Spanish III 05-31-07

Spanish III 05-31-07

• Took and corrected our first verb quiz – using the 9 tenses of the verbs in Para Empezar (review unit at the beginning of the course).
• Reviewed the verbs for tomorrow, practicing conjugations, translations and identifying their tenses.
• Corrected our homework, WAVA 44 & 45.
• Listened to WAVA activity 4.
• Previewed homework exercise 39 – the nosotros form of the subjunctive – Remember that –ir stem-changer verbs have the “extra” change here!
• Announced: Verb quizzes for Mon, Wed, Friday next week AND TEST 3-B for Tuesday.
• Tarea
1. Act. 39, page 138
2. Verb quiz #2; Para Empezar list: Acostarse – Secarse
3. Period 2 earned their 30 minutes of Juegos españoles – bring wrapped candies for the spinners.

Spanish IV 05-31-07

Spanish IV 05-31-07

• Reviewed the reading about Rigoberta Menchú: first with our “Tiburón” partner, then as a whole class. I gave background on Menchú and the civil war in Guatemala in the 1980’s.
• After a brief intermission – fire drill – we finished the first segment of the movie, El Norte.
• Tarea:
1. Verb quiz # 19 (Proteger – Vencer)
2. Make a graphic organizer that includes all of the principal characters from this part of the movie, and include how they are related to one another.
3. List the major plot turns for the first part of the movie.

Spanish III 05-30-07

Spanish III 05-30-07

• Turned-in signed progress reports from Edline.
• Warm-up: Textbook page 129, Activity 25: Working with our seat partners, we read the internet article about teenage health issues and answer the questions below. Then we reviewed this as a whole-class activity.
• 20 sentence sentence translation handout: practicing both object pronouns (direct and indirect) as well as indicative versus subjunctive verbs. We worked with our “mapache” partners and wrote out these sentences. After a few minutes working independently, we began writing these up on the Smart Board and reviewed WHY the answers were what they were.
• Reviewed for the review verb quiz for tomorrow. (1) Got a packet of all of the active verbs through Chapter 3-B. (2) Verified the tenses included from the 3-page conjugation packet handed out before: Forms #1-7 and Presente perfecto & Pluscuamperfecto.

(3) Wrote out 10 examples of verb phrases to be translated into Spanish then identified the tense of the verb.

Note: I verified subject pronoun clues: You (inf.) = tú; You (form.) = Ud.;

You guys = vosotros; You (all) = Uds.

Example:

Verbo inglés: Verbo español: El tiempo:

1. I arrived llegué pretérito

2. She gives ella da presente indicativo

3. You (all) used to fall Uds. caían imperfecto

4. You (inf) have seen Has visto presente perfecto

5. Look! (you inf.) ¡Mira! Mandato

Tarea/Homework:

1. WAVA workbook- pp. 44, 45 – writing practice

2. Verb conjugation quiz - Para empezar list: ayudar-sentirse

Spanish IV 05-30-07

Spanish IV 05-30-07

• Verb quiz #18: took and corrected
• Proyecto: Ana re: Frida Kahló – fue muy interesante, ¡gracias, Ana!
• Stamped voc. Lists, page 89 & Comparaciones – page 99 (Rigoberta Menchú)
• Finished “Los braceros” DVD re: guest workers from Mexico 1943-1964.
• Began, “El norte” – filmed in 1983 re: the Mayas in Guatemala. We say the beginning –

1. Workers harvesting beans in a coffee finca overseen by the “patrón”,
2. The patrón paying for information about the worker’s organizational meeting,
3. A view of a typical village (San Pedro), and many of the daily customs:
• carrying water to use in the home,
• making tortillas a mano en el comal,
• el paseo por el parque,
• el noviazco.

· Tarea: WB packet 3B – page WB 56 (vocabulario)

Spanish III 05-29-07

Spanish III 05-29-07

• Reviewed what the subjunctive is and how it is used.
• Corrected the homework from last week, page 135, Act. 34 & 35.
• Reviewed how stem-changers work in the subjunctive – NOTE: -ir verbs do that “third level” of change in nosotros/as and vosotros/as.
• Wrote out activity 38, on page 139, and corrected it.
• Reviewed the verbs from Para Empezar – on your “Active verbs list”
• Showed another verb conjugation site that has been really helpful to my Spanish IV students www.wordchamp.com I recommend using this site to review for both our class verb quizzes as well as preparing for the final examination.

• Period 2 reviewed their 3A tests – some students stayed after in period 4 to see theirs.

• Homework:
1. Print out a copy of your grade from Edline, or see me to get one, and have your parents sign it for class tomorrow.
2. Practice the verbs from Para Empezar. Know their meanings and how to conjugate them in the tenses we’ve used, and how to translate them from these forms into English.

