Spanish IV 10-31-07

• Verb quiz #5 (#’s 31-35): Took and corrected, and then turned in.

• Continued with more of our orals: ¡Qué fin de semana!
1. Timo y Carmen
2. Eva y Rubi
3. Lucas y Daniel
4. Leticia e Ileana
   

¡Más trabajos tremendos!

• We watched 3 video clips re: Días de muertos.

• Tarea:
1. Bring your Juan Bobo packet & questions.
2. Have a fun, and safe, evening tonight.

Spanish II 10-31-07

• Turned in the verb grids due today: Los verbos reflexivos.
• Practiced our Mi Cuerpo song: worked on memorizing lyrics in the rhythm of the song.
• Distributed a new PARTNERS HANDOUT: we made new “appointments”
• I distributed Halloween pencils !Feliz Día de los Brujos!
• I read aloud, as the students followed along: En defensa de los vampiros. We completed 2 listening comprehension questions exercises together as a class.
• We watched MOST of the rest of our movie, while I reviewed the verb grids with individual students.
• Tarea: Bring your workbook tomorrow and the homework from Monday.
• Have a fun, and safe, evening tonight.

Spanish IV 10-30-07

· Signed up for presentation order for our partner orals.

· I collected and stamped homework while partners practiced.

· All but one pair presented today. We followed the same format as the interview orals: ½ of the class logged the questions; the other ½ the vocabulary verbs in the preterite. Great job today!

· Tarea:

1. Verb quiz #5: #’s 31-35

2. Read parte II of Juan Bobo, and answer the comprehension questions, ¿Comprendió Ud.? for parte II.

Spanish II 10-30-07

• Warm-up: Activity 5, part 1. Brain storm clothing that fits under the categories of “Elegante” y “Cómoda”; then which ones you would were to a variety of events/occasions.
• Review of clothing: “Paper dolls” with magnetic clothes & the document camera – students took turns dressing the dolls for various occasions, reviewing the names of the clothing articles.
• Partner oral: Activity 5, part 2 – Asking and answering questions about what we wear to what event/occasion.
• Partners shared their questions/answers for the class.
• Review of body vocabulary: Song – Mi cuerpo with movements. Received HANDOUT – “practice quiz” on the reverse.
• ANUNCIO: Song “Mi Cuerpo” to be memorized for Friday. Will perform in groups of 3 or 4.
• Reviewed “Reflexive Verbs” – see page 80 in the textbook. Also received a PACKET. We went through the study points and highlighted the important information and reviewed the 11 reflexive verbs and how to conjugate them.
• Periods 2 & 4 got to watch a bit more of the movie.
• Tarea:
1. Start memorizing “Mi cuerpo” for Friday.
2. Complete the front side of the 2A verb grid – the side with the reflexive verbs. See page 80, your Reflexive Verbs packet and your vocabulary list for references.

Spanish IV 10-29-07

• Verb quiz #4: Verbs #’s 20-29.
• Corrected and turned in quiz.
• Rotating partner oral: ¡Qué fin de semana! – practices for the oral due tomorrow.
• Oral Criteria:

Minimum of 10 questions each (5 of which are open-ended, new information seeking ones); 5 (different) verbs in the preterite from the list we’ve been quizzing; Opening, information exchange and an appropriate conversation closure.

• Selected our oral partner for tomorrow and had a few minutes to decide what to talk about. WARNING! Do NOT fall into the trap of writing it all out and trying to memorize it.
• Got our final cuento for 1A: Mexican Folk Tale: Juan Bobo goes to the market. We began reading Parte 1 with a partner.
• We started molding the calaveras de azúcar – to decorate for Dia de los Muertos.
• Tarea:
1. Juan Bobo: Read Parte 1 & answer the Comprendió Ud. Questions for part 1
2. Prepare your oral for tomorrow.

Spanish II 10-29-07

• Brief review time, then we took our recognition test over the vocabulary on pages 70 & 71, as well as the quiz page from last week.
• We corrected the quiz in class – most people did really well :>!
• Introduced lesson 2-A: Objectives on page 73: Talking about getting ready for a special event, describing your daily routine (grooming and activities), talking about possession – it’s MINE! And learning about cultural perspectives on clothing.
• We listened to the CD for pages 74 – 75: A primera vista and repeated the new vocabulary in context.
• We did the Activities 1 & 2, on page 75.
• We read the VideoHistoria (pp 76-77) with our seat partners, then watched it. Period 2 started Activity 3, on page 77.
• We introduced Reflexive verbs: the person does the action for HIMSELF/HERSELF.
• We watched the Gram Activa explaining these verbs.
• Distributed the new vocabulary list. See www.quia.com/jg/116051.list.html
• Period 4 earned 10 more minutes of our Pelicula (:>)
  
• Tarea:
1. Make flashcards for ALL of the vocabulary on the new list.
2. Start memorizing these new words TODAY.
3. Complete Activity 3, page 77.

