martes, el treinta de septiembre del dos mil ocho

Happy Rosh Hashanah

Español Uno (1):

Today's Learning Objectives:

1. Receive yesterday's quizzes. Discuss grading of unannounced quizzes.

2. Answer essential questions relating to the day, date & weather.

3. Receive a white handout for two essential questions:

¿Cómo estás? (How are you?)....................Estoy...(I am...)
¿Cómo eres? (What are you like?)...............Soy...(I am...)

Brainstorm vocabulary we have to answer these questions:

Estoy.... (emotions / health)

contento/a (happy)
triste (sad)
enojado/a (mad)
enfermo/a (sick)
nervioso/a (nervous)

Soy.... (personality / physical description)

atlético/a (athletic)
guapo/a (attractive)
atractivo/a (attractive)
enorme (enormous)
lindo/a (pretty)
bonito/a (pretty)
feo/a (ugly)

bueno/a (good)
malo/a (bad)
loco/a (crazy)
cómico/a (funny)
inteligente (intelligent)
honesto/a (honest)
tímido/a (timid/shy)
famoso/a (famous)
perfecto/a (perfect)
generoso/a (generous)
artístico/a (artistic)
paciente (patient)
impaciente (impacient)
serio/a (serious)
talentoso/a (talented)
sociable (sociable)
ordenado/a (organized)
desordenado/a (disorganized)
prudente (prudent/cautious)

4. Receive our new song of the week: "Cuando me miras así"

**Good job catching the first four words: ojos, corazón, sé, luz
**Discussion of the sound that "j" makes, as in ojos, junio and julio. [Answer: "h"]

5. Continue reading our story about Jimmy.

Homework: Consider making flashcards for any words you did not get on our first vocabulary quiz. Remember, assessments are for informing both you and me. Use that information to help you too!

Español Dos (2):

Today's Learning Objectives:

1. Finish filling out our chapter 0 pink packet.

2. Listen to our new song of the week: "Cuando me miras así"

**Good job catching the first five missing words: contigo, corazón, mejor, eres, luz

**Discussion of the meaning of the accent mark in corazón. What would the word sound like if it were written in the following ways: córazon, corazon

3. Write a thank-you letter to your Spanish 1 teacher. Writing a letter in Spanish looks a little bit different. Below is the format we used for writing our letters:

......................................................................................Martes, el treinta de septiembre de 2008

Querid(o/a) Profesor(a) _______________

Gracias por….

…ser mi profesor(a) de español 1…..
…ser un(a) profesor(a) ________.....
…enseñarme….
Eres una persona _______....


Este verano pasado….


Este año voy a ______r….


Te deseo un año bueno.

Atentamente, (Sincerely)
Un abrazo, (A hug)
Un abrazo fuerte, (A “strong” hug),

Your name.

Homework: Finish your letter if you did not finish in class.

lunes, el veintinueve de septiembre del dos mil ocho

Español Uno (1):
Collected: Parent signatures for "Jaime y Pepe, dos muchachos con un secreto."

Today's Learning Objectives:

1. Sing our song "No lo sé"

2. Read during SSR for seven minutes.

3. Write three sentences describing what you did over the weekend. Use the yellow handout to help you.

4. Practice our gestures.

5. Unannounced vocabulary quiz.

Homework: None. Although always feel free to reread our stories. Remember, repetition is the KEY to language acquisition.

Español Dos (2):

Collected: (4th period only): Pink page with present tense retell of "Jaime y Pepe."

Today's Learning Objectives:

1. Sing our song "No lo sé"

2. Read for nine minutes during SSR

3. Write three sentences describing what you did over the weekend.

4. (4th period): Finish past tense retell of story with partner and submit.

(5th & 6th periods): Finish story "¡A Kaitlyn le gusta correr!" in class.

5. Receive chapter 0 pink packet and begin to fill out pages 1 & 2.

Homework: None. Although always feel free to reread our stories. Remember, repetition is the KEY to language acquisition.

viernes, el veintiséis de septiembre del dos mil ocho

Español Uno (1):
Today's Learning Objectives:

1. Sing our song "No lo sé"

2. Sing our song of the week "Las mañanitas"

3. Answer essential questions relating to the day of the week, weather and date. Write down two new numbers to help us answer the question "What is the date today?"

veinte = twenty
treinta = thirty

4. Listen to yesterday's story made in class. Good job listening to the story in the past and following along with answers to my questions!!

5. Begin to read, as a class, a story about Jimmy.

Homework: If you haven't already gotten your story signed, do so for Monday.

Español Dos (2):

Today's Learning Objectives:

1. Sing our song "No lo sé"

2. Sing our song "Las mañanitas"

3. With a partner, complete workbook page 1-8. Answers shared in class.

4. (4th period): Do a past tense retell of a story with a partner. To be completed Monday in class.

(5th & 6th periods): Read together the story "¡A Kaitlyn le gusta correr!"

Homework: None.

jueves, el veinticinco de septiembre del dos mil ocho

Español Uno (1):

Today's Learning Objectives:

1. Sing and copy new song to the tune of "Friar John":

No lo sé. (x2).........................I don’t know.

¿Sabes tú? (x2).....................Do you know?

No me acuerdo. (x2).............I don’t remember.

Se me olvidó. (x2).................I forgot.

2. Write our “para empezar” (in order to begin) sentences into English.

1. A Rebecca le gusta andar………………Rebecca likes to walk.
2. ¿Andas rápido?........................................Do you walk fast?
3. Andan muy despacio……………………They walk very slowly.
4. No andamos a la escuela PCFC………...We don’t walk to the school PCFC.
5. Ando con Jennifer……………………….I walk with Jennifer.
6. Él anda en las manos……………………He walks on his hands.

3. Listen to our song of the week, "Las mañanitas." Quick word search: ¿Cómo se dice….stars? [Answer: estrellas] What would estrellas del cine mean? [Answer: movie stars]. Good job figuring that out! ¿Cómo se dice…“I love you”? [Answer: Te quiero.]

**Good work catching the rest of the missing words: mira, yo, mucho, con, tu.

4. (1st period): Finish dictation #2.

(2nd period): Complete dictation #2.

5. Create a story together.

(1st period): Patrick quiere un mono. Patrick va a Arabia Saudita porque quiere un mono. En Arabia Saudita hay monos. No hay monos verdes. Tampoco hay monos rojos. Hay monos morados. Patrick no quiere un mono morado. Patrick llora. Llora un montón. Así que Patrick va a al circo. En el circo hay monos. Pero…a los monos no les gustan los payasos. To be continued…..

