Spanish IV 11-30-06

Spanish IV 11-30-06

• Turned in our paragraphs, explaining whom we’d invite to our extraordinary dinner party.


• Read page 59 aloud with our “Flamenco” partner, then compared our outlines.


• Practiced the vocabulary on page 60.


• Compared our notes over pp. 64-66 with a Power Point over how to form and use the subjunctive.


• Corrected WB 46 & 47 – practicing the vocabulary and the subjunctive.


• Talked about the irregular YO forms on the Lista Máxima de los Verbos.


• Tarea: Study the first column of verbs on the Lista Maxima, and know their Yo forms.

Spanish II 11-30-06

Spanish II 11-30-06

• Warm-up: Activity 3, page 127 – write out then ask and answer with your partner.


• Activity 4 – page 127.  In groups of 4 talk who and when each of you do these things.


• Whole class recap of Activities 3 & 4.


• Corrected Tarea from last night.


• Introduced Chapter 3-A: chapter objectives on page 129.


• Read Fondo Cultural- re: Buenos Aires and the artist who painted the picture featured.


• Introduced the new vocabulary on pages 130-131.  Read and repeated.  Period 4 did Activity 1.


• Got new vocabulary handout:


• Filled in the “Fechas importantes” on the vocabulary list

Recognition test = Dec. 5, Production test (spelling test) = Dec. 7,
Chapter test and Homework packet due: December 8th.
Vocabulary practice website http://www.quia.com/jg/392954.html

• Homework (Tarea) –  

(1) Carefully and accurately fill-in the new vocabulary
      (2) Make a study system of the vocabulary YOU need to learn.
           Written out and useable for recycle/review
      (3) Rehearse the “Comunicativo” section in your white packet – below matching exercise for today.

Sp II_Vocab. Notes from vocab. on Pg 126

Vocabulary Notes from page 126 – 3A: A ver si recuerdas.

A ver si recuerdas 3A - Los apuntes del vocabulario – página 126
Los quehaceres = things the “tengo que hacer”
Hacer la cama = hago la cama- I make the bed (remember the ‘g’ in hago)
El dormitorio + la recámara, la alcoba = bedroom
La habitación = a room in a hotel
Ojo = Don’t confuse sacar & secar – they look really similar but mean really different things.
En la cocina = Careful NOT to confuse:
Cocina (Spanish=kitchen) Cucina (Itallian=kitchen) and Cochina (Spanish-female pig).
Darle de comer al perro/al gato = Use the form of Dar for the person giving the food.
         Yo + doy  and use the le for the person/animal being given the food.
          Put the le or les BEFORE the form of DAR.  
          Yo le doy de comer a mi perro
           Yo les doy  de comer a mis perros.
Poner la mesa – Poner = to put, to set, to place  (yo = pongo)
Barrer el piso (to sweep the floor) + la escoba (a broom)
El piso = the floor we walk on AND also, the stories (floors) of a building.
El suelo = some places may also be the floor but can also mean the ground (outside).
El primer piso = the first floor, in many countries this is what we would call the second floor.  The ground floor is La planta baja (the lower level)
Fregar el piso = to mop the floor,  Fregar is an e-ie stem-changer in the present tense.
Yo friego.  This really means to wash up things like the floor, the dishes, etc. But NOT your hands, etc.  The sink in the kitchen is often called el fregadero.
Pasar the aspiradora = to vacuum, really means to move the vacuum cleaner around.
Aspirar = a commonly used term for to vacuum.
Quitar el polvo (to dust) really means to remove the dust.
Pasar el trapo (also to dust) really means to move the rag.
Lavar las ventanas = to wash the windows. Notice that vent in ventana is rather similar in concept to wind in window.  They are the things that let air (a vent) into the room.
Fuera de la casa – Fuera means something that is already outside of the space.  Afuera is used when someone/thing is GOING outside of the space.
Trabajar en el jardín = to work in the “garden” – or the yard.  Garden in the sense that it is a landscaped area.
En la ciudad – remember that NOUNS that end with –dad are related to English words that end with –ty AND they are always feminine nouns.

