Spanish II 02-27-09

Spanish II
Friday, February 27, 2009

I was out of the class today, still at professional meetings. Here's a summary of the plans I left with the substitute for you to do.

PERIOD 2 ONLY: Ask for any FORECASTING SHEETS Students are supposed to turn these in TODAY.

Warm-up: White Stem-changing Verbs packet – Exercise D (last page) Translation practice. Stamped the completed homework while students are working on exercise. Go over the answers together, writing out the answers under the document camera.

Battle ship game, #2 = just like yesterday’s class, new sheet- but several of the same verbs.

Homework Corrections:
1. Yellow Practice Workbook Packet: 1A-7, page 13
2. WAVA Activity 10 – page 12 – put my answers under the document camera – compare my answers with students.

Listening Comprehension: WAVA – Blue Workbook + CD Disk 2 – Listening activities 6 & 7 (page10)
Students listen, and then confirm answers once done with each activity. Tell students to be sure to save this – I’ll collect it next week.

Fondo Cultural – Have them read the “Fondo Cultural” on page 30, and complete Actividad 18. Debrief with the whole class, calling on students to share their answers.

If time allows, Play - Lotería/Bingo – Review of All stem-changing verbs – back side of yellow conversation practice from yesterday.

Tarea: Yellow Practice Workbook packet:
(1).1A-8 (crossword puzzle)
(2) 1A-9 = vocabulary organizer.
(3) Remind them to study: meanings & conjugations of Stem-changing verbs AND vocabulary page 40. UNIT TEST ON TUESDAY!

Spanish IV 02-27-09

Spanish IV -
I was out of the class today, still at professional meetings. Here's a summary of the activities I left with the substitute for you:


Warm- up: Answering questions, as we did yesterday - Our 3rd group of 5 commonly asked questions in job interviews. After given time to write answers, students to offer their answers.

Reading. Working with their “Mecánica” partner, students read, and work through the second half of the “Herramientas” Article and Bosquejo, taking turns reading this aloud to each other, and trying to figure out what it means. Reading Goal: Second ½ of the article today with the vocabulary tips under the document camera for reference.


Writing Circle. Divide the class into groups of 4: Each student takes one of the rough drafts of the Three Paragraph Essay from their partners. Each decides what editing jobs s/he is best suited for – based on the list of “Sugerencias Redactoras” – give each item a number.
Then everyone begins to read each other’s work. Note: the editor just UNDERLINES something s/he wants the author to reconsider AND write the NUMBER of the type of error it may represent – the editor DOES NOT CHANGE ANYTHING on the author’s paper. Once done reading/editing it is important that each editor SIGNS the bottom of the page AND writes the NUMBER of the items s/he edited for.

Time permitting: Play “Elijimos Una Profesión” – cards and directions for the “Go Fish” card game in the folder. There should be at least 4 people in each game.

Tarea: Typed Final Copy of 3-paragraph essay – Double Spaced.

Spanish II 02-26-09

I was out of the class today at a professional meeting. Here's a summary of the activities I left with the sub for the students:

Spanish II – Periods 2 & 4
Thursday: February 26, 2009

PERIOD 2 ONLY: Ask for any FORECASTING SHEETS – Students have until FRIDAY to turn these in.

Stem-changing Verb practice = Exercise C, page 25, in the WHITE Stem-changing Verbs packet. Write answers – In Complete Sentences, of course(:>)
While students worked on their answers,homework was stamped.

Reviewed the answers to the questions in Ex. C; really focusing on the correct conjugations of the verbs.

Verb Conjugation Battleship Game –
(1) Students got out their “resources” – White Lotería sheet, White Stem-changing Verb Packet, BLUE verb charts.
(2) Distributed the handouts and the students hid their “ships”.
(3) Then the students were paired up with their partners.
Game:
One partner tries to “find” a part of one of the other partner’s boats by identifying the Subject and Infinitive of the verb for their intersecting quadrant. If “partner A” conjugates the verb correctly, “partner B” says if it’s “hit” or “missed” boat. If A doesn’t conjugate the verb correctly, B just calls “a dud” and doesn’t have to tell A anything else.
Look at the bottom of the handout for vocabulary and the number and size of the boats to be hidden. We’ll play this tomorrow, too, with a different set of verbs.

Homework Correction – Affirmative/Negative Words
1. Exercise 1A-6, page 12 = Yellow packet. Placed answers under document camera, and called on students to read aloud.
2. Exercise 19, page 31 in textbook. Called on students to volunteer – and went over the answers on the white board.

Uses of the prepositon “Para” – Read the information in the box on the top of page – 24. Notice the THREE uses demonstrated here for “Para”.
Copy the sentence starters in Actividad 7, and then complete the sentences.

Yellow 2-sided handout: Práctica de conversación/Review of all Stem-changing verbs. Practice asking/answering these questions with other students.

Tarea:
1. WAVA Workbook – Activity 10 – page 12. Write a sentence for each person in the picture, using vocabulary from page 40 saying what each person is doing. (Hint: think about what vocabulary terms are being elicited by the picture.)
2. Yellow Practice Workbook Packet: 1A-7, page 13. Notice the sentences you will write will combine BOTH Stem-changing verbs AND Affirmative/Negative words.
3. Reminder - 1A test will be on Tuesday: All vocabulary on page 40, Stem-changing verbs, Affirmative/Negative Words/Para.

Spanish IV 02-26-09

I was out of the classroom today at a professional meeting. Here are the activities I left with the substitute for the students to do today:

Spanish IV

1. Warm-up: Write answers to 5 Questions - more of these questions typical to job interviews.

Homework stamped while students wrote answers.
Homework: 10 sentences incorporating as much of the vocabulary and from the green packet, “REPASO del Capítulo” -their future in the world of work.

Called on students to offer their answers to the warm-up questions.

2. Vocabulary Practice: Class organized into teams of 3’s to practice writing their homework sentences in Spanish.
Game: One member translates one of their homework sentences into English, Another team member does his/her best to write it in Spanish and then PASSES the WHITE BOARD to the Third team member gets to make any corrections.

Played this for a few rounds in small teams – THEN as a whole class: Each team took a turn providing a sentence from their homework, and the other teams tried writing it out in Spanish.

3. Reading. Distributed “Herramientas” Article and Bosquejo (outline of main points in the article). Students worked with their “Peluquera” Partner, taking turns reading this aloud to each other, and trying to figure out what it means.
Goal: ½ of the article today. Vocabulary tips under the document camera for the students to refer to as they read.

Tarea: Write a rough draft of the Three Paragraph Essay (Students should add the 3 to the Handout before it says ‘parrafo’) about what job they would be best suited for. They should fill-in the brain-storm section on the handout BEFORE they begin writing. There will be an Editing Circle activity for this tomorrow – EVERYONE should do this and have it ready for tomorrow’s class.

Spanish II 02-25-09

Español II
25 de febrero de 2009

• Stem-changing Verbs: I corrected homework while students filled in a
Blue verb grid – already organized separating out the: (a) E-IE verbs (b) O-UE verbs and (c) E-I verbs. As reference materials students used their (1) White Stem-changing verb packet AND (2) their white two-sided handout: Lotería & Stem-changing verbs vocabulary sheet.

• We went over the answers on 1A-5 (Yellow Practice Workbook Packet) – Also practicing Stem-changing Verbs. While we were doing this, we also reviewed how basic verb conjugation works, as there were still some students who need to practice making the ending of the verb match who is doing the action.

• Tener + que + infinitive = Practicing the “formula” for expressing who HAS TO DO what, we corrected Actividad 4, page 22 – from last night’s homework. Tener is conjugated to match WHO has to…and then que to indicate the action is required…followed by the verb in its “dictionary form”/infinitive for WHAT the person HAS TO DO.

