Español IV 30 de octubre de 2009

Español IV
30 de octubre de 2009

1. Text book, page 19: Los juglares - students read this article about medieval minstrals in Spain and modern day ones in Argentina, and then we had a discussion about storytelling traditions.

2. Period 2 - We had a discussion about Red Ribbon Week.

3. Period 2 - Reviewed the Estructuras exercise of special uses of the infinitive; period 4 corrected this yesterday.

4. Period 4 - Choose new partners - everyone was here today! Period 2 chose theirs earlier in the week.

5. Working with a new partner, students reviewed the 4 legends we have been studying this week, using their homework questions. Later we went over all of the legends together as a class.

6. Día de los chistes. Students shared their jokes with the class and I shared the Halloween treats I made for them.

Tarea:
1. ANNOUNCED the Lesson 1A exams for next week:
Wednesday = MOSTLY the preterite, some vocabulary recognitions and knowledge of the special verbs for the lesson.
Friday = All of the stories read in this lesson, all of the vocabulary (verbs in workbook & text book AND the vocabulary from pp. 10 & 11), and more preterite.

2. Crossword - vocabulary practice.

3. Verb grid - preterite practice.

Español III 30 de octubre de 2009

Español III
30 de octubre de 2009

1. Recognition Vocabulary Quiz - page 64.

2. Corrected the homework - Review of the vocabulary and grammar pp.64 & 65.

3. PROJECTS - Several people went today: Angel Dulce, Benjamín, Alicia, Natalia, Armando and Rosamaría.

4. JUEGOS en español - The class earned their 30 minutes of games in Spanish and I made special Halloween treats for them, too!

Tarea: Have a fun and safe weekend and come back ready to work next week.

Español IV 29 de octubre de 2009

Español IV
29 de octubre de 2009

1. Los colmos y los tantanes - Classic word play jokes in Spanish - modeling what students should bring for class tomorrow. Still need to find appropriate jokes in Spanish? Here is a site that advertises all jokes are " chistes sanos" - apropiados para la clase. Some of them are still NOT in the greatest of taste - let's NOT go for the potty jokes. However, each of these jokes does comes from a collection of a similar theme, which you can access by "hacer clic" on the blue title, like "Novios".

2. El pretérito:
(A)Partner practice with:
(1) questions using -car, -gar, -zar verbs - some new ones!
(2) Grouped Irregular Preterites - Flashcard sentences.
(B) Whole class = the TWO versions of LA CUCARACHA Irregular Preterite Song.

Period 4: Reviewed the "Estructuras" exercise AND the practice comprehension questions about La abeja haragana.

Both classes worked on Las leyendas: New teams made up 4 - each member representing a different legend. Each individual taught their legend to their team mates who could take notes. Then everyone had the opportunity to complete their set of the Four LEGENDS to use for homework tonight, and to study from for next week's lesson test.

TAREA:
1. Write a TOTAL of EIGHT comprehension questions in Spanish about the LEGENDS: 2 Questions (and answers) for EACH legend.
2. Print out, or write out, THREE jokes in Spanish that incorporate a pun/juego de palabra AND are appropriate for the classroom. (No chistes verdes, por fa)
3. Bring TREATS, if you'd like, to give to the TIGRITOS - Tiny Tigers - as they come Trick or Treating to our class.
4. Bring wrapped candy to use in our games tomorrow.

Español III
29 de octubre de 2009

1. Vocabulary review – “guest maestra” Graciela led the class through the flashcards of the vocabulary on pp. 62 & 64 while I checked in homework. ¡Buen trabajo, chica!
2. Practicing talking about art –
A. Using works from famous Mexican Artists.
B. Activity 1, page 62.
C. Activity 2, page 63.
3. Recognition quiz – vocabulario – page 62.
4. Corrected Tarea = Front side of the handout from yesterday –
a. Practicing vocabulary on page 62
b. Adjective Agreement (M/F + S/PL) to match the NOUN described
c. Comparisons: Just as much as / Just as many as AND “__er than”
5. Tarea:
• Study page 63 = Adjective agreement & comparisons
• Study pp. 64 = Vocabulary (recognition quiz tomorrow)
• Read & write =Side #2 of Tarea #1 – Handout from yesterday

Español III 28 de octubre de 2009

Español III
28 de octubre de 2009

1. Students had a few minutes to review before we took our UNIT ONE EXAM - 85 points - Pages 16-59 in the textbook: Listening and Reading Comprehension and then contextualized vocabulary, and the verb forms of preterite & imperfecto and selecting when one would use which.

2. Once done with the UNIT EXAM, student did a VOCABULARY SPELLING TEST (40 pts).

3. Introduced the mini-lesson, A ver si recuerdas, for our next unit on The Arts. Today we focused on pages 62-63. First students brainstormed what they knew how to say about art, artists, color, expression opinions and making comparisons. Then they were able to use their books to fill-in more from page 62.

4. Most were able to start the homework exercise, HANDOUT: Tarea #1 - page 62.

Tarea:
1. Read the dialogue on the top of the page of the handout Tarea #1, page 62 and then complete the sentences following, using the vocabulary from page 62.
2. Study the words on page 62 to be able to know what they mean on a recognition quiz tomorrow.

Español IV 28 de octubre de 2009

Español IV
28 de octubre de 2009

1. Warm-up: Workbook packet, El arte de contar: WB 27 & 28 - El preterito & the life of Jules Verne. Be sure you know the meanings of the verbs given in the box at the top of page WB27.

2. We shared our "cuentitos" written on WB26 - Act. 1-2.

3. El pretérito = we practiced the common irregulars of the preterite with two different versions of a song to "La cucaracha". One on You Tube - see the post just before this one for the link, and another one (HANDOUT)where the verbs that share a common stem-change are grouped together.

4. La abeja haragana: We reviewed the story by going over the comprehension questions from both parts (#'s 1-22). Be very familiar with this story - it WILL be on our LESSON TEST next week.

5. Las leyendas aztecas: The class was divided into 4 "specialist" groups - each one given a different legend to read together and learn well for tomorrow's class.
Las leyendas: Tláloc, Huitzilopochtli, Quezalcoatl, Popocatépetl

Tarea:
1. OUTLINE your legend to help you tell it to a new group tomorrow. Be ready to tell the important details of your legend but DON'T memorize it NOR plan on reading it to the new group.

