Spanish 3/4:
Matching Tenses with probar and vivir. Covered Six tenses with yo and tú.
Word search challenge: all the vocab. Find them by the end of the break.
Spanish 2:
Worksheet Challenge with six tenses and the verbs probar and vivir. If you were gone you need to pick this up and complete it.
Listening activity with Twilight.
Friday, March 27, 2009
Thursday, March 26, 2009
el 26 de marzo
Spanish 3/4:
Listening activity with Twilight.
Spanish 2:
Turned in the homework.
Speaking Quiz with: se hace(n), he/has probado, cuesta(n)
Listening activity with Twilight.
If you were gone you need to come make up the quiz with me.
Listening activity with Twilight.
Spanish 2:
Turned in the homework.
Speaking Quiz with: se hace(n), he/has probado, cuesta(n)
Listening activity with Twilight.
If you were gone you need to come make up the quiz with me.
Wednesday, March 25, 2009
el 25 de marzo
Spanish3/4:
Big vocab and structure challenge: Worksheet where you unscramble the words. (56 words or phrases)
Worked on the correct the errors worksheet from yesterday.
Spanish 2:
Vocab and structure challenge. Worksheet where you unscramble the words. (16 words)
Speaking activity working with:
¿Cuánto cuesta(n)? dólares/centavos
Homework:
10 sentences.
1. Draw a picture of a vocabulary item you would buy and add a price tag. (need to mix in singular items and plural items and expensive to cheap)
2. Write the question: How much does it/they cost? Then answer the question spelling out the number in Spanish.
(2nd period had to do 15 instead of 10)
Big vocab and structure challenge: Worksheet where you unscramble the words. (56 words or phrases)
Worked on the correct the errors worksheet from yesterday.
Spanish 2:
Vocab and structure challenge. Worksheet where you unscramble the words. (16 words)
Speaking activity working with:
¿Cuánto cuesta(n)? dólares/centavos
Homework:
10 sentences.
1. Draw a picture of a vocabulary item you would buy and add a price tag. (need to mix in singular items and plural items and expensive to cheap)
2. Write the question: How much does it/they cost? Then answer the question spelling out the number in Spanish.
(2nd period had to do 15 instead of 10)
el 24 de marzo
Spanish 3/4:
Learned:
Hay que...
Vale la pena...
para...
al...
Did a speaking activity where you guys made up your own sentences with one or two of those phrases above.
We then changed the noun to pronoun.
Example: Hay que proteger los animales. Hay que protegerlos.
Then we got a worksheet that had sentences with errors in them that you need to correct.
Spanish 2:
Reviewed the se hace and se hacen from page 384. Then we went over the vocab on 385. With a partner we went over 386 and 387 1-4 and did the speaking activities.
Then we began to do the writing activity (numbers 5 and 6). However, we didn't write them, we used them to contiue speaking to your partners.
If you were gone you need to write out two of the question/answer from 1-4. When you are finished you will have 8 questions and answers.
Learned:
Hay que...
Vale la pena...
para...
al...
Did a speaking activity where you guys made up your own sentences with one or two of those phrases above.
We then changed the noun to pronoun.
Example: Hay que proteger los animales. Hay que protegerlos.
Then we got a worksheet that had sentences with errors in them that you need to correct.
Spanish 2:
Reviewed the se hace and se hacen from page 384. Then we went over the vocab on 385. With a partner we went over 386 and 387 1-4 and did the speaking activities.
Then we began to do the writing activity (numbers 5 and 6). However, we didn't write them, we used them to contiue speaking to your partners.
If you were gone you need to write out two of the question/answer from 1-4. When you are finished you will have 8 questions and answers.
Monday, March 23, 2009
el 23 de marzo
Spanish 3/4:
Pop Quiz on Command form and D.O.P.'s and the vocabulary.
This was a challenge. Make up quiz for days points.
Spanish 2:
Took notes on the compound tense.
Haber=to have (not a possesion)
He=I have
Has=You have
The next verb tells us what has been done.
For example: I have eaten, You have spoken.
for AR verbs we add the suffix (ado) and for ER and IR verbs (ido)
Example:
I have =He and eaten=comido.
You have=Has and spoken=hablado.