Spanish IV 10-26-07

• Verb quiz 1A-#3, verbs 16-20
• 1001 Cosas para Buscar en el Libro de Hadas – using the document camera, we looked through this book, looking for vocabulary items in the illustrations.
• Corrected our homework and reviewed the legend we read in class yesterday.
• Partner irregular preterite practice – flashcard phrases.
• Reviewed the verbs to be tested on Monday.

Fijarse, llegar, quedar, volver, desaparecer, aparecer, encender, andar, traer

• Tarea: Study for verb quiz.

Spanish 10-26-07

• Warm-up: A ver si recuerdas 2A-body parts vocabulary crossword puzzle
• Homework corrections – 2A: A ver si recuerdas
• Reviewed 2 verbs used together – see page 71
• Started movie: El vampiro mas pequeño
• Tarea/Homework
1. 2-sided handout: 2A-A/2A-B
2. Blue fill-in vocabulary sheet
3. Complete the crosswords from today
4. Study: Vocabulary recognition test – pp.70-71, and vocabulary sheets

Spanish II 10-25-07

• Practiced words for the body:
1. Handout: el cuerpo hermano
2. Played a “Simon Says” type game (similar to Act. 2, page 70)
3. Sang, “Heads, shoulders, knees and toes (feet)” in Spanish
• Got a new vocabulary sheet from www.quia.com/jg/1215707.html
• Reviewed vocabulary on page 70, and wrote out Activity 1.
• Reviewed the REAL meaning of “Gustar” (to be pleasing), the pronouns to indicate whom is pleased AND that it takes and INFINITIVE for an action after it.
• Reviewed the other verbs on page 71 that also use INFINITIVES in verb phrases. Be sure to notice “ACABAR + DE + INFINITIVE”.
• With our 5:00PM partner, we read Activity 3 and wrote out our answers to the questions in the “email”.
• We reviewed the “En la ciudad” packet from yesterday.
• Tarea:
1. Study the new vocabulary: pp. 70 & 71 + the additions from the handout.
2. Write out the white handout: Tarea de vocabulario.

Español IV 10-25-07

• We played “Estoy pensando en una palabra” with a “Sapo” partner, practicing talking around the vocabulary word without naming it. The partner then tried to identify the word.
• We reviewed Una abeja with a “practice quiz”.
• We practiced the vocabulary from pp. 10 & 10 with the first activity in the workbook packet, 1-1.
• With partners we read the Mexican creation legend about Iztaccíhuatal and Popocatepel.
• We reviewed the verbs to be quizzed tomorrow.

Tarea:

1. Escribir las actividades 1 y 2 = pa. 57, del paquete
2. Leer el Fondo cultural
3. Prueba del verbo #3, verbos 1ª (#16-20)

Los verbos -

16. realizar

17. burlarse (de)

18. gritar

19. sospechar

20. aconsejar

Práctica: burlarse

My cousins are making fun of me.

Mis primos están burlándose de mí, Mis primos se están burlando de mí

¿Dónde se puede juntar el pronombre al final del verbo?

1. Tiene que hacerlo con los mandatos afirmativos
2. Se puede hacerlo con el infinitivo
3. Se puede hacerlo con el participio presente/el gerundio

El progresivo = un verbo compuesto:

1. Estar (seguir/continuar) + Participio presente (-ndo)

Gerundio = Corriendo por el bosque es muy peligroso.

My cousins used to make fun of me

Mis primos se burlaban de mí

My cousin has made fun of me.

Mi primo se ha burlado de mí

Spanish IV 10-24-07

• Verbs 1A, quiz #2: #’s 11-15 (to fall, to scar, to tie, to guess, to realize (figure out)
• Corrected quiz
• Reviewed the preterite:
1. Partnered with our 7 AM appointments, for the guessing game (Act. 12) we prepared for yesterday.
2. Three people volunteered to share their movie descriptions for the rest of us to guess.
3. Went over the corrections to Act. 10, that we wrote out in class yesterday.
4. Partner questions: Verbs ending in –car, -gar, -zar = spelling changers in YO of the preterite.
• Reviewed the fable, La abeja hiragana – corrections of the comprehension questions for parts I & II.
• During the ¿Comprendió Ud.? (above) I did a brief review of a subjunctive set up.
• Introduced how to write definitions in Spanish: - see below
• Homework: Write definitions for at least 10 of the vocabulary words on the handout distributed in class.

HANDOUT – Various vocabulary items written in a random pattern and in random directions on a piece of paper. We’ll use this for a vocabulary game tomorrow, “Estoy pensando en una palabra” – students will read their definitions written in Spanish, and their partner will circle the word described.

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

Cómo escribir una definición en Español:

1. Escribir una oración describiendo el vocablo.
2. Es igual a ; es sinónimo de _______
3. Es el opuesto de _____; es antónimo de ______

Ejemplo:

El crepúsculo

1. La última parte del día cuando no hay mucha luz, cerca del puesto del sol.
2. Es sinónimo del atardecer.
3. Es el opuesto de la madrugada.