Here are the tenses/forms we’re using:

1. present indicative 2. preterite 3. imperfect indicative 4. present progressive 5. past progressive 6. present perfect (preterite perfect) 7. pluperfect 8. commands/imperatives 9. present subjunctive

Spanish IV 05-29-07

Spanish IV 05-29-07

• José presented his project on Dalí and Agustina presented hers on the Ecology of Costa Rica. !Muy interesantes!
• I reviewed what would be included on the final exam, gracias a Olga for double checking.
• Reviewed the verbs we would be testing this week: group 18 and 19.
• Practiced the verbs at the site Antonio found,
• Watched most of the video, Los braceros – we only have about 5 minutes to finish it up.
• Tarea
1. Read text page 99 about Rigoberta Menchú and list ideas to discuss for the comparamos section.
2. Complete the lista de vocabulario, page 89, distributed in class.
3. Study for verbs #18

Spanish IV 05-15-07

Spanish IV 05-15-07

• Verb quiz, group 17, and corrections.
• Stamped and corrected the homework, WB 54 & 55 (NOT 25, as I wrote in yesterday’s blog – Perdón)
• Proyectos:
• Raúl- Diego Rivera
• Margarita-La cocina española
• NO HAY TAREA – diviértense este fin de semana.

Spanish III 05-25-07

Spanish III 05-25-07

• Period 2 – Doughnut party – Thanks, Gilberto, for bringing so many books for the book drive.
• Practiced “Las mañanitas” song – needs to be memorized for finals’ week.
• Homework stamped – but since quite a few people were absent, we’ll review this on Tuesday.
• Watched, Melting Pot – Tradicional Foods of Mexico.
• Period 2 – Oral: health and fitness articles; Period 4 – juegos en Español
• No homework: have a safe and fun Memorial Day weekend.

Spanish III 05-24-07

Spanish III 05-24-07

• Warm-up: Exercise 30, page 132.
• Read the article in Act. 17, from last night’s homework, aloud with a partner, then reviewed your answers to the questions in the bullet below the article.
• We read the article aloud, as a whole class, and we also shared our ideas about the answers to the questions: What foods were these teenagers in Avila missing in their diets? What foods would you recommend? And Why? – what minerals, vitamins, etc, would they add to their diets and why would that be important?
• Reviewed the Subjunctive – both while we made recommendations in the previous activity AND with Act. 32 – page 134.
• Period 4 – Completed our “Article” oral – in groups of 4 we discussed the articles we had read as well as asked and answered the questions we had prepared.
• Tarea:
1. Act. 34 & 35, page 135

Spanish IV 05-24-07

Spanish IV 05-24-07

• 2 projects presented today – due to technical challenges we had to postpone Margarita’s and Agustina’s to tomorrow (Fingers crossed the tech department can come up with an iMac 2007 projector adaptor)
• La exposición del proyecto de Antonio – Jiu-Jitsu Brasilero
• La exposición del proyecto de Olga – Los días de los muertos
• Taped orals – La historia oficial: In groups of 4, students taped their conversations identifying the principal characters, described their relationship to one another and supported their answers to the comprehension questions citing movie references.
• Tarea:
1. Verb #17
2. WB 25 – Subjunctive or Indicative following impersonal expressions.
3. Finish projects tomorrow?

Spanish III 05-23-07

Spanish III 05-23-07

• Listening and speaking exercises: pp. 126-028
• Activities 21, 22 and 23.
• Review of Equipment, Exercises and Client Services one could find in a Health/Sports club/gym.
• Introduction of the subjunctive: similar to the Mandatos – BUT NOT EXACTLY THE SAME. See pages 132, 135 and 137.
• Practiced sentences using the subjunctive where one person is trying to influence the actions of someone else.
• Practiced sentences where an impersonal expression can be followed by either and infinitive or a clause with the subjuctive.
• Corrected the homework packet: Matching exercise, 2 crosswords and Lotería game based on food vocabulary.
• Played “Lotería” – from tarea.
• Postponed article orals to tomorrow.
• Tarea: Read the article about teenagers and their eating habits – Conexiones -activity 17 on page 124. Write up (1) what food are missing from their diets, (2) what elements these omitted foods include and (3) why those elements are important to include in one’s diet.

Spanish IV 05-23-07

Spanish IV 05-23-07

• Took verb quiz, group 16 (sonreir – volver)
• Corrected both quizzes 15 & 16.
• Corrected the homework (Ex. 3-10, textbook) + practiced using impersonal expressions with either the subjunctive or the indicative in the subordinate clause.
• Organized into teams/groups for the taped oral, La historia oficial. However time only allowed us to set up recording stations, familiarize ourselves with the recording process and double-check we are, in fact, recording.
• Now that we are organized, we can roll into this activity FOR SURE, tomorrow. Along with 4 projects, we’ll have a very full day on Thursday.
• Tarea: More practice using impersonal expressions =

Workbook packet: WB 53-54

Spanish IV 05-22-07

• Juego de repaso – La historia oficial - http://www.quia.com/rr/67635.html

Remember: Pregunta(s) errónea(s)

