Spanish II Curriculum Revised

Unit Overview: Unit 1:Estados Unidos – Pasatiempos, ¿Qué prefieres ¿Viste las noticias
Content Area: Foreign Language
Target Course/Grade Level: Spanish II / 11 TH -12 TH Grade
Duration: 9 weeks
Unit Summary
This unit is to introduce the everyday Spanish vocabulary that the student might use greet and
introduce others, say where people are from, describe clothing and family, comment on airplane
travel and discuss fine art. The information is to be presented in such a manner that the students
can relate their language learning to everyday life.
Primary interdisciplinary connections:
Art: Comparing art forms and artists
Journalism: Comparing news in Spanish and English
Mathematics: Creating graphs based on surveys in Spanish
21 st century themes: Creativity and Innovation, Critical Thinking and Problem Solving,
Communication and Collaboration, Life and Career Skills
Service learning: N/A
Unit Rationale
This Unit focuses on authentic culture and real-life communication using Spanish in Los Angeles,
Chicago and Miami. Students will practice reading writing, listening, and speaking in Spanish while
learning about the cultures in the aforementioned cities. By completing activities, students will
apply critical thinking skills as they compare the Spanish language and culture of these cities with
those of their own community. They will also connect to other academic subjects, using their
knowledge of Spanish to access new information.
Learning Targets
NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings
and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of
topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices
and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the

foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only
available through the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons
of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons
of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for
personal enjoyment and enrichment.
CPI # Cumulative Progress Indicator (CPI)
7.1 NM A.1 Recognize familiar words and phrases, understand the main idea, and infer the
meaning of some highly contextualized, unfamiliar spoken or written words
contained in culturally authentic materials using electronic information
sources related to targeted themes.
7.1 NM A.2 Demonstrate comprehension of a series of oral and written directions,
commands, and requests through appropriate physical response.
7.1 NM A.3 Recognize some common gestures and cultural practices associated with target
culture(s).
7.1 NM A.4 Identify people, places, objects, and activities in daily life based on oral or
written descriptions.
7.1 NM A.5 Demonstrate comprehension of short conversations and brief written messages
on familiar topics.
7.1 NM A.6 Identify the main idea and other significant ideas in readings from age- and
level-appropriate, culturally authentic materials.
7.1 NM B.1 Use digital tools to exchange basic information at the word and memorizedphrase
level related to self and targeted themes.
7.1 NM B.2 Give and follow simple oral and written directions, commands, and requests
when participating in age-appropriate classroom and cultural activities.
7.1 NM B.3 Imitate appropriate gestures and intonation of the target culture(s)/language
during greetings, leave-takings, and daily interactions.
7.1 NM B.4 Ask and respond to simple questions, make requests, and express preferences
using memorized words and phrases.

7.1 NM B.5 Converse on a variety of familiar topics and/or topics studied in other content
areas.
7.1 NM C.1 Use basic information at the word and memorized-phrase level to
create a multimedia-rich presentation on targeted themes to be shared
virtually with a target language audience.
7.1 NM C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and
skits.
7.2 NM C.3 Copy/write words, phrases, or simple guided texts on familiar topics.
7.2 NM C.4 Present information from age- and level-appropriate, culturally
authentic materials orally or in writing.
7.2 NM C.5 Name and label tangible cultural products and imitate cultural
practices from the target culture(s).
Unit Essential Questions
• In what ways would learning a foreign
language be beneficial
• How is Spanish like and unlike English
Unit Learning Targets
Students will use new vocabulary words in order to:
• talk about where you went and what you did
• discuss leisure time
• comment on airplane travel
• comment on food
• talk about the past
• express activity preferences
• discuss fine art, react to news
• ask for and give information
• talk about things and people you know
Evidence of Learning
Summative Assessment
Tests
Quizzes
Unit Enduring Understandings
• Students will understand the differences
between classroom rules and customs
from other countries with those of their
own.
Equipment needed: Computer, Overhead Projector, Transparencies, Projector
Teacher Resources:
KEY MATERIALS: En Español Dos- McDougal Littell
ACTFL-American Council on the Teaching of Foreign Languages
NJ Department of Education
SUGGESTED SUPPLEMENTARY MATERIALS:
Internet Activities-classzone.com
www.miscositas.com

