Español Uno (1):
Submitted: “El agujero” with parent/adult signature showing that you read the story aloud and in English.
Today’s Learning Objectives:
1. Read in Spanish during SSR for eight minutes.
2. Practice speaking in Spanish, answering the questions 4, 9, 15, 25 & 30 from your first speaking assessment.
3. Do a quick grammar self-assessment. Can you conjugate our four very important irregular verbs for tomorrow’s test: ser, estar, ir and tener?
SER (to be…in a “permanent” sense: personality / physical traits)
soy………………….somos………..
eres…………………………………
es…………………...son……………
ESTAR (to be…in a “temporary” sense: health / emotions / location)
estoy………………..estamos……….
estás………………………………….
está…………………están…………..
IR (to go)
voy………………….vamos…………
vas……………………………………
va……………………van……………
TENER (to have)
tengo…………………tenemos………
tienes…………………………………
tiene………………….tienen…………
4. Discuss what we did over the weekend using our important question: “¿Qué hiciste durante el fin de semana?”
**Add in a new phrase to our yellow page: “tuve que ___r” (“I had to ___”)
Examples: Tuve que estudiar. (I had to study.), Tuve que trabajar. (I had to work.)
5. Continue with the practice chapter 2 & 3 multiple choice exams. Remember, your test will be like the format of our first test.
Homework: If you forgot to get an adult signature for “El agujero,” do so. STUDY for tomorrow’s test!
Español Dos (2):
Today’s Learning Objectives:
1. Read in Spanish during SSR for ten minutes.
2. Illustrate a six-frame picture sequence for “La princesita y el agua.”
3. With a partner, practice retelling the story by pictures alone. Call for volunteers for retellings for the entire class.
4. Discuss what we did over the weekend with our essential question: “¿Qué hiciste durante el fin de semana?”
***Add in the phrase “tuve que ___r” (“I had to ___”) as an option.
5. Express some Thanksgiving gratitude, completing the phrase “En el Día de la Acción de Gracias, doy las gracias por….”
6. Continue with the practice chapter 2 & 3 multiple choice questions. Remember, the format of your test will be like your first test.
Homework: If you forgot to get an adult signature for “La princesita y el agua,” do so. Study for your test!
lunes, 24 de noviembre de 2008
viernes, 21 de noviembre de 2008
viernes, el veintiuno de noviembre del dos mil ocho
Español Uno (1):
Today’s Learning Objectives:
1. Practice speaking with questions 3, 6, 15, 18 & 22 from our last speaking exam. Follow the following directions:
“Saquen el examencito de hablar y pregúntale a tu compañero preguntas 3, 6, 15, 18 & 22.”
2. Practice spelling unknown words, using our knowledge of the following letters (A, E, I, O, U, K, W, H, LL, Ñ, LL, R, RR)
--mien-tras
--a-se-gu-rán-do-le
--es-ta-rí-a
--co-rre-dor
--ex-pue-sta
**Good work following your gut on where those accents belong.
3. Practice grammar with the following questions/directions:
--Conjuga el verbo “hablar.”
hablo……………..hablamos…………
hablas…………………………………
habla……………..hablan……………
--¿Cuál es el infinitivo de “mira”? [Answer: mirar]
--Escribe "los pronombres personales" ("personal pronouns").
¿Cómo se dice “I, you, he, she, you—formal, we, they, you all”? [Answers: yo, tú, él, ella, Ud., nosotros/as, ellos/as, Uds.]
4. Practice listening with listening activity 3.3 from Paso a paso.
5. Practice our chapter 2 & 3 gestures.
6. Sing our song of the week: “Fotografía.”
7. Practice reading in context with some practice multiple choice questions from chapter two.
Homework: Read “El agujero” in English to a parent/adult for Monday. Study for Tuesday’s test!
Español Dos (2):
Announcement:
Next Tuesday’s test will have the following sections:
--reading
--writing
--grammar (especially chapters 2 & 3)
--vocabulary (especially chapters 2 & 3)
On Wednesday you will have the following sections:
--listening section
On both Tuesday and Wednesday:
--I will be pulling students aside for a quick speaking assessment.
On the following Wednesday (after a cultural video/reading with a substitute on Tuesday):
--culture section
Today’s Learning Objectives:
1. Practice speaking by following this prompt: "Describe a tu compañero/o lo que hiciste esta mañana."
2. Practice spelling unknown words.
--en-cu-bri-én-do-se
--en-ca-pu-cha-da
--pro-mé-te-me
--a-gra-de-ci-dos
--de-ten-drí-an
3. Practice chapter 2 & 3 grammar.
¿Cómo se dice…?
--this book / “this one” [Answer: este libro / éste]
--those tables / “those ones” [Answer: esas mesas / ésas]
--that backpack / “that one” [Answer: esa mochila / ésa]
--these shoes / “these ones” [Answer: estos zapatos / éstos]
--that beach (far away) / “that one” (far away) [Answer: aquella playa / aquélla]
--that man (far away) / “that one” (far away) [Answer: aquel hombre / aquél]
--those kids (far away) / “those ones” (far away) [Answer: aquellos niños / aquéllos]
Conjuga el verbo “dormirse” (to fall asleep) en el presente, el pretérito y el imperfecto.
DORMIRSE (el presente—“boot verb”)
me duermo………………..nos dormimos
te duermes………………………………..
se duerme………………….se duermen….
(I fall asleep, you fall asleep....)
DORMIRSE (el pretérito—“sandal verb”)
me dormí…………………..nos dormimos
te dormiste………………………………..
se durmió………………….se durmieron..
(I fell asleep, you fell asleep....)
DORMIRSE (el imperfecto—no stem-change)
me dormía…………………nos dormíamos
te dormías………………………………….
se dormía…………………..se dormían…..
(I used to fall asleep, you used to fall asleep....)
4. Practice listening with listening activities 3.1 & 3.2 from Paso a paso.
5. Practice our chapter 2 & 3 gestures.
6. Sing our song of the week: "Te amo."
7. Begin to read the story "Princesita y el agua."
Homework: Read "Princesita y el agua" to an adult and get a signature. Additionally, translate the underlined words/phrases and complete the first activity on the reverse. Study for Tuesday's test!
Today’s Learning Objectives:
1. Practice speaking with questions 3, 6, 15, 18 & 22 from our last speaking exam. Follow the following directions:
“Saquen el examencito de hablar y pregúntale a tu compañero preguntas 3, 6, 15, 18 & 22.”
2. Practice spelling unknown words, using our knowledge of the following letters (A, E, I, O, U, K, W, H, LL, Ñ, LL, R, RR)
--mien-tras
--a-se-gu-rán-do-le
--es-ta-rí-a
--co-rre-dor
--ex-pue-sta
**Good work following your gut on where those accents belong.
3. Practice grammar with the following questions/directions:
--Conjuga el verbo “hablar.”
hablo……………..hablamos…………
hablas…………………………………
habla……………..hablan……………
--¿Cuál es el infinitivo de “mira”? [Answer: mirar]
--Escribe "los pronombres personales" ("personal pronouns").
¿Cómo se dice “I, you, he, she, you—formal, we, they, you all”? [Answers: yo, tú, él, ella, Ud., nosotros/as, ellos/as, Uds.]
