Spanish IV 02-28-07

• Read the Mexican legend: Ixtaccíhuatl y Popocatépetl, aloud with our investigador científico.
• We went on line to Flickr.com and found some photos of these mountains near Puebla, Mexico.
  

• Continued with our presentations for our ¡Qué fin de semana! orals.

Only 3 more people left: one group and another person who was absent

from a group of 3.

• A couple of people who were absent last Friday shared their jokes.

• Tarea:
1. Complete the exercises at the end of the legend – Ixtac. Y Popo.
2. Complete the exercise in your workbook packet on page WB31.

Spanish IV 27 de febrero de 2007

Spanish IV 02-27-07

• Major Verb Review: all of the verbs in the lesson
1. Took a practice test – tried to write in the infinitives from English
2. Reviewed the verbs for meanings and spelling changes in the different forms.
• Chose our partners for our ¡Qué fin de semana! oral.
• Practiced with our partners- deciding which verbs each would try to include, and being sure we include:
1. Greetings
2. Exchange of information – each of us had to ask at least 5 questions – tried to ask a variety of the kinds highlighted the other day, each of us had to use at least 5 of the verbs from the lesson,
3. Close the conversation politely.
• We selected our presentation order.
• 3 of our nine groups presented today – Remember – the less you take up in written form, the better your grade BUT be careful to avoid the temptation of writing it out and memorizing it. The best grades go to those who use spontaneous speech with the least written support.
• Tarea:
1. WB 29-30
2. Practice for your oral, if you didn’t go today.

Español III 27 de febrero de 2007

Spanish III 02-27-07

• Warm-up: Activities 15 & 16, pages 30 & 31 in the textbook – Listening Comprehension

• WAVA Activities 4 & 5 – More listening comprehension.

• Corrections:
1. WAVA 6-page 12: Vocabulary and Reading Comprehension,
2. Activity 19-page 33 – practicing –ir verbs that stem-change in the 3^rd person in the preterite.
3. (period 2: Act. 14)

• Introduced the homework:
1. Prepare the Communication Activity 1-1
• Using the verbs listed on the paper, write 5 sentences in the yo form of the preterite for Juego Uno indicating what you DID on your last vacation.
• Then select 5 more verbs to write sentences in the yo form of the preterite in Juego Dos indicating what you DID NOT do on your last vacation.
2. Prepare the Lotería 15 – Review of all preterites

· Number all 15 infinitives across the top of the page

· Now match those numbers in the left-hand column to the left of their forms in YO of the preterite.

· Fill-in your lotería form (like bingo), with “Bilingual answers”: both the Spanish and it’s English meaning.

· Select from the YO forms for the 1^st column, the TU forms for the second, Call the 3^rd column “Ella”, the fourth column “Nosotros” and the fifth column “Ellos”.

· Below each of the verb forms in Spanish, write its meaning in English. Examples: Conocí = I met, Fuiste = You went, Entendió = She understood

3. Study for Thursday’s unit 1-A test

· Review the vocabulary from pages 16-19, and 22, 23, 24, 25, 58

· Review the preterite forms from pages 17, 19, 30, 31, 33, 59

Español III 26 de febrero de 2006

Spanish III 02-207

• Read our camping paragraphs aloud to our seat partner. Then we exchanged papers and did peer editing on them. Finally, we decided if we wanted to make any changes to our work and then we turned it in.
• Period 4 corrected Act. 14, but not period 2.
• We did the page 58 crossword puzzle with our pareja, La jueza.
• We reviewed –ir verbs that are stem-changers and how they have a special stem-change ONLY in third person in the preterite. – See page 33.
• We practiced this with Activity 20, page 33.
• Announced Lesson Test 1-A for Thursday, March 1^st. Study pages 16-59, every night this week.
• Tarea/Homework:
1. Study review for Lesson test.
2. WAVA page 12, Act. 6 – Reading comprehension crossword puzzle.
3. Activity 19, page 33-textbook: -ir stem-changers in the preterite.

