Spanish II 03-31

Español II– 31 de marzo de 2008

• Introduced new lesson – 2A – Describing our “Daily Routine” and getting ready for special occasions. We read and listened to the new vocabulary in context, on pages 74 & 75.
• We reviewed these new items, and wrote down some additions, using travel sized grooming articles under the document camera. We then played a game where I showed a group of 5 articles and then under “cover” I removed one. The students then identified what was missing, “¿Qué falta?”
• We did Act. 1, page 75, as a whole class but partnered up with our “12:00 appointment partner”. One partner would “act out” the grooming activity for the odd numbered items, and the other partner did the same for the even ones.
• Act. 2, page 75: More listening comprehension = “Thumbs up/down” depending on if the statement is logical or not.
• Review of Reflexive Verbs = these were introduced on Wednesday prior to spring break. See page 80 in your textbook to see HOW they are different from regular verbs. We reviewed that these verbs indicate the person(s) doing the action is doing it FOR ONESELF / THEMSELVES. We then practiced the forms, using the verbs: BAÑARSE & PONERSE.
• “Body Parts Vocabulary” review game. Each group received an envelope with body part labels. The group selected a person to label, and then took turns identifying the meaning of each label and taping it to the groups model. I took pictures of each team & model afterwards, and invited the students to do so, too.
• Tarea: HANDOUT- 2A Verb Grid: Complete for the 18 reflexive verbs – meanings and conjugations (16 on front & 2 on the reverse). You might need to check page 96 and/or the dictionary in the back of your book for find all of the meanings.

Spanish IV 03-31-08

Español IV - 31 de marzo de 2008

• ¿Cómo pasaste las vacaciones? (How did you spend your vacation?) = Rotating partner orals; students asked and answered questions as well as tracked how many of which kind of question their partners posed to them.
• Mariana e Isabel presented their orals re: something that happened to them during their childhoods while the other students wrote their responses, as before. I believe we are all complete with this project now.
• I introduced a new short story along with some reading strategies. See page 38, and read: Estrategias de lectura, and then complete ACTIVIDAD 1-41.
• We paired off with our ‘Escultor” partner and began reading the short story aloud to one another. Most partners finished and got a start on the two homework exercises based on the story (see below).
• HANDOUT: La lista maxima de verbos = this list includes the verbs from the lessons we have had so far, and we’ll be using it as a basis for verb reviews and daily conjugation and meanings quizzes. We divided the column into groups of five and I assigned the first group (Aborrecer – Caer) for tomorrow.
• Tarea:
1. Complete Act. 24 & 43, page 41 in the textbook, based on the story – “Cuéntame un cuento”.
2. Use the form of “tú” to complete the conjugation exercise on the reverse of the Lista máxima de verbos with the verbs to be studied for tomorrow. Be sure you know the meanings and the conjugations for all of these forms. NOTE: we ADDED the FUTURO and the CONDICIONAL (POTENCIAL) the exercises as well.

Spanish II 03-21-08

Español II 03-21-08

• “Mop-up” Corrections and review: Period 2 – Exercises D & E from Body & Clothing Packet. Periods 2 & 4 – Handout (homework from last night) Repaso pp. 71-72 (really pp. 70-71).
• Went over Unit 1B exam: why the answers were what they were and double checked the scoring. Turned in these exams when done reviewing, but the students’ scores are on eSIS.
• Students earned their 30 minutes of “juegos” today and played various board games in Spanish and/or practiced with vocabulary games, and other students chose to watch the end of Ice Age, en español. Period 2 started watching Shrek I, too.
• ¿Tarea? = Have a wonderful, and safe, Spring Vacation!

Spanish IV 03-21-08

Español IV 03-21-08

• Continued with our story project presentations – completing all but “Mariana”.
• Students completed their response sheets for the presentations today and then turned them in for participation points.
• Students earned their 30 minutes of “juegos” today and played various board games in Spanish and/or practiced with vocabulary games.
• ¿Tarea? = Have a wonderful, and safe, Spring Vacation!

