Spanish II 10-31-06

Spanish II 10-31-06

• Received “Un lápiz de Halloween”  - a “regalito de la maestra”


• Stamped and got credit for homework.


• Practiced vocabulary.


• Took page 70 quiz.


• Corrected and turned in quiz.


• Watched more of  “Los Increíbles” – in Spanish with English subtitles- with “palomitas de maíz y limonada”.


• Homework: Have fun but be smart, and safe tonight.

Spanish IV 10-31-06

Spanish IV 10-31-06

• Received un regalito - “Lápiz de Halloween”


• Signed-up for presentations – Our past tense story.


• Made our presentation response sheet: 3 columns: Name of presentor; What I thought you did particularly well; A positive suggestion for something to work on to do even better on your next presentation.


• Watched presentations.


• Homework – Have a safe, sane, yet fun Halloween.

Spanish II 10-30-06

Spanish II 10-30-06

• Began Lesson 2A- A primera vista: listened to pages 74-75 while we read along.


• Practiced new vocabulary from A primera vista: various listening comprehension exercises.


• Vocabulary Notes:  Items added into pp 74-75


• Watched the DVD of pages 76-77 “Videohistoria”


• Practiced Reflexive Verbs:  Watched GramActiva, read page 80 and received a packet, “Reflexive Pronouns”.  We worked through the first two pages and Practice A, on the top of the third page.


• Tarea (homework);


• Period 2 = bring wrapped candy for your game time tomorrow


• Periods 2 & 4 = study for your quiz on pages 70-71


• Fill-in the new vocabulary list for 2A

Spanish IV 10-30-06

Spanish IV 10-30-06

• Watched most of the DVD “Fiestas de Muertos en México”


• Partner oral, “Situaciones del pasado”


• Story Map – got handout to plot out the story we are preparing for tomorrow


• Tarea


• Have story map completed


• Have final copy of story ready to turn in


• Be ready to tell your story: Rehearsed and with your shadows/PowerPoint.  If chosing the Power Point option: burn it onto a CD, bring it on a flashdrive, and/or email it to me through Yahoo.

Spanish IV 10-27-06

Spanish IV 10-27-06

• In-class writing workshop – worked on our narratives from page 43.


• Final draft is to be 250-300 words long; Typed Double-spaced.


• Practice reading it in a dramatic fashion and prepare the visuals you will use to “build” your story while you tell it.

Spanish II 10-27-06

Spanish II 10-27-06

• Stamped and corrected Activity 3, page 71

Answering questions from Carlos’ email, using 2 verbs together in a phrase:
1st verb conjugates, the second stays in the infinitive.

• Corrected the back-side of the warm-up activity from yesterday:

Reviewed clothing, Gustar, and 2 verbs together (as in Act 3, pg 71)

• Reviewed the past exams


• Watched movie, Introducing South America


• Homework:

Study pages 70 & 71 = Test on Tuesday.

Spanish IV 10-26-06

Spanish IV 10-26-06

• Turned in Progress Reports (for those whose parents were not able to attend conferences)


• Went over the beginning of the story, “Cuéntame un cuento” and the prepared homework.


• I began reading the story then divided the class into groups of two to read aloud to one another.


• We did the comprehension exercise, Act. 42 on page 41.


• Introduced the “Taller” on page 43.  We will do this composition in lieu of a chapter test – it will be worth 60 points and it is due on Tuesday.


• Tarea: On the Taller (p. 43) complete steps 1-3 (I suggest 4) by tomorrow.

Spanish II 10-26-06

Spanish II 10-26-06

• Warm-up: Practice workbook handout 2A-A & 2A-B


• Reviewed the extra vocabulary notes from page 70 about the body and clothing.


• Corrected the homework from last night


• Turned in our signed Progress Reports, for those whose parents weren’t able to attend conferences.


• Took notes and worked on the verbs that take infinitives with them to complete a concept – 2 verbs together; the first one conjugates the other stays in the infinitive.  See page 71.


• Did exercise 4, on page 71.


• Announced test on body, clothes and verbs with infinitives for Tuesday, 10/31.


• Homework/Tarea


• Activity 3, page 71. Write out the answers to Carlos’ question in his email being sure to use the 2 verb expressions in the box at the top of the page.


• Yellow handout: Writing out the vocabulary and translating the sentences using the vocabulary.

Spanish II page 70 Notes

Español II – 2-A A ver si recuerdas, página 70
Los apuntes sobre el vocabulario:


Picture handout re: Las partes del cuerpo.  
(left-to-right, top-to-bottom):

La lengua     la mano     la cintura     la barba      la espalda

Una peca     el pulgar      la oreja      el ojo      la muela      el bigote
un lunar           el oído     los bigotes

La boca      los dientes      la calavera      la axila      el pelo      el dedo
          la cabeza          el cabello     el índice

El brazo     el estómago     el codo     la garganta   la pestaña   los labios
     El tronco

El cuello     la barbilla     la cara     el hombro     la rodilla         la nariz
                                        Las narices

La pierna     la ceja     el nuez de Adán        el esqueleto    el pie

Extra Vocabulary Notes:

• El codo (elbow) = slang for a “cheapskate”


• La barba (beard) some places use Las barbas (whiskers)


• Una peca (freckle), un lunar (beauty mark)


• La oreja = outer ear; El oído = inner ear (remember oír=to hear)


• El bigote (moustache) some places use Los bigotes


• La calavera = “Day of the Dead” Skull; La cabeza = head


• El pelo, in some countries, is animal hair/fur – el cabello is only human hair.


