Sp IV 05-31-06

Sp IV 05-31-06

• Vocabulary page 89: partner practice: sentence writing on white boards.


• Reviewed the verbs like “gustar” that use the indirect object pronouns.

      See text pages 100-101.

• Started reading the story “Cajas de carton” – white packet & white vocabulary sheet.


• Tarea:  


• Finish filling out the vocabulary sheet for the first part of the story.


• Finish reading the first part of the story and complete the questions 1-22 on ¿Qué pasó?

Sp II 05-31-06

Sp II 05-31-06

• Reviewed 3A Unit  & 3B vocabulary tests


• Practiced the Imperfecto: received new packet (green) and worked through the first 3 pages, taking notes.


• Partner practice with white boards and the vocabulary from pp 182 & 208


• Announced the testing dates for 4A


• 4A Vocabulary Recognition test =Friday, June 2nd.


• 4A Vocabulary Production test (be able to come up with the word and spell it correctly. = Tuesday, June 6th.


• 4A Lesson Test: vocabulary & grammar = Wednesday, June 7th.


• 4A Homework packet due = Wednesday, June 7th


• Practiced giving and following commands- team game: using the city map rugs/mats and toy cars.


• Tarea: Green The Imperfect Tense packet


• Practice A (study point 4) – conjugating the regular imperfecto


• Practice B (study point 6)-conjugating the irregular imperfecto


• Memorize the time expressions for the imperfecto

               See: Study point 7, Text page 194 and the notes from yesterday:

Expresiones del tiempo que se usan con el imperfecto:

• Todos los días


• Todas las noches


• Todos los veranos

• Cada día


• Cada noche


• Cada fin de semana

• A veces


• Muchas veces


• De vez en cuando

• Frecuentemente


• Con frecuencia


• A menudo


• Generalmente


• Por lo general

• Nunca

Sp II 05-30-06

Sp II  05-30-06

• Reviewed A ver si recuerdas – vocabulary and activites on pages 182-183 (get extra vocabulary notes.)


• Introduced lesson 4A – a la primera vista: pp 1860187: Listening activities and vocabulary practice.


• Introduced the Imperfecto: the past tense that talks generally about the past. See page 194.


• Tarea: Study system for pages 183 & 208

Sp IV 05-30-06

Sp IV 05-30-06

• Eduardo presented his project on El Greco and Mora presented hers on Velázquez.


• Reviewed Indirect object, direct object, and reflexive pronouns.


• Reviewed the use of the “personal a” with direct objects/compliments


• Began the exercises in the pink packet practicing these structures.


• Text pages 100-101 – Verbs like gustar; use the indirect object pronoun.


• Tarea:


• Review pp 100-101 & write Ex. 32.


• Complete the pink packet began in class


• Golden handout, converting sentences including Indirect & direct object pronouns.

Sp II 05-26-06

Sp II 05-26-06

• Partner correction/verification of homework packets 3B.


• Turned in homework packets.


• Practiced with partners for skit: Asking for/giving directions.


• Signed up for presentation order


• Presented skits.


• Per. 3 also corrected their homework: review of the Preterite (past) tense

      & review of 4A vocabulary.
Tarea?  Try to stay dry this weekend!

Sp IV 05-26-06

Sp IV 05-26-06

• Las voces de Xelajú: Listened to two more interviews and charted information for these women.  We listened to the introductions of several others.


• Proyecto: Esperanza get her project on Guatemala.


• Jacinto y Sarita: projects pushed to June 1st_due to Oregon Oral Assessment on the 31st.


• Eduardo y Mora to present on Tuesday, May 30.


• Turned in homework.


• Tarea:


• Open note take-home test on El Norte


• Golden colored handout: Pronombres

Sp IV 05-25-06

Sp IV 05-25-06

• Warm-up: White 3-page packet on Object pronouns_ study notes and sentence translations and conversions.


• Practiced “los verbos como gustar” – faltar, doler, etc.: see white packet & text pages 100-101.


• Overview on Commands: How to form them (all forms) AND how they work with object pronouns.


