Spanish IV 09-28-07

Spanish IV 09-28-07

• Divided into teams of 4 each and played Round Robin Review with Flashcards from the vocabulary list distributed the other day – work area vocabulary.
• Listening comprehension: ¿Qué me cuentas? En busca de empleo. A 3-part narration about teenagers looking for work followed by comprehension questions.
• Back in our teams of 4, we wrote a short narration to match a series of 6 drawings about a teenager looking for work.
• Job skills survey: we took the survey for ourselves, then shared information with our 2:00 partner.
• We finished the video, Eloise goes to school.
• Tarea: Write a paragraph about where you would like to work (paid or volunteer) and why it would be a good job for you. Talk about your skills and como you can use them in the job.

Spanish II 09-28-07

Spanish II 09-28-07

• Warm-up “Quiz” – vocabulary from pages 14 & 15 = classroom and school items.
• Reviewed the alphabet as we corrected the answers to the “quiz”.
• Received our next vocabulary list: 1-A. See quia site http://www.quia.com/jg/1160513list.html
• How to study effectively workshop
• See handout: How to study for Success in Spanish without having to work too hard. We learned strategies for short-term and long-term memory.
• We categorized the vocabulary into groupings that made sense to us individually.
• We selected 5-7 words from one of the categories to practice the “fan-folding” column drill/study technique.
• Fan-folding drill/study technique: In the first column write the meanings of 5-7 words to learn, leaving lots of clear space around and between each item. In the next column, write the Spanish words for the meanings in the first column - exactly to the side of their meanings in the first column. Now, fold back the first column: You have your column of Spanish terms. In the third column, now try to write their meanings in English. Fold back the second column so only the third column is showing (English). In the fourth column, write the words in Spanish. Keep alternating like this until you know all of the words and can come up with the answers without hesitation AND you can write them all accurately in Spanish.
  
• We made “memory/concentration” game flashcards to practice the long-term/internalized memory technique.
• We played memory with our cards with a partner.
• Tarea: Complete the memory cards for the vocabulary list (Memory cards are one-sided flashcards. On one card write the word/expression to be learned. On another card write it’s meaning. Shuffle all of the cards together mixing the Spanish cards and the cards with the English meanings. Lay all of the cards face down and practice your vocabulary as you look for the Spanish-English match.

Spanish IV 09-27-07

• Quickly reviewed prior to our chapter Preliminar exam.
• We took the exam, and then corrected it.
• 5 more people presented their “escudos” – 1 more tomorrow.
• We watched 15 more minutes of Eloise va a la escuela.
• No hay tarea esta noche.

Spanish II 09-27-07

• Period 2 turned in their homework, 1A-B.
• Practiced the capitals then took our map test.
• Corrected the test and turned it in.
• Finished presenting our poemas.
• Watched the video, Introducing South America, and completed study questions based on the video.
• Period 2: corrected the TENER + QUE + INFINITIVO exercise on the top half of 1A-B
• Period 4: made “clock partner appointments”.
• NO HAY TAREA ESTA NOCHE (yes, that’s right! No homework tonight!).

Spanish IV 09-26-07

• I distributed a study guide for tomorrow’s test, Lección Preliminar.
• Know the grammar from our workbook packet, the vocabulary from the textbook: pp. 4, 6, 7 and the verbs from the workbook packet.
• Reread “Hagamos Conexiones”, page 3, with a partner. You’ll need to know the details of this for tomorrow’s test. We wrote out 3-5 comprehension questions and later, we posed our questions to another pair, who also posed their questions to us. We then reviewed as a whole class.
• We corrected yesterday’s AND today’s homework: WB21 & 22 , tarea de repaso.
• We decided to continue on with the escudos, and Elisa and Pele chose to go today.
• Tarea: STUDY!

Spanish II 09-26-07

Period 2:

· Voted on our class’ nominees for Homecoming Court.

· Went to the DANCE assembly in the auditorium.

· Stamped and corrected last night’s homework.

· Reviewed for tomorrow’s Spanish-speaking countries and capitals map test.

· Homework: (1) Study for Map test and (2) Handout: 1A-B: Tener + que + infinitive AND yo-go verbs.

Period 4:

· Reviewed for tomorrow’s Spanish-speaking countries and capitals map test.

· Stamped and corrected last night’s homework.