4. Practice listening with listening activity 3.3 from Paso a paso.
5. Practice our chapter 2 & 3 gestures.
6. Sing our song of the week: “Fotografía.”
7. Practice reading in context with some practice multiple choice questions from chapter two.
Homework: Read “El agujero” in English to a parent/adult for Monday. Study for Tuesday’s test!
Español Dos (2):
Announcement:
Next Tuesday’s test will have the following sections:
--reading
--writing
--grammar (especially chapters 2 & 3)
--vocabulary (especially chapters 2 & 3)
On Wednesday you will have the following sections:
--listening section
On both Tuesday and Wednesday:
--I will be pulling students aside for a quick speaking assessment.
On the following Wednesday (after a cultural video/reading with a substitute on Tuesday):
--culture section
Today’s Learning Objectives:
1. Practice speaking by following this prompt: "Describe a tu compañero/o lo que hiciste esta mañana."
2. Practice spelling unknown words.
--en-cu-bri-én-do-se
--en-ca-pu-cha-da
--pro-mé-te-me
--a-gra-de-ci-dos
--de-ten-drí-an
3. Practice chapter 2 & 3 grammar.
¿Cómo se dice…?
--this book / “this one” [Answer: este libro / éste]
--those tables / “those ones” [Answer: esas mesas / ésas]
--that backpack / “that one” [Answer: esa mochila / ésa]
--these shoes / “these ones” [Answer: estos zapatos / éstos]
--that beach (far away) / “that one” (far away) [Answer: aquella playa / aquélla]
--that man (far away) / “that one” (far away) [Answer: aquel hombre / aquél]
--those kids (far away) / “those ones” (far away) [Answer: aquellos niños / aquéllos]
Conjuga el verbo “dormirse” (to fall asleep) en el presente, el pretérito y el imperfecto.
DORMIRSE (el presente—“boot verb”)
me duermo………………..nos dormimos
te duermes………………………………..
se duerme………………….se duermen….
(I fall asleep, you fall asleep....)
DORMIRSE (el pretérito—“sandal verb”)
me dormí…………………..nos dormimos
te dormiste………………………………..
se durmió………………….se durmieron..
(I fell asleep, you fell asleep....)
DORMIRSE (el imperfecto—no stem-change)
me dormía…………………nos dormíamos
te dormías………………………………….
se dormía…………………..se dormían…..
(I used to fall asleep, you used to fall asleep....)
4. Practice listening with listening activities 3.1 & 3.2 from Paso a paso.
5. Practice our chapter 2 & 3 gestures.
6. Sing our song of the week: "Te amo."
7. Begin to read the story "Princesita y el agua."
Homework: Read "Princesita y el agua" to an adult and get a signature. Additionally, translate the underlined words/phrases and complete the first activity on the reverse. Study for Tuesday's test!
jueves, 20 de noviembre de 2008
jueves, el veinte de noviembre del dos mil ocho
Español Uno (1):
Announcements:
Next Tuesday’s test will have the following sections:
--reading
--writing
--grammar (especially chapters 2 & 3)
--vocabulary (especially chapters 2 & 3)
On Wednesday you will have the following sections:
--listening section
On both Tuesday and Wednesday:
--I will be pulling students aside for a quick speaking assessment.
On the following Wednesday (after a cultural video/reading with a substitute on Tuesday):
--culture section
Today’s Learning Objectives:
1. Practice speaking with a partner. Ask your partner questions 1, 5, 8, 10 & 11 from our last speaking assessment.
2. Receive “El sótano.” Discuss what was being assessed in this research piece you provided me, and receive the real meanings of the new words you guessed in context.
3. Listen to our song of the week: “Fotografía.”
4. Practice listening with listening activities 3.1 & 3.2 from Paso a paso.
5. Read “El agujero” as a class.
6. Practice writing complete, well-written Spanish sentences with some questions about “El agujero.”
Homework: For Monday, read “El agujero” to an adult and get a signature. Study for Tuesday’s test!
Español Dos (2):
Today’s Learning Objectives:
1. Finish reading vocabulary definitions 28-55. Good job with your guesses!
2. Practice the skill of circumlocution by writing your own vocabulary definitions for ten vocabulary words/phrases for chapter two.
3. Listen to your classmates’ definitions and take guesses.
4. Listen to our song of the week: “Te amo.” Good job catching the remaining words: amor, todavía, lo que.
5. Receive some practice multiple choice questions for chapter 3. This is for in-class practice only.
Meanwhile, vote for the best drawing from yesterday.
Homework: (5th hour only) Finish writing your own ten vocabulary definitions.
Announcements:
Next Tuesday’s test will have the following sections:
--reading
--writing
--grammar (especially chapters 2 & 3)
--vocabulary (especially chapters 2 & 3)
On Wednesday you will have the following sections:
--listening section
On both Tuesday and Wednesday:
--I will be pulling students aside for a quick speaking assessment.
On the following Wednesday (after a cultural video/reading with a substitute on Tuesday):
--culture section
Today’s Learning Objectives:
1. Practice speaking with a partner. Ask your partner questions 1, 5, 8, 10 & 11 from our last speaking assessment.
2. Receive “El sótano.” Discuss what was being assessed in this research piece you provided me, and receive the real meanings of the new words you guessed in context.
3. Listen to our song of the week: “Fotografía.”
4. Practice listening with listening activities 3.1 & 3.2 from Paso a paso.
5. Read “El agujero” as a class.
6. Practice writing complete, well-written Spanish sentences with some questions about “El agujero.”
Homework: For Monday, read “El agujero” to an adult and get a signature. Study for Tuesday’s test!
Español Dos (2):
Today’s Learning Objectives:
1. Finish reading vocabulary definitions 28-55. Good job with your guesses!
2. Practice the skill of circumlocution by writing your own vocabulary definitions for ten vocabulary words/phrases for chapter two.
3. Listen to your classmates’ definitions and take guesses.
4. Listen to our song of the week: “Te amo.” Good job catching the remaining words: amor, todavía, lo que.
5. Receive some practice multiple choice questions for chapter 3. This is for in-class practice only.
Meanwhile, vote for the best drawing from yesterday.
Homework: (5th hour only) Finish writing your own ten vocabulary definitions.
miércoles, 19 de noviembre de 2008
miércoles, el diecinueve de noviembre del dos mil ocho
Español Uno (1):
Received: Speaking assessments from last week.
Today’s Learning Objectives:
1. Practice the phrase “going to ___” in Spanish with workbook page 3-6. Additionally write the even numbers in English to demonstrate your comprehension.
2. Review of answers to 3-6. Good job using your own resources (pink packet and other worksheets) to first look for answers to your questions.
Yes, you will need to know how to say “going to ___” for our test next Tuesday.
3. Listen to our song of the week, “Fotografía.” Good job catching the next three missing words: busco, estás, hay.
4. Do dictation #4.
Homework: Continue preparing yourself for next Tuesday’s cumulative test, with emphasis on chapters 2 & 3.
Español Dos (2):
Today’s Learning Objectives:
1. Continue with the back side of yesterday’s Spanish 1 clothing review words.
2. Listen to our song of the week: “Te amo.” Good job catching the missing words: quisiera, ahora, fue.
3. Switch compositions/drawings with a partner and attempt to recreate the outfit drawn by reading your partner’s composition.
Homework: Prepare yourself for next Tuesday’s test!
Received: Speaking assessments from last week.
Today’s Learning Objectives:
1. Practice the phrase “going to ___” in Spanish with workbook page 3-6. Additionally write the even numbers in English to demonstrate your comprehension.