• Reviewed the questions for Parts 1 & 2 of El Norte – green packet


• Tarea:


• Golden colored handout: Also called, “Repaso/Bosquejo para los pronombres”.  Complete the Práctica.

Sp II 05-25-06

Sp II 05-25-06

• Got Puntos Extra stamps on the extra credit homework from last night


• Reviewed the Chapter vocabulary and grammar organizer.


• Reviewed 3B-3 & 4


• Took Chapter 3B test


• Got criteria for giving and asking for directions oral for tomorrow (See below)


• Got new vocabulary sheet (4-A) & preterite review worksheet.


• Practiced for tomorrow’s oral


• Tarea:


• Complete the vocabulary list for 4-A


• Complete the preterite review handout


• Prepare for tomorrow’s oral

------------------------------------------------------------------------------------------------------------


Español II – 3B     La fecha: _____________
El oral: pidiendo y dando las direcciones

Los requisitos (the requirements):

2 partners :      Each partner with BOTH ASKand GIVE directions.

1. Begin with polite conversation openers.


2. Partner  “A”asks partner “B” for directions to a place either in THS or in Tigard.


3. The partner GIVING the directions needs to include AT LEAST 5 different commands in the tú form.  AND at least 2 points of reference along the way.


4. The partner ASKING for directions, repeats back his/her understanding of the directions, but restates the verbs in the “yo” form.


5. Now “switch roles”; the person who just gave directions, ASKS for directions to the opposite option from the first person, i.e. if partner 1 asks for directions in THS, partner 2 now asks for directions for some place in Tigard.


6. Continue as above, in numbers 3 & 4.


7. Close the conversation politely.

Sp II 05-25-06

Sp II 05-25-06

• Got Puntos Extra stamps on the extra credit homework from last night


• Reviewed the Chapter vocabulary and grammar organizer.


• Reviewed 3B-3 & 4


• Took Chapter 3B test


• Got criteria for giving and asking for directions oral for tomorrow (See below)


• Got new vocabulary sheet (4-A) & preterite review worksheet.


• Practiced for tomorrow’s oral


• Tarea:


• Complete the vocabulary list for 4-A


• Complete the preterite review handout


• Prepare for tomorrow’s oral

------------------------------------------------------------------------------------------------------------


Español II – 3B     La fecha: _____________
El oral: pidiendo y dando las direcciones

Sp II 05-24-06

Sp II 05-24-06

• Signed-up for presentation sequence – who will go when.


• Practiced your rhyme with your partners.


• Wrote out your rhyme.


• Turned in rhyme with your presentational group.


• Presented the rhymes.


• Finished the WAVA listening activities: WAVA workbook pages 60-62.


• Did the Repaso activities pp. 180 & 181


• Received handout for the giving/following directions oral for Friday & practiced asking for/giving directions around the school and around Tigard.


• Practiced tú commands and direct object pronouns with exercises 3B-5 & 3B-6 on the green handout.

Tarea:

• STUDY for lesson 3B test tomorrow.


• Got homework packet 3B coversheet – Use it to study while you organize your homework!


• Extra credit! – Yellow handout 3B-3 & 3B-4 (vocabulary) AND White Lesson Organizer 3B-9.  Do these for class tomorrow and earn bonus points on your homework packet.

Sp IV 05-24-06

Sp IV 05-24-06

• Elena Rosa presented her project today about the Andean Bear, or the Bespectacled Bear – get notes.


• DVD Las Voces de las Mujeres de Xelajú:


• Copied down the six questions asked of each of the 20 women interviewed.


• Listened to 2 (Lilia- 16 years y Olivia 55 years)


• Wrote down their answers


• White handout: Repaso/Bosquejo para los pronombres


• Reviewed Direct & Indirect object pronouns: what they are & how to use them.


• Tarea: Complete the exercises on the reverse of the white pronoun handout.

Sp II 05-23-06

Sp II 05-23-06

• Practiced the rhyme for tomorrow’s presentation:

     Izquierda, derecha, delante, detrás.
     Cerca y lejos, y algo más.
     Abajo, arriba, enfrente, encima.
     Y ahora, muchachos, se acaba la rima.

