Español III 30 de septiembre de 2009

Español III
30 de septiembre de 2009

1. "Study - quiz" - 20 item quiz over the vocabulary from page 16. Remember the vocabulary sheet was handed out last Friday AND the homework last night was to study for quiz today. After the students had finished, they corrected their own quizzes and then turned them in.

2. Homework corrections: Workbook 1-2, page 8: practicing the vocabulary and the preterite.

3. Preterite Practice: we went to a verb practice site and used the drill/quiz as a whole class practice. Here's the site

4. Proyectos - We continued on with presenting our project... we should finish them tomorrow!

Tarea:
Practice conjugating your preterites and be ready for a small quiz tomorrow! Why not try the 5 minute test at conjuguemos.com?

Español IV 30 de septiembre de 2009

Español IV
30 de septiembre de 2009

1. Working with one of the "profesiones" partners, students played "Juego Uno" using the first 5 sentences written as homework last night. Then students found new partners and played "Juego Dos".

2. We debriefed, as a whole class, playing the game but with me posing the question, "Conoces a un/a ___" and then calling on various students. Then we asked logical follow-up questions.

3. We continued on with our project presentations - adding a second "hoja de oyente" to our set.

Tarea:
1. Green Workbook Packet - Actividades 5-3 & 5-4, pp. 65 - 66.

Español III 29 de septiembre

Español III
29 de septiembre

1. Review and practice of the PRETERITO - page 17 in your textbook, Actividades 2 & 3.

2. Homework correction - Workbook 1-1, again using the pretérito, but also translating the sentences based on our vocabulary for A ver si recuerdas (page 16).

3. I returned the Para Empezar exams from last Friday. We reviewed the corrections and then returned them for me to keep.

4. We continued on with our Mi país presentations.

Tarea:
1. Workbook 1-2, page 8. (More vocabulary and preterite practice).
2. Study the blue vocabulary - I'll select some items for a warm-up quiz tomorrow.

Español IV 29 de septiembre de 2009

Español IV
29 de septiembre de 2009

1. We reviewed the PROGRESIVO PRESENTE, PRONOMBRES DEL OBJETO DIRECTO Y LOS MANDATOS - See Actividades 5-1 & 5-2 in the second part of the green workbook packet for Capítulo Cinco. Students also used their white verb review packet to refresh the use of Mandatos.

2. Partner Oral (Period 4 made partner appointments first) - We played the "Estoy pensando en una palabra" game student had prepared as homework using the definitions they wrote out of the vocabulary for Capítulo Cinco.

3. We continued with the Mi escudo personal presentations.

Tarea:
HANDOUT: It says, "Capítulo 11" in the upper right-hand corner and the title is ?A quién conoces?. There is a list of 20 oficios/profesiones -
(1) Select 10 of them and write sentences talking about people you know who work in these jobs/professions. Yes, you may make it up, if you don't happen to know people in 10 of these 20 jobs.
(2) Write 5 of your sentences in the area labeled "Juego 1" and the other 5 in "Juego 2".
We'll play this "Battleship" style game tomorrow trying to find the professions your partner used in his/her sentences.

Español IV 28 de septiembre de 2009

Español IV
28 de septiembre de 2009

1. Introduced NEW VOCABULARY = Packet (verde). Capitulos 5 & 6, Realidades. Also included is a summary of the perfecto presente, pluscuamperfecto, el futuro y el futuro perfecto.
a. We pronounced the words and then played a game, "Estoy pensando en una palabra". I "talked all around the word" and students raised their hands when they could identify which one it was. This is what YOU will do tonight as TAREA - only YOU WILL WRITE these out.
b. We added "refugio para los sin hogar" = homeless shelter.


2. Using the vocabulary in context
a. Workbook packet (verde, también) We did two listening comprehension exercises, using the new vocabulary.
b. Partner oral - First we completed a personal inventory (encuesta) about our traits, skills, preferences, and workplace values. Next we had a brief conversation with one of our "profesiones" partners exchanging this information.

3. Los proyectos
a. We selected our presentation order
b. Organized our papers into packets including: Outline, rough draft #1, rough draft #2, Final/typed copy. We stapled these and turned then in, following the presentation order.
c. We began presenting.

Tarea:
Select 10 of the vocabulary items from the Capítulo 5 list and DESCRIBE IT IN SPANISH WITHOUT USING THE TERM/PHRASE ITSELF. We'll use this as a vocabulary/speaking game tomorrow.

Español III 28 de septiembre de 2009

Español III
28 de septiembre de 2009

1. Introduced the review mini-lesson beginning Capítulo 1...A ver si recuerdas - pg. 16
a. Brainstormed words we already knew for each of the categories in the graphic organizer on page 16, but I had the categories under the document camera so we didn't start by looking at the lists, BUT most people has already worked with these words by making the flashcards as homework.
b. Took a "pre-test" matching up meanings of the words in these categories,
and then we went over the answers together.
c. Now we looked at the categories in the book.

