Spanish IV 02-29-08

Español IV 02-29-08

• ¡El día de los chistes! -Joke day! Today students took turns sharing the jokes they had prepared for today. ¡Qué gracioso!
• We finished writing our “ghost stories”, based on the questions in Act. 9, page 14, and then student pairs took turns sharing them under the document camera and reading/acting them out.
• Two guessing games:
• 1. “Estoy pensando en una palabra/una expresión”.

a. I distributed a sheet of paper with vocabulary items written randomly and in all directions. As I describes one of the items, the students circled it and identified it by the item number I had used.

b. Working with one of their oral partners, students took turns sharing the definitions written as homework for the other student to guess its meaning.

2. Actividad 12, page 17: students shared their descriptions of a movie/book using

the preterite form of at least 10 of the verbs provided. The rest of us tried to guess

the name of the book/movie being described.

• Tarea: ¡Están libres!

Spanish II 02-28-08

Español IV 02-29-08

• ¡El día de los chistes! -Joke day! Today students took turns sharing the jokes they had prepared for today. ¡Qué gracioso!
• We finished writing our “ghost stories”, based on the questions in Act. 9, page 14, and then student pairs took turns sharing them under the document camera and reading/acting them out.
• Two guessing games:
• 1. “Estoy pensando en una palabra/una expresión”.

a. I distributed a sheet of paper with vocabulary items written randomly and in all directions. As I describes one of the items, the students circled it and identified it by the item number I had used.

b. Working with one of their oral partners, students took turns sharing the definitions written as homework for the other student to guess its meaning.

2. Actividad 12, page 17: students shared their descriptions of a movie/book using

the preterite form of at least 10 of the verbs provided. The rest of us tried to guess

the name of the book/movie being described.

• Tarea: ¡Están libres!

Spanish II 02-28-08

Español II 02-28-08

• I stamped, and then we corrected, Exercise E from the Stem-changing Verbs packet.
• Students turned in their Stem-changing Verbs packet AND their pink "1A Practice Workbook" packet.
  
• We took the 1A lesson test.
• Students picked-up the 1B supplementary vocabulary: the review lesson that previews lesson 1B, pages 42-43. Many began filling-in the Spanish words after completing the test while others finished working on their own tests.
• We watched the first half of another film, “South America: Land of Diversity”. I expect we will finish this tomorrow. Students began simple notes on the film, which they kept and will turn in once we’ve finished watching it.
• Tarea:
1. Complete the vocabulary list from today, page 42.
2. Select 7 items from the vocabulary list that you know will be difficult for you to remember, and paying close attention to accuracy, write each of these 7 items out 8 times each. Try saying it aloud as you write, matching your pronunciation of each syllable as you write it.

Spanish IV 2-28-08

Español IV 02-28-08

• Warm-up: We practiced conjugations in the preterite at www.conjuguemos.com. Each student came to the computer and completed a conjugation given at random, while the other students conjugated the same verb, via the projected image of the computer screen on the Smart Board.
• I asked students to take out their participation grades packets and reminded them of the other helpful sites listed there. We went to www.wordchamp.com, where I showed them how they could get pronunciation conjugation practice on verbs, as well as downloading entire verb charts to study from, as you can find in the 501 Verbs reference book.
• Then we went to the University of Texas Spanish department’s Spanish Proficiency site and we watched some Quick Time videos and listened to speakers from Spain, Peru and Mexico talk about their TV viewing habits. I demonstrated a couple of other features from this site, too. http://www.laits.utexas.edu/spe/index.html
• Working with our “Escritor” partner, students began writing a story about when they first discovered a place they visited was haunted, using the questions in Actividad 9, page 14, in their texts to guide their stories. We’ll continue this tomorrow and share their stories using the document camera, while each member of the duo reads/acts out their story.
• Students took turns writing on the Smart Board their English equivalents to the sentences they wrote night-before-last incorporating the new vocabulary items. Working with our “seat partner” and using the small white boards, students then translated the English into the Spanish equivalent. We held up the small boards when done and compared answers. Students asked that we continue this tomorrow.
• We’ll also play our ‘guessing game’ that we prepared last night about a book/movie (Act. 12, page 17)
• Tarea:
1. Come ready to tell your “clean joke” in Spanish tomorrow.
2. Write out definitions for 10 of the vocabulary words: NOT and English to Spanish vocabulary list, BUT RATHER a sentence describing the word. It might be something like: “Es un sinómimo de …”, Es el opuesto de…” or simply a sentence describing the word.

Spanish II 02-27-08

Español II 02-27-08

• Warm-up: Another “quiz” over stem-changer verbs, but this time it was just for practice. Students took this while I checked in their homework. Those who finished before I did used this “gift of time” to study stem-changing verbs and/or their vocabulary in preparation of tomorrow’s lesson test (72 points). Afterwards we went over the meanings and conjugations of this group of verbs.
• BIG review: correcting the two-sided white handout, Tarea de repaso. The translation exercise really put all aspects of the lesson together and was a challenging but valuable preparation for tomorrow’s test.
• Verb conjugations for stem-changers: We played verb BINGO – the game sheet students prepped last night as homework. I would give the English equivalent (eg She sleeps) and the students said the Spanish (ella duerme). If they had included that item they marked it off on their BINGO (Lotería) sheet. In period 2 we completed 6 rounds of verbs in all six conjugations before we had a winner; Period 4 it took 7 rounds. Good practice and fun, too! No tan mal, ¿no?
• We reviewed Affirmative and Negative words (adjectives and adverbs). We completed 1A-6 in the pink workbook packet, while reviewing their meanings and use.
• Tarea:
1. STUDY! Vocabulary – page 40, stem-changing verbs – page 27, Affirmative/Negatives – page 31.
2. More practice with Stem-changers: White packet, Exercise E.

