Español II el 30 de septiembre de 2010

Español II
el 30 de septiembre de 2010

Shared their results on the PLAN/EXPLORE tests from last year. Shared the importance of the tests and explained how to interpret the results and use the given suggestions.

Introduced lesson 1A:
A. Reviewed the lesson opener: photos and goals on pages 16 & 17.
B. Introduced the vocabulary in context on pages 18 & 19: reading and listening comprehension and Actividades 1 & 2 = active comprehension.
C. DVD – Video Historia on pp. 20 & 21: Watched the DVD, then working with a partner students read the script aloud to one another and then wrote out the answers to the comprehension questions in Actividad 3, pg. 21
D. Vocabulary list distributed. Students filled-in the Spanish using page 40 in their text books and then we played practice games at http://www.quia.com/jg/1160513.html

Homework Review/Correction:
A. Workbook page 5 – review vocabulary from page 14
B. Workbook page 6 – Tener+ que + infinitive = To HAVE to & Yo –go verbs.
C. La pesadilla de Jaime = Special expressions with Tener
TRIVIA: ¿Cómo se dice “tengo vergüenza” en ingles?

Project & Para empezar Test Review – Returned the grading sheets for the poem projects & showed students their results on their lesson test.

Tarea: Flashcards for lesson 1A (page 40)
• Cover card with student’s name, lesson & vocabulary page number.
• Spanish on one side / English on the reverse – Accurately spelled on both sides.
• Numbered to match the numbering on the vocabulary list.

Español IV el 30 de septiembre de 2010

Español IV
el 30 de septiembre de 2010

Cuarta hora:
Terminamos con las exposiciones de los proyectos "Mi escudo". Turned-in listening responses, too.

Primera Y Cuarta horas:
Students read through the article, "Pierde el miedo a elegir una carrera" (Guía Universitaria, 2006, Selecciones - edición especial, pp. 4-7)

a. Before beginning the reading, I reviewed the reading strategy "SQP2R2" = Survey; Questions; Predict; Read; Respond; Summarize.

b. We previewed the text together - Surveying it to establish context.
c. We posed questions we thought the article would address
d. Then predicted how the article would answer them.
e. Next students read through the article with a partner. During their reading they compiled a "glosario personal"
f. Then wrote summaries in English of each major section of the article.

Preterite Rapid Review - using the green review card students checked out earlier.

Tarea:
1. Complete the article and the TEST at the end - if not yet finished from class.
2. Fill-in the regular and irregular preterite review Loteria game sheets - with BILINGUAL ANSWERS (Spanish/English - preterite equivalent)

Español II el 29 de septiembre de 2010

Español II
el 29 de septiembre de 2010

1. Partner corrections on the vocabulary sheet completed for yesterday & partner vocabulary practice

2.Corrected our tarea - verb grid of 5 verbs whose YO form ends with "-go"

3.TENER + que + INFINITIVO = To HAVE TO DO (something)
Text page 15, Activity 2: wrote out independently, then student volunteers wrote answers on the white board. Next we went over the answers together.

4. SPECIAL EXPRESSIONS WITH THE VERB TENER
a. Half-sheet handout: reviewed pronunciation and meanings.= THIS IS VOCABULARY!
b. SONG! TENGO HAMBRE - Students listened to a "rap/song" filling-in the missing words - It was all based on these special expressions.
c. Mixer - Loteria game - students moved around the room asking/answering questions about who had to do what. If they found 5 in a row...LOTERIA

5. Yo-go verbs: Activity 3, Page 15 in the textbook
Using their homework verb grid as a guide, and working with a partner, students wrote out the form of the verb that best completes the dialogue. Then they took parts in the dialogue and read their completed conversation.

TAREA:
1. La pesadilla de Jaime (On the reverse of the TIENE QUE - Loteria mixer) Do BOTH parts of this easy exercise: (a) match up the tener expression with the appropriate cartoon of Jaime's nightmare (b) find a tener expression NOT USED from you half-sheet vocabulary list of these expressions and use it to draw YOUR nightmare based on that expression - REMEMBER to write your sentence using the expression below your drawing.

2. Workbook page 6, Act. 1A-B - using the verbs from page 15.

Español IV el 29 de septiembre de 2010

Español IV
el 29 de septiembre de 2010

Hora 1era:
Conversación con pareja - temas de cubitos

Horas 1era Y 4rta:
Continuamos con los exposiciones del proyecto "Mi escudo personal". Students NOT presenting wrote responses for those who did: 3 things understood, 1 compliment; 1 positive suggestion for future oral presentations.

Eloise: We watched another scene in the movie in each class.

No necesitas traer el libro de texto a clase ni el jueves ni el viernes.