2. Review of the Pretérito - see page 17 in the text.
a. HANDOUT - Pink verb grid packet - We'll use this for both "A ver si recuerdas"
AND Capitulo 1A.
b. We reviewed some time expressions that indicate the preterite (Ayer, Anoche,
El año pasado, Hace un año, Por tres meses).
c. Using our verb grids, we filled in the forms for all of the verbs in the review
box on page 17 AND added the next one too: Ir (fui, fuiste, fue,
fuimos, fuisteis, fueron)

3. Proyectos
a. We selected the order we will present in.
b. Everyone turned in their typed/final, and their rough draft copies.
c. Everyone got a paper to keep track of the information presented.
d. We began! Today's presentors:
Benjamín, Rosamaría, Angela Dulce, Mariana, y Armando.

Tarea
Complete Actividad 1-1 AND TRANSLATE IT TO ENGLISH; page 7 in the workbook.

Español III 25 de septiembre de 2009

Español III
25 de septiembre de 2009

1. We reviewed gustar and the other verbs that are similar in their use of the indirect object pronoun. We also corrected the homework P-4, in the workbook.

2. I returned the verb quiz and we reviewed the common "traps" to avoid in conjugations.

3. Students took the Unit Test - Preliminar.

4. Students picked up a new HANDOUT: Vocabulario - 1A: A ver si recuerdas, and flashcard masters. Many had an opportunity to get a good start on their flashcards while others completed their tests.

5. Working in small groups, students peer edited each others' rough draft of their geography project due on Monday.

Tarea:
1. Complete the flashcards from the vocabulary list (52)
2. Write up your Final Copy of your project. Typed, double-spaced, 12 point.
Make TWO copies: one to turn-in AND one to use while presenting.
Make your country map poster - be sure to follow the guidelines on your instruction sheet. Remember there is a previous post of this assignment.

Español IV 25 de septiembre de 2009

Español IV
25 de septiembre de 2009

1. BOTH classes began with the same editing circles as yesterday, continuing on with the last three paragraphs of their project.

2. Period 4 attended the Japanese exchange program.
Period 2 selected partners from the "Profesiones" partner sheet.

3. Period 2: Working with your " La sra. jueza" partner, completed a crossword and word search puzzles using the Profesiones vocabulary.

4. Period 2: The pairs joined with another pair to play "Cómo se apuntan los tantos" - a numbers review game.

Tarea: Complete your Mi escudo project AND visual

Español III 24 de septiembre de 2009

Español III
24 de septiembre de 2009

1. I distributed the WAVA "Lab Manuals" of listening comprehension exercises and then we did the 5 from Para Empezar, reviewing all of the vocabulary and basic structures in context that we've had in this lesson. I collected these again, as we will just keep these in the classroom.

2. We reviewed the use of the possessive adjectives - see page 13, going over the forms and uses. Then we completed P-5 in the workbook, and corrected it together.

3. I went through the entire lesson with the students pointing out what to study for tomorrow's lesson test, and explained there was Reading Comprehension, some Multiple Choice and a SHORT ESSAY.

4. We played the guessing game students prepared as homework, talking about favorite movies, incorporating the special artistic terms featured on page 10. Students shared all about the movie and the rest of us tried to guess its title.

Tarea:
1. If you haven't yet completed the rough draft for your homework (was due today) PLEASE have it ready for tomorrow.
2. STUDY! Para Empezar test tomorrow!

Español IV 24 de septiembre de 2009

Español IV
24 de septiembre de 2009

1. Editing Circles: Working in groups of 3's or 4's, students made suggestions to each other over how we could refine our rough drafts of the first half of our Mi Escudo Personal project/composition. I stamped students' outlines and rough drafts as they worked.

2. Taller - students had more in-class writing time, working on the second half of their compositions.

3. I returned the Preliminar Exams, and we reviewed them reinforcing WHAT was in the prompt to elicit the correct answer and WHY it was the correct one.

4. Trabajo de firmas: Period 2 reviewed the answers; Period 4 did this conversation mixer in Spanish finding out who knew what and/or had various cultural experiences across the Spanish-speaking world.

5. Tarea: Finish your rough drafts for tomorrow.

Español III 23 de septiembre de 2009

Español III
23 de septiembre de 2009

• Precaliento: Sopa de letras – Word Search game, using the vocabulary from the pink vocabulary sheet handed out yesterday.

• HANDOUT: Vocabulary list of all of the verbs from the lesson – be sure you know these AND the other 2 vocabulary lists for the UNIT TEST on FRIDAY.

• Text: page 10
1. Actividad 16 - Students read aloud the reactions of three people to “Las Películas: El señor de los anillos, and then answered the questions.
2. We then talked about movies and how to describe them, following the items talked about in the readings. (A) El típo de películas – see the ¿Recuerdas? box (B) Los personajes (C) El argumento (D) El director (E) Reacción personal. We’ll use these for homework, too.

• Text: page 11 – Verbs that work like “gustar”. We did a big review of this, writing up examples. Remember: the verb form changes to match WHAT is liked, etc. WHO likes it is indicated with me, te, le, etc. Need to practice how to use gustar? Try this site http://www.colby.edu/~bknelson/SLC/gustar1.php

• We confirmed WHO was doing WHICH country for our project. Rough drafts are due tomorrow.

