Spanish III 04-30-07

• Warm-up: Pruebas 2-2: vocabulary in context – wrote out independently then corrected while reviewing reading strategies to help determine the missing word.
• Prueba 2-5: Estar + Participio pasado – reviewed how the past participle is formed and then how it is used as an adjective with the verb Estar. Students took turns writing their answers on the Smart Board.
• Verb review: We brainstormed the verbs used in this lesson, then checked page 104. We confirmed the meanings for these verbs.
• Practice verb use: Using one of the verbs from 104, we practiced conjugating it for a specific subject; in all 8 of the tenses we have currently covered. This is similar to the quiz on Wednesday.
• Homework:

(1) List all of the verbs already covered in the text: Para Empezar A & B, A ver si recuerdas U.1, 1-A, 1-B (page 58), A ver si recuerdas U.2, 2-A, 2-B (page 104)

(2) Select 5 verbs from page 104. Select a separate subject for each verb. Conjugate each of these verbs, using its subject, in all 8 forms we’re using in class.

Verb forms to be used:

1. Presente indicativo

2. Pretérito

3. Imperfecto de indicativo

4. Presente progresivo

5. Pasado progresivo

6. Presente perfecto

7. Pluscuamperfecto

Nota: any “perfecto” = HABER + participio pasado

8. Estar + participio pasado

Nota: Estar is the verb and the participio pasado is an adjective here.

Spanish IV 04-03-07

Spanish IV 04-30-07

• Handout: Español IV, 1.7 tarea de repaso – Reviewing the conjugations and uses of the Future and Conditional
• Further reviewed the Future and the Conditional via my Power Point.
• Introduced the Subjunctive – see pages 64-69 in Conexiones; Also, distributed a packet reviewing the formation and uses.
• We completed MOST of the exercises in the Subjunctive Packet, while reviewing the application of the rules of use of the subjunctive.
• Reviewed which verbs will be quizzed tomorrow.
• Tarea: (1) Verb quiz, group 8: Despertar(se) – Encender

(2) Complete the Future/Condicional handout: Backside exercise – Translate the verb phrases and use them in a sentence in Spanish.

(3) Complete the exercises on the Subjunctive packet

Spanish III and IV 04-27-07

Substitute Plans for: Catie Thurber-Brown

For: Friday, April 27, 2007

Show the video, Paulie, to all three classes. This video is only in Spanish – so there are NO SUBTITLES. Launch into the movie fast since it is 92 minutes long

Students are to:

• Outline the plot, including the MAJOR plot events.

• Indicate WHO are the IMPORTANT characters.

• Indicate HOW the characters are connected through the plot.

• Keep a BILINGUAL list of NEW WORDS/PHRASES they could figure out from the contextual clues in the movie.

Please collect the papers at the end of class.

Please alert the students to the notes I’ve written to them on the white board behind my desk – due dates for next week and what they should bring to class.

(1) Spanish IV (2) Spanish III

* Tues - Verbs #8 * Mon - Bring WAVA - we'll watch the DVD and do the activities

* Weds - Verbs #9 * Major verb tenses test - Wednesday

* Thurs - Exam 2-B

Vocabulary page 60, the future, and the subjunctive

Spanish III 04-26-07

• Period 2: Read pages 92 & 93 aloud to one another and verified their answers to the questions that they wrote for homework.
• Period 4: Reviewed verb conjugations with the “white board and dice game”.
• Watched a video over the work of Diego Rivera (43 minutes).
• Period 2: Watched a DVD on Morelos – state in Mexico referred to in the Rivera video.
• Period 2: Showed and discussed Picasso’s masterpiece, Guernica.
• Tarea: Announced test for next Wednesday- May 2^nd. Know all of the conjugations on the first page of the review packet as well as the first two on the last page, the “perfects”.

Spanish IV 04-26-07

• Verb quiz: group 7 from La Lista Máxima de Verbos
• Review and corrections for quiz.
• Set our PROJECT presentation dates and topics, with some negotiation and taking into consideration the dates of the IB exams.
• We read aloud the lyrics to each other for the Maná song, ¿Dónde jugarán los niños?
• We went to Barbara Kuzan Nelson’s Colby College interactive site based on this song, and listened to fragments of it while looking at the lyrics and paintings and photos related to the lyrics.
• We saw a video of Maná performing this song.
• Tarea: Summary of and reaction to the article.