No hay tarea

Español II el 28 de septiembre de 2010

Español II
el 28 de septiembre de 2010

1. Warm-up: Repaso - los meses y las estaciones del año: We learned/or reviewed a poem used in Spanish I - set to the turn of Oh, Clementine! that includes all of the months of the year AND weather terms, as well as other topical vocabulary.
Took notes over the seasons of the year, too.
Trivia - What is the correct word in Spanish for a sports or produce "season"?

2. Review: Gustar - students answered m/c questions in Spanish on a personal survey about their preferences. Then partnered with a classmate and asked/answered these questions with one another. Next we debriefed together as a whole class. Finally students took notes over how this special type of verb works AND other verbs that are similiar.

3. I credited last night's flashcards. I also collected pages 1-4 of the workbook AND the gold WAVA packet from Para empezar.

4. Activity 1, textbook page 14: Mini-lesson previewing 1A - review of school vocabulary. Students wrote a paragraph about a particular class, using the prompts in the exercise and the vocabulary organized in the graphic at the top of the page.

5. Our poem "estrellas" from yesterday presented their poems to the class - what fun to see their nicely done visuals and learn more about them through their poems. ¡Gracias, amigos!

6. Text page 15 -"Yo-go" verbs + HANDOUT = verb grid. We started the grids for FIVE (5) common verbs whose Yo form adds a g: Traer, Tener, Hacer, Poner, and Venir (not in the book but it fits in this group so I added it in.)We filled in the verbs' meanings and their first 3 conjugations. I gave the forms for Venir: vengo, vienes, viene, venimos, venís, vienen.

Tarea:
1. Complete the verb grid started in class - ONLY for the FIVE verbs given (see #6 above)
2. Write out BOTH parts of page 5 in your workbook, using the vocabulary you used last night for making your flashcards.

Español IV el 28 de septiembre de 2010

Español IV
el 28 de septiembre de 2010

PROJECT TURN-IN DAY!

1. We organized our work into a packet to turn in:
a. Visual/shield
b. Final typed copy of composition
c. Rough draft with editing circle comments
d. outline

2. Determined the order of students to present and then wrote that number on our packet.

3. Turned-in our project packets(in reverse order so that #1 would be on top).

4. Filled-in the names for the presenters on our listening participation handouts: Reacciones a los proyectos de exposición

5. Students began presenting their "escudos"

6. We watched a few more minutes of Eloise at the end of class.
Trivia -¿Cómo se llama el tutor de Eloise que renuncia al principio de la película?

NO HAY TAREA ESTA NOCHE (:>)

Español II el 27 de septiembre de 2010

Español II
el 27 de septiembre de 2010

1.We learned the traditional birthday serenade, Las mañanitas, and sang it to "Pablo Francisco" to honor him on his special day.

2. "Pre-test" - school items - preview of items page 14 in the textbook.

3. Made Partner Appointments - "Agenda de citas de pareja" = If you were absent we made appointments for you. Please pick up your appointment log from "Maestra".

4. We played ¡Lotería! - La escuela with one of our new partners, reviewing even more school/classroom vocabulary.

5. Text page 14 - we went over the vocabulary in the "Graphic Organizer" at the top of the page and I gave out a HANDOUT of this review vocabulary.

6. In groups of 4 we read our poems to one another and selected an "estrella" who will share his/her poem with the class tomorrow. All turned-in their poems.

TAREA:
Make flashcards of the new vocabulary list:
1. Cover card with title of vocabulary group
2. NUMBER each card so it matches its number on the list
3. Cut apart and bundle.

How to write accents and tildes on a PC

¿Cómo se escribe los puntos diacriticales en español?
é = Strike “Ctrl” + apostrophe; release keys; strike the letter you accented.
É = Strike “Ctrl” + apostrophe; release keys; Shift + letter
ñ =Ctrl + Shift + tilde; release keys; strike “n”
¿ = Ctrl + Shift + Alt; release keys; strike?
¡ = Ctrl + Shift + Alt; release keys; strike!

Español IV el 27 de septiembre de 2010

Español IV
El 27 de septiembre de 2010

Hora primera:
1. Entrevista personal - Handout - personal interest questions in Spanish asked/answered between partners. Later each partner told the class about the other - en español - por supuesto

Horas primera y cuarta:
2. Editing circles
Period 1 - last 3 paragraphs of the project - continuing from Friday's activity.
Period 4 - all 6 paragraphs

(+) Test review - period 4 only (period 1 did this last Friday)We reviewed the answers to the Preliminar test taken last Thursday.