Spanish II 03-10-08

Español II 03-20-08

• Warm-up: “Pruebita” – body & face + 30 seconds to “steal” an answer at the end.
• NEW PICTURE FLASHCARD PACKET: 3 pages of 16 pictures each over BODY, CLOTHES & ACCESSORIES. Students copied down the Spanish under their cards and then repeated the words.
• We practiced more of our songs: Mi cuerpo & Cabeza, hombros, rodillas, pies.
• Period 4: corrected last night’s homework.
• Periods 2 & 4: Watched another segment of Ice Age, en español.
• Tarea:
1. HANDOUT: tarea de repaso, pp. 70-71. Vocabulary and 2 verb phrases. To receive ANY credit you MUST complete the WHOLE page – YES!, that DOES include the sentences at the bottom of the page☺.
2. Bring food to share, if you like and wrapped candy to barter with for our game time tomorrow after we are done with the presentations.

Spanish II 03-19-08

Español II 03-19-08 (Sub-Mrs. Fowler & Mrs. Range – Student Teacher):

I. Warm-up: “Vocabulary list/test” – First without using any resources (book, lists, partner) to show themselves how much they now know. Once they have done as much as they could on their own, THEN they were allowed use their book and or vocabulary sheets, or flash cards. Reviewed the vocabulary with the whole class once all were done, and Homework was done being checked in homework.

II. Homework corrections –

(Activity 3, page 71 – textbook & white handout 2A-B, part b)

1. Called on students to read aloud each of the sentences in the “email” in the book. Then wrote out the questions from the email.
2. 2A-B (b) White handout – second half of second page. Refer to page 71 in text.

III. New PACKET: Parts of the Body and Clothing

• Pronunciation of the vocabulary with the whole class (the first page and the top of the second page –pp 229-230).
• Assigned Exercises A & B = circulated and then went over these with the whole class.
• Assigned Exercise C = did as in A & B.
• Introduced the reflexive verbs (Mrs. Range) = She used the verbs in the packet vocabulary, and had students refer to page 80 in their texts. Mrs. Range used these verbs as examples and explained how reflexive verbs work.
• Exercise D = Got them started, doing #’s 1-4 together as a class: Paid attention to: 1. word order changes from questions to answers and 2. checked to see if there are subject changes from the question to the answer.
• 
  

IV. Ice Age = video. The students watched another small segment.

V. Homework: Complete Exercise D and E in the packet. Even though “E” says describe a friend “briefly”, students should include all of the same type of information about their friend as is in the example.

Spanish IV 03-20-08

Español IV 03-20-08

• Warm-up: Reviewed the rimas y trabalenguas from yesterday.
• We selected presentation order for our projects.
• Students organized their process and final product papers for their projects, and then stapled the set together and handed in their packets (Final draft, rough draft(s) – one from the editing circle yesterday, and their story map graphic organizer).
• 16 people presented their childhood memory stories, while the rest of the class completed their listener response forms. I collected their first sheet of these at the end of class today (#’a 1-12).
• Tarea:
1. Bring food to share, if you like and wrapped candy to barter with for our game time tomorrow after we are done with the presentations.

Spanish IV 03-19-08

Español IV 03-19-08 (Sub = Mrs. Fowler & Mrs. Range – Student Teacher):

I. Warm-up: Rimas infantiles - HANDOUT - spoke and then discussed the meanings of these songs/rhymes/tongue twisters, and why the verbs are in the preterit or imperfect.

II. Editing Circles & Homework credit:

Divided in to teams of 4 members each. Each team got a set of Editing Circles handouts

1. Emphasized that an editor DOES NOT change the author’s work, but rather indicates something the author might look at to reconsider.
2. Each team member had TWO jobs: an editing one and a process one.
3. Each team member wss to edits everyone’s rough draft AND it is important that each person signed off at the bottom of the paper so I know who did which editing job.
4. Also distributed the scoring sheet for IB compositions (redacciones) = students need to know the IB expectations for written work, and should apply them to this project, as well as all written work for this class.
5. While students are worked, Mrs. Fowler and Mrs. Range stamped homework –
6. Reminded students they’ll need to document their writing process so to turn this work in with their final typed copy tomorrow:

1. Story Map: graphic organizer for the basic details of a story project they are preparing for tomorrow.
2. Rough draft of story, in the past (childhood), providing an opportunity to incorporate both the preterit and imperfect.

