Spanish Adv I E06

SPANISH ADVANCED I
NON-NATIVE
(ELEMENTARY)
ESSENTIAL UNIT 6 (E06)
(Environment)
(July 2015)
Unit Statement: The student will talk about environmental problems, and discuss possible
solutions to protect the nature. Different kinds of Commands will be used.
Essential Outcomes: (must be assessed for mastery)
1. The Student Will identify vocabulary for environment and environmental

problems.
2. TSW describe the environment.
3. TSW compare and contrast the environment of nowadays with last centuries using
verbs in Present and Imperfect.
4. TSW tell the positive tú and vosotros commands of selected regular and irregular
verbs.
5. TSW identify negative tú and vosotros commands of selected verbs.
6. TSW give advice to protect the environment using different kinds of commands.
7. TSW read and summarize a text about environment.
8. TSW make a presentation about environment.
Introduced/Practice Outcomes:
1. The Student Will review the vocabulary for nature.
2. TSW make a list of words related to the environment.
3. TSW mention environmental problems of Spanish speaking countries.
4. TSW label pictures of environmental problems.
5. TSW make a visual with commands.
6. TSW match commands with different situations.
24
QSI SPANISH ADVANCED I EL E06
Copyright © 1988-2015
Suggested Materials:
¡Viva el español! Adelante John de Mado, Linda West Tibensky McGraw Hill 2005;
Los Trotamundos 2, Fernando Marín, Edelsa, Grupo Didascalia, S.A.;
Colega3, María Luisa Hortelano, Elena G Hortelano, Edelsa, Grupo Didascalia, S.A.;
Chicos Chicas 1, María Ángeles Palomino, Edelsa, Grupo Didascalia, S.A.;
Pasaporte 1, Matilde Cerrolaza, Óscar Cerrolaza, Edelsa, Grupo Didascalia, S.A.;
Joven.es 1, María Ángeles Palomino, Edelsa, Grupo Didascalia, S.A.;
Código ELE 2, María Ángeles Palomino, Edelsa, Grupo Didascalia, S.A.;
Uso junior avanzado, R. Palencia, Edelsa, Grupo Didascalia, S.A.;
Spanish Foundations Board books,
“Mi Mundo en Palabras” Centro Virtual de Cervantes
Dictionaries;
Picture Cards;
Learning Games;
Cartoons;
Any appropriate Teacher-Created or Teacher-Selected Materials
Suggested Assessment Tools and Strategies:
1. Listen to the selected texts. Recognize core vocabulary in meaningful context.

2. Comprehension and oral skills can be assessed by playing games related to the
essential outcomes.
3. Learn selected poems.
4. Role-play.
5. Introduction of the unit vocabulary at the beginning of the unit.
6. Organization of group discussions.
7. Grammar and Vocabulary quizzes and tests, any appropriate teacher-generated
testing materials related to the essential unit.
8. Various educational language websites (isl.collective)
9. Video materials.
10. Games.
11. Rubrics (please, see next page).
RUBRICS FOUND ON FOLLOWING PAGES………………………………
25
SPANISH ADVANCED I
(ELEMENTARY)
Evaluation Rubric
(Environment)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________
● To receive a ‘B’, the student must show ‘B’ level mastery on ALL Essential Outcomes (TSWs).
● To receive an ‘A’, the student must show ‘A’ level mastery in 1 out of 2 available ‘A’ level
TSWs and ‘B’ level mastery on all of the remaining TSWs.
T SUMMARY ‘A’ LEVEL ‘B’ LEVEL ‘P’ - Comments
S
W
1 The Student Will identify I list words for environment
vocabulary for environment and environmental problems.
and environmental
problems.
2 TSW describe the I describe the environment.