Español IV 26 de febrero de 2007

Spanish IV 02-26-07

• We read the Aesop’s Fable of El perro y su reflejo
• Corrected the Comprendió Ud. – parte II, for Abeja Haragana.
• Continued with the language expansion exercises.
• Introduced the oral,!Qué fin de semana!
• Tarea:
1. Abeja packet, Exercises 4, 5 & 6 pp. 167-168.
2. WB pp 27-28

Español III 23 de febrero de 2007

Spanish III 02-23-07

• We listened to the first 3 activities in the WAVA, pages 8 & 9, and reviewed them as a whole class.
• We read the Fondo Cultural about the Cataratas de Iguazu with our diseñador de ropa partner.
• We looked at some photos from the web about Iguazu Falls and I introduced the idea of doing a web search in Spanish for the national parks you’ll be researching for the unit’s project. I also talked about how we’ll be doing an annotated bibliography for the first component of the project.
• We corrected the verb grids we completed as homework – reviewing the spelling-changes in irregular preterite verbs (see pages 30 & 31).
• We listened to a song that incorporates these irregular verbs and did a couple of exercises with them: Filling in the tú forms in the questions and the yo forms in the answers.
• Tarea/homework:
1. Activity 14 – on page 30. You need to figure out what verb is needed to complete the idea, then conjugate it in the preterite form required. You many simple list the 10 verbs.
2. Write a short story about an imaginary (or real) camping trip the incorporates 10 verbs in the preterite and at least 10 of the vocabulary items from page 58.

Español IV 23 de febrero de 2007

Spanish IV 02-23-07

• El día de los chistes – We took turns telling our jokes for the class. ¡Divertido y chistoso!
• Reviewed the stem-changers – the “grouped irregulars” from page 15 and practiced them with the song, La novia presumida. We listened to it, then fill-in the tú form while listening, then completed the yo form on our own. Following this, we worked with our seat partners and practiced singing the song with each partner taking a part. Finally, divided the class and we sang it all together.
• We reviewed the vocabulary, playing “Estoy pensando en una palabra” with our diseñador de ropa partner, using the definitions we prepared as tarea. Afterwards, we played as a whole class.
• We reviewed the first part of the Abeja haragana story.
• We went over the Nota cultural from the abeja packet, and then got together with our escritor/redactor partner and read the second part of the story.
• Tarea:
1. Complete the ¿Comprendió Ud? Questions for the second part of the story.
2. Continue in the packet and complete the Exercises I & II (pp. 165-166 = I added these from the workbook that goes with the textbook of the story, so the pages numbers are not continuous.)

Español III 22 de febrero de 2007

Spanish III 02-22-07

• Period 2: We spent 45 minutes on Forecasting today. Important Notes to remember:
1. Verify the courses and credits you need in the upper right-hand corner of your transcript.
2. You MUST have 8 credits (or blocks of time – re: study hall and/or TA) circled and counted.
3. You MUST have 5 alternates listed – and expect to get those classes.
4. A/B = classes that meet every day.
5. a/b = classes that meet every other day.
6. Tuesday Access Time on February 27 is for getting initials for those courses that require them.
7. Forecasting sheet due back NO later then March 2. Bonus points for having it all completed and turned in to Maestra Thurber-Brown earlier.
• Period 2 listened and read along to pages 24-25.
• We corrected Activity 3, page 26 – comprehension of the reading.
• We corrected Activities 5 & 6 – working with the vocabulary of camping.
• We talked about the spelling-changers in the preterite highlighted on pages 30 & 31. Page 30 = “i-sandwich” verbs where the “i” changes to a Y. Page 31 goes over some of the “grouped irregulars” – where the stem of the verb changes to a new root.
• Homework:
1. Add the 11 verbs from pages 30 & 31 to your preterite verb charts.
2. Bring your WAVA workbook.

Español II 22 de febrero de 2007

Spanish IV 02-22-07

· We played “Estoy pensando en una palabra” – I distributed a paper with various vocabulary words written on it in a scrambled fashion. As I described a word, students identified which word I was talking about.

· Got a short story packet, una fábula, called Una abeja haragana. We read the first part with our “cocinero” partner.

· Then we began working on the ¿Comprendió Ud.? section that immediately followed.

· We corrected last night’s homework: the crucigrama and WB25 –26. We took some notes about special meanings and uses while we were correcting the crossword – get the notes from me or a study buddy.

· Tarea:

(1) Have your chiste ready to tell tomorrow.

(2) Complete the ¿Comprendió Ud? for parte 1 of the abeja haragana

(3) Write out definitions for the Estoy pensando en una palabra handout.

