el 17 de diciembre

Spanish II:

1. Class discussion on homework. Discussed history and process of an actual bullfight. Formed basic opinions of being for or against.
2. We discussed traditions for Christmas and learned that some people of weird traditions, and we realized as a class that until the tradition was explained fully, we had trouble understanding why it was done. For example: One student said that they ate meatloaf every Christmas. When the rest of the world eats ham or turkey, meatloaf is a "weird" or "different" tradition. It wasn't like we couldn't accept it, but it seemed strange. Once this student explained that this tradition began in the time around the great depression and world wars where money was scarce, and they couldn't afford anything fancy so they had meatloaf, we were able to not only understand it, but embrace it as something "cool." We then compared this to bullfighting. We need to understand the tradition behind it before we judge it. It is important to step outside of your own perspective and try to see through others eyes. As you learn this skill, then you will not only be more tolerant of others differences, but you will understand yourself better as well.
3. We watched the first part of the bullfighting video that had to do with the history and preparation of the bulls for the fight. It was accompanied by a study guide.

If you were gone you have to write about a unique (different from the majority) tradition your family has and tell why it would seem different to others, then explain why your family does that tradition. Do this on the blue homework makeup sheet on the note section. Then you need to get a study guide and schedule a time to watch the first part of the bull fighting video.

Spanish III:

1. Got with a partner and I put up pictures from a story and you guys just spoke Spanish, telling your own story using the pictures and adding details of your own.

2. We watched and sang two versions of "Burrito Sabanero" for old times sake.

3. We then listen to my new favorite Mexican band called Chetes. We listened to "Querer" and "Regresa" Don't forget your homework to continue listening to your song in preparation to present it sometime after the break.

If you were gone you need to come in and make up the speaking assignment with me. Schedule on the calendar.

el 16 de diciembre

Spanish II:

1. Finished video and packet on Spain.
2. Time to reflect and make notes on the essay questions. (due Friday) or after break if I don't have you on Friday.
3. Worked in groups to make sure packet is done correctly. Will grade one randomly and the whole group will get that grade.
4. Homework was to look up something on the history of bull fighting and how one is done. Print out what you found and summarize in your own words. Work on essay questions.

If you were gone you can come and watch the video or look up the answers on the internet in my classroom. (I want to see you doing the work) Then do the homework.

Spanish III/IV:

1. Went over the field trip.
2. Whittle told story about collecting things when he was a kid.
3. Watched a student made video (you will be doing a similar project)about when they were young.
4. Learned new vocab words from page 166: Patio de recreo-Playground, el tobogán-slide, el columpio-swing, el sube y baja-teeter-totter, el carrusel-Merry go round, el cajón de arena-sandbox.
5. Whittle asked question about use of the words above when you were young. Then you got a partner and asked each other questions.
6. We got a new set of drawings to begin to tell a new story.

If you were gone you need to Watch the video and write 5 complete sentences using the imperfect tens and the new vocab words.

el 14 de diciembre

Spanish II/III/IV:

1. Review challenge with vocab words to win Whittle bucks.
2. Played pictionary as a challenge. Goal was to say the words so if you were gone you need to study the English side of your flashcards by saying the Spanish translation.

el 10 y el 11 de diciembre

Spanish II:

1. Quick translation of the vocab words.

El bote
El lago
La selva
La selva tropical
El museo
Los recuerdos
Las montañas
Las fotos
Las cataratas
La pirámide
La catedral
El sol
El mar
La ciudad
El país
Los lugares de interés
Las vacaciones
El viento
La lluvia
El abrigo
El gorro
La bufanda
Los guantes
Las botas
La nieve
los anteojos de sol
El traje de baño
El bronceador
El impermeable
El paraguas
La maleta
La cámara
El pasaporte

Need to study these words from your flashcards and get good enough to pass a quiz where you would speak the Spanish words.

2. I spoke Spanish using the words above while telling a story about my vacation to Spain. This is an impossible activity to recreate. When we do this type of activity we are focusing on using the whole language.

Spanish III/IV:

1. Group quiz on the song, "Yo tuve un gato"

2. I told a story in Spanish about when I was a kid at Christmas time. It was completly in Spanish and I used a variety of tenses. The focus is using the whole language. This is an impossible activity to recreate.

If you were gone you need to study the following vocab words:

El pez
Los peces
El tren
El tren de juguete
El bloque
La muñeca
La Tortuga
El triciclo
El muñeco
Los juguetes
El oso
Los animals
Los animals de peluche
El niño
La niña
El pájaro
El camión
La pistola de agua
El dinosaurio
El robot (los robots)
La colección
La guardería infantil
El vecino
La vecina
Tímido-a
Travieso-a
Consentido-a
El kindergarten
La escuela primaria
La verdad

el 8 de diciembre

Spanish II:

Sub

Pick up translation worksheet.

1. Underline each verb and then translate besides the sentence.

Example: I am going on vacation to the country of Mexico. (Underline I am going) voy a

2. Translate the whole sentence on a separate sheet of paper.

Spanish III/IV:

Listening activity: The Ringer Write what you understand through reading the subtitles and listening to the Spanish. If you were gone, Watch a movie in Spanish with English subtitles for 30 minutes and write down what you understand.

el 30 de noviembre

Spanish II:

1. Got a partner and reviewed for the quiz
2. Took Quiz
3. Graded quiz

If you were gone you need to schedule a time to make up the quiz with me.

Spanish III/IV

1. Listening activity: Whittle told the deer story from his break in Spanish.
2. Reviewed expectations of the songs you were given to learn. You have two weeks to learn them.

a. Underline all forms of verbs.
b. Translate the verbs.
c. Listen to the song and get to know it by heart. Need to know what all of the words mean.
d. Present the song. (this will be done later).

3. Continued the challenge. Will finish tomorrow and then take the quiz.

el 23, 24, 25 de noviembre

Spanish II:

1. Dart board/head to head challenge.
2. Had to write down every one of the ones we did if you weren't in line to participate. Handed in the words at the end of the period. (1st and 2nd finished challenge on Wednesday) 5th and 6th will finish on Monday.

If you were gone you need to translate the following (do 15 for each day absent)If you were gone all three days then you will have to make up 15 of your own. Please inlcude the English with the Spanish. Example: You want = quieres:

1. I explored
2. We ski
3. She sun bathes.
4. You took
5. I took
6. I left
7. I leave
8. They return
9. You thought
10. We think
11. You all dive
12. You take pictures
13. You go for a stroll
14. She visits
15. We climb
16. I explore
17. You explored
18. You explore
19. You rest
20. You visit
21. You (usted) visit
22. I rested
23. We visit
24. I returned
25. I return
26. You leave
27. She leaves
28. We climb
29. We think
30. You make

Spanish III/IV:

23, 24:

1. Dart Board/Head to head challenge.
2. Wrote down the words. Will turn in when we finish the challenge.

If you were gone you need to create 20 mini sentences, like you see above with Spanish II, for each day you were absent. The only difference is I want you to use all of the tenses that we have on our cheat sheet. Only use the verbs for the chapter. Include the English and Spanish.

Example: I used to fight = Me peleaba

25:

1. Everyone got a different song from one of the following artists:

Eros Ramazzotti
Enrique Iglesias
Ricky Martin
Laura Pausini
Ella Baila Sola
Luis Miguel

2. We used one song to underline every verb and then write above them what it said. To do this you had to understand the stem of the verb and then the ending. So if it said amaré, you would first have to know that amar means to love. Then you would have to recognize that the whole infinitive is there making it either future or conditional tense. Then look at the ending to know that it is future and I. You would write above the verb...I will love.

3. You will spend a the two weeks getting to know your song. You need to be able to sing it without the words in front of you and you have to know what every single word means. You will be presenting to the class before the holiday break. I would suggest you tube, but if you can't find it, come and get help from me. If all else fails I can make you a CD with the song on it.

If you were gone, make sure to pick up a song and underline every verb in every possible form of the verb (not noun) and then write the English translation above.

el 19 y el 20 de noviembre

Spanish II:

1. Got a paper with the following endings and then wrote 3 things on the back:

a. what kind of verb
b. What it means
c. Tense

Endings = a,b,c
o = a. ar, er, ir b. yo-I c. present
é = a. ar b. yo-I c. past
í = a. er, ir b. yo-I c. past
as = a. ar b. tú-you c. present
es = a. er, ir b. tú-you c. present
aste = a. ar b. tú-you c. past
iste = a. er, ir b. tú-you c. past
a = a. ar b. él-he, ella-she, usted-you, (it and who) c. present
e = a. er, ir b. él-he, ella-she, usted-you, (it and who) c. present
amos = a. ar b. nosotros(as)-we c. present (&past)
emos = a. er b. nosotros(as)-we c. present
imos = a. ir b. nosotros(as)-we c. present (&past)
an = a. ar b. ellos(as)-they, ustedes-you all c. present
en = a. er, ir b. ellos(as)-they, ustedes-you all c. present

2. Learned gestures for yo, tú, él, ella, usted, nosotros(as), ellos(as), ustedes and also for past tense and present tense.