¿Qué tal Scholastic Magazine
National Geographic en Español
ESPN en Español
Muy Interesante Magazine
CD Rom- En Español
Teacher Resource Books
Supplemental workbooks, videos, CD’s and activity worksheets
Formative Assessments
• Show comprehension of language
through reading authentic and
classroom texts.
• Listen to Spanish from a variety
of sources.
• Weekly reading of short text.
• Show comprehension of language
through acting out stories.
• Listen to Spanish from variety of
sources.
• Recitation or singing of poems,
songs, etc.
• Show comprehension of language
through acting out stories.
• Creation of oral presentations to
the class.
• Show comprehension of the
language through creating
original conversations and
stories.
• Introduction skits
• Show comprehension of language
through creating original
conversations and stories,
written and oral.
• Creation of short notes or
letters.
• Creation of Powerpoint
presentations.
• Show comprehension of the
language through creating written
original conversations and stories.
• Writing topics: Extra Curricular
Activities
• Extracurricular Activities Project
• Television Morning Show Project
• Storytelling: favorite trips
• Writing assignments in the target
language.
• Performance of skits and stories in
the target language.
• Conversations with the teacher
• Oral presentations and speeches
• Group discussions
• Poster and other projects
• TPRS Assessments:
• Visual check of actions (accuracy
and speed
• Personalized questions and answers
• Putting vocabulary into stories /
retelling stories
• Timed free-writes
Lesson Plans
Lesson
Timeframe
Lesson 1
50 minutes
Leisure Time and Airplane Travel
Lesson 2
50 minutes
Leisure Time and Airplane Travel
Lesson 3
50 minutes
Regular Past Tense Verbs
Other Suggested Activities:
Use the activating question ¿Qué te gusta hacer to present new vocabulary words, asking
students to choose an answer from the text.
Postcard Activity: Give each student a strip of paper with a name of a classmate clearly

written on it. Have students write a postcard to the student named and put them in a class
mailbox.
Plan Ahead your Vacation: Have students write out names of vacation spots on individual
strips of paper. Ask each student to choose a “Vacation Strip” and list the items needed at
the airport in order to reach that destination.
Peer Teaching: have the class list the names of famous Spanish speakers on the board.
Working in pairs, one person takes the role of a famous person and the other person
interviews this person about his/her lifestyle, works, accomplishments, and fame.
Teacher Notes:
Unit Overview: Unit 2 Ciudad de Mexico- Ayer y Hoy, Había una vez, Hoy en la
ciudad
Content Area: Foreign Language
Target Course/Grade Level: Spanish II / 11 TH -12 TH Grade
Duration: 8 weeks
Unit Summary
This unit provide the opportunity to describe childhood experiences, express personal reactions,
discuss family relationships, narrate in the past, discuss family celebrations, talk about activities in
progress, order in a restaurant, and talk about things in the city.
Primary interdisciplinary connections:
• Social Studies: Learning about the Aztec Calendar
• Art: Murals in Mexico
21 st century themes: Creativity and Innovation, Critical Thinking and Problem Solving,
Communication and Collaboration, Life and Career Skills
Service learning: N/A
Unit Rationale
This Unit allows students the opportunity to share information about their current
lives and their past experiences. It encourages students to relate information to
what they know best, themselves, and then learn about others. Students are given
opportunities to learn about a language system employ critical thinking skills while
learning strategies for communicationg and practicing oral and written language.
Learning Targets
NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings
and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of
topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or

eaders on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices
and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the
foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only
available through the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons
of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons
of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for
personal enjoyment and enrichment.
CPI # Cumulative Progress Indicator (CPI)
7.1 NM A.1 Recognize familiar words and phrases, understand the main idea, and infer the
meaning of some highly contextualized, unfamiliar spoken or written words
contained in culturally authentic materials using electronic information
sources related to targeted themes.
7.1 NM A.2 Demonstrate comprehension of a series of oral and written directions,
commands, and requests through appropriate physical response.
7.1 NM A.3 Recognize some common gestures and cultural practices associated with target
culture(s).
7.1 NM A.4 Identify people, places, objects, and activities in daily life based on oral or
written descriptions.
7.1 NM A.5 Demonstrate comprehension of short conversations and brief written messages
on familiar topics.
7.1 NM A.6 Identify the main idea and other significant ideas in readings from age- and
level-appropriate, culturally authentic materials.
7.1 NM B.1 Use digital tools to exchange basic information at the word and memorizedphrase
level related to self and targeted themes.
7.1 NM B.2 Give and follow simple oral and written directions, commands, and requests
when participating in age-appropriate classroom and cultural activities.