Spanish IV 02-27-08

Español IV 02-27-08

• Warm-up: practicing the new vocabulary section “Ampliación” by completing exercise 1-4, page 12.
• Practiced the new vocabulary, page 10, using the Quia exercises I created for you. I also distributed a vocabulary list with this address in the upper right-hand corner. It is http://www.quia.com/jg/949784.html
• We reviewed our homework notes over the preterit by viewing a power point and comparing that information with our notes. See pages 13-18 in the textbook.
• I distributed verb grids and we identified the verbs we will conjugate into the preterit on it. The infinitives are: TOMAR, TOCAR, ENTENDER, MENTIR, SER, IR, HACER, DAR, CAERSE, RASCAR, DESCOLGAR, CRUZAR, AMARRAR, LLEGAR A, REÍRSE.
• We spent so much time writing on the Smart Board & with the Quia games, that we didn’t have time to go over the sentences we wrote for today. We’ll come back to those tomorrow.
• Tarea:
1. Text page 17: Activity 1-12. Using at least 10 of the verbs in the box in the preterit, write up the main events of the plot of a book or a movie you’ve recently read/seen WITHOUT mentioning its name. We’ll use this for a guessing game in class tomorrow.
2. Complete the conjugations in the preterit of the verbs on the verb grid we began today in class.

Spanish II 02-26-08

Español II 02-26-08

• Warm-up: Answering questions using stem-changing verbs – Exercise C in white packet from yesterday.
• Corrections: Last night’s homework in verb packet and Exercise C.
• Took, and then corrected, the stem-changing verbs quiz. During period 4 one of the students noticed a verb in the quiz was not one on the study list – to find. Perdónenme, estudiantes, this was just an honest mistake so I’ll make that item an extra credit one for both periods 2 & 4.
• Review of affirmative and negative words, see page 31. Period 2: we corrected Act. 19, and began Actividad 1A-6, page 12, completing part “A”. Period 4: watched the “GramActiva” DVD, and also corrected Act. 19.
• I announced the Lesson Test for Thursday. Please be well-studied on the vocabulary (page 40), Stem-changing verbs (page 27) and Affirmative/Negative words (page 31).
• Tarea:
1. Two-sided white handout: Tarea de repaso. This is a “before the test” review of the vocabulary and structures of the lesson.
2. Lotería: stem-changing verbs bingo. Complete the bingo grid using the verb conjugations from the selections above the corresponding columns AND write their equivalent English meanings. Ex. Pido/I ask for
3. Period 2: Complete part “B” of Actividad 1A-6, in the pink packet.

Spanish IV 02-26-08

Español IV 02-26-08

• Introduced the new unit – 1A – Las narraciones.
• Practiced the vocabulary + the ¡Cuidado! Section – pp. 10-11.
• With our “Científico” partners, we read the descriptions about three types of narrations that have a long history in many cultures. Then the students answered the reading comprehension questions in Actividad 1-2, page 11.
• As a whole class we took turns reading page 9 aloud, and then we reviewed the details of the reading. Students need to know what characteristics are key to these types of narrations.
• Tarea:
1. Using the new vocabulary, write sentences in Spanish that incorporate at least 15 of the new “vocablos”. Underline and number the vocabulary items you’ve used, and then translate your sentences to English. Please remember: it is important to your language development that you write directly in Spanish first and then translate later.
2. Take notes over the 5 uses for the pretérito (pp.13-14) as well as the regular and many irregular conjugations (pp. 14-18).

Spanish II 02-26-08

Español IV 02-26-08

• Introduced the new unit – 1A – Las narraciones.
• Practiced the vocabulary + the ¡Cuidado! Section – pp. 10-11.
• With our “Científico” partners, we read the descriptions about three types of narrations that have a long history in many cultures. Then the students answered the reading comprehension questions in Actividad 1-2, page 11.
• As a whole class we took turns reading page 9 aloud, and then we reviewed the details of the reading. Students need to know what characteristics are key to these types of narrations.
• Tarea:
1. Using the new vocabulary, write sentences in Spanish that incorporate at least 15 of the new “vocablos”. Underline and number the vocabulary items you’ve used, and then translate your sentences to English. Please remember: it is important to your language development that you write directly in Spanish first and then translate later.
2. Take notes over the 5 uses for the pretérito (pp.13-14) as well as the regular and many irregular conjugations (pp. 14-18).

Spanish II 02-25-08

Español II 02-25-08

• Brief independent review while I checked-in the homework, and then the students took the study quiz over 15 of the vocabulary item. Afterwards corrected it in class, and then turned them in.
• We went over the homework and corrected it: Vocabulary, sentence writing and stem-changing verbs: meanings and conjugations.
• We completed 3 of the listening comprehension activities in the WAVA workbook: Activities 5, 6 & 7 (pages 9 & 10).
• Period 2 saw the GramActiva DVD about Affirmative and Negative words (adjectives and adverbs). Period 4 – we quickly went over them on page 31.
• Both periods: I distributed a grammar review/practice packet over STEM-CHANGING VERBS, and introduced how to use it as a study guide.
• Tarea:
1. Study the Stem-changing Verbs packet, highlighting the key ideas in study points 1, 2, 3 and 4. Then complete the conjugations for the verbs in the practice immediately following study point number 4. Remember to refer back to the lists of verbs to verify which type of stem-changer each verb is.
2. Practice the Affirmative/Negative words by completing Actividad 19, page 31 (textbook). You only have to list the answers, rather than writing out the whole paragraph.
3. Study quiz = Stem-changing verbs (white list and/or page 27). Be able to conjugate the infinitive with a given subject pronoun (like tonight’s homework in the packet) AS WELL AS being able to write the Spanish equivalent to an English form of one of the given verbs.

