Spanish II 10-31-08

Español II
31 de octubre de 2008

• Warm-up = El esqueleto humano: Students labeled the indicated body parts and on the second page they practiced their reading comprehension to figure out which organs are used for the 5 senses: La vista, El oído, El olfato, El tacto, El gusto.
• I divided the class into groups of 4, gave each group a sheet of body part labels which they cut out. The students selected which member of the group would serve as their model to be labeled, and then proceeded doing so. This is the ONE time I gave permission to the students to take out their camera phones, if they had one, and take pictures of their models. I did the same.
• We took a quiz over the vocabulary of clothing and body parts from page 70.
• As students turned in their quizzes, I invited them to the treats I had prepared for them: molded white chocolate candies over pretzels and white chocolate Mexican Calaveras.
• Students got to have an additional 20 minutes on the Spanish games, as their time last week was cut short by all of our class visitors.
• We dismissed to go to the pep assembly.
• Tarea: Be safe and have some responsible fun this weekend.

Spanish IV 10-31-08

Español IV
31 de octubre de 2008

Stations activities today re: Los días de los muertos:
• Decorating sugar skulls: Calaveras de azúcar with royal icing and shiny paper.
• Papel picado – cut out paper designs typically used for any celebration.
• El esqueleto músico – cut out puppet of a guitarrista
• Lectura: Reading and interacting with the text:
1. “Laminas” – teaching sheets from Mexico and responding to them – highlighting vocabulary learned from context
2. Compare/contrast Los Días de los Muertos with Halloween via a Venn diagram
• ¡A cantar! – Listening to the song “Hasta los muertos bailan” by Tish Hinajosa, while reading along with the lyrics, then singing along!

Students were to complete at least three of the stations, with the goal of trying to complete 4 – and they received stamps on their “Pasaportes” each time they finished at a station.

Tarea:
Keep studying for Tuesday’s test – Lesson 1A
• Vocabulary page 10 and all of the verbs from the lesson
• Conjugations of the preterite
• Conjugations of the imperfect
• Know the defining traits for the three types of narrations we’ve studied: The joke, the fable and the legend. – Reread/review page 9.
• Know the characters and the plot details of the three short stories we’ve read:
1. La abeja haragana
2. Juan Bobo
3. Iztaccíhuatl y Popocatépetl

Spanish II 10-30-08

Español II
30 de octubre de 2008

• Warm-up: “Practice Test #2” re: body and clothing.
• 2 Crossword puzzles – body and clothing: one with numbers and one without!
• We learned a song, “Mi cuerpo” by Lonnie Dai Zovi and a little choreography, too!
• New yellow packet with labeled line drawings for the body and the face, and also without the labels to practice.
• New packet – Body and Clothing – White. We reviewed the vocabulary on the first page (229), and I introduced Reflexive Verbs – there are a few examples given in the vocabulary for the activities in the packet.
• Tarea:
1. Quiz tomorrow on the body and clothing items on page 70.
2. Complete the exercises on page 230 of the new white packet.
3. The “Tiny Tigers” will be coming for “Trick or Treat”, so if you’d like to you are welcomed to bring something for them. Plan on 20 children.
4. We’ll have another 20 minutes of games tomorrow, just before the pep assembly after school.

Spanish IV 10-30-08

Español IV
30 de octubre de 2008

• Partners practice of the vocabulary using the definitions written as homework last night.
• Partners read the Mexican Legend, Iztaccíhuatl y Popocatépetl (packet)
• In period 3 I also shared another version of this legend from a book purchased in Mexico. We also saw some photos of these mountains.
• We corrected the WB29 & 30 pages, and discussed why the imperfect, or preterite, was used in these contexts.
• We continued with our review of Juan Bobo, and corrected the questions in parte 1.
• We made arrangements for our cultural activities tomorrow relating to food for “El día de los muertos”.
• I confirmed that 1-A test will be next Tuesday – November 4th.
• Tarea:
1. Complete the 4 exercises for the legend read in class today.

Spanish II 10-29-08

Español II
29 de octubre de 2008

• Warm-up: Partner practice with flash cards from page 70, while I checked in the written handout from last night.
• Students took a “practice” vocabulary multiple choice recognition test, and then we went over it together.
• I distributed a handout of Quia vocabulary and notes adding onto the vocabulary over the body, clothing, and using two verbs together in a phrase = pp. 70 & 71.
See http://www.quia.com/jg/1215707list.html
• Students wrote out Activity 1, page 70, and then we went over it together.
• Using my magnetic “paper dolls” under the document camera, the students described the outfits as I changed them.
• We did more practice using the 2 verb phrases, see the top of page 71.
• I introduced the homework – see below.
• Tarea:
1. New handout: 2A-A (vocabulary- page 70) and
2A-B (2 verbs together-pg 71)

2. If you didn’t complete last night’s sentences, please do so tonight. Even if you did complete them, why not double check them to make sure you did your best work.

Spanish IV 10-29-08

Español IV
29 de octubre de 2008

• Warm-up: Practice vocabulary quiz – words and verbs from page 10.

• More vocabulary practice – “Circumlocution → talking around the word. We played the game, “Estoy pensando en una palabra” where partners shared a sheet of paper with vocabulary words written in a random fashion in many directions on the sheet. Each partner tried to circle the word I was describing in Spanish before the other partner. This is also a model for the students’ homework tonight where they will write their own “circumlocution” descriptions in Spanish for 10 of the words.