Spanish II 11-29-06_#2

Spanish II 11-29-06

• Introduced A Ver Si Recuerdas – 3A, page 126.  Reviewed vocabulary for household chores and places in the city.


• Took lots of notes, as we filled in the white 2-sided vocabulary list, that some students had begun as homework.  


• Wrote out Activity 1, then, again, asked and answered these questions with a partner.


• Introduced the homework


• Complete the matching exercise in the vocabulary packet.


• Complete the crossword puzzle in the packet.


• Write out Activity 2, page 126 – writing a brief description about your town in Spanish for an out-of-town visitor.  Talk about various places of interest and describe what they are like.  Try to incorporate as much of the new vocabulary as you can.  Some of the things we brainstormed were:

El Mercado de Sábado, el centro, OMSI – el museo de la ciencias y la indústria, el zoológico, Ir de compras, La montaña Hood, La playa de Cañón,
La ciudad de Portland.

Spanish IV 11-19-06

Spanish IV 11-19-06

• Stamped and checked off homework from yesterday and today


• Gave out contact information for working the Caring Closet event at Washington Square for bonus participation points: email is mhassmann@ttsd.k12.or.us  or phone: 503-6031576


• Corrected homework packets and turned them in.


• Follow-up on yesterday’s orals: Got back into our groups.  Everyone had another opportunity to more fully explain his/her choice for guests at the dinner.


• Everyone had to ask follow-up questions to earn credit for the oral participation points.


• Homework:


• Convirtamos los verbos – handout practicing converting the verbs from one tense to another.


• WB 46 & 47 – practicing the subjunctive


• Write a paragraph, following the guidelines from the oral: indicated who the guest is, what qualities s/he has that would make him/her an interesting member of the party and include supporting details/examples.

Dear Students and Parents:

Dear Students and Parents:
Thanks for your patience with my Web Page – evidently our Tigard High School server wouldn’t let me connect to my site for most days since the beginning of the quarter.
I have still been writing up the daily work and posting it in the classroom, so it has been available to the students there.  I’ve got my fingers crossed that I’ll be able to continue using this site.
Thanks for understanding.
Catie Thurber-Brown

Spanish IV 11-28-06

Spanish IV 11-28-06

• Second part of A quiénes se invitan a cenar discussion: We sat in a circle with our teams sitting together.  The team had to identify the theme of their extraordinary dinner party.  Then each person had to introduce 2 of the guests and explain why they had been included.  The task was to indicate at least 3 descriptors and support these with explanatory examples. (Truth be told, few did the latter.)


• Homework:

1. Complete the Práctica de verbos, and add two more columns: el futuro y el condicional.


2. Take notes over the uses of the subjunctive: pp. 64-66

Spanish II 11-28-06

Spanish II 11-28-06

• Reviewed for the today’s exam: went over the Demonstrative adjectives and reviewed regular preterite conjugations.


• Turned in our 2B homework packets.


• Took 2B exam


• Corrected homework packet


• Preview lesson for 3A – A ver si recuerdas – try to recall as much of the vocabulary as you can for page 126 – household chores and places in a town.

Spanish II 11-17-06

Spanish II  11-17-06
(Sub: Sra. Viamontes-Lyon - these were my instructions to her:

• Warm-up: Students Read Fondo Cultural, page 109, aloud with a partner.  Then separately they write 3 questions based on the reading. They turn back to their partner and ask/answer their questions.


• You stamp the homework and take roll – if you can manage it, it would be great to check in the homework in the Daily Points section of the gradebook.


• Correct the homework from yesterday: Pages 41 & 42 in the yellow packet


• Demonstrative Adjectives Packet – go through the packet with the students – Ask them to read actively (underline, draw circles around) the important information in each of the study points. Complete the Practices that reinforce each Study point. Work through the packet, completing Exercises A, B & C


• Write out Activities 19, page 114, in the textbook.