Examples:

Part I - Dormir (ella) = Duerme

Part II – They play games = Ellos juegan

Spanish IV 02-25-08

Español IV 02-25-08

• Students turned in their typed “job solicitation” letter.
• Last two oral situation-job interview skits today. ¡Buen trabajo a todos!
• We “mopped up” the last of the review items in the workbook packet. Students took notes over how to form and how to use:
1. The present and past progressives (WB 20).
2. Ir + a+ infinitivo AND Acabar + de + infinitivo (WB 22)
• I previewed the article “Pierde el miedo de eligir una carrera” – going over the introduction and the section titles to establish context for the students.
• With our “La Sra. Jueza” partner, we read the article aloud, helping each other understand.
• Tarea:
1. Workbook packet – exercises going over the structures we took notes on today: WB21 & 22.
2. Complete the questionnaire, or “test”, at the end of the article.

Spanish II 02-22-08

Español II 02-22-08

• Warm-up: Study quiz over the meanings of 14 stem-changing verb infinitives from page 27, and the study sheet. After we took the quiz, we corrected it in class and turned it in.
• I announced 2 study quizzes for the beginning of next week:
1. Monday = a selection of the items in vocabulary 1A. See page 40, your yellow vocabulary sheet, your pink Quia vocabulary handout and/or www.quia.com/jg/1160513.html
2. Tuesday = a selection of the verbs from our verb sheet: Be able to conjugate them from the infinitive with a given subject pronoun AND to be able to translate a conjugated verb in English to its Spanish equivalent. Examples: pensar (ella) = “piensa”; He sleeps = “él duerme”

• I also said that I’ve “penciled in” the Lesson 1A test for Wednesday, but I may decide to give it on Thursday.
• We practiced conjugating our verbs playing a very exciting round of verb battleship with our 3:00PM appointment partners, and then we reviewed as a whole class. We included all of the types of stem-changers: -ar, -er, -ir verbs with either e→ie or o/u→ue changes in the stem of the verb as well as other –ir verbs that change from e→i.
• Period 2 had a fire drill today! But we also had time to go over our lesson test from last week: Para Empezar.
• Period 2: We have to change our plans re: extra points for turning in your forecasting sheet early, per instructions from the administration. They want you to take the full amount of time to carefully consider your choices and be able to read the course descriptions in the Academic Planner. Please have your FORECASTING SHEET completed for next Friday (2/29/08 – Leap Day!). Double check you have: 8 credits (including the required courses), 5 Alternates – courses you truly will want to take and are NOT repeats of the courses you’ve already listed, and your parent’s signature on the sheet.
• Tarea:
1. 1A Pink packet (practice workbook) = Activities 1A-4 & 1A-5
2. WAVA workbook = Activity 10, page 12.
3. Be ready for our study quiz on the vocabulary.

Spanish IV 02-22-08

Español IV 02-22-08

• Warm-up: Partner conversation about our weekend plans, and then we debriefed as a whole class.
• We continued with our orals re: Job Interviews. Those not performing once again were in their scoring groups, counting the various elements of the conversation. Groups turned in their scores at the end of the interviews. 6 Interviews completed today, with 2 more groups to finish up on Monday.
• I distributed another handout with guidelines for, and an example of, a letter expressing interest in a job to be used in preparing the one that students will have ready for Monday.
• We continued with our movie, Eloise Goes to School, in Spanish with English subtitles and ¡palomitas de maíz!
• Tarea: A typed (double spaced) letter in Spanish seeking a real job, written to a real person at a real company with their real address, following the appropriate conventions for a professional letter☺

Spanish II 02-21-08

Español IV 02-21-08

• Warm-up: Rehearsal with partner for today’s situation orals.
• Students signed-up for their presentation order.
• Students selected (or were selected for) “data collection” for various components of the conversation – as we practiced yesterday in class. These assessment teams sat together during the orals so they could work together. Their summary sheets were collected at the end of the class period.
• We began our orals: groups #’s 1-7 presented today, and we hope to complete these tomorrow, depending on attendance.
• I announced the “Seeking a job” letter, and distributed a handout. This will be due (typed, double spaced) for Monday. I cautioned students to use the handout as a guide and to be careful NOT to copy the sample word for word.
• Tarea:

Begin your rough draft of your letter.

Spanish II 02-21-08

Español II 02-21-08

We worked on the stem-changing verbs we started yesterday for much of the class today.

• Warm-up: Actividad 14, page 27 – practicing stem-changing verbs for meaning in context and for their correct conjugations.
• We spend quite a while going over all of the verbs from last night’s homework – completing the verb conjugation chart we had begun in class. We practiced recognizing the infinitives’ meanings as well as being sure we had the correct form written in the appropriate space on the chart.
• We drilled conjugating the forms as a whole class and then as a game with one of our clock partners. One partner would give an English infinitive and the other would give its Spanish form. The first partner then rolled a die to identify which of the six conjugations the other partner would use to conjugate that same verb.
• I discussed what the format will be like on the meanings quiz tomorrow. I’ll provide the English meaning, and the student will write its Spanish equivalent, being sure to spell it accurately. Re: 14 verbs – page 27, on your white Stem-changing verbs handout from yesterday.

We then worked on reviewing the 1A vocabulary – see either: page 40; the yellow fill-in vocabulary list you prepared for Monday; or the pink “QUIA” list you either got yesterday or today.

• Period 2 used the vocabulary to complete exercise 1A-3 (pink packet) during class, and we went over the answers.
• Period 4 had a fire drill, so 1A-3 (pink packet) is part of their homework.
• Tarea:
1. Study for stem-changing verb meanings quiz tomorrow.
2. Select 7 items from the 1A vocabulary list you know are difficult items for you (Other than the verbs being quizzed tomorrow). Write each of these items 8 times – being careful you are spelling them accurately each time. I recommend you do the say it as you write it technique we’ve been practicing in class.
3. Period 4: 1A-3 (pink packet).

