viernes, el dieciocho de diciembre del dos mil nueve

Español Uno (1):

Announcement: Classes are shortened to 47 minutes due to an afternoon assembly.

Today’s Agenda:

1. Receive yesterday’s vocabulary quizzes. Great preparation!!! Keep reviewing those food/tableware flashcards over break to come in prepared for our January 6th follow-up quiz.

2. Discuss vacation plans, answering our fundamental question: ¿Qué vas a hacer durante las vacaciones?

3. Listen to and sing our last holiday song: “Himno a la hermandad” (Auld Lang Syne).

4. Check for completion of the homework (4-7, 4-8, 4-9). We’ll review these pages when we return from break.

5. Enjoy 15 minutes of “The Polar Express” in Spanish.

Homework: Study those food/tableware flashcards for our January 6th quiz. Enjoy your break!

Español Dos (2):

Announcement: Classes are shortened to 47 minutes due to an afternoon assembly.

Today’s Agenda:

1. Talk about upcoming vacation plans, answering the following question: ¿Qué piensas hacer durante las vacaciones?

2. Listen to and sing our final holiday song, “El himno a la hermandad.”

3. Review 4-6 & 4-7 in the workbook.

4. View the first 15 minutes of the movie “The Polar Express” in Spanish.

Homework: Enjoy your break! Keep studying your blue & pink packets!!!

jueves, el veintisiete de diciembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Take our first (of two) food/tableware vocabulary quizzes. Remember, the second quiz is scheduled after break on January 6th. Keep studying those flashcards over break.

2. Receive yesterday's listening quiz. Nice work!

3. Sing two of our holiday songs: “Ocho Kandelikas” & “Frosty el muñeco de nieve.”

4. Review yesterday’s food crossword.

5a. Begin the homework.

5b. Make up any missed listening quizzes.

5c. Grade checks for missing/incomplete work.

Homework: 4-7, 4-8, 4-9 in the workbook (evens translated).

Español Dos (2):

Today’s Agenda:

1. Receive yesterday’s listening quiz and dictation.

2. Receive a new song to help us learn the irregular preterite verbs.

3. Review Tuesday’s worksheet on irregular preterite verbs and chapter 1/2 vocabulary.

4. Sing one of our holiday songs, “Frosty el muñeco de nieve.”

5a. Begin the homework.
5b. Make up any missed listening quizzes or dictations.
5c. Grade checks for missing/incomplete work.

Homework: 4-6 & 4-7 (evens translated)

miércoles, el dieciséis de diciembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Take a quick listening quiz.

2. Listen to and sing a new holiday song, “Frosty, el muñeco de nieve.” Nice job catching the missing words: siempre, quiero, sola & nunca.

3. Self-correct yesterday’s food crossword.

4a. Begin a second food crossword.

4b. Make up missed dictations (if needed).

Homework: Finish the crossword for tomorrow. Keep studying for tomorrow’s food/tableware quiz!!!

Español Dos (2):

Today’s Agenda:

1. Tackle a listening quiz.

2. Listen to and sing a new holiday song, “Frosty el muñeco de nieve.” Nice job catching the missing words: viene, bufanda, conocí, quiero.

3. Complete a dictation.

--Los libros no cupieron dentro de mi mochila.
--¿Qué trajiste contigo?
--Ayer supimos que Profe Nick está embarazada.
--Quisimos terminarlo pero no pudimos.
--Hubo una gran fiesta en mi casa anoche.

4. Working in table groups, decipher the meanings of the sentences above.

--The books didn’t fit inside my backpack.
--What did you bring with you?
--Yesterday we found out that Profe Nick is pregnant.
--We tried to finish it but we couldn’t manage.
--There was a big party at my house last night.

Homework: None.

martes, el quince de diciembre del dos mil nueve

Español Uno (1):

Announcement: Profe Nick is expecting a baby in June!

Today’s Agenda:

1. Practice our food vocabulary. Self-assess with the food/tableware images on the wall, as well as a practice quiz:

¿Cómo se dice…?
--the bowl
--the green beans
--the milk
--the butter
--the meat
--the knife
--the orange juice
--the ham
--the water
--the waitress

2. Receive and sing a new holiday song, “Va a nevar.” Nice job catching the missing words: tardes, conmigo, sal, hay.

3. Practice our gestures.

4. Review 4-5 & 4-6 in the workbook.

5. In table groups, work on a food crossword.

Homework: Finish the crossword for tomorrow. Keep studying for Thursday's food/tableware quiz.

Español Dos (2):

Announcement: Profe Nick is expecting a baby in June!

Today’s Agenda:

1. Tackle 4-5 in the workbook, practicing ser in the preterite (“was”…but it’s over).

2. Listen to and sing a new holiday song: “Va a nevar.” Nice job catching the missing words: ya, llegar, ya, este, cada, mirando.

3. Practice our gestures.

4. Practice our irregular, preterite verbs, as well as chapter 1 & 2 vocabulary.

Homework: If you didn’t finish the first page (front & back) of the preterite verbs/vocab. practice, please do so for tomorrow.

lunes, el catorce de diciembre del dos mil nueve

Español Uno (1):

Announcement: Classes shortened to 48 minutes due to afternoon assembly.

Today’s Agenda:

1. Read, in Spanish, for nine minutes during SSR.

2. Discuss the weekend, answering the following fundamental questions:

--¿Qué hiciste durante el fin de semana?
--¿Te divertiste o no?
--¿Qué tuviste que hacer?

3. Practice our food/tableware vocabulary. How well can you recall the following: la cuchara, el plato, el vaso, el tazón, el tenedor, la servilleta, la cuenta, la taza, la camarera, el camarero, el cuchillo, el azúcar, las papas?

4. Practice our gestures.

5. Begin the homework.

Homework: 4-5 & 4-6 in the workbook (even’s translated).

Español Dos (2):

Announcement: Classes shortened to 48 minutes due to afternoon assembly.

Today’s Agenda:

1. Read, in Spanish, for ten minutes during SSR.

2. Discuss the weekend, answering the following fundamental questions:

--¿Te divertiste o no? ¿Por qué? ¿Qué hiciste?
--¿Qué tuviste que hacer?
--¿Qué ibas a hacer que no pudiste hacer?
--¿Cuándo supiste que (íbamos a tener clases hoy)?.........When did you find out that (we were going to have classes today)?

3. Practice our gestures.

4. Review 4-3 & 4-4 in the workbook.

Homework: Study your blue packet & pink packet.

viernes, el once de diciembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Discuss upcoming weekend plans, answering our fundamental question: ¿Qué vas a hacer este fin de semana?

2. Sing our two songs this week: “Ocho Kandelikas” & “Lágrimas.”

3. Practice our gestures.

4. Review yesterday’s homework: 4-3 & 4-4.

5. Play a round of bingo with our food/tableware vocabulary.

Homework: Study your food vocabulary!!! Come in prepared to write the Spanish for ALL 65 of our food/tableware items for next Thursday's quiz.

Español Dos (2):

Today’s Agenda:

1. Discuss upcoming weekend plans.

2. Sing our songs of the week, “Ocho Kandelikas” & “La historia de Juan.”

3. Practice our gestures.

4. Correct yesterday’s practice quiz.

5. Begin the homework.

Homework: 4-3 & 4-4 (even’s translated)

jueves, el diez de diciembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. (1st hour only): Use the answer key to circle any errors on the grammar pre-test.

2. Sing our song “Ocho Kandelikas.”

3. Listen to our song of the week, “Lágrimas.” Nice job catching the remaining words: nada, nada, viven, creo.

4. Practice our gestures, and establish new gestures for:

--debe (s/he must)
--debiera (s/he should)

5. Complete a dictation.

(1st hour only): Review 4-1 & 4-2 in the workbook.

6. Begin the homework.

Homework: 4-3 & 4-4 in the workbook.

Español Dos (2):

Today’s Agenda:

1. Sing our song “Ocho Kandelikas.”

2. Listen to our song of the week, “La historia de Juan.”

3. Practice our gestures.

4. Take a chapter 0-4 practice grammar quiz. This group, practice quiz has almost all the grammar you will need to know for our January final. (We will have one more thing to learn in chapter 5, too).

Homework: Finish anything on the practice quiz that you did not finish in class. Do NOT use any resources to help you, as tomorrow we’ll be correcting the quizzes. Please use tomorrow’s answer key to help you study for our first semester final.

miércoles, el nueve de diciembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. (1st hour only): Hear a summary from our class senator regarding yesterday’s senate meeting.

2. Sing our Hannukah song, “Ocho Kandelikas.”

3. Listen to our song of the week, “Lágrimas.” Nice job catching the next two missing words: nunca, viste.

4. In table groups, take a practice grammar quiz over grammar concepts from chapters 0-4. You will be expected to be able to produce all of this individually for our semester one final.

