Español Uno (1):
Today’s Agenda:
1. Tackle three new questions on our thirty basic questions page:
--¿Cuál es tu clase favorita?..... (What is your favorite class?)
------Mi clase favorita es la clase de (matemáticas / ciencias / español / etc.).
--¿Adónde vas después de las clases?..... (Where do you go after school?)
------Voy a (casa / la casa de Patty / QFC / etc.) después de las clases.
--¿Cuál es tu número de teléfono?..... (What is your telephone number?)
------Mi número de teléfono es cuatro-dos-cinco, ocho-tres-siete, cinquenta y nueve, sesenta y dos.
**With telephone numbers in Spanish, we combine the last four numbers as so:
5962 = fifty nine, sixty two
2810 = twenty eight, ten
4136 = forty one, thirty six
2. Listen to our song of the week: “Fotografía.” Nice job catching the next three missing words: puedo, estrellas, vas.
Quick tangent to conjugate one of our VERY irregular verbs: ir
IR (to go)
voy……………..vamos
vas…………………….
va……………….van
**Remember, irregular verbs are the MOST important. They are even more important than regular verbs, because they are more common!
3. Tackle a practice reading with table groups. Today’s practice reading is exactly the same in format as real reading assessments. Later this week you will have a real reading assessment.
Homework: If you haven’t yet read “Alberto y la mantequilla” to an adult, please do so for tomorrow.
Español Dos (2):
Today’s Agenda:
1. Receive yesterday’s “irregular yo” quiz.
2. Read the “Verbos Reflexivos” section on page one of our chapter two pink packet. Most importantly, we learned that reflexive verbs are just a new type of verb for us to use. They are very easy to use. All that is new is using the reflexive pronoun (me, te, se, nos, se). We put the reflexive pronoun out in front of a conjugated verb.
3. Practice conjugating lavarse (to wash oneself) & vestirse (to dress oneself) in the present.
LAVARSE (to wash oneself)
me lavo………………nos lavamos
te lavas……………………………
se lava………………..se lavan
VESTIRSE (to dress oneself) (e-->i)
me visto……………...nos vestimos
te vistes……………………………
se viste………………..se visten
4. Listen to our song of the week: “Fotografía.” Nice job catching the next three missing phrases: busco, llamo, por eso.
5. Practice conjugating reflexive verbs in the preterite on our blue packet.
CEPILLARSE (to brush oneself)
me cepillé……………..nos cepillamos
te cepillaste……………………………..
se cepilló………………se cepillaron
ROMPERSE (to break oneself)
me rompí………………nos rompimos
te rompiste……………………………
se rompió………………se rompieron
ABURRIRSE (to bore oneself, to get bored)
me aburrí………………nos aburrimos
te aburriste…………………………….
se aburrió………………se aburrieron
6. Practice some of our new chapter two gestures.
Homework: None, though I recommend making chapter two flashcards.
miércoles, 28 de octubre de 2009
martes, 27 de octubre de 2009
martes, el veintisiete de octubre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Hand in the crosswords completed on Friday with Mr. Valenta.
2. Tackle three new basic questions on our thirty questions page:
--¿Cuántos años tienes?...... “How many years do you have?”
------Tengo __#__ años.
--¿Qué clase tienes en la quinta hora?..... “What class do you have in fifth hour?”
------Tengo la clase de ____ en la quinta hora.
--¿Qué tienes en tu mochila?..... “What do you have in your backpack?”
------Tengo (carpetas / bolígrafos / libros) en mi mochila.
3. Listen to our new song of the week: “Fotografía.” Nice job catching the first three missing words: voy, corazón, tengo.
4. Review 1-5 & 1-6 in the workbook.
5. Receive our new pink packet for chapter two. Remember, just because we have a new pink packet does not mean that the previous pink packets are unimportant. You STILL need to know everything in those packets, and will continue to see that material pop up on assessments.
Homework: For Thursday, read “Alberto y la mantequilla” to an adult in ENGLISH.
Español Dos (2):
Today’s Agenda:
1. Take a quick grammar quiz on the irregular “yo” forms in the present.
2. Listen to our new song of the week: “Fotografía.” Nice job catching the first three missing phrases: llevo, verlas, te puedo.
3. Receive our chapter two pink packet and define our new vocabulary. Remember, just because we are embarking on a new chapter does NOT mean that the previous chapter vocabulary & grammar is irrelevant. You still need to know it all! Spanish, like math, is cumulative in nature.
Homework: None, though as I mentioned in class, we will fly through chapter two in the next couple weeks. It would be a good idea to make flashcards for your vocabulary.
Today’s Agenda:
1. Hand in the crosswords completed on Friday with Mr. Valenta.
2. Tackle three new basic questions on our thirty questions page:
--¿Cuántos años tienes?...... “How many years do you have?”
------Tengo __#__ años.
--¿Qué clase tienes en la quinta hora?..... “What class do you have in fifth hour?”
------Tengo la clase de ____ en la quinta hora.
--¿Qué tienes en tu mochila?..... “What do you have in your backpack?”
------Tengo (carpetas / bolígrafos / libros) en mi mochila.
3. Listen to our new song of the week: “Fotografía.” Nice job catching the first three missing words: voy, corazón, tengo.