Spanish IV 02-20-08

Español IV 02-20-08

• Students signed up who are willing to tutor Spanish I, II and II students.
• I collected their typed copies of their Where I’d like to Work paragraphs.
• We organized the desks into “inner/outer” circle partners, and began practicing our answers to the 20 interview questions – changing partners every 4-5 minutes.
• We reorganized into groups of 3 for Round Robin interview situtations practice. I distributed and explained a handout “Los elementos de la conversación”, and students took turns being 1. Interviewer 2. Interviewee 3. Tracker of the conversational elements each of the other two people included in their conversations. Everyone had an opportunity in each role.
• I also distributed the IB Orals scoring guide and the grading criteria for our orals tomorrow.
• Tarea: Choose a partner and a situation to present starting tomorrow and probably continuing through Friday.

Spanish II 02-20-08

Español II 02-20-08

• Period 2 – Warm-up: Translated the sentences they wrote out on page 8 of the pink packet.
• We reviewed the 1Avocabulary as we corrected our homework.
• Introduced stem-changing verbs – see page 27.
1. Watched the “GramActiva” with a quick review of what they are and how they work.
2. I distributed a WHITE handout with examples of two kinds of stem-changers “shoe” and “boot” verbs, and list of verbs grouped by they type of change in their stem (root).
3. Each student got a blank verb chart and we entered the infinitives of the verbs to be used and some of their conjugations.

• I announced a quiz on Friday over the meanings of the group of verbs from the handout from page 27.

• Partners read pages 20-21 aloud and then we watched the DVD of this “VideoHistoria”.
• Tarea
1. Start memorizing the meanings of the stem-changers to be tested on Friday.
2. Complete the verb grid we began in class today with the rest of their conjugations.
3. Work on learning your new vocabulary. Remember that EVERY DAY a student who wants to do well will:

(A). DRILL new vocabulary and verb forms

(B). REVIEW previously learned/taught vocabulary and verbs

(C). Go over in-class corrections and/or notes.

(D). Complete the assignment due the next day and/or work on an

upcoming assignment.

Spanish II 02-19-08

Español II 02-19-08

• Warm-up: Practice matching quiz over classroom objects and activities.
• Practiced the 1A vocabulary in context: Listening and reading comprehension over the new vocabulary as well as a couple of active comprehension activities. See pp.18-19.
• Homework corrections: We verified the meanings of the words on the 1A vocabulary list and practiced their pronunciation. Then we corrected the blue handout 1A-A & 1A-B: Reviewing the Spanish I connection vocabulary(pg. 14) and “yo-go verbs” (pg 15). Big review expressing “To HAVE to” with the formula “Tener + que + verb in the infinitive” = page 6, A.
• More Tener + que + infinitive = page 22, Activity 4-part 1.
• I distributed the PINK PACKET (Practice Workbook) and introduced the homework.
• Tarea:
1. Write out both parts A & B of page 7 (pink packet).
2. Page 8, packet) – just do the upper half of the page, but then translate it.

Spanish IV 02-19-08

Español IV 02-19-08

• ¿Qué hiciste sobre el fin de semana pasado? Students wrote answers to several questions and then asked and answered these questions with a partner (two rounds=2 partners) while I checked off the paragraphs & resumes.
• Peer editing: our job paragraphs. In groups of 4, students made suggestions per the editing guideline sheet distributed as part of the assignment.
• Reviewed strategies for answering the 20 questions, from our handout, in general (in life) AND specifically for the situations we’ll be doing in class tomorrow and on Thursday.
• Rescheduled our Job Interview Orals for this Thursday – 02/21/08. This will be our “unit exam” (along with the final copy of the job paragraph).

Oral Criteria includes: Asking at least 10 different questions (5 = open-ended), + appropriately incorporating 25 thematic vocabulary items (verbs & nouns for the work place).

• We’ll practice in class tomorrow.
• Tarea:
1. If your Currículo wasn’t typed today, have yours typed for class tomorrow.
2. Have your final copy of your job paragraph ready for class tomorrow.

Spanish IV 02-15-08

Español IV 02-15-08

• Encuesta: Partner oral about one’s workplace skills, from homework survey sheet. Afterwards, we debriefed with suggestions about appropriate answers in a job interview.
• HANDOUT: Las 20 preguntas más comunes de entrevistas de empleo. I distributed this handout and we discussed their meaning and then some approaches to answering them. These will be used as a part of our in-class job interview orals.
• We debriefed the first part of the Herramientas article. Please remember to bring this with you on Tuesday, as we will continue going over it.
• We watched the first 15 minutes of Eloise Goes to School – in Spanish (Gracias por tu ayuda, Carlos)
• Tarea:
1. I distributed a handout about writing a paragraph regarding a real job (paid or volunteer) you would like to have and how your skills would be a good match. The paragraph is due on Tuesday.
2. Write up a resume, using the guidelines I distributed, or go to trabajos.com and look under currículo.
3. Practice your answers to the 20 job interview questions.

Spaish II 02-15-08

Español 11 02-15-08

• Partner oral = “When I hear __, I say__” re: Introductions.
• HANDOUT, ¿Qué actividades representan estos dibujos? For each of the 9 drawings about sports, the students wrote sentences using both “gustar” structures AND conjugated verbs. First with a partner, and then as a whole class review.
• We corrected our verb grids re: page 15
• We practiced the structure: TENER + QUE + INFINITIVE = to HAVE to do something.
• We watched the video, Introducing South America (22 minutes). The students took notes that were turned in at the end.
• Homework:

1. Blue handout, 1A-A & 1A-B = see pages 14 & 15 + your pink verb grid.
2. Complete the vocabulary sheet for 1A = see page 40.

Spanish IV 02-14-08

Español IV 02-14-08

¡Feliz día de la Amistad! - ¡Feliz día de los enamorados!