Spanish II 10-24-07

• After a brief study time, we took TEST 1B.
• PACKET: En la ciudad – practiced application of city place names to reinforce the vocabulary.
• Watched some of the vocabulary builder movie, En la ciudad.
• NO HAY TAREA ESTA NOCHE / NO HOMEWORK TONIGHT

Spanish IV 10-23-07

• Reviewed the meanings of the key words from the short story/fable:Una abeja haragana
• Formed “dinosaurio” groups – to read the short story/fable + the Nota Cultural.
• I checked off and returned the homework, Act. 12, while students read.
• Created a vocabulary practice site for the vocabulary of Una abeja haragana

http://www.quia.com/jg/1213055.html

• Reviewed the verbs to be quizzed tomorrow: Meanings and how to study the conjugations. We practiced with http://www.wordchamp.com

• Reviewed the pretérito – wrote out the verbs for Actividad 10, pagina 16.

• Tarea:
1. Study for verb quiz tomorrow: Verbs 11-16
2. Write out the answers to the comprehension questions, for Una abeja haragana, parts 1 &2.

Spanish II 10-23-07

Review day for test 1B tomorrow

• Vocabulario:
1. Word Search + Mini quiz
2. Memory games = mini sets of Spanish + English word pairs
• Equality comparisons:

1. Corrections: WAVA Actividad 11, page 22

• Saber & Conocer
1. Reviewed Forms and Uses
2. WAVA Actividad 12, page 23
• Hace + amount of time + que + verb = how long someone has done something.
1. WAVA Listening Activity 9
2. Corrections – WAVA Actividad 13, page 24
3. Partner Oral: Communicative Activity 1B-2

· How to study for test tomorrow:

1. Use your textbook, pp. 68 & 69 = TEST REVIEW

2. Use the “Go Online” sites in your textbook to practice the grammar topics: We previewed the one for Saber & Conocer.

3. Use your fans & flashcards: vocabulary

4. Use the Rockwood site – vocabulary & grammar

http://www.rockwood.k12.mo.us/rsummit/spanish/index.htm

5. Practice verb conjugations on www.wordchamp.com

· Tarea: Test 1B Lesson test

Spanish IV 10-22-07

• Practice of verbs: meanings and tenses.
• Took and corrected quiz #1: verbs 1-10 on 1A list.
• Reviewed the preterite: Uses. Brainstormed, then took notes on Smart Board and referred to pages 13-16 in book.
• Reviewed preterite SPELLING CHANGERS:
1. Yo forms for –car, -gar,-zar verbs
2. “I –sandwich” = -er or –ir verbs where the stem ends with a vowel (caer, leer, etc.) and the ending starts with an “i” and another vowel (usually and e), the “i” changes to a “y”.
3. –ir stem-changing verbs who do the “third level of change” in 3^rd person singular and plural of the preterite. Examples: Dormir, Pedir.
• Distributed a short story packet, La abeja haragana, and we just got started reading it with our seat partner.
• Tarea: Activity 1-12, page 17. Prep the paragraph describing a popular movie or novel that someone else in the class is likely to know. Be sure to include at least 10 verbs in the preterite – see the box on page 17. We’ll do the partner share tomorrow in class.

Spanish II 10-22-07

• Sang Las mañanitas to our birthday celebrants: period 2 – Lola, period 4- Elena
• Reviewed VOCABULARY:
1. WAVA listening activities 5 & 6
2. Quick study = 3 minutes
3. Took test
• Reviewed Comparisons of equality ( just as fast as; just as much as, just as many as)
1. WAVA listening activity 7
2. Started activity 11 in class (homework)
• Reviewed Saber versus Conocer
1. Brainstormed uses & differences
2. WAVA listening activity 8
• Reviewed Hace + time expression + que + verb in the present tense.
1. Period 2 = discussed
2. Period 4 = we corrected 1B-7, homework from Wednesday
• POSTPONED 1B TEST until Wednesday.
• Tarea:
1. WAVA workbook, activity 11, page 22
2. WAVA workbook, activity 13, page 24: Write BOTH parts. A = questions, B= Paragraph. At least 3 activities, How long you’ve been doing them + 2 more details (with whom you do them, where you do them, when you do them, why you do them.) VARY these among your sentences.

Spanish IV 10-17-07

Spanish IV 10-17-07

We turned in the irregular preterite verb grids
we wrote out as part of our homework.  
I checked these in & stamped
while the students rehearsed their jokes
with an appointment partner.

The students shared their “tasteful” jokes –
Chistes-aloud in front of the class.

In teams we used the vocabulary sentences
we wrote for homework and the small white boards
and wrote out the sentences from prompts given
to us by other classmates.  
One partner wrote & the other verified.
Then partners switched roles. 