4. Review 1-5 & 1-6 in the workbook.
5. Receive our new pink packet for chapter two. Remember, just because we have a new pink packet does not mean that the previous pink packets are unimportant. You STILL need to know everything in those packets, and will continue to see that material pop up on assessments.
Homework: For Thursday, read “Alberto y la mantequilla” to an adult in ENGLISH.
Español Dos (2):
Today’s Agenda:
1. Take a quick grammar quiz on the irregular “yo” forms in the present.
2. Listen to our new song of the week: “Fotografía.” Nice job catching the first three missing phrases: llevo, verlas, te puedo.
3. Receive our chapter two pink packet and define our new vocabulary. Remember, just because we are embarking on a new chapter does NOT mean that the previous chapter vocabulary & grammar is irrelevant. You still need to know it all! Spanish, like math, is cumulative in nature.
Homework: None, though as I mentioned in class, we will fly through chapter two in the next couple weeks. It would be a good idea to make flashcards for your vocabulary.
lunes, 26 de octubre de 2009
lunes, el veintiséis de octubre del dos mil nueve
Español Uno (1):
Announcement: Mr. Valenta left a very positive sub. report for Friday’s class. Nice work.
Announcement: All work completed with Mr. Valenta will be turned in TOMORROW.
Today’s Agenda:
1. Read, in Spanish, for seven minutes during SSR.
2. Discuss what we did over the weekend. Today you were not allowed to use “fui” (I went) in your answer, as we tend to over rely upon that one choice!
3. Practice answering some of our other fundamental questions.
On the “¿Cómo estás?” page, a new IMPORTANT word was added to the top of the page:
estaba = I was, s/he was
4. Listen to and sing last week’s song of the week: “Vivir.”
5. Receive last Thursday’s culture quizzes. Nice job!
6. Begin the homework: 1-5 & 1-6 (with all even’s additionally translated).
Homework: 1-5, 1-6 in the workbook (all even’s additionally translated)
Español Dos (2):
Announcement: Mr. Valenta left a mostly positive sub. report for Friday’s class. Thank you to all of you who were on-task.
Announcement: All work completed with Mr. Valenta will be turned in TOMORROW.
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. Discuss what we did over the weekend. Today you were not allowed to use “fui” (I went) in your answer, as we tend to over rely upon that one choice!
3. Practice answering some of our other fundamental questions.
4. Listen to and sing last week’s song of the week: “Andar conmigo.”
5. Receive last Thursday’s culture quizzes. Nice job!
6. Practice some more “verb phrases” (wants to ___, needs to ___, has to ____, etc.).
--They need to ask me. ....(Necesitan preguntarme.)
--You should answer. ....(Debes contestar.)
--I would like to wait. ....(Me gustaría esperar. / Quisiera esperar.)
--Are you going to hand it in? ....(¿Vas a entregarlo?)
--I ought to think. ....(Debo pensar.)
--We plan to arrive. ....(Pensamos llegar.)
--He can sing well. ....(Puede cantar bien.)
--She has to leave. ....(Tiene que salir.)
--They want to give. ....(Quieren dar.)
--Do you prefer to know? ....(¿Prefieres saber?)
Homework: None.
Announcement: Mr. Valenta left a very positive sub. report for Friday’s class. Nice work.
Announcement: All work completed with Mr. Valenta will be turned in TOMORROW.
Today’s Agenda:
1. Read, in Spanish, for seven minutes during SSR.
2. Discuss what we did over the weekend. Today you were not allowed to use “fui” (I went) in your answer, as we tend to over rely upon that one choice!
3. Practice answering some of our other fundamental questions.
On the “¿Cómo estás?” page, a new IMPORTANT word was added to the top of the page:
estaba = I was, s/he was
4. Listen to and sing last week’s song of the week: “Vivir.”
5. Receive last Thursday’s culture quizzes. Nice job!
6. Begin the homework: 1-5 & 1-6 (with all even’s additionally translated).
Homework: 1-5, 1-6 in the workbook (all even’s additionally translated)
Español Dos (2):
Announcement: Mr. Valenta left a mostly positive sub. report for Friday’s class. Thank you to all of you who were on-task.
Announcement: All work completed with Mr. Valenta will be turned in TOMORROW.
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. Discuss what we did over the weekend. Today you were not allowed to use “fui” (I went) in your answer, as we tend to over rely upon that one choice!
3. Practice answering some of our other fundamental questions.
4. Listen to and sing last week’s song of the week: “Andar conmigo.”
5. Receive last Thursday’s culture quizzes. Nice job!
6. Practice some more “verb phrases” (wants to ___, needs to ___, has to ____, etc.).
--They need to ask me. ....(Necesitan preguntarme.)
--You should answer. ....(Debes contestar.)
--I would like to wait. ....(Me gustaría esperar. / Quisiera esperar.)
--Are you going to hand it in? ....(¿Vas a entregarlo?)
--I ought to think. ....(Debo pensar.)
--We plan to arrive. ....(Pensamos llegar.)
--He can sing well. ....(Puede cantar bien.)
--She has to leave. ....(Tiene que salir.)
--They want to give. ....(Quieren dar.)
--Do you prefer to know? ....(¿Prefieres saber?)
Homework: None.
miércoles, 21 de octubre de 2009
miércoles, el veintiuno de octubre del dos mil nueve
Announcement: All classes shortened to 31 minutes due to a scheduled Emergency Preparedness Drill.
