Spanish II 09-30-08

Español II
30 de Septiembre de 2008
• Vocabulary practice and review: I placed clip art flashcards representing the vocabulary under the document camera and we played “What’s missing?” after removing one of them. See page 40 and your green vocabulary handout.
• Review: Tener + que + infinitive (the form of the verb that end with either an –ar, -er, or -ir) meaning “To HAVE to ---(do whatever the meaning of the infinitive is). Example: Tengo que estudiar el vocabulario = I have to study the vocabulary.
1. To practice this special construction, students interviewed one another using an “autograph” activity with 16 expressions using ¿Quién tiene que ___r? When they found someone who “had to study more in science” or “had to clean out their locker’, etc. that person signed off on the sheet.
2. We used some of the information discovered about each other to practice writing up our “findings” AND to practice the different forms of TENER.
Examples:
Margarita tiene que trabajar.
Graciela no tiene que trabajar, pero ella tiene que estudiar mucho.
Eva e Ileana tienen que estudiar más en la clase de ciencias.
Eva y yo tenemos que llegar temprano mañana.
3. We’ll do more of this for homework.
• Para = Meanings and uses – see page 24. We went over the ¿Recuerdas? Box and then completed Actividad 7.
• Homework correction + Stem-changer practice.
1. We read aloud ACT.14, page 27, as I wrote out the correct verb and form under the document camera.
2. Several people seemed overwhelmed by writing the paragraph for ACT. 16, page 28, so I went over the directions, again, and showed an example of how it ought to be done, incorporating an item from EACH of the 3 columns to make a sentence. Then be sure to use ALL of the people in the first column in separate sentences, and you’ll end up writing a paragraph about your typical school day. EXAMPLE:
Yo empiezo mi día escolar muy temprano; llego a las siete de la mañana.
ANNOUNCEMENTS: 2 QUIZZES THIS WEEK!
(1) Vocabulary = Thursday,
(2) Stem-changing verbs = Friday
Tarea:
1. Write out a total of 10 sentences, using the information from your yellow TENER QUE ____r activity sheet (Lotería de nombres….Tengo que trabajar). Tell what we have to do, continuing as we did in class – see examples above. Use YO, él/ella forms – but use people’s names, nosotros/as forms – but use somebody else’s name y yo, ellos/as forms – but use names.
2. ¿Qué actividades representan estos dibujos? Write 2 sentences per picture.
1 = Use a gustar construction 2 = Use a verb: Ex. A Enrique le gusta jugar al baloncesto. El juega todos los días con sus amigos.

Spanish II 09-30-08

Español IV
30 de Septiembre de 2008

• Corrected the Repaso para el examen – test review exercises.
• Took the Lección Preliminar Exam (66 points).
• Read an article, “Cómo contester en una entrevista de trabajo” and then debriefed this as a whole class.
Tarea:
• Taking the guiding questions from the article, Write answers to them, as though you were answering in a job interview, applying the advice from the article.
Las preguntas:
1. Platícame de ti – Háblame de ti.
2. ¿Por qué quieres dejar tu empleo actual?
3. ¿Cuáles son tus cualidades y tus defectos?
4. Cuéntame de alguna vez...cuando tuviste un problema en una clase.
5. ¿Cuánto quieres ganar?
6. Por qué son redondas las tapas de alcantarilla?
– Muestra tu habilidad de poder pensar de una manera creativa.
7. ¿Cuándo has tropezado en tu carrera y cómo te recuperaste?

Spanish II 09-29-08

Español II
29 de Septiembre de 2008

• New seating chart! – Check in with Maestra before sitting down.
• Warm-up sentences reviewing Gustar, Encantar and Fascinar with me, te, le, nos, os and les. I projected the sentences and students translated them to Spanish while I checked in the Lotería tarea: Stem-changing verbs.
• We verified the Partners Appointment Log, making sure everyone had appointment from 7AM until 4PM.
• Then, working with our 7AM appointment partner, and using a verb grid already partially completed, students practiced conjugations of the three types of stem-changing verbs: e→ie, o→ue, and e→i.
• We corrected Activity 1A-5 (pink packet and due last Friday), again practicing the stem-changing verbs.
• We finished up class playing Lotería – game 6 (e-ie stem-changing verbs).
• Tarea:
1. Activity 14, page 27. Read the paragraph to determine which of the verbs in the parenthesis after the blank makes the most sense. Then, on your paper, write that verb IN THE CORRECT FORM needed for the sentence.
2. Activity 16, page 28, part 1. You’ll write a paragraph about a typical day: your classes, your friends and your teachers, and what you do every day. To do this, combine an item from each of the columns in the small box by the activity to create a sentence. Please be sure to use EACH of the subjects in the first column.

Spanish IV 09-29-08

Español IV
29 de Septiembre de 2008

Test Review Day – Preparing for Lección Preliminar Tomorrow
Study the lesson in the book: Article page 3 – know the details and the vocabulary used in the article, Vocabulary pp. 4-7,
Study the grammar in the Workbook Packet: Gender of nouns – pay close attention to the irregulars on the top of the second page; Cardinal and Ordinal numbers and their uses; Regular and Stem-changing Verbs + Present Participles with the Progressive; Ir + a + infinitive (present and imperfect); Acabar + de + infinitive (present and imperfecto).
• See separate blog entries for a study guide and review exercises.
• We played a “Snakes and Ladders”- style review game in small groups with sample items similar to those you’ll need to know for tomorrow’s test.
Review game – Comprehension Questions re: artículo – Los herramientas: Work place skills.
• Each team posed a question for the other teams to answer. We used small white boards and rotated giving and answering the questions our reading teams wrote.
• Each team turned in ONE copy of the questions and vocabulary created by the team – being sure all team members’ names are listed.

Tarea: Study for tomorrow’s test.

IV-Repaso- Lección Preliminar

Práctica- Conexiones, Lección Prelimar

1. Number and gender of nouns - WB 1-3
____ claridad ____ tema _____ aguas claras
____ arte ____ problema _____ aulas
____ juventud ____ bellas artes _____ aula

2. Numbers: cardinal and ordinal, WB 4-8

The Second World War _____________________________
Spanish is my third class each day __________________________________
My grandma was born in 1934. __________________________________
400 girls _________________________
1500 students ____________________________
$1,000 ________________ 3,000,000 inhabitants ___________________________
$27.50 ______________________ 115 _____________________________

3. Present tense Regular and Stem Changing verbs: WB 9-24

1. They are following us -
________________________________________________
2. Are you going to go to Mexico soon? _____
_________________________________________________________
3. No, I don’t know your aunt. _____________________________
4. I think he’s lying _______________________________________
5. ¿Vosotros _______________(decir) que acabáis de llegar en este país?
6. She dreams about traveling to Europe. __________________________________________
7. Do you smell smoke? __________________________
--No, it smells like garlic _________________________
8. When are you getting your new car? _____________________________________________
9. My parents fly to South America every summer. __________________________________
10. She tells jokes very badly. ___________________________________________________
11. The little boy is running away from his friends and they’re chasing him.
________________________________________________________________________
12. She just left, but I’m going to call her. ___________________________________________
13. We’re going to celebrate her birthday tomorrow ___________________________________
14. They are meeting in front of the school __________________________________________
15. I am feeling really tired. ______________________________________________________

Guía de estudios - Prueba Preliminar

Nombre:________________________________________
Hoja de estudios – Prueba Preliminar La fecha de la prueba es _____________

I – El vocabulario en el contexto.
Hay que seleccionar la palabra que cabe mejor en la oración
(El vocabulario de los estudios universitarios – p.4)

II – Tiene que escribir el artículo definido apropiado para el sustantivo dado.
Recomiendo que estudien muy bien el paquete blanco y que preste mucha atención
a las terminaciones que indica un género y los irregulares

III – Los números
Hay que escribir los números altos y los números ordinales

IV – Los verbos del presente indicativo
Van a escoger el verbo correcto para la oración (entre opciones)
y escriba su forma correcta en el presente.
Sería muy buena idea estudiar la lista de verbos que les repartí.