5. (2nd hour only): Use the yellow answer key to circle errors on the practice grammar quiz.

Homework: (1st hour): Finish taking the practice grammar quiz. (2nd hour): Finish correcting the practice grammar quiz.



















Español Dos (2):

Today’s Agenda:

1. Practice pronouncing unknown words, using our knowledge of Spanish phonetics:
--cátedra
--estafeta
--gravímetro
--pistolero
--romancero

2. Sing our Hannukah song, “Ocho Kandelikas.”

3. Listen to our song of the week, “La historia de Juan.” Nice job catching the next three missing phrases: le dio, escuchó, volar.

4. Practice our gestures, establishing new gestures for: se pone el casco, hace un rompecabezas, se aburre mucho, ¡No lo puedo soportar!, lo pasé bien, no lo pasé bien, le pide prestado___.

5. Review 4-1 & 4-2 in the workbook.

Homework: None.

martes, el ocho de diciembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Practice using the correct definite article (“the”) with our food words. How well can you remember whether the following words are masculine or feminine?: pan, cereal, café, té, leche, chocolate, sándwich, arroz, postre, carne, maíz.

Remember: For next Thursday’s vocabulary quiz, you need to be able to write our food/tableware words correctly with their corresponding definite article (“the”).

Remember: El agua doesn’t follow the normal rules. It’s irregular.

2. Discuss food preferences, answering the following question:

--¿Cuál prefieres tomar? (tomar = beber/comer)……Which do you prefer to eat/drink?
------Prefiero tomar ….. ……………….............……………. I prefer to eat/drink ….
------No prefiero tomar ninguna. …………….......……… I don’t prefer to eat/drink either.

Quick self-assessment of the following food words from today’s discussion: la sal, la pimienta, el té helado, los refrescos, el aguacate, el queso, las papas al horno, las cebollas, el jamón, el bistec, los guisantes, las judías verdes, los tomates, los pimientos.

3. Listen to our first song of the week: “Ocho Kandelikas.”

This Hannukah song has some important cultural information up top.

4. Listen to our second song of the week: “Lágrimas.” Nice job catching the first two missing words: canción, fuiste.

5. Practice our spelling in Spanish. You’ll remember that we don’t use K in Spanish (unless it is a word borrowed from another language.)

Nice job guessing how we would spell the following "K" sounds in Spanish:
KA ---> CA
KE ---> QUE
KI ---> QUI
KO ---> CO
KU ---> CU

Nice work spelling the following words.

--ma-ri-qui-ta
--pan-que-ques
--ca-sti-llo
--co-co-dri-lo
--cú-pi-do

6. (2nd period only): Review 4-1 & 4-2 in the workbook.

Homework: Study your food flashcards for next Thursday’s vocabulary quiz.

Español Dos (2):

Today’s Agenda:

1. Review our basic questions: ¿Cómo estabas (ayer)? / ¿Cómo eras (de pequeño/a)? Atop each page, we wrote out the following verb forms:

ESTAR (“was/were”…feeling/location)
estaba………………..estábamos
estabas……………………………….
estaba……………….estaban

SER (“was/were”….physical description, personality description, identity)
era………………………éramos
eras…………………………………
era……………………….eran

2. Build upon our knowledge of “was/were” from activity #1. The forms above are what are technically called the “imperfect tense.” (We’ll learn the rest of the imperfect tense in chapter five, though know that you’ve already learned some other forms, too.)

Chapter four introduces us to the preterite forms of the verbs above. These were copied onto our blue, preterite packet.

ESTAR (“was/were”…feeling/location…BUT IT’S OVER)
estuve……………………estuvimos
estuviste……………………………….
estuvo…………………..estuvieron

Marta estuvo enferma. ………………………(Marta was sick.—but it’s OVER, she’s no longer sick.)
Estuvimos enojados. …………………………..(We were angry.—but it’s OVER, and we’re at peace now.)

SER (“was/were”….physical description, personality description, identity…BUT IT’S OVER)
fui………………………….fuimos
fuiste………………………………..
fue………………………..fueron

Fui astronauta. …………………………………..(I was an astronaut. – but it’s OVER, and I’ve changed careers.)
Jacobo fue miembro del coro. ……………(Jacob was a member of the choir.—but it’s OVER, and he no longer is.)

HABER (“there was / there were”…..BUT IT’S OVER, AS WITH AN EVENT)
X………………………………X
X………………………………..
hubo………………………hubo

Hubo una liquidación en Macy’s. ……….(There was a sale at Macy’s.—but it’s OVER.)
Hubo una fiesta en la casa de Laura. …..(There was a party at Laura’s house.—but it’s OVER.)

3. Listen to our first song of the week: “Ocho Kandelikas.” This Hannukah song has some important cultural information up top.

Listen to our second song of the week: “La historia de Juan.” Nice job catching the first three missing words: Ésta, nadie, fue.

4. Practice our spelling in Spanish. You’ll remember that we don’t use K in Spanish (unless it is a word borrowed from another language.)

Nice job guessing how we would spell the following "K" sounds in Spanish:
KA ---> CA
KE ---> QUE
KI ---> QUI
KO ---> CO
KU ---> CU

Nice work spelling the following words.
--ma-ri-qui-ta
--pan-que-ques
--ca-sti-llo
--co-co-dri-lo
--cú-pi-do

5. Practice our gestures, establishing new gestures for: le presta ____, la fiesta de disfraces, lo atrapa, pega el disco de hockey, el campeón, se quita los patines, se pone el casco.

6. Begin the homework.

Homework: 4-1 & 4-2 in the workbook.

lunes, el siete de diciembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Read, in Spanish, for nine minutes during SSR.

2. Discuss what we did over the weekend, answering the following questions (last question is new):

--¿Qué hiciste durante el fin de semana?
--¿Te divertiste o no?

NEW QUESTION WRITTEN IN THE SECOND BOX ON THE BACK SIDE OF THE YELLOW PAGE:
--¿Qué tuviste que hacer?.....(What did you have to do?)
------Tuve que ____r….. ….(I had to….)
------No tuve que hacer nada. ….(I didn’t have to do “nothing.”)

3. Discuss what we ate for dinner last night: ¿Qué comiste en la cena anoche?

Quick self-assessment of ALL our previous clip-art foods from previous discussions, as well as the new ones from today: la carne, el pescado, el pollo, el maíz, la lechuga, la zanahoria, el agua, el helado.

4. Practice our gestures.

5. Begin the homework.

Homework: Workbook 4-1 & 4-2 (even’s translated).


Español Dos (2):

Today's Agenda:

1. Read, in Spanish, for ten minutes during SSR.

2. Discuss the weekend, answering the following fundamental questions (as well as a new question):

--¿Qué hiciste durante el fin de semana?
--¿Te divertiste o no?
--¿Qué tuviste que hacer?

New Question Added to the Back of the Yellow Page:

--¿Qué ibas a hacer que no pudiste hacer? .....(What were you going to do that you couldn't manage to do?)
------Iba a ____r, pero no pude hacerlo. ....(I was going t0 , but I couldn't manage to do it.)
------Pude hacer todo que iba a hacer. ....(I managed to do everything I was going to do.)

The irregular forms of poder and tener in the preterite were filled out on our blue, preterite packet:

PODER ("managed to") in the preterite
pude...................pudimos
pudiste..........................
pudo...................pudieron

TENER ("got," "obtained" / had [but it's over]) in the preterite
tuve...................tuvimos
tuviste...........................
tuvo...................tuvieron

3. Review 3-6 & 3-7 in the workbook.

4. Receive the chapter 4 pink packet and begin to define the new vocabulary.

Homework: Study your blue preterite packet.

viernes, el cuatro de diciembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Discuss our weekend plans, answering our fundamental question: ¿Qué vas a hacer este fin de semana?

Discuss what we’re going to eat at lunch, answering the question: ¿Qué vas a comer en el almuerzo?

Quick self-assessment of our ability to produce the following lunch discussion words: el sándwich, la sopa, el arroz, las verduras, el postre, la hamburguesa, las papas fritas, la ensalada.

2. Sing our song of the week: “Y aquí estoy.”

3. Practice our chapter four gestures, establishing a gesture for: más o menos.

4. Practice writing a story individually, using a new set of pictures.

Homework: Keep studying your food/tableware flashcards for our first vocabulary quiz on Thursday, December 17th.

Español Dos (2):

Today's Agenda:

1. Finish our second speaking assessments.

2a. Finish yesterday’s “Project Runway” activity.

2b. Begin the homework.