Homework:

• Yellow Packet – pp 43 & 44


• WAVA Workbook pp. 44 & 45

Spanish IV 11-17-06

Spanish IV – 11-17-06 (Sub: Sra. Viamontes-Lyons) – These were my instructions to her.

• Stamp and correct homework: text page 56, Act. 2-15 and

                                                              Workbook WB 43 – 44.

• Be sure to review all of the study points in the text over the uses of the Future – be sure to reinforce the Future within the present context to express probability.


• Student Oral Activity: Text page 57, Act. 20.  Put the students into groups of 3’s and have them follow the directions about creating a debate over Future Conditions.


• Have the students prepare their Lotería games and play. – Same format as with the –er/-ir preterite yesterday in Spanish II.


• Homework:


• Prep the calendar Starting with Monday, November 27, and continue through December.  Include the important dates that you already have on your schedule – especially in the evenings and/or weekend.


• Convirtamos los verbos – Rewrite the verbs in the blank spaces using the verb in the given sentence.

Workbook pages 43 – 44. Exercises 2-5 & 2-6.

Spanish II 11-16-08

Spanish II       11-16-06 – Substitute = Sra Viamontes-Lyons

• Warm-up: Activities 4 & 5, text page 106 = vocabulary practice

Homework correction: (1) Regular preterite verb grid with 10 verbs;
(2) Act. 13, text page 110, and (3) 1st page of the yellow packet – page 40

• Act. 2, page 99 (mop-up from earlier in the week)


• Act. 5 – Students volunteered to share their statements, and as a class decided if they are Cierta or Falsa.


• Act. 6 – Called on various students to read each sentence, or each fragment that contained an answer.


• Yellow packet – corrected page 40


• Reviewed preterite, referring to page 110, and with correcting their verb grids. Focus on the “-car, -gar, -zar” verbs and their spelling changes in the YO form.


• Distribute the preterite –er/-ir Lotería game, and played it anyway you like.  


• If needed, review vocabulary using the picture overheads.  


• Homework: Complete the next 2 pages in the yellow packet – go over the instructions with them.

Spanish II 11-08-06

Spanish II 11-08-06

• Turned in our homework packets for lesson 2A


• Reviewed the lesson’s vocabulary and grammar points by rewatching the DVD for the lesson.


• Reviewed Stressed Possessive Adjectives and Pronouns


• Took Unit 2A test


• Homework: Enjoy your long weekend!  You’ll be working hard next week ☻

Spanish IV 11-08-06

Spanish IV 11-08-06

Dear Students and Parents:
I’m writing this from home on Friday evening (11/01) after realizing I hadn’t written up our class work on Wednesday.  I’ll do my best to remember what we did, but please understand if I’ve forgotten some detail.  I recommend students call one of their “Study Buddies” to verify the homework assignments.

• Partner Orals


• Reviewed vocabulary 2A


• I read aloud the small picture book, La selva tropical – extending our understanding of the vocabulary within a comprehensible context.  We also discussed topics brought up in the book.


• Reviewed the various uses of “to be” in Spanish: Ser/Estar.


• Stamped homework and checked off for credit.


• Took notes from the Power Point on Ser, Estar, Haber well as idiomatic expressions with Hacer and Tener.


• Homework:


• Act. 2-3, page 47 (using the vocabulary in Ampliación)


• Act. 2-6, page 48 – Read the poster ¿Cuánto dura la basura? And then design your own poster (Not larger than 8”X11” paper, please)


• Act. 2-8, page 52.  Complete the announcement with the form of  Ser, Estar, or Haber appropriate for the sentence.

Spanish II 11-07-06

Spanish II 11-07-06

• Read pages 90-91 re: El Teatro Colón, in Buenos Aires.  Answered the comprehension questions on page 91.


• Read about “El Poncho” on page 92.


