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.

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.

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%.

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.

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.

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.

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

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.

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.

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.

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.

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.

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)

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.

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.

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.

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.

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.