3. Began preparation for the next competition which was to watch me.
a. I would do a gesture to represent who was going to do the actions. Example: I would point to myself. Then you would know that we are going to be talking about "Yo"
b. Then I would do the gesture that represented an action. Example: I would do the gesture that represents the verb explorar.
c. Then I would gesture the tense. Example: past tense
d. Based on whether or not the verb was ar, er, or ir and the tense, you would then pick up the correct ending.
e. Then we would say it together as a class. No English was spoken yet we spoke Spanish.

4. For the classes that had time, we worked in small groups.

This will be the challenge on Monday.

If you were gone you need to get the endings, cut them out, then write the information on the back. You will learn the gestures from someone in class and then show me that you know them. You must prove to me that you can do this. You can do this before class and after class.

Spanish III/IV:

1. I will explain at the beginning of class. Make sure you get the make up sheet and fill it out as I explain.

el 18 de noviembre

Spanish II:

1. Finished the competition.
2. I did the gestures and you spoke the Spanish words.
3. New competition where you spoke the Spanish.

If you were gone you will need to teach them to someone else and have them sign off. It must be a mature adult.

Spanish III/IV:

1. Finished the competition.
2. I did the gestures and you spoke the Spanish words.
3. New competition where you spoke the Spanish.

If you were gone you will need to teach them to someone else and have them sign off. It must be a mature adult.

Spanish Tildes.

PC ONLY

Hold Alt. Button down and make sure number lock is on then enter the number codes and the letters with tildes should appear.

Á=160
É=130
Í=161
Ó=162
Ú=163
¿=168
ñ=164

el 16 de noviembre

Spanish II:

1. We made up gestures that show that you understand the meaning of the 18 verbs we are working with. Then we practiced them in random order in class.

2. We began a head to head challenge that we will finish on Wednesday. The goal was to go up against one of your classmates and be able to understand the Spanish word as it was spoken and be the first to do the gesture or action. This one a point for your team.

If you were gone you need to learn the gestures and then teach the 18 verbs to a parent or some adult willing to sign the paper that says you taught them both the gestures and the verbs.



Spanish III/IV:

1. We made up gestures that show that you understand the meaning of the 18 verbs we are working with. Then we practiced them in random order in class.

2. We began a head to head challenge that we will finish on Wednesday. The goal was to go up against one of your classmates and be able to understand the Spanish word as it was spoken and be the first to do the gesture or action. This one a point for your team.

If you were gone you need to learn the gestures and then teach the 18 verbs to a parent or some adult willing to sign the paper that says you taught them both the gestures and the verbs.

el 13 de noviembre

Spanish II:

1. Studied flashcards with a partner while I called everyone up to conference with you about your grade.
2. Listening activity: I asked a series of questions focusing on "dónde, cómo, quién, qué, cuándo, cuál, cuántos, por qué.
3. Watched Quack video on those question words above.

If you were gone you need to schedule a time to watch the quack video and study your flashcards with me.

Spanish III/IV

1. Studied flashcards with a partner while I called everyone up to conference with you about your grade.
2. Watched quack video on Reflexive Verbs.

If you were gone you need to schedule a time to watch the video and study flashcards with me.

el 12 de noviembre

Spanish II:

1. Worked on parts 1-3 of the project. Turned in today. If you got done early then you began part four. You just found the pictures that you will write about later.

If you were gone you need to catch up on the project and do something Spanish related.

Spanish III/IV:

1. Finished unit 6 of learnspanish.com and then began using livemocha.com

If you were gone you need to finish unit 6 and print out the pages that said 100% from the basic quiz.

el 10 de noviembre

Spanish II:

1. Worked on parts 1-3 of the project. Due at the end of the period on Thursday.

If you were gone you need to catch up on the project and do something Spanish related.

Spanish III/IV

1. Worked on Unit 6 of Learnspanish.com

Focus on the two past tenses so we can use them in speech.

If you were gone you will have to do the ones you don't get done in class on Thurday. You will print out the page that says 100% after taking the basic quiz. Make sure you read the lesson.

el 9 de noviembre

Spanish II:

1. Went over the project that we are beginning.
2. Began the 1st part of online research gathering the information about the city you are planning to visit.

If you were gone you need to get the instructions to do the project and begin working on the first part. Read over the whole project and ask me any questions you might have. We won't be doing the fourth part for a while.

Spanish III:

1. Lecture on Future tense. Reg and irregular. You can find the notes for that on learnspanish.com under grammar. Go to lesson #99.
2. Class competition. We did the quiz as a class. Group one=5 points, group 2= 2 points, group 3=5 points, group 4=7 points, group 5 = 0 points.

If you were gone you need to summarize the notes on a piece of paper and show me the notes.

el 6 de noviembre

Spanish II/III/IV:

1. Time to work on Monday and Tuesday’s assignment along with any of last weeks work they didn’t finish.
2. Begin listening activity: Students write down words they understand from Movie Princess Bride

el 5 de noviembre

Spanish II/III/IV:

1. Time to work on Monday and Tuesday’s assignment along with any of last weeks work they didn’t finish.
2. Begin listening activity: Students write down words they understand from Movie Princess Bride

Spanish II: Lista de vocabulario

Pasear
El bote
El lago
Explorar
La selva
La selva tropical
El museo
Los recuerdos
Las montañas
Esquiar
Sacar fotos
La foto
Las cataratas
La pirámide
Subir
La catedral
Bucear
Tomar el sol
El mar
La ciudad
El país
Los lugares de interés
Descansar
Quisiera
Ir
Fui
Fuiste
Pasado-a
Ninguna parte
Para
Cuando
Las vacaciones
Ir de vacaciones
Visitar
Hace fresco
El viento
Hace viento
La lluvia
Llueve
El abrigo
El gorro
La bufanda
Los guantes
Las botas
La nieve
Nieva
Hace frío
Hace mal tiempo
los anteojos de sol
El traje de baño
El bronceador
Hace calor
Hace sol
El sol
Hace buen tiempo
El impermeable
El paraguas
La maleta
Llevar
Salir
Salgo
Regresar
Pensar
Pienso
Piensas
Qué tiempo hace?
Vaya!
Menos mal que___.
La cámara
El pasaporte
Fantástico-a


Spanish III/IV: Lista de vocabulario

El pez (los peces)
La cuerda
Saltar
El tren
De juguete)
El bloque
La muñeca
La Tortuga
El triciclo
El muñeco
Los juguetes
El oso
Los animales
De peluche
El niño
La niña
Montar
El pájara
El camion (los camiones)

La pistola (de agua)
Caminar
Ser
Era
Eras
Ir
Iba
Ibas
Tener
Tenía
Tenías
Me gustaba(n)
Te gustaba(n)
Jugar
Jugaba
Jugabas
Bien educado-a
Maleducado-a
De pequeño-a
El dinosaurio
El robot (los robots)
La colección (las colecciones
Coleccionar
Obediente
Desobediente
La guardería infantil
El vecino, la vecina
Decir
Decía
Decías
Dije
Dijiste
Dijo
Mentir
Mentía
Mentías
Obedecer
Obedezco
Obedecía
Obedecías
Molestar
Molestaba
Molestabas
Portarse bien
Portarse mal
Me portaba
Te portabas
Recordar
Recordaba
Recordabas
Recuerdo
Recuerdas
Preferir
Prefería
Preferías
Llorar
Lloraba
Llorabas
Pelearse
Me peleaba
Te peleabas
Tímido-a
Travieso-a
Consentido-a
El kindergarten
La escuela primaria
La verdad
Desobedecer
Desobedecía
Desobedecías

el 4 de noviembre

Spanish II:

1. Went over the flashcards to make sure you have the correct definitions.
2. Time in class to work on the book work from the last five days.

If gone finish book work.

Spanish III/IV:

1. Crossword puzzle competition. (if gone get this and complete it)
2. Time in class to work on the book work from the last five days.
If gone finish book work.

el 3 de noviembre

Spanish II:

1.  Page 235 Take notes on the blue box on using para and infinitives.  

2. Do page 235 #3 a-f and #4 a-e.  Write in Spanish and then translate to English.  

3.  Take notes from page 236 on more stem changing verbs.  

4. Do #5 a-d on page 236.   Write in Spanish and translate to English.  

5. Do #6 on Page 237.  Write in Spanish and translate to English.  

6. Notes on page 237 about the personal "a"

7. Page 238-239 #7 a-f and #8.  Write in Spanish and translate.  

8. Ahora lo sabes.  Page 239  Fill in the blanks with the word or words that best makes sense to you.  

If you were gone...do this.

Spanish III/IV:

1. Page 177 notes on imperfect "er,ir" and the verb haber.

2. page 178 #3 a-f and #4 a-i.  Write in Spanish and translate.  

3. Notes on the irregular verbs "ir and ser" imperfect tense.  Page 179.  

4. Do page 179-180 #5 a-h, #6 a-f, #7 a-g, #8.  Write in Spanish and translate to English.  

Page 181 Ahora lo sabes.  Fill in the blanks with the word that makes the most sense.  

If you were gone...do this. 

el 2 de noviembre

Spanish II:

1. Page 228-229.  Do the speaking activity with a partner for about 10 minutes.  Then write down the answers to Qué sabes ahora?  

