¡Feliz Halloween! / ¡Feliz Día de Brujas! (Witches)
Español Uno (1):
Announcements: We will sing our song on Monday.
Today’s Learning Objectives:
1. Continue to work on Wednesday’s Dice Game for ten minutes. If you didn’t finish, do so for homework.
2. Practice our gestures.
3. Kindergarten Day for the book No tengo miedo (I don’t have fear)
New words that came up in this story:
**While many of the words are fun for Halloween, many are not core words you’ll need to know this year. Only the bold words below are important words for Español 1.
--miedo (fear)
--disfraz (costume)
--debo ser (I should be)
--payaso (clown)
--pirata (pirate)
--robot (robot)
--no veo nada (I don’t see anything)
--vampiro (vampire)
--lobo (wolf)
--conejito (bunny)
--serpiente marina (sea snake)
--mago (magician)
--calabaza (pumpkin)
--momia (mummy)
--superhéroe (superhero)
--Superperro (Super Dog)
--¿Qué es eso? (What is that?)
--fantasmas (ghosts)
4. (1st period only): Due to a lack of meaningful participation in Kindergarten Day from too many students, 1st period was assigned silent book work for the rest of the period. Only 1st period needs to complete workbook pages 1-2, 1-3, 1-6 and 1-7 with English translations for everything. Let’s choose to be more engaged on Monday!
(2nd period only): Enjoy watching a bit of “La Noche de Brujas de Garfield.” Isn’t it amazing how much of our Spanish is appearing in the subtitles? I would estimate that 30-40% of the words used in the subtitles are words you have learned over the last two months. Amazing! Good job catching new phrases like "truco o trato" ("trick or treat") and "¡Qué se diviertan!" ("Have fun!).
Homework: (1st and 2nd): If you didn’t finish the Dice Game, it’s due Monday.
(1st period): 1-2, 1-3, 1-6 & 1-7 with everything translated.
Español Dos (2):
Announcements: We will watch the music video to "Me pregunto" on Monday if I can ge it to load. I had no luck today!
Today’s Learning Objectives:
1. Read "El primer Halloween de Clifford" during our "Kindergarten Day" activity. It is so amazing how far we have come in a couple months! I needed to simplify less than 5% of the original text for you to follow along. I am so impressed!
2. Watch "Garfield's Halloween Adventure" with Spanish subtitles. Good job following along with the subtitles. Many of you reported understanding 60-80% of the subtitles intended for native speakers!
Homework: Enjoy your weekend.
viernes, 31 de octubre de 2008
jueves, 30 de octubre de 2008
jueves, el treinta de octubre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. Complete our "para empezar" ("in order to begin"): workbook page 2-6. Discussion of when we use the "informal you" (tú), the "formal you" (usted) and you all (ustedes).
The "informal you," tú, will generally be used for people you know well, people who are your peers and people who are younger than you.
The "formal you," usted, will generally be used for people who are in a position of authority, strangers, or anyone to whom you are wanting to show respect.
The customs of using tú vary not only from place to place, but from person to person. As a general rule, it's always safest to address a new person as usted and let them tell you to address them as tú.
2. Listen to our song of the week: "Me pregunto." Good job catching the remaining words: va, espero, habla.
3. Finish reading chapter one of Pobre Ana.
New words:
(1st period):
centro comercial (shopping center / mall)
compra (s/he buys)
siempre (always)
le pide (s/he asks him/her for)
suficiente (sufficient)
(1st & 2nd periods):
comida buena (good food)
carne (meat)
quieren economizar (they want to economize)
4. Illustrate details of the first chapter of Pobre Ana as the teacher reads ten details aloud.
--Hay una muchacha que se llama Ana.
--Ana no tiene un montón de dinero.
--Pero Ana quiere un montón de dinero.
--Ana quiere ropa y un carro Ford Mustang.
--Las amigas de Ana tienen un montón de dinero.
--Ana está triste porque no tiene dinero.
--Ana va a la escuela en un autobús amarillo.
--Las amigas de Ana no van a la escuela en un autobús amarillo; van en el carro Ford Mustang.
--Las amigas compran ropa Calvin Klein; Ana compra ropa de Wal-Mart.
--Ana está enojada con su mamá, su papá, su hermana y su hermano.
5. Utilizing the illustrations, write a description of what we learned in chapter one of Pobre Ana. If you do not need all ten minutes to retell, use any remaining time to edit what you wrote. Go back and look at your punctuation and spelling. Is there anything that needs correcting? Are there any extra details you can add?
6. (1st period only): Receive Tuesday's number quiz. Remember, the value of assessments is what information they communicate to us. How well did you do with recognition of your numbers? If you struggled, you need to study your numbers! Remember, recognition precedes production.
Homework: None. We will have a bit of class time Friday to work on Wednesday's "Dice Game." What you don't finish in class will be homework over the weekend.
Español Uno (1):
Today's Learning Objectives:
1. Review yesterday's homework: 2-1 & 2-5 in the workbook.
2. Listen and sing our song, "Me pregunto."
3. Receive an official chapter two vocabulary list and record the meanings of our vocabulary words.
4. Read chapter one of the novel Pobre Ana bailó tango.
New words:
--trabajaba (s/he used to work)
--pensaba (s/he used to think)
--por ejemplo (for example)
--nunca le daba (s/he never used to give him/her….)
--se enojaba (s/he would get angry)
--además (in addition)
--nunca le ayudaban (they never used to help him/her)
--tenía envidia (s/he had envy)
--les habían dado autos (they had given cars to them)
--para comprarlos (in order to buy them)
--estaba muy celosa (she was very jealous)
--por supuesto (of course)
--se quejaba (s/he used to complain)
--algo cambió su vida para siempre (something changed his/her life forever)
--más detalles (more details)
--la escuela pagaría los gastos (the school would pay the expenses)
--no tendría que pagar nada (wouldn’t have to pay anything)
--Aprendió tanto. (S/he learned so much.)
--volvió a California (s/he returned to California)
--De hecho (In fact)
--se sentía muy agradecida (she felt very thankful)
--la querían (they loved her)
5. (4th & 5th periods only): Illustrate six details of chapter one of Pobre Ana bailó tango as the teacher reads aloud. Save those illustrations for tomorrow.
(6th period only): Red Ribbon Week announcement and prizes.
Homework: None, although remember that repetition is the KEY to language acquisition. It's never a bad idea to make flashcards of new words--like those on our official chapter two vocabulary list.
Today's Learning Objectives:
1. Complete our "para empezar" ("in order to begin"): workbook page 2-6. Discussion of when we use the "informal you" (tú), the "formal you" (usted) and you all (ustedes).
The "informal you," tú, will generally be used for people you know well, people who are your peers and people who are younger than you.
The "formal you," usted, will generally be used for people who are in a position of authority, strangers, or anyone to whom you are wanting to show respect.
The customs of using tú vary not only from place to place, but from person to person. As a general rule, it's always safest to address a new person as usted and let them tell you to address them as tú.
2. Listen to our song of the week: "Me pregunto." Good job catching the remaining words: va, espero, habla.
3. Finish reading chapter one of Pobre Ana.
New words:
(1st period):
centro comercial (shopping center / mall)
compra (s/he buys)
siempre (always)
le pide (s/he asks him/her for)
suficiente (sufficient)
(1st & 2nd periods):
comida buena (good food)
carne (meat)
quieren economizar (they want to economize)
4. Illustrate details of the first chapter of Pobre Ana as the teacher reads ten details aloud.
--Hay una muchacha que se llama Ana.
--Ana no tiene un montón de dinero.
--Pero Ana quiere un montón de dinero.
--Ana quiere ropa y un carro Ford Mustang.
--Las amigas de Ana tienen un montón de dinero.
--Ana está triste porque no tiene dinero.
--Ana va a la escuela en un autobús amarillo.
--Las amigas de Ana no van a la escuela en un autobús amarillo; van en el carro Ford Mustang.
--Las amigas compran ropa Calvin Klein; Ana compra ropa de Wal-Mart.
--Ana está enojada con su mamá, su papá, su hermana y su hermano.
5. Utilizing the illustrations, write a description of what we learned in chapter one of Pobre Ana. If you do not need all ten minutes to retell, use any remaining time to edit what you wrote. Go back and look at your punctuation and spelling. Is there anything that needs correcting? Are there any extra details you can add?
6. (1st period only): Receive Tuesday's number quiz. Remember, the value of assessments is what information they communicate to us. How well did you do with recognition of your numbers? If you struggled, you need to study your numbers! Remember, recognition precedes production.
Homework: None. We will have a bit of class time Friday to work on Wednesday's "Dice Game." What you don't finish in class will be homework over the weekend.
Español Uno (1):
Today's Learning Objectives:
1. Review yesterday's homework: 2-1 & 2-5 in the workbook.
2. Listen and sing our song, "Me pregunto."
3. Receive an official chapter two vocabulary list and record the meanings of our vocabulary words.
4. Read chapter one of the novel Pobre Ana bailó tango.
New words:
--trabajaba (s/he used to work)
--pensaba (s/he used to think)
--por ejemplo (for example)
--nunca le daba (s/he never used to give him/her….)
--se enojaba (s/he would get angry)
--además (in addition)
--nunca le ayudaban (they never used to help him/her)
--tenía envidia (s/he had envy)
--les habían dado autos (they had given cars to them)
--para comprarlos (in order to buy them)
--estaba muy celosa (she was very jealous)
--por supuesto (of course)
--se quejaba (s/he used to complain)
--algo cambió su vida para siempre (something changed his/her life forever)
--más detalles (more details)
--la escuela pagaría los gastos (the school would pay the expenses)
--no tendría que pagar nada (wouldn’t have to pay anything)
--Aprendió tanto. (S/he learned so much.)
--volvió a California (s/he returned to California)
--De hecho (In fact)
--se sentía muy agradecida (she felt very thankful)
--la querían (they loved her)
5. (4th & 5th periods only): Illustrate six details of chapter one of Pobre Ana bailó tango as the teacher reads aloud. Save those illustrations for tomorrow.
(6th period only): Red Ribbon Week announcement and prizes.
Homework: None, although remember that repetition is the KEY to language acquisition. It's never a bad idea to make flashcards of new words--like those on our official chapter two vocabulary list.
jueves, el veintinueve de octubre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. "Geek Out Grammar" session #2: Personal Pronouns. Receive important handout on Spanish personal pronouns (yo—I, tú—you (informal), él—he, ella—she, usted—you (formal), nosotros / nosotras—we, ellos / ellas—they, ustedes—you all).
Very brief discussion of "informal you" and "formal you." More discussion to come tomorrow.
Let's apply what we already know. What verb endings do we associate with these personal pronouns? [Answer: I—"o", you—"+s", we—"+mos", they—"+n"]
What do we notice about how ustedes is grouped? [Answer: Ustedes is grouped with ellos. We also use "+n" for actions done by "you all."]
2. Listen to our song of the week: "Me pregunto."
3. (2nd period only): Receive yesterday's numbers quiz. Remember, the value of assessments is what information they provide us. How are you doing with number recognition? If you're struggling, you need to study your numbers! Remember, recognition precedes production!
4. Begin our first partner "Dice Game" to practice basic verb conjugation. We will continue with the Dice Game tomorrow.
Homework: None.
Español Dos (2):
Today's Learning Objectives:
1. Practice spelling in Spanish. How well did you spell the following unknown words?
--di-ri-gi-én-do-le
--jau-la
--per-ma-ne-ció
--cu-ri-o-si-dad
--pri-si-o-ne-ro
Discussion about the spelling of di-ri-gi-én-do-le. Our brains have unconsciously been picking up a spelling/pronunciation rule. We know that with the words like agarra, jugó, lago and guantes the "G" has a classically strong "G" sound. Yet, with words like gente or gigante, the "G" has a classically, English "H" sound. As a rule, "ga, go, gu" have a strong "G" sound, and "ge, gi" have an English "H" sound.
Today's Learning Objectives:
1. "Geek Out Grammar" session #2: Personal Pronouns. Receive important handout on Spanish personal pronouns (yo—I, tú—you (informal), él—he, ella—she, usted—you (formal), nosotros / nosotras—we, ellos / ellas—they, ustedes—you all).
Very brief discussion of "informal you" and "formal you." More discussion to come tomorrow.
Let's apply what we already know. What verb endings do we associate with these personal pronouns? [Answer: I—"o", you—"+s", we—"+mos", they—"+n"]
What do we notice about how ustedes is grouped? [Answer: Ustedes is grouped with ellos. We also use "+n" for actions done by "you all."]
2. Listen to our song of the week: "Me pregunto."
3. (2nd period only): Receive yesterday's numbers quiz. Remember, the value of assessments is what information they provide us. How are you doing with number recognition? If you're struggling, you need to study your numbers! Remember, recognition precedes production!
4. Begin our first partner "Dice Game" to practice basic verb conjugation. We will continue with the Dice Game tomorrow.
Homework: None.
Español Dos (2):
Today's Learning Objectives:
1. Practice spelling in Spanish. How well did you spell the following unknown words?
--di-ri-gi-én-do-le
--jau-la
--per-ma-ne-ció
--cu-ri-o-si-dad
--pri-si-o-ne-ro
Discussion about the spelling of di-ri-gi-én-do-le. Our brains have unconsciously been picking up a spelling/pronunciation rule. We know that with the words like agarra, jugó, lago and guantes the "G" has a classically strong "G" sound. Yet, with words like gente or gigante, the "G" has a classically, English "H" sound. As a rule, "ga, go, gu" have a strong "G" sound, and "ge, gi" have an English "H" sound.
2. Listen to our song of the week: "Me pregunto."
3. Partner work on pages 2-1 & 2-5 in the workbook. Remember that while some assignments can be done with a partner in class, when you are finishing something at home, it needs to be done independently.
