Friday, August 27, 2010
Friday, June 4, 2010
el 3 de junio, jueves
Spanish II:
1. Corrected Maps with partners learning the dialog.
Turista: Perdón
Nativo: Sí
Turista: Dónde queda el correo?
Nativo: Queda a más o menos tres cuadras de aquí.
Turista: Cómo llego?
Nativo: Sal de la plaza, dobla a la izquierda, sigue derecho por dos cuadras, dobla a la derecha, sigue derecho por una cuadra y media y el correo queda a la izquierda.
Turista: Gracias
Nativo: De nada.
We used this dialog to follow directions to the places that you gave direction on your map project. In order to make up this day, you need to learn the dialog above, translate it into English, and schedule a time to make up the activity with a partner in my room. (before school, during lunch, or after school).
Spanish III/IV:
1. Oral Exams (passive voice and active voice)
2. Began series of challenges with old vocab.
If you were gone you need to make up your test. If that was already done, do something Spanish related.
1. Corrected Maps with partners learning the dialog.
Turista: Perdón
Nativo: Sí
Turista: Dónde queda el correo?
Nativo: Queda a más o menos tres cuadras de aquí.
Turista: Cómo llego?
Nativo: Sal de la plaza, dobla a la izquierda, sigue derecho por dos cuadras, dobla a la derecha, sigue derecho por una cuadra y media y el correo queda a la izquierda.
Turista: Gracias
Nativo: De nada.
We used this dialog to follow directions to the places that you gave direction on your map project. In order to make up this day, you need to learn the dialog above, translate it into English, and schedule a time to make up the activity with a partner in my room. (before school, during lunch, or after school).
Spanish III/IV:
1. Oral Exams (passive voice and active voice)
2. Began series of challenges with old vocab.
If you were gone you need to make up your test. If that was already done, do something Spanish related.
el 2 de junio, miércoles
Spanish II:
1. Worked on packets or Map Projects (both due tomorrow)
If you were gone, show me your completed packet to make up the day.
Spanish III/IV:
1. Passive vs Active voice exams.
If you were gone, you need to schedule a time to make up the test.
1. Worked on packets or Map Projects (both due tomorrow)
If you were gone, show me your completed packet to make up the day.
Spanish III/IV:
1. Passive vs Active voice exams.
If you were gone, you need to schedule a time to make up the test.
Wednesday, June 2, 2010
el primero de junio, martes
No school yesterday for memorial day!
Spanish II:
1. Notes on preterit tense (past) and family verbs. (pick up 2 pages of guided notes if you were gone and then take notes on the one with the verb "ir=to go" on it.
Notes: Family Verbs: All are stem changers and even though they are past tense (preterit) they all share a new set of random endings for ar, er, and ir verbs. (see the verb chart)
Example: Hacer=to do, to make.
This is a family verb. In the preterit tense the stem changes to hic and then it uses the new set of endings. e=I, iste=you, o=he, she, you, it, imos=we, ieron *eron=they, you all.
To say I did my bed you would say...hice mi cama.
Now lets take a look at the verb ir/to go in the past tense, this is irregular.
fui-I went
fuiste-you went
fue-he, she went
fuimos-we went
fueron-they, you all went
I will be asking the question...What did you do when you went to the ______.
Qué hicisite cuando fuiste a la (al) ________?
*to say "to the" you will either use "a la" or "al" They both mean to the, the only difference is when you are going to a place that is feminine then you will say "a la" and if the place is masculine you need to use "al" it sounds better. (see back page of guided notes)
Now, to answer the question assuming we were talking about the bank you would say:
Cuando fui al banco deposité dinero. When I went to the bank I deposited money.
If you were talking about the bookstore you would say:
Cuando fui a la librería compré un libro.
2. We then worked on the chapter packet and/or typing your directions for the map project. Both due on Thursday.
If you were gone you need to use the above model to write what you did or bought in the following places in Spanish.
Supermercado
farmacia
iglesia
museo
teatro
Spanish III/IV:
Prep for test on Wednesday with a dart challenge.
Round 1:
I said a sentence and you told me if it was active or passive voice.
Round 2:
I said a sentence in active voice and you changed it to passive voice.
Round 3:
You said your own sentence in passive voice.
While everyone was taking their turn, the rest of the class was writing down their answers as if they were saying it.
If you were gone, you have to come in and make this activity up with me. I will be doing it today after school. If you can't make it then you need to block out 50 minutes to do this activity with me. 10 points per round for a total of 30 points.
Spanish II:
1. Notes on preterit tense (past) and family verbs. (pick up 2 pages of guided notes if you were gone and then take notes on the one with the verb "ir=to go" on it.
Notes: Family Verbs: All are stem changers and even though they are past tense (preterit) they all share a new set of random endings for ar, er, and ir verbs. (see the verb chart)
Example: Hacer=to do, to make.
This is a family verb. In the preterit tense the stem changes to hic and then it uses the new set of endings. e=I, iste=you, o=he, she, you, it, imos=we, ieron *eron=they, you all.
To say I did my bed you would say...hice mi cama.
Now lets take a look at the verb ir/to go in the past tense, this is irregular.
fui-I went
fuiste-you went
fue-he, she went
fuimos-we went
fueron-they, you all went
I will be asking the question...What did you do when you went to the ______.
Qué hicisite cuando fuiste a la (al) ________?
*to say "to the" you will either use "a la" or "al" They both mean to the, the only difference is when you are going to a place that is feminine then you will say "a la" and if the place is masculine you need to use "al" it sounds better. (see back page of guided notes)
Now, to answer the question assuming we were talking about the bank you would say:
Cuando fui al banco deposité dinero. When I went to the bank I deposited money.
If you were talking about the bookstore you would say:
Cuando fui a la librería compré un libro.
2. We then worked on the chapter packet and/or typing your directions for the map project. Both due on Thursday.
If you were gone you need to use the above model to write what you did or bought in the following places in Spanish.
Supermercado
farmacia
iglesia
museo
teatro
Spanish III/IV:
Prep for test on Wednesday with a dart challenge.
Round 1:
I said a sentence and you told me if it was active or passive voice.
Round 2:
I said a sentence in active voice and you changed it to passive voice.
Round 3:
You said your own sentence in passive voice.
While everyone was taking their turn, the rest of the class was writing down their answers as if they were saying it.
If you were gone, you have to come in and make this activity up with me. I will be doing it today after school. If you can't make it then you need to block out 50 minutes to do this activity with me. 10 points per round for a total of 30 points.
Friday, May 28, 2010
el 28 de mayo, viernes
Sub Today because of state tennis.
Spanish II:
1. Got a partner and exchanged maps, but kept the directions you wrote.
2. You each took a turn reading the directions you wrote and the other person would use your map to follow along and check to see if you wrote correct directions.
If you were gone you need to get a partner and schedule a time to do this.
Spanish III/IV:
1. Napoleon Dynamite Listening Activity: Who said it?
2. Complete the packet.
Spanish II:
1. Got a partner and exchanged maps, but kept the directions you wrote.
2. You each took a turn reading the directions you wrote and the other person would use your map to follow along and check to see if you wrote correct directions.
If you were gone you need to get a partner and schedule a time to do this.
Spanish III/IV:
1. Napoleon Dynamite Listening Activity: Who said it?
2. Complete the packet.
Thursday, May 27, 2010
el 27 de mayo, jueves
Spanish II:
1. Part 3 of the project: writing directions to 10 different places. (Rough Draft) Due tomorrow
If you were gone you need to write out direction to 10 different places on your map. Make sure you follow the written instruction on your rubric sheet. Don't lose that sheet of paper or your map!
Spanish III/IV:
1. Elimination challenge and reformation of groups.
2. Q and A with passive voice. Whittle says a sentence in either voice and the student will change it to the opposite voice. (Dart Throw challenge)
If you were gone you need to practice speaking in the active and passive voice and then write a few examples of what you said.
1. Part 3 of the project: writing directions to 10 different places. (Rough Draft) Due tomorrow
If you were gone you need to write out direction to 10 different places on your map. Make sure you follow the written instruction on your rubric sheet. Don't lose that sheet of paper or your map!
Spanish III/IV:
1. Elimination challenge and reformation of groups.
2. Q and A with passive voice. Whittle says a sentence in either voice and the student will change it to the opposite voice. (Dart Throw challenge)
If you were gone you need to practice speaking in the active and passive voice and then write a few examples of what you said.
Wednesday, May 26, 2010
el 26 de mayo, miércoles
Spanish II:
1. Finished elimination challenge and reformed groups.
2. Partner activity with map.
a. Practiced giving and taking directions using a pre-mapped route with partner orally. (go to #20, #8)
b. Practiced writing directions using a pre-mapped route. (M, C)
3. Began past tense of "ir" (fui, fuiste, fue, fuimos, fueron)
If you were gone you need to copy the route that I planned onto your map and then give directions in Spanish to your parents for the speaking ones (20, 8) and then write the directions to (m, c).
Spanish III/IV:
Ser time test.
Oral (2 seconds per tense) then Written (one minute per tense).
If you were gone you need to schedule a time to make up the test.
1. Finished elimination challenge and reformed groups.
2. Partner activity with map.
a. Practiced giving and taking directions using a pre-mapped route with partner orally. (go to #20, #8)
b. Practiced writing directions using a pre-mapped route. (M, C)
3. Began past tense of "ir" (fui, fuiste, fue, fuimos, fueron)
If you were gone you need to copy the route that I planned onto your map and then give directions in Spanish to your parents for the speaking ones (20, 8) and then write the directions to (m, c).
Spanish III/IV:
Ser time test.
Oral (2 seconds per tense) then Written (one minute per tense).
If you were gone you need to schedule a time to make up the test.
el 25 de mayo, martes
Spanish II:
1. Read directions from a map and then checked to see if you got to the right place. If you were gone you need to do this.
2. Got a partner and gave and took direction based on a route that I planned for you on the map.
3. Elimination challenge. Understanding directions.
Spanish III/IV:
Texting activity with active and passive voice.
If you were gone you need to write a sentence for each tense in the passive voice.
1. Read directions from a map and then checked to see if you got to the right place. If you were gone you need to do this.
2. Got a partner and gave and took direction based on a route that I planned for you on the map.
3. Elimination challenge. Understanding directions.
Spanish III/IV:
Texting activity with active and passive voice.
If you were gone you need to write a sentence for each tense in the passive voice.
el 24 de mayo, lunes
Spanish II:
1. Directions using Whittle's map.
If you were gone you need to write directions to E. Use the words and structures from Friday's post.
Spanish III/IV:
1. Texting activity continued. Question and answer.
2. Time test for ser in future, past, and present tense (prep)
3. Entry task tomorrow will be one of the tenses. Writing and speaking test tomorrow.
If you were gone you need to write a comparison of the active and passive voice, how it works and provide some examples.
1. Directions using Whittle's map.
If you were gone you need to write directions to E. Use the words and structures from Friday's post.
Spanish III/IV:
1. Texting activity continued. Question and answer.
2. Time test for ser in future, past, and present tense (prep)
3. Entry task tomorrow will be one of the tenses. Writing and speaking test tomorrow.
If you were gone you need to write a comparison of the active and passive voice, how it works and provide some examples.
el 21 de mayo, viernes
Spanish II:
1. Maps and directions
2. Whole group and then with a partner.
If you were gone you need to learn the following phrases and pick up a map. Study for 20 minutes and have parents sign that you did.
Sal
Dobla
Sigue
queda
una cuadra
una cuadra y media
una media cuadra
izquierda
derecha
derecho
Spanish III/IV:
Passive voice bingo challenge.
If you were gone you need to get the bingo board and pick five sentences to change to passive voice.
1. Maps and directions
2. Whole group and then with a partner.
If you were gone you need to learn the following phrases and pick up a map. Study for 20 minutes and have parents sign that you did.
Sal
Dobla
Sigue
queda
una cuadra
una cuadra y media
una media cuadra
izquierda
derecha
derecho
Spanish III/IV:
Passive voice bingo challenge.
If you were gone you need to get the bingo board and pick five sentences to change to passive voice.
el 20 de mayo, jueves
Spanish II:
1. Project feedback for part one and two.
2. Maps and directions. Structures(sal, dobla, sigue, derecho, derecha, izquierda, queda.
If you were done, you need to come in and correct your map with a partner.
Spanish III/IV:
1. New vocab challenge with passive voice.
If you were gone you need to write 3 sentences in active to passive voice, one for each tense. Present, Preterit, and future.
1. Project feedback for part one and two.
2. Maps and directions. Structures(sal, dobla, sigue, derecho, derecha, izquierda, queda.
If you were done, you need to come in and correct your map with a partner.
Spanish III/IV:
1. New vocab challenge with passive voice.
If you were gone you need to write 3 sentences in active to passive voice, one for each tense. Present, Preterit, and future.
Wednesday, May 19, 2010
el 19 de mayo, miércoles
Spanish II:
1. Finished map and got it stamped.
2. When map was finished, those that were done did a listening activity where they watched Castaway in Spanish and wrote down words and phrases they understood in Spanish.
If you were gone you have til the end of the day to get your map stamped.
Spanish III/IV:
1. Entrance task: Speaking, conjugate the verb ser in preterit and present tense to get into class.
2. Learn and memorize in 2 seconds or under, ser in the future tense.
seré
serás
será
seremos
serán
3. Write a active voice sentence and put it on the board for our entry task tomorrow. When you get there you will find a sentence that isn't yours and then you will change it to passive voice on the board.
If you were gone you have to memorize ser in the future tense and be able to say it in two seconds or under and then do the homework that was do yesterday.
*****Homework for yesterday is due tomorrow.*****
1. Finished map and got it stamped.
2. When map was finished, those that were done did a listening activity where they watched Castaway in Spanish and wrote down words and phrases they understood in Spanish.
If you were gone you have til the end of the day to get your map stamped.
Spanish III/IV:
1. Entrance task: Speaking, conjugate the verb ser in preterit and present tense to get into class.
2. Learn and memorize in 2 seconds or under, ser in the future tense.
seré
serás
será
seremos
serán
3. Write a active voice sentence and put it on the board for our entry task tomorrow. When you get there you will find a sentence that isn't yours and then you will change it to passive voice on the board.
If you were gone you have to memorize ser in the future tense and be able to say it in two seconds or under and then do the homework that was do yesterday.
*****Homework for yesterday is due tomorrow.*****
el 18 de mayo, martes
Spanish II:
1. City Brochure and Map project
2. Type in the library. Check off sentences
3. Work on map.
If you were gone you need to paste your typed sentences to the front of your map/folder and get a stamp by tomorrow.
Spanish III/IV:
1. To use passive voice: Review of Ser (present, preterit, imperfect, future, conditional, present subjunctive and imperfect subjunctive).