Homework Corrections and irregular preterite
review with thepreterite grid from homework

I introduced "verb quizzes".  Students will need to apply
all of the conjugations from the first two pages in verb
review packet(from 9/18) & the present perfect
and the pluperfect.   
We’ll start out by MY providing a verb phrase
in English. Students will translate this to
Spanish and identify the tense used.

We played “Barco de Guerra”, using regular
and irregular verbs
in the “Pretérito”

·        Tarea: Know the meanings and conjugations of
Verbs "'s 1=10 on lesson verb list,
distributed in class today.

Spanish II 10-17-07

Spanish II 10-17-07

·         Announced spelling test for Monday.  
 Be ready to correctly spell the Spanish vocabulary words from page 68
& your vocabulary list, from their English meaning

We reviewed 1B vocabulary by taking a practice quiz
of just 12 of the items on the vocabulary list. 

· While reviewing the sentences written as homework last night,
we also practiced vocabulary, sentence writing as well
as asking and answer questions. 
We divided into teams of 3, and played Round Robin review
with the small white boards.
Team mates took turns as Questioner, writer, answerer.

· We continued in a similar manner with the whole class
with a Writer at the Smart Board,
a Questioner posing questions
to various members of the class.

·  We reviewed expressing how long someone
has participated in an extracurricular
activity using the “formula” construction of:
Hace + the time + que + a verb in the present tense.

·  We corrected homework exercise that practiced
the “how long formula”:
Act. 18, pg 58.
Period 2 also = 1B-7 on this same concept. 

·  Per. 2 = Watched most of the movie, “En la ciudad”

Per. 4 = Reviewed the corrections on Test 1A –
yesterday was the last day to complete
the make-ups on this test.

· Tarea/Homework:

1. Period 4 - Handout 1B-7

2. Both periods 2 & 4: 1B Vocabulary Test.
Be able to correctly spell the
Spanish word/expression from an English clue.  
Study page 68, your vocabulary handout and
the Quia site http://www.quia.com/jg/619368.html

3.    STUDY pp. 68 &69 for Unit 1B test on Tuesday: 

· Listening and Reading comprehension; 

· Forms and Uses for Saber & Conocer; 

· Comparisons of Equality –
just as ...as,
(just) as much as;
(just) as many as

· Hace + time + que + verb =
how long someone’s been
 doing something. 

Spanish II 10-16-07

• ANNOUNCED CHAPTER 1B TEST FOR TUESDAY 10-23-07
  
• Turned in our Comparison packets and handouts 1B-6 for stamps and credit.
• We watched the Video Historia: 4 teenagers discussing their extracurricular activities (highlighting the vocabulary in context). See pages 48-49 in your textbook for the script and photos from the DVD.
• We worked on the vocabulary from page 68 with our seat partners, then watched the Video Historia again, this time without the vocabulary words highlighted.
• We watched the Gram Activa about making COMPARISONS of equality (saying that two people or things are the same as each other). And then corrected our homework, the first page of the Comparisons Packet.
• We continued on in the Comparisons Packet practicing comparisons of inequality (saying that someone is faster, shorter, older THAN someone else).
• We reviewed the forms and uses of SABER and CONOCER: we watched the Gram Activa & corrected the HANDOUT 1B-6
• We practiced asking and saying HOW LONG someone has been doing one of their extracurricular activities, using the formula “¿Cuánto tiempo hace que __(present tense verb)_? And “Hace (amount of time) que ___(present tense verb that answers the one in the question)__. SEE page 58.
• We started ACTIVITY 18, page 58 (and in period 2, HANDOUT 1B-7)
• Tarea:
1. Activity 18, page 58
2. Write 10 sentences building on the answers to the following questions:

¿Quién? ¿Qué actividad? ¿Dónde? ¿Cuándo?

Ex. Yo juego al tenis en la cancha de tenis los sábados.

Be sure to use 10 different subjects (5 singular/5 plural) and a variety of the vocabulary verbs and expressions. Make the sentences interesting!

3. Period 2: HANDOUT 1B-7

Spanish IV 10-16-07

• Turned in our reactions to the work unit, completed 1A vocabulary lists and our 15 vocabulary items incorporated into sentences for stamps and credit.
• With out 9PM partner, we read page 9: an introduction to three types of narratives: the joke, the fable and the legend.
• We answered the comprehension questions about the reading with exercise 1-2, page 11.
• We practiced the two ways of saying “to realize” and the difference between solo and solo. First by studying the ¡Cuidado! Section at the top of page 11 and then by applying it to exercise 1-5, page 12.
• We reviewed our answers to these exercises as a whole class.
• I started telling “un cuento de hadas” – Cenicienta (Cinderella), using a book without words and the document camera, and invited the students to fill-in some aspects of the story. In the process we reviewed some of the vocabulary from page 10.
• We reviewed the preterite tense by going to www.conjuguemos.com and together did some of the practice conjugation game. We wrote out the subject/infinitive/form of the preterite/meaning for each subject/verb pair provided, and reviewed the answers right away.
• Tarea:
1. Study pages 13-16 (and I suggested to take notes over) the uses and conjugations of the preterite.
2. Complete the verb grid for the most common irregular preterite verbs.
3. Find a joke for class tomorrow: Write it out and be ready to “perform” it for the class tomorrow.