Homework: Workbook 3-6 & 3-7 (even’s translated).

jueves, el tres de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Warm-up: jot down all the food vocabulary you already have memorized. Are you at 10-15+ yet? We have only nine classes left until we take our first food/tableware quiz. Aim to be learning 7+ a day until then! (You need to be able to write the Spanish, including the corresponding word for "the.")

2. Discuss this morning’s breakfast:
--¿Comiste algo (something) esta mañana? ¿Qué comiste?
--¿Bebiste algo (something) esta mañana? ¿Qué bebiste?

Quick post-assessment on whether students can recognize the meanings of the following breakfast words from our discussion: el pan tostado, el cereal, los huevos, las frutas, los plátanos, las uvas, las naranjas, las manzanas, el café, la limonada, el jugo de naranja, el té, la leche, el chocolate caliente.

3. Listen to our song of the week: “Y aquí estoy.”

4. Establish some new chapter four gestures:
--tiene hambre
--tiene sed
--A mí me encanta
--prefiere
--Creo que sí.
--Creo que no.
--¡Qué rico!
--¡Qué asco!
--¡Algo huele fatal!

5. Practice writing a story together as a class.

This is a skill you will be demonstrating for me on future tests. We will continue to practice this essential skill, both in written and oral form.

Goal: Tell an original story of 100+ words utilizing the pictures given. Students must only use the Spanish they already know. An important skill to use is circumlocution. Circumlocution means “working your way around a word” to express its meaning. For example, if you don’t know how to say “gloves,” you can say “ropa de manos.”

Step One: Look at the pictures. Can you make sense of what a story line might be? There is not one right plot that I am looking for. There are many interpretations that would work, so just go with your ideas.

Step Two: Begin your story. Start with some description to “set the scene.” Consider naming your characters. Talk about where the story is taking place. What’s the weather? What’s the day? What’s the date? What’s the time? …any of this description is an easy place to start.

Step Three: Advance the plot to picture two. Your character(s) will have to take some action. Feel free to throw in more description.

Step Four: Advance the plot to picture three. Your character(s) will have to take some more action. Feel free to throw in more description.

Step Five: Advance the plot to picture four. Wrap up your story.

Step Six: Lightly cross out all proper nouns. Count the remaining words. How close to 100+ words did you come?

Keep in mind: If you use your time well, it is not important whether you finish the story.

Español Dos (2):

Today’s Agenda:

1a. Begin our second speaking exams (1 minute original story in the past using the pictures given).

1b. Working independently, tackle the first two parts of the “Project Runway” activity.

Part One: Using the given vocabulary & colored pencils, design the left hand side of the picture template, creating a “Project Runway” outfit that incorporates at least twelve of the words listed.
Part Two: In Spanish, write a 100+ word description of the outfit you have designed. Your description should be so precise, that a classmate reading the description alone would be able to correctly color in the right hand side of the picture template, resulting in a fairly good match.

(We will have the partner illustrating tomorrow.)

Homework: If you didn’t have your second speaking evaluation today, keep preparing at home.

miércoles, el dos de diciembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1a. Finish our second speaking assessments.

1b. Continue with our chapter 4/12 food vocabulary. While speaking exams were being conducted, students:

--finished defining the new vocabulary on the new chapter 4/12 pink packet

--finished making flashcards for the chapter

**Reminder: You are expected to memorize our new food/tableware vocabulary (all 65!), using your flashcards for 5-10 minutes EVERY NIGHT.

**Reminder: We have two scheduled vocabulary quizzes for this vocabulary: Thursday, December 17th & Wednesday, January 6th

Homework: Finish the flashcards if not completed in class. Begin to study your new food/tableware vocabulary.

Español Dos (2):

Today’s Agenda:

1. Receive yesterday’s vocabulary quizzes.

2. Listen to our song of the week: “Y aquí estoy.”

3. Self-assess on high-frequency vocabulary in the past.

4. Illustrate a four-frame picture series for practicing our speaking.

5. Trade illustrations and practice speaking with peers.

Homework: Our second speaking assessments are Thursday & Friday. Come prepared tomorrow to tell an original story in the past, using our high-frequency vocabulary.

martes, el primero de diciembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Listen to our new song of the week: “Y aquí estoy.” Nice job catching the first three missing words: quiero, porque, hay.

2a. Begin our second speaking exams (30 basic questions).

2b. Begin with our chapter 4/12 food vocabulary. While speaking exams were being conducted, students:

--defined the new vocabulary on the new chapter 4/12 pink packet
--began to make flashcards for the chapter

**Unfortunately, we will not be able to use our gestures to help us acquire the 65 food/tableware vocabulary items in this chapter.

**You are expected to memorize them, using your flashcards for 5-10 minutes EVERY NIGHT.

**We have two scheduled vocabulary quizzes for this vocabulary:
--Thursday, December 17th
--Wednesday, January 6th

Homework: Begin to study your new food/tableware vocabulary.

Español Dos (2):

Today’s Agenda:

1. Finish our reading vocabulary list definitions.

2. Listen to our new song of the week, “Y aquí estoy.” Nice job catching the first five missing phrases: te, lo que, este, pensar, sin.

3. Take a pop vocabulary quiz over previous, pink packet vocabulary.

4. Illustrate six scenes from yesterday’s story: “La moda de Steve Carell.”

5. Practice retelling yesterday’s story to a partner.

Homework: Keep preparing for Thursday & Friday’s speaking assessment.

lunes, el treinta de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Read, in Spanish, for nine minutes during SSR.

2. Discuss the four-day weekend, answering our fundamental questions:

--¿Qué hiciste durante el fin de semana?

--¿Te divertiste o no?

3. Practice our gestures.

4. Practice listening to unfamiliar voices with a Paso a paso listening activity.

5. Practice our 30 basic questions with a partner, in preparation for tomorrow’s second listening exam.

Homework: Prepare for tomorrow’s listening exam.

Español Dos (2):

Announcement: Our second speaking assessment (similar to the first in format) will take place on Thursday & Friday of this week.

Today’s Activities:

1. Read, in Spanish, for ten minutes during SSR.

2. Discuss the weekend, answering our fundamental questions:

--¿Qué hiciste durante el fin de semana?
--¿Te divertiste o no?
--¿Qué tuviste que hacer?

3. Practice our chapter 3 gestures and continue with our vocabulary guessing game.

4. Read the story “La moda de Steve Carell,” at the new table groups, deciphering the meanings of all underlined phrases.

Homework: Begin to prepare for your second speaking assessment! Request a six-frame illustration (stick figures are fine) from a friend or family member, and practice telling a spontaneous story at home. Pull out last Thursday’s high-frequency list to help you with your stories.

HIGH-FREQUENCY VOCABULARY IN THE PAST:

• --there was/there were……………………........había
• --s/he called him/herself………………………...se llamaba
• --s/he went……………………………………….......fue
• --s/he saw……………………………………….........vio
• --s/he did / made…………………………………...hizo
• --s/he was (angry / sad / sick / busy)………estaba
• --s/he was (tall / funny / an astronaut)…....era
• --s/he walked……………………………………......anduvo
• --s/he said to him/her…………………………….le dijo
• --s/he asked him/her……………………………..le preguntó
• --s/he answered him/her………………………..le contestó
• --s/he gave to him/her…………………………...le dio
• --s/he had (medicine / lots of friends)……....tenía
• --s/he got (an idea)………………………………....tuvo
• --it was (sunny / warm).………………………....hacía
• --it was raining…………………………………........llovía
• --it was cloudy…………………………………........estaba nublado
• --it was one o’clock…………………………….......era la una
• --it was two o’clock…………………………….......eran las dos
• --s/he became (upset / nervous)……………..se puso
• --s/he put on (shoes)……………………………...se puso
• --s/he was going to arrive……………………….iba a llegar
• --s/he couldn’t find……………………………......no podía encontrar
• --s/he wanted...................................................quería
• --s/he knew (how to).......................................sabía

miércoles, el veinticinco de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Work in table groups to retake the reading assessment from Monday.

2. Receive Monday’s graded, reading assessment.

3. Practice conjugating two more boot verbs on our pink packet:

CERRAR (e-->ie)
cierro………….cerramos
cierras………………….
cierra………….cierran

PENSAR (e-->ie)
pienso…………pensamos
piensas………………….
piensa…………piensan

4. Practice listening to other Spanish speakers’ voices with a Paso a paso listening activity.

Homework: None. Happy Thanksgiving! …Remember that our second speaking evaluation (on the 30 basic questions) will be next Tuesday & Wednesday.