2. Find your 3 jokes (in good taste)that are "juegos de palabras" to have ready for class on Friday. I suggest you DON'T print the first 3 you find - most likely others will also have these same jokes.

3. Remember the "Tiny Tigers" will be coming to our room on Friday for Trick or Treats if you would like to bring something for them.

You Tube - La cucaracha - Irregular Preterite song

Here's the link to the Cucaracha Irregular Preterite You Tube Song
http://www.youtube.com/watch?v=ceIF6NuYKmc

Español IV 27 de octubre de 2009

Español IV
27 de octubre de 2009

1. Parejas nuevas - We organized new work partners using the España handout (rosado) while I checked in homework.

2. Working a new partner, students reviewed their home answers over the two exercises pertaining to the "Abeja" story.

3. Continuing to work with the same partner, students read Parte II, Abeja haragana aloud to one another.

4. Finished watching the movie in Spanish, Eloise va a la escuela.

5. Tarea - Comprendió Ud.? - Parte II, La abeja haragana

Español III 27 de octubre de 2009

Español III
27 de octubre de 2009

1. Listening Comprehension Practice: WAVA workbook, exercises 3,4 & 5 (pp. 9-11).

2. Partner vocabulary practice: Juego - Estoy pensando en una palabra - using the definitions written last night as homework, students played this guessing game identifying the described vocabulary item. Afterwards, we played together as a whole class.

3. Review of the preterite versus the imperfect = which past tense?

4. Practiced #3 by correcting the last part of Exercise D in the packet, The Preterite and the Imperfect Past Tenses.

5. We continued presenting our projects. Today we "traveled" with: Ana Cabrera, Vicente, María y Graciela.

6. To review for tomorrow's UNIT EXAM, we used the "Organizador del vocabulario" = Practice Workbook 1-13. SEE yesterday's post: Guía de estudios - for everything that is included in the test.

Esp. III - Guía de estudios - Capítulo Uno

Guía de estudios
Español III- Realidades 3, Examen Capítulo1

Lección A:

A. Review the vocabulary from:
• Pages 16-19 – A ver si recuerdas: Places, Activities, Weather, Animals and Insects.
• Pages 22, 23 – A primera vista 1: Vocabulary in context, talking about camping activities and features of the natural environment.
• 24, 25 - ¡Una aventura desastrosa! – The story about Guille, Felipe and the person telling the story and what happened to them during their outdoor adventure. More practice of the vocabulary in context.

B. Review the preterite forms from:
• Page 17 – Regular –ar, -er, -ir forms and the irregulars of: Hacer, Dar, Ver
• Page 19 – Spelling changes for the yo form of–car, -gar, -zar verbs
• Page 30 – the “i-sandwich”, -er/-ir verbs where the i turns to a y.
• Page 31- the “grouped irregulars” where the whole stem of the verb changes radically:
A. “uv” = tener, andar and estar,
B. “u” = poder, poner, saber (caber, haber)
C. “i” = hacer – see page 17 (querer, venir)
D. “j” = decir, traer, (and any verb ending with –cir)
• Page 33 – Verbs ending in –ir that are also stem-changers. Remember they have the “third level of change” only in third-person in the preterite.
Lección B:
A. Review the vocabulary from:
• Pages 36-39 – A primera vista 2:
Vocabulary in context talking about sporting events and competitions.

B. Review of the imperfect:
• Page 42 – Regular forms and the 3 Irregular verbs: Ir, Ser & Ver
• Page 44 – Uses of the Imperfect – “used to” , “was/were ---ings”,
descriptions, dates, time, age, weather (as a background circumstance).

C. Comparing the uses of the Preterite and the Imperfect:
Packet: The Preterite and the Imperfect Tenses Compared –
Study the NUMBERED ITEMS = Study Points.
Chapter Review:
• Page 58 – Vocabulary list for the chapter.
a. Page 59 – Preterite and Imperfect verb forms
1. An overview of the verbs in the preterite: Don’t overlook the verbs listed below the boxes that are similar in their conjugation patterns to those listed in the box above.
2. An overview of the verbs in the imperfect: Notice the imperfect of “Hay” is “Había” = There was/were

Español III 26 de octubre de 2009

Español III
26 de octubre de 2009

1. Warm-up: Activity 42, page 46: Un partido de fútbol famoso - Part 1: Select the correct verb tense and conjugation (preterite of imperfect). Part 2: Answer the comprehension questions based on the reading in part 1.

2. JUEGO de vocabulario, Estoy pensando en una palabra. I talked all around one of the vocabulary items in Spanish. Working with a partner, students took turns writing down the word they though I was describing on the small white boards and then when time was up, held up the white board. This was a good practice for part of tonight's homework.

3. Guia de estudios - We went over what to study for the UNIT EXAM - I moved it from tomorrow to WEDNESDAY. - See separate post.

4. Students turned-in their written projects at the beginning of class, and we began presenting today. We went to el Perú with Eva, and to España with David.

5. I distributed Progress Reports to those students whose parents didn't come to conferences.
Tarea:
1. Write definitions in Spanish for 8 vocabulary items from page 58 (Like the ones used during our game today = they should be SENTENCES in SPANISH ABOUT THE WORD = NOT an English = Spanish list).
2. Finish the Preterite/Imperfecto packet - Exercise D.
3. If you got a Progress Report today, talk about your grade with your parent(s) and have them sign off on it to turn in tomorrow.

Español IV 26 de octubre de 2009

Español IV
26 de octubre de 2009

1. Warm-up: Activity 1-12, page 17. Using at least 10 of the verbs provided in the yellow box by the activity, describe the major events in the preterite of a book or movie you have read/seen. Then, working with another, students tried to guess the book/movie.

2. Estoy pensando en una palabra - Played this "talk all around it" vocabulary game in groups of 3, using the definitions written on the "scatter vocabulary handout" from last Wednesday. One partner read the definition and the other two tried to be the first to recognized the word described and circle it before the other one did.

