Spanish 3/4: Began the essay. Follow directions on rubric. Start the pre-write process.
Spanish 2:
There will be a quiz on Monday covering everything that you will be doing. Do not skip through the speaking part of this because that is the most important part of this activity. You have Thursday and Friday to complete this assignment. I want to take myself out of the practice and see how well you guys do with this.
Página 318-319 1-4
1. Get a partner and review pages 316-317.
2. Go through 1-4 and translate the example only for A and B. This is so you both can figure out what structures you are about to use. (Each person needs their own paper)
3. Now you need to choose who will start with person A and who will be person B. Go through all the dialogues for 1-4 and then switch roles and do it again.
Página 320 5-8 Write all your answers in Spanish on the same piece of paper.
Now review 322-323
Página 324-325
Follow the same directions as 1-3 above for numbers 9-11.
For 12-15 write your answers in Spanish.
Wednesday, January 28, 2009
el 29 de enero.
Spanish 3/4:
Learned new verbs:
Apagar-to turn off, proteger-to protect, recoger-to pick up, Conservar-to conserve, reducir, to reduce, separar-to separate, usar-to use, saber-to know, decir-to say, montar-to ride, salvar-to save, formar-to form, poner-to put, place, set, hacer-to do or to make, reciclar-to recycle, valer-to be worth.
Spanish 2:
There will be a quiz on Monday covering everything that you will be doing. Do not skip through the speaking part of this because that is the most important part of this activity. You have Thursday and Friday to complete this assignment. I want to take myself out of the practice and see how well you guys do with this.
Página 318-319 1-4
1. Get a partner and review pages 316-317.
2. Go through 1-4 and translate the example only for A and B. This is so you both can figure out what structures you are about to use. (Each person needs their own paper)
3. Now you need to choose who will start with person A and who will be person B. Go through all the dialogues for 1-4 and then switch roles and do it again.
Página 320 5-8 Write all your answers in Spanish on the same piece of paper.
Now review 322-323
Página 324-325
Follow the same directions as 1-3 above for numbers 9-11.
For 12-15 write your answers in Spanish.
Learned new verbs:
Apagar-to turn off, proteger-to protect, recoger-to pick up, Conservar-to conserve, reducir, to reduce, separar-to separate, usar-to use, saber-to know, decir-to say, montar-to ride, salvar-to save, formar-to form, poner-to put, place, set, hacer-to do or to make, reciclar-to recycle, valer-to be worth.
Spanish 2:
There will be a quiz on Monday covering everything that you will be doing. Do not skip through the speaking part of this because that is the most important part of this activity. You have Thursday and Friday to complete this assignment. I want to take myself out of the practice and see how well you guys do with this.
Página 318-319 1-4
1. Get a partner and review pages 316-317.
2. Go through 1-4 and translate the example only for A and B. This is so you both can figure out what structures you are about to use. (Each person needs their own paper)
3. Now you need to choose who will start with person A and who will be person B. Go through all the dialogues for 1-4 and then switch roles and do it again.
Página 320 5-8 Write all your answers in Spanish on the same piece of paper.
Now review 322-323
Página 324-325
Follow the same directions as 1-3 above for numbers 9-11.
For 12-15 write your answers in Spanish.
el 28 de enero
Spanish 3/4:
Finished the Argentina video. Discussed the last questions and the things we want to further study about Argentina. We then discussed what culture really is and how to look at culture in two ways. The big C's show us the most common things, example is France=Eiffel Tower. The little C's are the every day experiences that make them who they are, examples are gift giving and certain gestures.
If you were gone you need to finish the packet and reflect on the 37th question. Hint: If the thing you want to study can be answered with one simple fact, then this is not the right kind of question. Example, How many people live in Argentina. A good example would be, what are the myths and legends of the Gaucho and how do they help define the Argentine culture.
Spanish 2:
Chapter 10 Packet:
Did as individuals or with partners. What was not finished in class is due tomorrow. No time will be spent on working on them in class. However, we will use them in class.
If you were gone you need to get the packet and do it.
We identified the following words as words we need to work on before the test:
Temprano-early
Tarde-Late
Pues-well
al lado de-next to
luego-later
anoche-last night
esquina-corner
en tren-by train
cerca de-near
lejos de-far
en frente de-infront of
detrás de-behind
entre-between
ninguna-none, any
abrir-to open
quisiera-I would want
pienso-I think
fui-I went
Fuiste-you went
hicieron-They did (past tense)
cerrar-to close
hiciste-you did
bailar-to dance
saqué-I took out
pagué-I paid
llegar-to arrive
Page 10-7 of packet.