2. Read Page 230 then answer the culture questions from page 231 on the same piece of paper.

3. Read the add on page 232.  Answer a-c on the same piece of paper.  

4. Study the verb poder on page 233.  Take notes on a what a stem changing verb is on the same piece of paper.

5. Page 234 1-2.  Write out the dialogue in Spanish and then translate to English.  #1 a-g and #2 a-g.  

If you were gone...do this.

Spanish III/IV:

1. Page 170 #1 a-i, #2.  Do the speaking part, but write down in Spanish what was said and translate to English.  

2. Page 171 ?Qué sabes ahora?  Answer on a piece of paper.

3. Read Page 172.  Answer the questions at the top under Perspectiva cultural and then 1-2 under la cultura desde tu perspectiva on the same piece of paper.

4. Read page 174 about the colonial era.  Answer for a-c and then summarize each picture in English.

5. Take notes on the imperfect for ar verbs from page 175. 

6. Page 176 #1 a-g and #2 a-g.  Write out in Spanish and then translate to English.  

If you were gone...do this.

el 30 de octubre

Spanish II:

1. Flash card study

2. Pg. 224-225 Study

3. Write out into Spanish and translate into English #9 a-f, #10 a-d, #11 a-f.

4. Writing assignment in complete Spanish sentences. page 227 12-16.

If you were gone...do it.

Spanish III/IV:

1. Flash card study

2. Pg. 166-167 study.

3. Write out into Spanish and translate into English pages 167-169 #9 a-f, #10 a-f, #11 a-e.

4. Writing assignment in complete Spanish sentences.  Page 169 12-16

If you were gone...do it.

el 29 de octubre

Spanish II:

1. Flash card study

2. Pg. 220-221 Study

3. Write out into Spanish and translate into English pages 220-221.  #1 a-d, #2 a-f, #3 a-d.

4. Writing assignment in complete Spanish sentences. page 223 4-8.

If you were gone...do it.

Spanish III/IV:

1. Flash card study

2. Pg. 162-163 study.

3. Write out into Spanish and translate into English pages 164-165 #1 a-d, #2 a-f, #3 a-e, #4 a-f.

4. Writing assignment in complete Spanish sentences.  Page 165 5-8.

If you were gone...do it.

el 28 de octubre

Spanish II:

1.  Make flash cards for vocab and blue boxes from pages 220, 221, 224, 225.

2. Study Flash cards with a partner.

If you were gone, you will need to make the flash cards.  Spanish on one side, picture or English on the back.

Spanish III/IV:

1.  Make flash cards for vocab and blue boxes from pages 162,163,166, 167.

2. Study Flash cards with a partner.

If you were gone, you will need to make the flash cards.  Spanish on one side, picture or English on the back.

el 27 de octubre

Spanish II:

1. Begin Oral (interview) portion of test.

2. Listening activity.  

If you were gone you need to make up the interview portion of the test and watch 25 minutes of a DVD in Spanish and take notes on the words and phrases you understand.  (Write the Spanish words or phrases).

Spanish III/IV:

1. Get in groups of three and switch storyboards.

2.  Tell a version of your partners story.

3.  Then switch again and write a version.

4. Prep for sub tomorrow.  

If you were gone you need to retell and rewrite a new story based on someone else's pictures.  

Shapes

arch el arco	block el cubo	circle el círculo	cone el cono	crescent creciente
cube el cubo	cylinder el cilindro	diamond rombo	ellipse la elipse	hemisphere el hemisferio
hexagon el hexágono	octagon el octágono	orb el orbe	oval el óvalo	pentagon el pentágono
polygons polígonos	pyramid la pirámide	. point el punto	rectangle el rectángulo	semicircle semicirculo
shapes las formas	sphere esfera	spiral el espiral	square el cuadrado	star la estrella
trapezoid trapezoide	triangle el triángulo	wedge la cuña	zigzag el zigzag

el 26 de octubre

Spanish II:

1. Go over written test.

2. Begin Oral (interview) portion of test.

3. Listening activity.  

If you were gone you need to make up the interview portion of the test.

Spanish III/IV:

1. Storyboards

2. Shared stories in groups of four.

3. Picked one story to share to the class.

4. 5 stories were shared with the class.  

If you were gone you need to come in and share the story with someone from class or with me.  

el 23 de octubre

Spanish II:

1. Take Roll
2. Hand out their sweet 15 movie packets.
3. While they watch the movie they need to be working on the “While you watch the movie” for the second section.
4. Check for a note from yesterday’s sub to find out where they left off and where you begin. The tape should be set in the correct spot for you. The third part starts when the father gets out of the workers’ line and goes to the end of the movie. As soon as you see that part remind them to then go to the third section of the packet and complete the “comprehension” section.
5. Make sure you start and stop the movie for the same time each period. Then at the end of sixth period you will make a note for tomorrows sub explaining where you left off, if you didn’t finish it, and also leave the movie in the same spot. Each class should be at the same spot.
6. If you get done with the movie then they need to go back through the packet and do the other activities and compare their answers as a group.
7. Please collect their packets at the end of the period and neatly stack them on my desk according to periods so tomorrow’s sub can hand them back out without any confusion.

If you were gone I will be showing the movie Monday After school and Tuesday before and after. Please sign up on the calendar to tell me which showing you will be attending. Please feel free to bring popcorn!

You also need to do the other activities in the packet.

Spanish III/IV:

1. Take roll
2. Hand out their stories and the blue storyboard sheets (some made need two sheets).
3. They need to fix their rough drafts into a final draft. Then they need to draw and color pictures for each page of their story and underneath the picture, in the lines, they need to write that page of their story.
4. If over ½ of the class gets done (Maybe today) then they will get out a piece of paper and write down all of the words and phrases they understand from the movie “The Princess Bride” while the others finish their stories. The stories are due Friday at the end of the period. Please note below where the class finished so they can pick up tomorrow.

el 22 de octubre

Spanish II:

1. Take Roll
2. Hand out their sweet 15 movie packets.
3. While they watch the movie they need to be working on the “While you watch the movie” for the second section.
4. Check for a note from yesterday’s sub to find out where they left off and where you begin. The tape should be set in the correct spot for you. The third part starts when the father gets out of the workers’ line and goes to the end of the movie. As soon as you see that part remind them to then go to the third section of the packet and complete the “comprehension” section.
5. Make sure you start and stop the movie for the same time each period. Then at the end of sixth period you will make a note for tomorrows sub explaining where you left off, if you didn’t finish it, and also leave the movie in the same spot. Each class should be at the same spot.
6. If you get done with the movie then they need to go back through the packet and do the other activities and compare their answers as a group.
7. Please collect their packets at the end of the period and neatly stack them on my desk according to periods so tomorrow’s sub can hand them back out without any confusion.

If you were gone I will be showing the movie Monday After school and Tuesday before and after. Please sign up on the calendar to tell me which showing you will be attending. Please feel free to bring popcorn!

Spanish III/IV:

1. Take roll
2. Hand out their stories and the blue storyboard sheets (some made need two sheets).
3. They need to fix their rough drafts into a final draft. Then they need to draw and color pictures for each page of their story and underneath the picture, in the lines, they need to write that page of their story.
4. If over ½ of the class gets done (Maybe today) then they will get out a piece of paper and write down all of the words and phrases they understand from the movie “Mulan or Lion King” while the others finish their stories. The stories are due Friday at the end of the period. Please note below where the class finished so they can pick up tomorrow.

el 21 de octubre

1. Take Roll
1b. Give them 15 minutes to finish section E of the test. Collect them and put them back in the folders on my desk.
2. Hand out their sweet 15 movie packets. Period 2 already has theirs. Make copies as necessary.
3. While they watch the movie they need to be working on the “While you watch the movie” and “Comprehension sections for the first part of the movie and then the “While you watch the movie” for the second section.
4. The first part of the movie goes from the beginning to where the father stays by himself in the office. (40 minutes) The last time I had a sub we ended in various spots. So, you will be starting the movie in the same spot for each class. I don’t care if they have already seen that part.
5. You will start the movie where the girls are out shopping with their dad and they scream “La Migra.” (All periods no matter what they try to tell you.)
6. The second part of the movie goes until the father gets out of the workers’ line. DO NOT GO PAST THIS SPOT TODAY…PLEASE! (40 minutes) Have a student remind you where you need to stop. I doubt you will get that far, so make sure you start and stop the movie for the same time each period. Then at the end of sixth period you will make a note for tomorrows sub explaining where you left off and also leave the movie in the same spot. Each class should be at the same spot.
7. If you happen to get to the end of the second sections then they need to go to the first page and start doing the extra activities.
8. Please collect their packets at the end of the period and neatly stack them on my desk according to periods so tomorrow’s sub can hand them back out without any confusion.

If you were gone I will be showing the movie Monday After school and Tuesday before and after. Please sign up on the calendar to tell me which showing you will be attending. Please feel free to bring popcorn!

el 20 de octubre

Spanish II:

1. Unit Exam: We took the test in a different order.
This is the order you did the test.

1. F
2. C
3. D
4. E
5. A

Most didn't get through E. You will be given time to do E in class tomorrow. You may not go back and work on any other part of the test.

If you were gone you have five days from the day you get back to make up the test. You have to schedule it with me on my calendar.