2. Review of answers to 3-6. Good job using your own resources (pink packet and other worksheets) to first look for answers to your questions.
Yes, you will need to know how to say “going to ___” for our test next Tuesday.
3. Listen to our song of the week, “Fotografía.” Good job catching the next three missing words: busco, estás, hay.
4. Do dictation #4.
Homework: Continue preparing yourself for next Tuesday’s cumulative test, with emphasis on chapters 2 & 3.
Español Dos (2):
Today’s Learning Objectives:
1. Continue with the back side of yesterday’s Spanish 1 clothing review words.
2. Listen to our song of the week: “Te amo.” Good job catching the missing words: quisiera, ahora, fue.
3. Switch compositions/drawings with a partner and attempt to recreate the outfit drawn by reading your partner’s composition.
Homework: Prepare yourself for next Tuesday’s test!
martes, 18 de noviembre de 2008
martes, el dieciocho de noviembre del dos mil ocho
Español Uno (1):
Submitted: Stapled together: last Thursday’s crossword and last Friday’s independent work pages completed during the one-on-one speaking assessments.
Today’s Learning Objectives:
1. Do our “para empezar” warm-up. (Practice with ser, estar, tener & ir)
Knowing the forms of these four “irregular” verbs is important preparation for next Tuesday’s test!
SER (to be…when talking about personality & physical traits)
soy…………….somos
eres…………………..
es………………son….
ESTAR (to be…when talking about health, emotions & location)
estoy…………..estamos
estás……………………
está…………….están….
TENER (to have)
tengo…………..tenemos
tienes……………………
tiene……………tienen…
IR (to go)
voy…………….vamos
vas…………………….
va……………....van….
2. Quickly review the homework (definitions of the chapter 3 vocabulary on page 3).
3. Listen to our new song of the week: “Fotografía”
4. Read “El agujero” (“The hole”) with a partner and answer corresponding questions.
5. Participate in research study with an independent 10-12 minute reading and assessment. Your answers on the assessment do not affect your class grade, although they do impact the research, so please do your best.
Homework: Keep preparing yourself for next Tuesday’s test. Study our “pink packets.”
Español Dos (2):
Today’s Learning Objectives:
1. Do our “para empezar” warm-up. How well do you remember Spanish 1 vocabulary relevant to chapter three? Complete the first side of the handout. We will complete the back side tomorrow.
2. Listen to our new song: “Te amo.” Yes…we are listening to that song that you’ve requested a million times!
3. Review yesterday’s homework: 3-1 & 3-2 (+English translations).
4. Begin a writing/illustrating activity. Students first illustrate the left-hand side of an outfit, using 12 or more of our chapter 3 vocabulary words/phrases. Next, you write a 70-100 word Spanish description of the outfit, so that tomorrow your partner can read the description and correctly illustrate the right-hand side of the outfit (without looking at the left-hand side of the paper).
Homework: If you didn’t finish your illustration & composition in class, finish for tomorrow. If you don’t come prepared to class, you will not be taking part in the follow-up illustration activity.
Submitted: Stapled together: last Thursday’s crossword and last Friday’s independent work pages completed during the one-on-one speaking assessments.
Today’s Learning Objectives:
1. Do our “para empezar” warm-up. (Practice with ser, estar, tener & ir)
Knowing the forms of these four “irregular” verbs is important preparation for next Tuesday’s test!
SER (to be…when talking about personality & physical traits)
soy…………….somos
eres…………………..
es………………son….
ESTAR (to be…when talking about health, emotions & location)
estoy…………..estamos
estás……………………
está…………….están….
TENER (to have)
tengo…………..tenemos
tienes……………………
tiene……………tienen…
IR (to go)
voy…………….vamos
vas…………………….
va……………....van….
2. Quickly review the homework (definitions of the chapter 3 vocabulary on page 3).
3. Listen to our new song of the week: “Fotografía”
4. Read “El agujero” (“The hole”) with a partner and answer corresponding questions.
5. Participate in research study with an independent 10-12 minute reading and assessment. Your answers on the assessment do not affect your class grade, although they do impact the research, so please do your best.
Homework: Keep preparing yourself for next Tuesday’s test. Study our “pink packets.”
Español Dos (2):
Today’s Learning Objectives:
1. Do our “para empezar” warm-up. How well do you remember Spanish 1 vocabulary relevant to chapter three? Complete the first side of the handout. We will complete the back side tomorrow.
2. Listen to our new song: “Te amo.” Yes…we are listening to that song that you’ve requested a million times!
3. Review yesterday’s homework: 3-1 & 3-2 (+English translations).
4. Begin a writing/illustrating activity. Students first illustrate the left-hand side of an outfit, using 12 or more of our chapter 3 vocabulary words/phrases. Next, you write a 70-100 word Spanish description of the outfit, so that tomorrow your partner can read the description and correctly illustrate the right-hand side of the outfit (without looking at the left-hand side of the paper).
Homework: If you didn’t finish your illustration & composition in class, finish for tomorrow. If you don’t come prepared to class, you will not be taking part in the follow-up illustration activity.
lunes, 17 de noviembre de 2008
lunes, el diecisiete de noviembre del dos mil ocho
Español Uno (1):
Today’s Learning Objectives:
1. Read in Spanish for eight minutes during SSR.
2. Answer the question “¿Qué hiciste durante el fin de semana?”
3. Take a quick non-point assessment on our important vocabulary for the question “¿Qué hiciste durante el fin de semana?”
¿Cómo se dice?
--cuidé niños
--trabajé en
--fuimos
--dijo
--vi
--comí
--hiciste
--hice
--pasé tiempo con
--fin de semana
4. Practice our chapter three gestures.
5. Receive the official “pink packet” vocabulary list for chapter three. Fill out pages one and two together, discussing “boot verbs.”
We have seen five important “boot verbs.” The term “boot verbs” is a visual help to remember an important spelling change that we make "inside the boot." Below are some important “boot verbs.”
PODER (o-->ue) [to be able to]
puedo…………………………podemos
puedes………………………………….
puede…………………………pueden…
QUERER (e-->ie) [to want]
quiero………………………...queremos
quieres…………………………………..
quiere…………………………quieren…
JUGAR (u-->ue)* [to play (sports/games)]
*…jugar is the only verb that changes this way
juego………………………….jugamos
juegas…………………………………..
juega…………………………..juegan
CERRAR (e-->ie) [to close]
cierro………………………….cerramos
cierras…………………………………..
cierra…………………………..cierran…
ENTENDER (e-->ie) [to understand]
entiendo……………………….entendmos
entiendes………………………………….
entiende………………………..entienden
Homework: Use your book at home to finish filling out page three of the pink packet.
Español Dos (2):
1. Read in Spanish for ten minutes during SSR.
2. Answer the question “¿Qué hiciste durante el fin de semana?"
Practice point-of-view change with: “Escribe lo que hizo ___.” (Write what ___ did.)
3. Practice our chapter three gestures.
4. Review definitions 1-27 from Friday’s homework. We will review 28-55 tomorrow.
5. Begin with the homework: 3-1 & 3-2 (with the even numbers translated to English)
Homework: 3-1 & 3-2 (with the even numbers translated to English)
viernes, 14 de noviembre de 2008
viernes, el catorce de noviembre del dos mil ocho
Español Uno (1):
Today’s Learning Objectives:
1. Continue with independent work during ongoing one-on-one speaking assessments.
Homework: Finish yesterday’s crossword (if not already done) and the two pages of independent work for today’s class.
