Course : En Espanol II Mrs. Pagan
Essential/Guiding Question(s): How did I see my self?
3rd nine weeks
THEMES:
*Expanded usage of demonstrative adjectives, verb stress and accents with
pronouns
*Application of reflexive verbs
*Applies commands, cognate
*Using progressive tenses (present and past actions)
*Using possessive adjectives
*Discussing families traditions (holidays and celebrations)
*Using imperfect tense
*Expanded the appplication of preterite versus imperfect
TARGETS:
*Students can develop skit with voc from prior chapters
*Students can apply commands in recipes
*Students can combine demonstrative adjectives with voc words.
*Students can compose sentences with the preterite and stem changing verbs.
*Students can create a story using daily routines using preterite
*Students can write an essay from their childhood experiences (using
imperfect tense)
*Students can talk about their personal relationship or possession.
*Students can write sentences and talk about activities in progress
*Students can analyze how Hispanic Countries celebrate Holidays and
Celebrations.
Writing requirement: Writing one paragraph about daily routines. Writing
sentences with stem-changing verbs in preterite. Answering
questionnaire. Writing an essay about Mi Infancia
Listening: Listening labs and close passages with songs, dictation.
Speaking: Pair conversation using vocabulary words
Reading requirement: El Monte de Nuestro Alimento y el Temblor
Cultural Knowledge: Read following notes pg. 81
Projects and assignments: (SUBJECT TO BE MODIFIED)
Classwork Las Tiras Comicas-writing-using preterito
Homework voc page 125 is due
Vocabulary quiz (study page 85).
Homework Bring a toy (writing activity sentence)
Essay Mi Infanciat Unidad 2 Etapa 1
Homework due page 147
Note: Binder will be graded between weeks 5th and 6th of he 3rd grading
period.
Students must keep a Journal in the classroom to file their writing
assignments
Quizzes any day. Study your notes every night
E-mail: Xiomara.Pagan@mnps.org
Tutoring: On Thursday by appointment from 3-4p.m.
Study vocabulary every day (at least fifteen minutes)
STANDARDS
*COMMUNICATION:
(1)•States opinions and preferences on a variety of topics.
(2) Make simple request
(3)•Asks and responds to general questions.
(4)•Begins to identify main ideas.
(5)•Begins to make inferences from and discusses simple oral and /or
written passages
(6)•Develops and presents short skits, stories, songs, poetry, and
dialogues.
(7)•Gives short oral or written presentations about people, places,
things, and events using everyday words and phrases in a variety of
tenses.
*CULTURE:
(8 )•Identifies geographical features of countries, and major cities in the
Spanish-speaking world and evaluates how the geography affects the
cultures.
(9)•Discusses products and perspectives of life in Spanish-speaking
cultures through various media and cultural artifacts. Identifies and
describes Spanish-speaking countries and their people as well as music,
or current events by participating in and experiencing customs,
traditions, and celebrations.
*CONNECTIONS:
(10)•Discuss information and skills acquired in foreign language class to
other disciplines.
(11)•Reinforces knowledge of the English language within the study of
cognates, roots, words, grammar, and vocabulary in Spanish.
(12)•Uses technology to gain access to information and perspectives
available through the study of foreign language.
(13)•Acquires and discusses limited information from authentic sources in
Spanish to identify perspectives unique to Spanish-speaking cultures.
*COMPARISONS:
(14)•Identifies similarities and differences in written language
(15)•Identifies words and idioms that do not translate directly from one
language to another and how they impact communication.
*COMMUNITIES:
(16)•Interacts with Spanish-speakers using appropriate formal and informal
language through practice within and beyond the classroom.
(17)•Gains knowledge of literacy, musical, artistic, political and social
contributions of Spanish- speakers in the U.S. and the world.
STANDARS# TARGET
6,7,9 *Students can develop skits with voc. from prior chapters.
