Spanish II 04-30-08

Español II 29 de abril de 2008

• Today we enjoyed many different “stations” that each had games, books, puzzles or activities. Every 4 minutes, students changed seats and engaged in the next station with a new partner. Each activity involved using vocabulary and grammar in Spanish and talking to one another.
• Maestra Range taught a song to remember the days of the week, and Maestra Thurber-Brown taught everyone a rhyme to learn prepositions.
• The homework was checked in, and students began memorizing the rhyme, as there will be a test on it later.

Tarea:

1. 2^nd set of 20 flashcards from the blue “Vocabulario de la Casa” handout.

Spanish IV 04-30-08

Español IV 04-30-08

• While Maestra Thurber-Brown checked in homework, students translated 10 sentences. Then, students took turns writing the sentences on the white board and the Smart Board so we could correct them.
• We learned a new song that uses the subjunctive tense called “Ojalà que Lueva Cafè.” This song and the lyrics are available on an interactive website listed on the bottom of the lyrics page that was handed out in class.
• Maestra Range reviewed the homework exercises in the “Tarea de repaso” packet with the class, and students corrected their work.
• We began a translation game in pairs, but ran out of classtime, so we will do it as a warm-up tomorrow.

Tarea:

1. Both sides of the pink “El Subjuntivo” page

Spanish II -4-29-08

Español II 29 de abril de 2008

• While Maestra Thurber-Brown checked in homework, Maestra Range reviewed the homework on the document camera as a pre-testing review.
• Students then took the 2B Exam, and when they were finished started working on their flashcards and reviewing the new lesson on the home and places and furniture found in the house or apartment.

Tarea:

1. 20 Flashcards from the blue “Vocabulario de la Casa” handout.

Spanish IV 04-29-08

Español IV 04-29-08

• While Maestra Thurber-Brown checked in homework, students found a partner and read the article on p.70 about deforestation, talked about the global crisis and wrote 5 sentences describing possible solutions using the subjunctive tense.
• We then looked at B.K. Nelson’s Spanish website with personal ads. Everyone wrote descriptions of themselves and of the ideal mate they may be looking for, using the subjunctive.
• We then listened to a report about Pazverde, an organization in Ecuador that is helping protect the mangroves from extinction. Students listened to the news report carefully and wrote answers to comprehension questions.
• We listened to two songs called “Lo Dudo” and “Quizáz” that both use the subjunctive tense, while reading the lyrics on the document camera.
• We ended class by going through some flashcards of vocabulary and enjoying some of the 4-square vocabulary squares students made.

Tarea:

1. Do all exercises in the “Tarea de repaso” packet.

Spanish II 04-28-08

Español II 28 de abril de 2008

• While Maestra Range checked in homework, students translated sentences from English into Spanish using the vocabulary and preterite tenses we have been learning.
• We reviewed the 2B Quiz students took last week to practice the preterite tense.
• Students then wrote questions about shopping and interviewed four different classmates. For homework, students will complete the last two parts of the interview sheet, answering the questions themselves and writing sentences about their conclusions.
• Maestra Range read a children’s storybook called “De Compras Con Mamá” (Going shopping with Mom) using the document camera about an animal family going shopping. We have been studying much of the vocabulary and verbs used in the book.
• Students then played Battleship using conjugations of verbs in the preterite.

Tarea:

1. Preterite Practice worksheet (white)

2. Complete the last two parts of the Interview Sheet (Encuesta)

3. Complete the (green) Graphic Organizer 2B-9

4. Study for tomorrow’s 2B Exam. (See previous blogs for study guide).

Español IV 04-28-08

• While Maestra Range checked in homework, students found a partner and read the article on p.68 about the D.F. in Mexico and what they are doing about pollution. They then compared the D.F. with our own Tigard, Oregon community using a Venn Diagram.
• We reviewed the new Subjunctive Packet and did the first set of practice questions in class. The second set, “TRADUZCA,” was assigned as homework.
• We reviewed the homework WB 46, Exercises 2-10 and 2-11.
• Maestra Range showed flashcards on the document camera of descriptions of the different regions we have been studying, and students guessed which region it was. Students received a handout with details about the regions, and everyone looked at color pictures of the regions and guessed which ones were represented.
• Students shared their four vocabulary 4-squares with the class and with eachother in pairs.

Tarea:

1. “TRADUZCA” exercises in the Subjunctive Packet
2. p.69, Act.2-34 – subjunctive exercises
3. Choose 4 regions from today’s handout and make a 4x4 square for each one with the squares containing the following: 1) name of region in Spanish, 2) definition in English, 3) sentence using the word, and 4) drawing of the region.

Spanish II 04-25-08

Español II 25 de abril de 2008

• Happy Birthday to Josè Pèrez in 2^nd period! We sang “Las Mañanitas” to him.
• Students translated sentences from English into Spanish using the vocabulary and preterite tenses we have been learning.
• We reviewed the rhyme chant we learned to help memorize demonstrative adjectives and practiced using the words.
• Students then wrote sentences for Act. 15 on p.111, and shared the sentences with a partner out loud. They then compared their sentences with their partner’s sentences to write new combined sentences.
• In different pairs, students then did partner orals, exchanging information with one another about purchasing different items while shopping.
• Maestra Range then reviewed the yellow worksheet 2B-3 & 2B-6 and assigned and explained new homework.