• Two more groups presented their oral, Conversación.
• Tarea:
1. Reminder – Workbook Receipts due Friday
2. Workbook, page 4. Activity P-4 – verbs like Gustar.
3. Describe a movie, in Spanish, taking about:
(A) El típo de películas – see the ¿Recuerdas? pg. 11
(B) Los personajes (C) El argumento (D) El director (E) Reacción personal. We’ll use this for a game tomorrow – you’ll read this WITHOUT saying the NAME of the movie, and we’ll all guess which one it is!
4. Reminder – rough draft of your project due tomorrow, too!

Español IV 23 de septiembre de 2009

Español IV
23 de septiembre de 2009

• I collected the Encuestas & the 5 descriptions using the Inventario de características”, and then stamped the bilingual Loterías.
• Introduced our project, “Mi escudo personal” - My personal Coat-of-Arms/Shield – Final due: Monday, September 28th.
Typed composition describing you including the six (6) categories indicated on the assignment sheet AND creating a visual supporting it.
Your final will be TYPED, Double-spaced.
You’ll need TWO COPIES:
One to TURN-IN BEFORE YOU PRESENT
and
One to read from while you present.
• We read through the instructions on the assignment sheet aloud with a partner and then reviewed it together, as a class.
• I gave examples of various designs one could use for her/his own coat of arms/shield, and answered questions to clarify the expectation.
• Students had in-class time to work on their outlines (due tomorrow – in Spanish)
• Review of the Pretérito – Regular e Irregular: we played the Lotería games prepared as homework.
• Period 2 – Trabajo de firmas: circulated through the class looking for others who know the answers to the cultural questions on the handout. These were turned in as the “Ticket out the door”.
• Period 4 – Elected Student Council Representatives (Katie Gentry, with Alfredo Salazar-Comacho as our Alternate). Then we made nominations to the Homecoming Court.
• Tarea:
1. Bosquejo – Outline your project in Spanish – Just write the key words for each category in either an outline format (like the instructions sheet) OR as a Mind Map – Graphic Organizer.
2. Write rough draft directly in Spanish for your first 3 paragraphs.

Español III - El proyecto: Un país hispanohablante

Un país hispanohablante

1. La fecha tope para la composición (copia borrador): 24 de septiembre (jueves)
2. La fecha tope para el cartel: 28 de septiembre (lunes)
3. La fecha tope para la composición (copia final: 28 de septiembre (lunes)
4. DOS copias, escrita a máquina - espacio doble
5. La fecha tope para la presentación: 28 de septiembre (lunes)

Mi nombre: ____________________________
La hora de clase: ________________________
El país escogido: ________________________

LA COMPOSICIÓN

Escoge un país hispanohablante y haz un informe breve. Incluye los datos importantes como: su moneda, los grupos étnicos, el área (de extensión) en kilómetros cuadrados, su ciudad capital, la población, sus religiones principales, el tipo de gobierno, y los productos importantes para la exportación. Escribe tu informe en frases (oraciones) completas en el presente. Busca, por lo menos, DOS datos que no aparecen en nuestro libro de texto, e inclúyelos. Escribe, por lo menos, catorce (14) frases completas. Incluye una frase de introducción y una de conclusión.


EL CARTEL:
1. Debe tener un mapa … o ser en forma del mapa del país.
2. Debe incluir dibujos, o fotos, que representan los datos mencionados.
3. NO puede tener ni UNA palabra en inglés.
4. Tiene que ser de un tamaño que pueden ver todos durante la presentación.
5. Tiene que ser un trabajo de alta calidad - muestra tu orgullo en tu trabajo.


LA PRESENTACIÓN
1. Debe estar MUY FAMILIAR con lo que vas a decir – no tiene que ser totalmente memorizada pero NO DEBE LEERLA a nosotros tampoco.
2. Debe usar, o sea incorporar, los dibujos/fotos/gráficos en el cartel durante la presentación.
3. NO puede decir ni UNA palabra en inglés.
4. Tiene que ser bien preparada y dicha con fluidez.

Español II 22 de septiembre de 2009

Español III
22 de septiembre de 2009

• We listened to students taking a survey about their special days, see page 8, Días especiales. Then we answered comprehension questions about it in Actividad 13, page 8.
• HANDOUT – Vocabulario – los días especiales. Practice games based on this list can be found at http://www.quia.com/jg/517892.html
• Actividad 14, page 9.
1. Students read about how frequently Lucía does various activities.
2. I distributed a HANDOUT: Actividad 14 – Parte 2: The same grid that Lucía had completed, but this time students used it to survey one another about how often they did the items indicated. They asked the question, “¿Con qué frequencia (changed the infinitive to the tú form of the verb)? And then filled in the name of the person for the frequency s/he answered.
• I introduced the País hispanohablante project. Students selected their countries at random by pulling a small image of a flag from each of the Spanish-speaking countries. If you were absent, check with me about which countries are available for you to report on.
• HANDOUT – Un país hispanohablante - See separate blog entry.
• We organized our presentation order, and all but 3 groups presented their “dramitas” – una conversación.
• Tarea:
1. Complete part 3 of Actividad 14, below the grid on your handout: writing 5 sentences including the results you found out about your classmates.
2. Get started on your project: Rough draft due on Thursday.
3. Bonus homework points: Make flashcards of the words YOU need to practice – spelling and/or meanings – from the pink vocabulary list handout from today. Need a copy of the list? Go to the website listed above, and then select the hyperlink “List of terms”