• el dedo = finger; el índice is your “pointer finger”


• el estómago = stomach; la panza = pot belly; el ombligo = belly button


• La nariz = nose; las narices = nostrils


• La camiseta = la playera

La camiseta can mean ‘undershirt’ whereas La playera can be just a regular “Tee shirt”

• La camisa de mangas largas/cortas = long/short sleeve shirt


• El impermeable = the raincoat/jacket


• El abrigo = coat, but also heavy outerwear – may be a jacket


• Chaqueta in Mexico = slang for condom; use “Chamarra” instead


• Zapatilla = high-heels, or slippers


• Las pantuflas = slippers


• Zapatos de tacones altos = literally “high heels”


• Saco = Sports coat (like a suit jacket but of different fabric than the slacks)


• Medias = Stockings (think media pierna – ½ leg = originally stockings were like this; kind of like knee-highs now)


• Pantimedias = tights, pantihose  

Spanish IV 10-25-06

Spanish IV 10-25-06

• Reviewed the differences of Preterite and Imperfect by correction of the homework sentences.


• More review with White Board writing games – pairs worked together as we used the sentences written as homework on Monday night.


• Took Preterite/Imperfect quiz


• Scored/reviewed quiz


• Listened to La Fábula del Asno y el perrito and did the activity with it on page 34.


• Introduced the story, beginning on page 37.


• Tarea/ Homework:


• Read the background of the author on page 37


• Read the first 10 lines of the story on page 38


• Write out the answers to the questions in Act. 41, page 38


• Have your parent(s) sign your PR if they didn’t come to conferences.

Spanish II 10-25-06

Spanish II 10-25-06

• Reviewed vocabulary from page 70, from the list at site

http://www.quia.com/jg/369325.html

• Pink picture handout re: Las partes del cuerpo.  We filled in the following vocabulary (left-to-right, top-to-bottom):

La lengua     la mano     la cintura     la barba      la espalda

Una peca     el pulgar      la oreja      el ojo,      la muela,      el bigote
un lunar           el oído     los bigotes

La boca      los dientes,      la calavera      la axila      el pelo      el dedo
          la cabeza          el cabello     el índice

El brazo     el estómago     el codo     la garganta   la pestaña   los labios

El cuello     la barbilla     la cara     el hombro     la rodilla         la nariz
                                        Las narices

La pierna     la ceja     el nuez de Adán        el esqueleto    el pie

Extra Vocabulary Notes:

• El codo (elbow) = slang for a “cheapskate”


• La barba (beard) some places use Las barbas (whiskers)


• Una peca (freckle), un lunar (beauty mark)


• La oreja = outer ear; El oído = inner ear (remember oír=to hear)


• El bigote (moustache) some places use Los bigotes


• La calavera = “Day of the Dead” Skull; La cabeza = head


• El pelo, in some countries, is animal hair/fur – el cabello is only human hair.


• el dedo = finger; el índice is your “pointer finger”


• el estómago = stomach; la panza = pot belly; el ombligo = belly button


• La nariz = nose; las narices = nostrils


• La camiseta = la playera

but also La camiseta can mean ‘undershirt’ whereas La playera can be just a regular “Tee shirt”

• La camisa de mangas largas/cortas = long/short sleeve shirt


• El impermeable = the raincoat/jacket


• El abrigo = coat, but also heavy outerwear – may be a jacket


• Chaqueta in Mexico = slang for condom; use “Chamarra” instead


• Zapatilla = high-heels, or slippers


• Zapatos de tacones altos = litterally “high heels”

• Activity 1 & 2, page 70


• Sang “Heads, shoulders, knees and toes” in Spanish


• Homework


• If parents didn’t attend Conferences, you received a grade print out for them to sign and be returned tomorrow.  If they DID attend, you’ve already gotten your points.


• Complete the pink handout with Matching the body parts and Fill-in the blank vocabulary exercises based on page 70.

Spanish IV 10-24-06

Spanish IV  10-24-06

• Overview of speech components for oral testing and how to record the salient elements of a conversation.


• Groups of 3: Round-robin interviews re: our childhoods- trying to weave in the elements we prepared last night.


• Got stamps and daily points for last night’s homework during the conversations.


• Follow-up conversation, gracias a Victoria, and class tracked the elements.


• Reminder: Preterite versus Imperfect quiz tomorrow.


• Tarea: Translation sheet using the meaning changers on page 32.

Spanish II 10-24-06

Spanish II 10-24-06

• Reviewed before Lesson 1B exam.


• Took 1B exam


• Turned-in packet of 1B Homework


• Started tarea (homework):


• Refresh your memory of the vocabulary on page 70 = The body (in red) and clothing (listed under the part of the body that is covered by those articles of clothing).