Tarea:

1. Preterite Practice worksheet (white)

2. Worksheet 2B-3 (pink)

Spanish IV 04-25-08

Español IV 04-25-08

• To begin class, students were asked to write down 5 predictions for the year 2050. We then shared our predictions as a class. In pairs, students read an article on p.59 about Futurologists and what they predict the world will be like in 40 years. Students answered the questions in Act. 2-21 about the article and discussed it with their partner and then with the whole class.
• We used our 15 definitions to play “I’m thinking of a word…” in which students took turns reading their definitions to the class and having others guess which word it was for.
• Maestra Range introduced the subjunctive tense using a Power Point presentation and explained that the subjunctive is used in complex clauses to express doubt, influence and emotion.
• Maestra Thurber-Brown reviewed the Exam 2A with the class, and went over the homework for Monday.

Tarea:

1. Write four “Four Square” vocabulary definitions from Organizer #3 (the words you looked up meanings for last night).
2. Complete Activity 2-23 on p. 61.
3. Complete WB46 2-10 to practice vocabulary and 2-11 to practice the subjunctive.

Spanish IV 04-24-08

Español IV 24 de abril de 2008

Today students rotated through 8 different stations with more authentic reading material related to our ecology unit. At each station students:

• Read the material,
• Identified and recorded key vocabulary on their graphic organizer
• And did their best to guess the meanings.

Each station had books or láminas (teaching sheets) to read, or experiments to perform. One station had instructions for using sand and water to find out how rain and rivers affect the earth. Another stations used modeling clay to experiment with what happens when the earth freezes. Students read the instructions for the experiments in Spanish and performed them with their partners. Every seven minutes, when the salsa music started, everyone changed partners and stations.

We then cleaned up the classroom and put the desks back in order and Maestra Thurber-Brown passed out the permission slip letters for the movie we will be watching about Argentina.

Tarea:

1. Have your parent/guardian sign the permission slip for The Official Story. All permission slips are due by Friday, May 2.

2. Look up the new words you discovered in the stations today in class and write their definitions on the handout you were filling out.

3. Bring your 15 definitions to class tomorrow so we can play a game with them.

4. Write up an evaluation/reaction to these three days of stations and reading activities using these authentic sources. (A) Has this been a good exercise? Why? (B) Should I continue incorporating this exercise? Why? (C) Are there any modifications/changes you can suggest to make it better? ¡Gracias!

Spanish II 04-24-08

Español II 24 de abril de 2008

• First, Maestra Range announced that Lesson 2B exam will be on TUESDAY, April 29^th.
• Then students translated sentences from English into Spanish using the vocabulary and preterite tenses we have been learning.
• We listened to Tish Hinajosa’s beautiful love song, “Aquella Noche” which uses some of the words we have been learning. In Spanish, the words aquellos/aquellas/aquel/aquella can refer to either location or time. “Aquella” can mean that one way over there, or it can mean something way back in the past.
• We read P.120 from the textbook about “La Parranda” in Latin America. In pairs and small groups, we compared parrandas to the parties we usually have here in the United States. Students created Venn Diagrams to explain the differences in types of music, how long the parties last, who attends the parties and how people dance.
• We reviewed the homework crossword puzzle and worksheet, and looked over tonight’s homework to make sure everyone knows how to complete it.
• We played BINGO using preterite verbs and several people got 5 in a row!

Tarea:

1. Complete the yellow worksheet: 2B-3 & 2B-6
2. Study for the test on TUESDAY! See the study guide on the previous blog entry for help in what you will want to know to do well.

Spanish IV 04-22

Español IV 22 de abril de 2008

2^nd Round on Concentric Circles – this time in pairs (not groups of 4). Each station had a lámina (teaching sheet) with the printed information enlarged, to help students extract information from the reading. I stamped and checked in homework while the students worked.

Lámina topics were about the 8 geographic regions of the Earth and the 10 climatic zones. Students had a graphic organizer to complete with the names of each of these areas and were to write a brief description of the defining characteristics for each.

Students were at a total of 8 stations, 7 minutes per station.

We then corrected the 2 written exercises practicing the vocabulary for 2B: pp. 61 & 62, Activities 24 & 25. We had extra discussion over the differences of “Calidad” & “Cualidad” – see ¡Cuidado! On the vocabulary – page 60.

Tarea:

1. Read “Biosfera 98” – page 48, workbook packet.
2. Workbook exercises, pg. 49, (workbook packet) 2-15, 2-16, 2-17 (3 columns: los compromisos / las ventajas / las desventajas)

Spanish II 04-22

Español II 22 de abril de 2008

• Period 2 started with sharing their revised weekend compositions – Mrs. Range wrote questions on the board to ask and answer with a partner using your composition.
• Period 4 started with Actividad 14, page 111. Each student wrote out the questions indicated by the items under “Estudiante A”. Next, working with a partner, students asked their questions, and answered using the pictures from “Estudiante B” in the activity. Last, Mrs. Range called on various student pairs to “perform” their question and answer sets.
• Mrs. Thurber-Brown checked in homework during the warm-ups in both periods.
• Period 4 turned in their “Ensayos - ¿Qué hiciste?”
• Both periods practiced the vocabulary and grammar from 2B using the listening comprehension activities in their WAVA workbooks. We did activities 7, 8 & 9.
• We practiced “los números altos” – pink HANDOUT. The backside of the handout has a “timed practice” game, and we practiced saying the numbers aloud – trying to get farther in the list of random numbers for each of the consecutive timings.
• We corrected the homework in the WAVA workbook, activity 10- page 42.
• Period 2 also continued on with Activity 11 in the WAVA.
• Distributed a STUDY GUIDE for the 2B test – tentatively scheduled for Friday, but we may decide to practice more and have the test the beginning of next week.
• Tarea:
1. WHITE crossword puzzle – complete for THURSDAY.
2. Study! Here’s another copy of the study guide:

Be ready to take the 2B test:

• Vocabulary on pages 98, 99, 102-105, 124 + pink list. Be ready to write out the words in Spanish quickly and accurately.
1. Shopping: places to go & things to buy there.
2. Describe your purchases: what they are and describing them (color, materials and their sizes.
3. Talking about sales, prices and how to pay for them.
4. Be able to talk about all of the above in the simple past tense.
• Regular preterites: pages 110-113 + extra handouts & verb grid.
• Demonstrative Adjectives: pages 114-115 + green packet.
• Using adjectives as nouns: pages 116-117.