Homework: Finish 2-1 & 2-5 with translations for ALL questions/answers.
martes, 28 de octubre de 2008
martes, el veintiocho de octubre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. To our "para empezar" ("in order to begin") warm-up.
¿Qué hora es?
Son las doce y treinta y uno. [Answer: 12:31]
Son las ocho y cuarto. [Answer: 8:15]
Son las cinco y cuarenta y cinco. [Answer: 5:45]
Es la una y cinquenta y cuatro. [Answer: 1:54]
Son las once y dieciséis. [Answer: 11:16]
Las matemáticas en español (más = plus, menos = minus, son = equals)
Tres más nueve son doce. [Answer: 3 + 9 = 12]
Catorce más trece son veintisiete. [Answer: 14 + 13 = 27]
Treinta y uno más diecinueve son cinquenta. [Answer: 31 + 19 = 50]
Once menos once son cuatro. [Answer: 11 + 4 = 7]
Ciento veinticinco menos cuarenta y cinco son ochenta. [Answer: 125 + 45 = 80]
2. Listen to our new song of the week: "Me pregunto." Good job catching the missing words: estás, va, sólo
3. Practice our gestures. How well can you produce the Spanish when I gesture for you? (Not bad, Spanish 1!!)
4. Take a numbers quiz. Remember, the value of assessments is that they provide us important information. If you did not get an A or B on our number quiz, you know that you need to put in some extra time studying those numbers.
5. Read more in Pobre Ana.
New vocabulary
saca buenas notas = s/he gets good grades
(1st period only):
un centro comercial = a shopping center
compra = s/he buys
siempre = always
le pide = s/he asks him/her for
Homework: None, but remember that repetition is the KEY to language acquisition, so anything you choose to do to give yourself extra repetition is worthwhile.
Español Dos (2):
Submitted: Yesterday's reflexive verb worksheet.
Today's Learning Objectives:
1. To our "para empezar" ("in order to begin") warm-up.
¿Cómo se dice “to wash”? [Answer: lavar]
¿Cómo se dice “to wash myself”? [Answer: lavarme]
¿Cómo se dice “I need to wash myself”? [Answer: necesito lavarme]
¿Cuál es otra versión de “I need to wash myself”? [Answer: me necesito lavar]
¿Cómo se dice “to stand yourself up”? [Answer: levantarte]
¿Cómo se dice “you have to stand yourself up”? [Answer: tienes que levantarte]
¿Cuál es otra versión de “you have to stand yourself up”? [Answer: te tienes que levantar]
¿Cómo se dice “I should sit myself down”? [Answer: debo sentarme / me debo sentar]
¿Cómo se dice “they want to bathe themselves”? [Answer: quieren bañarse / se quieren bañar]
¿Cómo se dice “we can stand ourselves up”? [Answer: podemos levantarnos / nos podemos levantar]
2. Listen to our new song of the week: "Me pregunto." Good job catching the missing words: lejos, gente, viene, para
What type of verb is "me pregunto"? [Answer: a reflexive verb]
3. Practice our old gestures. How well can you produce the Spanish when I gesture for you? (Not good, Spanish 2!! You need to make up the difference and study your target vocabulary.)
4. Learn some new gestures.
New gestures:
se ducha (s/he showers him/herself)
se viste (s/he dresses him/herself)
se peina (s/he combs him/herself)
toca el contrabajo (s/he plays the bass)
reparte el periódico (s/he delivers the newspaper)
5. Finish (or nearly finish, 4th hour....) the story "Ralph, el desordenado." Remember, it's your responsibility to write down the meanings of any previously unknown words.
New vocabulary:
le robó dos dólares a su hermanito (s/he stole two dollars from his/her little brother)
¡No le robes…! (Don’t steal….from him/her….!)
Sólo iba a poder comer (s/he was only going to be able to eat)
¡No te pongas…! (Don’t put on…!)
pantaloncitos (little pants)
empezó a correr (s/he started to run)
los dos dólares se le cayeron (the two dollars fell from him)
alguien se los robó (someone stole them from him)
mientras (while)
(5th & 6th periods only):
no había desayunado (s/he hadn’t eaten)
sólo había bebido (s/he had only drunk)
eso (that)
tanto (so much)
De repente (Suddenly)
pesadilla (nightmare)
Homework: Make flashcards for your gesturing vocabulary. Remember, the onus is on YOU to learn your vocabulary if the repetition we get in class isn't enough.
Today's Learning Objectives:
1. To our "para empezar" ("in order to begin") warm-up.
¿Qué hora es?
Son las doce y treinta y uno. [Answer: 12:31]
Son las ocho y cuarto. [Answer: 8:15]
Son las cinco y cuarenta y cinco. [Answer: 5:45]
Es la una y cinquenta y cuatro. [Answer: 1:54]
Son las once y dieciséis. [Answer: 11:16]
Las matemáticas en español (más = plus, menos = minus, son = equals)
Tres más nueve son doce. [Answer: 3 + 9 = 12]
Catorce más trece son veintisiete. [Answer: 14 + 13 = 27]
Treinta y uno más diecinueve son cinquenta. [Answer: 31 + 19 = 50]
Once menos once son cuatro. [Answer: 11 + 4 = 7]
Ciento veinticinco menos cuarenta y cinco son ochenta. [Answer: 125 + 45 = 80]
2. Listen to our new song of the week: "Me pregunto." Good job catching the missing words: estás, va, sólo
3. Practice our gestures. How well can you produce the Spanish when I gesture for you? (Not bad, Spanish 1!!)
4. Take a numbers quiz. Remember, the value of assessments is that they provide us important information. If you did not get an A or B on our number quiz, you know that you need to put in some extra time studying those numbers.
5. Read more in Pobre Ana.
New vocabulary
saca buenas notas = s/he gets good grades
(1st period only):
un centro comercial = a shopping center
compra = s/he buys
siempre = always
le pide = s/he asks him/her for
Homework: None, but remember that repetition is the KEY to language acquisition, so anything you choose to do to give yourself extra repetition is worthwhile.
Español Dos (2):
Submitted: Yesterday's reflexive verb worksheet.
Today's Learning Objectives:
1. To our "para empezar" ("in order to begin") warm-up.
¿Cómo se dice “to wash”? [Answer: lavar]
¿Cómo se dice “to wash myself”? [Answer: lavarme]
¿Cómo se dice “I need to wash myself”? [Answer: necesito lavarme]
¿Cuál es otra versión de “I need to wash myself”? [Answer: me necesito lavar]
¿Cómo se dice “to stand yourself up”? [Answer: levantarte]
¿Cómo se dice “you have to stand yourself up”? [Answer: tienes que levantarte]
¿Cuál es otra versión de “you have to stand yourself up”? [Answer: te tienes que levantar]
¿Cómo se dice “I should sit myself down”? [Answer: debo sentarme / me debo sentar]
¿Cómo se dice “they want to bathe themselves”? [Answer: quieren bañarse / se quieren bañar]
¿Cómo se dice “we can stand ourselves up”? [Answer: podemos levantarnos / nos podemos levantar]
2. Listen to our new song of the week: "Me pregunto." Good job catching the missing words: lejos, gente, viene, para
What type of verb is "me pregunto"? [Answer: a reflexive verb]
3. Practice our old gestures. How well can you produce the Spanish when I gesture for you? (Not good, Spanish 2!! You need to make up the difference and study your target vocabulary.)
4. Learn some new gestures.
New gestures:
se ducha (s/he showers him/herself)
se viste (s/he dresses him/herself)
se peina (s/he combs him/herself)
toca el contrabajo (s/he plays the bass)
reparte el periódico (s/he delivers the newspaper)
5. Finish (or nearly finish, 4th hour....) the story "Ralph, el desordenado." Remember, it's your responsibility to write down the meanings of any previously unknown words.
New vocabulary:
le robó dos dólares a su hermanito (s/he stole two dollars from his/her little brother)
¡No le robes…! (Don’t steal….from him/her….!)
Sólo iba a poder comer (s/he was only going to be able to eat)
¡No te pongas…! (Don’t put on…!)
pantaloncitos (little pants)
empezó a correr (s/he started to run)
los dos dólares se le cayeron (the two dollars fell from him)
alguien se los robó (someone stole them from him)
mientras (while)
(5th & 6th periods only):
no había desayunado (s/he hadn’t eaten)
sólo había bebido (s/he had only drunk)
eso (that)
tanto (so much)
De repente (Suddenly)
pesadilla (nightmare)
Homework: Make flashcards for your gesturing vocabulary. Remember, the onus is on YOU to learn your vocabulary if the repetition we get in class isn't enough.
lunes, 27 de octubre de 2008
lunes, el veintisiete de octubre
Español Uno (1):
**We are changing seats today. If you weren't here on Monday, ask me for your new spot on Tuesday.
Today's Learning Objectives:
1. Read for eight minutes during SSR.
2. Discuss what we did over the weekend.
3. Practice our Spanish spelling.
4. Practice saying the time in Spanish.
5. Read some more in Pobre Ana.
Homework: None, although keep in mind that repetition is the KEY to language acquisition, so anything you can do to give yourself repetition is of value.
Español Dos (2):
**We are changing seats today. If you weren't here on Monday, ask me for your new spot on Tuesday.
Submitted: Friday's "Dice Game" if you did not finish it in class.
Today's Learning Objectives:
1. Read for ten minutes during SSR.
2. Discuss what we did over the weekend.
3. Practice basic conjugation of reflexive verbs.
Verbos reflexivos
¿Cómo se dice “I wash”? [Answer: lavo]
¿Cómo se dice “I wash myself”? [Answer: me lavo]
¿Cómo se dice “I washed”? [Answer: lavé]
¿Cómo se dice “I washed myself”? [Answer: me lavé]
¿Cómo se dice “She washed”? [Answer: lavó]
¿Cómo se dice “We washed ourselves”? [Answer: nos lavamos]
¿Cómo se dice “They washed”? [Answer: lavaron]
¿Cómo se dice “She washed herself”? [Answer: se lavó]
¿Cómo se dice “You washed yourself”? [Answer: te lavaste]
Fill out the "reflexive verbs" section on our very important, blue "Present Tense Organizational Chart."
Homework: Worksheet "4.14 Reflexive verbs / More on reflexive verbs"
**We are changing seats today. If you weren't here on Monday, ask me for your new spot on Tuesday.
Today's Learning Objectives:
1. Read for eight minutes during SSR.
2. Discuss what we did over the weekend.
3. Practice our Spanish spelling.
4. Practice saying the time in Spanish.
5. Read some more in Pobre Ana.
Homework: None, although keep in mind that repetition is the KEY to language acquisition, so anything you can do to give yourself repetition is of value.
Español Dos (2):
**We are changing seats today. If you weren't here on Monday, ask me for your new spot on Tuesday.
Submitted: Friday's "Dice Game" if you did not finish it in class.
Today's Learning Objectives:
1. Read for ten minutes during SSR.
2. Discuss what we did over the weekend.
3. Practice basic conjugation of reflexive verbs.
Verbos reflexivos
¿Cómo se dice “I wash”? [Answer: lavo]
¿Cómo se dice “I wash myself”? [Answer: me lavo]
¿Cómo se dice “I washed”? [Answer: lavé]
¿Cómo se dice “I washed myself”? [Answer: me lavé]
¿Cómo se dice “She washed”? [Answer: lavó]
¿Cómo se dice “We washed ourselves”? [Answer: nos lavamos]
¿Cómo se dice “They washed”? [Answer: lavaron]
¿Cómo se dice “She washed herself”? [Answer: se lavó]
¿Cómo se dice “You washed yourself”? [Answer: te lavaste]
Fill out the "reflexive verbs" section on our very important, blue "Present Tense Organizational Chart."
Homework: Worksheet "4.14 Reflexive verbs / More on reflexive verbs"
viernes, 24 de octubre de 2008
viernes, el veinticuatro de octubre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. Do our "para empezar" ("in order to begin") warm-up:
Instrucciones: Abran el cuaderno a página P-9. Escriban frases completas para las preguntas (questions) números 2, 4, 5, 7, 9 y 12.
2. ¿Cómo estás? [Answer: Estoy bien / contento / enferma (etc.).]
4. ¿Cómo se dice “chalkboard” en español. [Answer: Se dice “la pizarra” en español.]
5. ¿Cuántos años tienes? [Answer: Tengo catorce / quince / dieciséis años.]
7. ¿Cuál es la fecha de hoy? [Answer: Hoy es el veinticuatro de octubre.]
9. ¿Qué día es hoy? ¿Y mañana? [Answer: Hoy es viernes. Mañana es sábado.]
12. ¿Cómo se dice “student desk” en español? [Answer: Se dice “el pupitre” en español.]
2. Practice our numbers. Can you write the following numbers in Spanish by looking at the numerical representation? If this is tough, study your numbers!
--63 (sesenta y tres)
--74 (setenta y cuatro)
--181 (ciento ochenta y uno)
--196 (ciento noventa y seis)
--125 (ciento veinticinco / ciento veinte y cinco)
3. Review yesterday's homework: workbook pages 2-1 & 2-3 (with ALL additionally translated to English).
4. Listen to and sing our song of the week: "Colores, colores"
5. Practice our gestures.
6. Practice our accuracy with writing during dictation #3.
7. Read a bit more in Pobre Ana.
New words:
no contesta (s/he doesn't answer)
no le dice nada (s/he doesn't saying anything to him/her)
Homework: None, although remember that repetition is the KEY to language acquisition, so always feel free to give yourself repetition of our stories/vocab.
Español Dos (2):
Submitted: Regular -ar, -er, -ir verb conjugation practice in both present & preterite.
