martes, el treinta y uno de marzo del dos mil nueve

Español Uno (1):

Announcement: Your next test date has been slightly moved. Please update your planner to reflect the new test dates (Thursday 4/30/09 & Friday 5/1/09) for chapters 7 & 8.

Announcement: In chapter 7 we are tackling regular –AR endings, and in chapter 8 we will be tackling regular –ER & –IR endings…you are responsible for all for the next test.

Today’s Learning Objectives:

1. Tackle our “para empezar” warm-up.

¿Qué significa “pretérito” en inglés? [Respuesta: “-ed”]

¿Cómo terminan los verbos –AR en el pretérito?

é…………….amos
aste……………….
ó…………….aron

¿Cómo se expresan estos verbos en el pretérito?

--he grabbed [Respuesta: agarró]
--you watched [Respuesta: miraste]
--they looked for [Respuesta: buscaron]
--I skated [Respuesta: patiné]
--we drew ("we drawed") [Respuesta: dibujamos]

2. Receive a new blue verb packet (VERY IMPORTANT). You already have a blue verb packet for verbs in the present tense. This new blue verb packet is for verbs in the preterite tense. It is an important resource that will serve you this year and beyond.

Today we completed the following sections:

(p.1) “REGULAR –AR VERBS”

é…………….amos
aste……………….
ó…………….aron

(p.2) definitions of the 17 irregular verbs we already know

ser (to be…in a “permanent” sense)
ir (to go)
dar (to give)
ver (to see)
querer (e-->ie) (to want; to love)
venir (e-->ie) (to come)
hacer (to do; to make)
andar (to walk)
estar (to be…in a “temporary” sense)
tener (to have)
poder (o-->ue) (to be able to / “to can”)
poner (to put)
saber (to know…information/how to)
caber….we will fill this out in the future
haber….we will fill this out in the future
traer….we will fill this out in the future
decir (e-->i) (to say)

3. Listen to our new song of the week: “Perdido sin ti” por Menudo. Quick discussion and reading about the cultural significance of this multi-decade boy band. Nice job catching the first four missing words: para, dame, mar, regresa. Nice job, also, of deciphering the meaning of my question “¿Qué oíste?” (“What did you hear?)

4. Quickly practice our chapter 7 gestures.

5. Practice listening with Paso a paso listening activities 7.1 & 7.2. Quick discussion about Fahrenheit and Celsius temperature systems…Celsius tempertatures are used worldwide, making the temperatures in activity 7.2 a bit absurd.

Official formula for converting Celsius temperatures to Fahrenheit: 32º + C(9/5).
In your head, an easy way to cheat is to use the following forumula: 32º + C(2).

Therefore, a temperature of 10º is technically 50 º (or 52 º if you use the simpler formula).

6. (2nd hour only): Read more in Pobre Ana.

Homework: None.

Español Dos (2):

Announcement: Your next test date has been slightly moved to Thursday (4/30/09) and Friday (5/1/09). It will cover chapters seven and eight. We will finish with chapter seven before Spring Break. We will tackle chapter eight after Spring Break.

Today’s Learning Objectives:

1. Tackle Paso a paso listening activity 7.1.

2. Listen to our new song of the week: “Perdido sin ti” por Menudo. Quick discussion and reading about the cultural significance of this multi-decade boy band. Good job catching the first four missing words: quemé, dame, ayúdame, muriendo.

3. Review the homework in the workbook: 7-6.

4. With a partner tackle some practice exercises for possessive adjectives and possessive pronouns.

Homework: If you didn’t finish the possessive adjective/pronoun activities, finish them for tomorrow.

lunes, el treinta de marzo del dos mil nueve

Español Uno (1):

Submitted: Chapter 7 crossword…if not submitted in class on Friday.

Today’s Learning Objectives:

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

2. Discuss the weekend, answering the following questions:

--¿Qué tuviste que hacer?
--¿Cómo estabas ayer?
--¿Qué ibas a hacer que no pudiste hacer?
--¿Te divertiste? ¿Cómo? (Me divertí un poco.)

3. Practice pronunciation of unknown words in Spanish.

--ballena
--caballo
--laberinto
--malabarista
--baloncesto

**Nice job remembering last Thursday’s rule that we deduced in class: all words that end in a vowel have a natural stress on the 2nd to last syllable.

--ba-LLE-na
--ca-BA-llo
--la-be-RIN-to
--ma-la-ba-RI-sta
--ba-lon-CE-sto

With a partner, use your gut instincts to pronounce the following words:

--caminaban
--saltan
--saltaron
--boletos
--pinzas
--juguetes
--portaequipajes

**Nice work deducing some new information: all words that end in an “N” or “S” have the natural stress on the 2nd to last syllable.