2. Oral time test for Ser conjugation (Present and Preterit)
3. Sentences written in active voice, changed to passive voice.
If you were gone you need to learn the conjugations of ser (present and preterit) by memory and be able to do it in 2 seconds or under.
soy
eres
es
somos
son
fui
fuiste
fue
fuimos
fueron
Write three sentences for present tense in the active voice and them change them to passive.
1. City Brochure and Map project
2. Type in the library. Check off sentences
3. Work on map.
If you were gone you need to paste your typed sentences to the front of your map/folder and get a stamp by tomorrow.
Spanish III/IV:
1. To use passive voice: Review of Ser (present, preterit, imperfect, future, conditional, present subjunctive and imperfect subjunctive).
2. Oral time test for Ser conjugation (Present and Preterit)
3. Sentences written in active voice, changed to passive voice.
If you were gone you need to learn the conjugations of ser (present and preterit) by memory and be able to do it in 2 seconds or under.
soy
eres
es
somos
son
fui
fuiste
fue
fuimos
fueron
Write three sentences for present tense in the active voice and them change them to passive.
el 17 de mayo, lunes
Spanish II:
1. City Brochure and Map project
2. Type in the library. 36 sentences due on Tuesday.
3. Work on map. Due Wednesday
If you were gone you need to type the 36 sentences and begin an outline of your map.
Spanish III/IV:
1. Review of Passive and Active voice (Pablo Pidal teaches)
2. Passsive voice sentences and structure.
If you were gone you need to schedule a time to learn passive voice with me.
Active voice sentence structure: Subject + Conjugated Verb + Object
Passive Voice sentence Structure: Object + Conjugation of Ser(same tense as active) + verb in past participle (a/ido, a/ida, a/idos, a/idas, using same verb as active) + Por _____.
Active:
Subject conj verb object
Marta jugó el fútbol.
Marta played soccer.
Passive:
Object Conj of Ser Verb/past part. Por_____
El fútbol fue jugado por Marta.
Soccer was played by Marta.
1. City Brochure and Map project
2. Type in the library. 36 sentences due on Tuesday.
3. Work on map. Due Wednesday
If you were gone you need to type the 36 sentences and begin an outline of your map.
Spanish III/IV:
1. Review of Passive and Active voice (Pablo Pidal teaches)
2. Passsive voice sentences and structure.
If you were gone you need to schedule a time to learn passive voice with me.
Active voice sentence structure: Subject + Conjugated Verb + Object
Passive Voice sentence Structure: Object + Conjugation of Ser(same tense as active) + verb in past participle (a/ido, a/ida, a/idos, a/idas, using same verb as active) + Por _____.
Active:
Subject conj verb object
Marta jugó el fútbol.
Marta played soccer.
Passive:
Object Conj of Ser Verb/past part. Por_____
El fútbol fue jugado por Marta.
Soccer was played by Marta.
Tuesday, May 18, 2010
el 14 de mayo, viernes
Spanish II:
1. Rubric for map/brochure project.
2. 36 typed sentences are due by Tuesday.
3. Map is due by Wednesday.
If you were gone you need to pick up the rubric and a folder. The folder is to be your brochure. Write the sentences.
Spanish III/IV:
1. Passive and Active voice (Pablo Pidal teaches)
2. Combine class with Native Speakers class and learn passive voice.
3. Passive voice sentences and structure.
If you were gone you need to schedule a time to learn passive voice with me.
Compro carros en el verano. (active)
I buy cars in the summer.
Los carros son comprados por mí en el verano. (passive)
The cars are bought by me in the summer.
1. Rubric for map/brochure project.
2. 36 typed sentences are due by Tuesday.
3. Map is due by Wednesday.
If you were gone you need to pick up the rubric and a folder. The folder is to be your brochure. Write the sentences.
Spanish III/IV:
1. Passive and Active voice (Pablo Pidal teaches)
2. Combine class with Native Speakers class and learn passive voice.
3. Passive voice sentences and structure.
If you were gone you need to schedule a time to learn passive voice with me.
Compro carros en el verano. (active)
I buy cars in the summer.
Los carros son comprados por mí en el verano. (passive)
The cars are bought by me in the summer.
Thursday, May 13, 2010
el 13 de mayo, jueves
Spanish II:
1. Finished challenges.
2. Got a list of words in English for the map project.
3. Translated the places in the first line and then wrote the things you can do or buy in the second line.
4. Speaking activity with the list.
Get the list and do the above activity if you were gone.
Spanish III/IV:
1. Vocabulary activity. Description of what we saw in the national park and the desert pictures.
2. Learned new vocab using pictures. Will post later.
3. Reviewed subjunctive and started reading how to start a fire.
If you were gone you need to do something Spanish related and also learn your new vocab by paying attention in class!
PS. Children's stories are due tomorrow.
1. Finished challenges.
2. Got a list of words in English for the map project.
3. Translated the places in the first line and then wrote the things you can do or buy in the second line.
4. Speaking activity with the list.
Get the list and do the above activity if you were gone.
Spanish III/IV:
1. Vocabulary activity. Description of what we saw in the national park and the desert pictures.
2. Learned new vocab using pictures. Will post later.
3. Reviewed subjunctive and started reading how to start a fire.
If you were gone you need to do something Spanish related and also learn your new vocab by paying attention in class!
PS. Children's stories are due tomorrow.
el 12 de mayo, miércoles
Spanish II:
1. Finish Vocab Challenge.
2. Begin Speaking challenge with vocab and verbs. (En la estación de servicio puedes comprar gasolina)
If you were gone you need to study your vocab and verbs and practice saying what you can do or buy in each place.
Spanish III/IV:
1. Watched the videos of our cinco de mayo fiesta.
2. Worked on the kids book of don Quijote.
If you were gone you need to finish up your part of the kids book.
1. Finish Vocab Challenge.
2. Begin Speaking challenge with vocab and verbs. (En la estación de servicio puedes comprar gasolina)
If you were gone you need to study your vocab and verbs and practice saying what you can do or buy in each place.
Spanish III/IV:
1. Watched the videos of our cinco de mayo fiesta.
2. Worked on the kids book of don Quijote.
If you were gone you need to finish up your part of the kids book.
Tuesday, May 11, 2010
el 11 de mayo, martes
Spanish II:
1. Warm up activity with the list of the vocab words in English. With a partner you made sentences: Example: The library: You said, "En la biblioteca puedes sacar y devolver libros.
2. Finished TPR challenge.
3. Began vocab Challenge.
If you were gone you need to study the vocab words and verbs for 20 minutes and have a parent sign the make up form.
Spanish III/IV:
1. Finish Man of la Mancha.
2. Organized books for groups. Chose five chapters and assigned group work.
1. Warm up activity with the list of the vocab words in English. With a partner you made sentences: Example: The library: You said, "En la biblioteca puedes sacar y devolver libros.
2. Finished TPR challenge.
3. Began vocab Challenge.
If you were gone you need to study the vocab words and verbs for 20 minutes and have a parent sign the make up form.
Spanish III/IV:
1. Finish Man of la Mancha.
2. Organized books for groups. Chose five chapters and assigned group work.
Monday, May 10, 2010
el 10 de mayo, lunes
Spanish II:
1. Learned tpr gestures for the verbs and then we began a head to head challenge. The first round is me saying the verbs and you doing the action. The second round I showed pictures of the places and then you would say the verb.
If you were gone you need learn the gestures for the list below and then come in and show me you learned them.
ver, orar, adorar, montar, esperar, comprar, reportar, descansar, dormir, ordenar, tomar, nadar, ordeñar, vivir, divertirte, mejorarte, jugar, enviar, devolver, sacar, depositar, ir de compras, pasear.
Spanish III/IV:
1. Man of la Mancha with packet. We watched until just before the end where I shut it off.
If you were gone you need to watch it from the part where they fight at the inn.
1. Learned tpr gestures for the verbs and then we began a head to head challenge. The first round is me saying the verbs and you doing the action. The second round I showed pictures of the places and then you would say the verb.
If you were gone you need learn the gestures for the list below and then come in and show me you learned them.
ver, orar, adorar, montar, esperar, comprar, reportar, descansar, dormir, ordenar, tomar, nadar, ordeñar, vivir, divertirte, mejorarte, jugar, enviar, devolver, sacar, depositar, ir de compras, pasear.
Spanish III/IV:
1. Man of la Mancha with packet. We watched until just before the end where I shut it off.
If you were gone you need to watch it from the part where they fight at the inn.
el 7 de mayo, viernes
Spanish II:
First we took the quiz for yesterday's words.
1.Went through the new words (iglesia(orar y adorar), parada del autobús(esperar y montar), plaza(pasear, ver monumentos), teatro(ver una obra de teatro), zoológico(ver animales)
2. Quiz (6 questions 12 points) Same structures as the previous two quizzes.
3. Made a list of the verbs as a class using the pictures of the places.
4. Began to learn the actions for the verbs.
If you were gone you need to learn the new words with their verbs and schedule a time to come in and make up the quiz.
Spanish III/IV:
1. Man of la Mancha movie and packet. Ended before the fight in the inn.
2. If you were gone you need to come in and watch the part you missed and do the packet.
First we took the quiz for yesterday's words.
1.Went through the new words (iglesia(orar y adorar), parada del autobús(esperar y montar), plaza(pasear, ver monumentos), teatro(ver una obra de teatro), zoológico(ver animales)
2. Quiz (6 questions 12 points) Same structures as the previous two quizzes.
3. Made a list of the verbs as a class using the pictures of the places.
4. Began to learn the actions for the verbs.
If you were gone you need to learn the new words with their verbs and schedule a time to come in and make up the quiz.
Spanish III/IV:
1. Man of la Mancha movie and packet. Ended before the fight in the inn.
2. If you were gone you need to come in and watch the part you missed and do the packet.
Friday, May 7, 2010
el 6 de mayo, jueves
Spanish II:
1. Quiz for yesterdays words.
2. Listening and short answer as a class for new vocab (Add: plaza, teatro, zoológico, iglesia, parada del autobus, calle, avenida)
3. Listening comprehension quiz on these words tomorrow.
(Dónde puedes…Qué puedes…puedes…)
If you were gone, learn the words and schedule a time to make up the quiz.
Spanish III/IV:
1. Hombre de la Mancha movie with accompanying packet.
2. Get directions from me for the packet.
If you were gone you have to watch the movie during one of your lunches and do the packet.
1. Quiz for yesterdays words.
2. Listening and short answer as a class for new vocab (Add: plaza, teatro, zoológico, iglesia, parada del autobus, calle, avenida)
3. Listening comprehension quiz on these words tomorrow.
(Dónde puedes…Qué puedes…puedes…)
If you were gone, learn the words and schedule a time to make up the quiz.
Spanish III/IV:
1. Hombre de la Mancha movie with accompanying packet.
2. Get directions from me for the packet.
If you were gone you have to watch the movie during one of your lunches and do the packet.
Wednesday, May 5, 2010
El Cinco de mayo
Spanish II:
Same structures as yesterday. Reviewed all old vocab with structures.
1. Listening and short answer as a class for new vocab. (add: museo(ver monumentos y cuadros), restaurante(ordenar comida), hotel(dormir, descansar), estación de (servicio(comparar gasolina), tren(esperar y montar), metro(esperar y montar), policía(reportar un crímen)
2. If you were gone you need to Learn new places and things you can do and/or buy in those places so you can take the quiz.
Spanish III/IV
1. Cinco de mayo party with cultural discussion and application.
2. Exit essay: Compare and contrast essay. How is cinco de mayo celebrated in mexico as compared to the US, and why?
If you were gone you need to read the article below and then write a one paragraph answer to the essay above. (English is ok)
May 5 2010 9:48 AM EDT
Cinco De Mayo: Understanding The Holiday's History
The day associated with tequila and guacamole actually commemorates a brave battle against French invaders.
By Josh Wigler, with additional reporting by the MTV News staff
If you've noticed a sudden dearth of avocados, limes, Corona Extras and Jose Cuervo at your local grocery store over the past couple of days, don't panic — no one is conspiring against you. Instead, your neighbors are simply stocking up to celebrate Cinco de Mayo, a holiday celebrated in Mexico and all over the United States with delicious Mexican cuisine, far too much alcohol and plenty of fanfare.
But Cinco de Mayo ("the fifth of May") is much more than an entertaining way to forget an entire day's worth of events. The holiday owes its origins to the Battle of Puebla on May 5, 1862, when the Mexican army overcame seemingly insurmountable odds to defeat invading French forces from conquering the state of Puebla. The victory remains a cause for commemoration nearly 150 years later.
Interestingly enough, Cinco de Mayo isn't celebrated in Mexico nearly as much as it is in the United States, as the country's most widely recognized national patriotic holiday is actually the Mexican Independence Day on September 16. But Cinco de Mayo gets plenty of attention in the U.S. not just from Mexican-Americans, but also from anybody interested in seeking out new forms of cultural exposure — largely due to the efforts of liquor companies and Mexican restaurants.
Last year, MTV Tr3s sent comedian Cristela Alonzo to Los Angeles' historic Olvera Street to report on the community's deep understanding of Cinco del Mayo. While the holiday has historic roots, Alonzo acknowledged that many participants view Cinco de Mayo as "an excuse to get drunk and party." But as Alonzo learned, enjoying the rowdier aspects of Cinco de Mayo doesn't have to come at the expense of forgetting the holiday's cultural significance.
"What's important is to remember the meaning behind the holiday," she reported of her findings. "It's about freedom and to celebrate those who had the courage to defend it."
So as you immerse yourself in today's festivities, make sure to put your ice cold cerveza down for long enough to acknowledge the true meaning of Cinco de Mayo, a holiday built on the foundation of freedom.
Same structures as yesterday. Reviewed all old vocab with structures.
1. Listening and short answer as a class for new vocab. (add: museo(ver monumentos y cuadros), restaurante(ordenar comida), hotel(dormir, descansar), estación de (servicio(comparar gasolina), tren(esperar y montar), metro(esperar y montar), policía(reportar un crímen)
2. If you were gone you need to Learn new places and things you can do and/or buy in those places so you can take the quiz.
Spanish III/IV
1. Cinco de mayo party with cultural discussion and application.
2. Exit essay: Compare and contrast essay. How is cinco de mayo celebrated in mexico as compared to the US, and why?
If you were gone you need to read the article below and then write a one paragraph answer to the essay above. (English is ok)
May 5 2010 9:48 AM EDT
Cinco De Mayo: Understanding The Holiday's History
The day associated with tequila and guacamole actually commemorates a brave battle against French invaders.
By Josh Wigler, with additional reporting by the MTV News staff
If you've noticed a sudden dearth of avocados, limes, Corona Extras and Jose Cuervo at your local grocery store over the past couple of days, don't panic — no one is conspiring against you. Instead, your neighbors are simply stocking up to celebrate Cinco de Mayo, a holiday celebrated in Mexico and all over the United States with delicious Mexican cuisine, far too much alcohol and plenty of fanfare.