Español Dos (2):

Today’s Agenda:

1. Practice our chapter 3 gestures.

2. Finish reviewing 3-5 & 3-8 in the workbook.

3. Practice listening to unfamiliar voices with a couple Paso a paso listening activities.

4. Continue working on our reading vocabulary list. Column 3’s answers were shared in class.

Homework: None. Happy Thanksgiving!

martes, el veinticuatro de noviembre del dos mil nueve

Español Uno (1):

Announcement: You will receive yesterday’s reading assessment tomorrow.

Today’s Agenda:

1. Take a practice quiz on the present tense forms of our four, irregular verbs:

IR (to go)
voy……………..vamos
vas……………………
va……………….van

TENER (to have)
tengo…………..tenemos
tienes………………….
tiene……………tienen

SER (to be—“permanent”…physical & personality traits, time, calendar)
soy…………….somos
eres………………….
es………………son

ESTAR (to be—“temporary”…emotions & health; location)
estoy…………..estamos
estás…………………..
está…………….están

2. Practice our basic questions, adding three new words to our list of physical traits on the “¿Cómo eres?” page:

--rubio/a….(blond)
--moreno/a…(dark-haired, not fair-skinned)
--pelirrojo/a…(red-headed)

3. Practice our gestures.

4. Tackle a few listening activities for chapter 3, as we practice listening to others’ voices in Spanish.

5. Practice conjugating a few more “boot” verbs on our pink packet:

EMPEZAR [e-->ie] (to start)
empiezo……………empezamos
empiezas……………………….
empieza…………….empiezan

QUERER [e-->ie] (to want)
quiero……………..queremos
quieres………………………
quiere……………..quieren

6. (2nd period only): Begin to review 3-7 in the workbook.

Homework: Study your pink packets!

Español Dos (2):

Today’s Agenda:

1. Receive Friday’s grammar quiz on preterite verbs.

2. Read a funny example of how our words get changed when using online translators. Nice job this year having academic integrity and not using online translators for any class work.

While there is a place (in non-academic settings) for resorting to online translators, they are very flawed and should only be used when there is no better option!!!

3. Practice our chapter 3 gestures.

4. Quick game: guess the vocabulary being defined as Profe Nick reads definitions aloud.

5. Review our demonstrative adjectives & pronouns.

6. Begin the homework: 3-5 & 3-8 in the workbook.

Homework: If you didn’t finish 3-5 & 3-8 in class, please do so.

lunes, el veintitrés de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Change table groups.

2. Read, in Spanish, for eight minutes during SSR.

3. Discuss our weekend, answering our fundamental question: “¿Qué hiciste durante el fin de semana?”

**A new weekend question was added to the reverse of our yellow, weekend page:

¿Te divertiste o no?...............................Did you have fun or not?
--Sí, me divertí (mucho)………………Yes, I had (a lot of) fun.
--No, no me divertí para nada…………No, I didn’t have fun at all.

4. Practice our chapter three gestures.

5. Take a reading comprehension assessment.

Homework: None. Due to extra time needed for the reading quiz, we will review 3-7 tomorrow.

Español Dos (2):

Announcement: You will receive your preterite quizzes TOMORROW.

Today’s Agenda:

1. Change table groups.

2. Read, in Spanish, for ten minutes during SSR.

3. Discuss our weekend, answering our fundamental questions: “¿Qué hiciste durante el fin de semana?” & “¿Te divertiste o no?”

**A new weekend question was added to the reverse of our yellow, weekend page:

¿Qué tuviste que hacer?
--Tuve que ______r…..

4. Work through Friday’s quiz as a class & in table groups. All students are expected to be competent with the following information on our blue, preterite packet!!!

--regular preterite endings
--irregular preterite verbs (ir, ver, hacer, decir, andar, dar)
--CAR, GAR, ZAR preterite verbs
--reflexive verbs in the preterite
--stem-changing preterite verbs

Homework: Redo Friday's preterite quiz.

viernes, el veinte de noviembre del dos mil nueve

Español Uno (1):

Announcement #1: Your second speaking exam (30 basic questions) will be Tuesday, Dec. 2nd and Wednesday, Dec. 3rd. Practice!

Announcement #2: We have flown through chapter 3! We will keep practicing boot verbs and our essential skills for the few days before Thanksgiving Break, but know that after Thanksgiving Break we will be jumping into chapter 4.

Today’s Agenda:

1. Practice our basic questions.

2. Practice answering our fundamental question: ¿Qué vas a hacer este fin de semana?

3. Sing our song of the week: “Vive el verano.”

4. Practice our gestures.

5. Practice conjugating three more boot verbs: entender, poder & dormir. We also discussed how it just needs to be memorized which verbs are boot verbs...unfortunately, you can't just tell by looking at an infinitive if it has a spelling change or not.

6. Review 3-8 & 3-9 in the workbook.

7. Begin the homework.

Homework: 3-7 in the workbook.

Español Dos (2):

Today’s Agenda:

1. Review last year’s demonstrative adjectives:

.....this (este / esta) / these (estos / estas)

.....that (ese / esa) / those (esos / esas)

There is an easy refrain to remember how to tell these similar-looking words apart:
“This & these have t’s; that and those don’t.”

We also established some new demonstrative adjectives for Spanish 2:

.....that [far away] (aquel / aquella) / those [far away] (aquellos / aquellas).

We can take these demonstrative adjectives (this book, that shirt, those pants) and make them demonstrative pronouns (this one, that one, those ones) by adding an accent to the first e.

.....this one (éste / ésta) / these ones (éstos / éstas)

.....that one (ése / ésa) / those ones (ésos / ésas)

.....that one [far away] (aquél / aquélla) / those ones [far away] (aquéllos / aquéllas).

2. Discuss weekend plans, answering our fundamental question: “¿Qué vas a hacer este fin de semana?”

3. Sing our song of the week: “Te busqué.”

4. Practice our gestures.

5. Take a quiz on our preterite verbs:

--regular preterite endings
--irregular preterite verbs (ir, ver, hacer, decir, andar, dar)
--CAR, GAR, ZAR preterite verbs
--reflexive verbs in the preterite
--stem-changing preterite verbs

6. Review 3-3 & 3-4 in the workbook.

Homework: Read “Ralph, el desordenado” to an adult for Monday.

jueves, el diecinueve de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Self-assess our ability to correctly conjugate our four irregular verbs: ser, estar, tener & ir. Practice using all four in context.

2. Discuss a new grammar topic on the last page of our pink packet: “boot verbs” (also called “stem-changing verbs”).

You have been using “boot verbs,” you just didn’t realize that they were a bit special. “Boot verbs” have a special spelling change inside the “boot” of the verb.

Let’s take a look at a boot verb you’ve seen:

JUGAR (u-->ue)
juego…………………………jugamos
juegas………………………………………
juega………………………….juegan

Jugar changes u-->ue.

ALL other boot verbs change either (e-->i), (e-->ie), (o-->ue).

............(e-->i):
decir (to say) ***…decir is a little irregular in the yo form

............(e-->ie):
entender (to understand)
cerrar (to close)
empezar (to begin)
querer (to want)

............(o-->ue):
dormir (to sleep)
poder (to be able to / to “can”)

***We will be practicing boot verbs up through Thanksgiving, so if you will be gone multiple days, please take a look at the blog each day to stay caught up!!!

3. Listen to our song of the week: “Vive el verano.”

4. Practice our gestures.

5. Finish reviewing 3-6 from yesterday.

6. Begin the homework.

Homework: 3-8 & 3-9 in the workbook (evens in English). Also for each statement, decide WHY we are using estar—location?, emotions?, health?

Español Dos (2):

Today's Agenda:

1. Self-assess our recall of our high-frequency vocabulary for speaking & writing in the past:

Our stories have largely focused on teaching you the following high-frequency vocabulary in the past. These words are ESSENTIAL for basic storytelling.

Being able to correctly say & write these words is an expectation. Doing so will allow you to comfortably tackle any of our speaking or writing assessments.