3. WORKBOOK PACKET - El arte de contar- Activity 1-1, WB25: Students filled-in the missing words from this "strange event" story. I did a "dramatic reading" of it to Halloween sound effects that matched the story.

4. Working with a partner, student read aloud the Parte 1 of "Una abeja haragana" - a fable about a lazy bee.

Tarea:
1. Complete the Comprendió Ud. questions in the Abeja haragana story, page 339, ON A SEPARATE SHEET OF PAPER using COMPLETE sentences, por fa.
2. Do the "Estructuras gramaticales - El infinitivo, pg. 166" activity towards the back of the Abeja packet - referring to the Parte I or Parte II and the given page numbers. NOTE: I took this activity out of a different book from the story, so the page numbers are NOT continuous.
3. WB26 - Activity 1-2: Complete your own "Suceso misterioso" in the workbook packet.
4. If you received a Progress Report today, please review it with your parent(s) and return it signed tomorrow. If your parent(s) came to conferences, then you already have credit for this.

Español IV 21 de octubre de 2009

Español IV
21 de octubre de 2009

Period 2 - Finished their orals today! Buen trabajo a todos!

BIG REVIEW of the PAST TENSES:
1. Students wrote out 3 regular and 3 irregular preterites they could remember, and then we reviewed as a whole class.
2. HANDOUT: El PRETERITO - overview of the uses, commonly associated time expressions, conjugations, all of the many different kinds of irregulars.
3. Power Point: Specifics about the Preterite and some uses of the IMPERFECTO.
4. Period 4: Reviewed the homework 1-6 and most of 1-8.

Tarea:
HANDOUT - Vocabulary "scatter" page - On the reverse choose 10 of the items from the front and write out 10 definitions in Spanish , and then translate those to English, as you did for Tuesday. We'll use this page for a game on Monday with your definitions. IMPORTANT! - Please DO NOT MARK the front of the handout indicating which words you used, or you won't be able to play the game.

Writing Diacritical Marks in Spanish

Writing Diacritical Marks in Spanish
Accent mark: Control, apostrophe, release.
Then the letter you want accented.
Older operating system –
á = ALT + 0225
é = ALT + 0233
í = ALT + 0237
ó = ALT + 0243
ú = ALT + 0250
Diérisis + u = ALT + 0252
ñ = ALT + 0241
New (~ )Tilde + n = Control + Shift + ~, N
¿ = Control + Shift+ALT+?
¡ = Control + Shift+ALT+ !

Editing Your Project

Editing Your Project
PURPOSE OF THE PROJECT
1. Incorporate the vocabulary and structures from Unit 1 into an imaginary adventure travel experience told in the past.
2. Demonstrate your mastery of the Preterite vs Imperfecto
a. Know your conjugations of EACH
b. Can use the vocabulary in context in meaningful way.
3. Incorporate Technology into content area
EDITING TIPS:
VERBS:
• ARE you USING the correct past tense? = How do you know?
• ARE you using the correct verb = meaning (meaning changers in the preterite)
• ARE you using the correct ending = person the action
• ARE you using the ending = -ar, -er + -ir verbs
COMMON ERROR: Yo com aba"perros calientes. – PROBLEM? – ar ending on an –er verb
CORRECT FORM: Comer - YO comía ….
NOUNS + ADJECTIVES
• AGREEMENT = Matching the gender & number of the adjective to the noun being described.
COMMON ERROR: El río bonita – SHOULD BE bonito
m/f = gender (género)
s/pl = number (número)
• Órden de las palabras
NOUN comes 1st, THEN describe
• Posesión
Manejé mi papa’s coche = “Spanglish”
Manejé el coche de mi papa = Correct form
SER & ESTAR =
No matter HOW YOU FEEL OR WHERE YOU ARE
ALWAYS USE THE VERB ESTAR
It was Saturday = ALWAYS use the IMP for time, dates, days.
ERA sábado = It was Saturday.

BIEN versus Buen (Bueno)
Bien = talks about HOW YOU DO something
Hablo español bien ( modifies the verb) = well.
Buen = shortened form of bueno (adj.)
and is used only in front of a s/m noun.
Es un buen libro. Es un libro bueno.
Es un bien libro = the book is a well book.
“Good enough never is”
Remember to always: DEMONSTRATE YOUR PRIDE IN A JOB WELL DONE (BIEN HECHO)

Español III 21 de octubre de 2009

Español III
21 de octubre de 2009

1. More review the Preterite and the Imperfect: -
a. Conjugations
b. Uses
c. Time expressions that indicate one or the other
d. Packet: The Preterite and the Imperfect - We continued on with Exercise D - completing through 6b.

2. Project "Workshop":
a. Reviewed how to create a Power Point presentation.
b. How to import images from a saved item on your computer
c. How to import images from a website
d. Confirmed all of the criteria of the project:
1. TWO final copies = 1 TYPED and "turn-in ready" for Monday, the other for you to use while presenting.
2. 24 Handouts for the other students in class with (A) Special vocabulary for your project in the order you'll be using it and (B)the FIVE comprehension questions in Spanish about the most important information in your presentation.
3. A Power Point Presentation of 5-10 slides - WITHOUT your script written on it.
EMAIL YOUR PRESENTATION AS AN ATTACHMENT TO MY SCHOOL EMAIL ADDRESS
cthurber@ttsd.k12.or.us

3. Writing Workshop:
a. How to write diacritical marks using the computer (accents, tildes and punctuation) = see separate blog posting.
b. What to watch out for when editing your writing = see separate posting.

Tarea? = See above, "Criteria of the project"
ANUNCIO: Unit 1 Exam = Martes, el 27 de octubre

Español IV 19 de octubre de 2009

Español IV
19 de octubre de 2009

1. La carta de solicitud:
Working with a partner, each one switched papers then read each other's letter. While reading the partner wrote an outline of the letter, determining the main idea of each paragraph then listing the supporting details.

2. Turned-in Carta papers:
(A) Final typed copy of letter
(B) Outline of own letter - form distributed in class on Friday.
(C) Outline of partner's letter.

3. I returned the listening response sheet from the last oral project (mi escudo) and students cut each presenter's information and then distributed their responses to each other while I was returning their scored projects and other papers.

