Announcement: Nice work in class with the substitute today while I was out of class for an all-day meeting. The sub. left a very positive report of ALL classes (!), and the handful of times I popped in to check on you, you were doing a great job. I’m very pleased.
Español Uno (1):
Today’s Agenda:
1. Complete the chapter 0 crossword.
Homework: Finish the crossword.
Español Dos (2):
Today’s Agenda:
1. Complete the chapter 0 crossword.
Homework: Finish the crossword.
lunes, 28 de septiembre de 2009
viernes, 25 de septiembre de 2009
viernes, el veinticinco de septiembre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Practice spelling unknown words in Spanish using our knowledge of phonetics.
--op-ti-mi-sta
--cho-rro
--pan-di-lla
--de-ma-sia-do
--car-ní-vo-ros
2. Practice answering our essential question “¿Qué vas a hacer?” (What are you going to do?).
Quick review of who goes where in our t-charts:
I……………..we
you……………
s/he………….they
What would the t-chart look like for “ir” (to go)?
voy………….vamos
vas…………………
va……………van…
Nice, beginner work phrasing sentences like:
Voy a mirar la tele.
Voy a jugar Xbox.
3. Listen & sing our song of the week: “El rey.”
4. Practice our gestures & our “¡Ay, ay, ay, ay!” song.
5. Finish reading “Ana, la astronauta enferma.”
Homework: Read, in ENGLISH, the story “Ana, la astronauta” to an adult (parent / neighbor / coach / teacher). You are reading in English to make sure you actually understand what is written, instead of just pronouncing the Spanish. Feel free to additionally read in Spanish.
Español Dos (2):
Today’s Agenda:
1. Turn in the homework (signed copy of “Ana, la astronauta enferma.”)
2. Practice spelling unknown words using our knowledge of phonetics.
--en-se-gui-da
--car-ní-vo-ros
--car-du-men
--gui-ja-rro
--ti-bu-ron-cín
3. Practice answering our Spanish 2 basic questions, adding a few new weather details.
New weather details:
--llovizna (it’s drizzling)
--lloviznó (it drizzled)
--lloviznaba (it was drizzling)
--llueve (it’s raining)
--llovió (it rained)
--llovía (it was raining)
--está nublado (it’s cloudy)
--estaba nublado (it was cloudy)
4. Listen & sing our song of the week: “El rey.”
5. Review key vocabulary from “Ana, la astronauta enferma.”
--había (there was/were)
--anduvo (s/he walked)
--le dio (s/he gave to him/her)
--tuvo una idea (s/he got an idea)
--era astronauta (s/he was an astronaut)
--no entendía (s/he didn’t understand)
--estaba enfermo/a (s/he was sick)
--le dijo (s/he said to him/her)
--vio (s/he saw)
--fue (s/he went)
--tenía medicina (s/he had medicine)
6. Illustrate key scenes from “Ana, la astronauta enferma” as the teacher reads aloud.
--Había una astronauta. Estaba muy enferma.
--Un día Ana anduvo a la oficina de Miguel. Le dijo que estaba enferma.
--Miguel era muy inteligene y tuvo una idea.
--Miguel agarró un suéter y le dio el suéter a Ana. Ana no entendía.
--Miguel tuvo otra idea. Miguel tenía medicina en su oficina.
--Miguel agarró la medicina y le dio la medicina a Ana. Ana estaba enferma.
7. Practice retelling the story with a partner.
8. Quick sharing of the story aloud by three brave volunteers.
9. Discussion about how the above retelling (as done by Profe Nick) would be assessed on a speaking quiz. A simple & correct retelling with NO English and very few errors would be “meets target” (B).
Discussion about what it would take to be at the “exceeds target” (A) range. Nice job brainstorming alternate vocabulary that could be used or other details not mentioned in the original version. Remember, you don’t have to stick with the script. You can always elaborate.
Homework: None.
Today’s Agenda:
1. Practice spelling unknown words in Spanish using our knowledge of phonetics.
--op-ti-mi-sta
--cho-rro
--pan-di-lla
--de-ma-sia-do
--car-ní-vo-ros
2. Practice answering our essential question “¿Qué vas a hacer?” (What are you going to do?).
Quick review of who goes where in our t-charts:
I……………..we
you……………
s/he………….they
What would the t-chart look like for “ir” (to go)?
voy………….vamos
vas…………………
va……………van…
Nice, beginner work phrasing sentences like:
Voy a mirar la tele.
Voy a jugar Xbox.
3. Listen & sing our song of the week: “El rey.”
4. Practice our gestures & our “¡Ay, ay, ay, ay!” song.
5. Finish reading “Ana, la astronauta enferma.”
Homework: Read, in ENGLISH, the story “Ana, la astronauta” to an adult (parent / neighbor / coach / teacher). You are reading in English to make sure you actually understand what is written, instead of just pronouncing the Spanish. Feel free to additionally read in Spanish.
Español Dos (2):
Today’s Agenda:
1. Turn in the homework (signed copy of “Ana, la astronauta enferma.”)
2. Practice spelling unknown words using our knowledge of phonetics.
--en-se-gui-da
--car-ní-vo-ros
--car-du-men
--gui-ja-rro
--ti-bu-ron-cín
3. Practice answering our Spanish 2 basic questions, adding a few new weather details.
New weather details:
--llovizna (it’s drizzling)
--lloviznó (it drizzled)
--lloviznaba (it was drizzling)
--llueve (it’s raining)
--llovió (it rained)
--llovía (it was raining)
--está nublado (it’s cloudy)
--estaba nublado (it was cloudy)
4. Listen & sing our song of the week: “El rey.”
5. Review key vocabulary from “Ana, la astronauta enferma.”
--había (there was/were)
--anduvo (s/he walked)
--le dio (s/he gave to him/her)
--tuvo una idea (s/he got an idea)
--era astronauta (s/he was an astronaut)
--no entendía (s/he didn’t understand)
--estaba enfermo/a (s/he was sick)
--le dijo (s/he said to him/her)
--vio (s/he saw)
--fue (s/he went)
--tenía medicina (s/he had medicine)
6. Illustrate key scenes from “Ana, la astronauta enferma” as the teacher reads aloud.
--Había una astronauta. Estaba muy enferma.
--Un día Ana anduvo a la oficina de Miguel. Le dijo que estaba enferma.
--Miguel era muy inteligene y tuvo una idea.
--Miguel agarró un suéter y le dio el suéter a Ana. Ana no entendía.
--Miguel tuvo otra idea. Miguel tenía medicina en su oficina.
--Miguel agarró la medicina y le dio la medicina a Ana. Ana estaba enferma.
7. Practice retelling the story with a partner.
8. Quick sharing of the story aloud by three brave volunteers.
9. Discussion about how the above retelling (as done by Profe Nick) would be assessed on a speaking quiz. A simple & correct retelling with NO English and very few errors would be “meets target” (B).
Discussion about what it would take to be at the “exceeds target” (A) range. Nice job brainstorming alternate vocabulary that could be used or other details not mentioned in the original version. Remember, you don’t have to stick with the script. You can always elaborate.
Homework: None.
jueves, 24 de septiembre de 2009
jueves, el veinticuatro de septiembre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Listen to “Las mañanitas,” the traditional birthday song sung in Mexico. Quick discussion about “saint days,” as well.
2. Practice with our basic questions “¿Cómo estás?” & “¿Cómo eres?”
Quick addition of new options: feliz (happy), creativo/a, cruel, ridículo/a (ridiculous), & lindo/a (pretty).
3. Listen to the George Strait version of “El rey.” Nice job catching the remaining word: dijo (s/he said).
4. Practice our gestures & “¡Ay, ay, ay, ay!” song.
5. Continue reading (and almost finish!) our story “Ana, la astronauta enferma.”
Homework: None.
Español Dos (2):
Today’s Agenda:
1. Practice our new essential Spanish 2 questions, as well as two more new questions:
--¿Qué hora era? (What time was it?)
--¿Qué tiempo hacía? (What was the weather like?)
2. Listen to our song of the week: “El rey.”
3. Practice our gestures.
4. Finish reading “Ana, la astronauta enferma” en el pasado.
Homework: Read, in ENGLISH, the story “Ana, la astronauta” to an adult (parent / neighbor / coach / teacher). You are reading in English to make sure you actually understand what is written, instead of just pronouncing the Spanish. Feel free to additionally read in Spanish.
Today’s Agenda:
1. Listen to “Las mañanitas,” the traditional birthday song sung in Mexico. Quick discussion about “saint days,” as well.
2. Practice with our basic questions “¿Cómo estás?” & “¿Cómo eres?”
Quick addition of new options: feliz (happy), creativo/a, cruel, ridículo/a (ridiculous), & lindo/a (pretty).
