Spanish II 11-26-08

Español II
26 de noviembre de 2008

• Warm-up: Practice “quiz” using Comprar and Comer in the preterite and in sentences.
• Corrections: Practice Workbook (yellow packet) 2B-1, 2 and 3 = vocabulary practice for lesson 2B. We continued on with 2B-5, which we will review on Tuesday, as we had so many classmates absent today.
• Returned papers – the last two homework packets, projects, and various others. See the return folder for yours, if you were absent.
• Continued with the movie, BABE – en español.
• Tarea: Get lots of rest, have fun, and come back next week ready to work hard. ¡Feliz Día de Acción de Gracias!

Spanish IV 11-26-08

Español IV
26 de noviembre de 2008

• Partner circumlocution game – Estoy pensando en una palabra: using the definitions written as homework last night.
• Corrections of the homework: Ser/Estar packet Ex. D
• Period 3 reviewed the quiz and exam from last week.
• ¡IMPORTANTE! – I handed out the packet over the research project and oral – Due date for final project = December 8th.
• I went over the Annotated Bibliography that will be due on Tuesday – See below for details.
• We continued watching ANTZ en español.
• Tarea:
An Annotated Bibliography of GENERAL RESEARCH on a VARIETY of POSSIBLE project topics.
1. Report on 5 sources that could be good to use for a project.
No MORE than 3 websites; No LESS than 3 sources in Spanish.
2. Write a bibliography AND 1-2 well written paragraphs in Spanish for each source. Cite your source - using traditional format for bibliographies. See THS Library links to how to write bibliographies.
3. Your paragraphs (your notations) per source need to address the following:
(a) What’s good about the article/book/web site?
(b) Your reaction AND explanation of your reaction to this source.
(c) How will it be helpful to you and your project + Examples of how you could incorporate the information in your project?
(d) How do you know this is a reliable source?
4. Of course, type your final copy.

Spanish II 11-25-08

Español II
25 de noviembre de 2008

• Warm-up: Fill-in practice vocabulary test.
• Vocabulary partner practice, using the clip art vocabulary cards.
• I introduced “Demonstrative Adjectives” – see page 114. Demonstrating with classroom articles, and with the help of other students, referring to
“This _marker_, that _marker_, and that _marker_ over there”.

I presented a mnemonic device rhyme:
“This” and “These” both have “t’s”
“That” and “Those”, no “t” shows,
Far away? Begins with “A”

• I distributed yet another vocabulary sheet for lesson 2B
• We corrected last night’s crossword homework.
• Partner conversation re: what you bought when shopping: preterite and vocabulary together.
• Tarea: New yellow packet: Practice workbook 2-B.
1. All of page 40 (2B-1, a & b)
2. Page 41 (2B-2-a) – top of the page only.
3. Page 42 (2B-3) – use the pictures as clues, but also READ the question and make sure your ANSWER makes sense.

Spanish IV 11-25-08

Español IV
25 de noviembre de 2008

• Warm-up: Fill-in vocabulary, page 46, self-test. Next, did a flashcard review with one of our España partners.
• Review of Ser and Estar: Corrected work done yesterday in the green packet, and added on with information in the textbook: pages 49-50.
• Reviewed the Future – we included it in our first unit. I pointed out a couple of things to remember about usage – see pages 55 & 56 (Probability).
• We went over last weeks’ quiz and exam – Preterite/Imperfect and Lesson 1B.
• Tarea:
1. Practice El futuro, Act. 2-15, page 56 – Text.
2. Write out 10 definition clues on the back of the blue game sheet of scattered vocabulary words – preparation for a game tomorrow.
3. Continue on with the Ser/Estar packet, Ex. D: 1-20.

