Español IV – Los temas para los proyectos de investigación

Español IV – Los temas para los proyectos de investigación

La clase de la segunda hora:
1. Eva Perón – Andrea
2. Frida Kahló – Olga Ochoa
3. Teotihuacán – Raquel Ruíz
4. Los olmecas – Olga del Río
5. La conquista del Perú – César
6. Acapulco – Inés
7. Los mayas –Gabriela
8. Los toltecas – Elena
9. Salvador Dalí – Cristina
10. Diego Maradona – Diego
11. Los bailes latinos – Carmen
12. Costa Rica – Javier
13. El Greco – Andrés Louie
14. Pablo Picasso – Anita
15. España – Laura
16. Barcelona – Lola
17. España – Catalina
18. Andrés Segovia – Andrés Liu
19. Joan Miró – Delia Espinosa
20. Las Islas Baleares – Pilar
21. Panamá – Lupita
22. Las Islas Galápagos – Lupe
23. Rafael Nadal – Rosita
24. Shakira – Raquel Rivera
25. Diego Rivera – Nati
26. Salma Hayek – Pepe
27. Andalucía – Claudia
28. Los aztecas – Esteban Castillo
29. Los cárteles narcotraficantes mexicanos – Alfonso
30. Guerilla colombiana – Santiago
31. Los incas – Andrés Ibarra
32. Selena – Delia Valenzuela
 
La clase de la cuarta hora:
1. Las Islas Galápagos – María
2. Los días de los muertos – Nacho
3. La corrida de toros – Marisela
4. Barcelona – Cristina
5. Costa Rica – Sofía
6. Carlos Santana – Luis V.
7. Nicaragua – Alicia
8. Selena – Eva
9. El fútbol – Jorge
10. España – Ana
11. Uruguay – Elena
12. El país vasco – Emilia
13. Honduras – Hugo
14. Sayolita, México – Diego
15. Patagonia, Argentina – Alfredo
16. Buenos Aires – Tania
17. Cuba – Alejandro
18. Venezuela – Nena
19. Los mayas – Beatriz
20. Colombia - David

Español III y IV 18 de diciembre de 2009

Español III y IV
18 de diciembre de 2009

Día cultural -
1. In all classes students participated in authentic foods of the season - Buñuelos y chocolate among others.
2. Activity stations:
(A) Reading about customs and practices and then completing activities and puzzles using the information from the readings.
(B) Card making
(C) Music and lyrics to traditional songs
(D) Cooking
3. All worked together to clean-up

Español IV -
All of the above AND:
4. I returned the project proposals indicating the students' topics and presentation dates for their research project.
ALL PRINTED MATERIAL DUE ON THE 6TH - Please see previous post about the project.
5. Students turned in signed permission slips for the movies we'll be watching when we return from vacation - See separate post if you need a copy of the letter - REMEMBER - I CAN NOT ALLOW YOU TO WATCH THE MOVIES WITHOUT PRIOR PERMISSION.
6. We finished watching ELF en español.

Español III 17 de diciembre de 2009

Español III
17 de diciembre de 2009

1. Homework correction - Unit Review, Workbook pages 47 and 48, reviewing the vocabulary, informal and formal commands, placement of object pronouns with commands, and forms of the present subjunctive.

2. Unit 3 Exam - Listening and Reading Comprehension and conjugations of the subjunctive: all forms - regulars and irregulars. This took most of the period for some of the students; those who finished earlier read the small books and/or magazines in Spanish.

3. We confirmed who is bringing what AND who will be doing what cleaning job for our Día cultural tomorrow.

Tarea: Thanks for remembering to bring the items you signed up for.

Español IV 17 de diciembre de 2009

Español IV
17 de diciembre de 2009

1. Turned-in (A) Project Proposals and (B) Signed parent letter regarding the movies we'll be seeing after vacation.

2. Review/corrections:
(A) Verb conjugations in Subjunctive Packet #1
(B) Subjunctive Packet #2 -Exercise B
(C) Práctica del vocabulario - pa. 60.
(D) Venn diagram/page 68 (period 4)

3. Confirmed who is bringing what and will be doing what job for our Día cultural tomorrow.

4. Listened, and many sang along, to Pancho Claus - José-Luis Orozco's CD of Hispanic folk songs and original songs. Arcoiris Records. You can order it on-line, if you'd like your own copy.

