Can do statements – Everyday Matters / Projects & Assignments / Assessments
1. I can understand the essential information in short recorded passages dealing with predictable everyday matters which are spoken slowly and clearly.
(Listening) / ·  Video
·  Interpreting Teacher Demonstration
·  Children’s Book about Little Pig / ·  Before and after questions to check for understanding
2. I can understand a simple personal letter in which the writer tells or asks me about aspects of everyday life.
(Reading) / ·  Penpals b/w classes
·  Pre-written letter from teacher, text, etc. / ·  Reading comprehension questions
·  Discussion on the events of the other person
3. I can understand short narratives about everyday things dealing with topics which are familiar to me if the text is written in simple language.
(Reading) / ·  Reading passages from text or other readers / ·  Reading comprehension
·  Jigsaw Activity & class discussion
4. I can make and respond to invitations.
(Spoken Interaction) / ·  Asking and answering questions with reasons why we are unable to do a certain activity / ·  Oral review
5. I can start, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest.
(Spoken Interaction) / ·  Give cards with topics to develop conversations with their partners / ·  Say aloud in class the conversations
6. I can describe my typical daily routine.
(Spoken Production) / ·  Pictorial daily planner using the chronological order of events and time expressions / ·  Project grade from pictorial planner and spoken production
7. I can make myself understood using memorized phrases and single expressions.
(Language Quality) / ·  Pictorial project (see above)
8. I can link groups of words with simple connections like “and”, “but”, and “because”.
(Language Quality) / ·  Pictorial project (see above)
9. I have a sufficient vocabulary for coping with simple everyday situations.
(Language Quality) / ·  Answering simple questions directed from the teacher
10. I have a sufficient vocabulary to express myself with some circumlocutions on most topics pertinent to my daily routine.
(Language Quality) / ·  Partner practice with situational cards
11. I can write about aspects of my daily routine involving home and school.
(Writing) / ·  Pictorial project
12. I can write simple sentences, connecting them with words such as “and”, “but” , “because”.
(Writing) / ·  Situational Cards
13. I can use the most important connecting words to indicate the chronological order of events (first, then, after, later)
(Writing) / ·  Pictorial planner
Language Components
·  Reflexive verbs
·  Daily routine vocab
·  Connecting words to describe chronological order
·  Simple conjunctions (and, but, because)
·  Daily school activity and classes / ·  Tener
·  Ser
·  Telling time
·  Time expressions using hace
·  Pero and sino
·  Poder
·  Traer
Resources
1.  Textbook
2.  Teacher-made situational cards
3.  Activity books
4.  United Streaming
5.  Videos with text / 6.  Construction paper
7.  Markers
8.  Dictionaries
9.  Stapler
10.  Internet
11.  Children’s Book (Little Pig)
Reflections
Can do statements – City, directions, professions / Projects & Assignments / Assessments
1. I can understand what is said clearly, slowly and directly to me in simple everyday conversations relating to the city and professions.
(Listening) / ·  Transparencies for in class involvement
·  TPR – taping cards to correct city bldg. using the language / ·  Listing words as many as possible in 2 minutes as a game in groups
2. I can identify important information in employment/help-wanted ads from newspapers
(Reading) / ·  Las noticias – identifying professions / ·  Class or pair discussion about the ads
3. I can find information on building titles and professions.
(Reading) / ·  Make city poster and label buildings
·  Make game boards in groups
·  Painters tarp and create a huge city to walk on / ·  Reading the directions and being able to find the correct place in the city.
4. I can ask for and give directions referring to a map or plan.
(Spoken Interaction) / ·  Creating the city and working in partners to give and receive directions. / ·  Giving directions aloud and students must arrive in the correct place from their conversations of asking for and giving directions.
5. I can describe my city where I live (Spoken Production) / ·  Creating telephone conversations with exchange students to visit you. / ·  Recording these conversations describing my city and myself.