We talked about cargarzar verbs.
They change in the yo form only for AR verbs because the é ending makes the g and the c soft, but the infinitive form has a hard g and c sound. So, we have to change the spelling so the g and the c makes the same hard sound from the infinitive. With verbs ending in zar the z changes to a c because, as a general rule, there are no z words followed by e in Spanish. The only exception is the letter Z itself...zeta.
car=qué
gar=gué
zar=cé
Finished the Argentina video. Discussed the last questions and the things we want to further study about Argentina. We then discussed what culture really is and how to look at culture in two ways. The big C's show us the most common things, example is France=Eiffel Tower. The little C's are the every day experiences that make them who they are, examples are gift giving and certain gestures.
If you were gone you need to finish the packet and reflect on the 37th question. Hint: If the thing you want to study can be answered with one simple fact, then this is not the right kind of question. Example, How many people live in Argentina. A good example would be, what are the myths and legends of the Gaucho and how do they help define the Argentine culture.
Spanish 2:
Chapter 10 Packet:
Did as individuals or with partners. What was not finished in class is due tomorrow. No time will be spent on working on them in class. However, we will use them in class.
If you were gone you need to get the packet and do it.
We identified the following words as words we need to work on before the test:
Temprano-early
Tarde-Late
Pues-well
al lado de-next to
luego-later
anoche-last night
esquina-corner
en tren-by train
cerca de-near
lejos de-far
en frente de-infront of
detrás de-behind
entre-between
ninguna-none, any
abrir-to open
quisiera-I would want
pienso-I think
fui-I went
Fuiste-you went
hicieron-They did (past tense)
cerrar-to close
hiciste-you did
bailar-to dance
saqué-I took out
pagué-I paid
llegar-to arrive
Page 10-7 of packet.
We talked about cargarzar verbs.
They change in the yo form only for AR verbs because the é ending makes the g and the c soft, but the infinitive form has a hard g and c sound. So, we have to change the spelling so the g and the c makes the same hard sound from the infinitive. With verbs ending in zar the z changes to a c because, as a general rule, there are no z words followed by e in Spanish. The only exception is the letter Z itself...zeta.
car=qué
gar=gué
zar=cé
Tuesday, January 27, 2009
el 27 de enero
Spanish 3/4:
Cultural Video: Argentina...Fill in the packet and consider three to five things you would like to know more about.
Spanish 2:
Multiple Intelligences and learning styles. We took a learning style inventory that will be used by me to come up with lessons to better meet everyone's needs.
With time left we watched some funny, Spanish related, clips from you tube.
Cultural Video: Argentina...Fill in the packet and consider three to five things you would like to know more about.
Spanish 2:
Multiple Intelligences and learning styles. We took a learning style inventory that will be used by me to come up with lessons to better meet everyone's needs.
With time left we watched some funny, Spanish related, clips from you tube.
Monday, January 26, 2009
el 26 de enero.
Spanish 3/4:
Watched a video on Argentina and filled out the packet.
Spanish 2:
Turned in Map projects. Student grade. Three things were due today.
1. The map drawn on the file.
2. The 28 sentences on the front cover explaining what you can do or buy in your city.
3. Directions to ten places from the plaza.
Make sure you hand in your rubric with the project. I will assess a ten point penalty if I have to give you an extra copy or the scoring rubric.
If you were gone you have to come in a score this with me because it takes two people to score the directions.
Watched a video on Argentina and filled out the packet.
Spanish 2:
Turned in Map projects. Student grade. Three things were due today.
1. The map drawn on the file.
2. The 28 sentences on the front cover explaining what you can do or buy in your city.
3. Directions to ten places from the plaza.
Make sure you hand in your rubric with the project. I will assess a ten point penalty if I have to give you an extra copy or the scoring rubric.
If you were gone you have to come in a score this with me because it takes two people to score the directions.
el 23 de enero
Spanish 3/4:
We were able to get the mobile lab for one last day of research on Iguazú and Niagara.
Handed out the instructions and scoring rubric for the essay that you will write. No due date has been set yet.