Spanish II 11-24-08

Sub: Mrs. Fowler
These are the plans I left for her:
• Vocabulary practice: Text book pages 102-103. Do the listening/repeating exercises with CD – Disc 5, Tracks 1, 2
• Activity 1 = page 103, CD Track 3. Students point to the part of the drawings being discussed. It works great to put the textbook under the document camera and you could choose a student to point as the others are also pointing – Meanwhile you are circulating.
• Activity 2 = page 103, CD Track 4. Students do a “thumbs up” = logical, “thumbs down” = illogical, and I have them do a “thumbs sideways” = if unclear, or it could be true in certain circumstances.
• Quiz = Time expressions in the preterite (Blue handout = Use paper cutter to make into half sheets). Distribute, and then afterwards, distribute the red pens and have the students self-correct their papers. Tell them to turn them in, and they’ll be for participation points.
• Review the preterite with them – Have them take out their pink verb grid and their white El PRETERITO packet. (We did the pink verb grid in class on Friday, and went over the most of first of the white packet: The time expressions, of course, and the regular forms, and also the –car, -gar, -zar verbs in yo.) Review concepts, and basic conjugations.
• Partner practice. Demonstrate how to ask/answer questions with ¿Tú? Yo…forms of the verb from their grid. Working with their seat partner, have them trade off asking and answer just these forms.
• Continue with the video “BABE”
• Tarea: Blue crossword puzzle re: vocabulary page 124

Spanish IV 11-24-08

Sub today: Mrs. Fowler

1. Distributed my “reorganized/categorized” vocabulary sheet for page 46. Asked students to make educated guesses as to the meanings of the words.
Next,the students speculated what our new topic will be.
Then moved to their partner: Juan Carlos I de España – ¡El Rey!
• Working with a partner, filled-in the meanings using the vocabulary on page 46
• Took turns reading aloud the interview with the pollution expert on page 45, referring to their vocabulary.
• Completd exercise 2-1, page 47 – comprehension of reading.
Once all were done, went over the exercise together to correct.

2. New partner, La Giralda, Sevilla. Crossword of new vocabulary. Went over the crossword puzzle answers once most are done.


3. Ser and Estar packet.
•Individuals read aloud the different study points. Focused on Ser, and then Estar in the side/by side columns on the front page, 57. Then on the NOTE below.
• Page 58: Ejercicio A (pp. 58-59 – top half), having the students defend the reason for Ser or Estar based on the uses on the first page

4. Continued with the movie, ANTZ (I’ve set up the VCR) the students will let you know where they are in the movie.

Tarea:
1. Ser and Estar packet, Exercise B, #’s 1-15.
2. White packet: La tecnología y el progreso.
Activities 1-2 & 2-1 (vocabulario).

Spanish II 11-21-08

Español II
21 de noviembre de 2008

• Partner vocabulary practice – drilling with their flashcards (homework) while I checked them off and their Act. 3, page 99.
• We corrected the written homework, reviewing writing out large numbers.
• I introduced the simple past, El pretérito. I did a story telling technique talking about my activities today, yesterday and the day before. Students listened and then made observations as I wrote out the verbs I was using.
• Handout: EL PRETERITO. Please keep this white packet as a ready reference and study guide. We went over the general uses and the time expressions that are markers for the use of this verb form.
• Pink handout: Verb grid. Students and I completed this together and made observations about spelling changes and other details to be careful of when practicing and using this verb tense.
• We began watching Babe in Spanish – Bebé.
• Tarea:
QUIZ on Monday: Know the time expressions at the top of the white preterite packet, and again, at the bottom of the pink preterite verb grid.

Spanish IV 11-21-08

Español IV
21 de noviembre de 2008

• White board sentence review as warm-up prior to exam 1-B today. Using the sentences the students wrote out as homework the other night, pairs took turns in translating the English into Spanish.

• We took Exam 1-B today (pp.9-42).

• We began watching “ANTZ” en español.