But Cinco de Mayo ("the fifth of May") is much more than an entertaining way to forget an entire day's worth of events. The holiday owes its origins to the Battle of Puebla on May 5, 1862, when the Mexican army overcame seemingly insurmountable odds to defeat invading French forces from conquering the state of Puebla. The victory remains a cause for commemoration nearly 150 years later.
Interestingly enough, Cinco de Mayo isn't celebrated in Mexico nearly as much as it is in the United States, as the country's most widely recognized national patriotic holiday is actually the Mexican Independence Day on September 16. But Cinco de Mayo gets plenty of attention in the U.S. not just from Mexican-Americans, but also from anybody interested in seeking out new forms of cultural exposure — largely due to the efforts of liquor companies and Mexican restaurants.
Last year, MTV Tr3s sent comedian Cristela Alonzo to Los Angeles' historic Olvera Street to report on the community's deep understanding of Cinco del Mayo. While the holiday has historic roots, Alonzo acknowledged that many participants view Cinco de Mayo as "an excuse to get drunk and party." But as Alonzo learned, enjoying the rowdier aspects of Cinco de Mayo doesn't have to come at the expense of forgetting the holiday's cultural significance.
"What's important is to remember the meaning behind the holiday," she reported of her findings. "It's about freedom and to celebrate those who had the courage to defend it."
So as you immerse yourself in today's festivities, make sure to put your ice cold cerveza down for long enough to acknowledge the true meaning of Cinco de Mayo, a holiday built on the foundation of freedom.
el 4 de mayo
Spanish II:
1. Listening and short answer as a class for new vocab. (Add: Librería, farmacia, parque, estadio, tienda de regalos, banco, correo)
2. Listening comprehension quiz
(Dónde puedes…Qué puedes…puedes…)
If you were gone you need to learn the new places, things you can do or buy and the structures to be able to schedule a time to take the quiz.
Spanish III/IV:
1. Pairs read, Chapter 18 of Don Quijote de la Mancha. This is the version that I rewrote at their appropriate level.
2. Reading Comprehension Questions
3. 5 minute prep of cinco de mayo party. Went over objectives that the kids came up with as well as how they celebrate it. (can find their objectives on Wed.’s ED.)
If you were gone you need to pick up a story, read, and answer the questions. In order to show that you read, you must have a summary (not a translation) of each paragraph in English. This will simulate the pairs read.
1. Listening and short answer as a class for new vocab. (Add: Librería, farmacia, parque, estadio, tienda de regalos, banco, correo)
2. Listening comprehension quiz
(Dónde puedes…Qué puedes…puedes…)
If you were gone you need to learn the new places, things you can do or buy and the structures to be able to schedule a time to take the quiz.
Spanish III/IV:
1. Pairs read, Chapter 18 of Don Quijote de la Mancha. This is the version that I rewrote at their appropriate level.
2. Reading Comprehension Questions
3. 5 minute prep of cinco de mayo party. Went over objectives that the kids came up with as well as how they celebrate it. (can find their objectives on Wed.’s ED.)
If you were gone you need to pick up a story, read, and answer the questions. In order to show that you read, you must have a summary (not a translation) of each paragraph in English. This will simulate the pairs read.
Monday, May 3, 2010
el 3 de mayo, lunes
Spanish II:
1. Class challenge with pictures and vocabulary. We went through pictures of all the vocabulary you have learned over the past two years.
2. We began learning new vocab in context with the question,
Qué puedes hacer/comprar en ________? What can you do/buy in ________?
Puedes comprar comestibles en el supermercado.
Puedes sacar y devolver libros en la biblioteca.
We will be adding more tomorrow. If you were gone you need to Translate the two sentences above in to English, then add three more from todays lesson in Spanish with the English translation.
Spanish III/IV:
1. You guys are going to plan the cinco de mayo party, but with objectives related to who, what, where, when, why, and how. It can't just be a party. Gave you 5 minutes to plan.
2. We finished the chapter on Don Quijote. If you were gone you need to give me a summary of what happened in English.
1. Class challenge with pictures and vocabulary. We went through pictures of all the vocabulary you have learned over the past two years.
2. We began learning new vocab in context with the question,
Qué puedes hacer/comprar en ________? What can you do/buy in ________?
Puedes comprar comestibles en el supermercado.
Puedes sacar y devolver libros en la biblioteca.
We will be adding more tomorrow. If you were gone you need to Translate the two sentences above in to English, then add three more from todays lesson in Spanish with the English translation.
Spanish III/IV:
1. You guys are going to plan the cinco de mayo party, but with objectives related to who, what, where, when, why, and how. It can't just be a party. Gave you 5 minutes to plan.
2. We finished the chapter on Don Quijote. If you were gone you need to give me a summary of what happened in English.
el 30 de abril, viernes
Spanish II:
Tic Tac Toe
Dormir(o-ue), presente
sacar, pasado
cortar, presente
comer, pasado
Dormir(o-ue), pasado
Querer(e-ie), presente
poder, presente
subir, pasado
explorar, pasado
tener(e-ie), presente
If you were gone you need to conjugate and translate to English each verb for:
Yo, tú, él, ella, ud., nosotros, ellos, uds.
Spanish III/IV:
1. Napoleon listening activity: Finished part one.
Tic Tac Toe
Dormir(o-ue), presente
sacar, pasado
cortar, presente
comer, pasado
Dormir(o-ue), pasado
Querer(e-ie), presente
poder, presente
subir, pasado
explorar, pasado
tener(e-ie), presente
If you were gone you need to conjugate and translate to English each verb for:
Yo, tú, él, ella, ud., nosotros, ellos, uds.
Spanish III/IV:
1. Napoleon listening activity: Finished part one.
el 28 de abril, miércoles
Spanish II:
1. Oral exams and presentations
Spanish III/IV:
Part 3 of Don Quijote as a class. Same as yesterday.
1. Oral exams and presentations
Spanish III/IV:
Part 3 of Don Quijote as a class. Same as yesterday.
el 27 de abril, martes
Spanish II:
1. Oral Exams/Presentations
Spanish III/IV:
1. Entry Task at the door about part 2.
2. Read through as a class and I re-explain using Spanish they will understand.
1. Oral Exams/Presentations
Spanish III/IV:
1. Entry Task at the door about part 2.
2. Read through as a class and I re-explain using Spanish they will understand.
el 26 de abril, lunes
Spanish II:
1. Charades with dialogue
2. Draw Slips game:
If they draw a question: dialogue
Remedio-state what they are treating
Síntomo-use deber to state what remedio they need to treat it.
Spanish III/IV:
1. Part One of story (Don Quijote Chapter 18)
2. Quiz on part one.
3. Homework, read part 2
1. Charades with dialogue
2. Draw Slips game:
If they draw a question: dialogue
Remedio-state what they are treating
Síntomo-use deber to state what remedio they need to treat it.
Spanish III/IV:
1. Part One of story (Don Quijote Chapter 18)
2. Quiz on part one.
3. Homework, read part 2
el 23 de abril, viernes
Spanish II:
1. Finished book work, dialogue, packet, story about cacahuate.
Spanish III/IV:
Stu Cabe: Big Elephant Little elephant story (youtube)
1. Wrote a moral in Spanish for the story.
2. Wrote at least five compliments, in Spanish, to other members of the class.
1. Finished book work, dialogue, packet, story about cacahuate.
Spanish III/IV:
Stu Cabe: Big Elephant Little elephant story (youtube)
1. Wrote a moral in Spanish for the story.
2. Wrote at least five compliments, in Spanish, to other members of the class.
el 22 de abril, jueves
Spanish II:
1. Listening activity
2. Speaking activity
With Sub.
Spanish III/IV:
Listening activity: Who said it. Napoleon. 1-16
1. Listening activity
2. Speaking activity
With Sub.
Spanish III/IV:
Listening activity: Who said it. Napoleon. 1-16
el 21 de abril, miércoles
Spanish II:
1. Finish Packet review challenge
2. Charades for tener idioms.
3. Dialogue.
4. Q and A (si tengo ______ qué debo hacer?)
Spanish III/IV:
1. Entry Task: Share what they think happened in the first two paragraphs of the story in order to enter the classroom. (hand out págames)
2. Partner share about what they think happened.
Listening activity: Who said it. They will get a script from the movie Napoleon Dynamite. They will read through for comprehension to prep for watching it Thursday and Friday. When they watch the movie in Spanish they will be listening for certain lines from the movie. When they hear the lines they need to mark which character said that line.
1. Finish Packet review challenge
2. Charades for tener idioms.
3. Dialogue.
4. Q and A (si tengo ______ qué debo hacer?)
Spanish III/IV:
1. Entry Task: Share what they think happened in the first two paragraphs of the story in order to enter the classroom. (hand out págames)
2. Partner share about what they think happened.
Listening activity: Who said it. They will get a script from the movie Napoleon Dynamite. They will read through for comprehension to prep for watching it Thursday and Friday. When they watch the movie in Spanish they will be listening for certain lines from the movie. When they hear the lines they need to mark which character said that line.
el 20 de abril, martes
Spanish II:
1. Packet review Challenge in groups.
Spanish III/IV:
1. Finish class dictionary
2. Use the text to help us figure out meaning of words that can’t be found in the dictionary.
3. Create a story with their group that predicts what will happen in the chapter based on their knowledge of Don Quijote and the vocab.
4. Present stories.
5. Read first 2 paragraphs of the story.
1. Packet review Challenge in groups.
Spanish III/IV:
1. Finish class dictionary
2. Use the text to help us figure out meaning of words that can’t be found in the dictionary.
3. Create a story with their group that predicts what will happen in the chapter based on their knowledge of Don Quijote and the vocab.
4. Present stories.
5. Read first 2 paragraphs of the story.
Tuesday, April 20, 2010
el 19 de abril
Spanish II:
1. Worked on the bookwork assignment (see Friday's post)
2. If you finished with that then you worked on your packet.
If you were gone you have one extra day to turn in the bookwork. The packet is due by Friday.
Spanish III/IV:
1. Class vocab dictionary for Don Quijote Capítulo XVIII.
If you were gone you need to do something Spanish related to make up the work.
1. Worked on the bookwork assignment (see Friday's post)
2. If you finished with that then you worked on your packet.
If you were gone you have one extra day to turn in the bookwork. The packet is due by Friday.
Spanish III/IV:
1. Class vocab dictionary for Don Quijote Capítulo XVIII.
If you were gone you need to do something Spanish related to make up the work.
Friday, April 16, 2010
el 16 de abril: viernes
Spanish II:
Period One and Two
1. Book Dialogues (pages288-289 1-4) Go through the dialogue with a partner. (need to translate the model (example) for each one to show you understood the structures.
2. Page 289: 5-7 Answer in complete sentences in Spanish.
3. Pages 292-293 8-10 (Same instructions as #1 above)
4. Page 293 11-14 (Same instructions as #2 above)
5. Page 294-295 (comuniquemos) Do this with a partner.
If you were gone you need to get a copy of the pages from the book and finish what you don't get done on Friday in class.
Periods five and six:
Spelling bee: If you were gone you need to come in and make up this activity with me.
Spanish III/IV:
1. Finish Spanish Children story for windmill story. Answer questions.
2. Compile dictionary for Don Quijote.
3. Vocab Prep for Don Quijote: Make a class dictionary for the first chapter. 113 words, each student will define five of them and them make a dictionary.
4. Miguel de Cervantes quiz.
If you were gone you need to finish reading the story and then answer the questions, translate your words from the list, and make up the quiz.
Period One and Two
1. Book Dialogues (pages288-289 1-4) Go through the dialogue with a partner. (need to translate the model (example) for each one to show you understood the structures.
2. Page 289: 5-7 Answer in complete sentences in Spanish.
3. Pages 292-293 8-10 (Same instructions as #1 above)
4. Page 293 11-14 (Same instructions as #2 above)
5. Page 294-295 (comuniquemos) Do this with a partner.
If you were gone you need to get a copy of the pages from the book and finish what you don't get done on Friday in class.
Periods five and six:
Spelling bee: If you were gone you need to come in and make up this activity with me.
Spanish III/IV:
1. Finish Spanish Children story for windmill story. Answer questions.
2. Compile dictionary for Don Quijote.
3. Vocab Prep for Don Quijote: Make a class dictionary for the first chapter. 113 words, each student will define five of them and them make a dictionary.
4. Miguel de Cervantes quiz.
If you were gone you need to finish reading the story and then answer the questions, translate your words from the list, and make up the quiz.
el 15 de abril
Spanish II: HSPE Testing days. 5th and 6th only
Practice Spelling Bee: This was done in quiz format. If you were gone you need to come in and do the activity.
Then I assigned...
1. Book Dialogues (pages288-289 1-4) Go through the dialogue with a partner. (need to translate the model (example) for each one to show you understood the structures.
2. Page 289: 5-7 Answer in complete sentences in Spanish.
3. Pages 292-293 8-10 (Same instructions as #1 above)
4. Page 293 11-14 (Same instructions as #2 above)
5. Page 294-295 (comuniquemos) Do this with a partner.
If you were gone you need to get a copy of the pages from the book and finish what you don't get done on Friday in class. Don't forget the spelling quiz too.
Practice Spelling Bee: This was done in quiz format. If you were gone you need to come in and do the activity.
Then I assigned...
1. Book Dialogues (pages288-289 1-4) Go through the dialogue with a partner. (need to translate the model (example) for each one to show you understood the structures.
2. Page 289: 5-7 Answer in complete sentences in Spanish.
3. Pages 292-293 8-10 (Same instructions as #1 above)
4. Page 293 11-14 (Same instructions as #2 above)
5. Page 294-295 (comuniquemos) Do this with a partner.
If you were gone you need to get a copy of the pages from the book and finish what you don't get done on Friday in class. Don't forget the spelling quiz too.
Wednesday, April 14, 2010
el 14 de abril
Spanish II:
1. Book Dialogues (pages288-289 1-7)
2. Charades with tener idioms and dialogue practice.
3. Spelling bee practice.
If you were gone you need to do this activity with a partner.
Write 5-7 in complete sentences in Spanish.
Spanish III/IV:
1. 1. Talk to a partner about what certain things are know for. (I will have a variety of pictures of places and use a map and the students will say what it is they are known for. New York=Central Park, Statue of Liberty, Empire State building, etc.)
2. Vocab for La Primera Salida/Read
3. Chile Chico Mini Novel for Don Quijote intro. (read)
If you were gone you need to do all of the above.
1. Book Dialogues (pages288-289 1-7)
2. Charades with tener idioms and dialogue practice.
3. Spelling bee practice.
If you were gone you need to do this activity with a partner.
