St. Michael-Albertville High School
CIS Spanish
Teacher: Sarah Koch
September 2014
Content
CEQ:
 HOW DO I
COMMUNICAT
E IN SPANISH?
 WHAT
KNOWLEDGE
AND
UNDERSTANDI
NG 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.
Learning Targets Assessment
Resources & Technology
A. Daily routines,
pastimes and
household chores.
A. Daily routines, pastimes and household
chores.
CSA: Exam-Para
Empezar
Realidades 3 - Para Empezar
A.1-A.3 Written


Student textbook
Student workbook
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CIS Spanish
Koch
Content
UEQ:




Do I remember
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.
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.
St. Michael-Albertville High School
Skills
Learning Targets
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. B. Commands,
cooking utensils
and cooking
A. This was a quick review
demonstration
the first week or so.
speech.
Realidades 2
Chaper 7A.
B. Commands,
cooking utensils
and cooking
demonstration speech.
Realidades 2 Chaper 7A.



Use command
forms.
Use and
understand
kitchen and food
preparation
vocabulary,
Demonstrate a
I can give
commands in the
tú/ud./uds. with
cooking vocab to
prepare a recipe.
I can
identify cooking
and kitchen
vocabulary used
in making food.
I can explain and
demonstrate a
Assessment
Resources & Technology
paragraph of
 Audio CD
student's daily
 Video DVD
routine - weekday
 Clip Art
and weekend. Read
to partner.
A4. Lesson Quizzes
B. Commands, cooking utensils and cooking
demonstration
Speech
Realidades 2 page 266 /267 presentation info an
rubric.
B. Commands,
cooking utensils,
and cooking
demonstration
speech.
Vocab/commands
quizzes from
chapter R2
CFA: 7A.
Demonstration
video or
PowerPoint
presentation
with live
narration of
Realidades 2, Chapter 7A vocab list, listening
activities, and communicative activities.
Profesor cards, 4x4
game,
Pablo Neruda Poems on Realidades 2 pgs.
359,364, 365.
http://www.quia.com
- to review
http://www.studyspanish.com
- use this website to review
www.quizlet.com use for vocab and verb
practice
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Content
Skills
process.
B. Commands, cooking
utensils, and
cooking demonstration
speech.



St. Michael-Albertville High School
Learning Targets Assessment
simple process
cooking and
step by step.
preparing a recipe.
Step-by-step rubric.
Resources & Technology
CSA: Realidades 2,
Chapter 7A
(modified) exam
Do I know how to
use commands in
the tu, usted, and
ustedes forms?
Can I demonstrate
and narrate a step
by step process in
Spanish?
Do I know the
vocabulary for
preparing food and
the names of
utensils in the
kitchen?
Introduce Pablo
Neruda
through Food
Poems from book
and by translating
(359, 364,365)
October 2014
Content
UEQ:


Skills
Learning Targets
Assessment
Resources & Technology
What was the
political scene in
Chile at the time of
Pablo Neruda?
What is Pablo
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Content
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.
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources & Technology
A. Pablo Neruda
A. Pablo Neruda
A1 Handout - Pablo Neruda
from Wikipedia
A. Pablo Neruda
A. Pablo Neruda
A1 Discuss the political
situation at the time of
Neruda's exile from Chile.
A2 Compare, interpret and
analyze examples of
Neruda's poetry, especially
those related to food.
A3 Create an original
Cinquain and
Feeling poem. (due to time
constraints, I didn't do this.)
I can identiry who Pablo
Neruda is, where he is
from, and what he is
famous for.
I can identify some of the
poems written by Neruda
and what they also say in
English.
I can briefly discuss the
reasons Neruda was exiled
from Chile and where he
went during that exile.
A4 Summarize the life of
Neruda during the time of
his exile.
UEQ:
Can I talk about a camping .
trip or vacation, describe
things that occurred or were
B. Camping Unit
already on-going when
(Realidades 3, Ch.1)
other events occurred?
Understand and narrate
A1 Discussion questions
A2 Read aloud examples
of Neruda's poetry. Using
the rubric, are graded on
pronunciation. (due to time
constraints, I didn't do
this.)
A3 Poetry. Students write
an original poem
(cinquain?) to be put in a
"binder" called Spanish 4
poems. (no time for this)
A4 Write 1-page paper
based on the movie. (due
to time constraints, I didn't
do this.)
A2 Poems - Written
examples of poetry - Oda a
los Calcetines, Oda a la
Cebolla, Oda al Aceite.
??A recording of Pablo
Neruda reciting his poetry.
A4 - Movie - Il Positno.
Reading and translations of
Pablo Neruda poems from
Realidades 2 (Pg.
359,364,365)
CSA: Questions about
Neruda were on the
Realidades 2 Chapter 7A
exam.
B. Camping Unit
(Realidades 3, Ch.1)
I can describe events on a B. Camping Unit
past camping trip using the (Realidades 3, Ch.1)
preterit, & use the
B. Camping Unit
(Realidades 3, Ch.1)
Realidades 3 Chapter 1
Primera Vista 1 resources:
vocab, listening activities,
workbook, textbook
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Content
B. Camping Unit
(Realidades 3, Ch.1)
CIS Spanish
Skills
events in the imperfect and
preterit that occurred in an
outdoor camping setting.
Camping vocabulary
Review of preterit and
imperfect
Review discussing
accidents/incidents
involving storms and/or
nature.
UEQ:
Can I discuss famous
artists and art in Spanish?
C. Famous Spanish
speaking artists/singers
C1: Read and discuss the art
of Spanish speaking artists
C. Famous Spanish
speaking artists/singers
C2: Listen to, translate and
interpret musical pieces
C1: Art and Artists: e.j.
Picasso, Goya, Velaquez,
Botero, Dalí, Diego Rivera,
Frida
C1-2: Discuss the historical
and cultural contexts
surrounding art and music
from Spanish speaking
countries
St. Michael-Albertville High School
Learning Targets
vocabulary of camping.
Assessment
CFA: Vocab quizzes
I can narrate the
background information of
what the setting of the
camping trip was like
using the imperfect.
CSA: Realidades 3
Chapter 1 Primera Vista 1
(no vocab of competitions)
C. Famous Spanish
speaking artists/singers
I can identify Spanish
speaking artists and
singers through their mode
of art.
I can discuss and describe
the historical and cultural
aspects of the artist and
singer.
Resources & Technology
activities of camping/story
narration.
Reading on "El Camino de
Santiago" from R3, C1
Make sure to show them the
different starts in S.
America's night sky????-Realidades 3, p.29
C. Famous Spanish
speaking artists/signers
C. Famous Spanish
speaking artists/signers
CSA: Realidades 3, Ch2
exam
Realidades 3, Chapter 2
vocab, readings, listening
activiites, communicative
activities
CFA: Realidades 3, Ch2
vocab and verb quiz
C1-2: comprehension
questions at the end of a
reading
Reading on Guernica in
book, pictures of art by
famous artists (in
SmartBoard files)
Reading on Goya in book
C1-2: Class discussion
C2: Music: e.j. Juanes,
Selena, Shakira, Juan Luis
Guerra, Thalia, Celia Cruz
Section of the Explore Spain
video on Goya's work
D. Changing Tenses.
D. Changing Tenses:
Can I easily change tenses
D Changing tenses.
Begin worksheets on the yo
forms of present, preterit,
I can speak about myself
with verbs in the 'yo' form
D. Changing Tenses.
Cloze activity: Cuando me
enamoro by Juan Luis
Guerra and Enrique Iglesias
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Content
to talk about myself in the
present, preterit
and imperfect past, present
perfect, and subjunctive?
This was done throughout
Tri 1 and 3 through quizzes
and practice worksheets.
CIS Spanish
Skills
imperfect, present
progressive, imperfect
progressive, present perfect,
subjunctive. Use two to
three verbs a week to
practice and quiz these yo
forms, speaking and writing
about oneself.
St. Michael-Albertville High School
Learning Targets
using present, preterit,
present perfect,
subjunctive, imperfect
tenses. I know the
meaning of the names of
tenses.
Assessment
Quizzes each week on two
to three verbs, yo, tú,
ella forms, all
tenses.(shared folder)
Resources & Technology
is one song
D. Changing Tenses.
Quizzes/worksheets changing tenses : shared
folder.
November 2014
Content
Continue with Art and
Music chapter
Skills
Continue with Art and
Music chapter
Learning Targets
Continue with Art and
Music chapter
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. Children's Book
A1. - A.3
Analyze pre-written
children's book to view
layout.
I can relate a story in
Spanish.
A. Children's book
A.1 - Review Spanish 3
story telling and what a
children's book looks like.
A.2 - Thematic
vocabulary and grammar.
Identify key pieces of a
children's book.
Write and illustrate an
original children's
I can narrate past
events using the preterit
and explain background
information using the
imperfect.
I can form a simple story
Assessment
Continue with Art and
Music chapter
Resources & Technology
Continue with Art and Music
chapter
A. Children's book
A. Children's book
CFA: rough draft of
story?
A1. Pre-written children's
books written in English and
Spanish.
A.1-A.3 Internet clip art,
paper, markers, pencils,
crayons.
CSA: Final written and
illustrated book
A1.- A2. Handout
to examine pre-written
children's books.
Video and digital cameras
A.1-A.3 -Daily checklist
Kindergarten Visit:
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Content
A.3 - The drawings
Skills
book/short story in
Spanish.
Relate the book to
kindergarten children.
St. Michael-Albertville High School
Learning Targets
with a central 'problem' or
theme that needs solving
or resolving.
I can create illustrations to
teach and supplement the
understanding of children
for the story I've created
and vocab I've used.
I can read and describe the
story to young children in
Spanish.
Assessment
of tasks.
Resources & Technology
(Connections to Community)
A.2-A.3 - Rough draft
previously self and peer
corrected.
Contact:
Susan Hermanson, Beth
Pearson and Jennifer
Thompson
Final written and
illustrated book
Videotape of visit to read
at the primary school
Sing: Cabeza Hombros Piernas
Pies--kids loved it.
A1. - A3. Class discussion
of the activity.
March 2015
Content
A. Airport travel
Realidades 2 8A:
Skills
Learning Targets
A. Airport
travel/Subjunctive tense.
Can I navigate through an airport
and get the information I need?
Learn and practice the
subjunctive tense.
Can I discuss and plan a trip using
an airport?
Learn vocabulary of an
airport.
Do I understand the difference
between security and customs in
the airport setting?
Write and perform minisituations in an airport.
(In shared folder)
Assessment
Resources &
Technology
A. Airport
travel/Subjunctive tense.
A. Airport
travel/Subjunctive tense.
A. Airport
travel/Subjunctive tense.
I can identify areas of
an airport and items
used during travel and
a trip.
CSA: Test from Realidades 2
Chapter 8A.
mini-skits/mini-situations (in
shared folder)
Realidades 2, Chapter 8A
resources: airport listening
activities, video, workbook
I can understand how
to navigate through
an airport in typical
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Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources &
Technology
situations.
Can I talk about when someone
else wants me to do something?
I can communicate a
typical situation in an
airport or boarding of
a plane and with the
employees.
UEQ:



What is the future
tense in Spanish?
How do I talk about
my future and that of
friends and family?
Can I use the future
tense to
communicate about
what will happen in
the future?
A. The future
A1. Regular and irregular
forms
A2. How to use the future
tense
A3. Vocabulary of place
and time.
A1. The future verb tense
A2.Vocabulary relating to
future professions
B. 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.
B. The future
B1. Study Spanish Quiz
and Test
CA= A2 - A3 - Fortune
telling activity - video
tape skits.
B. The Future
A1-A2. Discuss future
plans to classmates
A1-A2. Write future
predictions for classmates
A1-A2. Write campaign
promises using the future
tenses
B. The future
I can conjugate regular and
irregular verbs in the future tense.
I can tell others what my future
educational and career plans
are using the future tense.
A1. Review of the future
tense assessed through
weekly verb quizzes - ar
verbs with present,
preterite, imperfect,
present perfect, and
future tenses
B1. Spanish for Mastery
- p.186
B1 - B3 - Fortune
Telling Activity
B1- B3 - Winter scene
B1 - B3 - Song - No Way
Out
A1-A2 Future tense packet
from green book
A1-A2 Resources from
Realidades 2 chapter 9A,
including vocabulary list,
listening activities,
worksheets,etc.
A1-A2 Resources from
Realidades 3 chapter 6
Verb quiz review worksheets
Mi diario español worksheets
I can discuss with others about
professions and careers.
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Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources &
Technology
B. The conditional tense
B1: Reading on "El camino
de Santiago" from Realidades
3, Chapter 1
UEQ:

B1: Worksheets and speaking
B. The conditional
tense
Can I use the
conditional tense to
communicate about
what would happen?
B1: The conditional
tense
B1: Communicate
about what would
happen in different
situations
B1: Read a reading
about a famous
pilgrimage in Spain
and write what you
would take on the trip
B1: Write about a trip
that you would take
B1: Discuss what you
would do if you had a
day free from school
in Spanish
practice on the conditional
from Readlidades 3 chapter 8B
B. The conditional
tense
B. The Conditional Tense
B1: Read a reading about
"El camino de Santiago"
and write what you
would bring on your trip
B1: Green book practice
sheets on the conditional tense
B1: Comic strip
written/spoken practice on
what superheros would do
with a budget cut
B1: Mi diario español
I can conjugate regular and
irregular verbs in the conditional
tense.
I can tell and discuss with
others what "would happen if"
using a variety of verbs….
B1: Write about what you worksheets
would do on a trip that
you would take if you
could. Students guess
where you would go.
B1: Conditional test on
regular and irregular
forms of the conditional
with a short written
section on what you
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Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources &
Technology
would do if you won 10
million dollars
April 2015
Content
Continue of
Airport/Subjunctive Verb
tense
Skills
Continue of
Airport/Subjunctive Verb
tense
Learning Targets
Continue of
Airport/Subjunctive Verb
tense
Assessment
Continue of
Airport/Subjunctive Verb
tense
Resources & Technology
Continue of
Airport/Subjunctive Verb
tense
UEQ:

What is the future
tense in Spanish?

How do I talk about
my future and that
of friends and
family?
Can I use the future
tense to
communicate about
what will happen in
the future?

A. The future
A1. Regular and
irregular forms of future
verb tense
A2. How to use the
future tense
A. The future
A. The future
A1. Recall the verb forms
A2-A4. Tell someone what
you will be doing in 10
years.
A2. Write a letter to
someone.
A3. Use vocabulary of
place and time.
A1-A4. Discuss future plans to
classmates
A. The future
Study Spanish Quiz and
Test
Spanish for Mastery - p.186
Fortune Telling Activity
Winter scene???
Song - No Way Out???
CSA: Realidades 2, Ch 9A
& Realidades 3 C6
combination exam
Future tense packet from green
book, revised in Shared folder
A. The Future
I can conjugate regular and
irregular verbs in the future
tense.
I can tell others what my future
educational and career plans
are using the future tense.
I can discuss with others about
professions and careers.
Fortune telling activity video tape skits.
A1-A4. Write future predictions
for classmates
A1-A2. Write campaign
promises using the future tenses,
A1. Review of the future
tense assessed through
Resources from Realidades 2
chapter 9A and Realidades 3
chapter 6, including vocabulary
list, listening activities,
worksheets,etc.
Verb quiz review worksheets
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Koch
Content
A3. Vocabulary of place
and time.
A4.Vocabulary relating
to future professions
Skills
St. Michael-Albertville High School
Learning Targets
what I would do if I were
president writing
Assessment
weekly verb quizzes - ar
verbs with present,
preterite, imperfect, present
perfect, and future tenses
Resources & Technology
Mi diario español worksheets
B. The conditional tense
UEQ:
Conditional TenseB2:
Conditional use with
Imperfect subjunctive with
si/como siB3:
B1: Reading on "El camino de
I can conjugate regular and
irregular verbs in the
conditional tense.
B1: Worksheets and speaking
Santiago" from Realidades 3,
Chapter 1 (read this in Tri 1)
B. The conditional tense
Can I use the conditional
tense to communicate about
B1: Use verb forms to tell
what would happen?
about what you would do in
various situations.
B: The conditional tense
B1: Conditional Tense
B2: Conditional use with
Imperfect subjunctive with
si/como si
B3: Communicate about
what would happen in
different situations
B4: Vocabulary use to
describe historical facts
and arquitecture of Spain
B. The Conditional
Tense
B2: Recognize the
imperfect subjunctive when
used with conditional tense.
B3: Write about a trip that
you would take
B1-3: Discuss what you
would do if you had a day
free from school, had a
million dollars, were
president, lived in a tropical
place, etc.
B4: Use vocabulary to
I can tell and discuss with
others what "would happen if"
using a variety of verbs….
I can recognize the
imperfect subjunctive tense
and know how to use it.
I can describe historical
facts and architecture in
Spain.
B. The conditional tense
B1: Read a reading about
"El camino de Santiago"
and write what you would
bring on your trip (read this
in Tri 1, used other
situations)
B1: Write about what you
would do on a trip that you
would take if you could.
Students guess where you
would go.
practice on the conditional from
Readlidades 3 chapter 8B
B1: Green book practice sheets
on the conditional tense
B1: Comic strip written/spoken
practice on what superheros
would do with a budget cut
B1: Mi diario español
worksheets
B1: Conditional test on
regular and irregular forms
of the conditional with a
short written section on
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Content
Communicate about what
would happen in different
situationsB4: Vocabulary
use to describe historical
facts and arquitecture of
Spain
Skills
describe historical facts and
architecture in Spain.
St. Michael-Albertville High School
Learning Targets
Read a reading about a
famous pilgrimage in Spain
and write what you would
take on the trip (didn't do
this, read story in Tri 1-R3,
C1)
Assessment
what you would do if you
won 10 million dollars
Resources & Technology
CSA: Realidades 3 Chapter
8 exam with imperfect
subjunctive, regular and
irregular forms of the
conditional.
May 2015
Content
Skills
Learning Targets
Assessment
Resources & Technology
Continue with Future and
Conditional tense
Continue with Future and
Conditional tense
Continue with Future and
Conditional tense
Continue with Future and
Conditional tense
Continue with Future and
Conditional tense
Can I talk about what would
happen?
Can I talk about what would have
happened?
A. The Future Perfect,
conditional perfect, past
perfect tenses
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Content
Can I talk about what will have
happend?
Can I talk about what had
happened in Spanish?
A. The Future Perfect,
conditional perfect, past perfect
tenses
A1. The future perfect tense
Skills
A4: Irregular past participle
review
Learning Targets
A1, 4: Use the future perfect A. The Future Perfect,
to write about what will
conditional perfect, past
have happened in the future perfect tenses
in Spanish
A2, 4: Use the conditional
perfect to write about what
could have happened in
Spanish
A2. The conditional Perfect Tense
A3. The past perfect tense
St. Michael-Albertville High School
A3, 4: Use the past perfect
tense to write about what
has happened
I can identify the future,
conditional and past perfect
tenses.
I can conjugate and use the
perfect tenses to tell what
will, would, has happened.
I can recognize and
conjugate regular and
irregular verbs and past
participles.
I can form sentences using the
Future, Conditional and
Past Perfect Tense (using HABER
+ past participles).
Sol y Viento video study (I
did this one day a week
beginning the second week
of the tri)


What does the title of
the movie Sol y
Viento tell us?
Who are the main
Assessment
A. The Future Perfect,
conditional perfect, past
perfect tenses
A1, 4: CA = future perfect
quiz
A3: 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.
Resources & Technology
C. The Future Perfect,
conditional perfect, past
perfect tenses
B1: Resources on the
future perfect tense from
Realidades 3, chapter 6
B2: Resources on the
conditional perfect tense
from Realidades 3, chapter
10
B3: Resources on the past
perfect tense from
Realidades 3, chapter 5
B1-4: Green book practice
on the present perfect,
future perfect, conditional
perfect, and past perfect
tenses
I can tell others what will have or
must have happened (future
perfect), what would have
(conditional perfect), and had
have (past perfect) happened.
B. Sol y viento (movie
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Content
characters?
 What cultures are
represented?
 What are the main
themes of the movie?
 How would you
change the ending?
 Can I use and
understand various
tenses to
communicate and
express opinions
about what happens
in the movie?
B. Sol y viento (movie
study)
B1: Culture of Chile
B2: Movie Analysis
B3: Movie Discussion
CIS Spanish
Skills
B. Sol y viento (movie
study)
B1-3: Talk and write about
the past, using preterite,
imperfect and present
perfect verb tenses.
B1-3: Express wishes for
the future for yourself and
someone else.
B1 - 3: Discuss the
characters - their
nationalities,
accents/dialects.
B1-3: Discuss the potential
ecological impact of
changing the topography of
an area.
St. Michael-Albertville High School
Learning Targets
study)
Assessment
B. Sol y viento (movie
study)
I can describe the culture of
Chile through the movie Sol
y Viento.
I can describe the characters
and the roles they play in
Sol y Viento.
I can discuss main themes
and cultures of the movie
and their impact on the
Chilean society.
B1-3: CA= Packets that
accompany the movie
B1-3: CA= Para escribir
sections from the video for
students to write a
paragraph of at least 10
sentences of various
themes using various
tenses
Resources & Technology
B. Sol y viento (movie
study)
Book and handouts from
"Lights, Camera,
Spanish!"
DVD - Sol y Viento
Globe Trekker DVD on
Chile and the Easter Island
B1-3: Class discussions
B1-3: CA= Final writing
activity - "How would you
change the end of this
movie?"
CSA= Final test with "Sol
y viento"
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CIS Spanish
Koch
Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources & Technology
A.
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