Spanish IV 10-15-07

• Turned in our final drafts of our CARTAS – cover letters for resumes, soliciting a job.
• Reorganized into our “counting groups”: Thematic vocabulary; Questions & Present Perfect.
• Continued with our Job Interview orals: Pele y Sergio, Carlata y Timoteo, Fidel y Adela, Angela y Juan, Lucas y Alicia, Elisa y Carmen, Leticia y Adriana.

Another EXCELLENT round of orals – Mil gracias!

• Distributed our new vocabulary list – 1A, page 10.
• Tarea:
1. Fill-in the Spanish for the vocabulary list.
2. Write original sentences in Spanish incorporating 15 of the vocabulary items: then underline and number them, please.
3. Prepare an appropriate joke, in Spanish, for class on Wednesday.

Spanish II 10-15-07

• Warm-up: Review of the 1B A ver si recuerdas vocabulary
• Partner oral: Review of new vocabulary over the extracurricular activities = HANDOUT: Communicative Activity 1B-1 ¿Qué hace Clara? ¿Qué hace Pedro?
• Review of two verbs meaning “to know”: SABER and CONOCER - see page 56. Both classes did listening activity – 15, page 56. Period 4 also wrote out Act. 16, page 57.
• Introduced making comparisons of equality: Just as (tall, fast, smart) as . PACKET: COMPARISONS OF ADJECTIVES.
• Tarea: (1) Do ACTIVE reading on the first page of the Comparisons packet: Outline/highlight/draw circles and/or boxes around the most important things to remember. (2) Complete PRACTICE A & B – on the first page of the packet.

(3) Complete HANDOUT 1B-6 – using the correct forms of either SABER or CONOCER

Spanish IV 10-11-07

• JOB INTERVIEW ORALS began today.

• We organized ourselves into scoring teams:

Counting thematic vocabulary (looking for 20/presentor):

Counting the number and types of questions the presenter used (10-5 of which are open-ended ones):

Counting number of present perfect verbs used (5=goal)

• We drew names for partners and presentation order of the skits.

• Presenting today were:

Eva y Carlota, Carlita y Daniel, Mauricio y Nadi, Rubi y Cristina, Ileana y Carlita. ¡Estoy super orgullosa de todos Uds.! - I’m very proud of you all!

• Tarea:

Final typed copy of cover job soliciation letter – to be turned in with your rough draft and editing circle comments.

Spanish II 10-11-07

• Turned in our 14 vocabulary words from 1B, written out in 8 Spanish-English repeats (fan-fold style); AND our corrected ENCUESTA form re: where who goes when.
• Partner oral The Discovery Game re: places to go in town. We played two rounds, with different partners each time. This game is played in a similar fashion to Battleship; we ask our partner’s questions about where they go, looking for the five places they’ve written sentences about. We also incorporated the frequency expressions we’ve been practicing: Todos los día, A veces, De vez en cuando, (new) raras veces, no voy al/a la _______ nunca, no voy al/ al ______ jamás.
• Listening Comprehension activity: on the backside of the partner oral are 3 columns (8 names/ 8 drawings of places in town/ 8 modes of transportation). As I spoke sentences linking who goes where and how, students drew lines connecting the elements mentioned in each sentence. I asked that students write a number next to the name, to keep track of the order I said them.
• Movie! We watched “The Spanish-speaking World”, an overview of the many countries where Spanish is the main language. We completed a HANDOUT of study guide questions.
• Tarea/Homework:
1. Write out the 8 sentences from the listening comprehension sheet: example…José Antonio va a la bibioteca en bicicleta.
2. Write out a new set of 14 words (2 fans of 7 words each X 8 repeats) for the vocabulary 1B

Spanish IV 10-10-07

• Reviewed the criteria for the orals, which lead to a discussion of “Modismos” – axioms/proverbs commonly used and other cultural fillers – a criterion on the orals sheet.
• Shared the updated situations: Job Interviews
• Reviewed where/what we’ve used that the students could draw upon for thematic vocabulary: Text pages 4 & 6, all of the articles we’ve read, and the vocabulary sheet from Realidades 3 – Unit 5.
• In groups of 3, we practiced the situations with everyone taking at least 2 turns as an Interviewer, and Interviewee, and the note taker-keeping track of the elements of the conversations of both speakers.
• Distributed a copy of the IB compositions scoring guide, for students to use in their editing circles in preparation of the final copy of their cover letter for a job application. I extended the deadline for this final until Monday.
• Tarea: Prep for your oral tomorrow – Worth 50 points.