(2nd period): Jimmy quiere una piñata. Quiere una piñata de diamantes. Jimmy va a México. En México hay piñatas, pero no hay piñatas de diamantes. Jimmy llora. Llora un montón. Así que Jimmy va a Corea del Norte. En Corea del Norte sí hay piñatas de diamantes. Jimmy está contento. Hay piñatas de diamantes en la casa del líder de Corea del Norte: Kim Jung Il. To be continued….

Homework: For Monday, read the story of Jaime & Pepe to an adult and get a signature.

Español Dos (2):

Today's Learning Objectives:

1. Sing the new song to the tune of "Friar John"

2. Write our “para empezar” (in order to begin) words into English.

1. andabas………………you used to walk
2. gritaban.......................they used to shout
3. no le gustaba…………S/he used to not like
4. cocinábamos………...We used to cook
5. yo dibujaba…………...I used to draw

3. Listen to our song of the week, "Las mañanitas." Quick word search: ¿Cómo se dice…“I love you”? [Answer: Te quiero.] What’s another version of “I love you” that you may already know? [Answer: Te amo.]

**Good work catching the rest of the missing words: levántate, poder, quiero, ser & cantar.

4. Listen to a summary of “Jaime y Pepe” in the past before doing our second 10-minute written retell of a story. This writing is for fluency. Keep your pens moving. Remember, your goal is 100+ words in 10 minutes. Students count total # of words written. These first two written retells have been practice. Soon they will be counting for a grade.

5. (4th period): Together with a partner, work on the pink page to practice a change of perspective, telling the story of “Jaime & Pepe” in the present tense. Due at the end of class.

(5th-6th periods): Together with a partner, work on the white page to practice a change of perspective, changing the story from the present to the past. Good job using the word poster on the board to help you.

Homework: (5th & 6th periods only): For tomorrow, correct your mistakes on the pink page from yesterday.

miércoles, el veinticuatro de septiembre del dos mil ocho

Español Uno (1):

Today's Learning Objectives:

1. Warm-up practicing number recall. Can you recall and write the following numbers in Spanish? Can you recall the numbers in Spanish without counting in a sequence up from one?

A. 5 B. 10 C. 15 Ch. 14 D. 8 E. 6 F. 7 G. 2 H. 19 I. 0

2. Listen to our song of the week, "Las mañanitas." Quick word search: ¿Cómo se dice….king, flowers & little birds? Quick discussion of whether Mexico has a king [Answer: no] or whether Spain has a king [Answer: yes].

**Good work catching the next three missing words: linda, tú, and luz.

3. (1st period): Retell to a new partner the story of Jaime & Pepe using only the pictures. Class retell from three volunteers. Thank you Mitch, Josh and Kevin! Great job!!

(2nd period): Finish the last couple lines of the story of Jaime and Pepe. Five quick T/F questions about story. Six-frame illustration of the story as the teacher narrates the key points.

4. (1st period): Begin dictation #2. Careful to be precise in copying down corrections for our dictations. Remember, dictations are for precision. Everything counts: spelling, accents and punctuation!

(2nd period): Retell the story of Jaime & Pepe to a partner.

Homework: None. Although always feel free to reread our stories. Remember, repetition is the KEY to language acquisition.

Español Dos (2):

Today's Learning Objectives:

1. Sing and copy new song to the tune of "Friar John":

No lo sé. (x2).........................I don’t know.
¿Sabes tú? (x2).....................Do you know?
No me acuerdo. (x2).............I don’t remember.
Se me olvidó. (x2).................I forgot.

2. Listen to our song of the week, "Las mañanitas." Quick word search: ¿Cómo se dice….king? Quick discussion of whether Mexico has a king [Answer: no] or whether Spain has a king [Answer: yes...Rey Juan Carlos].

**Good work catching the next four missing words: linda, todos, cantaron, dio.

3. (4th period): Finish writing your group story.

(5th & 6th periods): With your partner, retell the story of Jaime & Pepe in the present tense. Remember, level 5 language acquisition is being able to change perspective. Can you take our story and put it in the present? Due at end of class.

Homework: None. Although always feel free to reread our stories. Remember, repetition is the KEY to language acquisition.

martes, el veintitrés de septiembre del dos mil ocho

Español Uno (1):

Announcement: Thanks for sharing all the positive feedback about Curriculum Night. It really made my day to hear your kind words!

Today's Learning Objectives:

1. Complete our "Para empezar" ("In order to begin") warm-up. Can you recognize our numbers by sight? Challenge yourself to see if you can write these numbers without their pronunciation.

1. catorce, tres, cero, once
2. dieciséis, seis, nueve, uno
3. trece, dos, cinco, dieciocho
4. quince, diecinueve, cuatro, siete
5. ocho, diecisiete, diez, doce

2. Discuss essential questions relating to the day of the week and the weather.

3. Discuss the significance of our new song of the week, "Las mañanitas." "Las mañanitas" is a traditional birthday song sung in Mexico. It is traditionally serenaded in the early morning to a loved one on his/her birthday.

**Good job catching the first three missing words of the story: son, hoy, mira.

4. Finish reading "Jaime y Pepe, dos muchachos con un secreto." 2nd hour: We will finish the last couple sentences tomorrow.

New Vocabulary:
--su (their)
--escuela (school)
--señora (Mrs.)
--señorita (Miss)
--mochilas (backpacks)
--un millón de dólares (a million dollars)
--No quieren andar (they don’t want to walk)
--les dan (they give to them)
--señalan (they point)
--abre (s/he opens)

Homework: None.

Español Dos (2):

Announcement: Thanks for sharing all the positive feedback about Curriculum Night. It really made my day to hear your kind words!

Today's Learning Objectives:

1. Complete our "Para empezar" warm-up: PD-5 in the workbook. Review of last year's possessive adjectives: mi/mis ("my"), tu/tus ("your"), su/sus ("his/her/your--formal"), nuestro/nuestra/nuestros/nuestras ("our") and "su/sus" (their, "your-all's).

Quick extension: How could we use that new word for "his/her/their" from our story to rephrase #'s 3 and 5? [Answers: #3: "su hija-->la hija suya" #5: "sus primos-->los primos suyos."

2. Discuss essential questions relating to the day of the week, date, time and the weather.

Quick discussion of the 2 ways to express time in Spanish.

Example:
11:46 Son las once y cuarenta y seis. OR Son las doce menos catorce.