Spanish III/IV:

1. Oral exam.
2. Review the storyboard for when the sub is here.

If you were gone you have five days from the day you get back to make up the test. You have to schedule it with me on my calendar.

el 19 de octubre

Spanish II:

1. Pick up the paper that had the test preparation activity and objectives for this unit. It's the one that explains what you need to know to get an A.

2. Went over the objectives and then did the activity where your groups created test questions or worksheet type activities. The winning group's questions will be used on the test.

3. You received a paper that had a sample of all the oral interview questions and answers. Get that and use it to study and do the activity if you were gone.

Turned those in at the end of the period.

Spanish III/IV:

1. Popsicle stick challenge to prep for the oral test tomorrow.

el 14, 15, 16 de octubre

October 14th

Spanish Two:

Dartboard challenge:

1. I would speak a Spanish phrase like: "Esta chaqueta negra cuesta diez dólares" and the student would translate to English saying, "This black jacket (it) costs ten dollars.

2. Then I told you in English to say something like: Those Shoes. The student then said that in Spanish...Esos zapatos.

3. Then we added a color: Those brown shoes. Esos zapatos marrones.

4. Finally we added the rest: Those brown shoes (they) cost ten dollars. Esos zapatos marrones cuestan diez dólares.

This was put on the board in class and it said if you were gone you needed to schedule a time to make this activity up with me.

Spanish III/IV:

1. Read Mr. Whittle's clown story.
2. Dartboard Challenge with all the structures from the Mexican Restaurant Unit.

October 15th:

Spanish II:

1. Unit 6 Packet

If you were gone get the packet and complete it.

Spanish III/IV:

1. Only had a couple of minutes yesterday, so we used old worksheets to do a dart challenge.


October 16th: Sub.

Spanish II:

1. Packet (turned it in)


Spanish III/IV:

1. Used the test from the Mexican Restaurant to review for today's field trip to El Mirador. More darts.

el 13 de octubre

Spanish II:

1. Story (Dos Muchachas y un Vestido Rojo):  Listened to the story and read it at the same time.  While I told the story I would ask questions about the story to add detail that isn't found in the story.  Finished half of the story.

2. Speaking activity out of the book.  Pages 186-188.

If you were gone you need to translate the story, come in and do the speaking activity with me (schedule on the calendar).

Spanish III/IV:

1. Speaking activity from page 77 #2:  Look at the picture and describe in Spanish speaking to a partner.  

2. Speaking challenge:  Each person in the class will answer one question and if they answer correctly they will earn a point for their group.  

3. With your partner:  I put up six pictures and you both picked a different one to speak about.  If you were listening you wrote down exactly, without changing anything, what they said in Spanish.

4. I then put up six pages from a story and you numbered the pictures according to the number of the story.

5. Finished the group 4 bingo game.  

If you were gone you need to sign up for a time to complete today's activity.  

el 12 de octubre

Spanish One:

1. Created a speaking Q & A study guide by translating the questions and answers that will be asked on the test.  The test will be Monday or Tuesday of next week.

If you were gone you need to translate the following into Spanish.  

Margarita: Where did you buy those black shoes?

Romina: I bought them in the shoe store.

Margarita: How much do they cost?

Romina: They cost fifty-three dollars.

Margarita: How do they fit you?

Romina: They fit me well.

Margarita: When did you buy them?

Romina: I bought them two days ago.

Margarita: I am going to buy them too (también). 

Spanish III/IV:

1. Peer edit the stories you are writing.  Each person had their paper looked at by three different people.  Cleaned up "final rough drafts" are due to me tomorrow.  I will be looking at those to give you feedback before I require us to write a final draft and do a story board.

2. We began to play group 4's version of class Bingo.  We didn't get too far and will continue tomorrow.  

If you were gone you need to find three people to look over your paper and edit it for you.  Please write down who they were.

el 9 de octubre

Spanish II:

1.  Group Challenge:  Review sheet.  (In box)  Worked as a team to get them all right.

2.  Studied flash-cards. 

If you were gone, do the worksheet.

Spanish III/IV:

1.  Worked on our stories.

2. Created a group bingo game focusing on:

a. después de/antes de.

b. past and present tenses.

c. Reflexive verbs.

d. D.O.P.s

e. Vocab.

If you were gone you need to write a few sentences containing the elements above.  

el 8 de octubre

Spanish II:

1. Speaking activity with yesterday's participation homework.

2. Group Challenge: Crucigrama (crossword)

If you were gone you need to turn in your homework with a form and a completed crossword.

Spanish III/IV

Work on stories.

el 7 de octubre

Spanish II:

1. Speaking activity: Worked with the following questions:

Cuándo compraste ese vestido? Lo compré hace dos días.

Cuándo haces tu tarea? La hago en la noche.

Cuándo haces tu cama? La hago en la mañana.

2. Writing activity: D.O.P. worksheet. With a partner...use the worksheet to speak using question A above and answer in complete sentences in Spanish using the model on the worksheet.

3. Translated the second part of the worksheet like you would say it in Spanish syntax using English:

Example: Compraste= bought you... la compraste= it bought you.

4. Homework was to complete the worksheet in writing.

If you were gone you need to pay attention in class to pick up the listening and speaking skills we worked on yesterday and then get the worksheet and complete it. I would suggest scheduling a time to meet with me to be able to make sure you understand.

Spanish III/IV:

1. Time for your story projects. Rough draft done for tomorrow.

2. Speaking activity out of the book. Pages 64-65 1-3

Take turns being person A and B.

If you were gone you need to come in and do the speaking activity with me or with someone from class. Schedule a time on the calendar.

el 6 de octubre

Spanish II:

1. Presentations of the projects. Each person presented one of their clothing items and we looked at the Spanish as a class. Turned in the projects in the basket.

2. Writing activity: Cuánto cuesta/n worksheet.

If gone...do both of the things above.

Spanish III/IV:

1. Silent dialogue with whiteboards.
2. Book Project Complete rough draft sentences.


If you were gone you need to work on your book.

el 5 de octubre

Spanish II:

1. Time for sentences
2. Peer edit sentences for the catalog
3. Finish catalog (due tomorrow)


If you were gone you need to do something Spanish related.

Spanish III/IV:

1. Head to head challenge.
2. Book project: Rough draft sentences.


If you were gone you need to do something Spanish related.

el 2 de octubre

Spanish II:

Los diseños de...(project)

Purpose of project:

1. Using the right for of "this" and "these."
2. Placing the adjective (color) after the noun.
3. Making the adjective agree in number (singular/plural) and gender (masculine and feminine).
4. Using the right for of "costar" (cuesta/cuestan)

13 sentences (Spanish) following these examples:

This blue blouse costs twenty dollars.
These brown socks cost ten dollars.

1. blusa
2. calcetines
3. camisa
4. camiseta
5. chaqueta
6. falda
7. jeans
8. pantalones
9. pantalones cortos
10. sudadera
11. tenis
12. vestido
13. zapatos

Make sure you have the sentences written for Monday.

Spanish III/IV:

1. Revised stories.
2. Began your children's book about someone's day.

el primero de octubre

Spanish II:

1. Translation with a partner a dialog between a store clerk and you.

C: Hello, can I help you?
Y: Yes, I need some new shoes.
C: These black shoes fit you well.
Y: No, I want those pink shoes. How much do they cost?
C: They cost twenty dollars.
Y: I want them.

2. Used Popsicle sticks to randomly select students to help with the translation.

3. First period needed some extra help so the got whiteboards and we did some work with the same concept really slowing it down and using a variety of examples of the structures found in the translation and yesterdays activity.

4. The rest of the Spanish II classes didn't need that activity, so I showed them how to use the blog to get extra credit and make up work. Find the link on the side of the blog titled, "cosas buenas" and see what there is to do.

If you were gone you need to do the translation activity to make up the points.

Spanish III/IV:

1. Antes de/después de followed by infinitve…used in speech in a variety of tenses.

2. Small groups of three Q and A. One person asked the questions, another person answered them, and the third person was listening to see if it was said correctly.

3. Changed groups of three and did an activity called "dime más"

a. Dime más (tell me more) Groups of three, student tells the story and one transcribes what is being said word for word, and the other encourages the story to continue by saying “dime más.” Rotate so all have a chance to do each job.

4. Class story: We didn't add to them, we broke into our groups to revise the last three parts and correct the Spanish.

If you were gone you need to schedule a time on the calendar to make up "dime más" with me.

el 30 de noviembre

Spanish II:

1. Paired up and used the cards you made for homework last night to fill in the blanks or correct my errors when I would speak Spanish to the class.

Our goal was to figure out the to ways to say it or them(they), understand the difference between the two, and be able to use them appropriately.

#1: it=lo, la
Them=los, las

(replacing nouns with pronouns)

When someone other than the object is doing the action, we use lo, la, los, or las.

Example: Necesito la blusa...I am doing the needing therefore we put the "o" at the end of necesito to make it mean I. (this has nothing to do with masculine or feminine)

Now I am going to take blouse and replace it with a pronoun (lo, la, los, or las)

La necesito.

#2: it= a, e
Them/They=an, en

(Replacing nouns with endings)

When the object is doing the action we use an ending to mean it or they.

Example: Me queda...Assuming that we are talking about the same blouse, this means "it fits me" What is fitting? The answer is it (meaning blouse). Who is the blouse fitting? The answer is me. That is why we say Me queda.