• I stamped and checked off last night’s homework, while students read and answered questions.


• In partners, we corrected our 2A verb grids, using an answer key.


• Reviewed our notes from Introducing South America video, using a movie guide handout.


• Corrected last night’s homework reviewing: Reflexive verbs, grooming articles, possessive adjectives and Ser and Estar.


• Distributed a study guide for tomorrow’s test.


• Tarea:


• Bring your Permisos de Pasillo so you can turn in any extras for bonus points this quarter.


• Study your homework packet, and be ready for tomorrow’s 2A test (116 points).

Repaso para el examen 2-A = el 8 de Noviembre

Vocabulario – Página 96

• la ropa = clothing


• el cuerpo humano = the human body


• artículos del tocador = grooming articles

Structure (grammar)

• Reflexive verbs – meaning & uses


• Ser & Estar – meanings & uses


• Stressed possessives = como adjetivo y como pronombre

  Como adjetivo – Es el libro mío  (NOUN with adjective in phrase)
  Como pronombre – el mío (pronoun = NO Noun in phrase)

Son canicas nuestras.  (adjetivo)
Son nuestras.   (pronombre)

Be ready to produce language as well as recognize meanings.  
Yes, spelling DOES count.

El vocab pa 46_My categories

Español IV Conexiones, Lección 2-A
El vocabulario pa. 46 – Mis categorias

Las enfermedades:     Los incendios:
El cáncer pulmonar     quemar     
(la pulonía – pneumonia)     extinguir
el enfisema     el carbón
la bronquitis     la ceniza
(Una síntoma + una tos feroz)     el humo     
el asma
el infarto cardíaco
contagiar; el contagio, contagioso

Los elementos naturales:     La  materia fabricada:
El aluminio     El acero
El oxígeno     El plástico
El uranio     El cristal
El silicio     El cartón
El hierro
El níquel     La contaminación:
El cobalto     el humo
El magnesio     la basura
El calcio     dañar
El sodio     desperdiciar
El potasio     desechar, el desecho, desechado     
El plomo
El monóxido de carbono
El dióxido de carbono

Los recursos naturales (renovable y no renovable)
La materia prima
El petróleo
La madera (el producto de árboles)
La energía solar; del viento, acuática

Los efectos dañinos (peligrosos) de la contaminación:
La lluvía ácida     Dañar; el daño, dañino
Las especies en peligro de extincción     Destruir, la destrucción, destruído     
El efecto invernadero     La fábrica
Derramar( petroleo en el mar), el derrame, derramado
Secar, la sequía, seco
Deforestar; la deforestación, deforestado
La contaminación, el contaminante, contaminado

El prevenir y/or mejorar la contaminación:
Prevenir     Proteger, la protección, protegido
Rescatar, el rescate, rescatado     Purificar, la purificación, purificado     
Reciclar; el reciclaje, reciclado
Conservar

Spanish IV 11-07-06

Spanish IV 11-07-06

• Partner vocabulary review game: using the flashcards prepared for homework last night, one partner first set out only the cards that are the labels for the categories for the words.  Then this partner shuffled his/her cards and handed them to his/her partner.  The partner then tried to sort the cards into the appropriate categories.


• I distributed a vocabulary sheet I created using my own categories. We reviewed the vocabulary as a whole class, comparing the categories I had created and those the students used.  Added some more vocabulary items – get notes.


• Read aloud the small picture book La erosión de la Tierra, verifying for understanding as we went along.


• Packet: To Be-Ser, Estar, Tener, Hacer: Reviewed the introductory study notes.


• Tarea:


• Bring your Permisos de Pasillo so you can get your puntos extra for this quarter.


• Complete Exercises A, B and C in the To Be packet.