Spanish II 04-21-08

Español II 04-21-08

· We began with Maestra Range acting out a typical day and going shopping to review the vocabulary students used in last night’s essay. Students watched and listened to identify the verbs used in the skit, and then helped change the present tense verbs to the preterite tense.

· Students shared their essays with their partners, and asked Oral Practice
Questions to one another about their daily routine and what they bought at the store.

· Students then switched partners and played a game with small whiteboards to practice the preterite tense. As Maestra Range called out the verb and the conjugation, students in each pair took turns writing down the answer and trying to be the first team to hold it up correctly when the teacher called “Arriba!”

· Maestra Range introduced the use of adjectives as nouns (the blue jackets = the blue ones). We read p.116 aloud in class. Second period did Activity 23 with a partner to practice using these adjectives.

· We went over the homework in the Demonstrative Adjectives (green) packet, p.93, Exercise A, #1-10.

Tarea:

1. Complete or re-write your short essay about what you did on a shopping day. Write at least 10 sentences using:

· 5 reflexive verbs in the preterite tense

· 5 vocabulary words about the parts of the body

· 5 vocabulary words about clothing and shopping

2. Fill out the pink BINGO game with conjugated preterite verbs so we can play BINGO tomorrow.
3. Complete the pink worksheet 2B-5 & 2B-8
4. Do Activity 10 in the WAVA workbook, p. 42.

Spanish IV 04-21-08

Español IV 21 de abril de 2008

Today was a short day due to the elections assembly.

Students practiced their reading strategies using authentic student teaching sheets Maestra Thurber-Brown bought in Mexico.

The class was organized in concentric circles (inside/outside circles) with various stations of four desks. Every 7 minutes the students rotated to the next seat in the circle (2 seats per station).

At each station the students (1) opened the envelope containing laminated images, titles and descriptions, (2) matched the images with the titles, (3) read the descriptions to make sure they had matched the images correctly with the titles, (4) wrote down new key vocabulary and (5) wrote and answered questions about the material. Students came up with some intriguing questions about natural disasters, the environment, sea life and ecology in general.

Tarea:

1. Write definitions for 15 new vocabulary words you learned during this activity. Write the definition as a sentence in such a way that it can be used in a guessing game. For example, “This is something that makes the ground shake and buildings fall down.” Answer: an earthquake.

Spanish IV 04-18-08

Español IV 18 de abril de 2008

• Maestra Thurber-Brown checked in the homework assignment in the Future/Conditional packet, Exercise H, half the problems (students chose the first half or the second half, or odd- or even-numbered questions) while Maestra Range reviewed and corrected the answers with the class.
• Students took Exam 2A.
• We then talked about the popular band from Mexico called Maná. We watched a video of one of Maná’s concerts in which they played the song called “¿Dónde Jugarán los Niños?” (“Where Will the Children Play?”).
• We ended class by looking at the interactive website that is available for Maná’s song where you can listen to them perform.

Tarea:

1. Study the vocabulary on p. 60.

2. Create a study system to memorize the vocabulary words that you do not yet know well.

3. Complete pp.61-62, Act. 24 & 25.

4. Have a wonderful weekend!

Spanish II 04-18-08

Español II 04-18-08

• Happy Birthday to Alfonso Alonzo! We sang the Spanish birthday song, “Las Mañanitas” to him today!
• To prepare for the quiz, we reviewed the the green Translation Worksheet that was part of the homework assignment.
• Students took the quiz and worked on today’s homework assignment if they finished early.
• We reviewed the Verb Grid of regular preterite verbs and students asked their partners questions to review the conjugations of the verbs.
• We then used our squishy verb ball to take turns catching the ball and conjugating verbs according to where our thumbs touched the ball.
• Students read p. 110 aloud to explain the use of the preterite tense and the verbs ending in –car, -gar and –zar. Students completed the writing Activity 13 and we reviewed it as a class.
• We then played Bingo using the vocabulary words about clothing and shopping.
• Mrs. Range explained the homework assignment below.

Tarea:

1. Demonstrative Adjectives (green) packet, p.93, Exercise A, #1-10.
2. Write a short essay about what you did on a shopping day. Write at least 10 sentences using:

· 5 reflexive verbs in the preterite tense

· 5 vocabulary words about the parts of the body

· 5 vocabulary words about clothing and shopping

Spanish II 04-17-08

Español II 04-17-08

• Mrs. Range introduced demonstrative adjectives by talking about jackets and hats she passed out to students around the classroom and asked students if they preferred this, that or the one way over there.
• We read p. 114 as a class to learn about demonstrative adjectives, and watched a short GramActiva video.
• Students received a green packet on Demonstrative Adjectives and we reviewed the first page. We also learned a rhyme to help remember the new words. “This and These both have Ts. That and Those no T shows. Far Away begins with A. I don’t know ends with O.”
• We reviewed the homework sheet of vocabulary (pink), and the Practice Worksheet #1 (yellow), with students volunteering to share their answers.
• We reviewed the Lesson 2A test that students took last week. There were many A’s and B’s on this test, and students did a great job writing well and using reflexive verbs and new vocabulary in the essay portion of the test.
• Students received their homework assignments and asked questions about tomorrow’s quiz.