Español Uno (1):
Today’s Agenda:
1. Practice our basic questions.
On our “¿Cómo estás?” page, we added a new emotion: “annoyed” (molesto/a). That’s what we call a FALSE cognate!...doesn’t mean what it looks like.
On our “¿Cómo estás?” page we also wrote out the t-chart for the verb “to be” (estar).
ESTAR
estoy………….estamos
estás…………………..
está……………están
**Estar is what we call “irregular.” It doesn’t look exactly like what we would expect. Our irregular verbs are the MOST important, as they are the most common in the language. We just have to accept that they’re irregular and memorize their forms.
On our “¿Cómo eres?” page we added some of our pink packet personality words: quiet/reserved (callado/a), lazy (perezoso/a), stingy (tacaño/a), athletic (deportista), daring (atrevido/a), nice (amable), silly (gracioso/a) & generous (generoso/a).
On our “¿Cómo eres?” page we also wrote out the t-chart for the verb “to be” (ser).
SER
soy……………somos
eres…………………
es……………..son
**Ser is what we call “irregular.” It doesn’t look exactly like what we would expect. Our irregular verbs are the MOST important, as they are the most common in the language. We just have to accept that they’re irregular and memorize their forms.
2. Listen to our song of the week: “Vivir.” Nice job catching the next two missing words: busco, gente.
3. (2nd hour only): Since there wasn't enough time during class to take the mini-quiz that 1st hour took yesterday, students received the quiz as practice. There will be a mini numbers quiz tomorrow.
Homework: Keep reviewing your pink packet. Remember, you’re responsible for EVERYTHING in the pink packet!
Español Dos (2):
Today's Agenda:
1. (5th & 6th periods): Finish our culture flow chart.
2. Listen to our song of the week: “Andar conmigo.” Nice job catching the next four words: darte, dime, dime, llegar.
3. Working in groups, complete a practice reading assessment. You will be having a real reading assessment early next week. Expect an identical format and a similar level of difficulty.
Homework: Keep studying your pink packet!
Español Uno (1):
Today’s Agenda:
1. Practice our basic questions.
On our “¿Cómo estás?” page, we added a new emotion: “annoyed” (molesto/a). That’s what we call a FALSE cognate!...doesn’t mean what it looks like.
On our “¿Cómo estás?” page we also wrote out the t-chart for the verb “to be” (estar).
ESTAR
estoy………….estamos
estás…………………..
está……………están
**Estar is what we call “irregular.” It doesn’t look exactly like what we would expect. Our irregular verbs are the MOST important, as they are the most common in the language. We just have to accept that they’re irregular and memorize their forms.
On our “¿Cómo eres?” page we added some of our pink packet personality words: quiet/reserved (callado/a), lazy (perezoso/a), stingy (tacaño/a), athletic (deportista), daring (atrevido/a), nice (amable), silly (gracioso/a) & generous (generoso/a).
On our “¿Cómo eres?” page we also wrote out the t-chart for the verb “to be” (ser).
SER
soy……………somos
eres…………………
es……………..son
**Ser is what we call “irregular.” It doesn’t look exactly like what we would expect. Our irregular verbs are the MOST important, as they are the most common in the language. We just have to accept that they’re irregular and memorize their forms.
2. Listen to our song of the week: “Vivir.” Nice job catching the next two missing words: busco, gente.
3. (2nd hour only): Since there wasn't enough time during class to take the mini-quiz that 1st hour took yesterday, students received the quiz as practice. There will be a mini numbers quiz tomorrow.
Homework: Keep reviewing your pink packet. Remember, you’re responsible for EVERYTHING in the pink packet!
Español Dos (2):
Today's Agenda:
1. (5th & 6th periods): Finish our culture flow chart.
2. Listen to our song of the week: “Andar conmigo.” Nice job catching the next four words: darte, dime, dime, llegar.
3. Working in groups, complete a practice reading assessment. You will be having a real reading assessment early next week. Expect an identical format and a similar level of difficulty.
Homework: Keep studying your pink packet!
martes, 20 de octubre de 2009
martes, el veinte de octubre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Practice our spelling of our core numbers 0-50:
--9 + (más) 4 = (son) _______....[trece]
--11 – (menos) 7 = (son) _______....[cuatro]
--20 + 10 = (son) _______....[treinta]
--19 - 5 = (son) _______....[catorce]
--11 - 9 = (son) _______....[dos]
--10 + 5 = (son) _______....[quince]
--50 - 30 = (son) _______....[veinte]
--30 + 20 = (son) _______....[cinquenta]
--10 + 9 = (son) _______....[diecinueve / diez y nueve]
--20 - 20 = (son) _______....[cero]
2. Listen to our song of the week: “Vivir” by Belinda. Nice job catching the first three missing phrases: quiero, diez & a veces.
3. Brainstorm in table groups all the cultural information we have received since the first day of school. Later this week there will be a cultural knowledge assessment. Here’s an outline of what you came up with in class:
EL MUNDO HISPANOHABLANTE (The Spanish-speaking world)
--“Fiestas patrias” (Independence Day celebrations)
------seven countries celebrate their Indpendence Days in September: México, Costa Rica, El Salavador, Nicaragua, Guatemala, Honduras & Chile
------México celebrates its independence day on September 16th
------------“El cinco de mayo” is NOT México’s Independence Day
--Soap operas are very popular in the Spanish-speaking world
------Soap operas are watched during prime time television hours in the evening, such as on “canal 29: Univisión”
------Soap operas are often watched together in a family setting. Many generations watch together.
