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.
Friday, May 28, 2010
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.
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