• Introduced Affirmative/Negative words (adverbs/adjectives) – see page 31. We went over the information in the box at the top of the page, and I acted out some examples of “Someone versus No one” / “Something versus Nothing”/ “Some versus None – not any at all”/ “Always versus Never”, etc.

• I distributed workbooks – check with me if you were absent to get yours. Please show me your receipts as soon as possible so I can change your “0” to 10 points!

• We practiced vocabulary listening comprehension with Actividad 5, page 9 in our new workbooks: Writing, Audio and Video Workbook. I’ll refer to this as your WAVA workbook.

• Tarea:
Practice the Affirmative/Negative expressions on page 31 by:
1. Select the best word to fill the blank on exercise 19, page 31 in textbook.
2. Complete 1A-6 – parts A & B, page 12 of your yellow Practice Workbook packet.
3. Please be sure to bring your WHITE Stem-changing Verbs packet tomorrow.

Spanish IV 02-25-09

Español IV
25 de febrero de 2009

• Warm-up: Written answers to 5 questions, commonly asked in job interviews. Students wrote out their answers as I checked in homework.

• Working in pairs, students asked, and then answered these questions – taking turns being the interviewer and the interviewee.

• Next we practiced answering them, as I asked the questions, and modeled asking follow up questions.

• We reviewed the second half of the article we’ve been working on since Monday “Pierde el miedo a escoger una carrera” – Students took turns reading the paragraphs aloud, and then we reviewed together the gist of each of them.

• Tarea:
Using the Green Vocabulary packet, “Repaso del capítulo”, write 10 sentences in Spanish about YOUR FUTURE work life, combining as many elements from the 3 pages as possible in your sentences.

Spanish II 02-24-09

Español II
24 de febrero de 2009

• Warm-up: Lesson 1A Vocabulary practice (page 40) with Exercises 1A-3 & 1A-4, in yellow “Practice Workbook” Packet. We went over the answers as a class, once most students were finished.

• Review: Stem-Changing Verbs (White packet). We reviewed the THREE types of Stem-changers:
1. O-UE = (-ar, -er, -ir verbs)
2. E-IE = (-ar, -er, -ir verbs)
3. E-I = (-ir verbs ONLY)

• Homework corrections: Using the stem-changer verbs in Exercises A & B of the White Packet. We went over how they change in BOTH the Stem of the Verb (core) AND also reviewed how all verbs change their endings to match WHO is DOING the action of the verb.

• Review TENER EXPRESSIONS:
1. Song, “Tengo Hambre”
2. Corrections, “La pesadilla de Jaime” – Homework due last Friday.
3. Period 2 did a conversation mixer using the expression, “Tener + que + infinitive” looking for who had to do 16 different activities for different classes.
• Reviewed the reading comprehension questions, Activity 3, page 21.

• Went over the answers and correction to our last Unit Test – all make-ups were finally completed.

• Tarea:
1. In textbook, Activity 4, part 1 – Top part of page 22. Look for an activity/verb expression that each of the pictures illustrates from our vocabulary on page 40. Then WRITE a SENTENCE, using the form of the VERB that matches the people indicated in each number.

2. In Yellow Practice Workbook Packet: 1A-5, page 11. Select WHICH Stem-changing VERB fits the meaning of the sentence, and then make the form MATCH the PEOPLE in the sentence.

3. Please make a NOTE to BRING your STEM-CHANGING VERB PACKET to class on THURSDAY.

Spanish IV 01-24-09

Español IV
24 de febrero de 2009

• Working with our “cocinero” partner, students asked and answered each others’ comprehension questions based on page 5 of our article begun in class yesterday.
• The partners continued working on the article, page 6, as we did yesterday: paragraph – by – paragraph and completing the graphic organizer about new vocabulary item, their meaning gleaned from context clues, and a summary of the main ideas from the paragraph.
• As a whole class we debriefed the first page of the article, and about ½ of the second page.
• We completed almost all of the remaining Escudos – Guillermo was out ill today, so we’ll finish up upon his return to class.
• Tarea:
1. Finish the article. Remember that I sent the vocabulary/summaries to the blog, as a separate item – to refer to.
2. Complete the personal “test” on page “7” of the article.

El vocabulario - Pierdes el miedo a elegir carrera

Pierde el miedo a elegir carrera

Párrafo: Los vocablos Resumen:
1a Desde el artículo:
Elegir = seleccionar Feeling scared
Carrera = Área de concentración
El miedo = sensación de temor; inseguridad
La duda = la inseguridad
Afrontar = to face
Asumir = to assume/take on
El riezgo = the risk
Señalar = to signal/indicate
Poder de decisión = the power to decide
Desarrollado = developed
Familiar = de la familia

1b dejar que = permitir, dar permiso a
Anexar el proyecto =
“add to” – sigue lo que los amigos quieren hacer
Dejar a un lado = put to the side
Advierte (Advertir) = Warns

2 ¿Miedo a Equivocarse? = Tienes temor de cometir un error
Tratarse de =(one thing) Has something to do with (something else)
Sino = But rather (What comes after contradicts what came before it)
Errónea = malo – Erroneous
Comerse la uñas = To bite one’s nails
Aumentar = hacer algo más grande = augment

3. Date = Mandato de Dar + te = Give yourself
El apoyo = the support
(psicológicamente,o evidencias de una composición)
El orientador vocacional = consejero de oficios
Investigación = Research
Las ferias universitarias = University Fairs
Mercadotecnia desplegado = “the unfolding of the technical Marketplace”
Be careful with their advertising on the Net.
Atraer = to attract
Tener distintos nombres = to have different names =
the same major may be known by different titles in different schools.
Generar = to generate
Matrícula = tuition

4. Dirige = directs
Aconsejar = to advise
Platicar = Mexicanismo para “charlar” = conversar casualmente
Estar saturadas = no hay oportunidades para personas nuevas.
Procurar leer = Trata de leer (Try to read)
5. Según = According to
Ubicarse = localizarse
Una docena = un grupo de doce cosas
Abarcar = spans, covers and area
La familia de las artes comprende = Sinónimo de abacar, en este contexto

6. Ten en cuenta = Ten – mandato de tú de Tener; “keep in mind”
A través de = through
Damos un peso excesivo = We give an excessive weight

7. Defraudar = Decepcionar
Extraviado y angustiados = perdidos y preocupados

8. Sencilla = simple
Realizados = hechos, cumplidos
Anhelan = Desear con mucha esperanza
Provenir de = Tiene origen en

9. Surgir = Viene…Arises, Comes up
Compartir = Share

10. Sin embargo = Nevertheless
Aunque = Although
Orientar = (En este contexto)aconsejar

11. Las (carreras) de moda = Those (careers) in fashion
Gastronomía = La ciencia de cocinar
Ejercer = Practicar una profesión

12. Sumarse = to join in (Literally – to add oneself to)

13. Hacemos un lado = “to put” to the side
Desdeñar = Pensar de menos; menospreciar (distain, scorn)
Inadvertidas carreras = Unnoticed careers
De mucha proyección = with a great renown

14. La marca = the brand (en este contexto – la fama de la universidad)
Suele = in the habit of, usually
Particulares(Escuela/Universidad) = Private

15. Poco conocidas = Little known

16. Se siente cohibido = tímido (inhibited)

17.