2 *Students can apply commands in recipes
14,15 *Students can combine demonstrative adjectives with voc words.
5,11,14 *Students can compose sentences with the preterite and stem
changing verbs.
5,6,12,16 *Students can create a story using daily routines with preterite
4,11,12 *Students can prepare an essay from their childhood experiences
16) (imperfect tense).
5,6,11,12 *Students can tell about their personal relationship or
16) possession
7,11 *Students can originate sentences and talk about activities in
progress
1,3,7,8,9,*Students can analyze how Hispanic Countries celebrate
10,12,13 Holidays and Celebrations
16,17)
Units/Etapas/Pages to Reference in EN ESPANOL II p.25, 51,73,97,125,147
Unidad 1 Etapa 1
Unidad 1 Etapa 2
Unidad 1 Etapa 3
Unidad 2 Etapa 1
Unidad 2 Etapa 2
Grammar:
• Subjects Pronouns
• Demonstrative adjectives and pronouns
• Poseessive adjectives
• Saber and conocer
• Imperfect tense
• Comparing Preterite versus imperfect
• Preterite tense (regular and irregular forms)
• Reflexive verbs
• Present and Past progressive
Activities:
• Listening practice/picture music
• Speaking practice/pair/group/pictures
• Writing practice about their childhood
• Reading with highlighters
• Silent walk conjugation
• Graphic organizer preterite and imperfect tense
• Individual project daily routines
• Group work creating invitation card
• Group work creating their own version of comic strip
• Create V-diagram for saber and conocer
• Around the world to reinforce vocabulary words
• Bravo to reinforce vocabulary words
• Color cards to identify preterite versus imperfect tense
• Reading comprehension/matching
• Reading comprehension organize a paragraph
• Songs to learn imperfect tense conjugation??????
• Music cloze passages
• La Pelota for asking questions or reviewing vocabulary
• Identify vocabulary words through pictures.
• Beach ball verb conjugation
• Jeopardy test for test review
• Sort and Label ??????
• Spanish children reading books
• Organize sentences by index cards color Group activit
• Participating in learning centers and activity centers
• Four corners (to identify likes and dislikes in foods)
• Choice board
• Acting out vocabulary words
• Acting out a sequence of events
• Researching, comparing and contrasting Holidays and celebrations
• Audio/visual tapes
• Jigsaw activities
• Peer/tutors/buddies/study buddies
• Dictation (words, sentences, paragraphs
• Color label cards for multiple choices
• Flashcards for verb conjugation and vocabulary words
• Quiz-quiz trade
• Inner circle
• Pinatas
• I have to…….
• Bring your recipes
Assessments:
• Vocabulary quizzes
• Grammar quizzes
• Test-Unit
• Skits, role play for speaking
• Journal writings-questionnaires, essay My childhood
• Homework-Vocabulary, toys
• Class work-individually, group and team work
• Listening dictation, cloze passages, reading passages.
• Group and individual projects
Resources:
• En Espanol II
• DVD-Vocabulary
• Video tape-Grammar
• Tape recorder-Music
• Projector
• Transparencies
• Index Cards
• Magazines
• Toys
• Visit the school library
o Technology-Internet
o Encyclopedia
Supplies:
• Grammar notes and transparencies
• Textbook
• Vocabulary
• Dictionaries
• Newsprints
• Highlighters
• Pictures
Time Frame: Nine weeks
Course Name: Espanol II 2009-2010
Essential/Guiding Question: What did I do last year?
Themes:
*Commenting on food
*Eating in a restaurant
*Expressing preferences
*Talking about the past
*Commenting on fine art
* Talking about places
* Discussing ways of communication
* Ask and give information
*Parts of the Speech
Verbs (Present and Preterite)
Regular and Irregular verbs
Stem changing present and preterite
*Demonstrative Adjectives and Pronouns
*Geography-Hispanic countries, people, places, food and art.
Target:
*Students comment on Puerto Rican and Mexican foods.