Español Dos (2):
Today's Learning Objectives:
1. Review yesterday’s homework (3-8, 3-9 + English translations for even’s).
2. Practice listening with a few listening activities from Paso a paso.
3. Practice our chapter three gestures.
4. Receive the official chapter three vocabulary list. Sorry, it’s white, not pink! Define unknown words. The most important phrase on the list is “lo que” (“what” as in “I want what you’re eating.”)
5. Partner work: Reading the list of definitions, choose the chapter three word that is being defined.
Homework: Complete the definition page (front and back) independently.
Today’s Learning Objectives:
1. Continue with independent work during ongoing one-on-one speaking assessments.
Homework: Finish yesterday’s crossword (if not already done) and the two pages of independent work for today’s class.
Español Dos (2):
Today's Learning Objectives:
1. Review yesterday’s homework (3-8, 3-9 + English translations for even’s).
2. Practice listening with a few listening activities from Paso a paso.
3. Practice our chapter three gestures.
4. Receive the official chapter three vocabulary list. Sorry, it’s white, not pink! Define unknown words. The most important phrase on the list is “lo que” (“what” as in “I want what you’re eating.”)
5. Partner work: Reading the list of definitions, choose the chapter three word that is being defined.
Homework: Complete the definition page (front and back) independently.
jueves, 13 de noviembre de 2008
jueves, el trece de noviembre del dos mil ocho
Español Uno (1):
Today’s Learning Objectives:
1. Complete chapter 2 crosswords (with partner) while teacher administers one-on-one speaking assessments.
Homework: You will have some more independent/small group work time in class tomorrow, so if you didn’t finish the crosswords today, do so tomorrow in class. Tomorrow’s independent work (as I finish the speaking assessments) will be homework if it is not completed in class.
Español Dos (2):
Today’s Learning Objectives:
1. Do a quick warm-up, practicing reflexive verbs in the present, preterite and imperfect tenses.
2. Complete dictation #3.
3. Practice listening with a few listening activities for chapter two.
4. Receive some new chapter three gestures.
New gestures (not necessarily in the same order as in class):
--cierra la cremallera (s/he “closes” the zipper)
--el chandal (the sweatsuit)
--baja el cesto de la ropa sucia (s/he lowers the laundry basket)
--los zapatos de tacón alto (the high heel shoes)
--me da igual (“I don’t care”...can also be said as just “da igual”)
--escoge a alguien (s/he chooses someone)
--las mangas cortas (the short sleeves)
--guarda la ropa (s/he puts the clothes away)
--cuelga el chaquetón (s/he hangs up the ¾ length coat)
--firma el cheque (s/he signs the check)--la corbata (the tie)
--el botón (the button)
Homework: 3-8, 3-9 in the workbook (+English translations for even-numbered problems).
Today’s Learning Objectives:
1. Complete chapter 2 crosswords (with partner) while teacher administers one-on-one speaking assessments.
Homework: You will have some more independent/small group work time in class tomorrow, so if you didn’t finish the crosswords today, do so tomorrow in class. Tomorrow’s independent work (as I finish the speaking assessments) will be homework if it is not completed in class.
Español Dos (2):
Today’s Learning Objectives:
1. Do a quick warm-up, practicing reflexive verbs in the present, preterite and imperfect tenses.
2. Complete dictation #3.
3. Practice listening with a few listening activities for chapter two.
4. Receive some new chapter three gestures.
New gestures (not necessarily in the same order as in class):
--cierra la cremallera (s/he “closes” the zipper)
--el chandal (the sweatsuit)
--baja el cesto de la ropa sucia (s/he lowers the laundry basket)
--los zapatos de tacón alto (the high heel shoes)
--me da igual (“I don’t care”...can also be said as just “da igual”)
--escoge a alguien (s/he chooses someone)
--las mangas cortas (the short sleeves)
--guarda la ropa (s/he puts the clothes away)
--cuelga el chaquetón (s/he hangs up the ¾ length coat)
--firma el cheque (s/he signs the check)--la corbata (the tie)
--el botón (the button)
Homework: 3-8, 3-9 in the workbook (+English translations for even-numbered problems).
miércoles, 12 de noviembre de 2008
miércoles, el doce de noviembre del dos mil ocho
Español Uno (1):
Submitted: Answers to Pobre Ana questions.
Today's Learning Objectives:
1. Practice answering our essential questions. Remember, very soon you'll be having a quick speaking assessment based on your ability to answer these questions.
Examples of questions you could draw:
¿Cómo te llamas?
¿Cómo estás?
¿Cómo eres?
¿De dónde eres?
¿Qué día es hoy?
¿Qué día fue ayer?
¿Qué día es mañana?
¿Cuál es la fecha de hoy?
¿Qué tiempo hace?
¿Qué hora es?
¿Cuántos años tienes?
¿Cuándo es tu cumpleaños?
A ti, ¿te gusta nadar?
¿Qué clase tienes en la primera hora?
¿Cómo se llama tu profesor de matemáticas?
¿Qué hiciste durante el fin de semana?
¿Qué vas a hacer hoy?
¿Qué hay aquí en la sala de clases?
2. Learn some new gestures.
New gestures:
va de pesca (s/he goes fishing)
el parque de diversiones (the amusement park)
por la mañana (during the morning)
por la tarde (during the afternoon)por la noche (during the evening)
está ocupado/a (s/he is busy)
el centro comercial (the mall, Literally: the commercial center)
el verano (the summer)
la playa (the beach)
¡Claro que sí! (Of course!)
¡Genial! (Great!)
(Monday’s gestures for 2nd period to copy):
la primavera (the spring)
solo/a (alone)
el otoño (the fall)
¡No me digas! (Really?!?!, Literally: Don’t tell me!)
el campo (the countryside)
Homework: Keep preparing yourself for our first, graded speaking assessment.
Español Dos (2):
Today's Learning Objectives:
1. Review "this / these / that / those" from Spanish 1. Learn relevant new information.
Review:
“This and these have t’s; that and those don’t.”
aquí = here
allí = there
este / esta = this
estos / estas = these
ese / esa = that
esos / esas = those
New information:
acá = here (just another version)
ahí = there (just another version)
allá = over there
aquel / aquella = that (far away)
aquellos / aquellas = those (far away)
In order to use a pronoun, to communicate “this one” instead of “this book,” you simply write an accent on the first “e.” Example: este (this) becomes éste (this one)
**Additionally, there are two very common forms you should know about:
esto = this (in an abstract or undefined way)
Example: ¿Qué es esto? (What is this?...we're not clearly defining what "this" is.)
eso = that (in an abstract or undefined way)
Example: Dame eso. (Give me that...we're not clearly labeling what "that" is.)
2. Review Monday's new gestures.
3. Read a bit more in Pobre Ana bailó tango.
Homework: Review, review, review!
Submitted: Answers to Pobre Ana questions.
Today's Learning Objectives:
1. Practice answering our essential questions. Remember, very soon you'll be having a quick speaking assessment based on your ability to answer these questions.
Examples of questions you could draw:
¿Cómo te llamas?
¿Cómo estás?
¿Cómo eres?
¿De dónde eres?
¿Qué día es hoy?
¿Qué día fue ayer?
¿Qué día es mañana?