3. Discuss the significance of our new song of the week, "Las mañanitas." "Las mañanitas" is a traditional birthday song sung in Mexico. It is traditionally serenaded in the early morning to a loved one on his/her birthday.

**Good job catching the first three missing words of the story: ser, cantamos, cantan.

Quick discussion of the meaning of cantaba ("s/he used to sing") versus cantó ("s/he sang"). What would miraba, andaba, agarraba, le gustaba and estudiaba convey? [Answer: s/he used to look at, s/he used to walk, s/he used to grab, it used to please him/her, s/he used to study]

4. (4th period): Start on the group story, using 15+ target vocabulary structures in a story of 100+ words. Good job using your time efficiently. You will finish in class tomorrow.

(5th-6th periods): Finish the group story. Due at the end of class.

Homework: None.

lunes, el veintidós de septiembre

Español Uno (1):

Collected: Curriculum Night handout.

Today's Learning Objectives:

1. Read for six minutes during SSR ("Special Spanish Reading").

2. Utilize the yellow "What did you do over the weekend?" handout to write three sentences. Discussion of weekend activities in Spanish.

2nd hour: Quick listening quiz over what students did over the weekend. Nice job listening, 2nd hour! Every student scored 100% on your first listening quiz. WOW!

3. Practice our old numbers and receive some new numbers.

New Numbers:

--cero (0)
--dieciséis (16)
--diecisiete (17)
--dieciocho (18)
--diecinueve (19)

**Good job noticing the pattern of dieciséis and diecisiete and being able to accurately predict how we would say dieciocho and diecinueve.

4. Practice our gestures and continue to read more in "Jaime y Pepe, dos muchachos con un secreto."

**Nice work noticing in the story that "n" conveys "they." In the story we see "andan, son, quieren, miran, saben, apagan, cierran, etc."

**Good job remembering that "s" conveys "you," as in "andas, quieres, miras, etc."

Homework: None.

Español Dos (2):

Collected: Curriculum Night handout.

Today's Learning Objectives:

1. Read for nine minutes during SSR ("Special Spanish Reading").

2. Utilize the yellow "What did you do over the weekend?" handout to write three sentences. Discussion of weekend activities in Spanish.

3. (4th period): Students create illustrations of "Jaime y Pepe, dos muchachos con un secreto" and retell the story to their partner looking only at the illustrations. Student volunteers told the story, based only on the illustrations, to the class. Nice job!!

4. Students peak at their score for our first dictation. Remember, dictations are when we write for precision. Careful to remember to ALWAYS use punctuation. Just as with English, it is not optional, and a lot of students' first dictation score reflected not using any punctuation.

Students complete dictation #2.

5. (5th & 6th periods): In groups, students begin to write an original story using 15+ of our target vocabulary structures in the past. Groups decide on an outline of their story (who, where, conflict, resolution) and begin to write. Students stick with the vocabulary they already know, only looking up 1-2 in the dictionary, at most. Students are competing for the most creative and well-written story for immortal fame on the purple display board.

Homework: None.

viernes, el diecinueve de septiembre

Español Uno (1):

Today's Learning Objectives:

1. Discuss weekend plans using "va a ___r" ("s/he is going to ). Students illustrate plans and teacher conveys what s/he is going to do. Teacher utilizes new word, "dijo" (s/he said) when writing what each student said.

2. Students listen, sing & dance to our song of the week, "Cielito lindo."

3. Students practice gestures.

4. Students practice old numbers and get some new numbers:

--dos (2)
--trece (13)
--once (11)
--doce (12)

5. Students continue with new story: "Jaime y Pepe, dos muchachos con un secreto."

Homework: Teach your parents (or whomever is attending Curriculum Night on your behalf) the 6 gestures on the Curriculum Night handout.

Español Dos (2):

Today's Learning Objectives:

1. Quickly complete workbook page PD-10 as a warm-up. Practice of "va a ___r" (s/he is going to ) and review of "quisiera" ("I would like to").

2. Students listen, sing & dance to our song of the week, "Cielito lindo."

3. Students practice gestures.

4. Students review story of "Jaime y Pepe, dos muchachos con un secreto."

Homework: Teach your parents (or whomever is attending Curriculum Night on your behalf) the 6 gestures on the blue Curriculum Night handout.

jueves, el dieciocho de septiembre del dos mil ocho

Español Uno (1):

Announcements:

1. WOW--Spanish 1--you did a terrific job with your written retells of the story of "Ana, la astronauta enferma." I am so impressed. Every single one of you did a terrific job of communicating in Spanish. Good job keeping your pencils moving and not stopping to debate details. You're demonstrating writing fluency on week 2!!!! AMAZING.

Today's Learning Objectives:

1. "Para empezar" (In order to begin) warm-up

¿Cómo se dice…? (How is it said…?)

...How would you express the following?

-- you draw [Answer: dibujas]
-- you wait [Answer: esperas]
-- you understand [Answer: entiendes]
-- you walk [Answer: andas]
-- you give to him/her [Answer: le das]

**Quick review that adding "s" to our gestures makes them communicate "you."

2. Listen to our song-of-the-week: "Cielito lindo."

**Quick discussion of the phrase "no llores." Who is that phrase, "don't cry" intended for? [Answer: you] How do we know that? [Answer: the letter "s"]

What would the following communicate?:

--no mires [Answer: don't (you) look]
--no agarres [Answer: don't (you) grab]
--no andes [Answer: don't (you) walk]
--no dibujes [Answer: don't (you) draw]

3. Continue with number activity with numbers put in random sequences. Intentionally learning these numbers out of order is what we're doing. In the future we won't be stuck counting through a sequence on our fingers to finally get to the number 15, for instance.

Today's new numbers (added to 14, 6, 10, 15, 8, 1):

--siete (7)
--doce (12)
--nueve (9)
--cinco (5)
--cuatro (4)

4. Quick retell of "Ana, la astronauta enferma" in the PAST! WOW--Spanish 1 students--you are impressing me. Good job following along with my pointing to new past tense words to answer questions about our story.

5. Start our new story: "El cuento de Jaime y Pepe, dos muchachos con un secreto." (1 paragraph into the story...to be continued tomorrow.)

New words so far (in order of appearance):

--dos muchachos (two boys)
--con un secreto (with a secret)
--no son (they are not)
--médicos (doctors/medics)
--ni (nor)
--tímidos (timid)
--tienen (they have)
--no es que (it's not that)
--quieren mirar (they want to watch)
--su (their)

Homework: None. Although always feel free to reread our stories. Remember, repetition is the KEY to language acquisition.