*Students express preferences on food and art.
*Students design and illustrate a menu in Spanish
*Students write, listen and read sentences using stem-changing
verbs in preterite.
*Students combine new grammar structure with vocabulary words.
*Students compare about food and fine art and artists from
Hispanicscountries and USA
*Students compare News and newspapers from Hispanic countries and USA.
Writing requirement: Writing sentences and represent them with pictures
(p.51), writing a paragraph about what you did last year vacations.
Listening: Listening labs (cloze passages with songs, listening with
pictures, dictate, dictoglos.
Speaking: Pair conversation, Interview, Role play using preterite and
vocabulary words.
Reading requirement: Buen Provecho la Comida Mexicana, El Arte Latino, Leiste
el periodico
Cultural Knowledge: Classnotes p.52, p53, p.66, p.69, p.81
Projects and assignments: (SUBJECT TO BE MODIFIED)
10-27 Homework due page 73 Only 1st and 3rd columns and page 171 Only 1st
column,there 75 words.
11-06 MINI-PROYECTO .Design and illustrate a simple menu (breakfast,
lunch or dinner. Use vocabulary words from page 73, 157, 171,
label each item in Spanish.
11-10 Quiz vocabulary regarding food
11-13 Role play Restaurant scene
11-20 El retrato /alternative p. 58 part A (1 and 2) read page 56 and 57
11-24 TEST U1E2 and U2E3
Activities:
• Listening practice/picture music
• Speaking practice/pair/group/pictures
• Writing practice paragraph vacation, food, art,
• Reading with highlighters
• Silent walk conjugation
• Graphic organizer ser/ir
• Create V-diagram for saber and conocer
• Around the world to reinforce vocabulary words
• Bravo to reinforce vocabulary words
• Reading comprehension/matching
• Reading comprehension organize a paragraph
• Songs to learn irregular preterite conjugation
• Music cloze passages
• La Pelota for asking questions or reviewing vocabulary
• Identify vocabulary words through pictures.
• Beach ball verb conjugation
• Art with food-Menu
• Art El retrato
• Sort and Label food item
• Spanish children reading books
• Organize sentences by index cards color Group activity
• Sculpture with play dough
• Field Trip
• Participating in learning centers and activity centers
• Four corners (to identify likes and dislikes in foods)
• Choice board
• Acting out vocabulary words
• Acting out a sequence of events
• Researching, comparing and contrasting food, art, newspapers from
different cultures.
• Audio/visual tapes
• Jigsaw activities
• Peer/tutors/buddies/study buddies
• Dictation (words, sentences, paragraphs
• Color label cards for multiple choices
• Flashcards for verb conjugation and vocabulary words
• White boards
• Time line
• TPR S1 act out a verb, S2 guess verb, S3 give a sentence
• Fly swatter
• Foldable (in context verb ser)
• Three level study guide for difficult reading
• Dictoglos Activity List4ning comprehension
• Dictation (listening individual, then review dictation with class as
a whole class activity.
• Skit Restaurant scene
• Art gallery
. Inner circle
. Quizquiz trade
NOTE: Random assignments will be checked for binder grade. Students must
keep a Journal in the classroom to file their writing assignments
Quizzes any day. Study your notes every night
E-mail: Xiomara.Pagan@mnps.org
Tutoring: On Wednesday by appointment from 3-4 .
Study vocabulary every day (at least fifteen minutes)
Course Name: Espanol II
Mrs. Pagan
Essential/Guiding Question(s): Who am I?
1st nine weeks
Themes:
*Express greetings
*Numbers, colors, days of the week, months of the year, and time.