• Took written vocabulary test for 3B + crossword puzzle


• Read “Fondo cultural” on pages 165, 169, 172 & 175.


• Began writing 2 comprehension questions in Spanish for each Fondo cultural


• Tarea:


• Be ready to write the rhyme


• and perform the rhyme tomorrow in your small group


• Finish your comprehension questions for the Fondo culturales read in class today.

Sp II 05-23-06

Sp II 05-23-06

• Practiced the rhyme for tomorrow’s presentation:

     Izquierda, derecha, delante, detrás.
     Cerca y lejos, y algo más.
     Abajo, arriba, enfrente, encima.
     Y ahora, muchachos, se acaba la rima.

• Took written vocabulary test for 3B + crossword puzzle


• Read “Fondo cultural” on pages 165, 169, 172 & 175.


• Began writing 2 comprehension questions in Spanish for each Fondo cultural


• Tarea:


• Be ready to write the rhyme


• and perform the rhyme tomorrow in your small group


• Finish your comprehension questions for the Fondo culturales read in class today.

Sp II 05-23-06

Sp II 05-23-06

• Practiced the rhyme for tomorrow’s presentation:

     Izquierda, derecha, delante, detrás.
     Cerca y lejos, y algo más.
     Abajo, arriba, enfrente, encima.
     Y ahora, muchachos, se acaba la rima.

• Took written vocabulary test for 3B + crossword puzzle


• Read “Fondo cultural” on pages 165, 169, 172 & 175.


• Began writing 2 comprehension questions in Spanish for each Fondo cultural


• Tarea:


• Be ready to write the rhyme


• and perform the rhyme tomorrow in your small group


• Finish your comprehension questions for the Fondo culturales read in class today.

Sp IV 05-23-06

Sp IV 05-23-06

• We finished both parts 2 & 3 of El norte today


• Turned in the vocabulary lists 3-B; page 89.


• Turned in Green handout: Translation sentences and impersonal expressions with the subjunctive fill-ins.


• Tarea


• Yellow El Norte packet: Complete through Act. VI


• Green El Norte packet: Complete through tarea #2.

Sp IV 05-22-06

Sp IV 05-22-06

• Read and discussed a very short, but poignant, story “Los mejores calzados”


• Reviewed the vocabulary for the first and the second parts of El norte.


• After some technical difficulties, we finished viewing Part 1, and watched much of Part II.


• Tarea:


• Fill-in the vocabulary handout for page 89


• Complete the sentence translations and uses of the subjunctive for this lesson.

Those presenting projects this week are: Elena Rosa el 24 y Carmen el 26

Sp II 05-22-06

Sp II 05-22-06

• Warm-up: Workbook handouts 3B-1 & 3B-2 (Not WAVA)- practicing directions and other vocabulary.


• Per. 3 – Act. 9: gave and followed the directions we wrote out over the weekend


• (Per. 4 – not enough of the class did this part of the homework to be able to do the activity in class :<)


• Following directions practice:  WAVA act. 5, 6 (per. 4 – act. 7)


• Following directions around the school – partner practice.


• Practiced vocabulary using our bilingual sentences we wrote last week.


• Tarea:  Study for vocabulary production test tomorrow.

Sp II 05-19-06

Sp II 05-19-06

• Reviewed what to look for in questions to know how to answer them.


• Reviewed Direct Objects & Pronouns


• Corrected WAVA page 64 – using the above.


• Practiced the Izquierda, derecha rhyme: first as a whole class, then in our performance groups of 3.


• Took the 3B Vocabulary recognition test.


• Started Act. 9 – page 164: Write directions to 3 of the places indicated on the map of Old San Juan, Puerto Rico.  Be sure to use several Tú commands (both affirmative AND negative).

      Tarea: (1) complete activity 9, pg. 164  
                 (2) Complete both sides of the golden colored
                 2-sided handout:
               Act. 3B-7 “Ahora mismo” = present progressive
     (Estar + _______ndo)
     Act. 3B-8 “Repaso” = crossword of the vocabulary.

