Spanish IV 12-21-07

Spanish IV 12-21-07

• Angela shared her Power Point project about the preserve in Costa Rica named Tortuguero. We all were impressed with her own photos that she incorporated in the project. !Gracias, Angela!
• The students moved through several Activity Centers:
• Card Making: I brought in my holiday stamps and stencils as well as some of my other crafting tools. Students made some lovely cards.
• Holiday Traditions: I compiled information from several articles and made a calendar activity for students to complete with the information gleaned from the written handout.
• Holiday vocabulary activities: There were 3 word puzzled incorporating words from the specialized vocabulary list from this station and reading comprehension activities.
• Food table: I brought in food to share with the class.
  
• We watched The Grinch, cartoon version, in Spanish.

Spanish II 12-21-07

Spanish II 12-21-07

• The students moved through several Activity Centers:
• Card Making: I brought in my holiday stamps and stencils as well as some of my other crafting tools. Students made some lovely cards.
• Holiday Traditions: I compiled information from several articles and made a calendar activity for students to complete with the information gleaned from the written handout.
• Holiday vocabulary activities: There were 3 word puzzled incorporating words from the specialized vocabulary list from this station and reading comprehension activities.
• Food table: the students and I brought in food to share.
  
• We finished watching Elf today and Period 4 finished Happy Feet, too.
• I had a handout of 3 cookie recipes & a packet with a salad and empanadas. Students who were there on Friday have the option of preparing any, or all, of these for their family and friends to earn some bonus participation points. There is also a verification sheet for parents to sign indicating the student both prepared AND CLEANED UP THE KITCHEN (:>)
  
• Tarea:
• Use the vacation to do some "recycle review": spend a little time each day getting "back up to speed" on the previous units: Para Empezar, Unit 1-A, U1-B, U2-A, U2-B, U3-A. To help you practice, you can go to the website below, and select Spanish II http://www.rockwood.k12.mo.us/rsummit/spanish/index.htm
  

Spanish IV 12-20-07

Spanish IV 12-20-07

• Adela presented an interesting project on the Panamá Canal and Leticia gave us more background on la Guerra Sucia de Argentina with hers. ¡Muchísimas gracias, señoritas!
• We finished viewing La historia oficial.
• We went over some of the comprehension questions from the movie, and did some quick debriefing of the movie. It has a very powerful ending, and I felt we needed to talk a bit, instead of just leaving the class without some discussion.
• Some people signed up to bring things to share with the class tomorrow.
• Tarea:
• Complete the 2 packets for the movie, except for the analysis composition.

Spanish II 12-20-07

Spanish II 12-20-07

• We reviewed for the test by correcting last night’s homework. I gave double homework points to those who completed all 20 sentence pairs using the present and preterite tenses.
• We took the 50 POINT PRETERITE EXAM.
• We listened to a selection of songs, while reading the lyrics, by Jose Luis Orozco, Navidad Cancionero.
• We continued with our viewing of ELF, en español.
• Tarea: Thanks for remembering to bring what you signed up for.

Spanish IV 12-19-07

Spanish IV 12-19-07

• Carmelita presented her project on Diego Rivera, and Alicia presented hers on the Aztecas. Gracias, señoritas, ¡fueron interesantes!
• I distributed a small packet of vocabulary, comprehension questions, and discussion topics for our movie, La historia oficial.
• We continued with our viewing of the movie.
• Tarea: Answer as many of the comprehension questions as you can for how much we’ve seen of the movie.

Spanish II Preterite Conjugation Test Study Guide

• Know how to conjugate REGULAR –ar, -er, -ir verbs in the PRETERITE. You’ll be asked to give all 6 forms.

• Know the spelling changes in YO for –gar, -car, -zar verbs.

• Know the conjugations for Ser, Ir

• Know the conjugations for Dar, Ver

• Know the conjugations for the “UV” group (andar, tener, estar)

• Know the conjugations for the “U” group (poder, saber, poner)

• Know the conjugations for HACER from the “i” group.