Write 5-7 in complete sentences in Spanish.
Spanish III/IV:
1. 1. Talk to a partner about what certain things are know for. (I will have a variety of pictures of places and use a map and the students will say what it is they are known for. New York=Central Park, Statue of Liberty, Empire State building, etc.)
2. Vocab for La Primera Salida/Read
3. Chile Chico Mini Novel for Don Quijote intro. (read)
If you were gone you need to do all of the above.
el 13 de abril
Spanish II:
1. Spelling Bee (HSPE Schedule)
If you were gone you need to come in and do this activity with me. This is very important for me to assess your ability to hear a word and spell it based on the Spanish pronunciation.
Spanish III/IV:
1. Finish Mondays assignment. Quiz on Wednesday.
2. Hand out the Spanish article on “La Mancha.”
a. es conocido por -is known for (as)
Prepare a "known for" statement to get into class.
Get the article and read through it, give a basic translation synopsis in English.
1. Spelling Bee (HSPE Schedule)
If you were gone you need to come in and do this activity with me. This is very important for me to assess your ability to hear a word and spell it based on the Spanish pronunciation.
Spanish III/IV:
1. Finish Mondays assignment. Quiz on Wednesday.
2. Hand out the Spanish article on “La Mancha.”
a. es conocido por -is known for (as)
Prepare a "known for" statement to get into class.
Get the article and read through it, give a basic translation synopsis in English.
el 12 de abril
Spanish II:
1. Chapter nine packets.
If you were gone you need to pick one up and work on it for 50 minutes at home, then turn in what you have done. Do not exceed 50 minutes.
Spanish III/IV:
1. Hand out the article titled, “Miguel de Cervantes y Saavedra”
2. They will be working in their survivor groups. Hand out two or three dictionaries to each group.
3. They will translate the section titled, “Mi mini-diccionario”
4. The first time they read through it I want them to underline every verb. Then they need to use their sheet of paper that has the ending on it to translate each verb. They can do this on their paper right above the verb.
5. The second time they read it, they will discuss in their groups what it means. The goal is for them to understand a little more about the life of Miguel de Cervantes.
6. The third time they read it, each group will have to right ten comprehension questions (in Spanish) about the article.
If you were gone you need to get the article and do the work above.
1. Chapter nine packets.
If you were gone you need to pick one up and work on it for 50 minutes at home, then turn in what you have done. Do not exceed 50 minutes.
Spanish III/IV:
1. Hand out the article titled, “Miguel de Cervantes y Saavedra”
2. They will be working in their survivor groups. Hand out two or three dictionaries to each group.
3. They will translate the section titled, “Mi mini-diccionario”
4. The first time they read through it I want them to underline every verb. Then they need to use their sheet of paper that has the ending on it to translate each verb. They can do this on their paper right above the verb.
5. The second time they read it, they will discuss in their groups what it means. The goal is for them to understand a little more about the life of Miguel de Cervantes.
6. The third time they read it, each group will have to right ten comprehension questions (in Spanish) about the article.
If you were gone you need to get the article and do the work above.
el 9 de abril
Spanish II:
1. Dialogue (add on: Qué debo(es) hacer?
2. Spelling real and nonsense words in Spanish.
3. Group Charades
4. Dialogue Translation
If you were gone you need to write out the dialogue 2 times.
Spanish III/IV:
1. Read Spanish description of Miguel de Cervantes and then draw a picture of what he might look like according to the description.
Get a copy of the paragraph and do the activity.
1. Dialogue (add on: Qué debo(es) hacer?
2. Spelling real and nonsense words in Spanish.
3. Group Charades
4. Dialogue Translation
If you were gone you need to write out the dialogue 2 times.
Spanish III/IV:
1. Read Spanish description of Miguel de Cervantes and then draw a picture of what he might look like according to the description.
Get a copy of the paragraph and do the activity.
el 8 de abril
Spanish II:
1. Hand out worksheet and have students answer in complete Spanish sentences as well as translate the dialogue at the end. Collect when done and turn into the box by the door.
2. Hand out bingo boards and review sheet. (they are not to write on the sheets and they are to give them back to you).
Get the worksheet and do it if you were gone.
Spanish III/IV:
Scrabble Challenge
If you were gone do something creative with Spanish.
1. Hand out worksheet and have students answer in complete Spanish sentences as well as translate the dialogue at the end. Collect when done and turn into the box by the door.
2. Hand out bingo boards and review sheet. (they are not to write on the sheets and they are to give them back to you).
Get the worksheet and do it if you were gone.
Spanish III/IV:
Scrabble Challenge
If you were gone do something creative with Spanish.
el 7 de abril
Spanish II:
1. Charades for tener idioms.
2. Add on to dialogue.
3. Q and A (si tengo ______ qué debo hacer?)
4. Spell new words (frío, gripe, resfriado, sueño, calor, fiebre)
If you were gone you need to write out the dialgue two times using different things that are wrong and different suggestions to feel better.
Spanish III/IV:
1. Practice presentations
2. Present oral presentation in Spanish.
If you were gone you need to prepare a mini Spanish presentation about Miguel de Cervantes and perform it for me or the class.
1. Charades for tener idioms.
2. Add on to dialogue.
3. Q and A (si tengo ______ qué debo hacer?)
4. Spell new words (frío, gripe, resfriado, sueño, calor, fiebre)
If you were gone you need to write out the dialgue two times using different things that are wrong and different suggestions to feel better.
Spanish III/IV:
1. Practice presentations
2. Present oral presentation in Spanish.
If you were gone you need to prepare a mini Spanish presentation about Miguel de Cervantes and perform it for me or the class.
Wednesday, April 7, 2010
el 6 de abril
Spanish II:
1. Vocab Challenge: I said Spanish and you touched what I said. Then I touched a part of my body and you said the Spanish.
Reviewed dialogue...
Spanish III/IV:
1. Jigsaw: You got a part of an article on Miguel De Cervantes. You read your part and then drew a picture of the main points. You then prepared to describe and present your posters in Spanish.
1. Vocab Challenge: I said Spanish and you touched what I said. Then I touched a part of my body and you said the Spanish.
Reviewed dialogue...
Spanish III/IV:
1. Jigsaw: You got a part of an article on Miguel De Cervantes. You read your part and then drew a picture of the main points. You then prepared to describe and present your posters in Spanish.
Tuesday, April 6, 2010
el 5 de abril
Spanish II:
1. Handed in Posters.
2. Reviewed vocab by playing body parts bingo.
If you were gone you need to study your flashcards for twenty minutes and have a parent sign off that you did.
Spanish III/IV:
1. Shared what we did during our spring breaks in Spanish.
2. Culture share: Anthony and Alex went to Mexico. Shared pics and cultural observations.
If you were gone you need to do something Spanish related to make up the points.
1. Handed in Posters.
2. Reviewed vocab by playing body parts bingo.
If you were gone you need to study your flashcards for twenty minutes and have a parent sign off that you did.
Spanish III/IV:
1. Shared what we did during our spring breaks in Spanish.
2. Culture share: Anthony and Alex went to Mexico. Shared pics and cultural observations.
If you were gone you need to do something Spanish related to make up the points.
el 26 de marzo
Spanish II:
1. Q & A with Como te sientes.
2. Homework for break: Make a poster and label it with the body parts. Spelling counts.
Spanish III/IV:
Vocab Review with a Q and A. Talked about Miguel de Cervantes.
Spring Break
1. Q & A with Como te sientes.
2. Homework for break: Make a poster and label it with the body parts. Spelling counts.
Spanish III/IV:
Vocab Review with a Q and A. Talked about Miguel de Cervantes.
Spring Break
Friday, March 26, 2010
el 25 de marzo
1. Difference between idop and rp. Take notes.
RP/ IDOP/ DOP
Me/ Me/ Me
Te/ Te/ Te
Se/ Le/ Lo, La
Nos/ Nos/ Nos
Se/ Les/ Los, Las
Reflexive Pronouns are when the person or thing doing the action is also receiving the action. I hit myself.
Indirect: Someone or something is doing the action to someone or something else. I hit you.
Direct: Directly receives the action of the verb.
I serve John tacos.
Direct= Tacos, because I am serving who or what? Answer=tacos.
Indirect= John, because who are the tacos for? Answer=John.
It would be reflexive if we changed the sentence to: I serve myself tacos.
If you were gone make sure you pick up the notes on how this relates to the verb doler and take good notes on the above information.
We also had a group challenge. Your group traced someone's body, then labeled all the 33 body parts in Spanish. Spelling counted. 5 minutes to complete the task.
Spanish III/IV:
1. Kayla Davis song presentation: Poco a Poca (Chetes)
2. Played Disney Scene it Spanish edition.
If you were gone you need to get the lyrics, translate them, and then listen to the song.
RP/ IDOP/ DOP
Me/ Me/ Me
Te/ Te/ Te
Se/ Le/ Lo, La
Nos/ Nos/ Nos
Se/ Les/ Los, Las
Reflexive Pronouns are when the person or thing doing the action is also receiving the action. I hit myself.
Indirect: Someone or something is doing the action to someone or something else. I hit you.
Direct: Directly receives the action of the verb.
I serve John tacos.
Direct= Tacos, because I am serving who or what? Answer=tacos.
Indirect= John, because who are the tacos for? Answer=John.
It would be reflexive if we changed the sentence to: I serve myself tacos.
If you were gone make sure you pick up the notes on how this relates to the verb doler and take good notes on the above information.
We also had a group challenge. Your group traced someone's body, then labeled all the 33 body parts in Spanish. Spelling counted. 5 minutes to complete the task.
Spanish III/IV:
1. Kayla Davis song presentation: Poco a Poca (Chetes)
2. Played Disney Scene it Spanish edition.
If you were gone you need to get the lyrics, translate them, and then listen to the song.
Thursday, March 25, 2010
el 24 de febrero
Spanish II:
1. Cómo te sientes?
Me siento mal.
Qué te pasa?
Tengo un dolor de ______ or Me duele(n) _________.
2. Lecture on idop's vs ref.
If you were gone you need practice the dialogue above with your parents and have them sign a note that they did it.
Spanish III/IV:
1. Finish Oral exams.
2. Shakespear vs Miguel de Cervantes writing.
If you were gone you need to get a sample of both of their writings (online) read it and compare and contrast in one paragraph.
1. Cómo te sientes?
Me siento mal.
Qué te pasa?
Tengo un dolor de ______ or Me duele(n) _________.
2. Lecture on idop's vs ref.
If you were gone you need practice the dialogue above with your parents and have them sign a note that they did it.
Spanish III/IV:
1. Finish Oral exams.
2. Shakespear vs Miguel de Cervantes writing.
If you were gone you need to get a sample of both of their writings (online) read it and compare and contrast in one paragraph.
Sunday, March 14, 2010
el 12 de marzo
Spanish II:
Went through the new vocab list for body parts.
Culture Share: Argentina: food and housing. Saw pics from Argentina and heard culturally related stories.
Spanish III:
Song Presentations: Kahle: Alguien Soy Yo (Enrique Iglesias)
We then listened to other Spanish songs that the class chose. Anthony even shared La Bamba with the lyrics with us.
If you were gone you need to Translate and listen to Alguien Soy Yo.
Went through the new vocab list for body parts.
Culture Share: Argentina: food and housing. Saw pics from Argentina and heard culturally related stories.
Spanish III:
Song Presentations: Kahle: Alguien Soy Yo (Enrique Iglesias)
We then listened to other Spanish songs that the class chose. Anthony even shared La Bamba with the lyrics with us.
If you were gone you need to Translate and listen to Alguien Soy Yo.
Thursday, March 11, 2010
el 11 de marzo
Spanish II:
1. Quack review video: Weather expressions and seasons.
2. Class quiz with unit 1 lessons 1-14.
If you were gone you need to schedule a time to watch the video.
Spanish III/IV:
Q and A with vocab. Learned funcionar.
If you were gone you need to learn the use of funcionar and then write 5 sentences using funcionar with our new vocab. See me if you have any questions.
1. Quack review video: Weather expressions and seasons.
2. Class quiz with unit 1 lessons 1-14.
If you were gone you need to schedule a time to watch the video.
Spanish III/IV:
Q and A with vocab. Learned funcionar.
If you were gone you need to learn the use of funcionar and then write 5 sentences using funcionar with our new vocab. See me if you have any questions.
el 10 de marzo
Spanish II:
1. Quack Video: Tener idoms
2. Body Parts vocab video.
If you were gone you need to schedule a time to watch the videos. I will be showing them Friday during both lunches. If you can't make it then. I will be showing it during lunches on Monday as well.
Spanish III/IV:
Quack Video Review: Tener idioms, Weather expressions.
If you were gone, do something Spanish related.
1. Quack Video: Tener idoms
2. Body Parts vocab video.
If you were gone you need to schedule a time to watch the videos. I will be showing them Friday during both lunches. If you can't make it then. I will be showing it during lunches on Monday as well.
Spanish III/IV:
Quack Video Review: Tener idioms, Weather expressions.
If you were gone, do something Spanish related.
el 5, 8, 9 de marzo
el 5 de marzo:
Spanish II/III: www.learnspanish.com Unit 1: lessons 1-14 due. Page 4 and 5 translation of "Patricia va a California"
Spanish III/IV: Field Trip to UW: www.learnspanish.com Unit 2: Lessons 15-18 Ser/Estar
El 8 de marzo:
Spanish II: Corrected test and feedback.
Spanish III/IV: Culture share from field trip. Review "Verbos Locos" stem changers for future and conditional tenses.
tener-tendr
poner-pondr
poder-podr
saber-sabr
querer-quis
hacer-har
haber-habr
caber-cabr
salir-saldr
venir-vendr
decir-dir
endings for future:
é
ás
á
emos
án
El 9 de marzo:
Spanish II: Exam translation feedback. Intro to vocab for body parts. Class "quiz" on independent study.
If you were gone, do something Spanish related. Read a kids book, listen to some music, etc.
Spanish III: Noel taught the class.
One Person says: Pitonista, qué será en mi futuro.
Fortune teller: Tells 3 things using the future tense that will happen to that person.
Homework: Write 8 fortunes using a minimum of 4 irregular verbs.
Spanish II/III: www.learnspanish.com Unit 1: lessons 1-14 due. Page 4 and 5 translation of "Patricia va a California"
Spanish III/IV: Field Trip to UW: www.learnspanish.com Unit 2: Lessons 15-18 Ser/Estar
El 8 de marzo:
Spanish II: Corrected test and feedback.
Spanish III/IV: Culture share from field trip. Review "Verbos Locos" stem changers for future and conditional tenses.
tener-tendr
poner-pondr
poder-podr
saber-sabr
querer-quis
hacer-har
haber-habr
caber-cabr
salir-saldr
venir-vendr
decir-dir
endings for future:
é
ás
á
emos
án
El 9 de marzo:
Spanish II: Exam translation feedback. Intro to vocab for body parts. Class "quiz" on independent study.