Español Dos (2):

Today's Learning Objectives:

1. "Para empezar" (In order to begin) warm-up: Can you decipher the meanings of 26 cognates from chapter one?

2. Listen to our song-of-the-week: "Cielito lindo."

**Quick discussion of the phrase "no llores."

What pattern do you notice with the following?: "no mires," "no agarres," "no andes"

Answer: We use "opposite endings" to make these negative commands:

no dibujas (you don't draw) VS no dibujes (don't draw!)
no escuchas (you don't listen) VS no escuches (don't listen!)
no escribes (you don't write) VS no escribas (don't write!)
no subes (you don't climb) VS no subas (don't climb!)

3. Practice our gestures

4. Continue (4th period) / Finish (5th-6th periods) our new story, "Jaime y Pepe, dos muchachos con un secreto."

5. (5th period): True/False questions about story

Homework: None. Although always feel free to reread our stories. Remember, repetition is the KEY to language acquisition.

miércoles, el diecisiete de septiembre del dos mil ocho

Español Uno (1):

Today's Learning Objectives:

1. "Para empezar" (In order to begin) warm-up

¿Cómo se dice…? (How is it said…?) ...Can you remember these words/phrases from our "Yolanda" song?
--¿Qué pasó?
--loco
--guapa
--¿Dónde estás?
--labios
--ojos
--te busqué

2. Quick review of essential questions about the day of the week and the weather. 2nd hour now caught up with weather phrases.

3. Listen to our song-of-the-week: "Cielito lindo." Quick discussion of how the "-ito" in "ojito" conveys the idea of "small."

4. Students follow the following directions to prepare for a number learning activity:

(1°) Primero agarren ustedes (you all) una hoja blanca de números.
(2°) Segundo agarren ustedes (you all) unas tijeras (scissors).
(3°) Tercero recorten (cut out) ustedes (you all) los números.
(4°) Cuarto espérenme.

5. Students manipulate cut-out numbers according to teacher's directions. Students grab the announced number, turn it over, and write the spelling of the number as the teacher dictates the spelling in Spanish.

--10 (diez)
--15 (quince)
--8 (ocho)
--14 (catorce)
--6 (seis)
--1 (uno)

After labeling #'s, teacher calls out random sequences for students to arrange. For example, "10 8 15" or "14 8 10 6."

Homework: None.

Español Dos (2):

Today's Learning Objectives:

1. "Para empezar" (In order to begin) warm-up.

¿Cómo se dice…? (How is it said…?) ...Can you remember these words/phrases from our "Yolanda" song, story and class discussions?

--loco
--te busqué
--labios
--la pared
--¿Te divertiste?
--ganó
--¿Has ido?
--así que

2. Listen to our song-of-the-week: "Cielito lindo." Quick discussion of how sometimes the word "it" is just understood in Spanish. In the song "vuelve" communicates "it returns." Notice that neither lo nor la is used to communicate "it."

3. Continue with our new story: "Jaime y Pepe, dos muchachos con un secreto."

New vocabulary/forms that appears in this story:

--eran tímidos (they were shy)
--eso no importa (that’s not important)
--querían mirar (they wanted to watch)
--un montón de (a ton of)
--no sabían (they didn’t know)
--así que (so…)
--la oficina suya (his/her office)
--anduvieron (they walked)
--les dieron (they gave to them)

Homework: None.

martes, el dieciséis de septiembre del dos mil ocho

¡Feliz Día de la Independencia de México!

Español Uno (1):

Today's Learning Objectives:

1. Warm-up: Quick practice grammar quiz. "¿Cuál te suena?" (Which sounds right to you?)

2. Listen to our new song of the week: "Cielito lindo" and discuss the song's relevance to today--México's Independence Day. "Cinco de mayo" is NOT México's Independence Day! Quick cultural discussion on Mariachi music's popularity in México, as well as the generally romantic nature of many Mariachi songs.

Quick look in the song at how the word "tienes" (you have) is different from "tiene" (s/he has) by just one letter: s. Quick extrapolation: "mira" (s/he looks at) becomes "miras" (you look at) just by adding "s." And so on. So easy!

3. Quick oral retell of the story of "Ana, la astronauta enferma."

4. Students complete their first individual, written retell of "Ana, la astronauta enferma." Students write for fluency for ten minutes--all in Spanish. The point is to keep our pens/pencils moving the entire time, not stopping to overthink spelling or other details. Students can follow the original story plot or change it. After writing students count the # of words. Our beginning of the year goal will be to reach 100+ words (not including proper nouns) in ten minutes, and we will be slowly dropping our time to reach 100+ words in five minutes.

This was the first time my Spanish 1 students wrote so early in the year, and WOW, I am impressed. Talk about writing fluency! Keep up your good listening and reading which makes this possible. Nice work!

5. Practice our new gestures:

--sabe (s/he knows)
--quiere (s/he wants)
--un montón de dinero (a ton of money)
--está enojado (he is mad)
--está enojada (she is mad)
--cierra la puerta (s/he closes the door -- OR -- Close the door!)
--apaga la luz (s/he turns off the light --OR-- Turn off the light!)

Homework: Bring a small, zip-lock bag to class tomorrow.

Español Dos (2):

Today's Learning Objectives:

1. Warm-up: Quick practice grammar quiz. "¿Cuál te suena?" (Which sounds right to you?)

2. Listen to our new song of the week: "Cielito lindo" and discuss the song's relevance to today--México's Independence Day. "Cinco de mayo" is NOT México's Independence Day! Quick cultural discussion on Mariachi music's popularity in México, as well as the generally romantic nature of many Mariachi songs.

3. Practice our gestures (old and new). Yesterday's new gestures below:

--sabe = s/he knows (how to..../info.)

--quiere encontrar= s/he wants to find

--está enojado/a = s/he is mad

--le dice = s/he says to him/her

4. Creation of new story or recap or yesterday's class-created story:

4th hour: Trenton quería encontrar a ciento y ocho novias. Quería encontrar a novias que eran profesoras de educación física. Querían encontrar a novias que tenían dieciséis años y sabían comer un montón de flan….

5th hour: Graham quería encontrar a una novia....

6th hour: Mariah quería encontrar a un novio....

(I think we've got a theme going here!)

5. (5th-6th hours): Begin our new story, "El cuento de Jamie y Pepe, dos muchachos con un secreto."