Tarea:

1. Fill out your yellow Bingo grid. Select 5 words from each of the columns above the grid and put them in the boxes below, writing both the English and Spanish words. Let’s play Bingo tomorrow!
2. Complete the green Translation Worksheet. This is a great practice for the quiz!
3. Study for tomorrow’s quiz. You will need to know how to conjugate regular verbs in the preterite (past) tense, time expressions (yesterday, last night, a year ago, etc.) and vocabulary about shopping.

Spanish IV 04-17-08

Español IV 17 de abril de 2008

• Students took the Verb Tense Quiz
• Maestra Thurber-Brown checked in the homework assignment in the Future/Conditional packet, Exercises F & G, either odd- or even-numbered questions.
• Students then played a flashcard game to practice new vocabulary related to our study of the environment and ecology by dividing into nine teams and quizzing eachother on the words.
• Students then got together with their 12:00 noon partner to read an article on a popular band from Mexico called Maná. They also read the lyrics to one of Maná’s songs called “¿Dónde Jugarán los Niños?” (“Where Will the Children Play?”) that we will be watching them sing tomorrow on a video.
• We ended class by reviewing the questions about the Maná article in which they practiced the future tense.

Tarea:

· Future/Conditional packet, Exercise H, half the problems (choose the first half or the second half, or odd- or even-numbered questions).

· Study for the Lesson 2A Exam tomorrow. You will need to be able to:
1. recognize vocabulary in context
2. conjugate regular and irregular verbs in the future tense
3. know how and when to use the verbs Ser/Estar/Haber

Spanish IV 04-16-08

Español IV 16 de abril de 2008

• Maestra Thurber-Brown collected the Project Proposals and checked in the homework in the Future/Conditional packet, pp. 41-42 (#8-15, #1-15) and Maestra Range lead the warm-up Activity 2-15 on p.56 using the future tense. Students then shared their answers with the class.
• We reviewed the homework from the Future/Conditional packet, pp.41-31, #8-15 and #1-15. We then did Exercise E together as a class on the document projector. Then we discussed the homework of Exercises F & G. Students may choose to do either the odd- or even-numbered questions.
• We played a Find the Animals game to review Spanish words for animals of the desert, mountains, jungle and on safari. Students took turns finding and counting different animals, birds, reptiles and insects.
• Students practiced for Thursday’s quiz by completing a Practice sheet on conjugating verbs in various tenses. They also received the Verb Tense Practice sheet to help guide their study.
• Maestra Thurber-Brown returned the Names Quiz to students.

Tarea:

1. Study for the Verb Tense Quiz TOMORROW by reviewing p.46 and studying the following verbs: destruir, reciclar, rescatar, proteger, secar.

2. Future/Conditional packet, Exercises F & G, choose either odd- or even-numbered questions.

NOTE: The Lesson 2A Exam is FRIDAY, April 18. You will need to be able to recognize vocabulary in context, conjugate regular and irregular verbs in the future tense, and know how and when to use the verbs Ser/Estar/Haber.

Spanish II 04-16-08

Español II 04-16-08

• Students watched a video called “Buscando una Ganga” (Looking for a bargain) while reading along in the text on pp. 104-105. Then students took turns reading the dialogue to the whole class.
• Mrs. Thurber-Brown checked in the homework which included: (1) a study system for time expressions; (2) the Verb Grid; (3) the blue Worksheet 2B-1 & 2.
• With their appointment partners, students answered the questions in Activity 3, p. 105, and reported back to the class with their answers.
• Students read the Fondo Cultural (cultural essay) about shoe sizes in Spanish-speaking countries and how they differ from shoe sizes in the United States. We calculated different shoe sizes in class, reviewing our numbers at the same time!
• We reviewed the blue homework Worksheet 2B-1 & 2.
• We reviewed the Verb Grid that students completed as homework to learn to conjugate regular verbs in the preterite tense.
• We listened to the song “¿Cuánto Cuesta?” and joined in on the rap-like lyrics.
• Mrs. Range passed out the homework and reviewed it with the class. The pink sheet is a list of vocabulary about shopping, and the yellow sheet is good practice for the quiz on Friday on using the preterite tense.

Tarea:

1. Vocabulary List (pink)
2. Practice Worksheet #1 (yellow)

Note: There will be a Quiz on Friday. You will need to know how to conjugate regular verbs in the preterite (past) tense, time expressions (yesterday, last night, a year ago, etc.) and vocabulary about shopping.

Spanish II 04-15-08

Español II el 15 de abril – La Sra. Range (student teacher).