Spanish III 04-25-07

Spanish III 04-25-07

· Corrected and credited homework: Blue wkbk packet: 2-11 & 2-12: Meaning changers between the preterite and the imperfect.

· Reviewed Act. 28 & 29:Vocabulary practice.

· Distributed a handout that is an overview of all of the verb forms we’ve studied, and will study. I gave examples and we practiced these. GET HANDOUT!

· Period 2: White board game – practicing the various verb forms. Each team had either spinners and/or dice to determine the subject and the tense. I wrote the verbs on the board and then each team wrote a sentence using their verb tense and translated it. We all reviewed all of the boards at the end of each round.

· Period 4: ¡Juegos! – Earned their 30 minutes of board games in Spanish! ¡Felicitaciones!

· Tarea: Read page 92 (Cuando Harry encontró a Sally) and the Fondo Cultural, page 93. Write out answers to the questions following each of these readings.

Spanish IV 04-25-07

Spanish IV 04-25-07

• Pre-oral prep: We got into the same groups as yesterday to brainstorm questions the others might ask so we could anticipate answers.
• One-by-one we presented 1-2 predictions about the future – supporting each with at least three reasons why this could come about.
• Everyone had to ask and answers logical, follow-up questions.
• The oral took the entire time.
• Tarea:

Verb quiz: grupo 7. (Contar – despedirse) I gave study suggestions as to how to prepare for the verb quizzes: Checking the verb overview handout for the “key” words for each tense, write several sentences in English that would elicit the different tenses in Spanish. Be sure to double check your textbook’s and your dictionary’s irregular verb grids and review any irregularities.

Spanish IV 04-24-07

• Verb quiz – grupo 6 (10 points)
• Corrections: tareas
• Oral – el futuro : Hacia el porvenir. Orally negotiate the 12

most significant changes you will see between now and 2050.

It is necessary to support your ideas with soundly reasoned arguments.

Tarea

(1) If you didn’t do 2-21, pg. 61 yet, do it for tomorrow.

(2) Prep 2 predictions to present to the class for tomorrow.

Of course you will provide lots of sound and logical arguments.

Spanish III 04-24-07

Spanish III 04-24-07

• Warm-up: vocabulary practice. Activity 2-8 & 2-9 in new BLUE workbook packet.
• Reviewed the uses of SER and ESTAR – see page 88.
• Ser and Estar practices: Packet 2-10, Textbook activity 32, page 88 & Listening comprehension activity 33, page 89.
• Reviewed “Meaning changers” from the Imperfecto to the Preterito – see page 90.
• Practiced with Act. 36, with white boards and partners.
• Tarea: Activities 2-11 & 2-12, blue packet. More preterite/imperfect meaning changer practice.

Spanish IV 04-23-07

Spanish IV 04-23-07

• Turned-in our Annotated Bibliographies.
• We chose our seats for our new seating chart.
• We read page 59 aloud with our new seat partner – noticing the vocabulary from page 60 being used in context.
• We answered (orally) the comprehension questions about the reading in Act. 2-21, page 61.
• We discussed the article and the questions as a whole class.
• We copied down the information needed to be included in the project proposal due tomorrow.
• Received the new workbook packets for 2-B.
• Tarea:

(1) verb quiz re: grupo 6

(2) project proposal: 3 possible topics – 3 preferred dates and potential scheduling conflicts.

(3) Activity 2-10, workbook packet.

Spanish III 04-23-07

Spanish III 04-23-07

• Listened to A Primera Vista –parte 2, pp. 82-85, and practiced the highlighted vocabulary.
• Completed the listening comprehension activities 23, 24, 25 & 26.
• Period 2 – Reviewed the use of Estar + past participle and the preterite/imperfect, by completing the green workbook packet exercises 2-6 & 2-7.
• Period 4- individuals presented their information about their personal montages orally to the class.
• Returned homework packets scored last week.
• Tarea/Homework: Periods 2 & 4 – page 86, Activities 28 & 29; Period 4 – Complete the green workbook packet, act. 2-6 & 2-7.