• “To become” expression study: Is it = Hacerse, ponerse, volverse, llegar a ser, or convertirse a”??? See handout for examples on the front side, and exercises on the back.

• Began our review of the folk tale, Juan Bobo, looking at the uses of the preterite and imperfect within the context of the story.

• I announced the 1A exam for next Tuesday –November 4th.

• Tarea:
1. 10 definitions in Spanish for the words on today’s game sheet.
2. WB 29 & 30, Activities 5 & 6 = El imperfecto.
3. Exercises over “To become” = handout from today.
4. If you haven’t yet completed the questions for Juan Bobo, part II, please do so.

Spanish IV 10-28-08

Español IV
28 de octubre de 2008

• I showed photos of places of cultural interest in Spain that are indicated on our new partners’ handout. Then students used this handout to organize new conversation partners.

• While I checked in the homework, students began a new reading, Juan Bobo – a folk tale from Mexico, with their new “Rey Juan Carlos I” partner. After reading a passage, students are to underline the past tense verbs and identify which are preterite and imperfect. Students were expected to complete Parte I in class today.

• I reviewed common errors in the Cartas de Solicitud – see separate Blog entry.
Please make note of these and refer to them on future compositions to avoid a pattern of errors that get locked in your useage.

• Tarea:
1. Complete reading the story and indicating the preterite and imperfecto verbs used.
2. Complete both sets of comprehension questions for the story.

Problemas/errores comunes con las cartas de solicitud

Los problemas comunes en las cartas de solicitud

1. Ten cuidado en copiar cosas de ejemplares sin
(a) entenderlo
(b) modificarlo para tu situación
“Encuentre aquí mi resumé que demuestra que tengo…”
Pero si no hay tal resumé – no incluyes ningún apoyo para sus afinaciones de tus cualidades.

2. El uso de “tú” USO INCORRECTO DE RÉGISTRO (formal versus informal)
SIEMPRE usa “UD.” en comunicaciones profesionales.

3. Gracias para POR leer esta carta
Por = (in exchange) for
You did something kind on my behalf (para mí), and I am extending my gratitude in exchange for (por) your kindness.

4. Bien versus Bueno e.g. Soy un bien trabajador
BUEN

5. El orden de las palabras:
Sustantivo + adjetivo descriptivo

6. Uso inapropiado del mandato: dame el trabajo
Dame = mandato de “tú”
Llámame = mandato de tú
Mejor uso: Favor de llamarme

7. “Trabajo por dos años pasados”.
HE TRABAJADO en _____ por los ÚLTIMOS dos años.

8. Nota: Un VERBO después de cualquier preposición = INFINITIVO
e.g. …en trabajando EN TRABAJAR
por, para, con, sin, a, de, entre

9. Con mí → conmigo
Con ti → contigo

10. Tú versus tu; tu versus su (posesión de Ud.)

11. GUSTAR y los verbos como gustar:
A __nombre_ le gusta (verbo = infinitivo; sustantivo SINGULAR)
Gustan (sustantivo PLURAL)

Spanish II 10-28-08

Español II
28 de octubre de 2008

• I collected the packet of homework from lesson 1B and students took a couple of minutes to review their study materials.

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

• I introduced the mini review lesson (pp. 70-71) that leads into our new unit. Students are to study page 70, and know these few parts of the body and associated articles of clothing by Monday.

• I also distributed a white HANDOUT with all of the vocabulary for this mini lesson. Its URL is http://www.quia.com/jg/1215707list.html

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

Spanish II 10-27-08

Español II
10-27-08

• Students presented their 1B projects in groups of 4.
• Still in their groups, students took turns asking follow-up questions to each presenter about his/her different activities, using a variety of interrogatives…Where do you…? For how long have you..? With whom do you…? Etc.
• The “stars” from each of the groups presented their project to the whole class, and class members volunteered asking some follow-up questions.
• I divided each of the groups of 4 into 2 groups of 2, and these partners took turns asking and answering the questions on the blue handout, español II - preguntas de pareja 1B.
• Individually students began work on the white lesson review handout 1B páginas 42-55. After a few minutes of independent work, we went over several of the sentences together.
• Students copied down the list of homework (see below) to be organized into a packet for tomorrow – I encouraged them to study from these pages while they organized the packet.
• Tarea:
1. 1B Lesson test tomorrow – STUDY (remember pp. 68-69 are great for this!)
2. Complete the crossword puzzle – great review of vocabulary and structures (grammar) from the lesson.
3. Complete the review sentence translations.

La lista de Tareas 1B –
Put together in this order and have ready to turn-in when you arrive to class.

(1) Comparison of Adjectives Packet: las páginas 174-178* (hasta el Summary)
*Tarea: (a) pp175-176
(b) pp.177-178
(2) WAVA = (Video) 1, 2, 3 (Listening ) Act. 5, 6, 7, 8 (Writing) 10, 11, 12
pp. 16-17 pp. 18-19 pp.21-23
(3) Textbook: Act. 16, pg.57 (Saber/Conocer)
(a) part 1 = verbs – fill-in for email
(b) part 2 = paragraph – answer to email
(4) Textbook: Act. 18 (Hace-expresión de tiempo-que--verbo--) = pg.58
(5) Crucigrama 1B
(6) 1B páginas 42-55 (Una hoja blanca de traducciones)

Spanish IV 10-27-08

Español IV
27 de octubre de 2008

• Oral re: El fin de semana –
Rotating seat Partners.
Goal = to ask lots of follow-up questions to draw out new information (Interrogatives).