Students who know these well, have generally:
--reread the stories (over and over!)
--practiced telling spontaneous stories aloud (using previous pictures or new pictures)
--made flashcards and studied them

--there was/there were……………………........había
--s/he called him/herself………………………...se llamaba
--s/he went……………………………………….......fue
--s/he saw……………………………………….........vio
--s/he did / made…………………………………...hizo
--s/he was (angry / sad / sick / busy)………estaba
--s/he was (tall / funny / an astronaut)…....era
--s/he walked……………………………………......anduvo
--s/he said to him/her…………………………….le dijo
--s/he asked him/her……………………………..le preguntó
--s/he answered him/her………………………..le contestó
--s/he gave to him/her…………………………...le dio
--s/he had (medicine / lots of friends)……....tenía
--s/he got (an idea)………………………………....tuvo
--it was (sunny / warm).………………………....hacía
--it was raining…………………………………........llovía
--it was cloudy…………………………………........estaba nublado
--it was one o’clock…………………………….......era la una
--it was two o’clock…………………………….......eran las dos
--s/he became (upset / nervous)……………..se puso
--s/he put on (shoes)……………………………...se puso
--s/he was going to arrive……………………….iba a llegar
--s/he couldn’t find……………………………......no podía encontrar

2. Listen to our song of the week: “Te busqué.”

**Two more important high-frequency words were added to the list from our warm-up:

--s/he wanted...................................................quería

--s/he knew (how to).......................................sabía

3. Practice our gestures.

The following new gestures were established:

--es de tamaño mediano (grande / pequeño)
--firma el cheque
--se lo paga con dinero en efectivo
--los vende
--lo encuentra
--escoge a alguien
--la ropa apretada
--la ropa floja
--está de moda

4. Finish reviewing 3-1 & 3-2.

5. Begin the homework.

Homework: 3-3 & 3-4 in the workbook.

miércoles, el dieciocho de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Practice using our four very important, irregular verbs in context: ser, estar, ir & tener.

2. Listen to our song of the week: “Vive el verano.”

3. Practice our chapter three gestures.

4. Begin to review the homework: 3-5 & 3-6.

Homework: None.

Español Dos (2):

Today’s Agenda:

1. Practice conjugating three more stem-changing verbs in the present & preterite.

2. Listen to our new song of the week: “Te busqué.”

3. Practice our gestures and establish new gestures for:

se pone el pañuelo
los zapatos de tacón alto
el botón
cierra la cremallera
abre la cremallera
las mangas cortas
las mangas largas
a cuadros
a rayas
es de tamaño mediano (es de tamaño pequeño/grande)

4. Review the homework: 3-1 & 3-2.

Homework: None.

martes, el diecisiete de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Practice spelling unknown words in Spanish, using our knowledge of Spanish phonetics.
--le-van-ta-mien-to
--re-lám-pa-go
--ca-ba-lli-to
--bar-ba-co-a
--na-ta-ción

2. Practice our basic questions, especially our updated version of “¿Cómo estás?”
--¿Cómo estás? (How are you?)
--¿Cómo estabas? (How were you?)……Estaba….(I/She/He was….)

**Another question was updated today:
--¿Cómo eres?....(What are you like?)
--¿Cómo eras?....(What were you like?)….Era….(I/She/He was…)

3. Listen to our new song of the week: “Vive el verano.” Nice job catching the first three missing words: luna, mil, miraste.

**Quick tangent: If “miraste” communicates “you looked,” how would we say the following?
--you danced?..........bailaste
--you cooked?..........cocinaste
--you listened?........escuchaste
--you helped?.........ayudaste
--you sang?...............cantaste

4. Practice our chapter 3 gestures, establishing new gestures for:
--¡Claro que sí!
--¡Claro que no!
--A mí me gustaría
--A ti te gustaría
--¡No me digas!
--¡Genial!

5. Review 3-3 & 3-4 in the workbook.

**An important rule was discussed and written on top of page 3-3. This rule is very helpful for BEGINNERS in Spanish, though do know that the rule will become less absolute mid-Spanish 2.

RULE: If the first verb is conjugated (specifically I, you, s/he, we, they, y'all…does an action), then the second verb has to be an infinitive.

--quieren estudiar
--puedo cantar
--necesitas comer

6. Begin the homework.

Homework: 3-5 & 3-6 in the workbook.

Español Dos (2):

Today’s Agenda:

1. Practice spelling unknown words in Spanish, using our knowledge of Spanish phonetics.
--le-van-ta-mien-to
--re-lám-pa-go
--ca-ba-lli-to
--bar-ba-co-a
--na-ta-ción

**Discussion about the first accent rule we know and how it applies to these words. [First Accent Rule: All word ending in a vowel, n or s have a natural stress on the second to last syllable.]

2. Practice our basic quesitons in the past:

--¿Cómo eras (de pequeño/a)?
--¿Cómo estabas (ayer)?
--¿Qué tiempo hacía (ayer)?
--¿Qué hora era (cuando te despertaste hoy)?

3. Listen to our new song of the week: “Te busqué.” Nice job catching the first three missing words: di, fue, vi.

4. Finish defining our pink packet vocabulary for chapter 3.

5. Establish gestures for:

--lleva el bolso
--el botín
--saca su cartera de su bolsillo
--el chandal
--cuelga el chaquetón
--se prueba el cinturón
--la corbata
--la gorra

6. Begin the homework.

Homework: 3-1 & 3-2 in the workbook (evens transltaed, too)

lunes, el dieciséis de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Read, in Spanish, for eight minutes during SSR.

2. Answer our fundamental question “¿Qué hiciste durante el fin de semana?”

Grammar tangent: What’s the difference between “cocino” & “cocinó”? [I cook, I’m cooking / s/he cooked]

patino / patinó…..[I skate, I’m skating / s/he skated]
ayudo / ayudó…..[I help, I’m helping / s/he helped]

**ONE little difference (in this case, an accent mark) can make the difference between who & when!!!

3. Practice our new chapter three gestures and establish gestures for:

--las estaciones
--por la mañana
--por la tarde
--por la noche
--hoy no
--todos los días
--después de las clases

4. Review 3-1 & 3-2 in the workbook.

5. Begin the homework.

Homework: 3-3 & 3-4 in the workbook (with evens translated, as always)

Español Dos (2):

Today’s Agenda:

1. Read, in Spanish, for ten minutes during SSR.

2. Answer our fundamental question: “¿Qué hiciste durante el fin de semana?”

3. Receive Friday’s written retell of the story “Ralph, el desordenado.” Profe Nick edited for five common mistakes in your writing. If you have no notation on your page, you avoided all four of the common mistakes I was looking for. Nice job. If you made some mistakes, that’s to be expected at this point, though I expect that we have major improvement with each writing!

Five common Spanish 2 mistakes in semester one:

--resorting to English, instead of working around the word
--verb missing (often at this stage a helping verb—“wanted, needed, was going to, liked to”)
--“speaking in infinitives” (saying "Mike to play basketball," instead of "Mike played basketball.")
--using the wrong verb form (saying "She I go to the game," instead of "She goes to the game.")
--using an apostrophe “s” (remember, there are NO apostrophes in Spanish!)

4. Finish defining our new chapter three vocabulary.

5. Establish some new gestures.

6. Begin to work on the homework.

Homework: 3-1 & 3-2 in the workbook (evens translated).

viernes, el trece de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Receive yesterday’s written story retells. Profe Nick edited for four common mistakes in your writing. If you have no notation on your page, you avoided all four of the common mistakes I was looking for. Nice job. If you made some mistakes, that’s to be expected at this point, though I expect that we have major improvement with each writing!

Four common beginner Spanish mistakes:
--resorting to English, instead of working around the word
--verb missing (often at this stage the word "is")
--“speaking in infinitives” (saying "Mike to play basketball," instead of "Mike plays basketball.")
--using the wrong verb form (saying "She I go to the game," instead of "She goes to the game.")

2. Discuss what we are going to do over the weekend, answering our fundamental question “¿Qué vas a hacer este fin de semana?”

3. Listen and sing our song of the week: “Me pregunto.”

4. Finish defining our chapter three pink packet vocabulary.

5. Establish new gestures for the following chapter three vocabulary:

--va de pesca
--va de compras
--juega al (béisbol / básquetbol / etc.)
--la piscina
--el campo
--el parque de diversiones
--las estaciones
--la primavera
--el otoño
--el verano
--el invierno

6. Begin the homework.

Homework: 3-1 & 3-2 in the workbook (with all even’s additionally translated).

Español Dos (2):

Today’s Agenda:

1. Continue to practice our stem-changing verbs (“verbos de cambio radical”) in the present & preterite. Specifically, we looked at how devolver, preferir & dormir are conjugated.

2. Discuss what we are going to do over the weekend, answering our fundamental question “¿Qué vas a hacer este fin de semana?”

3. Listen to and sing our song of the week: “Me pregunto.”

4. Illustrate six scenes from yesterday’s story, “Ralph, el desordenado.”

--Había un estudiante que se llamaba Ralph. Un día Ralph se despertó tarde. Cuando Ralph vio el reloj se puso muy nervioso.
--Eran las siete y cuarto de la mañana. Iba a llegar tarde a la escuela. ¡Qué horror!
--Ralph era muy desordenado. Esta mañana no podía encontrar sus zapatos.
--Así que no se puso los zapatos. Ralph corrió al refrigerador y se puso unas cajas de mantequilla en los pies.
--Entonces Ralph no podía encontrar sus pantalones. Iba a llegar tarde. Así que se puso los pantalones de su hermanito.
--Ralph salió de su casa. Empezó a corer en sus pantaloncitos, pero después de corer despacio por catorce segundos, se cayó.