4. Period TWO continued on with their ORAL SITUATIONS - job interviews - MORE GREAT WORK TODAY!
Period FOUR: we discussed various immersion programs available and then continued on with our movie in Spanish, ELOISE - Va a la escuela.

Tarea:
1. 10 definiciones bilingües: Referring to PAGES 10 & 11, in the text book (Conexiones) - select 10 of the vocabulary items and write a definition for them FIRST in Spanish, then translate your Spanish definition to English.
2. BRING your TEXT BOOK to class, tomorrow and from now on.

Español III - Los parques _Los sitios _investigaciones en la Red

Español III - Capítulo uno – El proyecto de los parques nacionales
Sitios para las investigaciones en La Red


Un sitio excelente – tiene enlaces a los países en América Central y Sudamérica
http://www.ecoturismolatino.com/
Enlaces al río Amazona y las cataratas Iguazú:
http://www.greatestplaces.org
Argentina:
http://ar37.toservers.com/parquesnacionales.gov.ar/i/main.htm
http://www.argentinaxplora.com/activida/parques/parques.htm
http://argentina.gotolatin.com/Home/Default.asp
Bolivia:
http://bolivia.gotolatin.com/Home/Default.asp
Chile:
http://www.gochile.cl/Home/Default.asp
Colombia:
http://www.parquesnacionales.gov.co
Costa Rica:
www.costaricabureau.com/nationalparks
http://www.nacion.com/netinc/costarica/parques/parquesnac.html
España:
http://www.spainmountains.com/buscadores/menu/parques_nacionales.htm
Equador:
http://www.explored.com.ec/ecuador/guia/parques.htm
From this main page, go to Ecuador Online-Parques Reservas
http://www.galapagosislands.com/html/galapagos_islands.htm
Guinea Ecuatorial:
http://www.ikuska.com/Africa/natura/parques/gui_ecu_index.htm
México:
http://www.conanp.gob.mx/
http://www.ecoturismolatino.com/esp/ecoviajeros/guia/paises/mexico/destinos/anp/pncanonsumidero.htm
http://www.coppercanyon-mexico.com
el Perú:
http://peru.gotolatin.com/Home/Default.asp
http://www.enjoyperu.com/naturaleza/parques-nacio/index2.htm
República Dominicana:
http://www.dominicana.com.do/ecologia/parques.html
Uruguay:
El canto de pájaros en Uruguay – ¡bonito!
http://www.turismo.gub.uy/palmar/palmar.htm

Español III 19 de octubre de 2009 Y los CAMBIOS en los parques seleccionados

Español III
19 de octubre de 2009

1. Activity 35, page 41 -
(A) Write answers to the questions about a sports fair in the past.
(B) Working with a partner, ask and answer the questions.
(C) Reviewed the questions with the whole class: one partner asks/other answers.

2. Pretérito versus Imperfecto - White packet from last week.
We continued on together working through EXERCISES A & B, explaining WHAT are the clues in the sentence leading using either the Preterit or the Imperfect = usually those time expressions we've learned for them.

3. Since the make-up time has expired, we reviewed the 3 quizzes we did over the lesson: Map test, Vocabulary & preterite - a ver si recuerdas (pp.16-19), and the white preterite test.

4. Project: We went over the guiding questions on the project instructions sheet for the first paragraph, and I gave examples how one could address them in the projects, and also answered individual questions students had.

Tarea:
Rough draft for paragraph #2 of the project - See separate blog entries on the project and who has which park.

NOTE:
CHANGES to the PARK LIST for the PROJECT:

(1) Graciela = México:Playa del Carmen/Tulum
(2) Armando = Colombia: Amacayacu
(3) Alicia = CAMBIA Cerro Saslaya en Nicaragua por el Perú:Menu
(4) María = CAMBIA San Cristóbal en Ecuador por Sangay (también en Ecuador)

Español III -Los parques seleccionados

Here are the national parks/reserves/biospheres selected by students for their projects:
Note: 2 people absent today and 2 people didn't sign-up (:<)

España:
Coto Doñana - Dolores
La Sierra Nevada - David

Guinea Ecuatorial
Caldera de Luba - Vicente

La República Dominicana
Parque Nacional Isla Cabritos - Lorenzo

Guatemala
Lago Atitlán - Jaime
Los Albores - Jorge
El Retiro Reserva Natural - Angela Dulce

Nicaragua
Cerro Saslaya - Alicia

Costa Rica
Corcovada - Natalia
Isla del Coco - Rosamaría
Santa Rosa - Ana Pérez

Venezuela
La Gran Sabana - Pepito

Ecuador
Las islas de los Galápagos

El Perú
Macchu Pichu - Eva

Chile
La Reserva Biológica de Hilo-Huilo - Xavier
Yanachaga-Chemillén - Guillermo

La Argentina
Bahía Blanca - Ana Cabrera

Español III PROYECTO - Un parque nacional

El proyecto para Realidades3 Nombre:
Capítulo 1 - Un parque nacional Fecha tope: 26 de octubre de 2009

A. Escribe un mínimo de tres párrafos sobre un viaje (en el pasado) imaginando que tú fuiste a un país de habla española. Tu meta es darnos las ganas de conocer el lugar para nosotros mismos.

Es necesario incluir los detalles siguientes:

Párrofo uno:
1. Una introducción al parque.
2. El nombre del parque nacional que visitaste y por qué querías ir allí
3. En cuál país está ubicado
4. Dónde está en el país – describe su localidad en referencia a cuál parte del país está.
5. Describe qué tiempo hacía – habla deel tiempo típico para la estación en
que estuviste allí.

Parrafo dos:
1. Describe el viaje.
2. Cómo llegaste allí tú.
3. Lo qué hiciste ...qué hay para ver/hacer. Incluye cosas de interés al ecoturismo.
4. Qué tuviste que llevar para tener el equipo apropiado para las actividades.
5. Qué otro equipo especial tuviste que llevar y cómo lo usaste.