III. Individual work time on project: Students may work on either revising their writing and/or on their visuals.

Spanish II 03-18-08

Español II 03-18-08

• Warm-up: HANDOUT ¡Crucigramas!- two crossword puzzles using “body parts” vocabulary. Students worked on these, alone and with a partner, and then we verified the answers using the document camera. We also practiced pronouncing these items as we wrote in the answers. Our student teacher, Mrs. Range, checked in homework, while we both circulated and helped students.
  
• I announced that students who didn't do so today, may turn in their signed Progress Report tomorrow, but it will be their responsibility to be sure they turn it in to the black in-box on the teacher’s desk labeled, “Para entregarle papeles a la maestra”.

• ¡A cantar! – We sang two songs to help us remember our new “body parts” vocabulary.

(1) We got a little stretching exercise, as well as vocabulary practice, as we sang a few rounds of Heads, Shoulders, Knees and Toes in Spanish.

(2) I demonstrated Lonnie Dai Zovi’s song, Mi cuerpo, to which I’ve choreographed some movement. This song incorporates the parts of the body along with common verbs associated with them - as in "my eyes are for seeing, my ears are for hearing". We practiced both singing and dancing our way to this salsa number.

• We corrected the homework, (2A-A 7 1A-B, part a) and reviewed using 2 verb phrases where the 1^st verb conjugates but the second one stays in the infinitive. See page 71 in your textbook.
• I handed out a Yellow packet: Line drawings of the body and another of the face. One side is labeled and its reverse is the same without the labels so you can use it as a self-quiz. We practiced these as a whole class and then as a partners drill.
• Tarea:

(1) Complete the white packet you started as homework for today. Again, refer to page 71. Remember, this exercise is like the game of Jeopardy – YOU supply the questions that would go with the answers provided.

(2) Act. 3, page 71. First, read the email from Carlos. Notice all of his questions AND how many 2 verb phrases he uses. Second, write out a similar email, answering Carlos, ALSO being sure to use lots of 2 verb phrases in your answers.

Spanish IV 03-18-08

Español IV 03-18-08

• Warm-up: we finished up my “Spring Break in Spain” story – incorporating the vocabulary and the two past tenses that we have been working on. This “story” is an example of the kind of anecdote the students are developing as a project for class this Thursday.
• HANDOUT: Project expectations – these are general expectations for ANY written project for this class.
• Specific expectations for this project: 30 points:
1. 10 points = Accurate use of the pretérito and imperfecto (correct selection of tense AND correct conjugation)
2. 10 points = Well developed anecdote
3. 10 points = Overall accuracy of language use.
4. A double-spaced type-written FINAL DRAFT turned into me on Thursday – Please DO NOT plan on using this one while presenting.
5. Enough small visuals to build the details as you are relating your story. You will place these under the document camera as you present.

• HANDOUT: Mapa de un cuento. Use this as a graphic organizer to be sure you have included sufficient details in your plan of your anecdote project.

• We went over the vocabulary, ampliación and the ¡Cuidado! On page 25.
• Partner oral = A childhood memory. Students were first to talk generally about their childhoods...what was really good? what wasn't so good? Why? Then they were to relate a specific event, giving lots of details, and then answering their partner’s probing questions to extract even more details. This was also used to spark their ideas about their project.
  
• Tarea:
1. Story Map completed for project story (anecdote)
2. Rough draft ready for editing circle tomorrow.