¡Feliz día de San Valentín!

• I gave out Valentine’s Day pencils and gummy hearts.
• We honored our birthday celebrant, Pilar, with the traditional serenade, Las mañanitas.
  
• We finished our Escudos presentations. Today we heard from: Carmelita-2, Sara, Eva, Ramona y Fernando. !Felicidades a todos por un trabajo tremendo en los proyectos!
• We postponed the article discussion and the practice orals until tomorrow.
• Actividades del día festivo:
1. ¡Cuánto te quiero! – “I love you” in many languages.
2. Word completion for the love song, Yolanda – por Pink Martini en su CD Sympathique
3. Made Valentine’s Day Cards.

• Tarea: Try to have the article, and outline completed for tomorrow.

Spanish II 02-14-08

Español II 02-14-08

¡Feliz día de la Amistad! - ¡Feliz día de los enamorados!

¡Feliz día de San Valentín!

• I gave out Valentine’s Day pencils and gummy hearts.
• Students turned in their homework to be stamped and checked.
• Students reviewed vocabulary on page 14 by completing Actividad 1:
1. Wrote a paragraph about a class they have using the guides in each of the bullets.
• Students met with their 8:30AM conversation partner and they asked and answered questions based on their paragraphs.
• Partners wrote out a conversation, asking and answering 8 questions about their classes.
• The partners presented their conversations (for oral points) in front of the class.
• Period 2 had a few minutes to make cards; Period 4 completed a handout matching “I love you” in many languages.
• Tarea: No homework tonight☺

Spanish IV 02-13-08

Spanish IV 02-13-08

• We shared our future predictions about our classmates, while reviewing how to use the future tense, and then we turned in our written work.
• ¡Más escudos! Lucía-2, Lola, Irma, Elena, Lupe y Alicia-2 all presented today. ¡Muchísimas gracias, señoritas!
• I introduced the article, Las herramientas re: work place skills, as well as distributed copies of the article along with an example of the key concepts from the first section in an outline. Working in partners, we began reading the article and working on our own outlines for the rest of it.
• Tarea:
1. Complete the article and outline.
2. Be ready with information from last night’s survey to use for our practice interviews tomorrow.

Spanish II 02-13-08

• Corrected our homework, as we reviewed for our Para Empezar unit exam.
• We completed the last listening comprehension activity in our workbooks (Actividad 3 – p.2), and then we tore out pages 1-6, stapled them together and turned them in.
• We took our unit exam, and as students finished, they selected one of my “libritos” or “revistas” to read while others finished.
• We watched a short video giving an overview of the Spanish-speaking world. Students took notes over what they found of interest. These were either turned-in at the end of class, or students had the option of turning them in tomorrow.
• Period 2 also got a brief report from their student council representative.

• Tarea:
1. Make your own Spanish – English vocabulary sheet for “A ver si recuerdas”, page 14. Be sure to include the category heading term (in red) along with the words underneath it. Don’t forget to use the dictionary in the back of your textbook and/or the on-line one on your handout of helpful websites for the meanings in English of the items you don’t remember from Spanish I. Note = “A ver si recuerdas” means “Let’s see if you remember”. Each of our lessons has a mini-lesson as a quick review before we move forward into the next unit.

Example of your vocabulary sheet:

Las clases = the classes

El arte = Art class

Las ciencias naturales = Natural Sciences

Las ciencias sociales = Social Sciences

2. Write in the verbs in the Gramática Repaso, page 15, in your pink verb chart = irregular verb section on the back. Remember to fill-in their meanings as well as their verb forms.

Verbs: Tener, hacer, poner, traer.

Spanish IV 02-12-08

Spanish IV 02-12-08

• Oral partners on our practice of the Futuro re: el año 2050 ; juego uno con pareja La bailarina, juego dos con pareja: el escultor. Students placed this “Battleship” style game while I circulated and checked their homework.
• Homework corrections.
• Escudos = more presentations by: Emilia, Clara e Isabel. ¡Más proyectos excelentes!
• Tarea: Prepare una predicción sobre el futuro de otro estudiante de la clase. Incorpora a lo menos 5 ejemplos del futuro.

Spanish II 02-12-08

• Warm-up: Verb review of –ar verbs in sentences using the vocabulary and structures from our lesson.
• Review of –ar, -er, -ir verbs: Students wrote out sentences using the –er & -ir verbs from the lesson with vocabulary items (like those in the –ar review).
• I had students write out a study guide for the unit exam tomorrow:
1. Know your subject pronouns for verbs.
2. Know the verb SER (p. 5) – Be able to conjugate it for any subject.
3. Know how to use ser with the descriptive adjectives (p.3) + 1^st vocabulary sheet (53 adjectives: personality, looks and colors)
4. Be able to make your adjectives agree with the noun being described = it matches the gender (masculine/feminine) AND number (singular/plural) of the noun.
5. Know the nationality adjectives (p.6) – and be able to use them like the other adjectives.
6. Know when to use ser versus ser + de + país (country/nation)
7. Know ALL of your regular verbs on your PINK VERB CHART = meanings and conjugations (forms). – see page 9 – Chart & ¿Recuerdas?
8. Know your question words – INTERROGATIVES - see page 10. Know their meanings and when to use which ones.

· We reviewed our homework in the WAVA workbook from last night and then completed the LISTENING COMPREHENSION activities 1 & 2 – page. 1

· We reviewed study techniques – referring to the HOW TO STUDY handout your parents signed last week. Do some of #’s 1-4 EVERY DAY : #1=Drill new vocab. & verbs, #2 = use flashcards to review previously learned vocab & verbs, #3 = go over your notes from class and homework corrections, #4 = redo exercises you didn’t do well on the first time to reinforce your new understanding of how to do it correctly.