Párrafo tres:
1. ¿A qué otros lugares fuiste mientras estabas en el país?
a. Habla de la ciudad capital
b. Los otros centros de interés turístico
c. Los centros de importancia histórical y/o de antropología
2. ¿Qué son los recuerdos típicos del país? – habla de la artesanía típica de allí
3. Una conclusión

B. La parte escrita es BIEN escrita a máquina – presta MUCHA atención a la deletración.

El día de la fecha tope llega a clase con dos (2) copias:
1. una copia para la maestra
(no vas a leer de mi copia mientras estás presentando)
2. La otra copia para ti.

C. La presentación de Power Point:
1. 5 - 10 <> (Slides) en total:
4-a-6 fotos verdaderas del parque
y 1 más para cada otro lugar mencionados.
2. No escribe MAS de unas palabras en ellas.

D. Un cartel de vocabulario especializado para los estudiantes.
Escribe la lista biligüe en la misma ordén que vas a decir las palabras.

E. Escribe 3-5 preguntas sobre la información más importante.
Ven a clases el día de la fecha tope con __ 24 _ copias de tus preguntas de comprensión para los otros estudiantes.

NOTA: Necesito recibir tu papel de preguntas con DOS DíAS DE ANTICIPACIóN SI SACO LAS COPIAS PARA TI.

Español III 16 de octubre de 2009

Español III
16 de octubre de 2009

1. Vocabulary page 58 - Crossword puzzle. Doing the crossword, Xavier found a typo on the vocabulary list: At dawn should read Al amanecer NOT al almanecer. I've edited the quia site, too. Gracias, Xavier!

2. Homework corrections: We finished going over the Ir de camping packet, and corrected the 1-4 exercise in the workbook. Some students found those word scrambles hard to figure out!

3. Two Past Tenses Compared: Imperfecto and Preterite = NEW PACKET. We worked through the first 3 pages, taking notes while I get examples and hint as to how to remember to use these accurately. We also completed the Practices A & B.

4. I introduced the Parque Nacional Project:
A)Project Description Handout (See separate Blog Entry)
DUE date for Power Point? October 26th.
B)Showed 4 examples of previous projects
C)Handout packet: Names of LOTS of parks/reserves in the Spanish-speaking world, AND LOTS of websites for research.

5. Students signed-up for specific parks to research.

Tarea:
Write the ROUGH DRAFT in SPANISH for Párrafo Uno by using the guiding questions on your handout.

Español IV 16 de octubre de 2009

Español IV
16 de octubre de 2009


1.Students turned-in their green packets of activities for Capítulos 5 y 6.

2. HANDOUT: Escribe una carta que será leída. Two-sided handout about writing a letter of interest(carta de solicitud)for a job. One side has a sample letter, the other a guided outline. See "TAREA" below for instructions.

3. ORALES - we continued on in the same manner as yesterday: each group scoring for its special area while the two performers presented their spontaneous job interview oral.

TAREA:
1. Fill-in the guideline for the carta de solicitud (see #2 above). BE SURE to use a REAL company and CONTACT person. One can usually find this using the internet, or if it is a small company, you could call and ask to whom you would address a letter of interest AND where to send it.

2. Write your letter, being sure it is YOUR OWN WORK.
Please be extra careful to follow these suggestions:
A) BE SURE YOU ARE NOT COPYING THE SAMPLE LETTER.
B) DO NOT write in in ENGLISH then TRANSLATE it to SPANISH.
C) Careful not to get too much "Help" from an advanced speaker.

3. Type your final copy - take care to spell accurately and use appropriate diacritical marks (accents and tildes).

Español III 15 de octubre de 2009

Español III
15 de octubre de 2009

1. Students listened to, and read, pages 38-39, and completed the Activities on both of these pages: Act. 28 & 29.

2. More vocabulary in context practice: Act. 32, page 40.

3. Quick review of the IMPERFECTO - forms and uses (see pages 42 & 44.

4. Partner interview - about one another's childhoods + Venn Diagram/Comparing.

5. Continued in the Camping Packet.

Tarea:
1. Finish Camping packet, if not done in class today.
2. Workbook 1-4, page 10.
3. Finish your flashcards for the yellow packet, page 58.

Español IV 15 de octubre de 2009

Español IV
15 de octubre de 2009

ORALS! - I am a happy teacher, indeed, and very proud of how well the students did today. !racias, estudiantes!

1. I organized the students into scoring teams with each team given a specific, small, task to document while other students presented their orals.

2. I shared the pairings I made so everyone would know their partner.

3. The partners then selected which order they would present in.

4. For each partner's turn, I projected the situation prompt and the partners spontaneously acted it out while the others, and I, captured the elements of their conversations on the scoring guide.

5. No HAY TAREA esta noche! We'll do more orals tomorrow!

Español III 14 de octubre de 2009

Español III
14 de octubre de 2009

1. Introduced the second lesson in Capítulo Uno: we read, listened to and repeated items on pages 36 & 37.

2. Comprehension vocabulary input Activities 26 & 27, pp. 36 & 37.

3. Review of the IMPERFECTO: I told a short story about my childhood and how my friend Jenny & I USED TO play together everyday.

4. Review of the verb forms of the IMPERFECTO - see page 42. We started a NEW VERB GRID, on the BACK PAGE of the pink one we already have done for the preterit in this chapter. We copied the verbs in the box on page 42 and some other REGULAR verbs as well.

5. Practicing the imperfecto - we completed ACT. 36, page 42.

6. We corrected the homework, Act. 25 - page 35 Las Torres de Paine, and we discussed Ecotourism.

7. We watched a video about outdoor activities across the Spanish-speaking world.

8. I discussed a little about the upcoming Power Point Project, where you'll select a real national park in a Spanish-speaking country (like Torres de Paine)and tell us about an imaginary trip that you took there.

9. We began a NEW PACKET - IR DE CAMPING, extending what we can talk about while going camping. We completed the first 2 pages.

Tarea:
1. Activity 38, page 43 - Part 1: practicing the imperfecto. Describe what your childhood was like when you were little. Talk about *games *sports *family *TV programs *food * friend(s)
2. Continue on with your flashcards from the yellow packet - Top of the second page Trueno through Medalla

Español IV 14 de octubre de 2009

Español IV
14 de octubre de 2009


1. Review and corrections of homework: Workbook packet 6-1, 6-2, & 6-3.

2. Review of the "futuro" - see the grammar summary in your vocabulary packet - Capítulo 6 AND/OR your white verb review packet - bottom of the second page.

