St. Michael-Albertville High School
Spanish IV
Teacher: Janelle Stange
Month
September
2010
Content
CEQ:





HOW DO I
COMMUNICA
TE IN
SPANISH?
WHAT
KNOWLEDGE
AND
UNDERSTAND
ING CAN I
GAIN ABOUT
HISPANIC
CULTURE?
HOW DOES
SPANISH
CONNECT
WITH OTHER
CLASSES I
TAKE.
HOW DOES
THE
HISPANIC
LANGUAGE
AND
CULTURE
CONNECT TO
MY OWN?
HOW DO I
USE SPANISH
IN THE
COMMUNITY
?
Skills
A. Daily routines,
pastimes and
household chores.
A1. Use reflexive
verbs in the present
tense to talk about
daily routine.
A2. Use verbs like
gustar in the
present tense to talk
about pastimes and
household chores.
A3. Learn and use
vocabulary to talk
about daily
routines, pastimes
and household
chores.
A4. Use present
tense irregular
verbs and stemchanging verbs to
talk about
household chores.
A.1-A.3 CA= Written
paragraph of student's
daily routine weekday and
weekend. Read to
partner.
Do I remember
B1. and B2. Written
paragraph of student's
favorite holiday or
special occasion. Read
to partner.
A1. - C1. Student textbook - Realidades 3 - Para Empezar.
A1. - C1. Student workbook - Realidades 3 - Para Empezar.
Audio CD - Realidades 3 - Para Empezar
Video DVD - Realidades 3 - Para Empezar
Clip Art - Realidades 3 - Para Empezar
http://www.quia.com - use this website to review A1.-B2.
Note 2010 : Got into these reviews more in November ,
quizzes.
D. Video cooking demonstration Speech
impersonal 'se' in the steps.
365.
Realidades 2
Pablo Neruda Poems on Re
A4. Lesson Quizzes
(2)
Para
Empezar Chapter
Test
B. Entertainment,
special days and
vacations.
B1. Sing the
birthday song(s)
UEQ:

Assessment
A. Daily routines,
pastimes and
household chores.
Janelle's notes 2010
D. Video cooking
demonstration speech
and vocab/commands
www.curriculummapper.com
1 of 14
Spanish IV
Stange
Month
Content



how to talk about
my daily
routine?
Do I remember
how to talk about
my likes and
dislikes?
Do I remember
how to talk about
what I do in my
free time?
Do I remember
how to talk about
what I do to help
out at home.
Skills
:
D. Commands,
cooking utensils,
and a cooking
demonstration
speech on video.
Realidades 2
Chaper 7A. Pablo
Neruda Poetry also
found throughout
this chapter for
October's activities.
St. Michael-Albertville High School
Assessment
quizzes.
Translate Palbo
Neruda Poems from
book (359, 364,365)
A. Daily routines,
pastimes and household
chores.
A1. reflexive verbs
A2. verbs like gustar
A3. vocabulary
A4. present tense
irregular verbs
and stem-changing
verbs.
B. Entertainment,
special days and
vacations.
B1. vocabulary
B2. verbs like gustar
possessive
adjectives
C. Culture
C1. Pastimes of young
people in Argentina.
www.curriculummapper.com
2 of 14
Spanish IV
Stange
Month
Content
Skills
St. Michael-Albertville High School
Assessment
D. Cooking / commands/
demonstration speech on
video.
October
2010
UEQ:





What was the
political scene in
Chile at the time
of Pablo
Neruda?
What is Pablo
Neruda's writing
style? What
makes his style
unique?
What is a
cinquain poem?
What is a
Feeling poem?
Why did Pablo
Neruda leave
Chile and flee to
Spain?
A. Pablo Neruda
A1 Chile - History and
Political situation
A2 His poetry
A3 Cinquain and
Feeling poems
A4 The life of Pablo
Neruda
after his exile.
B. 7 Tenses / Changing
tenses/ Airport travel:
A. Pablo Neruda
A. Pablo Neruda
A1 Discuss the
political situation at
the time of
Neruda's exile from
Chile.
A2 Compare
examples of
Neruda's poetry.
A3 Create an
original Cinquain
and
Feeling poem.
A4 Summarize the
life of Neruda
during the time of
his exile.
A1 Discussion
questions
A2 Read aloud
examples of Neruda's
poetry. Using the
rubric, are graded on
pronunciation.
A3 Write a Cinquain
poem
CA=A4 Write 1-page
paper based on the
movie.
A3 Poetry. Students
write an original poem
to be put in a "binder"
called Spanish 4
poems - 2009-2020.
Gina was guest
speaker for this part
of the class.
A1 Handout - Pablo Neruda from Wikipedia
A2 Poems - Written examples of poetry - Oda a los Calcetines, Oda a la Cebolla, Oda al Aceite.
A4 - Movie - Il Positno.
Neruda poetry : Realidades 2 Pg. 359,364,365.
B 7 tenses/Changing tenses/ Airport travel.
Realidades 2 chapter 8A.
Assessment and Alternate assessment program and listening/workbook activites - Realidades 2.
Quizzes/worksheets -changing tenses : shared folder.
B. 7 tenses/Changing
tenses/ Airport travel.
B. 7 tenses/
Changing tenses/
airport travel.
Learn and practice
Test from Realidades
8A.
Quizzes each week on
two verbs, yo forms,
www.curriculummapper.com
3 of 14
Spanish IV
Stange
Month
November
2010
Content
Skills
Can I easily change tenses
to talk about myself in the
present, past, present
perfect, subjunctive,
etc.? Can I discuss and
plan a trip using an
airport? Can I talk about
when someone else want
me to do something?
the subjunctive
tense. (Realidades 2
chp. 8A
airport) Begin
worksheets on the
yo forms of
present, preterit,
imperfect, present
progressive,
imperfect
progressive, present
perfect,
subjunctive. Use
two verbs a week to
practice and quiz
these speaking and
writing about self.
A. Children's
book
UEQ:


What does a
children's book
look like in
Spanish?
How do I create
a children's book
in Spanish?
A. Children's book
A.1 - What a
children's book looks like.
A.2 - Thematic
vocabulary and grammar.
A.3 - The drawings
(In conjunction with book
writing:)
B. Camping Unit
A1. - A.3
Analyze pre-written
children's book to
view layout.
Identify key pieces
of a children's
book.
Write and
illustrate an
original children's
book in Spanish.
Relate the book to
kindergarten
children.
St. Michael-Albertville High School
Assessment
all tenses.
Airport listening
activities/ writing/
speaking activities.
A. Children's book
A. Children's book
A1.- A2. Handout
to examine pre-written
children's books.
A.1-A.3 -Daily
checklist of tasks.
A.2-A.3 - Rough draft
previously self and
peer corrected.
CA= A.2-A.3 - Final
written and illustrated
book
Videotape of visit to
read at the primary
school
A1. - A3. Class
discussion of the
activity.
A1. - A3 Kindergarten students
wrote "thank you"
notes to my students.
We read them aloud
A1. Pre-written children's books written in English and Spanish.
A.1-A.3
Internet clip art
Paper, markers, pencils, crayons.
Kindergarten class
Video and digital cameras
B Camping Unit
Realidades 3 chapter 1A resources. (left out competition vocab)
www.curriculummapper.com
4 of 14
Spanish IV
Stange
Month
Content
(Realidades 3 chpt. 1)
Can I talk about a
camping trip, describe
things that occured or
were already on-going
when other events
occured?
(this was good review for
writing their children's
stories)
December
2010
UEQ:


How do I talk
about events in
the past?
How do I write
about events in
the past?
A. On vacation
A.1 Preterite verb
tense
A.2 Imperfect verb
tense
A.3 Weather phrases
A.4 Vocabulary people and places.
B. When I was a young
child
B1. Preterite verb
tense
B2. Imperfect verb
tense
B3. Vocabulary -
Skills
B. Camping Unit
Understand and
narrate events in
the imperfect and
preterit that
occured in an
outdoor camping
setting.
Review discussing
accidents/ incidents
involving storms
and /or nature.
A. On vacation
A.1 - A.4
Write about a
vacation you've
taken
A.1 - A.4 - Tell
your vacation story
to the class.
B. When I was a
young child
B.1 - B.4 -Write
about
what you were like
when you were
younger and
what you liked to
do.
B.1 - B.4 - Tell
your story about
what you were like
when you were
younger.
A.1 - A.4 - Read
another student's
St. Michael-Albertville High School
Assessment
and talked about the
day.
B. Camping Unit
Vocab quizzes,
listening packets,
chapter video packet,
book
practice. Translations
of narrations in text.
Exam - Realidades 3
(1A).
(did not include vocab
of competitions)
A. On Vacation and
B. When I was
younger
A.1 - A.4 and B.1 B.4 -first drafts
CA=A.1-A.4 and B.1B.3 - oral presentations
A.1-A.4 - written and
oral questions to ask of
another student's
presentation.
A. On Vacation and When I was younger
Photos of trip
Photos of self
Bell ringers - designed to review vocabulary and verb tenses
Rubric
www.curriculummapper.com
5 of 14
Spanish IV
Stange
Month
Content
family members and
adjectives of description
Skills
St. Michael-Albertville High School
Assessment
trip diary and
answer questions.
2010 End of trimester
was Dec. 2. These
itmes were done
throughout trimester 1.
January
2011
UEQ:

What is the
future tense in
Spanish?

How do I talk
about my future
and that of
friends and
family?
A. The future
A1. Recall the verb
forms
A3. Use
vocabulary of place
and time.
A2. Tell someone
what you will be
doing in 10 years.
A2. Write a letter
to someone.
A. The future
A1. Study Spanish
Quiz and Test
CA= A2 - A3 Fortune telling activity
- video tape skits.
A1. Spanish for Mastery - p.186
A1 - A3 - Fortune Telling Activity
A1- A3 - Winter scene
A1 - A3 - Song - No Way Out
A. The imperative
B. Vocabulary
used to give
directions.
A. The imperative
B. Vocabulary used
to give directions.
CA= A.1-B.4 -
Studyspanish.com - The imperative
Song - No Me Ames - Jennifer Lopez and Mark Anthony
Authentic recipes in Spanish
Song - Otro Dia mas Sin verte
A. The future
A1. Regular and
irregular forms
A2. How to use the
future tense
A3. Vocabulary of
place and time.
February
2011

HOW TO
GIVE AND
www.curriculummapper.com
6 of 14
Spanish IV
Stange
Month
Content


RECEIVE
DIRECTIONS.
HOW TO
TELL
SOMEONE TO
DO (OR NOT
TO DO)
SOMETHING.
HOW TO
FOLLOW A
RECIPE IN
SPANISH.
A. The imperative
A1. What is the
imperative?
A2. How is it
formed?
B. Vocabulary used to
give directions.
B1. Prepositions of
location
B2. Familiar places
C. A recipe
C1. Vocabulary
used in a recipe.
March
2011
UEQ:

How do I give
advice?
St. Michael-Albertville High School
Skills
Assessment
A.1-B.4 - Give
directions to their
house from school
A.1-B.4 - Write a
scavenger hunt and
participate in one.
A.1-B.4 - Use both
direct and indirect
object pronouns
when giving and
receiving
directions.
Written directions
from student's house to
school.
A.1-B.4 - Written
scavenger hunt to find
objects within the
school.
A.1-B.4 - Participation
in Scavenger Hunt students will find
objects/information
and bring back to
classroom.
A.1-A.2 - Cloze
activity and translation
- Song No Me Ames
A.1-A.2 - Cloze
activity and translation
- Song Otro Dia Mas
A.1-A.2 - It's a
Puzzlement -#s14 and
15
A.1-A.2 - Exam - Los
Mandatos
A.1-A.2 - Cloze
activity and translation
- Song La Bomba
C. A recipe
C.1 - Write a recipe
in Spanish
C.1 - Find a recipe
online in Spanish
C.1 - Follow a
recipe and prepare
a meal.
A. The present
subjunctive verb
tense.
C. A recipe
C.1 - Student-created
recipe
C.1 - Online recipe,
translated
CA= C.1 - The meal
A. The present
subjunctive verb
tense.
A1. Analyze the
use of the present
subjunctive.
A1. Studyspanish.com
handout of use of
present subjunctive.
Review worksheet - Commands
Song - La Bomba - Ricky Martin
A. The present subjunctive verb tense.
A1.A4 www.studyspanish.com Subjunctive I, II and III
A1.-A4. www.quia.com
A1.-A4. Spanish for Mastery textbook - Ch. 3 pgs. 72-78.
A1. - A4. -Senteo - clicker quiz
A1- A4 - Present Subjunctive packet from Verb Tenses (book).
www.curriculummapper.com
7 of 14
Spanish IV
Stange
Month
Content
 How do I give
an opinion?


