Spanish IV 09-28-06

Spanish IV 09-28-06

• Read the article, “Pierde el miedo a elegir carrera”, with appointment partner.


• Debriefed article with the class.


• Took the self-test to see if we were ready to select a college major/career path.


• Corrected the homework, ex. 8, from the text.


• Corrected the verb grid, reviewing some basic conjugations in the preterite.

Tarea:

• Write definitions for 10 of the words from the vocabulary to be ready to play, “Estoy pensando en una palabra” tomorrow.  BE SURE NOT TO USE THE WORD IN YOUR DEFINITION.


• Be ready to share your joke in Spanish.

Spanish II 09-28-06

Spanish II 09-28-06

• Played Barco de Guerra/Batalla – partner verb drill game- practicing the stem-changing verbs on page 27 & “poder” , “pedir”.


• Played verb conjugation “Lotería”, a Bingo game practicing e-ie stem-changers and o-ue stem-changing verbs.


• Partner questions: working with a partner we asked and answered several questions based on the stem-changers from lesson 1A.


• Corrected homework.


• We didn’t have time to present the poem from yesterday, but plan on it for tomorrow.

Tarea:

• Study for the quiz tomorrow on the stem-changers from page 27 as well as the verbs Poder and Pedir. Know the meanings of the verbs and how to change them for all of the subjects.


• Finish your Lotería packet by filling in the answers for the review game, #8.

Spanish IV 09-27-06

Spanish IV 09-27-06

• Read 2 articles in the Spanish-language version of Oregon’s Careers paper in Spanish re: Goal Setting & On-line services available. Read aloud with appointment partner then we debriefed as a class.


• Tarea checked in and returned: completed checking in the study system from yesterday & today’s vocabulary “cuento” – 15 vocablos en contexto.


• Pair-share of stories; redaction (editing).


• Began our review of the Past tenses, beginning with the preterite: Began the Power Point over expressing the past and followed up with text pages 13-16.


• Distributed a verb grid “packet” for review practice on the preterite.

Tarea:

• Exercise 8 (1-8) on text page 14.


• Lesson 1-1 (1-A) Workbook packet, exercise 1, page 25.


• Conjugate the verbs on the first page of verb grid packet.

Spanish II 09-27-06

Spanish II 09-27-06

• ANNOUNCED QUIZ FOR FRIDAY: STEM-CHANGERS FROM PAGE 27.  Be able to say what they mean and conjugate them.


• Homework checked in, stamped and returned (9 sentences based on interrogatives & Lotería #6 on e-ie verbs).


• Watched the DVD of the opening conversation found on pp.20-21.


• Read pp 20-21 aloud with a partner then answered the comprehension questions in Actividad 3, pg. 21.


• In period 4, we did WAVA workbook Activities 2 & 3, pp. 6-7.


• Watched the “GramActiva” about affirmative/negative words (adverbs and adjectives – some/none; someone/no one, etc.) then followed up with reviewing the words on page 31 and a practice “Quiz”.  Period 4 did ex.19 on page 31.


• Page 25: Read and practiced the poem on page 25: Versos sencillos by José Martí.  Answered comprehension questions and read the Fondo Cultural about the author.

Tarea:

• Complete the next Lotería in your packet: #7 (o-ue verbs) with answers BOTH in Spanish & English.


• Workbook page 12, ACT. 10 & page 14, ACT 12.


• PUNTOS EXTRA: (a) memorize the poem for tomorrow – pg. 25

                                      (b) attend tomorrow’s picnic for Exchange students
and ESL students @ 3:10 in Cook’s Park.

Spanish IV 09-26-06

Spanish IV 09-26-06

• Partner orals “Conozcámonos” practice


• Partner orals presentation – 10 puntos de participación.


• Stamps and entered points for vocab. pp 10-11 study system


• Read page 9 aloud with a partner about three types of narratives: the joke, the fable and the legend and their identifying characteristics.


• Wrote out Exercise 1-2, page 11 as a reading comprehension activity.


• Began correcting the test from yesterday.


• Tarea: Write a short story (paragraph) utilizing at least 15 of the vocabulary items on pp. 10-11.  Please underline and number them.

Spanish II 09-26-06

Spanish II 09-26-06

• Partner corrections (with an answer sheet) over the stem-changer verb grid we did as our homework.


• With our partner we write rules for the school: Hay que (one must) and Se prohibe (It is not allowed; and then shared them with the class.