He comido
Has hablado
Then we used the books on page 384 to go over se hace versus se hacen. We did a speaking activity. You need to make this up with me during lunch or before school and copy the notes to the compound tense.
Pop Quiz on Command form and D.O.P.'s and the vocabulary.
This was a challenge. Make up quiz for days points.
Spanish 2:
Took notes on the compound tense.
Haber=to have (not a possesion)
He=I have
Has=You have
The next verb tells us what has been done.
For example: I have eaten, You have spoken.
for AR verbs we add the suffix (ado) and for ER and IR verbs (ido)
Example:
I have =He and eaten=comido.
You have=Has and spoken=hablado.
He comido
Has hablado
Then we used the books on page 384 to go over se hace versus se hacen. We did a speaking activity. You need to make this up with me during lunch or before school and copy the notes to the compound tense.
el 20 de marzo
Spanish 3/4:
Speaking activity and then a head to head challenge reviewing for the quiz on Monday.
Spanish 2:
Played Scrabble in Spanish
Speaking activity and then a head to head challenge reviewing for the quiz on Monday.
Spanish 2:
Played Scrabble in Spanish
el 19 de marzo
Spanish 3/4:
Vocab Challenge
Spanish 2:
Mulan Listening activity.
Food Crossword
Get the crossword and turn in if gone.
Vocab Challenge
Spanish 2:
Mulan Listening activity.
Food Crossword
Get the crossword and turn in if gone.
el18 de marzo
Spanish 3/4:
Command and Pronoun Challenge.
Spanish 2:
Reviewed the song and used the pictures you drew to ask and answer questions in Spanish.
i.e. ¿Qué se usa para cortar la carna? or ¿Qué usas para cortar la carne? (replace usas with uso, usé, and usaste and answer accordingly.
Uso un cuchillo para cortarlo.
Write five questions using this and answer them all in Spanish.
Command and Pronoun Challenge.
Spanish 2:
Reviewed the song and used the pictures you drew to ask and answer questions in Spanish.
i.e. ¿Qué se usa para cortar la carna? or ¿Qué usas para cortar la carne? (replace usas with uso, usé, and usaste and answer accordingly.
Uso un cuchillo para cortarlo.
Write five questions using this and answer them all in Spanish.
Wednesday, March 18, 2009
el 17 de marzo
Spanish 3/4:
Began the day with the same activity as yesterday.
Then we had a head to head challenge using the same concept of using a D.O.P. with a command in the tú form.
Then we got a practice worksheet that we used with the challenge and you had to write the command with the noun and then the command with the pronoun.
Example: Buy the book- Compra el libro- Cómpralo.
Spanish 2:
Drew picture of a knife-cuchillo, fork-tenedor, spoon-cuchara, glass-vaso, mug-taza, saucer-platillo, napkin-servilleta, pitcher-jarra, tablecloth-mantel.
Used song to try and hear six of the words.
Used song to define the words.
Sang song in a variety of ways and had a challenge with the definition of the words.
If you were gone you need to make the drawing and lable in Spanish.
Began the day with the same activity as yesterday.
Then we had a head to head challenge using the same concept of using a D.O.P. with a command in the tú form.
Then we got a practice worksheet that we used with the challenge and you had to write the command with the noun and then the command with the pronoun.
Example: Buy the book- Compra el libro- Cómpralo.
Spanish 2:
Drew picture of a knife-cuchillo, fork-tenedor, spoon-cuchara, glass-vaso, mug-taza, saucer-platillo, napkin-servilleta, pitcher-jarra, tablecloth-mantel.
Used song to try and hear six of the words.
Used song to define the words.
Sang song in a variety of ways and had a challenge with the definition of the words.
If you were gone you need to make the drawing and lable in Spanish.
Monday, March 16, 2009
el 16 de marzo
Spanish 3/4:
Cut up the pictures of the new vocabulary words.
Picked a verb that would make sense to use in the command form.
Said the infinitive, then the command, then the command with the word, then the command with the D.O.P, then we spelled it out in Spanish.
Spanish 2:
Correct portions of the Menu.
Word Search.
Get the word search and do it if you were gone.
Cut up the pictures of the new vocabulary words.
Picked a verb that would make sense to use in the command form.