------Soap operas are short-lived stories of often 3-9 months. Once the story is over, a new soap opera begins.
--Spanish is spoken in many parts of the United States.
------Miami (many have family origins from Cuba)
------Tejas (many have family origins from México)
-----California (many have family origins from México)
------Chicago (many have family origins from México)
------------There are ONE MILLION Spanish speakers in the Chicago metro area!
------New York (many have family origins from Puerto Rico or la República Dominicana)
------Arizona, New Mexico (many have family origins from México)
--“El Día de los Inocentes”
------celebrated December 28th
------it’s the Spanish-speaking world’s equivalent of April Fool’s Day
------it began as a religious holiday but has transformed to a secular holiday
--Tuesday the 13th
------it’s the Spanish-speaking world’s equivalent of Friday the 13th
--“¡Qué rico!”
------one of the nicest compliments you can give a Spanish speaking individual when wanting to compliment food
--filler words
------In the U.S., the words “um…” and “uh….” are often used as filler words
------In the Spanish-speaking world, “em….” or “eh….” are used instead.
------“Pues” (Well….) is another filler word in Spanish.
--music
------it is considered perfectly “macho” to sing love songs
------música ranchera
------------Origins in México
------------VERY popular historically, as well as today
------------began on the “ranchos” in the mid-1800’s
------------“música mariachi” is música ranchera performed live
-------------------popular songs include: “Cielito lindo,” “El rey” & “Las mañanitas”
-------------------instruments include: accordian, violin/fiddle, trumpets, guitar, bass guitar
------“Las mañanitas”
------------birthday song sung traditionally in México as an early morning serenade
------------also sung on an individual’s “saint day”
------------------“saint days” are based off of your first name (whatever is closest if there is no match)
------------------Catholic tradition
4. (1st hour only): Take a very quick numbers quiz.
(2nd hour only): Practice our gestures for a few minutes.
5. (1st hour only): Review P-3 in the workbook.
Homework: None, other than to study your cultural information page. We will be having an assessment later this week.
Español Dos (2):
Today’s Agenda:
1. Receive yesterday’s quiz.
2. Practice “frases verbales” (wants to, needs to, is going to, is able to, ought to, plans to, knows how to, etc.)
3. Listen to our new song of the week: “Andar conmigo.”
4. Brainstorm in table groups all the cultural information we have received since the first day of school. Later this week there will be a cultural knowledge assessment. Please view the outline above (in the Spanish 1 section) of what you came up with in class.
Homework: Study your cultural notes. Study your pink packet!
Today’s Agenda:
1. Practice our spelling of our core numbers 0-50:
--9 + (más) 4 = (son) _______....[trece]
--11 – (menos) 7 = (son) _______....[cuatro]
--20 + 10 = (son) _______....[treinta]
--19 - 5 = (son) _______....[catorce]
--11 - 9 = (son) _______....[dos]
--10 + 5 = (son) _______....[quince]
--50 - 30 = (son) _______....[veinte]
--30 + 20 = (son) _______....[cinquenta]
--10 + 9 = (son) _______....[diecinueve / diez y nueve]
--20 - 20 = (son) _______....[cero]
2. Listen to our song of the week: “Vivir” by Belinda. Nice job catching the first three missing phrases: quiero, diez & a veces.
3. Brainstorm in table groups all the cultural information we have received since the first day of school. Later this week there will be a cultural knowledge assessment. Here’s an outline of what you came up with in class:
EL MUNDO HISPANOHABLANTE (The Spanish-speaking world)
--“Fiestas patrias” (Independence Day celebrations)
------seven countries celebrate their Indpendence Days in September: México, Costa Rica, El Salavador, Nicaragua, Guatemala, Honduras & Chile
------México celebrates its independence day on September 16th
------------“El cinco de mayo” is NOT México’s Independence Day
--Soap operas are very popular in the Spanish-speaking world
------Soap operas are watched during prime time television hours in the evening, such as on “canal 29: Univisión”
------Soap operas are often watched together in a family setting. Many generations watch together.
------Soap operas are short-lived stories of often 3-9 months. Once the story is over, a new soap opera begins.
--Spanish is spoken in many parts of the United States.
------Miami (many have family origins from Cuba)
------Tejas (many have family origins from México)
-----California (many have family origins from México)
------Chicago (many have family origins from México)
------------There are ONE MILLION Spanish speakers in the Chicago metro area!
------New York (many have family origins from Puerto Rico or la República Dominicana)
------Arizona, New Mexico (many have family origins from México)
--“El Día de los Inocentes”
------celebrated December 28th
------it’s the Spanish-speaking world’s equivalent of April Fool’s Day
------it began as a religious holiday but has transformed to a secular holiday
--Tuesday the 13th
------it’s the Spanish-speaking world’s equivalent of Friday the 13th
--“¡Qué rico!”
------one of the nicest compliments you can give a Spanish speaking individual when wanting to compliment food
--filler words
------In the U.S., the words “um…” and “uh….” are often used as filler words
------In the Spanish-speaking world, “em….” or “eh….” are used instead.
------“Pues” (Well….) is another filler word in Spanish.
