cis spanish 2019-2020 cis-a (trimester 1) realidades 3 ......realidades 3: para empezar mi vida...

CIS Spanish 2019-2020 CEQ:

● 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?

CIS-A (Trimester 1) Realidades 3: Para Empezar Mi vida diaria y Días especiales

Content Skills Learning Targets Assessment Resources & Technology

UEQ:

● Do I remember how to

talk about my daily

routine?

● Do I remember how

to talk about my likes

and dislikes?


talk about what I do in

my free time?


talk about what I do to

help out at home.

September (Week 1-2)

A. Daily routines, pastimes

and household chores. (R3,

Para Empezar-Mi vida

diaria/Días especiales)

A1. reflexive verbs

A2. verbs like gustar

A3. vocabulary

A4. present tense irregular

verbs and stem-changing

verbs.


and household chores.

● Use reflexive verbs in the

present tense to talk

about daily routine.

● Use verbs like gustar in

the present tense to talk

about pastimes and

household chores.

● Learn and use vocabulary

to talk about daily

routines, pastimes and

household chores.

● Use present tense

irregular verbs and

stem-changing verbs to

talk about household

chores.

This was a quick review the

first week or so.

A. Daily routines,

pastimes and household

chores.

LT 1: I can recall and use

irregular verbs, gustar-like

verbs, reflexive verbs, and

stem-changing verbs in:

a) writing assignments

b) reading

assignments

c) listening

assignments

d) speaking

assignments

LT 2: I can use chore,

routing, and pastime

vocabulary to explain daily

life.



CSA: Exam-Para Empezar

CFA/CSA: Personal essay-Mi

vida diaria (written,

recorded and small group

verbal presentation) (R3, pg

14)

FA: Lesson Quizzes



Realidades 3 - Para Empezar

● Student textbook

● Student workbook

● Audio CD

● Video DVD

● Clip Art

CIS Curriculum Map 2019-2020

CIS-A (Trimester 1) Novel Reading (Hasta La Sepultura)


B. Novel Reading (Hasta La Sepultura)

The book was started the

second week and continued

throughout the trimester.

B. Novel Reading (Hasta La Sepultura) ● Read a Spanish novel

● Learn of historical

components of Spain and

its culture and influence

throughout Europe and

Latin America.


LT 1: I can read and

understand a novel in

Spanish.

LT 2: I know basic history

about Spain and its

influence on Europe and

Latin America.

LT 3: I know basic

information on superstitions

and beliefs in Spain and

Latin America.


CFA: Worksheets

CSA: Trimester 1 final has

some questions on it related

to Hasta La Sepultura (or are

on various tests/quizzes

throughout the tri depending

on the chapters we have

completed)


Each chapter has several

worksheets and

PowerPoint/SmartBoard

documents.

Teachers manual for book.


CIS-A (Trimester 1) Realidades 3: Capítulo 1 Días Inolvidables


September (Week 3-4)

UEQ:

Can I talk about a camping or

outdoor trip, a vacation or a

competitive event, describe

things that occurred or were

already on-going when other

events occurred?

C. Camping & Competitive Events Unit-Días Inolvidables (R3, Ch.1) ❖ Camping, outdoor &

competition vocabulary

❖ Review of preterit and

imperfect

C. Camping & Competitive Events Unit-Días Inolvidables (R3, Ch.1)

● Understand and narrate

events in the imperfect

and preterite that

occurred in an outdoor

(camping or other)

setting.

● Review discussing

accidents/incidents

involving storms and/or

nature.

● Describe a visit to a

national park or other

outdoor location

● Talk about school

competitions

● Express emotions

regarding the outcome

of an event

C. Camping & Competitive Events Unit-Días Inolvidables (R3, Ch.1))

LT1: I can recall and apply

camping, nature and

competitive event

vocabulary to written,

listening, reading and

verbal activities.

LT2: I can describe and

explain a past camping

trip or outdoor

experience.