3. Workbook packet exercises 6-4 & 6-5: Combining careers & el futuro.

4. Rehearsals for tomorrow's orals: Rotating groups of 4 = 2 speakers and 2 notetakers - vocabulary & questions used.

Tarea: El oral!

Español IV 13 de octubre de 2009

Español IV
13 de octubre de 2009

1. Students wrote out their answers to questions # 11-20 from the HANDOUT from yesterday, Las 20 preguntas más comunes en las entrevistas de trabajo. Afterwards we debriefed their answers, and I gave suggestions about how to approach such questions in real job interviews.

2. I handed out the SCORING SHEET for the GRADED ORAL beginning on THURSDAY so students could refer to all of the required elements while practicing in-class.

3. We organized the class into 2 "Inside/Outside" circles and students practiced the workplace orals using the situations they had written as homework last night.
The situations remained at each place while the students rotated to a new station and a new partner several times.
At each new station, first the students read the two possible situations, practiced the suggested vocabulary and questions.
Next they decided which one to act out and proceeded doing so.
I circulated around observing, and coaching.

4. We returned the chairs to their usual configuration and I introduced the homework.

Tarea:
Exercises 6-1, 6-2, 6-3 = Paquete verde de actividades

Español III 13 de octubre de 2009

Español III
13 de octubre de 2009

1. Review of the irregular preterit before our test:
(A) Partner conjugation drill
(B) Activity 3-1, Practice Workbook. Complete the sentence, underline the preterit verb, write out its infinitive (dictionary) form, and tell what it means.
(C) Irregular preterit song. Want to practice a similar one? Check out this You Tube version http://www.youtube.com/watch?v=ceIF6NuYKmc&NR=1

2. Preterit Test:
(A) Students took test, and turned it in.
(B) Reviewed answers

3. Película en español - Los animales
(A) Completed a comprehension exercise during the movie.
(b) Reviewed as a whole class.

4. Make-up Story Project: Alicia y Lorenzo

Tarea:
1. Make 25 “Tarjetas de repaso” – 1st page of vocabulary packet, page 58. Want the link to the games? http://www.quia.com/jg/723465.html
2. Activity 25, page 35 – Read about the Ecocamps at Torres del Paine

Español III 12 de octubre

Español III
12 de octubre - Feliz día de la raza

1. HANDOUT: Vocabulario, pagina 58 - quia games http://www.quia.com/jg/723465.html

2. WAVA workbook: We practiced our listening comprehension with Capítulo Uno, Activities 1 & 2, pages 8 & 9 in the WAVA workbooks - we keep these in class.

3. BIG PRETERITE REVIEW -
(A) We corrected the PINK VERB GRID, that was to be completed for today in anticipation of the PRETERITE TEST TOMORROW. See pages 17,19,30,31,33,34.
(B) Conjugation Review game - 2 Partners, a pair of dice, and white board. One die indicated which conjugation and the other which verb to conjugate. I circulated and helped individuals and periodically changed the 6 verbs to be practiced.
(C) Whole class conjugation game. One person rolled and we all wrote out the verb indicated by the roll.

Tarea:
STUDY! Preterite exam tomorrow. Why not go to Conjuguemos.com http://www.conjuguemos.com/home/index.html to practice? Sign-in as a student, then select SPANISH VERBS in the left-hand column, then The preterit - all verbs, all forms.

Español IV 12 de octubre de 2009

Español IV
12 de octubre de 2009 -Feliz día de la raza

1. Warm-up: Students wrote out answers to the top ten most commonly asked questions in job interviews, and then we debriefed them.

2. Students brainstormed questions one would ask to elicit the information contained in their resumes they wrote as homework.

3. HANDOUT: Los elementos de la conversacion. I explained, and gave examples about the different categories on the conversation tracking sheet:
Thematic vocabulary versus Idiomatic language use
4 different types of questions (Yes/no, Clarification, Verification, Open-ended

4. Round-Robin Oral Situation Practice: Working in teams of 4 Everyone took a turn performing each of the 4 roles: Partner A, Partner B, Vocabulary recorder, Question recorder.

5. TAREA: Write your own 2 Person WORK-RELATED SITUATION like the one we used today in class. Be sure to include:
(1) Who the two people are.
(2) Where they are
(3) Why they are there
(4) Any other information you want to be sure they find out from one another

UPDATE - Español IV 08 de octubre de 2009

UPDATE - Español IV
08 de octubre de 2009

I noticed I didn't write down BOTH assignments for Monday in my earlier posting...!Ay!
Para lunes:
(1) Currículo - escrito a máquina for a JOB you could get RIGHT NOW, following the templates distributed in class today.
AND
(2)Write your "Párrafo" based on the skills and experience you have had YES! I DO want you to use the present perfect (:>)
including the things you wrote about in your outline for today.

Diviértense en Homecoming y los veo el lunes.

Español III 08 de octubre de 2009

Español III
08 de octubre de 2009

1. Partners got together and put the finishing touches on their Preterite Adventure Story Project.

2. We listened while the partners presented - I was really pleased with the cute stories the students created. !Gracias, jóvenes!

3. Preterite Practice:
(A)Pairs practiced with drill cards
(B)Whole class - worked on the BLUE packet, completing Exercises A & B (pp. 45 & 46)

4. Tarea:
1. COMPLETE the PINK VERB GRID - notice the reference pages in the margin - and you can go to those pages in the textbook for help AND/OR use your Blue Irregular Preterite Verbs packet.
2. STUDY! Preterite Test on Tuesday!

Español IV 8 de octubre

Español IV
8 de octubre


1. Partner Oral, practicing the professions from vocabulario - Capítulo 6 (green packet) AND partner vocabulary review. Want to practice via on-line games? Go to this site http://www.quia.com/jg/1746022.html

2. We corrected last night's workbook packet exercises, 5-7, 8 & 9. Using the Capítulo 5 vocabulary and the present and pluperfects. Want more practice with thos irregular past participles? Check out this battleship game at http://www.quia.com/ba/120013.html

3. Period 2 is ahead of period 4 in the article, so they got more in-class writing on their paragraph about where they would like to work (outline was also homework last night).

