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.