• Review the meanings of the verbs in the Gramática box on page 71


• Make fan folds for the items on pp 70-71 that you need to memorize.


• If you’d like, you may go to http://www.quia.com/jg/369325.html

To print out a list and/or review the vocabulary on page 70

Spanish II 10-23-06

Spanish II 10-23-06

• Played “Vocabulary Tic Tac Toe “El gato” as a review prior to our vocabulary quiz #3 over the 1B vocabulary.


• Golden-colored handout 1B-6 = practicing Saber versus Conocer


• Backside of about handout, 1B-7, practicing “how long it’s been” = Hace + time expression + verb or ¿Cuánto tiempo hace que + verb?


• Went over WAVA pages 21 & 24 (period 2’s homework), period 4= we just worked on it together.  


• Distributed homework packet cover sheets for lesson 1B


• Homework (Tarea):


• Study pages 68 & 69


• Organize your homework packet,

      and study your pages while you’re at it (:>)

• Be ready for Lesson 1B test tomorrow.

Spanish IV 10-23-06

Spanish IV 10/23/06

• Handed in homework from the weekend.


• Previewed reading on page 24: Author’s background, what was the context of the interview; who was leading the interview; comprehension questions on pag 26 Act. 23 – confirmed understanding of the questions.


• Wrote out Activity 23, page 24.


• Confirmed answers to reading, and homework: vocabulary & translation sentences.


• Listened to two young women (Soraya& Rosibel)  reminisce about their childhoods and adolescence, and completed a comprehension exercise.


• Announced: Preterite verses Imperfecto quiz on Wednesday.

Tarea:

• Make a two-column chart labeling one side “Lo bueno” and the other “lo malo”.  Fill in charts with good and bad things that you remember about your childhood.


• Write out sentences that pertain to your own life demonstrating your understanding of the “meaning changer” verbs in the preterite and imperfect.  Using the list from your “carpeta del pasado” and/or page 32 in your text.

Cool Web Sites for Students

Cool Web Sites for Spanish Students

Do you know about Barbara Kuczun Nelson's site?   If you don't, I bet you'll love it; it's my all-time favorite!  It has both theme units designed around songs and/or video clips as well as grammar drills.
http://www.colby.edu/~bknelson/exercises/


These teachers have developed so many great drill/practices for the Realidades series, so I'm pretty fond of it, too.
http://www.rockwood.k12.mo.us/rsummit/spanish/index.htm

Drill-practice of verb forms:
www.conjuguemos.com
Note: THS code is 893 – students can send their results to the language teachers at THS if the teacher has enrolled and used this code.  Nathalie Croft and Catie Thurber-Brown are currently enrolled, as far as I know.

More vocabulary drill practice- you’ll notice many of the games at the Rockwood Schools site are created from the following site.  I, too, have made several which you can find under my name here.
www.quia.com

This site has wonderful proficiency listening comprehension exercises – via progressively more challenging video interviews of native speakers in their own countries. - You can display the words in English or Spanish, or not at all.
http://www.laits.utexas.edu/spe/index.html

Wendy Woodrich's page for her Spanish students at Lewis and Clark College has lots of good links, too. Check out the Resources for Spanish students.
http://www.lclark.edu/~woodrich/
(On a personal note, Wendy is my sister-in-law.  My brother’s web site of his paintings is linked at the bottom under ‘Phil’s Art’ – Check out his Day of the Dead painting.)

Here are some other ones I've found:
http://ccsdde.net/Library/foreignLang.htm

http://www.klbschool.org.uk/interactive/spanish/interactive.htm

http://www.trinity.edu/mstroud/grammar/

http://mld.ursinus.edu/~jarana/Ejercicios/

Spanish IV 10-18-06

Spanish IV 10-18-06

• “Amsco” Preterite and Imperfect handout – Study points with examples and exercises on the back. (White handout)


• Past tense folder packet + meaning changers half sheet


• Went over our “Mini-Cuentos” using the different verbs for “To become” we wrote for homework.


• Corrected the two activities on page 33 from homework.


• Watched some more of “Los Increíbles” in Spanish with Spanish subtitles.


• Homework:


• Fill-in the vocabulary from page 25 onto the handout distributed in class.


• Use the vocabulary to translate the sentences on the other handout given out in class.

Spanish II 10-18-06

Spanish II 10-18-06

• Partner question/answering practice recycling stem-changer verbs with 1B vocabulary.


• Reviewed answering the questions with the whole class.


• Took vocabulary 1B Quiz #2 – the second-half of the front side of the vocabulary list from the Quia site.


• Reviewed & Corrected quiz.


• Corrected yesterday’s homework.


• Added more notes over page 58 – Hace + (time expression) + que + verb/subject for “ _______ been __ing for (so much time)”.  

Literally it means “ It now makes (some amount of time) that (someone) has    been ---ing.

• Continued watching “Los Increíbles” with Spanish subtitles.

Homework: Study for the last vocabulary test for 1B (32 items.)

Spanish IV 10-17-06

Spanish IV 10-17-06

• Page 29, Act. 29 – read aloud with partner while our written work was stamped.  Then we went over it with the whole class verifying correct verb conjugations and WHY we needed the preterite of the imperfect form of the verb.