• Reviewed the vocabulary from pp 18 & 19 by playing a comprehension word game. We guessed the word from listening to a definition of it.


• Reviewed writing sentences based on answering interrogatives.  We wrote a chart of them and started “building sentences” for tomorrow. See below:

           ¿Quién?¿Qué actividad?¿Dónde?¿Cómo?¿Cuándo?¿Con quién(es)?¿Por qué?
Raúl almuerza en la cafetería rapidamente al mediodía con sus amigos porque tiene hambre.
See how each question is answered by a different section of the question?  
Continue writing more like this as homework.

• Got the packet – Stem-changers for Lotería

Tarea:

• Write 9 sentences- each using a different subject and verb.  Each also uses

             At least 5 of the interrogative elements.

• Prepare the Lotería for e-ie verbs (#6).  Write your choice of verb and also

           give it’s English meaning in the same square.  
         Example :  Quiero/I want; Prefieres/you prefer, etc.

Spanish IV 09-25-06

Spanish IV 09-25-06

• Partners verify your homework packets and turn them in.


• Played “Serpientes y escaleras” –review game for “Lección Preliminar”


• Take “Lección Preliminar” examination.

Tarea:

• Make a vocabulary list of the words you don’t already know well from page 10, in your textbook.


• Learn a joke in Spanish that will be appropriate to tell to the class on Friday.  Check out web sites for jokes; Note: be careful about translating “play on word” jokes into Spanish as the joke doesn’t translate.

Spanish II 09-25-06

Spanish II 09-25-06

(1) Read the Fondo cultural on page 16.
(2) Look over the chapter objectives on page 17
(3) Make a vocabulary list of items you don't know from the highlighted vocabulary on pp. 18-19
(4) Remember that "Hay que..." means "One must..." and the "Se prohibe..." means "It is prohibited to..." re: page 19.  Be sure you know what the verb after these expressions mean, and if you're not sure, you put them on your vocab. list.
(5) Make your own Hay que and Se prohibe charts for appropriate and inappropriate classroom behaviors.
(6) Review stem-changers, page 27.
(Homework) Make a verb chart of all of the conjugations for all of the stem-changing verbs on page 27.

Spanish IV 09-21-06

Spanish IV  09-21-06

• Worked in the library in two groups


• Oregon Oral taping/testing with Mrs. Young (guest to class).


• Correcting homework / Continuing on in Workbook packet.


• Reviewed uses of the present progressive versus simple present tense.


• Using Ir + a + infinitivo = intentions in the past (Iba a) and future (voy a).


• Using Acabar + de + infinitivo = “just” completed actions

Tarea:  Organize your homework by date assigned and bring it tomorrow.

Spanish II 09-22-06

Spanish II 09-22-06

• Partner-checked our homework packets and turned them in.


• Watched Plaza Sésamo


• Played verb & vocabulary games: Baloncesto y El Sr. Pulpo


• Tarea?  No homework this weekend!

Spanish IV 09-22-06

Spanish IV  09-22-06

• Wrote down the list of assignments for Lección Preliminar


• Announced the test for Monday for Lección Preliminar (see study sheet below)


• Watched Plaza Sésamo


• Review Games

Tarea:

• Organize your homework into the packet while studying from it.


• Test on Monday

Nombre:________________________________________
Hoja de estudios – Prueba Preliminar                La fecha de la prueba es _____________

I – El vocabulario en el contexto.
Hay que seleccionar la palabra que cabe mejor en la oración
(El vocabulario de los estudios universitarios)
II – Tiene que scribir el artículo definido apropiado para el sustantivo dado.Recomiendo que estudien muy bien el paquete amarillo y que preste mucha atención a las terminaciones que indica un género y los irregulares
III – Los númerosHay que escribir los números altos y los números ordinales  IV – Los verbos del presente indicativo
Van a escoger el verbo correcto para la oración (entre opciones) y escriba su forma correcta en el presente.Sería muy buena idea estudiar la lista de verbos que les repartí.
Parte V - Comprensión  de lectura.
Hay que contestar pregunas tienen que ver con el artículo en la página 3:  ¡Hagamos conexiones!
Tiene que llenar el espacio en blanco con la palabra que falta – es un punto importante del artículo.

Spanish II 09-21-06

Spanish II 09-21-06

• Compiled the list of homework for the first unit.