If you were gone, do something Spanish related. Read a kids book, listen to some music, etc.
Spanish III: Noel taught the class.
One Person says: Pitonista, qué será en mi futuro.
Fortune teller: Tells 3 things using the future tense that will happen to that person.
Homework: Write 8 fortunes using a minimum of 4 irregular verbs.
Tuesday, March 9, 2010
Tuesday, March 2, 2010
Spanish II:
1. Speaking portion of the test.
2. When you finished the test we began an independent unit using (www.learnspanish.com) The purpose is to review things learned from Spanish one or to fill in any knowledge gaps before we move on. We began with unit one lessons 1-14. You need to read the lessons, take notes, and then take the first basic quiz until you get 100%. If you don't get a 100% the first time, you have to go back and read the lesson, take notes, and try again.
If you were gone you need to get caught up so you are done by the end of class on Thursday. There will be a test on Friday over the internet unit one, lessons 1-14.
Spanish III/IV:
1. Finish the quiz
2. Cómo funciona(n)?
3. Para qué sirve(n)?
If you were gone you need to study your list of verbs and vocab, as well as schedule a time to make up the quiz before the end of the week.
1. Speaking portion of the test.
2. When you finished the test we began an independent unit using (www.learnspanish.com) The purpose is to review things learned from Spanish one or to fill in any knowledge gaps before we move on. We began with unit one lessons 1-14. You need to read the lessons, take notes, and then take the first basic quiz until you get 100%. If you don't get a 100% the first time, you have to go back and read the lesson, take notes, and try again.
If you were gone you need to get caught up so you are done by the end of class on Thursday. There will be a test on Friday over the internet unit one, lessons 1-14.
Spanish III/IV:
1. Finish the quiz
2. Cómo funciona(n)?
3. Para qué sirve(n)?
If you were gone you need to study your list of verbs and vocab, as well as schedule a time to make up the quiz before the end of the week.
Monday, March 1, 2010
el primero de marzo
Spanish II:
1. Finished reading comprehension, and translation section of the test.
2. Began Speaking portion of the test.
3. When you finished the test we began an independent unit using (www.learnspanish.com) The purpose is to review things learned from Spanish one or to fill in any knowledge gaps before we move on. We began with unit one lessons 1-14. You need to read the lessons, take notes, and then take the first basic quiz until you get 100%. If you don't get a 100% the first time, you have to go back and read the lesson, take notes, and try again.
If you were gone you have until Thursday schedule a time to take the test. This cannot be done after school because of spring sports. Also, you will need to complete lesson 1 and 2.
Spanish III/IV:
1. Make sure you have handed in your pre-arranged absence for the UW trip.
2. Verb and Vocab activity.
3. Verb and Vocab Quiz.
If you were gone you have until Thursday to schedule a time to take the quiz. This cannot be done after school because of spring sports
1. Finished reading comprehension, and translation section of the test.
2. Began Speaking portion of the test.
3. When you finished the test we began an independent unit using (www.learnspanish.com) The purpose is to review things learned from Spanish one or to fill in any knowledge gaps before we move on. We began with unit one lessons 1-14. You need to read the lessons, take notes, and then take the first basic quiz until you get 100%. If you don't get a 100% the first time, you have to go back and read the lesson, take notes, and try again.
If you were gone you have until Thursday schedule a time to take the test. This cannot be done after school because of spring sports. Also, you will need to complete lesson 1 and 2.
Spanish III/IV:
1. Make sure you have handed in your pre-arranged absence for the UW trip.
2. Verb and Vocab activity.
3. Verb and Vocab Quiz.
If you were gone you have until Thursday to schedule a time to take the quiz. This cannot be done after school because of spring sports
Spanish II:
1. Begin Exam: We did the writing, listening, and some of the reading comprehension part of the test.
If you were gone you need to schedule a time to make it up. You have until this Thursday (March 4).
Spanish III/IV:
1. Song Presentations:
Kelsey Hilton: Soy Igual Que Tu (Alexis y Fido)
Amber DeLong: Gracias Por Existir (Eros Ramazzotti)
If you were gone you need to translate these songs into English and then listen to them.
1. Begin Exam: We did the writing, listening, and some of the reading comprehension part of the test.
If you were gone you need to schedule a time to make it up. You have until this Thursday (March 4).
Spanish III/IV:
1. Song Presentations:
Kelsey Hilton: Soy Igual Que Tu (Alexis y Fido)
Amber DeLong: Gracias Por Existir (Eros Ramazzotti)
If you were gone you need to translate these songs into English and then listen to them.
Thursday, February 25, 2010
el 25 de febrero
Spanish II:
1. Speaking and Listening comprehension Prep
2. Writing Prompt: Minimum 60 words describing your house (color, rooms, etc) and who does what chores.
3. Packet (reading and writing prep)
If you were gone you need to get the writing analysis sheet and perform that on your own paper, after I have read your rough draft and highlighted the mistakes for you to analyze and correct.
Also, you need to FINISH the packet.
Spanish III/IV:
1. Pre arrange for the trip next friday is due this Friday.
2. Continued with frases locas.
3. Quick run-through of vocab and verbs.
If you were gone you need to do yesterdays translation from the blog.
1. Speaking and Listening comprehension Prep
2. Writing Prompt: Minimum 60 words describing your house (color, rooms, etc) and who does what chores.
3. Packet (reading and writing prep)
If you were gone you need to get the writing analysis sheet and perform that on your own paper, after I have read your rough draft and highlighted the mistakes for you to analyze and correct.
Also, you need to FINISH the packet.
Spanish III/IV:
1. Pre arrange for the trip next friday is due this Friday.
2. Continued with frases locas.
3. Quick run-through of vocab and verbs.
If you were gone you need to do yesterdays translation from the blog.
el 24 de febrero
Spanish II:
1. Listening comprehension activity with the first three pages of the packet. You need to have the first three pages completed for class on Thursday.
2. Writing prompt: due Thursday
minimum of 60 words: Describe your house (rooms, big or little, color, etc) and who does what chores (include a majority of the chores and a variety of people).
If you were gone do number one and number two above.
Spanish III/IV:
1. Main clause subjunctive triggers and indicative in the holster. This means that we looked at main clauses and they ones that trigger subjunctive we do a shooting motion and the ones that are indicative we pretend to holster the "hand" gun.
2. Frases Locas: Created random subjects, verbs, vocab, and prepositions and began to create sentences.
If you were gone you need to translate the following sentences to Spanish:
1. She will turn on the lights when she arrives (llegar).
2. I want you to melt the cheese. syntax= I want that you melt the cheese.
3. We used to use the fan to circulate the air, but now we use air conditioning.
4. Yesterday, I heated up some food in the oven.
5. I doubt that you need to show your ID when you go to the club.
1. Listening comprehension activity with the first three pages of the packet. You need to have the first three pages completed for class on Thursday.
2. Writing prompt: due Thursday
minimum of 60 words: Describe your house (rooms, big or little, color, etc) and who does what chores (include a majority of the chores and a variety of people).
If you were gone do number one and number two above.
Spanish III/IV:
1. Main clause subjunctive triggers and indicative in the holster. This means that we looked at main clauses and they ones that trigger subjunctive we do a shooting motion and the ones that are indicative we pretend to holster the "hand" gun.
2. Frases Locas: Created random subjects, verbs, vocab, and prepositions and began to create sentences.
If you were gone you need to translate the following sentences to Spanish:
1. She will turn on the lights when she arrives (llegar).
2. I want you to melt the cheese. syntax= I want that you melt the cheese.
3. We used to use the fan to circulate the air, but now we use air conditioning.
4. Yesterday, I heated up some food in the oven.
5. I doubt that you need to show your ID when you go to the club.
Tuesday, February 23, 2010
el 23 de febrero
Spanish II:
1. Silent dialogues with yesterdays structures.
2. Listening comprehension activity with the packet.
3. Worked on the test prep packet.
If you were gone you need to the first three pages of the packet (8-1, 8-2, 8-3). Focus on comprehension. You will translate 8-1 section A into English as well.
Spanish III/IV:
1. Independent Study: www.learnspanish.com
I expect you to be through the first three lessons after yesterday and today. If you were gone you need to show me the printed page of the results from lesson 78 and 79. It must read 100%.
1. Silent dialogues with yesterdays structures.
2. Listening comprehension activity with the packet.
3. Worked on the test prep packet.
If you were gone you need to the first three pages of the packet (8-1, 8-2, 8-3). Focus on comprehension. You will translate 8-1 section A into English as well.
Spanish III/IV:
1. Independent Study: www.learnspanish.com
I expect you to be through the first three lessons after yesterday and today. If you were gone you need to show me the printed page of the results from lesson 78 and 79. It must read 100%.
el 22 de febrero
Spanish II:
1. Speaking activity: Students created questions and answered them with the following prompts: (focus on two verb rule with chores)
1. Prefieres
2. Quieres
3. Necesitas
4. Puedes
5. Tienes que
6. Debes
7. Vas a
All of these structures are followed by an infinitive verb.
2. We got a test prep packet. Pick this up, but we didn't really do any of the work yet.
If you were gone you need to create 14 (2 for each structure above" interview questions about someones chores. For example, I might ask, "Do you prefer to wash the dishes or set the table?" or What do you prefer to do in your house.
Then you need to schedule a time to come in and interview me or another Spanish student.
Spanish III/IV:
1. Independent study in the computer lab: intro to subjunctive vs indicative: main clauses.
2. www.learnspanish.com Lessons 77-84 (this isn't what you completed, it is what you will complete when our independent unit is over.
If you were gone you will be required to be do one extra at home. Track what you do today and then do the next one at home. Before you go, you need to show me which one you are doing on you homework make up sheet.
1. Speaking activity: Students created questions and answered them with the following prompts: (focus on two verb rule with chores)
1. Prefieres
2. Quieres
3. Necesitas
4. Puedes
5. Tienes que
6. Debes
7. Vas a
All of these structures are followed by an infinitive verb.
2. We got a test prep packet. Pick this up, but we didn't really do any of the work yet.
If you were gone you need to create 14 (2 for each structure above" interview questions about someones chores. For example, I might ask, "Do you prefer to wash the dishes or set the table?" or What do you prefer to do in your house.
Then you need to schedule a time to come in and interview me or another Spanish student.
Spanish III/IV:
1. Independent study in the computer lab: intro to subjunctive vs indicative: main clauses.
2. www.learnspanish.com Lessons 77-84 (this isn't what you completed, it is what you will complete when our independent unit is over.
If you were gone you will be required to be do one extra at home. Track what you do today and then do the next one at home. Before you go, you need to show me which one you are doing on you homework make up sheet.
el 19 de febrero
Spanish II:
1. Frases locas:
If you were gone translate the following sentences to Spanish:
1. My mom and I make the beds in our house.
2. I washed the dishes.
3. They vacuum the floor in the family room.
4. You took out the garbage and cut the grass.
5. She dusts the furniture in her bedroom.
Spanish III/IV:
1. Song Presentations:
Candace: Luis Miguel "Nada es igual"
Dani: Luis Miguel "Abrázame"
If you were gone you need to listen to the music after finding the lyrics and translating them to English.
1. Frases locas:
If you were gone translate the following sentences to Spanish:
1. My mom and I make the beds in our house.
2. I washed the dishes.
3. They vacuum the floor in the family room.
4. You took out the garbage and cut the grass.
5. She dusts the furniture in her bedroom.
Spanish III/IV:
1. Song Presentations:
Candace: Luis Miguel "Nada es igual"
Dani: Luis Miguel "Abrázame"
If you were gone you need to listen to the music after finding the lyrics and translating them to English.
Thursday, February 18, 2010
el 18 de febrero
Spanish II:
1. Challenge with the crossword and description worksheet from yesterday.
2. I used the Popsicle sticks to go through each of the answers. If you knew it then you stayed in. If you didn't, you had to follow along.
If you were gone you need to get the crossword and translate both pages into English.
Spanish III/IV:
1. Finished second half of the head to head challenge from yesterday. This took all period, so if you were gone you need to do the same assignment as yesterdays for makeup.
1. Challenge with the crossword and description worksheet from yesterday.
2. I used the Popsicle sticks to go through each of the answers. If you knew it then you stayed in. If you didn't, you had to follow along.
If you were gone you need to get the crossword and translate both pages into English.
Spanish III/IV:
1. Finished second half of the head to head challenge from yesterday. This took all period, so if you were gone you need to do the same assignment as yesterdays for makeup.
el 17 de febrero
Spanish II:
1. Crossword Challenge: Both sides. ER/IR present tense.
2. Description challenge.
If you were gone do the crossword and pick up the description challenge worksheet and complete.
Spanish III/IV:
1. Reviewed verbs and gestures with goal of understanding and speaking.
2. Began challenge. (Head to Head, 3 rounds)
Round One: Spanish to Gesture
Round Two: Gesture to Spanish
Round Three: Gestures to Spanish Conjugations.
If you were gone you need to use the list of the verbs below to write 10 different sentence using different tenses.
Apagar
Mostrar
Recibir
Abrir
Tostar
Derritar
Circular
Dejar
Preparar
Guardar
Juntar
Echar
Escupir
Casarse
Cambiar
Avisar
Quemar
Dar
Encender
Calentar
fijarse
1. Crossword Challenge: Both sides. ER/IR present tense.
2. Description challenge.
If you were gone do the crossword and pick up the description challenge worksheet and complete.
Spanish III/IV:
1. Reviewed verbs and gestures with goal of understanding and speaking.
2. Began challenge. (Head to Head, 3 rounds)
Round One: Spanish to Gesture
Round Two: Gesture to Spanish
Round Three: Gestures to Spanish Conjugations.
If you were gone you need to use the list of the verbs below to write 10 different sentence using different tenses.
Apagar
Mostrar
Recibir
Abrir
Tostar
Derritar
Circular
Dejar
Preparar
Guardar
Juntar
Echar
Escupir
Casarse
Cambiar
Avisar
Quemar
Dar
Encender
Calentar
fijarse
Tuesday, February 16, 2010
el 16 de febrero
Spanish II:
1. Reviewed gestures for verbs.
2. Head to head challenge with 3 rounds.
Round 1: I spoke Spanish and you did the actions.
Round 2: I did the gestures and you spoke the Spanish
Round 3: I did the gestures with a subject and you spoke Spanish.
3. Learned the 2 verb rule: 1st verb conjugated then the 2nd verb in the infinitive form. Example: Prefiero lavar los platos.
If you were gone translate the following to Spanish:
You cut the grass (past tense)
She washes the dishes
They dust the furniture
I cleaned the kitchen.
We live in a house.