Other verbs that work this way are: cuesta, me gusta, me encanta, etc.

If you were gone you need to take these notes down and then translate the following assuming that we are talking about skirts (faldas).

1. They fit me.
2. They cost ten dollars.
3. I need them.

Spanish III/IV

1. Antes de/después de followed by infinitve…used in speech in a variety of tenses.
2. Whole group Q and A with popsicle sticks.
2. Small groups of three Q and A. One person asked the questions, another person answered them, and the third person was listening to see if it was said correctly.

If you were gone you need to find someone to have this dialogue with and document it.

el 29 de septiembre

Spanish II:

1. Partnered up and set up for the grab game. Quizzed each other on the flashcards that were on your desks.

2. Grab game: Spanish side up.

3. Participation Homework: make cards with the following...

me, te, le, nos, les, lo, la, los, las, an, a, en, e, and 6 blank cards.

If you were gone you need to study your flashcards for at least fifteen minutes and make the cards for Wednesday's class...examples on the board.

Extra homework for complaining (6th period):

5 sentences of 5 words each. (all in Spanish) Each sentence needs to have at least 2 vocabulary words in it for a total minimum of 10 flashcards used in context in complete Spanish sentences.

Spanish III/IV:

1. 5 scategories challenges: 1. infinitive 2. pres. yo 3. past yo 4. Tú command 5. All together.

2. Class story: Put the last two stories on paper and added one more.

If you were gone, you need to play scategories by yourself and turn in the paper to me. This means you get 30 seconds for 1-4 above and 1 1/2 minutes for all of them together. Write as many as you can in the time given.

el 28 de septiembre

Spanish II:

1. KWL Template. Filled in what you already know and what you want to know about quinceañeras and Mexican Families. Class discussion.

2. Got a packet for part one of the movie sweet fifteen. Watched first 40 minutes with the sub.

Hand in the KWL and the packet.

If you were gone you need to turn in the KWL with a form and then watch the chalk board for the two make-up showings of the first part of the movie and come to that to get a packet and make that up.

Spanish III/IV:

1. Grab game with flashcards: Spanish side up.

If you were gone, do something with those reflexive verbs.

el 25 de septiembre

Spanish II:

1. Grab Game rules and set up.
2. Grab game: English side up.

Spanish III/IV:

1. Grab Game rules and set up.
2. Grab game: English side up.

el 24 de septiembre

Spanish II:

1. Quiz:
2. Flashcard partner study.

Make up quiz...schedule on calendar.

Spanish III/IV:

1. Class story #8
2. Group challenge: Three people from a different group. One controls the flashcards and the others compete. Switch roles so everyone controls flashcards once.

el 23 de septiembre

Spanish II:

1. Quiz tomorrow. Went over the actual quiz and learned two new structures.

2. Cuánto cuesta/n

3. this and these have the T's, that and those don't.

(See me for notes on 2 and 3)

Spanish III/IV:

1. Class story #7
2. Q & A
3. Flashitos study with partners.

el 22 de septiembre

Spanish II:

1. Finished flashcards.
2. Studied with partners
3. Worksheet challenge.

Spanish III/IV

1. Q & A with antes de despues de: Whiteboards.
2. Head to head challenge.
3. Class story

el 21 de septiembre

Spanish II:

1. Pop Quiz (schedule a time to make this up)

2. Books Pages 184-191.

3. Flashcards. (get a copy of the flashcards and check out a book and use the pages above to write the English on the back of the Spanish flashcards).

Spanish III/IV:

1. Class Story Part 5:

Grupo 1: Después de comprar las flores, fue a la tienda de ropa para comprar pantalones nuevos porque un vagabundo se los quitó.

2. Reviewed all the verbs in the infinitive form, yo form for past and present tenses, and the tú command form.

3. Began the head to head challenge. Will finish tomorrow. Group 4 has been eliminated. 1 and 3 haven't lost and group 2 has one loss.

el 18 de septiembre

Spanish II:

1. Reviewed the goal of the last three days in context.

Tienes la blusa? Sí, la tengo.
Tienes los pantalones? No, no los tengo.
Tienes las pantimedias? No, no las tengo.
Tienes el vestido? Sí, lo tengo.

2. Used the above structures to play "Vete de pesca!" (go fish)

Spanish III/IV:

1. Validation: Newman video

2. Class discussion on attitude and class atmosphere.

Came up with: Be positive, Lighten up someone else's world. Create a better learning environment. Focus on the positives. Save a life with one compliment.

Remember that people won't remember much of what you say or do, but they will remember exactly how you made them feel!

3. Part 4 of the class story:

Grupo 3: Después de comprarse el carro, El señor Whittle fue a la tienda de flores para comprar rosas, puede comprarlas porque él es un validador profesional. Validó a todas las personas, especialmente a los vagabundos.

el 17 de septiembre

Spanish II:

1. Bingo challenge in groups. This time we took the same sentences and instead of writing out the whole thing, we are taking the clothing item and replacing it with either it or them.

Example: Buscamos una blusa. = La buscamos.

2. We then used the whiteboards to make sure everyone was understanding the meaning and syntax. (see yesterday's post for notes)

3. We then did the group challenge again, but this time everyone had their own board and you had to work on your own.

If you were gone you need to take five of the sentences from the game and follow the example above.

Spanish III/IV:

1. Part Three of the story.

Grupo 3: Después de peinarse y ducharse, él fue a comprar un Lamborghini Murciélago negro para la cita. Eso es re-rápido y chévere.

2. Q & A: Qué hiciste/haces antes de/después de...?

3. Whiteboard activity with questions above.

4. Partner dialogue with above question.

If you were gone you need to practice speaking this with someone. You can schedule a time to meet with me and I will be your speaking partner.

el 16 de septiembre

Spanish II:

1. Used yesterdays game to check for understanding on the whiteboards. This was a time for me to give each student individual attention to see how you were doing on agreement and syntax.

2. I then said three to five sentences from the game and then repeated them using a different way of saying the same thing. As a class, you had to figure out what the changes in the sentence meant without me telling you or giving any clues.

Example: Busco una sudadera blanca. La busco.
Necesitas pantalones negros. Los necesitas.
Llevamos pantimedias rojas. Las llevamos.
Tengo un vestido morado. Lo tengo.

We figured out that the new sentence was saying it (for la and lo) and them (for los and las). We discovered that la replaced sudadera blanca and the sentence went from saying...I am looking for a white sweatshirt...to...I am looking for it. (same patter for the other sentences).

One other important thing we discovered was how the English syntax (order of words to make it make sense) was different than the Spanish. In English we say...I have it...In Spanish (using English) we say...it I have.

If you were gone you need to schedule a time to come see me for extra tutoring.

3. We then did a whiteboard activity focusing on lo, la, los, and las and using them in context.


Spanish III/IV

1. Group challenge won by group two, as we added to the class story.

Grupo 2: Se desayunó antes de peinarse su pelo para prepararse para su cita con la señorita bonita J-Lo. ;)

2. Q & A review with Qué haces/hiciste antes de/después de.

3. Whiteboard activity.

If you were gone you need to either schedule a time to orally do a question and answer session with me, or you need to write 5 questions with their answers in complete sentences using our new verbs and antes de/después de as well as both past and present tenses.

el 15 de septiembre

Spanish II:

Review and new for Bingo Challenge:

1. AR verb present tense endings: o=I, as=you, a=he,she, amos=we, an=they, you all.

2. Syntax=the order we say words to make our sentences make sense.

English Syntax= Blue Blouse
Spanish Syntax=Blouse Blue

3. Agreement: Masculine, Feminine, Singular, Plural

1. Look at the noun.
2. The articles and adjectives need to agree with the noun.

4 noun examples:

vestido=masculine, singular
blusa=feminine, singular
zapatos=masculine, plural
pantimedias=feminine, plural

Adjective:
blanco=masculine, singular
blanca=feminine, singular
blancos=masculine, plural
blancas=feminine, plural

Articles

The:
el=masculine, singular
la=feminine, singular
los=masculine, plural
las=feminine, plural

A/Some
un=masculine, singular
una=feminine, singular
unos=masculine, plural
unas=feminine, plural

Nouns don't change gender, they only change in quantity. You need to make sure that the noun agrees with the article and adjectives in gender and number.

La blusa blanca
El vestido blanco
Los zapatos blancos
Las pantimedias blancas

5. Reviewed colors

6. Introduces new verbs: llevar=to wear, buscar=to look for, comprar=to buy, necesitar=to need, usar=to use, lavar=to wash, tocar=to touch.

7. Introduced 4 new vocabulary words: tienda de ropa=clothing store, almacén=department store/warehouse, zapatería=shoe store, tienda de descuentos=discount store.
5. Played bingo: incorporated the above concepts into writing Spanish sentences.


If you were gone you need to take notes from the blog, schedule a time to meet with me if you don't understand what was covered. Then you need to get a copy of the game and pick five of the boxes to write the sentences in Spanish.

Spanish III/IV:

1. Began the class story titled, "El día fantástico de Whittle"

The winning group began the story:

Grupo 4:

En la mañana él señor Whittle se despertó, cantando y bailando a la canción “Burrito Sabanero.”

