Teachers SHOULD teach ALL grammar and vocabulary listed in the template, focusing on communication, reading, writing, speaking, and real world resources. Teachers may add in additional vocabulary as well as introduce other grammar topics as it comes up. (Resource ideas can be found in Kleinshare.)

Department: / World Languages
Course: / Spanish 2
AP Theme / Beauty and Aesthetics Aprox. Time Spent: 8 weeks
Topic: / Celebrating Holidays and Discussing your Childhood
Learning Scenario / Students will discuss what they were like as a child and the activities they used to do such as which toys they played with, what games they played and their childhood songs.) Students will be able to describe family and relatives and the cultural context of family celebrations in the past. Students will be able to describe people, places and situations in the past.
TEKS / 01.A.01-.03; 01.A.05; 01.B.01-.02; 01.C.01; 01.C.03;01.C.04;01.C.05;01.C.06; 02.A.01-.02;02.B.01-.02; 03.A.01-02; 03.B.01-.03; 04.A,B; 05.A.01-.02; 0.5.B.01
Stage 1: Desired Results
Understandings / Students will describe their childhood experiences and compare holiday customs amongst different Latin American countries.
Essential Questions / How does my childhood and customs compare to the customs and holiday traditions of others.
Skills / Functions
what students know, understand and be able to do / Knowledge
what students need in terms of vocabulary and structures to demonstrate their knowledge
Vocabulary
(ADD IN EXTRA VOCABULARY AS NEEDED) / Grammar
Toys (Juguetes) / Juguetes
la muñeca
el muñeco
(el oso) de peluche
Triciclo
El balón
Barajas
Fichas
Juegos de mesa
Animales / Las mascotas
El pajáro
El pez
La tortuga
El caballo
To discuss things you used to do / Coleccionar
Molestar a
Pelearse
Saltar a la cuerda
To name places / La guardería infantil
El patio de recreo
To explain your actions / De niño/a
De pequeno/a
De vez en cuando
Mentir
(des)Obedecer
Ofrecer
Permitir
Por lo general
Portarse bien/mal
Todo el mundo
El vecino/a
mentira
verdad / Using the imperfect tense:
1.  W-eather expressions
2.  A- Age
3.  T- Time
4.  C- continuous actions
5.  H- habitual actions
6.  E- Emotions
7.  D- descriptions
To describe what someone was like / Bien educado/a
Consentido/a
Desobediente/ obediente
Generoso/a
Tímido/a
Travieso/a
Egoísta / (Recall adj. agreement with Ser)
Speaking in the past (imperfect)about what you were like as a child. / The Imperfect tense conjugations (Regular) & Irregular (ir, ser, ver)
To disuss to whom/ for whom actions are received. / Indirect object pronoun use & placement (me, te, le, nos, les)
To talk about manners and customs / Abrazar(se)
Besar (se)
Dar(se) la mano
Despedirse de
Los modales
Saludar(se)
Sonreír / Using “se” and “nos” for reciprocal actions- “eachother”
To talk about people / El/la bebé
charlar
Contar chistes/chisme
Llevarse bien/mal
Llorar
Los mayores
Los parientes
Reírse
reunirse
To talk about special events / El aniversario
Casarse
La costumbre
Cumplir años
Desfile
El día festivo
Divertirse
Felicidades
Felicitar
La fiesta de sorpresa
Los fuegos artificiales
Hacer un picnic
Nacer
Regalar
La reunión
Speaking in the past (both preterite/imperfect) / Using the preterite & imperfect tense interchangibly.
Preterite uses:
S-ingle action
I-nterrupted event
M-ain event
B-eginning action
A-rrivals/ departures
Stage 2: Assessment Evidence
Performance Task Summary
(Integrated Performance Assessment)
Interpretive / Students will read authentic text about students celebrating holidays and childhood customs Stuents will describe pictures of family celebrations and customs.
Interpersonal / Students will have completed various activities based on visuals throughout the unit. For the interpersonal assessment, students will be given random images and will be expected to ask and answer questions about school, extracurricular activities, activities in the classroom.
Presentational / With other students, students will present dialog or skit in front of the class, pertaining to their childhood experiences or will show a picture of their family celebration and describe it in the past.
Formative Assessments / Other Major Assessments
Stage 2: Assessment Evidence
Performance Task Summary
(Integrated Performance Assessment)
Interpretive / Students will read authentic text about students celebrating holidays and childhood customs Stuents will describe pictures of family celebrations and customs.
Interpersonal / Students will have completed various activities based on visuals throughout the unit. For the interpersonal assessment, students will be given random images and will be expected to ask and answer questions about school, extracurricular activities, activities in the classroom.
Presentational / With other students, students will present dialog or skit in front of the class, pertaining to their childhood experiences or will show a picture of their family celebration and describe it in the past.
Formative Assessments / Other Major Assessments
Students will show mastery in reading, writing, and listening comprehension in Spanish over unit’s topic.
Learning Checks
Stage 3: Learning Activities
Hook / Students will think back to their child and describe a memorable event.
Listening / Reading / Writing / Speaking
·  Students will be able to perform acts from promted dialogue. (resource: Realidades pg.213 Act. 1)
·  Listen to Native Speakers talking about past holiday experiences.
http://www.laits.utexas.edu/spe/adv05.html
http://www.spanish411.net/SpanishMadLibs/index.asp
*Pass Along activity “Cuentos Para Contar” Students will create a story from prompts give in the powerpoints give. (see Unit 4 Resource Folder) / ·  “Superhombre” Preterite vs Imperfect activity
http://www.colby.edu/~bknelson/SLC/superhombre.php
·  Read about “El Carnaval” and answer comprehension questions.
(see Unit 4 Resource Folder)
·  Have students write a paragraph describing how they celebrate a child’s birthday party. Encourage students to use family members, food served, and traditional activities. / ·  Have students write a paragraph describing how they celebrate a child’s birthday party. Encourage students to use family members, food served, and traditional activities.
·  “Once Upon A Time…” Have students, in groups, write a childhood story like that of Superman.
·  In groups students make up a story / Have students describe a holiday celebration, orally to the class, that occurred when they were young.
·  Have students describe in detail of a picture by Carmen Lomas Garza. (resource: Realidades pg. 222 Act. 13)
·  Have students describe the activites during a wedding ceremony.
·  (resource: Realidades pg. 225 Act. 18)
·  Canción Infantil “Los Elefantes” (resource: Realidades pg 204 with audio CD)
Resources
Realidades level 2 textbook, workbook, audio CDs, DVD
Easy Spanish Reader*
(UT website of native speakers) http://www.laits.utexas.edu/spe/index.html
Conjuguemos.com (conjugation/vocabulary drills)
Resources that incorporate objectives taught throughout the year:
Easy Mad Libs in Spanish: http://www.spanish411.net/SpanishMadLibs/index.asp
See additional recources in KleinShare
TPRS Realidades Book