Spanish II 11-20-08

Español II
20 de octubre de 2008

• Practice numbers quizzes:
a. 1st part numbers 0-100 = students wrote in the numbers in Spanish words for the numerals listed on a half-sheet of paper. Meanwhile I collected, stamped and entered the homework.
b. 2nd part: 100 – 1.000.000 = students listed 5 different LARGE numbers, using numerals, and then exchanged with a row mate to write out the words for these numerals in Spanish.
c. Students and I wrote some large numerals on the white board, and students volunteered to come to the board to write them out.

• Homework corrections:
a. Activity 2, page 99 = ¿Cuánto cuesta(n)…? Indicating prices for various clothing ítems in Mexico City, using pesos mexicanos.
b. 2B-A & 2B-B

• ¡Juego! A game of tallying points earned from each throw of a set of 5 dice “Cómo apuntan los tantos” – Something like “Farkle”. Students played in teams of 4.

• We did a listen/repeat practice of the new vocabulary (2-B) on page 124, and we previewed the PRETERITO – past tense.

• Tarea:
1. Make flash cards for all of the vocabulary on page 124, omitting the items in both of the tables (Demonstrative adjectives and Pretérito).
2. Write out the dates in Spanish for the events listed on page 99, Activity 3. If you don’t know the date…look it up!

Spanish IV 11-20-08

Español IV
20 de octubre de 2008

• We continued with our presentations.
• We took turns reading aloud the interview on pages WB37 & 38, Workbook packet, and then went over the answers to the homework exercise, 1-13.
• We reviewed the short story in the textbook, page 38-41, and went over the answers to the homework exercise, Act. 42, page 41.
• Period 3 – we did a brief review of meaning changers between the preterite and imperfecto (page 32).
• Tarea: STUDY! Lesson 1B test tomorrow.

Spanish II 11-19-08

Español II
19 de octubre de 2008

• I collected homework and stamped/entered it while the students worked on the review handout of pages 98 & 99: Shopping and Numbers.
• We corrected the review together practicing vocabulary regarding:
1. Shopping activities
2. Specialty stores and other places to shop
3. Typical things to purchase at these places
4. General descriptors in opposite pairs: expensive/cheap; new/old; pretty/ugly; large/small*
* I highlighted the difference between
SMALL in SIZE = PEQUEÑO
and
SMALL in QUANTITY/AMOUNT = POCO
5. Colors – took notes about using “el” with the name of a color, when talking about it in general.
6. Numbers: 100 – 1,000,000
Note: in Spanish we would write it as: 1.000.000 - Yes! That DOES mean that you would use the comma with Spanish numbers where we use the decimal point! (1,5 = uno y medio)
• Students completed part 1, of Actividad 1, page 98: Writing 3 sentences about (1)Where they were going to go shopping (2) What they were hoping to buy and (3) TWO descriptors for it.
• Students worked with a partner to complete part 2, Actividad 1, asking and answering questions trying to guess what the other was planning on buying.
• NUMBERS review – PINK handout and speaking game. Students had three different “timed readings” of several columns of large numbers, each time saying the numbers aloud and trying to improve how far they made it through the list.
• Tarea:
Activity 2, page 99. Write out in complete sentences how much each of the items indicated costs in Mexican pesos. Be sure to write out the price in words, too.

Spanish IV 11-19-08

Español IV
19 de octubre de 2008

• I collected the homework, stamped it, and I’ll return it to the students tomorrow.
• BIG push on presentations today; we should easily finish them tomorrow (fingers crossed).
• Distributed a “Guía de estudios” for Friday’s lesson test over 1-B
• Period 3 corrected the preterite/imperfect homework from Monday.
• Tarea:
1. Activity 1-42, page 41: Recapitulation of the short story, “Cuentame un cuento”, pp. 38-41.
2. Workbook packet – distributed by Miss Gergen last week. WB37-38, Activity 1-13.