Spanish II 03-17-08

Español II 03-17-08 – Am Assembly Schedule

• Period 2 voted after returning to class from the elections assembly.
• Warm-up: Page 70 – Actividad 1: Review of clothing and where we might wear what. I checked in the homework flash cards while students wrote out the activity.
• Review of clothing: magnetic “paper dolls” under the document camera. Students identified the item of clothing, and indicated where might be an appropriate place to wear that article of clothing.
• Page 70 study quiz: how well did you study this weekend?
• I introduced the verb expressions that take an infinitive – See page 71.
• Distributed Progress Reports to those students whose parents did not already pick them up at conferences last week. We reviewed the elements of a SMART goal:
1. Specific (WHAT exactly will you do),
2. Measurable (Use your data from your Progress Report: which category will you improve/maintain),
3. Attainable (explain HOW you’ll be able to accomplish your goal),
4. Relevant (the goal has to do with your achievement in Spanish class),
5. Timely (include a deadline by which you will meet the goal).
• Tarea:
1. Progress Report signed & SMART goal written on the same page.
2. White packet: 2A-A & 2A-B (first part = a)

Spanish IV 03-17-08

Español IV 03-17-08 – Am Assembly Schedule

• Warm-up: Translating sentences about my fictitious trip to Spain on supposed Spring break, coincidentally included lots of vocabulary and verbs from our lesson. We did sentences 1-6 today, and will finish it up tomorrow.
• Review of the Preterite versus the Imperfecto:
  1. Students wrote out what they recalled are the differences and then we wrote notes on the Smart Board using the “Semáforo del pasado” as a guideline: Red Light (stopped action = preterit); Yellow light (meaning changers), Green light (on-going action in the past = imperfect)
  2. We reviewed the previous Power Point, and continued on into the imperfecto – students taking notes.
  3. Referred to our white handout: re: pg. 28 in textbook.
• Distributed Progress Reports to those students whose parents did not already pick them up at conferences last week. We reviewed the elements of a SMART goal:
  

1. Specific (WHAT exactly will you do),
2. Measurable (Use your data from your Progress Report: which category will you improve/maintain),
3. Attainable (explain HOW you’ll be able to accomplish your goal),
4. Relevant (the goal has to do with your achievement in Spanish class),
5. Timely (include a deadline by which you will meet the goal).

• Tarea:
1. Progress Report signed & SMART goal written on the same page.
2. Act. 29, page 29 of textbook (29 verbs conjugated: preterite or imperfect?)

Español II 03-12-08

• We took Unit 1B exam today: The vocabulary and structures in the unit, in listening and reading comprehension as well as production exercises.

• After the test, students read “Una lengua extranjera” about a precocious dog named “Mono” who was taking a “foreign language”. Students answered comprehension questions about the short reading, and then answered personal information questions, too.

• Students received a HANDOUT with the list of classmates and their classroom names as well as a blank seating chart. The goal is to know everyone by the end of the quarter – el 10 de abril. A practice website is available at the URL on the top of the list. I won’t publish it here, so as to keep it a private site.

• I introduced the mini review lesson( pages 70 & 71) that leads into our new unit. Students are to study page 70, and know these few parts of the body and associated articles of clothing by Monday. I also distributed a white HANDOUT with all of the vocabulary for this mini lesson. Its URL is http://www.quia.com/jg/1215707list.html

• Tarea:
1. Make (and USE) study FLASH CARDS for the items on page 70: BOTH the parts of the body (in red) AND the associated clothing (in black).
2. KNOW the items on page 70 for a QUIZ on Monday.

SpanishIV 03-12-08

Español IV 03-12-08

• Unit 1A Exam: we took the test over the vocabulary, structures and readings on our first part of our study of narratives.
• Students then took the test, El pretérito II – a “story” based on the information in the “Datos personales” students filled out at the beginning of the course, completing the blank with the preterit form of the verb provided .

Most students did very well on both of the tests today - ¡Bien hecho, jóvenes!