¿Cuál es la fecha de hoy?
¿Qué tiempo hace?
¿Qué hora es?
¿Cuántos años tienes?
¿Cuándo es tu cumpleaños?
A ti, ¿te gusta nadar?
¿Qué clase tienes en la primera hora?
¿Cómo se llama tu profesor de matemáticas?
¿Qué hiciste durante el fin de semana?
¿Qué vas a hacer hoy?
¿Qué hay aquí en la sala de clases?
2. Learn some new gestures.
New gestures:
va de pesca (s/he goes fishing)
el parque de diversiones (the amusement park)
por la mañana (during the morning)
por la tarde (during the afternoon)por la noche (during the evening)
está ocupado/a (s/he is busy)
el centro comercial (the mall, Literally: the commercial center)
el verano (the summer)
la playa (the beach)
¡Claro que sí! (Of course!)
¡Genial! (Great!)
(Monday’s gestures for 2nd period to copy):
la primavera (the spring)
solo/a (alone)
el otoño (the fall)
¡No me digas! (Really?!?!, Literally: Don’t tell me!)
el campo (the countryside)
Homework: Keep preparing yourself for our first, graded speaking assessment.
Español Dos (2):
Today's Learning Objectives:
1. Review "this / these / that / those" from Spanish 1. Learn relevant new information.
Review:
“This and these have t’s; that and those don’t.”
aquí = here
allí = there
este / esta = this
estos / estas = these
ese / esa = that
esos / esas = those
New information:
acá = here (just another version)
ahí = there (just another version)
allá = over there
aquel / aquella = that (far away)
aquellos / aquellas = those (far away)
In order to use a pronoun, to communicate “this one” instead of “this book,” you simply write an accent on the first “e.” Example: este (this) becomes éste (this one)
**Additionally, there are two very common forms you should know about:
esto = this (in an abstract or undefined way)
Example: ¿Qué es esto? (What is this?...we're not clearly defining what "this" is.)
eso = that (in an abstract or undefined way)
Example: Dame eso. (Give me that...we're not clearly labeling what "that" is.)
2. Review Monday's new gestures.
3. Read a bit more in Pobre Ana bailó tango.
Homework: Review, review, review!
lunes, 10 de noviembre de 2008
lunes, el diez de noviembre del dos mil ocho
Español Uno (1):
Today’s Learning Objectives:
1. Read for eight minutes during SSR.
2. Discuss what we did over the weekend.
3. Unannounced quiz over weekend discussion.
4. Practice old gestures and learn some new gestures.
Old gestures from last week:
juega videojuegos (s/he plays videogames)
está cansado (s/he is tired)
el invierno (the winter)
la piscina (the pool)
a mí me gustaría (I would like)
va de compras (s/he goes shopping)
puede ir (s/he can go, s/he is able to go)
el gimnasio (the gym)
después de las clases (after school)
las estaciones / la estación (the seasons / the season)
todos los días (every day)
New gestures for today:
la primavera (the spring)
solo/a (alone)
el otoño (the fall)
¡No me digas! (Really?!?!, Literally: Don’t tell me!)
el campo (the countryside)
5. Listening practice with listening activity 2.3.
Homework: Finish your Pobre Ana questions for Wednesday. Enjoy your day tomorrow!
Español Dos (2):
Today’s Learning Objectives:
1. Read for ten minutes during SSR.
2. Discuss what we did over the weekend.
3. (4th period only): Practice gestures and take reflexive verb quiz.
4. (5th & 6th periods): T/F quiz over weekend discussion.
5. (5th & 6th periods): Work with a partner to work through what would have been a reflexive verb quiz.
6. Practice new chapter 3 gestures.
New gestures:
por todas partes (everywhere)
encuentra (s/he finds)
es de tamaño mediano (it’s medium size)
está de moda (s/he is in fashion)
saca su cartera de su bolsillo (s/he takes out his/her wallet from his/her pocket)
lleva ropa apretada (s/he wears tight-fitting clothing)
lleva ropa floja (s/he wears loose-fitting clothing)
a rayas (striped)
se prueba el cinturón (s/he tries on the belt)
a cuadros (checkered)
se pone el pañuelo (s/he puts on the “decorative” scarf)
se quita la gorra (s/he takes off the b-ball cap)
Homework: Review, review, review...especially reflexive verbs (chapter 2).
Today’s Learning Objectives:
1. Read for eight minutes during SSR.
2. Discuss what we did over the weekend.
3. Unannounced quiz over weekend discussion.
4. Practice old gestures and learn some new gestures.
Old gestures from last week:
juega videojuegos (s/he plays videogames)
está cansado (s/he is tired)
el invierno (the winter)
la piscina (the pool)
a mí me gustaría (I would like)
va de compras (s/he goes shopping)
puede ir (s/he can go, s/he is able to go)
el gimnasio (the gym)
después de las clases (after school)
las estaciones / la estación (the seasons / the season)
todos los días (every day)
New gestures for today:
la primavera (the spring)
solo/a (alone)
el otoño (the fall)
¡No me digas! (Really?!?!, Literally: Don’t tell me!)
el campo (the countryside)
5. Listening practice with listening activity 2.3.
Homework: Finish your Pobre Ana questions for Wednesday. Enjoy your day tomorrow!
Español Dos (2):
Today’s Learning Objectives:
1. Read for ten minutes during SSR.
2. Discuss what we did over the weekend.
3. (4th period only): Practice gestures and take reflexive verb quiz.
4. (5th & 6th periods): T/F quiz over weekend discussion.
5. (5th & 6th periods): Work with a partner to work through what would have been a reflexive verb quiz.
6. Practice new chapter 3 gestures.
New gestures:
por todas partes (everywhere)
encuentra (s/he finds)
es de tamaño mediano (it’s medium size)
está de moda (s/he is in fashion)
saca su cartera de su bolsillo (s/he takes out his/her wallet from his/her pocket)
lleva ropa apretada (s/he wears tight-fitting clothing)
lleva ropa floja (s/he wears loose-fitting clothing)
a rayas (striped)
se prueba el cinturón (s/he tries on the belt)
a cuadros (checkered)
se pone el pañuelo (s/he puts on the “decorative” scarf)
se quita la gorra (s/he takes off the b-ball cap)
Homework: Review, review, review...especially reflexive verbs (chapter 2).
viernes, 7 de noviembre de 2008
viernes, el siete de noviembre del dos mil ocho
Español Uno (1):
Today's Learning Objectives:
1. Discuss weekend plans by answering the following question:
¿Qué vas a hacer durante el fin de semana? (What are you going to do during the weekend?)
…Voy a ____r…. (I’m going to….)
Ejemplos (Examples):
--Voy a ir al partido de fútbol americano.
--Voy a dormir un montón.
--Voy a comer en Chipotle con mi familia.
--Voy a jugar videojuegos.
2. Discuss the word “the” during Geek Out Grammar Session #3.
In Spanish there are four ways of expressing the, as with the following examples: el libro, la muchacha, los gatos, las profesoras. If the word is masculine and singular, we use the word “el.” If the word is feminine and singular, we use the word “la.” If the word is masculine and plural, we use the word “los.” If the word is feminine and plural, we use the word “las.”
The majority of nouns in Spanish are readily apparent as feminine or masculine, based upon how the word ends. We already know that the letter “o” indicates a word is masculine, and the letter “a” indicates a word is feminine.