5. Practice retelling the story “Ralph, el desordenado” to two different partners.

6. Practice writing the story “Ralph, el desordenado” in our own words.

7. Receive the chapter three pink packet.

Homework: Study your pink packets!

jueves, el doce de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Tackle 2-6 in the workbook: tú / Ud. / Uds.

2. Listen to our song of the week: “Me pregunto.”

3. Practice our gestures.

4. Practice retelling our story “¿Bueno o malo?” to two more partners. Remember, telling a spontaneous story will be how we conduct all speaking assessments from January onward.

5. Listen as two brave volunteers share their version of the story aloud with the class.

6. Practice writing the story “¿Bueno o malo?” in your own words.

7. Receive our chapter three pink packet and begin to define the new vocabulary.

Homework: Study your pink packet vocabulary.

Español Dos (2):

Today’s Agenda:

1. Practice conjugating three stem-changing verbs in the present & preterite: empezar, pensar & cerrar.

2. Listen to our song of the week: “Me pregunto.”

3. Review 2-5 & 2-6 in the workbook.

4. Read the story “El cuento de Ralph, el desordenado” as a class. Nice job tackling a tricky story!!

Homework: Study your pink packet vocabulary.

martes, el diez de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Practice our basic questions.

2. Listen to our song of the week: “Me pregunto.”

3. Practice our gestures.

4. Review how we conjugate our four VERY IMPORTANT irregular verbs:

SER (to be—“permanent”—personality traits / physical traits / time / calendar)
soy……………….somos
eres……………………..
es…………………son

ESTAR (to be—“temporary”—emotions / health / location)
estoy……………..estamos
estás………………………
está………………están

TENER (to have)
tengo…………….tenemos
tienes…………………….
tiene……………..tienen

IR (to go)
voy………………vamos
vas………………………
va………………..van

5. Review yesterday’s story “¿Bueno o malo?”

6. Illustrate six scenes from “¿Bueno o malo?” and practice retelling the story to a partner.

Homework: Study your pink packet!

Español Dos (2):

Today’s Agenda:

1. Review conjugating bañarse & repartir in the preterite. If you’re AT ALL fuzzy on those regular preterite endings, go back and practice them!!!

BAÑARSE (to bathe oneself)
me bañé……………nos bañamos
te bañaste……………………….
se bañó……………..se bañaron

REPARTIR (to deliver)
repartí………………repartimos
repartiste……………………….
repartió……………..repartieron

2. Listen to our new song of the week: “Me pregunto.” Nice job catching the first four missing words: ciudad, pensar, viene, para.

3. Answer questions #28-36 on our list of chapter questions.

4. Brainstorm the stem-changing verbs (verbos de cambio radical) that we know:
e-->ie………………..e-->i………………o-->ue
pensar……………….pedir………………dormir
cerrar………………..seguir………………acostarse
entender…………….vestirse…………….poder
querer………………decir...……………..devolver
empezar…………….repetir……………..costar
preferir
sentarse
sentirse
despertarse
tener
venir

5. Discuss how stem-changing verbs work in the preterite. All information was written on our blue, preterite packet.

-AR & -ER verbs DON’T stem-change in the preterite. They conjugate just like regular verbs in the preterite.

PENSAR (to think)
pensé……………..pensamos
pensaste……………………
pensó……………..pensaron

-IR verbs are no longer “boot verbs.” They become “sandal verbs.”
-“Sandal verbs” only stem-change in the “sandal” (the s/he form & the they form).
-“Sandal verbs” only stem-change to the FIRST vowel (o-->u, e-->i)

DORMIR (to sleep)
dormí…………………dormimos
dormiste…………………………
durmió………………...durmieron

6. Review 2-3 & 2-4 in the workbook.

7. Begin the homework.

Homework: 2-5 & 2-6 in the workbook (all even’s in English, as well).

lunes, el nueve de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Read, in Spanish, for eight minutes during SSR.

2. Discuss the weekend in Spanish.

3. Practice our gestures.

4. Read the story “¿Bueno o malo?” in table groups and answer the corresponding questions about the story.

Homework: If you didn’t finish all the questions for the story, please answer them at home.

Español Dos (2):

Today’s Agenda:

1. Read, in Spanish, for ten minutes during SSR.

2. Discuss the weekend in Spanish.

3. Practice responding in complete & accurate sentences, as we respond to questions #19-27 on our list of questions.

4. Brainstorm last year’s numbers with table groups. If you’re fuzzy in recalling your numbers, you’re responsible to make up the difference. Numbers will continue to resurface at every level of Spanish!!!

5. Practice our listening with a Paso a paso listening activity.

Homework: Study your pink packet!

viernes, el seis de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Write out our forms of ir in the present and answer our fundamental question: “¿Qué vas a hacer este fin de semana?”

2. Sing our song of the week: “Vida más simple.”

3. Learn about the Day of the Dead tradition in México and take some notes.

4. Review 2-3, 2-4 & 2-7 in the workbook.

Homework: Study your pink packet vocabulary!

Español Dos (2):

Today’s Agenda:

1. Receive your reading quizzes from Wednesday.

2. Discuss, in Spanish, what you’re going to do this weekend.

3. Sing our song of the week: “Vida más simple.”

4. Learn about the Day of the Dead tradition in México and take some notes.

5. Practice our gestures.

6. Review 2-1 & 2-2 in the workbook.

Homework: (4th & 5th only)…(6th period, I forgot to announce this, but it will be homework Monday!): 2-3, 2-4 in the workbook (with even’s translated to English).

jueves, el cuatro de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Practice pronouncing unknown words in Spanish, using our knowledge of Spanish phonetics. Your instincts about where the natural stress goes are very good. We're almost ready to start learning a bit about accent rules.

--meñique……….me/ñi/que
--arena………….a/re/na
--termómetro…...ter/mó/me/tro
--tubería………..tu/be/rí/a
--tijeras…………ti/je/ras
--cinturón………cin/tu/rón
--tornillo……….tor/ni/llo
--mecedora…….me/ce/do/ra
--helecho………he/le/cho
--búho…………bú/ho

2. Listen to our song of the week: “Vida más simple.” Nice job catching the last two missing words: hablar, preguntar.

3. Practice listening to others’ voices in Spanish with a few Paso a paso listening activities.

4. Practice our chapter two gestures.

5. Begin the homework.

Homework: Workbook pages 2-3, 2-4, 2-7 (evens additionally translated to English).

Español Dos (2):

Today’s Agenda:

Announcement: You will receive your reading quizzes tomorrow. Nice job on them! The scores are on Skyward.

1. Practice writing complete & accurate sentences in Spanish by tackling questions #10-18 on yesterday’s page of questions.

2. Practice pronouncing unknown words in Spanish, using our knowledge of Spanish phonetics.

Reestablish the first accent rule that we know: All words ending in a vowel have a natural (invisible) stress on the second to last syllable.

--meñique……….me/ñi/que
--rompecabezas...rom/pe/ca/be/zas
--termómetro…...ter/mó/me/tro
--tubería………..tu/be/rí/a
--tijeras…………ti/je/ras
--iman...............i/man
--disfraces........dis/fra/ces
--polen.............po/len
--helecho………he/le/cho
--búho…………bú/ho

Discern a second part to the first accent rule we already know: All words ending in an n or s also have the natural (invisible) stress on the second to last syllable.

3. Listen to our song of the week: “Vida más simple.”

4. Practice listening to others’ voices in Spanish with a few Paso a paso listening activities.

5. Continue with our list of reading vocabulary.

Homework: Keep studying your pink packet vocabulary.

miércoles, el cuatro de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Quick check-in with yesterday’s dice game. If you’re struggling with the dice game, remember that you need to be coming in for extra help.

2. Listen to our song of the week: “Vida más simple.”

3. Practice our basic questions.

4. Discuss telling time in Spanish. Two new words were introduced:

--cuarto (quarter)….Son las dos y cuarto…..(It is two and a quarter hour.)
--media (half)….Son las dos y media…..(It is two and a half hour.)

** “Cuarto” is much more preferable than “quince.” “Media” is much more preferable than “treinta.” You’re are expected to use these preferred forms in class.

5. Practice listening to others’ voices in Spanish, as we complete two listening activities.

Homework: None.

Español Dos (2):

Today’s Agenda:

1. As a class, practice responding to questions with complete and accurate responses.

2. Take a reading quiz.

3. (4th period only): Listen to our song of the week.

