Spanish II 01-27-09

Wall of Words Review Game - With each team member taking a turn, and with the support of his/her teammates, given a letter of the alphabet, wrote in as many words as s/he could in 15 seconds.

Snakes & Ladders Review Game - grammar and vocabulary items from Units 1 & 2 reviewed in this game format.

Tomorrow be sure to bring your:

1. Your hall passes to turn-in.
2. Your textbook.

STUDY WELL, GET TO BED EARLY, AND REST!

Final exams begin tomorrow.

Spanish IV 01-27-09

Español IV

Period 1: Finished the El Norte Movie and did the discussion activity described under period 3 on yesterday's blog.

Both classes:
Wall of Words review game - Each team member took a turn, and with the support of his/her teammates, given a letter of the alphabet, wrote in as many words as they could in 15 seconds.

Snakes & Ladders Review Game - grammar and vocabulary items from across the entire course reviewed in this game format.

Be sure to bring your:
1. Question sheets for the cultural presentations tests
2. Your hall passes to turn-in tomorrow.

STUDY WELL, GET TO BED EARLY, AND REST!

Final exams begin tomorrow.

Spanish IV 01-26-09

Español II
26 de enero de 2009

• Stamped and corrected the homework: Exercise A in the packet, “The preterite and Imperfect Tenses Compared.

• Working together as a class, we completed Exercises B & D in the above packet, explaining/justifying our answers as we went along. We worked in small chunks at a time, sometimes with a seat partner, sometimes alone, and then coming back together as a whole class to verify/explain.

• Distributed a PINK crossword puzzle – practice of 4B vocabulary (p.236).

• Distributed a WHITE overview of the lessons, topics, and their page numbers in the textbook as a study aid for the final. Note: We cut Lesson 3B - due to the snow days - and it will not be included in the final exam.

• Distributed 2 more unit review/practice sheets: Yellow – Unit 3 (see note above) and Pink – Unit 4.

• We watched the first 20 minutes of a video on Spain.

• Tarea:
1. Complete the 4B crossword
2. Complete the yellow 3A review sheet
3. Complete the pink 4A & 4B review sheet
4. Bring wrapped candy for our games tomorrow. You’re also invited to bring chips, dip and/or sodas to share tomorrow.

Spanish IV 01-26-09

Español IV
26 de enero de 2009

• Reviewed and corrected our homework:
1. Green 2-sided handout: Reading comprehension and Subjunctive/Indicative/Infinitive use review.
2. White practice of double object pronouns and sentence translations using the 3B vocabulary on page 89.

• White handout – period 1 – Repaso de los verbos reflexivos. An explanation of 4 different uses for reflexive verb construction and 39 examples of common ones.

• Continued with El norte –
Period 1: completed part 2, and got a good start on the last act.
Period 3 completed the movie and then went into small group discussion working on the white movie packet. We debriefed as a whole class afterwards.

• Tarea:
1. Period 1: continue with your El Norte packet.
2. Period 3: Study for your final on Wednesday.
3. Both: if you would like to, you are invited to bring in something to share with the class as a treat while we do our review games.

Spanish II - Entrevista acerca de la niñez

Entrevista acerca de la niñez
(Háblame de tu niñez)

1. ¿Dónde vivías cuando tenías seis años?


2. ¿Con qué juguete jugabas a menudo?


3. ¿Vivían tus abuelos en la misma ciudad, o lejos?


4. ¿Tenías tu familia un perro? Que sí, ¿Cómo se llamaba?


5. ¿De qué color era tu casa?


6. ¿Cómo se llamaba tu maestra de primer grado?


7. ¿Qué libro te gustaba cuando tenías cinco o seis años?


8. ¿Qué programa veías mucho cuando tenías cuatro o cinco años?


9. ¿Cuántos años tenías cuando aprendiste a nadar?


10. ¿Cuántos años tenías cuando te mudaste aquí, a esta ciudad?
(mudarse = cambiar casas)


11. ¿Cuántos años tenías cuando aprendista a montar en bicicleta?


12. ¿Cómo se llamaba un amigo tuyo en segundo o tercer grado?


13. ¿De qué color era tu bicicleta cuando tenías ocho años?


14. ¿Iba tu familia acampando (camping) durante los veranos?


15. ¿Iban Uds. a la playa? ¿A qué parte?

Spanish II 01-23-09

Español II
23 de enero de 2009

• Roving partners orals with Entrevista acerca de la niñez: students talked for 30 minutes – In Spanish ☺, having these mini interviews about their childhoods. I’m so proud!