18. Una universidad patito = de mala calidad
Indaga = investiga
Egresados = los graduados

19. El fracaso = Hacer super mal en algo
Un principio = el empiezo – los primeros pasos de algo

20. El conocimiento = Lo que sabes

21. Destrezas = Habilidades

22. te darás cuenta de que = te vas a entender en un momento
Aprendizaje = el proceso de aprender
Talleres = clases especiales de un día, o por pocos días
Lecturas = Cosas escritas que lees


Desde el cuestionario:
La duda: doubt
Dejar: to leave (behind)
Un pretexto:
una escusa mentirosa
(mi perro la comió)
La suerte: luck, chance
Conseguir: obtener

Español II
23 de febrero de 2009

• Warm-up: Students wrote answers to 5 questions based on the vocabulary from page 40, and the “To have to” structure: Tener + que + infinitive. I stamped homework while students worked on this.

• Warm-up corrections and debrief. Period 2 – we got to use these questions as a basis for conversation practice. Period 4 took quite a bit of time getting started on the warm-up and turning in their homework, so we didn’t get to do this activity.

• Homework corrections: Reviewed the vocabulary on page 40, and corrected the answers to the first two pages in the yellow Practice Workbook packet.

• Stem-changing Verbs – White Packet: We took notes over the three types of stem-changing verbs; How they change; and in what conjugations they change (Review from Friday’s class). Students took notes as I worked from the document camera on pages 20, 21, 22, and 23 in the packet.

• As a class we practiced conjugation the Stem-Changers in Practice, after study point #4 – page 23, in the white packet above.

• Period 2 completed Exercise A, in class working with a partner.

• Tarea:
1. Period 4 = Complete Exercise A (bottom of page 23 – mid page 24), using the verb in the original sentence, and changing it for the new subject.
Example: No recordamos las palabras…Yo no recuerdo; Tú no recuerdas.

2. Period 2 & 4 = Complete Exercise B (Mid page 24 – Top page 25). Now CHANGE the VERB, but KEEP the SAME SUBJECT.
Example:Yo no sé la respuesta (recordar) – Yo no recuerdo la respuesta.

Spanish IV 02-23-09

Español IV
23 de febrero de 2009

• We took the Unit Exam – Preliminar (64 points with an additional 2 more possible extra crédito points).
• Green Vocabulary Packet – RE: Los Oficios/Profesiones, el futuro y el futuro perfecto.
• White article packet: Pierde el miedo de elegir una carrera. Working with a partner, students took turns reading the article aloud paragraph by paragraphs. After each paragraph they completed a graphic organizer:
(# del Párrafo) Los vocablos nuevos (El sentido del vocablo)
(#1) Vocablos: Elegir ( Seleccionar), Carrera (La área de concentración), El miedo (La sensación de temor; la inseguridad)

• We continued on with the Escudos, a couple more people presented today: Enrique Davis y Jaquelina
• Tarea:
1. Read through paragraph #10 in the article above (complete page 5).
2. Write 5 comprehension questions in Spanish about the article, and include the answers, too.

Spanish II 02-20-09

Español II
20 de febrero de 2009

• Introduced “Stem-changing verbs” – see page 27. We read aloud the study notes in the box on page 27, got a White Handout with all of the verbs in our lesson, and then more commonly used ones, too.

• Watched the DVD – Gram Activa, explaining stem-changing verbs: Pronunciation practice and a practice quiz, too.

• We played Verb Lotería – with the stem-changing verbs from page 27 = backside of white handout used in step #1

• We practiced School vocabulary by playing Lotería: La escuela – that students prepared as homework night before last.

• I distributed a green handout with a quia site and list of vocabulary for 1A. This is the site that has the review electronic vocabulary games. The address is www.quia.com/jg/1160513.html

• Tarea:
1. Yellow “Practice Workbook” packet – Front- and backside of the first page: Exercises 1A-1 (a & b) and 1A-2 (a & b).
2. Fill in the WHITE vocabulary sheet (from today) with the correct words in SPANISH.

Spanish IV - Study Guide for Preliminar Test

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

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

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

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

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

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

Spanish IV 02-20-09

Español IV
20 de febrero de 2009

• Juego de repaso – “Snakes ‘n’ Ladders”-type game, played with a partner, reviewing the elements of the Preliminar unit in our text that we will be testing on Monday.
• Shared a study guide to Monday’s test – see separate blog entry.
• Went over the homework – pointing out common pitfalls.
• Continued with Escudos.
• Tarea – STUDY FOR MONDAY’S TEST.

Spanish II 02-19-09

Español II
19 de febrero de 2009

• Warm-up:
A. Pink survey questions – what are your likes/dislikes
B. White “quiz” reviewing
(1) Regular conjugations of verbs
(2) verbs gustar & encantar.

• Followed-up with a BIG REVIEW of verbs like GUSTAR whose verb form reflects what is “liked” (what is pleasing). These verbs use “Indirect object pronouns” (Me, te, le, nos, os, les) and reflect “To whom” the activity or the thing “is pleasing”.

• Special Expressions with Tener:
Yesterday we practiced the expression:
1. “To have to…” using Tener + que + infinitive
Today we listened to a “rhythmic talking song” (to a Bossanova beat) incorporating
8 more special expressions:
2. To “be” hungry/ to have hunger = Tener (mucha) hambre
3. To “be” hot/ to have heat = Tener (mucho) calor
4. To “be” cold/ to have cold = Tener (mucho) frío
5. To “be” in a hurry / to have hurriedness = Tener (mucha) prisa
6. To “be” embarrassed / to have shame = Tener (mucha) vergüenza
7. To “be” thirsty / to have thirst = Tener (mucha) sed
8. To “be” afraid / to have fear = Tener (mucho) miedo
9. To “be” sleepy / to have sleepiness/dreaminess = Tener (mucho) sueño

• We watched the Video Historia on the DVD of the story on pages 20 & 21: incorporating the vocabulary in context.

• Period 2 presented most of their poems to the class today: We have 3 more to present tomorrow.

• Tarea:
1. Complete the yellow drawing handout “La pesadilla de Jaime” labeling each of the numbered drawings with the NUMBER of the appropriate Tener Expression in the upper right-hand corner. THEN illustrate with a drawing of yourself with one of the TWO Tener Expressions not yet used, and label it underneath with “tengo _________”.
2. Complete Activity 3, page 21, answering the questions in complete sentences (A verb AND information)

Spanish IV 02-19-09

Español IV
19 de febrero de 2009

• Warm-up: Sentence translation practice incorporating the vocabulary on pages 6 & 7 (technology and academia).

• Review of homework corrections: P-5, page 6 in text, WB19-20 = Notes over the use of the present AND past progressives, Exercise P-15 & 15 (WB21).

• Uses of two special infinitive expressions: Ir + a + infinitive & Acabar + de + infinitive – in BOTH the present AND past. See Workbook packet, pages WB22 &WB23

• I returned the “email” paragraph compositions – due by Friday (2/13) – ex. 9, page 7 with EXTRA details. Some people still have not completed this assignment (first assigned on 2/09) so I said I’d accept them through tomorrow (2/20) for credit.

• Continued with the Escudos presentation. Today: Julia, Nicolás, and Mercedes.

• Tarea:
1. White handout: Repaso de Preliminar = Preparation exercises, and vocabulary list of verbs in the workbook, to get ready for Monday’s test on this first lesson in the textbook. See yesterday’s blog for the study guide.
2. Workbook packet: WB22 = Exercise P-17; WB23 = Ex. P-18.

Español II
18 de febrero de 2009

• Period 2: Forecasting materials distributed and we went through the instructions together about how to accurately select classes for next school year. All materials are to be returned to me NO LATER THAN FEB. 27TH with:
8 credits, a Math teacher’s initials, a Parent’s signature, and any other
teacher signatures needed.

Both Periods 2 & 4:
• Warm-up: Written answers to questions based on the vocabulary and irregular Yo forms of the verbs on the mini-review lesson on pages 14 & 15. Students worked on this while I collected the homework. Students stapled their sets of “fan folds” vocabulary repeats and then turned them in.

• Reviewed the answers = practicing How to Answer Verbs and Interrogatives.

• Practice of “To have to …” using “Tener + que + infinitive” – see the box at the top of page 15.

• Activity 3, page 15. Working with a partner, students read this conversation and selected the best infinitive verb needed to complete it for meaning. Then they each wrote out the verb, being sure to use the correct form of the verbs for the 10 blanks in the exercise. Individual students took turns going to the board to write out the needed forms of these verbs and we all corrected our work together.

• Introduced New Unit: 1, Lesson A: ¿Qué haces en la escuela? We began with A primera vista: - first look at the vocabulary and grammar in context – pp. 18 & 19. Students listened to the CD while reading along in their books. We practiced the item in BLUE (vocabulary), and also school rules indicating what ONE MUST DO (Hay + que + infinitive) and MUST NOT DO (Se Prohibe + infinitive).

• Period 4: Our STARS from our poetry groups presented their poems to us. The other students completed a Projects Reactions handout, indicating 3 things they understood, a compliment to the speaker, and a positive suggestion for the next presentation.

• Tarea:
1. 2 Handouts: (1) Lotería – La escuela (2) Vocabulary sheet that goes with it. Prepare your Lotería (Bingo Sheet) with bilingual answers (BOTH the Spanish and English meaning of the words).

Spanish IV 01-18-09

Español IV
18 de febrero de 2009

• Inventario de habilidades: Handout: Personal Inventory of personality traits, work-related skills, and preferences. Students completed the information about themselves, and then working with a partner, asked and answered each other’s questions based on the information in the inventory.

• “Estoy pensando en una palabra” – Vocabulary Guessing Game: One partner describes a vocabulary item (in this case a profession) and the other partner guesses the answer.

• Announced the LESSON TEST over Conexiones – Preliminar for MONDAY, February 23, 2009.
1. Vocabulary: page 4 (majors & professions), pg. 5 (elements of a conversation), pg. 6 (technology terms), pg 7 (University culture)
2. Reading: page 3 – Know the article well and be able to recall the information in detail.
3. Structures/Grammar: Workbook packet: Gender and number of nouns; Numbers: Cardinal and Ordinal; Present-tense verbs: Regulars and Irregulars; Progressives: Present and Past; Ir + a + infinitive (present and past); Acabar + de + infinitive (present tense of acabar, but expresses immediate past action).

• Escudos: we continued with 7 more of our presentations today. Tomorrow we start with #16.

• Workbook Packet – page WB16, activity P-11. Working together as a whole class, we used the context of the sentences to guide us in our selection of the verb from those in the box at the top of the page.

• Tarea:
1. Study page 6 – technology vocabulary, and then use it to complete Actividad P-5. Rewrite these sentences in a logical sequence.
2. Workbook packet: Study the PROGRESSIVES on pages WB19-20, and then complete P-15 = Present Progressive and P-16 = Past Progressive.

Spanish II 02-17-09

Español II
17 de febrero de 2009

• Warm-up: Page 14 – vocabulary review with seat partner, while I check off completed poems.
• Listening/Repeat of vocabulary on page 14. We divided up the sections and used examples of the things mentioned, trying to avoid direct translation.
• I demonstrated the abbreviations for the ordinal numbers for the class periods.
• We talked about effective ways of studying: See Green Handout: How to succeed without having to try TOO hard.
1. We practiced the Drill/practice “Fan-Fold” technique – using the new vocabulary on page 40.
2. I demonstrated, and explained the memory theory behind the techniques.
3. We looked for connections with words we already knew.
• Period 2 also continued on to page 15 – Irregular “yo” verbs = “Yo –go” & we practiced these verbs using examples in class, taking about what we
1. Had to do = tener + que+ infinitive
2. Who posed questions = hacer una pregunta
3. What we bring to class = traer
• In groups of 4, students presented their poems and chose their “ESTRELLA” who will present tomorrow, using the document camera.
• Tarea:
Continue on with the “Fan-folds” writing 8 repeats of the English/Spanish pairs of ALL of the vocabulary on page 40.
1. Remember to make these in groups of 5-7 words each.
2. Practice using as many modes into your brain as you can:
• Say the word syllable-by-syllable as you write it,
• Listen to what it sounds like;
• Focus on the Rhythm of the word;
• Notice what the word LOOKS like;
• Pay attention to how it FEELS to write the word.
• THINK about how you can remember the word: Do you know a word that is related to it?

Spanish IV 01-17-09

Español IV
17 de febrero de 2009

• Reviewed Ordinal Numbers – corrections for Workbook packet WB7 & 8.
• We organized the presentation order for our “Escudo Personal” projects – I checked students off as rows took turns going to the board and selecting a slot.
• I distributed handouts – Reacciones a los proyectos: For each presenter, the other students are to write in English 3 things understood, and then in Spanish a compliment about something the presenter did well, and then a positive suggestion for something to do even better on next presentation.
• We began presenting today: 9 people gave their talks/compositions. I was really pleased with how so many supported their ideas so fully. Buen trabajo, estudiantes!
• I showed the students the QUIA site, to practice the names of the professions – On the upper right-hand corner of the green vocabulary sheet I distributed today. If you don’t have it with you, the address is http://www.quia.com/jg/700337.html

• Tarea
1. Complete both sides of the white two-sided handout: Crucigrama de profesiones (crossword) and Sopa de letras (worksearch).
2. Select 10 professions from the green vocabulary “Profesiones” handout and write a one sentence definition in Spanish for this occupation WITHOUT using the word. Please DO NOT TRANSLATE THE WORD TO ENGLISH..

Spanish II 02-13-09

Español II
13 de febrero de 2009

• Reviewed the countries and capitals – using the interactive web site on yesterday’s blog.
• Took the map quiz = matching first the country’s name with a letter on a map, and then matching a list of capital cities with their countries.
• Corrected the quiz.
• Introduced the lesson project – due on Tuesday: Mi poema diamante. Refer to page 13 in your book AND the blue ½ sheet handout distributed today.

Poem criteria = Your Work Demonstrates Your Pride in a Quality Product:
1. Include all of the 7 lines as described under item #1 on page 13.
2. Every line has a verb.
3. Accurate use of Verbs (subject=form) & Adjectives (form = person described)
4. Visual is tasteful and appropriate for school.
5. Visual is attractive, neat, and contains visuals to support the themes of your script.
6. You are well-rehearsed and ready to perform.
7. Your poem is 8 ½ inches X 11 inches (standard paper size).

• Students had time to do their rough drafts of the poem.
• Various Valentine’s Day Activities: I gave out Valentine Pencils and Conversation Hearts in Spanish. We also had vocabulary handouts and card-making.
• Tarea:
You are prepared to present AND have the final copy of Mi poema diamante. Be ready to turn in:
1. Final edited copy of your poem.
2. Rough draft of your poem.

Spanish IV 02-13-09

Español IV
13 de febrero de 2009

• Reviewed/expanded our vocabulary of personal descriptor terms – Handout, “La fecha del nacimiento determina la personalidad?
• In partners, students compared the Chinese zodiac and descriptors with the European one (both in Spanish) and then made comparisons for their own birthday – did the two systems have any traits in common? Brief discussion about the significance of the date of your birth and your personality.
• While working in pairs, I checked off the homework.
• I discussed the project more, and answered questions students had about it. I also handed out another editing guide to be used for this AND ALL OTHER COMPOSITIONS for this course.
• Various Valentine’s Day Activities: I gave out Valentine Pencils and Conversation Hearts in Spanish. We also had vocabulary handouts and card-making.
• Tarea:
You are prepared to present AND have the final copy of Mi escudo personal due. Be ready to turn in:
1. Final edited copy of composition: 6 paragraphs (one per section of your personal shield). Each topic has at least 3 well-explained supports.
2. Final copy of your shield – illustrates your composition
3. Rough draft with evidence of editing – be sure to check your work against the guide.
4. Outline for your composition.

Spanish II 02-12-09

Español II
12 de febrero de 2008

• Reviewed the answers for the two possible crossword puzzles done as last night’s homework. One for regular credit with the other as possible extra credit.
• I distributed a cover page/chart for the homework selection from this unit. Students labeled their work, attached the cover page, and turned it in.
• We took the majority of the class period to complete the unit test (75 points). Those who finished before all were done, chose magazine or small books in Spanish to read/look at while waiting for the test to be over.
• We practiced identifying the Spanish-speaking countries and their capitals, preparing for tomorrow’s map test.
• Tarea:
STUDY for tomorrow’s map test. Be able to identify the countries on a map, and then to identify each country’s capital city. Try this Geography Web Site – Fun interactive map quizzes http://www.lizardpoint.com/fun/geoquiz/

Spanish IV 02-12-09

Español IV
12 de febrero de 2008

• Profesiones - Partners Handout. We reviewed the names for the professions depicted in the various drawing on this handout, and then we used them to establish working partners for our class.
• El Zodíaco Chino: Using this handout of the Chinese zodiac (in Spanish!) discover your: positive personality traits, defects, best professions for you, and other celebrities that share this sign.
• Working in groups of 2 – 4, students completed information sheets about themselves, and family members based on what the Chinese Zodiac said they should be like, and their observations of what these people REALLY are like.
• I introduced the project due for Tuesday: Mi escudo personal. I distributed a packet that includes directions for the composition and the personal shield to be created to illustrate the composition. Also included is an editing guideline.
• Tarea:
1. Complete the inventory of 5 family members – if you didn’t complete it today in class. Need to refer to the Chinese Zodiac? Check out the blog entry just prior to this one.
2. Complete the graphic organizer, using the descriptors in the zodiac, to describe those indicated and what would be your ideal profession.
3. Complete the personal information form (1/3 sheet of paper).
4. Create an outline for your Mi Escudo Personal – be sure to include at least 3 supports for each of the 6 categories.

El Zodíaco Chino

El Zodíaco Chino

Cerdo
1923 1935 1947 1959 1971 1983 1995 2007 2019
Personalidad: Eres buen compañero,
intelectual,
sincero, tolerante,
honesto, e ingénuo.
Defecto: Te gustan los bienes materialísticos.
Oficio: entretenedor o abogado
Otros cerdos:
Ronaldo Reagan, David Letterman
Esteban Spielberg

Perro
1922 1934 1946 1958 1970 1982 1994 2006 2018
Personalidad:
Eres responsable, honesto, y fiel.
Defecto: Te preocupas demasiado.
Oficio: Hombre de negocios o agente secreto
Otros perros:
Socrates, Benjamín Franklin, Rogelio Maris, Enrique Aaron, Garth Brooks, Tomás Cruise, Guillermo Clinton

Gallo
1921 1933 1945 1957 1969 1981 1993 2005 2017
Personalidad:
Eres aplicado,
listo, firme, obstinado y soñador.
Defecto: Eres extravagante al extremo y a veces parece arrogante.
Oficio:
Dueño de un restaurante,publicista, soldado o viajero mundial.
Otros gallos:
F. Lee Bailey, Diana Sawyer, Tomás Selleck

Mono
1920 1932 1944 1956 1968 1980 1992 2004 2016
Personalidad:
Eres inteligente, popular, y gracioso.
Defecto: Eres oportunista y sospechoso de otros.
Oficio:
Cualquiera que te guste.
Otros monos:
Julián Caesar, Isabel Taylor, José Montana, y Tomás Hanks.

Cabra
1919 1931 1943 1955 1967 1979 1991 2003 2015
Personalidad:
Eres encantador, elegante y artístico.
Defecto: Te quejas fácilmente y no causas buena impresión.
Oficio: Jardinero, vagabundo o actor.
Otras cabras: Marcos Twain, Chevy Chase, Reba McEntire, Cy Young

Caballo
1918 1930 1942 1954 1966 1978 1990 2002 2014
Personalidad:
Eres amable, independiente, e inteligente.
Defecto: Puedes ser egoísta y listo.
Oficio: Político, aventurero, poeta, o científico.
Otros caballos:
Davy Crockett, Neil Armstrong, Bárbara Streisand

Serpiente(f.)
1917 1929 1941 1953 1965 1977 1989 2001 2013
Personalidad:
Eres pensador, sabio, romántico, e intuitivo.
Defecto: Llegas tarde y eres tacaño.
Oficio: Maestro, escritor, psiquiatra, adivino o filósofo.
Otras serpientes:
Brooke Shields, Abraham Lincoln, Juan F. Kennedy, Ricardo Clark

Dragón
1916 1928 1940 1952 1964 1976 1988 2000 2012
Personalidad:
Eres popular, entusiasmado, vivo, inteligente, dotado, y perfeccionista.
Defecto: Eres arriesgado,abusivo, y boquiabierto.
Oficio: artista, político o cura.
Otros dragones:
Tomás Brokow, Juanillo Nicklaus

Conejo
1915 1927 1939 1951 1963 1975 1987 1999 2011
Personalidad:
Eres bondadoso, afectuoso, amable, servicial, y conservador.
Defecto: Pareces demasiado sentimental y superficial.
Oficio: Abogado, actor o diplómato.
Otros conejos:
Miguel Jordan, Huey Lewis, Julia Duffy

Tigre
1914 1926 1938 1950 1962 1974 1986 1998 2010
Personalidad:
Eres sensible, emocional y capaz de amar.
Defecto: Puedes ser impetuoso, rebelde,y excitable.
Oficio: Conductor de auto de carrera,
explorador, patrón, o matador.
Otros tigres:
Teodoro Turner, Dwight D. Eisenhower, Jay Leno, Juana Lunden

Buey
1913 1925 1937 1949 1961 1973 1985 1997 2009
Personalidad:
Eres conservador y metódico, confiable, y bueno con las manos.
Defecto: Quieres salir con la tuya y puedes ser machista.
Oficio: General, cirujano o peluquero.
Otros bueyes:
Napoleón, Colin Powell, Bárbara Bush, Nadia Comaneci

Rata
1912 1924 1936 1948 1960 1972 1984 1996 2008
Personalidad:
Eres imaginativo, encantador y generoso.
Defecto: Tiendes a criticar a los otros y pierdes fácilmente la paciencia.
Oficio: Escritor, crítico, publicista o vendedor.
Otras ratas:
Mozart, Jorge Wáshington, Jimmy Carter, Cal Ripken, Jr.

Homework Packet for Spanish II - Para Empezar

Nombre:
Fecha:
Período:

La lista de tareas para el capítulo: Para empezar

Please organize your work in the same order as it appears below.
Remember #1 is the FIRST item behind this cover sheet. ¡Gracias, amigos!


1. Encuesta Your FIVE questions and their answers about the procedures for the class. Includes the results from your survey of other classmates. /02

2. Act. 1 & 2 Page 2 and 3 in the textbook. Reading comprehension; Answers to questions using adjectives. /02

3. 10 bilingual sentences. /10
Each sentence includes:
* A DIFFERENT subject pronoun (yo, tú, Ud., él, ella, nosotros/as, vosotros/as, Uds., ellos, ellas)
* The form of SER that matches the subject.
* One of the adjectives from page 13 – modified to match the subject.
* An accurate translation to English.