Today's Learning Objectives:
1. Do our "para empezar" ("in order to begin") warm-up.
Práctica con la ortografía
--si-re-na
--trans-bor-da-dor
--ma-la-ba-ri-sta
--ca-rre-ti-lla
--in-ver-na-de-ro
2. Listen to and sing our song-of-the-week: "Colores, colores"
3. Practice our old gestures and learn some new gestures.
New gestures:
se despierta temprano (s/he wakes him/herself up early)
toca el tambor (s/he plays the drum)
está por allá (s/he/it is over there)
practica las artes marciales (s/he practices martial arts)
cuida niños consentidos (s/he cares for / babysits spoiled kids)
gana buen dinero (s/he earns good money)
antes de (before)
4. Continue our regular -ar, -er, -ir verb conjugation practice in the preterite. Complete the "Dice Game" with a partner.
Homework: If you didn't finish the "Dice Game" in class, do so for homework.
Today's Learning Objectives:
1. Do our "para empezar" ("in order to begin") warm-up:
Instrucciones: Abran el cuaderno a página P-9. Escriban frases completas para las preguntas (questions) números 2, 4, 5, 7, 9 y 12.
2. ¿Cómo estás? [Answer: Estoy bien / contento / enferma (etc.).]
4. ¿Cómo se dice “chalkboard” en español. [Answer: Se dice “la pizarra” en español.]
5. ¿Cuántos años tienes? [Answer: Tengo catorce / quince / dieciséis años.]
7. ¿Cuál es la fecha de hoy? [Answer: Hoy es el veinticuatro de octubre.]
9. ¿Qué día es hoy? ¿Y mañana? [Answer: Hoy es viernes. Mañana es sábado.]
12. ¿Cómo se dice “student desk” en español? [Answer: Se dice “el pupitre” en español.]
2. Practice our numbers. Can you write the following numbers in Spanish by looking at the numerical representation? If this is tough, study your numbers!
--63 (sesenta y tres)
--74 (setenta y cuatro)
--181 (ciento ochenta y uno)
--196 (ciento noventa y seis)
--125 (ciento veinticinco / ciento veinte y cinco)
3. Review yesterday's homework: workbook pages 2-1 & 2-3 (with ALL additionally translated to English).
4. Listen to and sing our song of the week: "Colores, colores"
5. Practice our gestures.
6. Practice our accuracy with writing during dictation #3.
7. Read a bit more in Pobre Ana.
New words:
no contesta (s/he doesn't answer)
no le dice nada (s/he doesn't saying anything to him/her)
Homework: None, although remember that repetition is the KEY to language acquisition, so always feel free to give yourself repetition of our stories/vocab.
Español Dos (2):
Submitted: Regular -ar, -er, -ir verb conjugation practice in both present & preterite.
Today's Learning Objectives:
1. Do our "para empezar" ("in order to begin") warm-up.
Práctica con la ortografía
--si-re-na
--trans-bor-da-dor
--ma-la-ba-ri-sta
--ca-rre-ti-lla
--in-ver-na-de-ro
2. Listen to and sing our song-of-the-week: "Colores, colores"
3. Practice our old gestures and learn some new gestures.
New gestures:
se despierta temprano (s/he wakes him/herself up early)
toca el tambor (s/he plays the drum)
está por allá (s/he/it is over there)
practica las artes marciales (s/he practices martial arts)
cuida niños consentidos (s/he cares for / babysits spoiled kids)
gana buen dinero (s/he earns good money)
antes de (before)
4. Continue our regular -ar, -er, -ir verb conjugation practice in the preterite. Complete the "Dice Game" with a partner.
Homework: If you didn't finish the "Dice Game" in class, do so for homework.
jueves, 23 de octubre de 2008
jueves, el veintitrés de octubre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. Practice spelling unfamiliar words in Spanish, keeping in mind what we know about the following letters: a, e, i, o, u, rr, ñ. Additionally, we learned today that we'll rarely see w or k in Spanish, as they're only in words borrowed from other languages.
--tram-po-lín
--muñ-e-cas
--am-bu-lan-cie-ro
--ca-rre-te-ra
--me-di-ca-men-to
2. Practice writing some of our numbers. Can you look at the numerical representation and write the Spanish? If this is tough, use your number flashcards!
--58 [Answer: cinquenta y ocho]
--62 [Answer: sesenta y dos]
--100 [Answer: cien]
--49 [Answer: cuarenta y nueve]
--37 [Answer: treinta y siete]
3. Listen to our song of the week: "Colores, colores"
4. Practice our old gestures and learn some new gestures.
New gestures:
Son las dos y media. (It’s two and a half hour)
la clase de ciencias (science class)
Es difícil. (It's difficult.)
termina (s/he/it finishes/ends)
Son las dos y cuarto. (It’s two and a quarter.)
la clase de educación física (P.E. class)
la clase de ciencias de la salud (health class)
Es para mí. (It’s for me.)
Es para ti. (It’s for you.)
enseña (s/he teaches)
usa la calculadora (s/he uses the calculator)
rompe los lápices (s/he breaks the pencils.)
5. Read a bit more in Pobre Ana.
New words:
Ayúdame. (Help me.)
se ríe (s/he laughs)
nunca (never)
toma la camisa (s/he takes the shirt)
lleva (s/he wears)
después de las clases (after school)
su dormitorio (her bedroom)
6. Begin the homework: workbook pages 2-1 and 2-3, ALL translated to English as well.
Homework: 2-1 & 2-3, ALL additionally translated to English.
Español Dos (2):
Today's Learning Objectives:
1. Do our "para empezar" warm-up.
¿Cómo se dice s/he was going to….? [Answer: iba a ___r]
¿Cómo se dice I was going to….? [Answer: iba a ___r]
Yes, the forms are the same. To clarify, you’d just add in yo or ella if it was unclear.
What do all the forms look like?
_____iba__________íbamos_____
_____ibas___________________
_____iba__________iban_______
Escribe cinco excusas creativas para explicarme por qué no hiciste la tarea.
Las excusas mejores:
--Iba a hacer la tarea pero mi casa explotó (exploded).
--Iba a hacer la tarea pero estoy muerta (dead).
--Iba a hacer la tarea pero mi tarea se levantó y anduvo al parque.
--Iba a hacer la tarea pero la tarea trató de (tried to) comerme.
--Iba a hacer la tarea pero mi hermano la usó en vez del (instead of) papel higiénico (toilet paper).
--Iba a hacer la tarea pero un ladrón (thief) me la robó.
--Iba a hacer la tarea pero mi madre tenía hambre y la comió.
--Iba a hacer la tarea pero mi perro la comió, y mi gato comió el perro, y mi hermano comió el gato.
--Iba a hacer la tarea pero la tarea se me cayó en el inodoro (toilet).
2. Practice regular verb endings (present & preterite) from last year. It is an expectation that you are 100% confident with the regular verb endings from last year. If not, you need to have those regular endings memorized ASAP.
**Remember, there's a LOT of meaning in those endings. One single letter can often tell you both who did an action and when the action happened.
HABLAR___(presente)_______
hablo.............. hablamos
hablas
habla.............. hablan
HABLAR___(pretérito)_______
hablé............. hablamos
hablaste
habló............. hablaron
COMER___(presente)________
como............. comemos
comes
come............. comen
COMER___(pretérito)________
comí.............. comimos
comiste
comió............ comieron
3. Listen to our song of the week: "Colores, colores"
4. Learn some new gestures with reflexive verbs.
New gestures:
se baña (s/he bathes him/herself)
se lava la cara (s/he washes his/her face)
se seca el pelo (s/he dries his/her hair)
se cepilla los dientes (s/he brushes his/her teeth)
se acuesta tarde (s/he goes him/herself to sleep late)
Write new gestures down.
5. Spend the last few minutes of class working on conjugating six regular verbs in both the present and past. (tomar, arreglar, cocinar, vivir, subir, escribir)
Homework: Finish your regular verb practice for tomorrow.
Today's Learning Objectives:
1. Practice spelling unfamiliar words in Spanish, keeping in mind what we know about the following letters: a, e, i, o, u, rr, ñ. Additionally, we learned today that we'll rarely see w or k in Spanish, as they're only in words borrowed from other languages.
--tram-po-lín
--muñ-e-cas
--am-bu-lan-cie-ro
--ca-rre-te-ra
--me-di-ca-men-to
2. Practice writing some of our numbers. Can you look at the numerical representation and write the Spanish? If this is tough, use your number flashcards!
--58 [Answer: cinquenta y ocho]
--62 [Answer: sesenta y dos]
--100 [Answer: cien]
--49 [Answer: cuarenta y nueve]
--37 [Answer: treinta y siete]
3. Listen to our song of the week: "Colores, colores"
4. Practice our old gestures and learn some new gestures.
New gestures:
Son las dos y media. (It’s two and a half hour)
la clase de ciencias (science class)
Es difícil. (It's difficult.)
termina (s/he/it finishes/ends)
Son las dos y cuarto. (It’s two and a quarter.)
la clase de educación física (P.E. class)
la clase de ciencias de la salud (health class)
Es para mí. (It’s for me.)
Es para ti. (It’s for you.)
enseña (s/he teaches)
usa la calculadora (s/he uses the calculator)
rompe los lápices (s/he breaks the pencils.)
5. Read a bit more in Pobre Ana.
New words:
Ayúdame. (Help me.)
se ríe (s/he laughs)
nunca (never)
toma la camisa (s/he takes the shirt)
lleva (s/he wears)
después de las clases (after school)
su dormitorio (her bedroom)
6. Begin the homework: workbook pages 2-1 and 2-3, ALL translated to English as well.
Homework: 2-1 & 2-3, ALL additionally translated to English.
Español Dos (2):
Today's Learning Objectives:
1. Do our "para empezar" warm-up.
¿Cómo se dice s/he was going to….? [Answer: iba a ___r]
¿Cómo se dice I was going to….? [Answer: iba a ___r]
Yes, the forms are the same. To clarify, you’d just add in yo or ella if it was unclear.
What do all the forms look like?
_____iba__________íbamos_____
_____ibas___________________
_____iba__________iban_______
Escribe cinco excusas creativas para explicarme por qué no hiciste la tarea.
Las excusas mejores:
--Iba a hacer la tarea pero mi casa explotó (exploded).
--Iba a hacer la tarea pero estoy muerta (dead).
--Iba a hacer la tarea pero mi tarea se levantó y anduvo al parque.
--Iba a hacer la tarea pero la tarea trató de (tried to) comerme.
--Iba a hacer la tarea pero mi hermano la usó en vez del (instead of) papel higiénico (toilet paper).
--Iba a hacer la tarea pero un ladrón (thief) me la robó.
--Iba a hacer la tarea pero mi madre tenía hambre y la comió.
--Iba a hacer la tarea pero mi perro la comió, y mi gato comió el perro, y mi hermano comió el gato.
--Iba a hacer la tarea pero la tarea se me cayó en el inodoro (toilet).
2. Practice regular verb endings (present & preterite) from last year. It is an expectation that you are 100% confident with the regular verb endings from last year. If not, you need to have those regular endings memorized ASAP.
**Remember, there's a LOT of meaning in those endings. One single letter can often tell you both who did an action and when the action happened.
HABLAR___(presente)_______
hablo.............. hablamos
hablas
habla.............. hablan
HABLAR___(pretérito)_______
hablé............. hablamos
hablaste
habló............. hablaron
COMER___(presente)________
como............. comemos
comes
come............. comen
COMER___(pretérito)________
comí.............. comimos
comiste
comió............ comieron
3. Listen to our song of the week: "Colores, colores"
4. Learn some new gestures with reflexive verbs.
New gestures:
se baña (s/he bathes him/herself)
se lava la cara (s/he washes his/her face)
se seca el pelo (s/he dries his/her hair)
se cepilla los dientes (s/he brushes his/her teeth)
se acuesta tarde (s/he goes him/herself to sleep late)
Write new gestures down.
5. Spend the last few minutes of class working on conjugating six regular verbs in both the present and past. (tomar, arreglar, cocinar, vivir, subir, escribir)
Homework: Finish your regular verb practice for tomorrow.
miércoles, 22 de octubre de 2008
miércoles, el veintidós de octubre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. Do our "para empezar" ("in order to begin") warm-up:
**When writing in Spanish class, there are two important things to keep in mind: 1) When possible, write in complete sentences. 2) If you're stuck, use the vocabulary in a question to help you write your answer.
Escribe tus respuestas (your answers) en español.
¿Cómo estás hoy? [Answer: Estoy bien/contento/enferma /triste....]
¿Dónde estás? [Answer: Estoy en la clase de español/en PCFC/en Issaquah....]
¿Cómo eres? [Answer: Soy impaciente / generoso / amable....]
¿Cuál es la fecha de hoy? [Answer: Hoy es el veintidós de octubre.]
¿Qué tiempo hace? [Answer: Hace sol / mal tiempo / buen tiempo / fresco....]
¿A qué hora empieza la clase? [Answer: La clase empieza a las once y veinte.]
2. Practice our numbers. Can you numerically write the following numbers without hearing their pronunciation?
Práctica con los números:
cuarenta y seis [Answer: 46]
noventa y ocho [Answer: 98]
ciento veintiuno [Answer: 121]
ciento y cinquenta [Answer: 150]
treinta y siete [Answer: 37]
ciento once [Answer: 111]
ochenta y dos [Answer: 82]
sesenta y cinco [Answer: 65]
setenta y cuatro [Answer: 74]
cien [Answer: 100]
3. Listen to our song of the week: "Colores, colores."
4. Practice our gestures.
5. Read a bit more in Pobre Ana.
New words (2nd period only):
--manzana (apple)
--ropa (clothes)
Homework: Practice your numbers with your mini number flashcards.