7.1 NM B.3 Imitate appropriate gestures and intonation of the target culture(s)/language
during greetings, leave-takings, and daily interactions.
7.1 NM B.4 Ask and respond to simple questions, make requests, and express preferences
using memorized words and phrases.
7.1 NM B.5 Converse on a variety of familiar topics and/or topics studied in other content
areas.
7.1 NM C.1 Use basic information at the word and memorized-phrase level to
create a multimedia-rich presentation on targeted themes to be shared
virtually with a target language audience.
7.1 NM C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and
skits.
7.2 NM C.3 Copy/write words, phrases, or simple guided texts on familiar topics.
7.2 NM C.4 Present information from age- and level-appropriate, culturally
authentic materials orally or in writing.
7.2 NM C.5 Name and label tangible cultural products and imitate cultural
practices from the target culture(s).
Unit Essential Questions
• How do people celebrate in Spanish
speaking countries
• How does this differ from your
celebration
Unit Enduring Understandings
• Students will understand the
differences between special events in
Spanish-speaking countries and the
United States
Unit Learning Targets
Students will use new vocabulary words in order to:
• describe childhood experiences
• express personal reactions
• discuss family relationships and celebrations
• narrate the past
• talk about activities in progress
• order in the restaurant
• ask and pay a restaurant bill, talk about things to do in the city
Evidence of Learning
Summative Assessment
Tests
Quizzes
Equipment needed: Computer, Overhead Projector, Transparencies, Projector
Teacher Resources:
KEY MATERIALS: En Español Dos- McDougal Littell
ACTFL-American Council on the Teaching of Foreign Languages
NJ Department of Education
SUGGESTED SUPPLEMENTARY MATERIALS:
Internet Activities-classzone.com
www.miscositas.com
¿Qué tal Scholastic Magazine
National Geographic en Español

ESPN en Español
Muy Interesante Magazine
CD Rom- En Español
Teacher Resource Books
Supplemental workbooks, videos, CD’s and activity worksheets
Formative Assessments
• Show comprehension of language
through reading authentic and
classroom texts.
• Listen to Spanish from a variety
of sources.
• Weekly reading of short text.
• Show comprehension of language
through acting out stories.
• Listen to Spanish from variety of
sources.
• Recitation or singing of poems,
songs, etc.
• Show comprehension of language
through acting out stories.
• Creation of oral presentations to
the class.
• Show comprehension of the
language through creating
original conversations and
stories.
• Introduction skits
• Show comprehension of language
through creating original
conversations and stories,
written and oral.
• Creation of short notes or
letters.
• Creation of Powerpoint
presentations
Lesson Plans
Lesson
Lesson 1
Childhood experiences, Personal reactions
and Family relationships
Lesson 2
Childhood experiences, Personal reactions
and Family relationships
• Show comprehension of the
language through creating written
original conversations and stories.
• Writing topics: “Quinceañera” Project
o Planning a party Project
o Create a birthday greeting card
• Extracurricular Activities Project
• Storytelling: favorite birthday
party
• Writing assignments in the target
language.
• Performance of skits and stories in
the target language.
• Conversations with the teacher
• Oral presentations and speeches
• Group discussions
• Poster and other projects
• Conventional tests and quizzes
• TPRS Assessments:
• Visual check of actions (accuracy
and speed
• Personalized questions and answers
• Putting vocabulary into stories /
retelling stories
• Timed free-writes
Timeframe
50 minutes
50 minutes
Lesson 3
50 minutes
Imperfect Tense
Other Suggested Activities:
Have students design an invitation in Spanish to the class birthday party.

Students will create a page in their “daily planner.” They can describe the present
progressive and describe a day in the past using the past progressive.
Description of family event: Students describe a family member’s event they have attended
recently.
Teacher Notes:
Unit Overview: Unit: 3- San Juan, P.R.- ¿Estás en forma Preparaciones,
¿Cómo te sientes
Content Area: Foreign Language
Target Course/Grade Level: Spanish II / 11 TH -12 TH Grade
Duration: 9 weeks
Unit Summary
In this unit students will be exposed to the culture of Puerto Rico. Students will discuss ways to stay
fit and healthy, make suggestions, talk about daily routine and personal care, discuss beach
activities, tell someone what to do, talk about chores, describe time periods, talk about health,
illness, and give advice.
Primary interdisciplinary connections:
• Science: Investigating Puerto Rico’s Bahia Fosforescente
• History: Learning about the history of pirates
21 st century themes: Creativity and Innovation, Critical Thinking and Problem Solving,
Communication and Collaboration, Life and Career Skills
Service learning: N/A
Unit Rationale
Encourages students to reflect on how they spend their leisure time and how their choices can help
lead a healthy. It provides a good opportunity for teachers to reinforce that learning a language
involves not only linguistic and cultural components, but also the opportunity to connect with other
disciplines.
Learning Targets
NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings
and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of
topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices
and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and

perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the
foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only
available through the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons
of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons
of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for
personal enjoyment and enrichment.
CPI # Cumulative Progress Indicator (CPI)
7.1 NM A.1 Recognize familiar words and phrases, understand the main idea, and infer the
meaning of some highly contextualized, unfamiliar spoken or written words
contained in culturally authentic materials using electronic information
sources related to targeted themes.
7.1 NM A.2 Demonstrate comprehension of a series of oral and written directions,
commands, and requests through appropriate physical response.
7.1 NM A.3 Recognize some common gestures and cultural practices associated with target
culture(s).
7.1 NM A.4 Identify people, places, objects, and activities in daily life based on oral or
written descriptions.
7.1 NM A.5 Demonstrate comprehension of short conversations and brief written messages
on familiar topics.
7.1 NM A.6 Identify the main idea and other significant ideas in readings from age- and
level-appropriate, culturally authentic materials.
7.1 NM B.1 Use digital tools to exchange basic information at the word and memorizedphrase
level related to self and targeted themes.
7.1 NM B.2 Give and follow simple oral and written directions, commands, and requests
when participating in age-appropriate classroom and cultural activities.
7.1 NM B.3 Imitate appropriate gestures and intonation of the target culture(s)/language
during greetings, leave-takings, and daily interactions.
7.1 NM B.4 Ask and respond to simple questions, make requests, and express preferences
using memorized words and phrases.
7.1 NM B.5 Converse on a variety of familiar topics and/or topics studied in other content
areas.

7.1 NM C.1 Use basic information at the word and memorized-phrase level to
create a multimedia-rich presentation on targeted themes to be shared
virtually with a target language audience.
7.1 NM C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and
skits.
7.2 NM C.3 Copy/write words, phrases, or simple guided texts on familiar topics.
7.2 NM C.4 Present information from age- and level-appropriate, culturally
authentic materials orally or in writing.
7.2 NM C.5 Name and label tangible cultural products and imitate cultural
practices from the target culture(s).
Unit Essential Questions
What effect do Hispanics have in sports
How do you express feelings in Spanish
Unit Enduring Understandings
Students will understand the differences
between the daily routine and customs from
other countries with those of their own.
Unit Learning Targets
Students will use new vocabulary words in order to:
• discuss ways to stay fit and healthy
• make suggestions
• talk about daily routine and personal care
• discuss beach activities
• tell someone what to do
• talk about chores
• say if something has already been done
• describe time periods
• talk about health and illness
• give advice
Evidence of Learning
Summative Assessment
Tests
Quizzes
Equipment needed: Computer, Overhead Projector, Transparencies, Projector
Teacher Resources:
KEY MATERIALS: En Español Dos- McDougal Littell
ACTFL-American Council on the Teaching of Foreign Languages
NJ Department of Education
SUGGESTED SUPPLEMENTARY MATERIALS:
Internet Activities-classzone.com
www.miscositas.com
¿Qué tal Scholastic Magazine
National Geographic en Español
ESPN en Español
Muy Interesante Magazine
CD Rom- En Español
Teacher Resource Books
Supplemental workbooks, videos, CD’s and activity worksheets

Formative Assessments
• Show comprehension of language
through reading authentic and
classroom texts.
• Listen to Spanish from a variety
of sources.
• Weekly reading of short text.
• Show comprehension of language
through acting out stories.
• Listen to Spanish from variety of
sources.
• Recitation or singing of poems,
songs, etc.
• Show comprehension of language
through acting out stories.
• Creation of oral presentations to
the class.
• Show comprehension of the
language through creating
original conversations and
stories.
• Introduction skits
• Show comprehension of language
through creating original
conversations and stories,
written and oral.
• Creation of short notes or
letters.
Lesson Plans
Lesson
Lesson 1
Stay Fit and Healthy, Make Suggestions, Talk
about Daily Routine and Personal care
Lesson 2
Stay Fit and Healthy, Make Suggestions, Talk
about Daily Routine and Personal care
Lesson 3
Affirmative tu commands
• Creation of Powerpoint
presentations
• Show comprehension of the
language through creating written
original conversations and stories.
• Writing topics: A day in “El Yunque”
the Rainforest
• Extracurricular Activities Project
• Storytelling: A Day at the beach
• Writing assignments in the target
language.
• Performance of skits and stories in
the target language.
• Conversations with the teacher
• Oral presentations and speeches
• Group discussions
• Poster and other projects
• Conventional tests and quizzes
• TPRS Assessments:
• Visual check of actions (accuracy
and speed
• Personalized questions and answers
• Putting vocabulary into stories /
retelling stories
• Timed free-writes
Timeframe
50 minutes
50 minutes
50 minutes
Other Suggested Activities:
If any of your students know how to dance “merengue”, “salsa” or “bachata” have them
bring in music and demonstrate for the class.
Have students write a list of suggestions for their school principal to create a better learning
environment.
Teacher Notes:

Unit Overview: Unit: 4 Madrid, España – En la pensión, Conoce la ciudad,
Vamos de compras
Content Area: Foreign Language
Target Course/Grade Level: Spanish II / 11 TH -12 TH Grade
Duration: 8-9 weeks
Unit Summary
This unit focuses on travel plans, describing rooms, furniture, and appliances. It also describes your
own city, makes suggestions, asks and gives directions, talks about shopping for clothes, makes
comparisons and discusses ways to save and spend money. Students will visit “El Museo del Prado”
via internet. Students will write a paragraph describing the work of art they most enjoyed in their
investigation.
Primary interdisciplinary connections:
• Art: Finding out about artists of the Spanish School
• Technology: Creating a Web page for your community
21 st century themes: Creativity and Innovation, Critical Thinking and Problem Solving,
Communication and Collaboration, Life and Career Skills
Service learning: N/A
Unit Rationale
Students will think about the voyages the early explores made. Students will name some of the
explorers and what types of science they had to utilize in their explorations, such as astronomy for
navigation or meteorology for planning a voyage. Students will think about the explorers of the
twentieth and twenty-first centuries and what types of sciences have been useful in recent
explorations
Learning Targets
NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings
and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of
topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices
and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the
foreign language

Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only
available through the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons
of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons
of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for
personal enjoyment and enrichment.
CPI # Cumulative Progress Indicator (CPI)
7.1 NM A.1 Recognize familiar words and phrases, understand the main idea, and infer the
meaning of some highly contextualized, unfamiliar spoken or written words
contained in culturally authentic materials using electronic information
sources related to targeted themes.
7.1 NM A.2 Demonstrate comprehension of a series of oral and written directions,
commands, and requests through appropriate physical response.
7.1 NM A.3 Recognize some common gestures and cultural practices associated with target
culture(s).
7.1 NM A.4 Identify people, places, objects, and activities in daily life based on oral or
written descriptions.
7.1 NM A.5 Demonstrate comprehension of short conversations and brief written messages
on familiar topics.
7.1 NM A.6 Identify the main idea and other significant ideas in readings from age- and
level-appropriate, culturally authentic materials.
7.1 NM B.1 Use digital tools to exchange basic information at the word and memorizedphrase
level related to self and targeted themes.
7.1 NM B.2 Give and follow simple oral and written directions, commands, and requests
when participating in age-appropriate classroom and cultural activities.
7.1 NM B.3 Imitate appropriate gestures and intonation of the target culture(s)/language
during greetings, leave-takings, and daily interactions.
7.1 NM B.4 Ask and respond to simple questions, make requests, and express preferences
using memorized words and phrases.
7.1 NM B.5 Converse on a variety of familiar topics and/or topics studied in other content
areas.
7.1 NM C.1 Use basic information at the word and memorized-phrase level to
create a multimedia-rich presentation on targeted themes to be shared
virtually with a target language audience.
7.1 NM C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and
skits.

7.2 NM C.3 Copy/write words, phrases, or simple guided texts on familiar topics.
7.2 NM C.4 Present information from age- and level-appropriate, culturally
authentic materials orally or in writing.
7.2 NM C.5 Name and label tangible cultural products and imitate cultural
practices from the target culture(s).
Unit Essential Questions
• How does your favorite store /
clothing compare with those of
someone from another culture
Unit Enduring Understandings
• Students will understand the
differences or similarities between
clothing and shopping from other
countries with those of their own
Unit Learning Targets
Students will use new vocabulary words in order to:
• talk about travel plans
• persuade others
• describe rooms, furniture, and appliances
• describe your city or town
• make suggestions
• ask for and give directions
• talk about shopping for clothes
• make comparisons
• discuss ways to safe and spend money
Evidence of Learning
Summative Assessment
Tests
Quizzes
Equipment needed: Computer, Overhead Projector, Transparencies, Projector
Teacher Resources:
KEY MATERIALS: En Español Dos- McDougal Littell
ACTFL-American Council on the Teaching of Foreign Languages
NJ Department of Education
SUGGESTED SUPPLEMENTARY MATERIALS:
Internet Activities-classzone.com
www.miscositas.com
¿Qué tal Scholastic Magazine
National Geographic en Español
ESPN en Español
Muy Interesante Magazine
CD Rom- En Español
Teacher Resource Books
Supplemental workbooks, videos, CD’s and activity worksheets
Formative Assessments
• Show comprehension of language
through reading authentic and
classroom texts.
• Listen to Spanish from a variety
• Creation of Powerpoint
presentations
• Show comprehension of the
language through creating written