Homework: None.

lunes, el quince de septiembre del dos mil ocho

Español Uno (1):

Today's Learning Objectives:

1. Read during SSR for five minutes. Students look for both cognates and words that appear related to our gesture vocabulary.

2. Discuss in Spanish what we did over the weekend.

Students use the "¿Qué hiciste durante el fin de semana?" yellow handout to discuss what they did. Students write two sentences. Discussion for details.

1st hour: Listening quiz (T/F) on what our classmates did over the weekend. Nice work on your first quiz!

3. Students practice old gestures.

4. Students see two new gestures:

--sabe = s/he knows (how to..../info.)
--quiere = s/he wants

5. Student-created oral story with our new and old vocabuary (à la MadLibs)

1st hour: Chewy quiere dinero (money). Chewy quiere un dólar. Anda a Profe Nick, pero Profe Nick no le da un dólar. Profe Nick no tiene (has) dinero de los Estados Unidos. Profe Nick tiene dinero de México, pero no tiene dinero de los Estados Unidos. Chewy anda a Josh. ¡Josh tiene dinero! Josh tiene un Mazerati. Josh tiene muchos Mazeratis pero no tiene dinero para Chewy. Josh no le da dinero a Chewy. Chewy anda a la pared. Anda a Santa Claus Mitch. Santa Claus tiene dinero para Chewy y le da el dinero. Chewy le da un "high five" a Santa Claus Mitch.

2nd hour: Jimmy quiere una piñata de diamantes. Quiere una piñata de diamantes para Yolanda. (¡Yolanda es guapa!) Anda a México para una piñata de diamantes. Pero no hay (there are not) piñatas de diamantes en México. ...to be continued.

Submitted: Signature for having read the story of "Ana...." to an adult.
Homework: None.

Español Uno (1):

Today's Learning Objectives:

1. Read during SSR for eight minutes.

2. Discuss in Spanish what we did over the weekend. Students use the "¿Qué hiciste durante el fin de semana?" yellow handout to discuss what they did. Students write three sentences. Discussion for details.

Interesting details we discovered:
4th hour: Alex had fun playing a game called "Bandit" (??) in which he and thirty other people had a race between pools. Barrett fell and got a concussion...her friend Mason then ran inside to go eat ice cream. Alex also fell, as did a bunch of other 4th hour students. We are accident prone!

5th hour: Teresita was up really late exercising--4am! We lectured her on how important it is to sleep. Rupali danced hip-hop over the weekend. Although Rupali likes to dance, she's not as fanatic about the show "So You Think You Can Dance." Both Mishala and Profe Nick will be attending the show next week at the Tacoma Dome. Mishala has actually had dance classes by lots of the stars on SYTYCD!!!! Wow.

6th hour: Matthew returned from knee surgery and is doing well. Ellen played croquet over the weekend. Alyson watched "Gilmore Girls." Marie and Kaelani are also attending the SYTYCD show next week at the Tacoma Dome.

5th hour: Listening quiz (T/F) on what our classmates did over the weekend. Nice work on your first quiz!

3. 4th hour: Finish our first timed writing.

4. Students practice old gestures.

5. Students see four new gestures:

--sabe = s/he knows (how to..../info.)
--quiere encontrar= s/he wants to find
--está enojado/a = s/he is mad
--le dice = s/he says to him/her

6. Student-created oral story with our new and old vocabuary (à la MadLibs)

5th hour: Andres quiere encontrar un carro. Quiere encontrar un Mazerati. Graham también quiere encontrar un coche fantástico. ¡Pero quiere encontrar un coche con una novia (girlfriend) dentro del (inside the) coche! Anda al supermercado para encontrar a una novia. En el supermercado hay novias, pero son novias feas. Graham está enojado. Graham quiere encontrar a una novia guapa. Graham va a la clase de español. ¡En la clase de español hay novias guapas! No está enojado. To be continued....

6th hour: Brandon quiere encontrar a otra novia (girlfriend). Su novia famosa se llama Tyra, pero Brandon quiere encontrar a una novia para cada día: una novia para el lunes, otra novia para el martes, otra para el miércoles, etc. Mariah también quiere encontrar a un novio. Quiere encontrar a un novio que se llama Corey. Va a la clase de francés para encontrar a un novio. En la clase de francés hay novios—novios guapos—pero ninguno se llama Corey. ¡Qué lástima! Mariah va a Starbuck’s para encontrar a un novio. En Starbuck’s hay un novio—¡y se llama Corey! Corey le da algo a Mariah. Corey no le da café a Mariah. Corey le da comida a Mariah. To be continued....

Homework: None.

viernes, el doce de septiembre

Español Uno (1):

Today's Learning Objectives:

1. Discuss weekend plans in Spanish. Students illustrated weekend plans to answer the following question:

¿Qué vas a hacer? = What are you going to do?

Voy a ______r. = I'm going to ____.

Ex: Voy a dormir. (I'm going to sleep.) Voy a ir de vacaciones. (I'm going to go on vacation.) Voy a jugar al hockey en California. (I'm going to play hockey in California.)

Exciting things we learned:
1st period: Supriya, our resident author, will be writing a story this weekend. Supriya likes to write and is looking to write novels one day.

2nd period: Nick will be playing with his hockey team in CA this weekend. He will be playing with the team from his home town, from where he moved two years ago. Nick says he will likely be moving back mid-year. :( We will be so sad to see him leave us.

2. Listen to and sing our song of the week. Nice enthusiasm!

3. (1st period): Define weather phrases on our day/calendar/weather handout (white paper).

4. (2nd period): Make our writing folders.

5. Do our first dictation to help us associate what we hear with how those sounds are written in Spanish.

6. Play "Simón dice" with the following body part words:
--la mano = hand
--el pie = foot
--los ojos = eyes
--los labios = lips
--la cabeza = head

Homework: If you haven't already read "Ana, la astronauta enferma" to an adult in ENGLISH, please do so for Monday.

Español Dos (2):

Today's Learning Objectives:

1. Discuss weekend plans in Spanish. Ask a partner the following question and write down what s/he is goign to do. Share out to the class.

¿Qué vas a hacer? = What are you going to do?

2. Listen to our song of the week (and sing and dance). Good enthusiasm!

3. (4th period): Finish the perspective change exercise started yesterday. (1/2 sheet white paper)

4. Do our first story retell in written form. Students write the story of "Ana, la astronauta enferma" as best as they could from memory. Students write "for fluency," keeping their pens/pencils moving for 10 minutes.