Spanish IV 04-20-07

Spanish IV 04-20-07

• Verb quiz: grupo 4 and corrections/review.
• Partner discussions re: the facts about pollutions that the students found on their web search Tuesday night AND the article they read last night, page 68, about the program in Mexico City to address their air pollution.
• Reviewed the vocabulary on page 60 – practiced pronunciation of the difficult ones – of which there are quite a few!
• Discussed the difference in uses of the words for “quality” – Calidad is the end product; cualidades are the traits that come together to effect the end product.
• We organized our calendars for the due date of the research project, and wrote one out on the computer for the students to copy.
• Important deadlines are:

(1) Monday, April 23 = Annotated Bibliography of general topic research. This includes a minimum of 5 sources: 3 of which are in Spanish and 2 of these 3 are from the Internet. Follow the guidelines carefully while writing your notations in Spanish. Of course, this should be typed.

(2) Tuesday, April 24 = Project Proposal: Indicate 3 different topics that would be of interest for you to develop into your project. Also indicate 3 preferences for presentation dates, and include what dates would present a conflict for you, and why.

(3) Monday, May 7^th. Everyone is ready to present; all material for your project is turned in on this date, regardless of when your presentation date is.

• Tarea:

Annotated bibliography!

Spanish III 04-20-07

Spanish III 04-20-07

• Verified our homework packets for the work from lesson 2-A.
• Reviewed the use of Estar + past participles, with the past participles functioning as adjectives. We practiced this with activity 20, page 80, working with a partner.
• I worked one-on-one with the students to correct the homework from the Encuesta – using the past participle with HABER to form the present perfect, while the others worked on act. 20.
• Partners read the “Conexiones” section on page 80, then wrote about what their own montage would include and why.
• Individuals presented their information about their personal montages orally to the class.
• Reviewed the test from Wednesday: Chapter 2-A.
• Tarea/Homework: Read about the museo del barrio, page 81, and answer the questions.

Spanish IV 04-19-07

Spanish IV 04-19-07

• Took and corrected the verb quiz from group 5. We decided that we had NOT quizzed group four, so we will do those tomorrow.
• We took our “experimentos” out of the freezer and observed the “ice” effect on our little “worlds”.
• Repeated yesterday’s announcement about the Teatro Milagro’s production of Rosalba y los llaveros a light comedy in Spanish written by one of the most celebrated dramaturgos from Mexico. You are invited to join Mrs. Croft, and some members of Spanish V, at the theatre next Thursday, April 26th, for the play. Show time: 7:30 PM, tickets cost $15. Address: 425 SE 6^th Avenue, Portland, phone – 503.235.7253 Website www.milagro.org
• Reviewed vocabulary from the “laminas” readings – beginning with identifying the major land types and describing them. We will continue this tomorrow
• Began to review the new vocabulary – 2-B, page 60
• Tarea: (1) Verb quiz – group 4

(2) make your own vocabulary list, page 60 –

pay close attention to the ¡Cuidado! Section

re: two types of quality.

Spanish III 04-19-07

Spanish III 04-19-07

• Verified activity 2-5 in the green workbook packet (preterite/imperfect). – Period 2 completed this with Tuesday’s sub., but period 4 had not yet done it.
• Estar and past participles as adjectives – see page 79.
• Listening and writing Estar and p.p. – Activity 19, page 79
• NOTES! – Apuntes over WHAT are PARTICIPLES, and HOW they are used. We took notes over past participles as adjectives with Estar, in the passive voice with SER.
• NOTES! I introduced the PERFECTOS – when we say someone has –ed. See page 485 in the verb charts in the back of your book.
• We practiced the PRESENT PERFECT – using HABER in the present tense with the past participle for the action they HAVE done.
• We wrote 5 questions we then used to survey various members of the class – We used the Encuesta form.
• Tarea (1) Finish the last two sections of the Encuesta and (2) complete your homework packet.

Spanish III 04-18-07

Spanish III 04-18-07

• Reviewed the expectations re: participation grades and deadlines for make up work from excused absences.
• Reviewed the practice exercises from yesterday with the sub.
• Took the 2-A examination.
• Read page 78:Fondo Cultural (regarding David Alfaro Siquieros – Important Mexican Muralist) AND answered the questions that followed.
• Partner oral: sitting in a circle of pairs, we described the paintings on the cards we received from the (Mexican Artists deck of cards) trying to incorporate as many vocabulary words we could. Our partner tried to visualize the painting as we described it, and when we were done we described it. – We passed our cards when directed to, and we continued in the same manner as before.
• Homework: Enjoy your evening – clean your room as we’ll be collecting the unit’s homework for Friday.