Sp IV Conexiones vocabulario page 46

Español IV Conexiones, Lección 2-A
El vocabulario pa. 46 – Mis categorias

Las enfermedades:     Los incendios:
El cáncer pulmonar     quemar     
(la pulonía – pneumonia)     extinguir
el enfisema     el carbón
la bronquitis     la ceniza
(Una síntoma + una tos feroz)     el humo     
el asma
el infarto cardíaco
contagiar; el contagio, contagioso

Los elementos naturales:     La  materia fabricada:
El aluminio     El acero
El oxígeno     El plástico
El uranio     El cristal
El silicio     El cartón
El hierro
El níquel     La contaminación:
El cobalto     el humo
El magnesio     la basura
El calcio     dañar
El sodio     desperdiciar
El potasio     desechar, el desecho, desechado     
El plomo
El monóxido de carbono
El dióxido de carbono

Los recursos naturales (renovable y no renovable)
La materia prima
El petróleo
La madera (el producto de árboles)
La energía solar; del viento, acuática

Los efectos dañinos (peligrosos) de la contaminación:
La lluvía ácida     Dañar; el daño, dañino
Las especies en peligro de extincción     Destruir, la destrucción, destruído     
El efecto invernadero     La fábrica
Derramar( petroleo en el mar), el derrame, derramado
Secar, la sequía, seco
Deforestar; la deforestación, deforestado
La contaminación, el contaminante, contaminado

El prevenir y/or mejorar la contaminación:
Prevenir     Proteger, la protección, protegido
Rescatar, el rescate, rescatado     Purificar, la purificación, purificado     
Reciclar; el reciclaje, reciclado
Conservar

Spanish IV 11-06-06

Spanish IV 11-06-06

• Verified Homework packets and turned them in.


• Introduced Lesson 2-A.  I shared some teaching materials I purchased in Mexico showing various systems having to do with the Earth: Talked about Weather/Water systems; Erosion systems; Volcanos; Climate zones, etc.


• Created a 3-column list about our personal knowledge of Spanish and the Environment: Lo que ya sé; Lo que quiero saber; Lo que aprendí


• We will fill in the last column at the end of the lesson.


• Compared answers to the first 2 columns and compiled our answers.


• Previewed the vocabulary on page 46.  Starting with the vocabulario primordial, as a class we began sorting it into like categories.


• Working with a partner, we continued sorting the vocabulary on page 46.


• Read page 45 aloud, and interview with a “Futureologist”.


• Tarea:


• Make flash cards for the vocabulary on page 46, INCLUDE flash cards for YOUR CATEGORIES.


• Act. 2-1, page 47

Spanish II 11-06-06

Spanish II 11-06-06

• Reviewed possessive adjectives (my, your, his, etc.) and expanded them to possessive pronouns (mine, etc)


• Listening Exercises: WAVA Actividad 5 & 6 (pg. 28)


• Corrected homework: Ser versus Estar – Act. 19 & 20 on page 86 & 87


• Returned papers


• Tarea (Homework):

1. Possessive's Packet: complete through page 196.
2. Complete pages 33 & 34 in workbook. Be sure to answer the questions on page 33.  
   On page 34:
Part A: List grooming articles that belong to the family members indicated.
Part B: Write at least 6 sentences (9= bonus points) including:  Who does (1) What daily activity (reflexive verb) (2) when they do it (don't repeat todos los dias) and with (3) An article listed in part A used with the appropriate possessive (mío, suyo, nuestro).
3.Complete homework packet – Organize and correct your homework.  Come to class with it already organized.
4. STUDY for Test 2-A on Wednesday.

How to Organize your Homework Packet

Direcciones cómo organizar los paquetes de tareas:

1. Organize your homework (and classwork) by date.


2. Select the items included on the list of tareas.


3. Be sure all of your work is titled to match the list.


4. Number your work in the upper right-hand corner to match the number of the item on the list.


5. Compile your work so that item # 1 is directly behind the cover sheet (this paper) and the last item on the sheet is the last paper.