Español IV 22 de septiembre de 2009

Español IV
22 de septiembre de 2009

• Repaso del vocabulario con pareja.
• Repaso de la tarea
• Sufrimos el examen: Preliminar
• Introducción – Los rasgos = las características de la personalidad.
Handout: Los signos del Zodíaco / Inventario de características.
Select 5 people whose birthday you know, and then write a description about each including their birth date and several of the descriptors on the new handout that apply to each. Next discuss this with your seat partner – Do you think one’s birth date determines one’s personality?
• Encuesta: Students copied down 5 questions related to the topic above; filled-in their personal answers, and then surveyed one another. The questions were:
1. ¿Cuándo cumples años tú?
2. ¿Cuál es tu signo del Zodíaco?
3. ¿Cuáles son tus rasgos, según el zodíaco?
4. ¿Cómo eres de verdad?
5. ¿Crees que la fecha del nacimiento determina la personalidad?

• Tarea:
1. If you didn’t do so during class, finish the Encuesta – call your Study Buddies - AND complete the third section, using the data discovered about those you questioned. Look for opportunities to group some like answers, using the plural forms of the verbs. PLEASE use people’s NAMES in your responses, not él dice que… ¡Gracias!
2. Prepare BOTH sides of the LOTERIA game of the regular and irregular preterites. PLEASE fill-in your answers:
(a) matching the columns of the verbs –
i.e. The first column of answers are selected
from the first column of verbs, etc.
(b) include BOTH the Spanish AND the English meanings of
THAT PARTICULAR CONJUGATION. Ex. “abrí / I opened”

Español III - El dramita

Español III – Para empezar, parte 1a
¡Una conversación!

For this oral performance you and your partner will develop a two-way conversation about your plans for the weekend. Each of you needs to include at least 5 questions using an interrogative AND you need to find out what you will EACH do, where you will go, etc.

• You may be creative and invent things; doesn’t have to be true!
• You may be famous people!
• Ask LOTS of “Interrrogative questions” – WHO, WHAT, WHEN, WHERE, HOW MANY, HOW MUCH, …

Grading – 20 points possible
10 points: accuracy, verbs, structures, vocabulary
5 points: pronunciation
5 points: stage presence (eye contact, vocal inflections, looking up, animated voice,
good posture!)

Beginning: Greet each other by name, or introduce yourselves, and then ask what you are going to do this weekend.
Middle: Ask each other lost of questions, comment on each other’s answers, react, etc.
End: Say “good bye” to one another.

Yes, you may have a script for this one, but be sure not to glue your eyes to it :-)

Español III 21 de septiembre de 2009

Español III
21 de septiembre de 2009

• Práctica de los verbos:
1. Lotería #8: Stem-changing verbs meanings and conjugations
2. Lotería #9: Reflexive verbs meanings and forms.
3. White board review: writing out the verbs in Spanish from an English prompt.

• Took Quiz (21 points): Verbs from Para Empezar, part 1.

• “Dramita” – See the separate blog entry for the criteria.

• Tarea:
1. Practice your “dramita” for tomorrow ☻

Español IV 21 de septiembre de 2009

Español IV
21 de septiembre de 2009

• Práctica del vocabulario: Quia site AND verb list.
• Juego de mesa – Serpientes y escaleras – Reviewing vocabulary and grammar from lession Preliminar. We placed in groups of 4, answering the questions when a player landed on a square with a star.
• Homework corrections: WB 21 & 22
• Groups of 4: White board review – translating the bilingual sentences written as homework for last Friday.
• Tarea:
1. WB 23 & 24 (Ir + a + infinitivo, Acabar + de + infinitive) & vocabulario de la tecnología.
2. Examen Preliminar – mañana.

Español III 18 de septiembre de 2009

Español III
18 de septiembre de 2009

• Precaliento: Workbook, pages 2-3, Exercise P-2 & P-3. Practicing Stem-changing and Reflexive verbs. I checked in homework while students worked on these exercises. We reviewed them together once all were done.

• Más práctica con los verbos reflexivos: We played the Lotería game students prepared as homework to practice the forms and meanings of several of these verbs.

• Repaso – la tarea = Cuadrícula de verbos. Students checked their answers against mine, which I projected through the document camera, and then we practiced more meanings and forms.

• HANDOUT: Práctica para el examen de verbos – This 2-sided worksheet is an excellent “pretest” for our TEST on MONDAY.

• We shared some of the information we discovered we have in common with others in the class from the mixer activity we did yesterday.

• Tarea: STUDY for MONDAY’S TEST on the VERBS, their MEANINGS and CONJUGATIONS (FORMS) from pages 1-7 AND on the VERB GRID we have been working on this week.

Español IV 18 de septiembre de 2009

Español IV
18 de septiembre de 2009

• HANDOUT: Guía de estudios –Examen preliminar.

• Precaliento: P-10, página 7 – libro. Reading comprensión & vocabulary practice of terms used in the university setting. I credited homework while students worked on this and the next activities. SAVE your TAREA – we’ll be using them in class on MONDAY as part of our review for our TEST on TUESDAY.