--music
------it is considered perfectly “macho” to sing love songs
------música ranchera
------------Origins in México
------------VERY popular historically, as well as today
------------began on the “ranchos” in the mid-1800’s
------------“música mariachi” is música ranchera performed live
-------------------popular songs include: “Cielito lindo,” “El rey” & “Las mañanitas”
-------------------instruments include: accordian, violin/fiddle, trumpets, guitar, bass guitar
------“Las mañanitas”
------------birthday song sung traditionally in México as an early morning serenade
------------also sung on an individual’s “saint day”
------------------“saint days” are based off of your first name (whatever is closest if there is no match)
------------------Catholic tradition
4. (1st hour only): Take a very quick numbers quiz.
(2nd hour only): Practice our gestures for a few minutes.
5. (1st hour only): Review P-3 in the workbook.
Homework: None, other than to study your cultural information page. We will be having an assessment later this week.
Español Dos (2):
Today’s Agenda:
1. Receive yesterday’s quiz.
2. Practice “frases verbales” (wants to, needs to, is going to, is able to, ought to, plans to, knows how to, etc.)
3. Listen to our new song of the week: “Andar conmigo.”
4. Brainstorm in table groups all the cultural information we have received since the first day of school. Later this week there will be a cultural knowledge assessment. Please view the outline above (in the Spanish 1 section) of what you came up with in class.
Homework: Study your cultural notes. Study your pink packet!
lunes, 19 de octubre de 2009
lunes, el veintinueve de octubre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Hand in the edited story translations for “The spotted frog.”
2. Read, in Spanish, for seven minutes during SSR.
3. Discuss the weekend, by answering our fundamental question: “¿Qué hiciste durante el fin de semana?”
4. Practice our gestures.
5. Check for completion of P-3 & P-4 in the workbook. (2nd period only): Review P-3.
Homework: Read the cultural story “Poor fool” (in English) for tomorrow.
Español Dos (2):
Today’s Agenda:
1. Hand in the edited story translations for “The spotted frog” as well as the one paragraph summary (in Spanish) of the story “Poor fool.”
2. Read, in Spanish, for ten minutes during SSR.
3. Discuss the weekend. Define a new essential question on the back of our yellow weekend page:
¿Te divertiste o no?.....(Did you have fun or not?)
--Sí, me divertí mucho…..(Yes, I had a lot of fun.)
--No, no me divertí para nada…..(No, I didn’t have fun at all.)
4. Practice our gestures and sing our irregular “yo” song.
5. Take a quick unannounced quiz on our irregular “yo” song and a few other “yo” verbs. Any student absent today does NOT need to make up this quiz. Keep in mind that if you struggled with this matching quiz, you still have a long ways to go in coming prepared with being able to write the song going from English to Spanish. Keep studying!!!
Homework: Officially none, though it would be wise to keep studying the pink packet.
Today’s Agenda:
1. Hand in the edited story translations for “The spotted frog.”
2. Read, in Spanish, for seven minutes during SSR.
3. Discuss the weekend, by answering our fundamental question: “¿Qué hiciste durante el fin de semana?”
4. Practice our gestures.
5. Check for completion of P-3 & P-4 in the workbook. (2nd period only): Review P-3.
Homework: Read the cultural story “Poor fool” (in English) for tomorrow.
Español Dos (2):
Today’s Agenda:
1. Hand in the edited story translations for “The spotted frog” as well as the one paragraph summary (in Spanish) of the story “Poor fool.”
2. Read, in Spanish, for ten minutes during SSR.
3. Discuss the weekend. Define a new essential question on the back of our yellow weekend page:
¿Te divertiste o no?.....(Did you have fun or not?)
--Sí, me divertí mucho…..(Yes, I had a lot of fun.)
--No, no me divertí para nada…..(No, I didn’t have fun at all.)
4. Practice our gestures and sing our irregular “yo” song.
5. Take a quick unannounced quiz on our irregular “yo” song and a few other “yo” verbs. Any student absent today does NOT need to make up this quiz. Keep in mind that if you struggled with this matching quiz, you still have a long ways to go in coming prepared with being able to write the song going from English to Spanish. Keep studying!!!
Homework: Officially none, though it would be wise to keep studying the pink packet.
viernes, 16 de octubre de 2009
viernes, el dieciseis de octubre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Sing our song of the week: “Colores, colores.”
2. Finish our first one-on-one speaking assessments. Nice preparation. Remember, you will continue to need to know these first 20 basic questions, as we will add to them.
3. During the speaking assessments, all other students finished yesterday’s retelling of the story “The Spotted Frog.” Additionally, students received a pink sheet with the correct translations written by the teacher. Students needed to EDIT their original translations.
Homework: If you did not finish your translations and editing (by using the pink teacher translations), please get those done for Monday.
Español Dos (2):
Today’s Agenda:
1. Sing our song of the week: “Colores, colores.”
2. Finish our first one-on-one speaking assessments. Nice preparation. You all came in well prepared to tell me your first basic story in the past.
3. During the speaking assessments, all other students finished yesterday’s retelling of the story “The Spotted Frog.” Additionally, students received a pink sheet with the correct translations written by the teacher. Students needed to EDIT their original translations.
4. During the speaking assessments, students also received a second story: “Poor fool.” After reading the story, students needed to write a 6-8 sentence paragraph retelling the story in our simple Spanish in the past.
Homework: If you did not finish activities 3 or 4, please have them complete for Monday.