How do
I express a
wish for
someone else?
Can I use the
future tense to
communicate
about what will
happen in the
future?
A. The present
subjunctive verb tense
A1. Concept of
subjunctive
A2. Forms of
common regular verbs
A3. Forms of
common irregular verbs
A4. Use of
subjunctive
B. The future tense
B1. The future verb tense
B2. Vocabulary relating
to future professions
St. Michael-Albertville High School
Skills
Assessment
A2. - A3. Recall
the verb forms.
A2. - A4. Advise a
classmate.
A2. - A4. Express
an opinion.
A2. - A4. Express
a wish for someone
else.
A2. - A3. Quiz and
Test #1
A2. - A3. Quia.com
activites - Battleship
and cloze activities.
CA= A4. "Clicker
Quiz" - students write
multiple choice
questions and input
into software for an
all-class quiz.
CA= A2. - A4 "Dear
Abby Letter" and
response.
A2. - A4. Bell ringer
activity - oral
assessment with
teacher. I am looking
the ideal... (friend,
roommate, teacher,
parent, etc.)
B. The future tense
B1-B2. Discuss
future plans to
classmates
B1-B2. Write
future predictions
for classmates
B1-B2. Write and
read fortunes in
Spanish for other
section of Spanish
students
B1-B2 Future tense packet from green book
B1-B2 Resources from Realidades 2 chapter 9A, including vocabulary list, listening activities, ch
B1-B2 Resources from Realidades 3 chapter 6
Verb quiz review packets
A1 - A4 - Translation
test, with notes and
packet.
A1 - A4 - Translation
test, with notes and
packet.
B1-B2 - Future and
professions vocabulary
test
B1-B2 Presentation/speaking
assessment on plans
for next year using the
future tense
Verb Quizzes - ar
www.curriculummapper.com
8 of 14
Spanish IV
Stange
Month
Content
Skills
St. Michael-Albertville High School
Assessment
verbs with present,
preterite, imperfect,
present perfect, and
future tenses
April 2011
UEQ:






What does the
title of the movie
tell us?
Who are the
main characters?
What cultures
are represented?
What are the
differences in the
accents/dialects?
What are the
main themes of
the movie?
How would you
change the
ending?
UEQ:
Can I talk about what
would happen?
Can I talk about what
would have happened?
Can I talk about what will
have happend?
Can I talk about what had
happened in Spanish?
Can I discuss famous
artists and art in Spanish?
Meet and introduce
yourself to
someone.
Tell someone about
yourself
Resolve a conflict
Talk about the past,
using preterite,
imperfect and
present perfect verb
tenses.
Express wishes for
the future for
yourself and
someone else.
Discuss the
characters - their
nationalities,
accents/dialects.
Discuss the
potential ecological
impact of changing
the topography of
an area.
Notes for next
year:
Each episode of
this movie focuses
on a particular
verb tense and
cultural point of
interest.
CA= Packets that
accompany the movie
Quizzes on content,
grammar and
vocabulary for
each episode
Class discussions
CA= Final writing
activity - "How would
you change the end of
this movie?"
Book - Lights, Camera, Action
DVD - Sol y Viento
Reading on Guernica
Resources from Realidades Chapter 2 about art, including readings on Guernica, reading on artist
Pictures of art of Diego Rivera and Frida Khalo
Cloze activity: Cuando me enamoro by Juan Luis Guerra and Enrique Iglesias
CA =conditional tense
quiz
CA = future perfect
quiz
CA = past perfect and
conditional perfect
quiz
CA = Verb Quizzes regular ar verbs with
present, present perfect
preterite, imperfect,
present perfect, future,
and conditional tenses.
www.curriculummapper.com
9 of 14
Spanish IV
Stange
Month
Content
The Conditional Tense
Forms of the conditional
tense
Irregular forms of the
conditional tense
Famous Spanish
speaking artists
Diego Rivera
Frida Kahlo
The Future Perfect,
conditional perfect, past
perfect tenses
The future perfect tense
The conditional Perfect
Tense
The past perfect tense
Irregular past participle
review
Skills
St. Michael-Albertville High School
Assessment
This is what I did
this year - this was
my first time with
this unit. I
showed the entire
movie first - 9
episodes, without
subtitles. Then.
we watched each
episode twice, the
first time, without
subtitles, then
with. It took four
class periods to
complete each
episode. I gave a
short quiz after
each. All along,
we discussed and
asked and
answered
questions.
The movie takes
place in Chile, but
the actors are
from North
America, Spain
and Chile. The
accents and
vocabulary are
interesting topics
of discussion.
2009-2010 - This
year, I played the
movie in it's
entirety, with
subtitles, without
the packets.
Then, we watched
and discussed
www.curriculummapper.com
10 of 14
Spanish IV
Stange
Month
Content
Skills
St. Michael-Albertville High School
Assessment
each episode and
completed the
packets. This is
definitely the way
to do this. The
students got so
much more out of
the movie and the
discussion was
incredible!
We started the
movie the last
week of April and
will have finished
by the beginning
of the third week
of May.
2010 - 2011 I
taught this movie
the same way and
we will finish this
about the third
week of May. It
seems to be going
well.
Discuss the art of
Spanish speaking
artists
Discuss the
histroical and
cultural contexts
surounding art
from Spanish
speaking countries
Discribe art from
other countries
Write about what
www.curriculummapper.com
11 of 14
Spanish IV
Stange
Month
Content
Skills
St. Michael-Albertville High School
Assessment
would happen
Use the future
perfect to write
about what will
have happened in
Spanish
Use the
conditional
perfect to write
about what could
have happened in
Spanish
May 2011
UEQ:



A. Daily activities
and pastimes.
Can I understand
native speakers
when talking
about daily
activities and
pastimes?
Can I read a
short story and
answer questions
about the theme
and important
ideas?
Can I
demonstrate
proficiency on a
multiple choice
test using the
present, preterite,
imperfect,
present perfect,
A1. Listen to
recordings and
choose correct
responses.
B. Historical and
Cultural readings.
B1. Read short
selections and
choose correct
responses.
C. Verb Tenses
C1. Read openended questions
and choose correct
responses.
A. Daily activities
and pastimes
B. Historic and
Cultural readings
C. Verb Tenses
D. The imperative
and subjunctive
moods
National Spanish Exams from 1988-1993
Tape recorder (the listening tests are on cassette tapes)
http://www.studyspanish.com - use to review verb tenses.
CA= 1988, 1990 and
1993 Listening tests Levels 1, 2 and 3
1988, 1990 and
1993Grammar and
Vocab tests
1988, 1990 and 1993
Reading
comprehension tests.
Note: These are
National Tests used by
the AATSP for their
"Quijote" competition.
A1 and B1 - Notes on future endings and related vocabulary and journals.
www.curriculummapper.com
12 of 14
Spanish IV
Stange
Month
Content



future and
conditional verb
tenses?
Can I
demonstrate
proficiency on a
multiple choice
test using the
imperative and
subjunctive
moods?
Can I order food,
from a spanishspeaking vendor
at the Mercado
Central?
Can I make a
purchase from a
spanish-speaking
vendor at the
Mercado
Central?
A. Daily activities and
pastimes
B. Historic and
Cultural readings
C. Verb Tenses Present, preterite,
imperfect, present
perfect, future and
conditional.
D. The imperative and
subjunctive moods.
UEQ:
A. Can I write about
what I will be doing in
St. Michael-Albertville High School
Skills
Assessment
D. The imperative
and subjunctive
moods.
Our students
participated from
1988-1993 and I have
kept the tests and used
them since to evaluate
listening, reading and
grammar skills.
D1. Read openended questions
and choose correct
responses.
A1. Write 3
journal entries.
Each should have 5
sentences telling
what the student
will be doing in 10
years.
A2. Using the
corrected journal
entries, write a
paragraph telling
what the student
will be doing in 10
years.
A3. Write a final
copy.
A1 and B1 - Camera, computer and microphones.
A1 and B1. Take still
photos of each student.
A1 and B1. Record
the paragraphs.
A1 and B1. Use
movie maker and make
a class video to be kept
and given to the
students at their 10-yr.
reunion.
NOTE: I haven't done
this yet. Janelle tried
movie maker with her
Spanish 3 students and
will be helping me. I
have two students, 1 in
each class who are
www.curriculummapper.com
13 of 14
Spanish IV
Stange
Month
Content
10 years?
B. Can I talk about
what I will be doing in
10 years?
Skills
B1. Using movie
maker, record the
paragraph.
St. Michael-Albertville High School
Assessment
familiar with this. I so
hope it works!
UEQ:
A. Can I write about
what I will be doing in 10
years?
B. Can I talk about what I
will be doing in 10 years?
www.curriculummapper.com
14 of 14