Español IV 30 de noviembre

Español IV
30 de noviembre

1. Organized project components into packets to turn-in:
(A) Scoring Sheet
(B) Final, typed, copy
(C) Story Map
(D) Rough Drafts = #1, #2, #3

2. Students selected their presentation order.

3. Began presenting our Cuando era niño projects while the others completed the “Reacciones a los proyectos” handout. We completed the first 6 presentations today.

4. Concentric circles reading Fairy Tales in Spanish, jotting down vocabulary gleaned from the context and comprehension questions based on the story.

Tarea:
1. Complete the vocabulary handout for page 46.
2. Read the interview on page 45.
3. Complete the activity 2-1, page 46 – comprehension exercise based on the reading on page 45.

Español III 30 de noviembre

Español III
30 de noviembre

1. Introduced the new chapter, Capítulo 3 – goals and chapter opener photo on pages 112-113. We’ll be talking about health and nutrition: foods, exercises, symptoms, remedies, giving advice and expressing how you feel in certain circumstances.

2. Vocabulary in context = pp. 114-116: Listening, reading, repeating and comprehension exercises = Actividades 1, 2, 3 & 4.

3. Listened to, and then sang, “Me duele la cabeza” by Lonnie Dai Zovi – practicing symptoms and recommendations using informal commands.

4. Introduced “Affirmative Informal Commands”: Handout (blanca) MANDATOS & page 121.

5. Wrote out Actividad 11, page 121, practicing the affirmative informal commands.

Tarea:
1. Flashcards for page 150, sections:
(A) Los síntomas y las medicinas (B) Las partes del cuerpo (C)Las actividades relacionadas con la salud (D) La nutrición (F) Los estados de ánimo
2. Workbook, page 35, Ex. 3-1: Reviewing the vocabulary on page 110 & indirect object pronouns, page 111.

Español IV 25 de noviembre de 2009

Español IV
25 de noviembre de 2009

1. Reviewed the requirements for the 5-paragraph written and oral project due on Monday.
Also - Remember to include LOTS of details and
VISUALS! 5-10, usually are used. EACH significant component of your story should be represented by a visual.
Want to make a Power Point of visuals? Remember to email it to me at my school address NO LATER THAN Sunday afternoon. cthurber@ttsd.k12.or.us

Also, see posts from November 18th for details of the project.
(A) Español IV Proyecto: Cuando era niño
(B) Project Quality Exprectations.

2. We completed the "Mi viaje" charlas - with the exception of 2 people who were absent period 4. I collected the listening comprehension sheets from period 2.

3. Period 4 - word puzzles with Día de la acción de gracias and 20 minutes of the movie "Milo y Otis" in Spanish with Spanish subtitles.

Tarea:
Your project completed (Typed, Double-spaced, 12 font) - MY copy to be turned-in at the BEGINNING of class. Also bring all of your visuals.

Que pasen un Día de tha acción de gracias de la maravilla con los tuyos.

Español III 25 de noviembre de 2009

Español III
25 de noviembre de 2009

1. Warm-up translation sentences practicing Direct Object Pronouns, pg. 109

2. We reviewed INDIRECT OBJECT PRONOUNS - pg. 111.

3. Reviewed "El cuerpo" - fill-in hanodut of line drawing of a "man" and then of a man's face. See page 110.

4. Juegos - vocabulary for foods = Vete a pescar! = Go fish! style game.

Tarea = Están libres! Be extra thankful; no homework.

Español III 24 de noviembre de 2009

Español III
24 de noviembre de 2009

1. Working with a partner, students practiced the vocabulary on page 108:
(A) Activity 1 - Reading their list of ingredients, they tried to guess their partner's recipe
(B) Activity 2 - Compared their food likes/dislikes

2. As several students left the meanings of their homework flashcards empty, we reviewed how to use the on-line dictionary site listed on the beginning of the course handout, "Helpful Websites" - www.wordreference.com

3. Juego "Qué falta" - I put 12 clip art images of foods under the document camera - then covering the lens, I removed one. Then revealed the new image and the students identified which food item was missing.

3. Review of Direct Objects - see page 109. We used these same clip art images to say who had "it" or "them".

4. Together we wrote out Activity 3, page 109.

Tarea:
1. study the vocabulary, page 110
2. Complete part 1 of Actividad 5, page 110 - Draw a picture of sometime you were sick, and then using the prompts given, write up an explanation.

Español IV 24 de noviembre de 2009

Español IV
24 de noviembre de 2009

1. Corrections/review of the preterite versus imperfect: WB35 & 36

2. Test 1B in 2 parts:
(A) Recognition of use of Preterite or Imperfect
(B) Vocabulary and Readings - multiple choice; Converting the verb provided into the appropriate form of the verb (correct conjugation)in the preterite or imperfect based on the context of the sentence.