Español Dos (2):
Today's Learning Objectives:
1. Do our "para empezar" ("in order to begin") warm-up:
Escribe “la canción de yo”
me caigo, conozco, digo, doy
hago, pongo, salgo, soy
tengo, traigo, vengo, veo
oigo, sigo, sé, voy, estoy
2. Briefly become introduced to "verbos reflexivos" ("reflexive verbs"). First translate the following sentences.
¿Cómo se dice…?
--Me llamo John. [I call myself John.]
--¿Cómo te llamas? [How do you call yourself?]
--Se llama George. [He calls himself George.]
--Se llaman Ana y Miguel. [They call themselves Ana and Miguel.]
--Nos llamamos “The Beatles.” [We call ourselves “The Beatles.”]
**You have already had exposure to "reflexive verbs." In addition to what's above, you've also seen se levanta, se sienta, se cae, se pone triste....
**All that is distinct with "reflexive verbs" is that we use a "reflexive pronoun" (me, te, se, nos, se) with the action to communicate "-self."
_____me llamo__________nos llamamos_______
_____te llamas____________________________
_____se llama___________se llaman__________
**Reflexive verbs exist in English, too. Here are some you were able to come up with: to sit oneself down, to stand oneself up, to wake oneself up, to look at oneself, to dress oneself, to shower oneself, to brush oneself, to talk to oneself, to see oneself, to hear oneself, to grab oneself, to wash oneself
3. Listen to our song of the week, "Colores, colores."
4. Read yesterday's class-created stories from the other class periods. Which was your favorite?
5. Quickly hear our class-created story again. Good job giving me choral responses to all my questions!
Homework: None.
Today's Learning Objectives:
1. Do our "para empezar" ("in order to begin") warm-up:
**When writing in Spanish class, there are two important things to keep in mind: 1) When possible, write in complete sentences. 2) If you're stuck, use the vocabulary in a question to help you write your answer.
Escribe tus respuestas (your answers) en español.
¿Cómo estás hoy? [Answer: Estoy bien/contento/enferma /triste....]
¿Dónde estás? [Answer: Estoy en la clase de español/en PCFC/en Issaquah....]
¿Cómo eres? [Answer: Soy impaciente / generoso / amable....]
¿Cuál es la fecha de hoy? [Answer: Hoy es el veintidós de octubre.]
¿Qué tiempo hace? [Answer: Hace sol / mal tiempo / buen tiempo / fresco....]
¿A qué hora empieza la clase? [Answer: La clase empieza a las once y veinte.]
2. Practice our numbers. Can you numerically write the following numbers without hearing their pronunciation?
Práctica con los números:
cuarenta y seis [Answer: 46]
noventa y ocho [Answer: 98]
ciento veintiuno [Answer: 121]
ciento y cinquenta [Answer: 150]
treinta y siete [Answer: 37]
ciento once [Answer: 111]
ochenta y dos [Answer: 82]
sesenta y cinco [Answer: 65]
setenta y cuatro [Answer: 74]
cien [Answer: 100]
3. Listen to our song of the week: "Colores, colores."
4. Practice our gestures.
5. Read a bit more in Pobre Ana.
New words (2nd period only):
--manzana (apple)
--ropa (clothes)
Homework: Practice your numbers with your mini number flashcards.
Español Dos (2):
Today's Learning Objectives:
1. Do our "para empezar" ("in order to begin") warm-up:
Escribe “la canción de yo”
me caigo, conozco, digo, doy
hago, pongo, salgo, soy
tengo, traigo, vengo, veo
oigo, sigo, sé, voy, estoy
2. Briefly become introduced to "verbos reflexivos" ("reflexive verbs"). First translate the following sentences.
¿Cómo se dice…?
--Me llamo John. [I call myself John.]
--¿Cómo te llamas? [How do you call yourself?]
--Se llama George. [He calls himself George.]
--Se llaman Ana y Miguel. [They call themselves Ana and Miguel.]
--Nos llamamos “The Beatles.” [We call ourselves “The Beatles.”]
**You have already had exposure to "reflexive verbs." In addition to what's above, you've also seen se levanta, se sienta, se cae, se pone triste....
**All that is distinct with "reflexive verbs" is that we use a "reflexive pronoun" (me, te, se, nos, se) with the action to communicate "-self."
_____me llamo__________nos llamamos_______
_____te llamas____________________________
_____se llama___________se llaman__________
**Reflexive verbs exist in English, too. Here are some you were able to come up with: to sit oneself down, to stand oneself up, to wake oneself up, to look at oneself, to dress oneself, to shower oneself, to brush oneself, to talk to oneself, to see oneself, to hear oneself, to grab oneself, to wash oneself
3. Listen to our song of the week, "Colores, colores."
4. Read yesterday's class-created stories from the other class periods. Which was your favorite?
5. Quickly hear our class-created story again. Good job giving me choral responses to all my questions!
Homework: None.
martes, 21 de octubre de 2008
martes, el veintiuno de octubre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. Do our "para empezar" ("in order to begin") activity. Last Friday, during our first "Geek Out Grammar" session, we learned a new term: "conjugating."
Conjuguen (Conjugate) "dibujar" y "leer."
_____dibujo_______dibujamos______
_____dibujas____________________
_____dibuja_______dibujan________
Today's Learning Objectives:
1. Do our "para empezar" ("in order to begin") activity. Last Friday, during our first "Geek Out Grammar" session, we learned a new term: "conjugating."
Conjuguen (Conjugate) "dibujar" y "leer."
_____dibujo_______dibujamos______
_____dibujas____________________
_____dibuja_______dibujan________
_____leo_________ leemos_________
_____lees_______________________
_____lee_ ________leen_____ ______
2. Practice our spelling. We know that the vowels (a, e, i, o, u) have very regular sounds in Spanish. We also know that to write the "rolled r" sound, we use "rr" in the middle of a word, and just "r" at the beginning or end of a word.
New for today: ñ. "ñ" makes an "ny" sound.
Today's spelling words:
--ma-ri-ne-ro
--pañ-al
--chin-che-tas
--con-duc-tor
--cam-pañ-a
3. Listen to our new song of the week: "Colores, colores" by Bacilos
Good job catching the first four missing words: azul, que, hay, pelo
4. Learn some new gestures, and write our list of new gestures from the last couple days:
List of gestures we copied:
Es fácil. (It’s easy.)
la clase de matemáticas (math class)
¿A qué hora…? (At what hour/time…?)
empieza (s/he/it starts/begins)
la clase de ciencias sociales (social studies class)
come el almuerzo (s/he eats lunch)
Aquí está. (Here it is.)
Lo siento. (“I feel it.” / I’m sorry.)
A ver…. (Let’s see….)
aprende (s/he learns)
5. Read more in the first chapter of Pobre Ana.
New words: (1st period only)
manzana (apple)
necesitas (you need)
ropa (clothes)
Homework: Consider making flashcards for our new vocabulary. Remember, repetition is the KEY to language acquisition.
Español Dos (2):
Today's Learning Objectives:
1. Do our "para empezar" ("in order to begin") activity. Based on our dictation on our first test, it's apparent that some of us are making spelling in Spanish more difficult that it needs to be. We're going to practice spelling unknown words in Spanish. Based upon our vowel sounds--a, e, i, o, u--how would the following unknown words be spelled?
**Don't worry yet about knowing when and where to place accent marks in unknown words. We'll learn accent rules later in the year.
--ma-ri-ne-ro
--mur-ci-é-la-go
--chin-che-tas
--ca-cho-rros
--es-pa-gue-tis
2. Listen to our new song of the week: "Colores, colores" by Bacilos
3. Create a story together as a class, using two new important phrases: 1) iban a (they were going to), no podían (they couldn't).
(4a hora): Había dos muchachos. Se llamaban Thor y Guadalupe. Thor y Guadalupe estaban en Candylandia. Iban a visitar a la reina (queen). La reina era Megan. La reina estaba en Candylandia en el guardarropa. Thor y Guadalupe no sabían dónde encontrar a la reina (queen). Así que anduvieron a Trenton. Iban a preguntarle a Trenton, pero había un problema. No podían hablar. Así que le preguntaron a Trenton con las manos. Pero Trenton no entendía. Así que Thor y Guadalupe fueron a hablar con Catalina. Thor y Guadalupe le preguntaron a Catalina dónde estaba la reina (queen). Catalina entendía, pero Catalina era reina mala, así que les dijo que la reina (queen) estaba afuera (outside). Así que Thor y Guadalupe anduvieron a Antártida. ¡Hacía frío! No vieron a la reina. Así que decidieron regresar a Candylandia y hablar con Luis. Luis no podía entender las manos de Thor y Guadalupe, así que le hablaron con los pies. Luis entendía, pero era malo, así que no les dijo nada. Thor y Guadalupe estaban muy tristes. Querían llorar. Pero no podían llorar en público. Así que decidieron ir al guardarropa para llorar. Anduvieron al guardarropa. Abrieron la puerta y vieron a la reina, Megan. ¡Qué sorpresa! El fin.
(5a hora): Había dos reinas (queens). Se llamaban Reina Victoria y Reina María. Las reinas estaban en Starbuck’s y estaban muy enfermas. ¡Iban a vomitar! No querían vomitar, pero iban a vomitar. Pero había un problema. No podían encontrar el baño. Así que se sentaron en el suelo. Iban a vomitar en el suelo. Pero el suelo olía fatal (it smelled awful). No podían vomitar en el suelo porque olía fatal (it smelled awful). Así que se levantaron y anduvieron a la ventana. Abrieron la ventana. No olía fatal. (It didn’t smell awful!) Iban a vomitar. Por fin podían vomitar. Y vomitaron. El fin.
(6a hora): Había dos muchachos que se llamaban Estefan y PeeWee. Estaban en un carro. Iban a la casa de Michael Jackson. No podían bailar. Querían bailar. Iban a la casa de Michael Jackson porque MJ sabía bailar. Sabía bailar muy bien. Estefan estaba manejando el coche. Estaba manejando rápido, ¡como loco! Iban a la casa de MJ, pero había un problema. Estefan y PeeWee no podían ver. Estefan estaba manejando un coche, ¡y no podía ver! ¡Qué loco! Esteban estaba manejando rápido y chocó con (he crashed into) la casa de MJ. Chocó con (He crashed into) MJ. MJ lloró mucho. No podía enseñarles a bailar a Estefan ni PeeWee. Estefan y PeeWee se pusieron muy enojados. El fin.
4. Begin to read a new story: "El cuento de Ralph, el desordenado"
Homework: Remember, repetition is the KEY to acquisition, so anything that gives your brain repetition of our stories/vocabulary is a great idea.
lunes, 20 de octubre de 2008
lunes, el veinte de octubre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. Read during SSR for eight minutes.
2. Discuss what we did over the weekend, using our yellow "¿Qué hiciste durante el fin de semana?" page.
3. Learn one way for how to say the time in Spanish.
¿Qué hora es? (What time is it?)
--Es la una y ____. (It’s one ____.)
--Son las ___ y ___. (It’s ____ ____.)
4:36: Son las cuatro y treinta y seis.
5:27: Son las cinco y veintisiete.
1:14: Es la una y catorce.
11:13: Son las once y trece.
4. Practice last week's numbers and learn some new numbers.
New numbers:
3º / 3ª [tercer(o/a)]
4º / 4ª [cuarto/a]
6º / 6ª [sexto/a]
8º / 8ª [octavo/a]
9º / 9ª [noveno/a]
5. Learn some new gestures.
New gestures:
Es fácil. (It’s easy.)
la clase de matemáticas (math class)
¿A qué hora…? (At what hour/time…?)
empieza (s/he/it starts/begins)
la clase de ciencias sociales (social studies class)
Homework: None, although repetition is the KEY to language acquisition, so finding ways to give yourself repetition of our material is always a good idea.
Español Dos (2):
Today's Learning Objectives:
1. Read during SSR for ten minutes.
2. Discuss what we did over the weekend.
3. Practice some grammar questions from last week's test.
4. Receive last week's test.
5. Complete an analysis of the test scores. Which parts of the test were strengths? Which parts of the test were weaknesses? Did you budget your time well? When is the next test? Etc.
Homework: None.
Today's Learning Objectives:
1. Read during SSR for eight minutes.
2. Discuss what we did over the weekend, using our yellow "¿Qué hiciste durante el fin de semana?" page.
3. Learn one way for how to say the time in Spanish.
¿Qué hora es? (What time is it?)
--Es la una y ____. (It’s one ____.)
--Son las ___ y ___. (It’s ____ ____.)
4:36: Son las cuatro y treinta y seis.
5:27: Son las cinco y veintisiete.
1:14: Es la una y catorce.
11:13: Son las once y trece.
4. Practice last week's numbers and learn some new numbers.
New numbers:
3º / 3ª [tercer(o/a)]
4º / 4ª [cuarto/a]
6º / 6ª [sexto/a]
8º / 8ª [octavo/a]
9º / 9ª [noveno/a]
5. Learn some new gestures.
New gestures:
Es fácil. (It’s easy.)
la clase de matemáticas (math class)
¿A qué hora…? (At what hour/time…?)
empieza (s/he/it starts/begins)
la clase de ciencias sociales (social studies class)
Homework: None, although repetition is the KEY to language acquisition, so finding ways to give yourself repetition of our material is always a good idea.
Español Dos (2):
Today's Learning Objectives:
1. Read during SSR for ten minutes.
2. Discuss what we did over the weekend.
3. Practice some grammar questions from last week's test.
4. Receive last week's test.
5. Complete an analysis of the test scores. Which parts of the test were strengths? Which parts of the test were weaknesses? Did you budget your time well? When is the next test? Etc.
Homework: None.
viernes, 17 de octubre de 2008
viernes, el diecisiete de octubre del dos mil ocho
Español Uno (1):
Submitted: Signed copy of "Alberto y la mantequilla."