Español III 15 de febrero de 2007

Spanish III 02-15-07

• Warm-up: page 17, Activities 2 & 3-part 1. Students wrote these out while I stamped and checked off Act. 5 & 6 + verb grid from page 19.
• We corrected Act. 5, reviewing the regular conjugations of the preterite.
• With our “peluquera” partner, we did part 2 of Activity 3 – asking and answering questions about what we did during our last vacation. We practiced asking follow-up questions: Qué hiciste, con quién(es), (A)dónde, cuándo, por qué.
• We went to conjuguemos.com and played the 5-minute conjugation game using all of the regular verbs and all of the pronouns. Everyone wrote all of the forms as we worked on these as a whole class. We reviewed the meanings of the verbs, especially: barrer – to sweep, borrar – to erase, asistir-to attend, prestar – to lend.
• We played battleship with our mecánica partner, practicing the preterite for: caminar, corer, vivir, hacer, dar, ver, buscar, investigar, almorzar.
• I introduced the homework: Writing sentences based on interrogatives.
• Tarea / Homework:
1. Names / seating chart test tomorrow.
2. 10 “interrogative sentences” based on Quién, Qué Actividad, Dónde, Cuándo, con quién(es).

For EACH sentence be sure to use:

10 different subjects (5 singular/5 plurals)

The vocabulary from pp. 16 & 18

The verbs from pp 17 & 19

Different place names, time expressions,

and other people who also did the activity.

Español III 14 de febrero de 2007

Spanish III 02-14-07

¡Feliz día de San Valentín y Día de la amistad!

• Got special pencils and conversation hearts in Spanish.
• Reading comprehension: Activity I – Día de San Valentín – by reading the description of the people we identified who was the recipient of each of Manolo’s valentine’s day cards.
• Actividad II – We read about how Ana’s heart was broken by cruel and thoughtless Pepe! We then pieced her heart back together by figuring out the puzzle of how Armando did things differently from Pepe.
• We made Tarjetas de San Valentín.
• Tarea optional: complete more of the San Valentín activities (III & IV)

Español IV 13 de febrero de 2007

Spanish IV 02-13-07

• Got last page of article about tools needed for the work place – and continued outlining the key points – this time with a partner.
• Began reviewing article with the whole class and making a collective outline – got interrupted by a fire drill.
• Announced a test on this first unit, “Preliminar”, for Thursday – Feb. 15^th. Went over the items that students should study and handed out a study sheet.
• Continued with the basic review of the parts of speech, “Las partes de la oración”, working through adverbs and verbs.
• Tarea:

1. Complete your own outline of the last page of the article.
2. Study for the test.

Español III 13 de febrero de 2007

Spanish III 02-13-07

• Took the Geography Test and corrected it 
  

• We Brainstormed words we knew for:

       (A)Sports 
      (B)Verbs that go with sports,
      (C) Parts of the body we use in these sports
      (D) Sporting Competitions 
      (E) Reactions to comments about Sporting events

• We then compared our lists with the ones on page 18.

• We did activity 4, on page 18.

• Homework:

                  1. Activity 5, page 18. Just do the matching part.

                  2. Activity 6, page 19.  Write out the forms of the verbs needed, in the preterite.
                3. Add the verbs on the top of page 19 to your preterite verb grid.

Español III 12 de febrero de 2007

Spanish III 02-12-07

• Got new vocabulary handout from “A ver si recuerdas” Capítulo 1, page 16. Review of places one might visit on vacations, activities to do in these places, and animals you would see there.
• We folded back the Spanish columns and used this as a “pretest” to see what we remembered. (the name of this section☻ ‘A ver si recuerdas’).
• We expanded the vocabulary, in period 2 adding in “arroyo” for creek, “ciervo / venado” for deer and “bichos” for bugs.
• Wrote our Activity 1 – part one, but we included 3 places instead of 2.
• Using what we wrote, we exchanged information about where we would like to go, what we would like to do there and what animals or insects we might see.
• We reviewed the basics of the preterite tense, see page 17.
• We wrote the verbs from the book on a new verb grid: caminar, comer, vivir, hacer, dar, ver.
• We talked about spelling changes in “Hacer – hizo” and also in the “yo” form of

-ar verbs ending with –car, -gar, -zar.