LT 3: I can conjugate verbs

in the preterite and

imperfect tenses

properly.

LT 4: I can identify,

conjugate and use

orthographic i-->y,

stem-changing, and

irregular preterite verbs

in sentences.

LT5: I can compose an

email response to a

career opportunity.

LT 6: I can describe

competitive events.

LT7: I know and can explain

the importance of “El

Camino de Santiago”.


CFA: Vocab and verb quizzes

CSA: Realidades 3 Chapter 1

Primera Vista 1 & 2 (with

vocab of competitions)

CFA/CSA: Email response to

a career opportunity


R3 C1 Primera Vista 1 & 2

resources: vocab, listening

activities, workbook, textbook

activities of camping/story

narration.

Grammar Review, p. 16-19, 30,

31, 33, 42, 44

Required Reading on "El

Camino de Santiago" p. 48-49

(Smartboard file)

Optional/Recommended

Stars in the South, p. 29

National Park, p. 27, 35

Desert Rain, p. 34

Rafting Río Maipo, p.31

Himno del Barcelona, p. 46

Lectura p. 54-57


CIS-A (Trimester 1) Realidades 3: Capítulo 2 ¿Cómo te expresas?


October (Week 1-2)

UEQ:

Can I discuss famous artists,

poets, musicians and their

art in Spanish?

D. Artists, Musicians, Poets-¿Cómo te expresas? (R3, C2) ❖ Artists: e.j. Picasso

(Guernica), Goya,

Velaquez, Botero, Dalí,

Diego Rivera, Frida, Miró,

Zapata

❖ Music: e.j. Juanes,

Selena, Shakira, Juan Luis

Guerra, Thalia, Celia

Cruz

❖ Poets: e.j. Pablo Neruda,

Becquer

❖ Art, Music vocabulary

❖ Imperfect vs. Preterite

D. Artists, Musicians, Poets-¿Cómo te expresas? (R3, C2) ● Read and discuss the art

of Spanish speaking artists

● Listen to, translate and

interpret musical pieces

● Discuss the historical and

cultural contexts

surrounding art and music

from Spanish speaking

countries

● Translate and interpret a

poem

● Give an opinion of a work

of art

D. Artists, Musicians, Poets-¿Cómo te expresas? (R3, C2) LT1: I can use art vocabulary

to describe various

paintings and murals by

famous Spanish-speaking

artists.

LT 2: I can identify the art

from several Spanish

speaking artists, poets and

musicians.

LT 3: I can discuss and

describe the historical and

cultural aspects of artists,

poets, and musicians.

LT4: I can use verbs in the

preterite and imperfect

tenses correctly.

D. Artists, Musicians, Poets-¿Cómo te expresas? (R3, C2)

CSA: R3, Ch2 exam

CFA: R3, Ch2 vocab and verb

quiz

CFA: Group presentation on

artist

D. Artists, Musicians, Poets-¿Cómo te expresas? (R3, C2) R3, C2 vocab, readings,

listening activities, comm.

activities

Veo Veo game, p. 62-b

(teachers edition)

Picasso’s Guernica Reading,

pictures of art by famous

artists (in SmartBoard files)

*Required Reading: Goya, p.

94-95

Artists: Miró (p. 69, 74),

Velazquez (p. 73), Zapata (p.

75), Dalí (p. 74, 96), Botero

(p. 96)

Art: additional pieces

(overhead transparencies) are

also in Realidades Art

Resource book.

Cloze activity: “Cuando me

enamoro” by Juan Luis Guerra

and Enrique Iglesias

Tortura or Ojos así by Shakira


CIS-A (Trimester 1) Pablo Neruda

(in-depth artist study) Content Skills Learning Targets Assessment Resources & Technology

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?

● Why did Pablo Neruda

leave Chile and flee to

Spain?