· Reviewed Tener + que + infinitive AND yo-go verbs by completing HANDOUT 1A-B

· Continued presenting our Poemas Diamantes.

· Tarea: Study for Map test

Spanish IV 09-25-07

• Warm-up: Sentence translations, practicing the verbs from the chapter and the vocabulary re: technology on pp. 6-7.
• Continued with Escudos.
• Partner Orals: Profesiones re:vocabulario Realidades 3-U.6
• Announced the test for Lección Preliminar for Thursday.
• Tarea: 2-sided Repaso handout for Lección Preliminar

Spanish II 09-25-07

• Warm-up: Questions and answers based on vocabulary on page 14. Wrote out answers first, then asked/answered with a partner, while I checked-in homework.
• Reviewed warm-up as a whole class.
• Reviewed & added to school subjects vocabulary: also see page 498.
• Practice activity 1= page 14.
• Reviewed TENER + conjugation ball toss game.
• Reviewed USES of tener: to have (own), to have conditions: hunger, hot, cold, thirst, AND TO HAVE TO Do something: Tener + QUE + Infinitive
• Reviewed “Yo-go” verbs: Tener, Poner, Traer, Hacer.
• Continued with Poema Diamante presentations.
• Practiced the countries and capitals of Central America: map + Capital Rap
• Tarea:
1. Handout: 1A-A (vocab)
2. Textbook exercise 3, page 15.
3. Study for Map test on Thursday.

Spanish IV 09-24-07

• Turned in the typed copies of Mi escudo personal composition.
• We organized the presentational order.
• We presented the first 10 escudos.
• Crucigrama, vocabulary page 4.
• Tarea: WB19-20=Study, Exercises P-15, P-16, P-17

Spanish II 09-24-07

• Turned-in our signed progress reports and goals.
• Took the Para Empezar unit exam.
• Turned in our Poema Diamante, page 13.
• Organized the presentational order for the poems
• Presented the first 10-12 of the poems; the rest of the class completed listening response sheets, which I collected at the end of the class.
• Geography worksheet, Spanish-speaking world.
• Distributed a review vocabulary sheet for page 14.
• Announced “Map Test” for Thursday.
• Homework:
1. Complete vocabulary for page 14

How to Type Accents and Tildes

For newer Microsoft programs, most accent marks can be written by:
Holding down the Ctrl key and then pressing down the hyphen key. Release these keys and select the letter you want to be accented. If this does NOT work, try the follow instructions.

When in Microsoft Windows, double-click on Insert-Symbols.

You'll see a window with a chart of several symbols appear. Next, click on the desired symbol.
For example, if I wanted to write an "ñ", I would click on that square, and then on the button, "Insert".

BEFORE selecting "Insert", look at the lower right-hand corner of the window to see if a "Keyboard short cut" is indicated.

For the "ñ" it would say, "Keystroke: ALT+0241".
This means the next time you want to write this character (ñ), instead of going through this process, you could just:

• Hold down the Alt button and also type the code 0241, and an ñ will appear on your paper.

You can explore the symbols available on the INSERT chart, to learn their shortcuts, and write them down on a piece of paper to refer to in the future.

Here is a list of diacritical marks keyboard short cuts you might need in Spanish:
á = ALT+0225
é= ALT+0233
í= ALT+0237
ó= ALT+0243
ú= ALT+0250
ü= ALT+0252
ñ= ALT+0241
«= ALT+0171
»= ALT+0187

Spanish IV 09-21-07

• Due to yesterday’s evacuation at the end of the day, I postponed homework and tests scheduled for today as students may not have been able to retrieve study materials from their lockers.
• Created a Quia.com game of our classroom names and “hallway” names, to help us learn them.
• http://www.quia.com/jg/1173355.html
• Played another Quia.com game, practicing vocabulary for El trabajo – see the vocabulary list I distributed yesterday. In the upper right-hand corner is the URL for this vocabulary list.
• Reviewed the requirements for the composition and visual, Mi escudo personal, due Monday. You’ll need 2 (1 for me, typed and double spaced), a visual the same size as the pattern distributed in class yesterday. Be sure to include at least 3 supports for every thing you present for each of the numbered items.
• I’ll distribute Progress Reports on Monday: You’ll write a SMART goal about your achievement in Spanish class, and your parent(s) and you will sign off on your goal and grade.
• Tarea: Mi escudo personal: composition and presentation.