of sources.
• Weekly reading of short text.
• Show comprehension of language
through acting out stories.
• Listen to Spanish from variety of
sources.
• Recitation or singing of poems,
songs, etc.
• Show comprehension of language
through acting out stories.
• Creation of oral presentations to
the class.
• Show comprehension of the
language through creating
original conversations and
stories.
• Introduction skits
• Show comprehension of language
through creating original
conversations and stories,
written and oral.
• Creation of short notes or
letters.
Lesson Plans
Lesson
Lesson 1
Travel Plans, Persuade others, Furniture
Lesson 2
Travel Plans, Persuade others, Furniture
Lesson 3
The Subjunctive
original conversations and stories.
• Writing topics: Describe your city,
Flamenco
• Extracurricular Activities Project
• Writing assignments in the target
language.
• Performance of skits and stories in
the target language.
• Conversations with the teacher
• Oral presentations and speeches
• Group discussions
• Poster and other projects
• Conventional tests and quizzes
• TPRS Assessments:
• Visual check of actions (accuracy
and speed
• Personalized questions and answers
• Putting vocabulary into stories /
retelling stories
• Timed free-writes
Timeframe
50 minutes
50 minutes
50 minutes
Other Suggested Activities:
If any of your students know how to dance “merengue”, “salsa” or “bachata” have them
bring in music and demonstrate for the class.
Have students write a list of suggestions for their school principal to create a better learning
environment.
Teacher Notes:

Unit Overview: Unit: 5 San Jose, Costa Rica - El bosque tropical, El medio
ambiente, ¿Cómo será el futuro
Content Area: Foreign Language
Target Course/Grade Level: Spanish II / 11 TH -12 TH Grade
Duration: 8 weeks
Unit Summary
Students will describe geographic characteristics, make future plans, talk about nature and
the environment, discuss outdoor activities, describe the weather, make predictions, talk
about ecology, comment on conservation and the environment, and talk about how they
would solve problems in the target language.
Primary interdisciplinary connections:
• Geography: Mapping and locating tropical forests
• Social Studies: Developing a campaign to improve the environment
21 st century themes: Creativity and Innovation, Critical Thinking and Problem Solving,
Communication and Collaboration, Life and Career Skills
Service learning: N/A
Unit Rationale
This unit provides students the opportunity to talk about nature and ecology. Students will also
consider specific environmental problems and discuss ideas for solving them. Students will
hypothesize about whether these concerns are shared by both United States and Costa Rica. By the
end of Unit 5, students will be able to complete in Spanish a written list of environmental problems
faced by Costa Rica, compare them to the environmental problems of the U.S., and talk about their
solution.
Learning Targets
NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings
and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of
topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices
and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the
foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only

available through the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons
of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons
of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for
personal enjoyment and enrichment.
CPI # Cumulative Progress Indicator (CPI)
7.1 NM A.1 Recognize familiar words and phrases, understand the main idea, and infer the
meaning of some highly contextualized, unfamiliar spoken or written words
contained in culturally authentic materials using electronic information
sources related to targeted themes.
7.1 NM A.2 Demonstrate comprehension of a series of oral and written directions,
commands, and requests through appropriate physical response.
7.1 NM A.3 Recognize some common gestures and cultural practices associated with target
culture(s).
7.1 NM A.4 Identify people, places, objects, and activities in daily life based on oral or
written descriptions.
7.1 NM A.5 Demonstrate comprehension of short conversations and brief written messages
on familiar topics.
7.1 NM A.6 Identify the main idea and other significant ideas in readings from age- and
level-appropriate, culturally authentic materials.
7.1 NM B.1 Use digital tools to exchange basic information at the word and memorizedphrase
level related to self and targeted themes.
7.1 NM B.2 Give and follow simple oral and written directions, commands, and requests
when participating in age-appropriate classroom and cultural activities.
7.1 NM B.3 Imitate appropriate gestures and intonation of the target culture(s)/language
during greetings, leave-takings, and daily interactions.
7.1 NM B.4 Ask and respond to simple questions, make requests, and express preferences
using memorized words and phrases.
7.1 NM B.5 Converse on a variety of familiar topics and/or topics studied in other content
areas.
7.1 NM C.1 Use basic information at the word and memorized-phrase level to
create a multimedia-rich presentation on targeted themes to be shared
virtually with a target language audience.
7.1 NM C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and
skits.
7.2 NM C.3 Copy/write words, phrases, or simple guided texts on familiar topics.