--ca-mi-NA-ban
--SAL-tan
--sal-TA-ron
--bo-LE-tos
--PIN-zas
--ju-GUE-tes
--por-ta-e-qui-PA-jes

**What else do you notice about all the words we’ve used for pronunciation practice: there are no accents!

OFFICIAL 1st ACCENT RULE: All words that end in a vowel, “n,” or “s” have the natural stress on the 2nd to last syllable. Any word following this rule needs no accent.

4. Practice our chapter 7 gestures.

5. Sing last week’s song of the week: “Inevitable” by Shakira.

Homework: None.

Español Dos (2):

Submitted: Parent signature for story “La casa de los azulejos”
Submitted: Chapter 7 Crossword

Today’s Learning Objectives:

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

2. Discuss what we did over the weekend.

--Escribe lo que hiciste y lo que hicieron dos de tus compañeros.

3. Review 7-5 in the workbook (possessive adjectives).

4. Discuss possessive pronouns:

--Primero escriban Uds. los adjetivos posesivos CORTOS de la clase de español uno.

mi(s)…………………..nuestro/a(s)
tu(s)……………………………….
su(s)…………………...su(s)…….

--Segundo escriban Uds. los adjetivos posesivos LARGOS de la clase de español dos.

mío/a(s)……………….nuestro/a(s)
tuyo/a(s)…………………………..
suyo/a(s)………………suyo/a(s)…

--¿Corresponden los adjetivos posesivos a la persona o a la posesión? [Respuesta: a la posesión]

--Escriban Uds. las dos formas corectas de decir lo siguiente:

------your clothes:…….tu ropa………………la ropa tuya
------my bike:…..…….mi bicicleta………….la bicicleta mía
------our house:………...nuestra casa…………la casa nuestra

--En capítulo tres aprendimos los pronombres demonstrativos.

¿Cuál era la diferencia entre ese suéter y ése? [that sweater……that (one)]
¿Cuál era la diferencia entre estos bolígrafos y éstos? [these pens….these (ones)]

--En capítulo siete aprendemos más pronombres: los pronombres posesivos. Copien.

(el/la/los/las) mío/a(s)…………….(el/la/los/las) nuestro/a(s)
(el/la/los/las) tuyo/a(s)
(el/la/los/las) suyo/a(s)……………(el/la/los/las) suyo/a(s)

--¿Qué expresan los pronombres posesivos en lo siguiente?

A--¿De quién es este teléfono? ¿Es el tuyo? (yours / your “one”)
B--No, no es el mío. (mine / my “one”)

A--¿Buscas unas tijeras (scissors)? ¿Quieres las nuestras? (ours / our “ones”)
B--Sí, quiero las suyas. (yours / your “ones”)

--¿Corresponden los pronombres posesivos a la persona o a la posesión? [Respuesta: a la posesión]

5. Begin the homework in the workbook: 7-6 with everything additionally translated to English.

6. For the last couple minutes of the period, sing our song from last week: “Inevitable” by Shakira.

Homework: 7-6 with everything additionally translated to English

viernes, el veintisiete de marzo del dos mil nueve

Español Uno (1):

Announcement: Classes are shorter today due to this morning's talent show. WOW! This class has such musical talent!!! I was very impressed.

Today’s Learning Objectives:

1. Discuss upcoming weekend plans, answering the following question:

¿Qué vas a hacer?

2. Tackle the chapter 7 crossword with a partner.

Homework: Finish the chapter 7 crossword for Monday.

Español Dos (2):

Today’s Learning Objectives:

Announcement: We will be singing our song, reviewing 7-5 and turing in the signed stories on MONDAY.

1. Discuss upcoming weekend plans, answering the following question: ¿Qué vas a hacer?

2. Tackle the chapter 7 crossword with a partner.

Homework: Finish the chapter 7 crossword for Monday.

jueves, el veintiséis de marzo del dos mil nueve

Español Uno (1):

Today’s Learning Objectives:

1. Practice spelling and pronouncing unknown words in Spanish.

Words to spell, based upon how they sound:
--he-rra-du-ras (no worries about the “h” as they’re silent)
--Bar-to-lo-mé (nice job catching the accent!)
--vie-jí-si-mo (nice job catching the accent!)
--a-do-qui-nes
--per-ma-ne-cer

Words to practice pronouncing with a partner, based upon how they’re written:
--carroza
--despedida
--castigarme
--significaba
--alfombra
--anteriormente
--pegamino
--hombrecillo
--encaje
--soberano

WOW! Your instincts are remarkable. With your partner, circle where you hear the “punch,” (the natural emphasis) of each word.
--ca-RRO-za
--des-pe-DI-da
--ca-sti-GAR-me
--sig-ni-fi-CA-ba
--al-FOM-bra
--an-ter-ior-MEN-te
--pe-ga-MI-no
--hom-bre-CI-llo
--en-CA-je
--so-be-RA-no

With your partner, look for a pattern to explain where the natural emphasis goes.