Spanish II 09-21-07

• Received printed progress reports to: (1) communicate students’ progress to them and to their parents (2) have students think about their progress and write goals re: their achievement and (3) clean up any entry errors that may have occurred.

Note: I have some papers with no names on them: check these if you’re missing credit for work you know you turned in – especially the letter to parents re: appropriate level of study.

• Due to yesterday’s evacuation at the end of the day, I postponed homework and tests scheduled for today as students may not have been able to retrieve study materials from their lockers.

• Period 2 filled in their “Hallway names” and “Classroom names” on a Quia game so they can begin learning them – I made one for period 4, as they attended an assembly welcoming visiting students from Japan.

• Quia name games:

Period 2 http://www.quia.com/jg/1173253.html

Period 4 http://www.quia.com/jg/1173542.html

• Period 2: roving partner oral practice asking/answering questions with

basic –ar/-er/-ir verbs AND using interrogatives to draw out more information.

• We defined the expectations for the Poema diamante, page 13: Final copy ready for ORAL presentations beginning on Monday.

Your work demonstrates “PRIDE IN PRODUCT”

1. Include all elements
2. Every line includes verbs
3. Language use is accurate:
• Verbs match subjects
• Adjective endings match people described in gender & number
4. Visual is tasteful and appropriate for school
5. Visual is attractive, neat, and contains visuals to support your script.
6. You’re well rehearsed, and ready to perform.
7. Your poem is 81/2 X 11 inches.

Tarea para Lunes:

1. Poema diamante
2. Para Empezar unit exam
3. Write your SMART goal: What you’ll do Specifically, How you’ll accomplish it, and by When. Both you and your parent(s) sign off on your grade and goal.

Spanish IV 09-20-07

• Juego: Practiced the Futuro playing “Descubrimiento Doble” ¿Cuándo vas a ser feliz?
• Professions vocabulary practice with a Quiz word search.
• Distributed more vocabulary: one from Conexiones:Preliminar and the other from Realidades 3, Unidad 5.
• Corrected the Workbook exercises from our packets: WB 17, 18 & 19.
• Introduced a written and oral project due Monday, “Mi escudo personal” – Handout with criteria and grading sheet + pattern for creating your own coat of arms/personal shield.
• Tarea: Rough draft of your shield due tomorrow, final copy on Monday.

Spanish II 09-20-07

• Practice warm-up quiz on Ser & Adjectives: Conjugations and adjective agreement.
• Homework corrections:
1. Tarea de Repaso = Practice exercises reviewing for the Para Empezar Unit exam scheduled for Friday.
2. P-1: Practice Workbook handout: reviewing descriptive adjectives for meaning and use.
3. Poema Diamante: reviewed the requirements listed on page 13 of the text and gave examples for students to compare against their rough drafts.
• MEGA vocabulary practice = Crucigrama. Completed in class and reviewed the answers.
• Period 4: Extra practice on verbs. Choice activities were (1) Battleship

(2) Partner questions (3) Individual translation practice for infinitives and conjugations.

TAREA = STUDY FOR OUR TEST!

Spanish II 09-19-07

Spanish II 09-19-07

• Interrogatives "practice quiz" & review
• Act. 15 - filled in interrogative.
• Act. 16 = Asked questions, from Act. 15, and answered them (per. 4=wrote out answers)
• Corrected and Reviewed the Pink handout/tarea: Verbs
• Reviewed/drilled meanings from verb grid (both pages)
• Played Barco de Guerra - practicing/drilling verbs
• Per.2=Introduced Poema diamante = page 13 in the text. Per. 4 spent too much time side talking during transitions so they have to read instructions on page 13.
• Study sheet for TEST on Friday
• Tarea/homework

1. Pink handout: P-1 Complete with form of adjective AND TRANSLATE THEM
2. Blue handout: Tarea de repaso
3. Rough draft of Poema Diamante due tomorrow; Final copy due on Monday.
   

Spanish IV 09-19-07

Spanish IV 09-19-07

• Reviewed/corrected WB 15 & 16: Stem-changers in the present tense.
  