3. Continued on with the "Mi viaje" charlas

4. Tarea: Complete rough draft of the 3rd paragraph of your project - further develop the conflict/problem.

Español III 23 de noviembre de 2009

Español III
23 de noviembre de 2009

1. Examen Unidad 2 - Listening Comprehension: Since this was so fast on the CD AND since you had a substitute last Friday, I redistributed this to try it again, this time pausing so that students could complete it more easily.

2. Vocabulary practice, page 108 - FOOD! - Evidently the substitute didn't mention the homework, so students completed their vocabulary flashcards and we verified the meanings.
(Gracias, Benjamín, por haber leído el pizarrón y el blog el viernes pasado).

3. We organized new partner appointments (animalitos).

4. Tarea:
1. Actividad 1 - p. 108: List the ingredients for
(A) una comida mexicana (enchiladas, tostadas, mole poblano - lo que te guste)
(B) una comida norteamericano/estadounidense (galletas de chispas de chocolate, macaronis con queso...)
2. Actividad 2 - p. 108 List 5 foods you LOVE and then list 5 foods you HATE.
3.Complete the vocabulary on page 110 - I distributed more flashcard masters.

Español IV 23 de noviembre de 2009

Español IV
23 de noviembre de 2009

1. Workbook page 36 - warm-up.

2. Continued on in the workbook packet - pp. 37-38 (Reading) and Activity 1-13, WB38.

3. Corrected "Transitional Expressions" activity (tarea).

4. Partner Oral - Ex. C - Transitional Expressions

5. Reviewed the short story, "Cuéntame un cuento"- pp. 37-41.

Tarea:
Study for tomorrow's test over 1B - See the post from 11/16/09:
Vocabulary 1B
http://www.quia.com/jg/1342961.html
Readings in the chapter
Preterite or the Imperfecto

Español IV 20 de noviembre de 2009

Español IV
20 de noviembre de 2009

1.Warm-up:/Precaliento : ¿Cómo se dice “to become”?– Handout with activities on the reverse.

2. Homework (from yesterday) corrections: workbook packet pages 32 & 34 = WB32 practices the vocabulary (p.25 in book) & WB34 the preterite verus the imperfect (p.32 in book).

3. Short story, “Cuéntame un cuento” - pp. 37 – 41 in textbook. Students worked with their “Acueducto de Segovia” partner taking turns reading this aloud, interpreting it, and completing the activity 42, on page 41.

4. Class in a discussion, using the activity 43 on page 41.

NOTE: This story sometimes is a challenge as it is science fiction, and it has a “story within the story”. BUT…at a certain point we should realize that the “father” and the main character in the “story within the story” are one in the same, and the father is dreaming about the collective memory of the Earth’s destruction and humanity’s need to flee to outer space to survive.

5. Time remaining? – ¿Qué recuerdas de tu infancia? Have students share childhood memories, in Spanish (:>).

Tarea/Homework:
1. Remember to KEEP ALL of your their process papers for your project – For Monday write your rough draft of your SECOND paragraph where you now start to set the plot in motion.

2. Updated assignment sheet for their project: Cuando yo era niño. Please know when I use the term “conflict” I simply mean some complication/problem that needs to be resolved. I often hear about students getting lost at the mall, or parents “forgetting them” in the restroom of a service station, or NOT wanting to take a picture with Santa, etc.

3. “Transitional Expressions” - Study front and complete activities on the reverse. REMEMBER: BOTH of today’s extra handouts – “To Become” AND “Transitional Expressions” could be very helpful in your project.

Español III 20 de noviembre de 2009

Español III
20 de noviembre de 2009
I was out of the classroom today so below is what left for the class to do:

I. Test –Examen del Capítulo 2 –

• Students who finished early, could work on their homework – see below.

II. Continue with the DVD movie, Milo and Otis – in Spanish with Spanish subtitles.
Studemts to complete the movie comprehension handout: write down the words you recognize - up to 25 points for up to 100 words. The sub collected these at the end of class.

Tarea:
Make a written study system (flashcards; grouped list) for the vocabulary on pages 108 & 110.
 

La carpeta del pasado- parte III - Los cambios de sentido

Last step for the outside of your past tense folder:
Los cambios de sentido

NOW - OPEN your folder so you can see BOTH the IMPERFECTO (to the left) and the PRETERITO (to the right).
In the open space - DIRECTLY IN THE MIDDLE - draw a big CIRCLE.
Over the circle write: Los cambios de sentido (meaning changers)
COLOR this circle = YELLOW (Remember:Yellow light = CHANGE)
Inside the circle list the verbs, but have their meanings to the LEFT be in GREEN and on the IMPERFECTO side; the meanings to their RIGHT be in RED and on the PRETERITO side:
Knew info.; knew how Saber Found out; 1st Knew a person/place Conocer Met = made an acquaintance
Had the ability Poder Managed to / Neg. = failed to do
Possessed, Had (owned) Tener Recieved, had for a briefly
Was (condition)Estar "Got" the condition
Understood Entender Caught on
Cost - but Didn't buy Costar Cost and DID buy
Preferred (opinion) Preferir Decided to do
Wanted; Loved; Querer Neg=refused/rejected; loved briefly; wanted to do and did
There was/were(existed)Haber There occurred