• Homework correction: Yellow packet –
4B-4(reading comprehension) & 4B-5(imperfecto practice)

• The Preterite and the Imperfect Compared white packet– Continued taking notes and completing the Practice A and Practice B.
We talked about how to appropriately prepare for the final:
• How to Study for the Final – Green Handout/packet.
• Unit 2 Review for Final – Blue Handout

• Tarea:
1. Fill-in the English for the Spanish on the Unit 2 Final Exam Review handout.
2. Pret/Imperfect Packet – Complete Exercise A: If the verb is in the Preterite, convert it to it’s Imperfect equivalent – or vice versa.

Spanish IV 01-23-09

Español IV
23 de enero de 2009

• Direct and Indirect Objects and their pronouns:
a. El cumpleaños de Timoteo – Lonnie Dai Zovi’s rhythmic “rap” song practicing double object pronouns.
b. Homework correction – Object Pronoun Tarea #1
• Proyectos – Período 1
a. Manolo – La Argentina
b. Antonia – Puerto Rico
• Lectura re: Rigoberta Menchú – page 99 & conversación re: Nobel Peace Prize Winners.
• Movie: El Norte – continued
• Tarea:
1. Green 2-sided Handout:
a. Impersonal expressions and Subjunctive, Indicative, or Infinitive of the year
b. Reading and Comprehension questions re: Augusto Pinochet
2. Hoja Blance – Object Pronouns Tarea #2

Spanish II 01-22-09

Español II
22 de enero de 2009

• We began our BIG REVIEW for the FINAL EXAM – each day we will have a review handout over each of our major units. Study pages, vocabulary, grammar points and cultural readings (Fondo Cultural) are indicated for each lesson. I affirmed that a student who wants to do well on the final will also need to study everyday outside of class.

• Today’s Final Review = Unit 1, Lesson A & B with an extra handout over STEM-CHANGING VERBS.

• 4B Vocabulary Practice: Reviewed our answers to the 2 book exercises from last night’s homework:
1. Act. 3 = comprehension questions on page 215
2. Act. 4 = using the “intruso” vocabulary item in a sentence.

• Imperfecto: General/Descriptive Past Tense
1. I shared my answers to the questions on the homework handout, Entrevista acera de la niñez, I modeled how to:
a. convert questions into answers
b. what types of information is appropriate for each of the questions
c. what happens to the verb in the answers.
2. Using their own answers to these questions, we did a “roving partner” oral, where students interviewed one another about their childhoods.

• Test Review: We went over the answers for our last unit test – we finally got all of the make-ups complete☺ - vocabulary for unit 3 and the preterite.
• Tarea/Homework:
Yellow Practice Workbook Packet:
1. Exercise 4B-4, page 85 = reading comprehension and answering questions in the present tense.
2. Exercise 4B-5, page 86 = select the best verb to complete the sentence, and then use its imperfecto form.

Spanish IV 01-22-09

Español IV
22 de enero de 2009

• Big review of direct and indirect object and reflexive pronouns – pick up a copy of the White handout titled, Object Pronouns.
• Period 1: Lola presented her project on Easter Islands.
• Review of 2A & 2B exams, and a review of the tested vocabulary and grammar points.
• El norte – both classes were able to watch about 10-15 minutes more of the movie.
• Tarea:
1. Complete the White Object Pronoun paquete: Study the section on INDIRECT objects and then do the exercises.
2. Period 3: Complete the Tarea #2 – El Norte packet.

Spanish II 01-21-09

Español II
21 de enero de 2009

• Cultura: We talked about our unit theme: Los días festivos/feriados. Students made a 3 column list – graphic organizer and filled it with special celebrations and holidays in the Spanish-speaking world that they either knew something about or found referenced in our chapter. Our three columns were: (1) Los días festivos religiosos/de la Iglesia Católica (2) Los días feriados nacionales (3) Las celebraciones familiares.

• Vocabulary practice:
1. Video Historia – pages 214-215: Students read these pages aloud to each other, and then we watched the DVD of the actors saying the parts they had just read. We saw a traditional Basque Patron Saint’s Day celebration.
2. We corrected our homework: Act. 4 – el intruso. Last night I just intended for students to identify the word that didn’t fit with the others. They’ll use these “intrusos” in original sentences tonight.
3. Homework correction: Workbook packet 4B-1 & 2 -

• Past Tense practice
1. All of the Preterite Exams were finally made-up, so we went over the results today.
2. New packet: The Preterite and Imperfect Tenses Compared. We did “active study-reading” over the uses and study notes on the first page.
• Tarea:
1. Write out the sentences for the INTRUSOS in Act. 4, page 216.
2. Write complete sentences for the comprehension questions in Act. 3, page 215.
3. Write out complete answers to the questions about your childhood on the white questions handout, “Entrevista sobre tu niñez”. Be sure to (a) give appropriate information (b) answer the verb in the correct form and (c) use Spanish word order.