environment.
3 TSW compare and contrast

the environment of I TSW compare and contrast
nowadays with last the environment of
centuries using verbs in nowadays with last centuries
Present and Imperfect. using verbs in Present and
Imperfect.
4 TSW tell the positive tú I tell the positive tú and
and vosotros commands of vosotros commands of
selected regular and selected regular and irregular
irregular verbs. verbs.
5 TSW identify negative tú I tell negative tú and

and vosotros commands of vosotros commands of
selected verbs. selected verbs.
6 TSW give advice to protect See the General I give advice to protect the
the environment using Assessments Rubrics environment using different
different kinds of kinds of commands.
commands.
7 TSW read and summarize a I read and summarize a text

text about environment. about environment.
8 TSW make a presentation See the General I make a presentation about

about environment. Assessments Rubrics environment.
General Assessment Rubric found on next page
26
SPANISH LANGUAGE
(Elementary)
General Assessment Rubrics for oral and written assignments:
(July 2015)
Name: __________________ Date: _______________ Grade: ___________
1.General Assessment Rubrics for oral assignments:
Grade Features: Presentation/Interaction (questions, dialogues, discussions, débâtés etc.)
P None of the standards below are met.
P Vocabulary is limited and pronunciation is unclear. Some basic grammatical structures are used correctly. /
Interaction is limited. Most questions must be repeated.
B The range of vocabulary is somewhat varied. Basic grammatical structures are used correctly, but
pronunciation generally limits the understanding. / Comprehension and interaction are generally satisfactory.
B Intonations and pronunciation generally facilitate understanding. Some complex grammatical structures are
used correctly. Vocabulary is somewhat varied. / Most responses demonstrate comprehension and provide
appropriate information.
A Pronunciation and intonation are easy to understand. Vocabulary is varied and effective. / Responses
demonstrate comprehension. Appropriate and detailed information is provided.
A The pronunciation is clear and comprehensible. There are no vocabulary and grammatical mistakes. /
Comprehension and interaction are consistent.
2. General Assessment Rubrics for Written assignments
Requirements to the: Language/Message

Grade
P Response is ineffective. Range of vocabulary and grammar structures is very limited. / Task has been partially
completed.
B Vocabulary is somewhat varied. Several grammatical mistakes are made. / The task has been completed.
B The response is effective to some extent. Vocabulary is sometimes varied. Basic grammatical structures are
used correctly. / The task has been completed.
A The response is accurate and the communication is generally effective with a few mistakes. / All ideas have
been identified and most ideas have been well developed.
A Range of vocabulary and grammatical structures are varied and effective. There are no mistakes. / The task
has been completed effectively and all ideas have been well developed.
27
SPANISH ADVANCED I
NON-NATIVE
(ELEMENTARY)
(Fashion)
(July 2015)
Unit Statement: The student will talk about fashion, different kinds of clothing and
different styles. Contemporary fashion and fashion of last century will be compared and
contrasted. The student will read about some Spanish designers.
1. The Student Will identify selected words for clothing.
2. TSW identify the vocabulary for styles and accessories.
3. TSW describe preferences of clothing.
4. TSW tell what people used to wear in last century using verbs in Imperfect.
5. TSW compare and contrast the contemporary and last century fashion.
6. TSW read and summarize a text about Spanish designers or fashion.
7. TSW make a presentation related to the topic.
8. TSW write a text about fashion.
1. The Student Will tell what people in class are wearing.
2. TSW tell if something is on fashion using estar de moda
3. TSW describe pictures of selected fashion magazines.
4. TSW role-play interviewing a model/designer.
5. TSW watch videos about fashion.
6. TSW make a visual related to the topic.
28
Viva el español! Adelante John de Mado, Linda West Tibensky McGraw Hill 2005;
Dictionaries;
Picture Cards;
Learning Games;
Cartoons;

essential outcomes.
4. Role-play.
9. Video materials.
10. Games.
RUBRICS FOUND ON THE FOLLOWING PAGES………………………………
29
SPANISH ADVANCED I
(ELEMENTARY)
Evaluation Rubric
(Fashion)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________
S
W
1 The Student Will identify I list words for clothing.
selected words for
clothing.
2 TSW identify the I list words for styles and
vocabulary for styles and accessories.
accessories.
3 TSW describe I describe my preferences of

preferences of clothing. clothing.
4 TSW tell what people I tell what people used to

used to wear in last wear in last century using
century using verbs in verbs in Imperfect.
Imperfect.
5 TSW compare and contrast I compare and contrast the

the contemporary and last contemporary and last
century fashion. century fashion.
6 TSW read and I read and summarize a text

summarize a text about about Spanish designers or
Spanish designers or fashion.
fashion.
7 TSW make a presentation See the General I make a presentation related

related to the topic. Assessment Rubrics. to the topic.
8 TSW See the General I write a text about fashion.