Parte V - Comprensión de lectura.
Hay que contestar pregunas que tienen que ver con el artículo en la página 3:
¡Hagamos conexiones! Tiene que llenar el espacio en blanco con
la palabra que falta –
!Tienes que recordar los temas importantes del artículo.

Spanish II 09-26-08

Español II
26 de Septiembre de 2008

• I distributed a packet of 3 “Lotería” – Bingo-style- conjugation games for the different types of stem-changing verbs – See page 27 in your textbook. Attached to the front cover is a vocabulary list with the meanings for the verbs used in the games.
• Students took the map and countries/capital cities test, and turned it in.
• We attended an hour-long program put on by the Japanese Honor Society welcoming an exchange program from a girls’ high school in Japan.
• Tarea:
Prepare your bingo sheets -Yes! All 3 of them (:>)-.
Be sure you match up the column of the verbs with the same column in the bingo game. REMEMBER! Fill in the game sheets with BILINGUAL ANSWERS Example: If I were to choose “Cierro” in the same box, underneath it, I would also write “I close”. Be ready to play on lunes. –
¡Que pasen un buen fin de semana! ¡Hasta lunes!

Spanish IV 09-26-08

Español IV
26 de Septiembre de 2008

• Review of workbook packet for Preliminar – Conexiones. I highlighted the details students should be sure they know well for Tuesday’s test.
• We finished up the packet – completing the notes and exercises over
Ir + a + infinitive BOTH in present and imperfect tenses, and then did the same
for Acabar + de + infinitive.
• Students reassembled in their working groups for their article, begun in yesterday’s class. :
• Tarea:
1. Additional details to the outline of the article I gave to them
2. 10 (intelligent) comprehension questions based on the article, written in Spanish, with the answers.
3. A glossary of words from the article.
4. 10 key vocabulary words/phrases from the article with definitions written in Spanish.

Spanish IV 09-25-08

Español IV
25 de noviembre de 2008

• I confirmed what will be on Tuesday’s Preliminar Test: Know the article on page 3 so well that you can complete fill-in the blank questions about it; Know the vocabulary on pages 4-7, and Know the review grammar in your workbook packet – please pay special attention to the endings on nouns that indicate its gender.
• Students worked in small groups editing their rough draft written for today.
• Everyone distributed their peer reactions over each others’ projects.
• Again in small groups, students began reading the article, “Herramientas” regarding “tools” you bring to the workplace.
• Tarea:
Final typed copy of your “Where I Want to Work” paragraph.

Spanish II 09-25-08

Español II
25 de noviembre de 2008

• We reviewed for our map test tomorrow by correcting the map homework from day-before-yesterday.
• We reviewed the “Tener expressions” with a rap-like song incorporating them. Students did a listening comprehension exercise, filling in the missing words from the song on the handout distributed.
• Using the verbs in the song, I introduced “Stem-changing Verbs” – see page 27. Students received a handout for taking notes, and we filled in the verbs from page 27 (the ¿Recuerdas? Box as well as the three on the top of the page).
• Next I showed the DVD – Gram Activa that talked about Stem-changing verbs, and students did an oral exercise along with that.
• We corrected last night’s homework, practicing the new vocabulary.
• We began watching a Globe Trekker show about Central America.
• Tarea:
1. Write out exercise 1A-5, in your pink packet, AND translate each sentence.
2. Study ! Map test tomorrow: Know the countries, their capitals and WHERE they are on a map.

Spanish II 09-24-08

Español II
24 de Septiembre de 2008

• We started the new unit (1) with lesson “A”. Starting on the “Photo Opener” – pp. 16 -17, I read the “Fondo Cultural” aloud to the students and they responded to oral comprehension questions about it. Page 16: We reviewed the goals for the lesson.
• I distributed the new vocabulary list – note the Quia address on the upper right-hand side of the sheet for review & practice games on this vocabulary. It is www.quia.com/jg/1160513.html
• Students listened, and then repeated, the new words for lesson 1-A.
• While reading along in their textbooks, students listened to the CD of the vocabulary presentation on pp.18 and 19. Students also completed the interactive comprehension activities 1 & 2.
• Next, students first listened to the script for the “Videohistoria”, on pages 20 & 21. Following this, students worked with their “seat partners” taking turns reading the script aloud to each other. The last step with this script was watching the DVD of the “Videohistoria”, projected onto the large screen of the Smart Board.
• I read large flashcard of definitions in Spanish of several of the new vocabulary, and then held the cards up for all to see. Students then scanned their vocabulary sheets and guessed which item I was describing.
• We reviewed the special expressions with the verb “Tener” that we introduced yesterday. I added yet another one, “Tener razón = to be correct, right”. We then corrected the yellow handout, “La Pesadilla de Jaime”, reviewing the meanings. As I said the item, the students acted out its meaning.
• Next, we corrected the blue homework sheet from yesterday, reviewing the mini-lesson on pages 14-15.
• I distributed a new packet (pink) for lesson 1A.
• Tarea:
Complete the exercises 1A-1 & 1A-2 (first two pages in the pink packet) – practicing our new vocabulary.
Note: The second half of 1A-2 is a challenge. If you can’t figure out where the words in the “word bank” go, DON’T WORRY ABOUT IT! We’ll do it together tomorrow in class. Thanks for doing the upper half of the page.

Spanish IV 09-24

Español IV
24 de Septiembre de 2008

• Warm-up: Sentence translations recycling the vocabulary about computers/technology on page 6 AND academia on page 7.
• Students completed a personal inventory survey regarding their personal qualities/traits, their skills, the types of activities they like to do, and what they would value most in a job. Following this the students interviewed their “el escultor” partner asking open-ended questions based on the survey (similar to those used in job interviews) to draw out more information about the person.
• While in their pairs, students compared their answers on the warm-up sentences as well as their answers on the homework Act. 10.
• Next, as a whole class, we corrected the warm-up, taking notes on some “language traps” with word choice; confirmed the corrections of Act. 10 (page 7) = matching definitions with academia vocabulary. I suggested to the students that they follow this format from now on for vocabulary flash cards: Write the word(s) to learn on one side and then a definition in Spanish on the reverse side.
• Tarea:
Find a REAL place in the area where you would like to work/volunteer. Write a convincing paragraph about how your skills/preferences indicated on the personal inventory survey could be applied in this work setting. Those who took the guidelines handout promised to bring it back tomorrow for our editing circles I have planned for their paragraphs.