Mi carpeta del pasado, parte II - El imperfecto

Continuing on with the past tense folder developed by "Toys and Tricks for Teachers",
on the backside of the folder we began yesterday...
Title the top EL IMPERFECTO
WRITE ALL OF THE WORDS ON THIS SIDE IN GREEN (Remember: Green Light = On-GOing)
Underneath, in the upper left-hand corner write:
"Reglas"
(1) "Was/Were---ing" - What was happening? = Action in progress in the past.
(2) "Used to": Habitual actions, Repeated (but NOT given a specific number of times)= The way life "Used to be"; Open-ended actions; Incompleted actions
(3) "While" (Mientras) - 2 simultaneous actions
(4)TIME, AGE, DESCRIPTIONS & BACKGROUND circumstances - painting a "word picture"
(5) The ACTIVITY going on BEFORE it gets interrupted
(Yo dormía cuando...)

Below the "Reglas" write:
"Time expressions": Markers that imply the imperfecto
"Used to"...
1. Todos los días
2. Siempre
3. A menudo
4. Cada día
5. Los lunes (On Mondays...)
6. De vez en cuando
7. Muchas veces
"While" (was/were--ing)
1. Mientras
2. Cuando - ONLY when it is interchangeable for "mientras" - When I was --ing,

Draw a wavy "time line" diagonally from the lower left corner up to the upper right corner. This will serve as an "open-ended past actions timeline"
Below it, fill-in boxes of script with things like:
(1) Cuando yo era niña tenía un gatito que se llamaba Carlitos.
(2) Cuando yo tenía 5 años, yo vivía en Nueva York.
(3) Mi mejor amiga se llamaba Jenny y ella era pelirroja.
Now create a break of space for new blocks of script for examples of background descriptions:
(4) Era de noche
(5) Hacía mucho frío
(6) Eran las diez de la noche

In the lower right-hand corner draw an outline of a HEART and a HUMAN HEAD.
Above these write:
ACCIONES DE...
and then OVER the heart write "El corazón - los sentimientos".
INSIDE of the heart write the verbs: Querer/Amar, Temer, Esperar
OVER the head write "La cabeza/la mente - las actitudes"
INSIDE of the head write the verbs: Pensar, creer, considerar.

Español III 19 de noviembre de 2009

Español III
19 de noviembre de 2009

1. Vocabulary Review: Flash card game in small groups.

2. Homework review and correction: Workbook 29, 30 & 31.

3. Continued with our BIG PAST TENSE REVIEW - Backside of Past Tense Folder = Imperfecto: See separate posting - Mi carpeta del pasado - parte II

TAREA:
Chapter test tomorrow! STUDY pp. 104, 105 & 106 = Chapter Review

Español IV 19 de noviembre de 2009

Español IV
19 de noviembre de 2009

1. Finished up the 12 translations sentences using the past tense meaning changers on page 32.

2. Continued on with 7 new sentences - also practicing the "meaning changers".

3. More "Charlas" - Show 'n' Tell presentations about a past trip with a "recuerdo" from the trip.

4. MORE schedule adjustments: As period two is so large, we're taking longer to complete the charlas - Also almost everyone is talking more than the 2-3 minutes requested (not really a bad thing!) - we'll push out the due date for the project "Cuando era niño" from Monday (11/23) to Wednesday (11/25).
It IS EXPECTED that everyone will BUY INTO WRITING AS A PROCESS - Completing the assignment in the small steps that I am NOW ASKING of you!

TAREA:
1. Rough draft #1: Complete the OPENING PARAGRAPH: Be sure to include the ALL of the details to ESTABLISH a mental image of THE PLACE and the IMPORTANT PEOPLE involved.

Mi carpeta del pasado - El preterito

Many thanks to those wonderful teachers in the Tri-Cities (whose workshop I attended many years ago)publishing under the name of Toys and Tricks for Teachers and on whose work I am basing this activity.

1. 6 time expressions/time markers that imply the use of the preterite. Use each one in a different sentence to express something you did:
Ayer (Ayer llegué tarde a la clase y tuve que pagar un permiso de pasillo a la maestra)
El año pasado(El año pasado mi familia y fuimos a acampar en Idaho)
Hace dos semanas (Hace dos semanas ganamos el partido de fútbol americano)
El sábado por la noche (El sábado por la noche bailé en un club de baile en el centro)
Cuando (Cuando vi al perrito grité,!Ay, qué precioso!)
Una vez(Una vez recibí un regalo muy especial)

2. Personal Timeline 5 to 7 important life events - your "Red Letter Days" in your life.
Nací - el 23 de julio de 19__;
Me mudé desde California a Nueva York en el otoño;
Mi hermanita nació ...;
Empecé el kinder ...;
Aprendí a montar en bici ...;
Conocí a mi amiga mejor Jenny...