• Took Para Empezar Unit Exam (55 points).


• Period 4 _ began watching “Plaza Sésamo” – colors, numbers and family review.


• Homework: Arrive with your first packet of homework organized and ready to have corrected in class tomorrow.

Spanish IV 09-20-06

Spanish IV 09-20-06

• Reviewed the computer vocabulary in the textbook – page 6


• Did textbook activities: P-5 and 6


• Reviewed the vocabulary about attending the university & did activity P-10, on page 7.


• Reviewed present progressive – Went to B K Nelson’s site to practice them

             http://www.colby.edu/~bknelson/exercises/index.html

Tarea:

• P-17 en el paquete amarillo

Spanish II 09-20-06

Spanish II 09-20-06

• Reviewed first, then took, the Countries and Capitals Test for Spanish-speaking countries.


• Corrected crossword puzzle from yesterday with Mrs. Fowler (adjectives)


• Did another crossword today with verbs and adverbs from the vocabulary.


• Partner oral practice packet: 3 partner question and answer activities


• Study sheet distributed for the lesson test tomorrow.


• Homework?  (1) Organize your homework and study from it.

                             (2) Bring all of your homework AND in-class work tomorrow.
                 This first time through we’ll organize our homework packets together.
                             (3) STUDY! Use your study sheet and prepare well
for our test tomorrow.

Spanish II 09-18-06

Spanish II 09-18-06

• Signed-up for poems presentation order & got checked off for having our final copy ready on time.


• Presented our poems to the class and wrote down responses while we listened to each other.  We then turned these in towards our preparation points for the day.


• Corrected the White packet, page 3, from last Friday – reviewing the adjectives of nationality.


• Reviewed the important things to remember when using the verb “gustar” and corrected the pink packet, page 3 (Me / te gusta.)


• Period 4 – began correcting the translation sentences from the last page of the pink sheet.


• Both period 2 & 4= our quizzes from Friday were returned (Regular present tense verbs and their conjugations).  Check the “Papeles a devolver” folder for your class to pick yours up if you weren’t here.


• Tarea:  Do the last page of the white packet we corrected today (Not the one with the vocabulary list).


• Reminder: Map test-countries and their capitals on Wednesday.


• Announcement: Lesson “Para Empezar” test is on Thursday, the 21st.  

Spanish IV 09-15-06

Spanish IV 09-15-06

• Checked in our homework


• Played our own versions of the Lotería mixer that we wrote last night.


• Reviewed stem-changers in the present tense – Workbook page 17.


• Corrected the homework from last night.


• Tarea: Prep your Escudo presentation for Monday.  Be sure to use ONLY pictures for 5 of the 6 sections, and then only words for the 6th section.

Spanish IV 09-13-06

Spanish IV 09-13-06

• Class speaking activity: ¡Qué coincidencia! (¡qué casualidad!)


• Using the same activity sheet; we organized ourselves for speaking partners.


• Corrected the homework: the handout over how our textbook is organized and the crossword using the professions vocabulary from page 3 in the text.


• Received a packet of our workbook (to use until the workbooks arrive).  We continued with our review of the basics of grammar, but extended our understanding of some of the finer details.  We worked on gender of nouns, and also cardinal numbers, focusing on some of the exceptions.  We completed activity 1 in class.

Tarea: Study the numbers in the packet and complete pages 3-6, then review present tense indicative verbs and complete the exercise on page 10.

Spanish II 09-15-06

Spanish II 09-15-06

• Practiced verbs with partner


• Took regular verb quiz (20 points)


• Read and answered questions about the geography of South America, using the handout and the geography pages in the front of our textbook.


• Practiced the countries and capitals from the Spanish-speaking world using the Capitals Rap from Sing, Dance and Eat Tacos.


• Copied down our own study list for the countries and capitals


• Announced a Map Test on these countries and capitals for next Wednesday.


• Tarea (Homework) – make your final copy for your Diamante poem.  Be sure that it demonstrates “Pride in Product”.  Also, practice saying it so you’ll sound great as you present on Monday.  Be sure to really focus on accurate Spanish vowel sounds.

Spanish II 09-14-06

Spanish II 09-14-06

• New white packet (Practice workbook)– pages 1 & 2 - practiced adjectives: meanings and uses AND the verb SER.


• Practiced the nationality adjectives for people from Spanish-speaking countries.

See page 6 in the textbook.