Spanish IV 04-18-07

Spanish IV 04-18-07

• Reviewed the expectations for participation grades and deadlines for missed work from an excused absence.
• Read the article in the text, page 54, about the ecological movement in Costa Rica, and followed up with the comparisons activity, using a Venn diagram. We followed this with a whole-class discussion. I discussed the importance of using factual supports.
• Introduced the term research project – 4-page handout with instructions.
• IMPORTANT! Gave directions over how to prove your research process, and deadlines: (1) Annotated Bibliography due Monday 4/22, (2) Project Proposal: 3 topics you'd like to do and your 3 preferred dates - include any dates that would be difficult for you and explain why due Tuesday 4/23 (3) Be prepared to present on the first day of the projects: 5/07 - all support material ready to be turned in.
• Presentations dates 5/07-5/22: I'll distribute a calendar prior to this weekend.

• Tarea: (1) Study for verb quiz on group 5 from lista maxima

(2) Find factual supports for your discussion about ecological movement.

(3) Annotated Bibliography over general topic research due Monday.

Spanish III 04-17-07

Sub Plans for: Catie Thurber-Brown ( I was proctoring the A-C-T)

1. Warm-up: Pink Handout: ¿Ser o Estar? (Ser/Estar review sheet) Have students open their text books to the chapter review, page 105 and refer to the Ser/Estar uses chart to help them decide which of the answers is correct.

2. Distribute the white handout: Repaso de verbos en el pretérito – tell students they may use this as a reference during the class activities. Have them work with a partner to practice conjugations in the preterite. Also remind them they should know the meanings of the infinitives and their meanings in the past tenses.

3. Blue handout – Goldilocks - #1: Students underline the correct choice of the verb in parenthesis. They may refer to pages 76 &105, for the recap of the uses of the preterite and imperfect.

4. White handout: Goldilocks - #2. Students are to fill-in the blank with the form of the verb needed– using the verb in parenthesis after the blank.

5. Green handout: Superman. Students underline the correct choice of the verb in parenthesis. They may refer to pages 76 &105, for the recap of the uses of the preterite and imperfect.

6. Yellow handout: Verbs that change their meaning. Remind students that some verbs are translated differently in the preterite form than they are in their imperfect form.

7. White verb grid – Students conjugate these verbs WITHOUT consulting and references OR each other.

8. Green packet – Activity 2-5. Have students work on this while you take roll. Review answers with overhead transparency.

Whatever is NOT completed in class IS DUE for class tomorrow. Remind them, please of their test tomorrow over all of this, AND the vocabulary on page 104.

Spanish III 04-16-07

Spanish III 04-16-07

• We got a new seating plan – drew the number of our new desk to find our new seat.
• “Seating Chart” quiz – just for review, we wrote down each others’ real names and classroom names.
• Completed the WAVA listening exercises.
• Period 2 : 30 minutes of juegos en Español.
• Period 4: Partner communicative activity 2-1. Kind of like “20 questions” – you try to guess what your partner’s work of art is by posing questions.
• Homework: STUDY for 2A exam on Wednesday. We will have a sub tomorrow, as I’ll be proctoring the ACT exams. LOTS of review activities – especially over the preterite and imperfect tomorrow.

Spanish IV – 04-16-07

Spanish IV – 04-16-07

• Scored and turned in our homework packets
• Got our new hall passes for the quarter
• Organized the class into concentric circles.
• Divided the pages from two books: Los animals de la selva and La erosión tierra
• Read the pages at each station as we cycled through them. We wrote down new vocabulary that we discovered and also wrote down questions that we had on the material.
• One station included a choice of two experiments: Erosion by water and erosion by ice.
• Due to ACT exams tomorrow, no homework.

Spanish IV 04-11-07

Spanish IV 04-11-07

• Juego del Porvenir – we played our “Fortune teller” games with a partner, then used a few as examples for the whole class.
• Homework corrections of the workbook exercises 2-1 through 2-5: Practicing the Vocabulary, Ser/Estar/Haber, Futuro
• Partner oral: practicing the vocabulary (p. 46) & the Future. Communicative Activities –Arcos y Alamedas, page 53 & 54.
• Tarea:

(1) Finish the workbook packet

(2) Study for 2-A test tomorrow

(3) Bring all of your tareas – we’ll organize the packet in class.