Nice job deducing the following explanation (and the first information for our formal accent rules):
The 2nd to last syllable gets the natural emphasis of all words ending in a vowel.

2. Listen to our song of the week: “Inevitable” by Shakira. Nice job catching the remaining five words: encuentro, lo, conozco, lluvia, encuentro.

3. Practice our chapter 7 gestures. 1st hour learned the new gestures for: encuentra la maleta, el paraguas, le enseña el pasaporte.

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

5. Complete a dictation with the following phrases:
--Íbamos a ir de vacaciones, pero no pudimos.
--¡Hace mucho frío! ¿Por qué no te pones un gorro?
--Yo iba a darle la cámara, pero se me olvidó.
--Le enseñé mi pasaporte, pero no pude entrar.
--María pensaba salir a las ocho, pero tuvo que irse a las siete.

**Nice job deciphering the meanings of these phrases!!!

Homework: None.

Español Dos (2):

Today’s Learning Objectives:

1. Practice spelling and accents as the teacher reads the following words:
--muéstramelos (Show me them.)
--póntela (Put it on.)
--házmelas (Make me them.)
--échasela (Toss it to him/her/them.)
--vete (Go away! / See yourself.)
--enséñale (Show/teach him/her.)

*Nice job deciphering their meanings, too!

2. Listen to our song of the week: “Inevitable” by Shakira. Nice work catching the remaining words: supe, mismo, conozco, caer, cada, supe, mismo.

3. Briefly practice our chapter 7 gestures.

4. Complete a dictation in class, with the following statements:

--Íbamos a enseñárselo, pero no estaba en la oficina suya.
--Tuvimos que rescatarla cuando se cayó al lago.
--Cuando éramos jóvenes, yo siempre le decía “Sé amable.”
--¿A ti te parece que funciona bien?
--Agarró una moneda y nos la echó.

Nice job deciphering their meanings, too!

5. Have a “Geek Out Grammar” session regarding possessive adjectives.

Los adjetivos posesivos

-----1. Primero, escriban Uds. los adjetivos posesivos de la clase de español 1.

Son los adjetivos posesivos CORTOS.

mi(s)………………..nuestro/a(s)
tu(s)…………………………….
su(s)………………...su(s)……..

-----2. Usando los adjetivos posesivos CORTOS de la clase de español 1, escriban estas frases.

--my books (mis libros)
--our things (nuestras cosas)
--his homework (su tarea)
--their cars (sus coches)
--your fear (tu miedo)

-----3. En los ejemplos de arriba (above), ¿dónde ponemos los adjetivos posesivos CORTOS? ¿Antes de la palabra o después? [RESPUESTA: Antes.]

*Short possessive adjectives go in front!

-----4. En los ejemplos de arriba (above), ¿corresponden los adjetivos posesivos a la persona o a la posesión? [RESPUESTA: la posesión]

*Possessive adjectives always match what is owned.

-----5. En capítulo siete aprendemos otros adjetivos posesivos.

Son los adjetivos posesivos LARGOS. Aquí están:

mío/a(s)………………nuestro/a(s)
tuyo/a(s)………………………….
suyo/a(s)……………...suyo/a(s)…

-----6. Usando los adjetivos posesivos LARGOS de capítulo siete, escriban las otras formas:

Ejemplo: nuestras mochilas............... o............. las mochilas nuestras

--mis libros…………. o……………..____los libros míos______________________
--nuestras cosas ……. o……………..____las cosas nuestras____________________
--su tarea……. ………o……………..____la tarea suya________________________
--sus coches…..……. o……………..____los coches suyos_____________________
--tu miedo…….……. o……………..____el miedo tuyo_______________________

-----7. En los ejemplos de arriba (above), ¿dónde ponemos los adjetivos posesivos LARGOS? ¿Antes o después? [RESPUESTA: después]

*Long possessive adjectives always go in back!

-----8. En los ejemplos de arriba (above), ¿corresponden los adjetivos posesivos a la persona o a la posesión? [RESPUESTA: la posesión]

-----9. ¿Qué más necesitamos usar con los adjetivos posesivos LARGOS? [RESPUESTA: el artículo definido “the”]


6. Begin the homework: 7-5 with translations to English.

Homework: Parent signature for the story “La casa de los azulejos” as well as 7-5 with everything additionally translated to English.

miérocoles, el veinticinco de marzo del dos mil nueve

Español Uno (1):

Announcement: While up until this point I have been flexible about you at times putting the Spanish personal pronouns (yo, tú, él...) in the wrong place of the “T” chart, it is now an expectation for the rest of the year that you must correctly spell and put them in the correct location.