Some nouns in Spanish aren’t clearly feminine or masculine just by looking at their ending. For those not clearly masculine or feminine, we just need to memorize their gender.
**While it is an expectation that you use the appropriate word for “the” when you have time to edit what you are writing (or saying), do not let too much conscious thought about always choosing correctly stop your communication. Accidentally using the wrong word for “the” will not cause confusion for a native speaker.
3. Sing our song of the week: “Eres”
4. Practice our gestures.
5. Practice listening with two Paso a paso listening activities. Good job catching the missing information spoken by other speakers, and at a faster rate!
Homework: Review, review, review! Especially those fundamental questions.
Español Dos (2):
Today's Learning Objectives:
1. Read definitions of our chapter 2 vocabulary and choose the word being defined.
2. Sing our song of the week: “Eres”
3. Practice our gestures.
4. Write a composition about our daily routine.
…Mi rutina diaria por la mañana empieza con despertarme a las seis. Segundo me ducho por siete minutos. Me cepillo los dientes y me cepillo el pelo. Me visto con pantalones, los zapatos, y una camiseta. Me seco el pelo después de peinarme el pelo. Mi madre cocina el desayuno para mí. Yo como el pan tostado con los huevos o el cereal con leche. Por lo menos yo como la fruta. Mi madre o mi padre me maneja a la escuela de PCFC a las siete y quince. Mi rutina diaria por la mañana es fácil porque yo tengo mucho tiempo por la mañana….
5. Quick grammar discussion of common errors in student essays:
Careful! “Me despierto” is different from “despertarme.” “Me despierto” communicates “I wake up,” while “despertarme” communicates “to wake myself up.” You would use the form “despertarme” in phrases like the following:
--Tengo que despertarme.
--Necesito despertarme.
--Debo despertarme.
--No quiero despertarme.
--Voy a despertarme.
--No puedo despertarme.
6. Receive a vocabulary list of fundamental reading words from Spanish 1 and the beginning of Spanish 2. While I don’t expect that you remember every word/phrase, I do expect that you prioritize learning those you have forgotten. Knowing the meaning of words like luego, por eso, ya, sobre, etc. will make a big difference in your reading abilities in Spanish.
Homework: Finish defining the reading vocabulary words/phrases. Consider making flashcards for those you did not remember.
Today's Learning Objectives:
1. Discuss weekend plans by answering the following question:
¿Qué vas a hacer durante el fin de semana? (What are you going to do during the weekend?)
…Voy a ____r…. (I’m going to….)
Ejemplos (Examples):
--Voy a ir al partido de fútbol americano.
--Voy a dormir un montón.
--Voy a comer en Chipotle con mi familia.
--Voy a jugar videojuegos.
2. Discuss the word “the” during Geek Out Grammar Session #3.
In Spanish there are four ways of expressing the, as with the following examples: el libro, la muchacha, los gatos, las profesoras. If the word is masculine and singular, we use the word “el.” If the word is feminine and singular, we use the word “la.” If the word is masculine and plural, we use the word “los.” If the word is feminine and plural, we use the word “las.”
The majority of nouns in Spanish are readily apparent as feminine or masculine, based upon how the word ends. We already know that the letter “o” indicates a word is masculine, and the letter “a” indicates a word is feminine.
Some nouns in Spanish aren’t clearly feminine or masculine just by looking at their ending. For those not clearly masculine or feminine, we just need to memorize their gender.
**While it is an expectation that you use the appropriate word for “the” when you have time to edit what you are writing (or saying), do not let too much conscious thought about always choosing correctly stop your communication. Accidentally using the wrong word for “the” will not cause confusion for a native speaker.
3. Sing our song of the week: “Eres”
4. Practice our gestures.
5. Practice listening with two Paso a paso listening activities. Good job catching the missing information spoken by other speakers, and at a faster rate!
Homework: Review, review, review! Especially those fundamental questions.
Español Dos (2):
Today's Learning Objectives:
1. Read definitions of our chapter 2 vocabulary and choose the word being defined.
2. Sing our song of the week: “Eres”
3. Practice our gestures.
4. Write a composition about our daily routine.
…Mi rutina diaria por la mañana empieza con despertarme a las seis. Segundo me ducho por siete minutos. Me cepillo los dientes y me cepillo el pelo. Me visto con pantalones, los zapatos, y una camiseta. Me seco el pelo después de peinarme el pelo. Mi madre cocina el desayuno para mí. Yo como el pan tostado con los huevos o el cereal con leche. Por lo menos yo como la fruta. Mi madre o mi padre me maneja a la escuela de PCFC a las siete y quince. Mi rutina diaria por la mañana es fácil porque yo tengo mucho tiempo por la mañana….
5. Quick grammar discussion of common errors in student essays:
Careful! “Me despierto” is different from “despertarme.” “Me despierto” communicates “I wake up,” while “despertarme” communicates “to wake myself up.” You would use the form “despertarme” in phrases like the following:
--Tengo que despertarme.
--Necesito despertarme.
--Debo despertarme.
--No quiero despertarme.
--Voy a despertarme.
--No puedo despertarme.
6. Receive a vocabulary list of fundamental reading words from Spanish 1 and the beginning of Spanish 2. While I don’t expect that you remember every word/phrase, I do expect that you prioritize learning those you have forgotten. Knowing the meaning of words like luego, por eso, ya, sobre, etc. will make a big difference in your reading abilities in Spanish.
Homework: Finish defining the reading vocabulary words/phrases. Consider making flashcards for those you did not remember.
jueves, el seis de noviembre del dos mil ocho
Español Uno (1):
Today’s Learning Objectives:
1. Practice spelling unknown words in Spanish, based upon what we know of Spanish spelling.
--es-ca-lo-nes
--a-pi-so-na-do-ra
--ma-ri-po-sa
--es-pan-ta-pá-ja-ros
Practice pronouncing unknown words in Spanish, based upon what we know of Spanish spelling.
--es-pa-ra-DRA-po
--rom-pe-ca-BE-zas
Awesome job, volunteers! Not only did you say the word correctly, your brain also put the stress on the correct syllable without you even realizing it. Keep up the good listening in class.
2. Listen to our song of the week: “Eres.”
3. Practice our gestures.
4. Receive a pink vocabulary list of the chapter two vocabulary. This list is a type of assessment for you. As we fill it out together, mark an “X” next to those vocabulary words that you didn’t already know. By and large, we already know the vast majority of the chapter two words. Please make flashcards for any words that you didn’t already know.
Homework: Review, review, review! Consider making flashcards for those words on the vocabulary list that you did not already know.
Español Dos (2):
Today’s Learning Objectives:
1. Discuss “stem-changing” verbs.
“Verbos de cambio radical”
En el presente, los verbos “de cambio radical” también se llaman “boot verbs.” Conjuga despertarse, vestirse y acostarse en el presente.
(e-->ie) DESPERTARSE (presente—CHANGE IN BOOT)
me despierto……………..nos despertamos………….
te despiertas…………………………………………..
se despierta……………….se despiertan
(o-->ue) ACOSTARSE (presente—CHANGE IN BOOT)
me acuesto………………..nos acostamos……………
te acuestas……………………………………………..
se acuesta………………….se acuestan……………….
(e-->i) VESTIRSE (presente—CHANGE IN BOOT)
me visto………………….nos vestimos………………
te vistes………………………………………………..
se viste……………………se visten………………….