Tarea:
1. The signed parent letter re: movies - see yesterday's separate post if you lost yours. You can print out a new one.
2. Thanks for remembering to bring your contribution for tomorrow's activities.

Español IV _La carta de permiso para las películas en clase

Español IV _La carta de permiso para las películas en clase

Tigard High School
9000 SW Durham Road

December 16, 2009

Dear Parents/Guardians:

During our Human Rights unit in Spanish IV we will be exploring some of the twentieth century conflicts in Latin America, especially those in Argentina and Guatemala. To illuminate the abuse of human rights suffered by the citizens of these countries I plan on showing two award-winning films.

The first movie, LA HISTORIA OFICIAL, was the 1985 Best Foreign Film Academy Award winner. In his review for Amazon.com about this film, Tom Keogh wrote “Luis Puenzo's shattering 1985 story about the collision of middle-class aspirations and government lies in Argentina packs a wallop a viewer never forgets... It is an allegory for a nation fearing its recent past. A powerful experience.”

The second movie, EL NORTE, was made in 1983 and has also won a number of prestigious awards. About it Roger Ebert wrote, “From the very first moments of EL NORTE we know that we are in the hands of a great movie. It tells a simple story in such a romantic and poetic way that we are touched, deeply and honestly, and we know we will remember the film for a long time.”

I have shown these films for over twenty years and the students always find them riveting and instructive in understanding many of today’s important issues. La Historia Oficial is not rated, and El Norte is rated “R”, due to occasional strong language and some violence, but never in a gratuitous fashion. Due to this, I request your permission for your student to view these movies. Please indicate your preference by December 18, 2009 via the written permission slip below, by email or by voice mail. Please be sure to identify yourself and your student.

Best regards,
Catie Thurber-Brown
Spanish Teacher
Email cthurber@ttsd.k12.or.us, Classroom phone 503.431.5563

Please indicate your preference for your students below, sign and return by 12/18/09

[ ] My student ____________________________ has my permission to view the films.
(Please print name)

[ ] I prefer my student _______________________ completes an alternate assignment.
(Please print name)

________________________________________________________________________________
Signature Print name Date

Español IV - Investigación personal acerca de la cultura

Investigación personal acerca de la cultura
100 puntos

El informe tiene que incluir:
1) Una lista de vocabulario especializado con la preguntas de comprensión para la clase con con ___ copias y una copia con las respuestas para la maestra.
2) Prueba de su proceso de entregar la información durante su investigación: Tarjetas de investigación y organizadores gráficos –o- bosquejo
3) Una bibliografía con un mínimo de 5 fuentes (3 en español, 2 de la Red) – Muestra una investigación profunda en su tópico. Que sean fuentes confiables.
4) Copias de las fuentes de la información – sólo las partes utilizadas.
5) Una presentación de Power Point – y una copia para la maestra en el formato de 3 diapositivas por página. (5 a 10 diapositivas)
6) Los apuntes, o tarjetas, usadas durante la exposición.

La exposición: 10 minutos: hablar de un bosquejo- no más de 10 palabras/apuntes,
Sobre una investigación en español, con el elemento visual de Power Point:
Habla en párrafos –Un mínimo de uno por cada diapositiva de Power Point

TEMAS POSIBLES:
Un país - un aspecto o vista general
México (historia, cultura, regiones, economía, política, geografía)
España (patrias chicas, regiones, idiomas, cultura, comida, El País Vasco, Galicia, Cataluña, Andalucía, geografía, gobierno, Guerra Civil, Las Islas Baleares, ...)
Costa Rica (regiones, historia natural, geografía, tradiciones)
Otro país de hispanoamérica
Las Islas Galápagos
La Conquista de México
La Conquista del Perú
La geografía de Sudamérica
Una ciudad: México, D.F., Madrid, Barcelona, Buenos Aires, etc.

