Spanish 3/4:
Jacob got to chose our challenge game today and he chose the dart board game. We all found out that Peter proved to be a very valuable player and group one won his services as well as the challenge. We also discovered that Carrie is really good at Spanish, but needs dart lessons from Peter.
The challenge consisted of turning verbs into command form that we learned yesterday as well as adding the d.o.p.'s when needed. Focused on not changing the pronunciation of the command when adding the d.o.p. That is a common error.
Spanish 2:
We did a review activity that had three steps to it.
1: We played a guessing game about what food I had in my hand from the box of food items. We could only speak Spanish. If you couldn't guess then I would give hints in Spanish to help you all guess. Each person got at least one food item after it was guessed. I would say, ¿Quién quiere el bistec? and the class would have to say...Lo quiero. (keep up those d.o.p.'s until they become fluent.
2. Then we reviewed the vocabulary words by me asking ¿Dónde está or están (food)? Focused on the differece between the "a" and "an" endings. (it-they). The student with the item I said then held up the food and yelled out "aquí" (here) and then everyone would point and say "allí" (there).
3. At the end of the period you have to return the item. You say the word outloud and the class repeats. You then throw the item into the box. If you miss, I throw it back and you have to repeat the word and the class does the same until it gets into the box.
If you were gone you need to do something Spanish food vocabulary related and prove you did it.
Wednesday, February 25, 2009
el 24 de febrero.
Spanish 3/4:
We got a page of guided notes about the command form (tú). This is called Mandatos afirmativos en la forma de tú. Each student read the notes and filled in the blank spaces with the correct answers. This ties into our song when we learned the irregular commands.
The first section of the guided notes covers how we come up with the conjugation for the command form. The rule to remember is to use the present tense conjugation for he.
Example: He speaks Spanish= Habla español. Speak Spanish!(you)= Habla español.
He plays tennis=juega tenis. Play tennis! (you)= juega tenis.
He writes a letter = Escribe una carta. Write a letter! = Escribe una carta.
There isn't any difference in pronunciation or anything. Usually the biggest clarifier will be tone of voice and the use of a pronoun to clarify we are saying he.
The second section deals with replacing the direct object noun with a direct object pronoun. Before we learned that the correct syntax is to put the d.o.p. in front of the conjugated verb, but if you recall, we also learned that it attaches to the end of an affirmative command.
Do it= Hazlo, Write it (letter)=escríbela.
We then went over the 90% tilde rule.
Quick overview:
Only vowel con have a tilde.
The natural place to accent a vowel is the vowel to the left of the last vowel in the word. 2nd vowel over. If that word is is pronounced with the accent there, then there is no need to add the written tilde. If it is anywhere else in the word, then you have to write it where you hear it. (It is called the 90% rule because you will be right 90% of the time. There are exceptions that I will teach later).
Example: Biblioteca. The "e" is the stressed vowel in the word. Since it is the second one to the left from the end, we use the natural rule and there is no need to write the accent.
Pájaro: The first "a" is stressed. Does the natural rule apply? Nope...because the second vowel from the end vowel is the other "a" isn't were we stress it, we need to write it were we stress it in when speaking.
Looking back at the examples or "hazlo" and "escríbela" we know can see why we added an accent to escribe and not to haz.
This is just a quick explanation. There is much more to this than what I have written, but this is the jist of the 90% rule.
Spanish 2:
Turned in packets as you finished.
Speaking Test
Make up if gone. While we were doing the speaking, we worked on the unit 4 required extra-credit review packet for the food unit last year.
We got a page of guided notes about the command form (tú). This is called Mandatos afirmativos en la forma de tú. Each student read the notes and filled in the blank spaces with the correct answers. This ties into our song when we learned the irregular commands.
The first section of the guided notes covers how we come up with the conjugation for the command form. The rule to remember is to use the present tense conjugation for he.