Spanish II: Verbs page 15, Expressions with Tener

Español II:
Los verbos – página 15
Irregulares del presente –
Yo- ___-go’s

Tener* to have tengo tienes tiene tenemos tenéis tienen
Hacer to do/make hago haces hace hacemos hacéis hacen
Poner to put, set, place pongo pones pone ponemos ponéis ponen
Traer to bring traigo traes trae traemos traéis traen

*Expresiones especiales con TENER:
Tener + que + infinitivo = To HAVE TO___.
Tienen que usar el papel para escribir:
You (all) have to use the paper (in order) to write.

Tener (mucha) hambre = To HAVE HUNGER (to be hungry)
Tener (mucho) sueño = To HAVE SLEEPINESS/DREAM (to be sleepy)
Tener (mucha) sed = To HAVE THIRST (to be thirsty)
Tener (mucha) vergüenza = To Have embarrassment/shame
Embarazada = pregnant
Sin vergüenza = shameless
Tener (mucho) frío = “I am cold – I happen to feel cold”
(yo) Tengo un resfrío = I have a cold
Estoy enfermo/a – estoy resfriado/a
Tener (mucho) calor = “to be hot” = to happen to feel very warm.
Calorie = an amount of energy that produces
a unit of HEAT.
SER + Caliente = Be careful here!
Tener (mucho) miedo = To have fear = “to be afraid”
Tener (mucha) prisa = “to be in a hurry”
Tener (toda la) razón = "to be 'totally/absolutely' correct", "to be right"

Spanish II 09-23-08

Español II
Martes, 23 de septiembre de 2008

• Vocabulary review – from page 14 – via Interactive games I made on the Quia site. We did electronic flashcards and word searches. The Smartboard seemed to be acting up towards the end, but it seems that our server went down, so that explains it. Want to practice these at home? Here’s the address http://www.quia.com/jg/1160514.html

• We reviewed the conjugations of the irregular verbs on the top of page 15 – we completed the verb chart, so now I think everyone understands how to do this in the future. The verbs are: Tener, Hacer, Poner and Hacer. These verbs are irregular in their “YO” form, all of them ending with “-go”, so I’ve always called them Yo-go’s. Evidently many people were hungry as this term reminded them of the yogurt pouches you can buy to eat on the go.

• We went over special expressions used with the verb TENER – I’ll post these notes on this blog, too. Remember, for many of these expressions in English we would use, “I am, you are… = to be” but in Spanish these are nouns (things) that we “have” – I have hunger = Tengo hambre.

• We started going over the corrections from our Para Empezar exam, now that all of the make-ups are completed, but as the class was about to end and there were questions, I recollected them and we’ll spend some more time on them tomorrow. I’m waiting to post the grades on eSIS until we can verify the corrections.

• Tarea:
1. Pink handout – Maps = Label the countries, their capital cities and the oceans/seas as indicated on the handout. You may write directly on the handout, or use another piece of paper, as you prefer. Thanks for being sure it is easy to read.
2. Blue handout – 1-A-A=Page 14 vocabulary practice;
1-A-B (reverse) = Page 15 verbs practice.
3. Yellow handout = La pesadilla de Jaime: Practicing the Tener expressions. Label each drawing of Jaime’s nightmares with the corresponding expression and by the empty box at the bottom choose one of the expressions not yet used, write the expression and then create another drawing to illustrate it.

Spanish IV 09-23-08

Español IV
23 de septiembre de 2008

• Review of the sequence of past tenses: General question about if someone has ever done something? = Present perfect; A comment about a specific action at a specific time? = preterite; A comment about what life was generally like; OR a comment about a feeling that you didn’t “get over” = Imperfect. We reviewed the basics of these forms (see your white handout that goes over the basic conjugations of all of the tenses we have used) and then applied them to Activity 7, Page 7 = textbook.
• Students worked with partners to come up with the questions they could use and some possible answers for Act. 7, p.7, following the sequence of tenses above. I circulated and stamped/checked off the homework pack, and then we went over Activity 7 as a whole class.
• Period 3 did a review of the irregular preterite forms – see a separate posting on this blog for that.
• Both classes continued with their ESCUDOS presentations.
• Tarea:
1. Finish your packet (white Capítulo 6-Realidades 3):
Activities 4 & 5 = Using the future and talking about professions.
2. Text book: Activity 9 page 7. Act. 9 – Write the email about last summer – using the preterite- but email it to me cthurber@ttsd.k12.or.us
3. Text book: Activity 10 – Match up the word in the column on the left with the letter of their definitions on the right.

Repaso del pretérito

Preterito regular – hoja
Irregulars – SER/IR = 2 verbos por el precio de uno
Fui, fuiste, fue, fuimos, fuisteis, fueron

Dar = (una confusión de terminaciones = se cree verbo –er)
Di, diste, dio, dimos, disteis, dieron

“Agrupados” = la base cambia
Pero tienen terminaciones en común:
e, iste, o, imos, isteis, ieron (J-eron)
(UV)
Tener – tuve
Andar – anduve
Estar – estuve
(U) Poder – pude
Poner – puse
Saber – supe
Haber – hube
Caber – cupe
(I) Venir – vine
Querer – quise
Hacer – hice, hiciste, hizo
(J)
Traer – traje (¿Por qué nada (nadie) nada?
- Porque no traje traje (de baño)
Decir – dije
Conducir – conduje…condujeron
Producir – produje
Traducir - traduje

How to write diacritical marks (accents, tildes, etc.) in Spanish on Microsoft

How to Type Accents and Tildes
For newer Microsoft programs, most accent marks can be written by:
Holding down the Ctrl key and then pressing down the hyphen key.
Release these keys and select the letter you want to be accented.
If this does NOT work, try the follow instructions.

~ = tilde
Ñ = control + ~, n
¡ = control + shift + alt, !
¿ = control + shift + alt, ?

When in Microsoft Windows, double-click on Insert-Symbols.

You'll see a window with a chart of several symbols appear.
Next, click on the desired symbol.
For example, if I wanted to write an "ñ",
I would click on that square, and then on the button, "Insert".

BEFORE selecting "Insert",
look at the lower right-hand corner of the window to see if a "Keyboard short cut" is indicated.

For the "ñ" it would say, "Keystroke: ALT+0241".
This means the next time you want to write this character (ñ), instead of going through this process, you could just:
• Hold down the Alt button and also type the code 0241, and an ñ will appear on your paper.
You can explore the symbols available on the INSERT chart, to learn their shortcuts, and write them down on a piece of paper to refer to in the future.

Here is a list of diacritical marks keyboard short cuts you might need in Spanish:
á = ALT+0225
é= ALT+0233
í= ALT+0237
ó= ALT+0243
ú= ALT+0250
ü= ALT+0252
ñ= ALT+0241
«= ALT+0171
»= ALT+0187

Spanish II 09-22-08

Español II
22 de Septiembre de 2008

• Warm-up: Students practiced their countries and capitals while I handed back papers. I gave them a “practice test” of writing down the capitals next to the countries name, and then they listened to the “Capital Raps” and double checked their work. I also reminded students that our quiz on this will be on Friday. It requires students to locate the countries on a map, and to be able to write, and correctly spell, each country’s capital city. My husband, a retired Social Studies teacher, thinks I should also expect the students to place the capital city on the map, but I’ll be happy if they know the name and how to spell it.

