Unit Planning Template

UNIT INFORMATION
**Cut and paste this information from the applicable unit within your Long Term
Plan**

Grade/Subject
Spanish II
:
Unit Name: School Life/La Vida Escolar
Length of
Unit:
UNIT LEARNING GOALS
**Cut and paste this information from the applicable unit within your Long Term
Plan**
 Communication Goals

• 2A Exchange information about present school

classes and school-related activities.
• 2B Interpret and describe a daily school routine
including course schedules and extracurricular
activities in a Spanish-speaking country.
• 2C Present information comparing your school life
to that of a student in a Spanish-speaking country.

 Culture Goals

• 2D Describe the programs of study and the

mandated courses at a Spanish-speaking school.
• 2E Describe the importance of extracurricular
activities and team sports.

Essential Structures:

• Stem-changing verbs in present tense

• Comparative (más/que, menos/que, tan/como,
tanto/como) and superlative
• Conocer and saber in present tense
• Hace + time expressions (in present) + que
• Hay que/Se prohíbe + infinitivo
• Salir (bien/mal)

• Review Tener + Que

Spiraling See Essential Structures Above
Remedial (R)
Enrichment
(E)
(to be completed
after receiving
diagnostic
assessment
results)

Objectives
2A.1 SWBAT identify 20 class schedule/school vocabulary words.
2A.2 SWBAT ask for and respond to questions about their class
schedules – Que estudias?
• 2ES.1 SWBAT identify 18 verbs of activities they do during class time
(some stem changing verbs).
• 2ES.2 SWBAT use “tener que” with activity verbs to ask for and respond to
questions about their class schedules.
• 2ES.3 SWBAT conjugate salir (bien/mal) to ask and answer questions
about how they are doing in their classes (Como sales en tus clases?)
• 2ES.4 SWBAT use comparative vocabulary (mas/que, menos/que,
tan/como, tanto/como) and superalative to discuss classes.
• 2ES.5 SWBAT use conocer and saber in the present tense.
• 2ES.6 SWBAT use hace + time expressions (in present) + que to describe
when they will complete activities in their class schedules
• 2ES.7 SWBAT use hay que/se prohibe + infinitivo to ask for and respond to
questions about their class schedules.
2B1. SWBAT interpret a daily school routine written in a Spanish-speaking
country
2B2. SWBAT list extracurricular activities that might comprise a typical school
routine of a student in a Spanish-speaking country
2C1. SWBAT list the characteristics of school life in the United States and school
life in a Latin American country
2C2. SWBAT compare and contrast school life in the US with school life in a
Latin American country

Essential Structures:
• Stem-changing verbs in present tense
• Comparative (más/que, menos/que, tan/como, tanto/como) and superlative
• Conocer and saber in present tense
• Hace+ time expressions (in present) + que
• Hay que/Se prohíbe + infinitivo
• Salir (bien/mal)
• Review:
tener que
 DAILY OBJECTIVES
Learning Goal
Dat
Objective (#) this Builds
e
Towards:
2/2 2A.1 SWBAT identify 20 class schedule/school
2A
3 vocabulary words.
2ES.1 SWBAT identify 18 verbs of activities they do
during class time (some stem changing verbs).
2/2
2ES.2 SWBAT use “tener que” with activity verbs to 2ES
4
ask for and respond to questions about their class
schedules.
2ES.3 SWBAT conjugate salir (bien/mal) to ask and
answer questions about how they are doing in their 2ES
2/2 classes (Como sales en tus clases?)
5 2ES.4 SWBAT use comparative vocabulary
(mas/que, menos/que, tan/como, tanto/como) and
superalative to discuss classes.
2/2
BCR, Review Packet DCCAS
6
3/1 Parent/Teacher Conference Day
2ES.6 SWBAT use hace + time expressions (in
present) + que to describe when they will complete
activities in their class schedules 2ES
3/2
2ES.5 SWBAT use conocer and saber in the present
tense.
2ES.7 SWBAT use hay que/se prohibe + infinitivo to
3/3 ask for and respond to questions about their class 2ES
schedules.
3/4 Prueba 3

3/5 BCR DCCAS

2B1. SWBAT interpret a daily school routine written
in a Spanish-speaking country
3/8 2B2. SWBAT list extracurricular activities that 2B
might comprise a typical school routine of a
student in a Spanish-speaking country
2C1. SWBAT list the characteristics of school life in
the United States and school life in a Latin
3/9 American country 2C
2C2. SWBAT compare and contrast school life in
the US with school life in a Latin American country
3/1
Speaking Assessment/Writing Workshop
0
3/1
Speaking Assessment/Repaso
1
3/1
Unit 2 Test
2
 CALENDAR OF DAILY OBJECTIVES
February/March 2010
Monday Tuesday Wednesday Thursday Friday
2/22 2/23 2/24 2/25 2/26
Unit 1 Exam Unit 2 Begins 2ES.1 SWBAT 2ES.3 SWBAT BCR
2A.1 SWBAT identify 18 verbs of conjugate salir
identify 20 class activities they do (bien/mal) to ask
schedule/school during class time and answer
vocabulary words. (some stem questions about
changing verbs). how they are doing
2ES.2 SWBAT use in their classes
“tener que” with (Como sales en tus
activity verbs to clases?)
ask for and respond 2ES.4 SWBAT use
to questions about comparative
their class vocabulary
schedules. (mas/que,
menos/que,
tan/como,
tanto/como) and
superalative to
discuss classes.
3/1 3/2 3/3 3/4 3/5
Parent Conference 2ES.6 SWBAT use 2ES.7 SWBAT use Prueba 3 BCR
Day hace + time hay que/se prohibe
expressions (in + infinitivo to ask
present) + que to for and respond to
describe when they questions about
will complete their class
activities in their schedules.
class schedules
2ES.5 SWBAT use
conocer and saber
in the present
tense.
3/8 3/9 3/10 3/11 3/12
2B1. SWBAT 2C1. SWBAT list the Speaking Speaking Unit 2 Test
interpret a daily characteristics of Assessment/Writing Assessment/Repaso
school routine school life in the Workshop
written in a United States and
Spanish-speaking school life in a Latin
country American country
2B2. SWBAT list 2C2. SWBAT