• Be sure you know the meaning for all of the stem-changers.
• Played "Barco de Guerra" to practice verbs.
• Introduced Computer vocabulary: page 6, text book.
• Practiced vocabulary with Activity 5, page 6, then demonstrated it with the Smart Board and computer.
• Tarea:
• WB 17, 18 & 19
• List= Stem-changer verbs not known
• Study: Stem-changer verbs & Computer Voc., page 6
  

Spanish IV 09-18-07

Spanish IV –
I was gone today, so this is what the students were
to do with the substitute.

1. Homework correction – Workbook Packet: Review of regular present-tense verbs.

2. Practiced the vocabulary on page 6 (you say it, they repeat).

3. Act. P-5, page 6. Working with a partner, students take turns reading the items listed, and deciding which order they should be.

4. Act. P-6, page 6.

5. Review the basics of the Preterite/Imperfecto –

Distribute the White packet, “Repaso de los verbos” AND have them open their

books to pp. VC-3 (Verb chart appendix) – green-edged pages in the back of their

books. Also, for when to use which, there is a handy chart on page 28;

Meaning changers on page 32.

6. Act. P-7, page 7 – Using the past to exchange experiences -Rotating partners- a different partner for each item. If they have no experience with the item in the exercise, they should have a conversation about how, when and where they use technology.

7. Continue on with the showing of Eloise Goes to School.

8. Homework: Workbook packet 15, 16, 17. Also, distribute the small vocabulary sheet for them the complete and add on to.

Spanish II 09-18-07

September 18, 2007
I was gone today, so here is a summary of what the students
were to do in class. 

A. Adjective meaning and agreement

1. Listening Activity#1, WAVA workbook,page 1.
2. Homework correction =
WAVA workbook, Activity 5, page 4.
The adjectives should be modified to
reflect the gender and number of the subject described; 
3 adjectives for each subject.
Confirm which form of SER we would use for the subject.

B. Nationality adjectives

1. WAVA Listening Exercise #2,
WAVA workbook, page 1.  

2. Spanish-speaking countries and
adjectives of nationalities
a. Distribute the map packets.  
b. The students separated the packets
and take a "practice test" on the blank maps.
c. Corrected the “test”, using the map page 
the students removed AND the maps in the front
of their text books.
Confirmed the following information: 

             1. Name & Placement of Country, 

             2. Name & Placement of Capital, 

             3. Nationality adjective and forms:  

              Un señor de _ España_ es un_español_, 

              Dos senoritas de __España__ son __españolas___

   d. Partner oral, ?De donde es Maria?

1.Distributed papers (Blue=partner A; White=partner B).
Students added to the instructions 
to use the nationality adjective.

    José es de México; es mexicano.

   2. The answer to one partner's questions are on the

 other partner's map BUT students were NOT to compare papers,
BUT RATHER learn the information orally from their partner.

C. Regular present-tense verbs

1. WAVA listening activity #3, WAVA workbook, page 2.
2.Handout: Para empezar, practice workbook P-4,?Que haces?.  
Students were to work on this alone,
or quietly with seat partner.  
Part A to be done in class,
Part B to be done at home.

D. Reviewed the Interrogativos - page 10, ¿Recuerdas?  
Went over pronunciation and meaning and gave examples.

E. Tarea/homework

1. P-4 handout completed.

2. Page 10, ¿Recuerdas?  - Interrogativos:
Students need to know them for tomorrow:
both meanings and spellings.
(Yes, this DOES mean there’ll be a quiz.)

Spanish II 09-17-07

• Reviewed the Spanish-speaking countries and the nationality adjective on page 6.

• Activity 11, page 7: first orally, then writing down the information about the person, where s/he is from and their nationality.
• On-line practice quiz http://www.lizardpoint.com/fun/geoquiz
• Reviewed the verb Ser: corrected the in-class practice from Friday, Act.7-pg 5
• Got a yellow handout, P-2 from the Practice Workbook, and wrote in the forms of Ser at the top and completed the sentences below, being sure to modify the adjective for the person described.
• Reviewed the verbs on our second verb chart: Meanings and conjugations.
• Announced TEST on Friday: All of Para Empezar.
• Tarea / Homework: WAVA workbook, Act. 5, page 4. Use a descriptive adjective that applies to the information given about each subject. Use 3 for each sentence along with the correct form of SER.