• We added the verbs: tocar, llegar and comenzar to our preterite verb grids.
  

Tarea:

1. Study for geography test tomorrow: Be able to identify the countries from a map, and also identity each country’s capital.
2. Make a study system (flash cards, or fan-folds of paper alternating the English with the Spanish in each column)

Español IV 12 de febrero de 2007

Spanish IV 02-12-07

• Oral de parejas: Partner orals – interviewing 2 classmates. We began with our “escultor” partner, while I stamped and credited the homework in the workbook packets.
• With our second partner we went on to read the article, “Los herramientas” – tools for the workplace.
• Corrections on the homework – (see posting from 02-09-07)
• Got back your participation/listening comprehension sheets from the Escudos presentations. We cut these apart into the strips for each presenter and distributed them to each other.
• Tarea: Write up an outline from the article read in class today, to demonstrate you can identify the major themes and their supporting details. (Practice for the National Standards reading comprehension test.)

Spanish III 02-09-07

• Reviewed our class names for test on Friday, Feb. 16th: got a list of the classmembers, and wrote in their Spanish names. For the test we'll need to know their "real names", their classroom names, and where everyone sits. Extra credit for knowing their last names, too.
  
• Reviewed the grammar points in Para Empezar, parte 1 y parte 2: ExamView review questions on the Smart Board.
• Took Para Empezar test.
• Partner verification of homework packets.
• Turned in homework packets
• Free reading in Spanish: read “libritos” and/ or “revistas”.
• ¿Tarea? – !Están libres! No homework this weekend.

Spanish IV 02-09-07

• Got a class list of the names: we reviewed each other’s Spanish-class names in preparation for the quiz on Friday, February 16, 2007. We need to know each others’ “real names”, classroom name, and where everyone sits. Extra credit: know each other’s last names, too.
• Reviewed the remainder of the basics of grammar that are covered in the Conexiones workbook packet: Present-tense verbs: regular, stem-changers, progressives; irregular forms of “yo”; simple expressions of immediate past and immediate future.
• Announced Preliminar test: el miércoles, el 14 de febrero.
• Decided which exercises would be sufficient for practice/review as homework: see below.
• Continued, and finished our escudos presentations.
• Turned in our listening comprehension sheets.
• Tarea:

White Conexiones workbook packet

1. p. 11 (regular verb conjugations)
2. p. 15 (stem-changers)
3. p. 18 (irregular yo forms)
4. p. 21, act. P-15 (progressives)
5. p. 23 (ir + a+ infinitivo, acabar + de + infinitivo)
6. p. 24 (vocabulario de la tecnología)

Spanish IV 02-08

Spanish IV 02-08-07

• Turned in our final copies of our compositions, Mi escudo personal.
• Received our listening comprehension handouts: writing down 3 things we understood the others to say while presenting, writing a compliment about what they did well, and a positive suggestion about what they could do even better next time they present.
• Organized the presentation order.
• Began the presentations: 11 people went today!
• Tarea: ¡Están libres!

Spanish III 02-08-07

(I’m back and my husband is well! Thanks for your kindness to me while he was in the hospital☻)

• Reviewed countries and capitals: Sang Capital Raps; identified countries on the room maps and the map pages in the book (pp xix-xxix). Clarified that the students should ALSO know Spain and Equatorial Guinea as well as their capitals for the test on Tuesday, February 13^th. I suggested the students outline the countries and practice identifying them by name, location as well as knowing their capitals.
• Corrected homework: pages 5 & 6 on the pink packet – review for test on Friday.
• Big review: we went over all of the items on the test tomorrow:
1. Vocabulary for all of Para Empezar,
2. Verbs: meanings of all of the verbs on the verb chart,
3. Conjugations of verbs in the present tense:
• regular –ar, -er, -ir verbs
• stem-changers
• irregular forms of yo,
4. Verbs like gustar that use the indirect object pronouns
5. Possessive adjectives.
• We made our cover pages for our first homework packets: Listed the items to be included = 14 items for a total of 56 points.
• Tarea
1. Study for test tomorrow
2. Organize your homework packet: use it to study with!