Spanish III 04-11-07

Spanish III 04-11-07

• Partner orals: practicing the vocabulary (p. 104) & the past tenses. Communicative Activities 2-2 & 2-3.
• Vocabulary practice: partner flashcard drills
• Corrections of the homework: Review of Preterite versus the Imperfect Act. 17 & 18, textbook pages 77 & 78.
• Postponed the 2-A test until next week: Wednesday, April 18, 2007
• We WILL have our projects-based quiz tomorrow, however. Remember to bring your notes.
• Introduced the homework:

(1) “Prueba – Preterite &/or the Imperfect” – we’ll not count this as a quiz, but use it as homework.

(2) Bring notes for Projects Quiz

(3) Period 2 – Earned their “Juegos time” – may bring food tomorrow.

Spanish III 04-10-07

Spanish III 04-10-07

• Warm-up: page 72, Ampliación del lenguaje –ismo & top of page 73 – Reading comprehension about an artist.
• Listening comprehension activities: WAVA 1, 2 & 3: pages 22-24
• Corrections of the homework: Review of Preterite versus the Imperfect (WAVA activities 6 & 7, pp 26 & 27)
• Introduced the homework: Activities 17 & 18 – More practice using the preterite & imperfect.

Spanish IV 04-10-07

• Practiced our vocabulary by completing a crossword based on the words on page 46.
• More Power Point and notes over ways of using “To be” in Spanish – Reviewed Ser & Estar, added onto Haber. Included Tener and Hacer expressions.
• Corrected the homework.
• Distributed workbook packet 2-A
• Explained about the “Fortune teller” folded paper game: write the numbers in the 100’s, Include at least 3 forms of the future in each fortune – making a cause/effect and ultimate result out of the fortune. No more than 4 “bad” fortunes.
• Tarea: (1) Make the fortune teller game (2) complete the workbook packet through exercise 2-5.

Spanish III 04-09-07

• Warm-up: Activity 6 – page 72 (written) & Act. 7 (oral)
• Corrected the homework: 2-4, green workbook packet
• Review of the preterite: conjugations and translation sentences.
• Review of the imperfecto: conjugations and translation sentences.
• Review of the preterite versus the imperfecto, when using them together in a story – see page 76
• Activities 15 & 16, page 76 & 77
• Reviewed test 1-B
• Announced TEST 2-A: Thursday April 12, 2007 (I’m not sure if it will be included in this quarter’s grade)
• Homework: WAVA workbook, Activities 6 & 7, pages 26 & 27

Los perfectos: Haber + participio pasado

Haber y los perfectos

El perfecto necesita una conjugación del verbo auxiliar Haber + participio pasado

(_________ ado/ido)

1. Presente perfecto indicativo

(perfecto de indicativo, el pretérito perfecto, antepresente)

Haber = presente indicativo Have/Has _____ed

2. Pluscuamperfecto

(pluscuamperfecto de indicativo, pretérito pluscuamperfecto)

Haber = imperfecto Had _______ed

3. Pretérito perfecto

(pretérito anterior, antepretérito)

Haber = el pretérito Just have ____ed

4. Futuro perfecto

(futuro compuesto)

Haber = el futuro Will have ____ed

5. Condicional perfecto

(potencial compuesto)

Haber = condicional Would have _____ed

6. Presente perfecto subjuntivo

(perfecto de subjuntivo, antepresente subjuntivo)

Haber = el subjuntive presente May have ______ed

7. Pluscuamperfecto de subjuntivo

(Pretérito pluscuamperfecto)

Haber = el imperfecto de subjuntivo Might have _____ed

Spanish IV 04-09-07

Spanish IV 04-09-07

• Reviewed the uses of Ser, Estar, Haber (See pages 49-52)

• Saw Power Point and did some review translation sentences.

• Took notes over the different Perfectos – see the previous blog entry.

• Got our 30 minutes of Juegos de mesa: Lotería Anahuac; Mil hitos, “Escrabble, Escoja Dos, Serpientes y escaleras, La Oca, Pirinelas

• Announced 2-A test: Thursday, April 12, 2007:
1. Vocabulary page 46,
2. To Be: Ser-Estar-Haber-Tener-Hacer
3. El futuro y el condicional

Spanish III 04-06-07

• We did the listening and reading of pages 68-71. We included the 2 active listening exercises, pp 68 & 69, and the written answers to act. 3, page 70. We also used the overheads of the works of art pictured in our textbooks to help us describe the work.
• We talked about art concepts, and I shared paintings from an artist’s web page, who just happens to be my brother. We applied our vocabulary to describe his paintings.
• In our green workbook packets, we applied the vocabulary in exercise 2-3.
• We further practiced the new vocabulary by playing some of the Quia games from the site listed at the top of our vocabulary list packet.
• Tarea: Complete Activity 2-4 in the green packet.