Said the infinitive, then the command, then the command with the word, then the command with the D.O.P, then we spelled it out in Spanish.
Spanish 2:
Correct portions of the Menu.
Word Search.
Get the word search and do it if you were gone.
Saturday, March 14, 2009
el 13 de marzo
Spanish 3/4:
Quiz on writing accents/tildes. Talked about agudas, graves, drújulas, and sobredrújulas. Quiz was a challenge. Voted off group one.
Spanish 2:
Finished Menu's and those that were done did a listening activity with Mulan.
Quiz on writing accents/tildes. Talked about agudas, graves, drújulas, and sobredrújulas. Quiz was a challenge. Voted off group one.
Spanish 2:
Finished Menu's and those that were done did a listening activity with Mulan.
Friday, March 13, 2009
el 12 de marzo
Spanish 3/4:
Reviewed all command forms. Both negative and affirmative
Ud.= ar=e er/ir=a, If yo form is irregular (tener=tengo, hacer=hago, etc) then take the stem of that form and add an "a" (tengo - o = teng + a = tenga) Misfit verbs: Ir=vaya, ser=sea, dar=dé, saber=sepa
Uds.= ar=en er/ir=an, If yo form is irregular (tener=tengo, hacer=hago, etc) then take the stem of that form and add an "an" (tengo - o = teng + an = tengan) Misfit verbs: Ir=vayan, ser=sean, dar=dén, saber=sepan
Tú: Use the 3rd person singular for present tense. Affirmative: ar=a, er/ir=e, Irregular verbs (sal, sal si puedes song),
Negative: Use the 2nd person singular for present tense but switch ar with er/ir and vice versa. ar=es, er/ir=as. If yo form is irregular (tener=tengo, hacer=hago, etc) then take the stem of that form and add a "as" (tengo - o = teng + a = tengas) Misfit verbs: Ir=vayas, Ser=seas, sepas.
Challenge:
Learnspanish.com
93 and 94
Spanish 2:
Menus
Reviewed all command forms. Both negative and affirmative
Ud.= ar=e er/ir=a, If yo form is irregular (tener=tengo, hacer=hago, etc) then take the stem of that form and add an "a" (tengo - o = teng + a = tenga) Misfit verbs: Ir=vaya, ser=sea, dar=dé, saber=sepa
Uds.= ar=en er/ir=an, If yo form is irregular (tener=tengo, hacer=hago, etc) then take the stem of that form and add an "an" (tengo - o = teng + an = tengan) Misfit verbs: Ir=vayan, ser=sean, dar=dén, saber=sepan
Tú: Use the 3rd person singular for present tense. Affirmative: ar=a, er/ir=e, Irregular verbs (sal, sal si puedes song),
Negative: Use the 2nd person singular for present tense but switch ar with er/ir and vice versa. ar=es, er/ir=as. If yo form is irregular (tener=tengo, hacer=hago, etc) then take the stem of that form and add a "as" (tengo - o = teng + a = tengas) Misfit verbs: Ir=vayas, Ser=seas, sepas.
Challenge:
Learnspanish.com
93 and 94
Spanish 2:
Menus
Thursday, March 12, 2009
el 11 de marzo
Spanish 3/4:
Challenge from the website www. learnspanish.com. We did lessons 90-92 with the quizzes. If you were gone you need to do this on your own and print me the page that shows you got 100% correct.
Spanish 2:
Menu-wrote the Spanish.
Challenge from the website www. learnspanish.com. We did lessons 90-92 with the quizzes. If you were gone you need to do this on your own and print me the page that shows you got 100% correct.
Spanish 2:
Menu-wrote the Spanish.
Tuesday, March 10, 2009
el 10 de marzo
Spanish 3/4:
Finished the challenge/quiz on new animal species.
Watched 10 minute clip from Rocky focusing on Command forms.
Spanish 2:
Worked on menu project.
Picked the meals and began to write the Spanish. We did not do any of the art parts of the project. You will only get class time to work on the Spanish.
Finished the challenge/quiz on new animal species.
Watched 10 minute clip from Rocky focusing on Command forms.
Spanish 2:
Worked on menu project.
Picked the meals and began to write the Spanish. We did not do any of the art parts of the project. You will only get class time to work on the Spanish.