Homework: None.

martes, el tres de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Practice spelling unknown words using our knowledge of Spanish phonetics:
--pañ-ue-los
--al-go-dón
--ca-rre-te-ra
--es-pan-ta-pá-ja-ros
--e-qui-li-bri-sta

2. Listen to our new song of the week: “Vida más simple.” Nice job catching the first two missing words: sólo, mi.

3. (1st hour only): Student senator update.

4. Review 2-5 in the workbook. Remember that while you don’t want to overuse our personal pronouns (I, you, he, she, we, they, y’all), they are nonetheless very important words to know!

5. Practice our chapter two gestures, establishing new gestures for:
--a ver….
--aquí está
--allí está
--allá está
--es para mí
--es para ti
--enseña
--aprende
--empieza
--termina
--usa la calculadora
--rompe los lápices

6. Practice our essential 30 questions, defining the last two questions:
--¿A qué hora empieza la clase de español?
------La clase de español empieza a las....
--¿A qué hora termina la clase de español?
------La clase de español termina a las....

7. (2nd hour only): Practice all 30 questions with a partner.

8. Finish yesterday’s Dice Game in table groups.

Homework: Make sure your Dice Game is accurate for tomorrow.

Español Dos (2):

Today’s Agenda:

1. Practice spelling unknown words using our knowledge of Spanish phonetics:
--pañ-ue-los
--al-go-dón
--ca-rre-te-ra
--es-pan-ta-pá-ja-ros
--e-qui-li-bri-sta

2. Listen to our new song of the week: “Vida más simple.” Nice job catching the first two missing words: mar, oye.

3. Practice our chapter two gestures.

4. Practice using our chapter two reflexive verbs with helping verbs:

a--She was going to wake (herself) up early.
b--I’m going to call myself “la Reina.”
c--They plan to go (themselves) to bed early.
d--I tend to dress (myself) quickly.
e--We have to not fall (ourselves) down.

a—Iba a despertarse temprano. / Se iba a despertar temprano.
b—Voy a llamarme “la Reina.” / Me voy a llamar “la Reina.”
c—Piensan acostarse temprano. / Se piensan acostar temprano.
d—Suelo vestirme rápido. / Me suelo vestir rápido.
e—Tenemos que no caernos. / Nos tenemos que no caer.

5. Continue defining words on yesterday’s Spanish 1 & 2 reading word list. In class we went over the correct definitions of column one.

6. Begin with the homework: 2-1, 2-2 (evens in English).

Homework: Workbook pages 2-1, 2-2 (evens in English, too.)

lunes, el dos de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Read, in Spanish, for eight minutes during SSR.

2. Answer our fundamental question: “¿Qué hiciste durante el fin de semana?”

**Nice job catching that the –ste at the end of dormiste, viste, fuiste all communicate "you" in the past!

3. Review 2-1 & 2-2 in the workbook.

4. Practice conjugating, using two of our new verbs: aprender & enseñar.

5. Begin our first Dice Game activity. Now that you’ve become very good at conjugating using those t-charts, can you conjugate in your head?

Homework: If your group did not finish the first two boxes on the Dice Game activity, please do so for tomorrow.

Español Dos (2):

Today’s Agenda:

1. Read, in Spanish, for ten minutes during SSR.

2. Answer our fundamental question: “¿Qué hiciste durante el fin de semana?” as well as our follow-up question: “¿Te divertise o no?”

3. Discuss how reflexive verbs (“-self”) work with helping verbs.

Quick review of our helping verbs:
--s/he wants to (quiere + ___r)
--s/he needs to (necesita + ___r)
--s/he has to (tiene que + ___r)
--s/he is going to (va a + ___r)
--s/he is able to (puede + ___r)
--s/he tends to (suele + ___r)
--s/he would like to (quisiera + ___r), (le gustaría + ___r)
--s/he prefers to (prefiere + ___r)
--s/he plans to (piensa + ___r)
--s/he must (debe + ___r)
**new info: --s/he should (debería + ___r)

When combining reflexive verbs with the helping verbs above, there are two correct options: the reflexive pronoun (me, te, se, nos, se) can go “out in front” or “out in back.” Neither way is more preferable than the other. You should use both to sound most natural.

I’m going to wake (myself) up at five tomorrow
--Me voy a despertar a las cinco mañana.
--Voy a despertarme a las cinco mañana.

4. Tackle our first (of four) columns of reading vocabulary from Spanish 1 (and a few words from Spanish 2). This is the last of our review from Spanish 1!!! Remember, reading vocabulary is often hard to visualize and hard to gesture, but is nonetheless crucial for reading and listening comprehension.

Homework: None.

miércoles, el veintiocho de octubre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Tackle three new questions on our thirty basic questions page:

--¿Cuál es tu clase favorita?..... (What is your favorite class?)
------Mi clase favorita es la clase de (matemáticas / ciencias / español / etc.).

--¿Adónde vas después de las clases?..... (Where do you go after school?)
------Voy a (casa / la casa de Patty / QFC / etc.) después de las clases.

--¿Cuál es tu número de teléfono?..... (What is your telephone number?)
------Mi número de teléfono es cuatro-dos-cinco, ocho-tres-siete, cinquenta y nueve, sesenta y dos.

**With telephone numbers in Spanish, we combine the last four numbers as so:
5962 = fifty nine, sixty two
2810 = twenty eight, ten
4136 = forty one, thirty six

2. Listen to our song of the week: “Fotografía.” Nice job catching the next three missing words: puedo, estrellas, vas.

Quick tangent to conjugate one of our VERY irregular verbs: ir

IR (to go)
voy……………..vamos
vas…………………….
va……………….van

**Remember, irregular verbs are the MOST important. They are even more important than regular verbs, because they are more common!

3. Tackle a practice reading with table groups. Today’s practice reading is exactly the same in format as real reading assessments. Later this week you will have a real reading assessment.

Homework: If you haven’t yet read “Alberto y la mantequilla” to an adult, please do so for tomorrow.

Español Dos (2):

Today’s Agenda:

1. Receive yesterday’s “irregular yo” quiz.

2. Read the “Verbos Reflexivos” section on page one of our chapter two pink packet. Most importantly, we learned that reflexive verbs are just a new type of verb for us to use. They are very easy to use. All that is new is using the reflexive pronoun (me, te, se, nos, se). We put the reflexive pronoun out in front of a conjugated verb.

3. Practice conjugating lavarse (to wash oneself) & vestirse (to dress oneself) in the present.

LAVARSE (to wash oneself)
me lavo………………nos lavamos
te lavas……………………………
se lava………………..se lavan

VESTIRSE (to dress oneself) (e-->i)
me visto……………...nos vestimos
te vistes……………………………
se viste………………..se visten

4. Listen to our song of the week: “Fotografía.” Nice job catching the next three missing phrases: busco, llamo, por eso.

5. Practice conjugating reflexive verbs in the preterite on our blue packet.

CEPILLARSE (to brush oneself)
me cepillé……………..nos cepillamos
te cepillaste……………………………..
se cepilló………………se cepillaron

ROMPERSE (to break oneself)
me rompí………………nos rompimos
te rompiste……………………………
se rompió………………se rompieron

ABURRIRSE (to bore oneself, to get bored)
me aburrí………………nos aburrimos
te aburriste…………………………….
se aburrió………………se aburrieron

6. Practice some of our new chapter two gestures.

Homework: None, though I recommend making chapter two flashcards.

martes, el veintisiete de octubre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Hand in the crosswords completed on Friday with Mr. Valenta.

2. Tackle three new basic questions on our thirty questions page:

--¿Cuántos años tienes?...... “How many years do you have?”
------Tengo __#__ años.

--¿Qué clase tienes en la quinta hora?..... “What class do you have in fifth hour?”
------Tengo la clase de ____ en la quinta hora.

--¿Qué tienes en tu mochila?..... “What do you have in your backpack?”
------Tengo (carpetas / bolígrafos / libros) en mi mochila.

3. Listen to our new song of the week: “Fotografía.” Nice job catching the first three missing words: voy, corazón, tengo.

4. Review 1-5 & 1-6 in the workbook.

5. Receive our new pink packet for chapter two. Remember, just because we have a new pink packet does not mean that the previous pink packets are unimportant. You STILL need to know everything in those packets, and will continue to see that material pop up on assessments.

Homework: For Thursday, read “Alberto y la mantequilla” to an adult in ENGLISH.

Español Dos (2):

Today’s Agenda:

1. Take a quick grammar quiz on the irregular “yo” forms in the present.

2. Listen to our new song of the week: “Fotografía.” Nice job catching the first three missing phrases: llevo, verlas, te puedo.