Spanish IV 11-18-08

Español IV
18 de noviembre de 2008

• 30 point concept/recognition quiz over when to use the preterite versus the imperfect.
• Read the Sci-Fi short story in our chapter, “Cuéntame un cuento” – pp.38-41. The students began independently as they completed their quizzes, and then once all were done with the quiz, they worked with a partner, reading the story aloud to one another.
• We began a discussion/review of the story, beginning to plot the story elements into a “Mapa del cuento”.
• Corrections of last night’s homework: The translation sentences using the vocabulary 1B- page 25 (both classes) – Period 1 also corrected the sentences using the “meaning changers” from page 32 – Period 3 will do this tomorrow.
• We continued on with our project presentations.
• I announced the Lesson 1-B EXAM for this Friday:
1. Vocabulary 1B (page 25),
2. Details from the interview on page 24
3. Details from the short story, “Cuéntame un cuento” – pp.38-41
4. Knowing which past tense to use in context and being able to produce the verb in the correct conjugation.
• Tarea:
1. Complete the story map begun in class today.
2. Write 10 creative sentences, incorporating as much of the vocabulary you need to work on from page 25.

Spanish II 11-18-08

Español II
18 de octubre de 2008

• We reviewed for the test by correcting last night’s homework:
1. WAVA 13 – 9 sentences using at least 3 different subjects (I, s/he, we), a reflexive verb, and a grooming article expressed with the stressed possessive adjective for each sentence.
2. 8 sentences based on the diagramming sheet indicating where 9 people had their grooming articles.

• We reviewed the contents of the homework packet 2-A, ADDED the second homework assignment from last night, and turned them in.

• Took Lesson Test 1B – including a 50 point composition based on the lesson’s theme and grammar.

• Tarea:
1. Complete the vocabulary on the reverse of the new green vocabulary sheet based on pages 98 & 99.
2. Complete BOTH SIDES of the blue handout: 2B-A & 2B-B, also practicing the vocabulary and numbers from pages 98 & 99.

Spanish IV 11-17-08

Español IV
17 de noviembre de 2008

• I announced a comprehension quiz tomorrow where students will demonstrate their understanding of when to use which past tense – the preterite or the imperfect. They will select the best answer for a fill-in sentence.
• Students volunteered to present and we established the presentational order. Students wrote in the names of the presenters on their white “Reacciones a los proyectos” handout.
• The students organized their project and preparation materials into a packet to be turned in. The packet is as follows:
1. Points scoring page – with student’s name, and presentation number
2. Final draft of story project, typed.
3. At least 1 rough draft (I’d love to see 2) – one of the drafts includes the editing comments from the editing circle activity.
4. Graphic Organizer re: elements of the story.
• We began our presentations and those listening completed their reactions. In each class only 4 people presented today, but I expect several more to present tomorrow.
• Working with a partner, students reviewed the vocabulary on page 25, and applied it writing out translation sentences – yellow handout.
• Tarea:
1. Complete the sentences, if not done in class.
2. Complete the sentence exercises based on the “meaning changers”, page 32.

Spanish II 11-17-08

Español II
17 de octubre de 2008

• I reviewed “Stressed Possessive Adjectives” with the students. I encouraged them to take notes from mine on the white board. We practiced with examples in the room. We then reviewed the instructions over WAVA (workbook) Activity 13, page 34 and did a couple together. I told them we could roll this over to tomorrow, and to be sure they do a good job with it tonight.
• Test Review: white handout: Repaso 2-A.
1. Unscrambling mixed-up sentences,
2. Answering questions,
3. Translating sentences
4. Reflexive Verb conjugation practice.