· Tarea:

1. Complete the crossword to practice the vocabulary and verbs.

2. Study for unit test tomorrow (75 points) = try using the flashcards I distributed today in class.

Spanish II 02-11-08

Spanish II 02-11-08

• Tarea de repaso: we did a major review of our introductory chapter today.
1. Interrogatives (see page 10).

a. First, we identified which question words best fit into a question based on the answer given.

b. Then we decided which question word (interrogative) we would need for which type of information we wanted to know: A description (cómo), a definition/identify what something is (qué), a choice of options (cuál), a specific amount of a singular noun (cuánto/a), a specific amount of a plural noun (cuántos/as), a reason for doing something-motive (por qué), a person (quién), a place (dónde), a time/date/day of something (cuándo).

c. Period 2 – partner orals using the sentences we wrote for homework, we posed interrogative questions which our partner answered based on what s/he wrote as homework.

2. Verb meanings and conjugations: Using the verbs from our vocabulary lists and verb grid:

a. Completed sentences, selecting the verb that best fit the context & conjugating it for the sentence.

b. Reviewed –er & -ir verb conjugations.

3. How to express “likes” = gustar. It really means TO BE PLEASING.

(A mí) me gusta el fútbol, A Julio le gustan los deportes.

a. Differences with me gusta (It is pleasing) versus

me gustan (they are pleasing).

b. Differences between Me (to me), te (to you),

le (to Ud., to him, to her, to –name-)

c. Using “a” before the person’s name/pronoun with “le”

d. Using el/la/los/las after gusta/gustan when nouns are “what are liked”.

• I announced our UNIT Test - Lección Preliminar (75 pts)= Wednesday
  

• Students received their workbooks today.

Tarea/homework:

1. Workbook pages 4 & 5: Activity 4 (adjectives & SER), Activity 5 (3 conjugated verbs per sentence).
2. Study your –er/-ir verbs from your verb grid. Know their meanings & forms for class tomorrow.
3. Period 2 = Bring you “How to Study” handout back to class.

Spanish IV 02-11-08

Spanish IV 02-11-08

• 5 more people presented their escudos today: Mariana, Dolores, Javier, Esteban y Nora. ¡Buen trabajo, jóvenes!
• Reviewed the homework, and practiced interrogatives, too. We talked about keeping a “thread” of a theme through a conversation – like the exercises in the workbook packet (pp 18 & 19).
• We reviewed the presente perfecto –Present tense of the verb HABER + PAST PARTICIPLE. See your laminated green grammar reference sheet & white werb conjugation review packet. You’ll practice this tonight as part of your homework, writing about your experiences that can translate to the world of work.
• We reviewed the futuro: (see the same references as with the presente perfecto). We began a partner oral re: Cómo será el año 2050. We played JUEGO UNO – be Reddy to play JUEGO DOS tomorrow.
• Tarea:
1. New Packet (white): Realidades 3 – Unidad 6. Complete exercises 6-1 (vocabulary) and 6-4 & 6-5 (futuro).
2. Write a list of 10 examples of experiences you’ve had (using the present perfect) that could be translated into a work environment.

Spanish II 02-08-08

• 2 minute review before map test.
• Took the Spanish-speaking world map test (30 points): countries, capitals and location.
• Period 2 elected their Student Council Representative and Alternate AND we verified who had covered their textbook during this past week. Sophia won the Cupón for her original cover. ¡Felicidades, Sophia!
• Major review of Interrogatives – see page 10 as a reference – AND using them to help us “build” sentences. We practiced:
1. Sentence structure.
2. Sentence word order versus Question word order
3. Asking and answering INTERROGATIVE questions
4. Using interrogatives to help us write sentences rich in details.
5. Period 2 took notes; period 4 got a HANDOUT, as well.

Here are some of the notes:

You can write really RICH sentences fairly easily by simply asking yourself interrogative questions about WHO does WHAT action and then following up with other the other interrogatives to provide more details. Remember to incorporate the verbs and vocabulary that you are learning, or have learned in the past, to reinforce what you know and to be sure you are building your writing skills in Spanish.

Los elementos – los interrogativos:

(Ask yourself these questions to help you write your sentence)

(1) ¿Quién? = answer with a name →subject of the verb

(2) ¿Qué actividad? = answer with a verb and its form, based on the subject.

(Más información)

(3) ¿Cómo? = answer with an Adverb…Bien? Rápidamente?

(4) ¿Dónde? = answer with the places on our vocab. sheet, or any place you know.

(5) ¿Cuándo? = answer with a general time, specific time of day, a day of the week, etc.

(6) ¿Con quién(es)? = answer with more names.

(7) ¿Por qué? = answer with a reason; try le(s) gusta, or an adjective with a form of ser.

Ejemplo: These answers to the above questions become a sentence:

(1) Dulce (sujeto)

(2) corre (verbo)

(-- más información ---)

(3) rápidamente

(4) por la playa (por = along)

(5) por la mañana (por = during)

(6) con Lola

(7) porque ellas son deportistas.

Dulce corre rápidamente por la playa por la mañana con Lola porque ellas son deportistas.

• Tarea:

Write 10 sentences incorporating AT LEAST 5 elements in each sentence. Your subject and your verb are 2 elements– and you decide which of the “other information” you will include.

• Use a different subject for each sentence (5 singular & 5 plural). Please use NAMES and NOT él , ella nor ellos, ellas, in the first part of your sentence.
• Use a different verb for each sentence.
• Use a VARIETY of elements - change them up so you get better practice using all of them.

Spanish IV 02-08-08

Spanish IV 02-08-08

• We signed up for our presentation order for our ESCUDO projects.
• HANDOUT: response sheet for presentations – In Spanish the students indicate 3 things they understood about each presentation, as well as a compliment and a positive suggestion to the speaker.
• We completed 11 presentations today: I was quite impressed with the quality of them – wonderful use of details and supports. ¡Bien hecho, estudiantes!
• Tarea: In your workbook packets, study the use of irregular yo forms in the present tense and complete the work on pages WB18 & 19.