• Students received a HANDOUT with the list of classmates and their classroom names as well as a blank seating chart. The goal is to know everyone by the end of the quarter – el 10 de abril. A practice website is available at the URL on the top of the list. I won’t publish it here, so as to keep it a private site.
• I introduced the tarea:
1. Make your own study system (list?, flashcards?) for the new vocabulary on page 25 (Unit 1B)
2. Read the interview with author Enrique Jaramillo Levi, on page 24 – you’ll notice much of the vocabulary is used in context here.
3. Write out the answers to the reading comprehension activity 1-23, page 26 (based on the interview on page 24).

Spanish IV 03-11-08

Español IV 03-11-08

• Reviewed 1A vocabulary via a crossword puzzle.
• Read and reviewed the legend of the two Mexican mountains: Iztaccíhuatal y Popocatépetal. We then corrected the questions answered as homework earlier in the week.
• I read aloud Juan Bobo, the story students read to themselves last night, and then we reviewed the comprehension questions. I followed up with showing some photos of these mountains.
• Tarea: Study for our Lesson Test tomorrow. – see pages 10, 13-18.

Spanish II 03-11-08

Español II 03-11-08

• WAVA listening activities: 5-9, pages 18-20. Review of the vocabulary (page 168) and the structures in the lesson – (1) Comparisons of equality (2) Saber versus Conocer and (3) How long someone has been doing something.
• Partner Oral 1B-2, How long? Practicing this structure with the activities from the lesson.
• Homework correction: Writing sentences, incorporating the vocabulary and structures from the lesson.
• We watched a little more of Ice Age.
• Tarea: Study for our Lesson Test tomorrow. – see pages 168-169.

Spanish II 03-10-08

Español II 03-10-08

• Warm-up: Practice saying your project before being assigned a group to perform to.
• Divided into groups of 4’s (a couple of 3’s) and then took turns presenting our project to the group. The group selected “una estrella” (a star) who then used the document camera to share his/her illustrations as s/he read to us. The group of people who came unprepared with a project to share sat in an area to work on their projects. Some of them finished today and turned their projects in, while the others will need to turn theirs in tomorrow.
• Big review of all three types of comparisons: We completed pages 177-179 in the comparisons packet (yellow), reviewing irregular comparisons along with comparisons of equality, inequality and the superlative degree.
• Reviewed our last lesson test against the answer key, while looking at the test booklet. There still is one person yet to take the test, but I didn’t want to wait any longer – we have our next lesson test on Wednesday! We had one person earn a perfect score, and several within a point, or two. ¡Buen trabajo, estudiantes!
• Both classes were able to watch some more of Ice Age, en español.
• Tarea:

1. WAVA workbook, pp. 21 & 22. Write out complete sentences for both exercises. On page 21 (1B- Act. 10) notice the details in the drawings for the information needed to answer the questions. This is good vocabulary practice. On page 22 (1B-Act. 11), read the information about all three clubs and then write up comparisons based on the information. The book wants you to use those of equality: tan ---como, tanto/a---como, tantos/as---como. However now that you have mastered all THREE types, write whatever is supported by the data in the charts.
2. If you go to Career Related Pathways tonight, bring me evidence you went and I’ll grant you up to 10 points extra credit.

Spanish IV 03-10-08

Español IV 03-10-08

• I collected the homework to be checked in while students were practicing for their oral.
• I distributed the description of the oral situation and identified with which partner the students would be working.
• As students practiced I checked in, and returned the homework.
• Students signed-up for presentation order, and then I reversed it (¡Qué cosa más inesperada!
• Each partner presented their conversation about their crazy weekends – many added interesting twists.
• The orals took most of the class, but I did distribute, and introduced, our last reading for this lesson –Juan Bobo.
• Tarea:
1. As this is both TOK and Careers night, we decided to just require the Parte I, and its ¿Comprendió Ud.? Questions for tonight, with the option of completing the entire story for extra credit. I did agree to offer extra credit for Careers night, too.
2. Reminder – our 1A test is on Wednesday.