Today's Learning Objectives:
1. Complete our first installment of "Geek Out Grammar." Our "Geek Out Grammar" segments will be short explanations where we learn grammar terminology that is often used when learning languages.
Review:
¿Cuál es el infinitivo? [Answer: Option B, hablar]
--A. habla
--B. hablar
--C. hablo
New:
¿Cómo se dice I walk, you walk, s/he walks, we walk, they walk?
[Answer: ando, andas, anda, andamos, andan]
**That was easy review. What's new is how we often organize those verbs. The chart below is the way we organize verbs for Spanish. It will always follow the same pattern. When we write out all the forms of a verb, we are "conjugating."
____ando___________andamos
____andas_________________
____anda___________andan__
Can you "conjugate" hablar?
____hablo___________hablamos
____hablas_________________
____habla___________hablan__
2. Students illustrate what their weekend plans are as we answer the following question:
¿Qué vas a hacer? (What are you going to do?)
Voy a ir al partido de Issaquah/Skyline. (I'm going to go to the Issaquah/Skyline game.)
Voy a leer The Alchemist. (I'm going to read The Alchemist.)
3. Listen and sing our song of the week: "Vida más simple"
4. Practice our new numbers from yesterday and learn some new "ordinal numbers" (numbers that show the order...first, second....).
New "ordinal" numbers:
1º / 1ª primer(o/a)
2º / 2ª segundo/a
5º / 5ª quinto/a
7º / 7ª séptimo/a
10º / 10ª décimo/a
**The º & ª, such as in 1º / 1ª, just conveys "st" as with 1st, or "nd" as in 2nd, or "rd" as in 3rd, or "th" as in 4th. (In this way Spanish is a lot simpler!)
5. Read the first page of Pobre Ana.
New words:
chica (muchacha)
alta (tall--she)
pelo largo (long hair)
ojos azules (blue eyes)
pelo castaño (“brunette” hair)
vive (s/he lives)
--remaining words for 1st hour only
grande (big)
pequeña (small)
asiste a (s/he attends)
año nueve (9th grade)
trabaja (s/he works)
es cocinero (he is a cook)
Homework: We will continue to practice our new numbers in class on Monday, but you should also probably dedicate some time to quizzing yourself on them at home.
Español Dos (2):
Today's Learning Objectives:
1. Quiz on yesterday's reading. How well did you work on reading the first four pages of chapter one of Mi propio auto?
2. Finish remaining speaking tests.
3. Continue reading more of Mi propio auto.
4. (5th & 6th hours): Review the front side of the "new words from Mi propio auto" worksheet. How close were your guesses? Remember, it's not realistic to look up every unknown word in Spanish. It's important that we continue to develop our abilities to take logical guesses and move on with the reading.
Homework: None.
Submitted: Signed copy of "Alberto y la mantequilla."
Today's Learning Objectives:
1. Complete our first installment of "Geek Out Grammar." Our "Geek Out Grammar" segments will be short explanations where we learn grammar terminology that is often used when learning languages.
Review:
¿Cuál es el infinitivo? [Answer: Option B, hablar]
--A. habla
--B. hablar
--C. hablo
New:
¿Cómo se dice I walk, you walk, s/he walks, we walk, they walk?
[Answer: ando, andas, anda, andamos, andan]
**That was easy review. What's new is how we often organize those verbs. The chart below is the way we organize verbs for Spanish. It will always follow the same pattern. When we write out all the forms of a verb, we are "conjugating."
____ando___________andamos
____andas_________________
____anda___________andan__
Can you "conjugate" hablar?
____hablo___________hablamos
____hablas_________________
____habla___________hablan__
2. Students illustrate what their weekend plans are as we answer the following question:
¿Qué vas a hacer? (What are you going to do?)
Voy a ir al partido de Issaquah/Skyline. (I'm going to go to the Issaquah/Skyline game.)
Voy a leer The Alchemist. (I'm going to read The Alchemist.)
3. Listen and sing our song of the week: "Vida más simple"
4. Practice our new numbers from yesterday and learn some new "ordinal numbers" (numbers that show the order...first, second....).
New "ordinal" numbers:
1º / 1ª primer(o/a)
2º / 2ª segundo/a
5º / 5ª quinto/a
7º / 7ª séptimo/a
10º / 10ª décimo/a
**The º & ª, such as in 1º / 1ª, just conveys "st" as with 1st, or "nd" as in 2nd, or "rd" as in 3rd, or "th" as in 4th. (In this way Spanish is a lot simpler!)
5. Read the first page of Pobre Ana.
New words:
chica (muchacha)
alta (tall--she)
pelo largo (long hair)
ojos azules (blue eyes)
pelo castaño (“brunette” hair)
vive (s/he lives)
--remaining words for 1st hour only
grande (big)
pequeña (small)
asiste a (s/he attends)
año nueve (9th grade)
trabaja (s/he works)
es cocinero (he is a cook)
Homework: We will continue to practice our new numbers in class on Monday, but you should also probably dedicate some time to quizzing yourself on them at home.
Español Dos (2):
Today's Learning Objectives:
1. Quiz on yesterday's reading. How well did you work on reading the first four pages of chapter one of Mi propio auto?
2. Finish remaining speaking tests.
3. Continue reading more of Mi propio auto.
4. (5th & 6th hours): Review the front side of the "new words from Mi propio auto" worksheet. How close were your guesses? Remember, it's not realistic to look up every unknown word in Spanish. It's important that we continue to develop our abilities to take logical guesses and move on with the reading.
Homework: None.
jueves, 16 de octubre de 2008
jueves, el dieciséis de octubre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. Practice our spelling in Spanish. In addition to using the vowel sounds--a, e, i, o, u--keep in mind that the "rolled R" sound is written as "rr" in the middle of a word. If you hear a "rolled R" at the beginning or end of a word, it is written with just "r."
--1. cre-pús-cu-lo
--2. chi-co
--3. bu-rro
--4. a-rro-yo
--5. (1st period): re-na-cua-jos, (2nd period): re-mo
2. Receive Wednesday and Thursday's exams. Complete two copies of the "Score Analysis and Reflection." One copy is for you to keep, the other goes in your writing folder for me to read.
What does the Score Analysis tell you? Which are your areas of strength and weakness? Did you budget your time well during the test? How could you better prepare yourself for our next test? When is our next test?
3. Listen to our song of the week: "Vida más simple"
4. Cut out some new numbers and practice putting them in unpredictable sequences:
New numbers:
40—cuarenta
50—cinquenta
60—sesenta
70—setenta
80—ochenta
90—noventa
100—cien
101+—-ciento
**Sesenta (60) and setenta (70) sound very similar. One easy way to keep these clear is that 60 comes before 70, just as the s in sesenta comes before the t in setenta.
Homework: If you did not finish your Score Analysis and Reflection for our first test, please do so and place one copy in your writing folder tomorrow.
Español Dos (2):
Today's Learning Objectives:
1. While Profe Nick conducts individual speaking tests, students are responsible for the following:
--Alone or with a partner, please read as much as you can in the first chapter of Mi propio auto. On the sheet provided, show your guesses for the meaning of new words.--When your partner is completing his/her speaking test, please fill out the remaining forms of the listed verbs on our blue "present tense" verb packet.
**Since not all of the speaking tests were completed today, they will continue in class tomorrow.
Homework: None.
miércoles, 15 de octubre de 2008
miércoles, el quince de octubre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. Answer our essential questions: ¿Cómo estás? ¿Cómo eres? ¿Qué día es hoy? ¿Qué día fue ayer? ¿Qué día es mañana? ¿Qué tiempo hace? ¿Cuál es la fecha de hoy?
2. Practice spelling in Spanish. Using the five vowels in Spanish--a, e, i, o, u--can you sound out five unknown word? (Nice job! You're right that spelling in Spanish is EASY!)
3. Complete the listening section of the first test.
4. Listen to our new song of the week: "Vida más simple." Whoever decided that it sounds like Jack Johnson was right!
**Quick discussion about Cuba. Nil Lara, the singer, is originally from Cuba. Where in the US would you find many individuals originally from Cuba? [Answer: Florida]
Homework: Always feel free to reread our stories, create/use flashcards, or do anything that provides you valuable REPETITION.
Español Dos (2):
Today's Learning Objectives:
1. Complete the listening part of the first test.
2. Listen to our song of the week: "Vida más simple." Whoever decided that it sounds like Jack Johnson was right!
**Quick discussion about Cuba. Nil Lara, the singer, is originally from Cuba. Where in the US would you find many individuals originally from Cuba? [Answer: Florida]
3. Receive the grading rubric for tomorrow's speaking test. As a class practice creating a spontaneous story, in the past, for a picture sequence.
Homework: Think through how you could create a story, in the past, for the 2nd picture sequence. Neither of these picture sequences will be the ones for tomorrow, but they are good practice.
Today's Learning Objectives:
1. Answer our essential questions: ¿Cómo estás? ¿Cómo eres? ¿Qué día es hoy? ¿Qué día fue ayer? ¿Qué día es mañana? ¿Qué tiempo hace? ¿Cuál es la fecha de hoy?
2. Practice spelling in Spanish. Using the five vowels in Spanish--a, e, i, o, u--can you sound out five unknown word? (Nice job! You're right that spelling in Spanish is EASY!)
3. Complete the listening section of the first test.
4. Listen to our new song of the week: "Vida más simple." Whoever decided that it sounds like Jack Johnson was right!
**Quick discussion about Cuba. Nil Lara, the singer, is originally from Cuba. Where in the US would you find many individuals originally from Cuba? [Answer: Florida]
Homework: Always feel free to reread our stories, create/use flashcards, or do anything that provides you valuable REPETITION.
Español Dos (2):
Today's Learning Objectives:
1. Complete the listening part of the first test.
2. Listen to our song of the week: "Vida más simple." Whoever decided that it sounds like Jack Johnson was right!
**Quick discussion about Cuba. Nil Lara, the singer, is originally from Cuba. Where in the US would you find many individuals originally from Cuba? [Answer: Florida]
3. Receive the grading rubric for tomorrow's speaking test. As a class practice creating a spontaneous story, in the past, for a picture sequence.
Homework: Think through how you could create a story, in the past, for the 2nd picture sequence. Neither of these picture sequences will be the ones for tomorrow, but they are good practice.
martes, 14 de octubre de 2008
martes, el catorce de octubre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. Take our first cumulative test over chapters 0-1. Our listening section of the test will be completed in class tomorrow.
Remember, your test score will be entered by skill: a reading score, a listening score, a writing score, etc.
Tests will be returned within a week--hopefully sooner!
Español Dos (2):
Today's Learning Objectives:
1. Take our first cumulative test over chapters 0-1. Our listening section of the test will be completed in class tomorrow.
Remember, your test score will be entered by skill: a reading score, a listening score, a writing score, etc.
Tests will be returned within a week--hopefully sooner!
Today's Learning Objectives:
1. Take our first cumulative test over chapters 0-1. Our listening section of the test will be completed in class tomorrow.
Remember, your test score will be entered by skill: a reading score, a listening score, a writing score, etc.
Tests will be returned within a week--hopefully sooner!
Español Dos (2):
Today's Learning Objectives:
1. Take our first cumulative test over chapters 0-1. Our listening section of the test will be completed in class tomorrow.
Remember, your test score will be entered by skill: a reading score, a listening score, a writing score, etc.
Tests will be returned within a week--hopefully sooner!
lunes, 13 de octubre de 2008
lunes, el trece de octubre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. Read for seven minutes during SSR.
2. Discuss what we did over the weekend using the "¿Qué hiciste durante el fin de semana?" handout.
3. Finish reading the story "Alberto y la mantequilla." Get it signed, by reading to an adult, for FRIDAY...not tomorrow.
4. Discuss what to expect on tomorrow's test. As Spanish 1 students, your first test is a bit special. I won't be assessing speaking on your first test. Nor will I be assessing much writing. You are largely still in the "listening phase" of language learning, so most of the test will be showing me that you can understand what you hear and read.
Quick discussion about the grading of tomorrow's test. Your test will not be entered as one big score. Instead, each skill assessed will be entered into the gradebook separately. For tomorrow's test there will be a culture score, a reading score, a listening score, a vocabulary score, a grammar score, and a small writing score.
5. Quick example of what a grammar section could look like on tomorrow's test:
Tell me what the following actions mean, as well as who is doing them:
--escriben [Answer: they write]
--ando [Answer: I walk]
--dibujamos [Answer: we draw]
--bailas [Answer: you dance]
--agarra [Answer: s/he grabs]
--cocinar [Answer: to cook]
6. (1st period only, due to time): Review of 1-5 in the workbook.
Homework: Study for tomorrow's test!!! For FRIDAY, read the story of "Alberto y la mantequilla" to an adult.
Español Uno (1):
Today's Learning Objectives:
1. Read for nine minutes during SSR.
2. Discuss what we did over the weekend using the "¿Qué hiciste durante el fin de semana?" handout.
3. Practice our gestures and our "irregular yo" song.
4. Listen and answer questions to a retelling of the story "Alberto y la mantequilla."
5. Do a ten minute written retell either of the story of Alberto or an original story written in the past.
6. Few remaining minutes for last-minute questions.
Homework: Study for tomorrow's test!
Today's Learning Objectives:
1. Read for seven minutes during SSR.
2. Discuss what we did over the weekend using the "¿Qué hiciste durante el fin de semana?" handout.
3. Finish reading the story "Alberto y la mantequilla." Get it signed, by reading to an adult, for FRIDAY...not tomorrow.
4. Discuss what to expect on tomorrow's test. As Spanish 1 students, your first test is a bit special. I won't be assessing speaking on your first test. Nor will I be assessing much writing. You are largely still in the "listening phase" of language learning, so most of the test will be showing me that you can understand what you hear and read.