Sp IV 05-19-06

Sp IV 05-19-06

• Reviewed the green handout: Rigoberta Menchú +


• Reviewed when to use the subjunctive/indicative/infinitive after certain personal expressions (Text pg. 83)


• Took 3A test-vocabulary and grammar


• Got El Norte packet – Activities for Before viewing , while viewing and after viewing of El Norte


• Watched most of El Norte, Primera Parte: Arturo Xuntax


• Tarea: prepare your projects!  We start presentations on Tuesday.

Sp II 05-18-06

Sp II 05-18-06

• Warm-up: page 162, Act. 4 & 5 – Reading about Glorietas and supplying the appropriate vocabulary.  Then answering questions comparing/contrasting Glorietas (round abouts/traffic circles).


• Watched Gram Activa about Affirmative Tú commands


• Reviewed the progresivo


• Watched En busca de la verdad


• Reviewed Tú commands


• Corrected homework


• Gave overview of how all commands work and practiced using them. – get notes.


• Tarea:  Be sure that you have completed the WAVA pages(63 or 65 should have been done for today):


• 63 ( Use the giving directions vocabulary with at least 3 commands for each set of directions)


• 64 (Using object pronouns in answers to the questions.)


• 65 (Using 2 tú commands for each situation.  Remember you are speaking as a camp counselor giving directions to campers)


• STUDY – vocabulary pp 54,55,80 = Recognition test tomorrow

Sp IV 05-18-06

Sp IV 05-18-06

• Warm-up: Pink 2-sided handout – using the subjunctive


• Crossword, based on the vocabulary on page 80


• Reviewed the answers for the crossword.


• Corrected the comprehension questions #2 re: La historia oficial


• Reviewed the graphic organizer re: characters in La historia oficial


• Read page 99 with Iguana partner, re: Rigoberta Menchú


• Worked on green 2-sided handout: Rigoberta Menchú + subjunctive/indicative/infinitive


• Began correcting handout but then gave a review over when we select the subj./indic/infinitive


• Tarea: Complete the green handout AND study for the 3-A lesson test tomorrow.

Sp II 05-17-06

Sp II 05-17-06

• Watched the VideoHistoria – pp 160-161 two times: 1 with vocabulary and again without.


• Reviewed/corrected homework: Activity 3, page 161


• Practiced  El progresivo: Estar + ____ndo (to be + ____ing).  See the reverse of your vocabulary sheet + page 171 in your textbook.


• Practiced el progresivo by writing sentences using it + vocabulary words together.


• Per. 3 – corrected the A ver si recuerdas 3B-A & 3B-B blue handout from yesterday.


• Introduced Affirmative tú commands.  See the estructures section of your vocabulary handout + page 168 in your textbook.


• Homework: Practice the tú commands with

1. page 168, Act. 16

(2) WAVA page 63, Act. 10

Sp IV 05-17-06

Sp IV  05-17-06

• Partner activities:


• Peer editing on movie analysis


• Comprehension questions #2 – La historia official


• Graphic organizer – los personajes

• Rags to Riches review game ¿Quieres ser un millonario?


• Tarea:


• Study page 83 – review uses of impersonal expressions and the subjunctive.


• Complete the partner work from today


• Final copy of movie analysis: typed & double-spaced.


• ANUNCIO: Examen 3-A el Viernes (50 puntos)

Vocabulary page 80 – recognition
Subjunctive versus indicative – recognition
Conjugation of the subjunctive
Application- subjunctive, indicative or infinitive? – select the form needed and put the verb in the appropriate form.

Sp II 05-16-06

Sp II 05-16-06

• Warm-up: 2-sided blue handout (A ver si recuerdas 3B-A& 3B-B; A practicar)


• Points for study system


• Checked off and returned tareas from Friday & Monday.


• Reviewed tareas (per. 4)


• Primera Vista – pp. 158-159


• Practiced vocabulary (Quia and listening exercises)


• Practiced following directions (ex. 2 – page 159)


• Tarea:


• 10 oraciones (sentences) bilingues –Span – Eng.