Spanish 2:
Explained how no late project would be tolerated on Monday.
Group challenge with the directions. I said directions to a place on a map I gave you and each person tried to follow. Each round counted as a point for your group.
If you were gone you need to schedule a time to see me and do this activity with me.
We were able to get the mobile lab for one last day of research on Iguazú and Niagara.
Handed out the instructions and scoring rubric for the essay that you will write. No due date has been set yet.
Spanish 2:
Explained how no late project would be tolerated on Monday.
Group challenge with the directions. I said directions to a place on a map I gave you and each person tried to follow. Each round counted as a point for your group.
If you were gone you need to schedule a time to see me and do this activity with me.
Thursday, January 22, 2009
el 22 de enero
Spanish 3/4:
Last day with the computers to research our questions on Niagara falls and Iguazu falls.
Spanish 2:
Used computers to type the directions to ten of the places. You have to have at least two turns. You will need to focus on these words:
Sal, dobla a la, Sigue derecho por, izquierda, derecha, queda a la, una media cuadra, y una cuadra y media.
Completed final project is due on Monday.
Last day with the computers to research our questions on Niagara falls and Iguazu falls.
Spanish 2:
Used computers to type the directions to ten of the places. You have to have at least two turns. You will need to focus on these words:
Sal, dobla a la, Sigue derecho por, izquierda, derecha, queda a la, una media cuadra, y una cuadra y media.
Completed final project is due on Monday.
el 21 de enero.
Spanish 3/4:
KWL (SQA) Iguazú Falls and Niagara Falls. Did the sabes and Quieres Aprender sections. Came up with what we knew and what we wanted to learn about the falls, remembering that our unit is on the nature and the environment. We came up with a list of questions that will guide your research that we began on the computers. You will need to do this, and take notes answering the questions. If something you studied created a different question, write it on the sheet. Try to document where you got your information.
Spanish 2:
We finished our giving and taking directions.
First step: finished reading the directions and finding where I took you.
Second step: Finished writing the directions to the location I gave you.
Third step: Got a partner and gave and took directions to any place on the map that you chose.
Fourth step: With the partner you graded you work on 6-10. One person would read what they wrote and the other would follow on the map. If you got the the correct place than you moved on, if not, you both tried to figure out what when wrong and fix it.
Fifth step: As a whole group, I gave you directions to a place orally and everyone in the class followed on the map.
Period six had a homework assignment to teach this to fluency level to a parent or guardian and bring a note that states that happened. If the parent refused to help, then teach someone else. You have to bring a note from the parent to saying they couldn't help in order to have taught someone else. If they would write you a note for that, then come and talk to me.
KWL (SQA) Iguazú Falls and Niagara Falls. Did the sabes and Quieres Aprender sections. Came up with what we knew and what we wanted to learn about the falls, remembering that our unit is on the nature and the environment. We came up with a list of questions that will guide your research that we began on the computers. You will need to do this, and take notes answering the questions. If something you studied created a different question, write it on the sheet. Try to document where you got your information.
Spanish 2:
We finished our giving and taking directions.
First step: finished reading the directions and finding where I took you.
Second step: Finished writing the directions to the location I gave you.
Third step: Got a partner and gave and took directions to any place on the map that you chose.
Fourth step: With the partner you graded you work on 6-10. One person would read what they wrote and the other would follow on the map. If you got the the correct place than you moved on, if not, you both tried to figure out what when wrong and fix it.
Fifth step: As a whole group, I gave you directions to a place orally and everyone in the class followed on the map.
Period six had a homework assignment to teach this to fluency level to a parent or guardian and bring a note that states that happened. If the parent refused to help, then teach someone else. You have to bring a note from the parent to saying they couldn't help in order to have taught someone else. If they would write you a note for that, then come and talk to me.
La lista para el mapa y las frases.