5. (5th-6th periods): Students counted the # of words, seeing if they're approaching 100. Our goal this year is to write 100+ word compositions/stories without hesitation in 5 minutes.

6. (5th-6th periods): Students played "Simon Says."

New Body Vocabulary:
--el espinazo (spine)
--las costillas (ribs)
--el codo (elbow)

Homework: None.

jueves, el once de septiembre del dos mil ocho

Español Uno (1):

Today's Learning Objectives:

1. Discuss yesterday's sports in Spanish.

¿Te divertiste? = Did you have fun?

¿Ganaste o perdiste? = Did you win or lose?
--gané = I won
--perdí = I lost

¿Quién corrió ayer en “carrera a campo traviesa”? = Who ran yesterday in “cross country”?

2. Listen to the song of the week and do a word search.

3. Finish reading our story, "Ana, la astronauta enferma."

4. Take a 2-min. practice T/F quiz based upon "Ana, la astronauta enferma."

5. Take a 2-min. practice listening quiz based upon "Ana, la astronauta enferma."

6. Practice retelling the story of Ana with a partner.

7. Hear retells of the story of Ana from class volunteers. Thank you volunteers!

8. 1st period: Assemble writing folders.

Homework: As listed on the agenda, read the story of Ana to an adult by Monday, Sept. 15th. Please remember to read the story in English. You want to make sure you're able to make sense of what is being read, not just pronounce the new words.

Español Dos (2):

1. Discuss yesterday's sports in Spanish.

¿Te divertiste? = Did you have fun?
--Me divertí. = I had fun.

¿Ganaste o perdiste? = Did you win or lose?
--gané = I won
--perdí = I lost

¿Quién corrió ayer en “carrera a campo traviesa”? = Who ran yesterday in “cross country”?

2. Listen to our song of the week and finish filling in the missing words.

3. 4th period only: Finish a practice listening quiz for the story of Ana. Practice retelling the story to a partner by only looking at pictures. Volunteers to share the story of Ana for the class.

4. Dictation #1 in our writing folders.

5. Practice with changing the perspective of a story.

6. 5th period only: A few rounds of "Simón dice." New body parts included:
--el hombro = shoulder
--la muñeca = wrist
--la cadera = hip
--la rodilla = knee

Homework: None.

miércoles, el diez de septiembre del dos mil ocho

Español Uno (1):

Announcements:

1. Our págame system starts today!
2. Listening evaluations begin tomorrow!

Today's Learning Objectives:

1. Listen to our song of the week, "¿Dónde estás, Yolanda?"

Discussion of our observations about Spanish writing: 1) Questions start with an upside-down question mark. 2) Spanish has "accent marks" that let us know how to say the word. Wherever there's an accent mark, the word gets "umpf" exactly where the accent mark is.

Students do a word search as the teacher tells them, for example, "Busquen 'eyes' " and students find that word in our song and say "ojos."

2. Continue reading more of our story "Ana, la astronauta enferma."

Some new words come up in our reading today. The following list is in order of appearance:

--tiene = s/he has
--la pared = the wall
--el suéter = the sweater
--otra idea = another idea

Homework: None.

Español Dos (2):

Announcements:

1. Our págame system starts today!
2. Listening evaluations begin tomorrow!

Today's Learning Objectives:

1. Listen to our song of the week, "¿Dónde estás, Yolanda?"

Students do a word search as the teacher tells them, for example, "Busquen 'crazy' " and students find that word in our song and say "loco."

2. 4th period: Finish reading our story "Ana, la astronauta enferma."

5th & 6th periods: With a partner, do oral retells of our "Ana" story looking only at the pictures. Hear oral retells told to everyone by 2 very brave volunteers in each class. Thank you Eva, Graham, Jamie and Cortney!!!

3. 5th & 6th periods: Organize a writing folder.

4. 5th period: Practice our first mini-dictation.

Homework:

4th period: Read "Ana, la astronauta enferma" in ENGLISH to an adult for Friday, Sept. 12th.
5th & 6th periods: One more day to read "Ana, la astronauta enferma" in ENGLISH to an adult. Due tomorrow!

martes, el nueve de septiembre del dos mil ocho

Español Uno (1):

Today's Learning Objectives:

1. Review the class syllabus, highlighting the following key information:

--communication expectations with high school teachers
--out-of-class resources
--anticipated test dates
--language acquisition levels for student self-assessment
--grading categories
--(!) Very Important: Spanish 1 students will need 70%+ at the year's end to continue onto Spanish 2.

2. Review of our essential questions about the day of the week.

3. Listen to our first song of the week: "¿Dónde estás, Yolanda?”

Today: Spot as many "cognates" as possible in the song lyrics.

Weekly song expectations:
a. new song each Tuesday
b. listening practice Tuesday, Wednesday & Thursday
c. singing/dancing optional Friday

4. Review our class gestures.

5. As a class, begin reading the story "Ana, la astronauta enferma."

Many familiar gesture words stand out.

Some new & important reading words also stand out:
--enferma = sick
--también = also
--tampoco = neither / either (negative way)
--un / una = a / an
--es = is
--está = is
--Un día = One day
--Es obvio que = It’s obvious that

Homework: None.

Español Dos (2):

Today's Learning Objectives:

1. Review the class syllabus, highlighting the following key information:

--communication expectations with high school teachers
--out-of-class resources
--anticipated test dates
--language acquisition levels for student self-assessment
--grading categories
--(!) Very Important: Spanish 2 students will need 73%+ at the year's end to continue onto Spanish 2.

2. Review of our essential questions about the calendar date.

3. Listen to our first song of the week: "¿Dónde estás, Yolanda?”

Today: Spot as many "cognates" as possible in the song lyrics and begin to fill in some of the missing words.

Weekly song expectations:
a. new song each Tuesday
b. listening practice Tuesday, Wednesday & Thursday
c. singing/dancing optional Friday

4. Review our class gestures.

5. As a class, finish reading the story "Ana, la astronauta enferma."

Some new & important reading words also stand out (should be in order of the story):
The new words are on the left. The familiar versions are in parentheses. Forgive the frustrating formatting!