Spanish IV 04-06-07

• Students took notes over the uses of Ser, Estar & Haber –pp.49-51, while I checked in their homework: Ex. 2-15 & 17 AND their Definitions – last column from the graphic organizer from the reading activities.
• We discussed whys to identify which “to be” verb we use in different circumstances. Remember: el estado (state) = estar; la esencia (essence) = ser; if you include “there” with is/are = haber.
• Wrote out and reviewed activity 2-8, “ProIguana” (ser, estar o haber)
• Thanks to Mrs. Lopez for developing our reading/realia activities. She was able to visit today so we played the “Reading/Sorting” game. In groups of 2 or 3, students used the materials found in their envelope – Theme: Natural Resources and Natural Phenomena.
• Since we are on a Spirit Assembly Schedule, we didn’t have time for our Juegos en Español – Para Lunes – ¡Yo les juro!
• Tarea: Complete the packet we began in class today: Uses of Haber; El fuluro; Ser/Estar/Haber; Practicas del vocabulario.

Spanish IV 04-05-07

• Distributed MY categorized vocabulary list for lesson 2-A, page 46.
• Reviewed the forms and the uses of the Future tense- gave notes and referred to pages 55 and 56 in the textbook.
• Reviewed the forms and uses of the Conditional – student took notes as this is NOT in the text, but it shares similarities with the Future tense.
• Put students into working groups/pairs and distributed a “realia” reading activity based on the car ad about cars in the future.
1. Students first READ the article aloud
2. Discussed the article.
3. Designed an advertisement about a car for the future.
4. Presented the ad orally to the class.

• Tarea: Activities 2-15, page 56 AND 2-17, page 57 in text.

Spanish III 04-05-07

• Warm-up: Translation sentences and vocabulary exercises on the overhead, while I stamped and entered daily work points.
• Corrected the backside of the blue vocabulary exercises done as homework last night.
• Corrected pages 21 & 22 in the green workbook packets – started in class but not corrected yesterday. I stamped these as well as the homework.
• Took the Chapter 2-A A ver si recuerdas vocabulary production test and corrected it in class.
• Distributed the vocabulary sheet and grammar for lesson 2-A, page 104, with a Quiz vocabulary review sheet.
• Tarea: Complete the vocabulary handout for tomorrow.

Spanish IV: 04-04 4-07

Sub – Mrs. Fowler

(1) Homework credit and review

Students played “Estoy pensando en una palabra” with their homework definitions while Mrs. Fowler stamped their definitions as homework.

(2) Students verified one another’s homework packets

(3) Reading circles: The bulk of the class –

Students in concentric circles, with a different “Lamina” at each station.

They had 10 minutes per station (set the timer on the desk). Everyone moved to his/her LEFT whenever you call time.

Students were to SCAN the reading and to use the pictures and the words they DO know and the CONTEXT CLUES to help them come up with their best guess for the meanings of the key words they don’t know, using the graphic organizer that they began on Tuesday :

Graphic Organizer for the “Laminas” – the teaching sheets from Mexico

Las palabras claves = Key words

Las que ya sé	Las que NO ya sé	Mi major adivinanza	El sentido verdadero
In this section you write down the words that are the MAIN IDEAS that you ALREADY KNOW	In this section you write down the MAIN IDEA words that you DON’T already know	Your best guess of the meaning based on the context clues from the reading: think about the topic, look at the pictures, and the other words around the unknown word	LATER (NOT during the reading), look up these words from the second column and verify their meaning.

(4) Tarea:

(1) Study the Vocabulario page 46, while completing exercises 2-3 & 2-3 on page 47.

(2) Exercises 2-2: Each statement includes the origin, use and effect of the item

(3) Exercise 2-3: They can number 1-6 on their paper and complete the sentence with the word from the Ampliación section of the vocabulary that is related to the word in the sentence in italics.