• Reviewed numbers and expressing historical dates in years - See page 99.
• Maestra T.-B. checked off the homework flashcards during warm-up, while Sra. Range was teaching. Flashcards = 20 items from page 98 & the column of numbers from page 99 that you need to work on most.
• Reviewed the TAREA –there was a mix-up in the blue handouts distributed yesterday, so the homework probably seemed really difficult – Mil disculpas, estudiantes. Thanks so much for graciously accepting the easy mix-up between handouts “2B-A & 2B-B” with “2B-1 & 2B-2”. We intended to distribute the first one, but mistakenly distributed the second. We worked on the one (2B-A/2B-B) we meant to give as homework as an in-class activity today, and will hold everyone “harmless” for the blue ones from last night. You’ll get to correct / finish the second (2B-1 & 2) tonight.
• Introduced the new vocabulary in context – See pages 102-103 (These are the words from the blue handout 2B-1 & 2). We listened to the CD, and practiced reading these pages aloud.
• Introduction: EL PRETÉRITO: simple past tense. Mrs. Range acted out various activities and then wrote them on the board. Next, she asked what she had done, and converted the present-tense verbs to their preterite equivalents. She encouraged the students to discover patterns in how to form the regular preterite tense verbs, and then reinforced their correct answers.
• Mrs. Range distributed a HANDOUT/PACKET (pink) EL PRETÉRITO, and called on students to read aloud the 3 MAIN USES of the preterite. Then she introduced some TIME EXPRESSIONS that frequently indicate the use of the preterite.
• Next a VERB GRID was distributed, of partially completed regular verbs in the preterite. Under the verb grid there is an English “fill-in the blank” list of the same time expressions from the top of the pink EL PRETÉRITO packet.
• Tarea:
1. Complete the Regular Preterite Verb conjugation grid.
2. Make a study system to learn the preterite time expressions.
3. Complete the blue worksheet: 2B-1 & 2B-2.

Spanish IV 04-15-08

Español IV el 15 de abril – La Sra. Range (student teacher) empezó enseñando hoy.

• Homework credit and correction: WB 43-44 (using the Futuro) & Lotería – la naturaleza.
• Reviewed uses and forms of the Future indicative – see pages 55-56 in the text.
• Reintroduced the “Condicional/Potencial” which shares the same irregularities as the Futuro and parallels the use of probability: Future within the present tense = “probably” is…; Conditional within the past = “probably” was…
• PACKET: El Future y el Condicional – compared uses and forms and worked through the first 3 items in each of the first 3 exercises.
• Nature vocabulary in-put practice: Lotería – La naturaleza. We played this “Bingo” game to help us internalize these new terms.
• La maestra Thurber-Brown explained the project proposal handout that is due tomorrow. Indicate 3 different topics you would like to prepare for your Power Point research and oral presentation project. Indicate your top 3 dates you would like to present, and inform me about any conflicts in your schedule that you know of in May: e.g. sporting events, IB exams, doctor’s appointments, Prearranged Absences, etc.

Tarea:

1. Project proposal (propuesta) – see above.
2. Future/Conditional packet, pp. 41-42 (#8-15, #1-15)

Spanish II 04-14-08

Español II 14 de abril de 2008 – Mrs. Range began full-time teaching today

• Pretest: pages 98-99; How much do you already know about sharing information about shopping? Where to go? What to buy? Describing your purchase? How much it costs?
• Presented the vocabulary on page 98: practiced pronunciation and verified meanings.
• Activity 1, page 98: Parts 1 & 2. Writing up what we want to buy, what’s it like and where we’d go to buy it. Then we exchanged information with one of our “appointment” partners about what we had written. Last, we reviewed our answers together as a whole class.
• We listened to a new song about “How much does it cost?” Students got a HANDOUT of the lyrics, so they could follow along as they listened. Period 4 liked it so much they requested listening to it a second time.
• Reviewed the numbers on page 99. We practiced them by dictating our phone numbers and with exercises 2 & 3, page 99.
• Tarea:
1. Select 20 items YOU NEED to learn from page 98, and make flash cards of them.
2. Select the column of numbers YOU NEED TO LEARN most, from page 98, and make flash cards of those.
3. Complete BOTH SIDES of the blue handout, 2B-A/2B-B: practicing the vocabulary and numbers from pp. 98-99.

Spanish IV 04-14

Español IV 14 de abril de 2008

• Turned in our Annotated Bibliographies for our preliminary research for our Cultural Research Project.
• We spent the majority of the class in our “Environmental Problems” oral – each student presented a current problem and was to motivate us to take action to alleviate it. Each student was also to bring the poster they were given class time to create last Thursday.
• Tarea:
1. WB 43-44 (Act.2-7 & 2-8) = Review of the future. See pages 55-56, to review, should you need to do so. We first learned the Futuro at the beginning of the course, in Preliminar, when discussing our future college and career plans.
2. Prepare the Lotería vocabulary sheet, in the same manner as you are accustomed to doing for the verbs: Select 5 items from each of the lists above the “Bingo” columns for the column below the list. Write BOTH the Spanish AND the English meaning for each item you select.

Spanish II 04-10-08

Español II 10 de abril de 2008

• Sra. Thurber-Brown was at an all-day meeting in Salem, so Sra. Range (student teacher) and Sra. Fowler (substitute teacher) taught class today.
• Students turned in their unused hall passes for extra points.
• We reviewed everyone’s Spanish class names for the test by having everyone call out their names.
• We reviewed for the Lesson 2A test by translating several sentences together and with partners, and by brainstorming vocabulary words for body parts, clothing, grooming articles and reflexive verbs for daily routine.
• All students took the Lesson 2A test, and then took the Class Names test.
• In 4^th period we watched part of the movie Shrek in Spanish, but in 2^nd period we did not have enough time to watch it.

Tarea:

1. Enjoy a wonderful long weekend!

Spanish IV 04-10-08

Español IV 10 de abril de 2008

• Sra. Thurber-Brown was at an all-day meeting in Salem, so Sra. Range (student teacher) and Sra. Fowler (substitute teacher) taught class today.
• Students turned in their unused hall passes for extra points.
• We took a short "field trip" to visit the new campus health center that opened yesterday. We were the first class to tour the center and received neat color-changing pencils and tasty snacks.
• We returned to the classroom and reviewed class names in Spanish and then took the Names Quiz.
• Students then met with their 9am partner and read the “Cuanto dura la basura? Essay on p. 48 of the textbook. We then read it aloud in class and discussed what happens to garbage and how long it takes to decompose.
• Students then showed the visuals and research information they brought in and worked on their posters using classroom art supplies.