write a text about fashion. Assessment Rubrics.
30
SPANISH LANGUAGE
(Elementary)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________

Grade
completed.
31
SPANISH ADVANCED I
NON-NATIVE
(ELEMENTARY)
(My Dream World)

(July 2015)
Unit Statement: The student will talk about wishes, dreams, and things he/she will do
using quisiera and Future Tense.
1. The Student Will recall geographical names.
2. TSW identify selected action words.
3. TSW identify Future Simple forms of regular verbs.
4. TSW identify Future Simple forms of the verb tener.
5. TSW ask others and respond to where he/she will live, study, what he/she will
have, etc. using the verbs in identify Futuro Simple.
6. TSW tell what he/she would like to do using quisiera.
7. TSW make a presentation about future life.
8. TSW write a text about his/her future.
1. The Student Will tell what countries he/she has already visited using Present
Perfect
2. TSW ask others and tell what countries they want to visit using querer +
infinitive.
3. TSW ask others and tell what they wish to do using desear+infinitive.
4. TSW tell about dreams using soñar con +infinitive.
5. TSW draw the house of his/her dream.
6. TSW predict the life in the future.
32
Dictionaries;
Picture Cards;
Learning Games;
Cartoons;

essential outcomes.
4. Role-play.
9. Video materials.
10. Games.
RUBRICS FOUND ON FOLLOWING PAGES………………………………
33
SPANISH ADVANCED I
(ELEMENTARY)
Evaluation Rubric
(My Dream World)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________
S
W
1 The Student Will recall I list geographical names of
geographical names. countries.
2 TSW identify selected I list action words related to

action words. my future life.
3 TSW identify Future

Simple forms of regular I conjugate correctly the
verbs. regular verbs in Future
Simple.
4 TSW identify Future I conjugate the verb tener in
Simple forms of the verb Future Simple.
tener.
5 TSW ask others and See the General I ask others and tell where I
respond to where he/she Assessment Rubrics will live, what I will have,
will live, study, what where I will study etc. using
he/she will have, etc. the verbs in Future Simple.
using the verbs in identify
Futuro Simple.
6 See the General I tell what I would like to do

TSW tell what he/she Assessment Rubrics wishes using quisiera.
would like to do using
quisiera.
7 TSW make a presentation See the General I make a presentation about
about future. Assessment Rubrics my future.
8 TSW write a text about See the General I write a text about my
his/her future. Assessment Rubrics future.
34
SPANISH LANGUAGE
(Elementary)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________

Grade
completed.
35
SPANISH ADVANCED I
NON-NATIVE
(ELEMENTARY)
(Outdoor Activities. Review of Tenses)

(July 2015)
Unit Statement: The student will talk about camping and other outdoor activities. All
tenses studied in the course will be reviewed.
1. The Student Will identify outdoor activities.
2. TSW recall vocabulary for landscape.
3. TSW ask others and respond to what outdoor activities he/she has done using
Present Perfect.
4. TSW tell what outdoor activities he/she did using Preterit.
5. TSW compare and contrast outdoor activities of nowadays with last century using
Present and Imperfect.
6. TSW tell what outdoor activities he/she will do using Future Simple.
7. TSW read and summarize a text about camping.
8. TSW write a text about his/her future vacations.
1. The Student Will listen to the description of landscapes and draw them.
2. TSW label objects on the drawing.
3. TSW make a Venn diagram comparing outdoor activities of nowadays with last
century.
4. TSW match places with activities.
5. TSW advice different activities using different commands.
6. TSW tell how he/she feels doing different activities.
36
Dictionaries;
Picture Cards;
Learning Games;
Cartoons;

essential outcomes.
4. Role-play.
9. Video materials.
10. Games.
RUBRICS FOUND ON FOLLOWING PAGES……………………………
37
SPANISH ADVANCED I
(ELEMENTARY)
Evaluation Rubric
(Outdoor Activities. Review of Tenses)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________
● To receive an ‘A’, the student must show ‘A’ level mastery in 1 out of 2 available ‘A’
level TSWs and ‘B’ level mastery on all of the remaining TSWs.
S
W
1 The Student Will identify I list outdoor activities.
outdoor activities.
2 TSW recall vocabulary I list landscapes.