Vieja amiga de Gaby que vuelve de exilio (de Alicia) - Ana

Los alumnos dicen que la historia está escrita por los asesinos. -Falso Cierto

• 3 Proyectos fantásticos:
• Eva - La comida mexicana, Y qué pastel más rico, Eva. Muchísimas gracias a la tía de nuestra parte.
• Alicia - La musica latina
  
• Leticia - Andres Segovia
• Tarea:
• (1) study page 83 – subjunctive, or indicative, used after impersonal expressions –
  
• (2) Practice impersonal expressions with exercise 3-10, page 84
• (3) Prep for your recorded oral tomorrow on La historia oficial.

Spanish III 05-22-07

Spanish III 05-22-07

• Warm-up sentences practicing the informal and formal commands.
• Game: Teams of four working with a list of infinitive verbs, each with an indirect or direct object phrase, - both drawn from the unit theme, take turns changing the prompt through 4 forms of affirmative and negative commands.
• Reviewed the answers to the game prompts as a whole class.
• Took the 3A test: vocabulary spelling test and command forms of verbs.
• Distributed the vocabulary list, and quia site, for 3B vocabulary.
• Tarea: Food packet – complete the crosswords and prepare the Lotería with each answer in BOTH Spanish and English.

Spanish IV 05-21-07

Spanish IV 05-21-07

• I announced a change in the assignments for this week: I’ve decided NOT to have the students write a composition for Thursday about La historia oficial, but will include this as one of the essay questions on the final exam.
• I announced the format of the final: a test over the uses of the subjunctive; essay questions based on the two movies, an open-note test on the research projects.
• Los proyectos sobre Costa Rica: Dani and Olivia – ¡Qué buen trabajo, señoritas!
• Verb quiz #14 – we’ll review it tomorrow
• Finished the movie, La historia oficial.

Tarea: (1) Complete the pages in the movie packet, except for the composition.

(2) Verbs for this week: Weds. = #16; Fri. = # 17

Spanish III 05-21-07

• Turned in our articles and write ups.
• Turned in our completed Encuestas from Friday.
• Organized into 7 groups for rotating review stations; each team had 6 minutes at each of the following stations:
1. Computer vocabulary games on the Smart Board
2. Sentence translation, practicing Tú (informal) commands and Ud/Uds (formal) commands.
3. Vocabulary flashcard review
4. Tú commands – drills: Affirmative and negative
5. Ud/Uds commands – drills: Affirmative and negative
6. Partner orals 3-1: Tic-Tac-Toe with definitions
7. Partner orals 3-2: Asking for and giving advice with Tú commands.
• Whole class review – went over the answers to the overhead translation sentences and double checked we understood the command forms.
• Tarea: 3A test: vocabulary and commands.

Spanish III 05-18-07

Spanish III 05-18-07

• Una Encuesta (Class survey) about our eating habits. Asked 5 questions of 4 others. Documented their responses. Answer the questions for yourself, and report what you found out about the others, in the second and third sections of the handout.
• WAVA listening comprehension exercises. We completed exercises 1, 2 and 3.
• Period 2 = fire/evacuation drill
• Period 4 – Direct, and Indirect object pronoun practice: Interactive games, using the Smart Board.
• Both periods 2 & 4: Practiced direct object pronouns with the “S/he loves me, loves me not” game with paper daisies (margaritas).
• Homework: (1) Complete the survey, as discussed above.

(2) Blue handout about reading an article in Spanish regarding a health issue. Have article read and ready to discuss on Monday, per the instructions on the handout. Monday’s discussion = 25 points.

Spanish IV 05-18-07

Spanish IV 05-18-07

• Took and corrected Verb quiz #14.

• Continued with La historia oficia, but we didn’t quite finish it – we’re about 10 minutes shy, so we’ll finish it up on Monday. Therefore I’ve postponed the movie follow-up activities as follows:
1. For Tuesday –questions about the characters: describing them and how they are connected to one another; Complete the chart: how the lyrics to Gabi’s song related to Roberto, Alicia and Gabi.
2. For Wednesday –a small-group orals: discuss the comprehension questions and the details of the movie: specific plot devices, major plot turns, how the characters develop/change over the course of the movie. Be able to site specifics to support your comments.
3. For Thursday – 300-400 words, typed, essay in Spanish. Discussion of the main characters; their character development throughout the movie; the symbolism and motifs used and their significance; parallels between Alicia’s childhood and Gabi’s.

• Los proyectos – we’ll continue with these through next week.