• Vocabulario y estructuras en contexto: Applying the PARTS OF A CONVERSATION (pg. 5 – libro), the IRREGULAR YO VERBS on WB18, AND some LOGIC, complete the dialogues in P-13 & 14, WB 18 & 19.
Look for clues in the dialogue to come up with something that makes the
conversation flow naturally and approrpriately.

• Repaso y extension: El progresivo presente y pasado. Manuel de ejercicios (Workbook packet) – WB19 & 20: I explained how this form is put together and how it is used; many students took notes. See the study notes on these pages in your workbook – PAY CLOSE ATTENTION TO THE PAST USES.

• Repaso – WB 22 - We quickly reviewed the uses of:
(1) Ir + a + infinitivo
(2) Acabar + de + infinitivo
Here, again, pay close attention to the special use of these IN THE PAST.

• We finished presenting our pair conversations – re: página 5 (libro)

• Vocabulary practice @ the quia game site http://www.quia.com/jg/1716350.html

• Tarea: Workbook packet exercises: P-15, P-16, & P-17 (WB21 & 22)

Español IV_Practica del vocabulario

Want to practice for the Preliminar test? Try these vocabulary games

Remember to study your list of verbs, too!
Verbos – WB9-20

Almorzar – to have lunch
Comenzar – to begin
Conocer – to know (people, places)
Conseguir – to get, obtain
Contar – to tell, to count
Costar – to cost
Dar – to give
Decir – to say
Dormir – to sleep
Encontrar – to find
Entender – to understand
Enviar – to send
Estar – to be
Hacer – to do, make
Huir – to run away
Ir – to go
Jugar – to play
Llover – to rain
Mentir – to lie
Morir – to die
Mostrar – to show
Oír – to hear
Oler – to smell
Pedir – to ask for, request
Pensar – to think
Poder – to be ableto, can
Poner – to put
Preferir – to prefer
Querer – to want, love
Reñir – to quarrel
Repetir – to repeat, have a second helping
Saber – to know (things, how to)
Salir – to leave, go out
Seguir – to follow, continue
Sentir – to feel, sense
Ser – to be
Servir – to serve
Soñar con – to dream about
Tener – to have
Traer – to bring
Venir – to come
Ver – to see
Volar – to fly
Volver – to return

Español III 17 de septiembre de 2009

Español III
17 de septiembre de 2009

• Students took MY 10 question quiz over classroom expectations and procedures. We used this as a review and clarification opportunity, and I DID NOT collect their “quizzes”.
• The class received the “Permisos de pasillo” coupons – to be used to retrieve forgotten items from their lockers, or go to the restroom. Also to be forfeited if arriving tardy without a note from a Dr. appointment or a note from a staff member. Extras at the end of the quarter are worth 5 points each of extra credit.
• Stem-changing Verbs review: We played a Bingo-style game, Lotería, practicing the meanings and forms of a variety of these irregular verbs in present tense.
• Repaso de la tarea: we corrected the homework exercises over the stem-changers in their verb chart packet. I collected the white packet of exercises to read their compositions written in Ex. K.
• Get-to-know one another activity -
• We reviewed “Reflexive Verbs” and the special pronouns that is used to indicate the person does the action for him/herself. – See page 7.
• Tarea:
1. Study page 7 – Reflexive Verbs.
2. Complete the Lotería – Reflexive Verbs: Bilingual answers, as we did today with the stem-changers.
3. Make flashcards for the items on the Quia vocabulary list that YOU NEED to study to be able to spell perfectly.

Español IV 17 de septiembre de 2009

Español IV
17 de septiembre de 2009

• Period 2 received their “Rights & Responsibilities Handbooks” today. We reviewed the school’s expectations, and then the students signed their form indicating they understood them. I collected these.

• Both classes received the “Permisos de pasillo” coupons – to be used to retrieve forgotten items from their lockers, or go to the restroom. Also to be forfeited if arriving tardy without a note from a Dr. appointment nor a note from a staff member. Extras at the end of the quarter are worth 5 points each of extra credit.

• Text page 6: La tecnología – we reviewed the vocabulary and did a couple of exercises practicing it.

• I announced the TEST over Preliminar tentatively for Tuesday (9/22)– It may be that we have it on Wednesday, but plan for Tuesday. Text pages 1-7 AND all items in the workbook packet (WB1-24).
Vocabulary:
Los animals (WB), La computadora (libro pg. 6),
Spanish in the workplace – article on pg. 3/libro,
University and professions (libro pp 4 & 7),
All the verbs in the text and workbook – see extra handout.
Grammar:
All the structures covered in the workbook packet:
1. Gender/number of nouns – NOTE unusual uses!
2. Cardinal & Ordinal numbers
3. Present-tense Indicative Verbs: Regulars, Irregular Yo’s, Stem-changers, completely irregulars.
4. Progressives (Estar + -ndo) – Presente e Imperfecto: Regulars & -IR stem-changers
5. Ir + a + infinitive (presente e imperfecto)
6. Acabar + de + infinitivo (presente e imperfecto)

• Repaso – las tareas: We corrected our two exercises practicing verbs
• Verb game – ball toss conjugation game, using the verbs from WB15.

• Partner practice, then started presenting our Conversaciones, using the elements from page 5.

• Tarea:
Write sentences IN SPANISH incorporation 20 vocabulary items from the lesson. Underline and number the items you are including. THEN translate the sentences to English.