• Corrected the pink packet exercises from homework.


• Listening exercise, Act. 4 from page 4 in textbook.


• Reviewed the verb “gustar” –  (1) Using Me & Te  (2) GUSTA versus GUSTAN.

(3) Memory rhyme: A verb after GUSTAR, ends with an “r”.

• Introduced project due on Monday – diamond poem, see page 13.

Tarea (1) Rough draft of the writing for Monday’s poem
          (2) Page 3 in today’s white packet – practicing the nationality adjectives.
          (3) Finish the last two pages from the pink packet:
                Me/Te gusta & sentence translations,

Spanish II 09-13-06

Spanish II 09-13-06

• Warm-up: Wrote out answers to Preguntas Personales (pink handout)


• Rotating Partner Orals: Divided the questions into 5 sections, then asked each section to a different partner.


• Corrected gold handout from last night’s homework.  Reviewed interrogatives, and verb forms.


• Received pink workbook packets and used them for the listening exercises: 3 in period 2, and 2 in period 4.


• Period 4: quick review of how “gustar” works.

Tarea: (1) Write out Activity 4 (refer to page 3 in book) – pink packet

1. Activity 5 from the pink packet.  Read the information for each number then write a sentence that includes the verb SER (see page 5 in book) AND adjectives that correctly describes the person based on the information you read about them.

Study for a verb quiz tomorrow based on our verb grid.  Be able to give the verb from English: both the general meaning (to run = correr) and a conjugated form with the subject pronoun (he runs = él corre).  

Spanish IV 09-12-06

Spanish IV 09-12-06

• Trabajo de firmas: mixer where we asked each other about various aspects of Latino culture and our own experiences with them.  Debriefed as a whole class.


• Practica de vocabulario: started the crossword puzzle (Crucigrama)


• Brained stormed the “parts of Speech” – las partes de la oración


• Began taking notes from the Power Point of Repaso de lo básico – going over the basic parts of speech.


• Tarea: Finish the crucigrama AND complete the handout of the questions about your textbook.

Spanish II 09-12-06

Spanish II 09-12-06

• Textbook Cover Contest – Congrats to our Creative, Artistic Winners!


• Practiced verb conjugations of the regular present tense but playing Barco de Guerra – verb Battleship


• Went to www.conjuguemos.com and took a verb quiz.  (THS’s code is 893)


• Looked at page 1, and read the Fondo Cultural about the school calendar in various Spanish-speaking countries (period 4)


• Listen to and read along with the dialogue on page 2.


• Wrote out activity one, then asked and answered these questions with a partner.


• Reviewed adjective agreement – see the chart and read the descriptions on page 3.


• Reviewed question words.


• Tarea: Golden colored, two-sided handout.  Tarea de repaso-question words and verbs.

Spanish IV 09-11-06

Spanish IV 09-11-06

• Turned in our paragraphs, once checked off, they were returned for in-class work.


• Got credit of covering our textbooks, but decided to have our contest tomorrow.


• Practiced the new vocabulary about professions: One from page 3 of text and an additional handout based on our Quia site.


• Played vocabulary review game on Quia site http://www.quia.com/jg/700337.html


• Read ¡Hagamos Conexiones! – page 3 in text- aloud with our seat partners.


• With our partners, we practiced answering the questions on exercise 2, page 4, then some of us answered these same questions posed by Maestra.


• Went over the Saludos / Presentaciones vocabulary box on page 5, then using the grouping cards, we formed into groups of 3’s and introduced ourselves to one another.


• Still in our groups of threes, we took turns reading our paragraphs aloud to our partners.  Afterwards, we turned them back in so the Maestra could read them.

Tarea:

1. Use the quia site (listed above) to practice the vocabulary.


2. Make a self-test review system.

Spanish II 09-11-06

Spanish II 09-11-06

• Turned in our 5 sentences and got our verb grids stamped.


• Got our hall passes for the quarter and signed them in INK right away.  If you were absent, be sure to get these from Maestra.  Remember: they can be worth up to 20 points at the end of the quarter.


• Received the white packet with vocabulary for our first unit, Para Empezar: Vocabulary and handouts.


• Practiced the vocabulary: practice quiz with the handout AND the Quia site (period 4) http://www.quia.com/jg/598359.html


• Spent a lot of time correcting our verb grids.  We reviewed the singular subject pronouns:

        Yo, tú, Ud., él, ella
And their plurals:
         Nosotros/as, Vosotros/as, ellos, ellas, Uds.  
And we reviewed how verbs are formed.