Spanish II 03-07-08

Español II 7 de marzo de 2008

• Warm-up: Partner oral 1B-1, with our “10 o’clock” partner. Then the partners played “memory” using a set of my flashcards.
• Students took, and then turned-in the Vocabulary 1B test.
• We continued on with our study of different types of comparative adjectives. Today we worked on “unequal” comparisons as well as superlatives. Complete the activities through page 178, in the yellow packet.
• We reviewed the “How long?” expressions by correcting the homework from last night, 1B-7 – handout.
• Period 2 went to the computer lab and entered their course requests (forecasting) and Period 4 got to watch more of our movie, Ice Age. I showed Period 4 their results from the 1A test (even though we have not gotten all make-ups completed) and we’ll take more time on Monday to really review it.
• Tarea: ¡Proyecto! Criteria on another blog entry.

Project for Spanish II _Lesson 1B

Español II Nombre ________________________

1B -Mis actividades e intereses (My activities and interests)

1. Each square should have a picture in the top part, and minimum 2-3 sentences in the bottom part, so 6 illustrations total.

2. Pictures can be computer graphics, cut-outs from magazines, or your own drawings.

3. To include:

• Hobbies, extracurricular activities, sports, clubs, things you like to do, family

• Complete sentences; 2-3 sentences for each graphic; Vary the type of information you use for each drawing.

• It can be really about you, or pretend

• Use what you know from pages 42 - 68 in your textbook, (Vocabulary, Comparisons, Saber + infinitive, Saber, Conocer, Hace + time expressions) as well as other knowledge you have.

4. GRADING: Neatness and accuracy counts! Color makes it more interesting!

DUE DATE: ___March 10th __

Be ready to show your picture, and read your text aloud to a small group.

A few STARS will be asked to share with the whole class!

EXAMPLE:

INCLUDE A PICTURE ABOVE THE WRITING:

¡Me gusta mucho nadar! Soy miembro* del equipo de natación, y participo en un club de natación también. Hace ocho años que sé nadar. Nado más en el verano que en el invierno. ¡La natación es fabulosa! * un/una miembro

GRADING: 24 points total

12 points: ACCURACY: Verbs, Use of Spanish, Spelling

6 points: Completed task: Minimum of 2 sentences per graphic:

6 points: Neatness, clarity

Spanish IV 03-07-08

Español IV 03-07-08

• Partner vocabulary and verb practice: using the sentences written as homework, one partner translated one of their sentences to the other. The other partner then wrote out what s/he thought it should be in Spanish, and the two compared their sentences.

• Preterite test: took and turned in.

• HANDOUT: Transiciones – Expressions useful in narrations for sequencing events, for compare/contrasts and for stating cause and effect. We completed the 3 exercises (2 written, one oral) on the back side of the handout, incorporating these expressions.

Tarea:

1. Read the creation legend re: Iztaccíhuatl y Popocatépetl, and complete the 3 exercises at the end of the story. (Packet)
2. Study the HANDOUT on the various ways of expressing, “To become”, and complete the exercises on the reverse.
3. Prep for the preterite oral for Monday = be ready to ask and answer lots of questions about what you and others did in common, everyday situations.

Spanish IV 03-06-08

Español IV 03-06-08

• “Chiste” – re: three friends with the unusual names of: Loco, Nadie & Nada.
• Anuncios = Announcements of upcoming due dates
1. Preterit Test = Friday
2. Oral situation re: preterit = Monday
3. Lesson 1A test = Wednesday
• Review of the Pretérito – conjugations. I distributed a verb grid with one conjugation completed for each of the verbs. Students completed the remaining ones as well as adding the meanings. We went over the answers, using the document camera.
• Pretérito = homework corrections: WB 27-28
• Pretérito = Roaming partners oral – questions
• Tarea: Preterit Test

