Spanish 2 Student Scope & Sequence

Thematic Units ACTFL Standards Essential Targets

*Each thematic unit The ACTFL World-Readiness Standards *All targets are set at
takes approximately for Learning Languages are also known Novice-High to
2.5 weeks to as the 5 C’s (Communication, Cultures, Intermediate-Mid
complete. Connections, Comparisons, & Proficiency Level
Communities)

La Vida Personal 1.1 - (Interpersonal Communication) ● I can ask simple

Learners interact and negotiate meaning questions and give
Personal Life in spoken, signed, or written conversations reasons for my
to share information, reactions, feelings, answers regarding
and opinions. my home life and
activities in the
1.2 - (Interpretive target language..
Communication) Learners ● I can speak in
understand, interpret, and Spanish about
analyze what is heard, read, or preferences and
viewed on a variety of topics. opinions about
personal topics such
1.3 - (Presentational as family and school
Communication) Learners activities.
present information, concepts, ● I can comprehend
and ideas to inform, explain, spoken and written
persuade, and narrate on a messages in the
variety of topics using target language
appropriate media and about my school and
adapting to various audiences free time activities.
of listeners, readers, or viewers. ● I can write and
deliver short, target
2.1 - (Relating Cultural language
Practices to Perspectives) presentations with
Learners use the language to details about my
investigate, explain, and reflect personal life and
on the relationship between activities.
the practices and perspectives ● I can talk about
of the cultures studied. preferences of what I
like to and don’t like
2.2 - (Relating Cultural to do in my free
Products to Perspectives) time.
Learners use the language to ● I can describe myself
investigate, explain, and reflect and others in the
on the relationship between target language with
the products and perspectives details in a short
of the cultures studied. paragraph.
● I can compare and
3.1. - (Making Connections) contrast typical free
Learners build, reinforce, and time activities in my
expand their knowledge of own culture with
other disciplines while using those of Spanish-
the language to develop critical speaking cultures.
thinking and to solve problems
creatively.

3.2 - (Acquiring Information

and Diverse Perspectives)
Learners access and evaluate
information and diverse
perspectives that are available
through the language and its
cultures.

4.1 - (Language Comparisons)

Learners use the language to
investigate, explain, and reflect
on the nature of language
through comparisons of the
language studied and their
own.

4.2 - (Cultural Comparisons)

Learners use the language to
investigate, explain, and reflect
on the concept of culture
through comparisons of the
cultures studied and their own.

5.1 - (School and Global

Communities) Learners use the
language both within and
beyond the classroom to
interact and collaborate in their
community and the globalized
world.

5.2 - (Lifelong Learning)

Learners set goals and reflect
on their progress in using
language for enjoyment,
 enrichment, and advancement.

En el centro 1.1 - (Interpersonal Communication) ● I can give and follow

Learners interact and negotiate meaning multi-step, verbal
Downtown in spoken, signed, or written conversations directions to find a
to share information, reactions, feelings, location in my town
and opinions. or city in the target
language.
1.2 - (Interpretive ● I can orally describe
Communication) Learners where myself and
understand, interpret, and others go around
analyze what is heard, read, or town, as well as
viewed on a variety of topics. what is purchased,
and how much the
1.3 - (Presentational items cost in the
Communication) Learners target language.
present information, concepts, ● I can analyze maps
and ideas to inform, explain, of cities or towns in
persuade, and narrate on a Spanish-speaking
variety of topics using countries and I can
appropriate media and explain verbally or in
adapting to various audiences writing where places
of listeners, readers, or viewers. are located in the
target language.
2.1 - (Relating Cultural ● I can calculate the
Practices to Perspectives) cost of items in
Learners use the language to various currencies of
investigate, explain, and reflect Spanish-speaking
on the relationship between countries, using a
the practices and perspectives currency converter.
of the cultures studied. ● I can understand
 and explain the
2.2 - (Relating Cultural cultural concept of
Products to Perspectives) bartering and how
Learners use the language to to use it effectively
investigate, explain, and reflect when shopping at
on the relationship between downtown or open-
the products and perspectives air markets.
of the cultures studied.

3.1. - (Making Connections)

Learners build, reinforce, and
expand their knowledge of
other disciplines while using
the language to develop critical
thinking and to solve problems
creatively.

3.2 - (Acquiring Information

and Diverse Perspectives)
Learners access and evaluate
information and diverse
perspectives that are available
through the language and its
cultures.

4.1 - (Language Comparisons)

Learners use the language to
investigate, explain, and reflect
on the nature of language
through comparisons of the
language studied and their
 own.

4.2 - (Cultural Comparisons)

Learners use the language to
investigate, explain, and reflect
on the concept of culture
through comparisons of the
cultures studied and their own.