You clear the table.
I set the table.
You vacuum.
I washed the clothes.
You have to do your chores.
Spanish III/IV:
1. Learned gestures for the verbs we created on Thursday of last week, using the sentences we created.
If you were gone you need to learn the gestures and the verbs.
1. Reviewed gestures for verbs.
2. Head to head challenge with 3 rounds.
Round 1: I spoke Spanish and you did the actions.
Round 2: I did the gestures and you spoke the Spanish
Round 3: I did the gestures with a subject and you spoke Spanish.
3. Learned the 2 verb rule: 1st verb conjugated then the 2nd verb in the infinitive form. Example: Prefiero lavar los platos.
If you were gone translate the following to Spanish:
You cut the grass (past tense)
She washes the dishes
They dust the furniture
I cleaned the kitchen.
We live in a house.
You clear the table.
I set the table.
You vacuum.
I washed the clothes.
You have to do your chores.
Spanish III/IV:
1. Learned gestures for the verbs we created on Thursday of last week, using the sentences we created.
If you were gone you need to learn the gestures and the verbs.
Friday, February 12, 2010
el 12 de febrero
Spanish II:
1. Played the swat game with the vocabulary. Goal was to prep for the quiz by understanding the words when spoken. You had to write down all of the words I said and what they meant in English.
2. Quiz #3
If you were gone you should prep for the quiz. It is on the verbs and the vocab words. I will say them in Spanish and you will write what they mean in English. You have until Thursday of next week to do this.
Spanish III/IV:
1. Song Presentations:
Jenel C: Si Juras Regresar (Enrique Iglesias)
Nicole: Inolvidable (Laura Pausini)
Chantell: Querer (Chetes)
If you were gone you need to translate each of these song's lyrics to English and listen to them in Spanish.
1. Played the swat game with the vocabulary. Goal was to prep for the quiz by understanding the words when spoken. You had to write down all of the words I said and what they meant in English.
2. Quiz #3
If you were gone you should prep for the quiz. It is on the verbs and the vocab words. I will say them in Spanish and you will write what they mean in English. You have until Thursday of next week to do this.
Spanish III/IV:
1. Song Presentations:
Jenel C: Si Juras Regresar (Enrique Iglesias)
Nicole: Inolvidable (Laura Pausini)
Chantell: Querer (Chetes)
If you were gone you need to translate each of these song's lyrics to English and listen to them in Spanish.
Thursday, February 11, 2010
el 11 de febrero
Spanish II:
1. Checked homework.
2. Each person got a couple of words and then we redid the homework on the board.
3. We then went over all of them to see what made sense and what didn't as a class.
3. We then used the pictures to go over the vocab as a class. The goal is to understand the words when spoken in Spanish.
If you were gone you need to study all of the flashcards and recognize them when reading or hearing the Spanish word.
Spanish III/IV:
1. Went over the homework.
2. Added new verbs to the structures: ________ sirve(n) para _________.
If you were gone you need to do something Spanish related for 30 minutes.
1. Checked homework.
2. Each person got a couple of words and then we redid the homework on the board.
3. We then went over all of them to see what made sense and what didn't as a class.
3. We then used the pictures to go over the vocab as a class. The goal is to understand the words when spoken in Spanish.
If you were gone you need to study all of the flashcards and recognize them when reading or hearing the Spanish word.
Spanish III/IV:
1. Went over the homework.
2. Added new verbs to the structures: ________ sirve(n) para _________.
If you were gone you need to do something Spanish related for 30 minutes.
el 10 de febrero
Spanish II:
1. We went through all of the posters as a class and I asked, Quién tiene _____? And the class would respond with _______ (lo, la, los, las) tiene.
2. Then we wrote all of the verbs out on the back of the list, leaving plenty of space to write words below. This was in preparation for the homework assignment.
3. We then assigned a gesture and a sound for each of the verbs. Each class was different, so in order to learn them you need to find out from someone who was here.
4. We then began the homework assignment which was to take each word from the right side of the list (37 in total because we added cómoda (dresser). You then had to categorize each of the words under an appropriate verb. You need to think in terms of chores.
Example: la cama would be written under the verbs hacer and arreglar because it would make sense to say, hago la cama and arreglo la cama. Make sure you leave a lot of space under sacudir, limpiar, and arreglar.
This assignment is really good for your Spanish brain. You will be using all the verbs in context and seeing which ones make sense and which ones make nonsense. You will be connecting the vocabulary to the verbs! That is why it is a double págame assignment.
If you were gone you need to learn the new gestures and come in and show me you know them and understand what they mean. Then you need to complete the homework assignment. Remember, it is a double págame if it isn't complete.
Spanish III:
1. Each person got a list of vocab words that came with an activity.
We learned a new meaning of the verb "servir (e-i)" It meas "to serve" but it also is means "used" We use a similar phrase in English, "serves a purpose." With the activity, your group had to come up with appropriate verbs (which we will adopt as our verbs to learn for the unit) to explain the function of each of our words.
Here's two examples...how are they different?
1: Las mondedas sirven para comprar cosas. (Coins are used to buy things)
2. El control remoto sirve para ver la tele. (The remote control is used to watch tv)
Sirve vs Sirven: Please explain why we used sirven for the first one and sirve for the second one. Do this on the homework make up form.
3. Then do the activity for all the verbs. Follow the written instructions on the paper.
4. Then we finished the challege with the "matamoscas" game.
If you were gone you need to do 1-3 above.
1. We went through all of the posters as a class and I asked, Quién tiene _____? And the class would respond with _______ (lo, la, los, las) tiene.
2. Then we wrote all of the verbs out on the back of the list, leaving plenty of space to write words below. This was in preparation for the homework assignment.
3. We then assigned a gesture and a sound for each of the verbs. Each class was different, so in order to learn them you need to find out from someone who was here.
4. We then began the homework assignment which was to take each word from the right side of the list (37 in total because we added cómoda (dresser). You then had to categorize each of the words under an appropriate verb. You need to think in terms of chores.
Example: la cama would be written under the verbs hacer and arreglar because it would make sense to say, hago la cama and arreglo la cama. Make sure you leave a lot of space under sacudir, limpiar, and arreglar.
This assignment is really good for your Spanish brain. You will be using all the verbs in context and seeing which ones make sense and which ones make nonsense. You will be connecting the vocabulary to the verbs! That is why it is a double págame assignment.
If you were gone you need to learn the new gestures and come in and show me you know them and understand what they mean. Then you need to complete the homework assignment. Remember, it is a double págame if it isn't complete.
Spanish III:
1. Each person got a list of vocab words that came with an activity.
We learned a new meaning of the verb "servir (e-i)" It meas "to serve" but it also is means "used" We use a similar phrase in English, "serves a purpose." With the activity, your group had to come up with appropriate verbs (which we will adopt as our verbs to learn for the unit) to explain the function of each of our words.
Here's two examples...how are they different?
1: Las mondedas sirven para comprar cosas. (Coins are used to buy things)
2. El control remoto sirve para ver la tele. (The remote control is used to watch tv)
Sirve vs Sirven: Please explain why we used sirven for the first one and sirve for the second one. Do this on the homework make up form.
3. Then do the activity for all the verbs. Follow the written instructions on the paper.
4. Then we finished the challege with the "matamoscas" game.
If you were gone you need to do 1-3 above.
Tuesday, February 9, 2010
el 9 de febrero
Spanish II:
1. You each had your pictures you drew.
2. We went through each poster and I asked the questions. Dónde está(n)______? The person who had the picture would say "aquí" (here) and then everyone would point and say "allí" (there).
3. Then I randomly went through each item and asked: Quién tiene la cama? Then the person who had it would answer: La tengo. We reviewed use of D.O.P.s.
4. Then I randomly collected the posters and then we began our challenge. I asked the question (using the popsicle sticks to choose who spoke): Quién tiene la cama?. To get the point for the group you had to remember who had the word and use the D.O.P. correctly.
If you were gone you need to write and answer the following questions in complete sentences in Spanish. Answer with D.O.P. instead of repeating the noun.
Pick different vocab words to answer each question.
1. What do you have? (ask and answer this question 5 times)
2. Who has the _____? (ask and answer 5 times)
Spanish III/IV:
1. Matamoscas challenge...will finish tomorrow.
If you were gone you need to come in and play the game for 15 minutes with someone from the class or with me.
1. You each had your pictures you drew.
2. We went through each poster and I asked the questions. Dónde está(n)______? The person who had the picture would say "aquí" (here) and then everyone would point and say "allí" (there).
3. Then I randomly went through each item and asked: Quién tiene la cama? Then the person who had it would answer: La tengo. We reviewed use of D.O.P.s.
4. Then I randomly collected the posters and then we began our challenge. I asked the question (using the popsicle sticks to choose who spoke): Quién tiene la cama?. To get the point for the group you had to remember who had the word and use the D.O.P. correctly.
If you were gone you need to write and answer the following questions in complete sentences in Spanish. Answer with D.O.P. instead of repeating the noun.
Pick different vocab words to answer each question.
1. What do you have? (ask and answer this question 5 times)
2. Who has the _____? (ask and answer 5 times)
Spanish III/IV:
1. Matamoscas challenge...will finish tomorrow.
If you were gone you need to come in and play the game for 15 minutes with someone from the class or with me.
Monday, February 8, 2010
el 8 de febrero
Spanish II:
1. Finish the second part of the quiz: this was where you translated the verbs from numbers 14-25.
2. Corrected quizzes and got them back.
3. You were assigned 2-3 vocab words that you had to draw and label in English on one side, and then label in Spanish on the back side. This will be used for games and other activities.
If you were gone you need to study your flashcards or your list for 20 minutes and have a parent or guardian sign that you did. After that is done you can schedule a time to make up your quiz by Wednesday the 10th.
Spanish III/IV:
1. You each received a couple of vocab posters.
2. We went through each poster and I asked the questions. Qué tienes? You would answer: Tengo el collar.
3. Then I randomly went through each item and asked: Quién tiene el collar? Then the person who had it would answer: Lo tengo. We reviewed use of D.O.P.s.
4. Then I randomly collected the posters and then we began our challenge. I asked the question (using the popsicle sticks to choose who spoke): Quién tenía el collar. To get the point for the group you had to remember who had the word and use the tense and D.O.P. correctly.
If you were gone you need to write and answer the following questions in complete sentences in Spanish. Answer with D.O.P. instead of repeating the noun.
Pick different vocab words to answer each question.
1. What do you have? (ask and answer this question 5 times)
2. Who has the _____? (ask and answer 5 times)
3. Who had the _____? (ask and answer 5 times)
1. Finish the second part of the quiz: this was where you translated the verbs from numbers 14-25.
2. Corrected quizzes and got them back.
3. You were assigned 2-3 vocab words that you had to draw and label in English on one side, and then label in Spanish on the back side. This will be used for games and other activities.
If you were gone you need to study your flashcards or your list for 20 minutes and have a parent or guardian sign that you did. After that is done you can schedule a time to make up your quiz by Wednesday the 10th.
Spanish III/IV:
1. You each received a couple of vocab posters.
2. We went through each poster and I asked the questions. Qué tienes? You would answer: Tengo el collar.
3. Then I randomly went through each item and asked: Quién tiene el collar? Then the person who had it would answer: Lo tengo. We reviewed use of D.O.P.s.
4. Then I randomly collected the posters and then we began our challenge. I asked the question (using the popsicle sticks to choose who spoke): Quién tenía el collar. To get the point for the group you had to remember who had the word and use the tense and D.O.P. correctly.
If you were gone you need to write and answer the following questions in complete sentences in Spanish. Answer with D.O.P. instead of repeating the noun.
Pick different vocab words to answer each question.
1. What do you have? (ask and answer this question 5 times)
2. Who has the _____? (ask and answer 5 times)
3. Who had the _____? (ask and answer 5 times)
Sunday, February 7, 2010
el 5 de febrero
Spanish II:
1. Made Flashcards: finish at home as homework
2. Independent study with the 13 verbs on the left and the 12 vocabulary words on the right (of the list).
3. Quiz on those words at the end of the period.
If you were gone you need to make the flashcards, study for, and take the quiz. Sign up for a time before Wednesday of next week.
Spanish III/IV:
1. Song Presentations: No llores por mi: Enrique Iglesias, and Trapecista: Enrique Iglesias.
2. Finished the "new vocabulary" head to head challenge championship.
If you were gone you need to get the lyrics, translate to English, and listen to the two songs.
1. Made Flashcards: finish at home as homework
2. Independent study with the 13 verbs on the left and the 12 vocabulary words on the right (of the list).
3. Quiz on those words at the end of the period.
If you were gone you need to make the flashcards, study for, and take the quiz. Sign up for a time before Wednesday of next week.
Spanish III/IV:
1. Song Presentations: No llores por mi: Enrique Iglesias, and Trapecista: Enrique Iglesias.
2. Finished the "new vocabulary" head to head challenge championship.
If you were gone you need to get the lyrics, translate to English, and listen to the two songs.
Thursday, February 4, 2010
el 4 de febrero
Spanish II:
1. Tic Tac Toe with preterit (past tense) and new verbs. Study those verbs and know them.
2. Quiz on conjugations.
If you were gone you need to play tic tac toe with yourself using the preterit tense with the following verbs: Lavar, Sacudir, Limpiar, Vivir
Schedule a time to make up the quiz before Tuesday of next week.
Spanish III/IV:
1. Review of vocabulary words.
2. Head to Head challenge: Speaking
If you were gone you need to come in and go over the words with me in or another classmate in order to learn the words by hearing them.
1. Tic Tac Toe with preterit (past tense) and new verbs. Study those verbs and know them.
2. Quiz on conjugations.
If you were gone you need to play tic tac toe with yourself using the preterit tense with the following verbs: Lavar, Sacudir, Limpiar, Vivir
Schedule a time to make up the quiz before Tuesday of next week.
Spanish III/IV:
1. Review of vocabulary words.
2. Head to Head challenge: Speaking
If you were gone you need to come in and go over the words with me in or another classmate in order to learn the words by hearing them.
Wednesday, February 3, 2010
el 3 de febrero
Spanish II:
1. Got a verb chart (get this. Practiced how to use it as a class.
2. Got 5 sheets for flashcards. (didn't do flashcards)
3. Spanish Tic Tac Toe challenge.
If you were gone you need to pick up the verb chart and 5 sheets of paper. Then you need to play four games of tic tac toe by yourself. 2 in the present tense using the verbs hacer and lavar. And two in the past tense using sacudir and pasar.
Spanish III/IV:
Song Presentations
1. Paige: Carta al Futuro: Eros Rammazzotti
2. Rebecca: Por Ti: Ella Baila Sola
3. Anthony: Falta Tanto Amor: Enrique Iglesias
If you were gone you need to get the lyrics, translate them to English, and listen to each song.