for landscape
3 TSW ask others and I ask others and respond to

respond to what outdoor what outdoor activities I
activities he/she has done have done using Present
using Present Perfect. Perfect.
4 TSW tell what outdoor I tell what outdoor activities

activities he/she did using they did using Past Simple.
Preterit.
5 TSW compare and contrast See the General I compare and contrast
outdoor activities of Assessment Rubrics. outdoor activities of
nowadays with last century nowadays with last century
using Present and using Present and Imperfect.
Imperfect.
6 TSW tell what outdoor I tell what outdoor activities

activities they will do I will do using Future
using Future Simple. Simple.
7 TSW read and I read and summarize a text

summarize a text about about camping.
camping.
8 TSW write a text about See the General I write a text about my
his/her future vacations. Assessment Rubrics. future vacations.

38
SPANISH LANGUAGE
(Elementary)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________

Grade
completed.
39
SPANISH ADVANCED I
NON-NATIVE
(ELEMENTARY)
(Reading)
(July 2015)
Unit Statement: The student will read texts, stories, poems and fairy tales related to the
topics covered in this course and recommended for his/her level.
1. The Student Will read the story with complete understanding.
2. TSW identify the vocabulary of the story.
3. TSW ask and answer questions about the story.
4. TSW describe characters.
5. TSW summarize the story.
6. TSW retell the story.
7. TSW express his/her opinion about the story.
Introduced/Practice Outcomes: (See Course Outcomes)
1. The Student Will write vocabulary for the story.
2. TSW match personages with characteristics.
3. TSW read out loud favorite parts of the story.
4. TSW illustrate favorite parts of the story.
5. TSW write a script for the story.
6. TSW perform in a play based on the story.
40
“El secreto de la cueva”, A. Santamarina, Edelsa, Grupo Didascalia, S.A.;

“La isla del diablo”, A. Santamarina, Edelsa, Grupo Didascalia, S.A.;
“El enigma de la carta”, A. Santamarina, Edelsa, Grupo Didascalia, S.A.;
“Misterio en Chichén Itzá¨, A. Santamarina, Edelsa, Grupo Didascalia, S.A.;
“En busca del ámbar azul¨, A. Santamarina, Edelsa, Grupo Didascalia, S.A.;
“Aventura en Machu Picchu¨, A. Santamarina, Edelsa, Grupo Didascalia, S.A.;
“Misión en La Pampa¨, A. Santamarina, Edelsa, Grupo Didascalia, S.A.;
“El triángulo de oro en el Al-Ándalus¨, A. Santamarina, Edelsa, Grupo Didascalia, S.A.;
“El robo del manuscrito¨, A. Santamarina, Edelsa, Grupo Didascalia, S.A.;
Any fiction book of the level A2.2 related to the topics studied in class.

essential outcomes.
4. Role-play.
7. Grammar and Vocabulary quizzes and tests, any appropriate teacher-generated testing
materials related to the essential unit.
9. Video materials.
10. Games.
RUBRICS FOUND ON FOLLOWING PAGES………………………….
41
SPANISH ADVANCED I
(ELEMENTARY)
Evaluation Rubric
(Reading)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________
●
S
W
1 The Students Will read I read and understand the
the story with complete story.
understanding.
2 TSW identify the I recognize the vocabulary
vocabulary of the story. for the story.
3 TSW ask and answer I ask and answer questions

questions about the story. about the story.
4 TSW describe characters. See the General I describe characters.