Spanish II 10-10-07

• Turned in SIGNED our progress reports with SMART goals.
• Warm-up: White HANDOUT: 1B –A ver si recuerdas review sheet, pp 42-43
• Reviewed the answers on the warm-up: Forms of Ir (to go) , Ir + a+ lugar (to go to a place), Ir + a + infinitive (to be going to do something).
• Second review: document camera projected sheet – more of the same skills – pp.42 & 43.
• Reviewed the ENCUESTA handout from yesterday – reviewed how the information should be used in the three separate sections: (1) questions in Tú to classmates & their answers (2) YOUR answers to the same questions – in YO

(3) Summary of the information discovered in the survey, using the people’s names but the verbs in él/ella and ellos/ellas forms OR nosotros/as if some of the classmates shared information with you.

• Introduced the new unit: 1B - ¿Qué haces después de las clases?. In this unit we’ll be learning how to talk about what we do after school. We read and listened along to the A primera vista, pp.46 & 47. We also did the 2 listening comprehension exercises 1 & 2, page 47.
• I distributed a new vocabulary list, based on the QUIA game at http://www.quia.com/jg/619368.html
• You can go to the above site and practice the vocabulary. If you want a copy of the list, just select the link to “get a list”.
• Homework:
1. Select 14 words from the new list you know will be a challenge for you. Make 2 “fan folds”, using 7 of these words on each one. Alternate writing out the words from Spanish to English to Spanish to English, etc. across the columns of the fan fold until you have done each word pair at least 8 times.
2. Make sure your ENCUESTA is done accurately and be ready to turn it in tomorrow.

Spanish II 10-09-07

• Distributed printed progress reports. Students are to write a “SMART” goal and have their parent(s) sign for tomorrow. S=specific, M=measurable, A=attainable, R=relevant to Spanish class, T=timely
• Took Unit Test 1B today.
• Received HANDOUT Realidades 2_1B_A ver si recuerdas.
1. Pretest of Spanish 1 vocabulary over what we do in our free time: Verb “to go, Places, Activities and frequency expressions.
2. Reviewed the vocabulary & verb “IR”
3. Activity 1 = at bottom of front of handout, based on act. 1, page 42. Indicate a. Where you go b. What do you do there and c. How often you go there.
• Class survey, ENCUESTA – backside of handout. A survey grid to aid in documenting your 4 partners’ answers to the 3 questions from Activity 1 and adding, d. With whom do you go there? And e. To where do you go afterwards.
• Homework:
1. Write your SMART goal on your progress report, and have your parent(s) sign it.
2. Complete the next 2 steps on the ENCUESTA handout: a. Write out YOUR answers to the survey questions and b. Write up what you found out about others – be sure to use at least 2 plural answers (Nosotros/as and/or Ellos forms of the verbs).

Spanish IV 10-09-07

• Distributed printed progress reports. Students are to write a “SMART” goal and have their parent(s) sign for tomorrow. S=specific, M=measurable, A=attainable, R=relevant to Spanish class, T=timely
• Reviewed the “test” from yesterday’s article, Pierdes miedo de elegir una carrera.
• Today’s article, read with their 4PM partner, “Cómo contestar en una entrevista de trabajo”
• Debriefed the article, reviewing both vocabulary as well as interviewing techniques.
• Introduced the criteria for our upcoming Oral assessment: a Job Interview. We just began to practice, when I realized class time was up!
• I postponed a day BOTH the oral and the Final copy of the Carta de Solicitar un Trabajo, so that we have time tomorrow to practice the oral in our Round Robin groups AND do our Editing Circles on the Cartas.
• Tarea:
1. Write your SMART goal on your progress report, and have it signed.
2. Practice for the ORAL

Spanish IV 10-08-07

• Turned-in graphic organizer and rough draft of Job Solicitation Letter.
• In small groups: reviewed the presente perfecto: Round Robin flashcards
• Read another article from the magazine from Mexico about getting ready to go to college: “Pierde el miedo” – de elegir una área de concentración. We read this allowed with our NOON partners, and then reviewed as a whole class to clarify any vocabulary stumpers.
• We started the “test” at the end of the article, to see what type of decision-maker we are.
• I returned the graphic organizers and rough drafts.
• I announced graded orals for Wednesday.
• A few students stayed at the end of class to pick-up their Progress Reports – the others can take theirs tomorrow.
• Tarea: (1) Finish the “test” at the end of the article.

(2) Bring your rough draft back tomorrow for editing circles.

(3) Practice for your orals on Wednesday – Job interview situations.

Spanish II 10-08-07

• Turned-in homework for credit: Crosswork puzzle 1A-8 & 2-sided white review handout.
• Warm-up: Review sheet of vocabulary and verbs 1A. We corrected as a group: Period 2 on the White Board, Period 4: using the handout under the document camera.
• WAVA workbook: Listening comprehension activities 5, 6 & 7, pp. 9 & 10.
• Corrections from last night’s homework.
• Vocabulary review.
• Period 4: got progress reports to be reviewed with parents and returned (by Wed.) signed by them.
• Homework: STUDY for 1A test tomorrow: Vocabulary, Stem-changer verbs, Affirmative/Negative words. NO matching nor multiple choice –
1. You’ll also need to know the meanings of all of the vocabulary words and verbs.
2. Be able to supply the word in a sentence and spell it correctly.
3. Also with the verbs, you’ll need to be able to conjugate them all correctly.
4. With the affirmative/negative words:
• you’ll need to know their meaning,
• when to use them,
• and how to modify them so they match the noun described, if needed.