• Know the meanings of our basic verbs – see the review sheet 2B (part of your nightly recycle review homework)

Spanish II 12-19-07

Spanish II 12-19-07

• Got a STUDY GUIDE for tomorrow’s test: CONJUGATIONS in the PRETERITE (see blog for this as a separate entry)
• Warm-up: We played Lotería #12 = Regular Preterite Verbs.
• Partner Barco de Guerra = Irregular Preterite verbs

Practiced conjugating: Ir, Estar, Tener, Poder, Hacer, Ver, Dar, Buscar

• Corrections:
1. Las tareas de anoche -last night’s homework

a. 3A-7 = Irregulars: Estar, Tener, Poder, Hacer in the Preterite

b. Direct Object Packet: When is You the subject and when is it the Object? Which pronoun do you use were?

2. #’s 6a-10b = Exercise D, Irregular Preterite packet (translations)
• HANDOUT: LA NOVIA PRESUMIDA – “rap-style” song incorporating the irregulars in the preterite: Venir, Estar, Ir, Tener, Saber, Querer, Poder, Hacer, Traer, Poner, Decir. We analyzed the lyrics for the verbs used and their forms. Then we listened to the song.
• I gave examples of what the test tomorrow will be like. I will give an infinitive in Spanish and some subject pronouns to use with it. The students will give the meaning of the infinitive and conjugate it in the preterite for the pronouns provided.
• Tarea:
1. Pink HANDOUT: Práctica de los verbos. Match the meanings on the top part of the page, then on ANOTHER PIECE OF PAPER, translate the sentences – don’t forget the ones on the back!
2. STUDY for the PRETERITE test.

Spanish IV 12-18-07

Spanish IV 12-18-07

• Went took a brief “trip to Spain” today with two beautifully done Power Point projects on holidays celebrated there. Gracias, Ileana y Eva, ¡me gustaron mucho!
• We corrected the homework and reviewed the vocabulary in context as well as the use of the subjunctive or the indicative after certain impersonal expressions.
• We continued on with our movie, La historia oficial.
• No hay tarea – just please remember to bring your handouts for the movie.

Spanish II 12-18-07

Spanish II 12-18-07

• Turned in homework to be stamped and checked off.
• Warm-up: 3A-Crossword (one I wrote, not the one we did as homework) to review the vocabulary before the test.
• Corrected last night’s homework – also a review prior to the test.
• Took 3A vocabulary test.
• Continued on with our work on Direct Object Pronouns: Another new packet! This one is called, Apuntes 3A – Direct Object Pronouns. We worked through the front and back of the first page.
• We watched a little more of Elf, in Spanish.
• Tarea:
1. Prep the preterite review games for class tomorrow: Bilingual answers in Spanish and English for the verbs in the preterite in the Loterías.

a. Lotería #12: Regular preterite forms

b. Lotería #14: Irregular preterite forms

c. Irregular Preterite Verbs Battleship: have your ships hidden so we can play the game right away in class tomorrow.

2. Complete Exercise 3A-7, practice workbook packet #2: Both parts A & B

Spanish IV 12-17-07

Spanish IV 12-17-07

• 2 projects today: Sergio – los deportes y tradiciones físicas de España y Timoteo: Costa Rica. ¡Bien hecho, jóvenes!
• Reviewed Unit 2 exam – from the other week = we’ve been waiting for make-ups to be completed.
• Began the movie, “La historia oficial”.
• Tarea:

WB52 (ej. 3-2) & WB55 (ej. 3-6)