Spanish II 03-06-08

Español II 03-06-08

• Anuncios = Announcements of upcoming due dates:
1. 1B vocabulary test tomorrow
2. 1B project = Monday
3. 1B Lesson Test = Wednesday.
• Crucigrama: Crossword incorporating vocabulary and grammar from lesson.
• More practice on the formula: “Hace + amount of time + que + subject & verb in present tense” to express how long and action has been going on. See page 58. We took notes and wrote out Actividad 18, page 58.
• Reviewed conjugations and uses for the two verbs “to know”: Saber & Conocer.
• Corrected our homework exercise practicing saber & conocer – handout 1B-6.
• Introduced the lesson project: 2 HANDOUTS. Yellow = project description and criteria, White: pattern for visual.
• Period 2 got to watch more Ice Age, period 4 saw just a few minutes.
• Tarea:
1. Activity 1B-7, “How long”? On the reverse of last night’s handout.
2. Vocabulary 1B test: some reading comprehension/recognition, mostly a “spelling test” type of “production test”. I give you the English and you quickly and accurately write the Spanish.

Tips for Success in Spanish Class

Tips for Success

1. Develop and maintain a regular study habit.

2. Skill building =

a. Everyday drill new material

b. Rotate (recycle) review of old material.

3. Practice outside of class.

Use your “study buddies” –

2-3 classmates to practice speaking and vocabulary drills.

4. Get help FAST if feeling unsure.

· Appointments with me before and after school, or on Access time when no staff meetings.

· Tutors available.

1. Both Honor Society and IB students need

to earn service credit.

2. Private adult tutors for hire.

5. Stay POSITIVE; participate in class.

· Volunteer answers; don’t just wait to be called upon.

· Don’t wait until you know your answer is “perfect” – be willing to make a good educated guess and take a risk.

6. Find a personal reason to learn Spanish:

Not “just because” it’s required to go to college.

Tips for Success #2

4 Types of Daily Study

1. Review homework corrections and/or class notes from that day.

a. “Translate” your abbreviations.

b. Write out and/or fill-in more information

2. Drill practice “new” items:

a. Systematic review of vocabulary

b. Practice grammar forms and concepts

3. Recycle “old”

a. Systematic review of vocabulary

b. Practice former grammar forms and concepts

4. Do your assignment for the next class:

Write out and/or read what has been assigned.

And/or = work on a long-term project. Remember to take BIG assignments and divide them into many small steps. Each day work on another "step".

Spanish IV 03-05-08

Español IV 03-05-08

• Review of homework over: La abeja haragana (¿Comprendió Ud.? – parte II).
• Went to an online site and took a quiz over La abeja haragana, and then we went over the answers together. Here’s the site http://www.bibliotecasvirtuales.com/biblioteca/guias/laabejaharagana/laabejaharagana.htm
• We practiced the preterit by taking a different “practice test” – select the verb and conjugate it for the context. Many of these were –ir stem-changers and i→y spelling changers. We went over the answers when done with writing it out. Students kept them to use as a study aid.
• We finished our Eloise movie we’ve been watching in little bits at a time.
• Tarea:
1. WB27-28: 1A Workbook packet, preterite practice, about the life of author Jules Verne.
2. Yellow handout: list of verbs from the lesson. Incorporate 10 of them in creative sentences, using the verbs in the preterite.

Spanish II 03-05-08

Español II 03-05-08

• How to Study Effectively Workshop: 2 handouts with study tips and strategies for general study habits as well as how to learn for both short-term and long-term memory.

• Activity 5, page 50: Vocabulary practice and reading comprehension. Period 4 also wrote out a sentence for each person.

• Fondo Cultural, page 51: How and where students in Latin America practice what is offered as part of the electives and extracurricular programs in our schools.

• Saber versus Conocer – see page 56. Period 2 also watched the Gram Activa.

I gave examples from my experiences, and students observed their different uses.

• Reviewed tan/tanto …como – correcting Activities 10 & 11 from last night’s homework (not in period 4 – we’ll do this tomorrow).

• Note: Period 4 had many people arriving tardy. Thanks to you students who make the extra effort to be here on time and ready to learn.

• Tarea:

Yellow HANDOUT: 1B-6 – Saber versus Conocer.