Spanish IV 09-17-07

• Saludos y Presentaciones: page 5 vocabulary.
• Oral activity, P-3. Cita de las 8:30AM
• Introduced El Futuro. Power Point presentation and notes. See text page 55.
• Practiced our future plans with Double Discovery game – have your 10 sentences prepped for Wednesday.
• Began watching, Eloise Goes to School.
• Tarea: Workbook packet – Regular present-tense verbs.

Exercises on pages 10, 11, 12.

Spanish IV 09-14-07

• Turned in your paragraph from homework.
• Warm-up: Juego Dos from ¿A quiénes conoces? (practicing professions)
• Awarded prizes for book covers, ¡Felicidades Cristina y Carmen!

• To honor Mexico’s Independence Day celebrations this weekend, we heard a little history about their declaring independence from Spain. We then watched a video with a former president saying the battle cry for independence in the town in which it took place. We also watched selected songs from the Linda Ronstadt concert, Canciones de mi padre, featuring traditional Mexican songs, dance and music. I also brought in some salsa, guacamole and chips to share with the class.
• I stamped and checked off the workbooks, and we reviewed/corrected the exercises over number usage.
• ¿Hay tarea? ¡No! Really enjoy this weekend free of Spanish IV homework, there probably won’t be too many.

Spanish II 09-14-07

• Warm-up: Review of conjugations of SER.
• Wrote out the forms of SER for Actividad 7, page 5. Just list numbers 1-10, then figure out which form of Ser the sentence needs and write that next to its number.
• Reviewed vocabulary using the flashcards from the Quia site, same way we did yesterday. These flashcards are organized in groups of 7 each; so drill them so you can write the Spanish quickly and accurately from the English prompt, then move on to the next set.
• Clarified what it means when I give a homework assignment to “come to class tomorrow and know the meanings of these –ar verbs” (as I did on Wednesday night.) This means there will be a quiz on them. I’ll count your quiz on these –ar BASIC verbs in the homework category this time, but BE ADVISED for the future.
• To honor Mexico’s Independence Day celebrations this weekend, we heard a little history about their declaring independence from Spain. Then, in Period 4, we watched a video with a former president saying the battle cry for independence in the town in which it took place. In period 2, we watched selected songs from a concert featuring traditional Mexican songs, dance and music.
• I stamped and checked off the workbooks, and we reviewed/corrected the exercises. Act. 4, page 3, check to see that your adjective endings match the people described. For Activity 6, page 5, double check that you are conjugating the verbs for the people indicated and NOT (1) just writing the infinitive nor (2) trying to use gustar.
• I also checked off flashcards, for the second part of “Descripciones”.
• Tarea: Make flashcards for the remainder of the vocabulary. Divide it into three sections, and make a cover card for each. These sections should be (1) Nacionalidades (2) Verbos (3) Otras expresiones. Que pases un buen fin de semana.

Spanish IV 09-13-07

• Handout: ¿A quién conoces? – Partner oral, kind of like Battleship. For each of TWO GAMES, You select 5 of the occupations listed and write a sentence for each about someone you know in that occupation. Then, playing with your partner you try to discover which occupation s/he has written about by asking her/him questions. We spent quite a bit of time understanding the concept and writing out our 10 SENTENCES (5 for each game), so we only played one game.
• I checked off the tarea, while the oral was going on. (Personal vocab. list of profesiones)
• I read the article on page 3 aloud as the students read along. We discussed the meanings of a few of the words: destrezas = skills, preven=foresee, condado=county, as well as the concepts of the advantages/need to be able to use Spanish in the workforce.
• Working with a different partner, we did Activity 2, page 4 – Discussing our futures and incorporating Spanish. If you were absent, write out your own answers. We worked a little bit with the FUTURE TENSE: tendré = future of tengo, tendrás = future of tienes, viviré = future of vivo, vivirás = future of vives.
• Distributed this quarter’s HALL PASSES. If you were absent be sure to get yours from me.
• Tarea:
1. Workbook packet: Complete Parte Dos: Los números. Study the information pages, and complete exercises on pp.6, 7, and 8.
2. Textbook: page 4, ACTIVITY 1. This is set up as a conversation, but you WRITE A PARAGRAPH, about your future and incorporating Spanish into your professional life. Focus on ONE Area de concentración and TWO professions this major would prepare you for.
3. Be sure to have your text covered by tomorrow.
4. If you didn’t finish in class, have your Juego Dos completed from ¿A quién conoces?