• Read pp 160-161 AND answer the questions in Act. 3

Sp IV 05-15-06

Sp IV 05-15-06

• Reviewed what had happened up to this point in the movie.


• Continued viewing La historia oficial


• Tarea: Answer the comprehension questions that pertain to the movie up to this point.

Sp II 05-15-06

Sp II 05-15-06
Our final exam is one month from today!

• Pretest – vocabulary for 3B


• Mega vocabulary lesson – new list

Pages 154-155 + 180
Theme: Asking and giving directions
Structures: Present progressive (is/are ---ing)
           Affirmative tú commands
     Review: Present tense yo “-go’s” (tengo, vengo, salgo,…)
            Preterite

• Important Dates for this lesson:

Friday, May 19th = Recognition test for Vocabulary
Tuesday, May 23rd = Production test – Spelling counts!
Wednesday, May 24th = Rhyme performance & quiz
Thursday, May 25th = Chapter test
Friday, May 26th = 3B Homework Packet due

• Tarea: Study system for the new vocabulary (pp 154 & 155)

Sp II 05-12-06

Sp II 05-12-06
Substitute: Mrs. Fowler

• Turned in homework (pg. 151. Ex. A, B, 7C) for stamps.


• Warm-up: White handout – Nadie fue-irregular preterites Querer & Tener

                      Fill in the verbs in the forms needed, then translate.

• Corrected homework – had difficulty writing own summary of the video so watched the Episodio uno again.


• Started 3B – A ver si recuerdas – page 154.  Reviewed prepositions and modes of transportation vocabulary.


• Practiced preposition rhyme:

Izquierda, derecha, delante, detrás.
Cerca y lejos, y algo más.
Abajo, arriba, enfrente, encima.
Y ahora, muchachos, se acaba la rima.

• Did exercises on page154  - first written, then orally.


• Reviewed irregulary Yo presente of the verbs on page 155.


• Tarea.  Page 154, Exercises 3 & 4.

Sp IV 05-12-06

Sp IV 05-12-06
Substitute: Mrs. Fowler

• Verified all permission slips for the movie La historia oficial


• Read about the arpilleras de protesta de Chile (1974) y de Las Abuelas de la Plaza del Mayo – page 86


• Partner conversations – comparing the arpilleras and the AIDS quilts.


• Received the comprehension questions about the movie.


• Watched the first 45 minutes of the movie.


• Tarea: Answer the questions that you can on the comprehension questions about the movie.

Sp II 05-11-06

Sp II 05-11-06

• Partner practice for oral


• Took written test – La novia presumida – to see that you knew the words to the entire song.


• Performed the song with our partners, each taking a part.


• Did the preview activities for the Mystery, En busca de la verdad – page 150.


• Watched the first episode.


• Started the written exercises on page 151.


• Tarea: Complete exercises A, B & C on page 151.

Sp II 05-11-06

Sp II 05-11-06

• New oral partners – los animals del Sudamérica


• Web Site about Argentina, La Guerra Sucia, y Las Madres de La Plaza de Mayo

http://sepiensa.org.mx/contenidos/historia_mundo/siglo_xx/latinoamerica/argentina/madres/plaza_mayo1.htm

• Three-page handout about Argentina and la Guerra Sucia – read with partners, answered the quesitons and turned in


• Corrected the homework.


• Tarea – ¡Están libres!

Sp II 05-10-06

Sp II 05-10-06

• Period 3= Played Loteria (irreg. Pret.)


• Period 4 = Partner orals; asking/answering questions in the preterite.


• Both periods – Practiced “La novia presumida”


• Video: El mundo hispanohablante


• Tarea: Practice for La novia presumida Test and Performance tomorrow.  Be able to write out both parts of the song, then be able to perform one part.

Sp IV 05-10-06

Sp IV 05-10-06

• Practiced the vocabulary by trying to fill-in the spaces on a vocabulary sheet without having to consult the textbook.