Spanish IV 02-06, 02-07

Spanish IV (Sub.= Ms. Fowler)

Tuesday- 6 febrero 07

• Comunicative Activity 6-3 (yellow), practicing the future tense (review sheet of it attached to the Realidades 3-Unidad 6 vocabulary sheet); played like Battleship.
• Stamped homework during game.
• Corrections on the Paquete Dorado (tarea)
• Circulo redactor - Up to 30 minutes additional time for editing on El escudo personal composition. Using the Editing Circles handouts
• White Conexiones workbook packet - page 8. More practice of ordinal numbers & university vocabulary.
• Tarea:

1. Refine composition being sure it is ready to turn in on Thursday. My copy needs to by typed, double-spaced, with all accents and tildes included and spelled accurately, too. My copy will be turned in at the beginning of class and you may NOT ask to use it to present with, so you'll want to be sure to print out another copy for yourself so you can practice the presentation and also have it for presenting.

2. Make your escudo - so you’ll have it done to practice with for Thursday's presentations.

Wednesday- 7 de febrero 07

· Conexiones, page 6. Went over the vocabulary on the top of the page having to do with the computer and technology. Students may want to make their own vocabulary list of these items.

· Students do Act. 5 and Act. 6, then reviewed as a whole class.

· Act. 10, page 7. Did these together as a whole class, and then had students add words they need to learn from activity 10, to their vocabulary lists.

· Distribute the article, Pierde el miedo a elegir carrera. Students read this aloud in grupos de tres, helping one another with meaning.

· Each student should try to answer the answers to the "test" and calculate their results.

· Reviewed/discussed the students' test results as a whole class.

· Went over the ads for universities/schools at the end of the article packet - pointing out interesting vocabulary.

· Tarea:

Los escudos! - 2 copies of composition and your escudo ready when

you arrive to class.

Spanish IV 02-05-07

Spanish IV 02-05-07 (Sub.- Ms. Fowler)

• Stamped rough drafts of “Mi escudo”
• Corrected Tareas: Unidad 6 packet (golden)
• Corrected Conexiones: Preliminar Workbook packet (white), pp.4-7
• Editing circle – round #1- Mi escudo. Established groups and jobs, and began editing.
• Tarea: Make revisions on composition, Mi escudo.

Spanish III 02-6 and 02-07

Spanish III - February 6 & 7 (Sub – Ms. Fowler)

• Reviewed the Capitals Rap both days – preparing for our geography quiz on Tuesday, February 13th.
• Vocabulary: Reviewed words on pp. 8-9 “Los días especiales”; read and listened to the presentation. – Practiced vocabulary on page 9 by taking a survey, Actividad 14. You’ll need to know this for the test on Friday, February 09, 2007.

• Practiced using the VERBS like GUSTAR –

with indirect object pronouns, page 11

• POSSESSIVE ADJECTIVES, on page12. These will also be included on the test on Friday.
• Finished the WAVA listening exercises (Act. 4 & 5)
• Wrote out Activities 6 & 7 (pp. 6 & 7) in the WAVA with our partners.

Spanish III 02-05-07

Spanish III 02-05-07 (Sub.= Ms. Fowler)

• Practiced the Capital Raps song, and reviewed the maps of the Spanish-speaking countries and their capitals in North, Central and South America.
• Corrected the verb grids (second part) - with the "Claves".
• Practiced conjugating these verbs by asking/answering questions and by verb drills.

• Added “Platicar” as a mexicanismo for “Charlar” to the vocabulary list.
• Announced/reminded of the test on Para Empezar for Friday, February 09, 2007.
• Homework:
1. Blue word search for vocabulary

Text exercises 10 & 11, pp. 6, 7

Español IV 2 de febrero de 2007

Spanish IV 02-02-07

• Received additional vocabulary list – Realidades 3 – Unidad 6-A: Las carreras y los oficios.
• Practiced the vocabulary and gave some vocabulary extension notes. (ahorrar versus salvar, Cuando me da las ganas and tener las ganas)
• Watched the Realidades 3 – Unidad 6 DVD re: La tecnología en las carreras del futuro.
• Partner oral (with pareja: veterinaria): Communicative Activity 6-1 –practicing who’s involved in what career.
• Introduced/reviewed the Future tense – handout attached to vocabulary 6-1.
• Partner oral (with pareja: redactora): Communicative Activity 6-2 – asking and answering questions about our future plans. Students to write in their own answers outside of class time.
• I introduced the written and oral presentation about “mi escudo personal”. Handouts – description of expectations and an outline of information to be included; a pattern for making your own shield; Scoring sheet I’ll use when calculating your grade.