Lunes: Olivia, Daniela, Olga Martes: Veronica, Alicia, Leticia

Jueves:Agustina, Antonio, Margarita Viernes: Raúl, Ana, José

• Los verbos:
1. Lunes = #15
2. Miércoles = #16
3. Viernes = #17

Spanish III 07-17-07

Spanish III 07-17-07

• We shared our hall signs and turned them in.
• Activity 10 – page 121: parte 1 = read a recipe; and explained what is healthy about it.
• Activity 12 – page 122: parte 1 = directed your partner in preparing the recipe, using tú commands.
• Activity 12, part 2: with your partner wrote up a recipe that you know how to make, or create one (silly or real). Planned it out, being sure to include at least 5 affirmative tú commands, and at least 1 negative one.
• Wrote up your receta, and decorated it, on colored paper
• We watched the end of the movie – Happy Feet.
• Tarea: Handout: Write up a day’s healthy eating plan, including what foods you would include for each meal in each food group. Don’t forget to include the quantities for each item.

Spanish IV 05-17-07

Spanish IV 05-17-07

• Took and corrected the verb quiz for group #13.
• Distributed packet of materials for the movie, La Historia Oficial.
• Reviewed the vocabulary items from yesterday.
• Answered the preliminary questions- historical background- prior to viewing.
• Watched the first half of the movie (through the birthday party for Gabi).
• Announced upcoming movie-based assignments:

For Monday:

1. Complete the questions about identifying the character’s relationships to one another, as well as personal descriptions of each of the characters listed on the two pages (graphic organizer and top of the page with Gabi’s song).
2. Fill-in the chart about how the lyrics of Gabi’s song pertains to each of the main characters: Alicia, Roberto and Gabi.

For Tuesday:

1. Be ready to discuss the comprehension questions in detail, being able to site specific scenes and characters to support your answers.

For Wednesday:

A typed 350-400 word composition discussing the characters and their personal development during the movie, supported with specific details using the symbolism and motifs included both in key scenes as well as through out the movie.

• Tarea – para viernes: (1) verb quiz, group #14
• Los verbos para la semana entrante:
1. Lunes = #14
2. Miércoles = # 15
3. Viernes = #16

Spanish III 05-16-07

Spanish III 05-16-07

• Act. 5, page 117
• Act 9, pg 119 with a partner
• Corrected homework (act. 7, 11) and reviewed vocabulary and direct commands – NOTES!
• Activity 13, page 122 – Negative tú commands
• Reviewed our 5 tú command pairs: Do’s and Don’t do’s.
• Homework: Make a HELPFUL poster for the hallway, using commands – Mandatos de Uds.
• Reminder: Unit test, Tuesday: the 22^nd.

Spanish IV 05-16-07

Spanish IV 05-16-07

• Roberto, Bárbara and Carmen presented their projects on: La conquista de México, Argentina, Buenos Aires.
• La Guerra Sucia – las investigaciones and I filled in more information about the history of the era.
• We’ll start the movie, La historia oficial tomorrow.
• Homework: (1) Workbook packet 3-A, first two pages.

(2) Verb quiz #13

Spanish IV 05-15-07

Spanish IV 05-15-07

• Took our verb quiz – group 12 – then reviewed/corrected it.
• “Samuel” gave his exposition projects over los Sanfermines – we learned lots about this festival that we always see on the news as the running of the bulls!

Due to some technical challenges – Roberto will start us off tomorrow.

• Oral Interactivo – parte III: each team member had an opportunity to pose questions (ataques) and defend their selections, seating arrangement, etc.
• Preliminary discussion about La Guerra sucia – Argentina. Defined some terms: la inteligencia, the power elite, fascism.
• Tarea: Do more specific research tonight. Find out:
1. What was going on in the political/social climate in Argentina prior to the military takeover to threaten the power elite?
2. Why was the inteligencia considered a threat to the power elite, and how was the inteligencia threatened by the power elite?
3. Who were “los desaparecidos” ?

Spanish IV 05-14-07

Spanish IV 05-14-07

• Turned in our written work packets for the projects.
• “Juanito” and “Concha” gave their exposition projects over Real Madrid and La ciudad de Madrid. !Bien hechos y muy interesantes!
• Oral Interactivo – parte II: We made a circle and each team member explained whom they had decided to invite to their exceptional dinner and why.
• Tarea: Verb quiz – group 12

Spanish III 05-15-07

Spanish III 05-15-07

• Reviewed the corrections on the 2-B vocabulary and verb conjugation test.
• Introduced the Mandatos. We started by going over what we remembered about how to form the commands. Then we went to the text, page 121, and reviewed the grammar box at the top of the page.
• With our “oso polar” partners, we came up with sentence pairs for the irregular tú commands: Do _____; Don’t______. We wrote these out in mini-posters.
• We wrote out Act. 11, page 121, with our partners, and put our answers on the Smart Board to review as a whole class.
• We reviewed what the book said about negative tú commands – to verify what we thought we remembered.
• We reviewed exercise 6 – page 118 (last night’s homework)
• Homework:
1. Act. 7 and Act. 11 in textbook – practicing affirmative and negative tú commands.