Today’s Learning Objective:

1. Complete our “para empezar” warm-up.

--Escribe los pronombres personales.

yo……………………..nosotros/nosotras
tú………………………………………..
él, ella, Ud. …………ellos/ellas, Uds.

--¿Cómo terminan los verbos –AR en el presente?

o……………………...amos
as………………………….
a……………………...an….

--¿Cómo terminan los verbos –AR en el pretérito? (“-ed” in English)
INFORMACIÓN NUEVA DE CAPÍTULO SIETE

é……………………..amos
aste………………………..
ó……………………..aron

--Escribe los verbos del presente en el pretérito (“-ed” in English).
nadas (you swim) --> nadaste (you “swimmed”/ swam)
enseña (s/he teaches) --> enseñó (s/he “teached”/ taught)
miran (they look at) --> miraron (they looked at)
agarro (I grab) --> agarré (I grabbed)
compras (you buy) --> compraste (you “buyed”/ bought)
pagamos (we pay) --> pagamos (we “payed” / paid)
busca (s/he looks for) --> buscó (s/he looked for)
lloro (I cry) --> lloré (I cried)

2. Listen to our song of the week: “Inevitable” by Shakira. Nice job catching the next three missing words: mes, debes, lluvia.

Quick word search: “better” (mejor)…I was so impressed by how many people immediately remembered this word from yesterday!, “worse” (peor) & “I found out” (supe).

Quick grammar discussion: If supe communicates “I found out,” how would you express it in the present “I know” (sé).

3. Practice our chapter 7 gestures. Due to today’s special video announcements in 1st period and a consequently shorter class, 2nd hour got the privilege of determining new gestures for: encuentra la maleta, el paraguas & le enseña el pasaporte.

4. We will review the homework (W/B: 7-3, 7-4) tomorrow. Nice job, first hour, in deciphering the meaning of the following statement: “¡Qué lástima que no tengamos tiempo para mirar la tarea hoy.”

Homework: None

Español Dos (2):

Today’s Learning Objectives:

1. Tackle 7-8 in the w/b: practice with ch. 7 vocabulary

2. Listen to our song of the week: “Inevitable” by Shakira. Nice job catching the next five missing words: verdad, sin, tan, caer & cada.

Quick practice with our commands and the song vocabulary:
--¿Cómo se dice “forget it!”? (olvídalo)
--¿Cómo se dice “love me!”? (ámame)

3. Read together the story you read for today. Nice job working through a tough story in small groups yesterday!!! I am impressed.

Homework: Read the story to an adult and get a signature for Friday.

martes, el veinticuatro de marzo del dos mil nueve

Español Uno:

Submitted: -AR preterite Dice Game

Today’s Learning Objectives:

1. Answer our basic questions in Spanish from memory. Nice work noticing the more unfamiliar sounding words in the following questions and correctly guessing their meaning!

--¿Cuál es el día favorito tuyo? (Which is your favorite day?)
--¿Prefieres que haga frío? (Do you prefer that it is cold?)

2. Listen to our new song of the week: “Inevitable” by Shakira. Nice job catching the first three missing words: creo, piensa, duermo.

Quick word search for “the truth” (la verdad) and “better” (mejor). Quick follow up discussion about an alternate question for “¿Cierto o falso?” (“¿Verdadero o falso?”), as well as the meaning of the questions “¿Estás mejor?”

Quick discussion about the difference between “creo” (I believe) and “pienso” (I think).

3. Practice our new gestures, and establish new gestures for: toma el sol, los anteojos de sol & el bronceador.

4. Spend ten minutes in class working on 7-3 & 7-4, with everything additionally translated to English. Anything not finished in class is homework.

5. Read more in chapter 3 of Pobre Ana.

Homework: 7-3 & 7-4 with everything additionally translated to English.

Español Dos (2):

Submitted: (only 5th period) Dice game for positive tú commands

Today’s Learning Objectives:

1. Listen to our new song of the week: “Inevitable” by Shakira. Nice job catching the first three missing words: reloj, aunque, me baño.

Quick word search for “volver” (“to return”…synonym of “regresar”) and “respiro” (I’m breathing…synonym of “estoy respirando”).

Quick grammar tangent off of “me baño.” How do you say “I bathed” (“me bañé") and “I used to bath” (“me bañaba”).

2. Practice our new chapter 7 gestures, establishing the following new gestures: el ventilador, el aire acondicionado, la calefacción, llena el fregadero con agua, abre el grifo, cierra el grifo, los coloca en el estante, A mí me parece que…., ¿A ti te parece que…?, & de vez en cuando.