Spanish 2:
1. Avenida
2. Banco
3. Biblioteca
4. Calle
5. Correo
6. Estación de policía
7. Estación de bomberos
8. Estadio
9. Farmacia
10. Hotel
11. Iglesia
12. Librería
13. Monumento
14. Parada del autobús
15. Plaza
16. Restaurante
17. Supermercado
18. Teatro
19. Estación de servicio
20. Tienda de regalos
21. Zoológico
22. Centro comercial
23. Gimnasio
24. Parque
25. Parque de diversiones
26. Piscina
27. Playa
A. Museo
28. Cuadra
29. Media cuadra
30. Esquina
31. Norte
32. Sur
33. Este
34. Oeste
1. Avenida
2. Banco
3. Biblioteca
4. Calle
5. Correo
6. Estación de policía
7. Estación de bomberos
8. Estadio
9. Farmacia
10. Hotel
11. Iglesia
12. Librería
13. Monumento
14. Parada del autobús
15. Plaza
16. Restaurante
17. Supermercado
18. Teatro
19. Estación de servicio
20. Tienda de regalos
21. Zoológico
22. Centro comercial
23. Gimnasio
24. Parque
25. Parque de diversiones
26. Piscina
27. Playa
A. Museo
28. Cuadra
29. Media cuadra
30. Esquina
31. Norte
32. Sur
33. Este
34. Oeste
Tuesday, January 20, 2009
el 20 de enero
Spanish 3/4:
Exam on the Restaurant Unit.
Spanish 2:
28 Sentences on the front of map project. (glued)
Graded the map and sentences using the scoring rubric.
If you were gone you need to get this done with me on your own time. If you don't get this scheduled you will have a zero in the grade book.
Exam on the Restaurant Unit.
Spanish 2:
28 Sentences on the front of map project. (glued)
Graded the map and sentences using the scoring rubric.
If you were gone you need to get this done with me on your own time. If you don't get this scheduled you will have a zero in the grade book.
Monday, January 19, 2009
Field Trip
The restaurant was a success, but the real fun was touring Univision. We met a lot of the staff and watched them film the news. We even ended up on the new that night! A special thanks to Bob and Kelsey for hooking us up and to Sharise for snapping all these pics. (Except the one she is in, in which case I would like to thank myself for the shot...but also Sharise for the camera.)
Here we are with Bob. Jacob was in this shot until Tanner decided to get a págame for his cell phone use and covered him up.
The Univision bus was a hit. Why is Whittle hugging Tanner?
¿Qué?
I may quit teaching after discovering my new talent.
Here we are with Bob. Jacob was in this shot until Tanner decided to get a págame for his cell phone use and covered him up.
The Univision bus was a hit. Why is Whittle hugging Tanner?
¿Qué?
I may quit teaching after discovering my new talent.
Friday, January 16, 2009
el 16 de enero.
Spanish 3/4: Maddie is in surgery. Buena Suerte y que te mejores pronto.
Situational dialogue in Spanish. Students follow a restaurant scene and translate to a partner.
Discuss expectations and cultural aspects of how to treat a waiter. There job isn't to be nice, it is to get you your food. Conversations generally are short and to the point. Just talk enough to get the job done. Don't be offended!
Brainstormed possible questions to the Univision Anchors.
Restaurant Day and Univision Day.
Spanish 2:
Used a given map of a city. Learned these words to complete find the places from the plaza.
(Salir = To leave. Leave!= Sal, Doblar= To turn Turn!= Dobla, Seguir=To follow, continue. Continue!= Sigue (Can think of this as meaning go.), Izquierda=Left, Derecha=Right, Derecho=Straight, Por= for, Cuadra=Block, Media= half, Queda=it is, located., Lugar=Place)
Then wrote directions to five other places. With any time left you got a partner and quizzed each other by picking a place and then give the directions to the place. Your partner had to follow along on their map, using only the directions given and see if both ended up at the same place.
Situational dialogue in Spanish. Students follow a restaurant scene and translate to a partner.
Discuss expectations and cultural aspects of how to treat a waiter. There job isn't to be nice, it is to get you your food. Conversations generally are short and to the point. Just talk enough to get the job done. Don't be offended!
Brainstormed possible questions to the Univision Anchors.
Restaurant Day and Univision Day.
Spanish 2:
Used a given map of a city. Learned these words to complete find the places from the plaza.
(Salir = To leave. Leave!= Sal, Doblar= To turn Turn!= Dobla, Seguir=To follow, continue. Continue!= Sigue (Can think of this as meaning go.), Izquierda=Left, Derecha=Right, Derecho=Straight, Por= for, Cuadra=Block, Media= half, Queda=it is, located., Lugar=Place)
Then wrote directions to five other places. With any time left you got a partner and quizzed each other by picking a place and then give the directions to the place. Your partner had to follow along on their map, using only the directions given and see if both ended up at the same place.