• Practiced different uses of “To Become”

       Ponerse, Volverse, Hacerse, Llegar a ser – handout and exercises.

• ORAL – finished the partner orals, ¡Qué fin de semana!


• Took notes over the comparative uses of the past tenses highlighted on pages 38 & 32.


• Watched, and took notes, from the Power Point- El pasado, over the uses of the Preterite and the Imperfect.

Tarea:

• Complete the last exercise on the “To become” handout, completing the “mini-cuentos” utilizing the appropriate verbs for “to become”.


• Text page 33, Actividades 34 & 35 – pret/imp

Spanish II 10-17-06

Spanish II 10-17-06

• Warm-up: Partner’s Oral “Communicative Activity 1B-1”

       Las Actividades Extracurriculares de Pedro y Clara
             Asked / answered questions with our partners, then reviewed / whole class.

• Took vocabulary quiz #1


• Corrected quiz #1 and turned in


• Corrected Act. 10 & 11 (page 53) - Homework

       Reviewing the comparison structures of tan…como and tanto…como

• Corrected Act. 16, part 1: reviewing conjugations and uses of Saber & Conocer.


• Those who completed the composition for Act. 16, part 2 got “Puntos extra”


• Period 2= Lock-down and Earthquake Drill


• Period 4= Started the Saber/Conocer Power Point- taking notes on the uses and forms of Saber.


• Homework/Tarea


• Vocabulary Quiz #2


• Write out the composition for Act. 16, part 2 (page 57)


• Study the “Gramática” box on the top of  page 58

Write out Study Notes over the uses of Hace + time expressions, being sure to include all important information you need to remember to use this correctly.

Spanish IV 10-16-06

Spanish IV 10-16-06

• Corrected  mi cuento de viajar a España


• Worked on our ORAL - ¡Qué fin de semana!


• Started presenting the orals (30 points)


• Favor de aprender a memoria:

A. Erase una vea / había vez, en un lugar distante,
(una señorita que se llamaba Cenicienta).
      B. Colorín, colorado
Este cuento está acabado/terminado.
C.    Y vivieron felices,
Y comieron pardices.

• Tarea: Act. 29, page 29, write a list of 29 verbs – forms pret/imp. As needed from the context.

Spanish II 10-16-06

Spanish II 10-16-06

• Warm-up. Activity 3, page 49. Comprehension questions about the video/reading from page 48 & 49.


• Activities 4 & 5, page 50.  Vocabulary practices & reading aloud.


• Vocabulary: divided Quia list into 3 quizzes and their dates.

#1 = Las actividades extracurriculares – las reuniones (10/17)
#2 = el animador – el coro (10/18)
#3 = ensayar – conozco (the back page) (10/23)

• Comparisons: Completed the packet we started last week.

Reviewed the 2 uses of  “To know”:
Saber – knowing facts / knowing how to ...
Conocer – knowing “faces & places”

• Practiced Saber/Conocer with listening exercise, Act. 15, page 56

Tarea:  

1. Actividad 10 y 11 , pa. 53(texto)


2. Saber/conocer – Act. 16, pa. 57


3. Pruebita (quiz) #1 – vocabulario 1B

Spanish IV 10-11-06

Spanish IV  10-11-06

• We reviewed the 1A vocabulary while correcting last night’s homework/crossword puzzle and matching exercise.


• Read aloud / acted out the second half of the story, Juan Bobo and went over the comprehension questions.


• In groups of four, we used our own comprehension questions about the readings in this unit to play a review game – posing our questions to our teammates.  The first to respond correctly earned a point.


• We went over what would be covered in tomorrow’s 1A chapter test, and what the format would be.


• We started to correct the “Spain/vocabulary story”. – We’ll finish up as a warm-up tomorrow


• Tarea (Homework):


• Two optional (extra credit) test practice handouts.


• Study for the test!

Spanish II 10-11-06

Spanish II   10-11-06

• Watched the DVD of the Primera Vista, opening conversation embedded with the vocabulary and structures of the lesson.


• Practiced the vocabulary playing the review games on Quia at the URL http://www.quia.com/jg/619368.html


• Reviewed the use of Equal and Unequal comparisons: watching the Gram Activa


• Corrected the Comparison of Adjectives from the packet we worked on earlier in the week.


• Introduced the use of the Superlative Degree.


• Checked off the vocabulary folding fans.

Homework (Tarea):

• Practice “ACTIVE” reading on the remainder of the Comparison of Adjectives packet: Underline, highlight and write notes to yourself.


• Complete the rest of the Comparisons packet EXCEPT the back page- this might be confusing so I want to do this together in class.

Spanish IV 10-10-06

Spanish IV 10-10-06

• Read “Juan Bobo” aloud with our “appointments partner”


• Wrote out answers to the ¿Comprendió Ud? (II) – over the second part of the story.


• Read Parte I aloud, with members of the class acting out various parts.


• Began translating my story about a trip to Spain, utilizing the vocabulary from the lesson – pages 10 & 11.


• Tarea: Crossword (crucigrama) of the lesson’s vocabulario.