• Listening Activity: Diagramming 8 people, 8 daily routine activities and 8 times of day. As I mentioned the individual’s name, what s/he does, and when s/he does it, the students connected the name with the drawing of the action and the clock face indicating the time of day. They’ll do the follow-up on the reverse tonight, writing about where various people find their grooming articles around the house. We reviewed the vocabulary for the grooming articles and the household furnishings.
• We reviewed what will be on tomorrow’s 2A Lesson Test and distributed a study guide – ½ sheet, green handout. Also a separate blog entry.
• Students practiced the meanings and conjugations of the reflexive verbs with their seat partners while I returned last week’s vocabulary and reflexive verb quizzes.
• Tarea:
1. WAVA (workbook) Activity 13, page 34
2. Reverse side of our diagramming listening activity today in class: writing about where various people find their grooming articles around the house.
3. Organize your homework packet 2A – study it while you do so! (See the separate blog entry, if you didn’t write down the list in class.)
4. TEST 2A tomorrow

Spanish II Study Guide Test 2A

Español II
Repaso para el examen 2-A = 18 de noviembre de 2008

Vocabulario – Página 96
• la ropa = clothing
• el cuerpo humano = the human body
• artículos del tocador = grooming articles

Structure (grammar)
• Reflexive verbs – meaning & uses
• Ser & Estar – meanings & uses
• Stressed possessives = como adjetivo y como pronombre
Como adjetivo – Es el libro mío (NOUN with adjective in phrase)
Como pronombre – el mío (pronoun = NO Noun in phrase)

Son canicas nuestras. (adjetivo)
Son nuestras. (pronombre)

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

Spanish II - Homework packet 2A

Español II
Las tareas 2-A + ________/ 16 puntos

1. Body and Clothing Packet –………………………………… + ____/4
a. through page 230
b. finished
2. Reflexive Verb grid – 1st side and the first 2 on the back…….+ ____/2
3. Ser/Estar Packet: We finished (#) pages …………………..…+ ____/4
4. WAVA ………………………………………………………. + ___/ 6
a. Listening Exercises, 5 & 6 (pg.28)
b. Activity 7, 8 & 9 (pp. 29-30)
c. Writing Act. 10 (pg. 31) = Tener que + reflexive verb.
d. Writing Act. 11 (pg. 32) = 8 Sentences about Esteban’s daily routing (some reflexive verbs some are not)
e. Act. 12 (pg. 33) = Select Ser/Estar form for questions, and then ANSWER THE QUESTION.
f. Act. 13 (pg. 34) = Stressed possessives (Mío, tuyo, etc.).
9 Sentences re: 3 different family member’s things (mine, his/hers/theirs, our)

Spanish II 11-07-08

Español II
07 de octubre de 2008

• Students turned in their remaining “Permisos de Pasillo” today to receive the 5 points each extra credit for those not used. We followed up with reviewing the answers, double checking students were using the Reflexive verbs correctly.
• Warm-up translation sentences incorporating the reflexive verbs and vocabulary on page 96 – Students wrote these out while I checked in homework.
• Students then wrote out answers to 9 typical questions about one’s daily routine.
• I divided the students into one of their “clock appointment partners” and then each set of partners got a small white board, marker and eraser. I called out one of the questions from the previous activity, and students took turns writing down their answers. I counted down for the end of the time to write, and then every group showed their answers. I reinforced good responses with example on the large white board.
• We went over the 4 short exercises assigned as homework: Act. 4 & 6 = vocabulary and Act. 9 & 10 = Reflexive versus non-reflexive verbs.
• Working with a new partner, students practiced conjugating reflexive verbs by playing verb Battleship.
• Tarea = ¡Nada! Happy end of quarter.

Spanish IV 11-07-08

Español IV
07 de octubre de 2008

Students turned in their remaining “Permisos de Pasillo” today to receive the 5 points each extra credit for those not used.

Past-tense workshop today:
Students created folders with personal examples of typical uses of the Preterite and the Imperfect, the “rules” for their use, the time expression markers commonly used with these past tenses as well as the irregular forms.

These folders are color-coded like a stop light to reinforce the idea that:
1. The preterite talks about completed (stopped) actions in the past = Red
2. Certain verbs change their meaning (in English translation) in the preterite = Yellow
3. The imperfect refers to on-Going actions in the past = Green

I recommend the students use these folders to store their study sheets and other work relating to the use of these two past tenses.