3. Eloise asiste a la escuela - period 1 continued on for a few more minutes; period 4 watched the first 6 minutes.

Tarea:
Mi escudo personal project and writing process documentation due:
1. Final Typed Copy (double-spaced, 12 point font)
2. Have a SEPARATE COPY FOR YOU TO USE when presenting.
3. Final copy of your visual (Coat of Arms/Shield)
4. Outline
5. Rough draft of all six paragraphs WITH evidence of being edited in the circle(s).
6. Any other drafts/revisions

Español II El 24 de septiembre de 2010

Español II
El 24 de septiembre de 2010

• Students filled-in the answers to the homework crossword while I checked off their work.

• Practice before the lesson exam: translation sentences, written with a partner, incorporating the vocabulary and structures of the lesson. We went over them as a quick review before the test.
Trivia: ¿Cómo se dice “to pay attention” en español?

• We took the LESSON EXAM – Para empezar (Spanish I review chapter)

• Students picked-up the criteria sheet for the poem project due on Monday (see post just before this one if you need a copy of the criteria) and began working on their rough drafts.

• Tarea: Final copy of poem (page 13) ready to present and turn in.

Español II - Proyecto = el poema en diamante

Español II – Para empezar – Presentación escrita

Poema en diamante, página 13: Los criterios

Follow the guidelines below - AND on page 13 in your text.
Remember to have your final product demonstrate your pride in your work:
(1) Written neatly, spelling is correct and you've included all of the information. (2) Practice saying it aloud so you'll feel comfortable when presenting on Monday.

+ __________ / 25 pts.

1. Tu nombre: Me llamo __________– o- Mi nombre es ______________ (2 pts.)
2. No soy + dos adjetivos que NO te describen – modificados para ti. (3 pts.)
3. Soy + tres adjetivos que Sí te describen - modificados para ti. (4 pts.)
4. Cuatro verbos (en YO) = actividades que haces todos los días. (4 pts.)
5. Tres verbos (en nosotros/as) = (4 pts.)
Las actividades que tú y tus amigos hacen en el verano.
6. Dos verbos (en YO) que nunca haces. (3 pts.)
7. Escribre “¡Así soy yo!” (1 pt.)
8. Presentación y un cartel ordenado/bonito (4 pts.)

Español IV El 24 de septiembre de 2010

Español IV
El 24 de septiembre de 2010

Primera hora = All of the below
Cuarta hora = I distributed the handouts, and then we went to the Japanese Visiting High School Program. Same homework as period 1 – they’ll do their entire editing circle work on Monday.

Trivia - 2 questions!
1. The one from Wednesday night - no one has yet answered it!
2. What is the term we are using for "outline"?

• Examen preliminar – we reviewed the results from the lesson test we took yesterday.
• El proyecto – el escudo = DUE DATE for FINAL Typed Copy and all writiing process papers = el 28 - martes:
1. I answered any questions about the project
2. I distributed TWO more handouts:
(A) Mi escudo – with “processing questions” for each section to help students fully support their arguments. See separate post - Proyecto - Me escudo. The backside is a copy of last night’s blog post = ALL OF THE REQUIRED WORK DUE ON TUESDAY
(B) Editing guidelines: Spanish/English
• I checked off homework – outline/graphic organizer of the 6 paragraphs & rough draft of the first THREE
• Editing Circles: working in groups of 4, students read through each others’ rough drafts to give suggestions on how to continue improving the work.
• Started watching the movie Eloise va a la escuela – en español
• Tarea:
1. Finish your rough draft of the Mi escudo project: last 3 paragraphs
2. Complete your visual – the Coat of Arms/Shield – be ready to turn it in on Monday.

Español II El 23 de septiembre de 2010

Español II
El 23 de septiembre de 2010
• Warm-up: Review of Interrogativos – see page 10
• LOTS of verb practice! – Practice “test” – meanings of infinitives and conjugated verb forms; corrected our homework (WAVA 6 – conjugated verbs), played Verb Battleship with partners.
• Nationality Adjective practice – see page 6 &7: Partner oral – using maps and names
• Showed the Map Test practice site http://www.lizardpoint.com/fun/geoquiz/
• Study Guide for TOMORROW’S Chapter Test
• Tarea:
1. Crucigrama Para Empezar (Lesson Review Crossword)
2. STUDY for EXAM tomorrow – see yesterday’s blog post for links to vocabulary games.

Esp. IV - PROYECTO - Mi escudo personal

Mi escudo personal

Visual: Vas a crear un escudo en seis partes, de cualquier forma que te guste. Llena cada sección con un dibujo que comunica a los demás el aspecto de su carácter indicado para cada número.

¡Ojo! No uses palabras excepto con la última sección. Es perfectamente aceptable utilizar fotos de revista, gráficos de computadora, etc. En lugar de dibujar los símbolos.