Example: He speaks Spanish= Habla español. Speak Spanish!(you)= Habla español.
He plays tennis=juega tenis. Play tennis! (you)= juega tenis.
He writes a letter = Escribe una carta. Write a letter! = Escribe una carta.
There isn't any difference in pronunciation or anything. Usually the biggest clarifier will be tone of voice and the use of a pronoun to clarify we are saying he.
The second section deals with replacing the direct object noun with a direct object pronoun. Before we learned that the correct syntax is to put the d.o.p. in front of the conjugated verb, but if you recall, we also learned that it attaches to the end of an affirmative command.
Do it= Hazlo, Write it (letter)=escríbela.
We then went over the 90% tilde rule.
Quick overview:
Only vowel con have a tilde.
The natural place to accent a vowel is the vowel to the left of the last vowel in the word. 2nd vowel over. If that word is is pronounced with the accent there, then there is no need to add the written tilde. If it is anywhere else in the word, then you have to write it where you hear it. (It is called the 90% rule because you will be right 90% of the time. There are exceptions that I will teach later).
Example: Biblioteca. The "e" is the stressed vowel in the word. Since it is the second one to the left from the end, we use the natural rule and there is no need to write the accent.
Pájaro: The first "a" is stressed. Does the natural rule apply? Nope...because the second vowel from the end vowel is the other "a" isn't were we stress it, we need to write it were we stress it in when speaking.
Looking back at the examples or "hazlo" and "escríbela" we know can see why we added an accent to escribe and not to haz.
This is just a quick explanation. There is much more to this than what I have written, but this is the jist of the 90% rule.
Spanish 2:
Turned in packets as you finished.
Speaking Test
Make up if gone. While we were doing the speaking, we worked on the unit 4 required extra-credit review packet for the food unit last year.
Monday, February 23, 2009
el 23 de febrero.
Spanish 3/4:
Turned in 25 sentences. You will get those back later after I look at them. We will return to them in different activity.
Used flashcards to do the grab game challenge and then the flyswatter challenge. The flashcard game focused on the endings and their meaning and the flyswatter game focused on using verbs with the flashcard endings.
If you were gone you need to come in and do a similar activity with me.
Spanish 2:
Turned in 25 sentences. You will get those back later after I look at them. We will return to them in different activity.
Speaking Test
Make up if gone. While we were doing the speaking, we worked on the unit 4 required extra-credit review packet for the food unit last year.
Turned in 25 sentences. You will get those back later after I look at them. We will return to them in different activity.
Used flashcards to do the grab game challenge and then the flyswatter challenge. The flashcard game focused on the endings and their meaning and the flyswatter game focused on using verbs with the flashcard endings.
If you were gone you need to come in and do a similar activity with me.
Spanish 2:
Turned in 25 sentences. You will get those back later after I look at them. We will return to them in different activity.
Speaking Test
Make up if gone. While we were doing the speaking, we worked on the unit 4 required extra-credit review packet for the food unit last year.
Friday, February 20, 2009
el 20 de febrero
Spanish 3/4:
Finished:
1. 25 sentences with 8 words or more.
2. Use all the endings from your flashcards. (Spanish 3/4 all tenses, vary endings)
3. Include AR, ER, and IR verbs and vocabulary from past chapters.
4. Be creative.
Cut up flash cards and did a challenge. (I'll explain challenge later)
Spanish 2:
Speaking Test and Listening Test.
Make up if gone. While we were doing the speaking, we worked on the 25 sentences and a review packet for the food unit last year.
Finished:
1. 25 sentences with 8 words or more.
2. Use all the endings from your flashcards. (Spanish 3/4 all tenses, vary endings)
3. Include AR, ER, and IR verbs and vocabulary from past chapters.
4. Be creative.
Cut up flash cards and did a challenge. (I'll explain challenge later)
Spanish 2:
Speaking Test and Listening Test.
Make up if gone. While we were doing the speaking, we worked on the 25 sentences and a review packet for the food unit last year.