3. Listen to the George Strait version of “El rey.” Nice job catching the remaining word: dijo (s/he said).
4. Practice our gestures & “¡Ay, ay, ay, ay!” song.
5. Continue reading (and almost finish!) our story “Ana, la astronauta enferma.”
Homework: None.
Español Dos (2):
Today’s Agenda:
1. Practice our new essential Spanish 2 questions, as well as two more new questions:
--¿Qué hora era? (What time was it?)
--¿Qué tiempo hacía? (What was the weather like?)
2. Listen to our song of the week: “El rey.”
3. Practice our gestures.
4. Finish reading “Ana, la astronauta enferma” en el pasado.
Homework: Read, in ENGLISH, the story “Ana, la astronauta” to an adult (parent / neighbor / coach / teacher). You are reading in English to make sure you actually understand what is written, instead of just pronouncing the Spanish. Feel free to additionally read in Spanish.
miércoles, 23 de septiembre de 2009
miércoles, el veintitrés de septiembre del dos mil nueve
Español Uno (1):
WOW! Do you realize that all of class was in Spanish and you were able to follow along with everything?!
Today’s Agenda:
1. Homework check: picture dictionaries.
2. Practice our basic questions:
--¿Cómo te llamas?
--¿De dónde eres?
--¿Cómo estás?
--¿Cómo eres?
--¿Qué día es hoy?
--¿Qué día es mañana?
--¿Qué día fue ayer?
--¿Qué tiempo hace?
3. Listen to Pedro Vargas’ version of “El rey.”
4. Practice our gestures and gesturing songs.
5. (1st hour only): Continue to read a bit more in “Ana, la astronauta.”
Homework: None.
Español Dos (2):
Today's Agenda:
1. Listen to “Las mañanitas,” the traditional birthday song sung in Mexico. Quick discussion about “saint days,” as well.
2. Practice our two new basic questions:
--¿Cómo estabas (ayer)?
--¿Cómo eras (de pequeño/a)?
3. Listen to our song of the week: “El rey.”
4. Practice our gestures.
Homework: None.
WOW! Do you realize that all of class was in Spanish and you were able to follow along with everything?!
Today’s Agenda:
1. Homework check: picture dictionaries.
2. Practice our basic questions:
--¿Cómo te llamas?
--¿De dónde eres?
--¿Cómo estás?
--¿Cómo eres?
--¿Qué día es hoy?
--¿Qué día es mañana?
--¿Qué día fue ayer?
--¿Qué tiempo hace?
3. Listen to Pedro Vargas’ version of “El rey.”
4. Practice our gestures and gesturing songs.
5. (1st hour only): Continue to read a bit more in “Ana, la astronauta.”
Homework: None.
Español Dos (2):
Today's Agenda:
1. Listen to “Las mañanitas,” the traditional birthday song sung in Mexico. Quick discussion about “saint days,” as well.
2. Practice our two new basic questions:
--¿Cómo estabas (ayer)?
--¿Cómo eras (de pequeño/a)?
3. Listen to our song of the week: “El rey.”
4. Practice our gestures.
Homework: None.
martes, 22 de septiembre de 2009
martes, el veintidós de septiembre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Answer our basic questions.
Expand our answer choices for “¿Cómo estás?”
--contento/a (happy)
--enfermo/a (sick)
--cansado/a (tired)
--triste (sad)
--mejor (better)
--peor (worse)
**Quick discussion of how the “o” in “contento” is masculine for boys, and how the “a” in “contenta” is feminine for girls.
New basic question: “¿Cómo eres?” (What are you like?) “Soy….” (I am….)
**Quick discussion of how we use this question for personality & physical descriptions:
Our current answer choices are limited to the words we’ve seen in class thus far:
personality description:
--atlético/a (athletic)
--bueno/a (good)
--malo/a (bad)
--arrogante (arrogant)
--cómico/a (funny)
--artístico/a (artistic)
--loco/a (crazy)
physical description:
atractivo/a (attractive)
2. Listen to our new song of the week: “El rey.” Quick discussion of “música mariachi / ranchera.” This song, like last week’s “Cielito lindo” is a classic “ranchera” song. The term “ranchera” comes from “rancho” (ranch). "Rancho" is a good example of a word that English took from Spanish. Ranches are very common in México and a specific type of music evolved on these ranches starting in the mid-1800’s. That music (still very popular today) is called “ranchera.” When it is performed live by a mariachi band, it can also be called “música mariachi.”
3. Learn some new gestures and copy those new phrases into our picture dictionary:
--le dice………………….…s/he says to him/her
--le pregunta………………..s/he asks him/her
--hay………………….……there is / there are
--tiene……………………....s/he has
--un montón de dinero……..a ton of money
--señala…………………….s/he points (to)
--quiere…………………….s/he wants
--se va……………………...s/he goes away
--¡Qué lástima!.....................What a shame!
--necesita…………………..s/he needs
Homework: Finish copying and illustrating our new gesture phrases into your picture dictionary.
Español Dos (2):
Today’s Agenda:
1. Establish some Spanish 2 “basic questions” and some possible responses.
--¿Cómo estabas (ayer)?.....(How were you (yesterday)?)
--¿Cómo eras (de pequeño/a)?.....(What were you like (as a kid)?)
2. Listen to our new song of the week: “El rey.” Nice job catching the first two missing words: estoy, triste.
Quick discussion of “música mariachi / ranchera.” This song, like last week’s “Cielito lindo” is a classic “ranchera” song. The term “ranchera” comes from “rancho” (ranch). "Rancho" is a good example of a word that English took from Spanish. Ranches are very common in México and a specific type of music evolved on these ranches starting in the mid-1800’s. That music (still very popular today) is called “ranchera.” When it is performed live by a mariachi band, it can also be called “música mariachi.”
3. Establish some new gestures:
lo besa = s/he kisses him
la besa = s/he kisses her
se va = s/he goes away
le muestra = s/he shows to him/her
señala = s/he points (to)
lo conoce = s/he knows him
la conoce = s/he knows her
un montón de dinero = a ton of money
Homework: Finish illustrating our new gestures in your picture dictionary.
Today’s Agenda:
1. Answer our basic questions.
Expand our answer choices for “¿Cómo estás?”
--contento/a (happy)
--enfermo/a (sick)
--cansado/a (tired)
--triste (sad)
--mejor (better)
--peor (worse)
**Quick discussion of how the “o” in “contento” is masculine for boys, and how the “a” in “contenta” is feminine for girls.
New basic question: “¿Cómo eres?” (What are you like?) “Soy….” (I am….)
**Quick discussion of how we use this question for personality & physical descriptions:
Our current answer choices are limited to the words we’ve seen in class thus far:
personality description:
--atlético/a (athletic)
--bueno/a (good)
--malo/a (bad)
--arrogante (arrogant)
--cómico/a (funny)
--artístico/a (artistic)
--loco/a (crazy)
physical description:
atractivo/a (attractive)
2. Listen to our new song of the week: “El rey.” Quick discussion of “música mariachi / ranchera.” This song, like last week’s “Cielito lindo” is a classic “ranchera” song. The term “ranchera” comes from “rancho” (ranch). "Rancho" is a good example of a word that English took from Spanish. Ranches are very common in México and a specific type of music evolved on these ranches starting in the mid-1800’s. That music (still very popular today) is called “ranchera.” When it is performed live by a mariachi band, it can also be called “música mariachi.”
3. Learn some new gestures and copy those new phrases into our picture dictionary:
--le dice………………….…s/he says to him/her
--le pregunta………………..s/he asks him/her
--hay………………….……there is / there are
--tiene……………………....s/he has
--un montón de dinero……..a ton of money
--señala…………………….s/he points (to)
--quiere…………………….s/he wants
--se va……………………...s/he goes away
--¡Qué lástima!.....................What a shame!
--necesita…………………..s/he needs
Homework: Finish copying and illustrating our new gesture phrases into your picture dictionary.
Español Dos (2):
Today’s Agenda:
1. Establish some Spanish 2 “basic questions” and some possible responses.
--¿Cómo estabas (ayer)?.....(How were you (yesterday)?)
--¿Cómo eras (de pequeño/a)?.....(What were you like (as a kid)?)
2. Listen to our new song of the week: “El rey.” Nice job catching the first two missing words: estoy, triste.
Quick discussion of “música mariachi / ranchera.” This song, like last week’s “Cielito lindo” is a classic “ranchera” song. The term “ranchera” comes from “rancho” (ranch). "Rancho" is a good example of a word that English took from Spanish. Ranches are very common in México and a specific type of music evolved on these ranches starting in the mid-1800’s. That music (still very popular today) is called “ranchera.” When it is performed live by a mariachi band, it can also be called “música mariachi.”
3. Establish some new gestures:
lo besa = s/he kisses him
la besa = s/he kisses her
se va = s/he goes away
le muestra = s/he shows to him/her
señala = s/he points (to)
lo conoce = s/he knows him
la conoce = s/he knows her
un montón de dinero = a ton of money
Homework: Finish illustrating our new gestures in your picture dictionary.
lunes, 21 de septiembre de 2009
lunes, el veintiuno de septiembre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Read, in Spanish, for six minutes during SSR.