Acuérdate que el producto final debe ser un trabajo de muy alta calidad.

También vas a escribir una composición que nos explica tu escudo. Luego, vas a presentarnos el escudo, y tu explicación, oralmente frente a la clase explicándonos cómo sirve cada aspecto de tu escudo como un símbolo de las seis partes dadas como aspectos de tu carácter.

Es importante recordar APOYAR cada aspecto MUY BIEN. Para cada sección de tu escudo hay que incluir un mínimo de tres apoyos que nos explica POR QUÉ seleccionaste cada cosa y cómo te representa.

Las secciones:
1. Un objeto muy querido
a. ¿Por qué lo es?
b. ¿Cómo lo conseguiste?
c. ¿Qué te representa?
d. Cuéntenos un relato que tiene que ver con el objeto.

2. Algo que tú haces muy bien y que quieres hacer mejor aún.
a. ¿Hace cuánto tiempo que lo haces?
b. ¿Cómo y cuándo lo aprendiste?
c. ¿Cómo supiste que tienes talento en la actividad?
d. ¿Por qué te importa tanto? – ¿qué te añade a tu vida?
e. Cuéntanos un relato que tiene que ver con la actividad

3. Una lucha, o dificultad, que has vencido
a. Explica algo de que te ocurrió
b. Explícanos por qué te dificultó
c. Explica cómo resultó la cosa: cómo sobreviviste y/o qué hiciste para no ser vencido/a por la dificultad.

4. Una(s) cualidad(es) muy buena(s) de ti.
a. ¿De qué son orgullosos sus papás de ti? ... su abuelita? ... sus amigos?
b. Explica por qué este rasgo personal es tan importante
c. Cuéntanos un relato que tiene que ver con cómo es ejemplar de esta cualidad.

5. Una esperanza para el futuro
a. ¿Qué planes tienes?
b. ¿Cómo vas a seguir los planes?
c. Por qué te importan?

6. Tres palabras, o frases, que quiere que te asocien contigo
(No debe utilizar ni dibujos ni fotos en esta sección)
a. ¿Qué te representan?
b. Explícanos ampliamente por qué seleccionaste estas palabras.
c. ¿Algo más?

Español IV El 23 de septiembre de 2010

Español IV
El 23 de septiembre de 2010
• Precaliento: Práctica antes del examen preliminary
• EXAMEN – Capítulo preliminar
• Introduced our PROYECTO: MI ESCUDO PERSONAL - Packet. You will be developing your personal shield, or Coat of Arms, of six sections.
1. Each section of your visual will symbolically represent some aspect of you.
2. You will FULLY EXPLAIN each section to us in a composition and an oral presentation.
3. You will include a MINIMUM of THREE supports for each aspect within your paragraph describing that section.
4. You will begin your composition WITH a PLAN – An outline (bullet points) OR a graphic organizer (Mind Map).
5. OUTLINE ALL 6 sections, and what supports you’ll include, BEFORE you BEGIN WRITING.
6. Your work will demonstrate your writing process by:
a. Completing your outline/organizer
b. Writing each paragraph based on your outline/organizer
c. Participating in an EDITING CIRCLE
d. Refining your work – verifying it against the editing checklist to be distributed in class
7. YOUR Final copy will be:
a. TYPED: double-spaced and written in 12pt
b. Spelled accurately in Spanish
c. TRULY be YOUR OWN WORK – Careful NOT to fall into the trap of using automatic translators (electronic or human).
• Tarea:
1. OUTLINE of all SIX sections with your supports for your ESCUDO PERSONAL – see separate post
2. Rough Draft (copia borredor) of 3 of your paragraphs.

Español II El 22 de septiembre de 2010

Español II
El 22 de septiembre de 2010

1. WAVA Packet (gold) - Activity 5: Ser + Descriptive Adjectives.
2. Practica: verb meanings
3. Corrected the verb grids (tarea)
4. How to Study - reviewed proven techniques - see handout your parents signed.
5. Mixer - ¿Quién soy yo? - find the person in the class who meets the description in Spanish. (Review of interrogatives)
Tarea:
1. WAVA - Activity 6 (Gold packet) - Follow the directions and write sentences using 3 verbs each, describing what these people do.
2. STUDY! Here are your enlaces for the vocabulary
Para empezar #1 - descriptive adjectives for looks and personality traits and colors
Para empezar #2 - nationalities, verbs, where and when