• Received a white hand-out: How to study.

Tarea:

1. Review “How to Study” handout and have your parents sign.  Turn it in tomorrow.


2. Study your verb grid, use the techniques in the How to Study sheet.  Know the meanings and forms for tomorrow.


3. Write 10 sentences: each with a different verb and use each conjugation of the verb at least once (Yo, tú, Ud., el, etc.)  Be sure to use at least ONE –er verb and ONE –ir verb.

Los números

Los números bajos: ¡No caigas en las trampas!

1. cero (Not zero), 1 = uno, 2 – dos, 3- tres, 4- cuatro,

5 – cinco, 6 - seis, 7 - siete, 8 – ocho, 9 – nueve
     10 – diez (NOT días, diaz)

Nota:
1 = uno (número)
1 libro = un libro(adjetivo- one ‘somethings’)

11 = once
12 = doce
13 = trece
14 = catorce versus 40= cuarenta
15= quince versus 50 = cincuenta  vs.  500= quinientos

16 = diez y seis;
Can combine into one word: dieciséis
If last number is one syllable, you need to add an accent mark.
29 = veinte y nueve; veintinueve
Can’t combine above 29.
31= treinta y uno

20 = veinte (notice the ending is different from the other 10’s)
30 = treinta
40 = cuarenta
50 = cincuenta (Not cinquenta, sinkwenta)
60 (6-seis) = sesenta
70 (7 - siete)= setenta
80 = ochenta
90 = noventa
100 = cien (somethings)
pure number = ciento
101 = ciento uno
100 + 100 = doscientos/as
          trescientos/as
          cuatrocientos/as
           quinientos/as
          seiscientos/as
            setecientos/as
          ochocientos/as
            novecientos/as
          mil

Los números

Los números bajos: ¡No caigas en las trampas!

1. cero (Not zero), 1 = uno, 2 – dos, 3- tres, 4- cuatro,

5 – cinco, 6 - seis, 7 - siete, 8 – ocho, 9 – nueve
     10 – diez (NOT días, diaz)

Nota:
1 = uno (número)
1 libro = un libro(adjetivo- one ‘somethings’)

11 = once
12 = doce
13 = trece
14 = catorce versus 40= cuarenta
15= quince versus 50 = cincuenta  vs.  500= quinientos

16 = diez y seis;
Can combine into one word: dieciséis
If last number is one syllable, you need to add an accent mark.
29 = veinte y nueve; veintinueve
Can’t combine above 29.
31= treinta y uno

20 = veinte (notice the ending is different from the other 10’s)
30 = treinta
40 = cuarenta
50 = cincuenta (Not cinquenta, sinkwenta)
60 (6-seis) = sesenta
70 (7 - siete)= setenta
80 = ochenta
90 = noventa
100 = cien (somethings)
pure number = ciento
101 = ciento uno
100 + 100 = doscientos/as
          trescientos/as
          cuatrocientos/as
           quinientos/as
          seiscientos/as
            setecientos/as
          ochocientos/as
            novecientos/as
          mil

El alfabeto espaol

El alfabeto español:

A       Be (Be grande)       Ce       Che      De       E       Fe       Ge

Hache     I      Jota      Ka     ele     elle     eme

Ene      Eñe     O     Pe     Cu     Ere     Erre

Ese          Te     U     Ve (ve chica, Uve)

Doble ve          Equis     I griega     Zeta     

Spanish IV 09-08-96

Spanish IV 09-08-96

• Stamped and checked off our homework.


• Interviewed two partners using “Preguntas de pareja” handout.


• Reported interesting facts we discovered about our partners to the rest of the class.


• Editing groups: reviewed the sentences we wrote last night.


• Interrogatives game: asked each other questions based on the sentences we wrote last night.


• Tarea:

1. Cover your text for Monday:

Strong paper to protect the edges and binding.
Contest: Most artistic, Best Use of Spanish,
Most Creative (Unusual / Best Design Solution)

1. Write a paragraph:Compare / Contrast a

typical summer from your childhood with
your last summer.

Spanish II 09-08-06

Spanish II 09-08-06

• Picture day – students rotated out of class to have their photos taken – be sure you’ve gotten any work that you might have missed while you were out.