Español III 16 de septiembre de 2009

Español III
16 de septiembre de 2009

• Precaliento:
1. Half-sheet of warm-up questions. Students wrote answers while I checked in their homework.
2. Rotating partner oral: Asking/answering the warm-up questions and trying to extend the conversation.

• Listening/Reading comprehension:
Activity 4 & 5, page 4.
Reading about a family and who does what household chores.
Answering true/false statements about the above.


• Repaso de las tareas:
1. Activity J in verb packet
2. Workbook P-1 – finished correcting from yesterday.


• Stem-changing verbs (los verbos con cambios radicals)
1. How they work – see page 5
2. HANDOUT: 3-page verb grid. Together we completed the meanings and the Yo and Tú forms.

• Tarea:
1. Class Procedures Quiz Tomorrow: STUDY: Bienvenidos a la clase – White 1st day handout
2. Exercise K – White verb packet: 10 sentences for most students, 20 para nuestros Hispanohablantes en la clase.
3. Complete the stem-changers begun today in class on the verb grid packet. (Tener- Entender)

Español IV 16 de septiembre de 2009

Español IV
16 de septiembre de 2009

• Precaliento:
1. Preguntas de comprensión y repaso – el artículo en la página 3.
2. We filled-in the verbs on the reverse side of the verb grid started the other day.
• Repaso de las tareas:
1. WB 6, 7 & 8 = Los números cardinales y ordinales
2. WB 11 & 12 = Los verbos – presente indicativo

• Repaso de los verbos con cambios radicales:
1. e → ie
2. o → ue
3. e → i (solamente para los verbos -ir )

• Los elementos de una conversación – página 5 del texto
1. Vocabulario y 5 pasos de una conversación – p.5
(A) Saludar
(B) Entablar la conversación (abrir la conversación)
(C) Cambiar información – decirle algunas noticias nuevas a la pareja
Los tópics: escuela, amigos, familia y/o pasatiempos
(D) Cerrar la conversación
(E) Despedirse

2. Práctica con pareja: Una conversación para presentar mañana

• Tarea:
1. WB 15 & 16 = Conjugaciones de los verbos con cambios radicales
2. Práctica la conversación para presentarnos mañana.

Español IV: Los vocablos especiales - pp. 3 & 4

Conexiones – Para empezar
Vocabulario – pg. 3,
¡Hagamos conexiones!


Las destrezas the skills
La psicología Pyschology
La medicina Medicine
El derecho Law
Los negocios Business
Las ciencias Science
El idioma Language
A principio At the beginning
La cadena the chain
Llevado a cabo por carried out by
Según according to
El condado county
Los empleados the employee
El promedio the average
Prever to foresee
Los estadísticas statistics
Calificar to assess
Debido Owing to(due to)
Nivel level
Opinar to have the opinion
El mercadeo Marketing
Una ventaja An advantage

Español III 15 de septiembre

Español III
15 de septiembre de 2009

• I checked off student’s textbook covers as I took roll, and I really I appreciate those who DID cover their books. Those who haven’t yet covered their books, please get them covered RIGHT AWAY. You can still get full credit tomorrow.

• 3 HANDOUTS:
1. “Workbook letter” for PARENTS TO SIGN.
2. Expresiones para la clase / Helpful Practice Websites.
3. Present Tense of Irregular Verbs

• ¡ LOS VERBOS! – We continued with our review of irregular verbs.
1. Using the packet mentioned above, we worked through Exercises A, B, C, D, E, F with a seat partner while Maestra checked off homework.
2. We corrected these exercises as a whole class.
3. Corrected the homework – finishing the verb grid & P-1 in the workbook.
4. Partner oral (animalito partner): Para empezar = ½ sheet handout
Asking and answering questions using the vocabulary and structures in this review lesson.

• Tarea:
1. Exercise J, white packet from today (Present Tense of Irregular Verbs)
2. Parent Sign “Workbook” letter and complete the contact information.

Español IV 15 de septiembre de 2009

Español IV
15 de septiembre de 2009

• I checked off student’s textbook covers as I took roll, and I really I appreciate that almost everyone covered their books. The few who haven’t done this yet can still get full credit tomorrow.

• 2 HANDOUTS:
1. “Workbook letter” for PARENTS TO SIGN & complete the contact information. Please note: the WORKBOOK section should be disregarded. I won’t be charging this class for a workbook.
2. Expresiones para la clase / Helpful Practice Websites

• Libro: Artículo – página 3 - ¡Hagamos conexiones!
I explained to the students in this course they will be required to remember the details from the readings, in the book and from the supplementary materials, for the tests. Not only should they pay attention to the words/meaning but also to the information.
1. Working in pairs, students took turns reading this article aloud to one another, and then wrote down words new to them on their individual vocabulary lists. Together they made an educated guess to its meaning, and then later looked up the meaning to verify their guess.
2. Continued the same approach with vocabulary consulting the list of “Areas de concentración” y “Profesiones” on page 4.
3. I projected a list of “must know” items from pages 3 & 4.
4. Partners asked/answered the questions in Act. P-2, page 4 –working orally.
5. Students then wrote out their own answers to P-2, page 4.

• Repaso de la tarea: we corrected the verb grid from last night, but due to short time, we decided to wait on the workbook page 6 until tomorrow.

