
The major assessment, a grammar-based assessment, will cover using the two words for “for” in Spanish.
1.2 – 60%
4.1 – 40%