E. Pablo Neruda (Movie study: Il Postino) ❖ Chile - History & Political

situation

❖ His poetry

❖ The life of Pablo Neruda

after his exile.

E. Pablo Neruda (Movie study: Il Postino) ● Discuss the political

situation at the time of

Neruda's exile from Chile.

● Compare, interpret and

analyze examples of

Neruda's poetry,

especially those related

to food.

● Summarize the life of

Neruda during the time of

his exile.

E. Pablo Neruda (Movie study: Il Postino) LT 1: I can identify who

Pablo Neruda is, where he

is from, and for what he is

famous.

LT 2: I can identify some of

the poems written by

Neruda and what they

mean in English.

LT 3: I can briefly discuss the

reasons Neruda was exiled

from Chile, where he went

during that exile, and the

main points in the movie

“Il Postino”.

E. Pablo Neruda (Movie study: Il Postino)

CFA: daily summaries of

movie

CSA: Questions about Neruda

on Chapter 2 exam

Optional idea: Read aloud

examples of Neruda's

poetry. Using a rubric, are

graded on pronunciation.

(due to time constraints, I didn't

do this.--possible Google voice

option)

E. Pablo Neruda (Movie study: Il Postino)

Poems - Written examples of

poetry - Oda a los Calcetines,

Oda a la Cebolla, Oda al

Aceite.

Required Movie - Il Postino.

Pablo Neruda poems from

Realidades 2 (Pg. 359,364,365)


CIS-A (Trimester 1) Realidades 3: Capítulo 3 (Primera Vista 1)

¿Qué haces para estar en forma?


UEQ: ● Can I communicate health

concerns and circumstances

to others?

● Can I give advice about

health and nutrition?

● Can I demonstrate healthy

living advice in Spanish?

● Do I understand cultural

differences related to

health, physical fitness,

and nutrition between the

US and Spanish-speaking

countries?

F1. Health and Commands (R3, C3-Primera Vista 1: ¿Qué haces para estar en forma?) *Primera Vista 1 (commands)

is in Trimester 1; Primera

Vista 2 (subjunctive) is in Tri 2

❖ Health and nutrition

vocabulary

❖ Affirmative and Negative

Command forms for tú,

Ud., Uds.

❖ Irregular and Regular

subjunctive verb forms

(PV2-Trimester 2)

F1. Health and Commands (R3, C3-Primera Vista 1: ¿Qué haces para estar en forma?)

● Use command forms.

● Present health advice.

● Read and discuss health

and nutrition.

● Understand cultural

differences regarding

health and nutrition.

● Form subjunctive using

WEIRDO method (PV2-Tri

2)


LT 1: I can give commands in

the tú/ud./uds. with

health vocabulary.

LT 2: I can talk about

symptoms and remedies

LT 3: I can tell others what

to do using commands

(PV1-Tri 1) or the

subjunctive form (PV2-Tri

2).

LT 4: I can give advice about

health and nutrition using

the subjunctive form

(PV2-Tri 2)

LT 5: I understand when and

how to use the subjunctive

form of verbs (PV2-Tri 2).

LT 6: I understand cultural

perspectives about health,

physical fitness and

nutrition.


CFA: Persuasion Essay

(Trimester 2), Chapter

Quizzes

CSA: R3 C3-Primera Vista 1

Test (this is during finals

week)


Realidades 3, Chapter 3

vocab list, listening activities,

and communicative activities.

Profesor cards, 4x4 game,

Culture: Medicinal plants (p.

120), PE in Spain (p. 131),

counselors (p. 133),Jimenez

poem (p. 138)

Adelante, p. 140-141

Lectura, p. 146-148

http://www.quia.com - to

review

http://www.studyspanish.com

- use this website to review

www.quizlet.com use for

vocab and verb practice,

computer work


http://www.quizlet.com/

CIS-A (Trimester 1)


Trimester 1:

G. Changing Tenses:

This was done throughout Tri

1 and 2 through quizzes and

practice worksheets.