• “Pruebita” – As a whole class we orally went through my 10 “test items” based on the white, “Bienvenidos a la clase de español” – class procedures.

• Tarea
1. Workbook Letter / Form: Parents to sign and complete information.
2. Workbook: Study Ordinal Numbers & do exercises on WB7 & 8
3. Verb practice: Workbook – WB11 & 12

Español II 09-14-09

Español III
14 de septiembre de 2009

• Pruebita de práctica: 12 items selected from the Para empezar (review) vocabulary list to have been studied over the weekend. This one will be for in-class performance points – please remember this is how I will “check” study homework in the future, but it will go into the “tests” category of your grade.
(I put the English side of 12 flashcards, one at a time, under the document camera and students copied the English and then filled-in the Spanish after all items were given.) We corrected this in class, and then turned it in.
• We started the chapter in the book, Para empezar.
Page 1 – We read the Fondo cultural aloud to our seat partner, and then went over it together as a class.

Page 2 – We listened to the two teenagers answer questions about their typical days in school and after.

Then we did Activities 1 & 2, pg. 2.
Act. 1 = Wrote out answers to the questions, reviewed as a class.
Act. 2 = Wrote out what we do, using the given verbs. Then we asked and answered questions with an “animalito” partner about these.

Page 3 – Irregular YO VERBS. We started to fill in a verb chart using the verbs in the in the yellow box – ABOVE the grids. (Conocer, dar, hacer, poner, saber, salir, traer, ver, caer). As a whole class we did The Spanish & English Meanings, and then the Yo, and Tú forms of the verbs.

• I distributed WORKBOOKS. Please write YOUR NAME on the inside page.
It would be a good idea to write my name in parenthesis, as you did in your textbook.

• Tarea:
1. Have your textbook covered by tomorrow. Remember the criteria are protection for edges, spine and corners, please. Make your own and enter our contest!
2. Workbook page 1, Activity P-1: practicing verbs.
3. Finish the Ud., Nosotros/as, Uds. columns of the verb grid we began in class.

Español IV 14 de septiembre de 2009

Español IV
14 de septiembre de 2009

• Precaliento: Preguntas personales – student wrote out answers to these questions as I checked off the tarea. Once done, they asked and answered these questions with a seat partner.
• I showed my Power Point about the classroom expectations and procedures. This reinforces the white handout, “Bienvenidos a la clase”.
Students highlighted my BLOG
• Review of the special uses of gender and number with NOUNS and ARTICLES – Los sustantivos y los artículos definidos e indefinidos.
See workbook pages 1 & 2.
• Corrections on the homework practicing noun gender –WB2 & 3 (Sello = Bien con deseño de un pájaro precolombino.
• Repaso: Los verbos del presente indicativo: typical conjugations.
HANDOUT: 2-sided verb grid (blanco) – indicating if the verb is:
regular, stem-changing, irregular yo, or irregular.
We did the first ½ of the front together in class, the remainder of the front
(Dar-Saber) = homework.
• Rotating partners oral conversation: Using the same questions from the precaliento AND your name tag, students asked/answered questions to get to know one another. ALSO, students were to ask FOLLOW-UP questions to get more specifics.
• Tarea:
1. Have your textbook covered by tomorrow. Remember the criteria are protection for edges, spine and corners, please. Make your own and enter our contest!
2. Review cardinal numbers and complete the 2 exercises on them in your workbook packet: pp. WB 4-6.
3. Finish the front of the verb grid begun in class today (Dar-Saber)
Want to practice more? Go to this site www.conjuguemos.com
4. Review Bienvenidos a la clase – quiz tomorrow.

Español III 11 de septiembre de 2009

Español III
11 de septiembre de 2009

Today was BUSY! An assembly, photos, and early release for athletes. Because of these things students rotated in and out of class today. In case you missed something, this is what we did:

• I collected the homework from last night. While students worked on their review activity, I stamped and entered the homework (sello = Yo ♥ español), and then returned it to the students for an activity later in class.
• Review: Working with a partner students brainstormed words they know for each of these following categories,
(1) Positive personality traits
(2) Places we like to go to in our free time
(3) Holidays, celebrations and events
(4) Foods
• As a whole class we compared the items we know in each of the categories.
• The students then selected an item in each of the categories that applied to themselves and used it to decorate the Latino name side of their name tag in this manner:
Latino name = Boldly written in center.
Then in each of the corners an item from each of the review categories.
Upper left = #1 – a Spanish word for one of their positive personality trait.
Lower left = #2 - a drawing representing their favorite place.
Upper right = #3 – a drawing representing their favorite event.
Lower right = #4 – a drawing representing their favorite food.
• Rotating Partner Interview & survey: Working with at least 2 others, students dictated their Latino class names to each other, along with their phone numbers, using the Spanish format (503.431.55.63), practicing numbers in the 10’s and 100’s. Then they gave each other the 5 question quiz prepared as homework over class procedures and grading.
• HANDOUT: In-class Performance Grades = Pink packet: Descriptors for each grade (A, B, C,…), Activities to make-up these points when missing class, “Reporting” sheet to document the work you did.
• HANDOUT: Quia vocabulary list (2-sided). This address has 4 practice games to help you remember these basic review items from Spanish II.