6. PLEASE MAKE SURE YOUR WORK IS IN THE SAME ORDER AS IT APPEARS ON THE COVER SHEET.

Spanish IV 11-03-06

Spanish IV 11-03-06

• Completed all the project presentations (but Daniela and Paco)


• Went over some common errors with the verbs Ser and Estar that came up in the projects – took notes from a power point (we just started this: we’ll be doing much more in our upcoming lesson)


• Turned in our reaction sheets for participation points.


• Got our homework packet cover sheets – if you didn’t get one yesterday.


• Homework:  Come with your homework packet ready to turn in.

Spanish II 11-03-06

Spanish II 11-03-06

• Today was the LAST DAY to complete make-up work for this quarter.  Gradebook closes TODAY.


• Announced: 2A Exam on Wednesday, November 8th.  Pages 70-89 + 96 (Vocabulary)


• Turned in our homework and got it stamped and checked off for Daily Work points.


• Reviewed Reflexive verbs


• Played Verb Battleship – practicing reflexive verbs


• Went over the verbs Ser and Estar – see page 86.


• Got our quizzes back from yesterday: Most people did really well; however some people in both classes still are struggling with how to conjugate.  They have been asked to stay after on Monday afternoon for a “Verb Workshop”


• Period 4 – 15 minutes of their earned “game time”


• Homework:


• Organize your homework from this lesson: Go over it to make sure it is complete and corrected accurately.


• Complete the verb grid we began today.   Use all of the verbs from this lesson (see page 96) and the verbs from the Reflexive Pronouns packet.


• Write out ALL of Act. 19 on page 86;


• Act. 20, page 87:  Use a form of Estar + an adjective (purple edged box) to describe how the people in each numbered example must be feeling.  Remember to adjust your adjective to reflect who it is describing.

Spanish II 11-02-06

Spanish II 11-02-06

• We wrote out warm-up sentences practicing daily routine reflexive verbs.


• Corrected the homework in the Reflexive Pronouns packet (pag. 178)


• Took the quiz on Reflexive Verbs –  the 11 in the packet.


• Read , “En defensa de los vampiros” and worked through some of the exercises (period 2 – finished C, period 4 – B)


• Read about El día de los muertos – page 220


• Saw some photos illustrating El día de los muertos  from site

http://www.azcentral.com/ent/dead/photos/mixquic1.html
Tarea:

1. Complete Vampiros packet – through Ex. E


2. WAVA workbook – page 31 ----tener que  + reflexive verb

And page 32= tell about Esteban’s day, using connectors:
Primero, Segundo, tercero, cuarto, quinto, sexto, séptimo, octavo, noveno, décimo
      Entonce – then, después – after, luego – later
3. Act. 8, pg. 80 fill in the reflexive pronoun needed in the blank.  You may write these in a list, rather than copy the entire paragraph.

Spanish IV 11-01-06

Spanish IV 11-01-06

Activity Stations: El día de los muertos

1. Papel picado


2. El esqueleto cantante


3. La comida y las tradicciones (+ Pan de los muertos)


4. Las calacas


5. Las actividades y rompecabezas del vocabulario


6. Conversaciones: haciendo comparaciones entre el día de los muertos y Halloween.

Tarea:

1. Bring your Esqueleto Cantante back with you tomorrow for use in an oral.


2. Be ready to present your Cuento, if you haven’t already gone.

Spanish II 11-01-06

Spanish II 11-01-06

• Warm-up: practiced clothing vocabulary with Exercise 4, page 78.


• More practice with Activity 5: make a chart and indicated which clothes would we wear for various occasions.


• Reviewed Reflexive verbs: what they are; how they conjugate; what are the pronouns used with the various conjugations.


• Continued in Reflexive pronoun packet – Word order for statements versus questions; How to make the statements negative.


• Watched a little more of Los Increíbles


• Homework:


• Reflexive Verb Quiz tomorrow: Study the list of 11 verbs in the Reflexive Pronouns packet.  Know their meanings, how to spell them and how to conjugate them.


• Finish the exercises in the Reflexive Pronouns packet through page 178.