• Big review of gustar and the related verbs “encantar” and “fascinar”.
a. We started out by completing a multiple choice personal inventory of things we like to do. Then students asked the questions of their seat partners and compared their answers..
b. Then, as a whole class, we reviewed how these verbs work, and the INDIRECT OBJECT PRONOUNS one uses for the people who like, love, or ‘are nuts about’ whatever action or noun, using the answers students gave on their personal inventory.
c. Students took notes from the board and from the document camera.
d. Student then took follow-up “quiz” to see if they could supply the correct Indirect object pronoun AND the correct form of either gustar/encantar/fascinar for each of the sentences. Then we compared how these verbs work in comparison to the “regular” verbs they have been working with by together completing another section of the same “quiz”.
• Introduced the mini-review lesson prior to 1-A. These “mini lessons” in the textbook are called “A ver si recuerdas” – “Let’s see if you remember”. This will always depend from student to student how much, if anything, each one remembers from Spanish 1, so this is the opportunity to get the basics that apply to the upcoming lesson. Students took a matching vocabulary quiz over the items on page 14 – relating to items typically found in a classroom. I used the review of the answers as an opportunity to reinforce numbers and the alphabet in Spanish, as well as the meanings of the vocabulary items.
• I distributed a “Daily Planner Appointment” page, in Spanish, and students used it to make “Partner Practice” Appointments, and the students circulated through the class making appointments with each other. Students need to keep this paper for the rest of the quarter. We’ll review it tomorrow to fill in any holes students may have. We started ones for our two students who were absent for this activity.
• While students were making appointments, I distributed the two handouts for homework.
• Tarea:
a. White fill-in vocabulary sheet – see page 14.
b. White verb conjugation grid – complete with the verbs on the top of pg 15.

Spanish IV 09-22-08

Español IV
22 de Septiembre de 2008

• Viewed one segment on the DVD, Los jóvenes mexicanos opinan – a series of interviews with Mexican teenagers (and one of their teachers) about various aspects of daily life. Today we watched the section about weekends. We debriefed afterwards, reviewing the questions posed and the various answers given. I encouraged students to maintain a GLOSARIO PERSONAL – to write down words & expressions they come across that they hadn’t learned/remembered before.
• Roving partner orals: Students took turns asking and answering questions about how they spent the past weekend and then moved onto the next position in the classroom. Students talked with several partners.
• Period 3: I shared the lyrics from the song, Ave María (NOT the traditional one) by David Bisbal that I used as the cue to move to their next partner. You can check out him singing this song on his video on You Tube.
• Period 1 continued on presenting their personal shield projects and the rest of the class continued with their listening response forms. Of those who hadn’t presented on Friday, no one in period 3 was ready to present today – and tomorrow will be their last opportunity.
• Period 3 watched the last part of our Eloise movie – en español - Period 1 only has a little more than 5 minutes left, and they’ll likely finish it tomorrow.
• Tarea:
New packet(white) – Realidades 3, Capítulo 6 – Please complete activities 6-1, 6-2, and 6-3. These exercises review/reinforce professions.

Spanish II 09-19-08

Español II
19 de Septiembre de 2008

• We finished up our basic verb review sheet from yesterday (pink handout) – today working with El progresivo/present progressive on the reverse.
• We reviewed the flags from yesterday – which ones came from which country. We also practiced describing them using the names for basic shapes and colors.
• Announcement Reminder – Our GEOGRAPHY TEST: Maps, Countries and Capital Cities test is ONE WEEK from today – Friday, September 26, 2008.
• Students organized their papers due today, and then were put into teams of 4 each to read their poems aloud to one another. Each team selected their star (estrella) and this person placed his/her poem under the document camera and shared it with the whole class. The presenter then collected the papers due today. (Final poem, rough draft(s) of the poem, Repaso de los mapas, and the homework and workbook packets collected yesterday – if they hadn’t already turned them in.)
• We watched the movie, Introducing South America, while completing a question handout based on the movie. I made popcorn for the class to eat while they were watching the movie.
• ¿Tarea? – Catch-up on your sleep and have some safe fun. Be ready to

Spanish IV 09-19-08

Español IV
19 de Septiembre de 2008

• We organized our project materials into packets consisting of: our outline, both stages of the rough draft that shows editing circle work, (any other drafts), the typed final copy on top. These packets were turned in.
• We selected numbers to determine our order of who would present when.
• I distributed audience response handouts – students write down 3 things they understood from the presentation, a compliment to the speaker and a positive suggestion for something to make their next presentation even better.
• As students went up to present, each one handed me their scoring sheet from their original instructions packet. Then once done presenting, they turned in their personal shield visual, which they had projected under the document camera during their presentation. In First Period, 10 people presented; in Third Period, 13 people presented. We’ll continue on Monday.
• Both classes were able to watch a few more minutes of our Eloise movie, in Spanish – ¡desde luego!
• Tarea – No homework this weekend, other than to catch-up on your sleep and have some safe fun.

Spanish IV 09-18-08

Español IV
18 de septiembre de 2008

• Review of the FUTURO – and then students prepared and played the “Battleship-style” game talking about what the world will and will not be like in the year 2050. Students began working with their pareja Veterinaria, and then rotated for game 2 with whomever was also ready to move on to the next game.
• Round Two of editorial circles – in preparation of our project due tomorrow, Mi escudo personal.
• We were able to watch a few more minutes of Eloise Goes to School, in Spanish.
• Tarea:
1. Students are to turn in their project typed, double-spaced, using a 12 point font. Also – all rough drafts are due with final.
2. Their personal shield visual is to be ready and demonstrate “pride in product”, and students should be well rehearsed and ready to present.

Spanish II 09-18

Español II
18 de septiembre de 2008

• Warm-up: Repaso de los verbos – see handout.
• Took Unit test, Para empezar = 75 points.
• Las banderas de las Américas = handout, as students finished the test they began coloring in the flags of the Spanish-speaking countries of the Americas. We will be using these for interactive oral activities.
• We reviewed the expectations for the poem project that is due tomorrow. See page 13 and the ½ sheet green handout from the other day.
• Several students also turned in their WHITE packet and their Workbook pages, but these may also be turned in tomorrow.
• Tarea:
1. Finish coloring the flag handout. Refer to the map pages in the front of your textbook to identify the flag, and to know what colors to use.
2. Repaso de los mapas – what handout with a word bank at the bottom, reading comprehension reviewing geography of the Spanish-speaking world.
3. POEM PROJECT DUE TOMORROW:
a. Includes all elements listed on page 13 AND on the green ½ sheet
b. Size = 8 ½” X 11”
c. Demonstrates “Pride in Product”
d. You are well-rehearsed and ready to present.