5.1 - (School and Global

Communities) Learners use the
language both within and
beyond the classroom to
interact and collaborate in their
community and the globalized
world.

5.2 - (Lifelong Learning)

Learners set goals and reflect
on their progress in using
language for enjoyment,
enrichment, and advancement.

El bienestar personal 1.1 - (Interpersonal Communication) ● I can read or listen to

Learners interact and negotiate meaning interpret authentic,
Personal Well Being in spoken, signed, or written conversations target language
to share information, reactions, feelings, resources with
and opinions. information about
healthy living.
1.2 - (Interpretive ● I can make simple
Communication) Learners statements in the
understand, interpret, and target language
analyze what is heard, read, or about healthy living.
viewed on a variety of topics. ● I can speak and
write in detailed,
1.3 - (Presentational Spanish sentences
Communication) Learners about steps to take
present information, concepts, to stay healthy.
and ideas to inform, explain, ● I can understand
persuade, and narrate on a spoken and written
variety of topics using messages about
appropriate media and healthy lifestyles in
adapting to various audiences the target language.
of listeners, readers, or viewers. ● I can give detailed,
verbal or written
2.1 - (Relating Cultural advice about good
Practices to Perspectives) personal habits in
Learners use the language to the target language.
investigate, explain, and reflect ● I can compare and
on the relationship between contrast healthy
the practices and perspectives lifestyles in my own
of the cultures studied. culture to those of
Spanish-speaking
2.2 - (Relating Cultural countries.
Products to Perspectives)
Learners use the language to
investigate, explain, and reflect
on the relationship between
the products and perspectives
of the cultures studied.

3.1. - (Making Connections)

Learners build, reinforce, and
expand their knowledge of
other disciplines while using
the language to develop critical
thinking and to solve problems
creatively.

3.2 - (Acquiring Information

and Diverse Perspectives)
Learners access and evaluate
information and diverse
perspectives that are available
through the language and its
cultures.

4.1 - (Language Comparisons)

Learners use the language to
investigate, explain, and reflect
on the nature of language
through comparisons of the
language studied and their
own.

4.2 - (Cultural Comparisons)

Learners use the language to
investigate, explain, and reflect
on the concept of culture
through comparisons of the
cultures studied and their own.

5.1 - (School and Global

 Communities) Learners use the
language both within and
beyond the classroom to
interact and collaborate in their
community and the globalized
world.

5.2 - (Lifelong Learning)

Learners set goals and reflect
on their progress in using
language for enjoyment,
enrichment, and advancement.

Día a día 1.1 - (Interpersonal Communication) ● I can interpret

Learners interact and negotiate meaning written or spoken
Day to day in spoken, signed, or written conversations messages in the
to share information, reactions, feelings, target language
and opinions. about someone’s
daily routine.
1.2 - (Interpretive ● I can ask and answer
Communication) Learners simple questions
understand, interpret, and about someone’s
analyze what is heard, read, or daily schedule in the
viewed on a variety of topics. target language.
● I can speak in detail
1.3 - (Presentational about what chores I
Communication) Learners do in my daily
present information, concepts, routine in the target
and ideas to inform, explain, language.
persuade, and narrate on a ● I can create written
variety of topics using messages in the
appropriate media and target language,
adapting to various audiences using paragraph-
of listeners, readers, or viewers. level discourse.
● I can analyze
2.1 - (Relating Cultural similarities and
Practices to Perspectives) differences in daily
Learners use the language to life and routines in
investigate, explain, and reflect my own culture with
on the relationship between that of Spanish-
the practices and perspectives speaking countries.
of the cultures studied.

2.2 - (Relating Cultural

Products to Perspectives)
Learners use the language to
investigate, explain, and reflect
on the relationship between
the products and perspectives
of the cultures studied.

3.1. - (Making Connections)

Learners build, reinforce, and
expand their knowledge of
other disciplines while using
the language to develop critical
thinking and to solve problems
creatively.

3.2 - (Acquiring Information

and Diverse Perspectives)
Learners access and evaluate
information and diverse
perspectives that are available
through the language and its
cultures.

4.1 - (Language Comparisons)

Learners use the language to
investigate, explain, and reflect
on the nature of language
through comparisons of the
language studied and their
own.

4.2 - (Cultural Comparisons)

Learners use the language to
investigate, explain, and reflect
on the concept of culture
through comparisons of the
cultures studied and their own.

5.1 - (School and Global

Communities) Learners use the
language both within and
beyond the classroom to
interact and collaborate in their
community and the globalized
world.

5.2 - (Lifelong Learning)

Learners set goals and reflect
on their progress in using
 language for enjoyment,
enrichment, and advancement.