Spanish II 10-10-06

Spanish II 10-10-06

• Warm-up: Review of “to be in a place” and “To go to a place” / “To be going to do something”.  Practiced the forms of the verbs along with overheads of towns saying where we were/where we were going/what we were going to do there.


• Took test on the vocabulary from page 42 + the verbs “Estar” and “Ir”


• Reviewed the new vocabulary on pages 46 & 47 while doing the listening exercises on those same pages.


• Reviewed how to do “Fan Folds” for drilling new vocabulary.


• Fold the paper in a “paper fan” to create 6-8 columns.  Write the word you want to learn in Spanish, while paying close attention that you are spelling it correctly.  Sound out the word as you are writing it, trying to match the syllable you are writing with its correct pronunciation in Spanish.


• Write between 5 – 7 (No more than 7) words in the first column. Make the word important to your eye by being sure to leave lots of “white space” around each word.


• In the next column, write the meaning of the word in English directly across from it’s Spanish equivalent.


• Fold back your first column of Spanish words, leaving just the English meanings.


• In the next column, try to write the Spanish words – but if you’re not sure, DO check back to be sure you are writing them correctly.  Each time you write the word in Spanish, say it aloud as you write it.  Pay attention to how it sounds, what it feels like to write it, and what it looks like.


• Now fold back the English clues, and leaving just the Spanish column.


• Write the English for the Spanish, but still pronouncing just the Spanish.


• Continue in this manner, until you can quickly and ACCURATELY produce the target words in Spanish.

• Homework/Tarea:  

Create as many fan-folds as YOU need for the items of vocabulary on page 68 that you don’t already know perfectly.

If you’d like some electronic games for practicing, go to site
http://www.quia.com/jg/619368.html.  You can also print out the list of the words from both 42 & 68 from this site.

Spanish IV 10-09-06

Spanish IV 10-09-06

• Intro – discussed background on Don Quijote (Don Quixote).


• Practiced the preterite in an exercise about Don Quijote.


• Read about Los Juglares – strolling minstrels.


• Reviewed Solo/Sólo and Realizar & Darse cuenta de que


• Corrected Act. 5


• Reviewed the used of the Imperfecto.


• Corrected Act. 17.


• Distributed the story, Juan Bobo.


• Tarea:


• Read first section of Juan Bobo & answer, ¿Comprendió Ud.?


• Write three comprehension questions each for the other stories we’ve already read in class: La abeja haragana; Iztacíhuatl y Popocatepetl; and Los Juglares (page19) from today.


• Reminder about lesson test on Thursday.

Spanish II 10-09-06

Spanish II  10-09-06

• Turned in your homework: Comparisons packet up to “The Superlative Degree”


• Warm-up: Textbook pg. 43, Act.3 ¿Qué vas a hacer?  Practicing using Ir + a + Infinitive formula with Questions and Answers.


• Read Fondo Cultural, page 44, aloud with a partner.


• Wrote out answers to the questions on pg. 44


• Reviewed with the whole class – Fondo – the importance of “Fútbol” in Latin America.


• Introduced the new vocabulary with in context – read and repeated pp. 45 & 46.


• Homework: Quiz tomorrow over Ir & Estar & vocabulary on page 42.

Spanish II 10-06-06

Spanish II 10-06-06

• Turned in your homework:


• Signed P.R.’s (can still turn those in for full points on Monday.  Worth 10 points!)


• 3 completed fan-folds of vocabulary either on page 42, or page 68 (if you already know all of the items on 42)


• Filled-in pink vocabulary handout from page 42.

• Reviewed the conjugations and uses of

          Estar (to be in a place) and
    Ir (to go to a place; to be going to do something) – See Blog.

• Translated sentences to practice the forms and uses of Estar & Ir – See Blog.


• Introduced like and unlike comparisons – see notes on Blog.


• Distributed Comparison of Adjectives packet.

Homework:

• Work through the packet up to “The Superlative Degree”(page 176), completing all work to that point.


• If not yet turned in your signed progress report, you may do so on Monday for full points.

Spanish IV 10-06-06

Spanish IV 10-06-06

• Took preterite test and then corrected it in class


• Reviewed the “language traps” for to realize a goal versus to realize a fact; and to be alone and only – See “Cuidado” page 11.  We practiced this with sample sentences.


• Saw slides of El museo de la casa de Frida Kahlo y Diego Rivera.


• Announced Lesson exam for next Thursday, October 12.

Homework:

• Activity 1-5, page 12


• Read over the study points on the uses of the Imperfecto (pp 20-21).


• Write out your own notes about what are the most important things to remember when using the Imperfecto.


• Write out the verbs needed to complete Activity 1-17, page 22.