*Commands
*Discuss Likes and Dislikes
*Cognates
*School life and leisure time
* Ask and give information
*Parts of the Speech
*Adjectives, noun, articles (masculine, feminine, singular, plural)
*Verbs (Present and Preterite)
*Regular and Irregular verbs
*Stem changing verbs
*Geography –hispanic countries, people, places and travel
*Airline traveling
*Comment on food
*Restaurant ordering
Writing requirement: Writing one paragraph about themselves (present tense),
goal essay, ser and estar sentences, how to make commands, write
about something you did last week preterite tense)
Listening: TPR commands, listening labs and close passages with songs.
Speaking: Oral presentation Como eres? Pair conversation using vocabulary
words.
Reading requirement: Restaurant and foods from newspaper.
Cultural Knowledge: Write a summary of the following notas culturales.
Projects and assignments: (SUBJECT TO BE MODIFIED)
DATES WILL BE POSTED ON THE BOARD
*Quiz Rules and Procedures (Spanish classroom contract).
*Homework due Personal Goals. Write an essay in English, one page.
*Oral test Mandatos-Commands
*Classwork due Parts of the speech
*Oral Presentation Como eres? See rubrics. Two minutes.
*Test Etapa Preliminar (pages 1-25 from textbook)
*Homework voc. p. 51, 49 words
*Quiz preterito regular verbs and irregular yo form –zar, -car, -gar.
*Test UIE1
*Homework (teacher will give you the list)
*MINI-PROYECTO Design and illustrate a simple menu (breakfast, lunch or
dinner. Use vocabulary words from chapter U1E2, label each item in
Spanish.
Note: Binder will be graded between weeks 5th and 6th of the 1st grading
period.Students must keep a Journal in the classroom to file their
writing assignments
Quizzes any day. Study your notes every night
E-mail: Xiomara.Pagan@mnps.org
Tutoring: On Thursday by appointment from 3-4 .
Study vocabulary every day (at least fifteen minutes)
STANDARDS
*COMMUNICATION:
(1)•States opinions and preferences on a variety of topics.
(2)•Makes simple requests (e.g. affirmative and negative formal and
informal commands).
(3)•Asks and responds to general questions.
(4)•Begins to identify main ideas.
(5)•Begins to make inferences from and discusses simple oral and /or
written passages
(6)•Follows oral and written directions, commands, requests
(7)•Gives short oral or written presentations about people, places,
things, and events using everyday words and phrases in a variety of
tenses.
(8). Recognizes linguistic patterns and cognates
*CULTURE:
(9)•Identifies geographical features of countries, and major cities
in the Spanish-speaking world and evaluates how the geography
affects the cultures.
(10)•Evaluates commonly held generalizations about the culture studied.
*CONNECTIONS:
(11)•Discuss information and skills acquired in foreign language class to
other disciplines.
(12)•Reinforces knowledge of the English language within the study of
cognates, roots words, grammar,and vocabulary in Spanish.
(13)•Uses technology to gain access to information and perspectives
available through the study of foreign language.
(14)•Acquires and discusses limited information from authentic sources in
Spanish to identify perspectives unique to Spanish-speaking cultures.
*COMPARISONS:
(15)•Identifies similarities and differences in written language
(16)•Identifies words and idioms that do not translate directly from one
language to another and how they impact communication
*COMMUNITIES:
(17)•Gains knowledge of literacy, musical, artistic, political and social
contributions of Spanish-speakers in the U.S. and the world.
(18)•Participates in school and community activities using Spanish.
Target:
(1,2,3,4,6,7,9 *Students recognize concepts and vocabulary from Spanish I
15,16)
(6,12) *Students illustrate how to make their own commands.
(8) *Students recognize cognates in Spanish.
(1,9) *Students express preferences and to discuss leisure
activities.
(5,12,13,16) *Students use the preterite and stem changing verbs in
writing, reading and listening.
(5,12) *Students combine grammar structure with new vocabulary words.
(9,10,11,12 *Students compare discuss food from Hispanic countries and
USA.