Spanish IV 10-05-07

• Juego: ¡Elijimos una profesión! A “go-fish” style game pairing up professions and the materials needed for them.
• Orales ¡A trabajar! – Rotating partner situations based on the work place and job interview questions.
• Corrections: Activity 5-6, writing packet, practicing the Pluperfect.
• Tarea:

Handout explaining the writing process and details to include in a cover letter for a job application. Follow the format through step 3 (Rough draft) for Monday. Note: your rough draft does NOT have to be typed but (of course) your final copy will.

Spanish II 10-05-07

· Watch the Gram Activa video over Affirmative and Negative words – see page 31 in your text. Also, to practice them on your own, you can go to site http://www.rockwood.k12.mo.us/rsummit/spanish/r21aconcentrationaffneg.swf

· Complete the handouts: 1A-6, 1A-7 (Affirmative/Negative words)

· Correct the homework, Act. 19, page 31 (Affirmative/Neg)

· Practice the stem-changing verbs by playing the game on page 28, Act. 15. You can practice them by going to either www.conjuguemos.com or www.wordchamp.com

· Corrections for the WAVA (workbook) writing assignments from last night – pg. 12 (Vocab sentences) & pg. 13 (Using stem-changing verbs in sentences).

· Tarea/Homework

1. Handout: Tarea de repaso – helping us get ready for the lesson test on Tuesday.

2. Crossword puzzle of vocabulary and grammar for lesson 1A

Spanish II 10-04-07

• Warm-up: 12 translation sentences based on the Yo-go verbs, Tener + que+ infinitives and the vocabulary from 1A lesson. Students wrote the Spanish for the English while I corrected and credited them for their homework.
• I reminded students to take care with their accuracy while doing homework: remember what the purpose of the exercise is and how it connects to the lesson.
• Period 2: reviewed corrections from last night’s homework. Also, period 2 had the bus evacuation drill today.
• Period 4: Since expressing concerns over spelling yesterday, we reviewed the basics. (1) How to sound out the words based on the vowel sounds. (2) What each of the vowel sounds are and what your mouth does to pronounce them well – I also taught hand gestures to help them remember this. (3) Students copied a basic phonemes chart with the spelling for the 4 spelling changers for hard/soft K/sS AND G/H sounds.

A	E	I	O	U
CA	QUE	QUI	CO	CU
SA	SE/CE	SI/CI	SO	SU
GA	GUE	GUI	GO	GU
JA	GE/JE	GI/JI	JO	JU

• Activity 8, page 21: partner oral – asking for/giving advice

Reviewing Yo forms and Tener + que + infinitive

• Introduced Affirmative and Negative words: Some/none, Something/nothing, Someone/no one = using props under the document camera and the “shell game” for something/nothing.
• More Affirmative/negatives practice on page 31 in the text.
• Introduced the homework:
• Tarea
1. Review the table on page 31, then complete Activity 19 on the same page.
2. WAVA workbook:

(A) Page 12- Activity 10. Using as many vocabulary expressions as you can, write a sentence for each of the people labeled in the drawing, referring to what the person(s) is/are doing.

(B) Page 13 – Activity 11. Using as many of the stem-changing verbs you can from your verb grid, write 3 SENTENCES for EACH picture. 2 of the sentences are general comments about the people doing the activity pictured. The third sentence is in the YO form, and about what YOU and the activity.

Spanish IV 10-04-07

• Turned in Act. 5 & your 10 present perfect examples for credit & corrections.
• Continued with the listening exercises 4 & 5:

First we reviewed the demonstrative adjectives & pronouns:

Este/Esta/Estos/Estas

Ese/Esa/Esos/Esas

Aquel/Aquella/Aquellos/Aquellas.

I reviewed the mnemonic device rhyme:

This and These both have T’s,

That and Those – no T shows,

Far Away? Begins with A.

we applied this to Exercise 4.

Exercise 5 was 3 candidates for office talking about what each has done to merit being elected. = Practice of the Presente Perfecto.

• Continued with the writing practice exercises: Activity 5
• We took notes over the Presente Perfecto, and the Pluscuamperfecto (pluperfect) as we created a Power Point over how to form it: both regular and irregulars.
• Tarea:
1. Review Job-Related Vocabulary Sheet: Orals tomorrow including job interviews and work place situations.
2. Practice the Pluscuamperfecto with Activity 5-6, in your writing packet.