Spanish III 05-14-07

Spanish III 05-14-07

· Practice vocab. test = A ver si recuerdas- pp 108-111.

· Pg. 150: we practiced the vocabulary for the new unit/chapter.

· A primera vista, pp. 114-116. These are the introductory pages of Unit/chapter 3-A. We listened to the conversations, practicing the reading, listening to and speaking the vocabulary in context.

· We completed exercises 1, 2, 3 in both class periods. Period 2 also completed exercise 4, and wrote their sentences from “la intrusa” on either the Smart Board or the white board.

· Homework:

1. Activity 6, page 118.

2. WAVA, page 40: 3 sentences for each drawing.

3. Complete your food diary – With the food eaten in Spanish, please☺

4. Write out the sentences from exercise 4, page 116.

Spanish III & IV 05-11-07

Sub Plans for: Catie Thurber-Brown

For: May 11, 2007

Students will be watching the movie, Happy Feet today, in Spanish, of course with Spanish subtitles.

Students are to:

1. List the major characters (el personaje)
2. Make a list of Spanish AND English equivalents of the vocabulary they figure out from the context.
3. Summarize the major plot developments of the story – Yes! In Spanish.
4. Turn in your work at the end of class.

Note: The music is in English as the move starts, but the dialogue and the subtitles WILL be in Spanish. Also you’ll notice, as is usually the case, the Spanish that is spoken IS NOT the same words – but they carry the same message as the subtitles.

I’m leaving popcorn and Crystal Lite lemonade, so I’m sure you’ll have a fun day!

Spanish III 05-10-07

Spanish III 05-10-07

• Reviewed the body vocabulary with the song, with movements, Mi Cuerpo – by Lonnie Dai Zovi.
• Reviewed body parts, the verb “dolerle a uno” and direct tú commands with the Lonnie Dai Zovi song/rap “Me duele la cabeza”
• Took the body parts quiz and then corrected it in class.
• Partner conversations asking and answering questions based on the “diary” completed as homework. One partner kept track of the number of questions the other partner was able to pose in the preterite.
• Went to the USDA’s food pyramid website in Spanish, and reviewed what foods are included in the “grains” and “vegetable” groups, and what quantities constitute a portion. I showed the students how to “fill their plates” to be sure they are eating a balanced meal.
• Tarea: continue with your food & exercise diaries in Spanish.

Spanish IV 05-10-07

Spanish IV 05-10-07

• Verb quiz, group #11: impedir-morir. We took the quiz, then corrected it in class.
• Reviewed the material for the projects required of everyone for Monday – I also distributed a copy of the grading sheet, so students can refer to it while preparing to assure themselves they had all the required elements included.
• We divided ourselves into 4 groups for the first part of our next interactive oral: ¿A quiénes se invita a cenar? – the groups negotiated among themselves who they would invite to this “extraordinary dinner” where anyone ever born could be included, and what the seating arrangement should be to best enhance the evening.
• Next, the groups decided who would “defend” which guests to the rest of the class on Monday – the students will each need to explain why the guests were selected and be able defend their choices, while the other students ask probing questions of them.
• I announced the verbs to be tested next week: Tues = #12, Thurs = #13, Fri. = #14.

Spanish III 05-09-10

Spanish III 05-09-10

• I led the class in a quick “Simon says” body parts review, then divided the class into teams. These teams continued playing while I stamped and entered homework into the gradebook.
• Whole class body parts review, followed by a “rousing rendition” of Heads, shoulders, knees and toes – en Español.
• I announced “Body parts” quiz for tomorrow. Know the items on page 110 and a few others: eye brow, heart. Make sure you know the major limbs, joints and torso parts – those that are appropriate for polite company.
• Big review of Indirect Object Pronouns – page 111. We also completed Activities 6 & 7.
• Period 4 finished the notes on table settings.

Tarea:

(1) Quiz on page 111 + a few extras = El cuerpo humano

(2) Entry #3 on Diario de Salud

Spanish IV 05-09-07

Spanish IV 05-09-07

• Rescheduled movie La historia oficial - not all permission letters returned as yet.
  
• Verb quiz – group 10 (Gemir-Huir): took and corrected the quiz.
• Went over the verbs in group 11 – meanings and irregularities? Modeling how students ought to be preparing outside of class for these verbs.
• Verb review: 3 page handout of grids practicing 5 verbs per page in 4 different tenses per page, practicing the verbs in group 11.
• Reviewed the reading from page 70 and the comprehension exercise 3-1 on page 81.
• Preview: What do we know about Argentina? We knew the capital, Buenos Aires, the President’s home – La Casa Rosada, Evita Perón, Ché Guevara.
• Tarea: (1) Research “La Guerra sucia” from 1976-1983, in Argentina.