Today’s Agenda:
1. Sing our song of the week: “Colores, colores.”
2. Finish our first one-on-one speaking assessments. Nice preparation. Remember, you will continue to need to know these first 20 basic questions, as we will add to them.
3. During the speaking assessments, all other students finished yesterday’s retelling of the story “The Spotted Frog.” Additionally, students received a pink sheet with the correct translations written by the teacher. Students needed to EDIT their original translations.
Homework: If you did not finish your translations and editing (by using the pink teacher translations), please get those done for Monday.
Español Dos (2):
Today’s Agenda:
1. Sing our song of the week: “Colores, colores.”
2. Finish our first one-on-one speaking assessments. Nice preparation. You all came in well prepared to tell me your first basic story in the past.
3. During the speaking assessments, all other students finished yesterday’s retelling of the story “The Spotted Frog.” Additionally, students received a pink sheet with the correct translations written by the teacher. Students needed to EDIT their original translations.
4. During the speaking assessments, students also received a second story: “Poor fool.” After reading the story, students needed to write a 6-8 sentence paragraph retelling the story in our simple Spanish in the past.
Homework: If you did not finish activities 3 or 4, please have them complete for Monday.
jueves, 15 de octubre de 2009
jueves, el quince de octubre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Listen to our song of the week.
2. Begin our one-on-one speaking assessments, assessing your ability to answer a randomly drawn five of our twenty basic questions.
Homework: None, though if you didn’t speak one-on-one with me today, keep practicing.
Español Dos (2):
Today’s Agenda:
1. Begin our one-on-one speaking assessments, assessing your ability to tell me a story in the past using a series of four pictures.
Homework: None, though if you didn’t speak one-on-one with me today, keep practicing.
Today’s Agenda:
1. Listen to our song of the week.
2. Begin our one-on-one speaking assessments, assessing your ability to answer a randomly drawn five of our twenty basic questions.
Homework: None, though if you didn’t speak one-on-one with me today, keep practicing.
Español Dos (2):
Today’s Agenda:
1. Begin our one-on-one speaking assessments, assessing your ability to tell me a story in the past using a series of four pictures.
Homework: None, though if you didn’t speak one-on-one with me today, keep practicing.
miércoles, 14 de octubre de 2009
miércoles, el catorce de octubre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Practice our basic questions. Keep preparing for tomorrow & Friday’s first speaking assessment.
--¿Qué hora es?
------Son las diez y cuarenta y seis.
--¿Cuál es la fecha de hoy?
------Hoy es el catorce de octubre.
--¿Qué lees en la clase de inglés?
------Leo Harry Potter en la clase de inglés.
--A ti, ¿te gusta ver la televisión?
------Sí, a mí me gusta ver la televisión.
--¿Cómo se llaman las personas en tu familia?
------Se llaman Jake, Mary & Adam.
**Quick discussion about apostrophes in Spanish. Have you seen any yet? No! They don’t exist in Spanish. We would never say “Adam’s casa.” It would always be “la casa de Adam.”
2. Practice our basic conjugation.
Old term: la conjugación (conjugation)…writing out the forms of who & when of any verb/action
New term: el infinitivo (the infinitive)…the “to” form (hablar, nadar, etc.)
3. Listen to our song of the week: "Colores, colores." Nice job catching the next three missing words: hay, son & quieren.
4. Begin workbook pages P-3 & P-4, with everything additionally translated. What you don’t finish in class today you will finish tomorrow as Profe Nick conducts the one-on-one speaking assessments.
Homework: Prepare yourself for tomorrow’s speaking assessment with those twenty basic questions!
Español Dos (2): …..Sorry for the late post today!
Today’s Agenda:
1. Practice our basic questions.
2. Listen to our song of the week: “Colores, colores.”
Quick tangent: What are those possessive adjectives from last year?
mi(s)………….nuestro/a(s)
tu(s)
su(s)………….su(s)
**Remember, they match the object, not the person.
3. Review yesterday’s homework (a paragraph description of how you could take yesterday’s story and make it an “exceeds target” story). Many nice ideas were shared.
4. Practice telling a story with new picture sequences. During your speaking assessment Thursday or Friday you will have one minute to study your pictures, and one minute to then tell your story to me. It doesn’t matter if you don’t finish the story in the minute allotted. Try to be as descriptive as possible with your story.
Homework: Study for Thursday/Friday’s speaking assessment.
Today’s Agenda:
1. Practice our basic questions. Keep preparing for tomorrow & Friday’s first speaking assessment.
--¿Qué hora es?
------Son las diez y cuarenta y seis.
--¿Cuál es la fecha de hoy?
------Hoy es el catorce de octubre.
--¿Qué lees en la clase de inglés?
------Leo Harry Potter en la clase de inglés.
--A ti, ¿te gusta ver la televisión?
------Sí, a mí me gusta ver la televisión.
--¿Cómo se llaman las personas en tu familia?
------Se llaman Jake, Mary & Adam.
**Quick discussion about apostrophes in Spanish. Have you seen any yet? No! They don’t exist in Spanish. We would never say “Adam’s casa.” It would always be “la casa de Adam.”
2. Practice our basic conjugation.
Old term: la conjugación (conjugation)…writing out the forms of who & when of any verb/action
New term: el infinitivo (the infinitive)…the “to” form (hablar, nadar, etc.)
3. Listen to our song of the week: "Colores, colores." Nice job catching the next three missing words: hay, son & quieren.