2. Discuss the weekend by answering the following question:
¿Qué hiciste durante el fin de semana?
3. Learn a new gesturing song to the tune of “Cielito lindo.”
¡Ay, ay, ay, ay!..................................Ay, ay, ay, ay!
¿Dónde está el baño?.......................Where is the bathroom?
Lo busco pero no lo veo…...………..I’m looking for it but I don’t see it.
¡Lo necesito ahora mismo!..............I need it right now!
4. Continue practicing our numbers, adding in #’s 9 (nueve) & 10 (diez).
5. Continue reading “Ana, la astronauta enferma.”
Homework: None.
Español Dos (2):
Today's Agenda:
1. Read, in Spanish, for eight minutes during SSR.
2. Discuss the weekend by answering the following question:
¿Qué hiciste durante el fin de semana?
3. Learn a new gesturing song to the tune of “Cielito lindo.”
¡Ay, ay, ay, ay!..................................Ay, ay, ay, ay!
¿Dónde está el baño?.......................Where is the bathroom?
Lo busco pero no lo veo……....……..I’m looking for it but I don’t see it.
¡Lo necesito ahora mismo!..............I need it right now!
4. Continue reading our first story in the past: “Ana, la astronauta enferma.”
Homework: None.
Today’s Agenda:
1. Read, in Spanish, for six minutes during SSR.
2. Discuss the weekend by answering the following question:
¿Qué hiciste durante el fin de semana?
3. Learn a new gesturing song to the tune of “Cielito lindo.”
¡Ay, ay, ay, ay!..................................Ay, ay, ay, ay!
¿Dónde está el baño?.......................Where is the bathroom?
Lo busco pero no lo veo…...………..I’m looking for it but I don’t see it.
¡Lo necesito ahora mismo!..............I need it right now!
4. Continue practicing our numbers, adding in #’s 9 (nueve) & 10 (diez).
5. Continue reading “Ana, la astronauta enferma.”
Homework: None.
Español Dos (2):
Today's Agenda:
1. Read, in Spanish, for eight minutes during SSR.
2. Discuss the weekend by answering the following question:
¿Qué hiciste durante el fin de semana?
3. Learn a new gesturing song to the tune of “Cielito lindo.”
¡Ay, ay, ay, ay!..................................Ay, ay, ay, ay!
¿Dónde está el baño?.......................Where is the bathroom?
Lo busco pero no lo veo……....……..I’m looking for it but I don’t see it.
¡Lo necesito ahora mismo!..............I need it right now!
4. Continue reading our first story in the past: “Ana, la astronauta enferma.”
Homework: None.
viernes, el dieciocho de septiembre del dos mil nueve
My apologies for forgetting to post on Friday!
Español Uno (1):
Today’s Agenda:
1. Discuss upcoming weekend plans, by illustrating an answer to the following question:
“¿Qué vas a hacer este fin de semana?” (“What are you going to do this weekend?”)
Copy as Profe Nick models for you how you answer, based upon your pictures.
Voy a ____r…..........................................................I am going to....
Voy a jugar videojuegos.........................................I am going to play videogames....
Voy a ir al partido de fútbol americano...............I am going to go to the football game....
Voy a dormir.............................................................I am going to sleep......
2. Discuss “Fiestas Patrias.” This past week is termed “Fiestas Patrias” throughout Latin America. It is a significant for seven countries in Latin America that all celebrate their independence day this week: México, Chile, Costa Rica, Guatemala, Honduras, Nicaragua & El Salvador.
Quick discussion about “fondas” (refreshment/food stands) that you would see in Chile throughout this week. “Fondas” spring up this week to serve food & refreshments to all the Chileans out celebrating “las Fiestas Patrias,” as well as to provide a space where music is played and people join in and sing & dance. Songs such as “Cielito lindo” would be played during “Fiestas Patrias.”
Quick note: “Fondas” is a word specific to Chile. While Spanish is universally understood whether you grow up in la Argentina or Colombia or México or Cuba, there are some words that are regionally specific. English has this phenomenon, too. (apartment = flat, elevator = lift, etc.)
3. Listen to and sing our song “Cielito lindo.”
4. Practice physically putting our numbers in the sequences heard. At this point, we have practiced the following numbers:
--tres (3)
--cinco (5)
--seis (6)
--siete (7)
--ocho (8)
--nueve (9)
--diez (10)
--once (11)
--doce (12)
--catorce (14)
--quince (15)
5. (1st hour only): Begin to read “Ana, la astronauta enferma.”
Homework: Officially none, although it would be wise to review our picture dictionaries, number flashcards, and basic questions sheets.
Español Dos (2):
Today’s Agenda:
1. Discuss upcoming weekend plans, by answering the following question:
“¿Qué vas a hacer este fin de semana?” (“What are you going to do this weekend?”)
2. Discuss “Fiestas Patrias.” This past week is termed “Fiestas Patrias” throughout Latin America. It is a significant for seven countries in Latin America that all celebrate their independence day this week: México, Chile, Costa Rica, Guatemala, Honduras, Nicaragua & El Salvador.
Quick discussion about “fondas” (refreshment/food stands) that you would see in Chile throughout this week. “Fondas” spring up this week to serve food & refreshments to all the Chileans out celebrating “las Fiestas Patrias,” as well as to provide a space where music is played and people join in and sing & dance. Songs such as “Cielito lindo” would be played during “Fiestas Patrias.”
Quick note: “Fondas” is a word specific to Chile. While Spanish is universally understood whether you grow up in la Argentina or Colombia or México or Cuba, there are some words that are regionally specific. English has this phenomenon, too. (apartment = flat, elevator = lift, etc.)
3. Listen to and sing our song “Cielito lindo.”
4. Begin to read our first story in the past: “Ana, la astronauta enferma.”
Homework: Officially none, although it would be wise to review our picture dictionaries, number flashcards, and basic questions sheets.
Español Uno (1):
Today’s Agenda:
1. Discuss upcoming weekend plans, by illustrating an answer to the following question:
“¿Qué vas a hacer este fin de semana?” (“What are you going to do this weekend?”)
Copy as Profe Nick models for you how you answer, based upon your pictures.
Voy a ____r…..........................................................I am going to....
Voy a jugar videojuegos.........................................I am going to play videogames....
Voy a ir al partido de fútbol americano...............I am going to go to the football game....
Voy a dormir.............................................................I am going to sleep......
2. Discuss “Fiestas Patrias.” This past week is termed “Fiestas Patrias” throughout Latin America. It is a significant for seven countries in Latin America that all celebrate their independence day this week: México, Chile, Costa Rica, Guatemala, Honduras, Nicaragua & El Salvador.
Quick discussion about “fondas” (refreshment/food stands) that you would see in Chile throughout this week. “Fondas” spring up this week to serve food & refreshments to all the Chileans out celebrating “las Fiestas Patrias,” as well as to provide a space where music is played and people join in and sing & dance. Songs such as “Cielito lindo” would be played during “Fiestas Patrias.”
Quick note: “Fondas” is a word specific to Chile. While Spanish is universally understood whether you grow up in la Argentina or Colombia or México or Cuba, there are some words that are regionally specific. English has this phenomenon, too. (apartment = flat, elevator = lift, etc.)
3. Listen to and sing our song “Cielito lindo.”
4. Practice physically putting our numbers in the sequences heard. At this point, we have practiced the following numbers:
--tres (3)
--cinco (5)
--seis (6)
--siete (7)
--ocho (8)
--nueve (9)
--diez (10)
--once (11)
--doce (12)
--catorce (14)
--quince (15)
5. (1st hour only): Begin to read “Ana, la astronauta enferma.”
Homework: Officially none, although it would be wise to review our picture dictionaries, number flashcards, and basic questions sheets.
Español Dos (2):
Today’s Agenda:
1. Discuss upcoming weekend plans, by answering the following question:
“¿Qué vas a hacer este fin de semana?” (“What are you going to do this weekend?”)
2. Discuss “Fiestas Patrias.” This past week is termed “Fiestas Patrias” throughout Latin America. It is a significant for seven countries in Latin America that all celebrate their independence day this week: México, Chile, Costa Rica, Guatemala, Honduras, Nicaragua & El Salvador.
Quick discussion about “fondas” (refreshment/food stands) that you would see in Chile throughout this week. “Fondas” spring up this week to serve food & refreshments to all the Chileans out celebrating “las Fiestas Patrias,” as well as to provide a space where music is played and people join in and sing & dance. Songs such as “Cielito lindo” would be played during “Fiestas Patrias.”
Quick note: “Fondas” is a word specific to Chile. While Spanish is universally understood whether you grow up in la Argentina or Colombia or México or Cuba, there are some words that are regionally specific. English has this phenomenon, too. (apartment = flat, elevator = lift, etc.)