Spanish II 02-07-08

Spanish II 02-07-08

• Made partner appointments for this quarter:

HANDOUT: Mi agenda – mis citas de pareja.

• With our new partners, we did a review of sentence writing using our vocabulary lists from last week and this as well as the verbs on our grids. We also practiced building sentences based on interrogatives: (1) ¿Quién(es)? = subject, (2) ¿Qué actividad? = verb, (3) more information: ¿Dónde? Y ¿Cuándo?. I projected the sentence in English and the student partners took turns writing them out in Spanish on individual white boards while confirming with their partner. We went over the answers as a whole class.
• We took the –AR verb quiz: knowing the meaning of the “dictionary form”/infinitive and then being able to conjugate it for a subject. 20 points.

Once everyone was done, and the tests turned in, I went over the answers I was looking for on the quiz.

• We reviewed for our geography map test tomorrow: It will be a matching test identifying the countries to places on a map and then matching up the capital cities with their appropriate countries. Here are the sites we practiced with:

www.sheppardsoftware.com

www.lizardpoint.com/fun/geoquiz

Tarea: Study for map test!

Spanish IV 02-07-08

Spanish IV 02-07-08

• Warm-up: Buscapalabras = Students worked on a word search puzzle of the professions vocabulary while I checked in their homework – Rough draft of the second half of their Escudo project composition.
• Revisited the article we had read with partners earlier – page 3 ¡Hagamos conexiones! Students took turns reading aloud and then we went over the follow-up questions about their future career plans (P-2, page 4).
• Reviewed typical grammatical and word-choice errors students have made in the past on their escudos, and talked about some techniques to avoid making them.
• We clarified expectations about presenting tomorrow:
1. You’ll be able to read your composition to us.
2. Please be practiced and so familiar with it that you pronounce your new vocabulary well.
3. You can interact with the projected image of your Escudo as you are explaining it to us.
4. Make good use of eye contact with the audience during your presentation.
• Editing circles on the second half of the rough draft: I projected a list of items to look for and, as we did yesterday, each member of the circle took a particular trait to look for in everyone else’s compositions. S/he underlined anything that might be questionable for his/her category and then signed the bottom as one of the editors.
• Tarea: Be ready to present with your composition (typed, double-spaced, 12 point font) and completed personal coat of arms/shield.

Spanish II 02-06-08

Spanish II 02-06-08

• In period 2 we celebrated “Fernando” for having a birthday today.
• Students got into their performance groups for a brief rehearsal of their poem.
• We took the written quiz over the poem.
• Students selected their performance order and then presented their poem, one group at a time.
• We reviewed numbers 0-100: Activity on the reverse of the numbers review handout. Students practiced saying the numbers aloud in three timed rounds each of which was shorter than the previous one.
• We reviewed the regular conjugations of –ar, -er, and –ir verbs in the present tense by going over their pink verb grid from yesterday.
• Tarea:
1. On your verb grids complete ALL the verbs: Bailar through Escribir; AND add LLEGAR, PRESTAR atención, and RESPETAR.
2. For a quiz in class tomorrow: Be able to write the SPANISH meanings for the –AR verbs FROM THE ENGLISH and BE ABLE TO CONJUGATE THEM with the appropriate subject pronoun.

Example: She dances = Ella baila.

Spanish IV 02-06-08

Spanish IV 02-06-08

• Warm-up: reviewed the vocabulary about college majors & professions (page 4) by completing a cross word puzzle.

• Reviewed the basic grammar (present-tense stem-changing verbs) from the workbook packets. We double checked our in-class work from yesterday. Then we continued on with the irregular “yo” forms in present indicative (-e, -go, -oy, -zco).

• I distributed verb review handout (white packet) AND students checked out a laminated green one for their notebooks.

• I introduced the work of each editor for our editing circles on the first 3 paragraphs written in their rough drafts of their Escudo personal composition, and then they worked in groups making editorial suggestions to one another.

• Tarea: Complete the other 3 paragraphs for your rough draft.

Spanish II – 02-05-08

Spanish II – 02-05-08 (Substitute: Ms. Fowler)

1. Collected homework:

(a) A signed “How to study” Handout and

(b) 8 hand written repetitions of each of the Nacionalidades from the chart on page 6 of their text book.

2. Distributed the YELLOW vocabulary sheet, and used the first section like a homework review test while taking roll. Then went over the answers

3. Partner oral: ¿De dónde es María?

They asked their partners where various people are from and the partner’s side show’s the answer. I wrote in what I’m looking for on #1 of both sheets. Handouts collected when through.

4. Text page 8 + CD#1, track 5. The students read ¿Qué haces? as they listened to the dialogue. Afterwards the students answered questions, based on the dialogue, to confirm their understanding.

5. Actividad 13, page 8 + CD#1, track 6. Students created 2 columns on a piece of paper and followed the instructions to indicate what activities Paula or Pepe did, based on the conversation on the CD.

6. Distributed a PINK verb grid and asked students to refer to their YELLOW vocabulary list for their meanings. Note: the WWW.quia.com/jg/598359.html is a website they can go to and practice this vocabulary.

7. Using the Verb transparency quickly confirmed the basic conjugations of verbs and the students began filling in the verb grid. They were to select: 2 –ar verbs, 2-er verbs, and 2-ir verbs together as a class. Please DO NOT DO the irregular yo verbs: tener – saber.

8. Students practiced for their written and performance test tomorrow on one of the weather poems. They may work in groups of 3, or 4.

9. Tarea:
• Be ready for your POEM memorization test and performance tomorrow.
• Please bring your NUMBERS handout with the activity on the back for Wednesday’s class.