Tarea:

1. Everyone will present their posters in a Circulo Oral on MONDAY.
2. Also, prepare your Annotated Bibliography for your Research Project. Be sure to include at least five sources of information. Due MONDAY.
3. Have a wonderful long weekend!

Spanish IV 04-09-08

Español IV 9 de abril de 2008

• Students turned in their unused hall passes for 5 points each.
• As a warm-up, we did Activities 2 & 3 on p.47 to practice vocabulary about the environment.
• Read the essay on p.84 about Costa Rica with our 10:00 a.m. partners and discussed the article with the whole class.
• Reviewed the homework on Ser/Estar/Tener on p.42-43 of the workbook.
• Discussed the uses of Haber & Tener with a powerpoint presentation.
• Introduced the Research Project assignment due next month on May 12. Presentations will be scheduled for May 12, 13, 14, 15 and 16. My annotated bibliography is due on April 14 and your proposal (3 topics, 3 dates for your presentation and your reasons for your request) is due on April 16

Tarea:

1. Research an ecological problem you are interested in learning about and print out some information on it to bring to class.
2. Bring in some visuals and anything else you want to include, and you will create your poster in class tomorrow using our classroom art supplies.
3. Study for the Class Spanish Names test tomorrow!
   

Spanish II 04-09-08

Español II 9 de abril de 2008

• We checked homework assignments while listening to the WAVA audio lessons #6, 7, 8 and 9 to practice daily routine and reflexive verbs.
• Read textbook p.86 and did activity #19 as a class (2nd period only).
• As a class, we reviewed the homework assignments:

1. SER/ESTAR packet, p.109 #1-25

2. Possessive Pronouns packet, p.193-194

3. P.34 in the WAVA book

4. P.81, Activity #10 (4^th period only)

· Returned Reflexive Verbs Test 2-A and Vocabulary 2A Test. In 2^nd period we went over the test answers, but in 4^th period we did not have time to go over them.

· We reviewed some ideas for remembering the differences between SER and ESTAR, including DOTS, Mary Had a Little Lamb and a Pig, ELF, and “no matter how you feel or where you are, always use the verb ESTAR.”

Tarea:

Study for two tests tomorrow!

1. Class Spanish names test

2. 2A Lesson Test

Here are some study guidelines for the Lesson Test:

Vocabulario – p.96

• La ropa = clothing
• El cuerpo humano = the human body
• Articulos del tocador = grooming articles

Structure (grammar)

• Reflexive verbs – meaning & uses
• Ser & Estar – meanings & uses
• Stressed possessives = como adjetivo y como pronombre

Como adjetivo – Es el libro mío (NOUN with adjective in phrase)

Como pronombre – el mío (pronoun = NO Noun in phrase)

Son canicas nuestras. (adjetivo)

Son nuestras. (pronombre)

Be ready to recognize AND produce language (YES! This DOES mean that you’ll be writing a paragraph). Yes, spelling does count.

Spanish II 04-08-08

Español II 8 de abril de 2008

• We reviewed the goals for this unit which ends on Thursday with the unit test. Students need to be able to talk about getting ready for the day or a special event by using grooming vocabulary, reflexive verbs, ser/estar and stressed possessives (“It’s mine!)
• Students translated 10 sentences using reflexive verbs and vocabulary about the daily routine. (4^th period did some sentences on the small white boards)
• We reviewed the homework assignment F in the yellow packet, practicing reflexive verbs.
• As a class, we corrected the WAVA homework assignments, Activity 11 & 12 on pages 32 and 33 to practice ser/estar and reflexive verbs.
• Students asked for clarification about attaching reflexive pronouns to infinitives and when to put them before the verb, so we reviewed p. 71 of the textbook and discussed verbs like have to, prefer to, need to that combine with infinitives (4^th period only)
• Students divided into teams of four and acted out humorous daily routines while their teammates read the scripts (2^nd period only).
• We reviewed the homework on page 81 of the textbook from Activity 10 in (2^nd period only).

Tarea:

1. “To Be” Packet, p.110, finish the questions through #25.
2. “Possessive Pronouns” packet, p.193-194, #5 & 6.
3. WAVA workbook p.34.
4. Reminder: Class names quiz on THURSDAY!

Spanish IV 04-08-08

Español IV 8 de abril de 2008

• In pairs, students shared their ¿Quien Es? (Activity 2-9, p.52) descriptions of famous people. Students worked with their 8:30am and their 2:00pm partners. We also checked homework completion.
• Several students shared their descriptions with the entire class.
• As a class, we reviewed the ¿Donde Esta? (Activity 2-11, p.53) descriptions of famous places and discussed where they are, why they are important and what they are like, using ser/estar/haber/tener.
• We reviewed WB41 to practice vocabulary
• We reviewed names of animals (la fauna) and students took turns coming up to the Smartboard to find and count different animals.

Tarea:

1. Do Exercises # 3, 4, 5 and 6 from your Workbook pages 42-43 to practice ser/estar/haber.
2. Reminder: class names quiz on THURSDAY!