(2) Verb quiz, group 11 (Impedir – Morir)

Spanish IV 05-08-07

Spanish IV 05-08-07

• Several students were taking the IB Mathematics test today – If you were one of them, please do the reading and exercise described below for class tomorrow, your classmates did them in class today.
• Read page 79 – The United Nation’s Declaration of Universal Human Rights.

You’ll notice much of the vocabulary on page 80 is embedded in this reading.

• Complete the exercise 3-1, on page 81, listing those rights that are guaranteed by the declaration and the abuses from which people should be protected.
• BRISCA –

(1) The 12 students that were here got into 4 groups of 3 each to learn and play this card game using the Spanish deck of cards. They received a packet explaining the Spanish deck (40 cards).

(2) I demonstrated the characteristics of the deck, using my “naipes gigantes”.

(3) Two other students and I played a few open hands to demonstrate how the game is played.

(4) Students returned to their group and played a couple of complete games.

Tarea:

Verb quiz tomorrow – group 10

Have the reading and Exercise 3-1 completed.

Spanish III 05-08-07

Spanish III 05-08-07

• Warm-up: Activity 3, page 109: practicing the Direct Object Pronouns

We practiced with our seat partners, then “performed” this for the class.

• Corrected Activity 4 (homework): more Direct Object Pronouns practice.
• Reviewed our Daily Health Diaries: what we ate yesterday, how much water we drank, what exercise we did and for how long. We added to our vocabulary based on the items the class needed to know how to say.
• Partner questions- we interviewed each other finding out about the information on our Diarios de Salud – substituting in the Direct Object Pronouns in our follow-up questions.
• Tarea:

(1) Step One- Activity 5, page 110…BUT expand on your drawing to be able to illustrate as much of the illness vocabulary on page 110.

(2) Add on to you Diario de Salud – filling in the information for today.

Spanish III 05-07-07

• Practiced “Las mañanitas” song – traditional serenade song- important for cultural literacy: need to know for final exam.
• Checked off and stamped homework from last Thursday: Vocab. study system, pp 108 & 110 AND Unit 3-A ver si recuerdas Active Verb list.
• Pre-test: food and Direct Object pronouns. We took this test, then reviewed while we corrected it.
• Vocabulary list – page 108 + “pre-test” on el cuerpo humano.
• Reviewed the answers to the “quiz” on the middle section of the vocabulary list.
• Additional handout- el cuerpo humano. This includes all of the notes from Thursday as well as some additional items.
• We completed Act. 1 & 2, page 108 – (food).
• We reviewed direct object pronouns, page 109; what they are, how you use them and where they go in relationship to the verb.
• Completed activity 3, page 109.
• Tarea: (1) Write out a diary (in Spanish) of what you’ve eaten today as well as how much water you’ve drunk and how much exercise you’ve done.

(2) Write out Activity 4, page 109

Spanish IV 05-07-07

• Practiced “Las mañanitas” song – traditional serenade song- important for cultural literacy: need to know for final exam.
• I collected more Permission Slips for the upcoming movies and reminded students they should have turned in their summary of the article about Maná and their game preserves.
• Reviewed the expectations and grading for orals – got a copy of the IB orals scoring guide/rubric, along with the results of our last oral.
• Next on-demand interactive oral announced for this Thursday.
• Reviewed requirements of being excused on the day of a major test, oral or project.
• Announced the verbs to be tested this week: Weds – group 10, Thurs – group 11, (Friday – group 12 – I now plan on postponing this to next Tuesday).
• Reviewed the meanings and irregularities of the verbs to be tested on Wednesday. I explained that what we did today in class is the job of the student to do in preparation of these verb quizzes.
• We returned to our “KWL” chart from the beginning of our “Ecology” units and reviewed what we said that we already Knew and what we Wanted to learn; then compared this with what we actually did Learn.
• I introduced the new unit in a similar fashion – we began a new “KWL”, filling in what we already knew about HUMAN RIGHTS.
• I introduced the vocabulary on page 80.
• Gave a preview to the reading on page 79, the United Nation’s Declaration of Universal Human Rights. I also introduced the exercise on page 81 where the students chart the rights that are guaranteed with those that are protected, in the declaration on page 79. – We’ll do this in class tomorrow, so those who’ll be taking the IB Mathematics test tomorrow morning can work on that as homework for class on Wednesday.

Spanish III & IV 05-04-07

We had our Cinco de Mayo food day today.
We shared and enjoyed, among other items:
Mole Poblano, quesadillas, arroz mexicano, tamales,
flan, agua de jamaica, horchata, panes dulces y chocolate para la mesa.

We also watched Linda Ronstadt's concert,
Canciones de mi Padre: mariachi, ballet folklorico, ballet clasico, y mucho mas.

Everyone worked together, and I think this was our most successful food day ever!
!Gracias a todos!