Spanish IV 02-05-08

Spanish IV 02-05-08 (Substitute: Ms. Fowler)

1. Finshed correcting homework from the weekend (workbook packet: basic review), while stamped homework: An outline (bosquejo) for their personal coat of arms project.

2. Distributed the green vocabulary handout, Conexiones_Preliminar_profesiones, with the URL address in the upper right-hand corner. Students can go there and select “back to activity” to play 4 different review games with the vocabulary. Tell students they’ll need to know this vocabulary.

3. Students continued on in their WORKBOOK packets, reviewing STEM-CHANGING PRESENT TENSE VERBS (pages 13-17). Be sure to review the verbs OLER, (page 14) and REÑIR (page 15). Students they are responsible for the meanings for these verbs.

4. In-class writing time for their compositions. Distributed a Handout of Modismos (on one side) and Conjunciones (on the other). Their rough draft of the first 3 paragraphs is due tomorrow, and the following 3 the next day. Remember: you need at least 3 strong supports for each item, and a good paragraph per item. Try to incorporate the Conjunciones from the handout, and some of the Modismos, too!

5. Homework: Rough draft (copia borredor)- First three paragraphs of Mi escudo personal.

Spanish I1 02-04-08

Spanish I1 02-04-08

• New seating chart today! No longer in alphabetical seating by our last names.
• I distributed our HALL PASSES, which we immediately signed in ink.
• Took our Mexico-Central America countries and capitals map test today, and then corrected it in class for homework points. Practiced all of the countries & capitals from the Americas using the Capital Raps song. Remember the entire map test is on Friday.
• We reviewed the vocabulary we’ve learned so far:

53 descriptive adjectives re: personality, appearance and colors.

• Reviewed the alphabet (HANDOUT) and how to spell out our classroom names in Spanish.
• Reviewed numbers 0-1.000 (HANDOUT) and then practiced them with our phone numbers.
• Oral: Conversation exchanging names & telephone numbers (in Spanish) to write on our syllabus to use as our Study Buddies.
• Handout: How to study. Several study strategies you can use to be successful in this course.
• I went over the homework (tarea)
• Tarea:

1. Practice the nationality adjectives (white part of chart on page 6) using study strategy #1 from the handout you got today. = Write out each new word to be learned 8 times. Hint: Say it aloud as you write and pay attention to what it LOOKS like and SOUNDS like as you write it. Try to match sounding out the syllables with your pronunciation of them.

2. Print YOUR name on your handout and have one of your parents sign it, please.

3. Rehearse your POEM for Wednesday.

Spanish IV 02-04-08

Spanish IV 02-04-08

• New seating chart today! No longer in alphabetical seating by our last names.
• I distributed our HALL PASSES, which we immediately signed in ink.
• Reviewed the alphabet and how to spell out our classroom names in Spanish.
• Students wrote out individual seating charts to learn each others’ class names.
• Oral: Conversation exchanging names & telephone numbers (in Spanish) to write on our syllabus to use as our Study Buddies.
• Completed our partner introduction orals (except for Eva y Sara W. = absent); 11 pairs presented (:>)
• Review of some basic grammar points and terminology via a Power Point. Went over the parts of speech and then specifics with Nouns, Articles, Adjectives, Verbs and Adverbs. Students took notes.
• I introduced our first PROJECT / COMPOSITION, Mi escudo personal. Get a copy of the handout for the 6 areas you’ll describe and illustrate on your personal coat of arms. This will be ready to present in class on Friday. Your composition, like ALL COMPOSITIONS for this class, will by typed, double space using a clean font at 12 point-size script.
• We stamped all of the homework from the workbook packet, and corrected the exercises using numbers. We’ll correct the verbs tomorrow.

• Tarea:

1. Write an outline (bosquejo) in Spanish for your ESCUDO composition. Please have it ready for class tomorrow.
   

Spanish II 02-01-08

Spanish II 02-01-08

• Practiced our En enero hace frío poem: I announced that we will be learning this my heart (memorized) for Wednesday (02/06/08). We’ll be writing it out and performing in groups of 3 or 4 people. If you prefer, you may choose to memorize and perform the other poem, En enero nieva mucho.
• We reviewed briefly, and then took the Subject Pronouns Quiz. We corrected it in class while reviewing why the answers were what they were.
• Period 2: too few people covered their textbooks (:<), so we postponed their cover contest until Monday. In period 4 most people covered their books (:>), and we had a winner! ¡Felicidades, Cameron!
• We corrected our homework and then played our guessing game, using the sentences students wrote about one another using our vocabulary adjectives and the verb SER.
• We drilled the verb, SER, using my “pelota de nombres y pronombres”, playing PRACTICA VELOZ.
• Received a packet of Spanish-speaking countries and capitals and maps. We practiced the countries and capitals with the “Capitals Raps” songs. I announced a map test and a matching countries and capitals test for a week from today, Friday, February 08, 2008.
• Tarea:
1. Lapel the blank maps in your packet with their country’s name and capital city. Use the maps in the front of your book to place the capital city correctly in its country.
2. Memorize the Countries and Capitals starting with Mexico, and continuing through Central America for a quiz on Monday.

Spanish IV 02-01-08

Spanish IV 02-01-08

• With our “Mecánica” partner, we read page 3, “Hagamos Conexiones” and then completed the exercises P-1 y P-2, page 4.
• Textbook cover contest = ¡Había muchos foros excelentes!
• Corrections of the homework, and review of gender of nouns.
• Gracias a Pilar, we sang our song, “Viernes”
• Introduced the tarea:

WB packet pages 4-11 = Sound like much more than it really is!

1. Study the numbers: regular and ordinals, paying close attention to the study points and the irregulars. Apply them to activities P-3, 4, 5 & 6.
2. Review present tense of regular verbs & make sure you know the meanings of all of the examples. Apply them in exercises P-7 &8.