3. Las reglas: Limited actions; Completed past actions
1. Single events at a specific time in the past.
2. Sequential actions (first I did ..., next I did ...)
3. The interrupter: An action in progress (imperfecto) gets interrupted by the preterite. Ella manejaba demasiado rapidamente cuando chocó con otro carro.
4. Main actions in a story (narration)
5. Specific limit to the length of action or the number of times it happened.
(Fui a México por un mes, Fui a Disneylandia tres veces.)

Español III 18 de noviembre de 2009

Español III
18 de noviembre de 2009

1. Partner Oral Activity: Describing 8 different works of art by Joan Miró.

2. Different Partner, new oral = Actividad 31,part 2 página 88: Using the preparation grid from last night's homework, students asked and answered questions about each other's favorite C.D., Singer(s), Group and/or style of music.

3. Mi carpeta del pasado - We began a personalized project where students create their own "past-tense file folder". We worked on the El PRETERITO cover today: (A)Writing down a personal timeline of 5-7 life events (B)6 sentences of personal examples of including a different time expression/time marker that implies the use of the preterite (C)Adding a small handout indicating meaning changers in the preterite from the imperfect (D) a list of guiding rules for use of the preterite.

Tarea:
1. Workbook practice/Lesson Review: Exercises 9,10&11 = pages 29, 30 & 31.
2. Complete your preterite sentences for your Carpeta del Pasado, if needed, that we worked on in class today.

Project Quality Expectations - general guide for all projects

General Project Expectations - Quality Work:
1. Your work demonstrates “Pride in Product”.
It is very neat and is of high quality.
2. Your project is written on a word processor. In special circumstances, work that is very neatly written in dark blue, or black, ink will be accepted.
3. You are careful that you have spelled all words correctly. Accent and/or tilde marks are included when needed.
4. The writing is obviously your own work.
5. You have your writing process is well documented.
You will turn in your:
a. outline/graphic organizer
b. a few rough drafts showing the revisions you have made during your writing process.
6. Your project is ready to turn in at the beginning of the period on the due date.
7. When presenting, you have made a separate copy of your project to use in your presentation.
Note cards are recommended over reading a sheet of paper to the class.
8. Your visuals are large enough to be seen from anywhere in the classroom.
9. You naturally incorporate your visuals into the presentation so they are useful to the audience’s understanding of your topic.
10. Your presentation seems well rehearsed: you are comfortable with what you are saying. You use natural pacing while presenting and are able to relate naturally to the audience using good eye contact and voice inflection.
11. Because of the pace of the course we do not have time to postpone presentations. Therefore please know that late work may earn 50% of total grade.

Español IV - Proyecto: Cuando era niño/a

Cuando yo era niño … (50 puntos)
For this assignment you’ll tell others about an incident (real or invented) that happened to you when you were a child.

Take care to develop a strong example of a narration:
Capture our interest, include some kind of conflict, “hook us” into wanting to know more, use transitions and connectors to logically sequence the events, and wrap things up to a satisfying ending that resolves the conflict.

This oral should be about five (5) minutes in length and demonstrate your mastery of the past tenses: EL PRETERITO and EL IMPERFECTO

Here's how you will be scored on this project:

________/ 10 Una anéctoda bien desarrollada
La información es completa:
• ¿Tiene todos los elementos pedidos/necesarios?
• ¿Tiene suficientes apoyos? – añadió detalles extra para dar ejemplos?
• ¿Tiene suficientes visulaes para ayudar al público entender la narración?
• ¿Parece bien ensayado el presentor?

________/ 30 El uso del pasado
El uso/la aplicación del pretérito:
• Acción limitada
• Acción terminada
• El empiezo/la terminación de la acción
• Una acción central a una narración
El uso/la aplicación del imperfecto:
• Una descripción de la vida en general
• Una descripción de una persona y/o un lugar
• Una acción habitual (used to…)
• Una acción en proceso (was/were---ing)
• Una circunstancia general de una narración
La conjugación de los verbos del pasado:
• ¿Hay concordancia verbal correcto? (Los sujetos = las conjugaciones)
• ¿Es un verbo regular o irregular en el pretérito?
• ¿Es un verbo que cambia la raíz en el pretérito?
• Es un verbo que cambia la ortografía en el pretérito? (-car/-gar/-zar; i-y)
• ¿Es un verbo regular o irregular en el imperfecto?

________/ 10 El uso preciso del idioma en general:
• Tiene sentido – La selección de palabras es apropiada y variada.
• Usa concordancia precisa con los sustantivos y los adjetivos.
• Muestra el orden de las palabras correcto -¿Suena más al inglés?
• La pronunciación es buena, especialmente con
las vocales: A E I O U,
y con los consonantes y combinaciones de letras:
T D R H Ge Gi Gue Gui Ce Ci Que Qui

Español IV 18 de noviembre de 2009

Español IV
18 de noviembre de 2009

1. Hoja de traducciones: el pretérito or el imperfecto - re: pagina 32
We continued with the translation sentences begun at the end of class yesterday - #2-#8 (mínimo)

2. Texto, página 31: Artes literarias precolombinas - read with a partner, answered the questions, and then discussed as a whole class.

