SPANISH 2

World Language

Course Description

All levels of World Language (WL) will follow the NYS Syllabus of Modern Languages for Communication and the Proposed NYS Standards. Understanding other cultures and using the language to communicate are our goals as we develop skills in the 3 areas of Interpretive, Interpersonal and Presentational communication. Level 2 introduces us to the next level of vocabulary and phrases based on various topics. We will also explore the many different ways of life in the target culture in order to compare them to our own products, practices and perspectives. We will continuously review material as we study new vocabulary and skills.

Mrs. Halladay

Email Mrs. Halladay

Unit 1: Reflejando EN Retratos

In this unit, students will be exploring paintings, images, drawings, photographs, and sculptures created by famous people from the target culture. By the end students will be able to describe their own "self portrait" and simple symbols that represent their heritage and identity.

UNIT 1: REFLEJANDO EN RETRATOS

NOVICE MID - INTERMEDIATE LOW

ESSENTIAL QUESTIONS
- How is heritage and culture reflected in art?
INTERPRETIVE TARGETS
- I can understand simple descriptions about a person's physical appearance.
- I can understand some compliments on social media posts.
- I can follow a how to art video.
INTERPERSONAL TARGETS
- I can compliment someone.
- I can answer simple questions about a portrait/painting.
PRESENTATIONAL TARGETS
- I can tell what color(s) I see.
- I can describe someone's appearance (face, hair, eyes, age, etc.).
- I can tell what something represents in a portrait/painting.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate Spanish speaking artists that do/did portraits and recognize their style.
- I can identify some representations in portraits that connect to the target culture heritage or culture.
- I can create a self portrait inspired by other self portraits (Frida Kahlo).
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about art and its significance in the target culture.

Unit 2: COMIDA CALLEJERA

In this unit, students will explore various popular street foods from Hispanic/Latino cultures. Learners will be able to order, give opinions and simple recommendations, and ask and answer basic questions about Hispanic street foods.

UNIT 2: COMIDA CALLEJERA

NOVICE MID - INTERMEDIATE LOW

ESSENTIAL QUESTIONS
- What types of street foods are popular in other countries?
- What does a country's street food tell you about their culture?
INTERPRETIVE TARGETS
- I can read a menu.
- I can read information about ingredients.
- I can understand restaurant reviews and opinions about places to eat.
- I can understand descriptions of foods and drinks.
INTERPERSONAL TARGETS
- I can talk about authentic street foods.
- I can order a meal.
- I can ask and answer questions about places to eat.
- I can make simple recommendations about foods and drinks.
PRESENTATIONAL TARGETS
- I can describe authentic street foods and drinks.
- I can give my opinions about street foods and drinks.
- I can give basic information about a restaurant, food truck or stand.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate popular street foods and drinks in the target culture.
- I can give my opinions and participate by trying authentic foods and drinks.
- I can interact by ordering foods and drinks.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about street foods and meal taking.

Unit 3: Casas y otros hogares

The main focus of this unit is talking about housing in Spanish-speaking countries. Students will see a variety of real homes from everyday life to the "megaricos". Then students will learn about realtors (career connection). Throughout the unit their are touches of different climates, geographies and social classes. By the end, they can make comparisons to their own homes and lives.

UNIT 3: CASAS Y OTROS HOGARES

NOVICE HIGH - INTERMEDIATE MID

ESSENTIAL QUESTIONS
- How does my home compare to others around the world?
- What factors influence homes around the world?
INTERPRETIVE TARGETS
- I can understand descriptions of homes.
- I can understand information about realtors and real estate.
- I can understand some solutions to housing problems when I read or listen.
- I can understand basic opinions that others share about homes.
INTERPERSONAL TARGETS
- I can ask and answer basic questions about homes.
- I can talk about differences in homes around the world.
- I can describe my house and talk about some basic features.
- I can discuss housing issues and talk about ways to solve them.
PRESENTATIONAL TARGETS
- I can describe a home including the appearance, the location, size, colors and special features.
- I can give my opinion about homes.
- I can compare homes.
- I can describe the job of a realtor.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can realize there are different perspectives of what a "normal" home is.
- I can investigate and discuss celebrity homes from target culture.
- I can identify homes in different locations, geographies and climates.
- I can discuss real housing issues from Hispanic countries and offer solutions.
- I can investigate and create "Azulejos".
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about homes.

Unit 4: UNA VIDA SANA

Health is much more than just what we eat! In this unit, students will be exploring healthy lifestyles and daily routines that support our overall well being. Students will dig into sleep habits, exercise, how stress and technology affect our bodies and our moods.

UNIT 4: UNA VIDA SANA

NOVICE HIGH - INTERMEDIATE LOW

ESSENTIAL QUESTIONS
- How do my lifestyle choices and actions affect my health?
- What perspectives do others have about a healthy life?
INTERPRETIVE TARGETS
- I can understand information about how choices and activities affect health (sleep, tech use, exercise, diet, music, etc.).
- I can understand advice from a healthier lifestyle.
- I can understand nutritional information about foods and drinks (recipes, labels, nutritional guides, etc.).
INTERPERSONAL TARGETS
- I can discuss how choices and activities affect health (sleep, tech use, exercise, diet, music, etc.).
- I can give advice for a healthier lifestyle.
- I can discuss nutritional information about foods and drinks (recipes, labels, nutritional guides, etc.).
PRESENTATIONAL TARGETS
- I can tell how choices and activities affect health (sleep, tech use, exercise, diet, music, etc.).
- I can give advice for a healthier lifestyle.
- I can talk about nutritional information about foods and drinks (recipes, labels, nutritional guides, etc.).
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate how the habits of the target culture about sleep, tech use, exercise, diet, etc.
- I can compare the habits of the target culture about sleep, tech use, exercise, diet, etc. to my own.
- I can identify and describe healthy and unhealthy foods and drinks in the target culture.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about healthy lifestyle choices.

*Additional mini units will be incorporated throughout the year based on cultural products, practices and perspectives. A cumulative FINAL PROJECT will be given at the end of the year. The final project will count as a 5th quarter average.

CHECKPOINT PRE B RUBRIC FOR ASSESSING STANDARDS

L2 Fulton Rubrics 2022-23.docx

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