Spanish II

Course Goals and Outcomes

After completing Spanish I, students will review previously acquired language skills and continue to practice and grow in the target language during Spanish II. This course will focus on language proficiency through reading, writing, listening, and speaking. The vocabulary for the course is from Checkpoint B of the NYS foreign language syllabus. Students will receive one unit of credit after completing and passing the course.

Learning Targets for the Course

By the end of this course, the students will be able to reach an intermediate level according to the ACTFL proficiency standards, which assess reading, writing, listening, and speaking.

Course Format and Procedures

The course will be carried out with many different activities and structures, including independent work, small and large group work, and numerous projects and/ or presentations.

Required Texts and context

The textbook that the Spanish 2 curriculum stems from is En Español by McDougal Little.

Required Supplies

  • pens/pencils, paper
  • Folder or Binder (to store papers, whichever the student prefers)
  • Spanish/English Dictionary (optional)
  • Unit packets

Assessment of Learning & Grading Procedures


  • Class Projects and Homework: 60%
  • Quizzes and tests: 20%
  • Portfolio: 20%

Final Average Grades

  • 1st Quarter: 20%
  • 2nd Quarter: 20%
  • 3rd Quarter: 20%
  • 4th Quarter: 20%
  • Midterm Exam: 10%
  • Final Exam: 10%

    Student Resources

    • Help available during the school day: Advisory Period and After School
    • Spanish/English dictionary, or online dictionary such as Word Reference
    • Vocabulary lists and class notes

    Parent Resources

    Course Outline

    Unit 1: Repaso/Bienvenidos (1 week)

    Unit 2: City and Community (2-3 weeks)

    Focus on asking for and giving directions, while developing vocabulary knowledge of community.

    Unit 3: Day of the Dead Celebration (1 week)

    Investigate and celebrate different cultural elements to develop cultural awareness of the traditional Mexican Day of the Dead holiday.

    Unit 4: Family (2-3 weeks)

    Focus on family relationships, expressing personal qualities, and possessive adjectives and pronouns.

    Unit 5: Daily Routine (2-3 weeks)

    Focus on expressing daily routines, using present tense verbs and reflexive verbs, time and frequency phrases.

    Unit 6: Vacations and Travel (2-3 weeks)

    Developing students’ abilities to make preferences when planning a vacation or traveling. Focus on differences between the verbs “to be” (Ser & Estar), and the present progressive.

    Unit 7: Shopping (2-3 weeks)

    Developing students’ abilities to make comparisons, express cost and preferences, and express the past tense (Preterite).

    Unit 8: Celebrations and Holidays (2-3 weeks)

    Developing cultural awareness of different Spanish speaking holidays and celebrations, while making connections and comparisons to those of the United States. Focus on expressing the past tense, and differences between the Preterite and Imperfect.

    Unit 9: Cinco de Mayo Celebration (1 week)

    Extending the celebrations/holidays unit by developing cultural awareness and celebrating specific cultural celebrations. Focus on the misconceptions and the truth behind the traditional Cinco de Mayo celebration.

    Unit 10: Restaurants and Food (2-3 weeks)

    Developing students’ abilities to order at a restaurant and the cultural awareness of different foods of the Spanish speaking regions. Focus on basic future and conditional verb tenses.