Spanish IV 01-21-09

Español IV
21 de enero de 2009

• Vocabulary practice in context: Exercises 3-18 & 3-19, page 90. Period 1 we did them in class; Period 3 completed them as homework.
• Period 3 – we went over the research points over Guatemala.
• Period 1 began the movie, El Norte – completed Parte 1: Arturo Xuncax.
• Period 3 continued on with the movie, completing Partes 1 y 2 (México).
• Tarea:
1. Complete the white El Norte packet, Tarea #1.
2. Workbook packet 3B-WB56, Exercise 3-7: practicing the vocabulary on text page 89.

Spanish II 01-20-09

Español II
20 de enero de 2008

• Warm-up: Practice vocabulary quiz/review – 4A (page 180): I checked in homework while students worked on this.
• Partner vocabulary review/drill – new vocabulary 4B (page 234)
• Green handout: El Imperfecto – we went over the uses, time expressions, and conjugations of the imperfect. This is a review, but it pulls it all together in a shorter form than before.
• Corrections- green packet, The Imperfect Tense, Exercise D - #’s 8a – 15b.
• I introduced the “stop light” concept regarding the differences in uses between the preterite and the imperfect –
Red = “stopped”/limited action → the preterite.
Yellow = “change”→ meaning in the past changes in the preterite.
Green = “on-going” action in the past → the imperfect
• WAVA listening practice – Activities 6 & 7, WAVA workbook pages 70 & 71.
• Tarea:
1. New yellow practice workbook packet: 4B-1 & 4B-2 (practicing voc. Page 234).
2. Activity 4, text page 216 – El intruso = Which word doesn’t fit in the set?

Spanish IV 01-20-09

Español IV
20 de enero de 2009

• Stamped the homework while students worked in partners, reading page 88 and completing the comprehension activity 3-18, page 89.
• Reviewed homework, 3-11 – page 84, practicing the use of subjunctive after certain impersonal expressions.
• Period 3 – we went over the vocabulary on page 89.
• Period 1 – we watched the inauguration of President Obama on a live feed AP video link.
• Period 3 – we began our movie, El Norte – about the human rights abuses of the Maya in Guatemala in the 1980’s.

Tarea –
Period 1 & 3 = Still need to do your background information on Guatemala?
Check out this website:
http://www.globalsecurity.org/military/world/war/guatemala.htm
Period 3 (period 1 hasn’t had the background practice, yet):
1. Activities 3-18 & 3-19, page 90.
2. El norte packet, Tarea #1

Spanish II 01-16-09

Español II
16 de enero de 2008

• Projects: First we rehearsed with just one other person; and then we presented in small groups (4’s). One person was selected among each group to present to the whole class. I really enjoyed seeing all of your wonderful visuals, and what fun to see all of you as little kids!

• Vocabulary Recognition Quiz – We reorganized our seating and took this reading/vocabulary comprehension quiz. Once everyone was done, we corrected our own quizzes in class.

• Homework correction: We went over the sentences written as homework last night = Ex. D #’s 1a-7b, green Imperfect packet.

• WAVA Listening Exercise – Activity 5, page 70.

• Tarea:
1. Vocabulary study system – page 234 – Lesson 4B
2. Finish the translation sentences, Exercise D, green Imperfect packet. Please change item 14a to drinking a soft drink (refresco) or water (agua).
3. Please return on Tuesday with your WAVA – so we can do more listening exercises.

Spanish IV 01-16-09

Español IV
16 de enero de 2008

• Power Point Project Presentations:
Period 1: Esteban (Machu Picchu), Eva (Antonio Gaudí), Martín (Joaquín Rodrigo).
Period 3: Diego (Andrés Segovia).

• El subjuntivo con las expresiones impersonales – page 83 (text). We went over this usage of the subjunctive with impersonal expressions which parallels that which we studied in our last lesson – only replace the first subject with an impersonal expression. Example: I doubt that we have school on Monday (Dudo que tengamos clase el lunes) changes to It is doubtful that we will have school on Monday (Es dudoso que tengamos clase el lunes).

• Círculos redactores: Students read over each others’ compositions and then made editorial suggestions while working in small groups and consulting the Editing Your Composition/List Para Revisar Su Composición handout (also separate blog entries).

• Period 3: I introduced the game, Brisca, and we played a few rounds – open-handed, so we could share the strategies and the point system while we played.