3. Receive the last exams and complete a reflection piece.

4. With a partner, tackle the story “La casa de los azulejos.”

Homework: Finish reading “La casa de los azulejos,” as well as the illustrations and comprehension questions. You do not have to get it signed for tomorrow.

lunes, el veintitrés de marzo del dos mil nueve

Español Uno (1):

Today’s Learning Objectives:

Submitted: Adult signature for “Las vacaciones terribles”
Checked for completion: -AR preterite dice game

1. Read, for ten minutes, during SSR.

**At the end of SSR students heard me use this phrase. Good job deciphering the meaning!
“¡Qué lástima que no haya más minutos para leer!” (“What a shame there aren’t more minutes to read!”)

2. Discuss the weekend, answering the following questions:

--¿Viste el primer partido de los Sounders?
--¿Te divertiste? ¿Cómo? (Me divertí en Chicago.)
--¿Por cuántas horas pudiste dormir anoche (last night)?
--¿Qué más hiciste?

3. Peer edit answers to –AR preterite dice game

4. (1st hour only): Read more (p.13) in Pobre Ana and discuss.

Homework: Correct any mistakes on your –AR preterite dice game.

Español Dos (2):

Checked: Dice game for positive tú commands
Submitted at end of class: (4th & 6th periods only, due to 5th period fire drill) Dice game

Today’s Learning Objectives:

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

2. Discuss the weekend, answering the following questions:

--¿Hiciste algo diferente que lo usual? (Si no, miénteme. Quiero que seas creativo.)
--¿Viste el partido de los Sounders?
--¿Por cuántas horas pudiste dormir anoche?

3. Peer edit the dice game for the positive tú commands.

Homework: If you still need to make some corrections to your dice game, do so for tomorrow.

jueves, el diecinueve de marzo del dos mil nueve

Español Uno (1):

Today’s Learning Objectives:

1. Have a very important discussion about appropriate conduct in Profe Nick’s class. Please hold onto the “Classroom Expectations & Appropriate Behaviors” true/false “quiz” for when we need to refer back to it. Nice job seeking clarifications in class!

Announcement: At this point of the year, we are past the “págame” system of warnings. All students choosing not to comply with any classroom expectations will be written up on PCFC’s progressive discipline forms. These forms are not personal; I am an “equal opportunity disciplinarian.” I provide you consequences because I love you all and want to see you continue to be successful in and out of my class.

2. Begin the “–AR preterite ending” dice game.

Homework: If you have not already read “Las vacaciones terribles” to an adult, do so for Monday. Please finish the dice game at home.

Español Dos (2):

Today’s Learning Objectives:

1. Have a very important discussion about appropriate conduct in Profe Nick’s class. Please hold onto the “Classroom Expectations & Appropriate Behaviors” true/false “quiz” for when we need to refer back to it. Nice job seeking clarifications in class!

Announcement: At this point of the year, we are past the “págame” system of warnings. All students choosing not to comply with any classroom expectations will be written up on PCFC’s progressive discipline forms. These forms are not personal; I am an “equal opportunity disciplinarian.” I provide you consequences because I love you all and want to see you continue to be successful in and out of my class.

2. Begin the “positive tú commands” dice game.

Homework: Please finish the dice game at home.

miércoles, el dieciocho de marzo del dos mil nueve

Español Uno (1):

Today’s Learning Objectives:

1. Practice answering our essential questions

--¿Qué día es hoy?
--¿Cuál es la fecha de hoy?
--¿Qué día fue ayer?
--¿Qué día de fiesta fue ayer?
--¿Qué hora es?
--¿A qué hora terminamos la clase hoy?
--¿Qué tiempo hace?
--¿Estás contento que haga fresco?
--¿Qué tiempo hacía ayer?

2. Learn about “preterite –AR endings” in a “Geek Out Grammar” session.

REPASO (REVIEW):

Hay tres tipos de verbos:
–ar (agarrar, cantar, patinar, nadar)
–er (comer, hacer, beber)
–ir (vivir, dormir, repetir)

**Los verbos –ar son los más comunes. Setenta por ciento (70%) de los verbos en español son verbos –ar.

Sabemos conjugar los verbos en el presente. Aquí tenemos un ejemplo de hablar en el presente:

hablo…………….hablamos
hablas……………………..
habla…………….hablan

INFORMACIÓN NUEVA:

Vamos a aprender conjugar los verbos –ar en el pasado. Específicamente se llama “el pretérito.” “El pretérito” significa “-ed” en inglés. (walked, talked, danced, jumped, “swimmed,” injured, “fighted”)

hablé…………….hablamos
hablaste……………………
habló…………….hablaron

¿Dónde están estas terminaciones nuevas en nuestra sala de clase? Están en la pared, en la sección amarilla.

¿Puedes conjugar "nadar" y "patinar" en el pretérito?

nadé…………….nadamos
nadaste…………………..
nadó…………….nadaron

patiné……………patinamos
patinaste…………………
patinó……………patinaron

3. Practice our new chapter 7 gestures.

4. Practice writing true/false statements about yesterday’s story “Las vacaciones terribles.”

Homework: Read “Las vacaciones terribles” to an adult for Monday.