Spanish II 09-13-07

• Handout: 2 word searches (Front- and back-sides) based on the vocabulary list “descripciones” distributed yesterday.
• Period 4: Electronic concentration – Quia site. While one person selected the cards, the rest of the class wrote down the clue, then what the answer should be. We turned these in towards our in-class participation.
• While students were completing the above activities, I worked one-on-one with each student going over their –ar verb grid and checking-in their flash cards. I am very PROUD of how well everyone did with their verbs! !Buenísimo!
• Quiz: Meanings of the –ar verbs from our verb grids. Took quiz and corrected it in class.
• Handout: Repaso de los verbos. Reviewed Subject Pronouns AND the six conjugations each for –AR, -ER, and –IR verbs.
• Distributed (1) this quarter’s HALL PASSES. If you were absent, see me for yours, and (2) our workbooks (WAVA). We wrote our names on our passes and inside our workbooks.
• Handout: Page 2 of verb grid. More –er and -ir verbs, then other verbs that are used in our Para Empezar chapter.
• Tarea:
1. Make Flashcards for the back of the page you did last night: Part 2 “Descripciones”
2. WAVA (workbook)
• Page 3 (Activity 4) - Write 2 adjectives appropriate for each picture, being sure to modify the ending correctly.
• Page 5 (Activity 6) – Write the infinitive for each drawing, then write out the form of the verb for the subject indicated. Notice that there are 3 verbs for each subject.

Spanish IV 09-12-07

• Presentación: Sergio y Pele (make-up from Friday)
• Made (24) Partner oral appointments- 2 people absent today: They’ll fill-in as needed for absentees. Handout: Appointment page from daily planner in Spanish.
• Reviewed the alfabeto español, at the site http://members.aol.com/alvareze/spanish/frame.html
• Partner Oral exchange: dictated our first and last names as well as our phone numbers to up to 5 people. The first 3 to finish were surprised with bonus points!
• Stamped and corrected the homework – reviewing the use of definite and indefinite articles with nouns (WB3)
• We went to the library and checked out our textbook, Conexiones.
• Announced Textbook Cover contest for Friday: Most creative design, Most artistic, Best use of Spanish. Prizes: Cupón de una noche libre de tarea/5 puntos extra.
• Reviewed the Áreas de concentración y profesiones – page 4
• Tarea:
1. Make a personalized Spanish-English vocabulary list of University Majors (Áreas de concentración) y related professions. These should be areas of interest to you. Minimum of 15 items (Spanish-English pair = 1 item). I suggest you use the on-line dictionary on your ‘helpful’ websites handout.
2. Have your book covered by Friday: strong cover that protects the edges, corners and the binding on the back spine.

Spanish II 09-12-07

• Period 2 elected their Student Council Rep and Alternate.
• Handout: Expresiones para la clase de Español de la Maestra Thurber-Brown.
• Activities 4 & 5, on page 4. Practicing expressing names, age, where you live and describing yourself and others.
• Handout: 2 pages of vocabulary for Para Empezar. This can be found at the Quia site http://www.quia.com/jg/598529.html

along with 4 review games practicing these personal descriptors and colors.

• Reviewed the Subject Pronouns we went over yesterday:Yo, tú, Ud., él, ella, Nosotros/as, Vosotros/as, Uds., ellos, ellas.
• Corrected the homework: Plural subject pronouns
• Reviewed how verbs ending in –ar conjugate (change forms for the different subject pronouns).
• Handout: Verb grid, partially completed.
• Tarea:
1. Make 2-sided flash cards for the first page of the quia vocabulary list.
2. Complete the –ar verb section of the verb grid.
3. Know the Spanish meanings of the –ar verbs on the grid. Yes, spelling DOES count.