4. Begin workbook pages P-3 & P-4, with everything additionally translated. What you don’t finish in class today you will finish tomorrow as Profe Nick conducts the one-on-one speaking assessments.
Homework: Prepare yourself for tomorrow’s speaking assessment with those twenty basic questions!
Español Dos (2): …..Sorry for the late post today!
Today’s Agenda:
1. Practice our basic questions.
2. Listen to our song of the week: “Colores, colores.”
Quick tangent: What are those possessive adjectives from last year?
mi(s)………….nuestro/a(s)
tu(s)
su(s)………….su(s)
**Remember, they match the object, not the person.
3. Review yesterday’s homework (a paragraph description of how you could take yesterday’s story and make it an “exceeds target” story). Many nice ideas were shared.
4. Practice telling a story with new picture sequences. During your speaking assessment Thursday or Friday you will have one minute to study your pictures, and one minute to then tell your story to me. It doesn’t matter if you don’t finish the story in the minute allotted. Try to be as descriptive as possible with your story.
Homework: Study for Thursday/Friday’s speaking assessment.
martes, 13 de octubre de 2009
martes, el trece de octubre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Practice our essential questions and discuss the significance of today’s date. In the U.S., Friday the 13th is considered an ominous day. In Spain, it’s Tuesday the 13th (today!), which is considered ominous.
2. Practice pronouncing new words using our knowledge of Spanish phonetics.
Already established phonetic knowledge:
--vowel sounds are consistent: a, e, i, o, u
--the “j” is pronounced like an English “h”
--the “h” is silent
--the “rr” has a rolled sound
--the “v” is pronounced like a soft “b”
--the “ñ” is pronounced like “ny” in English
--the “ll” is pronounced like “ll” in English
--an accent mark tells you where to "punch" the word
¿Cómo se pronuncian?
--instalará
--último
--pantalla
--línea
--pavimentada
--empujó
--carretera
--velocidad
--enseñar
--haga
3. Receive our new song of the week: “Colores, colores.” Nice job catching the first three missing words: hay, pero, niños.
4. Practice our gestures. Establish new gestures for: estudia, va al cine, lee, patina & toca la guitarra.
5. (1st period): Review 1-3 in the workbook. We will review 1-4 tomorrow.
….(2nd period): Review 1-4 in the workbook.
6. (2nd period only): Practice answering our circled basic questions in anticipation of Thursday & Friday’s one-on-one speaking assessment.
Homework: Practice those basic questions!!!
Español Dos (2):
Today’s Agenda:
1. Practice our basic questions & discuss the cultural significance of Tuesday the 13th. In the U.S., Friday the 13th is considered an ominous day. In Spain, it’s Tuesday the 13th (today!), which is considered ominous.
2. Practice pronouncing new words, using our knowledge of phonetics & accents.
¿Cómo se pronuncian?
--instalará
--último
--pantalla
--línea
--pavimentada
--enpujara
--carretera
--velocidad
--yeso
--hagamos
Establish our first accent rule: The 2nd to last syllable gets the natural stress in all words that end in a vowel.
3. Listen to our new song of the week: “Colores, colores.” Nice job catching the first five missing words: azul, rojas, verde, pelo, dentro.
Quick tangent: Notice how the song says “verde vida” instead of “vida verde.” This is a stylistic choice to not put verde after vida. Once you’ve become much more proficient with Spanish you can choose when to be stylistic in such cases, but for now, just observe.
Quick tangent: Notice the word for “and” in the third verse. Unlike the “y” which you normally see, you see “e.” This happens very infrequently. It only happens when the next word after “y” begins with the same sound. So, for instance, instead of “y ideas,” you have to say “e ideas.”
4. Practice our gestures in our pink packet, as well as our irregular yo song.
5. Review some of our core vocabulary for telling stories in the past:
--había (there was / there were)
--tuvo una idea (s/he got an idea)
--se llamaba (s/he called him/herself)
--tenía (s/he had)
--estaba enfermo/a (s/he was sick)
--era astronauta (s/he was an astronaut)
--le dio (s/he gave to him/her)
--anduvo (s/he walked)
--fue (s/he went)
--vio (s/he saw)
--le dijo (s/he said to him/her)
--le preguntó (s/he asked him/her)
--hacía viento (it was windy)
--eran las nueve (it was nine o’clock)
6. Illustrate a story as Profe Nick reads aloud:
--Había una mujer que era muy linda.
--La mujer se llamaba Stephanie. Stephanie tenía mucha sed.
--Eran las seis de la tarde. Stephanie fue a Fred Meyer. No anduvo. Fue en el autobús.
--Llegó a Fred Meyer a las siete. Entró en Fred Meyer y anduvo a la sección de refrescos.
--Un hombre vio a Stephanie. Stephanie le dijo: “Quiero una Coca-Cola, por favor.” El hombre le dio una Coca-Cola.
--Stephanie no estaba contenta. El hombre le preguntó: “¿Hay un problema?” Stephanie le dijo: “Quiero cinco más.”
7. (4th & 6th periods): Practice telling the story aloud.
Homework: Take the illustrated story and write a paragraph worth of notes about how you could “stretch” it to be in the A (“Exceeds Target”) category. What other description could you provide? How could you impress me?