1. Got a verb chart (get this. Practiced how to use it as a class.
2. Got 5 sheets for flashcards. (didn't do flashcards)
3. Spanish Tic Tac Toe challenge.
If you were gone you need to pick up the verb chart and 5 sheets of paper. Then you need to play four games of tic tac toe by yourself. 2 in the present tense using the verbs hacer and lavar. And two in the past tense using sacudir and pasar.
Spanish III/IV:
Song Presentations
1. Paige: Carta al Futuro: Eros Rammazzotti
2. Rebecca: Por Ti: Ella Baila Sola
3. Anthony: Falta Tanto Amor: Enrique Iglesias
If you were gone you need to get the lyrics, translate them to English, and listen to each song.
el 2 de febrero
Spanish II:
1. Used books, pages 252-252 & 256-257 to define the words on the list.
2. Then we did a speaking and listening activities with the verbs on the list.
Q: Quién hace tu cama en tu casa?
A. Mi madre la hace.
Yo la hago.
Mi hermana y yo la hacemos.
Q: Quíen sacude los muebles en tu casa?
A. Mi abuela los sacude.
Mis tíos los sacuden.
Juan y María los sucuden.
Q: Quién limpia el baño en tu casa.
A. Yo lo limpio.
Tú lo limpias.
Ella lo limpia.
If you were gone you need to translate the questions and answers above and fill in the list with the English definitions.
Spanish III/IV:
1. Went through the new vocabulary with the posters.
2. Challenge with the posters.
3. Read a few pages of "Los Monstruos"
If you were gone you need to get a copy of the pictures and learn how to say them from me or a classmate.
We answered the questions using it or them instead of the direct object noun.
1. Used books, pages 252-252 & 256-257 to define the words on the list.
2. Then we did a speaking and listening activities with the verbs on the list.
Q: Quién hace tu cama en tu casa?
A. Mi madre la hace.
Yo la hago.
Mi hermana y yo la hacemos.
Q: Quíen sacude los muebles en tu casa?
A. Mi abuela los sacude.
Mis tíos los sacuden.
Juan y María los sucuden.
Q: Quién limpia el baño en tu casa.
A. Yo lo limpio.
Tú lo limpias.
Ella lo limpia.
If you were gone you need to translate the questions and answers above and fill in the list with the English definitions.
Spanish III/IV:
1. Went through the new vocabulary with the posters.
2. Challenge with the posters.
3. Read a few pages of "Los Monstruos"
If you were gone you need to get a copy of the pictures and learn how to say them from me or a classmate.
We answered the questions using it or them instead of the direct object noun.
Monday, February 1, 2010
El primero de febrero
Spanish II:
1. Went over the tests.
2. Got a list of new vocabulary and structures.
3. Began Q and A focusing on learning a couple of the verbs and vocab words in contexts.
Example: En mi casa no hago mi cama. Mi esposa la hace. ( In my house I don't make my bed. My wife makes it.
If you were gone you need to get the list and fill it out with the words you think you know. Don't do the ones you don't know. You will keep this list with you, and as we use them you will fill it out.
Spanish III/IV:
1. Went over the tests.
2. Began learning gestures with the pictures for the new vocabulary.
If you were gone you need to do something Spanish related.
1. Went over the tests.
2. Got a list of new vocabulary and structures.
3. Began Q and A focusing on learning a couple of the verbs and vocab words in contexts.
Example: En mi casa no hago mi cama. Mi esposa la hace. ( In my house I don't make my bed. My wife makes it.
If you were gone you need to get the list and fill it out with the words you think you know. Don't do the ones you don't know. You will keep this list with you, and as we use them you will fill it out.
Spanish III/IV:
1. Went over the tests.
2. Began learning gestures with the pictures for the new vocabulary.
If you were gone you need to do something Spanish related.
Friday, January 29, 2010
el 29 de enero
Spanish II:
1. Finished Speaking test.
2. Listening activity.
If you didn't finish the test you have until the end of the day on Monday. You also need to watch a movie in Spanish and write down the words you understand. (30 minutes minimum)
Spanish III/IV:
1. Finished the test.
2. Listening activity.
If you didn't finish the test you have until the end of the day on Monday. You also need to watch a movie in Spanish and write down the words you understand. (30 minutes minimum)Preferably "Bedtimes Stories"
1. Finished Speaking test.
2. Listening activity.
If you didn't finish the test you have until the end of the day on Monday. You also need to watch a movie in Spanish and write down the words you understand. (30 minutes minimum)
Spanish III/IV:
1. Finished the test.
2. Listening activity.
If you didn't finish the test you have until the end of the day on Monday. You also need to watch a movie in Spanish and write down the words you understand. (30 minutes minimum)Preferably "Bedtimes Stories"
Thursday, January 28, 2010
el 28 de enero
Spanish II:
1. Speaking Test
2. Listening activity with the movie "Bedtime Stories"
If you were gone you need to pick a movie to watch in Spanish and then write down all the Spanish words and phrases that you recognize. 30 minute minimum.
Spanish III/IV:
1. Test
If you were gone you need to do make up your test.
1. Speaking Test
2. Listening activity with the movie "Bedtime Stories"
If you were gone you need to pick a movie to watch in Spanish and then write down all the Spanish words and phrases that you recognize. 30 minute minimum.
Spanish III/IV:
1. Test
If you were gone you need to do make up your test.
Wednesday, January 27, 2010
el 27 de enero
Spanish II:
Reviewed interview questions:
¿Por qué vas al lago?
¿Por qué vas al museo?
¿Por qué vas al mar?
¿Por qué vas al campo?
¿Por qué vas al centro comercial?
¿Por qué vas a la selva?
¿Por qué vas a las cataratas?
¿Por qué vas a la pirámide?
¿Por qué vas a la catedral?
¿Por qué vas al parque?
¿Qué necesitas para explorar la selva?
¿Qué necesitas para sacar fotos?
¿Qué necesitas para descansar?
¿Qué necesitas para salir del país?
¿Qué necesitas para regresar al país?
¿Qué necesitas para bucear en el mar?
¿Qué necesitas para esquiar en las montañas?
¿Qué necesitas para pasear?
¿Qué necesitas para subir las pirámides?
¿Qué necesitas para tomar el sol?
¿Qué necesitas para visitar México?
¿Por qué fuiste a _____?
¿Qué estás haciendo?
2. Reviewed the first prompt. See yesterdays post.
If you were gone you need to write out the answers to the questions above using complete sentences in Spanish.
Speaking Test Tomorrow
Spanish III/IV:
1. Described two pictures to a partner.
2. Presented skits from yesterday.
3. Went over what will be on test: see packet, and picture descriptions.
If you were gone you need to write your own script because you weren't here to help your group, get a picture and describe it as if it were an actual story from your childhood.
Test Tomorrow: Speaking, reading, writing, listening and understanding.
Reviewed interview questions:
¿Por qué vas al lago?
¿Por qué vas al museo?
¿Por qué vas al mar?
¿Por qué vas al campo?
¿Por qué vas al centro comercial?
¿Por qué vas a la selva?
¿Por qué vas a las cataratas?
¿Por qué vas a la pirámide?
¿Por qué vas a la catedral?
¿Por qué vas al parque?
¿Qué necesitas para explorar la selva?
¿Qué necesitas para sacar fotos?
¿Qué necesitas para descansar?
¿Qué necesitas para salir del país?
¿Qué necesitas para regresar al país?
¿Qué necesitas para bucear en el mar?
¿Qué necesitas para esquiar en las montañas?
¿Qué necesitas para pasear?
¿Qué necesitas para subir las pirámides?
¿Qué necesitas para tomar el sol?
¿Qué necesitas para visitar México?
¿Por qué fuiste a _____?
¿Qué estás haciendo?
2. Reviewed the first prompt. See yesterdays post.
If you were gone you need to write out the answers to the questions above using complete sentences in Spanish.
Speaking Test Tomorrow
Spanish III/IV:
1. Described two pictures to a partner.
2. Presented skits from yesterday.
3. Went over what will be on test: see packet, and picture descriptions.
If you were gone you need to write your own script because you weren't here to help your group, get a picture and describe it as if it were an actual story from your childhood.
Test Tomorrow: Speaking, reading, writing, listening and understanding.
el 26 de enero
Spanish II: READ THE WHOLE POST FOR SPANISH II
1. Finished tests.
2. Described two pictures: Who was in the picture, what they were doing, what they were wearing, what the weather was like, etc.
3. Read you writing to a partner and the partner gave it a comprehension grade.
4. Then we went over the first prompt for the speaking test on Thursday and Friday.
Important structures to use were:
Puedes: you can
Quieres: You want
Piensas: You plan
debes: You should
para + infinitive
porque
hace + weather expression
(any relevant verb and vocabulary)
If you were gone you need to describe two pictures in writing and then schedule a time to read it to me so I can give you a comprehension grade. This needs to be done by the end of the day on Thursday. Make sure you use the prompt to to the two descriptions and include the structures above. If you need help, schedule a time to meet with me.
SPANISH III/IV:
1. Put up pictures and you pretended like it was you when you were young and told that story to your partner.
2. Then we got into you challenge groups and you worked on putting together a 2-3 minute skit that you will perform in front of the class on Wednesday.
If you were gone you need to write your own little story using the picture, or you can schedule a time to come in and orally describe the picture to me.
1. Finished tests.
2. Described two pictures: Who was in the picture, what they were doing, what they were wearing, what the weather was like, etc.
3. Read you writing to a partner and the partner gave it a comprehension grade.
4. Then we went over the first prompt for the speaking test on Thursday and Friday.
Important structures to use were:
Puedes: you can
Quieres: You want
Piensas: You plan
debes: You should
para + infinitive
porque
hace + weather expression
(any relevant verb and vocabulary)
If you were gone you need to describe two pictures in writing and then schedule a time to read it to me so I can give you a comprehension grade. This needs to be done by the end of the day on Thursday. Make sure you use the prompt to to the two descriptions and include the structures above. If you need help, schedule a time to meet with me.
SPANISH III/IV:
1. Put up pictures and you pretended like it was you when you were young and told that story to your partner.
2. Then we got into you challenge groups and you worked on putting together a 2-3 minute skit that you will perform in front of the class on Wednesday.
If you were gone you need to write your own little story using the picture, or you can schedule a time to come in and orally describe the picture to me.
Monday, January 25, 2010
el 25 de enero
Spanish II:
1. Written Test and Listening Section.
If you were gone you need to come after school on Wednesday to make up the listening section.
Spanish III/IV:
1. 5-7 minute free write about when you were a child. Things to write about include: who you played with, with what you played, where you played, how old you were, etc.
2. We then went over a scoring rubric to assess proficiency in writing. You used that rubric on one of your classmates free writes.
If you were gone you need to come in and perform a free write during your lunch today.
1. Written Test and Listening Section.
If you were gone you need to come after school on Wednesday to make up the listening section.
Spanish III/IV:
1. 5-7 minute free write about when you were a child. Things to write about include: who you played with, with what you played, where you played, how old you were, etc.
2. We then went over a scoring rubric to assess proficiency in writing. You used that rubric on one of your classmates free writes.
If you were gone you need to come in and perform a free write during your lunch today.
Friday, January 22, 2010
el 22 de enero
Spanish II:
Unit Exam
If you were gone you need to schedule a time to take the test before Friday of next week.
Spanish III/IV:
Song Presentations:
Taylor Woods: Si tu' te vas. "Enrique Iglesias"
Violetta: Regresa "Chetes"
Lisha: Escucha tu corazo'n. "Laura Pausini"
If you were gone you need to look up the lyrics to the three songs. Translate them on a sheet of paper and listen to them. Turn in the translation with the homework make up form.
Unit Exam
If you were gone you need to schedule a time to take the test before Friday of next week.
Spanish III/IV:
Song Presentations:
Taylor Woods: Si tu' te vas. "Enrique Iglesias"
Violetta: Regresa "Chetes"
Lisha: Escucha tu corazo'n. "Laura Pausini"
If you were gone you need to look up the lyrics to the three songs. Translate them on a sheet of paper and listen to them. Turn in the translation with the homework make up form.
el 21 de enero
Spanish II:
1. Review for test: Questions.
2. Worked on review packet: Due Friday before the test.
If you were gone finish the packet.
Spanish III/IV:
1. Worked on more exposure to the language using el libro "Donde viven los monstruos."
If you were gone you need to come in and read/translate the pages you missed. Schedule a time to meet with me on the calendar.
1. Review for test: Questions.
2. Worked on review packet: Due Friday before the test.
If you were gone finish the packet.
Spanish III/IV:
1. Worked on more exposure to the language using el libro "Donde viven los monstruos."
If you were gone you need to come in and read/translate the pages you missed. Schedule a time to meet with me on the calendar.
Wednesday, January 20, 2010
el 20 de enero
Spanish II:
1. Finish Packet Challenge 7-9 to 7-11
2. Do Packet’s individually
If you were gone you need to complete the packet and turn it in.
Spanish III/IV:
1. Song Presentation by Noel Webster, "Sin Ti" by Eros Ramazzotti.
2. Finish Packet Challenge 5-5 to 5-9.
If you were gone you need to get a copy of the packet and complete 5-5 to 5-9, and translate "Sin Ti" as well as listen to the song.
1. Finish Packet Challenge 7-9 to 7-11
2. Do Packet’s individually
If you were gone you need to complete the packet and turn it in.
Spanish III/IV:
1. Song Presentation by Noel Webster, "Sin Ti" by Eros Ramazzotti.
2. Finish Packet Challenge 5-5 to 5-9.
If you were gone you need to get a copy of the packet and complete 5-5 to 5-9, and translate "Sin Ti" as well as listen to the song.
Tuesday, January 19, 2010
el 19 de enero
Spanish II:
1. 15 minutes to put together the projects. Turn in projects.
2. Packet Challenge 7-4 B to 7-8.
If you were gone you need to do 7-4 B to 7-8.
Spanish III/IV:
1. Scheduled song presentations
2. Packet Challenge for review for test. 5-1 to 5-4.
If you were gone you need to find out when you present and then get a copy of 5-1 to 5-4 and do.
1. 15 minutes to put together the projects. Turn in projects.
2. Packet Challenge 7-4 B to 7-8.
If you were gone you need to do 7-4 B to 7-8.
Spanish III/IV:
1. Scheduled song presentations
2. Packet Challenge for review for test. 5-1 to 5-4.
If you were gone you need to find out when you present and then get a copy of 5-1 to 5-4 and do.
el 15 de enero
Spanish II:
1. Final drafts typed in the library.
2. Learn how to change the computers to Spanish language.
3. Learn how to add tildes on MAC’s and PC’s.
Type a paragraph in Spanish showing that you learned how to type accents. Look at Nov. 18th's post for PC's. For MACs you just hold down option then press "e" this will make an accent mark hover. Then you push the vowel you want to accent and it will be placed under the hanging accent mark.