• Reviewed the Abeja haragana Short Story and corrected the homework of the comprehension questions for Parte I y Parte II.
• Introduced the Imperfecto
• Tarea:
1. Write-up study notes over the use of the Imperfecto on pages 20-21. Be sure to include all of the items covered in the nine bullets.
2. Complete Activity 17, page 22.

Spanish II Project 1B

Español II Nombre ________________________

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

1. Each square should have a picture in the top part, and minimum 2-3 sentences in the bottom part, so 6 illustrations total.
2. Pictures can be computer graphics, cut-outs from magazines, or your own drawings.
3. To include:
• Hobbies, extracurricular activities, sports, clubs, things you like to do, family
• Complete sentences; at least 2-3 sentences for each graphic; Vary the type of information you use for each drawing.
• It can be really about you, or pretend
• Use what you know from pages 42 - 68 in your textbook, (Vocabulary, Comparisons, Saber + infinitive, Saber, Conocer, Hace + time expressions)
as well as other knowledge you have.
4. GRADING: Neatness and accuracy counts! Color makes it more interesting!
DUE DATE: _27 de octubre__
Be ready to show your picture, and read your text aloud to a small group.
A few STARS will be asked to share with the whole class!



EXAMPLE:

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


GRADING: 24 points total
12 points: ACCURACY - Verbs, Use of Spanish, Spelling
6 points: Completed task: Minimum of 2 sentences per graphic:
6 points: Neatness, clarity

Spanish II 10-24-08

Español II
24 de octubre de 2008

• Vocabulary review of sporting activities:
1. Using drawings from Mexican teaching materials.
(A) One student showed the drawings as the other students said what sport it represented.
(B) Two students working together shared these with the rest of the class as flashcards while I checked in homework.
2. Using the Smart Board: students matched up images of various sporting equipment and then wrote the name of the sport they are used in.
• Introduction/Explanation of unit project due Monday and 2 handouts – One is of directions and the other a “pattern” to use. – See separate blog entry for the instruction. We referenced pp.68 & 69 to remind ourselves where we might go to be sure we were including a good variety of topics from this unit, AND to use the project as a great way to review for Tuesday’s 1B Lesson exam.
• Homework corrections: Comparisons packet pp. 177-178 and review of the three types of comparisons, Activity 18, page 58 – and review of the formula for saying “how long someone has been doing” an activity.
• Using the interactive dice on the Smart Board, we started practicing numbers by playing “Cómo apuntan los tantos”
• Tarea: EL PROYECTO

Spanish IV 10-24-08

Español IV
24 de octubre

• Using the review of WB25 (homework from the other day), I reviewed the forms and uses of the imperfecto in comparison with those of the pretérito.
• We reviewed our test from yesterday over the Pretérito.
• I assigned part II of La abeja haragana for Monday – continue with the vocabulary sheet and complete the ¿Comprendió Ud.? Comprehension questions for Parte II.
• We had our “games day” – Students played “board games” in Spanish as a reward for having filled their class’ marbles bottle for applying Spanish to classroom activities.
• Tarea: Complete the activities described above for the short story we began yesterday.

Spanish II 10-23-08

Español II
23 de octubre de 2008

• Warm-up: Yellow handout, “B1-6 – practice workbook” ¿Sabes a quién conozco? Practicing the uses, and forms, of Saber and Conocer.
• I introduced the formulas for asking and answering questions about “How long someone has been doing something”. See the box at the top of page 58. I demonstrated with several details from my life.
• Next we practiced with talking about how long some of us have been playing the piano, saxophone, etc. and how long some of us have been playing soccer and volleyball.
• We then practiced some more of this structure by saying the items aloud for Activity 18, on page 58.
• JUEGOS! Students selected the board games they wanted to play in Spanish and the groups they wanted to play with. I promised they could play more tomorrow, as they only got 20 minutes today (of the 30 earned with the filled bottle of marbles).
• Tarea:
1. Write out the sentences we practiced aloud for Activity 18, page 58.
2. Complete the backside of the warm-up handout (1B-7) filling in either the question or the answer for how long someone has been doing something.

Spanish IV 10-23-08

Español IV
• Warm-up: Partner questions in the preterite (1/2 yellow handout – in class use only)
• Corrected the homework – verb grids.
• Took Preterite Test.
• Started reading the fable, La abeja haragana (packet).
• Tarea:
1. Start a “Vocabulario temático” for the story.
2. Read the first part of the story and answer the
¿Comprendió Ud.? Questions at the end of part 1.
Please DO NOT just quote directly from the story,
but rather interpret the story in your own words for the answers.

Español II 10-22-08

Español II
22 de octubre de 2008

• Watched the GramActiva DVD re: Comparatives, and then corrected out homework in the yellow Comparison of Adjectives packet.
• We continued on using the other two types of comparisons: unequal (taller than) and superlatives (the tallest).
• Next we watched the next segment of the GramActive DVD re: Saber versus Conocer (to know) and followed up with the corrections on our homework in the textbook, Activity 16, page 56.
• Working with our 9AM partners, students then practiced vocabulary using the clip art flashcards based on the chapter’s vocabulary. First they selected cards at random and practiced talking all about the picture using everything they could think of to say. Second they played a memory game, What’s Missing?
• Tarea:
1. WAVA – página 22: Act.11 – Comparisons;
2. WAVA - pg. 23: Act.12 – Saber and Conocer
3. Comparisons Packet: pp177-178 (to the Summary)

Spanish IV 10-22-08

Español IV
22 de octubre de 2008

• We demonstrated how students could register, and send me their results at the www.conjuguemos.com site.
• Students took turns at the computer practicing conjugating the Preterite using conjuguemos.com
• I introduced the verb grid practice (homework) and gave the students the verbs they’ll need to complete it.
• Reading circles (stations) using children’s books in Spanish bought in Mexico. Partners took turns reading aloud and jotting down key vocabulary and comprehension questions for the next set of students.
Tarea:
1. Study for tomorrow’s Preterite Test.
2. Complete the verb grid on the irregularities of the pretérito.
3. Translate to English the preterite conjugations from today’s warm-up.
e.g. Yo + tocar = toqué → I played (music), or I touched.