Quick discussion about the grading of tomorrow's test. Your test will not be entered as one big score. Instead, each skill assessed will be entered into the gradebook separately. For tomorrow's test there will be a culture score, a reading score, a listening score, a vocabulary score, a grammar score, and a small writing score.
5. Quick example of what a grammar section could look like on tomorrow's test:
Tell me what the following actions mean, as well as who is doing them:
--escriben [Answer: they write]
--ando [Answer: I walk]
--dibujamos [Answer: we draw]
--bailas [Answer: you dance]
--agarra [Answer: s/he grabs]
--cocinar [Answer: to cook]
6. (1st period only, due to time): Review of 1-5 in the workbook.
Homework: Study for tomorrow's test!!! For FRIDAY, read the story of "Alberto y la mantequilla" to an adult.
Español Uno (1):
Today's Learning Objectives:
1. Read for nine minutes during SSR.
2. Discuss what we did over the weekend using the "¿Qué hiciste durante el fin de semana?" handout.
3. Practice our gestures and our "irregular yo" song.
4. Listen and answer questions to a retelling of the story "Alberto y la mantequilla."
5. Do a ten minute written retell either of the story of Alberto or an original story written in the past.
6. Few remaining minutes for last-minute questions.
Homework: Study for tomorrow's test!
viernes, 10 de octubre de 2008
viernes, el diez de octubre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. Do our "para empezar" ("in order to begin") warm-up:
¿Cómo se dice?
He swims [Answer: nada]
I swim [Answer: nado]
To swim [Answer: nadar]
She reads [Answer: lee]
We read [Answer: leemos]
He practices [Answer: practica]
They practice [Answer: practican]
You look [Answer: miras]
I grab [Answer: agarro]
They cook [Answer: cocinan]
I understand [Answer: entiendo]
We go [Answer: vamos]
**I went [Answer: fui]
2. Review yesterday's homework: workbook pages 1-1 & 1-4.
3. Listen and sing our song of the week.
4. Read the first half of a new story: "Alberto y la mantequilla (butter)"
New words:
la mantequilla (the butter)
come (s/he eats)
leche (milk)
sólo (only)
si (if)
tiene que andar (s/he has to walk)
para (for)
¡Qué lástima! (What a shame!)
necesita (s/he needs)
5. Generate a list of how to prepare for Tuesday's first test:
In no particular order:
--flashcards (for unknown words only!)
--review "pink packet"
--review vocabulary quiz
--reread stories (good idea!)
--look at (listen to) songs
--look at crossword
--look at "What did you do during the weekend...?" handout
--look at "¿Cómo estás? / ¿Cómo eres?" handout
--look at weather/day/date handout
--practice with number flashcards
--practice your gestures
--sing our "No lo sé" song
--complete any workbook pages not officially assigned for chapter 1
--look at activities in Paso a paso book for chapters 0 & 1
--look at our most recent warm-up with 45 T/F statements
--find a study buddy
--look at the blog!
--practice with friends/family who speak Spanish
Homework: (2nd period): Finish 1-5 for Monday, additionally translating the even's into English on the same page. Study for Tuesday's test!
Español Dos (2):
Today's Learning Objectives:
1. Illustrate frames of yesterday's "Algunos amigos nuevos" story as teachers dictates.
2. Practice retelling the story with your partner.
3. Hear as volunteers share the story with the class.
4. Talk about the format of Tuesday's upcoming test.
5. Practice our gestures and sing the "irregular yo" song.
6. Review yesterday's homework: workbook pages 1-6 & 1-9.
7. Sing our song of the week.
8. (5th & 6th hours): Practice regular present/preterite verb endings:
espero
esperas
espera
esperamos
esperan
esperé
esperaste
esperó
esperamos
esperaron
conozco* (irregular)
conoces
conoce
conocemos
conocen
conocí
conociste
conoció
conocimos
conocieron
Homework: Study for Tuesday's test!
Today's Learning Objectives:
1. Do our "para empezar" ("in order to begin") warm-up:
¿Cómo se dice?
He swims [Answer: nada]
I swim [Answer: nado]
To swim [Answer: nadar]
She reads [Answer: lee]
We read [Answer: leemos]
He practices [Answer: practica]
They practice [Answer: practican]
You look [Answer: miras]
I grab [Answer: agarro]
They cook [Answer: cocinan]
I understand [Answer: entiendo]
We go [Answer: vamos]
**I went [Answer: fui]
2. Review yesterday's homework: workbook pages 1-1 & 1-4.
3. Listen and sing our song of the week.
4. Read the first half of a new story: "Alberto y la mantequilla (butter)"
New words:
la mantequilla (the butter)
come (s/he eats)
leche (milk)
sólo (only)
si (if)
tiene que andar (s/he has to walk)
para (for)
¡Qué lástima! (What a shame!)
necesita (s/he needs)
5. Generate a list of how to prepare for Tuesday's first test:
In no particular order:
--flashcards (for unknown words only!)
--review "pink packet"
--review vocabulary quiz
--reread stories (good idea!)
--look at (listen to) songs
--look at crossword
--look at "What did you do during the weekend...?" handout
--look at "¿Cómo estás? / ¿Cómo eres?" handout
--look at weather/day/date handout
--practice with number flashcards
--practice your gestures
--sing our "No lo sé" song
--complete any workbook pages not officially assigned for chapter 1
--look at activities in Paso a paso book for chapters 0 & 1
--look at our most recent warm-up with 45 T/F statements
--find a study buddy
--look at the blog!
--practice with friends/family who speak Spanish
Homework: (2nd period): Finish 1-5 for Monday, additionally translating the even's into English on the same page. Study for Tuesday's test!
Español Dos (2):
Today's Learning Objectives:
1. Illustrate frames of yesterday's "Algunos amigos nuevos" story as teachers dictates.
2. Practice retelling the story with your partner.
3. Hear as volunteers share the story with the class.
4. Talk about the format of Tuesday's upcoming test.
5. Practice our gestures and sing the "irregular yo" song.
6. Review yesterday's homework: workbook pages 1-6 & 1-9.
7. Sing our song of the week.
8. (5th & 6th hours): Practice regular present/preterite verb endings:
espero
esperas
espera
esperamos
esperan
esperé
esperaste
esperó
esperamos
esperaron
conozco* (irregular)
conoces
conoce
conocemos
conocen
conocí
conociste
conoció
conocimos
conocieron
Homework: Study for Tuesday's test!
jueves, 9 de octubre de 2008
jueves, el nueve de octubre de dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. Do our "para empezar" ("in order to begin") warm-up.
¿Qué hay en la sala de clases (the classroom)?
1. Hay….
2. Hay….
3. Hay….
4. Hay….
5. Hay….
[Answers vary. Examples: "Hay un montón de libros. Hay treinta y tres pupitres. Hay un teléfono. Hay mochilas. Hay una mochila roja. Hay un proyector. Hay un mapa del mundo. Hay estudiantes. Hay carpetas. Hay tarea."]
2. Hear students' answers to questions 36-47 from the previous days' warm-up.
3. Listen to our song of the week. Good job catching the remaining words: y, son, yo, yo. Good job searching for Spanish words with our command “¡Busquen!” (Look for!).
4. Finish "Kindergarten Day" and the story of "“Froggy va al médico"
...continued from yesterday. See yesterday's post for the first part of the story.
Mientras (While) Froggy espera está muy nervioso. A Froggy le gusta leer. A Froggy le gusta practicar deportes. No le gusta visitar al doctor.
Una rana (frog) linda se sienta cerca de (close to) Froggy. Se llama Betty.
Betty mira a Froggy. Froggy mira a Betty.
Betty es guapa. Es bonita. Froggy es un poco tímido. Froggy está un poco nervioso.
¡Oh no! Froggy está muy nervioso y se cae (he falls). ¡Cataplum! (Crash!)
Mamá le grita: “Froggy, ¿qué pasó? ¿Estás bien?”
Pero Froggy está bien. Está contento. Juega con su compañera.
El doctor entra. No es guapo. ¡Es feo! ¡Muy feo! Al doctor le gusta gritar. Grita mucho. “¡Froggy!” le grita.
Froggy entra la sala (room) del doctor. Está con su mamá. Está nervioso.
Froggy necesita quitarse (to remove) la ropa (clothes). Se quita (He removes) los zapatos (shoes). Se quita (He removes) los calcetines (socks). Se quita (He removes) la camisa (shirt). ¡No se quita (removes) los pantalones!
“¡Oh no, mami!” grita Froggy. “Se me olvidó la ropa (clothing) interior!”
Pero mamá es creativa. Mamá agarra papel. Mamá agarra tijeras (scissors). Mamá recorta (cuts out) ropa (clothing) interior. ¡Qué creativa!
El doctor le examina los ojos. Le examina el corazón. Le examina las manos. Le examina los pies.
El doctor le examina los labios. El doctor le dice “Di ahhhhhhhhhh.”
Froggy abre (opens) la boca (mouth). Froggy le dice “Ahhhhhhhhh.” ¡Oh no! ¡A Froggy se le olvidó cepillarse los dientes (to brush his teeth)!
El doctor grita “¡Qué horrible!” Froggy está enojado. Froggy agarra el estetoscopio (stethoscope) del doctor. ¡Qué malo!
El doctor se cae (falls down). ¡Cataplum! (Crash!)
Froggy grita: “¡Oh no!” Froggy está nervioso.
El médico no está contento. Agarra una inyección. ¡Enorme!
Froggy grita “¡Oh no!” Froggy llora. Finalmente el doctor le dice: “¡Broma! (Joke!)”
Rápido Froggy se pone (puts on) la ropa (clothes). Se pone (He puts on) los zapatos (shoes), los calcetines (socks) y los pantalones.
También se pone (he puts on) la camisa (shirt).
Froggy se va rápido. ¡Está contento! Corre rápido.
“¡Qué tengas buen día! (Have a good day!)” le grita el doctor a Froggy.
¡El fin!
5. Quick listening quiz on “Froggy va al médico"
6. Few minutes to start homework.
Homework: (1st period): 1-1, 1-4 and 1-5 in the workbook
(2nd period): 1-1, 1-4 in the workbook
In addition to all the Spanish, translate all the evens into English. When translating to English, translate ALL parts of the question/statement.
Español Dos (2):
Today's Learning Objectives:
1. Finish reviewing answers to 1-2.
2. Listen to our song of the week.
3. Practice our gestures and our "irregular yo song."
4. Read a new story: "Algunos (Some) amigos nuevos."
New words/phrases:
No quería ningunos zapatos (He didn’t want any shoes)
ni ningún dinero (nor any money)
ni quería a ningunas novias (nor did he want any girlfriends)
no quería que Nick Jonas fuera (he didn’t want that Nick Jonas be)
eso no le importaba nada (that didn’t matter to him at all)
sería (it would be)
tantos músculos (so many muscles)
contestó (he answered)
No le contestó (He didn’t answer him)
todavía no le dijo nada (he still didn’t say anything to him)
¿Eres tú? (Is it you?)
Soy yo (It’s me)
yo quería que fueras (I wanted that you be)
quieres que yo sea (you want that I be)
quiero que seas (I want that you be)
Pues, vale (Well, OK)
¿Qué tal si levantamos pesas…? (How about if we lift weights…?)
5. Start on the homework: 1-6, 1-9 with evens additionally translated to English.
Homework: 1-6, 1-9 with evens additionally translated to English.
Today's Learning Objectives:
1. Do our "para empezar" ("in order to begin") warm-up.
¿Qué hay en la sala de clases (the classroom)?
1. Hay….
2. Hay….
3. Hay….
4. Hay….
5. Hay….
[Answers vary. Examples: "Hay un montón de libros. Hay treinta y tres pupitres. Hay un teléfono. Hay mochilas. Hay una mochila roja. Hay un proyector. Hay un mapa del mundo. Hay estudiantes. Hay carpetas. Hay tarea."]
2. Hear students' answers to questions 36-47 from the previous days' warm-up.
3. Listen to our song of the week. Good job catching the remaining words: y, son, yo, yo. Good job searching for Spanish words with our command “¡Busquen!” (Look for!).
4. Finish "Kindergarten Day" and the story of "“Froggy va al médico"
...continued from yesterday. See yesterday's post for the first part of the story.
Mientras (While) Froggy espera está muy nervioso. A Froggy le gusta leer. A Froggy le gusta practicar deportes. No le gusta visitar al doctor.
Una rana (frog) linda se sienta cerca de (close to) Froggy. Se llama Betty.
Betty mira a Froggy. Froggy mira a Betty.
Betty es guapa. Es bonita. Froggy es un poco tímido. Froggy está un poco nervioso.
¡Oh no! Froggy está muy nervioso y se cae (he falls). ¡Cataplum! (Crash!)
Mamá le grita: “Froggy, ¿qué pasó? ¿Estás bien?”
Pero Froggy está bien. Está contento. Juega con su compañera.
El doctor entra. No es guapo. ¡Es feo! ¡Muy feo! Al doctor le gusta gritar. Grita mucho. “¡Froggy!” le grita.
Froggy entra la sala (room) del doctor. Está con su mamá. Está nervioso.
Froggy necesita quitarse (to remove) la ropa (clothes). Se quita (He removes) los zapatos (shoes). Se quita (He removes) los calcetines (socks). Se quita (He removes) la camisa (shirt). ¡No se quita (removes) los pantalones!
“¡Oh no, mami!” grita Froggy. “Se me olvidó la ropa (clothing) interior!”
Pero mamá es creativa. Mamá agarra papel. Mamá agarra tijeras (scissors). Mamá recorta (cuts out) ropa (clothing) interior. ¡Qué creativa!
El doctor le examina los ojos. Le examina el corazón. Le examina las manos. Le examina los pies.
El doctor le examina los labios. El doctor le dice “Di ahhhhhhhhhh.”