Forms and Uses of Estar and Ir

Apuntes:  Forms and Uses of Estar and Ir

Estar = (1) state of being (health, mood)
              (2) location
              (3) progressive( I am talking  =  Estoy hablando__is/are_ ing
Being in a Place (Estar + en + Lugar),          
Estoy     Estamos       en    el café
Estás     Estáis
Está     Están
Going to a Place (Ir + a + Lugar)     Mis amigos y yo vamos al (a + el)  cine
               Voy a la  piscina porque voy a la práctica de polo acuático.
Forms of Ir
Voy     vamos
vas     vais
Va     van
Going to do an Activity
( Ir + a + Infinitivo) Voy a jugar al fútbol
Traslate these sentences:

1. Where is the library?  I have to check out a book for English class.


2. Where are Garrett and Alex?  They are at their friend’s house.  They are going to play videogames.


3. Where are we going?  I don’t know where I am!


4. Are you going to the basketball game tonight?


5. My friends and I are going to the mall.  We are going to buy a birthday present.

Spanish II - Notes from class 10-06-06

Español II
Los apuntes sobre A ver si recuerdas 1B

Study notes del vocabulario, página 42
Please add these words to your vocabulary study sheet:

Los lugares:

• Swimming pool – la alberca (México)


• El zócalo = the town square/ la plaza


• El campo de  fútbol americano = the football field


• La cancha de tenis  = the tennis court

Las Actividades:

• El baloncesto = the truly Spanish word for Basketball


• El Balón= an inflated ball (El balón de fútbol)


• La pelota = a solid ball (la pelota de golf, de tenis, de béisbol)


• El cesto = basket


• La canasta = basket

Study Notes over Making Comparisons

Comparison of Adjectives Packet:
Please remember- If the item is numbered; you need to know it.
Remember, too,  to take notes on the packet.  It will help you remember what you need to know.
Also, if you get confused while you are working on the practices and/or exercises, work back through the packet to find out the information you need to know, then proceed.



1.  =   Comparisons   ________ verb (ser)  tan __adj/adv  como _____
                                  Michelle   es             tan    alto      como    Andrew
               Michelle is       just as      tall         as       Andrew

               Michelle corre tan rapidamente como Andrew

2.  =    tanto/a   =    as much
Lindsey tiene tanto dinero como la maestra  (el dinero = tanto)
La maestra tiene tanto dinero como Lindsey.

           tantos/tantas = as many
JJ tiene tantas canicas como Josh.  (las canicas = tantas)


3.          +  (más) /  -  (menos)

Andrew is taller than Michelle.
“Andrew is more tall than Michelle.”
Andrés es más alto que Micaela.

“Michelle is less tall than Andrew”
Micaela es menos alta que Andrés.

Note:  The adjective needs to agree in gender and number with the first noun.

Ryan es mas alto que la maestra.   (Ryan = masculine/singular, so alto)
La maestra es menos alta que Ryan.  (La maestra = feminine/singular, so alta)

Spanish II - Notes from class 10-06-06

Español II
Los apuntes sobre A ver si recuerdas 1B

Study notes del vocabulario, página 42
Please add these words to your vocabulary study sheet:

Los lugares:

• Swimming pool – la alberca (México)


• El zócalo = the town square/ la plaza


• El campo de  fútbol americano = the football field


• La cancha de tenis  = the tennis court

Las Actividades:

• El baloncesto = the truly Spanish word for Basketball


• El Balón= an inflated ball (El balón de fútbol)


• La pelota = a solid ball (la pelota de golf, de tenis, de béisbol)


• El cesto = basket


• La canasta = basket

Study Notes over Making Comparisons

Comparison of Adjectives Packet:
Please remember- If the item is numbered; you need to know it.
Remember, too,  to take notes on the packet.  It will help you remember what you need to know.
Also, if you get confused while you are working on the practices and/or exercises, work back through the packet to find out the information you need to know, then proceed.



1.  =   Comparisons   ________ verb (ser)  tan __adj/adv  como _____
                                  Michelle   es             tan    alto      como    Andrew
               Michelle is       just as      tall         as       Andrew

               Michelle corre tan rapidamente como Andrew

2.  =    tanto/a   =    as much
Lindsey tiene tanto dinero como la maestra  (el dinero = tanto)
La maestra tiene tanto dinero como Lindsey.

           tantos/tantas = as many
JJ tiene tantas canicas como Josh.  (las canicas = tantas)


3.          +  (más) /  -  (menos)

Andrew is taller than Michelle.
“Andrew is more tall than Michelle.”
Andrés es más alto que Micaela.

“Michelle is less tall than Andrew”
Micaela es menos alta que Andrés.

Note:  The adjective needs to agree in gender and number with the first noun.

Ryan es mas alto que la maestra.   (Ryan = masculine/singular, so alto)
La maestra es menos alta que Ryan.  (La maestra = feminine/singular, so alta)

Spanish IV 10-05-06

Spanish IV 10-05-06

• Partners read aloud the creation legend of Iztacíhuatal and Popocatépetal, packet in extra handouts.  


• Debriefed story and did the exercises at the end.


• Showed photos of the mountains in the creation legend.


• Shared our paragraphs of a personal anecdote of a time we got scared by something.


• Watched the video of ¡Qué miedo me pasé! – BK Nelson’s site.


• Practiced the Preterite and some Imperfects using the script of the video.

Tarea:
Announced Preterite test tomorrow

Spanish II 10-05-06

Spanish II 10-05-06

• Turned in 1A Homework Packets.


• Finished the 1A test: Listening and Reading comprehension; vocabulary and stem-changing verbs.