Spanish II 10-21-08

Español II
21 de octubre de 2008

• I distributed progress reports to those students whose parents did not come to Parent Conferences.
• Vocabulary practice, warming up for our vocabulary test:
1. I took pictures with the document camera of realia from Mexico showing colored drawings of various sports. I projected these on the Smart Board, and as students identified what sport it represented, I also wrote its name in Spanish underneath it.
2. Rowdy Review: Working with a partner, each set of partners received 1 handout of various vocabulary items written in a random fashion at various angles. Each partner, using different colored writing instruments or highlighters, would try to beat the other one in identifying the word being described in high-level Spanish.
• Took Vocabulary test 1B, and turned it in as done.
• Picked up a yellow packet, Comparison of Adjectives, and students began taking notes and working through the exercises on this.
• Once all tests were in, we reviewed the just as ---as, just as much/many---as, and faster than structures we practiced yesterday. Then we reinforced these with the explanations and began the exercises in the packet.
• We did some more work with comparing the two verbs “To know” – Saber (facts/information/how to do something) and Conocer (people, places, personal experience, internalized music, etc.). We practiced with Activity 15, page 56.
• Tarea:
1. Have your Progress Report signed and return by Thursday.
2. Work on the Yellow Comparison of Adjectives packet – pp.174-176(top of page) – Practice the “Active Reading” strategy I demonstrated today.
3. Activity 16, page 57 – Textbook re: Saber and Conocer. Complete both parts 1 and 2.

Spanish IV 10-21-08

Español IV
21 de octubre de 2008

• Verb meaning practice with a partner using the list of verbs from the lesson.
• Vocabulary practice, page 10, using a crossword puzzle in “Jig Saw” cooperative learning groups:
• Homework corrections: We went over the irregulars in the preterite and the answers to Act. 10, page 16, incorporating them.
• More writing practice using our bilingual sentences from our previous homework in our triad groups using white boards.
• Repeated the announcement re: PRETERITE TEST with verb MEANINGS on THURSDAY.
• Tarea: ¡Estudien: vocabulario y los verbs en el pretérito!

Extra credit option offered for preterite study: Go to www.conjuguemos.com and practice the preterito (regulars and irregulars)with all forms and all verbs. When you are confident of your skill, take the timed 5 minute test - you'll need to be able to complete at least 50 verbs at least 85% accuracy. Then be sure you've entered our school's ID number, 893, and send it to me through their link.

Spanish II 10-20-08

Español II
20 de octubre de 2008

• NEW SEATING CHART
• Warm-up: finished the last page of the “Clock Time” packet from last week, while I checked in homework.
• We corrected the clock worksheet from the homework, and then continued on with the rest of homework.
• We listened to Activities 7 & 8, from the WAVA workbook, and while listening to Activity 7, I had students observe the use of the comparisons of equality – Just as ---as and Just as many/just as much---as. We also had a couple of students volunteer to demonstrate to run faster, not as fast and just as fast as.
• Introduced/reviewed the two verbs for “to know”: Saber (know facts) and Conocer (to know personally, to be acquainted with) – see page 54.
• Reminded the students about tomorrow’s vocabulary test – page 68: Both recognition/reading comprehension AND translation from English with correct spelling in Spanish.
• Tarea: STUDY FOR TOMORROW’S VOCABULARY TEST. Remember the practice site http://www.quia.com/jg/619368.html

Spanish IV 10-20-08

Español IV
20 de octubre de 2008

• Working in small groups students (1) Practiced telling their Jokes, (2) Read their “cuentito” on WB26, and then (3) Practiced the vocabulary on page 10, using their flashcards from last week.
• Joke-telling! Now that we were all back in class, we took turns telling the jokes we had prepared last week.
• Homework corrections: We started with the assignments prepped for last Wednesday: 1A-3, page 11 – sentences using vocabulary & 1A-8, page 14 – practicing the preterite.
• Overview of the major irregularities found in the preterite – see page 15.
• Back to our small groups – vocabulary practice, using the bilingual sentences prepared as homework for today and small white boards. We just got started on this, and will continue more of it through out the week so, SAVE YOUR SENTENCES, PLEASE.
• In period 3, I announced a vocabulary and preterite tense test for Thursday.
• In period 3, I distributed the progress reports not picked up at conferences by their parents.
• Tarea:
1. Page 14, Activity 9: Answer the questions based on your being a ghost in a house and the family that lives there just discovered that you and your ghostly friends also live there. Hint: Use as much of the vocabulary from the lesson as possible.
2. Study pp.15-16 – the irregulars with the preterite.
3. Page 16, Activity 10 – preterite.