Froggy abre (opens) la boca (mouth). Froggy le dice “Ahhhhhhhhh.” ¡Oh no! ¡A Froggy se le olvidó cepillarse los dientes (to brush his teeth)!
El doctor grita “¡Qué horrible!” Froggy está enojado. Froggy agarra el estetoscopio (stethoscope) del doctor. ¡Qué malo!
El doctor se cae (falls down). ¡Cataplum! (Crash!)
Froggy grita: “¡Oh no!” Froggy está nervioso.
El médico no está contento. Agarra una inyección. ¡Enorme!
Froggy grita “¡Oh no!” Froggy llora. Finalmente el doctor le dice: “¡Broma! (Joke!)”
Rápido Froggy se pone (puts on) la ropa (clothes). Se pone (He puts on) los zapatos (shoes), los calcetines (socks) y los pantalones.
También se pone (he puts on) la camisa (shirt).
Froggy se va rápido. ¡Está contento! Corre rápido.
“¡Qué tengas buen día! (Have a good day!)” le grita el doctor a Froggy.
¡El fin!
5. Quick listening quiz on “Froggy va al médico"
6. Few minutes to start homework.
Homework: (1st period): 1-1, 1-4 and 1-5 in the workbook
(2nd period): 1-1, 1-4 in the workbook
In addition to all the Spanish, translate all the evens into English. When translating to English, translate ALL parts of the question/statement.
Español Dos (2):
Today's Learning Objectives:
1. Finish reviewing answers to 1-2.
2. Listen to our song of the week.
3. Practice our gestures and our "irregular yo song."
4. Read a new story: "Algunos (Some) amigos nuevos."
New words/phrases:
No quería ningunos zapatos (He didn’t want any shoes)
ni ningún dinero (nor any money)
ni quería a ningunas novias (nor did he want any girlfriends)
no quería que Nick Jonas fuera (he didn’t want that Nick Jonas be)
eso no le importaba nada (that didn’t matter to him at all)
sería (it would be)
tantos músculos (so many muscles)
contestó (he answered)
No le contestó (He didn’t answer him)
todavía no le dijo nada (he still didn’t say anything to him)
¿Eres tú? (Is it you?)
Soy yo (It’s me)
yo quería que fueras (I wanted that you be)
quieres que yo sea (you want that I be)
quiero que seas (I want that you be)
Pues, vale (Well, OK)
¿Qué tal si levantamos pesas…? (How about if we lift weights…?)
5. Start on the homework: 1-6, 1-9 with evens additionally translated to English.
Homework: 1-6, 1-9 with evens additionally translated to English.
miércoles, 8 de octubre de 2008
miércoles, el ocho de octubre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. Do our "para empezar" (in order to begin) warm-up. Answer questions 26+ on yesterday's true/false paper. Discussion of answers to questions 26-35.
2. Listen to our song of the week: "Dímelo." Good job catching the next four words: para, yo, gusta, poco. Practice the vowel sounds. Good work saying those vowels in unpredictable sequences.
3. Begin our first "Kindergarten Day." Students listen to and answer questions about our story: "Froggy va al médico." We will finish the story in class tomorrow. Below is what we read today:
“Froggy va al médico" (Modified version of the story)
Hay una rana (frog). Se llama Froggy. Forggy está en casa. Está en su cama (bed).
Froggy mira el sol. ¡Oh no! Es el día de visitar al doctor.
“¡Froggy!” grita mamá. “¡Levántate, Froggy! ¿Dónde estás? Te tengo cereal—tu favorito.”
Froggy se levanta rápido. Anda a su mamá.
Su mamá está en la cocina (kitchen). Froggy está en sus pijamas. Mamá le dice “¿Estás contento visitar al médico, Froggy?”
“No quiero visitar al médico, mami. No estoy enfermo. ¡Estoy bien!” le dice Froggy.
Mamá le dice: “No estés nervioso, Froggy. El doctor es amable. Se llama Doctor Rolón. Anda rápido y ponte (put on) la ropa.”
En la oficina de Doctor Rolón Froggy y mamá esperan y esperan. Esperan veintinueve minutos y treinta y cuatro segundos.
To be continued tomorrow....
Homework: Study your "pink packet" vocabulary. Remember, our first test is next Tuesday.
Español Dos (2):
Today's Learning Objectives:
1. 4th & 6th periods: Hand in yesterday's partner quiz.
2. Do our "para empezar" (in order to begin) warm-up. Practice of our gestures. Practice of our "Irregular yo song."
3. Receive our first "blue verb packet." This blue packet organizes what we know about the present tense. Do NOT lose your blue packet...this year or next. It's meant as a resource and many students comment years later that it's really helpful to hold onto.
Blue packet discussion:
--What the present tense can communicate. (It's more than what it can communicate in English.)
--regular verb endings
--"boot"/"stem-changing" verb endings
--all the irregular yo forms from our new song.
More will be filled out on the blue packet as it becomes relevant to what we're learning.
4. (4th & 6th periods only...due to 5th period fire drill): Review of workbook pages. 4th period: 1-1 & 1-2A. 6th period: 1-1.
5. (4th & 6th periods only...due to 5th period fire drill): Listen to our song of the week: "Dímelo"
Homework: Study your "pink packet" vocabulary in preparation for next week's test on Tuesday.
Today's Learning Objectives:
1. Do our "para empezar" (in order to begin) warm-up. Answer questions 26+ on yesterday's true/false paper. Discussion of answers to questions 26-35.
2. Listen to our song of the week: "Dímelo." Good job catching the next four words: para, yo, gusta, poco. Practice the vowel sounds. Good work saying those vowels in unpredictable sequences.
3. Begin our first "Kindergarten Day." Students listen to and answer questions about our story: "Froggy va al médico." We will finish the story in class tomorrow. Below is what we read today:
“Froggy va al médico" (Modified version of the story)
Hay una rana (frog). Se llama Froggy. Forggy está en casa. Está en su cama (bed).
Froggy mira el sol. ¡Oh no! Es el día de visitar al doctor.
“¡Froggy!” grita mamá. “¡Levántate, Froggy! ¿Dónde estás? Te tengo cereal—tu favorito.”
Froggy se levanta rápido. Anda a su mamá.
Su mamá está en la cocina (kitchen). Froggy está en sus pijamas. Mamá le dice “¿Estás contento visitar al médico, Froggy?”
“No quiero visitar al médico, mami. No estoy enfermo. ¡Estoy bien!” le dice Froggy.
Mamá le dice: “No estés nervioso, Froggy. El doctor es amable. Se llama Doctor Rolón. Anda rápido y ponte (put on) la ropa.”
En la oficina de Doctor Rolón Froggy y mamá esperan y esperan. Esperan veintinueve minutos y treinta y cuatro segundos.
To be continued tomorrow....
Homework: Study your "pink packet" vocabulary. Remember, our first test is next Tuesday.
Español Dos (2):
Today's Learning Objectives:
1. 4th & 6th periods: Hand in yesterday's partner quiz.
2. Do our "para empezar" (in order to begin) warm-up. Practice of our gestures. Practice of our "Irregular yo song."
3. Receive our first "blue verb packet." This blue packet organizes what we know about the present tense. Do NOT lose your blue packet...this year or next. It's meant as a resource and many students comment years later that it's really helpful to hold onto.
Blue packet discussion:
--What the present tense can communicate. (It's more than what it can communicate in English.)
--regular verb endings
--"boot"/"stem-changing" verb endings
--all the irregular yo forms from our new song.
More will be filled out on the blue packet as it becomes relevant to what we're learning.
4. (4th & 6th periods only...due to 5th period fire drill): Review of workbook pages. 4th period: 1-1 & 1-2A. 6th period: 1-1.
5. (4th & 6th periods only...due to 5th period fire drill): Listen to our song of the week: "Dímelo"
Homework: Study your "pink packet" vocabulary in preparation for next week's test on Tuesday.
martes, 7 de octubre de 2008
martes, el siete de octubre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. Quick homework check during "para empezar" (in order to begin) warm-up. Students decide C (cierto) o F (falso) for 24 statements in Spanish.
2. Review of "para empezar" warm-up answers.
3. Listen to our new song of the week: "Dímelo" by Enrique Iglesias. Wow...nice choice, Connor. This is a popular song! Good job catching the first four missing words: yo, miras, voy, quiero.
4. Review of yesterday's homework: P-5 in the workbook.
5. Practice our gestures.
6. Finish yesterday's crossword and hold onto it for tomorrow.
Homework: If you didn't finish the crossword in class, do so tonight.
Español Dos (2):
Today's Learning Objectives:
1. Complete workbook page 1-5 for our "para empezar" (in order to begin) warm-up. Practice with the present tense form of salir: salgo, sales, sale, salimos, salen. "Salgo" is irregular and is in our "Irregular yo song."
2. Practice singing our "Irregular yo song."
3. Receive last week's first unannounced vocabulary quiz. What we noticed about the mistakes made: 1) many mistakes were made on when an action happened 2) some more serious mistakes were made on who does/did the action.
4. Since last week's vocabulary quiz has IMPORTANT information that will be expected knowledge for our first test (next Tuesday), students are to redo the quiz with a partner. Students can use any resources to answer the questions: our vocab. display on the board, students' pink packets, students' partners' knowledge, etc. Additionally, since many mistakes focused on when an action happened, students need to additionally show me that they can switch the verb tense.
5. Listen to our new song of the week: "Dímelo" by Enrique Iglesias. Wow...nice choice, Connor. This is a popular song! Good job catching the first four missing words: hablar, ya, veo, nuestra.
Homework: (4th & 6th periods): If you didn't finish the redo quiz in class, finish it at home.
Today's Learning Objectives:
1. Quick homework check during "para empezar" (in order to begin) warm-up. Students decide C (cierto) o F (falso) for 24 statements in Spanish.
2. Review of "para empezar" warm-up answers.
3. Listen to our new song of the week: "Dímelo" by Enrique Iglesias. Wow...nice choice, Connor. This is a popular song! Good job catching the first four missing words: yo, miras, voy, quiero.
4. Review of yesterday's homework: P-5 in the workbook.
5. Practice our gestures.
6. Finish yesterday's crossword and hold onto it for tomorrow.
Homework: If you didn't finish the crossword in class, do so tonight.
Español Dos (2):
Today's Learning Objectives:
1. Complete workbook page 1-5 for our "para empezar" (in order to begin) warm-up. Practice with the present tense form of salir: salgo, sales, sale, salimos, salen. "Salgo" is irregular and is in our "Irregular yo song."
2. Practice singing our "Irregular yo song."
3. Receive last week's first unannounced vocabulary quiz. What we noticed about the mistakes made: 1) many mistakes were made on when an action happened 2) some more serious mistakes were made on who does/did the action.
4. Since last week's vocabulary quiz has IMPORTANT information that will be expected knowledge for our first test (next Tuesday), students are to redo the quiz with a partner. Students can use any resources to answer the questions: our vocab. display on the board, students' pink packets, students' partners' knowledge, etc. Additionally, since many mistakes focused on when an action happened, students need to additionally show me that they can switch the verb tense.
5. Listen to our new song of the week: "Dímelo" by Enrique Iglesias. Wow...nice choice, Connor. This is a popular song! Good job catching the first four missing words: hablar, ya, veo, nuestra.
Homework: (4th & 6th periods): If you didn't finish the redo quiz in class, finish it at home.
lunes, el seis de octubre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. Read during SSR for seven minutes.
2. Discuss, in Spanish, what we did over the weekend.
3. Review workbook page P-4.
4. Practice our gestures.
Homework: Complete P-5, additionally translating ALL parts into English. Feel free to translate on the same page.
Español Dos (2):
Today's Learning Objectives:
1. Read for nine minutes during SSR.
2. Discuss, in Spanish, what we did over the weekend.
3. Fill in our new pink packet page.
4. Learn our new song: "Irregular yo song" (To the tune of "One little, two little, three little....")
me caigo (I fall)
conozco (I am acquainted with)
digo (I say)
doy (I give)
hago (I do/I make)
pongo (I put)
salgo (I leave)
soy (I am)
tengo (I have)
traigo (I bring)
vengo (I come)
veo (I see)
oigo (I hear)
sigo (I follow)
sé (I know--information/how to)
voy (I go)
estoy (I am)
4. Begin 1-1 and 1-2 in the workbook. Translate all evens on the same page.
Homework: Finish 1-1 and 1-2 (with evens translated)
Today's Learning Objectives:
1. Read during SSR for seven minutes.
2. Discuss, in Spanish, what we did over the weekend.
3. Review workbook page P-4.
4. Practice our gestures.
Homework: Complete P-5, additionally translating ALL parts into English. Feel free to translate on the same page.
Español Dos (2):
Today's Learning Objectives:
1. Read for nine minutes during SSR.
2. Discuss, in Spanish, what we did over the weekend.
3. Fill in our new pink packet page.
4. Learn our new song: "Irregular yo song" (To the tune of "One little, two little, three little....")
me caigo (I fall)
conozco (I am acquainted with)
digo (I say)
doy (I give)
hago (I do/I make)
pongo (I put)
salgo (I leave)
soy (I am)
tengo (I have)
traigo (I bring)
vengo (I come)
veo (I see)
oigo (I hear)
sigo (I follow)
sé (I know--information/how to)
voy (I go)
estoy (I am)
4. Begin 1-1 and 1-2 in the workbook. Translate all evens on the same page.
Homework: Finish 1-1 and 1-2 (with evens translated)
lunes, 6 de octubre de 2008
viernes, el tres de octubre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. Talk about the weekend plans with the following question: "¿Qué vas a hacer este fin de semana?" Students illustrate weekend plan and the teacher leads discussion around students' art.