Spanish IV 09-18-08

Español IV
18 de septiembre de 2008

• Review of the FUTURO – and then students prepared and played the “Battleship-style” game talking about what the world will and will not be like in the year 2050. Students began working with their pareja Veterinaria, and then rotated for game 2 with whomever was also ready to move on to the next game.
• Round Two of editorial circles – in preparation of our project due tomorrow, Mi escudo personal.
• We were able to watch a few more minutes of Eloise Goes to School, in Spanish.
• Tarea:
1. Students are to turn in their project typed, double-spaced, using a 12 point font. Also – all rough drafts are due with final.
2. Their personal shield visual is to be ready and demonstrate “pride in product”, and students should be well rehearsed and ready to present.

Spanish IV 09-17-08

Español IV
Miércoles: 17 de septiembre de 2008

• Reviewed what compound verbs are and the two we introduced/reviewed yesterday: El Progresivo: Estar + el participio presente (__ndo) y los Perfectos: Haber + participio pasado (__ado/ido).
• Corrected our homework using the present and the past progressives – WB21.
• Introduced the editing circles, the editor’s review sheet, and the editing symbols. Then I divided the class into teams of 4 each using the Spanish deck of playing cards. Each student was responsible for editing everyone else’s papers – and his/hers too, for just 1 or 2 of the editing categories.
• Students were then allowed to continue writing on their personal shield composition, final copy and visual due on Friday. All students will be ready to turn-in their final copy as well as the outline and all drafts on Friday, and be ready with another copy, or notes/note cards, to use for their presentation – NOT planning on using the copy they turned in to me.
• I clarified the expectations for all compositions in this class. They are to be: typed, double-spaced at 12 point font.
• Tarea:
• Complete the rough draft of the composition – all 6 paragraphs.

Spanish II 09-17

Español II
Miércoles: 17 de septiembre de 2008
• Esteban stamped the homework while we reviewed our “Re-do” of WAVA page 5, Activity 6: practicing the meanings and forms (conjugations) of verbs.
• We corrected last night’s homework of the review crossword puzzle.
• Some people were confused about the difference of a brain-storm list and a rough draft of the poem project on page 13, so tomorrow everyone will have a rough draft and we’ll check those in then.
• Interrogative review + How to write sentences (Handout - explanation). By answering the questions in sequence of: Who? What activity? How? Where? When? With whom? and Why? in Spanish we automatically were able to build nice, rich sentences.
• Working with a partner, on a second sentence-writing handout, students worked together using the above formula and created up to 10 more sentences.
• We went over what to study for the test tomorrow:
Guía de Estudios – “Para Empezar,” Español II
1. Adjectives, including Adjective-Noun agreement, outlined on page 3 of text.
2. Ser, its conjugation and uses, page 5 of text.
3. Nationalities, outlined on page 6 of your text.
4. Formation of Regular Present Tense Verbs, outlined on page 9 of your text, as well as in the Verb Grid from your white review packet.
5. Question words (interrogatives), outlined in the blue “¿Recuerdas?” box on page 10 of your text.
6. All vocabulary reviewed in this lesson = be sure you know how to spell everything correctly
• Verb review games: Students chose which activity s/he wanted to do most and with whom to work from 10 verb conjugation games, a translation English to Spanish handout, or make their own verb chart.
• Tarea:
1. Para empezar Unit Test tomorrow.
2. Rough draft of poem project – page 13.

Spanish II 09-16-08

Spanish II 09-16-08
• Warm-up: Handout – Practice sentences in English to translate into Spanish – using the vocabulary, frequency expressions, nationality and descriptive adjectives and the verbs from this lesson. We went over the answers and I suggested students take notes of words they didn’t know right away and/or anything they didn’t do quickly and accurately when they were working on it.
• Verb practice: Activity 14, page 9. – Students wrote out the answers for themselves, and then we shared the verb forms by writing them on the white board and the Smart Board. Students then read the sentences aloud.
• Homework correction – Not everyone did page 5 in the workbook as I had suggested, so these people are asked to do it that way tonight: Label the pictures with the infinitive of the verb – in the left margin write the subject pronoun that would replace the peoples’ names, and THEN conjugate the verbs for each number.
• Page 13 – We went over the elements needed for the Poem project for Friday and I distributed a green ½ sheet of extra instructions.
• Tarea:
1. Redo Activity 6, page 5 in the WAVA.
2. Complete the vocabulary crossword in your white packet that has the vocabulary on the front page.
3. Write your rough draft of your poem.

Spanish IV 09-16-08

Español IV 09-16-08 – Mexico’s Independence Day!

• Started watching the Cry for Independence ceremony from last night in Mexico City – but we had difficulty getting it to load. If you want to watch it, here’s the link:
http://multimedia.calderon.presidencia.gob.mx/gm_generador.php?identificador=38647&video=true
• Introduction of El presente perfecto – the present perfect: Using the present tense of HABER with the PAST PARTICIPLE to say what someone HAS DONE.
• Review in the guise of an icebreaker – students collected signatures on questions (many of which were written using the present perfect) regarding basic grammar and culture, and then we debriefed them.
• Corrected/reviewed homework – WB exercises 12-14.
• I introduced/reviewed another compound verb form: The progressive, and then went over the homework for tomorrow.
• Talked about our shield project.
• Tarea:
1. Rough draft of the first 2 paragraphs for your personal shield description. Be sure to write fully described sentences that incorporate 3-5 supports for your item mentioned (the 6 elements of the shield EACH represent ONE fully developed paragraph a piece).
2. WB21 – practicing the progresivo.

Spanish II 09-15

Spanish II 09-15-08
BIG VERB REVIEW DAY!
• Warm-up: Listening exercise 3 – page 2, WAVA workbook.
• Homework correction: Question words and VERBS!
• Practiced verb conjugation: Battleship game with partners
• I showed the class a conjugation practice site www.conjuguemos.com where they can sign-up and send me their results, or just practice verbs on their own.
• Introduced the Poem Project – see page 13.
• I made some announcements today:
1. Lesson test over our review lesson – vocabulary & grammar-
on Thursday (9/18/08)
2. Poema diamante due and ready to present on Friday (9/19/08).
Reminder: Countries & Capitals of the Spanish-speaking world test on September 26.

• Tarea:
1. WAVA workbook = Activities 4 & 5, pages 3 and 4.
2. Vocabulary crossword puzzle in white packet with the vocabulary on the front and back of the first page.

Spanish IV 09-15-08

Spanish IV 09-15-08
• Precaliento: Word search re: profesiones – see page 5. More of these available at the QUIA games website http://www.quia.com/jg/700337.html
• We stamped and checked off homework while students were working on the word search, and then we corrected it: Crossword for the professions listed on page 5 and Exercise 5, page 6, using the computer vocabulary.
• Review of the FUTURO – I recommended a small desk reference like Essential SPANISH Grammar, by Seymour Resnick, Dover Publications, Inc.; New York. This small and handy reference gives just a brief overview of the basics and can remind you of how something works that you haven’t used for a while. We used its overview of El FUTURO – pages 41-42, which we viewed under the document camera.
• We also did a brief review of the present subjunctive – using it after “cuando” for a future action that the speaker feels may/or may not happen.
• Partner orals – using the sentences written as homework, students worked with 3 different partners playing the games, “A quién conoces?” and “Cuando vas a ser feliz?” We needed to incorporate both the present subjunctive AND the future in the latter.
• I introduced the project due on Friday: Mi escudo personal. This will be both a composition and an oral presentation supported with a visual. There was a packet distributed that includes a project description and a pattern for the personal shield. Students are to share why they have chosen the 6 symbols for the categories indicated on their handout. Additional handout about the steps of the writing process.
• Tarea:
1. Workbook packet: pages WB17-19, Exercises 12, 13 & 14. Note on 14: This is like “Jeopardy” – Read the entire conversation to see where it needs to go, and then come back and fill in the questions needed based on the supplied answers.
2. OUTLINE (Bosquejo) for Escudo project. PLEASE DO NOT WRITE OUT THE ENTIRE PROJECT YET. Just OUTLINE in SPANISH your responses to the 6 categories and write a couple of words in Spanish to remind you of the 3 to 5 supporting sentences you are going to write about each of them.