First begin with a few verbs

from the chapter vocab and

have them conjugate all the

tenses in yo, tú, & él/ella forms.

Quizzes were based on 2 of the

3 forms in all tenses learned up

to the point of the quiz.

G. Changing tenses. Begin worksheets on the yo,

tú, él/ella/ud. forms of

present, preterit, imperfect,

present progressive,

imperfect progressive,

present perfect,

subjunctive. Use two to

three verbs a week to

practice and quiz using these

forms.

G. Changing Tenses.

I can speak about myself and

others with verbs using the

present, preterit, present

perfect, subjunctive,

imperfect tenses. I know

the meaning of the names of

tenses.

G. Changing Tenses.

Quizzes each week on two to

three verbs, yo, tú,

ella forms, all tenses.(shared

folder)

G. Changing Tenses.

Quizzes/worksheets -changing

tenses : shared folder.

November (2018-2019: This was moved to December/January in Trimester 2)


UEQ:

● What does a children's

book look like in Spanish?

● How do I create a

children's book in Spanish?

Children's book

Review Spanish 3 storytelling

and what a children's book

looks like.

Thematic vocabulary and

grammar.

Illustrations

Children's book

Analyze pre-written

children's book to view

layout.

Identify key pieces of a

children's book, problem and

resolution.

Write and illustrate an

original children's

book/short story in Spanish.

Relate the book to

kindergarten children.

Children's Book

1. I can tell a story in Spanish.

2. I can narrate past events

using the preterit and explain

background information

using the imperfect.

3. I can form a simple story

with a central “problem” or

theme that needs solving or

resolving.

4. I can create illustrations to

teach and supplement the

understanding of children for

the story I have created and

vocab I have used.

5. I can read and describe the

story to young children in

Spanish.

Children's book

CFA: rough draft of story

CSA: Final written and

illustrated book

Children's book

Pre-written children's books

written in English and Spanish.

Internet clip art, paper,

markers, pencils, crayons.

Video and digital cameras

Rubric and checklist of

assignment

Kindergarten Visit:

(Connections to Community)

Contact:

Susan Hermanson, Beth Pearson

and Jennifer Thompson

Sing: Cabeza Hombros Piernas

Pies--kids loved it.


CIS-B (Trimester 2) Realidades 3: Capítulo 3 (Primera Vista 2)

¿Qué haces para estar en forma? Content Skills Learning Targets Assessment Resources & Technology

December (Week 1-4, Tri 2) F2. Health and Commands (R3, C3--Primera Vista 2: ¿Qué haces para estar en forma?) *Primera Vista 1 (commands) is in Trimester 1; Primera Vista 2 (subjunctive) is in Trimester 2 ● Health and nutrition

vocabulary ● Affirmative and Negative

Command forms for tú, Ud., Uds.

● Irregular and Regular subjunctive verb forms (PV2-Trimester 2)

F2. Health and Commands (R3, C3--Primera Vista 2: ¿Qué haces para estar en forma?) ● Use command forms. ● Present health advice. ● Read and discuss health

and nutrition. ● Form subjunctive using

WEIRDO method (PV2-Tri 2)

F2. Health and Commands (R3, C3--Primera Vista 2: ¿Qué haces para estar en forma?) LT 1: I can give commands in the

tú/ud./uds. with health vocabulary.

LT 2: I can talk about symptoms and remedies

LT 3: I can tell others what to do using commands (PV1-Tri 1) or the subjunctive form (PV2-Tri 2).

LT 4: I can give advice about health and nutrition using the subjunctive form (PV2-Tri 2)

LT 5: I understand when and how to use the subjunctive form of verbs (PV2-Tri 2).

LT 6: I understand cultural perspectives about health, physical fitness and nutrition.