• Worked with partners writing our homework sentences based on the vocabulary on page 80, translating from the English to the Spanish while writing on individual white boards.


• Whole class worked together on sentences from the homework.


• Corrected the 2B test, and reviewed the answers.


• Watched a Power Point over the use of the object pronouns – See pages 100-102 in the textbook.


• Tarea – Textbook page 81, exercises 2 & 3 (practicing the vocabulary)

Sp IV 05-09-06

Sp IV 05-09-06

• Read page 79- Declaration of Universal Human Rights


• Discussed reading


• With partner, did activity 3-1, pg. 81


• Debriefed one-half of activity with whole class


• When over project: who’s doing what topic and when everyone will present – see bulletin board for your date, and check with Maestra to verify your topic.


• Practiced the vocabulary from page 80.


• Add impersonal expressions for the subjunctive on page 83


• Homework:  


• Include 20 of the vocabulary items on pages 80 + 83 into bilingual sentences.


• Have your parents/guardians read and sign the permission letters for

      La historia oficial AND El norte.

Sp II 05-09-06

Sp. II

• Practiced “La novia presumida” song (irregular preterites)- preparing for our test and presentations on Thursday.


• Per. 3 – Preterite Battleship


• Per. 4 – Preterite Lotería


• Review/corrections over ex.D #’s 1a-6b– Irregular Preterite Packet


• Retakes on the Preterite Conjugation test from 5/2


• Corrected the test


• Homework:  Ex. D, #’s 7a-12b, Irregular Preterite Packet

Sp IV 05-09-06_Update

Sp IV 05-09-06

• Read page 79- Declaration of Universal Human Rights


• Discussed reading


• With partner, did activity 3-1, pg. 81


• Debriefed one-half of activity with whole class


• When over project: who’s doing what topic and when everyone will present – see bulletin board for your date, and check with Maestra to verify your topic.


• Practiced the vocabulary from page 80.


• Add impersonal expressions for the subjunctive on page 83


• Homework:  


• Include 20 of the vocabulary items on pages 80 + 83 into bilingual sentences.


• Have your parents/guardians read and sign the permission letters for

      La historia oficial AND El norte.

Sp IV_Official Story Permission Letter

May 9, 2006
Dear Parents:

In Spanish IV, we will be learning about Argentina’s history in the 1970’s where people were taken by the government, and many were never seen again.  As an important part of this unit, I plan on showing the award-winning film, The Official Story. Through the events that occur to a fictious family, the movie demonstrates the political realities of this time of “the disappeared ones” during “The Dirty War,” as it is known in Argentina.  The movie is dramatic, showing many sides of the issues involved.  This unrated film, would probably be a PG-13 film for some conversations with coarse language and a brief moment of anger and violence.  Overall, the tone is dignified, suspenseful, and emotional.  The historical events addressed in this movie are sad, disturbing and thought-provoking.  

I plan on showing this film in the upcoming weeks to my Spanish IV class.  We will be learning about the history and politics of that time, and preparing to understand the context of the film before we view it in class.  The language is very comprehensible to the students.  Students who have viewed it in previous years have benefited from viewing this excellent, dramatic film in Spanish, with the comfort of English subtitles to confirm and check their understanding.

If you are uncomfortable with your child viewing this film, I will arrange for him or her to have an alternate activity as an option while we are watching the movie in class. The following website provides an historical overview of the issues surrounding The Dirty War:  http://www.desaparecidos.org/arg/

For your student to be able to participate, I need to have the permission slips returned by Thursday, May 11, 2006.

Sincerely,


Catie Thurber-Brown
Spanish Teacher
Tigard High School
503-431-5563
cthurber@ttsd.k12.or.us
-    -    -    -    -    -   -   -    -   -   -   -    -    -    -    -    -   -   -   -   -   -   -   -   -   -   -  -   -   -   -   -  

_____ My son/daughter, _____________________________has permission to view The Official Story in class.                             (Name of student)
     
_____     Please arrange an alternative activity for my child, ________________________________
                                             (Name of student)



Signed ___________________________________Date ______________
          (parent/guardian)

Sp IV_El Norte Permission Letter

May 9, 2006
Dear Parents/Guardians:

I would like to show the award-winning movie El Norte to my Spanish IV class during these next few weeks.   This powerful drama relates the story of a Guatemalan brother and sister who find it necessary to flee their remote Mayan village and look for a safer existence in the United States.  This is an important aspect of our lesson human rights in Latin America as well as immigration to the United States. We will be doing many comprehension activities and discussions around the film's content.