• Took Preliminary Reading Comprehension Skills test – read short article and answered comprehension questions.


• Effective Study Skills Workshop #1 – Short-term memory drill = Fan-fold method applied to review vocabulary on text page 42.

Tarea:
(1) Make 3 fan folds of 5-7 words each-one fan for each of the three categories on page 42 (Or if you already have mastered these, use words from page 68)
(2) Fill-in the Spanish for the English on the new vocabulary sheet handout distributed in class today.
(3) If on EdLine- printout a progress report and have your parents sign it, then turn it in tomorrow. (Printed progress reports were available in class for those not on  EdLine, or for anyone else who wanted one.)

Spanish IV 10-04-06

Spanish IV 10-04-06

• Reviewed the “scary” vocabulary by listening to a Halloween special effects sound track and identifying the sounds we heard.


• Big preterite review and verb chart correction.


• Started watching the video clip “Cuanto me espantó” – It scared me so much!


• Practiced the vocabulary from page 10 – started a Quia practice site


• Homework: (1) write a paragraph telling about a time you got very frightened.

                          (2) write out what you believe the “moraleja” to Una abeja hiragana is, and support it with evidence from the story.

Spanish II 10-04-06

Spanish II 10-04-06

• Reviewed for the lesson 1A test today:  wrote out the “Tarea de repaso” – filling in verbs from the lesson in the forms needed & translating sentences using our vocabulary.


• Took the grammar/vocabulary part of the 1A test.


• 1A test on listening and reading comprehension as well as writing tomorrow.


• Received our homework cover sheets – have ready to turn in at the top of class tomorrow.

Spanish II - Homework Cover Page 1A

Español II     Nombre:
Lección 1A     Fecha:
     Fecha tope del paquete: el 05 de octubre de 2006__
Número de  tarea               Assignment:     Sello:     Puntos:
Y (fecha dada):
1.  (9/25)     Verb chart of stem-changers-pg. 27     ¡MARAVILLOSO!     +      / 04

2.  (9/26)     9 sentences based on @ least 5 interrogative
     elements- different subject for each one and
     stem-changers verbs from page 27.     ¡ADELANTE!     +      / 04

3.  (9/26)     Lotería packet - # 6 (e-ie verbs)     ¡ADELANTE1     +      / 04

4. (9/27)     Lotería packet - # 7 (o-ue verbs)     ¡BUENISIMO!     +      / 04

5. (9/28)     Lotería packet - # 8 (review of all)     BIEN     +      / 04

6. (9/27)     Workbook pg 12, ACT. 10 & pg. 14, ACT 12.     ¡BUENISIMO!     +     / 04

7. (9/29)     Video Handout: The Dawn of Mesoamerica     No Sello     +     /04
          (in class work)
8. (10/02)      WAVA Workbook: Act 5, 6 & 7     No Sello     +     /04
          (in class work)
9. (10/03)     WAVA Workbook: Act 8 & 9     No Sello
          (in class work)     +     /04

10. (9/28)     WAVA Workbook: pg. 12, Act 10     BIEN     +     /04

11. (10/02)     WAVA Workbook: pg 13, Act 11     ¡EXTRAORDINARIO!     +     /04

12. (9/28)     WAVA Workbook: pg. 14, Act 12     BIEN     +     /04

13. (10/02)     WAVA Workbook: pg. 15, Act 13.     ¡EXTRAORDINARIO!     +     /04


13 TAREAS X 4 puntos cada tarea =    +                   mis  puntos
                                    _________

1.   Puntos posibles

Corregido por: _____________________________________________

Estoy de acuerdo con la calificación ____________________________

Procedimiento:

1. Organize your homework in the same order as they appear on the list above.


2. Write the number from the list in the upper right-hand corner of the corresponding homework.


3. Indicate any homework that you haven’t included in the margin to the right of the points column.


4. Clip the cover page to your set of homework.


5. Exchange packets with a classmate, and sign on as the corrector.


6. When your packet is returned to you, double check the corrections and if you agree, sign on the line.  If you don’t write me a note about what you think should be different, and sign that.

Spanish II - Homework Cover Page 1A

Español II     Nombre:
Lección 1A     Fecha:
     Fecha tope del paquete: el 05 de octubre de 2006__
Número de  tarea               Assignment:     Sello:     Puntos:
Y (fecha dada):
1.  (9/25)     Verb chart of stem-changers-pg. 27     ¡MARAVILLOSO!     +      / 04

2.  (9/26)     9 sentences based on @ least 5 interrogative
     elements- different subject for each one and
     stem-changers verbs from page 27.     ¡ADELANTE!     +      / 04

3.  (9/26)     Lotería packet - # 6 (e-ie verbs)     ¡ADELANTE1     +      / 04

4. (9/27)     Lotería packet - # 7 (o-ue verbs)     ¡BUENISIMO!     +      / 04

5. (9/28)     Lotería packet - # 8 (review of all)     BIEN     +      / 04

6. (9/27)     Workbook pg 12, ACT. 10 & pg. 14, ACT 12.     ¡BUENISIMO!     +     / 04