13,14,15,18)
(14) *Students create a menu in Spanish
Units/Etapas/Pages to Reference in EN ESPANOL II
p.25
p.51
p.73
p. 208
Etapa Preliminar
Unidad 1 Etapa 1
Unidad 1 Etapa 2
Unidad 1 Etapa 3
Grammar:
• Subjects Pronouns
• Affirmative tu commands
• Comparing ser and estar
• Comparing saber and conocer
• Parts of the speech (adjectives, articles, nouns, verbs)
• Preterite tense (regular and irregular forms)
• Stem changing verbs present tense and preterite
• Present tense (regular and irregulars forms)
Activities:
• Listening practice
• Speaking practice
• Writing practice paragraph about themselves
• Reading with highlighters
• Silent walk conjugation
• Commands drills-Total Physical response
• Create V-diagram for ser and estar
• Around the world to reinforce vocabulary words
• Bingo to reinforce numbers and vocabulary
• Mini clocks to tell the time in Spanish
• Songs to learn ser conjugations (Army Tune),
o Estar conjugation (Mexican dance Tune), Days of the week song (Frede
Jaques Tune)
• Music cloze passages
• Popsicles stick for participation
• La Pelota for asking questions or reviewing vocabulary
• Identify vocabulary words through pictures.
• Koosh ball activity
• Four corners
• Quiz, quiz trade
• Picture dictionary
• Frayer Model-respect
• Art with adjectives
• I have to…….
• Sort and Label
• I know……..for numbers
• Telephone for numbers
• Matamosca to review vocabulary words
Assessments:
• Vocabulary quizzes
• Grammar quizzes
• Tests-Unit
• Skits for speaking
• Journal writings-Interest Inventory and Paragraphs, Pathway of
Learning
• Oral Presentation Quien soy yo?
• Homework-Essay Personal Goals and Vocabulary
• Class work-individually, group and team work
• Design and illustrate a menu
• Stem changing verb art
• Drawing a flower with interrogative words
Resources:
• En Espanol II
• DVD-Vocabulary
• Music
• Projector
• Transparencies
• Index Cards
• Magazines
Supplies:
• Grammar notes and transparencies
• Textbook
• Vocabulary
• Small clocks
• Newsprints-
• Highlighters
• Pictures
Time Frame: Nine weeks
Course name: Espanol
Teachers name: Mrs. Mara Pagan-Rodriguez
Period: 4th nine weeks. Unidad 2 Etapa 2 and 3
Unidad 3 Etapa 1
Themes:
Expanded the application of imperfect tense vs preterite
Explaining Direct object pronouns
Explaining Indirect object pronouns
Expanded double object pronouns
Expanded the application of reflexives
Explaining formal commans usted/ustedes
Explaining the use of future tense
Targets:
*Students will review preterite tense vs imperfect tense.
*Students can develop skits with voc. from prior chapters
*Students will create a restaurant scene.
*Students will write sentence using direct object pronouns indirect
objects pronouns, and double objects pronouns.
*Students will construct a time line of signals words with preterite
*Students will write and speak using the reflexive mode (present,
preterite,imperfect tense and progressive tense.
*Students will identify the future tense.
Writing requirements: Writing sentences in present, preterite, imperfect,
progressive tense.
Listening: Four labs from practice workbook and cloze passages
Speaking: Restauraunt scene
Reading: Teotihucan ciudad misteriosa, Buen provecho La comida mexicana
Projects and assignments: (SUBJECT TO CHANGE)
03-25 QUIZ LISTENING VOC PAGE 147
03-26 HOMEWORK DUE PAGE 171
03-27 MINI QUIZ IMPERFECT VS PRETERITE
04-03 QUIZ VOC WORDS ACTIVITIES /EVENTS/PEOPLE
AND DIRECT OBJECT PRONOUNS
04-09 QUIZ INDIRECT OBJECT PRONOUNS
04-17 OPEN BOOK TEST DOUBLE OBJECT PRONOUS
MORE INFORMATION WILL BE POSTED