INFORMACIÓN NUEVA: En el pretérito, los verbos “de cambio radical” no son “boot verbs.” De hecho (In fact), los verbos –AR y –ER no cambian (change). Sólo los verbos –IR cambian (change). Y los verbos –IR sólo cambian como (change as) “sandal verbs.” Además (In addition), sólo cambian (change) a la primera vocal (the first vowel).
(e-->ie) DESPERTARSE (pretérito—NO CHANGE)
me desperté………………..nos despertamos………….
te despertaste……………………………………………
se despertó…………………se despertaron…………….
(o-->ue) ACOSTARSE (pretérito—NO CHANGE)
me acosté…………………..nos acostamos……………
te acostaste……………………………………………..
se acostó….………………….se acostaron…………….
(e-->i) VESTIRSE (pretérito—CHANGE IN SANDAL)
me vestí………………….nos vestimos………………
te vestiste………………………………………………..
se vistió……………………se vistieron………………….
Uno más…conjuga dormir en el pretérito.
(Careful, it’s “dormir” not “dormirse.”)
dormí………………………dormimos…………………..
dormiste…………………………………………………..
durmió……………………..durmieron…………………..
2. Listen to our song of the week: “Eres.”
3. Play the Dice Game for reflexive verbs in the preterite tense. Careful with those stem-changers! -AR & -ER stem-changers DON’T change in the preterite. –IR stem-changers only change in the “sandal” and only change to the first vowel of the change. Review today’s warm-up for examples.
4. (4th & 5th periods only): Practice listening with some listening activities.
Homework: If you didn’t finish the Dice Game in class, please do so at home.
Today’s Learning Objectives:
1. Practice spelling unknown words in Spanish, based upon what we know of Spanish spelling.
--es-ca-lo-nes
--a-pi-so-na-do-ra
--ma-ri-po-sa
--es-pan-ta-pá-ja-ros
Practice pronouncing unknown words in Spanish, based upon what we know of Spanish spelling.
--es-pa-ra-DRA-po
--rom-pe-ca-BE-zas
Awesome job, volunteers! Not only did you say the word correctly, your brain also put the stress on the correct syllable without you even realizing it. Keep up the good listening in class.
2. Listen to our song of the week: “Eres.”
3. Practice our gestures.
4. Receive a pink vocabulary list of the chapter two vocabulary. This list is a type of assessment for you. As we fill it out together, mark an “X” next to those vocabulary words that you didn’t already know. By and large, we already know the vast majority of the chapter two words. Please make flashcards for any words that you didn’t already know.
Homework: Review, review, review! Consider making flashcards for those words on the vocabulary list that you did not already know.
Español Dos (2):
Today’s Learning Objectives:
1. Discuss “stem-changing” verbs.
“Verbos de cambio radical”
En el presente, los verbos “de cambio radical” también se llaman “boot verbs.” Conjuga despertarse, vestirse y acostarse en el presente.
(e-->ie) DESPERTARSE (presente—CHANGE IN BOOT)
me despierto……………..nos despertamos………….
te despiertas…………………………………………..
se despierta……………….se despiertan
(o-->ue) ACOSTARSE (presente—CHANGE IN BOOT)
me acuesto………………..nos acostamos……………
te acuestas……………………………………………..
se acuesta………………….se acuestan……………….
(e-->i) VESTIRSE (presente—CHANGE IN BOOT)
me visto………………….nos vestimos………………
te vistes………………………………………………..
se viste……………………se visten………………….
INFORMACIÓN NUEVA: En el pretérito, los verbos “de cambio radical” no son “boot verbs.” De hecho (In fact), los verbos –AR y –ER no cambian (change). Sólo los verbos –IR cambian (change). Y los verbos –IR sólo cambian como (change as) “sandal verbs.” Además (In addition), sólo cambian (change) a la primera vocal (the first vowel).
(e-->ie) DESPERTARSE (pretérito—NO CHANGE)
me desperté………………..nos despertamos………….
te despertaste……………………………………………
se despertó…………………se despertaron…………….
(o-->ue) ACOSTARSE (pretérito—NO CHANGE)
me acosté…………………..nos acostamos……………
te acostaste……………………………………………..
se acostó….………………….se acostaron…………….
(e-->i) VESTIRSE (pretérito—CHANGE IN SANDAL)
me vestí………………….nos vestimos………………
te vestiste………………………………………………..
se vistió……………………se vistieron………………….
Uno más…conjuga dormir en el pretérito.
(Careful, it’s “dormir” not “dormirse.”)
dormí………………………dormimos…………………..
dormiste…………………………………………………..
durmió……………………..durmieron…………………..
2. Listen to our song of the week: “Eres.”
3. Play the Dice Game for reflexive verbs in the preterite tense. Careful with those stem-changers! -AR & -ER stem-changers DON’T change in the preterite. –IR stem-changers only change in the “sandal” and only change to the first vowel of the change. Review today’s warm-up for examples.
4. (4th & 5th periods only): Practice listening with some listening activities.
Homework: If you didn’t finish the Dice Game in class, please do so at home.
miércoles, 5 de noviembre de 2008
miércoles, el cinco de noviembre
Español Uno (1):
Today’s Learning Objectives:
1. To do our “para empezar” warm-up.
¿Cómo se dice…?
--he [Answer: él]
--we (girls) [Answer: nosotras]
--you all [Answer: ustedes]
--she [Answer: ella]
--I [Answer: yo]
--you (informal) [Answer: tú]
--they (boys & girls) [Answer: ellos]
--you (formal) [Answer: usted]
Escribe frases completas:
--Me llamo Profe Nick. ¿Cómo te llamas?
--Tengo veintinueve años. ¿Cuántos años tienes?
--Soy de Chicago. ¿De dónde eres?
--Mi número de teléfono es…. ¿Cuál es tu número de teléfono?
--¿Qué hora es?
--¿Qué tiempo hace hoy?
Announcement: Some time in the next week you will have a quick speaking assessment with me, where you draw at random a couple of our essential questions, like those above.
2. Listen to our song of the week, “Eres.” Good job catching the missing words: Qué, pero, gente, quiere.
3. Learn some new gestures:
New gestures:
juega videojuegos (s/he plays videogames)
está cansado/a (s/he is tired)
el invierno (the winter)
la piscina (the pool)
a mí me gustaría (I would like)
4. (1st hour only): Continue working on answering the questions about chapter one of Pobre Ana in complete sentences.
Homework: Review, review, review!
Español Uno (1):
Today’s Learning Objectives:
1. To practice spelling in Spanish.
--a-gri-cul-tu-ra
--me-di-te-rrá-ne-o
--su-per-fi-cie
--re-pú-bli-ca
2. Listen to our song of the week and catch some missing words.
3. Practice our chapter 2 gestures.
4. (4th hour): Work with a partner to complete 2-10 in the workbook.
5. (5th & 6th hours): Review yesterday's homework: 2-10 in the workbook.
Homework: (4th period only): Finish 2-10 if you didn't finish in class.
Today’s Learning Objectives:
1. To do our “para empezar” warm-up.
¿Cómo se dice…?
--he [Answer: él]
--we (girls) [Answer: nosotras]
--you all [Answer: ustedes]
--she [Answer: ella]
--I [Answer: yo]
--you (informal) [Answer: tú]
--they (boys & girls) [Answer: ellos]
--you (formal) [Answer: usted]
Escribe frases completas:
--Me llamo Profe Nick. ¿Cómo te llamas?