Español IV El 22 de septiembre de 2010

Español IV
El 22 de septiembre de 2010

1. Warm-up: Vocabulary practice sentences using vocabulary from pages 6 & 7.
TRIVIA - How do you say "Sources of information" in Spanish?
2. Homework corrections: el progresivo presente y pasado
3. Finished the Workbook Packet: Ir + a + inf = future AND PAST INTENDED but INCOMPLETE actions; Acabar + de + inf = Just completed actions - Acabar in the present and the imperfect
4. Reviewed the Guia de estudios for tomorrow's test on lesson Preliminar - see yesterday's post
5. Review game "Serpientes y Escaleras"-type review game - answering questions when you land on the special "casilla".
Tarea: ESTUDIA

Español II El 21 de septiembre de 2010

Español II
El 21 de septiembre de 2010
1. Warm-up: Nationality Adjectives – copying and completing the sentence with the correct word.
2. Capital Raps – more practice on these.
3. Homework review and corrections: Descriptive Adjective Agreement & Basic verb conjugation.
4. Interrogatives (Question Words) – see page 10 –Act. 15 + ½ sheet handout practicing the interrogative and a definition of it in Spanish.
5. Homework introduction: Verb grid – review of all of the basics and began conjugations.
Trivia: Which 2 conjugations are NOT the same for –er & -ir verbs?
Tarea: Complete BOTH sides of the verb grid.

Guía de estudios: Examen de Preliminar

Guía de estudios: Examen de Preliminar – Fecha del examen___el 23 de septiembre_____

El vocabulario:
Los animals (WB), La computadora (libro pg. 6),
Spanish in the workplace – article on pg. 3/libro,
University and professions (libro pp 4 & 7),
All the verbs in the text and workbook – see extra handout.

Las estructuras:
All the structures covered in the workbook packet:
1. Gender/number of nouns – NOTE unusual uses!
2. Cardinal & Ordinal numbers
3. Present-tense Indicative Verbs: Regulars, Irregular Yo’s, Stem-changers, completely irregulars.
4. Progressives (Estar + -ndo) – Presente e Imperfecto: Regulars & -IR stem-changers
5. Ir + a + infinitive (presente e imperfecto)
6. Acabar + de + infinitivo (presente e imperfecto)

Español IV El 21 de septiembre de 2010

Español IV
El 21 de septiembre de 2010
1. Warm-up: Exercise G in Irregulars of Present Tense Verbs packet – more –uir verbs.
2. Corrected homework in the verb packet – period 4 turned theirs in; I’ll collect period 1 packets tomorrow.
3. BIG VERB TENSE REVIEW – get 2-page handout on Names of Tenses, Conjugations, English equivalents.
4. Introduced the PRESENTE PERFECTO
Trivia: What would be the:
(1) name of the tense for: Yo estaba trabajando AND
(2) English equivalent?
5. Made appointments with others for partner work in class.
6. Working with our 8:30 partner, students asked/answered the questions for Act. P-7, pg 7 in text.
7. Tarea:
A. Study your workbook packet – pages WB19-20 – Los progresivos
B. Write out EXERCISES P-15,16, & 17 (PP. WB21-22)

Español II El 16 de septiembre de 2010

Español II
El 16 de septiembre de 2010

1. Precaliento: Warm-up sentences using SER and Descriptive Adjectives.
2. Homework correction: ser & descriptive adjectives.
3. Reviewed the Trivia question from last night’s blog.
4. Nationality Adjectives – pages 6 & 7: Practiced the Spanish-speaking countries, their capitals and how to refer to people who come from there. Worked together as a class, then with a partner, and finally back together as the whole class.
Trivia: What would be the nationality adjective for a man from Guatemala?
5. El grito de independencia de México – a showed a few minutes of Presidente Calderón giving the Battle Cry of the Independence last night in Mexico City.
6. Tarea:
Workbook page 3, Activity P-3. Please refer to page 6, in your text book.

Español IV El 16 de septiembre de 2010

Español IV
El 16 de septiembre de 2010

1. Warm-up: Answering questions reviewing the reading on page 3 - incorporating vocabulary and information + vocabulary handout (period 4 - period 1 already has)

2. Answered the Blog Trivia question - buen trabajo, Guillermo - but I was pleased so many others in period 4 tried to get here to do it, too. Gracias, estudiantes!

3. Vocabulary expansion - la tecnología - page 6, realia - monografía de México.
We practiced with Activity 5.

5. Review of stem-changing verbs & Homework correction

6. El grito de la independencia - We watched various You Tube clips of the espectaculo y el grito in México, DF last night.
Trivia:¿En qué año fue el grito original?