Spanish II 09-12-08

Spanish II 09-12-08

• Review of countries and capital cities of the Spanish-speaking world: Capital Raps and Soy de España and Soy de México songs along with textbook pages of the maps in the beginning of the book.
• Students received their workbooks today, and we began working in them: We did two listening exercises practicing our descriptive adjectives and the nationality adjectives.
• Took the “study quiz” – over the nationality adjectives and how to modify them to reflect the people described.
• We began our review of how verbs work – see pages 8 & 9. We did activities, ¿Qué haces? And Actividad 4.
• Using one of the white packets distributed on Wednesday (the one with the vocabulary list on the cover page), we introduced the homework.
• Tarea:
1. On the white packet (mentioned above) complete the page labeled “Tarea de repaso” and the verb conjugation grid.
2. In your new “WAVA” workbook, complete written exercise Actividad 4, page 3. Note: WAVA = Writing Audio and Visual Activities (:>)

Spanish IV 09-12-08

Spanish IV 09-12-08

• Period 1: We reviewed our statistics collected on Monday regarding the months when our classmates were born. During this activity we reviewed: months of the year, numbers, percentages and 3 forms of comparatives.
• Interactive partner oral #1: students worked with their “Actriz” partner and practiced what public service agency/business they would call in a variety of hypothetical circumstances. Practiced numbers and Latino phone number format, as well as conversational skills.
• Interactive partner oral #2: Exchanging personal contact information in Spanish to establish 3 study buddies each.
• Talking about computers – part of our world of work theme in this unit. See page 6 in the textbook. We reviewed the vocabulary, and practiced using the classroom computer and accessories.
• Homework correction: Review of stem-changing verbs – WB15 &16.
• Introduction of homework – see below.
• Eloise Goes to School – en español - period 1 watched the next scene, period 3 began the movie.
• Tarea:
1. Activity 5, page 6 in the textbook. Write out the sentences, putting them in a logical order for how to download information while doing research on the WEB.
2. Handout (white): Crossword practicing the vocabulary on the white list of professions.
3. Handout (pink): prepare the word games on both sides of the page:
a. ¿A quién conoces? – write 10 different and interesting sentences about people you know, or know of, who practice some of the professions listed. 5 sentences for each of the 2 games.
b. ¿Cuándo vas a ser feliz? Write 10 reasons, using the FUTURO for the verb phrases on the list, for why you will be happy when you will do these things. 5 sentences for each of the 2 games. Refer to the backside of one of your green vocabulary sheets for a review of the FUTURO.

Spanish II 09-11-08

Spanish IV 09-11-08
• ¡Qué coincidencia! – oral mixer asking and answering questions finding out who in the class shared things in commen.
• Numbers practice: (Pink Handout) We practiced BIG numbers and then did an activity trying to say a multiple columned list of large numbers as fast as we could during 3 different timed readings – each at 30 seconds. Whew!
• Period 3 reviewed our answers about our birth month statistics from Monday.
• Reviewed Regular Present-tense verbs: We corrected the homework exercises and then began a two-sided verb grid review – to be completed as homework for tomorrow.
• Period 1 began watching Eloise Goes to School, in Spanish.
• Period 3 played another round of ¿Cómo apuntan los tantos? – 10,000 en español.
• Tarea:
1. Study Workbook pages 13-15 (stem-changing verbs).
2. Complete exercises P-10 & P-11, on WB15 &16.
3. Finish the 2-sided verb grid begun today in class.

Spanish IV 09-11-08

Spanish IV 09-11-08
• ¡Qué coincidencia! – oral mixer asking and answering questions finding out who in the class shared things in commen.
• Numbers practice: (Pink Handout) We practiced BIG numbers and then did an activity trying to say a multiple columned list of large numbers as fast as we could during 3 different timed readings – each at 30 seconds. Whew!
• Period 3 reviewed our answers about our birth month statistics from Monday.
• Reviewed Regular Present-tense verbs: We corrected the homework exercises and then began a two-sided verb grid review – to be completed as homework for tomorrow.
• Period 1 began watching Eloise Goes to School, in Spanish.
• Period 3 played another round of ¿Cómo apuntan los tantos? – 10,000 en español.
• Tarea:
1. Study Workbook pages 13-15 (stem-changing verbs).
2. Complete exercises P-10 & P-11, on WB15 &16.
3. Finish the 2-sided verb grid begun today in class.

Spanish II 09-10-08

Spanish II 09-10-08
• I reviewed classroom names while taking roll.
• Warm-up: Adjective review (white handout): meanings, masculine/feminine options, meaning opposites.
• I stamped homework (subject pronouns 2-sided handout) while students worked on the warm-up and wrote the answers on the board. Then we reviewed the answers together as a class.
• Reviewed subject pronouns as we corrected the subject pronouns homework under the document camera.
• With our understanding on the subject pronouns of verbs more solid, we then used them with the verb SER – see page 5. We reviewed the forms, again referring to last night’s homework, and then students read ACTIVITY 7, page 5, writing down the 10 forms of the verb SER needed to complete the blanks. Again I had students come to the board to write their answers and the other students gave a “thumbs up/down” to indicate if they agreed with the written answers.
• We had a question over the use of “vosotros/as” and clarified that subject pronoun = It is used in Spain as a plural of “tú” (You and someone else). In Latin America “tú” uses “ustedes” as its plural, as does “usted”.
• We drilled the conjugations of SER using a small, soft, soccer-like ball with various subjects written on each section. The students caught the ball, said the subject under their thumb, and selected the form of SER for that subject.
• Introduced, and practiced, the NATIONALITY ADJECTIVES from various Spanish-speaking countries. See page 6.
• We did some pronunciation practice with the difference of the rolled “R” versus the single-tapped “R”. Roberto es de Puerto Rico. Roberto es puertorriqueño. Roberto corre rápidamente.
• I also handed out 2 packets:
1. Vocabulary list (Spanish/English), and a packet of activities for both parts of this chapter. Start working on learning the vocabulary, but please wait to do the exercises until they are assigned.
2. Lists of Spanish-speaking countries and their capital cities, and then a map of the Spanish-speaking world. This is something we will memorize.
• We went over last night’s sign-off homework about “how to study”
• Tarea:
1. Make 2-sided flashcards of the NATIONALITY ADJECTIVES on the vocabulary list packet, and begin studying them.