F2. Health and Commands (R3, C3--Primera Vista 2: ¿Qué haces para estar en forma?) CFA: Persuasion Essay (Trimester 2), Chapter Quizzes CSA: R3 C3-Primera Vista 1&2 Test

F2. Health and Commands (R3, C3--Primera Vista 2: ¿Qué haces para estar en forma?) Realidades 3, Chapter 3 vocab list, listening activities, and communicative activities. Profesor cards, 4x4 game, WEIRDOS documents (color copies) Culture: Medicinal plants (p. 120), PE in Spain (p. 131), counselors (p. 133), Jimenez poem (p. 138) Adelante, p. 140-141 Lectura, p. 146-148 http://www.quia.com - to review http://www.studyspanish.com - use this website to review www.quizlet.com use for vocab and verb practice, computer work When to use the present vs imperfect subjunctive: p. 445


http://www.quizlet.com/

CIS-B (Trimester 2) Realidades 3: Capítulo 6

¿Qué nos traerá el futuro? Content Skills Learning Targets Assessment Resources & Technology

January (Week 5-7 of Tri 2)

UEQ (Future Tense): ●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?

G. The Future Tense and

Professions (R2, C9A and R3,

C6) ¿Qué nos traerá el futuro?

❖ Regular and irregular forms

❖ How to use the future tense

❖ Vocabulary of place and

time.

❖ The future verb tense

❖ Vocabulary: professions




● Recall the verb forms

● Use vocabulary of place and

time.

● Tell someone what you will

be doing in 10 years.

● Discuss future plans to

classmates

● Use the Future Tense to

discuss what you will do

after graduation.

B2. Write a letter to someone. (optional) B1-B2. Write future predictions for classmates (optional) B1-B2. Write campaign promises using the future tenses (optional)




LT 1: I can conjugate regular

and irregular verbs in the future

tense.

LT 2: I can tell others what my

future educational and career

plans are using the future

tense.

LT 3: I can discuss with others

about professions and careers.

LT4: I understand cultural

perspectives on jobs, technology,

science and their impact on our

lives.




CSA= R3, C6 tests (includes

vocab from R2, Ch. 9A)

CFA: Future tense quiz and

professions vocab quiz




Spanish for Mastery - p.186

(reformatted in shared folder)

Fortune Telling Activity???

Winter scene????

Song - No Way Out???

Future tense packet from green

book

Resources from R2 C9A,

including vocabulary list,

listening activities,

worksheets,etc.

Resources from R3 C6

Verb tense review worksheets

Mi diario español worksheets


CIS-B (Trimester 2) Realidades 3: Capítulo 8

Encuentro entre culturas Content Skills Learning Targets Assessment Resources & Technology

UEQ: Can I use the conditional tense to communicate about what would happen? Week 8-10 H: Encuentro entre culturas--The conditional tense & imperfect subjunctive ❖ Conditional Tense ❖ Conditional use with

Imperfect subjunctive with si/como si

❖ Communicate about what would happen in different situations

❖ Vocabulary used to describe historical facts and architecture of Spain

H. Encuentro entre culturas--The conditional tense & imperfect subjunctive ● Use verb forms to tell about

what you would do in various situations. (introduce pluscuamperfecto tense, recognize fuera, tuviera, viviera, pudiera)

● Recognize the imperfect subjunctive when used with conditional tense.

● Write about if you had, if you were, if you lived, if you could…

● 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.

● Use vocabulary to describe historical facts and architecture in Spain.

H. Encuentro entre culturas--The conditional tense & imperfect subjunctive LT 1: I can conjugate regular and irregular verbs in the conditional tense. LT 2: I can tell and discuss what "would happen if"... using a variety of verbs (imperfect subjunctive) LT 3: I can recognize the imperfect subjunctive tense and know how to use it. LT 4: I can describe historical facts and architectural influences in Spain and the Americas.