Thursday, January 15, 2009
el 15 de enero
Spanish 3/4:
Reviewed purpose of story retell(to add detail and dialogue using the list of required phrases for the restaurant.
Step three: Retell as a class adding detail. Everyone participates in the retell.
Head to head challenge using all of the vocab, verbs, and structures from the list.
Spanish 2:
Typed out the 28 sentences of things you can do or buy in the places in your city. Focus was on the 2 verb rule. 1st conjugated 2nd not conjugated. We have been focusing on new verbs. Use those before you use any other.
This is due on Tuesday.
Reviewed purpose of story retell(to add detail and dialogue using the list of required phrases for the restaurant.
Step three: Retell as a class adding detail. Everyone participates in the retell.
Head to head challenge using all of the vocab, verbs, and structures from the list.
Spanish 2:
Typed out the 28 sentences of things you can do or buy in the places in your city. Focus was on the 2 verb rule. 1st conjugated 2nd not conjugated. We have been focusing on new verbs. Use those before you use any other.
This is due on Tuesday.
el 14 de enero
Spanish 3/4:
Warm up activity revolving around the stuctures for the restaurant.
Story Retell using 8 pictures of a restaurant scene.
Step one: Brainstorm your story using information from each box. You may make notes to help you when you retell.
Step Two: Get a partner and tell the story together.
Step Three: Tomorrow.
Spanish 2:
Review of verbs learned yesterday. I did actions and the class said in Spanish.
Reviewed past tense endings for AR/ER/IR verbs for I and You. AR/I = é ER/IR I = í AR/You = aste ER/IR You = iste
Reviewed D.O.P.'s for it and them. lo, la = it los, las = them
Syntax = Lo comí = It I ate. We say it before we say the action in Spanish.
Then we practiced as a class answer questions with these elements: Past tense (new verbs) and D.O.P.'s. And since every question was a dónde question we had to have a city place in the answer.
Example: ¿Dónde compraste el champú? Lo compré en la farmacia.
We then broke up the class into two groups and one group was the teachers and the other group was the learners.
If you were gone you need to write 10 questions and answer those questions following the model. You may come see me for help.
Warm up activity revolving around the stuctures for the restaurant.
Story Retell using 8 pictures of a restaurant scene.
Step one: Brainstorm your story using information from each box. You may make notes to help you when you retell.
Step Two: Get a partner and tell the story together.
Step Three: Tomorrow.
Spanish 2:
Review of verbs learned yesterday. I did actions and the class said in Spanish.
Reviewed past tense endings for AR/ER/IR verbs for I and You. AR/I = é ER/IR I = í AR/You = aste ER/IR You = iste
Reviewed D.O.P.'s for it and them. lo, la = it los, las = them
Syntax = Lo comí = It I ate. We say it before we say the action in Spanish.
Then we practiced as a class answer questions with these elements: Past tense (new verbs) and D.O.P.'s. And since every question was a dónde question we had to have a city place in the answer.
Example: ¿Dónde compraste el champú? Lo compré en la farmacia.
We then broke up the class into two groups and one group was the teachers and the other group was the learners.
If you were gone you need to write 10 questions and answer those questions following the model. You may come see me for help.
Monday, January 12, 2009
el 13 de enero
Spanish 2: (3 did this as a review)
Main objectives. Understand new verbs, use past tense, direct object pronouns, and vocabulary words regarding places in a city..
TPR Activity with verbs with the verbs from yesterday’s blog.
Head to head group challenge.
Review past tense. Hand out sheet with ER/IR/AR verbs.
Group bingo challenge about where the action happened.
Review D.O.P.
Student activity with word strips. Example: ¿Dónde sacaste el libro? Lo saqué en la biblioteca. Half of the students got a strip with five sentences and the other half were the learners. Switch roles after 10 minutes.
TPR Verbs:
Pasear
Devolver
Enviar
Aprender
Esperar
Reportar
Orar
Levantar
Divertirse
Manejar
Review Verbs:
Depositar
Sacar
Dormir
Tomar
Comprar
Hacer
Ver
Leer
Estudiar
Ir
Jugar
Nadar
Main objectives. Understand new verbs, use past tense, direct object pronouns, and vocabulary words regarding places in a city..
TPR Activity with verbs with the verbs from yesterday’s blog.
Head to head group challenge.