Apuntes: El cuerpo humano

Los apuntes re: El cuerpo humano

La cabeza = the head El cerebro = the brain
El sien = the temple La mente = the mind
Los sesos = the brains

La cara = the face La frente = the forehead

La ceja = the eyebrow El ojo = the eye
El párpado = the eyelid La pestaña = the eyelash
El párpado superior
El párpado inferior

La vista = (the) sight

La nariz = the nose Las narices / las ventanas nasales = the nostrils
La mejilla = the cheek El pómulo = the cheekbone

El olfato = the sense of smell

La oreja = the outer ear El oído = the inner ear
El lóbulo = the ear lobe

El oído = the sense of hearing

La boca = the mouth Los dientes = the teeth
La lengua = the tongue Las papilas = the taste buds gustativas

El gusto = the sense of taste

La barba = the jaw La barbilla/ el mentón = the chin

El cuello = the neck La garganta = the throat
El nuez de Adán = Adam’s apple La amígdala = the tonsil

El hombro = the shoulder El axila = the armpit/underarm
El brazo = the arm/upper arm El codo = the elbow
El antebrazo = the forearm La muñeca = the wrist

La mano = the hand Los dedos = the fingers
La palma = the palm El pulgar = the thumb
El puño = the fist El índice = the pointer finger
El nudillo = the knuckle El dedo de corazón = the middle finger
Las uñas = the fingernails El anular = the ring finger
El tacto = the sense of touch El meñique = the little finger

El tronco = the torso El pecho = the chest
La barriga = the tummy El corazón = the heart
El estómago = the stomach El pulmón = the lung
El ombligo = the navel La parrilla costal = the rib cage
La cintura = the waist El abdomen = the abdomen
La cadera = the hips Las entrañas = the guts

La pierna = the leg El muslo = the thigh

La rodilla = the knee La espinilla = the shin

La pantorilla = the calf El tendón de Aquiles = Achilles tendon
El tobillo = the ankle

El pie = the foot Los dedos de pie = the toes
El talón = the heel El dedo gordo = the big toe
El arco plantar = the arch El segundo dedo = second toe
El tercer dedo = third toe

El cuarto dedo = fourth toe

El quinto dedo = little toe
(el meñique)

La espalda = the back El omóplato = shoulder blade

El lomo = the small of the back El pompis / El trasero = the rear

La columna = the spinal column La(s) nalga(s) = the buttocks

Spanish III 05-03-07

Spanish III 05-03-07

• We organized ourselves into new partner groups using the animals of South America.
• With our “tortuga” partner, we brainstormed the names we could remember for the parts of the body. Then drew a figure and labeled it with these words. We also included appropriate clothing, and labeled that, too. Then we shared our drawings.
• I took my turn at drawing on the board and expanded the vocabulary to add in more details. Students took notes - See the “apuntes” following this blog.
• We played “Memoria” with the partes del cuerpo humano cards.
• Homework: Review the A ver si recuerdas – Chapter 3 preview lesson on pp 108-111.

(1) Make a study system for the vocabulary on pp 108 & 110.

(2) Add the verbs from these pages to your “Active Verbs Vocabulary List” that we started on Monday, making a new section for Unit 3.

Spanish IV 05-03-07

Spanish IV 05-03-07

• Reviewed the uses of the subjunctive
• Completed the exercises in the workbook packet; also practicing when to use the subjunctive versus the indicative or the infinitive.
• Took test 2-B: conjugations in the future and fill-in the form of the verb needed in a written piece: subjunctive, indicative or infinitive.
• Several students finished in time to self-correct their tests using the teacher’s key.
• Turned-in the 2-B workbook packet.
• Tarea: Bring your items for our food day tomorrow.

Spanish III 05-02-07

Spanish III 05-02-07

• Took the test Prueba 2B – Verbs! Vocabulary, conjugations of different tenses and using Estar with the past participle as an adjective.
• Made plans for our food day on Friday – took LOTS of time!
• Period 4 – Finally watched the DVD about the arts; Period 2 – watched a little of Pinocchio en español
• Tarea: Finish your chapter verb-vocabulary lists by tomorrow.

Spanish IV 05-02-07

Spanish IV 05-02-07

• Pruebita de verbo – Verb quiz group 9
• Corrected and reviewed verb quiz
• Reviewed the use of the subjunctive with “negating negative statements” – see page 37. We’ll talk about “unknown antecedents” tomorrow.
• Made plans for our food day on Friday – took LOTS of time!
• Tarea: Test 2-B tomorrow – vocabulary in context, forming the subjunctive, forming the future.

Spanish III 05-01-07

Spanish III 05-01-07

· Reviewed the verbs organized as last night’s homework.

· Major verb conjugation review: focusing on those from Unit 2,
in preparation for tomorrow’s exam.

· Whole class “Come to the Board” verb conjugation practice.
Students distributed dry markers to one another and took turns coming to the board
to write out the various conjugations of verbs in 7 different verb tenses/forms.
They also identified the verb tense name and it’s English equivalent meaning.

· Tarea: STUDY FOR TOMORROW’S TEST.