Tarea:
1. Double check your work on Act.29, page 29, against your guidelines in your folders, and make any revisions you think necessary for Wednesday.
2. Be sure your folder is complete for class on Wednesday.

Spanish IV 11-06-08

Español IV
06 de octubre de 2008

• New seating chart – students selected where they would like to sit.
• Review of the vocabulary on page 25.
• Debriefing of the interview read as homework, and Activity 23, page 26: What are the elements of a short story? How do they compare to anecdotes? What makes for a well-written story?, etc.
• Revisited the past tenses, Preterite versus the Imperfect. Power Point and discussion. See textbook pages 27-32.
• Tarea:
1. Activity 25, page 26 (if you did this one instead of A.23 last night, do A. 23 tonight).
2. Activity 29, page 29. Refer to pp.28 & 32 to help you decide on which past tense applies.

Spanish II 11-06-08

Español II
05 de octubre de 2008

• Warm-up: Activity 8, page 80 = Recognizing and filling-in the appropriate reflexive pronoun for the script about 2 sisters getting ready for an event. We corrected it together to confirm which reflexive pronouns go with which verb forms.
• Pink handout: ¿Que haces por la mañana?
1. Define the list of typical morning activities
2. Select 5 activities and write sentences in “YO” including the adverbial phrases at the bottom of the page under the title on the side, “Mi mañana típica”.
3. Play Juego Uno with your first partner, using the list of verbs in questions in “Tú” to find out which 5 your partner has used – Like playing “Battleship”. After your partner responds, using his/her sentences in “Yo”, respond with one of the “Reacciones” in the lower right corner of the handout.
4. Play Juego Dos with your second partner, and proceed as in Juego Uno.
• I checked off homework, and did some spot corrections on the 10 sentences while students prepped and played the game described above. I asked students to refine these sentences tonight, being sure they have included ALL of the elements requested AND that their verb forms are correct. (What action? When? With what grooming articles?)
• We reviewed asking and answering the questions from the JUEGO as a whole class, and expanded out the forms of the verbs, based on the information gotten from the students’ answers.
• Tarea:
1. Act. 4, page 78 = identify what’s in Margarita’s room and what she needs the item for.
2. Act. 6, page 79 = Identify what the actions are for each of the 8 pictures and write them in the YO form under the time of day that applies to you: Por la mañana or Por la noche.
3. Act. 9, page 81 = complete the phrases logically by tying them together with either “antes de” or “después de”. Remember you’ll need to change the form of the whole verb for the first part of the phrase, but only change the “se” to “me” on the end of the infinitive for the second verb.
4. Act. 10, page 81 = Show you understand when a verb is reflexive and when it is not – Write descriptions for each of the 6 pictures.
5. Double check your 10 sentences from last night. (See above)

Español II – 2A- Las acciones para prepararse y los artículos del tocador:

Español II – 2A- Las acciones para prepararse y los artículos del tocador:
-Mi rutina diaria-
• Despertarse
• Levantarse
• Pasar al baño
• Usar los el aseo / el retrete / el W.C.
• Lavarse las manos
• Cepillarse los dientes / Lavarse la boca:
1. el cepillo de dientes
2. la pasta dentífrica
3. el hilo dental
4. el enjuague para la boca
• Quitarse las pijamas y/o la bata de baño
• Bañarse / Ducharse: •Afeitarse / Rasurar:
1. el jabón 1. la crema / la espuma/ el gel de afeitar
2. la toallilla 2. la afeitadora eléctrica
3. el champú (lavarse la cabeza) 3. la maquinilla de afeitar
4. el enjuague para el pelo/cabello 4. la hoja de afeitar
• Secarse:
1. el secador (de pelo)
2. la toalla
• Ponerse:
1. el desodorante
2. la loción
3. el polvo de talco
4. el agua de colonia
5. el perfume
• Arreglarse el pelo / peinarse:
1. el peine
2. cepillarse
3. el cepillo para el pelo
4. el gel
6. la laca
• Vestirse / ponerse ropa y/o joyas de oro –o- de plata
• Maquillarse:
1. el maquillaje (el base)
2. el lápiz labial; la barra de labios; el brillo para labios, delineador para labios
3. la sombra para ojos; el sombreador de ojos
4. el rimel
5. el lapicero para ojo
6. el colorete