2. Q & A: Qué hiciste/haces antes de/después de...?

Focused on antes de (before) and después de (after) and figured out that when you use them the verb has to be in the infinitive form just like hay que, vale la pena, para, and al.

3. Scategories #3
Infintive reflexive verbs, present and past tense yo.

Example:

Infinitive: lavarse
Present: me lavo
Past: me lavé

If you were absent you need to take notes on the new concept. &

Translate these three sentences: I dry myself, after bathing myself. I brush my teeth before going to bed. After showering, I dress myself. &

Write out the infinitive, prensent and past yo forms for the following verbs:

To wake oneself up, to dry oneself, to bathe oneself, to lay oneself down, to dress oneself.

el 14 de septiembre

Spanish II:

Speaking activity: As a class we named all the vocab items and then read them off the board. We began our focus on pronunciation. Remember the two letters we worked on today...the d is like a th sound and the r by itself is like a d in English.

Covered attendance make up procedures. See August post for forms and a copy of the procedure.

Took an oral quiz on the vocab words. If you were gone you need to learn about the attendance procedure and schedule a time to make up the quiz.


Spanish III/IV

Review of last week.

Covered attendance procedures. See August posts for forms and a copy o the procedure.

I you were gone you need to learn the new procedure.

el 11 de septiembre

Spanish II:

1. Finish class norms from Hugh Newman video.
2. Head to head competition with the new vocabulary. Spanish to English then then picture to Spanish.

Spanish III/IV:

Review for Scategories.

Scategories #2: Infinitive...present tense for I, present tense for you, then a mixture of those three possibilities.

el 10 de septiembre

Spanish II:

1. Vocabulary Hunt with direct object pronouns.
2. Head to head challenge practice.
3. Hugh Newman Part II Class Norms.
4. Student Files

If you were gone you need to schedule a time on the calendar above the light switches to see me and get the info we covered.

Spanish III/IV:

Senior Meeting with Principal

1. Scategories Challenge #1
2. Student Files

el 9 de septiembre

Spanish II:

1. Learned the rest of the clothes vocabulary by looking at different pictures from magazines and describing what they were wearing.

If you were gone you need to take enough pictures from a magazine to use all of the vocabulary words and label what they are wearing. You then need to write what they are wearing in complete sentences in Spanish. Example: él lleva pantalones y una camisa.

2. Began discussion of course descriptions and class procedures not covered.



Spanish III/IV:

1. Action/oral recognition of new verbs and structures.

2. Formed Groups

3. Head to head challenge.

4. Begin discussion of class procedures.


If you were absent you need to take each reflexive verb and write a present tense sentence that makes sense in context.

el 8 de septiembre

Spanish II:

New vocab:

Camisa-dress shirt, camiseta-tshirt, chaqueta-jacket, tenis-tennis shoes, zapatos-shoes, calcetines-socks, pantalones-pants, pantalones cortos-shorts, jeans-jeans, blusa-blouse, panitmedias-pantyhose, vestido-dress, suéter-sweater, sudadera-sweatshirt, falda-skirt

Hugh Newman Video Part One

Homework: Read syllabus with parents and sign and return.

Extra Credit: Comment on this blog. Make sure you put your name and class period and something in Spanish.

Spanish III/IV:
Acostarse-to lay oneself down, Bañarse-to bathe oneself, Cepillarse to brush oneself, Desayunar-to eat breakfast, Despertarse-To wake oneself up, Ducharse-to shower oneself, Lavarse-to wash oneself, Levantarse-to stand oneself up, Peinarse-to comb oneself, Secarse-to dry oneself, Vestirse-to dress oneself, Quitarse-to take off oneself, Ponerse-to put on oneself.

We started to cover what you will be able to do with ease by the end of the year, go from tense to tense and connecting with what is being said naturally.

We learned actions and gestures for the verbs above then used them in different tenses. Today we worked with present and preterit (past) tenses.

Example

Infinitive: Secarse
Command: Sécate
Present: Me seco, te secas
Past: Me sequé, te secaste
Progressive (ing): Me estoy secando

Watched Hugh New and thought about why I was using classtime to show it and how we are going to incorporate it in class. Will discuss after part two tomorrow.

Homework: Read syllabus with parents and sign and return.

Extra Credit: Comment on this blog. Make sure you put your name and class period and something in Spanish.

Absence Make Up Form

If you want to fill the form out at home: Copy and paste to a word document.

Student Name______________________________ Date_________________

Homework Makeup From
Mr. Whittle
2009-2010
*One form for each absence. Your homework will only be accepted with this form.

Circle the month and day you were absent.

Month: September, October, November, December, January, March, April, May, June,

Days: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13,14, 15, 16, 17,
18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31


Blog: www.puedohablarespanol.blogspot .com

Write down the assignment for each day. If there is no specific assignment, write down what you plan to do to make up the activity of the day, based on what we did in class.

Assignment: ________________________________________________________________________________________________________________________________________________________

Assignment Due Date: ___________________________________________________

If we covered a new concept you will find notes on the blog. Please summarize the notes below:
__________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________

Student's Initial ______ Mr. Whittle's Initial______

Attendance Policy for 2009-2010

Attendance Policy: Mr. Whittle

Each absence is five points off your participation grade.

Blue slips allow you to make up the day’s work for credit.

You have one day for each day you are absent, plus one, to make up your work. The day you come back counts for one day.

Example: If you are gone one day. You have the day you get back plus one day. So your work would be due to me the day after you got back. If you were gone on Tuesday and Wednesday, you would have Thursday, Friday, and the work would be due to me on Monday. If this isn’t clear please request clarification.

If you are going, here is what you do

1. Make sure you go to the office to pick up a slip.

2. Go to the computer; fill out the “absent make up”. (I will not permit you to enter class until this is done. You need to attach this form to the work you turn in. You can access this at home at: www.puedohablarespanol.blogspot.com


3. Get your work from the bin by the computer or Schedule a time to meet with me on my calendar.

4. Bring me your blue/pink slip from the office.


5. Check yourself into class for the day.

Important Information for the test tomorrow.

I have thrown out the correct the errors portion of the test. Don't stress it . We never got to work on it together and that was supposed to be done over the last five days. I want you to still try to do those pages from the packet of worksheets, but don't stress it.

Also, I have re-written the test to make fit what we actually did in class rather than what we were going to do. You should be able to finish in one period.

I am excited to get back to work! See you on Wednesday!

Whittle

Mr. Whittle's Contact Information

Please Post any Questions about the poem, the worksheets, or any prep for the test.

I will check the blog many times throughout the day to answer any questions I can.

Feel free to call me and I will either answer or you can leave a message and I will call you back.

Message Phone: 509-573-7408
Cell Phone: 509-225-0000
Optional Cell # 208-410-2808
email: nlwhittle@gmail.com

el 3, 4, 5, 8, 9 de junio

Spanish 3/4:

Period One: Spanish III/IV

1. Take Roll
2. Collect any chapter one test and put into the first period box on my shelf.
3. Collect summaries of chapter two.
4. Head to head challenge to determine the winner of survivor. ( I will be here to do this)
5. Assign chapter to summarize in English
a. Chapter 3= Tanner, Lisha, Stephen
b. Chapter 4=Nathan, Peter, Kayla
c. Chapter 5=Jacob, Paige, Mary
d. Chapter 6=Peter
e. Chapter 7 =Tanner
f. Chapter 8 =Lisha
g. Chapter 9 =Stephen
h. Chapter 10 =Nathan
i. Chapter 11=Kayla
j. Chapter 12=Jacob
k. Chapter 13=Paige
l. Chapter 14=Mary
6. They will be writing a summary in English of their assigned chapters. With the chapter they have to do alone, they will write their final by writing a summary of that chapter in Spanish.
7. They will present their summaries in English on Tuesday. Basically, they will retell the story.


Spanish 2:

Seniors will test on Thursday.

Wednesday:

1. Take Roll
2. Hand out worksheets 1-8. Due on Tuesday
3. #1 Review of Commands. Fill in the blanks. These are guided notes.
4. #2Use the bottom half of page one and follow the example on page two to complete this page.
5. #3, #4, #5 Cross out errors and write in corrections.
6. #6, #7, #8 Translate-use flashcards and notes

Thursday:

1. Take Roll
2. Pass out poem packets and the diamond poem explanation.
3. Go over the diamond poem with them so they understand the purpose.
4. Do Section A of the Packet. Write their own diamond poem. (finished today)
5. Do Section B.
a. 1. How do you feel when you think about this animal? Why?
b. 2. What vocabulary(and adjectives) can you use to describe the animal?
c. 3. Why should we take care of it?
d. 4. How can we protect it.
6. Start section C & D. Write the poem.
a. Instructions for C: Use at least 3 regular commands, and two irregular commands. Section B is the prep for what your poem is about therefore you need to use all the answers to the questions from that section. Please make sure you add the fact they need four Direct Object Pronouns (lo, la, los, las) and use hay que, vale la pena, para, and al at least one time each.
7. Work on worksheet packets from yesterday.


Friday:

1. Take roll
2. Show them the examples of the poems that have been written. Use the document camera and projector.
3. Section C & D-write poems(has to be completely finished before class on Monday)
4. Work on worksheet packet if done.