3. Listen to and sing our song “Cielito lindo.”
4. Begin to read our first story in the past: “Ana, la astronauta enferma.”
Homework: Officially none, although it would be wise to review our picture dictionaries, number flashcards, and basic questions sheets.
jueves, 17 de septiembre de 2009
jueves, el diecisiete de septiembre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Practice spelling in Spanish using our growing knowledge of its phonetics.
2. Practice “conjugating a verb” together: sacar.
3. Receive yesterday’s vocab. & grammar quizzes. GREAT WORK!
4. Practice our basic questions, defining a new basic question and six possible answers.
¿Qué tiempo hace? (What’s the weather like?)
--first six possible answers defined. If absent, copy those translations from a friend upon returning.
5. Listen to our song of the week: “Cielito lindo.”
6. Learn some new numbers. We are learning numbers out of sequence, on purpose, to make sure we’re not dependent upon counting up from 1 to get to a larger number, such as 14.
Homework: None, officially, though reviewing stories & vocab. is always a good choice.
Español Dos (2):
Today’s Agenda:
1. Practice spelling in Spanish using our growing knowledge of its phonetics.
2. Discuss yesterday’s quizzes and Spanish 2 placement options.
Spanish 2 Placement Options:
1. Retake (and pass) the quiz after school Friday (find your own transportation) or Monday (activity bus @4pm).
..............Ø Likely outcome: Success in Spanish 2
2. Retake (and not pass) the quiz after school Friday or Monday.
..............Ø Option 1: Move to Spanish 1 or other available elective
..............Ø Option 2: Stay in Spanish 2
.......................o Outcome 1: Mandatory after school retakes until passing
.......................o Likely outcome: Failure to prepare yourself within another week will likely mean lack of success in Span 2.
..................................§ Keep in mind:
...................................· End of 1st sem: 60% or better is needed to continue
...................................· End of 2nd sem: 73% or better is needed to continue to Span. 3
3. Listen to our song of the week: “Cielito lindo.”
4. Practice telling our story “El camarero horrible” aloud, both with a partner and (for a few brave volunteers) for the class.
5. (4th & 6th periods only): Practice writing our story “El camarero horrible.”
Homework: If you did not achieve at least 24/28 on our “Bare Minimum Beginning of the Year Grammar Expectations Post-test,” please share the “placement options” with a parent and obtain a signature for tomorrow.
Today’s Agenda:
1. Practice spelling in Spanish using our growing knowledge of its phonetics.
2. Practice “conjugating a verb” together: sacar.
3. Receive yesterday’s vocab. & grammar quizzes. GREAT WORK!
4. Practice our basic questions, defining a new basic question and six possible answers.
¿Qué tiempo hace? (What’s the weather like?)
--first six possible answers defined. If absent, copy those translations from a friend upon returning.
5. Listen to our song of the week: “Cielito lindo.”
6. Learn some new numbers. We are learning numbers out of sequence, on purpose, to make sure we’re not dependent upon counting up from 1 to get to a larger number, such as 14.
Homework: None, officially, though reviewing stories & vocab. is always a good choice.
Español Dos (2):
Today’s Agenda:
1. Practice spelling in Spanish using our growing knowledge of its phonetics.
2. Discuss yesterday’s quizzes and Spanish 2 placement options.
Spanish 2 Placement Options:
1. Retake (and pass) the quiz after school Friday (find your own transportation) or Monday (activity bus @4pm).
..............Ø Likely outcome: Success in Spanish 2
2. Retake (and not pass) the quiz after school Friday or Monday.
..............Ø Option 1: Move to Spanish 1 or other available elective
..............Ø Option 2: Stay in Spanish 2
.......................o Outcome 1: Mandatory after school retakes until passing
.......................o Likely outcome: Failure to prepare yourself within another week will likely mean lack of success in Span 2.
..................................§ Keep in mind:
...................................· End of 1st sem: 60% or better is needed to continue
...................................· End of 2nd sem: 73% or better is needed to continue to Span. 3
3. Listen to our song of the week: “Cielito lindo.”
4. Practice telling our story “El camarero horrible” aloud, both with a partner and (for a few brave volunteers) for the class.
5. (4th & 6th periods only): Practice writing our story “El camarero horrible.”
Homework: If you did not achieve at least 24/28 on our “Bare Minimum Beginning of the Year Grammar Expectations Post-test,” please share the “placement options” with a parent and obtain a signature for tomorrow.
miércoles, 16 de septiembre de 2009
miércoles, el dieciséis de septiembre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Take our first vocabulary quiz (20 pts.), as well as our first grammar quiz (10 pts.).
Homework: If your numbers weren’t ready for today, make sure you’re ready with them tomorrow.
Español Dos (2):
Today’s Agenda:
1. Take our first grammar quiz (28 pts.).
2. Listen to our song of the week: “Cielito lindo.” Nice job catching the next two missing words: nadie & porque.
Homework: None.
Today’s Agenda:
1. Take our first vocabulary quiz (20 pts.), as well as our first grammar quiz (10 pts.).
Homework: If your numbers weren’t ready for today, make sure you’re ready with them tomorrow.
Español Dos (2):
Today’s Agenda:
1. Take our first grammar quiz (28 pts.).
2. Listen to our song of the week: “Cielito lindo.” Nice job catching the next two missing words: nadie & porque.
Homework: None.
martes, 15 de septiembre de 2009
martes, el quince de septiembre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Discuss class jobs.
2. Discuss the significance of this week throughout much of Latin America. This week commemorates the independence days of many Latin American countries: Costa Rica, El Salvador, Nicaragua, Guatemala, Honduras, Chile & México.
3. Listen to our new song of the week: “Cielito lindo.” Quick discussion about mariachi music. Nice job catching the first missing word: corazones.
4. Practice our gestures and our “No lo sé” song.
5. Take quick grammar notes, organizing mainly what we’ve already discovered.
In ALL Spanish classes, you will see “T charts” that organize verbs. They are always organized in the following way.
………….MIRAR……………..
MIRO…………..….MIRAMOS
MIRAS………………….
MIRA…………..….MIRAN….
.………TO LOOK……..………
I LOOK…………..WE LOOK
YOU LOOK…………….
S/HE LOOKS….…THEY LOOK
Core concept: What do those bold endings communicate to us in Spanish? 1. WHO 2. WHEN
6. Cut out our numbers to prepare for a number-learning activity tomorrow.
Homework: Come prepared with your cut-up numbers. Study your picture dictionary. Practice your gestures. Sing our song.
Español Dos (2):
Today’s Agenda:
1. Do our “para empezar” warm-up.
¿Estás preparado/a para el examencito mañana? ¿Cómo se dice…?
--we saw
--y’all
--she skated
--there are
--I open
--they made
--I ate
--he
Respuestas correctas:
--vimos
--ustedes / Uds.
--patinó
--hay
--abro
--hicieron
--comí
--él
2. Discuss the significance of this week throughout much of Latin America. This week commemorates the independence days of many Latin American countries: Costa Rica, El Salvador, Nicaragua, Guatemala, Honduras, Chile & México.
3. Listen to our new song of the week: “Cielito lindo.” Quick discussion about mariachi music. Nice job catching the first four missing words: negros, porque, ese, boca.
4. Practice our gestures (especially those new gestures: le dice, le pregunta, le pide, le trae, está enojado/a) and practice our “No lo sé” song.
5. Continue reading “El camarero horrible.”
6. (4th & 6th periods only): Illustrate six scenes from the story as the teacher reads aloud:
--Hay un camarero que se llama Desordenado.
--Leonardo va al restaurante donde trabaja Desordenado.
--Leonardo le dice que quiere una hamburguesa.
--Desordenado le dice que no hay hamburguesas en el restaurante.
--Leonardo está un poco enojado.
--Desordenado le da otra comida.
Homework: STUDY for tomorrow’s grammar quiz!!!
Today’s Agenda:
1. Discuss class jobs.
2. Discuss the significance of this week throughout much of Latin America. This week commemorates the independence days of many Latin American countries: Costa Rica, El Salvador, Nicaragua, Guatemala, Honduras, Chile & México.
3. Listen to our new song of the week: “Cielito lindo.” Quick discussion about mariachi music. Nice job catching the first missing word: corazones.
4. Practice our gestures and our “No lo sé” song.
5. Take quick grammar notes, organizing mainly what we’ve already discovered.
In ALL Spanish classes, you will see “T charts” that organize verbs. They are always organized in the following way.
………….MIRAR……………..
MIRO…………..….MIRAMOS
MIRAS………………….
MIRA…………..….MIRAN….
.………TO LOOK……..………
I LOOK…………..WE LOOK
YOU LOOK…………….