Assessment Rubrics.
5 TSW summarize the I summarize the story

story.
.
6 TSW retell the story I retell the story.
7 TSW express his/her See the General I tell my opinion about the
opinion about the story. Assessment Rubrics. story.
42
SPANISH LANGUAGE
(Elementary)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________

Grade
completed.
43
COURSE OUTCOMES
SPANISH ADVANCED II
NON-NATIVE
(ELEMENTARY)
(July 2015)
Spanish Advanced II is designed for elementary and upper elementary students with at least
five to six years of academic background in the Spanish language; for students ages seven
through thirteen-years-old. However, twelve & thirteen-year-old students are also eligible to
take Secondary Spanish Course if they are ready to earn Secondary credits which could
impact their grades. The course is centered on the practical application of communication
skills, with an emphasis on the language material used in everyday situations. A variety of
activities, including role-play and educational games, will be employed to develop their
listening and speaking skills. They will participate in group reading and writing and become
acquainted with some cultural features.
This course supports and is aligned to the success orientations, competencies, and knowledge
noted in the QSI Program Outcomes.
Spanish Advanced II consists of ten essential units. This course is divided into Essential
Outcomes and Practiced/Ongoing Skills. The Essential Outcomes must be assessed for
mastery. The Practiced/Ongoing Skills are intended to expose the student to skills that will
be mastered in a future essential unit, engage the student in ongoing and necessary skills, and
to practice the outcomes previously taught.
The normal pace for this course leads to mastery of the ten essential units if is taught five
days a week, during a time appropriate for a non-native Spanish language learner. Those
students who are enrolled in this course two times a week must master five essential units and
those who meet three times a week must master seven essential units. Depending on the
individual school programs, Spanish Advanced II could be allotted two to five periods a week
with a period being a minimum of 45 minutes.
Following is an outline of the Essential Units found in this course. These units are designed
to be taught in order.
ESSENTIAL UNITS: (must be assessed for mastery)
E01 – Traveling
E02 – Kinds of Sports and Activities.
E03 – Capital and Cities.
E04 – Art
E05 – Latin America
E06 – Music Around the World

44
QSI SPANISH ADVANCED II EL CO
E07 – Writing Stories
E08 – Movies & Cartoons
E09 – Amazing Facts
E10 – Reading.

Colega 4, María Luisa Hortelano, Elena G Hortelano, Edelsa, Grupo Didascalia, S.A.;
Dictionaries;
Picture Cards;
Learning Games;
Cartoons;
45
SPANISH LANGUAGE
(Elementary)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________

Grade
completed.
46
SPANISH ADVANCED II
NON-NATIVE
(ELEMENTARY)
(Traveling)
(July 2015)
Unit Statement: The student will talk about traveling experience, review different kinds
of transportation, and learn to book a room at a hotel.
1. The Student Will recognize vocabulary related to the transport and traveling.
2. TSW identify traveling agency and hotel personnel.
3. TSW define forms of Past Continuous.
4. TSW ask and describe what people at the travel agency and hotel were doing using
Past Continuous.
5. TSW recall forms of Future Simple.
6. TSW apply conditional sentences with an open condition (Si tengo vacaciones en
enero, iré a la República Dominicana) and speak about his/her future trip.
7. TSW read and summarize a text about traveling.
8. TSW write a text about his/her future traveling.
1. The Student Will use interrogatives to ask questions about travelling experience.
2. TSW ask and tell preferences of transportation.
3. TSW ask others and tell where he/she will travel and what he/she will do using
verbs in Future Simple.
4. TSW compare and contrast different kinds of transportation using comparatives

and superlatives
5. TSW make a visual and tell what people were doing yesterday at different times of
the day using Past Continuous.
6. TSW role-play buying a trip at the travel agency.
7. TSW role-play a phone call booking a room at a hotel.

4
QSI SPANISH ADVANCED II EL E01

Dictionaries;
Picture Cards;
Learning Games;
Cartoons;

essential outcomes.
4. Role-play.
10. Video materials.
11. Games.
RUBRICS FOUND ON FOLLOWING PAGES……………………..
5
SPANISH ADVANCED II
(ELEMENTARY)
Evaluation Rubric
(Traveling)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________
S
W
1 The Student Will recognize I list vocabulary related to
vocabulary related to the the transport and
transport and traveling. traveling.
2 TSW identify traveling I name traveling agency

agency and hotel personnel. and hotel personnel.
3 TSW define forms of Past

Continuous I conjugate verbs in Past
Continuous.
4 TSW ask and describe what I ask and describe what
people at the travel agency people at the travel agency
and hotel were doing using and hotel were doing
Past Continuous. using Past Continuous.
5 TSW recall forms of Future I conjugate selected verbs