Spanish III/IV:
1. First Presentations: Peter Gooss and Alex Devine
Peter: Laura Pausini: Amores Extraños
Alex: Laura Pausini: Las Cosas que Vives
If you were gone you need to Translate both songs into Spanish and listen to them. Turn in the translation.
1. Final drafts typed in the library.
2. Learn how to change the computers to Spanish language.
3. Learn how to add tildes on MAC’s and PC’s.
Type a paragraph in Spanish showing that you learned how to type accents. Look at Nov. 18th's post for PC's. For MACs you just hold down option then press "e" this will make an accent mark hover. Then you push the vowel you want to accent and it will be placed under the hanging accent mark.
Spanish III/IV:
1. First Presentations: Peter Gooss and Alex Devine
Peter: Laura Pausini: Amores Extraños
Alex: Laura Pausini: Las Cosas que Vives
If you were gone you need to Translate both songs into Spanish and listen to them. Turn in the translation.
el 14 de enero
Spanish II:
1. Packet Challenge: Pages 7-1 to 7-4 A. Whiteboard group challenge. Group with the most questions answered correctly.
2. Last day to work on rough draft of projects. Editing process.
If you were gone you need to pick up the pages from the packet and do them.
Spanish III/IV:
1. Entry Task: Page 79 C and D
2. Last modeled presentation for songs. "Noa Noa" Juan Gabriel.
Pick up a copy of page 79 and do it.
1. Packet Challenge: Pages 7-1 to 7-4 A. Whiteboard group challenge. Group with the most questions answered correctly.
2. Last day to work on rough draft of projects. Editing process.
If you were gone you need to pick up the pages from the packet and do them.
Spanish III/IV:
1. Entry Task: Page 79 C and D
2. Last modeled presentation for songs. "Noa Noa" Juan Gabriel.
Pick up a copy of page 79 and do it.
el 13 de enero
Spanish II:
1. Packet challenge: Began with Q & A from the workbook.
2. Worked on part four. Finish one paragraph, peer
Pick up a copy of the pages from the challenge and complete them.
Spanish III/IV:
1. Entry task: 5-2 A.
2. Modeled presentations with “Las Chicas” by Laura Pausini.
3. Class reading activity: Si llevas un ratón a la escuela. (Pairs read)
4. Listen to Querer.
If you were gone you need to translate "Las Chicas" lyrics and listen to it at home.
1. Packet challenge: Began with Q & A from the workbook.
2. Worked on part four. Finish one paragraph, peer
Pick up a copy of the pages from the challenge and complete them.
Spanish III/IV:
1. Entry task: 5-2 A.
2. Modeled presentations with “Las Chicas” by Laura Pausini.
3. Class reading activity: Si llevas un ratón a la escuela. (Pairs read)
4. Listen to Querer.
If you were gone you need to translate "Las Chicas" lyrics and listen to it at home.
Wednesday, January 13, 2010
Sample Photo Description
En esta foto, yo estoy en la cuidad de Burgos en el país de España. Son las doce y hace mucho calor y sol. Me costó ochenta euros para ir en autobús. Salí de Madrid. Yo decidí llevar una camiseta blanca y pantalones cortos. Las personas en la foto son unas turistas o quizás personas que viven en la ciudad de Burgos.
el 12 de enero
Spanish II:
1. I handed back your projects.
2. We reviewed 3 important writing objectives. All will be on the test.
a. Use the verb Estar (to be) and the suffix ando (ar verbs) or iendo (er/ir verbs) to the next verb in order to say what is happening at the moment. For example: I am = estoy, visiting= visitando...estoy visitando.
b. para + infinitive verb (verb that doesn't have an ending, isn't conjugated) example of a typical incorrect sentence: Voy a llevar guantes esquiar en las montañas. To the English brain this translates correctly. I am going to wear gloves to ski in the mountains. But the problem is that we have an infinitive verb "esquiar" all by itself. We can't do that. We need to add the para in front of it. The correct sentence is: Voy a llevar guantes para esquiar en las montañas.
c. When we use a subject pronoun (yo, tú,nosotros, etc) THAT ISN'T HOW YOU TELL WHO IS DOING THE ACTION OF THE VERB!!!!!!!!!!!!! You can never write or say: Nosotros visitar to mean "we visit" because if you take of the pronoun then you are left with "to visit" The endings (o, as, é, aste, amos, etc) are the ones that tell us who is doing the action of the verb and to which tense we are referring.
3. Then we worked on part four of the project...the pictures of your vacation. You found your pictures and then wrote your first paragraph. You cannot write the second one until the first one is read by me.
If you were gone you need to take notes on the three things above and then do a paragraph description of a picture following the details on the project's instruction page.
Spanish III/IV:
1. Told a story about cookies in Spanish. Then we ate them.
2. Modeled how to do a song presentation:
a. Present the title of the song and the singer.
b. Go over the translation with the class.
c. As you go over the translation, clarify any colloquialisms or idiomatic expressions.
d. Play the song one time through while everyone reads through with you.
e. While the song is playing, you may not read, you are either singing or lip syncing. If your lip syncing isn't clear, then you will have to show me later that you know the song by heart.
f. Tell in Spanish if you liked the song, why or why not.
3. Then we listened to "Querer" by Chetes for the last two minutes of class.
If you were gone you need to take notes on how to do the song presentation and eat a cookie.
1. I handed back your projects.
2. We reviewed 3 important writing objectives. All will be on the test.
a. Use the verb Estar (to be) and the suffix ando (ar verbs) or iendo (er/ir verbs) to the next verb in order to say what is happening at the moment. For example: I am = estoy, visiting= visitando...estoy visitando.
b. para + infinitive verb (verb that doesn't have an ending, isn't conjugated) example of a typical incorrect sentence: Voy a llevar guantes esquiar en las montañas. To the English brain this translates correctly. I am going to wear gloves to ski in the mountains. But the problem is that we have an infinitive verb "esquiar" all by itself. We can't do that. We need to add the para in front of it. The correct sentence is: Voy a llevar guantes para esquiar en las montañas.
c. When we use a subject pronoun (yo, tú,nosotros, etc) THAT ISN'T HOW YOU TELL WHO IS DOING THE ACTION OF THE VERB!!!!!!!!!!!!! You can never write or say: Nosotros visitar to mean "we visit" because if you take of the pronoun then you are left with "to visit" The endings (o, as, é, aste, amos, etc) are the ones that tell us who is doing the action of the verb and to which tense we are referring.
3. Then we worked on part four of the project...the pictures of your vacation. You found your pictures and then wrote your first paragraph. You cannot write the second one until the first one is read by me.
If you were gone you need to take notes on the three things above and then do a paragraph description of a picture following the details on the project's instruction page.
Spanish III/IV:
1. Told a story about cookies in Spanish. Then we ate them.
2. Modeled how to do a song presentation:
a. Present the title of the song and the singer.
b. Go over the translation with the class.
c. As you go over the translation, clarify any colloquialisms or idiomatic expressions.
d. Play the song one time through while everyone reads through with you.
e. While the song is playing, you may not read, you are either singing or lip syncing. If your lip syncing isn't clear, then you will have to show me later that you know the song by heart.
f. Tell in Spanish if you liked the song, why or why not.
3. Then we listened to "Querer" by Chetes for the last two minutes of class.
If you were gone you need to take notes on how to do the song presentation and eat a cookie.
Monday, January 11, 2010
el 11 de enero
Sub Today:
Spanish II:
1. Hand out the red novel called, “Patricia va a California.”
2. Use the attached sheet to write down who got which book. These books may not leave the class. With a few minutes left you need to collect the books by number.
3. They will translate the first chapter of the book into English. There are dictionaries that they can use. They may not use the translators on the Internet. (Please count the dictionaries at the beginning and
end of every period).
4. Collect translations at the end of the period and organize on desk.
If you were gone you need to do this.
Spanish III/IV:
1. Get in groups of three. They have challenge groups, and they need to make sure that there isn’t anyone from their challenge group in this group of three.
2. The will need one set of flashcards for each group.
3. They will also need a sheet of paper to keep score for the game.
4. One person will take the flashcards and read the Spanish word and the other two will see who says it first in English. The winner keeps the flashcard. They do this ten times and then they a new person will read the words. They do this ten more times and then the last person will read the words. They will repeat this process until they go through all the cards. Then they need to add up how many they got for their group.
5. Then they will do the same thing again, except this time the person reading the words will be speaking English and the other two will see who says it first in Spanish. This will last the whole period. Collect scores.
If you were gone you need to do something creative with the words from the flashcards.
Spanish II:
1. Hand out the red novel called, “Patricia va a California.”
2. Use the attached sheet to write down who got which book. These books may not leave the class. With a few minutes left you need to collect the books by number.
3. They will translate the first chapter of the book into English. There are dictionaries that they can use. They may not use the translators on the Internet. (Please count the dictionaries at the beginning and
end of every period).
4. Collect translations at the end of the period and organize on desk.
If you were gone you need to do this.
Spanish III/IV:
1. Get in groups of three. They have challenge groups, and they need to make sure that there isn’t anyone from their challenge group in this group of three.
2. The will need one set of flashcards for each group.
3. They will also need a sheet of paper to keep score for the game.
4. One person will take the flashcards and read the Spanish word and the other two will see who says it first in English. The winner keeps the flashcard. They do this ten times and then they a new person will read the words. They do this ten more times and then the last person will read the words. They will repeat this process until they go through all the cards. Then they need to add up how many they got for their group.
5. Then they will do the same thing again, except this time the person reading the words will be speaking English and the other two will see who says it first in Spanish. This will last the whole period. Collect scores.
If you were gone you need to do something creative with the words from the flashcards.
Friday, January 8, 2010
el 8 de enero
Spanish II:
1. Wrote the description of your picture including place, time, weather, cost, clothing, and the people in the picture.
2. Peers then read for comprehension of your Spanish and checked to make sure that all of the required elements of the description of the picture were in the paragraph.
If you were gone you will need to write the paragraph and bring it to me to proof read.
Spanish III:
1. Went over your songs and spent the majority of the period going over them to understand the idiomatic expressions.
If you were gone you need to have already translated your song and then you need to pick out the translations that don't make sense to you in the context of the story of the song and then come see me to help you understand the colloquialism.
1. Wrote the description of your picture including place, time, weather, cost, clothing, and the people in the picture.
2. Peers then read for comprehension of your Spanish and checked to make sure that all of the required elements of the description of the picture were in the paragraph.
If you were gone you will need to write the paragraph and bring it to me to proof read.
Spanish III:
1. Went over your songs and spent the majority of the period going over them to understand the idiomatic expressions.
If you were gone you need to have already translated your song and then you need to pick out the translations that don't make sense to you in the context of the story of the song and then come see me to help you understand the colloquialism.
el 7 de enero
Spanish II:
1. Slide show from my trip to Spain. We took my pictures and I described them in Spanish with the goal of preparing for the fourth part of the project which requires you do describe four pictures from your fictitious vacation to Mexico.
If you were gone you need to do something Spanish related.
Spanish III/IV:
1. Viewed some of the slide show from my trip to Spain.
2. Got a partner and began the children's book, "Donde viven los monstruos"
3. Each page you and your partner switched jobs. Job 1: Read the page in Spanish. Job 2: Summarize the story in English.
If you were gone you need to get the book and translate pages 1-9.
1. Slide show from my trip to Spain. We took my pictures and I described them in Spanish with the goal of preparing for the fourth part of the project which requires you do describe four pictures from your fictitious vacation to Mexico.
If you were gone you need to do something Spanish related.
Spanish III/IV:
1. Viewed some of the slide show from my trip to Spain.
2. Got a partner and began the children's book, "Donde viven los monstruos"
3. Each page you and your partner switched jobs. Job 1: Read the page in Spanish. Job 2: Summarize the story in English.
If you were gone you need to get the book and translate pages 1-9.
Thursday, January 7, 2010
el 6 de enero
Spanish II & Spanish III/IV:
1. Played the grab game with the tape on the pens.
2. We did two rounds, the first round the flash cards were English side up and I spoke Spanish. The second was Spanish side up and I spoke English.
If you were gone you need to study your flashcards for a minimum of 30 minutes and have a parent or guardian sign that you did.
1. Played the grab game with the tape on the pens.
2. We did two rounds, the first round the flash cards were English side up and I spoke Spanish. The second was Spanish side up and I spoke English.
If you were gone you need to study your flashcards for a minimum of 30 minutes and have a parent or guardian sign that you did.
Tuesday, January 5, 2010
el 5 de enero
Spanish II:
1. Organized our flashcards.
2. Played scategories with Spanish vocab.
If you were gone you need to teach your flashcards to a member of your family and have a parent or guardian sign off that you did that for a minimum of 30 minutes.
Spanish III/IV:
1. Organized the flashcards and studied them in preparation for a game tomorrow.
If you were gone you need to teach your flashcards to a member of your family and have a parent or guardian sign off that you did that for a minimum of 30 minutes.
1. Organized our flashcards.
2. Played scategories with Spanish vocab.
If you were gone you need to teach your flashcards to a member of your family and have a parent or guardian sign off that you did that for a minimum of 30 minutes.
Spanish III/IV:
1. Organized the flashcards and studied them in preparation for a game tomorrow.
If you were gone you need to teach your flashcards to a member of your family and have a parent or guardian sign off that you did that for a minimum of 30 minutes.
el 4 de enero
Spanish II:
1. Review challenge in groups.
Translate the following into Spanish.
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
If you were gone you need to do this.
2. Watched a portion of the bull fighting video and worked through the study guide as well.
Spanish III/IV:
1. Review activity challenge:
Translate into Spanish:
1. I used to jump
2. I will ride
3. You walked
4. We walk
5. He used to go to
6. They used to have
7. You will have
8. You all will be (permanent)
9. She would collect
10. I used to play
11. I said
12. We obey
13. You bug
14. I used to behave
15. You remembered
16. We used to prefer
17. I cried
18. You cried
19. She fought
20. I used to disobey
If you were gone, do this. Bring flashcards to class!
1. Review challenge in groups.
Translate the following into Spanish.
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
If you were gone you need to do this.
2. Watched a portion of the bull fighting video and worked through the study guide as well.
Spanish III/IV:
1. Review activity challenge:
Translate into Spanish:
1. I used to jump
2. I will ride
3. You walked
4. We walk
5. He used to go to
6. They used to have
7. You will have
8. You all will be (permanent)
9. She would collect
10. I used to play
11. I said
12. We obey
13. You bug
14. I used to behave
15. You remembered
16. We used to prefer
17. I cried
18. You cried
19. She fought
20. I used to disobey
If you were gone, do this. Bring flashcards to class!
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