Review past tense. Hand out sheet with ER/IR/AR verbs.
Group bingo challenge about where the action happened.
Review D.O.P.
Student activity with word strips. Example: ¿Dónde sacaste el libro? Lo saqué en la biblioteca. Half of the students got a strip with five sentences and the other half were the learners. Switch roles after 10 minutes.
TPR Verbs:
Pasear
Devolver
Enviar
Aprender
Esperar
Reportar
Orar
Levantar
Divertirse
Manejar
Review Verbs:
Depositar
Sacar
Dormir
Tomar
Comprar
Hacer
Ver
Leer
Estudiar
Ir
Jugar
Nadar
el 12 de enero
Spanish 3/4:
Marked homework completion. Finished homework, answered questions, turned in.
Showed a series of drawings that represented a story. I modeled how to create a story adding detail.
Students began to create their own stories by brainstorming ideas. Will continue tomorrow with activity.
Spanish 2:
Turned in the Maps.
Late work graded as followed: These are possible points not actual points.
End of today: 90%
End of tomorrow: 80%
End of Wednesday: 70%
Anytime after: 0%
Discussed new verbs and each student made a personalized list of verbs they don't use fluently from the following. (Bolded words are the common problem verbs right now)
Pasear, depositar, devolver, enviar, sacar, dormir, tomar, comprar, hacer, ver, aprender, esperar, leer, reportar, estudiar, orar, ir, jugar, levantar, divertirse, nadar, manejar.
Talked about past tense for you and I.
ER/IR verbs: í, iste
AR verbs: é, aste
Verb Ir: fui, fuiste
Reviewed when to use "a la" and "al" to say "to the"
Fui a la biblioteca. Fui al supermercado.
Will continue tomorrow.
Went to computer lab and learned how to change a word document to Spanish. Practice stuctures using the 2 verb rule.
If you were gone you need to come schedule a time to work on this with me.
Marked homework completion. Finished homework, answered questions, turned in.
Showed a series of drawings that represented a story. I modeled how to create a story adding detail.
Students began to create their own stories by brainstorming ideas. Will continue tomorrow with activity.
Spanish 2:
Turned in the Maps.
Late work graded as followed: These are possible points not actual points.
End of today: 90%
End of tomorrow: 80%
End of Wednesday: 70%
Anytime after: 0%
Discussed new verbs and each student made a personalized list of verbs they don't use fluently from the following. (Bolded words are the common problem verbs right now)
Pasear, depositar, devolver, enviar, sacar, dormir, tomar, comprar, hacer, ver, aprender, esperar, leer, reportar, estudiar, orar, ir, jugar, levantar, divertirse, nadar, manejar.
Talked about past tense for you and I.
ER/IR verbs: í, iste
AR verbs: é, aste
Verb Ir: fui, fuiste
Reviewed when to use "a la" and "al" to say "to the"
Fui a la biblioteca. Fui al supermercado.
Will continue tomorrow.
Went to computer lab and learned how to change a word document to Spanish. Practice stuctures using the 2 verb rule.
If you were gone you need to come schedule a time to work on this with me.
Friday, January 9, 2009
el 9 de enero
Spanish 3/4:
Answered questions from homework and turned in.
Got into small groups and used table settings to practice conversations.
Got a new translation assignment. Due on Monday.
Got a field trip request form.
If you were gone you need to turn in your homework, pick up the new assignment and do that. Get the field trip form.
Spanish 2:
Worked on final draft for the map. Due Monday.
Answered questions from homework and turned in.
Got into small groups and used table settings to practice conversations.
Got a new translation assignment. Due on Monday.
Got a field trip request form.
If you were gone you need to turn in your homework, pick up the new assignment and do that. Get the field trip form.
Spanish 2:
Worked on final draft for the map. Due Monday.
el 8 de enero
Spanish 3/4:
Practiced restaurant scene using the list to put together a dialogue as a group. We then switched groups and acted out in small groups. Then we identified any errors in your groups and returned them to the group that wrote them for feedback. If you were gone you will need to do this and turn it into me.
Then everyone got a partner and I talked you through a restaurant scenario and fed you what you needed to say to each other. The homework was to take the scenario and write it out. If you were gone you will need to pick up the worksheet from me to complete the activity and make up your points.