Un artista, músico, compositor, balarín
Goya {artista español} Velázquez {artista español}
El Greco {artista español} Salvador Dalí {artista español}
Murillo {artista español} Antonio Gaudí (arquitecto español)
Joan Miró - (artista español de Cataluña) Pablo Picasso (artista español)
Diego Rivera {muralista de México} Frida Kahlo {artista de México}
Orozco {muralista de México} Siquieros {muralista de México}
Pablo Casals (cellísta español) André Segovia (guitarista español)

Las culturas precolombinas (unos ejemplos son - pero hay muchísmas otras)
los mayas los olmecas
los aztecas los toltecas
los Incas los caribes

De otro- un aspecto cultural que te interese
Explica algo político, económico, o una situación que está ocurriendo en Latinoamérica o en España, como el asunto de la inmigración, los trastornos políticos de cierto país, etc. La artesanía de un país, el lenguaje, o dialectos o los modismos de varios países (con una hoja de información para los otros estudiantes)
Tradiciones culturales de una región, como Carnaval, La Fiesta de San Fermín,
La fiesta brava (las corridas de toros)

Español IV - La propuesta para el proyecto

La propuesta para el proyecto de investigación

Mi nombre: ___________________
El tema que quiero investigar:
Primera selección:_____________
Segunda selección: ____________
Tercera selección:______________

Las fechas que prefiero para mi exposición son:
Primera selección:_____________
Segunda selección: ____________
Tercera selección:______________


Otra información importante saber para citar la presentacion es___________________

Por ejemplo – las fechas de otros compromisos que tienes…
Tales como –
Las fechas de partidos y/o concursos,
Los planes familiares,
Las citas de médico, dentista, etc.

Español IV 16 de diciembre de 2009

Español IV
16 de diciembre de 2009

1. Introduced the Proyecto de investigación cultural This is your IB Spanish IV - Internal Assessment- all research and written material due on January 6, 2010. Big packet of information - we went through it very thoroughly and explained in detail all of the requirements, answering lots of questions along the way. Included is a list of possible topics; Several versions of what is needed to be turned-in: given in Spanish AND English; A calendar for planning presentations - although we've adjusted it: Presentations will begin on January 6th and proceed at 2/day until done.

2. We reviewed the present versus the past subjunctive by correcting Exercise A, in Subjunctive Packet #2.

3. We did preliminary planning for our "Día cultural" on Friday.

Tarea:
1. Project proposal due TOMORROW! - See handout in your project packet (backside of the first page) - Include three(3)possible topics AND 3 possible presentation dates. DON'T FORGET to include any possible scheduling conflicts.
2. Movie Letter Completed and Signed - MUST HAVE BACK BY FRIDAY, please. I don't want to have to exclude you from the movies.
3. Subjunctive Packet #2 - Exercise B.
4. Práctica del vocabulario - Period 2, only.

Español III 16 de diciembre de 2009

Español III
16 de diciembre de 2009

1. We presented our Health Articles mini project in groups of 3 today - summarizing the article, posing comprehension and discussion questions and leading the group in a discussion of the topic. Students turned-in a packet comprised of their: (1)Assignment handout (2) Their written summary in Spanish (3) Their 5 questions in Spanish (4) Their discussion outline (5) a printout of the article.

2. Capítulo 3 review - preparation for tomorrow's exam:
(A) Vocabulary review - CD & Quia game http://www.quia.com/jg/566447.html
(B) Preparación para el examen - practice test on page 152


3. Planning for our Día Cultural - el viernes: who will bring what and who will do what during the class re: preparing food and clean-up

Tarea:
1. Workbook page 47 - Organizador de vocabulario
2. Workbook page 48 - Práctica del vocabulario
3. EXAMEN-CAPITULO 3

Español III 15 de diciembre de 2009

Español III
15 de diciembre de 2009

1. Subjunctive review - went over the Power Point we made last week: Forms and uses.

2. Corrected the homework - Workbook page 46 - indicative versus the subjunctive.

3. Took the subjunctive conjugation quiz.

4. Went over the answers to the quiz.

5. Reviewed the Health Article Assignment - Given out on Friday and reviewed again on Monday - DUE tomorrow

Tarea:
Health Article-
(A) Print out the article - possible sites
http://www.clubten.com.mx
http://www.laantidroga.com/
http://www.latinsalud.com
(B) Write a summary, en español - MLA format
(C) Write an outline - to help you present your article to your small group; and PRACTICE what you'll say.
(D) Write 5 questions in Spanish, to ask your small group about your article.