• Tarea:
1. Vocabulary study system – page 89 = Lesson 3B
2. Web research re: Guatemala 1968-1992. Write bullet points indicating the answers to these questions: Qué, Quiénes, Cómo, Dónde – en Guatemala + Cuándo, Por qué.
3. Ex. 3-11, page 84. Write a 2-3 sentence reaction to each of these statements employing the subjunctive/or indicative/infinitive per your sentence – based on the notes on page 83.
4. Type up your final draft of your analysis and turn in all papers together on Tuesday: Final, Editing Circle Copy, White Handout – Historia Oficial, Yellow Handout – Historia Oficial.

La lista Para Revisar Su Composición - con énfasis en los problemas de escribir en español

La lista Para Revisar Su Composición
(Anne Mueller)

En la etapa de corregir el borrador de su composición, léela repetidas veces prestando atención a estos puntos:

El contenido, la organización, el desarrollo y la estilística
• ¿Ha expresado Ud. Claramente la tesis al principio de su composición?
• ¿Ha demostrado Ud. la relación entre la idea principal de cada párrafo y la tesis del ensayo?
• ¿Ha incluido Ud. Suficientes datos para ilustrar sus ideas?
• ¿Contienen sus ejemplos y explicaciones suficientes detalles descriptivos?
• ¿Sigue Ud. un plan lógico de organización?
• ¿Es la construcción de sus oraciones animada y variada?
• ¿Es el tono apropiado a la ocasión, al lector, y al tema?
• ¿Ha escogido los términos más precisos que le fue posible? ¿Ha buscado en el diccionario las palabras dudosas? ¿Ha evitado los anglicismos?

La gramática
• Concordancia (nombre-artículo, nombre-adjetivo, sujeto-verbo)
• Uso de Ser y Estar
• Forma correcta del verbo
• Uso correcto del tiempo verbal
• Uso correcto del modo verbal (indicativo o subjuntivo)
• Expresiones negativas
• La a personal
• El orden de las palabras
• La pluralización correcta
• Las formas pronominales apropiadas y en su correcta colocación
• El uso de la preposiciones

La ortografía y la puntuación
• Ortografía / deletración
• Los acentos
• La letra mayúscula/minúscula
• Los tildes
• Subrayados
• Diéresis (ü)
• La puntuación

Guide to Editing a Composition

Editing Your Composition
(Anne Mueller)

In the final stage of editing your rough draft, read it several times through, paying close attention to the following points:

Content, Organization, Development, and Style
• Have you expressed clearly the thesis at the beginning of your composition?
• Have you demonstrated the relationship between the main idea of each paragraph and the thesis?
• Have you included sufficient facts to illustrate your ideas?
• Do your examples and explanations contain sufficient descriptive details?
• Do you follow a logical organizational plan?
• Is the construction of your sentences animated and varied?
• Is the tone appropriate to the occasion, reader and theme?
• Have you chosen the most precise terms possible? Have you used a dictionary to clarify any words about which you are in doubt?

Grammar
• Subject/verb agreement
• Correct form of the verb
• Correct use of time frame
• Correct word order
• Correct pronoun usage
• Correct use of prepositions
• Correct pluralization

Spelling and Punctuation
• Spelling
• Capitalization
• Underlining
• Punctuation

Spanish II 01-15-09

Español II
15 de enero de 2009

• We continued our practice/discussion about pets.
1. We reviewed the words we compiled yesterday (Blog entry).
2. With seat partners, we practiced our reading comprehensionwith the Fondo Cultural, page 191.
3. With same partners, Spanish speaking practice – Activity 5 (sort of) except we used the pets we had as children as our topic.
4. Debrief conversation in Spanish with whole class about childhood pets.

• Review of the general past tense, The IMPERFECTO.
1. We corrected and scored the exercises we did as homework last night.
27 conjugations in the imperfecto – Exercises A & B in green packet.

• Putting it all together = Lesson project → page 205. In class work time.
We reviewed the criteria for the project:
1. At least 2 sentences/different verbs in the imperfect for EACH of the 5 categories = Minimum of 10 different imperfecto verbs.
2. At least one visual for each of the 5 general categories:
a. What were you like as a child?
b. What toys you used to play with/games you used to play.
c. What you most like to do as a child.
d. What you HAD TO DO.
e. What you weren’t allowed to do.
3. No writing on the visual – Visual NO LARGER THAN a regular sheet of paper (8 ½ X 11).
Please write your sentences on a separate sheet of paper.
• Tarea:
1. Vocabulary Recognition Quiz – re: page 208
2. Imperfect Packet: Ex. D – 1a through 7b.
3. Be ready to present your project tomorrow in small groups – and maybe to the class, if you’re selected by your group.
4. Please bring your WAVA workbook – for listening practice tomorrow.