Spanish II 10-15-08

Español II
15 de octubre de 2008

• 2 practice handouts using the vocabulary and grammar from the mini-review lesson on pages 42 & 43 – A ver si recuerdas (Places, Activities, Ir + a + place; Ir + a + infinitive).
• We reviewed the corrections over last week’s test, 1A (75 points possible, but I going to enter it as 72, to provide a few extra points). I gave out lots of certificates for excellent work to those who earned A’s (:>)
• Listening comprehension practice for 1A – WAVA workbook activities 5 & 6.
• We corrected last night’s homework: WAVA activities 1, 2 and 3 + Text page 49, Act. 3.
• ANNOUNCED VOCABULARY TEST for next Tuesday: Recognition from reading comprehension AND translation from English to Spanish equivalent SPELLED CORRECTLY.
• Tarea:
1. “Telling Time” handout with a series of clock faces. Write the answer to, “Qué hora es?” according to the time showing on the clock.
2. WAVA, page 21, Activity 10 = writing activity.
3. Textbook Activities 4 & 5 = practicing the vocabulary.

Spanish IV 10-15-08

Español IV
15 de octubre de 2008

• We had a significant number of people who were absent today: Blood Drive, Band members taking the PSAT pulled several people out of class. Due to this, we decided to postpone today’s plans to Monday
• Given a choice of several DVD’s, students selected to watch Shrek in Spanish with Spanish subtitles.
• Tarea:
1. Work on your page 10 vocabulary by writing 10 BILINGUAL SENTENCES (first in Spanish, and then translated to English) incorporating as many of the vocabulary items as you reasonably are able.
2. Workbook Packets – El arte de contra (1-A) – pages 25 and 26.

Spanish II 10-14-08

Español II
14 de octubre de 2008

• Warm-up:Vocabulary practice/application: I selected clip art images depicting the vocabulary and placed them (9 at a time) under the document camera for the students to identify.
• We reinforced the vocabulary in context by listening to the lesson opener, pp.46 & 47. We also did the active listening exercises Act. 1 & 2, page 47.
• Students watched the DVD of the “Video Historia”, and then took turns reading it aloud with a partner.
• As students had requested a review of how to tell time in Spanish, I prepared a packet of materials and we worked through most of the packet.
• Introduced the tarea:
1. Text page 49, Activity 3 – comprehension questions based on pp. 48-49.
2. WAVA workbook, pp.16 & 17 – Activities 1, 2 , 3.
3. Optional – Vocabulary practice http://www.quia.com/jg/619368.com

Spanish IV 10-14-08

Español IV
14 de octubre de 2008

• Introduced “colmos” – a kind of Word play joke, as a lead into our three types of narations: Jokes, Fables and Legends.
• Working with a partner: Students read page 9 aloud to one another and completed Act. 1-2, page 11.
• We reviewed the vocabulary on page 10 (much of it was incorporated in the reading on page 9), and then extended the practice with Act. 4 & 5, page 12- incorporating the words in the “Ampliación” and “Cuidado” sections.
• Period 3 went over the homework from last night – adding more names under Latinos of political importance and finding evidence to contradict the list of latino negative stereotypes.
• We began our “official” review of the preterite (we’ve touched on this previously) – see pages 13 &14. I showed a power point based on these two pages.
• Tarea:
1. Write out, and practice, 3 “clean” jokes for class tomorrow.
2. Write out Act. 3, page 11 = Write a sentence for each of the 5 characteristics in the box and include the name of a celebrity that embodies that trait.
3. Act. 8, page 14 = Regular preterite practice: select the appropriate verb for the blank from those in the box, and conjugate it in its correct form in the preterite.

Spanish IV 10-13-08

Español IV
13 de octubre de 2008

• Think (and write alone)-Pair (Interview a partner about the same questions you answered)-Share activity (each partner tells another set of partners about your own partner). Piensa – Cambian impresiones – Les explica a otros.
The questions were spun off of the article about Latinos in the United States. We’ll continue the follow-up as homework.
• I introduced the vocabulary and context for our new chapter :Para contra – focusing on various traditional narrate styles. See pages 10 & 11 for vocabulary.
• I announced that students will find, and practice, a few appropriate jokes to tell to the class on Wednesday. Jokes, and plays on words, are one of the narrative styles we’ll be studying.
• Tarea:
1. Study system for the vocabulary on pp. 10-11 (¡Cuidado!)
2. Search for appropriate jokes to tell on Wednesday.
3. Add to items #1 and #4 from our discussion today – see below:

Piensa – Cambian impresiones – Les explica a otros.
1. Nombra ejemplos de celebres hispanohablantes en
los campos de:

• La política- Cesar Chávez, Fidel y Raúl Castro,
Hugo Chávez, Nydia Velázquez,
Rosario Marín, Bill Richardson,
Juan Carlos, Felipe Calderón, Vicente Fox
Fernán e Ysabel

3. Da ejemplos de los estereotipos negativos en
los Estados Unidos sobre los hispanohablantes.
a. Son miembros de una pandilla/banda (gangs).
b. Son narcotraficantes. (la venta de las drogas)
c. Son conductores malos – no observan las leyes de la carretera.
d. No tienen trabajos profesionales.
e. Todos son mexicanos.
f. No tienen buena preparación educativa.
g. No son puntuales.
h. Son muy tranquilos
i. Los niños son vendedores ambulantes de chicle.
j. Manejan con coches llenos de gente.