Monday:

1. Take Roll
2. Get a partner and do Section E.
a. Instructions: Exchange your poem with a partner. Answer the following questions about their poem.
1. How does he or she feel about the animal?
2. What vocabulary did he or she use in his or her poem?
3. What is the reason that your partner gave to anser the questions, “Why should we take care of it?”
4. According to what your partner wrote, How can we protect it?
3. With your partners poem, now do section F. Check grammar.
1. Are the words spelled correctly?
2. Are there three regular and two irregular commands?
3. Are all the tildes (accent marks) written in the right places?
4. How many vocab words did they use?
ii. Have them add this to section F of the packet.
1. Did they use Hay que, vale la pena, para, al at least once?
2. Are there four direct object pronouns used correctly?
4. After this is finished they will then right a final draft and add a colored picture. The picture has to represent the scene of the poem and have at least three different colors.
5. Poems will be collected Tuesday.

Tuesday: Tell them that I will be collecting money for the poetry reading goodies on tomorrow.

1. Take roll
2. Administer Final Test…Collect at the end of the period.
3. Collect Poem packets with their rough and final drafts.
4. Remind them to come hungry tomorrow and ready to read their poems.

el 2 de junio

Spanish 3/4:

Finished written test for Chapter one of la catrina.

Worked on summary of chapter two with a partner.

Reviewed accent/tilde rules (see Spanish two blog for the last couple of days for a reminder) with the command of reflexive verbs.

Challenge tomorrow on writing reflexive verbs.

Spanish 2:

Went over rule 1 and two for writting accents with command-dop syntax.

Went over hay que, vale la pena, para, al = all of them are followed by a verb in the infinitive form (no added ending). If we use a d.o.p. we attach it to the end of the infinitive.

Example: Hay que proteger el oso. Vale la pena protegerlo.

We then learned the command form for all irregular commands from the song "Sal, sal si puedes" We included actions for the commands.

salir=sal=leave!
ir=ve=go!
hacer=haz=do! make!
venir=ven=come!
ser=sé=be!
tener=ten=have! take!
decir=di=Say! Tell!
poner=pon=put! place! set!

Speaking activity using hay que, vale la pena, para, and al with a command form.

Example

Hay que proteger los animales. Vale la pena protegerlos porque están en peligro de extinción. Para protegerlos, hay que recoger la basura. Al recogerla los animales pueden vivir en un lugar limpio. !Protégelos! !Hazlo!

We then made our own protest sign for PETA following the model above. This is a prep for the poem you will be writing.

el primero de junio

Spanish 3/4:

Animal Challenge: No need to make this up.

Homework is Chapter 2...summarize each paragraph.


Spanish 2:

Animal Challenge: Make this up.

Song Activity: Strips of the song put into order by hearing the song.

Reviewed regular command and irregular command and the written tilde when adding a D.O.P.

Example:

re-co-ge=3 syllables.

Rule #1 states that we don't need the tilde if the accentuation (loudest syllable) is the second to the last.

re-CO-ge

When we add "la lata" and then change it to "la" we are adding a fourth syllable.

re-CO-ge-la

Remember the accentuation will never change with a command when we add a pronoun. Obviously this now breaks rule one because the accentuation is on the third to the last syllable instead of the second to the last. Now we have to write the tilde over the "o"

recógela

All of the verbs in the song are irregular. The command form need to be memorized because on these you can't use the he/she conjugation or just drop the "r" The also have only one syllable. Therefore the accentuation is on that syllable.

TEN (have)

When we add a pronoun we are making it two syllables:

TEN-lo

Since the accentuation stays in the same place, this doesn't break rule number one because it is on the second to the last syllable.

What was the point?

1. Any command that has two or more syllables before adding the pronoun will require a written tilde when adding one.

2. Any command (all irregulars from the song fit this) that has one syllable before adding the pronoun won't ever need written tilde unless you are adding 2 pronouns.

Example:

DI (tell)
DI-me (tell me) Follows Rule One
DI-me-lo (tell it to me). Breaks rule one.

el 28 y el 29 de mayo

Sub Plan:


Period One: Spanish III/IV
Day One
1. Take Roll
2. Watch the first episode of La Catrina.
3. Administer test. May use dictionaries. Write in Spanish.

Day Two
1. Take roll
2. Hand out copies of chapter two.
3. They will read with a partner. Nathan with Lisha, Jacob with Carrie, Stephen with Paige, Tanner with Mary, Kelsey and Maddie, Sharise and Peter.
4. While they read the need to summarize each paragraph in English. (Not after they read) they read one paragraph and then summarize (not translate) then they go onto the next paragraph. Each student will make their own summary.
5. If they finish early they need to create questions about the chapter with the goal to try and stump those who are left in the survivor challenge.


Spanish II
Day One:
1. Take roll
2. Hand back their homework.
3. Hand out the Unit 13: Special packet instructions.
4. Use the instructions from 196 B to add to their homework. Focus is to take the noun and change it to a pronoun. They can use the notes from yesterday’s lecture. If they were gone yesterday they can work with someone who was here. Collect.
5. Hand out the packet. Make sure they do the translation in the packet from the sections that are outlined on the special instructions page.
6. Do the packet. Due at the end of the period tomorrow.

Day 2
2. Finish Packet
3. When you get around half of the packets back you can put on the movie the Ringer. Set it to Spanish Language and English subtitles. They will write down what they understand.
4. Collect ALL packets at the end of the period.

el 27 de mayo

Spanish 3/4:

Retold the story as a class. If you were gone you need to do this with me for your part.

Homework (100 points) read the first chapter and circle any words you don't understand (even if you had to look them up).

Spanish 2:

Notes on accentuation/syllables/tildes.

What is Accentuation?

The part of the word that is the loudest. The “stress” or “accent” falls on that syllable. This happens in English all the time. Often, the stress in English falls on the first syllable of a word.

TELephone, CANdle, Baby, CATegory, ADequate, COMfortable, ELephant, APple

Sometimes the stress falls on the middle syllable:

comPUter, reUNion, hippoPOTamus, inSTINCive, anthroPOLogy

The stress doesn’t fall on the last syllable very often in English:

enDOW, reMAIN, reBOOT, reVIEW, acQUIRE


The Spanish Syllable

Syllable is formed by combining a consonant or consonant cluster with a vowel or dipthong.

ba, pi, chu, que, mo, ño, ra, ru le, te, mi

Consonant pairs (clusters) like pr, pl, br, bl, fr, fl, tr, dr, cr, cl, gr, and gl stick together and begin a single syllable.

Primo= pri mo, broma= bro ma, clavo= cla vo, gripe= gri pe, fruta= fru ta, extremo= ex tre mo, trigo= tri go, progreso= pro gre so

If the vowel or diphthong is followed by two consonants other than the clusters mentioned above, the first consonant will stick with the first syllable, and the second will latch on to the second.

Pasta=pas ta, diente=dien te, presto= pres to, triste= tris te, trampa= tram pa, estrógeno= es tro ge no (s and t separate and t and r together)

If a vowel sound begins a word, it is usually considered a syllable by itself if followed by a single consonant, a cluster, or a consonant sound such as ch or ll:

Amigo= a mi go, achicar= a chi car, allende= a llen de, hugo= hu go, jugo= ju go

One-syylable words, the syllable may end in a consonant:

Dan, sin, mis, pez, mil, sol

Spanish Diphthongs:

A diphthong is two vowels together, like in “soil.” The following diphthongs in Spanish count as one syllable (unless you see a tilde written over one of them…more on those later): ia, ai, ei, ue, ie, io, oi, iu, ua, and au.

This means that pue, cie, fei, pia, troi, and so on count as one syllable. To make this simple, most diphthongs are treated as if they were a single vowel, not two different vowels. (we’ll get more on this later)

Puente= puen te, cielo= cie lo, afeitar= a fei tar, farmacia= far ma cia,
ausente=au sen te

THE NATURAL RULE

In Spanish, when the stress of the word is falling where it is naturally supposed to be, there is no need to write a tilde. It’s only when the rules are broken that tildes need to be written. So, here are the rules.

Rule Number One:

The stress in every Spanish word that ends in the following letters falls on the second to the last syllable.

1. Any vowel (or one syllable diphthong)
2. The letters n or s.

SApo, CArro, eSTAba, eSTAban, eleFANte, Mucho, comPRENdo, HAblo, HAblas, HAblan, presiDENte, mexiCAno, intereSANtes.

In these examples the stress always falls on the second to the last syllable. Because the rules are being followed in these examples, you won’t write any tildes.


Rule Number Two:

If the word ends in a consonant other than-n or –s, the stress always falls on the last syllable. In the following example, no tildes are written because everything of this rule.

HablAR, beBER, conduCIR, endenDER, cominiDAD, ciuDAD, relOJ, mantel

Here are the exceptions to the rules:

Every time the pronunciation of a particular word doesn’t not follow Rules 1 or 2, a tilde will be written to show that the rules have been broken and that we need to change how we pronounce the word.