7.2 NM C.4 Present information from age- and level-appropriate, culturally
authentic materials orally or in writing.
7.2 NM C.5 Name and label tangible cultural products and imitate cultural
practices from the target culture(s).
Unit Essential Questions
• How do I narrate an
emergency situation or event
Unit Learning Targets
Students will use new vocabulary words in order to:
• describe geographic characteristics
• make future plans
• talk about nature and the environment
• discuss outdoor activities, describe the weather
• make predictions
• talk about ecology
• comment on conservation and the environment
• talk about how you would solve problems
Unit Enduring Understandings
• Students will understand the
cultural perspectives on natural
disasters and the environment.
Evidence of Learning
Summative Assessment
Tests
Quizzes
Equipment needed: Computer, Overhead Projector, Transparencies, Projector
Teacher Resources:
KEY MATERIALS: En Español Dos- McDougal Littell
ACTFL-American Council on the Teaching of Foreign Languages
NJ Department of Education
SUGGESTED SUPPLEMENTARY MATERIALS:
Internet Activities-classzone.com
www.miscositas.com
¿Qué tal Scholastic Magazine
National Geographic en Español
ESPN en Español
Muy Interesante Magazine
CD Rom- En Español
Teacher Resource Books
Supplemental workbooks, videos, CD’s and activity worksheets
Formative Assessments
• Show comprehension of language
through reading authentic and
classroom texts.
• Listen to Spanish from a variety
of sources.
• Show comprehension of language
through creating original
conversations and stories, written
and oral.
• Creation of short notes or letters.

• Weekly reading of short text.
• Show comprehension of language
through acting out stories.
• Listen to Spanish from variety of
sources.
• Recitation or singing of poems,
songs, etc.
• Show comprehension of language
through acting out stories.
• Creation of oral presentations to
the class.
• Show comprehension of the
language through creating
original conversations and
stories.
• Introduction skits
• Creation of Powerpoint
presentations
• Show comprehension of the
language through creating
written original conversations
and stories.
• Writing topics: Natural Disasters, “El
Quetzal”, Costa Rican wildlife
• Extracurricular Activities Project
• Storytelling: Camping
• Writing assignments in the target
language.
• Performance of skits and stories in
the target language.
• Conversations with the teacher
• Oral presentations and speeches
• Group discussions
• Poster and other projects
• Conventional tests and quizzes
• TPRS Assessments:
• Visual check of actions (accuracy
and speed
• Personalized questions and answers
• Putting vocabulary into stories /
retelling stories
• Timed free-writes
Lesson Plans
Lesson
Timeframe
Lesson 1
50 minutes
Outdoor Activities, Describe the Weather,
and Make Predictions
Lesson 2
50 minutes
Outdoor Activities, Describe the Weather,
and Make Predictions
Lesson 3
50 minutes
The Irregular Future Tense
Other Suggested Activities:
For further practice of the future tense, form groups of 2-3 students. Have students imagine that
they are camp counselors writing a daily schedule of activities to announce to the campers.
Teacher Notes:

Unit Overview: Unit 6: Quito, Ecuador – Se busca trabajo, La entrevista, ¡A
trabajar!
Content Area: Foreign Language
Target Course/Grade Level: Spanish II / 11 TH -12 TH Grade
Duration: 8-9 weeks
Unit Summary
Students will discuss jobs and professions, describe people, places and things, complete an
application prepare for an interview, interview for a job, evaluate situations and people,
talk on the telephone, report on past, present and future events describe duties, people, and
surroundings
Primary interdisciplinary connections:
• Geography: Researching countries located n the equator
• Literature: Reading poetry in Spanish
• Music: Learning about music from the Andes region
21 st century themes: Creativity and Innovation, Critical Thinking and Problem Solving,
Communication and Collaboration, Life and Career Skills
Service learning: N/A
Unit Rationale
Students will discuss what they know about searching for a job in the U.S. Topics will include how
to contact potential employers, what to wear to an interview, and how to prepare for an interview.
Students will determine the training or education required for different professions.
Learning Targets
NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings
and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of
topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices
and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the
foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only
available through the foreign language and its cultures

COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons
of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons
of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for
personal enjoyment and enrichment.
CPI # Cumulative Progress Indicator (CPI)
7.1 NM A.1 Recognize familiar words and phrases, understand the main idea, and infer the
meaning of some highly contextualized, unfamiliar spoken or written words
contained in culturally authentic materials using electronic information
sources related to targeted themes.
7.1 NM A.2 Demonstrate comprehension of a series of oral and written directions,
commands, and requests through appropriate physical response.
7.1 NM A.3 Recognize some common gestures and cultural practices associated with target
culture(s).
7.1 NM A.4 Identify people, places, objects, and activities in daily life based on oral or
written descriptions.
7.1 NM A.5 Demonstrate comprehension of short conversations and brief written messages
on familiar topics.
7.1 NM A.6 Identify the main idea and other significant ideas in readings from age- and
level-appropriate, culturally authentic materials.
7.1 NM B.1 Use digital tools to exchange basic information at the word and memorizedphrase
level related to self and targeted themes.
7.1 NM B.2 Give and follow simple oral and written directions, commands, and requests
when participating in age-appropriate classroom and cultural activities.
7.1 NM B.3 Imitate appropriate gestures and intonation of the target culture(s)/language
during greetings, leave-takings, and daily interactions.
7.1 NM B.4 Ask and respond to simple questions, make requests, and express preferences
using memorized words and phrases.
7.1 NM B.5 Converse on a variety of familiar topics and/or topics studied in other content
areas.
7.1 NM C.1 Use basic information at the word and memorized-phrase level to
create a multimedia-rich presentation on targeted themes to be shared
virtually with a target language audience.

7.1 NM C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and
skits.
7.2 NM C.3 Copy/write words, phrases, or simple guided texts on familiar topics.
7.2 NM C.4 Present information from age- and level-appropriate, culturally
authentic materials orally or in writing.
7.2 NM C.5 Name and label tangible cultural products and imitate cultural
practices from the target culture(s).
Unit Essential Questions
• What is the importance of preparing
for a job interview
Unit Enduring Understandings
• Students will understand the cultural
perspectives on job interviews in
Spanish-speaking countries
Unit Learning Targets
Students will use new vocabulary words in order to:
• discuss jobs and professions
• describe people
• places and things
• complete an application
• prepare for an interview
• interview for a job
• evaluate situations and people
• talk on the telephone
• report on past
• present and future events
• describe duties, people, and surroundings
Evidence of Learning
Summative Assessment
Tests
Quizzes
Equipment needed: Computer, Overhead Projector, Transparencies, Projector
Teacher Resources:
KEY MATERIALS: En Español Dos- McDougal Littell
ACTFL-American Council on the Teaching of Foreign Languages
NJ Department of Education
SUGGESTED SUPPLEMENTARY MATERIALS:
Internet Activities-classzone.com
www.miscositas.com
¿Qué tal Scholastic Magazine
National Geographic en Español
ESPN en Español
Muy Interesante Magazine
CD Rom- En Español
Teacher Resource Books
Supplemental workbooks, videos, CD’s and activity worksheets

Formative Assessments
• Show comprehension of language
through reading authentic and
classroom texts.
• Listen to Spanish from a variety
of sources.
• Weekly reading of short text.
• Show comprehension of language
through acting out stories.
• Listen to Spanish from variety of
sources.
• Recitation or singing of poems,
songs, etc.
• Show comprehension of language
through acting out stories.
• Creation of oral presentations to
the class.
• Show comprehension of the
language through creating
original conversations and
stories.
• Introduction skits
• Show comprehension of language
through creating original
conversations and stories,
written and oral.
Lesson Plans
Lesson
Lesson 1
Jobs, Professions, Complete an Application
Lesson 2
Jobs, Professions, Complete an Application
Lesson 3
Present Progressive
• Creation of short notes or letters.
• Creation of Powerpoint
presentations
• Show comprehension of the
language through creating written
original conversations and stories.
• Writing topics: Preparing for a job
interview.
• Extracurricular Activities Project
• Writing assignments in the target
language.
• Performance of skits and stories in
the target language.
• Conversations with the teacher
• Oral presentations and speeches
• Group discussions
• Poster and other projects
• Conventional tests and quizzes
• TPRS Assessments:
• Visual check of actions (accuracy
and speed
• Personalized questions and answers
• Putting vocabulary into stories /
retelling stories
• Timed free-writes
Timeframe
50 minutes
50 minutes
50 minutes
Other Suggested Activities:
Ask student what kinds of job research they can do via the computer. What kinds of jobs are
advertised via Internet Which jobs might require the use of Spanish Which jobs might involve
travel to Spanish-speaking countries
Teacher Notes: