St. Michael-Albertville High School
Spanish II
Teacher: Laura Schuster
September 2014
Content
HOW DO I
COMMUNICATE IN
SPANISH?
WHAT KNOWLEDGE
AND UNDERSTANDING
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
Learning Targets
Assessment
Resources & Technology
UEQ:
Can identify different foods
and meals in Spanish?
Can I communicate my food
preferences in Spanish?
How are foods different and
similar in Spanish speaking
countries?
How can I order a meal in
Spanish at home or in another
country?
In which situations do I use
Realidades video episode
chapter 5B
Textbook Realidades
1 chapters 5B & 6A
A. Foods, Likes and
Dislikes
A. Foods, Likes and
Dislikes
A.Foods, Likes and
Dislikes
A1-A2. Identify and talk
about foods you like,
don't like, and love at each
meal, and foods you love.
I can say "I like, I love, I
dislike, I don't like.." and
name foods.
A1. CA = Listening quiz
of native speakers
talking about foods.
Google.com pictures of
cultural dishes.
I can say a "food is/ are.."
A1.Written quiz identifying
Video clip from Ecuador
Realidades 5B--review,
6A Listening resources
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Schuster
Content
the verb "ser" - to be?
In which situations do I use
the verb "estar" - to be?
Can I describe different
people and places?
Can I explain what activities I
and others are able to do?
Can I talk about how often I
do certain activites, including
how long I sleep?
Can I describe my room and
what my ideal room would
look like?
A. Foods, Likes and Dislikes
A1. Vocab of food and drinks
and names of meals breakfast,
lunch, supper, words that
describe foods.
A2. Likes and Dislikes of
foods at various meals.
A3. Cultural conceptions and
differences about foods and
meals.
Spanish II
Skills
A1-A2. Use descriptive
words tasty, flavorful,
gross, delicious, etc. to
describe foods.
A1-A2. Listen to and
understand native speakers
talking about foods.
A1-A2. Correctly respond
to what students
have heard.
Learning Targets
and I can use the words
tasty, flavorful, gross,
delicious, etc.
I can use the past tense of
"I ate.." and "I drank..."
and name foods and meals
I had foods at.
I can understand and
choose correct responses
during food likes/ dislikes
listening activities.
A3. Compare and contrast
meals from Hispanic
family video with their
own meals.
B. Restaurant
B1-2. Respond to a waiter
A2. Written test describing
personal likes and dislikes
of foods at various meals.
A2. CA =Speaking quizstudents talk about
their likes and dislikes of
foods at various meals.
B. Restaurant
B1-2. Communication
activities on ordering food
in a restaurant
A3. Identify culturally
significant foods and
drinks.
B. Restaurant
Assessment
foods at various meals.
B1-2.Worksheet on
completing a dialogue
while ordering food.
A3. Analyze the
steroetypes each culture
has about the other from
the video.
A4. State what people ate
and drank.
B1. Vocab and phrases of
table settings, menus, and
St. Michael-Albertville High School
B. Restaurant
See targets - October same.
Resources & Technology
video - cuy and sugar cane
juice. Video worksheet
Realidades 1 chapters 5B
& 6A resources: Guided
Practice Activities,
vocaublary lists, Activity
book, communicative
activities, clip art,
flashcards
Skip McWillams video on
food
Food BINGO
Text book online resources
and games
GramActivia videos on
grammar
B1-B2. Dialogue in which
students had to order in a
resaurant and one be the
waiter, express items that
are missing, ask how
everything is, ask for the
bill.
C. Descriptions
C1. Worksheets using ser
vs. estar
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Spanish II
Schuster
Content
ordering meals, tipping.
Skills
St. Michael-Albertville High School
Learning Targets
B1-2. Order a meal
B2. Cultural perspectives and
differences in eating out.
B3. Discuss what people
"ate" and "drank"
Resources & Technology
C1-C2. Quiz on forms and
uses of ser and estar.
B1. Express what is
missing from the table and
ask for it.
D. Daily Life and Your
Home
B1-2. Ask for the bill.
C. Descriptions
Assessment
C. Descriptions
D1. CA = Vocabulary quiz
on items in your house.
B1-2. Discuss tipping.
C1. ser vs estar
C. Descriptions
C2. Personality and physical
descriptions using the verb ser C2. Use ser to correctly
describe the personality
C3. Temporary conditions and physical descriptions
the verb "estar"
of others.
D. Daily Life and Your
Home
C2, D2, D4. Use ser to
describe your bedroom.
D1. items in your room
C3. Use estar correctly
when talking about
location and emotion
D2. poder /to be able and
dormir /to sleep
D3. Expressions of frequency
D4. Review of colors
See targets - October same.
D1. Listening activites
involving items in your
bedroom
D2-D3. Written sentences
describing what people are
or aren't able to do
D. Daily LIfe and Your
Home
D1. Identify items in a
bedroom.
D2-D3, C1 Write
descriptive sentences
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Spanish II
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Content
St. Michael-Albertville High School
Skills
using ser and estar
Learning Targets
Assessment
Resources & Technology
C3, D1. Use estar
correctly to state location
of items in bedroom
D2-D3. State house rules
using poder and dormir
with expressions of
frequency
D2-D3. Express what you
are able to do
C1-D2. State house rules
using poder and dormir
with expressions of
frequency
October 2014
Content
UEQ:
How can I order a meal in
Spanish at home or in
another country?
In which situations do I
use the verb "ser" - to be?
In which situations do I
use the verb "estar" - to
be?
Can I describe different
people and places?
Can I explain what
Skills
Learning Targets
Assessment
Resources & Technology
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Spanish II
Schuster
Content
activities I and others are
able to do?
Can I talk about how often
I do certain activites,
including how long I
sleep?
Can I describe my room
and what my ideal room
would look like?
Can I explain where
people, places and things
are located in a house?
Can I describe my house
or my ideal house?
How are houses in
Spanish speaking
countries different than my
own?
A. Restaurant
Skills
A. Restaurant
A1-2. Respond to a waiter
A1-2. Order a meal
A1. Express what is
missing from the table and
ask for it.
A1-2. Ask for the bill.
A1. Vocab and phrases of
table settings, menus, and
ordering meals, tipping.
A1-2. Discuss tipping.
A2. Cultural perspectives
and differences in eating
out.
B2. Use ser to correctly
describe the personality
and physical descriptions
of others.
Learning Targets
Assessment
Resources & Technology
A. Restaurant
I can ask for a table at a
resaurant.
I can say "I would like" and
Spanish names of
foods/drinks.
I know when I'm being asked
for my food order vs. my
drink order.
I can say "I'm missing..." and
table items.
I can say "waiter, the bill
please."
I can use the word for 'tip'.
A. Restaurant
Realidades 1 chapter 5B and
6A-B resources: Guided
Practice Activities,
vocaublary lists, Activity
book, communicative
activities, clip art, flashcards
B2, C2, C4. Use ser to
describe your bedroom.
A1-2.Worksheet on
completing a dialogue
while ordering food.
A1-2. Communication
activities on ordering food
in a restaurant
B. Descriptions
I can Say "I am..."and fill in
what my personality is like,
what color my hair is, and
Quack DVD on ser
Quack DVD on estar
B. Descriptions
B1. Worksheets using ser
vs. estar
B1-B2. Quiz on forms and
uses of ser and estar.
B. Descriptions
B. Descriptions
B1. ser vs estar
St. Michael-Albertville High School
Text book online resources
and games
GramActivia videos on
grammar
B1-2. quiz on describing
people.
Pictures from internet of
famous people to
compare/contrast
C. Daily Life and Your
Home
Quack DVD on prepositions
of location
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Content
Skills
Learning Targets
how tall I am
B2. Personality and
B3. Use estar correctly
(tall/short/medium).
physical descriptions using when talking about
I can say "My (family
the verb ser, especially
location and emotion
member(s) is/are..." and the
adjectives describing hair
same above descriptions.
color and stature
I can say "my room is...with
C. Daily LIfe and Your
describing words- colors,
Home
B3. Temporary conditions
large small, comfortable,
-the verb "estar"
C1. Identify items in a
disorganized, etc.
bedroom.
I can say "my room is..." wth
the level of the house its on,
C. Daily Life and Your
B2-B3, C1 Write
and what rooms are
Home
descriptive sentences
near/far/next to/right/left of
C1. items in your room
using ser and estar
it, etc.
I know and can use a
C2. poder /to be able and
B3, C1. Use estar correctly different form of 'is' for the
dormir /to sleep
to state location of items
above 2 skills.
in bedroom
C3. Expressions of
frequency
C2-C3. State house rules
using poder and dormir
C. Daily Life and Your
C4. Review of colors
with expressions of
Home
frequency
I can say what I have in my
room, and what color and
D. Rooms and levels of
C2-C3. Express what you relative size each item
the house
are able to do
is.(small medium, large)
D1. Vocabulary of room
I can say where items are
names and levels
B1-B2. State house rules
located in my room.
using poder and dormir
I can say "I can/ she,he, you,
D2. Descriptions of your
with expressions of
we, you all, they can...." or
house
frequency
"can't"... followed by verbs
people can or can't do in the
D3. Prepositions of
house and in general.
D. Rooms and levels of
St. Michael-Albertville High School
Assessment
C1. CA = Vocabulary quiz
on items in your house.
C1. Listening activites
involving items in your
bedroom
C2-C3. Written sentences
describing what people are
or aren't able to do
Resources & Technology
Realidades 1 6A
videohistoria - El Cuarto de
Ignacio
Text book online resources
and games
GramActivia videos on
grammar
D. Rooms and levels of the
house
D1-D4. Drawing and labels
of student's house layout
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Content
location and estar
D4. Cultural difference in
housing architecture
Skills
the house
D1-D2. Describe your
house and its rooms
D1-D3. State where rooms
in your house are located
in relation to each other.
D1-D3. Draw your house
and label rooms and levels
D4. Identify building
levels correctly according
to Hispanic practice.
D4. State how houses and
the same are different in
other Spanish speaking
countries
St. Michael-Albertville High School
Learning Targets
Assessment
Resources & Technology
I can say "I sleep.." and the
number of hours. I can say
"you, he/she, we, you all,
they sleep..." with a number
of hours.
I can say the phrases "every
day, always, never,
sometimes, once in a while,
somewhat/more or less, each,
all)
Added 1/23/14:
I can use stem-changing verbs
correctly in context. (tener,
venir, pensar, entender,
empezar, preferir, querer,
cerrar, jugar, encontrar, poder,
dormer, decir, pedir, server and
repetir).
D. Rooms and levels of the
house
I can say where all the rooms
in my house are and each of
their names.
I use forms of estar for
'is/am/are" to talk about
locations.
I can say the names of the
levels of a house or building.
I know that 'the first floor",
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Content
St. Michael-Albertville High School
Skills
Learning Targets
etc. means something
different than in English.
I can explain in English
about where a Hispanic
house's patio is and other
characteristics of Hispanic
architecture.
I can express possession
without a possessive s and
understand that doesn't exist
in Spanish.
Skills
A. Rooms and Levels of
the House
Learning Targets
Assessment
Resources & Technology
November 2014
Content
UEQ:
Can I describe my house
or my ideal house?
Can I state where things
are located in relation to
each other?
How are houses different
in Spanish speaking
countries?
Can I tell people what
chores to do?
How can I express
ongoing actions
happening now?
Can I state what people
needed to do in the past?
Assessment
A. Rooms and Levels of the
A. Rooms and Levels of the House
House.
A1-A2. Write and describe See targets - October - same. Listening activities from
your house
chapter 1 A-b dealing with
prepositions of location
B. Chores
CA = Draw your house and
A1-2, B1-B2. Describe
label it- state where different
aloud what people are
rooms or objects are in
doing in various rooms in
relation to each other
the house
B. Chores
B. Chores
A1-2, B1-3. Read
"Cantaclara," a story about I can say a person/people "is Chore vocabulary quiz
a girl who does different
/ are sweeping, washing
chores
clothes/dishes/car,
CA =Written quiz with
Resources & Technology
Realidades 1 chapters 6B
resources: Videohistoria,
Guided Practice Activities,
vocaublary lists, Activity
book, communicative
activities, clip art,
flashcards
Realidades 1 6B - Los
quehaceres de Elena
Place it! Activity with
chores and prepositions
Text book online resources
and games
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Content
A. Rooms and Levels of
the House
Skills
A1. Vocabulary of room
names and levels
B1, B3. Tell people what
to do using using chore
vocabulary and informal
commands
A2. Prepositions of
location and estar
B4. Tell chores that people
had to do past tense.
A3. Cultural difference in
housing architecture
St. Michael-Albertville High School
Learning Targets
vacuuming etc. in...." and
name which room.
I can tell someone in a
command to "wash, sweep,
vaccuum", etc using all
chores.
Added 11/13: I can use the
8 irregular tú form
commands.
Assessment
present progressive and
chores, tener que infinitive
preterit, and some
commands.
Resources & Technology
GramActivia videos on
grammar
Added 11/13: Commands
quiz, including the 8
irregular preterits.
Worksheets practicing
writing informal commands
and chore vocabulary
B. Chores
B1. Chore Vocabulary
B2. The Present
Progressive
B3. Informal Commands
B4. The preterit of tener
que infinitive
I can say in the past tense "I
had to..." and name chores.
Added 11/13: Chapter 6B
Test
11/13 Added: I can talk
CA = Trimester Final
about what I ate and drank in
the past tense and can use
the words ayer and anoche.
I can use yo forms to say
which chores I normally do.
I can say how often I do
these.
Added 11/13: I can talk
about the location of objects,
rooms and floors in the
house in relation to each
other .
Added 11/13: I can use
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Content
Skills
St. Michael-Albertville High School
Learning Targets
possessives to where one
person's room is in relation
to other rooms in the house.
Assessment
Resources & Technology
December 2014
Content
Week 1-2
Can I talk about clothing,
especially what people
are buying, bought, are
wearing and wore?
Skills
What vocabulary and
phrases will I need to
shop in Spanish speaking
situations?
A. Clothing
Learning Targets
Assessment
A-B. Clothing
Can I state how clothing
fits?
A. Clothing (Chapter
7A, abbreviated)
A1. Clothing Vocabulary
A2. Demonstrative
Adjectives
A3. e-->ie Stem changing
verbs Querer (to want),

A1, A5, B1. Discuss what you
have bought and wore using
the preterit (past tense) of
comprar (to buy) and llevar
(to wear)
A1-2. Chose when to use the
different demonstrative
adjectvies based on
gender/number/location
A1-3. State preferences
(clothing and others) using
demonstrative adjectives and
the verb "preferir"



A. Clothing
I can talk about
clothing wants and
preferences and
describe clothing
using words like
this, that, these,
those.
I can talk about
what people are
buying, bought, are
wearing or wore.
I can tell how
clothing fits.
I can understand
Spanish shopping
phrases and
vocabulary.
A1. CFA=Quiz on
clothing, shopping vocab &
e->ie stem-changers
A2-3. CSA=7A
Examencito (80%) on on
demonstrative adjectives,
additional e->ie stem
changing verbs, numbers 11000, shopping/clothing.
7A workbook packet
7A e->ie stem-changing
verb worksheet (added for
2012, Tri2 as extra
practice)
Resources & Technology
A. Realidades 1 chapters
7A and 7B resources:
Guided Practice Activities,
vocaublary lists, Activity
book, GramActivia videos
on grammar,
communicative activities,
clip art, flashcards
Skip McWillams video on
clothing and accessories
A. Clothing vocabulary
BINGO
Text book online resources
and games
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Spanish II
Content
preferir (to prefer), pensar
(to think) -->review of
first tirmester
Skills
A1-3. Discuss what you want
(objects or what you want to
do)
A4. Quedar and
expressing fit of clothing
A1-3. State opinions or what
you plan on doing using the
verb "pensar" - to think
St. Michael-Albertville High School
Learning Targets
 I can tell what
happened in the
past using -AR
verbs in the
preterite (past
tense).
Assessment
Resources & Technology
B. Shopping for Clothing
and Accessories
B. Shopping for Clothing
and Accessories
B1= Quiz on AR
preterite verbs
Realidaded 1, Chapter 7B &
Realidades 2 Chapter 2B,
shopping vocabulary &
various resources
A5. Numbers 1-1000
A4. Discuss how things fit
different people using quedar
and adjectives expressing fit.
B. Shopping for Clothing
and Accessories
B. Shopping for
Clothing and
Accessories (Chapter
7B, begin)
B1. Use the preterite of AR
verbs to write about things
that happened in the past.
B1. Regular -ar Preterite
endings
B2. Know the clothing
accessories.
B2. Accessories
Vocabulary
B. Shopping for Clothing
and Accessories
-AR preterite worksheet &
workbook pages


I can tell what
happened in the
past using AR
verbs.
I can name clothing
accessories
Internet activity
The song "Te quiero" by
Flex
C. Immigration and
Christmas Traditions of
Chapter 7B Workbook
Packet
AR verb preterite practice
worksheet
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Content
Skills
Can I understand the
issues around legal and
illegal immigration?
Can I form my own
educated opinions about
immigration?
Can I sing and interpret
authentic Christmas
carols of Mexico?
C. Immigration and
Christmas Traditions of
Mexico
Week 3 (right before
Christmas break)
C. Immigration and
Christmas Traditions of
Mexico
C3. Read and discuss the
significance of "La Virgin de
Guadelupe"
C1. Watch and discuss the
movie "La misma luna"
St. Michael-Albertville High School
Learning Targets
C. Immigration and
Christmas Traditions of
Mexico
C2. Sing traditional Christmas
carols of Mexico
Resources & Technology
C1. In class discussion of
La Misma Luna movie, previewing mental map
activity, post-viewing
writing activitiy addressing
illegal immigration and the
current writing standards.
C. Immigration and
Christmas
C2. Christmas Caroling
around the building

C1. Immigration issues

C2. Christmas Carols of
Mexico

C3. La Virgin de
Guadelupe
Assessment
Mexico
I can begin to form
informed opinions
about legal and
illegal
immigration.
I can sing and
interpret Mexican
Christmas carols.
I can tell of the
story of La Virgen
of Guadalupe.
C3. In class discussion of
reading
Reading & worksheet on La
Virgin de Guadalupe (in
shared folder)
Christmas carol lyric
packets
Under the Same Moon
DVD - packet of activities,
worksheet for writing
assignment
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Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources & Technology
A.
Realidades 1 chapters 8A
resources: Guided Practice
Activities, vocaublary lists,
Activity book,
communicative activities,
clip art, flashcards
Additional resources for
irregular preterite verbs
(not in Realidades 1)
Hacer/Dar: Chapter 8B
Hace + time: Chapter 7B
Text book online resources
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Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources & Technology
and games
GramActivia videos on
grammar
January 2015
Content
Skills
Learning Targets
Assessment
Resources &
Technology
A. Shopping for Clothing and
Accessories
A Shopping for
Clothing and
Accessories
A Shopping for
Clothing and
Accessories
A1,3,7. CFA = Quizzes
on -AR and irregular
preterite verbs, shopping
& clothing vocabulary,
accessories, currency
and numbers and direct
Realidades 1 Chapter 7B
resources: Guided
Practice Activities,
vocaublary lists, Activity
book, communicative
activities, clip art,
Can I use vocabulary and
grammatical concepts
from the past semester in
differnt contexts to convey
and gain meaning?
Week 1-2
Can I talk about clothing,
especially what people are
buying, bought, are
wearing and wore?
What vocabulary and
phrases will I need to shop
in Spanish speaking
situations?
Can I state how clothing
fits? (from Dec.)
A. Shopping for Clothing
and Accessories
A1, A5. Discuss what you
have bought and wore using
A. Shopping for Clothing the preterit (past tense) of
and Accessories (Chapter comprar (to buy) and llevar
(to wear)
7B)


I can talk about what
people bought, wore,
gave, did and saw.
I can understand
Spanish shopping and
clothing phrases and
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Content
Skills
A1. Direct Object
Pronouns
A1. Choose when to use the
correct direct object pronoun
based on
gender/number/location.
A2. -ar Preterite endings
and, -car, -gar, -zar
preterites
A3. Accessories
Vocabulary, material and
pattern vocabulary
A4. Numbers 1-1000
(recycle from December)
A1. Demonstrate correct
placement of pronoun.
A2. Use the preterite of AR
verbs to write about things
that happened in the past and
how long ago.
A2-8. Communicate about
A5. Currencies of different purchasing for yourself and
countries and conversions others, especially in relation
to price and bartering.
A6. Vocabulary of shop
names and adjectives
A3, A7. Write and present
describing prices, "it's
descriptions of outfits.
cheap/expensive/a
bargain/a rip-off"
A7. Describe articles of
clothing
A7. Adjective matching
and placement
A9. State how long ago
something happened,
A8. Preterite forms of
(introduction)
"dar", "ver", and "hacer"
St. Michael-Albertville High School
Learning Targets








vocabulary.
I can tell what happened
in the past using regular
-AR verbs (including
CAR, GAR, ZAR) in
the preterite (past tense).
I can correctly place
direct object pronouns
in a sentence.
I can describe in detail
what others are wearing.
I can talk about
clothing wants and
preferences and
describe clothing
using words like this,
that, these, those.
I can describe what
people buy and wear.
I can tell how clothing
fits.
I can state how long
ago something
happened (hace +
time expression)
Updated May 2014
Assessment
object pronouns.
Resources &
Technology
flashcards
CSA=Chapter 7B exam.
(Chapter 2B, Realidades
2)
Realidades 2 Chapter 2B,
shopping vocabulary &
various resources
A2-7. Fashion show
presentation using
different clothing
vocabulary correctly
Rubric for fashion show
or fashion presentation
Hacer/Dar: Chapter 8B
(ver added in notes on
shared folder)
Clothing vocabulary
BINGO
Textbook online
resources and games
GramActivia videos on
grammar
A9. Hace time
expressions, (introduction)
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Schuster
Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources &
Technology
UEQ:
Can I talk about events
that happened in the past
and have finished?
Can I communicate with
others about traveling and
past trips, including where
they went what they saw,
how they got there, and
how their trip was?
(Week 3-4)
B. Talking about Past
Activites, Travel, and
Trips (Chapter 8A & 8B,
Realidades 1)
B1. Irregular Preterite of ir
- "to go" and ser "to be"
B2. Vocabulary dealing
with means of
transportation and
locations
B. Talking about Past
Activites, Travel, and Trips
B. Talking about Past
Activites, Travel, and
Trips
B1-2. Write how people
travelled
B1-6. CFA =
8A Quizzes on ir/er verb
endings and irregular
verbs
B1-B6. Listening
interpretation involving
irregular preterite verbs and
pronouns
B3-5. Discuss what people
had to do (tener que), did
(er/ir verbs), said/brought
(decir/traer), gave (dar), was
(estar) in the past.
CSA=Chapter 8A exam
B. Talking about Past
Activites, Travel, and Trips

B1-6. Discuss aloud with a
partner about a real trip or a
pretend trip.
B1-6. Talk about Where did

I can talk about events
that happened in the
past.
I can talk about a past
trip: what happened,
what I had to do, what
B1-6. CFA = Quiz on
decir and traer, irregular
preterite
B1-6. CFA = Quiz on
8A vacation vocabulary
B1-6 = Poster
describing Where did
you go? What did you
see? What did you
B. Talking about Past
Activites, Travel, and
Trips
Realidades 1 chapters 8A
& some 8B resources:
Guided Practice
Activities, vocaublary
lists, Activity book,
communicative activities,
clip art, flashcards
Additional resources for
irregular preterite verbs
(not in Realidades 1,
check shared folder)
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Spanish II
Schuster
St. Michael-Albertville High School
Content
Skills
B3. Ir and er preterite verb
endings (chapter 8A)
you go? How did you get
there? What activities did you
do? What did you see? How
was your trip?

B4. State how long ago
something happened, (recyle)

B4. Hace time
expressions, (recycle,
Chapter 7B)
B5. Irregular preterite
verbs: decir, traer, dar, ver, B5. Conjugate irregular verbs
estar, tener
in the past.
B6. Indirect Object
Pronouns (Ch. 8B)
Learning Targets