Spanish II 03-04-08

Español II 03-04-08

• Students turned in their homework and I checked it in while they watched the Video Historia (script on pages 48-49).
• Students then moved to work with one of their “appointment partners”. They took turns reading the script aloud, and then helping each other figure out what it meant.
• Each person then wrote out their answers to the comprehension questions about the story (Actividad 3, page 49) and we reviewed the answers together as a class.
• Demonstrating with actions and using student models, I introduced the three types of comparisons:

(1) of equality (just as…as; just as much …as; just as many … as)

(2) of inequality: more/less …than, and

(3) superlatives (the most/least …of). See page 53.

· We practiced more of the comparisons of equality by watching the Gram Activa, and doing the first 2 pages of a new PACKET: Comparisons of Adjectives.

• We corrected last night’s homework – a practice test from pages 42-43.
• Period 2, due to 2^nd period extension from forecasting, was able to watch a few minutes more of Ice Age, in Spanish.
• Tarea:
1. Complete your flashcards of the new vocabulary 1B – Ensayar-conozco
2. Practice comparisons by writing out exercises 10 & 11, page 53 in your textbook.

Spanish IV 03-04-08

Español IV 03-04-08

• We reviewed the first part of the fable we began yesterday.

I read it aloud to the students as they followed along and then we reviewed their answers on the comprehension exercise they completed as homework last night.

• Working with a new partner, student read aloud the second part. After which I also read it aloud, explaining certain aspects as we went along.

• We corrected last night’s workbook exercises (WB25 & 26)
• We watched a bit more of Eloise en español.
  

• Tarea: Complete the comprehension questions over part II of La abeja haragana.

Spanish II 03-03-08

Español II 03-03-08

• Warm-up: Activity 3, page 43. Review of the use of Ir + a + infinitive and answering questions.
• Reviewed answers to our survey from Friday (homework): Be sure your form of IR (to go) matches the people who are doing the action AND your information matches the type requested in each question.
• I previewed the new lesson and its objectives: Talking about extracurricular activities, making comparisons, expressing knowing information and knowing how to do things versus knowing people/places.
• Introduced the new 1B vocabulary: HANDOUT http://www.quia.com/jg/619368list.html
• We went over pronunciation, spelling and meaning tips.
• Used the vocabulary in context by, listening and reading pages 46 & 47 as well as doing the comprehension Activities 1 & 2, page 47.
• More vocabulary practice = clip art & document camera – identifying vocabulary items by the drawing.
• Even MORE vocabulary practice: Act. 4, page 50. Working alone, students read the paragraph, selecting between options for blanks in the narrative. Students then came to the board to share their answers. Next, working in partners, they practiced reading the paragraph aloud, as a rehearsal for afterwards when I called on various individuals to read each sentence aloud for the class.
• We watched a little bit of La edad de hielo (Ice Age) – en español with English subtitles.
• Tarea:
1. Flashcards of the first half of the vocabulary (las actividades extracurriculares – el coro). Note: The second half will be assigned tomorrow for Wednesday. Make them two-sided with Spanish on one side and drawings/clip art or English on the other.
2. Handout: español II = p.42-43, 1B- a ver si recuerdas – (‘test’)

Spanish IV 03-03-08

Español IV 03-03-08

• Warm-up: Vocabulary practice with 1A, page 10. HANDOUT: Fill-in the blank and translation sentences.
• “Mop-up” of corrections:
1. Preliminar workbook, WB 21 & 22 (progresivos). We added on pages 23 & 24.
2. Preterit verb grid = we went over all of the correct forms.
• Reading Packet: La abeja haragana (The Lazy Bee). We read the first part of this fibula aloud with one of our profession partners.
• I distributed the new WORKBOOK PACKET = 1A.
• Tarea:
1. ¿Qué pasó? = Write out answers to the comprehension questions from Parte 1 of La abeja haragana.
2. New workbook packet:
1. WB 25 – fill in the words from page 10 vocabulary per the context of the sentence.
2. WB 26 – write your own brief “historia” based on the prompts given.