4. White Verb Packet = /08 (2 pts/pg)
* pp. 2 & 3: -AR verbs (tarea)
* pp. 4 & 5: – ER verbs (tarea)
* pg. 7: –IR verbs (en clase)
* pp. 8 & 9: Questions (en clase)

5. Crucigrama(s: One as tarea,the other as extra credit.
* Para empezar – adjetivos (and SER, adjectives) /04
* Para empezar – los verbos y adverbios /04

6. Verb grid:
Conjugation practice for the verbs in class: -ar, -er, -ir /04

TOTAL: /30 (34, with extra credit)

Spanish II 02-11-09

Español II
11 de febrero de 2009

• Warm-up: Practice verb meaning and conjugation quiz. Take it home to use as a study tool.
• Corrected the homework: 2-sided verb grid, using the verbs from the lesson.
• Question practice.
1. Reviewed SIMPLE questions – Do you study? – see verb packet page 8.
2. Practiced word order changes between sentences and questions:
Sentence/statement: Subject + Verb + rest of the sentence
Simple question: Verb + Subject + rest of sentence.
Exercise I-1-4 = page 8 in packet.
3. Interrogatives: Reviewed what they are (question words that require some kind of specific information in the answer)
4. Interrogative questions – When do you study? – see verb packet page 9.
Word order: Interrogative + Verb + Subject + rest of sentence.
Exercise I-1-5 = page 9 in the packet
5. Pink partner question sheet: took turns with our seat partner asking and answering both kinds of questions: Simple & Interrogative ones.
• Homework list – for packet to turn-in tomorrow. Study from this as you are organizing it!
• Tarea:
1. Complete at least one side of the crossword puzzles handout: the other side = extra credit!
2. Put your homework packet together:
a. Check to make sure your corrections are accurate
b. Carefully complete anything you didn’t do before
c. Organize the items in the order requested.
3. STUDY for the Para Empezar test tomorrow: 75 points.

Spanish IV 02-11-09

Español IV
11 de febrero de 2009

• Trabajo de firmas: Mixer using Spanish about hispanic/latino culture. We debriefed about what we know about these items.
• We talked/confirmed about why so few emails were received from the homework the other night (Activity 9, page 7) – Many more people evidently had done them (gracias) but the server was down from 7PM to Midnight –so those who sent their email during those hours need to resend their work to me. I’ll accept them through Friday.
• We corrected last night’s homework, reviewing how stem-changing verbs work in the present indicative and the preterite.
• Returned to our numbers practice, this time with ordinal numbers – see packet pages 7 & 8.
• Tarea:
1. WB7 & 8 – practicing ordinal numbers in their masculine and then feminine forms.
2. WB 17 – ex. P-12: Stem-changers in the present indicative.
3. WB 18 – ex. P-13: Irregular present indicative YO forms: -oy, -go, -e

Spanish II 02-10-09

Español II
10 de febrero de 2008

• Warm-up: Translating another set of five sentences (like those we did yesterday) combining various items from the vocabulary and grammar:
A noun + nationality adjective + descriptive adjective + verb + frequency
expression + place. We then went over the answers and I gave tips about how
to do these.
• Review of VERBS:
1. We went over the endings for –AR, -ER, and –IR verbs
2. We corrected the homework – focusing on –ER verbs.
3. Continued on to the next section in the white packet – IR verbs. We did some of the items together, then we divided the exercise I-1-3 in half in the class: the left-side did the odd numbers and the right-side did the evens. We went over the corrections together.
4. Partners played “Verb Battleship” – having to conjugate the verbs to earn the quadrant to find out if their partner’s ship(s) were located there.
• Test reminders:
1. Lesson test on Thursday (75 points) = period 4 got a study guide; period 2 will get it tomorrow. The basics are:
a. Know all of the vocabulary words on the green Quia sheet - and how to spell them.
b. Know all of the adjectives from the lesson – page 3.
c. Be able to modify the endings of the adjectives to match the person/thing described.
d. Know the verb SER – all of its forms and when you use them.
e. Know all of the verbs in the lesson and how to make the form match the person doing the action. (Tonight’s homework)
f. Know the question words: Who? What? When? Where? From where? Why? How? How much/many? Which? We’ve been practicing these to build our sentences, and we will do a lot with them tomorrow, too.
2. Spanish-speaking Countries Map and Capitals test on Friday:
a. Match the name of the country to its letter on a map.
b. Know the name of the capital city for each country.
• Tarea:
Pink two-sided verb grid: Fill-in the meanings for all of the verbs (these are the ones from the lesson and are included on the test). Then fill-in all of the forms of the verbs: Notice all of the –AR verbs are on the front, and then the –ER, and –IR verbs are on the back side.

Spanish IV 02-10-09

Español IV
10 de febrero de 2008

• Entrevista personal: Partner interview oral – we partnered up using the little dinosaurios y ranas, and then asked and answered these personal information interview questions. Later we debriefed as a class sharing interesting information we learned about one another.
• Numbers review: practiced the numbers 0-100, and then 100-1,000,000 in Spanish. We had three timings of “speed talking” through a long list of several columns of numbers.
• We used the numbers to exchange our telephone numbers in Spanish with three other people, completing the little “Compañeros de clase” information sheet. Please keep this as a “ready reference” – it also has my email, phone numbers, and blog address.
• We played a game, rather like “Farkle” called “Como apuntan los tantos” – in this game it is easy to earn a high number of points, so it is a fun way to practice numbers.
• Tarea:
1. As only EIGHT people completed the composition assignment from last night (P-9, page 7) if you are one of the 22 yet to do it – please write me the email in the preterite about winter break – including lots of details.
2. Continue with the Workbook packet/review. Study pages 13, 14 & top of 15 – re: Stem-changing verbs in the present tense. THEN complete the verb grid in exercise P-10.
3. Refer to your EL PRETERITO packet – top of the last page – IR verbs in the preterite. THEN recreate the same grid as you just did in P-10 in your packet EXCEPT this time, WRITE THOSE SAME VERBS in their PRETERITE equivalents.

Spanish II 02-09-09

Español II
9 de febrero de 2009

• Warm-up: Translation of 5 sentences written in English, combining various items from the vocabulary and grammar:
A nationality adjective + descriptive adjective + verb + frequency
expression/adverb + place.
• I reviewed warm-up, giving memory tips on vocabulary and advice about word order. Also, I reviewed basic interrogatives, showing how we can use these to “build sentences”.
• Vocabulary review: I used the Quia site from the green vocabulary sheet and students took a practice 10 item self-test using the English side of the flash cards. (Homework from Friday was to make flashcards of these 54 items for today – see Friday’s blog for the website address)
• Verb Conjugation Review:
1. We corrected the white packet section on –AR verbs (finishing the second ½ of page 5 & answering the T/F questions on page 6 was homework for today, too).
2. We continued on going over the notes about –ER verbs, and did the practice on the bottom of page 4.
• Practiced nationality adjectives:
1. Listened to our 2 songs about countries, nationalities, and capital cities – several sang along !! – the best way to learn is to participate (:>)
• Announcements:
1. Lesson Test over Para Empezar on Thursday (I’ll give you a study guide tomorrow)
2. Map Test on Friday: Be able to identify where each of the Spanish Speaking Countries is located in Europe, and in the Americas (North, Central and South And the Carribean) AND to identify each country’s capital city.
Remember to study the maps in the front of your book pp. xix-xxvii
• Tarea:
• Continue working on the –ER verbs in your white packet – pages 5 – top of page 6 (#12).
• Study your vocabulary!