6. I can describe my educational background and jobs that I’m looking for.
(Spoken Production) / ·  Telephone conversations about jobs in the town / · 
7. I can very simply ask somebody to repeat what they said.
(Strategies) / · 
8. I have a sufficient vocabulary for coping with simple situations involving professions and directions in a city.
(Language Quality) / · 
9. I can fill-in a questionnaire giving an account of my educational background & interests in job settings.
(Writing) / ·  Filling in about jobs from ads in newspaper
10. I can use the most important connecting words to indicate direction, location, and chronological order of events.
(Writing) / ·  Partner practice with situational cards
Language Components
·  Preterite
·  Formal commands
·  IOPs
·  -ería vocab used with relation to objects and places in a city
·  Vocab from city expanded from level 1 / ·  Professions
·  Directions
·  Prepositional phrases
·  Ser & estar
·  Location vocab.
Resources
1.  Textbook
2.  Recording tape and player
3.  Internet
4.  Construction paper
5.  Markers / 6.  Painters canvas
7.  Paint
8.  Newspaper
9.  Activity book
10.  Posterboard
Reflections
Can do statements – Recipes, Nutrition, Restaurant / Projects & Assignments / Assessments
1. I can understand what is said clearly, slowly and directly to me in simple everyday conversations.
(Listening) / ·  Teacher asking questions using food props
·  Recorded conversations, student listening and checking for understanding / · 
2. I can understand phrases, words and expressions related to areas of most immediate priority.
(Listening) / ·  Set up class in a restaurant setting (some students are servers, others are customers) and it must be in all Spanish. Have students ask what they would like to have to eat and create “problem” situations with the food they are served. / ·  Restaurant Setting (Use of language and interacting with peers in target language)
3. I can understand short narratives about everyday things dealing with topics which are familiar to me.
(Reading) / ·  Reading realia to understand about nutrition / ·  IPA dealing with nutrition and restaurants
4. I can understand short recipes relating to vocabulary which is familiar to me.
(Reading) / ·  Have students bring in certain materials relating to 3-4 recipes. In a group, students must figure out what the recipe says in order to create the dish given from the ingredients that they have provided. (Teacher must select recipes ahead of time based upon what facilities and time may be allotted.) / ·  Created dish properly from directions
5. I can make simple transactions in a restaurant or grocery store. (Spoken Interaction) / ·  Restaurant Project Above / ·  Restaurant Setting (Use of language and interacting with peers in target language)
6. I can order something to eat or drink.
(Spoken Interaction) / ·  Restaurant Project Above / ·  Restaurant Setting (Use of language and interacting with peers in target language)
7. I can give a detailed account of how to prepare some simple dishes that I like to eat.
(Spoken Production) / ·  Students must bring in a picture of a dish they like and give a “how to” presentation based on the preparation of the food. / ·  “How to” presentation of dish
8. I can describe my daily plan for good nutrition.
(Spoken Production) / ·  Students create a one day meal plan for good nutrition and present it to class. / ·  Meal plan
9. I can very simply ask someone to repeat what they said.
(Strategies)
10. I can repeat back part of what someone has said to me to confirm that we understand each other.
(Strategies)
11. I can convey simple information of immediate relevance, getting across which point I feel is most important.
(Language Quality) / ·  Discussion from Noticias relating to health and nutrition / ·  Restaurant Setting
12. I can express myself reasonably accurately in familiar, predictable situations.
(Language Quality) / ·  / ·  Restaurant Setting
13. I can write simple recipes.
(Writing) / ·  Writing the recipe for the food they like connected with the “how to” presentation. / ·  “How to” presentation
14. I can write a simple account of events dealing with my nutrition.
(Writing) / ·  Designing a good daily nutrition plan for at least one day
Language Components
·  Preterite
·  Formal commands
·  Indirect Object Pronouns
·  Direct Object Pronouns
·  Double Object Pronouns
·  Food Vocab expanded from level 1 / ·  Phrases for Restaurant Use (recomendar, quemado, está mal, salado, aguado, echado a perder, etc.)
·  Imperfect
·  Past Participles
·  Food PrepVocab (cut, dice, boil, add, , roast, bake, fry, stir, scramble, toast, melt, etc.)