Spanish IV 01-15-09

Español IV
15 de enero de 2009

• Project Power Point presentations:
Per. 1 = Beltrán (Los deportes en Latinoamérica)
Per. 3 = Margarita (Diego Rivera), Amita (Buenos Aires)

• ¡Terminamos la película – La historia oficial!

• Study / Conversation circles reviewing the movie and going over the comprension exercises.

• Tarea:
1. Movie handouts complete.
2. Typed analysis of how the leitmotif (song) relates to the three principal characters. 150-200 words, double spaced.

Los mascotas - los animales domesticos

El perro = dog
El gato = cat
El pez = fish
La tortuga = turtle
El ratón; el ratoncito = mouse
El conejo = rabbit
El pájaro/ave = bird
El loro, el papagayo = parrot
La serpiente/la culebra/ la vípora = snake
El lagarto = lizard

Spanish II 01-14-09

Español II
14 de enero de 2009

• Recognition Quiz: Time Expressions that imply the Imperfecto
• Practice on the IMPERFECTO –
1. Homework correction, and then we continued on in the packet completing the other practice activities.
2. Text book Activity 13: Listening comprehension & Dictado.
• Vocabulary practice:
1. Watched the DVD of the Video Historia (pp 188-189)– We previewed the questions in Act. 3 - ¿Comprendiste? – 189
2. Listening/pronunciation practice – page 208
3. Activity 10 (text) page 192.
4. Added notes over typical pets – get notes from a classmate, if you lost yours (everyone was here today).
• Tarea:
1. Write out the answers to Act. 3, page 189, in complete sentences, please.
2. Continue in Imperfect packet, Exercises A & B.
3. Do the prewriting work for the project on page 205: Make a graphic organizer as is shown AND bring in visual you can use. We’ll work on these in class tomorrow, and present on Friday.

Spanish IV 01-14-09

Español IV
14 de enero de 2009

• Pair-Share-Partners Share: Homework debrief and correction – Act. 3-5, page 82.
• Presentations: Per. 1 = Felipe (Los Aztecas), Per. 3 = Bruno (Neruda)
• Película – we just about finished viewing La historia oficial, but not quite.
• Tarea: Continue on the 2 handouts re: La historia oficial.

Time Expressions that Imply the Imperfect

Las expresiones del tiempo para el imperfecto

1.Todos los días = Every day
2. Todos los veranos = Every summer
3. Todos los fines de semana = Every weekend
4. Todas las noches = Every night
5. Todas las primaveras = Every spring
6. Siempre = Always
7. De vez en cuando = Every once in a while, Every now and again, From time to time
8. A menudo = Often
9. Muchas veces = Many times
10. A veces = At times, Sometimes
11. Algunas veces = Some times
12. Cada día = Each day
(Cada noche = each night, cada verano = each summer, etc.)
13. Generalmente = generally
14. Por lo general = Generally
15. Frecuentemente = Frequently
16. Con frecuencia = With frequency; frequently
17. Mientras = while

Spanish II 01-13-09

Español II
13 de enero de 2009

• Precaliento/Warm-up: 2-sided White handout (4A-1 & 4A-2) practicing the vocabulary from pages 186 & 187. ( I stamped last night’s sentences/homework while students worked on the warm-up).
• Listening/reading practice: pages 186-187.
• Activity 4, page 190- Writing practice using the Imperfecto, talking about what toys we used to play with as little kids.
• Reviewed our homework sentences, using the SmartNotes – Smart Board. Students (and I) wrote out their English equivalents of their bilingual sentences practicing the Imperfecto and the time expressions given yesterday. While everyone tried his/her hand at translating these, one student would write out the Spanish on the Smart Board.
• NEW PACKET – The Imperfect Tense (Green). We went over the study points on pages 61-63.
• Time Expressions that Imply the Imperfect – Students took notes as we added to the expressions given yesterday. I announced a recognition test on all of these expressions tomorrow.
• Tarea:
1. Matching test on the Imperfect Time Expressions – see the separate blog entry if you forgot your list, lost it, or were absent today.
2. Imperfect Packet: Practices A (p.63) & B (p.64) Note: NOT EXERCISES A & B, pp.64-65.