Spanish II 11-05-08

Español II
05 de octubre de 2008

• Warm-up: Listened to the CD audio of page 25; practiced the new vocabulary highlighted in blue ink (listen and repeat); and then completed the two active comprehension activities: 1 & 2 on page 75.
• We watched the “Video Historia” on the DVD, see pages 76-77.
• Reviewed “Reflexive Verbs” – first with the “Gram Activa” on the DVD with the textbook. Then we corrected our homework – the front side of the yellow verb grid distributed yesterday. I asked students to closely check for two things:
(1) They had removed the “-se” from the end of the infinitive form in the first column and had changed it to its various forms for each conjugations.
(2) They had used the appropriate base form of the verb for each of the subjects, as they normally do.
(3) ¡OJO! = WATCH OUT! The common mistake is to just put the verb endings onto the “infinitive” form.
Example:
For “ponerse” in “Yo”
(1) The se→me
(2) poner →pongo
(3) NOT…me ponero , but rather ME PONGO
• I distributed a new yellow handout: Las acciones para preparase y los artículos del tocador - Mi rutina diaria. Then using the document camera and grooming articles, I demonstrated the meanings for the items listed.
• We practiced the new vocabulary by playing “What’s missing” - ¿Qué falta? I put a selection of the grooming articles under the doc. camera and then removed one “under cover”. Students identified what item I had removed.
• Next we practiced talking about the actions in our daily routine by using the verbs on both yellow handouts (verb grid and new one) AND my small soft ball with lots of verb subjects written on it. After demonstrating with information from a few student volunteers about what time in the morning they awaken, we tossed the ball from student to student and answered the question, ¿A qué hora se despierta?
• Introduced the homework.
• Tarea:
(1) Complete the reflexive verbs from the yellow verb grid by conjugation the first two verbs on the backside.
(2) Write 10 sentences about your daily routine using our new reflexive verbs AND grooming articles vocabulary. In each sentence be sure you include information to answer the questions:
a. ¿Qué haces?
b. ¿Cuándo lo haces?
c. ¿Qué cosa(s) usas?

Spanish IV 11-05-08

Español IV
05 de octubre de 2008

• Took Lesson 1-A Test today:
Vocabulary on page 10 used in context; Preterite and Imperfect conjugations; and the details of the three short stories read in this lesson: La abeja haragana, Juan Bobo, La leyenda de Iztaccíhuatl y Popocatépetl.

• We finished watching Shrek in Spanish with Spanish subtitles.

• Students had time to begin their homework.

• Tarea:
1. Fill-in the Spanish for the English on the vocabulary handout for page 25.
2. Read the interview with author Enrique Jaramillo Levi about various artistic aspects of short stories, on page 24.
3. Complete Activity 1-23, page 26, based on your understanding of the interview on page 24.