S/HE LOOKS….…THEY LOOK
Core concept: What do those bold endings communicate to us in Spanish? 1. WHO 2. WHEN
6. Cut out our numbers to prepare for a number-learning activity tomorrow.
Homework: Come prepared with your cut-up numbers. Study your picture dictionary. Practice your gestures. Sing our song.
Español Dos (2):
Today’s Agenda:
1. Do our “para empezar” warm-up.
¿Estás preparado/a para el examencito mañana? ¿Cómo se dice…?
--we saw
--y’all
--she skated
--there are
--I open
--they made
--I ate
--he
Respuestas correctas:
--vimos
--ustedes / Uds.
--patinó
--hay
--abro
--hicieron
--comí
--él
2. Discuss the significance of this week throughout much of Latin America. This week commemorates the independence days of many Latin American countries: Costa Rica, El Salvador, Nicaragua, Guatemala, Honduras, Chile & México.
3. Listen to our new song of the week: “Cielito lindo.” Quick discussion about mariachi music. Nice job catching the first four missing words: negros, porque, ese, boca.
4. Practice our gestures (especially those new gestures: le dice, le pregunta, le pide, le trae, está enojado/a) and practice our “No lo sé” song.
5. Continue reading “El camarero horrible.”
6. (4th & 6th periods only): Illustrate six scenes from the story as the teacher reads aloud:
--Hay un camarero que se llama Desordenado.
--Leonardo va al restaurante donde trabaja Desordenado.
--Leonardo le dice que quiere una hamburguesa.
--Desordenado le dice que no hay hamburguesas en el restaurante.
--Leonardo está un poco enojado.
--Desordenado le da otra comida.
Homework: STUDY for tomorrow’s grammar quiz!!!
lunes, 14 de septiembre de 2009
lunes, el catorce de septiembre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Organize the reading section of our binder.
2. Read for six minutes during SSR.
3. Organize the listening & speaking sections of our binder.
4. Discuss what we did over the weekend, by answering the question “¿Qué hiciste durante el fin de semana?”
5. Take a practice quiz over what was hear during the previous discussion—nice job!
6. Begin to discuss classroom jobs.
Homework: (2nd period only): Read “¡Jason no entiende!” to an adult in ENGLISH. Remember, it’s in English so you for sure understand what you are reading (as opposed to just pronouncing the Spanish words). Obtain a signature for tomorrow.
Español Dos (2):
Today’s Agenda:
1. Organize the reading section of our binder.
2. Read for eight minutes during SSR.
3. Organize the listening & speaking sections of our binder.
4. Discuss what we did over the weekend, by answering the question “¿Qué hiciste durante el fin de semana?”
5. Take a practice quiz over what was hear during the previous discussion—nice job!
6. Begin to discuss classroom jobs.
Homework: Study for Wednesday’s quiz!
Today’s Agenda:
1. Organize the reading section of our binder.
2. Read for six minutes during SSR.
3. Organize the listening & speaking sections of our binder.
4. Discuss what we did over the weekend, by answering the question “¿Qué hiciste durante el fin de semana?”
5. Take a practice quiz over what was hear during the previous discussion—nice job!
6. Begin to discuss classroom jobs.
Homework: (2nd period only): Read “¡Jason no entiende!” to an adult in ENGLISH. Remember, it’s in English so you for sure understand what you are reading (as opposed to just pronouncing the Spanish words). Obtain a signature for tomorrow.
Español Dos (2):
Today’s Agenda:
1. Organize the reading section of our binder.
2. Read for eight minutes during SSR.
3. Organize the listening & speaking sections of our binder.
4. Discuss what we did over the weekend, by answering the question “¿Qué hiciste durante el fin de semana?”
5. Take a practice quiz over what was hear during the previous discussion—nice job!
6. Begin to discuss classroom jobs.
Homework: Study for Wednesday’s quiz!
viernes, 11 de septiembre de 2009
viernes, el once de septiembre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Use some basic knowledge about Spanish phonetics (particularly the vowel sounds—a, e, i, o, u) to spell new words. Nice job spelling with such accuracy…isn’t Spanish logical?
2. Listen to and sing our song of the week: “¿Dónde estás, Yolanda?”
3. Practice our basic questions.
4. Illustrate selected scenes from our “¡Jason no entiende!” story.
5. Practice retelling the story aloud with a partner. Listen to some brave volunteers share their versions aloud. Impressive!
6. Practice writing the story.
Homework: (1st hour only): Read the story “¡Jason no entiende!” (in ENGLISH) to an adult and get a signature for Monday. (2nd hour): You will be assigned to do this on Monday evening, but feel free to do this over the weekend if you would like.
Español Dos (2):
Today's Agenda:
1. Use some basic knowledge about Spanish phonetics (particularly the vowel sounds—a, e, i, o, u) to spell new words. Nice job spelling with such accuracy…isn’t Spanish logical?
2. Listen to and sing our song of the week: “¿Dónde estás, Yolanda?”
3. Receive individualized teacher feedback on pre-test 2. I see improvement, BUT we’re not there yet! Keep studying!!!
4. Learn some new gestures.
le dice = s/he says to him/her
le pregunta = s/he asks him/her
le pide = s/he requests of him/her
le trae = s/he brings to him/her
está enojado/a = s/he is angry
5. Begin to read “El camarero horrible” as a class.
Homework: STUDY for Wednesday’s assessment.
Today’s Agenda:
1. Use some basic knowledge about Spanish phonetics (particularly the vowel sounds—a, e, i, o, u) to spell new words. Nice job spelling with such accuracy…isn’t Spanish logical?
2. Listen to and sing our song of the week: “¿Dónde estás, Yolanda?”
3. Practice our basic questions.
4. Illustrate selected scenes from our “¡Jason no entiende!” story.
5. Practice retelling the story aloud with a partner. Listen to some brave volunteers share their versions aloud. Impressive!
6. Practice writing the story.
Homework: (1st hour only): Read the story “¡Jason no entiende!” (in ENGLISH) to an adult and get a signature for Monday. (2nd hour): You will be assigned to do this on Monday evening, but feel free to do this over the weekend if you would like.
Español Dos (2):
Today's Agenda:
1. Use some basic knowledge about Spanish phonetics (particularly the vowel sounds—a, e, i, o, u) to spell new words. Nice job spelling with such accuracy…isn’t Spanish logical?
2. Listen to and sing our song of the week: “¿Dónde estás, Yolanda?”
3. Receive individualized teacher feedback on pre-test 2. I see improvement, BUT we’re not there yet! Keep studying!!!
4. Learn some new gestures.
le dice = s/he says to him/her
le pregunta = s/he asks him/her
le pide = s/he requests of him/her
le trae = s/he brings to him/her
está enojado/a = s/he is angry
5. Begin to read “El camarero horrible” as a class.
Homework: STUDY for Wednesday’s assessment.
jueves, 10 de septiembre de 2009
jueves, el diez de septiembre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Do our “para empezar” warm-up. How well can you hear our new Spanish words in your head as I gesture them? How accurately can you write them?
2. Listen to our new song of the week: “¿Dónde estás, Yolanda?”
3. Practice our basic questions, as well as receive a new handout of basic questions.
New questions (on new handout):
----¿Qué día es hoy?.....(What day is today?)
--------Hoy es (lunes / martes / miércoles / etc.)…….(Today is (Mon./Tue./Wed./etc.))
----¿Qué día es mañana?.....(What day is tomorrow?)
--------Mañana es……...(Tomorrow is….)
----¿Qué día fue ayer?....(What day was yesterday?)
--------Ayer fue……..(Yesterday was….)
***Cultural notes: The week begins on Monday in the Spanish-speaking world, as opposed to Sunday in the English-speaking world.
***Days of the week are not capitalized in Spanish.
4. Practice our gestures and our “No lo sé” song.
5. Finish reading “¡Jason no entiende!”
Homework: Offically there is nothing due. However, it is a great idea to start studying our picture dictionary phrases & our new song.
Español Dos (2):
Today’s Agenda:
1. Do our “para empezar” warm-up. How well can you hear our new Spanish words in your head as I gesture them? How accurately can you write them?
2. Listen to our new song of the week: “¿Dónde estás, Yolanda?” Nice job catching the remaining missing words: mi, me, guapa, día, ver.
***Quick note: the “v” in ver is pronounced the same as the “b” in ber.
3. Receive yesterday’s pre-tests. Self-correct in class.
4. Work with your table group to more successfully complete pre-test 2.
Homework: Finish pre-test 2 for tomorrow. STUDY for next Wednesday’s quiz. Make FLASHCARDS. Do whatever it takes to pass at 85% or better. You can absolutely do it!
Today’s Agenda:
1. Do our “para empezar” warm-up. How well can you hear our new Spanish words in your head as I gesture them? How accurately can you write them?
2. Listen to our new song of the week: “¿Dónde estás, Yolanda?”
3. Practice our basic questions, as well as receive a new handout of basic questions.
New questions (on new handout):
----¿Qué día es hoy?.....(What day is today?)
