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Amanda Duncan > Spanish 2 Syllabus

Spanish 2


Course Description:

This semester-long course is the second level of Spanish study.  Using the South Carolina Foreign Language Standards of Communication (written or spoken), Culture (the how, what and why of the new culture and your own), Connections (between other subjects and Spanish), Comparisons (of the Spanish language and culture and your own) and Community (extending use of Spanish beyond the classroom) the aim of this class is to continue developing the four elements of language study:  listening, speaking, reading, and  writing while studying four relevant, real-world theme based units: Who Am I?, How Have I Changed?, What Are My Choices?, Where Am I Going?.  The prerequisites for this class are successful completion of high school Spanish 1 and a teacher recommendation.


Instructional Philosophy:

Many instructional approaches will be used to help all types of learners:  graphic organizers, language ladders, paired activities, cooperative learning, questioning strategies (yes/no, either/on, multiple choice, short answer), Total Physical Response (TRP), surveys, reading authentic documents, listening to authentic music, visiting authentic websites and PowerPoint presentations to name a few.  Students will be actively engaged and will be expected to participate voluntarily and/or when called upon.  Participation does not mean always giving the correct answer but a willingness to try to use Spanish and a genuine attempt at learning the material or asking questions when the material is unclear.  The class will be conducted in both English and in Spanish, with more Spanish used progressively with each unit.


Course Goals/Standards:

Standard 1:  Communication

                Students engage in conversations, provide and obtain information, express feelings and emotions and exchange opinions

                Students understand and interpret written and spoken language on a variety of topics.

                Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2:  Culture

                Students demonstrate an understanding of the relationship between the practices and the perspectives of the cultures studied.

                Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.

Standard 3:  Connections

                Students reinforce and further their knowledge of other disciplines through the foreign language

                Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

Standard 4:  Comparisons

                Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

                Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Standard 5:  Community

                Students use the language both within and beyond the school setting.


Major Assignments & Projects:

At the end of each thematic unit, students will be assessed and evaluated by the Unit ‘test’:   Integrated Performance Assessment (IPA) which allows students to listen and/or read (interpretive), speak (interpersonal) and write (presentational) in Spanish.


Unit 1:  Who Am I?

Context for the Integrated Performance Assessment

Your class is establishing an e-class dialogue with a class in the target culture. In order to help you determine which e-class is the best fit with yours, learn as much as you can about your own classmates’ personalities, preferences, etc.

Interpretive Task Read a personality inventory in the target language.   Code the questions into three categories:  personality, physical characteristics and health, and interests.

Interpersonal Task :  After completing the personality inventory yourself, discuss the results with classmates and create a profile of the personalities, characteristics and interests of your small group

Presentational Task :   Write a summary of the type of e-class you need to look for based on the results or your personality inventory and those of your classmates. 


Unit 2:  How Have I changed?

Context for the Integrated Performance Assessment:  You are preparing to exchange information with your e-class partners or target-language exchange students in your school about changes over the course of your life.

Interpretive Task :  Read excerpts about childhood experiences of target-language speaker(s).  Write three follow-up questions in English for each excerpt to get more information from that person about his or her childhood experiences.

Interpersonal Task :  After thinking about your own childhood, identify a memorable experience or event.  Describe the event to a partner, and then discuss why it left a lasting impression.  Compare each of your experiences to those of the target language speakers from the first task.

Presentational Task :  Create and explain a timeline of your own childhood providing multiple glimpses into your childhood and who you are today.


Unit 3:  What are my Choices?

Context for the Integrated Performance Assessment:  Your school has decided to begin an exchange program with a school in a target language country. You will be part of a mentor program for the exchange students. In order to prepare for the arrival of the new students, your class is investigating choices that your peers in a target language country can make about their lives such as driving, eating, dating, working, and leisure activities.

Interpretive Task :  First, read a current article about teenagers in a target language country. Create an outline including the main idea and 5 key points.

Interpersonal Task :  Survey classmates on 3 positive choices they can make in the areas of driving, eating, dating, and working and enjoying leisure activities.  Discuss the benefits of these choices.

Presentational Task:   Create a short presentation for the exchange students about choices and opportunities regarding teenage life in the United States and how they may be different from those of the target language country.


Unit 4:  Where am I going?

Context for the Integrated Performance Assessment :  You are investigating the options of participating in a work, study, or service learning program in a target language community during the summer.

Interpretive Task  :  Read six classified ads for positions in the target language community. Identify three job skills or traits that are needed for a person to be successful in each of the six positions.

Interpersonal Task :  Then, speak with a representative from the program office to discuss the requirements of the position and your qualifications and interests.

Presentational Task :  Next, write an essay for your application to the program in which you convince the organization that you and the position/program are a good match.


Assessment and Grading:

In accordance with Greenville County School District

Major assessments are worth 60% (IPA, long term in-class and out-of class projects, tests)

Minor assessments are worth 40% (written, spoken, listening) quizzes, homework assignments, daily class participation, in-class projects, skits)

Overall grade is calculated as 1st quarter grade = 40%, 2nd quarter grade = 40%, final exam = 20%


Required & Recommended Reading

Textbook Avancemos Yellow (complete with on-line copy for access at home:

Workbooks Avancemos Cuaderno, El Misterio de Tikal, Ventanas Dos, Various web sites, authentic articles, Spanish music, videos


Pacing Guide:

This is an approximate timeline of where the class will be.  More time will be added as necessary.

Who Am I? semester days 2-22 (August, September or January, February)

How Have I Changed? Semester days 23-43 (end of September and October or end of February, March)

What are my choices? Semester days 44-64 (end of October and November or end of March, April)

Where Am I Going? Semester days 65-85 (end of November, December, January or end of April, May)