Mis metas 1.1 - (Interpersonal Communication) ● I can interpret

Learners interact and negotiate meaning written texts and
My goals in spoken, signed, or written conversations spoken messages
to share information, reactions, feelings, about someone’s
and opinions. future plans in the
target language.
1.2 - (Interpretive ● I can speak about
Communication) Learners my short-term and
understand, interpret, and long-term personal
analyze what is heard, read, or goals, using detailed
viewed on a variety of topics. sentences in the
target language.
1.3 - (Presentational ● I can write about
Communication) Learners future plans for my
present information, concepts, career in the target
and ideas to inform, explain, language, using
persuade, and narrate on a paragraph-level
variety of topics using discourse.
appropriate media and ● I can speak and
adapting to various audiences write about my past,
of listeners, readers, or viewers. present, and future,
using the
2.1 - (Relating Cultural appropriate verb
Practices to Perspectives) tenses in the target
Learners use the language to language.
investigate, explain, and reflect ● I can analyze the
on the relationship between linguistic differences
the practices and perspectives in verb forms and
of the cultures studied. tenses in the target
language.
2.2 - (Relating Cultural
Products to Perspectives)
Learners use the language to
investigate, explain, and reflect
on the relationship between
the products and perspectives
of the cultures studied.

3.1. - (Making Connections)

Learners build, reinforce, and
expand their knowledge of
other disciplines while using
the language to develop critical
thinking and to solve problems
creatively.

3.2 - (Acquiring Information

and Diverse Perspectives)
Learners access and evaluate
information and diverse
perspectives that are available
through the language and its
cultures.

4.1 - (Language Comparisons)

Learners use the language to
investigate, explain, and reflect
on the nature of language
through comparisons of the
 language studied and their
own.

4.2 - (Cultural Comparisons)

Learners use the language to
investigate, explain, and reflect
on the concept of culture
through comparisons of the
cultures studied and their own.

5.1 - (School and Global

Communities) Learners use the
language both within and
beyond the classroom to
interact and collaborate in their
community and the globalized
world.

5.2 - (Lifelong Learning)

Learners set goals and reflect
on their progress in using
language for enjoyment,
enrichment, and advancement.

Mi cuento 1.1 - (Interpersonal Communication) ● I can comprehend

Learners interact and negotiate meaning verbal or written
My story in spoken, signed, or written conversations stories in the target
to share information, reactions, feelings, language about
and opinions. someone’s
childhood.
1.2 - (Interpretive ● I can speak and
Communication) Learners write about my last
understand, interpret, and vacation, using
analyze what is heard, read, or detailed sentences
viewed on a variety of topics. in the appropriate
verb tense in the
1.3 - (Presentational target language.
Communication) Learners ● I can speak and
present information, concepts, write about my
and ideas to inform, explain, childhood, using
persuade, and narrate on a paragraph-level
variety of topics using discourse in the
appropriate media and appropriate verb
adapting to various audiences tenses in the target
of listeners, readers, or viewers. language.
● I can speak and
2.1 - (Relating Cultural write about my
Practices to Perspectives) preferences and
Learners use the language to opinions on various
investigate, explain, and reflect personal topics
on the relationship between using detailed
the practices and perspectives sentence structures
of the cultures studied. accurately.
● I can recount events
2.2 - (Relating Cultural and tell stories about
Products to Perspectives) the past accurately
Learners use the language to in the target
investigate, explain, and reflect language.
on the relationship between ● I can identify
the products and perspectives linguistic differences
of the cultures studied. in the past tenses of
the target language
3.1. - (Making Connections) and can use both
Learners build, reinforce, and past tenses
expand their knowledge of accurately in spoken
other disciplines while using and written Spanish.
the language to develop critical
thinking and to solve problems
creatively.

3.2 - (Acquiring Information

and Diverse Perspectives)
Learners access and evaluate
information and diverse
perspectives that are available
through the language and its
cultures.

4.1 - (Language Comparisons)

Learners use the language to
investigate, explain, and reflect
on the nature of language
through comparisons of the
language studied and their
own.

4.2 - (Cultural Comparisons)

Learners use the language to
investigate, explain, and reflect
on the concept of culture
through comparisons of the
cultures studied and their own.
 5.1 - (School and Global
Communities) Learners use the
language both within and
beyond the classroom to
interact and collaborate in their
community and the globalized
world.

5.2 - (Lifelong Learning)

Learners set goals and reflect
on their progress in using
language for enjoyment,
enrichment, and advancement.

End of Course Students will complete an end of course, The goal is for students to
Summative summative assessments that is called an achieve a Novice-High to
Integrated IPA (Integrated Performance Assessment) Intermediate-Mid level of
Performance over the course of several class periods. The proficiency for each mode
Assessment performance assessment measures the of communication by the
current proficiency levels of the students’ end of the course.
interpretive, interpersonal, and
presentational communication skills.