Course title

Pre-requisite

Course description

This course is a continuation of the language and culture of Spanish speaking countries to build 21st century literacy skills. This course will focus on the three modes of communication in the target language; interpersonal (person-to-person speaking or writing); interpretive (listening and reading); and presentational (one-way speaking and writing). These skills and the cultural perspectives are addressed through more complex conversational and grammatical structures. Various classrooms activities will be conducted in the target language and students are encouraged to use the language for communication. Dual credit may be obtained from the Maricopa Community College system for this program at high schools offering this option.
Units of Study:
1. This unit will review and assess the skills and abilities of the students in this particular class. Review will include the present indicative; preterit indicative; imperfect tense; comparing the preterit and imperfect as well as ser vs estar.
Essential Questions:
ÔÉò What do I need to relearn?
ÔÉò What do I remember?
Success Criteria:
I can ask for information; details and explanations during a conversation
I can talk about my interests and hobbies
I can describe a past experience.
I can make a presentation on something new I learned.
I can understand the personal questions to complete a profile or questionnaire.
I can summarize what happened in a reading from a postcard or email.
I can understand a short YouTube clip.
I can write about common events and daily routines.
I can write an autobiographical statement.
2. Students will use level appropriate vocabulary to describe people; talk about experiences. This unit introduces human body vocabulary; perfect tenses; comparison terms and superlatives.
Essential Questions:
ÔÉò How do we make comparisons?
ÔÉò What do I want to be able to say about my peers; friends and family?
Success Criteria:
I can be the first to start a conversation.
I can ask for information; details; and explanations during a conversation.
I can explain how the perfect tense is used to talk about the past.
I can talk about the things I have done today.
I can talk about the human body.
I can understand a conversation on exercise.
I can understand a description of people.
I can summarize the main idea of biographical interview with a celebrity.
I can understand questions on my personal fitness.
I can make a presentation on something I have done.
I can present information on maintaining a healthy lifestyle and how to do so.
I can write an autobiographical information regarding my childhood.
I can write about common events and daily routines.
3. Students will use level appropriate vocabulary to describe fashion; talk about pastimes; talk about the future and predict actions. This unit introduces the future tense and future for probability as well as compares Por and Para
Essential Questions:
ÔÉò How do I present myself?
ÔÉò What does how I present myself say about me?
ÔÉò How will I present myself?
Success Criteria:
I can talk about what others are wearing.
I can talk about what people will do in the future.
I can understand what someone tells me to wear.
I can understand a simple message about someone’s upcoming plans
I can understand biographical information in an article.
I can summarize someone’s written plan for the future
I can make a presentation about my plans for the future.
I can compose a letter about my future plans.
4. Students will use level appropriate vocabulary to talk about household chores; say what friends do; and express feelings. This unit introduces household vocabulary; reflexives for relationships and impersonal se.
Essential Questions:
ÔÉò How do we talk about work around the house?
ÔÉò How do I feel about the chores I have to do?
ÔÉò How do I talk about things that need to be done?
Success Criteria:
I can talk about the chores around the house.
I can request services; such as repair for a car.
I can understand the services provided in an advertisement.
I can understand what chores I am being asked to do
I can summarize the relationship between two people using reciprocal verbs.
I can express my thoughts and feelings about a current event I have learned or researched
I can understand the services provided in an advertisement
I can write a review of a book or a movie.
5. Students will use level appropriate vocabulary to discuss social responsibilities; say what they want to do; make requests and suggestions. This unit introduces plural commands; conditional tense; direct and indirect object placement in the use of commands.
Essential Questions:
ÔÉò How do I tell people what I would do?
ÔÉò How do I encourage good responsibility?
Success Criteria:
I can talk about a political candidate.
I can give reasons for my preferences.
I can interview someone for a project or publication.
I can understand basic questions or statements during a video conference.
I can understand a short YouTube clip.
I can read and understand a short summary of a historical figure’s accomplishments.
I can understand basic information in a political ad.
I can understand basic information in a public service announcement.
I can make a presentation on something new I learned.
I can share and explain my preference for a political candidate
I can create a public service announcement for social responsibility.
I can write about hypothetical situations.
I can write about what I would do in a political position.
6. Students will use level appropriate vocabulary to discuss the environment. This unit introduces the present subjunctive construction; present subjunctive with impersonal expressions; perfect subjunctive expressions and introduction to past subjunctive.
Essential Questions:
ÔÉò How can I help to protect the planet?
ÔÉò How do tell people what I want them to do?
Success Criteria:
I can provide information about should be done.
I ask for and follow directions to preserve the planet
I can understand details from a public service announcement.
I can understand what someone wants me to do.
I can follow instructions on recycling.
I can understand a description of a vacation
I can present on ideas about a current environmental issue.
I can explain my point of view on recycling and conserving energy resources.
I can write a letter of advice on an environmental issue.
I can summarize a conversation or interview I had with someone.
PUSD District Exit Outcomes Alignment
• Demonstrate civic and personal responsibility.
• Access; evaluate and apply information and technology effectively.
• Anticipate and proactively react to change.
• Apply appropriate communication skills in a variety of situations.
• Exhibit life-management skills.
• Display awareness and understanding of global and cross-cultural events.
• Think critically; creatively; independently; and originally.
• Apply problem-solving strategies in real-world situations.
Priority Standards:
Intermediate High Proficiency Level
Communication
•IR: Interpretive Reading: Understand; interpret; and analyze what is read or viewed on a variety of topics.
•PW: Presentational Writing: Present information; concepts; and ideas to inform; explain; persuade; and narrate on a variety of topics using appropriate media and adapting to various audiences of readers or viewers.
Intermediate Mid Proficiency Level
Communication
•IC: Interpersonal Communication: Interact and negotiate meaning in spoken; written; or signed conversations to share information; reactions; feelings; and opinions.
•IL: Interpretive Listening: Understand; interpret; and analyze what is heard (communicated in ASL) on a variety of topics.
•IR: Interpretive Reading: Understand; interpret; and analyze what is read or viewed on a variety of topics.
•IR.1: Understand the main idea of texts related to everyday life; personal interests; and studies.
•PS: Presentational Speaking: Present information; concepts; and ideas to inform; explain; persuade; and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners or viewers.