Spanish IV 02-09-09

Español IV
9 de febrero de 2009

1. I verified textbooks were covered - I got so enthused about the cool ones in the contest last Friday I didn't get them marked down in the gradebook!
2. Mixer - Oral: !Qué coincidencia! We looked for others in the class who shared similar tastes, interest, and other things - all while asking and answering questions in Spanish.
3. We saw some more of the Repaso de lo básico Power Point, today focusing on the VERB Group (verbs, tenses, moods, and adverbs)
4. We reviewed: El Pretérito - White Handout Packet, and the Presente Perfecto - went over how all of the "perfects" form.
5. Corrected the homework - Present tense verbs - Workbook Packet pp. 9-12
6. We also corrected, and credited, the activity from last Friday's homework that we didn't get to last week: P-2, page 4 (practicing the FUTURO).
Tarea:
P-9, page 7: Write me an email at using the preterite to describe how you spent Winter Vacation - please include lots of supporting details.

Spanish II 02-06-09

Español II
06 de febrero de 2009

• Textbook cover contest: We had WONDERFUL entries! ¡Gracias, estudiantes!
• We took the quiz (13 points) on the adjectives from page 3, and then turned them in. Once all were in, we verified what the answers should be – just orally, we didn’t correct them in class.
• BIG REVIEW of the Spanish-speaking COUNTRIES & Capital Cities (check out the maps in the front pages of the book: xix-xxvii) and nationality adjectives for these countries – see pages 6 & 7. We practiced both the geography and the nationality adjectives with 2 songs: Lonnie Dai Zovi’s Soy de España and Soy de México. Yellow 2-sided fill-in handout.
• We played the –AR regular verb Bingo game, “Lotería”.
• Distributed 2 new QUIA games vocabulary sheets:
1. Yellow – expanded descriptions list packet homework, practicing numbers. www.quia.com/jg/598529list.html
2. Green – nationalities, verbs, places and how often – www.quia.com/jg/598359list.html

• Tarea:
1. –AR Verbs Packet: Complete the exercises between pages 2-3 in the white packet from yesterday.
2. Make flashcards for the green QUIA list (see above - #2).

Spanish IV 02-06-09

Español IV
06 de febrero de 2009

Note: I'm rewriting this from home on 02-08-09 as I inadvertently posted Spanish II for both Spanish II and IV for last Friday. I'm editing the original post to replace it with this one.

Pepe - If you are reading this, double check with the class outline posted on the bulletin board: it is the one I intended to send to the blog, so it may have something I'm not remembering to include here. You'll also want to make-up 30 points from today: 20 in-class performance and 10 points from the oral.

• Textbook cover contest: We had WONDERFUL entries! ¡Gracias, estudiantes!
• Partner Orals (10 points; in-class speaking). This took the bulk of the class.
(1) Brief rehearsal
(2) One partner from each team, came to the board to select their performance order.
(3) Students then presented their "get to know you" conversations for the whole class.
I really enjoyed these conversations, and the opportunity to get to know you better.

• REVIEW: We corrected the homework in the Workbook Packet - WB5 & WB6. We'll go over the assignment in the textbook on Monday.

• Tarea:
1. Regular Present–Tense Verbs in the Workbook Packet: Complete the exercises between pages WB9-12 in the white packet.

Spanish II 02-05-09

Español II
5 de febrero de 2009

Warm-up: SER
• Activity 7 – page 5: complete with the form of SER as needed by the subject of the sentence. Students wrote these out as I collected their homework sentences. I also distributed name cards, as I took roll.
• Students volunteered to read the sentences from Activity 7 aloud, as we reviewed our answers.

Review of the Basics: Verbs
• We reviewed subject pronouns, again, to refresh what we did yesterday. Remember the SUBJECT is the PERSON WHO DOES THE ACTION OF THE VERB. The SUBJECT PRONOUN is the word we use when we SUBSTITUTE the person’s NAME with I, you, she, he, we, or they.
• Reviewed the FOUR words for YOU in Spanish: Tú, Usted, Vosotros/as, Ustedes.
• Reinforced the difference between USTEDES (you-all) and ELLOS (they).
• Blue two-sided handout with drawings of various subject pronouns = we labeled them with the correct term in Spanish.
• White packet: Overview of conjugations and meanings of basic Spanish verbs.
1. Notes on how to use –AR verbs on the first page of the handout.
2. Reviewed meanings of the list of common –AR verbs.
3. Conjugation practice of –AR verbs, page 2 of packet.

How to make a cover for your textbook – we had a little workshop: I demonstrated while several students covered their books.

TAREA:
1. Quiz/Spelling test tomorrow: the 18 Adjectives on page 3. From the meanings in English be able to quickly and correctly spell the word in SPANISH
Practice site: http://www.quia.com/jg/1160515list.html

2. How to Study Handout Signed, and returned tomorrow. – Try some of those strategies tonight!

3. Lotería – Present Tense –AR Verbs: Fill-in your Bingo Sheet with BOTH the SPANISH and the ENGLISH meanings of the verbs you select. Please remember: Choose verbs in the first column (yo-forms) for the first column of your bingo sheet; verbs from the second column (tú forms) for the second column of your bingo sheet, 3rd column of verbs = 3rd column of bingo sheet, etc.

4. Please have your TEXT BOOK COVERED – make a creative design, very artistic and/or the best use of Spanish and win a bonus points coupon!

Spanish IV 02-05-09

Español IV
5 de febrero de 2009

Vocabulary building, in context:
• We got into partners pairs by selecting one of a double set of toy “animalitos” and then finding the other person with the same one. Once with our partner, we read aloud, in Spanish, the article on page 3 about making connections with our future careers and Spanish.
• Partner vocabulary practice – majors of study and professions, page 4.
• Activity 1, page 4 = partner conversation about professions and our goals.
• HANDOUT: Modismos y Expresiones/Conjuncciones – keep this as a ready reference when writing essays for class, and start learning them to “spice-up” your Spanish!

Review of the Basics: Verbs
• White packet: Overview of conjugations and meanings of all of the major verb conjugations.
• Reviewed/Introduced EL FUTURO – the easiest verb tense of all! Remember: One set of endings for ALL 3 types of verbs (-ar, -er,-ir); Add the endings directly to the end of the infinitive!
• Introduced the numbers review pages in the Workbook packet: WB4 & 5 = NOTES.

Oral practice:
• Working with our seat partner we practiced “get to know you” conversations – we’ll be presenting these to the class tomorrow.

TAREA:
1. Complete exercises 3 & 4 on WB5& 6. = Números.
2. Text page 4, Exercise 2 = write out your answers to these personal questions about your future…USE the FUTURO, por favor.
3. Be ready to have your partner conversation for us tomorrow.
4. Please have your TEXT BOOK COVERED – make a creative design, very artistic and/or the best use of Spanish and win a bonus points coupon!

APUNTES - How to use adjectives

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

Alto/a (altos, altas)…
When do we use which form? We match the form to the noun’s…

• GENDER (masculine/feminine) = Género
• NUMBER (singular / plural) = Número
Matching these is called Noun/Adjective Agreement


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

Sing. Plurals
Alto Altos = Masculine
Alta Altas = Feminine

Word Order with Adjectives and Nouns:
Usually we IDENTIFY the NOUN first in Spanish and
THEN add the descriptors (adjectives) AFTER THE NOUN.

Mi AMIGO trabajador y sociable es un ESTUDIANTE bueno.

With a few adjectives there is a slight change in the meaning if we change the order:
Un viejo amigo A friend of long-standing (my old friend)
Un amigo viejo A friend who happens to be up in years.