Simple. in Future Simple.
6 TSW apply conditional See the General I apply conditional

sentences with an open assessment Rubrics. sentences with an open
condition and speak about condition and speak about
his/her future trip. my future trip.
7 TSW read and summarize a I read and summarize a

text about traveling. text about traveling.
8 TSW write a text about See the General I write a text about their
his/her future traveling assessment Rubrics. future traveling.
6
SPANISH LANGUAGE
(Elementary)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________
11. General Assessment Rubrics for oral assignments:

Grade
completed.
7
SPANISH ADVANCED II
NON-NATIVE
(ELEMENTARY)
(Kinds of Sports and Activities)

(July 2015)
Unit Statement: The student will learn the name of some popular sports, different games and
pastimes; talk about sports he/she plays; talk about pastimes in Spanish-speaking countries.

1. The Student Will categorize various sports, activities and hobbies.
2. TSW accept or decline someone’s invitation to play explaining the reason with porque.
3. TSW identify forms of Present Subjunctive of regular verbs.
4. TSW identify forms of Present Subjunctive of some irregular verbs (hacer, tener).
5. TSW explain his/her attitude to sport and hobbies using Es bueno/Es malo/Me gusta
que +Present Subjunctive.
6. TSW recommend activities for weekend using verbs in Present Subjunctive.
7. TSW discuss favorite teams around the world.
8. TSW read and summarize last sport news.
9. TSW write a text about the importance of sport, activities or hobbies using verbs in
Present Subjunctive
1. The Student Will make a collage of weekend sports and hobbies.
2. TSW role-play a phone call inviting someone to participate in an activity.
3. TSW take a poll of favorite sports and hobbies and report the results of the poll.
4. TSW compare and contrast things that students like to play (jugar, tocar).
5. TSW research favorite activities of a popular athlete from a Spanish-speaking country.
6. TSW share opinion of qualities players must have to practice certain sports or
pastimes (tiene que ser..).
7. TSW watch and comment short football video.
8

Dictionaries;
Picture Cards;
Learning Games;
Cartoons;

essential outcomes.
4. Role-play.
11. Games.
RUBRICS FOUND ON FOLLOWING PAGES…………………………………….
9
SPANISH ADVANCED II
(ELEMENTARY)
Evaluation Rubric
(Kinds of Sports and Activities)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________

● To receive an ‘A’, the student must show ‘A’ level mastery in 1 out of 2 available ‘A’ level TSWs
and ‘B’ level mastery on all of the remaining TSWs.
TSW SUMMARY ‘A’ LEVEL ‘B’ LEVEL ‘P’ - Comments
1 The Student Will categorize I categorize various sports,
various sports, activities, and activities, and hobbies.
hobbies.
2 TSW accept or decline I accept or decline

someone’s invitation to play someone’s invitation to
explaining the reason with play explaining the reason
porque. with porque.
3 TSW identify forms of I conjugate regular verbs

Present Subjunctive of in Present Subjunctive.
regular verbs.
4 TSW identify forms of I conjugate irregular verbs

Present Subjunctive of some in
irregular verbs (hacer, Present Subjunctive.
tener).
5 TSW explain his/her attitude I explain my attitude to

to sport and hobbies using sport and hobbies using Es
Es bueno/Es malo/Me bueno/Es malo/Me gusta
gusta que +Present que +Present
Subjunctive. Subjunctive.
6 TSW recommend activities I recommend activities for

for weekend using verbs in weekend using verbs in
Present Subjunctive. Present Subjunctive.
I discuss favorite teams

7 TSW discuss favorite teams See General Assessment around the World
around the World. Rubrics.
TSW read and summarize I read and summarize last
8 last sport news. sport news.
TSW write a text about the See General Assessment I write a text about the
importance of sport, Rubrics. importance of sport,
9 activities or hobbies using activities or hobbies using
verbs in Present Subjunctive. verbs in Present
Subjunctive.

10
SPANISH LANGUAGE
(Elementary)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________

Grade
completed.
11
SPANISH ADVANCED II
NON-NATIVE
(ELEMENTARY)
(Capital and Cities)

(July 2015)
Unit Statement: The student will learn historical and cultural facts about capitals and cities
of some Spanish countries.

1. The Student Will identify common places in a Hispanic community and a city
vocabulary (el Zócalo, la plaza, la glorieta).
2. TSW be able to say and write the singular and plural formal affirmative commands of
regular and irregular verbs.
3. TSW identify verbs and expressions needed to explain how to reach a destination.
4. TSW give and follow directions from one specified location to another.
5. TSW place direct object pronouns before conjugated verbs or attached to the
infinitive or affirmative command.
6. TSW read and answer basic questions about an article related to the history of a
Spanish or Latin-American city.
7. TSW make a presentation about a city.
1. The Student Will match Spanish speaking countries with their capitals.
2. TSW draw maps of different Spanish speaking countries and label capitates and cities.
3. TSW draw a plan of the city center and label things on it.
4. TSW make a collage of postcards of different cities of Spanish speaking countries.
5. TSW ask each other about cites they have visited and things they have seen using
Present Perfect.
6. TSW explain where different places in the city are using different prepositions.
7. TSW explain how to get to different places in the city using different commands.
8. TSW match cities with places of interest.
9. TSW recommend visiting different cities using different commands.
10. TSW watch short videos about various cities.
11. TSW write postcards from different cities.
12

Dictionaries;
Picture Cards;
Learning Games;
Cartoons;

essential outcomes.
4. Role-play.
11. Games.
RUBRICS FOUND ON FOLLOWING PAGES…………………………….
13
SPANISH ADVANCED II
(ELEMENTARY)
Evaluation Rubric
(Capital and Cities)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________
S
W
1 The Student Will identify I list common places in a
common places in a Hispanic Hispanic community and a
community and a city vocabulary city vocabulary
(el Zócalo, la plaza, la glorieta).
2 TSW be able to say and write the I am able to say and write
singular and plural formal the singular and plural
affirmative commands of regular formal affirmative
and irregular verbs. commands of regular and
irregular verbs.
3 TSW identify verbs and I list verbs and expressions

expressions needed to explain needed to explain how to
how to reach a destination reach a destination
4 TSW give and follow directions I give and follow directions

from one specified location to from one specified location
another. to another.
5 TSW place direct object See the General I place direct object
pronouns before conjugated verbs Assessment Rubrics. pronouns before conjugated
or attached to the infinitive or verbs or attached to the
affirmative command. infinitive or affirmative
command.
6 TSW read and answer basic I read and answer basic

questions about an article related questions about an article
to the history of a Spanish or related to the history of a
Latin-American city. Spanish or Latin-American
city
7 TSW make a presentation about a See the General I make a presentation about
city. Assessment Rubrics. a city.
14
SPANISH LANGUAGE
(Elementary)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________

Grade
completed.
15
SPANISH ADVANCED II
NON-NATIVE
(ELEMENTARY)
(Art)
(July 2015)
Unit Statement: The student will discuss art and artists, describe and analyze famous works
of art.
1. The Student Will identify vocabulary related to different forms of art.
2. TSW identify different genres of art.
3. TSW describe a work of art.
4. TSW identify and describe people in a painting using cual (which).
5. TSW ask and tell about last visit to the art gallery or museum using Past Tense.
6. TSW read and summarize a short text regarding different artists.
7. TSW make a presentation about favorite artist.
8. TSW write a letter to an artist.
1. The Student Will discuss art classes.
2. TSW make a list of Spanish and Latin American artists.
3. TSW tell what people on the painting are doing using Continuous.
4. TSW give familiar singular and plural commands to create a piece of art.
5. TSW interview others about their favorite genres of art.
6. TSW watch videos about famous Spanish artists.
16

Dictionaries;
Picture Cards;
Learning Games;
Cartoons;

essential outcomes.
4. Role-play.
11. Games.
RUBRICS FOUND ON FOLLOWING PAGES…………………………………
17
SPANISH ADVANCED II
(ELEMENTARY)
Evaluation Rubric
(Art)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________