Spanish II 12-17-07

Spanish II 12-17-07

• Listening comprehension of the vocabulary in context: WAVA workbook activities 5, 6, & 7 = pages 49-50.
• Review of Direct Objects and their Pronouns = HANDOUT: Object Pronouns. We took notes and did the activities on the front page.
• Corrected Activity 3A-5 = practice workbook packet #2, checking our use of Direct Object Pronouns.
• Reviewed Ir & Ser in the preterite and corrected 3A-6 (wkbk pkt #2).
• Period 2 = corrected Irregular Preterite Packet, Act. D 1a-5b.
• Introduced the homework:

Tarea:

1. Activity 3A-8 (wookbook packet #2 – NOTE: #13 = pronto)
2. Last group of 8 repeats for the vocabulary.
3. Study for the vocabulary test tomorrow: Be able to quickly and accurately write the Spanish from the English.

Spanish IV 12-14-07

Spanish IV 12-14-07

• Students turned in permission letters and signed progress reports, if they had not done so yesterday, and their homework for today was stamped and entered.
• Students received a new partners handout: Los derechos humanos. We selected new partners to go with this new unit.
• With one of our new partners, we played “Estoy pensando en una palabra” using the definitions we wrote as homework for the terms indicated yesterday. We then debriefed as a whole class, sharing what we thought were particularly good definitions.
• I distributed a small packet with some background information on Argentina and two plot maps for the movie we will be starting on Monday.
• Fidel presented his project on Las Islas Canarias, and Cristina her project on Goya. Two more really well done, and interesting projects. ¡Gracias, estudiantes!
• ¿Tarea? ¡Que duerman y diviértanse este fin de semana!

Spanish II 12-14-07

Spanish II 12-14-07

• Turned in homework to be credited with the students did: Vocabulary Partner drill – practice vocabulary test where one partner selects and item in English and the other partner quickly writes it in Spanish.
• Continued with the Irregular Preterites packet, omitting Exercise C, but completing Exercice D.
• Corrected the homework.
• Period 2 did the partner oral based on the green handout where they drew in the furnishing of a blank room and then they described the room to a partner, using the preterite and direct object pronouns. The partner drew the room as s/he understood it.
• Introduced the homework: Practicing DIRECT OBJECT PRONOUNS and the PRETERITE of IR and SER.
• Tarea:
1. Practice Workbook –part 2: 3A-5 & 3A-6.
2. 8 repeats for vocabulary items: el dentista – en seguida

Spanish IV 12-13-07

Spanish IV 12-13-07

• Corrected last night’s Homework: WB51- vocabulary practice

& WB53-54:Impersonal expressions with either the indicative or subjunctive in the dependent noun clause.

• Today’s projects:

(1) Carlota: Pancho Villa

(2) Daniel: Los Mayas

(3) Carlita: Los especies en peligro de extinción.

¡Qué interesantes!¡Gracias!

• Reviewed the questions from Mauricio’s Project yesterday.
• Introduced tonight’s homework – see ‘tarea’ below
• Did a fast run through of “Si quiero que haya paz” – song, “Let There Be Peace on Earth”
• Tarea:
1. Write definitions for: el ejército, La guardia federal/civil/de seguridad, La junta militar, La dictadura.
2. Do a web search and come with your findings. Be able to give some details about:

· La Guerra Sucia (Santa) de la Argentina (1976-1983)

· Las Madres de La Plaza de Mayo (Buenos Aires)

· Los desaparecidos (de la Argentina)

Spanish II 12-13-07

Spanish II 12-13-07

• Turned in signed Progress Reports, along with the rest of the homework.
• Period 2=Report from our student council representative.
• Read, and then watched, the Video Historia on pages 132-133.
• With a partner, we asked and answered the questions in Act. 3, page 133. Students then wrote out the answers, too.
• Introduced Direct objects and their pronouns: what they are and how we use them. We then watched the Gram Activa on this- see page 138.
• We reviewed some irregular verbs in the preterite: Ser & Ir – see page 140, and we also watched the Gram Activa on these verbs, taking the practice quiz along with the DVD.
• We practiced the “grouped irregulars” in the preterite: correcting the homework from the packet, “The Preterite: Irregular Verbs – page 53” and also watching the Gram Activa & using the text page 142. Worked on Exercise B – page 54- Answering questions in the preterite. If not completed in class, have it done for tomorrow.
• Reviewed the vocabulary by correcting the Practice Workbook page 51.
• Announced the PRETERITE TEST for a week from today: December 20^th.
• Tarea:
1. 8 repeats on the rest of the first column from the vocabulary list:

cepillo de dientes – cuidar a

2. WAVA workbook, page 52. Write full sentences include where the person is going (use IR in the present tense) and include the places and actions indicated by the drawings.
3. Practice Workbook Packet – page 52

Permission letter - La historia oficial

December 12, 2007

Dear Parents/Guardians:

In Spanish IV, we will be learning about Argentina’s history in the 1970’s through the early 1980’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.

To prepare the students to understand the context of the film we will be learning about the history and politics of that time before we view it in class. The students will find they will be able to understand the most of the Spanish with the comfort of English subtitles to confirm and check their understanding. The students who have viewed it in previous years have found the excellent, well-acted and dramatic film a real benefit to both their language and cultural development.

If you are uncomfortable with your student viewing this film, of course 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, December 14, 2007.

Sincerely,

Catie Thurber-Brown

Spanish Teacher

Tigard High School

503-431-5563

cthurber@ttsd.k12.or.us

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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

Permission letter - El norte

December 12, 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 the viewing of this movie useful to 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. The movie’s emphasis it the stark contrast among the various characters' honor, resilience, ethics, and their 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, December 14, 2007.

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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 12-12-07

Spanish IV 12-12-07

• Actividad 3-4, with dinosaurio partners, discussing the principles listed in activity 3-1. We debriefed as a class afterwards.
• Corrected homework activities, 3-3 & 3-11.
• Projects presented today, ¡Qué interesantes fueron!

Juan – Los Toltecas;

Mauricio – Michoacán

• Progress reports distributed
• Parent permission slip letters for our upcoming movies distributed.
• Tarea:
1. Workbook packets, pp. WB51, 53, 54
2. Permission letters signed and returned.
3. Progress Reports signed and returned.

Spanish II 12-12-07

Spanish II 12-12-07

• Period 2 made nominations for the Human Rights Awards.
• Turned in our 8 repeats of vocabulary group #2 & our irregular preterite verb grids.
• “Mop-up” corrections: Practice workbook packet: 3A-A & B (pp. 49, 50), Crosswork and Matching vocabulary practice for 3A – A ver si recuerdas.

Per. 4 = Los fantasmas en la casa

• Vocabulary in context practice: listening to the CD that goes along with pages 130-131.
• Listening comprehension activities 1 & 2, pp. 130-131.
• Irregular preterites: Ser & Ir – page 140
• Corrected our verb grids, using the verbs printed on the front of our new PACKET The Preterite Tense: Irregular Verbs.
• We went over the study notes together, underlining key concepts.
• Worked through the Practices A, B & C.
• Received PROGRESS REPORT PRINTOUTS.
• Tarea:
1. Progress report signed and returned.
2. 8 repeats each for group 3 on the vocabulary list

(el equipo deportivo – la raqueta de tennis)

3. Practice workbook packet, page 51
4. Irregular Preterites packet, completed through page 53.

Spanish IV 12-11-07

Spanish IV 12-11-07

• “Pele” started off our research power point projects today – we learned all about Barcelona – ¡Bien hecho, Pele!
• Homework was credited, and we reviewed it in class:

We played Lotería (Bingo) with terms having to do with governments

• In partners we practiced using the impersonal expressions on page 83 with exercise 3-10, and then we went over it as a whole class.
• Introduced homework

Tarea:

1. Actividad 3-3, page 81. Use your grouped vocabulary from last night to write and extended sentence about the items listed.
2. Actividad 3-11, page 84. Read the statement and then write a short reaction, followed by a sound support statement. See the example.