Spanish II 11-04-08

Español II
04 de noviembre de 2008

• Warm-up: Partner practice with homework flashcards from page 96, while I checked in homework. Also, took turns reading their paragraph about their friend from page 232, Body/Clothing workbook.
• Homework corrections – we just went over page 231, and we’ll do 231 tomorrow.
• Vocabulary in context practice – listening to page 74 and repeating the vocabulary in blue ink.
• Review of “Reflexive Verbs” – Remember these verbs mean the “person who does the action” (the subject of the verb), ALSO receives the action (the compliment of the verb).
Example: Bañarse = this “se” means “oneself”→ to bathe oneself
Me baño = I bathe myself, etc. The “reflexive” pronouns are:
Me, te, se
Nos, os, se
Just take the “se” off of the infinitive, then change them to match the person doing the action, and place these IN FRONT of the form of the verb that matches the person doing the action.
See page 80 in the textbook
• Introduced the homework –
Tarea: The first side of the yellow Reflexive Verbs grid: Bañarse – Quitarse: Write in the meanings AND the conjugations. Pay close attention to the stem-changers (remember they DO NOT change in the nosotros nor the vosotros forms).

Spanish IV 11-04

Español IV
04 de noviembre

• Warm-up: Partner practice with flashcards using the “grouped irregulars” in the preterite in sentences.
• Homework corrections – green preterite “practice test” and the white handout, español IV – práctica del vocabulario, p. 10
• Reviewed the story, Una abeja haragana using the following website
http://www.bibliotecasvirtuales.com/biblioteca/guias/laabejaharagana/laabejaharagana.htm
• More lesson review practice – Repaso para el examen 1A – vocabulary, preterite and imperfecto.
• ¿Quién soy yo? We played the old “Parlor Game” of Who Am I by putting the name of one of the character from one of our 3 short stories we’ve read on the middle of the back of each student. Everyone had to circulate, asking questions of one another in Spanish, to determine which character s/he was and from which story.
• Tarea: ¡Que estudien para el examen 1A mañana!

Spanish II 11-03-08

Spanish II
03 de noviembre de 2008

• Warm-up: Fill-in blue vocabulary sheet 2-A (suplementario) re: body and clothing
• Corrections “Mop-up” – We came back to some of the homework from last week that we didn’t go over:
1. Worksheets 2A-A/2A-B
2. Worksheet 2A, a ver si recuerdas – the sentence translations on the lower half of the page.
3. Packet, Parts of the Body and Clothing, page 230
• We watched a DVD, “The Spanish-Speaking World” and completed a fill-in worksheet. I recommended the students work together with a partner trading off finding the answers for the even or odd numbers so the students could watch the DVD instead of spending their time looking at their papers and missing the beautiful scenery.
• Tarea:
1. Make flashcards of the vocabulary on page 96 – Lesson 2A
2. Finish the Body/Clothing packet – pp.231 & 232 (Yes! I really DO want you to write the short paragraph describing your friend).

Study guide for Spanish IV Test 1-A

La lista de lo que debes estudiar para el examen 1-A
• Las conjugaciones del pretérito
Regulares e irregulares
• Las conjugaciones del imperfecto
Regulares e irregulares
• El vocabulario – p. 10 – La lista, las palabras en la sección “Ampliación”, y las expresiones en la sección “¡Cuidado!”
• Las narraciones – p. 9- ¿Qué son las características de los chistes, las fábulas y las leyendas?
• Los juglares – p. 19
• Los personajes y detalles de los cuentos:
1. La abeja haragana
2. Juan Bobo
3. Iztaccíhuatl y Popocatépel

Spanish IV 11-03-08

Spanish IV
03 de noviembre de 2008

• Reading about the minstrels of the Middle Ages in Spain – Los juglares, page 19. Complete the reading and the two exercises included in the same highlighted box on the page: Vamos a comparar; Vamos a conversar.
• Practiced the preterite while reviewing a bit about Don Quixote de la Mancha – Activity 11, page 17.
• Finished our reviewed Juan Bobo and the legend of Iztaccíhuatl y Popocatépetl.
• Reviewed what will be on the exam – see separate blog entry.
• We decided to postpone the test until Wednesday, November 5 – to give us one more day to review, since today was a shortened class due to the Veteran’s Assembly this morning. Also, period 1 had many people missing some, or all of class due to their involvement in the assembly.
• Tarea:
1. Green practice preterite test.
2. White vocabulary practice handout: words and sentences.