A more polite way to say the latter: “Un amigo ya grande”. = jerga (slang)


Adjectives from this lesson:
Alto/a tall
(Amable) (Kind)
Atrevido/a daring, bold, risk-taker
Bajo/a short
Desordenado/a messy, disorderly, (dis)organized
Estudioso/a Studious,
(Aplicado/a) (Studious, hard working, applies oneself)
Gracioso/a funny, amusing, clever, witty
(Cómico/a) funny – jokester
Guapo/a good-looking, attractive
Impaciente Impatient
Inteligente (¡ojo! =L) Intelligent
Ordenado Neat, Orderly, organized, tidy
(Perezoso/a) (Lazy)
Reservado/a Shy, quiet, reserved
(Tímido/a) Shy, timid
Sociable Social, outgoing
(Extrovertido/a)(Extroverted, outgoing)
(Trabajador/a) (Hard-working)
Viejo/a Old

Spanish II 02-04-09

Español II
04 de febrero de 2009

• 10 Warm-up sentences practicing Ser + Adjectives. – I projected the English and students translated them while I checked in homework. Then students took turns going to the white board to write their answers. We went over the answers and reinforced what made them correct. We were looking for Subject-Verb agreement (Who + form of Ser) and Noun + Adjective agreement (form of adjective goes with person described).
• Homework corrections: we distributed the red pens and students made corrections as we took turns asking the questions from the book and sharing our answers.
• APUNTES – Notes over use of adjectives – look for this as a separate blog entry.
• Vocabulary expansion – We added a few terms (see the vocabulary list at the end of the APUNTES) and then did a quick review of colors, and some more descriptive adjectives
• Vocabulary review games: we played a couple of the Quia site games, practicing the vocabulary. I gave some tips on how to study effectively for vocabulary tests.
Tarea
1. Write 10 sentences using SER and the adjectives on page 3.
Be sure to write one sentence for each of the subject pronouns:
Yo, tú, Ud., él (or a boy’s name), ella (or a girl’s name), Nosotros/as, Vosotros/as, Uds., ellos (or 2 boy’s name/ a boy’s & a girl’s name) and ellas (or 2 girls’ names).

2. Translate each of your 10 sentences to English AFTER you’ve written it in Spanish.

3. I announced a quiz/spelling test on the 18 adjectives on page 3 for Friday.
You can practice these adjectives on the website www.quia.com/jg/1160515.html
I will give you the word in English; you need to quickly and accurately write the Spanish for it.

Spanish IV 02-04-09

Español IV
04 de febrero de 2008

• Warm-up: I distributed the workbook packet for Prelimiar (our current chapter), and had students practice “active reading” circling/underlining the key study points in the introductory review of NOUNS. Students will be well served by studying the top of PAGE 2 – this is really the only new information, and not only will it prove to be helpful in your future use of Spanish…YES! It is will be on the chapter test.

• Began our Review of the Basics: The Parts of Speech (En español: Las partes de la oración).
1. We brainstormed over what are the different parts of speech; what they are, and how they are called in Spanish.
2. I showed a Power Point, and added notes on the Smart Board, going over Noun-Adjective Agreement issues.

• Conversation practice: what are typical “get to know you” questions? Students jotted down some ideas, and then I wrote some of them down, and added some more. We used these as a springboard for our Round-Robin conversations, rather like musical chairs, getting to know one another through mini-conversations in Spanish.

• Tarea: WB2 & 3, Exercises P-1 & P-2. This is practicing gender, so if in doubt…LOOK IT UP! The back of your book, a Spanish-English Dictionary, or www.wordreference.com

Spanish II 02-03-09

Español II
3 de febrero de 2008

Note: Period 2 turned in their Datos Personales handout from yesterday
Both periods 2 & 4:
• Turned in TWO signed letters/forms:
(A) Syllabus & Workbook Letter
(B) Correct Level?
• Reviewed the pronunciation of vowels using hand gestures to remind us of proper pronunciation. Then we learned/practiced a little rhyme to help with the pronunciation.
• Reviewed the Alphabet – Blue half-page handout of the words for the letters in Spanish. Then we practiced a mini-dialogue introducing ourselves and dictating the spelling of our names to each other in Spanish.
• Reviewed the months of the year and some basic weather vocabulary via a poem sung to the tune of “Oh, My Darling Clementine”. White half-page handout.
• Textbook – page 2: Practiced scanning for the gist, and then actively read these two short dialogues while listening to them on the CD. Period 2 also practiced reading this aloud with a partner, each taking turns reading the separate parts.
• Textbook – page 3: Reviewed how adjectives work: Masculine-singular & plural versus Feminine - singular & plural. Check out the box on the top of page 3.
• Reviewed the ¿Recuerdas? Box the page 3 – additional adjectives.
• Tarea:
1. Activities 1 & 2, pages 2 & 3: Write out answers to these questions using complete sentences (Who, Verb, Information).
2. Page 3: Make your own 2-Column vocabulary list of all of the adjectives on this page (just include the singular masculine form). Spanish on the column on the left and the word’s English equivalent in the right column.
3. Bring a supermarket sized paper bag to make your own textbook cover during our “workshop” in class tomorrow.

Spanish II 02-02-09

Español II
02 de febrero de 2008

• Completed a personal information sheet – “Mis datos personales”: Extras in the “Hojas Extra” – Español II

• Saw 2 Power Points:
(1) Teacher’s Résumé
(2) Welcome to Spanish Class – Procedures and Expectations
AND I distributed several handouts:
(1) Bienvenidos a la clase de español – packet including: Syllabus, Letter to Parents re: Syllabus, Helpful Practice Websites, Expresiones para la clase.
(2) Letter to Parents re: Level of class for student
(3) In-Class Performance Descriptors per Letter Grade
(4) Nombres y Apellidos para la clase de español

• Went to the library to check out our textbook, Realidades 2. If you couldn’t check one out today, please clear your account and check it out for class tomorrow.

• Basic review – Spanish I Topics – What words for each of these categories do we remember: We quickly reviewed:
(1) La escuela (school)
(2) La familia (family)
(3) Las actividades: los deportes y pasatiempos (activities: Sports and Pastimes)
(4) Los lugares (places)
(5) Las personas (people)
(4) La comida (foods)

Tarea/Homework:
1. In ENGLISH, write a 5 QUESTION QUIZ and their ANSWERS over the class procedures and grading system from (a) 1st page of the packet, Bienvenidos a la clase de español AND/OR (b) In-Class Performance Descriptors per Letter Grade.
2. Parents to sign the Syllabus letter AND Level Letter
3. If you can, add on to the words in each of the categories

Spanish IV 02-02

Español IV
02 de febrero de 2008

• We sang “Las mañanitas” a Martín - ¡Felicidades, Martín!

• Completed a personal information sheet – “Mis datos personales”

• Saw 2 Power Points:
(1) Teacher’s Résumé
(2) Welcome to Spanish Class – Procedures and Expectations
AND I distributed several handouts:
(1) Bienvenidos a la clase de español – packet including: Syllabus, Letter to Parents re: Syllabus, Helpful Practice Websites, Expresiones para la clase.
(2) In-Class Performance Descriptors per Letter Grade
(3) Nombres y Apellidos para la clase de español

• Went to the library to check out our textbook, Conexiones. If you couldn’t check one out today, please clear your account and check it out for class tomorrow.

• Basic review – first step of tomorrow’s activity: Las 4 esquinas de mí. We reviewed:
• (1) Positive personality traits
• (2) Events/Celebrations/Holidays
• (3) Favorite Places
• (4) Foods

Tarea/Homework:
1. In Spanish, write a 5 QUESTION QUIZ and their ANSWERS over the class procedures and grading system from (a) 1st page of the packet, Bienvenidos a la clase de español AND/OR (b) In-Class Performance Descriptors per Letter Grade.
2. Parents to sign the Syllabus letter.