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.