Monday, March 9, 2009
el 9 de marzo
Spanish 3/4:
Progress Reports.
Pick your two best new species creations and draw a picture of it.
Present to the class and try to guess name in Spanish.
Spanish 2:
Progress Reports-All D's and F's need to go home and be signed by parent or guardian.
Oral Vocabulary Quiz
Hand out Menu scoring rubric and supplies to make menu. This is due on Friday, but you won't have every day in class to work on it. You will need to spend some time on this at home.
Worked on Menu.
Progress Reports.
Pick your two best new species creations and draw a picture of it.
Present to the class and try to guess name in Spanish.
Spanish 2:
Progress Reports-All D's and F's need to go home and be signed by parent or guardian.
Oral Vocabulary Quiz
Hand out Menu scoring rubric and supplies to make menu. This is due on Friday, but you won't have every day in class to work on it. You will need to spend some time on this at home.
Worked on Menu.
Saturday, March 7, 2009
el 6 de marzo
Spanish 3/4:
Got a packet with pictures of our new vocabulary words. I will post the words later. We ended up writing the Spanish on the back of the pictures.
We then took those words and created new animal species. The goal is to use two or more words and put them together. Just like the Lion + Tiger= Liger.
Make at least 10 new species and pick your 3 best to make a picture to share with the class. This will lead to a speaking activity later.
Do this if you were gone.
Spanish 2:
Speaking activity with a partner.
Focused on the endings "e" and "en" meaning it and they. If you understand this you will never mess up the next word.
Se hace con versus se hacen con.
I put different menu items on the board and one person would ask the question and the next would answer.
Then we played pictionary as a challenge, using the vocabulary words.
Got a packet with pictures of our new vocabulary words. I will post the words later. We ended up writing the Spanish on the back of the pictures.
We then took those words and created new animal species. The goal is to use two or more words and put them together. Just like the Lion + Tiger= Liger.
Make at least 10 new species and pick your 3 best to make a picture to share with the class. This will lead to a speaking activity later.
Do this if you were gone.
Spanish 2:
Speaking activity with a partner.
Focused on the endings "e" and "en" meaning it and they. If you understand this you will never mess up the next word.
Se hace con versus se hacen con.
I put different menu items on the board and one person would ask the question and the next would answer.
Then we played pictionary as a challenge, using the vocabulary words.
Friday, March 6, 2009
el 5 de marzo
Spanish 3/4:
Discussed, Completely in Spanish, the differences and similarities between Iguazu Falls and Niagara Falls. We had a small paragraph about both, but only covered the paragraph on Iguazu. With a partner you read the paragraph on Niagara and came up with 3 questions, about the paragraph, in Spanish. If you were gone you need to get the article, read it, and create 6 questions for the whole article, in Spanish.
Spanish 2:
Remade your own personal dictionaries for the unit.
Got a partner and had a study session. No one finished until they could go from English to Spanish quickly.
You need to do this if you were gone.
Discussed, Completely in Spanish, the differences and similarities between Iguazu Falls and Niagara Falls. We had a small paragraph about both, but only covered the paragraph on Iguazu. With a partner you read the paragraph on Niagara and came up with 3 questions, about the paragraph, in Spanish. If you were gone you need to get the article, read it, and create 6 questions for the whole article, in Spanish.
Spanish 2:
Remade your own personal dictionaries for the unit.
Got a partner and had a study session. No one finished until they could go from English to Spanish quickly.
You need to do this if you were gone.
Thursday, March 5, 2009
el 4 de marzo
Spanish 3/4 and Spanish 2:
We did the speaking part of the numbers from yesterday in groups of two.
We then played around the world as a challenge using numbers one through a trillion.
Do something Spanish related to make it up.
We did the speaking part of the numbers from yesterday in groups of two.
We then played around the world as a challenge using numbers one through a trillion.
Do something Spanish related to make it up.
Tuesday, March 3, 2009
el 3 de marzo
Spanish 3/4:
Numbers one to one trillion.
Practiced as a class. Did a speaking assignment. Got a worksheet with some math and wrote our ten of them. Example 129+250=379 would look like this: ciento veintinueve más doscientos cincuenta son tres cientos setenta y nueve.