Español Dos (2):

Today’s Learning Objectives:

1. Take notes about positive tú commands during a “Geek Out Grammar” session

Los Mandatos Positivos de “tú”

--Los Mandatos Positivos Regulares de tú

Se forman por usar la forma “él/ella/Ud.” en el presente.

--Ejemplos: ¡corre!, ¡anda!, ¡habla!

--Los Mandatos Positivos Irregulares de tú

Son las formas de nuestra cancioncita nueva.

--“Ten, ven, pon, sal, di, sé, ve, haz.”

--Los Mandatos Positivos de Verbos Reflexivos

Se forman por usar la forma “él/ella/Ud.” en el presente más (plus) el pronombre reflexivo “te” (yourself) más (plus) un acento para mantener el sonido (sound) original.

--Ejemplo: se lava (s/he washes him/herself) --> lavate (wash yourself...doesn't sound quite right yet) --> lávate (wash yourself)

--Más ejemplos:
se levanta --> levántate
se quita --> quítate
se seca --> sécate
se sienta --> siéntate

¡Ojo! Cuidado (Careful) con los verbos irregulares….
se pone --> ponte
se va --> vete

2. Listen to our song of the week “El problema.” Nice job catching the next five missing words: lejos, tuvo, diste, lo que, digas.

Quick grammar discussions:

--“Lo que” communicates “what” in a statement, as does “qué.”
…………. “No entiendo lo que tienen que hacer.” = “No entiendo qué tienen que hacer.”

--“digas” = “what you might say” (doubt)
--“dices” = “what you (do) say” (certainty)

3. Practice our chapter 7 gestures.

4. Begin to review 7-3 & 7-4. We will finish reviewing these pages tomorrow.

Homework: None.

martes, el diecisiete de marzo del dos mil nueve

Feliz Día de San Patricio

Español Uno (1):

Announcement: Tomorrow's schedule is special...NO LATE START TOMORROW.

Today’s Learning Objectives:

1. To do our “para empezar” warm-up: How well do you remember the following words/phrases from Friday’s “Vamos a la playa” game?

--No fui a ninguna parte.
--el lugar
--el lago
--el país
--la selva
--los recuerdos
--pasear al perro
--salir
--el gorro
--enseñar (new meaning)
--la lluvia
--la nieve
--la maleta
--el traje de baño
--pienso ir

**REMEMBER: “Comprehension proceeds production.” You need to be able to understand what you hear/read before you can speak/write. …How well do you recognize these new words?

2. Revisit our song “Fotografía” from earlier in the year. Look how much more you understand in Spanish now that we are in March!

3. Receive last week’s tests and complete a follow-up test reflection.

4. Tackle a new story and related activities: “Las vacaciones terribles.”

Homework: Tackle the new story “Las vacaciones” and the following related activities: story illustration, definitions of underlined verbs in English, translation of underlined verbs into the present tense of Spanish. A parent signature is NOT due for tomorrow.

Español Dos (2):

Announcement: Tomorrow's schedule is special...NO LATE START TOMORROW.

1. To do our “para empezar” warm-up: How well do you remember the following words/phrases from Friday’s “Vamos a la playa” game?

1. yo mismo/a ____________________________________
2. de vez en cuando ____________________________________
3. el grifo ____________________________________
4. ya no funciona ____________________________________
5. dirijo ____________________________________
6. el ventilador ____________________________________
7. llenar ____________________________________
8. el estante ____________________________________
9. ahorrar ____________________________________
10. el lavaplatos ____________________________________
11. colocar ____________________________________
12. el microondas ____________________________________
13. el fregadero ____________________________________
14. la mesa de noche ____________________________________
15. parecer ____________________________________
16. la linterna ____________________________________
17. se le cae ____________________________________
18. deja caer ____________________________________
19. la secadora ____________________________________
20. el secador de pelo ____________________________________
21. la pila ____________________________________
22. propio/a ____________________________________
23. la moneda ____________________________________
24. enseñar ____________________________________
25. lujoso/a(s) ____________________________________
26. el incendio ____________________________________
27. la lavadora ____________________________________
28. la plata ____________________________________
29. el oro ____________________________________
30. el calentador ____________________________________

**REMEMBER: “Comprehension proceeds production.” You need to be able to understand what you hear/read before you can speak/write. …How well do you recognize these new words?

2. Listen to our new song of the week: "El problema" by Ricardo Arjona. Good job catching the first five missing words: fue, te espero, mientas, juegues, mismo.