YOU MUST KNOW HOW TO PRONOUNCE THE WORD TO DO THIS CORRECTLY

The Spanish word for number is numero. The word ends in a vowel so it should be pronounced “noo MEH roh,” with the stress falling on the second to the last syllable. However, this isn’t the correct pronunciation. Once you know that is is pronounced “NOO meh roh,” with the stress on ta syllable other thatn the one on which it is supposed to fall. So, to indicate that the rules have been broken, a tilde must be written over the u. Thus, the word is written as número.

Back to the Diphthongs

Not all diphthongs are the same. The reason why is because the “I” and the “u” are considered weak vowels and the “o” “a” and “e” are considered strong. Any combination of vowels that consists of a weak + weak (iu, ui) or a weak + strong (au, ei, and so on) will form a one syllable diphthong.

On the other hand, when both vowels are strong (oa, ea, eo, and so on) the must be dealt with as tw separate syllables: ae= “ah eh” oe = “oh eh” eo= “eh oh” oa = “oh ah”

When we want a diphthong that consists of two weak vowels of of one weak and one strong vowel to form a on syllable diphthong (which is what they naturally do), then we must write a tilde on tone of them to prevent this from happening. Usually it’s the first vowel that gets the tilde.

Examples

1. The last name García = Gahr SEE ah. Without the tilde over the “i” this persons name would have only two syllables: GAHR syah
2. María = Mah REE ah, It would sound like MAH rya without t hey tilde.
3. Cortesía
4. Baúl

Remember that two strong vowels will be separated naturally into two distinct syllable.

Maestro= mah EH stroh, poema= poh EH mah, paella=pah EH yah,

Spanish Terms:

Graves= words that are stressed on the second to last syllable (Perro)
Agudas=words stressed on the last syllable (carton)
Estrújulas= words that are stressed on the third to last syllable (plástico)
Sobresestrújulas= words that are stressed on the first syllable of four syllable words. (cómpamelo)

Finally, a tilde sometimes is written to distinguish between two words, but it doesn’t change the pronunciation:

si, sí, tu, tú, el, él, de, dé, se, sé

el 26 de mayo

Spanish 3/4:

Finished sharing the verbs from chapter one as a class. Each student presented their section in front of the class and explained why they came up with the answer they did. If you were gone you need to do this activity with me.

We then practiced speaking with a partner retelling the assigned section to a partner. We will present this in class tomorrow.

Spanish 2:

Vocab Quiz...vale 60 puntos....(worth 60 points) MAKE THIS UP WITHIN TWO DAYS.

Homework was to take each verb from our chapter and put it into the command form and add a vocab word (if possible) to make a command.

Example

1. Recoger= recoge la lata.

Remember the hacer, poner, and decir are irregular and their commands are: haz, pon, and di.

You need to do this assignment as well if you were gone.

el 8, 11, 12, 13, 14, 15, 18, 19, 20, 21, 22 de mayo

Spanish 3/4:

Finished the Test.

During these days we have been focusing on activities revolving around the two units we are doing simultaneously: la catrina and the reflexive verb unit.

Reflexive verbs: We have been working with antes de and después de, all the reflexive verbs revolving around a daily routine. We have being using present, preterit, imperfect, and future tenses. Most of the activities have been speaking related.

La Catrina, La Novela: We have done an introduction(listening activity and quiz) for the novel. We then identified all the verbs on the first page of the novel, as a class. We used our endings packet and dictionaries to help us tranlate every verb. Then everyone was assigned a section of the first chapter to do this same thing on their own due May 22. We then made a story board for each section and practiced the retell with a partner a couple of times. (this will be done in class on Wednesday May 27)

Spanish 2:

During this time we presented the skits for unit 12th and took the test. (8, 11, 12 of May).

Then we have had a series of challenges revolving around the new vocabulary and structures for unit 13. We got two list, made flashcards, and did various activities to learn these structures and words. We brought in items from home to make a class set. If you were gone any of these days you need to make sure you get the lists and the flashcards done and study, use, and learn all the words. (there are 60 on the flashcard list) The other list is other animals.

We also did a variety of activities learning the tú command form and using them with D.O.P.'s.

Review: To make a affirmative command talking to someone you know well and are on a first name basis, simply use the 3rd person present tense conjugation (or he, she, it ending). The 80% rule allows you to just drop the "r" off the infinitive of the verb. The only exceptions are identified irregular verbs, ir verbs, and stem change verbs.

el 7 de mayo

Spanish 3/4:

Speaking and Listening sections of the test.

Spanish2:

Last day to finish up the scripts, get them marked, and practice them. We will present them tomorrow and Monday.

el 6 de mayo

Spanish 3/4:

Unit Test

Writing Section

Spanish 2:

Keyed scripts and practiced if finished.

el cinco de mayo

Spanish 3/4:

Played Hollywood Squares with the review packet as well as other things revolving around the content of the unit.

Test will be held tomorrow.

Pick up your 4th quarter progress report. Any D's and F's need to be signed and returned to me. If you have any questions, please schedule a time to come and see me.

Spanish 2:

Got the rubric and used it to correct the scripts that were written.

Worked on the packet.

Skits and videos will be done on Friday, May 8th.

Pick up your 4th quarter progress report. Any D's and F's need to be signed and returned to me. If you have any questions, please schedule a time to come and see me.

el 4 de mayo

Spanish 3/4:

Correct the errors quiz #3.

Reviewed for test. Was going to be tomorrow, will be on Wednesday. We will have a challenge tomorrow to review for the test.

If you were gone, take the quiz.

Spanish 2:

Finished scripts. Hand in tomorrow after class.

Got the "take home" packet to review for upcoming test.

If you were gone you need to coordinate with your group to see what you missed and then get a packet. Due date will be given later on that packet.

el primero de mayo

Spanish 3/4:

Sub:

Played Spanish Scrabble. If you were gone do something Spanish related to make it up.

Spanish 2:

Worked on the scripts in exam groups. You will have Monday to finish and then Tuesday you will get the scoring rubric.

If you were gone you will need to write a mini script of you own or else you will not receive credit for writing any of the script. (this is a test grade)

el 30 de abril

Spanish 3/4:

Coffee House Reading.

Presented Poems and turned in final draft with packets.

Spanish 2:

Completed a dialogue of a restaurant scene orally with two different groups.

Get the sheet and translate to make it up.

Began writing scripts for skit or video in you exam groups.

el 29 de abril

No school:

Student Led Conferences.

el 28 de abril

Spanish 3/4:

Final Draft of Poems Completed and Turned in.

Spanish 2:

Translated a restaurant scene from English to Spanish. Handed in.

Handed in the written dialogue and the Mexican Restaurant story.

el 27 de abril

Spanish 3/4:

Poem Packets: Sections e,f,g
Final draft due on the 28th.

Spanish 2:

Read a story titled Un Restaurante en México.

1. Read silently
2. Read as a class identifying the words we didn't know.
3. Used the text packet to help define verbs.
4. Oral translation as a class.
5. Translate.

el 24 de abril

Spanish 3/4:

Rough Draft of Poems.

Began the section of the poem packet where you answered the questions about your partners poem. Will continue on Monday.

Spanish 2:

Broke into our exam groups and played out a restaurant scene using the menus, place mats, and the list we created yesterday.

el 23 de abril

Spanish 3/4:

Worked on Poems

Spanish 2:

Brainstormed what would be said or heard in a typical restaurant scenario. Came up with a list to help us prepare for our test.

Pick up a copy of those sentences. We will be using those to write a skit.

el 22 de abril

Spanish 3/4:

Whiteboard activity with syntax.

Spanish 2:

Verb Bingo Challenge in Past Tense.

Learned the irregular verbs
Dar and Traer

di
diste
dio
dimos
dieron

traje
trajiste
trajo
trajimos
trajeron

el 21 de abril

Spanish 3/4:

Command competition with hay que and vale la pena.

Whiteboard and syntax activity.

Work on Poems.


Spanish 2:

Finish the book work as an entry task.

Verb Bingo as a class (challenge)

el 20 de abril

Spanish3/4:

Oral Translation of dialogue between two people talking about the environment. If you were gone you need to do this. Due tomorrow (written).

Worked on the pre-write for the poem and started the poem.

Spanish 2:

Syntax worksheet with nouns, verbs, and pronouns.

If you were gone you need to do this. Unscramble the sentences and put them in the correct syntax then translate to English.

el 17 de abril

Spanish 3/4:

Correct the errors test for Unit 13.

Translation assignment for Hay que and vale la pena. (Some got this and others didn't) Due on Tuesday.

Spanish 2:

Finished book assignment from yesterday.

Speaking activity with all structures. (will continue on Monday)

el 16 de abril

Spanish 3/4:

More correct the errors practice. Quiz tomorrow.

Speaking activity with vale la pena and hay que.

Spanish 2:

Pg. 384-385 Review with partner.
387 5-8 Answer in complete sentence in Spanish
388-389 Review with partner
390-391 9-11 Speak with partner
391 12-15 Complete Spanish sentences.


Speaking activity with me falta and me faltan...me lo trae por favor.

el 15 de abril

Spanish 3/4:

Correct the errors practice.

Section B of the Poem Packet.

Spanish 2:

Whiteboard Activity to show sentence syntax. Reviewed correct order and function of: Direct Object nouns and pronouns, indirect object nouns and pronouns, subject nouns and pronouns, prepositional phrases, and conjugated verbs.