• Tarea:
STUDY, and be sure you know, all of the vocabulary the Quia list handed out today. Forgot your list? Go to the link and print out your own “list of terms”

Español IV 11 de septiembre de 2009

Español IV
11 de septiembre de 2009

Today was BUSY! An assembly, photos, and early release for athletes. Because of these things students rotated in and out of class today. In case you missed something, this is what we did:

• I collected the homework from last night. While students worked on their review activity, I stamped and entered the homework (sello = Yo ♥ español), and then returned it to the students for an activity later in class.
• Period 2 received their planners. We’ll do our Rights & Responsibilities review next week when our class is altogether all period long.
• Review: Working with a partner students brainstormed words they know for each of these following categories,
(1) Positive personality traits
(2) Places we like to go to in our free time
(3) Holidays, celebrations and events
(4) Foods
• As a whole class we compared the items we know in each of the categories.
• The students then selected an item in each of the categories that applied to themselves and used it to decorate the Latino name side of their name tag in this manner:
Latino name = Boldly written in center.
Then in each of the corners an item from each of the review categories.
Upper left = #1 – a Spanish word for one of their positive personality trait.
Lower left = #2 - a drawing representing their favorite place.
Upper right = #3 – a drawing representing their favorite event.
Lower right = #4 – a drawing representing their favorite food.
• Rotating Partner Interview & survey: Working with at least 2 others, students dictated their Latino class names to each other, along with their phone numbers, using the Spanish format (503.431.55.63), practicing numbers in the 10’s and 100’s. Then they gave each other the 5 question quiz prepared as homework over class procedures and grading.
• HANDOUT: In-class Performance Grades = Pink packet: Descriptors for each grade (A, B, C,…), Activities to make-up these points when missing class, “Reporting” sheet to document the work you did.
• HANDOUT: Conexiones Workbook packet for our first unit, “Preliminar”. This whole packet is both a review and expansion of basic grammar.
• Tarea:
STUDY and complete workbook pages WB 1, 2 and 3.

Español IV 10 de septiembre de 2009

Español IV
10 de septiembre de 2009

• Alpha seating plan by name cards: We’ll start out with this seating and then mix it up later. Thanks for understanding this helps me learn your names.
• Opening handouts:
Need these? Look in the “Hojas extras” tray with the sign that says “IV” over it
(1) Syllabus – blanco- “Bienvenidos a la clase de español”
(2) Datos personales – verde
(3) Course Overview – rosado
• After collecting the “Datos personales” I answered the questions students had asked about me, telling them about my own study of Spanish, travels, family, teaching experience.
• Checked out text books from the library = Look for Conexiones text.
• I distributed a review packet from Spanish III – Vocabulary and grammar overview of all of the lessons.
• Review vocabulary game “La pared de palabras” – reviewing “el alfabeto español” and coming up with words in Spanish beginning with the letter selected at random (pelota del alfabeto). Everyone received his/her own handout of “Pared de palabras” to copy the words down that were being written on the chart on the wall.
• Tarea:
1. Write a FIVE QUESTION TEST in Spanish about the information in the WHITE handout, “Bienvenidos a la clase de español”. Then write their ANSWERS too. You’ll use this as a mixer tomorrow to find out how much your classmates understand about the expectations and grading systems in this course.
2. Cover your textbook with a cloth, or heavy paper, cover so that the edges, corners and spine are protected. It would be wonderful you can do this tonight, but you have until Tuesday to get this done.
3. Suggested study: your review packet.

Español III 10 de septiembre de 2009

Español III
10 de septiembre de 2009

• Alpha seating plan by name cards: We’ll start out with this seating and then mix it up later. Thanks for understanding this helps me learn your names.
• Power Points: (1) Introducing me to the students and (2) Overview of course and classroom expectations.
• Opening handouts:
Need these? Look in the “Hojas extras” tray with the sign that says “III” over it(1) Syllabus – blanco- “Bienvenidos a la clase de español”
(2) Datos personales – verde
(3) Course Overview – blanco
(4) Letter to your parents – blanco
• Get-to-know-you Mixer: ¿Quién es? (rosado) – Asking simple questions in Spanish to find someone in the class who fit the description then that person signs the item.
• Checked out text books from the library = Look for the REALIDADES 3 text (verde)
• I distributed a review packet from Spanish II – Vocabulary and grammar overview of all of the lessons.
• Review vocabulary game “ La pared de palabras” – reviewing “el alfabeto español” and coming up with words in Spanish beginning with the letter selected at random (pelota del alfabeto). Everyone received his/her own handout of “Pared de palabras” to copy the words down that were being written on the chart on the wall.
• Tarea:
1. Write a FIVE QUESTION TEST in Spanish about the information in the WHITE handout, “Bienvenidos a la clase de español”. Then write their ANSWERS too. You’ll use this as a mixer tomorrow to find out how much your classmates understand about the expectations and grading systems in this course.
2. PRINT your NAME at the bottom of the letter to your parents then have them READ & SIGN it.
3. Cover your textbook with a cloth, or heavy paper, cover so that the edges, corners and spine are protected. It would be wonderful you can do this tonight, but you have until Tuesday to get this done.
4. Suggested study: your review packet.