Spanish IV 09-10-08

Spanish IV 09-10-08
• Period 1 finished their partner presentations from yesterday.
• Gave background to the reading in the text on page 3: We went over how universities are organized (departments, majors, deans and rectors) and what university degrees are called.
• Distributed 3 different vocabulary sheets with vocabulary over professions and the work place.
1. white, for reading on page 3
2. green Quia website
3. green Realidades 2-sided (review of the future verb tense on the reverse)
• Students worked with their “La jueza” partner as they read the article on page 3, and then did the Exercise 2, page 4, orally.
• We then went over the article, as a whole class: clarifying meaning.
• We reviewed/corrected homework – 4 exercises in the workbook packet practicing writing out large numbers and using ordinal numbers.
• Period 1 played more of the numbers practice game from yesterday, whereas Period 3 previewed some of the interactive internet games I made on the Quia site of the vocabulary for this lesson.
• Tarea: Review the use of regular present tense verbs on page 9 of the workbook packet, and then write out the three exercises using them on the
next pages: 10-12.

Spanish II Adjective Review Notes

Realidades 2 – Para empezar (in order to begin)
Los adjetivos de la página 3

Noun/Adjective Agreement = Alto/a (altos, altas)…
When do we use which form? We match the form to the noun’s…
• GENDER (masculine/feminine) = Género
• NUMBER (singular / plural) = Número

El muchacho es alto, (masculine & singular)
(m/s) (m/s)
Los jóvenes son altos (masculine & plural)
La chica es alta, (feminine & singular)
Las señoras son altas. (feminine & plural)

Sing. Pl
Alto Altos
Alta Altas

Vocabulary - adjectives we should know: Those in parenthesis may not have been learned yet:

Alto/a tall
(Amable) (Kind)
Atrevido/a daring, risk-taker
Bajo/a short
Desordenado/a messy, disorderly, disorganized
Estudioso/a Studious,
(Aplicado/a) (Studious, hard working, applies oneself)
Gracioso/a funny, amusing, clever, witty
(Cómico/a) funny – jokester
Guapo/a good-looking, attractive
Impaciente Impatient
Inteligente (¡ojo! =L) Intelligent
Ordenado Neat, Orderly, organized, tidy
(Perezoso/a) (Lazy)
Reservado/a Shy, quiet, reserved
(Tímido/a) Shy, timid
Sociable Social, outgoing
(Extrovertido/a) (Extroverted, outgoing)
(Trabajador/a) (Hard-working)
Viejo/a Old
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Word Order - Using descriptive adjectives with nouns:
Usually we IDENTIFY the NOUN first in Spanish and
THEN add the descriptors (adjectives).

Mi amigo es trabajador y sociable.

Un viejo amigo = A friend of long-standing (my old friend)
Un amigo viejo = A friend who happens to be up in years.
Un amigo "ya grande" - a commonly used phrase in Mexico to avoid calling someone "old".

Spanish II 09-08-08

Spanish II 09-08-08
• New seating chart today.
• We took a warm-up quiz over the adjectives from page 3 that was the homework last night to study. We corrected the quiz together as a class, and then turned them in. This first quiz will count as participation/homework points, instead of as “test” points, as they will later.
• Several students took notes as I presented points to remember when using adjectives. I’ll post it on this blog, too.
• Activity 4, page 4. Students read this selection aloud about two girls with their seat partner, and then listened to six statements and decided if they were true or false.
• Reviewed the subject pronouns – Los pronombres de sujeto: the words that replace peoples’ names and give us the form of the verb. I used drawings under the document camera and notes on the white board to go over these concepts with the class.
• Reviewed the verb “SER” – see page 5- and connected the forms of the verbs with the subject pronouns.
• I distributed a numbers review packet (pink).
• Tarea:
1. Practice the “timed practice” on the last page of the numbers packet. We’ll do this in class tomorrow, so I want you to feel really successful at it.☺
2. Read CAREFULLY the white “How to Study” handout, and then share it with your parents to sign. IMPORTANT! Please be sure to WRITE YOUR NAME on the top of the sheet, so I can give you credit for it – just in case I can’t read your parent’s signature. It happens!
3. 2-sided subject pronoun handout: one side is for singular ones, the back is for plural ones. Be sure to notice if the speaker is looking AT the person = speaking to the person, or if s/he is looking AWAY from the person = speaking about the person.

Spanish IV 09-08-09

Spanish IV 09-08-08
• Rehearsed our presentations of our partners as I checked in homework – WB2, P-1 & the percentages and comparisons based on the birth month statistics from our in-class activity yesterday.
• Each partner pair took turns introducing their partner to the class: some performed a conversation and other opted to do a traditional introductory presentation about the other.
• We reviewed the use of gender in nouns, and some of the typical things to remember when using them. Then we went over last night’s homework applying gender/number and selecting the appropriate article for the noun, while translating the article about the impact of computers on modern life.
• Reviewed numbers, referring to pages 4 & 5 in the workbook packet, and then reinforced them by playing a game, ¿Cómo apuntan los tantos?
• Tarea:
1. STUDY WB4 & 5 – study points over using numbers.
2. Write out the exercises: P-3 = max/min temperatures on map, P-4 = write out the prices of the exotic trips, P-5=Use MASCULINE ordinal numbers, P-6=Use FEMININE ordinal numbers.

Spanish IV 09-08-08

Spanish IV 09-08-08
• We reviewed ways of starting off a conversation, how to introduce a topic, and how to close a conversation – see page 5, textbook.
• We reviewed the names of some professions, and then made partner “appointments” using the pictured page with drawings of various professions.
• Working with our “el cantante” partner, students interviewed each other the conversation guide on page 5, Activity 3 (page 5) and using the blue handout, “Preguntas de pareja”, then the partners read aloud the paragraphs they wrote as homework last night. All of this is preparation for the oral activity due tomorrow.
• Review of the basics: Using the workbook packet – page 1 & a power point, we reviewed the parts of speech in Spanish, and then focused on the “NOUN” group: especially nouns and definite/indefinite articles.
• Reviewed the months of the year by forming a “human bar graph” by standing in rows in front of the card with our birth month. We then tallied the number of people born in each month of the year. We’ll use this data for our homework write-up.
• Tarea:
1. Prepare an oral presentation of your “el cantante” partner for the class tomorrow. Resources: Signos de Zodíaco handout from Friday, Page 5, Preguntas personales – remember you have your partner’s phone number as one of your answers, so you can call/text and prep each other.
2. Workbook packet – page WB2, exercise P-1.
3. Calculate the percentages of births for each month for our class, and then write up some comparative sentences, in Spanish, based on the data.
e.g. There are just as many births in March as in May –
Hay tantos nacimientos en marzo como en mayo.