--había = there was / there were (--hay = there is/are)
--era = s/he was (--es = s/he is)
--estaba = s/he was (--está = s/he is)
--se levantó = s/he stood up (--se levanta = s/he stands up)
--anduvo = s/he walked (--anda = s//he walks)
--se sentó = s/he sat down (--se sienta = s/he sits down)
--miró = s/he looked (at) (--mira = s/he looks (at))
--tuvo una idea = s/he got (had) an idea (--tiene una idea = s/he has an idea)
--agarró = s/he grabbed (--agarra = s/he grabs)
--le dio = s/he gave to him/her (--le da = s/he gives to him/her)
--tenía = s/he had (--tiene = s/he has)

Homework: Read "Ana, la astronauta enferma" to a parent or adult in ENGLISH for Thursday. We need to read aloud our Spanish in English to really make our brains work through the meaning of what we're reading. Otherwise, even as level 2's, we will sometimes find ourselves pronouncing words without understanding the meaning.

lunes, el ocho de septiembre del dos mil ocho

Español Uno (1):

Good job coming prepared to class with a binder!

Today's Learning Objectives:

1. Read through the "SSR / Reading Log" handout (yellow page) together to understand why and how we will be doing Spanish SSR every Monday.

Enjoy our first five minutes of SSR looking for Spanish "cognates" (words that resemble our own language...in this case English).

Fill out the Reading Log information together.

Share with the class which cognates we found.

2. Define our new vocabulary on the "¿Qué hiciste durante el fin de semana?" handout (yellow page).

Students use the handout to write three of their own sentences in Spanish expressing what they did over the weekend.

Teacher asks for volunteers to share in Spanish as we learn more details about our classmates' weekend activities.

Homework: None.

Español Dos (2):

Good job coming prepared to class with a binder!

Today's Learning Objectives:

1. Read through the "SSR / Reading Log" handout (yellow page) together to understand why and how we will be doing Spanish SSR every Monday.

Enjoy our first eight minutes of SSR looking for Spanish new words whose we meaning we can guess because they are cognates, or whose meaning we can guess by context or picture clues.

Fill out the Reading Log information together.

2. Define any new vocabulary on the "¿Qué hiciste durante el fin de semana?" handout (yellow page).

Students use the handout or prior knowledge to write three of their own sentences in Spanish expressing what they did over the weekend.

Teacher asks for volunteers to share in Spanish as we learn more details about our classmates' weekend activities.

3. 5th & 6th periods only: Continue reading "Ana, la astronauta enferma."

Homework: None.

viernes, el cinco de septiembre del dos mil ocho

Español Uno (1):

Announcement: If you need to leave the classroom to go to the washroom/nurse/office/etc., please sign out when you leave. Accurately report the time, please. Please also sign back in (with the time) when you return.

Today's Learning Objectives:

1. Use the "Calendar/Weather/Time" handout (white paper) to answer basic questions relating to the day of the week.

2. Discuss weekend plans (in Spanish)

Teacher ?: “¿Qué vas a hacer?" (What are you going to do?)

Students illustrate what their weekend plans are, and we draw out details using our Spanish listening skills.

"va a ___r" (s/he is going to___)

3. Learn 6 new gestures

saca -- s/he takes out (take out!)
mira -- s/he watches, s/he looks (at) (look!)
anda -- s/he walks (walk!)
se levanta -- s/he stands up
se sienta -- s/he sits down
le da -- s/he gives to him/her

Homework:

Due Monday: 1" binder (multi-class binder OK, folder OK...but not my first choice)

Español Dos (2):

Announcement: If you need to leave the classroom to go to the washroom/nurse/office/etc., please sign out when you leave. Accurately report the time, please. Please also sign back in (with the time) when you return.

Today's Learning Objectives:

1. Use the "Calendar/Weather/Time" handout (white paper) to review days of the week and questions pertaining to days of the week.

2. Discuss weekend plans (in Spanish)

Teacher ?: “¿Qué vas a hacer?" (What are you going to do?)

Students write three phrases expressing what they are going to do. Spanish class discussion about students' weekend plans.

"voy a ___r" (I am going to___)

3. Learn 6 new gestures

saca -- s/he takes out (take out!)
mira -- s/he watches, s/he looks (at) (look!)
anda -- s/he walks (walk!)
se levanta -- s/he stands (him/herself) up
se sienta -- s/he sits (him/herself) down
le da -- s/he gives to him/her

4th period: Due to schedule interruptions, the last two gestures still need to be covered.

4. (5th-6th periods): Students read the beginning of "Ana, la astronauta enferma" as a class. (To be finished in class Monday.)

Homework: Due Monday: 1" binder (multi-class binder OK, folder OK...but not my first choice)

jueves, el cuatro de septiembre del dos mil ocho

Español Uno (1):

Today's Learning Objectives:

1. Review "Listening Evaluation" Rubric (neon green 1/2 page)

Students will have five days (through Wed. the 10th) to self-assess listening in class. On the sixth day (Thur. the 11th) Profe Nick will begin to assess a couple students each day.

2. Review "Citizenship" and "Págame" system (dark blue page)

Students reviewed citizenship expectations for our classroom. Students learned about the "Págame" system, and how Profe Nick will tell an individual student "págame" (and record it) if a citizenship expectation is violated (inappropriate language, negativity, coming unprepared to class, using electronics, etc.).

Students learned that while citizenship is not for an official grade, it is communicated in Skyward and helps communicate to the student/teacher/parents/guardians/coaches if classroom citizenship needs improvement.

Students learned that they are expected to keep citizenship at 100%. Various ways to redeem a "págame" were discussed.

3. Review of yesterday's 6 new gestures

4. Story, read as a class with everyone's help

“¡Jason no entiende!”

Jason es piloto. Es piloto para Scary Airlines. Es un piloto horrible. Le gusta ser piloto, pero es un piloto horrible. Le gusta jugar Xbox. ¡Le gusta jugar Xbox en el avión! Horrible, ¿no? Le gusta escribir, ¡en los pies y las manos de las personas en el avión! Le gusta dibujar, ¡en los instrumentos del avión! Jason no entiende que es un piloto horrible, pero las personas en el avión sí entienden que Jason es un piloto horrible.

A Jason le gusta esperar en el avión. Le gusta esperar cinco horas en el avión. (Jason juega Xbox mientras espera.) A las personas en el avión NO les gusta esperar. Mientras las personas esperan escriben en los “pupitres” del avión. Escriben “¡Jason es un piloto horrible! ¡Scary Airlines es horrible!” Mientras las personas esperan dibujan en las ventanas del avión. Dibujan a Jason…y los dibujos no son atractivos. Mientras las personas esperan agarran toda la Coca-Cola en el avión.

Las personas en el avión no están contentos, pero Jason sí está contento.