Spanish II 10-03-07

• Warm-up: Study quiz – 14 stem-changer words, meanings to be learned as homework.
• We corrected the quiz in class.
• Watched the Video Historia- see pages 20-21 for the scripts and pictures from the Video/DVD. We then read it aloud with our seat partners.
• Battleship with stem-changer verbs with our appointment partners: Period 2 @ 7 de la mañana; Period 4 @ 10:30 de la mañana.
• Period 2 reviewed the corrections on the Para Empezar exam.
• Per. 2 & 4 corrected tareas
• Using the vocabulary clip art under the document camera, we reviewed vocabulary items.
• Tarea: HANDOUT: 1A-5

Spanish IV 10-02-07

• Read our final paragraphs aloud in groups of 4, and then turned them in with the rough draft and the criteria sheet attached.
• Reviewed the article, Herramientas – paragraph by paragraph for reading comprehension and vocabulary clarification.
• Introduced resumes (currículo) and what information is typically included. See HANDOUT: el currículo – Trabajos.com
• Distributed a template for a resume from WORD as another example.
• Tarea: Compose and type up a resume for class tomorrow.

Spanish II 10-02-07

• Warm-up: Practicing stem-changer verbs. Activity 14, page 27.
• Reviewed the meanings of all of the verbs in Activity 14.
• Corrected our verb grids – ask to see one of my answer sheets.
• Played “Lotería de verbos” using the verbs from the grid: with the exception of Jugar. We also added in cerrar (ie)=to close, pedir (i) = to ask for, volver (ue) = to return.
• Period 2 corrected their homework from last night. Period 4 reviewed the corrections on their last unit exam, Para Empezar.
• Tarea:
1. Know the meanings in Spanish, from English, for the verbs on your verb grid for a quiz tomorrow.
2. Answer the questions on the handout A1-4 after reading about Elena educada (polite Elena) and Teresa traviesa (naughty Theresa).

Spanish IV 10-01-07

• Students turned in their paragraphs for completion credit.
• We each checked out a Spanish grammar 3-ring binder reference sheet.
• Carlata presented her escudo today – !Buen trabajo, Carlata!
• I shared a handout of examples for us to review common writing problems I discovered in the escudos, and talked about editing.
• In partners, we read an article, “Herramientas” about what are your “tools” when looking for a job. This was supported with a printed outline of the main points of the article. Students were to read the article aloud with their partners, then look for additional supporting details for the outline.
• We then divided into groups of 3, to peer edit our paragraphs due today. We got a handout reviewing the expectations for the paragraph as well as an editor’s list. Each member chose a couple of characteristics to read/edit for, and we passed the papers around the circle and underlined those things we recommend the author reconsider.
• Tarea: Final copy of paragraph: Typed, double-spaced, being sure to include all of the elements from the editing page.

(See below):

Español IV Nombre:

¿Dónde te gustaría trabajar? Fecha:

Período:

La tarea:

Escribe un párrafo sobre donde te gustaría trabajar (por salario o como voluntario) y por qué sería un buen trabajo para ti. Habla de tus destrezas y cómo puedes utilizarlas en el trabajo.

El lugar del trabajo:______________________

El puesto deseado: ______________________

Las destrezas mencionadas: Su aplicación en el trabajo:

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

Conclusión: Por qué el/la candidata/a merece el puesto.

__________________________________________________

Sugerencias redactoras

• Incluyó suficiente información para cumplir la tarea:

• Errores de la deletración:

• Problemas con la concordancia de verbos:

• Problemas con la concordancia de adjetivos:

• Problemas con el órden de las palabras:

___ los adjetivos y los sustantivos

___ expresión de posesión

• Problemas con la selección de palabras:

___ Ser versus Estar

___ Buen versus Bien

Otros:

· Confusión de pronombres:

Subjeto: yo, tú, Ud., él, ella, nosotros/as, vosotros/as, Uds., ellos/as

De preposición: mí, conmigo, ti, contigo

Spanish II 10-01-07

• We took a survey called, “How Many Ways are You SMART?”
• Previewed chapter 1-A on pages 16 & 17: Read the Fondo Cultural and reviewed the objectives for the lesson.
• Read and Listened to “A primera vista”, pp 18 & 19, practicing the vocabulary from last Friday in context.
• Listening comprehension activities 1 & 2, page 19.
• Activity 4, page 22: Vocabulary application + practicing the structure: Tener+QUE+Infinitive.
• Reviewed STEM-CHANGING VERBS: (1) Talked about Tener and other stem-changers we remembered (2) Reviewed page 27 (3) Watched the DVD “GramActiva”
• We started a VERB GRID (cuadrícula de verbos) for these verbs on page 27. We grouped all of them into like groups: o-ue +u-ue; e-ie; e-i. We filled in the first columns: Verbs in Spanish, Meanings in English, the Yo forms (period 4 + tú and third-person singular, also).
• Tarea:
1. Practice your VOCABULARY using the 2-sided handout 1A-2, 1A-3.
2. Practice your VERBS by completing the verb grid for all the conjugations.
3. Start memorizing the meanings and forms for these stem-changing verbs.