Spanish 2:
Got a worksheet with math problem already solved. Each student was assigned 20 different problems to write out. Example 129+250=379 would look like this: ciento veintinueve más doscientos cincuenta son tres cientos setenta y nueve. Then they worked with a partner. The partner orally did the 20 that the other person did and vice versa.
If you were gone you need to do this activity on your own.
Numbers one to one trillion.
Practiced as a class. Did a speaking assignment. Got a worksheet with some math and wrote our ten of them. Example 129+250=379 would look like this: ciento veintinueve más doscientos cincuenta son tres cientos setenta y nueve.
Spanish 2:
Got a worksheet with math problem already solved. Each student was assigned 20 different problems to write out. Example 129+250=379 would look like this: ciento veintinueve más doscientos cincuenta son tres cientos setenta y nueve. Then they worked with a partner. The partner orally did the 20 that the other person did and vice versa.
If you were gone you need to do this activity on your own.
Monday, March 2, 2009
el 2 de marzo
Spanish 3/4:
Talked about the field trip...feedback.
Reviewed numbers 1-75 and played Bingo.
Spanish 2:
Added numbers 100-1000. Practiced with a partner. Did some math problems as a class. más +, menos -, por x, dividido por /, son =.
Head to head challenge with the food vocabulary words.
Schedule a time to see me to make up today's activity.
Talked about the field trip...feedback.
Reviewed numbers 1-75 and played Bingo.
Spanish 2:
Added numbers 100-1000. Practiced with a partner. Did some math problems as a class. más +, menos -, por x, dividido por /, son =.
Head to head challenge with the food vocabulary words.
Schedule a time to see me to make up today's activity.
el 27 de febrero.
Spanish 3/4: Field Trip
Spanish2:
Reviewed numbers 1-75. (Pick up notes if gone and write out ten math problems using numbers in the 10's, 20's, 30's, 40's, 50's, 60's, 70's.) Más means plus and menos means minus. Por means times, and dividido en means devided.
Played Spanish Bingo with the sub.
Spanish2:
Reviewed numbers 1-75. (Pick up notes if gone and write out ten math problems using numbers in the 10's, 20's, 30's, 40's, 50's, 60's, 70's.) Más means plus and menos means minus. Por means times, and dividido en means devided.
Played Spanish Bingo with the sub.
el 26 de febrero
Spanish 3/4:
Whiteboards with vocabulary words that the class selected. Had a challenge using the 90% natural rule for written accents.
Spanish 2:
Went over a bunch of food vocabulary from last year and this year. Class came up with the list.
Burrito, taco, enchiladas, chalupas, lengua, chiles rellenos, arroz, chile, tomates, carne de res, sal, pimienta, queso, frijoles, pollo, aceitunas, cebollas lechuga, tortillas, salsa, pescado, nachos, fajitas, harina, maíz, aguacate, vainilla, frijoles refritos, postres, fresas, chocolate, leche, huevos, azúcar, guacamole, crema, canela, matequilla, manteca, ajo, mariscos, camarones, churros, pastel, helada (nieve).
Then we worked with the first question: ¿Con qué se hace(n)? the ending "e" means it and the ending "en" means they. (same as always).
Las enchiladas se hacen con...
El pastel se hace con...
Went over this structure as a class. Then broke into small groups and practiced speaking.
Whiteboards with vocabulary words that the class selected. Had a challenge using the 90% natural rule for written accents.
Spanish 2:
Went over a bunch of food vocabulary from last year and this year. Class came up with the list.
Burrito, taco, enchiladas, chalupas, lengua, chiles rellenos, arroz, chile, tomates, carne de res, sal, pimienta, queso, frijoles, pollo, aceitunas, cebollas lechuga, tortillas, salsa, pescado, nachos, fajitas, harina, maíz, aguacate, vainilla, frijoles refritos, postres, fresas, chocolate, leche, huevos, azúcar, guacamole, crema, canela, matequilla, manteca, ajo, mariscos, camarones, churros, pastel, helada (nieve).
Then we worked with the first question: ¿Con qué se hace(n)? the ending "e" means it and the ending "en" means they. (same as always).
Las enchiladas se hacen con...
El pastel se hace con...
Went over this structure as a class. Then broke into small groups and practiced speaking.
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