Spanish IV 09-11-07

Spanish IV 09-11-07

• Review of numbers 0- 1 million. See pink handout.
• Rotating seat partner orals using the questions on the yellow handout, “Preguntas de pareja” – getting to know you questions, practicing telephone numbers, addresses, and background information.
• Received first review packet – Conexiones workbook. We began to first section, Gender and number with nouns. PAY close attention to the notes/study tips on the top of page WB2.
• We completed exercise P-1, WB2 – selecting the correct direct article (the) or indirect article (a, an, some). Then corrected it on the projector & document camera.
• Gave out the internet address for U of Northern Iowa’s “Super Spanish Site” as a reference to find practices for the alfabeto español.
• Tarea:
1. Be able to spelling out your first name (Nombre) and last name (Apellido) in Spanish.
2. Be able to dictate your telephone number in Spanish including your area code AND using the phone number grouping we used in class today:
3. Workbook packet pageWB3, Exercise P-2 (gender & articles). Look up the gender of the animals listed first. Check the top of page 2 AND use a dictionary.

Spanish II 09-11-07

Spanish II 09-11-07

• Reviewed the elements of a basic introduction between two young people, then practiced this with our seat partners.
• Each partner performed their “presentación” to the class.
• Rotating partner orals: Questions from the projector and the white board, including presentaciones, and then “getting to know you” questions exchanging personal information. Even numbers moved while the odds stayed in their seats.
• Activities 1 & 2: Oral Review (with seat partners) and corrections with the whole class.
• Reviewed Yo & Tú forms of the verbs we used with our Actividades homework from last night.
• Reviewed Subject Pronouns (pronombres de sujeto).
• Reviewed the verb “Ser” – see page 5.
• Tarea: Blue handout – practicing plural subject pronouns.

Spanish II 09-10-07

• PERIOD 2 RECEIVED THEIR PLANNERS TODAY
  
• Icebreaker warm-up, Who Is It?: Mixer to find who in the class matches the activities listed. I stamped and checked in homework ( signed Spanish Study Skills handout) while students did the activity.
• Debriefed the activity learning about each other.
• Turned in the Parent Letter re: correct level.
• Period 2 completed the survey based on their 5 questions based on the syllabus, and turned them in.
• Both classes: Read the Fondo Cultural, page 1 re: school calendars in Latin America. Wrote out the answer to the question at the bottom of the reading.
• Listened to the dialogue on page 2, and then reviewed.
• Reviewed the adjectives in the chart on page 3 and in ¿Recuerdas? – period 2 did this on Friday, period 4 did it today.
• Period 4 played the electronic review game:

http://www.rockwood.k12.mo.us/rsummit/spanish/r2peconcentration3.swf

• Reviewed the days of the week; taught the expression “Entre semana” for school week/work week versus “Fin de semana” for weekend.
• Introduced the homework:
1. Write out the answers to the 3 questions in Act. 1, page 2 referring to the dialogue just above.
2. Write out the answers to the questions in Act. 2, page 3, for yourself, using the personal description adjectives in the chart just above.
3. Make a list of 10 verbs (infinitives): 5 for activities you do “Entresemana” and the other 5 for activities you do “el fin de semana”.

Spanish IV 09-10-07

• ¿Quién soy yo? – Signature gathering icebreaker oral re: activity preferences & whole class debrief.
• Interrogative review: brainstorming personal lists
• BK Nelson site @ Colby College Interrogative exercises 1, 2 & 5 (Listened to a question and selected the best answer)
• Grupos de 4: Homework read/share and questioning practice. One person reads a sentence from homework; other 3 take turns asking probing questions to elicit more information. Round robin review.
• Introduced homework: Write 10 sentences, each one including information that could be answered by 5 of the different interrogatives below. Be careful to avoid simply creating a formula, but rather vary the type of information included in each sentence.

¿Quién? ¿Qué Actividad? ¿Cómo? ¿Dónde? ¿Cuándo? ¿Por cuánto tiempo? ¿Con quién(es)? ¿Por qué?

Spanish IV 09-07-07

Spanish IV 09-07-07

• Turned in the signed parent information sheet.
• Got credit for completing your 5-question quiz about the course syllabus.
• Surveyed at least 3 others using your questions about the syllabus, and then we reviewed as a class.
• Using our name cards we created yesterday, we formed teams of three. We then interviewed each other based on the information on our name cards.
• The groups got up in front of the class and introduced one another to the class, sharing information they learned in their interviews.
• Tarea:

Write a total of 20 sentences telling about what you typically do, where you do it and with whom. 10 of them are for the school week and the other 10 are about either the weekend or over vacations.