H. Encuentro entre culturas--The conditional tense & imperfect subjunctive CFA: Conditional quiz with Spain and architecture vocab. CSA 1: R3 Chapter 8 exam with imperfect subjunctive, regular and irregular forms of the conditional. CSA 2: Personal Essay/final project (powerpoint/video presentation) (If….I would)

H. Encuentro entre culturas--The conditional tense & imperfect subjunctive Required reading: Las misiones de California (questions are on test), p. 370-371 R3 C8: Guided practices for imperfect subjunctive, si/como si with imperfect subjunctive, audio worksheets, workbook pages When to use the present vs

imperfect subjunctive: p. 445


CIS-B (Trimester 2) The Perfect Tenses


UEQ: Can I talk about what would happen? Can I talk about what would have happened? Can I talk about what will have happened? Can I talk about what had happened in Spanish? I. The Perfect Tenses (R3 Ch 5, 6, & 10) ❖ The Present Perfect Tense

(review), p. 214 (C5)

❖ The past perfect tense (pluperfect), p. 217 (C5)

❖ The present perfect subjunctive, p. 227 (C5*)

❖ The future perfect tense, p. 273 (C6)

❖ The conditional Perfect Tense, p. 459 (C10)

❖ The pluperfect subjunctive, p. 456 (C10*)

❖ Irregular past participle review

I. The Perfect Tenses (R3 Ch 5, 6, & 10) ● Use the future perfect to

write about what will have happened in the future in Spanish

● Use the conditional perfect to write about what could have happened in Spanish

● Use the past perfect tense to write about what has happened

● Form the past participle

● Recognize perfect subjunctive tenses

*If time teach, if no time expose.

I. The Perfect Tenses (R3 Ch 5, 6, & 10) LT1: I can recognize and conjugate regular and irregular past participles.

LT2: I can form sentences using the Present, Future, Conditional and Past Perfect Tense (using HABER + past participles).

LT3: I can tell others what has happened (present perfect) will have or must have happened (future perfect), what would have (conditional perfect), and had have (past perfect) happened.

LT4: I recognize the subjunctive perfect tenses.

I. The Perfect Tenses (R3 Ch 5, 6, & 10) 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.

I. The Perfect Tenses (R3 Ch 5, 6, & 10) Resources on the future perfect tense from Realidades 3, chapter 6 Resources on the conditional perfect tense from Realidades 3, chapter 10 Resources on the past perfect tense from Realidades 3, chapter 5 Green book practice on the present perfect, future perfect, conditional perfect, and past perfect tenses ?? exposure to pluperfect subjunctive, p. 456


CIS-B (Trimester 2) Sol y viento


J. Sol y Viento video study (I did this one day a week, Wednesdays, beginning the second week of the tri and really liked it. The papers got overwhelming tho.) ● What does the title of the

movie Sol y Viento tell us?

● Who are the main 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?

❖ Culture of Chile ❖ Movie Analysis ❖ Movie Discussion

J. Sol y viento (movie study) ● Talk, write and compare

self to the characters using any verb tenses learned so far.

● Discuss the characters - their nationalities, accents/dialects.

● Discuss the potential ecological impact of changing the topography of an area.

● Know the indigenous people of Chile

J. Sol y viento (movie study) LT 1: I can describe the culture of Chile through the movie Sol y Viento. LT2: I can describe and compare myself to the characters and the roles they play in Sol y Viento. LT3: I can discuss the main themes, cultures and people of the movie and their role and impact on the Chilean society.

J. Sol y viento (movie study) ● CFA= Packets that

accompany the movie

● CFA= Para escribir sections from the video for students to write a paragraph of at least 10 sentences of various themes, character descriptions, cultural similarities and differences using various tenses, rubrics have been created.

● CSA= Final test with "Sol y viento" (2019-I separated this from the final and students took it the day after we finished the last episode)

J. 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 In the packets, there are good discussion points in the margins.


cis spanish 2019-2020 cis-a (trimester 1) realidades 3 ......realidades 3: para empezar mi vida...

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