Spanish IV 01-13-09

Español IV
13 de enero de 2009

• Practiced our human rights vocabulary on page 80 and corrected/reviewed the homework exercises 3-2 & 3-3 (page 81) in the textbook. While reading through 3-2, we did a review in Spanish of what “Derechistas” and “Izquierditas” are and their political leanings. We also reviewed the terms “Los que Mandan” versus “Los de abajo” in terms of a pyramidal society with a “Power elite” and those “left out” of the power and opportunities.
• Exposiciones – Power Point Research Project Orals:
Period 1: Luisa gave an in-depth presentation on the National Parks of Costa Rica.
Period 3: Miguel I = Siqueiros – Mexican Muralist; Dulce = Frida Kahlo – Mexican Artist.
• Period 1 – continued on with the movie; Period 3’s projects ran long so we’ll pick the movie back up tomorrow.
• Tarea:
1. Exercise 3-5 in the textbook – page 82. Use the given website for Amnesty International and then write 2-3 sentences in Spanish for each of the countries listed citing examples of Human Rights abuses in those countries. Try to incorporate as much of the vocabulary on page 80 as possible.
2. White handout (new) – Complete as much as you can about La Historia Oficial. The final step: the analysis of the song as the lyrics pertain to Alicia, Roberto and to Gabi will be due after we have finished the movie: Probably due on Friday.

Spanish II 01-12-09

Español II
12 de enero de 2009

• Practiced with our Group for our orals: prepositions rhyme.
• Wrote out the rhyme (written quiz).
• Presented the rhyme with our groups of 3-4 people each.
• Did our partner oral describing how we had arranged the furniture in our new apartment.
• Corrected the “Fantasmas” exercises where we identified where in the drawing of the rooms of the house the 10 ghosts were hidden.
• Tarea: Write 10 (bilingual) sentences (in Spanish/English) about what YOU AND OTHERS “Used To DO” – Key phrase for translating the Imperfecto.
Use your (1) Green Imperfecto verb grid from Friday.
(Be sure to include All of the Verbs in All of the Forms).
AND (2) The time expressions we went over in class today (see below).
1. Todos los días = Every day
(Todos los veranos = Every summer; Todos los fines de semana = Every weekend; Todas las primaveras = Every spring, Todas las noches = Every night, etc.)
2. Siempre = Always
3. De vez en cuando = From time to time (Every once in a while, Every now and again)
4. A menudo = Often
5. Muchas veces = Many times
6. A veces = At times, Sometimes
7. Cada día = Each day

Spanish IV 01-12-09

Español IV
12 de enero de 2009

• Exposiciones/ Project orals:
Período 1ero- Miguel D. (Goya), Pancho C (La conquista mexicana)
Período 3ero- Andrés M. (España), Juan H. (Guinea Ecuatoriana)
• We continued with the movie, La historia oficial.
• Período 1ero – we went to the Human Rights Assembly and were to check in and sit together as a class.
• Tarea: Page 81, Exercises 3-2 & 3-3(write definitions in Spanish for the 5 items listed.

Spanish II 01-09-09

Plans for Substitute: Ms. Diana Woll
Date: 01-09-09

Español II

• Check-in Homework: Flashcards, page 208.
• Distribute the “Precaliento” and get students started on it = Yellow handout re: pages 182-183.
• Go over the answers to the warm-up, using the document camera. See the notes on the grey computer desk, next to the document camera, about how to use the projector and document camera.
• Introduce the IMPERFECTO – Textbook page 194 and Green El IMPERFECTO Verb Grid handout. The back side has lots of notes about uses, and we’ll talk more about that on Monday.
• Using the document camera and one of the handouts write out the forms for:
(1) Trabajar
(2) Vivir
(3) 3 Irregulares (Ver, Ser, Ir) – Ask the students to fill in their verb grids as you are writing too.
(4) Volunteers to each write ONE verb under the doc. camera.
• Play the DVD Lost City of the Incas (50 minutes) – I told the students that you had experience in Peru (I hope I remembered this correctly☺) and that you could share some of your own information about Peru.
• Have students take outline-type notes during the video, and let them know ahead of time you’ll collect them at the end, but that I don’t want them to obsess about writing down everything – I really want them to SEE the DVD.
• Tarea:
Students have been practicing the “Izquierda/Derecha” rhyme (Blue handout). Remind them on Monday they are to be able to:
(1) Write it out correctly
and also
(2) Perform it in groups of 3 or 4.

Spanish IV 01-09-09

Español IV
Plans for Substitute: Ms. Diana Woll
Date: 01-09-09

• Go over tarea:
1. Students were to scan/read page 79 looking for ítems that belong to each of the two categories given in Exercise 3-1, page 81, and make a list of each of these categories: Se garantiza… versus Se protege de…
2. Put students into groups of two, and have them take turns reading page 70 aloud to one another while you stamp their homework. Once finished reading, students compare their lists.
3. Lead a discussion verifying what items on page 79 ought to be guaranteed human rights and with are items that are abuse that people need protection from.
• Distribute the handouts for the movie:
1. La historia oficial: Yellow HIMNO NACIONAL ARGENTINO / El vocabulario especializado. Point out the movie will begin with the school’s opening ceremonies where we will hear this being sung. I want the students to think about how the lyrics of the anthem reflect the Argentina at the time of the movie.
2. Yellow Tarea de comprensión – students are to answer these questions as homework – complete as many as they can based on how much of the movie you see (Period 1 = 53:13; Period 3 = 59:15).
Play DVD

La rima - directions/prepositions of place

La rima de direcciones
Izquierda, derecha
Delante, detrás.
Cerca y lejos,
Y algo más.

Abajo, arriba,
Enfrente, encima.
Y ahora, muchachos,
Se acaba la rima.


The Directions Rhyme
To the left, to the right (hand side)
In front, behind.
Close and far,
And something more.

Below, above,
In front, on top.
And now, kids,
The rhyme is all finished (used up).

Spanish II 01-08-09

Español II
08 de enero de 2008

• Review of family member titles over 3 generations. I drew out the “Stick figure family” and explained the relationships – including grandchild = nieto/a and niece/nephew = sobrina/o. I also discussed the importance of godparents and the terms for them: Padrino & Madrina.
• Page 182 – we reviewed the pronunciation and meanings of these items, showing examples of table setting items and giving memory hints/tricks.
• Activity 1, page 182: We did ALL THREE parts of this vocabulary in context review about planning a celebration.
• Practice of the Prepositions of Place Rhyme for Monday’s test. Students formed their groups of (no less than) 3 or (no more than) 4 members and practiced the words and motions. REMEMBER that you’ll also need to be able to correctly write out the words as well as perform it on Monday.
• Page 208 – Chapter Review Page – I used this as a chapter introduction, and talked about the IMPERFECTO. This is used to generally describe the past and is often translated with the expression “used to”.
• Tarea: Make flash cards for the items on page 208.

Spanish II 01-08-09

Español IV
08 de enero de 2008

• “Think-Pair-Share” re: research homework about the “Guerra Sucia” in Argentina. “Think” = Homework – individually think about the topic and answer guiding questions, “Pair” = Partners interviewed one another, in Spanish, about their findings and answers to their questions, and then were to ask follow-up questions to find out their opinions on the topic. “Share” = Each partner explained the views of the other to another set of partners.

• I debriefed the discussion about La Guerra Sucia Argentina, verifying the information from the homework, and adding in more details and sharing Power points on the topic.

• Continued with our “Exposiciones” = Research project power point presentations. Period 1: María = La Comida Mexicana, Carmen = La Navidad en México,
Alicia = Salvador Dalí
Period 3: Guadalupe = Los Mayas, Marta = La Comida Española.

• Tarea:
1. Scan/Read page 79 looking for ítems that belong to each of the two categories given in Exercise 3-1, page 81. Make a list of each of these categories: Se garantiza… versus Se protege de…

Spanish II 01-07-09

Español II
07 de enero de 2008

• Reviewed and corrected last night’s homework.
• Organized our homework packets and turned them in.
• Took 3A Lesson Exam.

• GREEN Handout: 4A-A (A ver si recuerdas pp.182 – 183) & Vocab. on page 208 – reverse side of handout. Complete for tomorrow.

• Got a BLUE handout, Rhyme, “Izquierda, Derecha”. We practiced this with motions. I announced a quiz for MONDAY: Know all the words: Be able to write out the rhyme and to perform in a group of 4.

• Fantasmas escondidos: WHITE handout with a drawing of a house with 10 ghosts hidden within/outside. Using the vocabulary clues and the model sentence, write a sentence for each of the 10 hiding ghosts to indicate in what part of the house he is and where within that room, using the prepositions of place (Las preposiciones de lugar).

• Green handout, Ubicar objetos. Draw a sketch furnishing the empty apartment with all of the furnishings included around the picture. Be ready to describe to you partner tomorrow where everything is so s/he will be able to draw your new apartment accurately.

Spanish IV 01-07-09

Español IV
07 de enero de 2008

• Corrections of 2B Crossword Puzzle.
• We played “Lotería” – Irregular Future verb conjugations.
• Took Unit 2 Exam – including lessons 2A & 2B: This took the majority of the class period, about an hour.
• Tarea:
1. Create a study system for the new vocabulary on page 80. This needs to be something tangible, and useful for not only learning these words initially, but also for regular review and recycling of them over time.
2. Web search: Print out a page from the site(s) where you find the information to answer the following questions. You’ll write out your answers in a paragraph.
A. La Guerra Sucia de la Argentina: ¿Qué fue? Y ¿Cuándo fue?
B. Las Madres de la Plaza de Mayo (en Buenos Aires): ¿Quiénes son? ¿Cuál es su propósito?