4. Da evidencia contradictoria sobre los estereotipos
negativos mencionados en el número 3.

Spanish II 10-13-08

Español II
13 de octubre de 2008

We worked through all of the activities and grammar points in:
A ver si recuerdas = mini review lesson pp. 42 & 43
• Vocabulary: Lugares, actividades, deportes – page 42
• Ir + a + lugar (a+el →al) – page 42 + Activity 1
• Ir + a + infinitivo (going to do) – page 43 + Activity 2 (based on the information gathered in the survey from Activity 1
Ir = to go
Voy, vas, va, vamos, vais, van

Actividad 1: A survey with 2 different partners about where they go, how often they go there AND 2 activities they do at the place. See the vocabulary “graphic organizer” on the top of page 42.
Lugar: Todos los días
Part. #1 Part. #2 A veces
Part. #1 Part. #2 Nunca
Part. #1 Part. #2
1.

Actividad 2 – Using the information from Activity 1, and the subjects indicated on the list under Act. 2, write up where people you surveyed went, how often and 2 things they do there.
Ex.
1. _Pedro_ y _Ana_ (ir) al cine todos los días.
Ellos _____ y ______con los clientes allí.

Actividad 3 Tell where these people are going and what they are going to do there:
• Ir + a + infinitivo(-ar, -er,-ir) = (Going to do)
Use these verbs in your answers:
Beber estudiar leer
Comprar jugar (ue) nadar
¿Uds? = You (all) → nosotros
1. En el centro comercial
(Nosotros) Vamos al centro comercial. Vamos a comprar.
• I checked off homework as students worked in their partners completing the survey for Act. 1.
• After working through all of pp. 42 & 43, I played a “song” using the vocabulary prepared as homework (pp.46-47) ¿Qué haces después de las clases?.
• Tarea: KNOW the vocabulary in BLUE on page 46 for tomorrow. Be able to spell the Spanish word quickly and accurately from the English equivalent.

Spanish II 10-09-08

Español II
09 de octubre de 2008

• I reviewed recommended study strategies today – now that we are learning all new material, some students need to up their daily study habit – or perhaps begin one. We used the Spanish Study Skills handout from the first week of class as our basis, and I augmented it with some more specific strategies/techniques. Students are to begin practicing these this weekend.
• We also reviewed the alphabet (again) as well as higher numbers so as to be able to dictate our names and phone numbers to one another for STUDY BUDDIES. Students now have a ½ blue sheet of paper with MY HOME PHONE number and had the opportunity to get up to 3 other students’ home phone/cell/email information as well as the best time to contact them.
• We continued on with our DVD, Globe Trekker, on Central America.
• Tarea: Using the vocabulary on page 68:
(1) Make a VOCABULARY LIST – Study tip: Start using the “fan-fold method” shown today in class to drill/learn these words.
(2) Make FLASH CARDS. Study tip: Start a recycle/review system shown today. File your cards from the previous two lessons and begin reviewing them in small “chunks” – one “chunk” per day- and keep at it until you have them down “cold” –which means you can say AND spell the word in Spanish quickly and accurately.

Spanish IV 10-09-08

Español IV
09 de octubre de 2008

• Students organized their letter writing process papers and turned them in (in reverse order of their preparation). On top: Copia final, Copia Borredor, Bosquejo. These were stapled together and then turned in.
• Período 3ero – Amita y Damita presented their Job Interview Oral. Afterwards, everyone turned in their grading tally sheets.
• I clarified my expectations for the partner work from the article begun on Monday:
1. All of the written work is to be the result of good discussion between partners and jointly written.
2. The 3 answers to the ¿Comprendiste? section are to be 2-3 sentences long using lots of supports of data / facts pulled from the article.
3. The paragraph should be written on the same page and be sufficiently long to fully address the criteria.
4. The paper to be turned in today should have BOTH partners’ names on it.
5. I highly recommended both partners also make a personal copy to use to prep for Monday’s “Think/Pair/Share” activity, based on this article.
• Both classes got to watch the ¡Viva México! DVD today.
• Tarea: Know the article well as well as your answers to the exercises.

Spanish II 10-08-08

Español II
08 de octubre de 2008

• I returned the students’ quizzes from Friday and Monday.
• We finished reviewing while correcting the Tarea de Repaso: White 2-sided handout.
• Students took the 1-A Lesson Exam.
• Once done with the test students:
1. Pick-up a blue reading handout- about a dog in San Juan.
2. Answered the questions on the reading– Yes, written (ignore the oral instructions) – if not done today, complete it as homework.
• Organized their homework packet –
1. Paquete Rosado (all completed except for 1A-2, part B (p.8)
2. WAVA = Listening Exercises 5, 6, 8 & 9 (pp.9-11)
3. 2 White Review Handouts:
Tarea #1 de los verbos- Stem-changing verbs
Two-sided Tarea de Repaso
4. Lotería packet (yellow stem-changers BINGO)

• Tarea: Get a good-night’s sleep tonight!

Spanish IV 10-08-08

Español IV
8 de octubre de 2008

• Period 1: Completed their last oral interview presentation and then turned in their scoring sheets. Period 3: We gave Amita a pass on today as she returned from her trip so late last night. Tomorrow Amita y Damita will present.
• I organized student into teams of 4, and they practiced professions, and materials typically needed for those professions, by playing a Go Fish-style card game.
• Due to some confusion about my expectations about in-class work– many students in Period 1 had not completed the comprehension questions from Monday’s article. These will be completed in class tomorrow, along with the paragraph response to the article. As Period 1 was getting an extra day, I felt it was fair for Period 3 to also have the extension on the assignment.
• Period 3 “visited” some more regions with the DVD, ¡Viva México!
• Tarea:
Final typed copy of letter of interest to a real employer. Use single spacing for address headings, but in the body of the letter please change to double spacing at 12 point font. Please choose a font that is easy for my tired old eyes to read. ¡Mil gracias, estudiantes!
NOTE: I alerted the students that I will be looking especially for correct usage of Ser/Estar AND accurate word choice. We discussed these items yesterday in class, and briefly reviewed techniques for checking your word choice.