Spanish II 09-07-07

Today was an exercise in flexibility: The assembly ran long so 2^nd period was abbreviated; we had students moving into and out of the classes trying to balance their schedules AND it was picture day: so students were in and out of class taking care of that, too. However, we DID accomplish quite a bit. Here’s what we did:

Period 2 and 4:

• Turned in our signed parent information sheet and workbook request form.
• Got credit for having the textbook covered and for completing your 5 question quiz about the course syllabus.
• Selected a classroom name.
• BIG review of (1) positive personality traits (2) events/celebrations/gatherings

(3) places and (4) food.

• We selected a favorite from each of the 4 categories, and wrote &/or drew something about it on each corner of a name plate/card. We’ll use this on Monday to learn about each other then introduce a classmate to the rest of the class.

Period 4 also got to:

• Survey at least 3 others using their questions about the syllabus.
• Textbook cover contest.

(Period 2 will do these on Monday.)

• Do the online lesson from “Discovering Spanish” reviewing farewells.

Homework:

1. “How to Study” handout: Read and have your parents’ sign.
2. Parent letter re: correct level placement – also to be signed.

1. signed.

Spanish IV 09-06-07

Spanish IV 09-06-07

• Completed the “Datos Personales” handout – turned it in at the end of class as the “Ticket out the door”.
• 2 Power Points: (1) Introducing me (2) “Bienvenidos a la clase de Español” – outlining the course procedures, expectations, rewards and grading policies.
• Review of “favorites” – First step of “Las 4 esquinas de mí”
1. Positive Personality Traits
2. Celebrations, events, gatherings
3. Places: outdoors and indoors
4. Food

• Distributed cardstock with “Me llamo” printed on both sides. Students filled in their “real name” on one side and their Spanish-class name on the other.
• Students decorated their Spanish-class name with words or pictures for the 4 items under the favorites: #1=top left corner, #2=top right corner, #3 lower left corner, #4 lower right corner. Students turned in their name cards and we’ll use them tomorrow as conversation prompts with partners.

• Distributed SEVERAL handouts regarding class and grades.
1. Bienvenidos a la clase de Español (gold colored)– the syllabus. We filled in the 3 study buddies’ (from class) names and contact information.
2. Parent letter/contact information and workbook choice (golden – stapled to syllabus)
3. Participation Grades Guidelines (pink) – descriptors for each letter grade. Back has point charts and grids to keep track of your own weekly grades.
4. Make-up Opportunities for oral points (pink).
5. Make-up Oral Points reporting sheet (blue).
6. Helpful Practice Web sites (white)

• Tarea:
1. Write 5 intelligent questions (in Spanish) based on the information on the syllabus to ask classmates tomorrow.
2. Have your parent/guardian complete and sign their letter attached to the syllabus.
3. For our interviews tomorrow in class, think of how you can describe your favorites, and what your answers might be to the logical follow-up questions from your conversation partners about your favorites.

Spanish II 09-06-07

Spanish II 09-06-07

• Completed the “Datos Personales” handout – turned it in at the end of class as the “Ticket out the door”.
• 2 Power Points: (1) Introducing me (2) “Bienvenidos a la clase de Español” – outlining the course procedures, expectations, rewards and grading policies.
• Went to the library and checkout our textbook, Realidades 2 AND picked up a book cover.
• Wrote our names in ink on the inside cover of the textbook with “Thurber” in parenthesis.
• Introduced our textbook cover contest: Most creative design, Most artistic and Best use of Spanish. All covers will demonstrate good taste.
• “How to cover your book” workshop: I demonstrated how to cover your text using the free book covers.
• Distributed SEVERAL handouts regarding class and grades.
1. Bienvenidos a la clase de Español (gold colored)– the syllabus. We filled in the 3 study buddies’ (from class) names and contact information.
2. Parent letter/contact information and workbook choice (golden – stapled to syllabus)
3. Participation Grades Guidelines (pink) – descriptors for each letter grade. Back has point charts and grids to keep track of your own weekly grades.
4. Make-up Opportunities for oral points (pink).
5. Make-up Oral Points Reporting sheet (blue).
6. Helpful Practice Web sites (white)
• Tarea:
1. Write 5 intelligent questions based on the information on the syllabus to ask classmates tomorrow.
2. Have your parent/guardian complete and sign their letter attached to the syllabus.
3. Have your textbook covered tomorrow.