Spanish II 12-11-07

Spanish II 12-11-07

• Turned in homework to be credited & stamped.
• We reviewed the vocabulary items depicted by each drawing on our new partners handout: Drawings/flashcards for 3A.
• New partners selected.
• Period 2 = using the flashcards from the URL on the vocabulary list, we practiced the new words.
• Per. 4 = using one of our new partners, we did the oral practice, prepped as homework last night, describing how we had positioned the furnishings in our new room.
1. Big VERB REVIEW (pink HANDOUT + the white handout, EL PRETERITO).
2. Reviewed the regular PRESENTE tense verb forms
3. Reviewed the regular PRETERITE tense verb forms
4. Reviewed the spelling changes for –car, -gar, -zar verbs in preterite.
5. Reviewed IRREGULARS: ser, ir, dar & ver
6. INTRODUCED the GROUPED IRREGULARS:

(a) Stem of the verb changes (b) Share verb endings

• Began our verb grid for tomorrow: Ser, Ir, Dar, Tener, Andar, Estar, Poner, Poder, Saber, Querer, Hacer, Venir, Traer, Decir, Traducir, Conducir, Producir
• Tarea:

1. 8 repeats in Spanish of each of the items in the next group from the 3A vocabulary list:

El buzón – La tarjeta.

2. Preterite verb grid: los irregulares

Spanish II 12-10-07

Spanish II 12-10-07

Shortened class today – AM Assembly

• We warmed-up by practicing the rhyme we memorized for today with our group partners.
• We took the written part of the rhyme test.
• We decided on the presentation order for the oral part of the test, and then presented. ¡Bien hecho, clases! You all did very well on this “prepositions of place” poem.
• Partners oral: asking and answering questions describing where we actually live with our “dream houses” we drew last week. We did this we two different partners.
• Introduced Unit 3, Lesson A vocabulary – HANDOUT = actually it is a two-page packet. The first page, front AND back, is the list that I used to create a Quia review site – note the URL in the upper right-hand corner to be able to play the matching, flashcards, word search and/or memory(concentration) games. The second page is a shortened version of the list – notice it has a different URL.
• Announced the Spelling Vocabulary Test of the 3A vocabulary = December 18^th.
• Introduced the Tarea:
1. Make flash cards of all of the new vocabulary items, using the 3A vocabulary list (1^st sheet, front & back sides)
2. Drill the first 6 items on the vocabulary sheet, (el banco – el supermercado) by writing the Spanish 8 times (be sure you are being accurate!)
3. Green handout: Prepare tomorrow’s partner oral, by sketching in all of the furniture around the empty room into the room. Practice describing where it is located, so you can answer your partner’s questions tomorrow.

Spanish IV 12-10-07

Spanish IV 12-10-07

• We organized the printed materials for our projects, and turned them in.
• We started the next unit, Unidad 3 – Los derechos humanos, primera parte:
1. Went over the vocabulary, page 80: pronunciation and meanings.
2. We applied the vocabulary to the reading on page 79: excerpts from the United Nations Declaration of Human Rights, reading this aloud with our Salvador Dalí partners.
3. In partners, we did Act. 3-1, page 81, listing examples of things the Declaración guarantees and protects against.
4. We went over the goals of the Unit, see page 78: one of which is to react to issues. This led us to reacting using impersonal expressions that result in the use of the subjunctive or indicative – See page 83.
• Tarea:
1. Using the list on page 80, make your own vocabulary list by reorganizing the words into categories that make sense to you.
2. Distributed a Lotería game that used words that have to do with governments. Prepare the game with bilingual (Español-Inglés) answers.