3. Charlas: We began our "Show 'n' Tell" talks about our trips - we'll try to finish these up tomorrow.

4. I introduced the project DUE ON MONDAY: Cuando yo era niño/a (Packet). See separate post about this.

Tarea:
Workbook packet (new)
1. WB 32 - practicing vocabulary - NOTE: you'll need to make some adjustments to the words in the box at the top of the page.
2. WB 34 - MEANING CHANGERS - Preterite / Imperfect
Project
3. Complete the Mapa del cuento - with lots of details (BUT NOT SENTENCES) in SPANISH

Español III 17 de noviembre de 2009

Español III
17 de noviembre de 2009

1. Listening comprehension of vocabulary in context - pages 84 & 85.

2. More vocabulary practice in context = Homework correction, pg. 86 Act. 28 & 29.

3. Ser & Estar = Page 88, Activity 32. Working with a partner, and using the handout from yesterday, students completed the "email" using either ser or estar after discussion WHY one would use WHICH in the context.

4. PAST TENSE REVIEW = 2 Handouts
(A) El pretérito: Review of the Basic Uses, Time Marker Expressions, all of the Regulars, Spelling Changes, Irregulars, Stem-changers and Meaning Changers.

(b) El imperfecto: Review of the Basic Uses, Time Marker Expressions, the Regulars,and the 3 Irregulars.

5. Tarea:
Actividad 31, page 81. Copy the chart in the book, and complete EACH of the categories describing your favorite Song or CD. Refer to the "speech bubble" for ESTUDIANTE B for ideas of things you could say about your song/music.

Español IV 17 de noviembre de 2009

Español IV
17 de noviembre de 2009

1. HOJA = Sentences using the vocabulary from page 25 - translation practice.

2. Homework correction/review:
A. Vocabulary "Práctica" = dejar, dejar + de + infinitivo, dejar + infinitivo
B. Review of yesterday's reading(p. 24): Act. 1-23, página 26.
C. Act. 29 (p. 29) - Repaso: El pretérito versus el imperfecto

3. Continued Preterite versus Imperfecto
(A) Page 32
(B) Hoja - "El semáforo del pasado"
(C) Actividad 34 (p.34) = talked through with partner

4. Introduced "Charla" -Un viaje en el pasado = HOJA. Prepare the "Show and Tell"speech following the guidelines on the handout, demonstrating your mastery of the Preterite and the Imperfect to narrate an event. NO READING OF SCRIPTS, please - but you may have a BRIEF outline. MUST have and OBJECT to share that relates to your trip.

5. HOJA - Began the Traduzca al español handout at the end of class - we'll continue on with this tomorrow.

Tarea = See #4 above.

Español III - Guía de estudios_Examen del Capítulo 2

Español III Nombre:
Repaso para el examen 2B Fecha:
Fecha del examen: _el 20 de Noviembre___


I. Producción del vocabulario, pág. 104:
Las formas de arte En el escenario
Los géneros de arte Sobre la música y la danza
Los materiales de arte Sobre la actuación
Los profesiones artísticas Otras palabras y expresiones
Cómo describir una obra de arte

II. Gramática:
El pretérito
How to conjugate it (both regulars & irregulars)
When to use it

El imperfecto
How to conjugate it (both regulars & irregulars)
When to use it

Meaning changers between the preterite and imperfect

Ser & Estar

Estar & the past participle (yes, again!)

III. Comprensión:
Vocabulario en el contexto
El pretérito y el imperfecto en contexto
Ser y Estar en contexto

Español IV - Guía de estudios 1-B

El guía de estudios Nombre: ________________
Examen 1B Fecha: __________________
Conexiones La fecha del examen: _20 de Noviembre de 2009___


1. El vocabulario- pa. 25:
• Recognición del vocabulario en contexto.

2. Comprensión –
• La entrevista con Enrique Jaramillo Levi – p. 24
• Una leyenda mexicana – p. 29
• Las artes literarias precolombinas – p. 31
• Juan Bobo – paquete aparte
• Cuéntame un cuento – pp. 37-41

3. Las estructuras-
• Los usos del pretérito versus el imperfecto – pp. 27-30
• Los cambios del sentido – pp. 32-33

Otras actividades en el capítulo:
(1) Charla (Muestra y explica)Un viaje en el pasado = para el 18 de noviembre
(2) Proyecto: Cuando era niño = para el 23 de noviembre

Español IV 16 de noviembre de 2009

Español IV
16 de noviembre de 2009

1. New seating chart AND new HALL PASSES: Added another expectation to the "How to use the Permiso de pasillo expectations printed on the side. Beginning TOMORROW: Expect to pay one of your hall passes if you come to class WITHOUT your TEXT BOOK. Gracias!

2. We first wrote out answers to 6 questions and then we got together with a partner and asked/answered each others' questions. We debriefed, afterwords, as a whole class.