Español IV 15 de diciembre de 2009

Español IV
15 de diciembre de 2009

1. BIG Subjunctive Review:
(A) Power point and notes
(B) Review of paquete #1 - from Friday
(C) Review of paquete #2 - from Monday

2. Readings - text
(A) page 54 - el movimiento ecologico en Costa Rica: partners read aloud and then prepared the "Vamos a conversar" selecting which of the problems listed did they consider the most grave - and then prepared to defend their opinion.
(B) page 68 - La lucha contra contaminación en México, D.F. This too was read aloud with a partner, then for the "vamos a comparar" I changed it to comparing Portlandia y México,D.F. using a Venn diagram - indicating the problems and solutions that are particular to each place and then in the middle those in common.

Tarea:
1. Double check AND CORRECT the work you completed in the two subjunctive packets:
(A) Verb conjugation practice in #1
(B) Exercise A in #2
2. Period 4 - See the readings in item #2 above - complete the Venn diagram.

Español IV 14 de diciembre de 2009

Español IV
14 de diciembre de 2009

Here's an overview of the plans I left for you with your substitute:

1. Distribute the vocabulary list for page 60 – students filled out during roll.
2. Working with a partner, students will READ page 59, referring to their vocabulary AND complete ACT. 2-21: Comprehension questions based on pg 59.
3. Review Act. 2-21
4. Vocabulary practice: Act. 2-24 – this focuses on Ampliación, page 60, the parts of speech based on the same root.
5. Review the differences between “Calidad” and “Cualidad” = Check out the ¡Cuidado! Section on page 60, and have the students complete Act. 2-25, page 62.
6. Continue with the SUBJUNCTIVE packet – first reviewing what you did on Friday and then continuing on.
7. Tarea:
• Act. 2-27, page 62. Students write out descriptions for the items without saying what they are. We’ll play this “guessing game” on Tuesday.
• Workbook packet, page 46 – Act. 2-10 & 2-11.

Español III 14 de diciembre de 2009

Here's an overview of the work I left with the substitute for the class-
1. Warm-up: Translation sentences practicing the subjunctive.
2. Act. 39, page 138.
• Part 1: students write out own list
• Part 2: have conversation with their “Rana” partner.
• Reviewed their answers with ¿Qué dijiste para # ___? Then called on another student with ¿Y cómo reaccionas tú?.
3. Actividad 40 – page 139.
• Students read through 2 X’s silently.
• Afterwards, worked with a “seat partner” –the partners completed Parts 2 and 3.
• Last,partners WRoTE OUT their recommendations for part 4 – using a "subjunctive “set-up”.
• Reviewed as a whole class.
4. Review the Health Article assignment, and answer any questions students may have.
5. “Elf” – Spanish language and Spanish subtitles.
Tarea:
1. Workbook page 46, Act. 3-12
2. Quiz tomorrow on the conjugations for the subjunctive.

Spanish III 11 de diciembre de 2009

Spanish III
11 de diciembre de 2009

1. Warm-up: WAVA Workbook – Listening Activities: Using the subjunctive to make suggestions/recommendations for health and fitness
• Activity 4, page 38
• Activity 5, page 39
2. Textbook - Activity 34.
3. Go over the homework – Practice workbook, pg 45, Act. 3-11.
4. Barco de Batalla/Guerra - practicing conjugating the present subjunctive for the following verbs: Conocer, Decir, Comenzar, Saber, Ir, Dar, Ser, Dormir
5. Distributed the Health Article Project HANDOUT–
(A) You will go on line and find an article IN SPANISH about health and/or fitness; suggested websites on the handout.
(B) PRINT OUT THE ARTICLE
(C) Outline the key information
(D) You will present it in SPANISH in small groups.
(E) ALSO - write 5 comprehension questions IN SPANISH that the other students in your group will answer after you have presented.
(F) ALL Due and READY to present on Wednesday – 12/16.
7. No “tarea" - except finding your article.