Tarea:
WB 17 & 18

Español II El 15 de septiembre de 2010

Español II
El 15 de septiembre de 2010
1. We finished up our Spanish I Review game of Categorías – while I checked off flashcards
Game = brainstorming with your small group and then writing it up on the class list for:
a. La escuela (already had done this one)
b. La familia
c. Las actividades
d. Las comidas
e. Los días especiales
f. Las personas
g. Las presentaciones (already had done this one, too)
2. Explained about the new Trivia question game: Everyday I’ll write a trivia question about something that we did in class. Find it and be the first from your class to write the answer with your name behind the cover sheet for your class = win a prize.
3. Finished correcting yesterday’s homework – Activity 2, page 3 = review of writing sentences with SER and adjectives.
4. Activity 4, page 4: Reading & Listening comprehension re: adjectives.
5. Page 5 = practiced the verb SER – conjugations
Trivia = Where would you be if you heard people using ¿Cómo sois?
6. Distributed WORKBOOKS and Hall Passes!
7. Introduced tarea
Workbook pages 1 & 2, exercises P-1, P-2 = practicing adjectives, the forms of SER and then writing sentences with them together.

Espanol IV el 15 de septiembre de 2010

Espanol IV
el 15 de septiembre de 2010

1. Period 1 = Read page 3 - Hagamos conexiones - aloud with a parter.
Period 4 = NOMBRES - made their name plate cards, then finished up their conversaciones/orales: presentaciones re:page 5 + handout

2. Vocabulary list for page 3 & the beginning of the workbook

3. HALL PASSES! distributed, signed and explained usage.

4. Tarea de anoche = corrected the regular present tense verb exercises from last night

5. Stem-changers = students took notes while I reviewed patterns of these verbs

Explained about the Trivia question - find it in the blog, and be the first from your class to write behind the cover sheet for your class = win a prize.
Trivia: Which is the only "verb family"(-ar,-er,ir) that has the stem-changer e - i?

6. Additional vocabulary list of the verbs used in this lesson.

Tarea:
WB 15 y 16: Stem-changing verbs

Español IV El 14 de septiembre de 2010

Español IV
El 14 de septiembre de 2010
• Intro – Why Study Foreign Language? – researched-based benefits of taking higher-level language.
• Period 1 = made their NOMBRE – name plate cards;
Period 4 still needs to do this.
• Textbook, page 5: Presentaciones – 5 basic steps to a conversation + HANDOUT. Working with a partner, students came up with conversations that included these 5 steps AND sharing information about themselves.
• ORAL: Pairs presented their conversations so we could get to know one another better.
Period 1 finished (12 pairs in class)
Period 4 still has 6 pairs to complete this (18 pairs in class).
Trivia: ¿Cuáles son tres expresiones que puedes usar para poder pausar cuando estás hablando en español?
• Homework correction: los números– Period 1 completed all; Period 4 completed WB 6 – need to do WB7 & WB8.
• Introduced tonight’s homework – review of regular present-tense verbs.
• Tarea: WB10, 11 & 12 – practicing conjugation AND MEANINGS of the infinitives given in the workbook packet.

Español II El 14 de septiembre de 2010

Español II
El 14 de septiembre de 2010

• Warm-up: Translation sentences using SER and the lesson descriptive adjectives.
• NEW vocabulary sheet (azul) – Para empezar #1: Adjectives (Personality, Physical Appearance and Colors)
• Checked off, and corrected homework – Practicing (you guessed it!) adjectives and SER – from pages 2 & 3.
• Trivia: What is the term for “pink” used in México instead of el rosado?
• NOMBRES – We made our name “plates” for class – our “REAL” name on one side; our “Spanish-Class” name on the other.
• Categorías/Repaso – “Presentaciones”:Introductions & “Getting to Know You” conversations
• Tarea:
FLASHCARDS #’S 1-48 from the new handout. For FULL CREDIT your cards will:
1. Be numbered to match the item number on the vocabulary handout.
2. Have Español on one side / Inglés o the other
3. Be CORRECTLY SPELLED
4. Cut apart and bundled together = Ready to use!