3. HANDOUT: 1/2 sheet = Guía de estudios 1-B = LESSON TEST on FRIDAY (11/20). I ADDED 2 items to the Guía: (1) Charla (show 'n' tell-like talk) re: Un viaje - handout tomorrow, present on Weds. (2) Proyecto - Handout on Wednesday = PROCESS writing, FINAL due on Monday (11/23).

4. Reading aloud with a partner - text page 24 - I distributed a new vocabulary sheet, but many of these words we've been working with throughout this chapter.

5. Review of uses of the Preterite versus the Imperfect - see pages 27 & 28. Pay close attention to the use of the PRETERITE AND IMPERFECT PROGRESSIVE - top of page 28. Side-by-Side Comparison of Uses = Page 28.

6. I returned some tests and we went over the corrections on them. More tomorrow!

TAREA:
1. Activity 1-29, page 29. Just list the verbs - BEING CAREFUL TO USE THE CORRECT FORM OF EITHER THE PRETERITE OR THE IMPERFECT - see page 28.
2. Activity 1-23, page 26: Comprehension questions for the reading on page 24.
3. Complete the VOCABULARY SHEET - including the "PRACTICA" AT THE END.

Español III 16 de noviembre de 2009

Español III
16 de noviembre de 2009

1. New seating chart! AND New HALL PASSes! The yellow ones are no longer valid.

2. Listening comprehension activities: pages 83 & 83.

3. SER and ESTAR - Big review + Extra handout: Reviewed uses ('rules'), forms and practiced putting it together in sentences. Also, see textbook page 88.

4. Went over our Names quiz, and I returned papers.

Tarea:
1. Textbook page 86, Activities 28 & 29 = vocabulary in context practice.
2. If you didn't finish the Ser/Estar worksheet in class today, be sure to do so.

Español III 10 de noviembre de 2009

Español III
10 de noviembre de 2009
Last day of Quarter 1

1. Turned-in Extra Credit Hall Passes.

2. Took "Names quiz"

3. Class climate survey.

4. Took Lesson 2A test.

Tarea:
!No hay! Que duerman hasta tarde y diviértanse.

Español IV 10 de noviembre de 2009

Español IV
10 de noviembre de 2009
END of Quarter 1

1. Turned-in Extra Credit Hall Passes.

2. Took "Names quiz"

3. Class climate survey.

4. Oral - "Rotating Partners" in concentric circles: Taking turns scoring and talking.

Tarea: No hay! Que duerman hasta tarde y diviértanse.

Español III 09 de noviembre de 2009

Español III
09 de noviembre de 2009

1. Practice quizzes
(A) Vocabulary in context: Comparing the masterpieces of Valezquez and Dalí. I showed the class these paintings before they started writing. Then they had to pick up the contextual cues to complete the writings about art using the vocabulary in Lesson 2A.
(B) Estar + past participles as adjectives = similar to the vocabulary test in that students had to pull the cues from the reading to determine (1)which is the verb (2) which is the object (3) how to convert the verb to it's past participle adjective and (4) how to modify the ending of the adjective to make it agree with the object.

We went over these "quizzes" and I encouraged students to take notes on them and use them to study from for TOMORROW'S LESSON 2A TEST.

2. White Board Review: Working with a partner, and using the sentences the students had written, students took turns writing out sentences in Spanish incorporating the vocabulary on page 104.
Once done writing, I wrote out the answers for the students to verify theirs.

3. We practiced the students' "Hall names" and "Class names" - in preparation of tomorrow's NAMES QUIZ.

4. I reminded the students to BRING THEIR HALL PASSES tomorrow to turn-in for possible bonus points.

Español IV 09 de noviembre

Español IV
09 de noviembre de 2009

1. ¡Qué miedo pasé! - http://www.colby.edu/~bknelson/SLC/quemiedopase.php
Students first watched the video of a reception desk clerk recalling a harrowing experience. Then they copied down the transcript – minus the verbs, and completed it with the form of the verb (preterite of imperfect). Last students watched the video again, confirming their verb choices.

2. Next we watched another video, this time at http://www.laits.utexas.edu/spe/index.html
The University of Texas, at Austin, Proficiency website. I explained about the proficiency levels and then we selected a level, and a topic. Students observed the speaker’s use of the past tense while narrating an anecdote.

3. We corrected the homework for the textbook and the workbook – practicing the PRETERITO e IMPERFECTO – WB 31, Act. 1-7 & Text page 22, Act. 1-17

4. We practiced the students’ classroom and “hall” names – quiz tomorrow.
I gave the classes an address to a site where they can practice but I will not post it here, to protect their privacy.

5. I distributed the assignment sheet for the ORAL TOMORROW ¡Qué fin de semana!
Here are the highlights:
Topic: A fantastic weekend - real or imagined - demonstrating your control of the PRETERITE.

DON'T fall into the tempting trap of writing a script and expect to either memorize it or perform using it. You WILL be allowed a note with NO MORE THAN 5 WORDS on it - But NOT the verbs you're planning on using.