Quick grammar discussion:

“…que mientas” = “that you might lie” (doubt)
“…que mientes” = “that you (do) lie” (certainty)

“…que juegues” = “that you might play” (doubt)
“…que juegas” = “that you (do) play” (certainty)

3. Practice our chapter 7 gestures. Learn some new chapter 7 gestures.

4. Sing our irregular, positive tú command song: “Ten, ven, pon, sal, di, sé, ve, haz.”

5. Begin the homework: 7-3, 7-4 (+translations for all).

Homework: 7-3, 7-4 (+translations)

lunes, el dieciséis de marzo del dos mil nueve

Español Uno (1):

Today’s Learning Objectives:

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

2. Discuss the weekend, answering the following questions:

--Tuve un día malo el viernes pasado. ¿También tuviste un día malo?
--¿Tuviste que practicar los deportes? ¿Cuáles?
--¿Adónde fuiste? ¿Con quiénes?
--Me divertí durante el fin. ¿Cómo te divertiste? o ¿Por qué no te divertiste?
--¿Qué ibas a hacer que no pudiste hacer?

3. Review the homework: 7-1, 7-2.

4. Establish new gestures for chapter 7: las cataratas, la cathedral/la iglesia/el templo/la mezquita, nuestra ciudad, el mar, nuestro país, se acerca a las ruinas, el bosque.

Homework: None.

Español Dos (2):

Today’s Learning Objectives:

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

2. Discuss the weekend, answering the following questions:

--Tuve un día muy malo el viernes pasado. ¿También tuviste un mal día?
--¿Qué hiciste para divertirte?
--¿Qué no pudiste hacer que ibas a hacer?
--¿A quiénes viste? ¿Dónde los viste?

3. Review the homework for today: 7-1, 7-2 (+translations).

4. Review already established gestures for chapter 7, and establish new gestures for: se quita los anteojos, se pone los lentes de contacto, cierra con llave, abre con llave, echa una moneda a la suerte, le muestra el carnet de identidad / le enseña el carnet de identidad, el detector de humo, usa el extinguidor de incendios.

5. Briefly discuss positive tú commands, and learn a new song for irregular, positive tú commands: “Ten, ven, pon, sal, di, sé, ve, haz…ten, ven, pon, sal, di, sé, ve, haz…ten, ven, pon, sal, di, sé, ve, haz…mandatos positivos."

Homework: None

viernes, el trece de marzo del dos mil nueve

Español Uno (1):

Today’s Learning Objectives:

1. Tackle your new chapter 7 vocabulary with your favorite game: "Vamos a la playa."

Homework: Complete 7-1 & 7-2 in the workbook (with English translations) will be checked MONDAY.

Español Dos (2):

Today’s Learning Objectives:

1. Tackle your new chapter 7 vocabulary with your favorite game: "Vamos a la playa."

Homework: Complete 7-1 & 7-2 in the workbook (with English translations) will be checked MONDAY.

jueves, el doce de marzo del dos mil nueve

Español Uno (1):

Today’s Learning Objectives:

1. Change seats for our last quarter.

2. Define our new chapter seven vocabulary and briefly discuss grammar objectives.

3. Start with the homework.

Homework: Complete 7-1 & 7-2 in the workbook (with English translations).

Español Dos (2):

Announcement: We will be tackling chapter 7 quickly, as many of the grammar points are in part review, and as many of the vocabulary words are cognates & low-frequency words.

Today’s Learning Objectives:

1. Change seats for our last quarter.

2. Define our new chapter seven vocabulary and briefly discuss grammar objectives.

3. Establish six new gestures: el anillo, los aretes, el reloj pulsera, las pulseras, la cadena & el collar.

3. Start with the homework.

Homework: Complete 7-1 & 7-2 in the workbook (with English translations).

miércoles, el once de marzo del dos mil nueve

Español Uno (1):

Today’s Learning Objectives:

1. All students took the following section of the test: listening.

2. Some remaining students took the following section of the test: speaking.

Homework: None.

Español Dos (2):

Today’s Learning Objectives:

1. All students took the following section of the test: listening.

2. Some remaining students took the following section of the test: speaking.

Homework: None.

martes, el diez de marzo del dos mil nueve

Español Uno (1):

Today’s Learning Objectives:

1. All students took the following sections of our test: reading, writing, vocabulary, grammar & culture.

2. Some students took the following section of our test: speaking.

Homework: None.

Español Dos (2):

Today’s Learning Objectives:

1. All students took the following sections of our test: reading, writing, vocabulary & grammar.

2. Some students took the following section of our test: speaking.

Homework: None.

lunes, el nueve de marzo del dos mil nueve

To be added 3/9/09.

viernes, el seis de marzo del dos mil nueve

To be added 3/9/09.

jueves, el cinco de marzo del dos mil nueve

To be added 3/9/09.

miércoles, el cuatro de marzo del dos mil nueve

Announcement: Mr. Chaison left another positive sub. report. GOOD WORK!