Spanish II 04-07-08

Español II 7 de abril de 2008

• Reviewed and corrected homework: crossword and vocabulary exercises 2A as a review before the quiz.
• Took Vocabulary 2A quiz (28 points) and reviewed answers afterwards. But students did not correct their quizzes.
• Introduced stressed possessive pronouns (it’s mine!) using props for grooming articles.
• Read textbook presentation about stressed possessives on page 88 and then completed Activity 22.
• Distributed new packet Possessive Adjectives and Pronouns (white) and reviewed pages 192-193, Practice E.
• Introduced homework

Homework:

1. Practice reflexive verbs and daily routine, Activity 10 on page 81 of textbook. Careful! Not all verbs are reflexive.
2. WAVA workbook p.32, Activity 11: more reflexive/daily routine practice.
3. WAVA workbook p.33, Activity 12: ser/estar. Underline the verb in the question AND answer the question using a complete sentence.
4. Reminders: Lesson 2A and Class Names Test on THURSDAY!

Spanish IV 04-07

Epañol IV 7 de abril de 2008

• Read interview in textbook with environmental scientist Sr. Salvador, p. 45 and completed comprehension exercise 1, while homework was checked in.
• Chose new oral partners: appointment log handout.
• With 7am appointment, students read the interview aloud and verified their answers on Ex. 1, p. 47.
• Debriefed article as a class.
• Reviewed the study points over the uses of ser, estar, haber and tener, expressing “to be” in English. See pages 49 – 52.
• Activity 2-8 “ProIguana”: complete with correct form of ser/estar/haber.
• Corrected Activity 2-8.

Tarea:

1. Activity 2-9, p. 52: Describe a famous person using lots of details that include the use of ser/estar/tener/haber for “to be.” Do not include the person’s name so we can guess it in class tomorrow.
2. Exercise 2-11, p.53: ¿Dónde & Cómo? Explain where these places are, what they are like, and why they are in the news, using estar/ser/tener/haber.
3. Note: no verb study tonight.
4. Reminder: names quiz on Thursday!

Spanish II 04-04-08

Español II 4 de abril de 2008

• Name game review: practicing towards our end-of-the quarter quiz over our classmates’ Spanish-class name.
• Practice listening comprehension of Reflexive Verbs describing getting ready in the morning: Daily Routine.
• More practice on Reflexive Verbs: Packet exercises D & E - reviewing meanings & conjugations of Reflexive verbs.
• Took Reflexive Verb Quiz.
• Began work on Ser & Estar: Preview-conjugations & uses. PACKET:SER & ESTAR; Some Idioms with HACER and TENER.
• Watched and took notes from a Power Point over Ser & Estar, and then we began working through some of the exercises in this white packet.
• Tarea:
1. STUDY for VOCABULARY TEST 2A on MONDAY. See pages 74-77 & 96 + Quia site http://www.quia.com/jg/1160510.html
2. Finish the Reflexive Pronouns Packet (ex. F).
3. Pink two-sided vocabulary practice handout: crossword and exercises.

Spanish IV 04-04-08

Español IV 4 de abril de 2008

• Reviewed corrections from yesterday’s test while Mrs. Range (student teacher) checked in this week’s homework.
• Partners compared their vocabulary categories, and some drilled new words with one another until all were finished ☺.
• Introduced the topic for our new lesson – Unit 2-A: Ecology.
• “K.W.L” chart (what I Know, what I Want to know, after we’ll do…what I Learned).
• Brainstormed vocabulary for subcategories for talking about the environment: Geographical Features, Flora and Fauna, Natural Resources, Phenomena of Nature, Environmental solutions.
• I shared (distributed) my own version of the vocabulary, in categories that make sense to me, as well as some additional items for the groups.
• Played vocabulary games using the QUIA site I created with these new words. Students could copy this URL from the board. Here it is:

http://www.quia.com/jg/1254682.html

Tarea:

1. New workbook packet – vocabulary practice, page WB41.

2. Create your own study system (tangible) for vocabulary, page 46.

Spanish II 04-03

Español II – 3 de abril de 2008

• Warm-up: Vocabulary practice using Activity 4, page 78. Students wrote out 10 sentences using the grooming articles depicted in the drawing as prompts. We reviewed using their sentences and toiletries projected under the document camera.
• Reflexive Verbs = Conjugation Practice
1. We corrected the write up from yesterday’s survey
2. Then used the 10 “Daily Routine” sentences as a conversation prompt for partner question and answer practice.
3. Next, as a whole class, I asked individuals about their daily routines and then followed up with the other students to report about what they heard.
4. I explained the format for tomorrow’s quiz on the reflexives:

I will give the English meanings for the 18 verbs on the verb grid from Monday. Next to it the student will write the Spanish equivalent. Then the student will use the provided subject pronoun to conjugate that same verb.

Example: To get dressed: vestirse, ella: se viste

• I shared the photos I took on Monday of the group’s labeling their model. We used these to review the parts of the body, and some clothing items.
• I reminded students that next Thursday is also the day we’ll have our classmates’ names test, so we also used the photos to practice everyone’s classroom names.
• Tarea:
1. STUDY for Reflexive Verbs test (see above).
2. Please bring your WAVA workbook – we’ll be using it first thing tomorrow.

Spanish IV 04-03

Español IV – 3 de abril de 2008

• Precaliento = warm-up: Translation sentences incorporating vocabulary and preterite /imperfect “meaning changers”.
• We took the 1B lesson test.
• Many students were able to get a good start on the homework while waiting for others to complete the test.
• Continued our study/review of verb conjugations using the “Lista maxima de verbos”.
• Tarea:

Using the vocabulary list on page 46, reorganize the words into like categories that make sense to you.