Spanish IV 11 de diciembre de 2009

Spanish IV
11 de diciembre de 2009

1. Students quietly reviewed for their test today during roll.
2. Practiced irregular future verb forms – playing Lotería.
3. Took 2A Test.
4. When students turned-in tests they picked up the SUBJUNCTIVE Packet #1 and begin reading the study notes. They were to underline/highlight the key study points.
5. Went through the SUBJUNCTIVE PACKET – Emphasizing the key points on:
(A) HOW TO FORM
(B) Began going over HOW TO USE it.
6. No TAREA: Have a fun and safe weekend!

Español III 10 de diciembre de 2009

Español III
10 de diciembre de 2009

1. Reviewed the regular forms of the SUBJUNCTIVE and then wrote out Activity 30, page 132, reviewing it afterwards.

2. Homework review:
(A) Workbook pages 43 & 44 (Some people did 42 & 43) - practicing the vocabulary and the subjunctive.
(B) Verb chart of the regulars of the Subjunctive.

3. Added to our chart - IRREGULARS of the subjunctive - see page 135, and practiced those.

4. Working with a partner, we practiced completing ACTIVITY 33.

5. Last on our verb chart - STEM-CHANGING VERBS- see page 137. NOTE: -Ar & -Er verbs are in a group together; -IR stem-changers we put apart as they HAVE A DIFFERENT CHANGE IN NOSOTROS AND VOSOTROS FORMS.

Tarea:
Workbook page 45, Activity 3-11

Español IV 10 de diciembre de 2009

Español IV
10 de diciembre de 2009

Hora segunda:
1. Homework corrections - reviewing the uses and forms of the future.
2. Completed the "Environmental Problem" orals.
3. Finished our "When I was a child" orals.
Viva! Viva! Viva!

Hora cuarta:
1. Future and Conditional practice - reviewed forms and uses and then applied them translating sentences.
2. Homework corrections: More review of the uses and forms of the future.
3. Reading comprehension - Limpie su casa naturalmente - an article from People en español regarding interior pollution and how we clean our homes may help.
4. We watched some more of Milo and Otis - en español.

Tarea:
1. Bring you Irregular Future - LOTERIA. - We'll play as a warm-up to the lesson test.
2. Lesson 2A Test: Vocabulary in context from page 46; Ser-Estar-Haber; Futuro; Reading Comprehension and questions.

Español III 09 de diciembre de 2009

Español III
09 de diciembre de 2009

1. Precaliento: Partner practice asking/answering questions using Tú commands. Later, we reviewed as a whole class and then reviewed ALL of the command forms.

2. Quiz: Commands - Affirmative and negative forms for Tú, Ud. and Uds.
Once all quizzes were in, I went over the answers with the students so they could see how they had done, but the papers were NOT corrected in class.

3. I introduced the subjuntivo presente:
(A) gave examples
(B) We made a Power Point together
(C) Reviewed the Gramática explanation from the textbook on page 132.
(4) Began a verb grid, using the verbs in the charts on page 132 - We filled-in the verbs, their meanings, and their "YO" forms in the Present Subjunctive.

ANUNCIOS - up-coming tests:
Subjunctive quiz = Martes, 15 de diciembre
Chapter 3 Exam = Jueves, 17 de diciembre

Tarea:
1. Workbook Act. 9 & 10 - pages 43 & 44 - practicing the vocabulary on page 150 & the subjunctive.
2. Complete the Subjunctive verb grid, verbs from page 152.

Español IV 09 de diciembre de 2009

Español IV
09 de diciembre de 2009

1. Warm-up: Review of the forms and uses for the "Futuro" - sentence translations and review.

2. Homework discussion and review: WB 41 & 42 - Vocabulary in context AND formal letter writing conventions.

3. Discusión en círculo: We continued with our environmental issues presentations and follow-up questions.

ANUNCIO: 2A EXAM ON FRIDAY - Vocabulario, page 46; Ser-Estar-Haber; El futuro; Reading Comprehension.

Period 4: In addition to the above

4.Vocabulary guessing game - students prepared definitions in Spanish for some of the items from page 46. Two other members competed to figure out which word was being described, find it on the game "board" handout, and then circle it before their "rival".

5. Reviewed the results from the second part of the 1B exam.

Tarea:
1. Text, page 53 - Activity 2-11: Write sentences using Ser, Estar AND Haber for EACH of the places listed in items 1-8. Remember to include an example of EACH of the THREE "To be" verbs for EACH of the places.