Español Uno (1):

Collected: yellow work packets from yesterday’s class

Today’s Learning Objectives:

1. Add a few more verbs to our blue present tense verb packet.

CONOCER (to be acquainted with / to know a person)
conozco……………………..conocemos
conoces…………………………………
conoce……………………….conocen…

ESCOGER (to choose)
escojo………………………escogemos
escoges………………………………..
escoge………………………escogen

2. Listen to our song of the week: “Sigue lloviendo”

3. Share your gestures with Mr. Chaison

4. Tackle two listening activities from “Paso a paso.”

Homework: Remember to get a adult signature for reading the past tense version of “Jaime & Pepe.”

Announcement: Mr. Chaison left another positive sub. report. GOOD WORK!

Español Dos (2):

Collected: yellow work packets from yesterday’s class

Today’s Learning Objectives:

1. Do the “para empezar” warm-up (practice with verbs in the preterite/imperfect, practice “trusting your gut.”)

2. Listen to the song of the week: “Sigue lloviendo.”

3. Share your gestures with Mr. Chaison

4. Practice composition using “reciprocal” (“each other”) verbs in the past.

Homework: Any work not completed in class needs to be completed for tomorrow.

martes, el tres de marzo del dos mil nueve

Español Uno (1):

Announcement: Profe Nick is out today through Friday for GLAD training.

Today’s Learning Objectives:

1. Complete our “para empezar” warm-up. Read pp. 164-165 in your book (cultural information about last names in Spanish-speaking countries) and answer the corresponding questions.

2. Listen to our new song of the week: “No ha parado de llover” by Maná. Nice job catching the first three missing words: luz, perro, puedes.

3. Correct your work in yesterday’s green packet using the provided answer key. When done correcting your work, submit/resubmit your green packet to Profe Chaison.

4. Tackle some chapter 6 book work. Please write out complete sentences in Spanish for activities 1-5 on pages 186-188 of Paso a paso 2.

Homework: Complete any work you did not finish during class today. Please read “Jaime y Pepe” to an adult for Friday.

Español Dos (2):

Anouncement: Profe Nick is out today through Friday for GLAD training.

Today’s Learning Objectives:

1. Complete our “para empezar” warm-up. Read the interview with an astronaut on p. 74 and write five additional questions you could ask the astronaut.

2. Listen to our new song of the week: “No ha parado de llover” by Maná. Good job catching the first three missing words: desde, ya, arena.

3. Continue working on yesterday’s crossword puzzle. I apologize that the original crossword did not have the blank spaces crossed out.

4. Tackle some chapter 6 book work. Please write out complete sentences in Spanish for activities 1-3, 7-8 on pp. 196-200 of Paso a paso 1.

Homework: Complete any work you did not finish during class today.

lunes, el tres de marzo del dos mil nueve

Announcement: Profe Nick is out today through Friday for GLAD training.

Español Uno (1):

Thank you: Mr. Chaison left a very positive sub. report. You did a great job of using your class time well today. Thank you, and please keep up the excellent work ethic.

Today’s Learning Objectives:

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

2. Write about what you did over the weekend, answering the following questions:
--¿Fuiste al baile de TOLO? ¿Con quién fuiste? ¿Fue divertido?
--¿Viste una película o un programa de televisión? ¿Qué viste?
--¿Qué comiste ayer? ¿Dónde lo comiste?
--¿Cuántas horas de tarea tuviste que hacer? ¿Hiciste todo?
--¿Qué querías hacer? ¿Pudiste hacerlo?
--¿Qué hiciste para divertirte (to have fun)?

3. Working alone or with a partner, tackle a past tense version of “Jaime y Pepe,” choosing the appropriate past tense verb for the blanks.

Homework: If you did not finish today’s green work packet in class, please do so for tomorrow.

Español Dos (2):

Thank you: Mr. Chaison left a very positive sub. report. You did a great job of using your class time well today. Thank you, and please keep up the excellent work ethic.

Today’s Learning Objectives:

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

2. Write about what you did over the weekend, answering the following questions:
--Si fuiste al baile de TOLO, ¿te divertiste? Si no fuiste al baile de TOLO, ¿cómo te divertiste?
--¿Viste una película o un programa de televisión? ¿Recomiendas que yo vea esa película o ese programa?
--¿Tuviste que trabajar? ¿Tuviste que ayudar en casa? ¿Qué hiciste?
--¿Qué ibas a hacer que no pudiste hacer?
--¿A quiénes viste este fin? ¿Cómo los saludaste? ¿Los besaste? ¿Los abrazaste?
--¿A qué hora te acostaste anoche? ¿A qué hora te despertaste esta mañana?

3. Quick homework check, using the answer key in today’s green work packet.

4. Chapter 6 Crossword.

Homework: If you did not finish today’s green work packet in class, please do so for tomorrow.