Spanish II 10-07-08

Español II
7 de octubre de 2008
• Warm-up: Pink packet A1-7, p.13 (Affirmative/Negative)
• Partner practice: A1-8, p. 14 = Crossword puzzle
• 1A-9: Graphic Organizer = Chapter Review
• Started Corrections on the white two-sided handout: Tarea de Repaso

1-A Unit Test Tomorrow!
Guía de estudios: pp. 40 & 41
• Vocabulario (p.40)
• Tener + que+ infinitivo (p.15)
• Para (p. 24)
• STEM-CHANGING VERBS (p.27)
• Affirmative/Negative Words (p.31)

Tarea to turn-in AS A PACKET for tomorrow:
• Paquete Rosado (all completed except for 1A-2, part B (p.8)
• WAVA = Listening Exercises 5, 6, 7, 8 & 9 (pp.9-11)
• 2 White Review Handouts:
1. Tarea #1 de los verbos- Stem-changing verbs
2. Two-sided Tarea de Repaso
• Lotería packet

Spanish IV 10-07-08

Español IV
7 de octubre de 2008

• We continued with our On-demand Orals – Job Interviews.
• Returned to the article distributed yesterday – working with a partner wrote out answers in Spanish for the ¿Comprendiste? questions.
• I reviewed common areas for review/editing guide for compositions – students were to compare their rough draft of their letter of interest to the common errors list.
• Period 3 began the DVD / Viva México (this is one of the ones I bought in Mexico). They saw/listened to the segments on Baja California, Chihuahua, Michoacán, Guanajuato and we just started Ciudad de México.
• Tarea: Final typed copy of Letter of Interest due Thursday (Powder Puff tonight!)

Spanish IV 10-07-08

Español IV
6 de Octubre de 2008

Maestra Thurber-Brown was absent today – Miss Gergen substituted for me.

Período 1ero:
• Stamped rough draft of your “Letter of Inquiry”.
• Read an article in Spanish re: Los Hispanohablantes en los Estados Unidos.
• Watched some of the Globe Trekker Central American DVD and some of the Day of the Dead Video I bought at the Anthropological Museum in Mexico City last summer.

Spanish II 10-03-08

Español II
03 de Octubre de 2008

• Warm-up: WAVA listening exercises 8 & 9, page 11: practicing affirmative and negative adverbs and adjectives.
• We listed these words, according to their affirmative/negative opposite pairs – see page 31.
• Using our pink Practice Workbook packets- we continued with our affirmative/negative words practice, working together through exercises 1A-4 & 1A-6, pp. 10 & 12. Students worked with their 2 PM partner on Ex. 4, and then we corrected it together and continued with Ex. 6 as a whole class.
• To practice our stem-changing verbs, we first corrected the white handout we did as homework last night, “Tarea de verbos #1”
• I added notes on the board for two more verbs: Sentirse (ie) = to feel and Encontrar (ue) = to find.
• I distributed a partner questions handout, which students used to ask/answer questions based on stem-changing verbs with their 1:30 PM partner. Students requested being able to keep the handout to use as a study tool.
• ANUNCIO: We decided to postpone our Stem-changer Verbs Quiz until Monday, add a little quiz over the affirmatives and negatives on Tuesday, and that will push our 1A Lesson Exam to Wednesday.
• Tarea: White 2-sided Review sheet over the whole lesson – GREAT PRACTICE for the lesson exam next week.

Español IV 10-03-08

Español IV
03 de Octubre de 2008

Oral Interview Day!
• I distributed the situations we will be using for these interviews.
• As this is their first “On-demand” Oral, I allowed students to select their situation as well as their speaking partner.
• We clarified the criteria for the situations: 20 thematic vocabulary words and 10 questions (5 of which are open-ended), include all of the items detailed in the situation, begin, maintain and close the conversation with appropriate courtesies and maintain the use of Spanish only throughout the conversation.
• Students selected scoring jobs – counting usage of: thematic vocabulary; idiomatic expressions/cultural fillers; or one of the 4 types of questioning strategies we’ve been practicing.
• Students selected the order of their presentations, and we began!
• Tarea:
1. Study the handout about writing a letter of interest for a job.
2. Using the guideline on the backside of the letter handout, write a rough draft of your letter – to a real place, to a real person for a potentially real job.
3. Write your rough draft of your letter.

Spanish II 10-02-08

Español II
2 de Octubre de 2008

• Warm-up: WAVA workbook listening exercises, Activities 5 & 6, pages 9 and 10. Practicing understanding the vocabulary in context.
• Homework correction - Activity 1A-3 (pink packet) = more vocabulary practice.
• Vocabulary Quiz = students took quiz and then turned it in. Afterwards we went over the answers, and most students felt that they had done well. (:>)
• Stem-changing verbs practice, preparing for tomorrow’s quiz:
1. We compared our notes handout (Apuntes) with our verb grid - to be sure all of the verbs from the book was also on the verb grid.
2. With their 11AM partner, students played verb battleship.
3. Then with their 1PM partner, students played double verb tic-tac-toe.
• Tarea: Introduction of homework:
1. White verb conjugation practice worksheet, “Tarea de verbos #1”
2. Study for your verb quiz tomorrow: Know the meanings of the stem-changing verbs, and be able to conjugate them (put them in the correct form for all subjects).