Spanish 2:
Worked on the map project. Needed to complete the rough draft and begin the final draft that is due on Monday. Make sure you read all of the instructions so you don't forget minor details that are required. If you were gone you need to show me a rough draft before you get the file to make your final.
Practiced restaurant scene using the list to put together a dialogue as a group. We then switched groups and acted out in small groups. Then we identified any errors in your groups and returned them to the group that wrote them for feedback. If you were gone you will need to do this and turn it into me.
Then everyone got a partner and I talked you through a restaurant scenario and fed you what you needed to say to each other. The homework was to take the scenario and write it out. If you were gone you will need to pick up the worksheet from me to complete the activity and make up your points.
Spanish 2:
Worked on the map project. Needed to complete the rough draft and begin the final draft that is due on Monday. Make sure you read all of the instructions so you don't forget minor details that are required. If you were gone you need to show me a rough draft before you get the file to make your final.
Wednesday, January 7, 2009
el 7 de enero
Spanish 3/4:
Got new place settings, cut out and put name on the back of each. (9 all together)
Took quiz on the vocabulary and new structures. (40 points) Matching section and a listening section.
Corrected quiz.
Just missed the homework assignment because the bell rang too soon!
Spanish 2:
Time for an assessment that allows you and I to see where you are individually. We took a quiz (won't be scored, it is for reflection only) on the places and things you can do there or buy there.
Went over all those as a class.
Introduced the project for this chapter. You got the rubric and instructions and you will need to turn that paper in with your final project. No due date has been established yet.
If you were gone you need to sign up for a time to take the quiz and also pick up the project rubric.
Got new place settings, cut out and put name on the back of each. (9 all together)
Took quiz on the vocabulary and new structures. (40 points) Matching section and a listening section.
Corrected quiz.
Just missed the homework assignment because the bell rang too soon!
Spanish 2:
Time for an assessment that allows you and I to see where you are individually. We took a quiz (won't be scored, it is for reflection only) on the places and things you can do there or buy there.
Went over all those as a class.
Introduced the project for this chapter. You got the rubric and instructions and you will need to turn that paper in with your final project. No due date has been established yet.
If you were gone you need to sign up for a time to take the quiz and also pick up the project rubric.
Tuesday, January 6, 2009
el 6 de enero
Spanish 3/4:
Used our table settings. Used a checklist of most the structures required during the field trip. Practiced different situations in the restaurant scenes.
If you were gone, you need to get the checklist and rewrite it in an order that makes sense as a typical conversation.
Spanish 2:
Challenge: 30 minutes with the vocab words 1-39 from the list. Moved into the same sentence structure as yesterday. The difference is you couldn't use the list today. If you were gone you need to write 5 more sentences following the same structure.
20 minutes: Watched the quack video on the verb tener and took 10 question quiz. We picked up two new idiomatic expressions for use with this chapter. "Tengo Miedo, Tengo Prisa" I am scared and I am in a hurry. You will need to watch the video and take the quiz that we took on the video.
Used our table settings. Used a checklist of most the structures required during the field trip. Practiced different situations in the restaurant scenes.
If you were gone, you need to get the checklist and rewrite it in an order that makes sense as a typical conversation.
Spanish 2:
Challenge: 30 minutes with the vocab words 1-39 from the list. Moved into the same sentence structure as yesterday. The difference is you couldn't use the list today. If you were gone you need to write 5 more sentences following the same structure.
20 minutes: Watched the quack video on the verb tener and took 10 question quiz. We picked up two new idiomatic expressions for use with this chapter. "Tengo Miedo, Tengo Prisa" I am scared and I am in a hurry. You will need to watch the video and take the quiz that we took on the video.
el 5 de enero
Spanish 3/4:
Translation assignment. See me for the translation. Restaurant scene.
Spanish 2:
Ten minute list study. 1-39.
Used sticks to randomly go through the flashcards.
Worked on the review structure "puedes and puedo" with a second verb that isn't conjugated. (2 verb rule). Example: Puedes comprar comida en el supermercado.
If you were gone you need to write five sentences using the above structure.
Translation assignment. See me for the translation. Restaurant scene.
Spanish 2:
Ten minute list study. 1-39.
Used sticks to randomly go through the flashcards.
Worked on the review structure "puedes and puedo" with a second verb that isn't conjugated. (2 verb rule). Example: Puedes comprar comida en el supermercado.
If you were gone you need to write five sentences using the above structure.
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