Tarea (homework)

Have your rough draft for your “escudo” ready for use in our editing circles on Monday.

Español II 2 de febrero de 2007

Spanish II 02-02-07

• Partner verified verb grid (Hablar-volver), using the key supplied by Maestra.
• Partner drills on verbs on the grids: meanings and conjugations.
• Corrected P-2, in the pink Practicar workbook packet, practicing stem-changing verbs AND putting two verbs together: First one conjugates, second stays in the infinitive.
• Classroom oral – ¿Quién soy? - Asking and answering questions to find out other people’s likes, hobbies and other interesting personal information.
• Reviewed with whole class: Sharing our Spanish-class names and our “hall” names as well as something interesting we learned about each other.
• Reviewed the use of “A name le gusta” and me gusta + verb in the infinitive, while sharing what we learned about one another.

Tarea:

1. Learn each other’s “real names” and “class names” – It is recommended that you make a seating chart for yourself to study from.
2. Complete exercise P-3 in the pink packet: practicing reflexive verbs while describing people’s daily routines.
3. Complete the yellow verb grid (volar –reunirse) Add: Acostarse, Afeitarse and Arreglarse to the grid.

Study Notes for Spanish III - Para Empezar: Los verbos

Apuntes re: página 3

Los verbos que terminan con –cer (& most -cir) = Y0 -zco

Conocer = to know (faces & places); to be familiar Conozco Nueva York

Obedecer = to obey Obedezco las reglas de la escuela

Ofrecer = to offer Les ofrezco limonada a mis amigos

Parecer = to seem (to resemble) Parezco a mi mamá.

Página 5

Stem-changers:

The stem is the part of the verb prior to the –ar, -er,-ir ending.

The stem carried the meaning of the verb. (stem= root)

Three types of stem-changers:

e- ie (–ar, -er,-ir endings)

o-ue (–ar, -er,-ir endings)

e-i (-ir ending)

Página 7

Reflexive verbs use the reflexive pronouns to indicate that people are doing the actions for themselves:

Me – myself	Nos - Ourselves
Te – yourself	Os - yourselves
Se – yourself (Ud.) Himself (él) Herself (ella)	Se - yourselves (Uds.) - themselves (ellos/as)

Remember:

The person who does the action also receives it.

I look at myself in the mirror = (Yo) Me miro en el espejo.

Me, te, se = match the people who give us the ending of the verb

Español IV el primero de febrero de 2007

Spanish IV 02-01-07

• Read page 3 ¡Hagamos Conexiones! with our “cantante” partner.
• Reviewed with the whole class, reviewing information and vocabulary in context.
• Partner conversation – pp. 4 & 5: Introducing ourselves and talking about our activities and school life.
• Corrected the tarea: Crucigrama de profesiones
• Reviewed more vocabulary playing electronic games from www.quia.com/jg/700337.html
• Power Point: Repaso de lo básico – Reviewed the parts of speech; Nouns, articles and adjectives.
• Corrected the workbook pages 1-3.
• Tarea / Homework
1. Have your textbook covered for tomorrow, please.
2. Realidades 3- Lección 6A workbook packet pp.1-3 (profesiones)
3. Conexiones workbook packet pp.4-7 (los números)

Español III el primero de febrero de 2007

Spanish III 02-01-07

• Used our new WAVA (Writing, Audio, Visual Activities) workbook: Listening activities 1, 2 & 3 (pages 1-3), practicing the vocabulary in context.
• Took points for study systems and stamped the written homework.
• Corrected/reviewed the written homework: P-1 (pink packet – practice workbook), practicing conjugating verbs in “yo” in the present tense.
• Showed a Power Point of the Grammar pages in Para Empezar:

Page 3 = irregular verbs in “yo”,

Page 5 = stem-changing verbs,

Page 7 = reflexive verbs

• Distributed a yellow packet of verb grids with the verbs for the lesson already given in the first column. We reviewed the meanings of the verbs starting with “Hablar” and continued through “Volver”
• Homework / Tarea:
1. Practice conjugating verbs by completing the grid for the verbs covered today (Hablar – volver)
2. Write out activity P-2 in the pink workbook packet.
3. Have your textbook covered for tomorrow’s class.