S
W
1 The Student Will identify I list vocabulary related to
vocabulary related to different forms of art.
different forms of art.
2 TSW identify different I tell different genres of

genres of art. art.
3 TSW describe a work of See the General I describe a work of art.

art. Assessment Rubrics
4 TSW identify and I identify and describe

describe people in a people in a painting using
painting using cual. cual.
5 TSW ask and tell about See the General I ask and tell about my
last visit to the art gallery Assessment Rubrics last visit to the art gallery
or museum using Past or museum using Past
Tense. Tense.
6 TSW read and I read and summarize a

summarize a short text short text regarding
regarding different artists. different artists.
7 TSW make a presentation See the General I make a presentation

about favorite artist. Assessment Rubrics about their favorite artist.
8 TSW write a letter to an See the General I write a letter to an artist.

artist. Assessment Rubrics
18
SPANISH LANGUAGE
(Elementary)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________

Grade
completed.
19

Spanish Adv I E06

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SPANISH ADVANCED I

ESSENTIAL UNIT 6 (E06)

Essential Outcomes: (must be assessed for mastery)

1. The Student Will identify vocabulary for environment and environmental

2. TSW describe the environment.

5. TSW identify negative tú and vosotros commands of selected verbs.

7. TSW read and summarize a text about environment.

8. TSW make a presentation about environment.

1. The Student Will review the vocabulary for nature.

2. TSW make a list of words related to the environment.

3. TSW mention environmental problems of Spanish speaking countries.

4. TSW label pictures of environmental problems.

5. TSW make a visual with commands.

6. TSW match commands with different situations.

Suggested Assessment Tools and Strategies:

1. Listen to the selected texts. Recognize core vocabulary in meaningful context.

RUBRICS FOUND ON FOLLOWING PAGES………………………………

Name: __________________ Date: _______________ Grade: ___________

2 TSW describe the I describe the environment.

3 TSW compare and contrast

5 TSW identify negative tú I tell negative tú and

7 TSW read and summarize a I read and summarize a text

8 TSW make a presentation See the General I make a presentation about

General Assessment Rubric found on next page

Name: __________________ Date: _______________ Grade: ___________

1.General Assessment Rubrics for oral assignments:

Grade Features: Presentation/Interaction (questions, dialogues, discussions, débâtés etc.)

P None of the standards below are met.

2. General Assessment Rubrics for Written assignments

Requirements to the: Language/Message

P None of the standards below are met.

ESSENTIAL UNIT 7 (E07)

Essential Outcomes: (must be assessed for mastery)

1. The Student Will identify selected words for clothing.

2. TSW identify the vocabulary for styles and accessories.

3. TSW describe preferences of clothing.

6. TSW read and summarize a text about Spanish designers or fashion.

7. TSW make a presentation related to the topic.

8. TSW write a text about fashion.

1. The Student Will tell what people in class are wearing.

2. TSW tell if something is on fashion using estar de moda

3. TSW describe pictures of selected fashion magazines.

4. TSW role-play interviewing a model/designer.

5. TSW watch videos about fashion.

6. TSW make a visual related to the topic.

Suggested Assessment Tools and Strategies:

1. Listen to the selected texts. Recognize core vocabulary in meaningful context.

RUBRICS FOUND ON THE FOLLOWING PAGES………………………………

Name: __________________ Date: _______________ Grade: ___________

3 TSW describe I describe my preferences of

4 TSW tell what people I tell what people used to

5 TSW compare and contrast I compare and contrast the

6 TSW read and I read and summarize a text

7 TSW make a presentation See the General I make a presentation related

8 TSW See the General I write a text about fashion.

General Assessment Rubric found on next page

3.General Assessment Rubrics for oral assignments:

Grade Features: Presentation/Interaction (questions, dialogues, discussions, débâtés etc.)

Name: __________ Date: _ Grade: _____

Name: __________ Date: _ Grade: _____

Name: __________ Date: _ Grade: _____

Name: __________ Date: _ Grade: _____

Name: __________ Date: _ Grade: _____