4. I announced the FINAL ORAL for this unit will begin on THURSDAY, OCT. 15. Everyone will need to incorporate AT LEAST 20 specialized vocabulary items (Conexiones pp. 4, 6 and 7; Capítulos 5 & 6) AND pose a minimum of 10 logical, intelligent and appropriate questions - 5 of which are "information gap" ones.
We'll practice this on MONDAY.

Tarea:
TYPE a resume in Spanish (following one of the templates distributed today) for a job YOU COULD APPLY FOR RIGHT NOW. Next week you'll be writing a letter of interest, so why not find a REAL JOB you would be interested in pursuing?

Español III 07 de octubre de 2009

Español III
07 de octubre de 2009

1. Drill/practice of the regular & irregular preterite = we played Lotería using BOTH sides (#12 & #14)of the bingo-style verb sheet you prepared as homework earlier.

2. HANDOUT: La novia presumida - "Song" of a dialogue between a "stuck-up girlfriend" and her shy boyfriend = All using irregular verbs in the preterite. Students fill-in verb forms on the side with blanks, and then we "sang" the song together.

3. Irregular Preterit Verb Packet = We reviewed ALL of the irregular forms highlighted on the first 3 pages, AND completed PRACTICES B & C.

4. Project Work time = 30 minutes in-class to work on tomorrow's project. SEE SEPARATE POST if you don't have your blue handout. REMEMBER TO DOUBLE CHECK THAT YOU AND YOUR PARTNER HAVE INCLUDED ALL OF THE ELEMENTS INDICATED IN THE ASSIGNMENT.

Tarea:
PROJECT - AT Least
(A) Different verbs in the preterit
(Group of 2 = 10; Group of 3 = 15 verbs)
(B) 2 outdoor activities
(C) Who? What? When? Where?
(D) 1 wild animal
(E) Suspense / Adventure Element
(F) SIX visuals* to illustrate story under document camera.
* Drawings, Photos, Clip Art, Props, Cartoon Strip, etc.

Español IV - REAL conjuguemos link

The link I put in today's post takes you to a different site than I intended!
Here's the real one http://www.conjuguemos.com/home/index.html

Sign in, and then LOOK AT THE LEFT-HAND list of topics. Select SPANISH VERBS, and then the Present Perfect, and/or the Pluperfect - all verbs.

Español IV 07 de octubre de 2009

Español IV
07 de octubre de 2009

1. Notes over the present perfect & pluperfect: What are they? How are they formed? How do they translate to English? - This is review from what we did on Monday.

2. Drill/practice of the presente perfecto y el pluscuamperfecto. Using www.comjuguemos.com students took turns rotating to the computer, while the rest wrote out the answers from the practice quiz. Once everyone had a turn at the presente perfecto I wrote in the answers, the students gave, for practicing the pluscuamperfecto. Students wrote in the English for their Spanish conjugations, and I collected the paper. (30 presente perfectos, 15 pluscuamperfectos)

3. We reviewed the answers for the homework,WAVA 6, and I reviewed some basic grammatical errors many students made.

4. We "forged ahead" with the artículo - we should finish it tomorrow.

5. I introduced a short writing assignment = HANDOUT "?Dónde te gustaría trabajar?".
I went over the criteria, as delineated on the assignment sheet, and pointed out the editing self-check list included below. We'll work on the paragraph in class tomorrow, but come with the outline completed for tomorrow by filling-in the blanks at the top of the page.

6. Tarea:
(a)The outline for the paragraph described in #5 above completed for tomorrow.
(b)Activity Packet: 5-7 (presente perfecto & pluscuamperfecto), 5-8 & 5-9 (vocabulario)

Español III_PROYECTO - UNA AVENTURA

UNA AVENTURA:
Tell a story about an outdoor adventure, and several events that took place. Mention where you went, what you did, what you packed, who went, and what you saw. You must include at least two outdoor adventure activities, and there must be at least one wild animal mentioned. There should also be a suspenseful, action-filled plot! What happened? What did everyone do next? How did you get to the place where the adventure happened? You will present this story with 6 pictures or figures under the document camera.

acampar - to camp and after that - y luego
so - así que that’s why/so as a result - por eso
so then - entonces
You’ll never believe what happened next - No vas a creer lo que pasó después...

This is a partner project, and the final project should reflect both of your contributions. We will have two work sessions in class, and we will present the final product on__Jueves, 8 de octubre de 2009__

GRADING:
_______(10) At least 10 correct uses of the preterite
_______(10) COMPLETE: Mention Who, When, Where, What
_______(5) Animal/suspense/adventure element
_______(5) Appropriate graphics to support story
_______(30) TOTAL possible points

CHARACTERS IN STORY

LOCATION/SETTING

SUSPENSE/ACTION/ANIMAL

CONSEQUENCE/CONCLUSION

Español III 06 de octubre de 2009

Español III
06 de octubre de 2009

1. Lorenzo presented his project on el Perú; Gracias! Afterwards students put together all of their information sheets from all of the projects, stapled them together and TURNED them IN.

2. We reviewed Act. 3, page 25 (As it turns out- even thought the students told me we had - I didn't remember that we had done it yesterday, too, and wanted to be sure to review the story. !Mil disculpas, estudiantes!)

3. Students took a quick study break to review briefly before taking our TEST over A Ver Si Recuerdas - pp. 16 - 19.

4. Student filled-out answers to questions (HANDOUT:Entrevista Personal)which they then asked/answered with a new partner.

5. I introduced the creative story project for the new chapter (1A) and performed an example for the class.

6. I distributed TWO HANDOUTS about the PROJECT FOR THURSDAY:
(A) AZUL - UNA AVENTURA - project description
(B) BLANCO - Mapa del cuento - graphic organizer to plan your project

7. Working with their partners, students began planning the elements of the story they will present in class on THURSDAY.

TAREA:
Complete YOUR Mapa del cuento = BE SURE to include the 10 verbs you'll be using in the preterite in their sequence at the bottom of the mapa.

