Spanish 2 is an all-skills course designed to improve pronunciation, oral communication, and reading ability. Spanish II establishes a foundation for correct writing and provide an expansion of grammar.

ESSENTIAL QUESTIONS

• What is the purpose of language?
• How is the structure of a language related to its function?
• What kinds of beauty does language create?
• How do we express our values and beliefs through language?
• How do culture and language interact?
• How does language influence who I am?
• How does language influence perception and understanding of diverse cultures?
• How does competency in language empower us in decision-making?
• How does language influence the development and interaction of civilizations?

FOCUS QUESTIONS

• How does one communicate information with or about friends in Spanish?
• How are the linguistic and syntactic structures of Spanish used to describe friends?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• exchange greetings.
• ask for and give information.
• describe people and places.
• talk about school life and the new school year.
• conjugate in the present tense the verbs gustar, tener, ser, estar, decir, venir, ir, stem-changing verbs: e – ie, o – ue, irregular yo verbs and regular present tense verbs.
• use adjectives of description.
• use interrogative words in questions.
• tell time.

DEVELOPING AN INTERPRETATION The student will . . .

• discuss his/her own likes and dislikes as well as those of his friends.
• explain ways he/she might greet people of different ages in Spanish.
• distinguish between ser and estar.
• classify lists of verbs as regular ar/er/ir, stem-changing, irregular or irregular yo.

MAKING CONNECTIONS The student will . . .

• contrast origin and location (ser vs. estar).
• compare greetings used by people in the United States and those used by people in the Spanish-speaking world.
• describe and compare the different music types associated with the Spanish-speaking world.

FOCUS QUESTIONS

• How does one communicate in Spanish what he needs to know and do when traveling?
• How does one express in Spanish how he uses leisure time and preferences for food and activities?
• How are the linguistic and syntactic structures of Spanish used to describe traveling, leisure time, preferences and news events?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• talk about where they went, what they did and how they traveled.
• ask for and give information.
• talk about the past.
• conjugate regular preterit verbs; orthographic changing verbs(-gar, -car, and -zar); the irregular preterit of ir, ser, hacer, dar, ver; stem-changing verbs: e-i, u-ue; stem-changing verbs in the preterit.
• use demonstrative adjectives and pronouns to point out someone or something.

DEVELOPING AN INTERPRETATION The student will . . .

• discuss leisure time in the Hispanic neighborhoods of different cities in the United States.
• summarize their leisure activities in the past.
• categorize foods.
• give excuses for not participating in an activity.

MAKING CONNECTIONS The student will . . .

• compare and contrast works of art.
• describe their preference for the foods of the Hispanic world.

FOCUS QUESTIONS

• How does one describe his/herchildhood experiences and activities?
• How is the imperfect tense used and what is its purpose?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• describe childhood experiences and family relationships.
• narrate in the past.
• talk about activities in progress.
• conjugate verbs in the progressive, imperfect and preterit tenses.
• identify and use the direct and indirect object pronouns.
• describe feelings with expressions using tener.

DEVELOPING AN INTERPRETATION The student will . . .

• distinguish between the uses of the preterit and imperfect.
• distinguish between the uses of direct and indirect object pronouns.
• examine relationships and festivities within the Hispanic family unit.

MAKING CONNECTIONS The student will . . .

• compare and contrast one Náhuatl legend with legends the students already know.
• interpret the Aztec calendar system.

FOCUS QUESTIONS

• How does one express one’s feelings and give advice?
• How does one discuss ways to stay fit and healthy?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• talk about their daily and personal routine.
• make suggestions and give advice.
• talk about health and illness.
• use Ud./Uds. commands to tell one or more people what to do.
• demonstrate the use of the subjunctive after impersonal expressions.
• list ways Puerto Ricans say that something is very good.

DEVELOPING AN INTERPRETATION The student will . . .

• discuss ways to stay fit and healthy using relevant vocabulary.
• categorize vocabulary relating to daily routine and personal care, staying fit and healthy, household chores and health and illness.
• discuss how long has something been going on with regard to staying fit and healthy.
• apply use of adverbs to tell how an action takes place.
• categorize indoor and outdoor chores.

MAKING CONNECTIONS The student will . . .

• analyze the traditions of the jíbaro culture in Puerto Rico and those of a cultural group in the U.S.
• compare the evolution of baseball in the U.S. with that of Puerto Rico.
• describe how exercising and staying fit is connected to physical education and health.

FOCUS QUESTIONS

• What are some ways to talk about traveling and ask for and give directions in Spanish?
• How is the subjunctive used and what is it’s purpose?
• What does one learn from traveling abroad?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• describe rooms, furniture and appliances.
• demonstrate the use of the subjunctive with expressions of hopes and wishes.
• apply core vocabulary words to talk about shopping, ask for and give direction.
• describe their own community.
• utilize the subjunctive mood with expressions of doubt and emotion.

DEVELOPING AN INTERPRETATION The student will . . .

• distinguish between the use of the subjunctive and the infinitive in different expressions.
• explain how they would dress to attend the different activities and events abroad.
• explain how to travel, give directions, from one location to a specified other.

MAKING CONNECTIONS The student will . . .

• compare and contrast the different types of clothing and size system used in Spain and the United States.
• compare the different modes of transportation within the cities of Madrid and New York City.

FOCUS QUESTIONS

• How does one talk about nature and the environment to a Spanish speaking person?
• What is the function of the future tense, and how is it formed?
• How does one express what would happen under certain conditions?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• describe the weather and geographic characteristics of different regions.
• demonstrate an understanding for nature and conservation, and the threats to the environment.
• make future plans and predictions.
• identify wildlife distinctive of Costa Rica.

DEVELOPING AN INTERPRETATION The student will . . .

• discuss the threats to the ecology by learning about the rain forests and other places in Costa Rica where unique species of wildlife are becoming extinct.
• predict the future of the environment and analyze what needs to change.
• classify the different outdoor activities of Costa Rica by the different climates and regions.
• apply their knowledge of the future tense to share their personal plans and feelings about the future.
• prioritize environmental problems and explain what can be done to solve them.

MAKING CONNECTIONS The student will . . .

• contrast the natural resources of Costa Rica with those of other Spanish speaking countries they have studied this year; Spain, Mexico, Puerto Rico.
• make analogies of the ecological problems of Central America and the United States.
• contrast the ecological problems faced by Central America and the United States.

FOCUS QUESTIONS

• How does one complete an application and prepare for a job interview in a Spanish speaking country?
• What are some of the functions of the past participle and how does one determine it’s use in a sentence?
• How does one make a good impression when speaking of past experiences and accomplishments?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• demonstrate an ability to apply and interview for a position.
• describe and evaluate people, places and things in the past, present and future.
• paraphrase a conversation in order to relate a message.
• infer his choice in order to persuade others.

DEVELOPING AN INTERPRETATION The student will . . .

• apply the uses of the present perfect to speak about his/her recent history.
• describe duties, people and surroundings.
• analyze and evaluate situations.
• correlate his/her past experiences with current interests.
• explain his/her intent using a positive, persuasive and convincing tone.