2. Workbook, WB43-44, Exercises 2-7 & 2-8 = El futuro.

Español III 08 de diciembre de 2009

Español III
08 de diciembre de 2009

1. Reviewed all forms of commands, using the Los mandatos handout AND the Mandatos packets (Informal and Formal).

2. Working with a partner, students completed Exercise A - page 32 (#'s 11-15)practicing Infinitive Commands AND Formal Ud & Uds. commands. Afterwards we debriefed as a whole class.

3. Juego de mandatos - In groups of 4 - using the 4 infinitive commands with Direct Objects or Indirect Objects, one student drew a paper and then each member of the team took turns writing out the affirmative and negative forms for Tú, Ud. and Uds. on a white board while I circulated and helped each group.

4. Juego de vocabulario de comida - we played 3 more rounds of our Lotería game.

5. We watched some more of Milo and Otis en español - I think we're almost done with it...we're very close!

Tarea:
STUDY for tomorrow's quiz on Los MANDATOS:
Affirmative and Negative forms for Tú, Ud. and Uds.
Note: You DO NOT have to use object/reflexive pronouns on this quiz.

Español IV 08 de diciembre de 2009

Español IV
08 de diciembre de 2009

1. Observing a "gallery" showing of the posters created for class yesterday, all students rated each poster on a scale of 0-3 based on the following criteria:
(a) Is the theme obvious?
(b) Does the theme have to do with a genuine environmental issue?
(c) The message is effective in urging us to make a change?
(d) The poster is of high quality: demonstrating "pride in product".

2. Sitting with our desks arranged in a large open circle, students took turns briefly presenting their issues and then asking/answering probing questions on their topics.
All students were required to pose intelligent and logical follow-up questions that didn't repeat information already given.

3. Tarea:
Workbook packet (new handout) - Activities: 2-1, 2, 3 & 4 on pages WB41 & 42.
Also, bring your Lotería back to class - we will play it sometime this week.

Español III 07 de diciembre de 2009

Español III
07 de diciembre de 2009

1. Read, Listened to, and Wrote = pp. 126 & 127: Vocabulary in Context with Activities 21, 22 & 23.

2. Acti. 18 = partnered with our "Flamenco" partners. Matched condition with advice, changing the verb to the command.

3. Homework review & corrections:
(A)Mandatos Formales packet, Exercise A
(B)Plan de comidas - la pirámide

4. Prepped for a game tomorrow - practicing all of the command forms. Create 4 squares in a piece of paper. Write an INFINITIVE verb with either a DIRECT OBJECT or an INDIRECT OBJECT/COMPLIMENT in EACH section. USE VERBS FROM THE LESSON - SEE PAGE 150. I collected these.

Tarea:
1. Activity 27, page 130 - Part 1=complete the conversation with the expressions provided. Part 2 - Come up with 5 more recommendations.

2. Complete your flashcards from page 150 - Only 2 sections NOT YET DONE:
(A) Para estar en forms
(B) Expresiones útiles

Español IV 07 de diciembre de 2009

Español IV
07 de diciembre de 2009

1. Students turned in their ecology posters and homework.

2.¿El futuro - o - el condicional? = Warm-up practice incorporating the uses of these two verb forms along with much of the lesson's vocabulary.

3. Homework review/corrections: Tarea de repaso - traducciones; Future/Conditional Packet - Ex. B.

4. Continued with our Presentations - period 4 finished!

Tarea:
1. Prepare for your 1 minute persuasive speech about your ecological topic - be prepared to answer intelligent, logical, probing questions in Spanish. You may have a note with UP TO 10 WORDS in Spanish.
2. Prepare your Lotería - Irregular Future = Bilingual answers.

Español III 04 de diciembre de 2009

Español III
04 de diciembre de 2009

1. Vocabulary drill/practice.
2. Took Vocabulary 3A Test, and then corrected it in class.
3. More practice with COMMANDS -
(A) Familiar (tú) Commands - yellow handout: We added the negative forms to the list of affirmative ones.
(B) Took notes over ALL command forms - Chart with notes on the side.
(C) Formal Commands - white paquete - We did "Practice A" on the second page (p.29)
4. Lotería - La comida: vocabulary practice game.
5. Milo y Otis - we watched a little bit more of this movie in Spanish.