Spanish IV 01-06-09

Español IV
06 de enero de 2009

1. Partner Subjunctive Review: 20 translation sentences in groups of 5 on cards. Working with your partner translating the sentences and coaching each other on vocabulary and whether to use the subjunctive.
2. Power Point = Subjunctive review & Answers to the 20 sentences.
3. Corrections on the 2A Review homework handout.
Tarea:
Period 1: make a packet of today's homework to turn in tomorrow.
All: Be ready to play Loteria - irregular Future
STUDY! Unit 2 Exam tomorrow.

Spanish II 01-06-09

Español II
6 de enero de 2009

1. Reviewed Direct Object Pronouns, and then corrected the BLUE packet homework.

2. Reviewed IRREGULAR PRETERITES:
a. Listened to, and sang, the Novia Presumida song from yesterday - various times with different partner groupings.
b. We corrected the homework on page 53 of the PINK PACKET.
c. We played conjugation BATTLESHIP.

3. Took the IRREGULAR PRETERITE TEST

Tarea:
1. Complete 3A-5 & 3A-8 in white Practice Workbook packet.
2. Study and organize your practice packets to turn in tomorrow:
a. Pink Irregular Preterite
b. Blue Direct Object Pronouns
c. White Practice Wkbk 3A-A to 3A-4
d. White Practice Wkbk 3A-5 to 3A-8
3. Study for 3A Lesson Exam tomorrow.

Spanish II 01-05-09

Español II
5 de enero de 2008

¡Feliz año Nuevo! How nice to be back at school after our extra long vacation!
• I announced a quiz tomorrow over Irregular Preterites and
a Chapter 3A Test on Wednesday, January 7, 2009. (Originally scheduled for December 17th & 18th.)

• Introduced/Reviewed DIRECT OBJECTS AND THEIR PRONOUNS – Using examples from around the classroom we clarified what a direct object is and how one finds it in the sentence.
Note: It is the “object of the verb” – the meaning moves off of the verb onto a thing/person to complete the meaning. “Ask the verb” What? or Who/whom?→ = Direct Object/Compliment(person).
Examples: I just bought a car. What did I just buy(verb)? → a car (direct object).
I just bought it. (Direct Object Pronoun)
I am inviting José to my party. (Whom am I inviting? → José (direct compliment).
I am inviting him. (Direct Compliment Pronoun)
• We watched the Gram Activa DVD over Direct Object Pronouns.
• Green Handout: Apuntes unidad 3A = Direct Object Pronouns = Study notes on one side, activities on the reverse. We completed this in class.

Review of Irregular Preterites:
• Handout of lyrics to a “Rap” Lonnie Dai Zovi’s song– La Novia Presumida (Vibrante Press). The lyrics are composed of questions and answers using the irregular preterite verbs we have been studying. Students listened to it; identified the infinitives used in the question/answer pairs; we went over the meaning; practiced the song taking parts as the novia/questioner & novio/answerer.
• Pink Packet: The Preterite Tense: Irregular Verbs: We reviewed the verbs in Group 1 = Like-grouped irregular stem verbs on page 50 – 51;
Group 2 =“i- sandwich” –er/-ir verbs on page 52
Group 3 = Dar (identity crisis = “thinks it is an “-er verb”) , page 52
Ser & Ir (“ganga” = 2 verbs for the price of one conjugation), p.52
• Corrected our homework – pp. 52 & 53 (top).

I introduced the homework:
Tarea:
1. Complete all of the BLUE Direct Object Pronouns Packet.
2. PINK Irregular Preterite Packet = Page 53 + ADD in the infinitive
3. GREEN 3A- Práctica con los verbos.
4. BE READY FOR PRETERITE QUIZ TOMORROW.

Spanish Iv 01-05-09

Español IV
5 de enero de 2008

¡Feliz año nuevo! How nice to be back at school after our extra long vacation!
• Reset Unit 2 Exam to Wednesday, January 7, 2009. Know all of the vocabulary and grammar and be familiar with the readings in the chapters. Pages 45-70.
• Reviewed Vocabulary 2A-page 46: small group flashcard review
• Reviewed Vocabulary 2B- page 60: Bilingual sentences (homework) in pairs/triads, using small whiteboards.
• Reviewed the subjunctive (grammar from 2B) – Using the subjunctive packet we reviewed the study points on the first 2 pages, and then corrected the homework – exercises A & B.
• Las Exposiciones de hoy:
Período 1ero (1) Guillermo – Los Mayas (2) Reynaldo – Los equipos de fútbol españoles.
Período 3ero: Miguel G. – El Greco.
• Tarea:
1. Pink packet – chapter review = double homework points.
2. Prep the Lotería of the irregular future = bilingual answers.
3. Subjunctive packet = Exercise C, - Only the answers in the present subjunctive: #’s 2,4,5, 7, 9, 10, 11, 12, 15.