In the past, students have reported that not only is it useful in their language development, but also helpful in developing an understanding of many social issues facing people who are currently immigrating to the United States.

I would appreciate your prior approval for your child's viewing of this movie.  There are a couple of brief passages where strong language is used, and accurately translated into English in the subtitles.  If this is contrary to your wishes, of course during those sections where the subtitles will be available to the students, your child can be provided an alternate activity.  Please have your student return the attached permission slip by Tuesday, May 16th.

The movie is an award-winning and well-made drama.  The tone of the entire film is respectful and appropriate, with great educational relevance.  The strong language is not portrayed in a positive way, and there is no other adult content in the film.  If the film were rated in the U.S., it would be rated PG-13 because of the strong language.  Those moments which, emphasize a stark contrast among the various characters' honor, resilience, ethics, and treatment of others.  

I have shown this film for several years to my advanced classes, and students have always enjoyed it, learned from it, and appreciated the cultural perspective they gained from it.

Sincerely,

Catie Thurber-Brown
Spanish Teacher
Tigard High School
503-431-5563
cthurber@ttsd.k12.or.us

Please detach and return TOMORROW, or Tuesday, May 16 at the latest

-   -   -   -   -   -   -   -   -  -   -     -     -   -   -  -  -     -     -     -     -     -     -     -     -     -     -     -
Thanks for INDICATING your preference for your student and for SIGNING below.

____ My son/daughter, __________________________, has my permission to view the film El Norte in Spanish class.               (Name of student)


___ I prefer that my son/daughter_________________________ be given an alternative activity and not view selected portions this film.          (Name of student)


Parent signature ________________________________Date _______________

Sp II 05-05-06

Sp II – 05-05-06

¡Feliz Cinco de Mayo!
In class we celebrated today by

• Watching a movie about cinco de mayo in San Antonio, Texas


• Preparing and enjoying food typical of the holiday.

We also corrected our homework packets from lesson 3-A and turned them in.

Sp IV 05-05-06

Sp IV – 05-05-06

¡Feliz Cinco de Mayo! In class we celebrated today by

• Watching a movie about cinco de mayo in San Antonio, Texas


• Preparing and enjoying food typical of the holiday.


• Reading an article for a web site from Puebla, Mexico about the battle of the 5th of May, 1862.

Sp II 05-04-06

Sp II 05-04-06

• Partner oral warm-up (Blue questions sheet)


• Took 3A test


• Preterite Tense: Irregular Verbs Packet (white) – work through the first few pages, underlining the key points to remember AND working through practices A, B, and C (Don’t confuse these with the Exercises).


• Homework:


• Got the coversheet for homework packet – organize packet for tomorrow.


• Irregular Preterite Packet:

      Exercises A & B (Not the Practices), pages 53 & 54.

Sp IV 050406 Substi

Sp IV 05-04-06 = Substitute- Mrs. Fowler

• Corrected and turned in homework packets for 2B


• Translation sentences – using the subjunctive  (yellow handout)


• Learned the use of the subjunctive when we know what action we want someone to do, but we’re not sure there is someone who can do it.


• Orange packets – various study points and exercises using the subjunctive.  =


• Work written on another piece of paper and turned in.


• Reading: La Batalla de Puebla


• Tarea: Write a WANT AD – may be for the idea partner, car, house, something else.  OR may be looking for an employee.    Include a minimum of 5 uses of the subjunctive.  Please decorate.

Sp II 05-08-06

Sp II 05-08-06

• Warm-up questions- First: Wrote answers to questions in the preterite.  