Tarea:
1. White Formal Commands Packet - EXERCISE A - page 31.
2. Handout: la pirámide de comidas - Write out a day's worth of healthy foods in Spanish using the examples under each category and the number of portions of each kind as indicated (the number in parenthesis).

Español IV 04 de diciembre de 2009

Español IV
04 de diciembre de 2009

1. Read the "poster" in the book, "Cuánto dura la basura?" - page 48 - aloud with a partner. Then each partner pair wrote comprehension questions & their answers based on the reading. Last step: Paired up with another set of partners and then one set of partners posed their questions to the other set of partners to see if they knew the answers.

2. Homework corrections/review: Added vocabulary + Tarea de Repaso - partes I (Ser, Estar, o Haber) & II (Vocabulario en contexto).

3. Reviewed corrections from part one of last week's exam - recognition of when to use the preterite or the imperfect.

4. I introduced the homework/project for Monday & Tuesday, based on 2-6, page 48: Find an environmental problem about which you can speak passionately - be sure to do appropriate research to support your statements.
For Monday = Create a small(81/2" X 11") poster (cartel). Your cartel should have graphic "punch" and very few words. However, it should communicate the problem and motivate us to want to act to effect a change for the better.
For Tuesday = Have ready a SHORT talk (paragraph) the briefly states the problem and persuades us to change to improve the problem. Be ready to answer varied questions about your topic AND to ask INTELLIGENT, LOGICAL, FOLLOW-UP questions to the other presenters.

5. Continued with our childhood presentations.

Tarea:
1. Cartel - see above: item #4.
2. Future/Conditional Packet - Exercise B.
3. Finish the "Tarea de repaso" = Sentences.

Español III 03 de diciembre de 2009

Español III
03 de diciembre de 2009

1. WAVA (Writing Audio and Visual Activities) Workbook - Listening activities 1, 2 & 3.
Active listening comprehension exercises = putting the vocabulary and the grammar together.

2. Encuesta: students first answers the provided questions about their eating habits and preferences, and then they surveyed 4 other classmates. Finally, if they finished early, they began the third part where they report back what they learned about each other.

3. We corrected the vocabulary practice homework, pg. 38 (3-4) in the workbook.

4. We began Mandatos Formales - new PACKET: we went over the study points on the first page, taking notes on how they are formed and used.

TAREA:
1. Vocabulary Production Test tomorrow: Accurate translation and spelling of the items from the flashcards made on Monday - re: pages 114-116.

2. Complete the bottom section of the Encuesta, if you didn't do so already in class.

3. Lotería: La comida = Using the vocabulary on the reverse of your Lotería handout - prepare the game to be played "Bingo-style". Each column above relates to each column in the game. Don't forget: Bilingual answers Spanish & English in each square.

4.Food Diary- Mi rutina diaria: Add today's food, water and exercise - En español, por supuesto.

Español IV 03 de diciembre de 2009

Español IV
03 de diciembre de 2009

1. Texto - pp. 51-52: 3 Uses for the verb: HABER
(A) As the helper verb with the perfectos
(B)To indicate the existence of one or more nouns: There is/are; There was/were
(C) Haber + que + infinitive = to indicate the action of the infinitive must be done.

2. Extra handout on Los Perfectos; backside = conjugation practice of all forms.

3. Review of the FUTURE tense = Text pp. 55-56; Regulars & Irregulars

4. Handout: Tarea de repaso - Top of the page: Haber. Parte I = El futuro.

5. Continued on with the childhood incident orals.

Tarea:
1. Complete Parte II y Parte III of the Tarea de repaso handout:
Parte II - Select estar, ser, or haber and conjugated it for the context of the sentence.
Parte III - Vocabulario en contexto - see page 46 in your text.
2. Green vocabulario - Mis categorías: Notice how I've reorganized the vocabulary into like categories - This models a helpful study technique: break-up the alpha lists into logical categories. Find the ENGLISH for the EXTRA WORDS I've added to the categories.