·  Adverbs
Resources
1.  www.mypyramid.gov
2.  Menus from other restaurants
3.  Food Pyramid
4.  Internet
5.  Construction paper
6.  Markers / 7.  Plastic food props
8.  Activity book
9.  Posterboard
10.  Food for the Restaurant (breakfast is usually cheaper)
Reflections
Can do statements – Body, Health and Dr. Visit / Projects & Assignments / Assessments
1. I can understand phrases, words, and expressions related to areas of most immediate priority considering the body and going to the doctor.
(Listening) / ·  Listening practice on Video, tape recordings, or unitedstreaming / · 
2. I can listen to a short narrative and form hypotheses about what will happen next.
(Listening) / ·  Find excerpt about visiting the doctor or illness to play for students / ·  IPA about doctor’s visit (listening)
3. I can follow clearly articulated speech directed at me in everyday conversation though I sometimes have to ask for repetition of particular words and phrases.
(Listening) / ·  Teacher asking questions for student to respond / · 
4. I can understand simple written messages from friends, for example saying that they are sick or hurt.
(Reading) / ·  Reading from simple books or messages on the Internet / ·  IPA maybe shortened with reading component
5. I can understand the main points in short newspapers articles about current and familiar topics.
(Reading) / ·  Look for articles in newspapers or magazines to talk about in class relating to health / ·  Discussion in class about articles
6. I can ask how people are and react to news.
(Spoken Interaction) / ·  Students create skits about going to the doctor and relating to what the doctor may say / · 
7. I can deal with most situations likely to arise when making doctor’s visits and discussing my illness.
(Spoken Interaction) / ·  Situational doctor visit cards for students to respond to
8. I can give short, basic descriptions of getting hurt.
(Spoken Production) / ·  Describing the last time student went to the doctor and was injured.
9. I can describe basic illnesses to a doctor.
(Spoken Production) / ·  / ·  Skits mentioned previously
10. I can ask for attention.
(Strategy) / · 
11. I can repeat back part of what someone has said to confirm that we understand each other.
(Strategy) / ·  / ·  Situational Card activity from above
12. I can use some simple structures correctly.
(Language Quality)
13. I can convey simple information of immediate relevance, getting across which point I feel is most important.
(Language Quality) / · 
14. I can describe an event in simple sentences and report what happened when and where.
(Writing) / ·  Students can create short story picture books about the last time they were sick or injured / ·  Storybook
15. I can use the most important connecting words to indicate the chronological order of events.
(Writing) / ·  Storybook
16. I can write personal letters to friends or acquaintances asking for/giving them news and narrating events.
(Writing) / ·  Have students create a personal letter about the last time they were sick or injured.
Language Components
·  Preterite (caer, torcer, romper, lastimar, etc.)
·  Past participles
·  Vocab with getting injured
·  Verbs with reflexive pronouns and using them in preterite / ·  Doler
·  DOPs
·  Vocab of body (extension of level 1)
·  Informal commands
Resources
1.  Textbook
2.  Recording tape and player
3.  Internet / 4.  Newspaper
5.  Activity book
6.  Posterboard
Reflections
Can do statements - Childhood / Projects & Assignments / Assessments
1. I can understand what is said clearly, slowly and directly to me in simple everyday conversation.
(Listening) / ·  Listening practice on Video, tape recordings, or unitedstreaming / · 
2. I can understand simple written messages from friends/colleagues talking about what they did, what they were like, and their likes and dislikes as a child.
(Reading) / ·  Work on letters with keypals, class pals, or countypals / ·  IPA formed about childhood
3. I can say what I used to like and dislike.
(Spoken Interaction) / ·  Conversations with partners in class/emails to pals / · 
4. I can talk about chores that I did as a child and what I do now.
(Spoken Interaction) / ·  Conversations in class/emails to pals / · 
5. I can describe how I was as a child.
(Spoken Interaction) / ·  Conversations in class/emails to pals / · 
6. I can describe myself and where I lived as a child.
(Spoken Production) / ·  Have students make a collage with words and pictures, then talk about what they did, what they were like, and where they lived as a child.
/ · 
7. I can describe past childhood activities.
(Spoken Production) / ·  Collage mentioned above
8. I can indicate when I am following what someone else is saying.
(Strategy) / · 
9. I can make myself understood using memorized phrases and single expressions.