5. Name Card Spanish Discussions (What we learned about our classmates):

1st hour: Mason likes to play football. He plays at Skyline. Mason plays better than Shawn Alexander...who is apparently history.
2nd hour: Allison likes music (including Led Zeppelin music) and she also likes to play the guitar. She plays with Jimmy Page. They played together at Woodstock (although neither are hippees).

Homework: (Due Monday): 1" binder (multi-class binder OK, folder OK...but not my first choice)

Español Dos (2):

Today's Learning Objectives:

1. Review "Listening Evaluation" Rubric (neon green 1/2 page)

Students will have five days (through Wed. the 10th) to self-assess listening in class. On the sixth day (Thur. the 11th) Profe Nick will begin to assess a couple students each day.

2. Review "Citizenship" and "Págame" system (dark blue page)

Students reviewed citizenship expectations for our classroom. Students learned about the "Págame" system, and how Profe Nick will tell an individual student "págame" (and record it) if a citizenship expectation is violated (inappropriate language, negativity, coming unprepared to class, using electronics, etc.).

Students learned that while citizenship is not for an official grade, it is communicated in Skyward and helps communicate to the student/teacher/parents/guardians/coaches if classroom citizenship needs improvement.

Students learned that they are expected to keep citizenship at 100%. Various ways to redeem a "págame" were discussed. 3. Review of yesterday's 6 new gestures

3. Review of yesterday's 6 new gestures

4. (4th) hour only: Story ("¡Qué rápido corre Kaitlyn!"), read as a class with everyone's help.

(5th-6th) hours: Name Card Spanish Discussions (What we learned about our classmates):

5th hour: Daniel likes to play baseball (every day of the year). He plays with Santa Claus at the grocery store using watermelons. Eva likes to walk. She walks with her dog, Swiffer, who is a bit violent. Swiffer bites, even Eva some times. When Swiffer gets violent, Eva tells him "BAD!" but Swiffer doesn't get upset. He just leaves and plays baseball with Daniel. Allen plays basketball, but not with Daniel, because Daniel prefers to applaud basketball players instead of playing basketball.

6th hour: Christian likes to be with his friends. His friends are Ian, Jamon, Blaine...and Michael Jackson. Christian ate lunch with his friends. During lunch Michael Jackson was reading, but he became violent with the book ("Capitan Underpants," written by Christian) because Michael Jackson actually doesn't know how to read. Brandon revealed that Tyra Banks is his girlfriend (who is also a friend of Jamie). Jamie reports that Tyra can be a bit violent, but Brandon says that she's never violent with him.

Homework: (Due Monday): 1" binder (multi-class binder OK, folder OK...but not my first choice)

miércoles, el tres de septiembre del dos mil ocho

Español Uno (1):

Announcement: During the school year you will not need your books for in-class assignments. Please leave it at home all year, unless I specifically request otherwise.

Announcement: We have three, easy classroom rules.

1. Show respect.
2. Make good decisions.
3. Solve problems.

Routine: All backpacks always belong in the designated backpack zone at the back of the room. Grab what you need at the beginning of class (Spanish binder, pens/pencils) and leave your backpack in the backpack zone.

Today's Learning Objectives:

1. Introduce 6 Spanish actions and corresponding gestures

agarra -- s/he grabs (grab!)
escribe -- s/he writes (write!)
dibuja -- s/he draws (draw!)
espera -- s/he waits (wait!)
entiende -- s/he understands
le gusta -- is pleasing to him/her ("likes")

2. Decipher written directions together and follow these directions.

DIRECCIONES: [DOS MINUTOS]
(1°) PRIMERO, AGARREN UNA (1) HOJA DE PAPEL. NO IMPORTA EL COLOR.
(2°) SEGUNDO, ESCRIBAN TU NOMBRE. ¡ENORME!
(3°) TERCERO, DIBUJEN TU ACTIVIDAD FAVORITA. (¿BÁSQUETBOL?
¿ESCRIBIR? ¿VER TELEVISIÓN? ¿JUGAR XBOX? ¿…?) NO IMPORTA EL ARTE.
(4°)CUARTO, ESPÉRENME.

3. Learn the names and interests of some of our fellow classmates as we hear and discuss (in slow Spanish always made comprehensible by the teacher) which activities are popular amongst our classmates.

Homework: Due Monday (8th). Find a binder (1" is plenty big) for Spanish. If you can't find a binder, let me know. There will be a LOT of handouts this year, many which we will continue to refer back to all year long. You will need to keep these handouts organized, and my students have found that a folder is not as effective as a binder.

Español Dos (2):

Announcement: During the school year you will not need your books for in-class assignments. Please leave it at home all year, unless I specifically request otherwise.

Announcement: We have three, easy classroom rules.

1. Show respect.
2. Make good decisions.
3. Solve problems.

Routine: All backpacks always belong in the designated backpack zone at the back of the room. Grab what you need at the beginning of class (Spanish binder, pens/pencils) and leave your backpack in the backpack zone.

Today's Learning Objectives:

1. Introduce 6 Spanish actions and corresponding gestures

agarra -- s/he grabs (grab!)
escribe -- s/he writes (write!)
dibuja -- s/he draws (draw!)
espera -- s/he waits (wait!)
entiende -- s/he understands
le gusta -- is pleasing to him/her ("likes")

2. Decipher written directions together and follow these directions.

DIRECCIONES: [DOS MINUTOS]
(1°) PRIMERO, AGARREN UNA HOJA DE PAPEL. NO IMPORTA EL COLOR.
(2°) SEGUNDO, ESCRIBAN TU NOMBRE. ¡ENORME!
(3°) TERCERO, DIBUJEN TU ACTIVIDAD FAVORITA. (¿BÁSQUETBOL?
¿ESCRIBIR? ¿VER TELEVISIÓN? ¿JUGAR XBOX? ¿…?) NO IMPORTA EL ARTE.
(4°)CUARTO, ESPÉRENME.

3. Name Card Spanish Discussions (What we learned about our classmates):

4th hour: Kaitlyn likes to run. She runs a mile in 2:06...way faster than Usain Bolt. Kaitlyn likes to run with her friends, especially Eva. Jonathan and Marcus also like to run. They don't like to run alone. Jonathan runs with 26 pretty girls--supermodels. Marcus runs with 122 pretty girls.

Homework: Due Monday (8th). Find a binder (1" is plenty big) for Spanish. If you can't find a binder, let me know. There will be a LOT of handouts this year, many which we will continue to refer back to all year long. You will need to keep these handouts organized, and my students have found that a folder is not as effective as a binder.