--------Hoy es (lunes / martes / miércoles / etc.)…….(Today is (Mon./Tue./Wed./etc.))
----¿Qué día es mañana?.....(What day is tomorrow?)
--------Mañana es……...(Tomorrow is….)
----¿Qué día fue ayer?....(What day was yesterday?)
--------Ayer fue……..(Yesterday was….)
***Cultural notes: The week begins on Monday in the Spanish-speaking world, as opposed to Sunday in the English-speaking world.
***Days of the week are not capitalized in Spanish.
4. Practice our gestures and our “No lo sé” song.
5. Finish reading “¡Jason no entiende!”
Homework: Offically there is nothing due. However, it is a great idea to start studying our picture dictionary phrases & our new song.
Español Dos (2):
Today’s Agenda:
1. Do our “para empezar” warm-up. How well can you hear our new Spanish words in your head as I gesture them? How accurately can you write them?
2. Listen to our new song of the week: “¿Dónde estás, Yolanda?” Nice job catching the remaining missing words: mi, me, guapa, día, ver.
***Quick note: the “v” in ver is pronounced the same as the “b” in ber.
3. Receive yesterday’s pre-tests. Self-correct in class.
4. Work with your table group to more successfully complete pre-test 2.
Homework: Finish pre-test 2 for tomorrow. STUDY for next Wednesday’s quiz. Make FLASHCARDS. Do whatever it takes to pass at 85% or better. You can absolutely do it!
miércoles, 9 de septiembre de 2009
miércoles, el nueve de septiembre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Do our “para empezar” ("in order to begin") warm-up: thinking / feeling, and share out.
2. Listen to our new song of the week: “¿Dónde estás, Yolanda?” Good job tracing the words on the page with what you heard.
3. Practice answering our basic questions.
4. Practice our gestures and “No lo sé” song.
5. Continue reading “¡Jason no entiende!”
Homework: Offically there is nothing due. However, it is a great idea to start studying our picture dictionary phrases & our new song.
Español Dos (2):
Today’s Agenda:
1. Do our “para empezar” ("in order to begin") warm-up: thinking / feeling, and share out.
2. Listen to our new song of the week: “¿Dónde estás, Yolanda?” Good job catching the first two missing words: ojos, mujer.
Quick discussion about the "j" sound in Spanish (sounds like an "h"), as well as the "h" sound (silent in Spanish).
3. Take a pre-test on our most essential Spanish 1 grammar knowledge. This pre-test is nearly identical to what you will see next week. You will receive the pre-test back tomorrow, we will review the answers, and you will have a very clear idea of any areas that require IMMEDIATE memorization on your part.
Homework: Study your basic questions!
Today’s Agenda:
1. Do our “para empezar” ("in order to begin") warm-up: thinking / feeling, and share out.
2. Listen to our new song of the week: “¿Dónde estás, Yolanda?” Good job tracing the words on the page with what you heard.
3. Practice answering our basic questions.
4. Practice our gestures and “No lo sé” song.
5. Continue reading “¡Jason no entiende!”
Homework: Offically there is nothing due. However, it is a great idea to start studying our picture dictionary phrases & our new song.
Español Dos (2):
Today’s Agenda:
1. Do our “para empezar” ("in order to begin") warm-up: thinking / feeling, and share out.
2. Listen to our new song of the week: “¿Dónde estás, Yolanda?” Good job catching the first two missing words: ojos, mujer.
Quick discussion about the "j" sound in Spanish (sounds like an "h"), as well as the "h" sound (silent in Spanish).
3. Take a pre-test on our most essential Spanish 1 grammar knowledge. This pre-test is nearly identical to what you will see next week. You will receive the pre-test back tomorrow, we will review the answers, and you will have a very clear idea of any areas that require IMMEDIATE memorization on your part.
Homework: Study your basic questions!
martes, 8 de septiembre de 2009
lunes, el ocho de septiembre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Homework check: binders & illustrations for picture dictionary.
2. SSR (Special Spanish Reading): Every Monday we will spend time reading in Spanish in our library of children’s books. As beginners in Spanish, our goal today is that you look for “cognados.” A cognado (cognate) is a word in Spanish that resembles English (or any other language with which you are familiar).
[2nd period only: 20-minute speech by President Obama.]
Examples of cognates found in your books today: …elefante, inteligente, millones, bote, edición, mágico, grupo, dinosaurios, rinocerontes, pollen, ratón, animals, princesa, mamá, rápido, fantástico, intersección, diferente, océano, brillantes, papá, anciano, león, familia, costa, Universidad, aire, zoológico, aventura, roca, pantalones, policía….
3. Discuss what we did over the weekend with the yellow “¿Qué hiciste?” page.
We will be using this page every Monday to hold discussions in Spanish about what we did over the weekend. This page is intended as an initial support for you, but you are not ultimately limited by the options listed.
Quick discussion about yo ("I"). The word for “I” in Spanish (“yo”) should not be overused. Throw it in every once in awhile, if you’d like, but do not use it every time. Overusing yo unintentionally makes someone sound self-centered.
First we need to label your options:
estudié (I studied) / hice la tarea (I did the homework)
trabajé en (I worked at/on)
vi la tele / una película (I saw TV / a movie)
practiqué el piano / las artes marciales (I practiced the piano / martial arts)
cuidé niños (I cared for kids... “I babysat”)
dormí un poco / un montón (I slept a little / a ton)
visité (a)… (I visited…) ............[the "a" is necessary when talking about a person]
leí un libro (I read a book)
pasé tiempo con… (I spent time with…)
jugué al ___ (I played ___)
compré… (I bought…)
bebí… (I drank…)
comí… (I ate…)
fui (I went)
fuimos (we went)
…al partido de… (to the game of….)
…a una fiesta (to a party)
…a la playa / de vacaciones (to the beach / on vacation)
…al cine (to the cinema)
…a la casa de… (to the house of…)
…de compras (shopping)
Nice work writing your first sentences in Spanish.
[1st period]: Nice, quick discussion about what three classmates did over the weekend.
[2nd period]: We’ll have our discussion tomorrow.
Homework: Offically there is nothing due. However, it is a great idea to start studying our picture dictionary phrases & our new song.
Español Dos (2):
Today’s Agenda:
1. Announcement about our upcoming quiz (next Wednesday). Quick review of our regular, present tense endings. Tomorrow will be receiving a complete list of the basics that you will be quizzed on next Wed.
2. SSR (Special Spanish Reading): Every Monday we will spend time reading in Spanish in our library of children’s books. Nice work using cognados (cognates) and context to decipher the meanings of new words.
3. Discuss what we did over the weekend with the yellow “¿Qué hiciste?” page. We will be using this page every Monday to hold discussions in Spanish about what we did over the weekend. This page is intended as an initial support for you, but you are not ultimately limited by the options listed. Definitions of the words listed can be found above in the Spanish 1 entry.
Homework: Offically there is nothing due. However, it is a great idea to start studying for your upcoming quiz.
Today’s Agenda:
1. Homework check: binders & illustrations for picture dictionary.
2. SSR (Special Spanish Reading): Every Monday we will spend time reading in Spanish in our library of children’s books. As beginners in Spanish, our goal today is that you look for “cognados.” A cognado (cognate) is a word in Spanish that resembles English (or any other language with which you are familiar).
[2nd period only: 20-minute speech by President Obama.]
Examples of cognates found in your books today: …elefante, inteligente, millones, bote, edición, mágico, grupo, dinosaurios, rinocerontes, pollen, ratón, animals, princesa, mamá, rápido, fantástico, intersección, diferente, océano, brillantes, papá, anciano, león, familia, costa, Universidad, aire, zoológico, aventura, roca, pantalones, policía….
3. Discuss what we did over the weekend with the yellow “¿Qué hiciste?” page.
We will be using this page every Monday to hold discussions in Spanish about what we did over the weekend. This page is intended as an initial support for you, but you are not ultimately limited by the options listed.
Quick discussion about yo ("I"). The word for “I” in Spanish (“yo”) should not be overused. Throw it in every once in awhile, if you’d like, but do not use it every time. Overusing yo unintentionally makes someone sound self-centered.
First we need to label your options:
estudié (I studied) / hice la tarea (I did the homework)
trabajé en (I worked at/on)
vi la tele / una película (I saw TV / a movie)
practiqué el piano / las artes marciales (I practiced the piano / martial arts)
cuidé niños (I cared for kids... “I babysat”)
dormí un poco / un montón (I slept a little / a ton)
visité (a)… (I visited…) ............[the "a" is necessary when talking about a person]
leí un libro (I read a book)
pasé tiempo con… (I spent time with…)
jugué al ___ (I played ___)
compré… (I bought…)
bebí… (I drank…)
comí… (I ate…)
fui (I went)
fuimos (we went)
…al partido de… (to the game of….)