   Second: Then reviewed as a whole class.  
   Third: Spoke with partners: asking/answering questions.

• Homework corrections – the preterite packets started last week. Went over pages 53 &54.


• ¡Cantamos! – We “sang/talked” the Novia presumida song – as a whole class with the CD, then with partners.


• Announced- TEST on Thursday: words for Novia presumida & presentation with a partner.


• Tarea: Continue with Irregular Preterite packet – Exercise D, #1a-6b.

Sp IV 05-08-06

Sp IV 05-08-06

• Examencito del verbo – short verb conjugation quiz over 5 tenses and their meanings in English. (8 points)


• Clarified that project proposals were due – PLEASE have it in by tomorrow if you’ve not yet turned yours in.


• What’s movie, “Mexicans through their own eyes” and took notes.


• Shared our notes, while speaking spanish with our Catedral nacional partners.


• Tarea: Review the vocabulary on page 80, and create a study system for words you don’t already know.

Sp II 05-03-06

Sp. II 05-03-06

• Warm-up: Partner Oral Activity 3A-2: Asking and answering questions about recent past events. (Pink handout)

• Reviewed question answering strategies:  

• Focus on the interrogative –question word- and be sure you are giving back the type of information it wants.  


• Notice the form of the verb in the question and visualize the conversation – to whom is the question being asked?  Be sure you answer the verb in the appropriate form.


• Answer as fully as you can – include extra details that have to do with your answer.

• Corrected the Crossword from last night’s homework and reviewed pronunciation and meanings of the vocabulary.

• Reviewed the vocabulary and verb tests for 3A & reviewed the essay question from the last chapter test.

• Homework:   Chapter 3A test tomorrow!

Sp IV 05-03-06

Sp IV 05-03-06

• Warm-up: 2-sided handout: create sentences with the given elements, then answer questions – practicing subjunctive uses in comparison with the indicative and the infinitive.


• Corrected the 2B crossword (last night’s homework)


• Took 2B exam.


• Copied down the cover page for the 2B homework.


• Tarea:  Organize the tarea packet for 2B

Sp II 05-02-06

Sp II 05-02-06

• Period 3: Signed up for our contributions to our 5 de Mayo food day


• Partner Oral: Communicative Activity 3A-1 ¿Adónde fuiste?


• Irregular preterite “rap” – La novia presumida


• Corrected homework: 3-A-8 (crossword in white packet)

      & Translation tarea #11-20.

• Took Preterite conjugation quiz (50 points)


• Tarea:  Crucigrama 3-A#2

Sp IV 05-02-06

Sp IV 05-02-06

• Reviewed the subjunctive: how to form and when to use


• Verb completion exercise: Subjunctive, Indicative, or Infinitive?


• Planned our 5 de mayo food day: who will bring what and be responsible for what activities in the class.


• Tarea:  


• 2B test tomorrow


• Crossword/2B vocabulary


• Finish subjunctive Traduzca exercises

Sp II 05-01-06

Sp II 05-01-06

• Worked on the A pracaticar (white packet), In class we completed and corrected:

Exercises:

• 3A-5 (direct object pronouns),


• 3A6a & b (Ir & Ser in the preterite),


• 3A7a &b (Estar, Poder, Tener and Hacer in the preterite).


• Took vocabulary production test (40 points)


• Began homework:


• complete ex. 3-A-8 (crossword) in white A practicar packet.


• translate sentences #11-20 in traslation tarea sheet.


• study for Preterite Test tomorrow – all of the verbs on both sides of your verb grid: regular and irregulars.  Know what they mean and be able to conjugate them.

Sp IV 05-01-06

Sp IV 05-01-06

• Read page 68 with partner (Zócalo D.F.) about the pollution of Mexico City and some programs they use to try to alleviate it.


• With a new partner – answered the questions under “comparamos” on pg. 68


• With a third partner – did the “conversamos” exercises, discussing pollution.


• Continued, and finished(¡!) the Future oral presentations.


• Clarified the expectations for the Annotated Bibliography, due before the end of this week. = working on it is the tarea.