Spanish IV 04-02

Español IV – 2 de abril de 2008

• New seating chart today.
• Practiced the Preterite, Imperfect AND vocabulary 1B = translation sentences.
• Reviewed what would be on tomorrow’s lesson test. To practice the vocabulary on page 25, you may go to site http://www.quia.com/jg/1342961.html
• Reviewed the story, “Cuentame un cuento” by correcting and discussing activities 42 &43.
• More preterite, imperfect practice by correction last night’s homework, ex. 34 & 35, on page 33.
• Students wrote out the exercises in the Workbook packet on pages 29 & 30.
• I distributed a reference HANOUT for verb practice, listing the tenses and reminding students to know what each form would translate to in English.
• Tarea:

Study for 1B exam tomorrow. We’ll do the “Thursday” verb group in class tomorrow.

Spanish II 04-02-08

Español II - 2 de abril de 2008

• Period 2 – I read the information about the all-school testing that will be happening on April 23: ACT for Juniors; EXPLORE for Frosh and PLAN for Sophomores. See www.actstudent.org for more information, as well as the yellow or green handouts on the “tarea” bulletin board.
• Precaliento = warm-up activity of writing out sentences using reflexive verbs, while homework was checked in. Afterwards we reviewed use of these types of verbs while correcting our work.
• Homework correction: We reviewed the key words from the study points of the Reflexive Pronouns packet, pp. 175-176, and then corrected the exercises a, b, and c on page 177. Then we went over the answers to the questions from the survey form. Students were to only have answered the questions for themselves, in the second section labels, “mi información personal”.
• Encuesta: Students then practiced asking and answering the questions from the survey while having one-on-one conversations with up to 4 different classmates.
• Gram Activa: We watched the DVD grammar section over Reflexive verbs and then we watched the introduction to the uses of Ser and Estar. We talked a little about these two verbs that both mean “to be” in English but have distinct uses in Spanish.
• Tarea:
1. Complete the 3^rd section of the Encuesta – Lo que dicen mis compañeros (What my classmates say) using the information you discovered during your conversations today. Write at least 2 plural sentences, combining like information from 2 people. These might be in either the nosotros or the ellos forms. Don’t write all of them in the plural, however. Please DO include peoples’ names in your sentences.
2. Write 10 complete sentences describing your typical daily routine (Mi rutina diaria) incorporating the reflexive verbs from your 2A verb grid and/or the yellow Reflexive Pronouns packet.

Spanish II 04-01-08

Español II 1ero de abril de 2008

• I stamped homework while students worked on a HANDOUT matching pictures with new vocabulary items for 2A. We reviewed the answers, using the document camera.
• I distributed the new vocabulary list – see page 96 or http://www.quia.com/jg/1160510list.html
• We added jewelry items to our vocabulary list: La cadena (chain), el collar (necklace), el/los arete/s (earring/s), el anillo (ring), la sortija (engagement ring), la pulsera (bracelet), el reloj pulsera (wrist watch).
• We watched the DVD of the Video Historia (see pages 76-77- text), and then students wrote out the comprehension activity – Act. 3, page 77. We reviewed the answers as a whole class, indicating which panel led the students to their answers.
• I shared more grooming articles under the document camera: Shaving items, etc.
• Homework corrections AND review of REFLEXIVE VERBS. We went over the meanings and forms of the 18 verbs from the verb grid last night. ¡IMPORTANTE! = Remember to USE the REFLEXIVE PRONOUN (me, te, se, nos , os, se) AND to conjugate the verb, too.
• I announce a test on Friday over the Reflexive verbs - Know their meanings AND How to conjugate them.
  
• Homework/Tarea:
1. Encusta (Survey) = In the middle part of the handout, answer the questions in the upper part for yourself (use the yo form of the verb).
2. Yellow PACKET “Reflexive Pronouns”. Highlight the KEY IDEAS on the front and back of the first page (pp. 175 & 176) AND complete the exercises on page 177.

Spanish IV 04-01

Español IV 1ero de abril de 2008

• I stamped homework while students worked on translating warm-up sentences using the homework verbs in various tenses.
• Asked students to take some simple notes over common mistakes they haven’t been correcting regardless of the notes I’ve been writing to them on their work. These came up from their goals: (1) Ser versus Estar (2) Bueno versus Bien. Also confusion between Meta and Gol, and using Grado for Nota.
• Corrected sentences from warm-up, reviewing verb tenses as well as the meanings of the verbs for today. The students seems insecure about their understanding of tenses, so we postponed the discussion of the short story to have, what turned into, a huge verb review today:
• We went over the 14 (!) tenses the students need to be very familiar with – I reminded them of the resources they already have been given (1) green laminated study card checked out to them (2) White verb review packet with names of tenses, English key word translations and conjugations (3) Review sites – especially www.wordchamp.com
• I showed them how to navigate around the site (with the help of Fernando – gracias, joven).
1. Go to the BOTTOM of the page and select “Spanish” from the languages to practice.
2. Select the first letter of the verb you want to practice to bring up all of the verbs with that letter.
3. Select your verb – may select the sound icon to practice its pronunciation.
4. Now you see a page with all of the possible conjugations – EXCEPT for progressives: just remember to use Estar as the auxiliary verb + present participle (gerundio). Estar in the present indicative for presente progresivo and in the imperfecto indicativo for the pasado progresivo.
5. Select “practice conjugations”.
6. Select which tenses to practice.
7. Practice!

• I announced the 1B Lesson Test for Thursday – April 2. It will include:
1. El Preterito VERSUS the Imperfecto = Conjugations AND applications = see pages 28 & 32.
2. Vocabulary page 25.
3. Readings: page 24 & “Cuéntame un cuento” = pages 38-41