7. (9/29)     Video Handout: The Dawn of Mesoamerica     No Sello     +     /04
          (in class work)
8. (10/02)      WAVA Workbook: Act 5, 6 & 7     No Sello     +     /04
          (in class work)
9. (10/03)     WAVA Workbook: Act 8 & 9     No Sello
          (in class work)     +     /04

10. (9/28)     WAVA Workbook: pg. 12, Act 10     BIEN     +     /04

11. (10/02)     WAVA Workbook: pg 13, Act 11     ¡EXTRAORDINARIO!     +     /04

12. (9/28)     WAVA Workbook: pg. 14, Act 12     BIEN     +     /04

13. (10/02)     WAVA Workbook: pg. 15, Act 13.     ¡EXTRAORDINARIO!     +     /04


13 TAREAS X 4 puntos cada tarea =    +                             mis  puntos
                                    _________

1. puntos posibles

Corregido por: _____________________________________________

Estoy de acuerdo con la calificación ____________________________

Procedimiento:

1. Organize your homework in the same order as they appear on the list above.


2. Write the number from the list in the upper right-hand corner of the corresponding homework.


3. Indicate any homework that you haven’t included in the margin to the right of the points column.


4. Clip the cover page to your set of homework.


5. Exchange packets with a classmate, and sign on as the corrector.


6. When your packet is returned to you, double check the corrections and if you agree, sign on the line.  If you don’t write me a note about what you think should be different, and sign that.

SPANISH IV 10-13-06

SPANISH IV

1. Warm-up.  The students thought of a horror movie.


2. Then they moved into groups of 4. Taking turns they described the movie, without saying the name, trying to use as much of the vocabulary as they can.  

1. The group picked one movie from their group to talk about to the whole class as a follow-up. They helped each other tell about the movie, while the other groups try to guess which one it is.

1. Corrected the homework, workbook packet- page 25 & 26.

1. Debrief La abeja haragana.

1. Text page 12, Act. 1-6, Brainstormed characteristics these animals are known for in fables.

1. (Homework?)Act. 7 – Divide the class back into their first groups.  Each one takes a different legendary figure and lists deeds they are known for.  If they can come up with someone else than is indicated in the activity, that is great.  Debrief.

1. Homework: Finish the preterite verb chart they started last week.

Spanish II 10-03-06

Spanish II 10-03-06
Maestra out ill again today, Mrs. Fowler subbing.

(1) Stamped homework while the students are worked on their warm-up.

(2) Warm-up – Lectura, page 35.  Para estudiar mejor...

(3) Homework correction: Writing Audio and Video Workbook (WAVA) pp 13 &15.  Page 13(Act. 11) Called on students to share their sentences, while the correct forms of the verbs were written on the overhead.

(4) Pronunciación- page 29 (B versus V and D) – Played Realidades CD while students refer to page 29.
  
(5) Read Fondos Culturales –
a. Act. 18, page 30 – las notas.
b. Act. 21, page 32 – los profesores
c. El español en el mundo del trabajo – page 33.

(6) WAVA – Listening exercises 8 & 9 on workbook page 11.  

Tarea: Study for lesson test tomorrow.  Organize homework, and study from it while you are at it.  Also, study pages 40 & 41.

Spanish II 10-02-06

Spanish II 10-02-06
(Maestra out ill today, substitute: Mrs. Fowler)
Lesson Plan:

• Announced Lesson Test for Wednesday.


• Review the vocabulary phrases in the purple-edged boxes on pages 22 & 23.


• Complete both parts of Activity 4, page 22.

     Part 1- referring to the pictures, write sentences indicating what each person has to do in the classes depicted in the pictures.
     Part 2- ask and answer questions with a partner about the people in the pictures.

• Activity 5, page 23: Asking and answering questions about what the people pictured are doing in each of the classrooms.


• Complete both parts of Activity 6, page 23.  

     Part 1- Make a list of 4 (or 5) classes that you have. Write a sentence to describe what happens in each of the classes, being sure to use the vocabulary phrases in the purple-edged box below the exercise instructions.
     Part 2- Orally exchange information with a partner about what happens in your classes.

• Listening Activities – WAVA workbook.  Activities 5, 6 & 7, workbook pages 9 & 10.


• Speaking/Listening conversations (re: going to the movies. Stem-changing verbs)

Figured out the flow of the conversation; meaning of the conversation; then switched parts.

• Reviewed Affirmative/Negative words (see page 31).  Did Activity 20 with partners then reviewed with the whole class.


• Tarea (homework): Workbook – WAVA pages 13 & 15.

Spanish IV 09-29-06

Spanish IV 09-29-06

• Shared our “chistes” en español – good, clean, jokes.


• Reviewed the preterite and worked on exercises 1-8 (written) & 1-9 (oral) on page 14 in the textbook.


• Began movie “El amanecer de Mesoamérica” – watching in Spanish while answering guiding questions in English.

Spanish II 9-29-06

Spanish II 9-29-06

• Stamped and checked off homework.


• Papers returned.


• Watched Video “The Dawn of Mesoamerica” – filled-in answers on a worksheet of 30 guiding questions.


• Homework?  Not this weekend!