2. Listen and sing our song of the week: “Cuando me miras así”
3. Practice our gestures and write in some new meanings on p. 3 of our first "pink packet."
4. Begin workbook page P-4 together.
Homework: Finish workbook page P-4 at home. English translations (on the page) for ALL statements.
Español Dos (2):
Today's Learning Objectives:
1. Discuss weekend plans.
2. Listen and sing our song of the week: “Cuando me miras así”
3. "Kindergarten Day" activity. Teacher reads a story while students follow along and answer questions.
“Froggy va al médico” (Modified version)
Un día Froggy estaba en su cama. Eran las siete de la mañana. Ese día Froggy iba (was going) a ver al médico.
¿El médico? Froggy se puso nervioso.
Su mamá gritó: “¡Vamos! Come el desayuno. Necesitamos salir ¡de inmediato!"
Froggy salió de su cama rápido. Anduvo a la cocina.
“Vamos a ver al Doctor Rolón” dijo mamá. “No quiero visitar al Doctor Rolón” dijo Froggy.
“Mira, mami. Estoy bien. Soy fuerte (strong). No estoy enfermo” dijo Froggy.
“No estés nervioso, Froggy” dijo mamá. “Es una visita de rutina” le dijo. Así que Froggy se puso más contento y corrió a su dormitorio para agarrar la ropa suya.
En la oficina de Doctor Rolón tuvieron que esperar media hora. Esperaron y esperaron y esperaron.
Froggy se puso muy nervioso. Se puso muy preocupado (worried). No quería visitar al Doctor Rolón.
Una rana (frog) se sentó cerca de Froggy. Froggy la miró. Ella lo miró.
Ella era muy Linda. Froggy se puso nervioso. ¡Otra vez! (Again!) ¡Pobrecito! (Poor guy!) Froggy estaba tan (so) nervioso que se cayó. ¡Cataplum! (Crash!)
“¡Frrooggyy!” gritó mamá. “¿Estás bien? ¿Te caíste?”
Froggy no le respondió. Estaba divirtiéndose (having fun) con su amiga nueva.
“¡Froggy!” gritó el doctor. “Anda, vamos, ven (come) conmigo.” El doctor no estaba contento. Estaba de mal humor (mood).
Froggy entró la sala del médico. Subió (He climbed up) a la báscula (scale). ¡Era grande! Pesaba (He weighed) cinco libras (pounds).
El médico le dijo a Froggy: “Quítate (Take off) la ropa, ¡pero no te quites la ropa interior!”
Froggy gritó: “¡Mamá! ¡Se me olvidó llevar ropa interior!”
Así que mamá agarró papel y lo recortó (cut out). Recortó (She cut out) ropa interior. ¡Qué creativa era mamá!
El médico regresó. Le examinó los ojos. Le examinó la garganta. Le examinó los oídos. Le tomó la temperatura. Después le examinó la boca. El médico le dijo: “Di ahhhhhhhh.”
Froggy le abrió la boca y le dijo: “Ahhhhhhhh.” El médico casi (almost) se cayó. ¡Qué horrible! A Froggy se le olvidó cepillarse (to brush) los dientes (his teeth).
Froggy agarró el estetoscopio del doctor. El doctor casi (almost) se cayó.
Después el médico le dijo: “Quiero examinar las rodillas (knees).” Pero Froggy estaba muy nervioso así que le dio una patada (kick) al médico.
El médico se cayó. Froggy se puso muy nervioso.
El médico no estaba contento. Decidió darle una inyección. ¡Enorme!
Froggy se puso muy preocupado. Casi (Almost) lloró. Por fin (Finally) el médico le dijo: “¡Broma! (Joke!)”
Froggy se puso (put on) la ropa rápido. Quería salir ¡de inmediato!
Salió Froggy. Salió mamá. Salieron rápido. Froggy quería salir tan rápido como posible.
“Adiós” les gritó el médico.
4. Listening quiz on events of "Froggy va al médico"
Homework: None. Although remember that repetition is the KEY to language acquisition, so it's always a great idea to go back and reread old stories.
Today's Learning Objectives:
1. Talk about the weekend plans with the following question: "¿Qué vas a hacer este fin de semana?" Students illustrate weekend plan and the teacher leads discussion around students' art.
2. Listen and sing our song of the week: “Cuando me miras así”
3. Practice our gestures and write in some new meanings on p. 3 of our first "pink packet."
4. Begin workbook page P-4 together.
Homework: Finish workbook page P-4 at home. English translations (on the page) for ALL statements.
Español Dos (2):
Today's Learning Objectives:
1. Discuss weekend plans.
2. Listen and sing our song of the week: “Cuando me miras así”
3. "Kindergarten Day" activity. Teacher reads a story while students follow along and answer questions.
“Froggy va al médico” (Modified version)
Un día Froggy estaba en su cama. Eran las siete de la mañana. Ese día Froggy iba (was going) a ver al médico.
¿El médico? Froggy se puso nervioso.
Su mamá gritó: “¡Vamos! Come el desayuno. Necesitamos salir ¡de inmediato!"
Froggy salió de su cama rápido. Anduvo a la cocina.
“Vamos a ver al Doctor Rolón” dijo mamá. “No quiero visitar al Doctor Rolón” dijo Froggy.
“Mira, mami. Estoy bien. Soy fuerte (strong). No estoy enfermo” dijo Froggy.
“No estés nervioso, Froggy” dijo mamá. “Es una visita de rutina” le dijo. Así que Froggy se puso más contento y corrió a su dormitorio para agarrar la ropa suya.
En la oficina de Doctor Rolón tuvieron que esperar media hora. Esperaron y esperaron y esperaron.
Froggy se puso muy nervioso. Se puso muy preocupado (worried). No quería visitar al Doctor Rolón.
Una rana (frog) se sentó cerca de Froggy. Froggy la miró. Ella lo miró.
Ella era muy Linda. Froggy se puso nervioso. ¡Otra vez! (Again!) ¡Pobrecito! (Poor guy!) Froggy estaba tan (so) nervioso que se cayó. ¡Cataplum! (Crash!)
“¡Frrooggyy!” gritó mamá. “¿Estás bien? ¿Te caíste?”
Froggy no le respondió. Estaba divirtiéndose (having fun) con su amiga nueva.
“¡Froggy!” gritó el doctor. “Anda, vamos, ven (come) conmigo.” El doctor no estaba contento. Estaba de mal humor (mood).
Froggy entró la sala del médico. Subió (He climbed up) a la báscula (scale). ¡Era grande! Pesaba (He weighed) cinco libras (pounds).
El médico le dijo a Froggy: “Quítate (Take off) la ropa, ¡pero no te quites la ropa interior!”
Froggy gritó: “¡Mamá! ¡Se me olvidó llevar ropa interior!”
Así que mamá agarró papel y lo recortó (cut out). Recortó (She cut out) ropa interior. ¡Qué creativa era mamá!
El médico regresó. Le examinó los ojos. Le examinó la garganta. Le examinó los oídos. Le tomó la temperatura. Después le examinó la boca. El médico le dijo: “Di ahhhhhhhh.”
Froggy le abrió la boca y le dijo: “Ahhhhhhhh.” El médico casi (almost) se cayó. ¡Qué horrible! A Froggy se le olvidó cepillarse (to brush) los dientes (his teeth).
Froggy agarró el estetoscopio del doctor. El doctor casi (almost) se cayó.
Después el médico le dijo: “Quiero examinar las rodillas (knees).” Pero Froggy estaba muy nervioso así que le dio una patada (kick) al médico.
El médico se cayó. Froggy se puso muy nervioso.
El médico no estaba contento. Decidió darle una inyección. ¡Enorme!
Froggy se puso muy preocupado. Casi (Almost) lloró. Por fin (Finally) el médico le dijo: “¡Broma! (Joke!)”
Froggy se puso (put on) la ropa rápido. Quería salir ¡de inmediato!
Salió Froggy. Salió mamá. Salieron rápido. Froggy quería salir tan rápido como posible.
“Adiós” les gritó el médico.
4. Listening quiz on events of "Froggy va al médico"
Homework: None. Although remember that repetition is the KEY to language acquisition, so it's always a great idea to go back and reread old stories.
jueves, 2 de octubre de 2008
jueves, el dos de octubre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. To our "para empezar" ("in order to begin") warm-up.
**Quick discussion of the term "infinitivo" (infinitive). The "infinitive" is the form "to___." "To walk, to sing, to dance, to laugh, etc." are all infinitives. Knowing this linguistic term will be especially useful next year and beyond in Spanish.
Escribe el infinitivo:
1. da--> ? [Answer: dar (to give)]
2. grita--> ? [Answer: gritar (to shout)]
3. entra--> ? [Answer: entrar (to enter)]
4. llora--> ? [Answer: llorar (to cry)]
5. sabe--> ? [Answer: saber (to know information/how to)]
6. saca--> ? [Answer: sacar (to take out)]
7. nada--> ? [Answer: nadar (to swim)]
2. Listen to our song of the week: "Cuando me miras así"
**Good job catching the remaining missing words.
3. Finish reading the story of Jimmy.
4. Continue filling out our first "pink packet."
Homework: None.
Español Dos (2):
Today's Learning Objectives:
1. Practice yesterday's new gestures (and our old gestures, as well).
2. Listen to our song of the week: "Cuando me miras así"
3. In groups of two, read the story "Alberto y la mantequilla." Nice job utilizing the footnotes to clarify the meaning of new words. Additionally, good job using the context to taking educated guesses on the underlined words.
4. Unannounced vocabulary quiz. Discussion of grading of unannounced quizzes.
Homework: None.
Today's Learning Objectives:
1. To our "para empezar" ("in order to begin") warm-up.
**Quick discussion of the term "infinitivo" (infinitive). The "infinitive" is the form "to___." "To walk, to sing, to dance, to laugh, etc." are all infinitives. Knowing this linguistic term will be especially useful next year and beyond in Spanish.
Escribe el infinitivo:
1. da--> ? [Answer: dar (to give)]
2. grita--> ? [Answer: gritar (to shout)]
3. entra--> ? [Answer: entrar (to enter)]
4. llora--> ? [Answer: llorar (to cry)]
5. sabe--> ? [Answer: saber (to know information/how to)]
6. saca--> ? [Answer: sacar (to take out)]
7. nada--> ? [Answer: nadar (to swim)]
2. Listen to our song of the week: "Cuando me miras así"
**Good job catching the remaining missing words.
3. Finish reading the story of Jimmy.
4. Continue filling out our first "pink packet."
Homework: None.
Español Dos (2):
Today's Learning Objectives:
1. Practice yesterday's new gestures (and our old gestures, as well).
2. Listen to our song of the week: "Cuando me miras así"
3. In groups of two, read the story "Alberto y la mantequilla." Nice job utilizing the footnotes to clarify the meaning of new words. Additionally, good job using the context to taking educated guesses on the underlined words.
4. Unannounced vocabulary quiz. Discussion of grading of unannounced quizzes.
Homework: None.
miércoles, 1 de octubre de 2008
miércoles, el primero de octubre del dos mil ocho
Español Dos (1):
Announcements: Loved seeing all the goofy 70's and 80's clothing today!
Today's Learning Objectives:
1. Answer our essential questions: “¿Cómo estás?” & “¿Cómo eres?” Nice work following our spontaneous conversation.
2. Listen to our song of the week: "Cuando me miras así" This is clearly the favorite song so far!
3. Work in small groups to begin to fill out our first "pink packet." Our "pink packets" organize all our material for each two chapters. This first pink packet (chapters 0 & 1) will help you prepare yourself for our first announced assessment: chapter 0-1 test is scheduled for Tuesday, Oct. 14th.
Homework: None. We'll keep working on the "pink packet" tomorrow.
Español Dos (2):
Announcements: Loved seeing all the goofy 70's and 80's clothing today! Thank you, Megan, for lending me your wig...that was too funny.
Collected: Thank-you letter to your Spanish 1 teachers if you needed to finish it at home.
Today's Learning Objectives:
1. Listen to our song of the week: "Cuando me miras así" This is clearly the favorite song so far!
2. Receive new gesture phrases. Personalized Q & A with new phrases:
tan lindo/a como (as good-looking as)
se cae (s/he falls)
lo conoce (s/he knows/is acquainted with him)
le hace una pregunta (s/he asks a question to him/her)
se pone furioso/a (s/he becomes furious)
sale (s/he leaves)
le trae (s/he brings to him/her)
viene de (s/he comes from)
Homework: None.
Announcements: Loved seeing all the goofy 70's and 80's clothing today!
Today's Learning Objectives:
1. Answer our essential questions: “¿Cómo estás?” & “¿Cómo eres?” Nice work following our spontaneous conversation.
2. Listen to our song of the week: "Cuando me miras así" This is clearly the favorite song so far!
3. Work in small groups to begin to fill out our first "pink packet." Our "pink packets" organize all our material for each two chapters. This first pink packet (chapters 0 & 1) will help you prepare yourself for our first announced assessment: chapter 0-1 test is scheduled for Tuesday, Oct. 14th.
Homework: None. We'll keep working on the "pink packet" tomorrow.
Español Dos (2):
Announcements: Loved seeing all the goofy 70's and 80's clothing today! Thank you, Megan, for lending me your wig...that was too funny.
Collected: Thank-you letter to your Spanish 1 teachers if you needed to finish it at home.
Today's Learning Objectives:
1. Listen to our song of the week: "Cuando me miras así" This is clearly the favorite song so far!
2. Receive new gesture phrases. Personalized Q & A with new phrases:
tan lindo/a como (as good-looking as)
se cae (s/he falls)
lo conoce (s/he knows/is acquainted with him)
le hace una pregunta (s/he asks a question to him/her)
se pone furioso/a (s/he becomes furious)
sale (s/he leaves)
le trae (s/he brings to him/her)
viene de (s/he comes from)
Homework: None.
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