• Turned in 2 signed letters (Workbook & Appropriate Level) And stamped/checked off 5 questions & answers based on the Syllabus. Note: in period 2 one-third of the class choose NOT to do this assignment.  Thank you to those who DID the work; you are setting yourselves up for success.


• Reviewed the Alphabet: the majority reported never having learned it, so we spent quite a bit of time on this before we were ready to dictate our names to one another.  Keep working on this so you really know your letters!


• Reviewed numbers from 0-100, Taking notes on the key points.


• Dictated our phone numbers with our names, to class partners.


• Quizzed each other on class expectations using the questions we wrote as homework.

Tarea:

1. Cover your textbook so that the binding,

corners and edges are well protected.  
Why not plan on participating in the creative
book cover contest?  Prizes for:
Best Use of Spanish,
Most Artistic and
Most Creative
(Unusual / Unexpected / Best Design Solution).
Prize: Free from Homework for one night.

1. Verb Grid: conjugate (forms of the verb)

the –ar verbs on page 9 (¿Recuerdas?) – see below for the list if you haven’t yet gotten your textbook
Example: Bailar, to dance, Bailo, Bailas, Baila,
Bailamos, Bailáis, Bailan

1. Write 5 sentences in Spanish:

For each sentence use a different verb from your chart
AND a different subject (form of the verb).

-AR Verbs for chart (from page 9):
Bailar; Caminar; Dibujar; Escuchar; Esquiar; Montar;
Nadar; Pasar; Patinar; Practicar; Tocar; Tomar; Usar

Spanish II 09-07-06

Spanish I 09-07-06

• Power Point presentations introducing me (Catie Thurber-Brown) and the classroom procedures.


• Received handouts:

1. Bienvenidos a la clase de español- Parent letter attached;
2. Letter re: Appropriate Level Placement
3. Participation Grade Descriptors;
4. Make-up Participation and Oral Points.

• Checked our textbook, Realidades2, out from the library.


• Reviewed vocabulary by brainstorming things we do at different times.  See the list below.  We listed the verbs in the box titles, ¿Recuerdas? On page 9 in the text.  Goal: 5 verbs for each column.  Here are some examples:

El verano     Entresemana     El fin de semana
(junio, julio, agost)     (lunes – viernes)     (sábado y domingo)

Jugar tenis       escribir cuentos      dormir     
Nadar     practicar deportes     jugar deportes

• Practiced forming (conjugating) verbs – see page 9, using the verbs from our lists.

Tarea:

1. Have parents sign/complete the 2 letters and return them tomorrow.


2. Write 5 “intelligent” questions (in English) based on the handout about class procedures (Bienvenidos..., Participation grades) AND answer them.


3. Complete your chart of activities, if you haven’t yet, AND practice forming the verbs for different people.

Spanish IV 09-07-06

Spanish IV 09-07-06

• Power Point presentations introducing me (Catie Thurber-Brown) and the classroom procedures.


• Received handouts: Bienvenidos a la clase de español- Parent letter attached; Participation Grade Descriptors; Make-up Participation and Oral Points.


• Checked our textbook, Conexiones, out from the library.


• Nombres: practiced introducing ourselves and talking about our names.  Important concepts: Nombre propio, nombre de cariño, apodo, apellido.


• Introduced one another to the class and shared what we learned about any “problemas” we had as children with people teasing us about our names.


• Reviewed vocabulary by brainstorming things we do at different times.  See the list below.

El verano     Entresemana     El fin de semana

Jugar tenis       hacer la tarea      ir a Iglesia     
Salir con mis amigos     estudiar     montar en bicicleta     
Trabajar     correr      pasar tiempo con mis amigos
Visitar familia     ir a los practicos     preparar la comida
Nadar     escuchar a la profesora     dormir          
Viajar a México


Tarea:

1. Escribe 12 oraciones en español de las actividades arriba (4 por cada sección)


2. Escribe 5 preguntas (en español) basadas en las hojas de la clase + las respuestas (Bienvenidos..., Participation grades)


3. Devuelve la hoja con la carta a los padres ya firmada.

Spanish II 09-06-06

Spanish II 09-06-06

Freshman/New Students Day:

• Took roll-exchanged names


• Played an ice-breaker: Classmate Scavenger Hunt


• Debriefed information and compared answers.


• Recommendations: Be organized for class and with your papers from class.  Get a special 3-ring binder with several sections in it for just Spanish class.