Spanish II 09-08-08

Spanish II 09-08-08
• We reviewed asking and answering questions for ¿Eres tú? With …(Yo) soy.
• We reviewed adjective agreement = matching the gender (masculine/feminine) and number (singular/plural) of the noun with the adjective. And then we applied this to correcting our homework. We also reviewed word order = where does the “no” go if you’re saying I’m not artistic → the “NO” goes IN FRONT of SOY, (Yo no soy artistico/a)
• We reviewed the Spanish alphabet, and then used it dictating our names: first for our seat partners and then for the class.
• Using the pink conversation handout “Presentationes – Introductions” we interviewed a new partner, and then every partner presented their conversations to the class. This took a while with our big class (38!), but everyone did really well, and the class paid polite attention to the presenters. ¡Gracias, clase!
• We reviewed SUBJECT PRONOUNS, using flashcards of drawings of people referencing others. We took some notes on this, and we’ll do more tomorrow.
• Because our presentations ran so long, we are postponing our adjective quiz until tomorrow, and we are adding the 5 other adjectives at the top of the page. The same review game from Friday still works for all of these adjective.
• Tarea: Adjective quiz on ALL of the adjectives on page 3 – the 5 at the top of the page and the 13 in the ¿Recuerdas? Box on the lower right-hand side of the page. Be able to correctly spell the Spanish from the English equivalent.
e.g. Tall = alto, or alta

Spanish IV 09-05-08

Spanish IV 09-05-08
• Students asked and answered each others’ quizzes written as homework based on the course expectation handouts.
• I checked off students who had covered their textbooks for today, and awarded prizes to those who participated in the “create a cover” contest.
• Partner orals, part 2 = Students worked with various partners, as they rotated through the seating arrangement, asking and answering their 10 personal information questions as well as working with the handout, Los signos del zodíaco. We reviewed the meanings of several of these adjectives as well as how adjectives are modified for the subject described.
• Period 3 had more time (not so many students coming and going for photos and assembly duties) and got to work in teams of 3 with word magnets creating sentences. ¡Divertido!
• Tarea: You write a well-developed paragraph describing yourself. Include your physical and personality traits, your likes and dislikes, and anything else you’d like to share.

Spanish II 09-05-08

Spanish II 09-05-08

• I credited students for having their textbooks covered and verified the Latino name they wanted to use for class.
• Partner oral practice: Partners asked and answered their homework of personal information questions. Everyone worked with 4 different partners while I checked their textbooks and names.
• Text cover contest: We had 5 outstanding examples, so they all won!
• Homework syllabus partner quiz: Students circulated around the classroom, giving their quiz to least 3 other classmates. Afterwards we debriefed as a whole class, and verified their answers.
• Reviewed the interrogatives (question words – Cómo, Qué, Quién, Cuál, Cuánto, Qué tal, Para qué, Por qué, Dónde, Cuándo), and then corrected our personal information questions, and typical answers.
• Introduced the textbook
1. See pages xvi-xxix = the countries of the Spanish-speaking World. We will review these, and you’ll need to know the names of these countries, their capital cities, and be able to locate them on a map = but not for a Monday!☺
2. Pages xxx-xxxi = Overview of how textbook is organized and Study Tips.
3. Page 1 = Unit Opener = photos based on theme of unit, the unit goals/objectives and a Fondo Cultural-cultural reading related to the unit’s theme.
• Began our first unit = Review Unit called, Para empezar. Page 2: We listened to the dialogues, ¿Cómo eres tú? as we read along in our books, and then we answered the questions in Actividad 1, page 2.
• Reviewed how adjective endings change for the people being described – See Gramática: Adjectives, top of page 3.
• I showed a practice website for the adjectives in the box on page 3 labeled ¿Recuerdas? Students need to be able to correctly write the Spanish of these adjectives from their English equivalents for Monday, and may want to use this site to practice. http://www.quia.com/jg/1160515.html
• Tarea/Homework:
1. Study the adjectives on page 3 and be able to correctly spell their meanings in Spanish from their English equivalents.
2. Write answers, in complete sentences, to the 3 questions in Actividad 2, pg. 3. In case you haven’t yet been able to get your book, here are the questions:

Actividad 2, página 3

Y tú ¿cómo eres?

1. Según (according to) tus amigos, ¿cómo eres tú? ¿Artístico(a)? ¿Talentoso(a)? ¿Simpático(a)?

2. ¿Eres paciente o impaciente? ¿Eres trabajador(a) o perezoso(a)?

3. ¿Cómo es tu mejor amigo(a)?

Spanish IV 09-05-08

Spanish IV 09-06-07

• Completed the “Datos Personales” handout – turned it in at the end of class as the “Ticket out the door”.
• 2 Power Points: (1) Introducing me and (2) “Bienvenidos a la clase de Español” – outlining the course procedures, expectations, rewards and grading policies.
• We wrote 5 typical questions in Spanish one would use to get to know someone new. Next students had an opportunity to compare their questions, and “steal” any they wanted. We then followed up with an interview oral, with students circulating and asking/answering their questions to introduced themselves.
• We went to the library and checked out our textbook, Conexiones. We returned to the class and wrote our names in ink in the inside jacket. Then I demonstrated how to create your own textbook cover, and invited students to create one for themselves as a part of a contest for tomorrow. Prizes are awarded in three categories: Most artistic, Most creative/ingenious design, Best use of Spanish.
• Distributed SEVERAL handouts regarding class and grades.
1. Bienvenidos a la clase de Español– the syllabus. We went through this handout and students used highlighters to indicate important information.
2. Daily Performance Grades Guidelines– descriptors for each letter grade. Back has point charts and grids to keep track of your own weekly grades.
3. Packet (blue) of 3 items: Make-up Opportunities for oral points, Helpful

Practice Web Sites for Students, Make-up Oral Points reporting sheet.

• Tarea:
1. Cover your textbook: Purchased knit one, or create one. Text needs to be protected during the entire course and the criteria for the covers are: Knit or heavy paper, Protection for the edges, corners and binding of text.
2. Write a 5-question quiz (in Spanish), based on the information on the syllabus, and their answers, to ask classmates tomorrow.
3. 10 typical questions in Spanish to be used to get to know someone.

Spanish II 09-04-08

Spanish II 09-04-08

• Completed the “Datos Personales” handout – turned it in at the end of class as the “Ticket out the door”.
• 2 Power Points: (1) Introducing me (2) “Bienvenidos a la clase de Español” – outlining the course procedures, expectations, rewards and grading policies.
• Went to the library and checkout our textbook, Realidades 2 AND picked up a book cover.
• Wrote our names in ink on the inside cover of the textbook with “Thurber” in parenthesis.
• Introduced our textbook cover contest –Prize = 5 bonus points coupon. Categories are: Most creative design, Most artistic and Best use of Spanish. All covers will demonstrate good taste.
• “How to cover your book” workshop: I demonstrated how to cover your text using the free book covers available in the library.
• Distributed SEVERAL handouts regarding class and grades.
1. Bienvenidos a la clase de Español = the syllabus.
2. Parent letter/contact information and workbook choice
3. Daily Performance Grades Guidelines– descriptors for each letter grade. Back has point charts and grids to keep track of your own weekly grades.
4. Packet of three items: Make-up Opportunities for oral points, Helpful Practice Web sites (white), Make-up Oral Points Reporting sheet.
• Tarea:
1. Write a 5-question quiz (in English) based on the information on the syllabus, AND their answers. You’ll ask classmates these questions tomorrow.
2. Have your parent/guardian complete and sign their letter & select what option they prefer for your workbook.
3. Have your textbook covered tomorrow = Criteria: Heavy paper / Knit cover. Book to remain covered throughout the entire course. Cover needs to protect the corners, edges, and binding of your textbook.
4. Write 5 typical questions in Spanish used to get to know someone.