Supporting Standards
Cultures Intermediate
• Investigate and describe similarities and differences in practices; products; and perspectives used across cultures.
• Participate in age-appropriate and culturally authentic activities such as celebrations; songs; games; and dances Woven throughout all frameworks
Connections Novice
• Identify and use familiar vocabulary and phrases in the target language supported by resources (e.g.; maps; graphs; visuals; audio; digital media) to reinforce prior knowledge and make connections to new knowledge of familiar topics in other content areas (e.g.; geography; history; arts; math; science).
Comparisons Intermediate
• Explain and compare features of target language (e.g.; language patterns; expressions; sentence structures) with his/her own language (as applicable)
• Compare and contrast familiar topics (e.g.; geography; history; the arts) and discuss the impact on the target culture and one’s own culture
Communities Intermediate
• Use expanded vocabulary and structures in the target language to access and interact with different media and community resources within the school setting (and beyond; as applicable)
• Use the target language to participate in activities for personal enjoyment and community involvement within the school setting (and beyond; as applicable).
Assessments:
Daily observation
Performance assessments
End of unit assessments
End of course assessment
quizzes
Resources:
En Español 2
En Español 3: Etapa Preliminar
En Español III Unidad 1 Etapa 2
En Español III Unidad 4 Etapa 2
En Español III Unidad 1 Etapa 3
En Español II Unidad 5 Etapa 2
En Español III Unidad 2 Etapa 1
En Español III Unidad 2 Etapa 3
En Español III Unidad 3 Etapa 1
En Español II Unidad 5 Etapa 1
En Español II Unidad 5 Etapa 2
En Español II Unidad 5 Etapa 3

School Country

School state

School city

School Address

School zip code

Requested competency code

Date submitted

Approved

Approved competency code

• LNG2
• 2nd year of Foreign Language

Approved date

Online / Virtual