Español II
El 13 de septiembre de 2010
• Link Leaders came in, distributed the Rights & Responsibilities handouts and went through some information over it with the students. Students signed off that they had reviewed the information, and I collected these papers.
• Finished our partner “quizzes” – Encuesta (survery) using the 5-question homework from last week, and then turned them in.
• Several people turned-in the parent signature letters into the turn-in folder.
• Checked off covered textbooks and awarded prizes in our contest.
• I gave a “warm-up quiz” with MY questions about the class’s procedures – then we reviewed together.
• BIG OVERVIEW OF THE TEXTBOOK: Where are the references and how each chapter is organized.
• We began our review lesson, Para empezar –
page 1: Some discussion about Latino schools based on the the photos and looking at the goals of the unit.
Page 2 – Listened and read along to the dialogues where people ask/answer questions about what they are like.
Page 3 – Chart of adjectives – masculine singular & plural forms and feminine sing/pl. forms.
Page 5 – Chart of the verb SER (to be)
• Review of subject pronouns, Ser and Adjectives –See SEPARATE POST of the NOTES (Apuntes)
• Repaso – Categorías: We just began this Spanish I Review game.
1. Students divided a sheet of paper into 4 sections
2. Labled the first section: la escuela
3. Students brainstormed all of the words they knew in Spanish about school/classrooms, and then we compiled them onto a big paper.
• Hand out a “How to Study for Success in Spanish”
• Tarea
1. PRINT YOUR NAME on the top of the How to Study handout and have your parents sign it for tomorrow.
2. Reread the dialogues on page 2 and Answer the questions in Activity 1
3. Study the Adjectives on page 3 – chart & ¿Recuerdas? Box and write out the answers to the questions in Activity 2.

Spanish II: Ser & Adjectives Review

Apuntes – Para empezar: ¿Cómo eres tú? Re: páginas 3 & 5
SER (to be – traits) + Adjetivos describiendo (la personalidad y edad)
1. Review of SUBJECT PRONOUNS = words that replace people’s names when used to describe who’s the subject of the verb (what form modifies the verb):
Yo, Tú, Ud. (usted), Él, Ella, Nosotros/as, Vosotros/as, Uds. (ustedes), Ellos/as
2. Review of the forms of the verb SER
Yo soy Nosotros/as somos
Tú eres Vosotros/as sois
Ud. es Uds. son
Él/ella es Ellos/as son
3. Review of HOW to MODIFY an ADJECTIVE to MATCH the NOUN being DESCRIBED.
a. Match the Gender (género)
Masculine noun →masculine adjective; feminine noun →fem adjective
b. Match the Number (número)
Singular versus plural
4. Examples:
a. Mi hermanito es tonto
b. Mi hermanita es tonta

Espanol IV el 13 de septiembre de 2010

Español IV
El 13 de septiembre de 2010
• Warm-up “quiz” – my “classroom rules and procedures” quiz.
• Turned in our “Encuestas” – survey of other students using the quiz written as homework last week. Didn’t have a chance to finish yours? – Call your study buddies and turn it in to the folder tomorrow.
• Checked off text book covers & had our “concurso” – award coupons given out.
• Homework = Notes & corrections re: Gender & Number of Nouns and Definite and Indefinite Articles.
• Review of numbers – Check out the notes in your workbook packet on pages WB4-5
• HORA PRIMERA:
Repaso – Español III – Categorías – Students divided a sheet of paper into 4 sections
1. Starting with the first section for Capítulo 1 – Pasar tiempo en el aire libre – Students brainstormed terms one would use for:
a. Camping
b. Describing the countryside – geological features and adjectives
Hora CUARTA:
Read page 3 in our textbook - Hagamos conexiones!
1. Read aloud with seat partner
2. Everyone started his/her own "glosario personal" - based on the vocabulary from the reading.
• Tarea:
1. Study the notes over the use of written numbers both on WB 4, 5 & 9 AND on the pink review handout
2. Complete Exercises 3, 4,5 & 6 on pages 6-8. Note: Use the masculine form for Ex. 5 and the feminine for Ex. 6
3. Finish your Encuesta, if you’ve not yet done so and turn it in tomorrow.

Español II El 10 de septiembre de 2010

Español II
El 10 de septiembre de 2010
• Repaso del alfabeto –1/2 sheet blue handout- reviewed the names of the letters and then practiced them by dictating our names to one another.
• Repaso – las vocales:
1. I taught hand signals used to reinforce the mouth shapes for each vowel.
2. We used two “authentic materials” that include all of the vowel sounds:
a. The playground teasing poem “El burro sabe más que tú”
b. The song, “La mar está serena” – substituting the vowel sounds
• Nombres en español para la clase – using my “names list” as a reference, students selected a latino name to use in class and told me what they preferred. To distinguish between those who chose duplicate names, they selected either a second name to combine with their latino first name or a Latino last name.
• Repaso de los números – pink 2-sided handout:
1. Reviewed combining #’s 16-29 into one word
2. Reviewed the 10’s (20-90)
3. Practiced the 100’s – focusing on the irregulars of: 500, 700 & 900
4. Put it all together by practiced by dictating our phone numbers in the Latin American format for phone numbers (503.431.55.63 = my classroom phone).
• Study Buddies: Students practiced spelling their classroom names and giving out their phone numbers with three students in class – ALSO, filling in the 3 black spaces on the “Bienvenidos a la clase de español” section of yesterday’s white 4-page (2-sided) handout.
• Began ENCUESTA – Using the the 5 questions quiz written as homework (in English with the answers) about the classroom expectations, students surveyed 3 other students to see how well they could answer their questions. Not all finished, so they can call their Study Buddies to complete for Monday.
• TEXTBOOK CHECKOUT: we went to the library and checked-out our text, Realidades 2.
• Tarea:
1. Complete your Encuesta – survey of 3 people based on your “5 question quiz”.
2. Cover your text for class: protect the edges, corners and spine of the book.