Spanish IV 12-07-07

Spanish 12-07-07

• Review time before test: partner flash card review and/or individual notes review. During this time I game students the opportunity to turn-in any late or make-up work.
• Took Unit 2 test (both lesson A & B)
• As students turned in their tests, they picked up a copied article from People en español about the Mexican Rock group Maná and their efforts to save the sea turtles’ nesting grounds in Mexico.
• We watched a video of Maná performing their song, ¿Dónde jugarán los niños?
• Tarea:
1. Be ready to turn-in all written material for your project on Monday.
2. Daniel and Carlita to present on Monday.

Spanish II 12-07

Spanish II 12-07-07

• Turned in homework to be credited: Casa packet pp. 98-99 + Extra credit: details and colors add to “Dream house”.
• Big Review of A ver si recuerdas: pp. 126-127
1. Vocabulary fill-in
2. Partner questions/answers
3. Crossword
4. Matching: vocabulary and drawings
• Review of Prepositions of place
1. Practice the rhyme: whole class and with our partners
2. Period 2: corrections on the fantasmas in the casa.
3. Taught a toast, which students can learn for extra credit:

Arriba, abajo

Al centro, al dentro

• Per. 2 = a little bit more of Los Increíbles
• Per. 4 = Went over our results from Test 2B; many people did really well!☺
• Tarea:
1. Be ready to write out the rhyme on Monday AND to perform it with your group.
2. Practice workbook packet: pages 49-50
3. Bring your house drawing and

today’s in-class work (Be sure it’s complete)

Spanish IV 12-06-07

Spanish IV 12-06-07

• Verb quiz #2 from the subjunctive packet of verbs that imply the subjunctive after them. We took quiz and then corrected it in class.
• Reviewed for tomorrow’s test over Unit 2 (lessons A & B)
1. Reviewed vocabulary and the future: WB46 and Future Packet corrections.
2. Reviewed the subjunctive: WB47 and Subjunctive Packet corrections.
3. More subjunctive review: Partners sentence translations from sentences on flashcards.
• Tarea:

Study for Test

Spanish II 12-06-07

Spanish II 12-06-07

• New white packet: We filled in vocabulary, review & practicing what we have learned re: House, Rooms & Furnishings on the first page of the packet. While the homework was checked in.
• White packet: Reviewed & Practiced Vocabulary for- Seasons and Weather, brainstorming with a partner, then writing in descriptions for the drawing on the back of the packet.
• Went over the Yellow En casa packet: Starting on page 96 (first page) and continuing through the top of page 98, we went over the vocabulary and applications for La cocina- The kitchen. Be sure to read all of the numbered foot notes AS WELL AS the little sentences above the exercises to be able to know what words to use to complete the exercises.
• We practiced our prepositions of place, rehearsing the rhyme. I announced a quiz and performance on MONDAY. You’ll need to accurately WRITE OUT the words, and then perform it in a group of 2-3 people, including the gestures to demonstrate you understand the meaning.
• Tarea:
1. En casa packet (yellow – the house). Complete pages 98 and 99, to the drawing.
• Practice the rhyme – work on having it memorized for tomorrow: Izquierda, derecha, Delante, detrás. Cerca y lejos, y algo más. Abajo, arriba, enfrente, encima. Y ahora, muchachos, se acaba la rima.

3. Extra credit option: Fill in your dream house drawing with color, and be sure it has lots of items that are labeled in Spanish.

Spanish IV 12-05-07

Spanish IV 12-05-07

• Took verb quiz #1 from the subjunctive packet. We corrected it in class afterwards.
• We did Act. 35, with our Baile Flamenco partners, responding to their predictions practicing the subjunctive, if we doubted them, or the indicative future, if we agreed with them.
• We talked A LOT about the PROJECT that is due on MONDAY. Everyone is to turn in all of the printed material that is due, and we spend quite a bit of time clarifying WHAT is due, and what it should look like.
• Distributed a new PACKET to review the FUTURE, and indicated which items in which exercises to do as homework – see below.
• Tarea:
1. Verb quiz #2 = Verbs indicating the subjunctive: pedir, preferir, prohibir, rogar, suplicar
2. Future (and condicional) packet:

· Exercise E: 1-5, 7, 9,10

· Exercise F: 3,4,5,8,16, 18

Spanish II 12-05-07

Spanish II 12-05-07

• Reviewed vocabulary while the TA checked in the homework:
1. Period 2 = picture flashcards of the house and furnishings
2. Period 4 = Lotería
• Practiced telling time with me modeling with my handheld clock, and the class reporting the time.
• Corrected the homework:
1. Activity 1, page 126: Reviewed –ar verb endings in the preterite AND the preterite time expressions.
2. Activity 3, page 127: Reviewed YO present tense DAILY ROUTINE verbs and at what time we do them.
3. Clock faces handout: Corrected the writing out of the times.

• Learned the basic PREPOSITIONS OF PLACE (to the left, right, ahead, behind, below, near to, far from, under, above, in front of, on top of) in a rhyme. GET HANDOUT. We also learned motions to go along with the saying of the rhyme.

• Period 2: Reviewed test 2B – I was really proud of how well the class as a whole did on this test; especially on the essay part.
• Period 4: Watched more of Happy Feet in Spanish.
• Tarea:
1. HANDOUT: Where are the ghosts hiding in the house?

Find the 10 ghosts and then, on another piece of paper write a sentence for each ghost stating in which room they are and where they are in that room, using the propositions of place.

2. ON a regular-sized piece of paper, draw your “Dream House” and label the rooms and furnishings. Your drawing should demonstrate “Pride in Product”. You can look up a few “exotic things” – heliport, etc. But be sure to mostly use the vocabulary found in your:

(1) packet-pp 109-111

(2) white vocabulary handout

(3) loteria game = back side vocabulary list.

Spanish IV 12-04-07

Spanish IV 12-04-07

• Announced Unit 2 exam for Friday.
1. Vocabulary in context, pp. 46 &60
2. Ser, Estar, Haber
3. El futuro
4. El subjuntivo
• New Subjunctive packet:
1. Reviewed uses of the subjunctive, working through the study points.
2. Did Exercise A & B with Joan Miró partner.
3. Then we reviewed answers together as a whole class.
4. I modeled how to form the past subjunctive = but this will NOT be on our test.
• Selected verbs from the Subjunctive packet for quizzes tomorrow and Thursday:
• Tarea:
1. Verb quiz #1 = verbs that indicate the subjunctive afterwards
2. Subjunctive Packet = Exercise C: #’s 2, 4, 5, 7, 9, 10, 11, 12, 15

(Present tense subjunctive)

3. Handout: buff colored – WB46 : vocab. Page 60 & subjunctive

Spanish II 12-04-07

Spanish II 12-04-07

• Reviewed vocabulary for La casa y Los muebles.
1. Partner flash card review:
1. Cards from last night (p.2)
2. Picture cards – new handout today (p.4)
2. Went over the vocabulary for chores – page two of white vocabulary handout, clarifying meaning, spelling and reading the extra notes on the last page, and page 126.
3. Identified which chores vocabulary would be used for flash cards tomorrow.
4. Period 2: Played Lotería – casa y muebles (Period four spent so much time on the picture cards, we didn’t have time to play today.)
5. Added La ciudad vocabulary from page 126 to our list.

• Reviewed telling time.
1. Went over the notes on page 127.
2. Practiced with a clock, saying what time it is now.
3. Practiced the difference between “It is…o’clock” and “At …o’clock”.
4. Got handout of clock faces.
• Tarea:
1. Write out Act.1, page 126. Use the preterite for each verb, a different person for each verb AND a different preterite time expresión for each sentence.
2. Act. 3, page 127. Write out sentences with the “YO” form of the present tense verb and indicate AT WHAT TIME you do these activities.
3. Blue clock faces handout: On another piece of paper, write out the time indicated on each lettered square.
4. Chores vocabulary flash cards.