Do, however, be ready to ask at LEAST 5 open-ended questions to extract lots of details from your partner –

Each partner needs to come up with:
Minimum of:
(1) FIVE open-ended questions -different from the ones your partner uses
(2) Including 5 verbs from the chapter - different from your partner's verbs

Also:
(3) An appropriate OPENER
(4) EXCHANGE of information - the "body of the conversation"
(5) An appropriate CLOSER - NOT "Mira la hora".

Español III 06 de noviembre de 2009

Español III
06 de noviembre de 2009

1. Reviewed the use of Estar with Past Participles as adjectives - practicing with objects around the classroom first and then with ACTIVITY 19, page 79 - Listening, and writing.

2. Homework corrections - Which past tense? - Preterite, Imperfect, or Estar (imperfect) + past participle = Workbook exercise 2-7, page 27.

3. Reviewed the vocabulary on page 104 - flashcards under the document camera.

4.We continued on with our Projects - Dolores took us to Coto Doñana in southern Spain, and Xavier to Huilo Huilo, Chile. I sure hope to go in person some day!

5. We went to the very inspirational Veterans' Day Assembly.

Tarea:
Write BILINGUAL sentences using at LEAST 20 DIFFERENT VOCABULARY items from page 104. Be sure to write your sentences in SPANISH first, then translate them to English. UNDERLINE and NUMBER the vocabulary items in your Spanish sentences.

Español IV 06 de noviembre de 2009

Español IV
06 de noviembre de 2009

1. Literature review game - ?Quién soy yo? = I placed characters from the stories we have read in the middle of the backs of the students and they circulated asking questions, a la 20 Questions, to determine who they were and in which story. Then students organized themselves according to which story they "appear". Finally, as a whole class we reviewed who everyone was and how they played a significant role in their stories.

2. Took Chapter 1-A test, part II: Vocabulary in context, the stories read and Preterite test #2.

3. Students who had time were able to get started on this weekend's homework.

Tarea:
1. Activity 1-17, textbook page 22: Conjugations in the IMPERFECTO.
2. Workbook packet, page WB31, Activity 1-17: Más IMPERFECTO.

Español III 05 de noviembre de 2009

Español III
05 de noviembre de 2009

1. Reviewed the corrected tests over UNIT ONE - from last week.

2. Vocabulary practice:
(A) Fill-in vocabulary list from page 104.
(B) Flashcard review

3. Partner Oral (CUP 1) - Each partner wrote 5 basic questions to find out about a piece of art. Next the partners asked their questions to one another and each partner had to answer about the art work that was shown on his/her paper. Finally, we reviewed the questions/answers as a class.

4. We corrected our homework from yesterday - REVIEWING using ESTAR with PAST PARTICIPLES AS ADJECTIVES. (see page 79 in text).

I reminded students that there are still some who have NOT YET TURNED IN THEIR PROJECTS due A WEEK AGO LAST MONDAY. Tomorrow will be the VERY LAST OPPORTUNITY.

Tarea:
Workbook page 27 - Activity 2-7: Putting together the PRETERITE, IMPERFECT AND ESTAR + PAST PARTICLE ADJECTIVES

Español IV 05 de noviembre de 2009

Español IV
05 de noviembre de 2009

BIG review for the second half of the test tomorrow:

1. Practice vocabulary "quiz" - vocab. items from pp. 10 & 11 AND the list of verbs from the chapter.

2. Second vocabulary practice - fill-in words and sentence translations.

3. Preterite practice - Three exercises practicing lots of regular and irregular preterites - especially the i to y changing verbs AND the -ir stem-changers that only stem-change in 3rd person preterite.

4. Went over the answers to the second half of Juan Bobo.

Period 4 got their 30 minutes of JUEGOS!

Tarea:
STUDY! - Lesson 1A TEST - Part II
Vocabulary and Verbs,
Preterites,
The STORIES we've read:
(1)La abeja haragana
(2) Las leyendas mexicanas -
Tláloc, Quetzalcoatl, Huitzilapochtli, Las montañas
(3) Juan Bobo.

Español III 4 de noviembre de 2009

Español III
4 de noviembre de 2009

1. Warm-up: Writing sentences using the vocabulary in context.

2. WAVA - (Language Lab.)listening comprehension activities 1 & 2.

3. REVIEW/Corrections - Workbook pages 21, 22, 23 = vocabulary
Wkbk page 25 = preterite & imperfect verbs

4. INTRODUCED "Past Participles" as adjectives - see page 79.

5. Proyecto - Jaime took us to Lago Atitláan, Guatemala.

Tarea:
1. Workbook page 24 (vocabulary)
2. Workbook page 26 (Estar + past participle = refer to page 70 in your textbook)
3. Finish up the flashcards for the UNIT, see page 104.

Español IV 04 de noviembre de 2009

Español IV
04 de noviembre de 2009

1. Conexiones TEST 1A - first part: Vocabulary and Verbs from pages 10-11 & the chapter & workbook - per the list distributed with the vocabulary list at the beginning of the lesson.