…a una fiesta (to a party)
…a la playa / de vacaciones (to the beach / on vacation)
…al cine (to the cinema)
…a la casa de… (to the house of…)
…de compras (shopping)
Nice work writing your first sentences in Spanish.
[1st period]: Nice, quick discussion about what three classmates did over the weekend.
[2nd period]: We’ll have our discussion tomorrow.
Homework: Offically there is nothing due. However, it is a great idea to start studying our picture dictionary phrases & our new song.
Español Dos (2):
Today’s Agenda:
1. Announcement about our upcoming quiz (next Wednesday). Quick review of our regular, present tense endings. Tomorrow will be receiving a complete list of the basics that you will be quizzed on next Wed.
2. SSR (Special Spanish Reading): Every Monday we will spend time reading in Spanish in our library of children’s books. Nice work using cognados (cognates) and context to decipher the meanings of new words.
3. Discuss what we did over the weekend with the yellow “¿Qué hiciste?” page. We will be using this page every Monday to hold discussions in Spanish about what we did over the weekend. This page is intended as an initial support for you, but you are not ultimately limited by the options listed. Definitions of the words listed can be found above in the Spanish 1 entry.
Homework: Offically there is nothing due. However, it is a great idea to start studying for your upcoming quiz.
viernes, 4 de septiembre de 2009
viernes, el cuatro de septiembre del dos mil nueve
Español Uno (1):
Today’s Learning Objectives:
1. Do our “para empezar” (“in order to begin”) warm-up.
--sensing/intuition self-assessment & class chart.
--Learn your table group members’ favorite activity.
2. Practice yesterday’s basic questions on the Basic Questions Handout. Add a new basic question.
Basic Question #4: “¿De dónde eres?” (From where are you?)…. “Soy de ____.” (I am from ____.)
3. Practice our gestures from Wed. (see Wednesday’s post for the list of gesture words.) Expand upon our use of those words with new gestures & a song.
New gestures:
saca = s/he takes out (or “take out!”)
mira = s/he looks (at) (or “look!”)
anda = s/he walks (or “walk!”)
se sienta = s/he sits h/h-self down
se levanta = s/he stands h/h-self up
le da = s/he gives to him/her
New song (to the tune of “Brother John” / “Frère Jacques”)
No lo sé. No lo sé. ……………………..I don’t know. I don’t know.
¿Sabes tú? ¿Sabes tú?....................Do you know? Do you know?
No me acuerdo. No me acuerdo…..I don’t remember. I don’t remember.
Se me olvidó. Se me olvidó………….I forgot. I forgot.
4. Copy & illustrate our gesture words & song from yesterday onto our Picture Dictionary page.
5. Begin to read the story “¡Jason no entiende!” together as a class.
Homework: If you don’t yet have a class binder, please find one. If you didn’t finish your illustrations, please do so for Tuesday.
(2nd hour only): Please show your parent/guardian your permission slip for Tuesday’s class viewing.
Español Dos (2):
Today’s Learning Objectives:
1. Do our “para empezar” (“in order to begin”) warm-up.
--sensing/intuition self-assessment & class chart.
--Learn your table group members’ favorite activity.
2. In table groups, practice answering the second 15 questions on the Spanish 1 Basic Questions Handout. If you were shaky in answering any of these, you are expected to practice at home! I will be calling on you all year long, expecting that you can comfortably answer any of these.
3. Practice Wednesday & Thursday’s gesture words (see Thursday’s post) and learn some new gestures for today.
4. Learn a new song to the tune of “Brother John” / “Frère Jacques.”
No lo sé. No lo sé. ……………………..I don’t know. I don’t know.
¿Sabes tú? ¿Sabes tú?....................Do you know? Do you know?
No me acuerdo. No me acuerdo…..I don’t remember. I don’t remember.
Se me olvidó. Se me olvidó………….I forgot. I forgot.
5. (4th & 6th periods only): Review our Spanish 1 personal pronouns. 5th period—we will tackle this on Tuesday.
Homework: If you don’t yet have a class binder, please find one. If you didn’t finish your illustrations, please do so for Tuesday.
Today’s Learning Objectives:
1. Do our “para empezar” (“in order to begin”) warm-up.
--sensing/intuition self-assessment & class chart.
--Learn your table group members’ favorite activity.
2. Practice yesterday’s basic questions on the Basic Questions Handout. Add a new basic question.
Basic Question #4: “¿De dónde eres?” (From where are you?)…. “Soy de ____.” (I am from ____.)
3. Practice our gestures from Wed. (see Wednesday’s post for the list of gesture words.) Expand upon our use of those words with new gestures & a song.
New gestures:
saca = s/he takes out (or “take out!”)
mira = s/he looks (at) (or “look!”)
anda = s/he walks (or “walk!”)
se sienta = s/he sits h/h-self down
se levanta = s/he stands h/h-self up
le da = s/he gives to him/her
New song (to the tune of “Brother John” / “Frère Jacques”)
No lo sé. No lo sé. ……………………..I don’t know. I don’t know.
¿Sabes tú? ¿Sabes tú?....................Do you know? Do you know?
No me acuerdo. No me acuerdo…..I don’t remember. I don’t remember.
Se me olvidó. Se me olvidó………….I forgot. I forgot.
4. Copy & illustrate our gesture words & song from yesterday onto our Picture Dictionary page.
5. Begin to read the story “¡Jason no entiende!” together as a class.
Homework: If you don’t yet have a class binder, please find one. If you didn’t finish your illustrations, please do so for Tuesday.
(2nd hour only): Please show your parent/guardian your permission slip for Tuesday’s class viewing.
Español Dos (2):
Today’s Learning Objectives:
1. Do our “para empezar” (“in order to begin”) warm-up.
--sensing/intuition self-assessment & class chart.
--Learn your table group members’ favorite activity.
2. In table groups, practice answering the second 15 questions on the Spanish 1 Basic Questions Handout. If you were shaky in answering any of these, you are expected to practice at home! I will be calling on you all year long, expecting that you can comfortably answer any of these.
3. Practice Wednesday & Thursday’s gesture words (see Thursday’s post) and learn some new gestures for today.
4. Learn a new song to the tune of “Brother John” / “Frère Jacques.”
No lo sé. No lo sé. ……………………..I don’t know. I don’t know.
¿Sabes tú? ¿Sabes tú?....................Do you know? Do you know?
No me acuerdo. No me acuerdo…..I don’t remember. I don’t remember.
Se me olvidó. Se me olvidó………….I forgot. I forgot.
5. (4th & 6th periods only): Review our Spanish 1 personal pronouns. 5th period—we will tackle this on Tuesday.
Homework: If you don’t yet have a class binder, please find one. If you didn’t finish your illustrations, please do so for Tuesday.
jueves, 3 de septiembre de 2009
jueves, el tres de septiembre del dos mil nueve
Español Uno (1):
Today’s Learning Objectives:
1. Do our “para empezar” (“in order to begin”) warm-up.
--“¿Eres (Are you) introvertido/a? ¿Eres (Are you) extrovertido/a?” self-assessment & class chart.
--Learn table group names.
**It was good to learn that there are other introverts in class besides me!
2. Discuss some of our basic questions on the Basic Questions Handout.
Basic Question #1: “¿Cómo te llamas?” (How do you call yourself?)…. “Me llamo ____.” (I call myself ____.)
Basic Question #2: “¿Cómo estás?” (How are you?)… “Estoy bien, gracias.” (I am well, thank you.) / “Estoy muy bien, gracias.” (I am very well, thank you.) / “Estoy así, así.” (I am so-so.)
Basic Question #3: “ ¿Cuándo es tu cumpleaños?” (When is your birthday?)
Quick Grammar Discussions: The “s” at the end of “llamas” and “estás” communicates “you” in English. The “o” at the end of “llamo” communicates “I” in English. In Spanish we use an upside-down question mark at the beginning of every question.
3. Practice our gestures from yesterday (see Wednesday’s post for the list of gesture words.) Expand upon our use of those words with a bit of teacher Q&A.
4. Copy & illustrate our gesture words from yesterday onto our Picture Dictionary page.
5. (2nd hour only): Begin to read the story “¡Jason no entiende!” together as a class.
Homework: If you don’t yet have a class binder, please find one. Nice job to all of you who read the blog yesterday!
Español Dos (2):
Today’s Agenda:
1. Do our “para empezar” (“in order to begin”) warm-up.
--“¿Eres (Are you) introvertido/a? ¿Eres (Are you) extrovertido/a?” self-assessment & class chart.
--Learn table group names.
**It was good to learn that there are other introverts in class besides me!
2. In table groups, practice answering the first 15 questions on the Spanish 1 Basic Questions Handout. If you were shaky in answering any of these, you are expected to practice at home! I will be calling on you all year long, expecting that you can comfortably answer any of these.