Assessment
was
said/brought/seen/given,
how I got there.
I can conjugate irregular
past tense verbs and use
them in a sentence.
I can state how long ago
something happened.
I can identify and use
indirect object pronouns
correctly in a sentence.
Resources &
Technology
bring? What did you say
about how it went?
B5-B6. Use direct object
pronouns with the verbs
hacer, decir, traer, dar, ver,
and tener
B5-B6. Use indirect object
pronouns with the verbs decir,
traer, dar, and ver
February 2015
Content
UEQ:
Can I discuss pain of
specific body parts?
A. Discussing Pain and
Skills
Learning Targets
Assessment
Resources & Technology
A.Discussing Pain and
Body Part Vocabulary
A. Talking about events of
A. Discussing Pain and
Body Part Vocabulary
A. Discussing Pain and
Body Part Vocabulary
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Spanish II
Schuster
Content
Body Part Vocabulary
A1. Body Part Vocabulary
A2. Doler and review of
Indirect Object Pronouns
How can I describe my
daily routine?
How can I order events
using sequencing words?
B. Daily Routines (Ch.
2A, R2)
B1. Reflexive verbs,
reflexive pronouns
B2. Sequencing vocabulary
such as primero, despues,
luego, por fin
C.
St. Michael-Albertville High School
Skills
Learning Targets
the past
A1. Sing, speak, and write
 I can talk about
using vocabulary and
events that happened
phrases expressing pain.
in the past using ER
and IR ending verbs.
A2. Play "Simon dice" and
 I know and can use
participate in TPR practice
transportation and
to reinforce body parts
vacation phrases
vocabulary.
vocabulary.
 I know when to use
A1-2. Sing "La cabeza"
personal "a" in a
from "Sing, Laugh, Dance
sentence.
and Eat Tacos 3"
 I can conjugate
irregular past tense
verbs and use them
B. Daily Routines
in a sentence:
DECIR, TRAER,
B1. Use reflexive verbs in
TENER, ESTAR, IR,
present, present
SER.
progressive, immediate
 I can identify and us
future, and past tense forms
Indirect Object
Pronouns (IOP)
B1-2. Discuss your daily
correctly in a
routine (including using
sentence.
despertarse, acostarse, and
divertirse)
A.Discussing Pain and
B1-2. Read a dialogue on
daily routines (Primera
Vista & Videohistoria)
B1-2 Read a children's
book and comic book on
Body Part Vocabulary


I can identify parts of
the body.
I can tell what body
part hurts (doler) and
Assessment
B1-2. Face to shoulders
vocabulary quiz with doler
Resources & Technology
Sing, Laugh, Dance and Eat
Tacos 3 song "La cabeza"
B. Daily Routines
B. Daily Routines
B1. CA = Speaking quiz
with reflexive verbs
B1,B2, CA = Quiz on
reflexive verbs
B1-2. Poster of daily
routine using 7 activities
(reflexives)
Realidades 2 chapters 2A
resources: Guided Practice
Activities, vocaublary lists,
Activity book,
communicative activities,
clip art, flashcards
Realidades 2: 2A
Videohistoria: Mas
maquillaje?
Kids' book... "Mi vida
diaria"
Text book online resources
and games
GramActivia videos on
grammar
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Spanish II
Schuster
Content
Skills
reflexive verbs
St. Michael-Albertville High School
Learning Targets
who it hurts (indirect
object pronouns).
Assessment
Resources & Technology
B. Daily Routines




I can write down and
tell of my daily
routine.
I can use reflexive
verbs correctly in a
sentence.
I can identify verbs
and vocabulary
related to daily
routines.
I can tell when I
wake/woke up,
go/went to bed and if
I have/had fun in
both present and past
tense.
Updated May 2014
March 2015
Content
Skills
Learning Targets
Assessment
Resources & Technology
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Spanish II
Schuster
Content
UEQ:
D. Second Semester Final
Skills
D. Second Semester Final
St. Michael-Albertville High School
Learning Targets
D1-8: Translate sentences
D1. Irregular preterite verbs using vocabulary for the
final
D2. Regular preterite verbs
C. Direct and Indirect
D3. Indirect object
Pronouns:
pronouns
C1, B2-B3. Use direct
object pronouns with the
D4. Direct object pronouns verbs hacer, decir, traer,
dar, ver, and tener
D5. Reflexive verbs
Assessment
D. Second Semester Final
Resources & Technology
D1- 8: CA = Rubric on
kids' book
D1-8 . CSA = Second
Semester writing, speaking,
and listening finals
D6. Clothing vocabulary
D7. Body parts
D8. the verb "doler" &
quedar
April 2015
Content
Skills
Learning Targets
Assessment
Resources & Technology
Skills
Learning Targets
Assessment
Resources & Technology
Skills
Learning Targets
Assessment
Resources & Technology
May 2015
Content
June 2015
Content
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Spanish II
Schuster
Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources & Technology
www.curriculummapper.com
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