--Tengo veintinueve años. ¿Cuántos años tienes?
--Soy de Chicago. ¿De dónde eres?
--Mi número de teléfono es…. ¿Cuál es tu número de teléfono?
--¿Qué hora es?
--¿Qué tiempo hace hoy?
Announcement: Some time in the next week you will have a quick speaking assessment with me, where you draw at random a couple of our essential questions, like those above.
2. Listen to our song of the week, “Eres.” Good job catching the missing words: Qué, pero, gente, quiere.
3. Learn some new gestures:
New gestures:
juega videojuegos (s/he plays videogames)
está cansado/a (s/he is tired)
el invierno (the winter)
la piscina (the pool)
a mí me gustaría (I would like)
4. (1st hour only): Continue working on answering the questions about chapter one of Pobre Ana in complete sentences.
Homework: Review, review, review!
Español Uno (1):
Today’s Learning Objectives:
1. To practice spelling in Spanish.
--a-gri-cul-tu-ra
--me-di-te-rrá-ne-o
--su-per-fi-cie
--re-pú-bli-ca
2. Listen to our song of the week and catch some missing words.
3. Practice our chapter 2 gestures.
4. (4th hour): Work with a partner to complete 2-10 in the workbook.
5. (5th & 6th hours): Review yesterday's homework: 2-10 in the workbook.
Homework: (4th period only): Finish 2-10 if you didn't finish in class.
martes, 4 de noviembre de 2008
martes, el cuatro de noviembre del dos mil ocho
Español Uno (1):
Today’s Learning Objectives:
1. Practice telling time in Spanish. Learn a second way of saying the time when the minute hand falls between 31 and 59 minutes after the hour.
Review:
--(8:12): [Son las ocho y doce.]
--(10:43): [Son las diez y cuarenta y tres.]
--(11:15): [Son las once y cuarto.]
--(12:30): [Son las doce y media.]
--(1:56): [Es la una y cinquenta y seis.]
New way (when minute hand is between :31 and :59):
--(3:35): [Son las cuatro menos veinticinco.]
--(8:52): [Son las nueve menos ocho.]
--(2:31): [Son las tres menos veintinueve.]
--(4:59): [Son las cinco menos uno.]
--(9:45): [Son las diez menos cuarto.]
2. Answer our essential questions. You have had MANY weeks practicing these basic questions. If you’re not able to immediately respond, you need to make up the difference. You could be quizzed on these at any point.
3. Listen to our new song of the week: “Eres.” Good job catching the missing words: también, aquí, primero, hoy.
4. Practice our gestures.
5. Read a bit more in Pobre Ana.
6. Practice writing complete sentences with a worksheet over chapter one of Pobre Ana.
Homework: Give yourself review! Review essential questions. Review our gestures. Review our stories. Review our numbers. Review telling the time. Review, review, review!
Español Dos (2):
Today’s Learning Objectives:
1. Review yesterday's homework: 2-2 & 2-6 in the workbook.
2. Listen to our new song of the week: "Eres." Good job catching the missing words: me tienes, despierto, puedo, & sin.
3. Receive an important blue page outlining the imperfect tense.
4. Read more in our book Pobre Ana bailó tango.
Homework: 2-10 in the workbook, with everything additionally translated to English.
Today’s Learning Objectives:
1. Practice telling time in Spanish. Learn a second way of saying the time when the minute hand falls between 31 and 59 minutes after the hour.
Review:
--(8:12): [Son las ocho y doce.]
--(10:43): [Son las diez y cuarenta y tres.]
--(11:15): [Son las once y cuarto.]
--(12:30): [Son las doce y media.]
--(1:56): [Es la una y cinquenta y seis.]
New way (when minute hand is between :31 and :59):
--(3:35): [Son las cuatro menos veinticinco.]
--(8:52): [Son las nueve menos ocho.]
--(2:31): [Son las tres menos veintinueve.]
--(4:59): [Son las cinco menos uno.]
--(9:45): [Son las diez menos cuarto.]
2. Answer our essential questions. You have had MANY weeks practicing these basic questions. If you’re not able to immediately respond, you need to make up the difference. You could be quizzed on these at any point.
3. Listen to our new song of the week: “Eres.” Good job catching the missing words: también, aquí, primero, hoy.
4. Practice our gestures.
5. Read a bit more in Pobre Ana.
6. Practice writing complete sentences with a worksheet over chapter one of Pobre Ana.
Homework: Give yourself review! Review essential questions. Review our gestures. Review our stories. Review our numbers. Review telling the time. Review, review, review!
Español Dos (2):
Today’s Learning Objectives:
1. Review yesterday's homework: 2-2 & 2-6 in the workbook.
2. Listen to our new song of the week: "Eres." Good job catching the missing words: me tienes, despierto, puedo, & sin.
3. Receive an important blue page outlining the imperfect tense.
4. Read more in our book Pobre Ana bailó tango.
Homework: 2-10 in the workbook, with everything additionally translated to English.
lunes, 3 de noviembre de 2008
lunes, el tres de noviembre de dos mil ocho
Español Uno (1):
Submitted: 1st period only--workbooks
Today’s Learning Objectives:
1. Read for eight minutes during SSR. **Your reading log was collected.
2. Discuss what we did over the weekend using our yellow page.
3. Sing last week’s song, “Me pregunto,” since we didn’t sing last Friday.
4. Practice our gestures.
5. Read more in Pobre Ana.
New words:
--búscalo (look for it!)
--Lo necesito (I need it)
--llega (s/he arrives)
Homework: Make flashcards for your words if you're struggling to have them "fall out of your mouth."
Español Dos (2):
Today’s Learning Objectives:
1. Read for ten minutes during SSR. **Your reading log was collected.
2. Discuss what we did over the weekend using our yellow page.
3. Zero-point "quiz" on yellow page. How well can you write (with perfection) ten different words from the yellow handout. Most students did not score an 8, 9 or 10/10. What does this information tell you? [Answer: It's really easy to assume you know it all already, but recognition is not the same as production!]
4. Practice our gestures.
5. Complete the reflexive verb chart on workbook page 2-6 and read the example. In class, finish 2-6.
Homework: 2-2 in the workbook, with ALL additionally translated to English.
Submitted: 1st period only--workbooks
Today’s Learning Objectives:
1. Read for eight minutes during SSR. **Your reading log was collected.
2. Discuss what we did over the weekend using our yellow page.
3. Sing last week’s song, “Me pregunto,” since we didn’t sing last Friday.
4. Practice our gestures.
5. Read more in Pobre Ana.
New words:
--búscalo (look for it!)
--Lo necesito (I need it)
--llega (s/he arrives)
Homework: Make flashcards for your words if you're struggling to have them "fall out of your mouth."
Español Dos (2):
Today’s Learning Objectives:
1. Read for ten minutes during SSR. **Your reading log was collected.
2. Discuss what we did over the weekend using our yellow page.
3. Zero-point "quiz" on yellow page. How well can you write (with perfection) ten different words from the yellow handout. Most students did not score an 8, 9 or 10/10. What does this information tell you? [Answer: It's really easy to assume you know it all already, but recognition is not the same as production!]
4. Practice our gestures.
5. Complete the reflexive verb chart on workbook page 2-6 and read the example. In class, finish 2-6.
Homework: 2-2 in the workbook, with ALL additionally translated to English.
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