Be sure you can:
A. TRANSLATE the Unit 2 verbs from English to Spanish.

B. CONJUGATE VERBS in the 1. Present Indicative 2. Preterite 3. Imperfect 4. Present Progressive 5. Past Progressive 6. Present Perfect and 7. Pluperfect.

C. TRANSLATE the conjugated verbs from the Spanish to English.

D. IDENTIFY the name of the tense of the verb conjugated in Spanish.

E. Use ESTAR and the PAST PARTICIPLE to describe conditions resulting from previous actions:
the door is/was open,
the books are/were closed,
the student is/was standing, etc.

La Historia Oficial Permission Letter

April 30, 2007

Dear Parents/Guardians:

In Spanish IV, we will be learning about Argentina’s history in the 1970’s where people were taken by the government, and many were never seen again. As an important part of this unit, I plan on showing the award-winning film, The Official Story. Through the events that occur to a fictious family, the movie demonstrates the political realities of this time of “the disappeared ones” during “The Dirty War,” as it is known in Argentina. The movie is dramatic, showing many sides of the issues involved. This unrated film, would probably be a PG-13 film for some conversations with coarse language and a brief moment of anger and violence. Overall, the tone is dignified, suspenseful, and emotional. The historical events addressed in this movie are sad, disturbing and thought-provoking.

I plan on showing this film in the upcoming weeks to my Spanish IV class. We will be learning about the history and politics of that time, and preparing to understand the context of the film before we view it in class. The language is very comprehensible to the students. Students who have viewed it in previous years have benefited from viewing this excellent, dramatic film in Spanish, with the comfort of English subtitles to confirm and check their understanding.

If you are uncomfortable with your child viewing this film, I will arrange for him or her to have an alternate activity as an option while we are watching the movie in class. The following website provides an historical overview of the issues surrounding The Dirty War: http://www.desaparecidos.org/arg/

For your student to be able to participate, I need to have the permission slips returned by Friday, May 04, 2006.

Sincerely,

Catie Thurber-Brown

Spanish Teacher

Tigard High School

503-431-5563

cthurber@ttsd.k12.or.us

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -----------

Please check the appropriate space:

My son/daughter, ____________________________(Name of student)

______has permission to view The Official Story in class.

_____ I prefer my student do an alternative research activity.

Signed ___________________________________Date _____________

Parent/guardian

El Norte Permission Letter

April 30, 2007

Dear Parents/Guardians:

I would like to show the award-winning movie El Norte to my Spanish IV class during these next few weeks. This powerful drama relates the story of a Guatemalan brother and sister who find it necessary to flee their remote Mayan village and look for a safer existence in the United States. This is an important aspect of our lesson on human rights in Latin America as well as immigration to the United States. We will be doing many comprehension activities and discussions around the film's content.

In the past, students have reported that not only is it useful in their language development, but also helpful in developing an understanding of many social issues facing people who are currently immigrating to the United States.

I would appreciate your prior approval for your child's viewing of this movie. There are a couple of brief passages where strong language is used, and accurately translated into English in the subtitles. If this is contrary to your wishes, of course during those sections where the subtitles will be available to the students, your child can be provided an alternate activity.

The movie is an award-winning and well-made drama. The tone of the entire film is respectful and appropriate, with great educational relevance. The strong language is not portrayed in a positive way, and there is no other adult content in the film. If the film were rated in the U.S., it would be rated PG-13 because of the strong language. Those moments which, emphasize a stark contrast among the various characters' honor, resilience, ethics, and treatment of others.

I have shown this film for several years to my advanced classes, and students have always enjoyed it, learned from it, and appreciated the cultural perspective they gained from it.

Sincerely,

Catie Thurber-Brown
Spanish Teacher
Tigard High School
503-431-5563
cthurber@ttsd.k12.or.us

Please detach and return by Friday, May 04^th.

- - - - - - - - - - - - - - - - - - - - - - - - - - - -

Thanks for INDICATING your preference for your student and for SIGNING below.

My son/daughter, __________________________,
(Name of student)

____ has my permission to view the film El Norte in Spanish class.

___ I prefer that my son/daughter be given an alternative activity and not view selected portions this film.

Parent signature ________________________________Date _______________

Spanish IV 05-01-07

Spanish IV 05-01-07

• Quick review before verb quiz on group 8 from Lista Máxima.
• Quiz and Corrections of verb quiz.
• Review and corrections of tarea: (1) Translation and Sentences from Future/Conditional worksheet and (2) 1.7 tarea de repaso
• White Board Verb Review Game: in partners (Rana) we practiced the group 9 verbs in all of the conjugations. The partners tossed dice to determine both the subject and the tense they used in sentences of the verb selected from the list.
• Tarea:

(1) Parents’ Permission Letters for viewing La Historia Oficial and El Norte

(2) Pink handout: Tarea de Repaso

(3) Verb quiz – group 9