2. Reviewed Juan Bobo - part I.

3. Continued on reading Juan Bobo - part II.

4. Reviewed the conjugations and uses of the IMPERFECTO - see pages 20-21 in the textbook.

Tarea:
1. Write out the answers to part II of Juan Bobo.
2. Workbook packet for the textbook - WB29 & 30, Activities 1-5 & 1-6, practicing the imperfecto & BE SURE you understand WHAT you are reading.

Español III 03 de noviembre de 2009

Español III
03 de noviembre de 2009

1. Warm-up: Vocabulary practice: using the words prepared as homework last night.

2. Reading and Listening comprehension AND vocabulary expansion: pp. 70 - 71.

3. Big REVIEW of the Preterite and Imperfecto AND practice: pp. 77-78.

Tarea:
1. Workbook pg. 23(vocabulary) AND pg. 25 (preterite & imperfect)
2. Flashcards - re: pp. 70-71

Los verbos del Capítulo 1- Conexiones

Los verbos del Capítulo 1- Conexiones

Abrazar
Aconsejar
Adivinar
Almorzar
Amarrar
Andar
Aparecer
Asustarse
Bularse
Caerse
Coger
Cruzar
Darse cuenta de (que)
Descolgar
Devolver
Disfrutar
Divertirse
Encender
Fijarse
Gemir
Gozar
Gritar
Gritar
Hacerse
Llegar
Mentir
Morir
Oír
Pagar
Parecer
Ponerse
Preferir
Prometer
Quedar(se)
Rascar
Realizar
Recoger
Recorrer
Recorrer
Reflejar
Reflejar
Repetir
Seguir
Servir
Sospechar
Sospechar
Sumergirse
Traer
Valer
Valer
Volver
Zambullirse

Español IV 03 de noviembre de 2009

Español IV
03 de noviembre de 2009

1. Turned-in homework (questions 1-15 re: Juan Bobo) - I stamped them, checked them off in my gradebook and returned them while the students were working on the vocabulary review.

2. Vocabulary review - pp. 10- 11, Conexiones Remember to ALSO be sure you know ALL of the VERBS in the lesson AND in the workbook - see the reverse of your vocabulary handout. I'll also send it as another blog post.

3. Preterite conjugation review: Using http://www.conjuguemos.com (Select your log-in; then in the left column select "Spanish Verbs"; next select All Preterites) students took turns coming to the computer while the others conjugated at their seats.

4. We continued the Días de los muertos stations - finishing them up today.

5. !JUEGOS! - Students also earned their 30 minutes of Spanish games, which we did today.

Tarea:
STUDY for the 1A test, part 1 - tomorrow:
(A)Some vocabulary from pages 10-11 = be able to pair up the word with its definition in Spanish AND KNOW all of the VERBS from the lesson AND THE WORKBOOK PACKET - see the additional post.
(B) El pretérito - all regulars, irregulars, spelling changes.

Español III 2 de noviembre de 2009

Español III
2 de noviembre de 2009

1. Capítulo 2 - The Arts: Las Bellas Artes. We started the main section of the first lesson in the unit. Practiced the new vocabulary in context - talking about paintings:
(A) Listening - page 68 & practicing the highlighted vocabulary (in blue).
(B) Comprehension exercise - Act. 1
(C) Listening - Featured artist: Joan Miró - page 69 & practicing the highlighted vocabulary (in blue).
(D) Comprehension exercise - Act. 1
(F) Using an assortment of examples from Mexican painters, we practiced talking about these paintings using the new vocabulary.

2. La gramática: Comparing the Preterite and the Imperfect - page 76. See the explanation on the top half of the page - using time expressions to help distinguish when we use which past tense in Spanish.

3. Los proyectos - We continued on with our "travels" - Guillermo and Jorge.

Tarea:
1. Workbook - pages 21 & 22: practicing the grammar from the A ver si recuerdas pages 63 & 65: Comparisons and Superlatives.

2. Flashcards for the words in BLUE on pages 65 & 69 - the ones we used today in the opening activities.

Español IV 2 de noviembre de 2009 ¡El día de los muertos! – Todos santos

"Delia Valenzuela" and her calavera of La catrina.

Lo que hicimos en la clase hoy:
1. DVD = Fiestas de Muertos en México – we watched the preparations in Pátzcuaro, Michoacán, Huasteca, Veracruz.
2. Correcciones – la tarea: el crucigrama del vocabulario (pp. 10 & 11) & Verb grid = el pretérito (pp. 13 – 16).
3. Estaciones de las actividades = El día de los muertos. Students had time at 2 of the 4 stations, and will have time tomorrow to complete the circuit:
(A) Lectura sobre el día de los muertos – monografías mexicano (láminas)
(B) Calavera títere: un músico
(C) Papel picado (cortado)
(D) Calaveras de azúcar para decorar.

Tarea:
1. Read “Parte I – Juan Bobo” – New PACKET.
2. Write out the comprehension questions - ¿Comprendió Ud.? for Parte I – Juan Bobo.