Thursday, February 19, 2009
el 19 de febrero
Spanish 3/4 and Spanish 2:
The following activity is adjusted for the level of the class.
Create a translation quiz in Spanish:
1. 25 sentences with 8 words or more.
2. Use all the endings from your flashcards. (Spanish 3/4 all tenses, vary endings)
3. Include AR, ER, and IR verbs and vocabulary from past chapters.
4. Be creative.
Spanish II has a test tomorrow. There will be a speaking and listening section. The writing section took place with the map projects.
Spanish II also did a challenge quiz at the beginning of the period.
The following activity is adjusted for the level of the class.
Create a translation quiz in Spanish:
1. 25 sentences with 8 words or more.
2. Use all the endings from your flashcards. (Spanish 3/4 all tenses, vary endings)
3. Include AR, ER, and IR verbs and vocabulary from past chapters.
4. Be creative.
Spanish II has a test tomorrow. There will be a speaking and listening section. The writing section took place with the map projects.
Spanish II also did a challenge quiz at the beginning of the period.
el 18 de febrero
I was out of town and we had a sub. Below is the copy of the sub plan. To make this day up you will need to do something Spanish related or use something from your extra credit bank.
Spanish 3/4:
1st Period: Spanish 3 and 4
*Take Roll.
*Hand out finding nemo packets.
*Start movie at chapter 23. Set it in Spanish language with no subtitles.
*Collect the packets at the end of the movie
*Homework for tomorrow. Write as many sentences using different tenses from the flashcards we made last week. (I provided a copy of the flashcards for you).
Spanish 2:
*Take roll.
*Have them take out a sheet of paper.
*Set Shrek 2 to Spanish Language and English Subtitles. Start at chapter 9
*Student will be doing a listening activity where they write down all the words they understand from the movie. They get more points if they can put together sentences.
*Collect their work at the end of the period.
*Homework for tomorrow. Write as many sentences using different tenses from the flashcards we made last week. (I provided a copy of the flashcards for you).
Spanish 3/4:
1st Period: Spanish 3 and 4
*Take Roll.
*Hand out finding nemo packets.
*Start movie at chapter 23. Set it in Spanish language with no subtitles.
*Collect the packets at the end of the movie
*Homework for tomorrow. Write as many sentences using different tenses from the flashcards we made last week. (I provided a copy of the flashcards for you).
Spanish 2:
*Take roll.
*Have them take out a sheet of paper.
*Set Shrek 2 to Spanish Language and English Subtitles. Start at chapter 9
*Student will be doing a listening activity where they write down all the words they understand from the movie. They get more points if they can put together sentences.
*Collect their work at the end of the period.
*Homework for tomorrow. Write as many sentences using different tenses from the flashcards we made last week. (I provided a copy of the flashcards for you).
Friday, February 13, 2009
el 13 de febrero
Spanish 3/4
Made flashcards for all the endings from the presente, pretérito, imperfecto, futuro, y condicional tenses.
Practiced with a partner.
Taught Nathan the song actions and went over the irregular commands from the song just using the actions and the Spanish.
Spanish 2:
Challenge quiz: 15 incomplete sentences using different subjects and tenses (past and present)
Made flashcards for the presente, pretérito, and yo and tú forms of the imperfecto (other past tense)
Practiced with a partner using the flashcards. Used verbs in context to study with the flashcards.
Made flashcards for all the endings from the presente, pretérito, imperfecto, futuro, y condicional tenses.
Practiced with a partner.
Taught Nathan the song actions and went over the irregular commands from the song just using the actions and the Spanish.
Spanish 2:
Challenge quiz: 15 incomplete sentences using different subjects and tenses (past and present)
Made flashcards for the presente, pretérito, and yo and tú forms of the imperfecto (other past tense)
Practiced with a partner using the flashcards. Used verbs in context to study with the flashcards.
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