Español IV El 10 de septiembre de 2010

Español IV
El 10 de septiembre de 2010
• Hoja extra: White handout of classroom expressions – students reviewed these with their seat partners while I checked-in homework.
• Repaso del alfabeto –1/2 sheet blue handout- reviewed the names of the letters and then practiced them by dictating our names to one another.
• Repaso de los números – pink 2-sided handout: practiced by dictating our phone numbers.
• Nombres en español para la clase – using my “names list” as a reference, students selected a latino name to use in class.
• Study Buddies: Students practiced spelling their classroom names and giving out their phone numbers with three students in class – ALSO, filling in the 3 black spaces on the “Bienvenidos a la clase de español” section of yesterday’s white 4-page (2-sided) handout.
• ENCUESTA – Using the 5 questions written in Spanish about the classroom expectations, students surveyed 3 other students to see how well they could answer their questions.
• Workbook Packet: I distributed these BIG packets – basic review AND expansion.
Students took some notes on the use of gender with nouns (el ---ma; el ---pa) and an on-line dictionary to check the gender of the animals on pg. WB3 (www.wordreference.com). On page WB3 - item #5: I also asked the students to change the continent adjective in the last sentence from africano to asiatico - because they are looking for an answer with “tigre” and they don't live in Africa!
• TEXTBOOK CHECKOUT: we went to the library and checked-out our text, Conexiones.
• Tarea:
1. STUDY and Complete exercises on Workbook pp.WB1-3.
a. PAY close ATTENTION to the items on the TOP of WB2.
b. P1 & P2 = use a definite article (The = el, la, los, las) OR and indefinite article (un, una, unos, unas)
c. Consider ANY new words as vocabulary.
2. Complete your "Encuesta" (survey using the 5 questions/homework) using your new Study Buddies, if necessary.
3. Cover your text for class: protect the edges, corners and spine of the book.

Español II El 09 de septiembre de 2010

Español II
El 09 de septiembre de 2010
• First day of class – Alpha seating by alphabet (last name)
• HANDOUTS!
1. Datos Personales – all about you! And your questions for me.
2. Bienvenidos a la clase – class expectations /rules & grading criteria
3. “Workbook” Letter – Parents fill-in contact info, tell me how awesome you are and keep my contact info at the bottom.
4. “Level Letter” – Parents sign-off on this being the correct level.
• I answered the questions you asked about me on the Datos Personales handout
• Classroom organizers/systems explained – the white board; bulletin board; where to turn-in papers; tardy sign-in/early leave sign-out; Kleenex stations; pencil sharpeners;absences & making appointments + deadlines; attention signals; the bottles & marbles; “prohibited” items.
• Repaso! – Packet of Spanish I Vocabulary & Grammar Review pages: Partner drills on the first 3 units of Spanish I.
• Tarea:
1. Write up FIVE (5) questions in ENGLISH AND their ANSWERS using the Bienvenidos a la clase de español handout. You’ll use this for an in-class activity tomorrow.
2. Parents to complete the “Workbook” letter & Sign the “Level” letter.

Español IV El 09 de septiembre de 2010

Español IV
El 09 de septiembre de 2010
• First day of class – Alpha seating by alphabet (last name)
• HANDOUTS!
1. Datos Personales – all about you! And your questions for me.
2. Bienvenidos a la clase – class expectations /rules & grading criteria
3. “Workbook” Letter – Parents fill-in contact info, tell me how awesome you are and keep my contact info at the bottom.
4. Course overview: topics to study, explains about testing, etc.
• I answered the questions you asked about me on the Datos Personales handout
• Classroom organizers/systems explained – the white board; bulletin board; where to turn-in papers; tardy sign-in/early leave sign-out; Kleenex stations; pencil sharpeners;absences & making appointments + deadlines; attention signals; the bottles & marbles; “prohibited” items.
• Repaso! – Packet of Spanish III Vocabulary & Grammar Review pages: Partner drills on the first 3 units of Spanish III.
• Tarea:
1. Write up FIVE (5) questions in SPANISH AND their ANSWERS using the Bienvenidos a la clase de español handout. You’ll use this for an in-class activity tomorrow.
2. Parents to complete the “Workbook” letter.