Español IV 02 de diciembre de 2009

Español IV
02 de diciembre de 2009

1. Actividad 2-4, page 48: Las causas y las consecuencias – First writing down your own thoughts about each of these environmental conditions , citing specific examples and working to incorporate as much of the vocabulary on page 46 as you can. Next, students exchanged ideas with their partners –again staying in Spanish. Finally, we debriefed the whole thing together as a class.

2. Review/correction of homework: Crossword based on page 46 & Ser and Estar packet – Ex. A.


3. Continued presenting our childhood incident projects – listeners completing the response sheet.

4. Tarea:
Continue on with the Ser and Estar packet – exercises B, C & D – pp.59-61

Español III 02 de diciembre de 2009

Español III
02 de diciembre de 2009

1. Reviewed the Unit Two Exams – your scores are on eSIS. Remember we studied this unit for a month, and much of the past tense was a review from Spanish II.

2. Goal writing re: establishing good daily study habits to be successful in class.
I reviewed the 4 Daily Habits for Success in Spanish Class and then the students got started in class writing down their plans for HOW, WHEN and WHERE they would accomplish each of the 4 Daily Habits:
(A) Drill NEW vocabulary and/ or verb forms = working on short-term memory.
HOW, WHEN and WHERE
(B) Recycle/Review OLD vocabulary and/or forms = working on long-term memory.
HOW, WHEN and WHERE
(C) Review class notes & corrections ADDING in details and writing down any QUESTIONS you may have to ask in the next class.
HOW, WHEN and WHERE
(D) Complete the HOMEWORK for the next class and/or work on LONG-TERM PROJECTS.
HOW, WHEN and WHERE

Students already doing well – plan how you will maintain your level of achievement.
Students doing alright, but want to do even better – plan how you will improve.
Students NOT doing well – plan how you will turn it around and improve.

3. Vocabulary practice – HANDOUT – Rosado + expansion/review: El cuerpo humano.

4. ANNOUNCED : 3A Vocabulary Spelling Test for Friday = vocabulary from pp. 114-116 = the words you used for your flashcards Monday night.
5. Homework correction/review: Vocabulary and Affirmative Tú commands.
6. Continued on with Negative tú commands – see page 122 + Pink packet.
7. La nutrición = THREE HANDOUTS:
(A) BLANCA = glosario de comidas
(B) Guía de nutrición
(C) Mi rutina diario = mis comidas y ejercicio

8. Tarea:
1. Workbook page 38 – Actividad 3-4; page 38.
2. Mi rutina diaria = Fill-in the Daily Food Diary for Tues – Dec. 1st & Weds. – Dec. 2nd = In Spanish, por supuesto. Refer to your food glossary and guide for vocabulary.
3. Finish writing your goals – 4 Daily Habits; SIGN them, and then have a PARENT SIGN it, too.

Español III 1ero de diciembre de 2009

Español III
1ero de diciembre de 2009

1. Review of BOTH Direct AND Indirect Object/Compliment Pronouns
(A) Sentence translations
(B)Putting the two together - song: El cumpleaños de Timoteo
(C)Took notes
(D)Corrected TAREA - WB page 35
(E)We did WB page 36 together.

2. MANDATOS - Familiar Commands
A. Text page 121
B. Handout - Mandatos
C. Packet - PINK -
D. Negative Commands - page 122 + packet

3. Introduced - Formal/Ud. Commands

Tarea:
1. Workbook 3-3, page 37 - practicing vocabulary on page 150.
2. Workbook 3-5, page 39 (Affirmative Tú commands)
3. Practice C - Pink Packet - Negative Tú commands)

Español IV 1ero de diciembre de 2009

Español IV
1ero de diciembre de 2009

1. Partner oral about the "bewitching contest" between "bruja Guillermina" and "Hechicero Jeremías" - good fodder for our create your own fairy tale we'll be doing soon!

2. Second period: Guest Speaker - THS Alum Jeff Beck and his trip to Mexico.

3. Homework review/correction and vocabulary practice.

4. Ser & Estar = see pages 49-51 in your textbook + Extra packet. We worked though the uses of each AND the adjectives that change meaning depending on which verb you use.

5. Continued with the Project Presentations.

Tarea:
1. Complete ALL of EXERCISE A (through #10) in the Ser/Estar packet.
2. Crossword, re: page 46 vocabulary.