3. Receive our chapter two pink packet and define our new vocabulary. Remember, just because we are embarking on a new chapter does NOT mean that the previous chapter vocabulary & grammar is irrelevant. You still need to know it all! Spanish, like math, is cumulative in nature.

Homework: None, though as I mentioned in class, we will fly through chapter two in the next couple weeks. It would be a good idea to make flashcards for your vocabulary.

lunes, el veintiséis de octubre del dos mil nueve

Español Uno (1):

Announcement: Mr. Valenta left a very positive sub. report for Friday’s class. Nice work.

Announcement: All work completed with Mr. Valenta will be turned in TOMORROW.

Today’s Agenda:

1. Read, in Spanish, for seven minutes during SSR.

2. Discuss what we did over the weekend. Today you were not allowed to use “fui” (I went) in your answer, as we tend to over rely upon that one choice!

3. Practice answering some of our other fundamental questions.

On the “¿Cómo estás?” page, a new IMPORTANT word was added to the top of the page:

estaba = I was, s/he was

4. Listen to and sing last week’s song of the week: “Vivir.”

5. Receive last Thursday’s culture quizzes. Nice job!

6. Begin the homework: 1-5 & 1-6 (with all even’s additionally translated).

Homework: 1-5, 1-6 in the workbook (all even’s additionally translated)

Español Dos (2):

Announcement: Mr. Valenta left a mostly positive sub. report for Friday’s class. Thank you to all of you who were on-task.

Announcement: All work completed with Mr. Valenta will be turned in TOMORROW.

Today’s Agenda:

1. Read, in Spanish, for ten minutes during SSR.

2. Discuss what we did over the weekend. Today you were not allowed to use “fui” (I went) in your answer, as we tend to over rely upon that one choice!

3. Practice answering some of our other fundamental questions.

4. Listen to and sing last week’s song of the week: “Andar conmigo.”

5. Receive last Thursday’s culture quizzes. Nice job!

6. Practice some more “verb phrases” (wants to ___, needs to ___, has to ____, etc.).

--They need to ask me. ....(Necesitan preguntarme.)
--You should answer. ....(Debes contestar.)
--I would like to wait. ....(Me gustaría esperar. / Quisiera esperar.)
--Are you going to hand it in? ....(¿Vas a entregarlo?)
--I ought to think. ....(Debo pensar.)
--We plan to arrive. ....(Pensamos llegar.)
--He can sing well. ....(Puede cantar bien.)
--She has to leave. ....(Tiene que salir.)
--They want to give. ....(Quieren dar.)
--Do you prefer to know? ....(¿Prefieres saber?)

Homework: None.

viernes, el veintitrés de octubre del dos mil nueve

Sub: Profe Valenta

miércoles, el veintiuno de octubre del dos mil nueve

Announcement: All classes shortened to 31 minutes due to a scheduled Emergency Preparedness Drill.

Español Uno (1):

Today’s Agenda:

1. Practice our basic questions.

On our “¿Cómo estás?” page, we added a new emotion: “annoyed” (molesto/a). That’s what we call a FALSE cognate!...doesn’t mean what it looks like.

On our “¿Cómo estás?” page we also wrote out the t-chart for the verb “to be” (estar).

ESTAR
estoy………….estamos
estás…………………..
está……………están

**Estar is what we call “irregular.” It doesn’t look exactly like what we would expect. Our irregular verbs are the MOST important, as they are the most common in the language. We just have to accept that they’re irregular and memorize their forms.

On our “¿Cómo eres?” page we added some of our pink packet personality words: quiet/reserved (callado/a), lazy (perezoso/a), stingy (tacaño/a), athletic (deportista), daring (atrevido/a), nice (amable), silly (gracioso/a) & generous (generoso/a).

On our “¿Cómo eres?” page we also wrote out the t-chart for the verb “to be” (ser).

SER
soy……………somos
eres…………………
es……………..son

**Ser is what we call “irregular.” It doesn’t look exactly like what we would expect. Our irregular verbs are the MOST important, as they are the most common in the language. We just have to accept that they’re irregular and memorize their forms.

2. Listen to our song of the week: “Vivir.” Nice job catching the next two missing words: busco, gente.

3. (2nd hour only): Since there wasn't enough time during class to take the mini-quiz that 1st hour took yesterday, students received the quiz as practice. There will be a mini numbers quiz tomorrow.

Homework: Keep reviewing your pink packet. Remember, you’re responsible for EVERYTHING in the pink packet!

Español Dos (2):

Today's Agenda:

1. (5th & 6th periods): Finish our culture flow chart.

2. Listen to our song of the week: “Andar conmigo.” Nice job catching the next four words: darte, dime, dime, llegar.

3. Working in groups, complete a practice reading assessment. You will be having a real reading assessment early next week. Expect an identical format and a similar level of difficulty.

Homework: Keep studying your pink packet!

martes, el veinte de octubre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Practice our spelling of our core numbers 0-50:

--9 + (más) 4 = (son) _______....[trece]
--11 – (menos) 7 = (son) _______....[cuatro]
--20 + 10 = (son) _______....[treinta]
--19 - 5 = (son) _______....[catorce]
--11 - 9 = (son) _______....[dos]
--10 + 5 = (son) _______....[quince]
--50 - 30 = (son) _______....[veinte]
--30 + 20 = (son) _______....[cinquenta]
--10 + 9 = (son) _______....[diecinueve / diez y nueve]
--20 - 20 = (son) _______....[cero]

2. Listen to our song of the week: “Vivir” by Belinda. Nice job catching the first three missing phrases: quiero, diez & a veces.

3. Brainstorm in table groups all the cultural information we have received since the first day of school. Later this week there will be a cultural knowledge assessment. Here’s an outline of what you came up with in class:

EL MUNDO HISPANOHABLANTE (The Spanish-speaking world)
--“Fiestas patrias” (Independence Day celebrations)
------seven countries celebrate their Indpendence Days in September: México, Costa Rica, El Salavador, Nicaragua, Guatemala, Honduras & Chile
------México celebrates its independence day on September 16th
------------“El cinco de mayo” is NOT México’s Independence Day

--Soap operas are very popular in the Spanish-speaking world
------Soap operas are watched during prime time television hours in the evening, such as on “canal 29: Univisión”
------Soap operas are often watched together in a family setting. Many generations watch together.
------Soap operas are short-lived stories of often 3-9 months. Once the story is over, a new soap opera begins.

--Spanish is spoken in many parts of the United States.
------Miami (many have family origins from Cuba)
------Tejas (many have family origins from México)
-----California (many have family origins from México)
------Chicago (many have family origins from México)
------------There are ONE MILLION Spanish speakers in the Chicago metro area!
------New York (many have family origins from Puerto Rico or la República Dominicana)
------Arizona, New Mexico (many have family origins from México)

--“El Día de los Inocentes”
------celebrated December 28th
------it’s the Spanish-speaking world’s equivalent of April Fool’s Day
------it began as a religious holiday but has transformed to a secular holiday

--Tuesday the 13th
------it’s the Spanish-speaking world’s equivalent of Friday the 13th

--“¡Qué rico!”
------one of the nicest compliments you can give a Spanish speaking individual when wanting to compliment food

--filler words
------In the U.S., the words “um…” and “uh….” are often used as filler words
------In the Spanish-speaking world, “em….” or “eh….” are used instead.
------“Pues” (Well….) is another filler word in Spanish.

--music
------it is considered perfectly “macho” to sing love songs
------música ranchera
------------Origins in México
------------VERY popular historically, as well as today
------------began on the “ranchos” in the mid-1800’s
------------“música mariachi” is música ranchera performed live
-------------------popular songs include: “Cielito lindo,” “El rey” & “Las mañanitas”
-------------------instruments include: accordian, violin/fiddle, trumpets, guitar, bass guitar
------“Las mañanitas”
------------birthday song sung traditionally in México as an early morning serenade
------------also sung on an individual’s “saint day”
------------------“saint days” are based off of your first name (whatever is closest if there is no match)
------------------Catholic tradition

4. (1st hour only): Take a very quick numbers quiz.
(2nd hour only): Practice our gestures for a few minutes.

5. (1st hour only): Review P-3 in the workbook.

Homework: None, other than to study your cultural information page. We will be having an assessment later this week.

Español Dos (2):

Today’s Agenda:

1. Receive yesterday’s quiz.

2. Practice “frases verbales” (wants to, needs to, is going to, is able to, ought to, plans to, knows how to, etc.)

3. Listen to our new song of the week: “Andar conmigo.”

4. Brainstorm in table groups all the cultural information we have received since the first day of school. Later this week there will be a cultural knowledge assessment. Please view the outline above (in the Spanish 1 section) of what you came up with in class.

Homework: Study your cultural notes. Study your pink packet!