Español IV 6 de octubre de 2009

Español IV
6 de octubre de 2009

1. Continued working with our partner on the article, "Carreras con futuro" - figuring out vocabulary in context.

2. Working together as a whole class, we began reading the article aloud in Spanish, in small chunks, and then confirming our understanding of the article in general and the unfamiliar vocabulary specifically.

3. We reviewed the vocabulary from Capítulo 5, in the vocabulary packet, using the quia web site http://www.quia.com/jg/1172820.html

4.We corrected last night's homework - and I reminded the students of the review sheet in their vocabulary packet on the present perfect and the pluperfect.

5. Tarea:
WAVA Actividad 6, pag. 68 (front half of the green activity packet). Be sure to complete BOTH the fill-in AND the PARAGRAPH.

Español III 5 de octubre de 2009

Español III
5 de octubre de 2009
Horario de asamblea matinal

1. Introduced the new unit = 1A = Listening/Reading using the vocabulary in context. See text pages 22-23.
2. Listening Comprehension Activites 1 & 2 (pp 22 & 23)
3. Una aventura desastrosa! - Guille and Felipe go on an excursion but encounter and unexpected "party" along the way. Pp.24 - 24
4. Wrote out Actividad 3, pg. 25 - comprehension exercise.
5. HANDOUT: Irregular Preterites - we went over the like-groupings of these verbs and did the first practice together.
6. We reviewed the countries and capitals and then we took the Spanish-speaking Countries and Capitals MAP TEST.
7. I reviewed what will be on tomorrow's test.
8.We went to the assembly - the class did a great job listening respectfully - gracias!
8. Tarea:
STUDY! A ver si recuerdas TEST tomorrow - PP. 16-19

Español IV 5 de octubre de 2009

Español IV
5 de octubre de 2009
Horario de asamblea matinal

1. Listening comprehension activities: WAVA Listening Act. 3, 4 ,5 - green activities packet. Included grammar review of Demonstrative Adjective (este, ese, aquel).

2. The "Perfectos" - Present and Pluperfect forms. I showed and "interactive" power point - using the Smart Board I was able to add examples for the students while showing a power point.

3. I introduced the homework, practicing the present perfect (WITH Object/Reflexive pronouns) and the pluperfect. See below for the assignment.

4. Period 2 read more of Friday's article.
Period 4 heard two more projects, and then turned-in their response sheets.

5. Tarea:
In the green activity packet - continue on with the two activities following the previous ones you did as homework. These are: from the "practice workbook" and are exercises 5-5 AND 5-6, pages 67 & 68 (HINT:look in the middle of your packet).

Español III 02 de octubre de 2009

Español III
02 de octubre de 2009

1. Repaso del vocabulary - Page 18, textbook. Activities 4 & 5.

2. Repaso = Spelling changes in the preterit for verbs ending in -car, -gar, -zar. I shared a phonetics chart for "hard" and "soft" sounds and spellings for "K"/"J" "G"/"H" and Z to C in front of an "e" or and "i".

3. Filled-in the pink verb grid for all of the verbs indicated through page 19 (ending with empezar).

4. We played "Lotería 14" - practicing irregular preterit conjugations.

5. We played a little geography review - see separate post for link to site.

6. We watched a video over the "Amigos de las Américas" - Want more information? See website www.amigoslink.org

TAREA = ESTUDIA!
1. MAP TEST on MONDAY.
Be able to label a blank map identifying the Spanish-speaking countries and their capital cities.

2. A ver si recuerdas TEST on TUESDAY.
Know ALL of the vocabulary on pages 16 & 18
Know ALL of the verbs on pages 17 & 19.

Español IV 02 de octubre de 2009

Español IV
02 de octubre de 2009

1. Hora Cuarta: Warm-up - Crucigrama de profesiones (hora 2da lo había hecho antes).
& Sign-up to tutor Spanish I/II students.

2. Hora Segunda: Finished presenting their Mi Escudo projects - students stapled their listening response sheets and turned them in.
Hora Cuarta - We're waiting for some of the Make-Up Projects to finish presenting (el lunes?)

3. We began reading an article, Carreras con futuro, working with one of our "profesiones partners". I decided to NOT ASSIGN the rest as homework - I think it is better to do this as a class and is probably too hard as an individual assignment.

4. 14 minute DVD - Los Amigos de las Américas. Want more information about this "Peace Corps" like program? Check out their websites www.amigoslink.org or www.portlandamigos.org

Español III - Geografía

!Ay, ay, ay! Se me olvidaron DOS cosas en el blog de hoy:

1. Anuncio: Map test on LUNES - 5 de octubre.
Know the NAMES of the Spanish-speaking countries and their CAPITAL cities, AND be able to indicate WHERE they are located on the map.

2. Want to practice? Go to this web site http://www.lizardpoint.com/fun/geoquiz/centralamquiz.html

Español IV 1ero de octubre de 2009

Español IV
1ero de octubre de 2009

1. Students thought up 5 questions one would typically ask a friend about that friend's job. Then we got together with a "profesiones" partner and asked/answered these questions - writing down the partner's answers to your questions.

2. Working all together, we compiled 10 questions from the class and reviewed some basic structures along with them.

3. We went over the homework and corrected it, reviewing the vocabulary in context.

4. Continued with our presentations.

Tarea - No hay; !Están libres esta noche!

Español III 1ero de octubre

Español III
1ero de octubre

1. Drilled preterits from pink verb grid page 17 + Ir: with a partner then as a whole class.

2. Took, and then corrected, the homework study quiz on the same verbs as in #1.

3. Three more people presented their projects today: Jorge, Xavier y Pepito.

4. We watched a movie in Spanish about the various Spanish-speaking countries: El Mundo Hispanohablante. Partners worked together to gather the information for the listening comprehension activity that went along with the movie. We debriefed the answers together afterwards.

5. Tarea:
HANDOUT: Loterías #12 & 14 = Respuestas bilingües (Español/Inglés).
A. Complete as we have done before - Select items from each of the columns for your items in the corresponding column below.
B. Translate the verb conjugation into its English preterit equivalent.