Spanish III – 04-04-07

Spanish III – 04-04-07

Sub – Mrs. Fowler

(1) Warm-up and homework verification:

• Introduce the basic concepts for the Practica de vocabulario, on page 62 - Reminded students about the grammar on page 63: (a) adjective agreement and (b) the irregulars of comparisons of: major/peor and mayor/menor

(2) USED the OVERHEAD TRANSPARENCY page 49 to help guide students with the Practica de vocabulario, on page 62.

• While they worked on their lists and spoke about the two paintings, -stamped their homework – blue sheet - reviewing the vocabulary and grammar from page 63 –front side only.
• Called on students to share comparisons about the two paintings.

(3) Corrected the homework – Wrote answers on the overhead projector

(4) Vocabulary reinforcement - The students played “5 preguntas” (page 64)– we went over these words yesterday

(5) Practice workbook packet (green): Students completed the first two pages (21 & 22) practicing making comparisons.

(6) Tarea: Vocabulary test on pages 62 & 64 AND the back side of last night’s homework (blue handout).

Spanish III 04-03-07

• Reviewed the vocabulary of “A ver si recuerdas” for Unit 2-A, pp. 62 & 64.
• Students completed Actividad 4, page 64, part 1 & 2.
• Played the “I’m thinking of a word” game using the descriptions we wrote for Actividad 4-part 2, just leaving off what profession we were describing. The rest of the class raised their hands when they had figured out the answer.
• Took a “practice” vocabulary recognition test – translating the Spanish items to English (vocabulary pp 62 & 64).
• Announced the “Production Test” – spelling test, translating the English to the Spanish for these words on Thursday of this week (April 5^th).
• Reviewed making adjectives agree with the nouns described AND three types of comparisons: (1) Unequal (taller/shorter than); (2) Equal (just as tall/ fast as AND just as much/many as); (3) Superlative (the tallest; the most__ of the group).

We used classmates and realia to make observations and express comparisons.

• Tarea - Distributed a BLUE handout. Complete the front side (for pp 63 & 63) for tomorrow. STUDY for Thursday’s test.

Spanish IV 04-03-07

• Turned in paragraph about the conversations from yesterday (Spring Break).
• Read page 45 aloud with a partner and completed Exercise 2-1, page 46
• Got credit for your own organized vocabulary, page 46.
• Reading groups: Using the “laminas” from Mexico, with a partner we scanned the information pertaining to the picture sheet. We looked for the key words and completed the following graphic organizer:

Las palabras claves = Key words

Las que ya sé	Las que NO ya sé	Mi major adivinanza	El sentido verdadero
In this section you write down the words that are the MAIN IDEAS that you ALREADY KNOW	In this section you write down the MAIN IDEA words that you DON’T already know	Your best guess of the meaning based on the context clues from the reading: think about the topic, look at the pictures, and the other words around the unknown word	LATER (NOT during the reading), look up these words from the second column and verify their meaning.

• Tarea On the pink handout of the scrambled vocabulary words:
1. Circle and number at least 10 of them.
2. On the back copy down these words in the same order and write definitions in Spanish for them. We’ll use this for a game in class tomorrow.

Spanish IV 04-02-07

• Reviewed the interrogatives then added the type of information each requests to complete the communication when an interrogative is used in a question.
• Reviewed 4 different question types; then made a grid including these with a column for the name of our classmates.
• Used this grid/table to conduct 4 interviews with peers about their activities over Spring Break. Each partner kept track of the types of questions the other posed.
• Introduced the new topic: Ecology with a “KWL” chart: What I know; what I want to know and what I learned – we’ll fill in the last column at the end of the unit.
• Brainstormed vocabulary for geographic features and natural phenomenon.
• Reviewed the vocabulary on page 46.
• Tarea: Organize the new vocabulary into groupings/categories that make sense to you.

Spanish III 04-02-07

• Reviewed the interrogatives then added the type of information each requests to complete the communication when an interrogative is used in a question.
• Reviewed 4 different question types; then made a grid including these with a column for the name of our classmates.
• Used this grid/table to conduct 4 interviews with peers about their activities over Spring Break. Each partner kept track of the types of questions the other posed.
• Introduced the new topic: Fine Arts with a “KWL” chart: What I know; what I want to know and what I learned – we’ll fill in the last column at the end of the unit.
• Brainstormed vocabulary the “plastic arts” – those that represent dimensionality and the performing arts.
• Reviewed the vocabulary on pages 68 & 104.
• Tarea: Make a study system for the vocabulary on page 104