Spanish IV 10-02

Español IV
02 de Octubre de 2008

Preparation day for tomorrow’s orals:
• I taught the 4 kinds of question strategies, and students made a chart to keep track of the number of each kind their partners posed to them during their practice orals.
• Sitting in concentric (inside/outside) circles, students used the situations written as homework to practice orals with their partners. After each round, everyone moved to his/her left, and the roles of Interviewer/Interviewee also alternated from those sitting in the inside circle, and then to those sitting in the outside circle. Before moving on to the new position students debriefed with one another, and then as a whole class we compiled specialized vocabulary they discovered they needed as the process went along.
• We reviewed the Lección Preliminar test taken earlier this week, and then the students returned their tests to me. I’m very proud of how well many did on this test.
Tarea: Prep well for your “On-demand” Oral tomorrow re: Job Interviews.
A. Be sure you really know the typical questions used in interviews.
B. Anticipate questions one would ask of a potential employer, too.
C. Review the vocabulary typical of talking about work and your experience, and be sure you can use it “in the heat of the moment”.

Spanish II 10-01

Español II
Primero de Octubre de 2008

• Warm-up: Practice vocabulary quiz – in preparation for tomorrow’s test. Green handout with the English: You write in the Spanish, and then check your answers against the list on page 40, OR your green vocabulary list, OR the list at http://www.quiz.com/jg/1160513list.html
• Homework review and correction:
1. Went over the Gustar constructions and regular verbs, while correcting the handout with drawings of people and activities.
2. Reviewed the Tener+que+infinitive to express what people HAVE TO D) – see separate blog entry on this – reporting what we found out from our in-class survey/autograph activity yesterday.
• We reviewed and practiced stem-changing verbs (quiz on Friday) by playing another Lotería game from the packet we did as homework earlier. We played game #7 (o-ue stem-changers).
• Partners got together with their “8:30 AM Appointment” and read aloud their paragraphs based on the items given in Activity 16, page 28: Stem-changer verb practice.
• We ended class with the “Tengo hambre” rap/song, practicing lots of special expressions using Tener as we use “to be” in English. Tengo hambre, tengo sed – see previous blog entry.
• Tarea:
1. Bring your WAVA workbook tomorrow for language lab listening activities.
2. Practice your vocabulary with Activity 1A-3 (page 9) in your pink packet.
3. STUDY for your vocabulary test tomorrow: Be able to correctly spell the Spanish word from an English equivalent.

Spanish IV 10-01

Español IV
Primero de octubre de 2008

¡Práctica de orales hoy! We spent a lot of time practicing asking and answering typical questions one would encounter in a job interview. Students will be performing an on-demand oral re: Job Interviews on Friday.

• We used the rotating partners format where the odd numbered seats moved up to the next position each time I played a snippet of music (a la musical chairs).
• At the new partner position, the partners stood, greeted one another in a manner appropriate to a job interview, the interviewer invited the job seeker to sit, and the interview would begin.
• I put up signs for “Interviewer” and “Interviewee” to indicate which partner had which role. Even and Odd partners switched off roles each rotation.
• Partners tallied the number of questions posed by their partner in each round.

We began with the 7 questions featured in the article we read yesterday. The students prepared answers as their homework last night, and to follow the article’s guidelines in how to handle such questions in an interview.
• It was their interview partner’s job was to pose a variety of new questions to draw out more information on the topic.

I then distributed a list of “The 20 Most Commonly Asked Questions in Job Interviews”. The students and I discussed these, and then they continued in the previous format.

I introduced the homework:
A. Create a Job Interview Situation – In English, establish what the context is:
• Who is the employer,
• What the job is,
• Who the interviewee is
• The most important information for each party to find out from the other.
B. Write a list of 20 Specialized Vocabulary Words tailored for your situation.
C. Write a list of 10 Questions in Spanish you would expect to come up in this job interview.

Spanish II: Notes on Tener + que + ir = To have to ...

Use the information from your 16 item autograph handout
"Lotería de nombres" - Tener que

Report about what you learned that our classmates HAVE to do, using the formula of:
Tener + que + INFINITIVO (verb ending in -r)
First decide who you'll write about.
Then select the form of Tener that matches talking about that subject:

Tengo tenemos
Tienes tenéis
Tiene tienen

add the rest of the "to have to..." expression by adding "que" and the infinitive of the action s/he has to do.
Write up 10 of these: Be sure to include yo, tú, and then an él, ella, nosotros, ellos and ellas forms. Use peoples names except for yo and tú.

Here are some examples:

Yo tengo que estudiar más en la clase de ciencias.
Tú tienes que limpiar tu lóquer (armario).
Él (Nombre): Memo tiene que escuchar a la profa.
Ella (Nombre) Sofía tiene que ir al dentista con su mamá.

_(Nombre y yo)_Jorge y yo tenemos que buscar una novela para la clase de inglés.

(Ellos/as = Nombre y Nombre)Esteban y Reynaldo tienen que ayudar en casa.
Emily y Claudia tienen que hacer la tarea para la clase de matemáticas.