3. Practice yesterday’s gesture words and learn some new gestures for today.
Yesterday’s gestures:
agarra = s/he grabs (or “grab!”)
escribe = s/he writes (or “write!”)
espera = s/he waits (for) (or “wait!”)
entiende = s/he understands
saca = s/he takes out (or “take out!”)
mira = s/he looks (at) (or “look!”)
anda = s/he walks (or “walk!”)
Today’s new gestures:
se sienta = s/he sits h/h-self down
se levanta = s/he stands h/h-self up
le da = s/he gives to him/her
les da = s/he gives to them
4. Illustrate the new gestures on your Picture Dictionary page.
Homework: Designate a binder for Spanish class—due Monday. Practice those review questions!!!
Today’s Learning Objectives:
1. Do our “para empezar” (“in order to begin”) warm-up.
--“¿Eres (Are you) introvertido/a? ¿Eres (Are you) extrovertido/a?” self-assessment & class chart.
--Learn table group names.
**It was good to learn that there are other introverts in class besides me!
2. Discuss some of our basic questions on the Basic Questions Handout.
Basic Question #1: “¿Cómo te llamas?” (How do you call yourself?)…. “Me llamo ____.” (I call myself ____.)
Basic Question #2: “¿Cómo estás?” (How are you?)… “Estoy bien, gracias.” (I am well, thank you.) / “Estoy muy bien, gracias.” (I am very well, thank you.) / “Estoy así, así.” (I am so-so.)
Basic Question #3: “ ¿Cuándo es tu cumpleaños?” (When is your birthday?)
Quick Grammar Discussions: The “s” at the end of “llamas” and “estás” communicates “you” in English. The “o” at the end of “llamo” communicates “I” in English. In Spanish we use an upside-down question mark at the beginning of every question.
3. Practice our gestures from yesterday (see Wednesday’s post for the list of gesture words.) Expand upon our use of those words with a bit of teacher Q&A.
4. Copy & illustrate our gesture words from yesterday onto our Picture Dictionary page.
5. (2nd hour only): Begin to read the story “¡Jason no entiende!” together as a class.
Homework: If you don’t yet have a class binder, please find one. Nice job to all of you who read the blog yesterday!
Español Dos (2):
Today’s Agenda:
1. Do our “para empezar” (“in order to begin”) warm-up.
--“¿Eres (Are you) introvertido/a? ¿Eres (Are you) extrovertido/a?” self-assessment & class chart.
--Learn table group names.
**It was good to learn that there are other introverts in class besides me!
2. In table groups, practice answering the first 15 questions on the Spanish 1 Basic Questions Handout. If you were shaky in answering any of these, you are expected to practice at home! I will be calling on you all year long, expecting that you can comfortably answer any of these.
3. Practice yesterday’s gesture words and learn some new gestures for today.
Yesterday’s gestures:
agarra = s/he grabs (or “grab!”)
escribe = s/he writes (or “write!”)
espera = s/he waits (for) (or “wait!”)
entiende = s/he understands
saca = s/he takes out (or “take out!”)
mira = s/he looks (at) (or “look!”)
anda = s/he walks (or “walk!”)
Today’s new gestures:
se sienta = s/he sits h/h-self down
se levanta = s/he stands h/h-self up
le da = s/he gives to him/her
les da = s/he gives to them
4. Illustrate the new gestures on your Picture Dictionary page.
Homework: Designate a binder for Spanish class—due Monday. Practice those review questions!!!
miércoles, 2 de septiembre de 2009
miércoles, el dos de septiembre del dos mil nueve
Good job visiting the blog! Tomorrow when I ask my level 1's "Who read the blog?" or my level 2's "¿Viste el blog?" I want you to raise BOTH HANDS to show me that you really read it!
See you tomorrow!
Profe Nick
______________________
Español Uno (1) & Español Dos (2):
Announcement: Paso a paso texts should be kept in your locker all year. You may be asked to periodically bring them to class if you have a substitute, but otherwise we will not be using them.
Announcement: Most of class will be in Spanish all year long, with the following exceptions. Level 1: our goal is to get to that point by day 10!!! Last year was day 12, but I think we can beat that record. Levels 1 & 2: when we are covering beginning-of-the-year procedures, it will be in English. My goal is never to overwhelm you with Spanish that is difficult to understand. I work very hard to make it comprehensible to even the most beginner of students, so hang in there with me! Your progress this year is going to be amazing.
Procedure: Backpacks belong at the back of the room each day so we are not tripping over them.
Today’s Agenda:
1. Check for books & workbooks. If you still need a Paso a paso text, please get one checked out to you from the office tomorrow. If you still need a workbook, please bring a check for $12.00 to the office tomorrow.
2. Teacher introduction.
This is my 5th year at PCFC. Before teaching at PCFC, I worked as a long-term substitute at the Overlake School in Redmond. Before that, I was teaching Spanish at a school in the Chicago suburbs (where I grew up). I moved out to the area because my husband got a job out here. We love the Seattle area! Just wish we had more lighting storms. I attended the University of Illinois (Urbana-Champaign) as an undergrad, Middlebury College as a graduate student in Spanish (in Madrid), and Benedictine University as a graduate student in education. I’ve heard great things about this class. Your reputation is that of a sincerely caring group of kids. It should be a great year, and I look forward to being your teacher.
3. Receive class syllabus and discuss a few of its sections.
--class rules (1. Show respect. 2. Make good decisions. 3. Solve problems.)
--after-school help on Wednesdays
--class blog
4. Begin to learn some gestures for new vocabulary:
Spanish 1:
agarra = s/he grabs (or “grab!”)
escribe = s/he writes (or “write!”)
dibuja = s/he draws (or “draw!”)
espera = s/he waits (for) (or “wait!”)
entiende = s/he understands
le gusta = it is pleasing to him/her
Spanish 2:
agarra = s/he grabs (or “grab!”)
escribe = s/he writes (or “write!”)
espera = s/he waits (for) (or “wait!”)
entiende = s/he understands
saca = s/he takes out (or “take out!”)
mira = s/he looks (at) (or “look!”)
anda = s/he walks (or “walk!”)
Homework: 1) Find a 1” binder for Monday, or designate a section of a large binder to be for Spanish. We will be having binder checks this year, as staying organized is crucial. 2) Visit the blog…and clearly you did!
See you tomorrow!
Profe Nick
______________________
Español Uno (1) & Español Dos (2):
Announcement: Paso a paso texts should be kept in your locker all year. You may be asked to periodically bring them to class if you have a substitute, but otherwise we will not be using them.
Announcement: Most of class will be in Spanish all year long, with the following exceptions. Level 1: our goal is to get to that point by day 10!!! Last year was day 12, but I think we can beat that record. Levels 1 & 2: when we are covering beginning-of-the-year procedures, it will be in English. My goal is never to overwhelm you with Spanish that is difficult to understand. I work very hard to make it comprehensible to even the most beginner of students, so hang in there with me! Your progress this year is going to be amazing.
Procedure: Backpacks belong at the back of the room each day so we are not tripping over them.
Today’s Agenda:
1. Check for books & workbooks. If you still need a Paso a paso text, please get one checked out to you from the office tomorrow. If you still need a workbook, please bring a check for $12.00 to the office tomorrow.
2. Teacher introduction.
This is my 5th year at PCFC. Before teaching at PCFC, I worked as a long-term substitute at the Overlake School in Redmond. Before that, I was teaching Spanish at a school in the Chicago suburbs (where I grew up). I moved out to the area because my husband got a job out here. We love the Seattle area! Just wish we had more lighting storms. I attended the University of Illinois (Urbana-Champaign) as an undergrad, Middlebury College as a graduate student in Spanish (in Madrid), and Benedictine University as a graduate student in education. I’ve heard great things about this class. Your reputation is that of a sincerely caring group of kids. It should be a great year, and I look forward to being your teacher.
3. Receive class syllabus and discuss a few of its sections.
--class rules (1. Show respect. 2. Make good decisions. 3. Solve problems.)
--after-school help on Wednesdays
--class blog
4. Begin to learn some gestures for new vocabulary:
Spanish 1:
agarra = s/he grabs (or “grab!”)
escribe = s/he writes (or “write!”)
dibuja = s/he draws (or “draw!”)
espera = s/he waits (for) (or “wait!”)
entiende = s/he understands
le gusta = it is pleasing to him/her
Spanish 2:
agarra = s/he grabs (or “grab!”)
escribe = s/he writes (or “write!”)
espera = s/he waits (for) (or “wait!”)
entiende = s/he understands
saca = s/he takes out (or “take out!”)
mira = s/he looks (at) (or “look!”)
anda = s/he walks (or “walk!”)
Homework: 1) Find a 1” binder for Monday, or designate a section of a large binder to be for Spanish. We will be having binder checks this year, as staying organized is crucial. 2) Visit the blog…and clearly you did!
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