Today’s Agenda:
1. Practice our essential questions and discuss the significance of today’s date. In the U.S., Friday the 13th is considered an ominous day. In Spain, it’s Tuesday the 13th (today!), which is considered ominous.
2. Practice pronouncing new words using our knowledge of Spanish phonetics.
Already established phonetic knowledge:
--vowel sounds are consistent: a, e, i, o, u
--the “j” is pronounced like an English “h”
--the “h” is silent
--the “rr” has a rolled sound
--the “v” is pronounced like a soft “b”
--the “ñ” is pronounced like “ny” in English
--the “ll” is pronounced like “ll” in English
--an accent mark tells you where to "punch" the word
¿Cómo se pronuncian?
--instalará
--último
--pantalla
--línea
--pavimentada
--empujó
--carretera
--velocidad
--enseñar
--haga
3. Receive our new song of the week: “Colores, colores.” Nice job catching the first three missing words: hay, pero, niños.
4. Practice our gestures. Establish new gestures for: estudia, va al cine, lee, patina & toca la guitarra.
5. (1st period): Review 1-3 in the workbook. We will review 1-4 tomorrow.
….(2nd period): Review 1-4 in the workbook.
6. (2nd period only): Practice answering our circled basic questions in anticipation of Thursday & Friday’s one-on-one speaking assessment.
Homework: Practice those basic questions!!!
Español Dos (2):
Today’s Agenda:
1. Practice our basic questions & discuss the cultural significance of Tuesday the 13th. In the U.S., Friday the 13th is considered an ominous day. In Spain, it’s Tuesday the 13th (today!), which is considered ominous.
2. Practice pronouncing new words, using our knowledge of phonetics & accents.
¿Cómo se pronuncian?
--instalará
--último
--pantalla
--línea
--pavimentada
--enpujara
--carretera
--velocidad
--yeso
--hagamos
Establish our first accent rule: The 2nd to last syllable gets the natural stress in all words that end in a vowel.
3. Listen to our new song of the week: “Colores, colores.” Nice job catching the first five missing words: azul, rojas, verde, pelo, dentro.
Quick tangent: Notice how the song says “verde vida” instead of “vida verde.” This is a stylistic choice to not put verde after vida. Once you’ve become much more proficient with Spanish you can choose when to be stylistic in such cases, but for now, just observe.
Quick tangent: Notice the word for “and” in the third verse. Unlike the “y” which you normally see, you see “e.” This happens very infrequently. It only happens when the next word after “y” begins with the same sound. So, for instance, instead of “y ideas,” you have to say “e ideas.”
4. Practice our gestures in our pink packet, as well as our irregular yo song.
5. Review some of our core vocabulary for telling stories in the past:
--había (there was / there were)
--tuvo una idea (s/he got an idea)
--se llamaba (s/he called him/herself)
--tenía (s/he had)
--estaba enfermo/a (s/he was sick)
--era astronauta (s/he was an astronaut)
--le dio (s/he gave to him/her)
--anduvo (s/he walked)
--fue (s/he went)
--vio (s/he saw)
--le dijo (s/he said to him/her)
--le preguntó (s/he asked him/her)
--hacía viento (it was windy)
--eran las nueve (it was nine o’clock)
6. Illustrate a story as Profe Nick reads aloud:
--Había una mujer que era muy linda.
--La mujer se llamaba Stephanie. Stephanie tenía mucha sed.
--Eran las seis de la tarde. Stephanie fue a Fred Meyer. No anduvo. Fue en el autobús.
--Llegó a Fred Meyer a las siete. Entró en Fred Meyer y anduvo a la sección de refrescos.
--Un hombre vio a Stephanie. Stephanie le dijo: “Quiero una Coca-Cola, por favor.” El hombre le dio una Coca-Cola.
--Stephanie no estaba contenta. El hombre le preguntó: “¿Hay un problema?” Stephanie le dijo: “Quiero cinco más.”
7. (4th & 6th periods): Practice telling the story aloud.
Homework: Take the illustrated story and write a paragraph worth of notes about how you could “stretch” it to be in the A (“Exceeds Target”) category. What other description could you provide? How could you impress me?
lunes, 12 de octubre de 2009
lunes, el doce de octubre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Read, in Spanish, for seven minutes during SSR. Nice job continuing to use context and picture clues to help you figure out new words, such as bufanda (scarf), calcetines (socks), nada (nothing), and so on.
2. Change seats. You will have these table groups for the next six weeks.
3. Receive last week’s listening quiz. Nice job!
4. Discuss the weekend by answering our fundamental question: “¿Qué hiciste durante el fin de semana?”
5. Take a mini-quiz on our weekend discussion.
6. Practice our gestures and learn new gestures for ayuda en casa (s/he helps at home), cocina (s/he cooks) & escucha música (s/he listens to music).
7. Homework check. (2nd period only): Begin to review 1-3.
Homework: Officially none, although it would be very wise to keep preparing yourself with those fundamental questions. We will be having our first, one-on-one speaking assessment this Thursday & Friday.
Español Dos (2):
Today’s Agenda:
1. Turn in Friday’s homework (“superlative” awards).
2. Change seats.
3. Read, in Spanish, for ten minutes during SSR.
4. Discuss the weekend, answering our fundamental question: “¿Qué hiciste durante el fin de semana?”
5. Practice our gestures & our “irregular yo song.” Self-assess how well you already can write out the song.
6. Practice our present/preterite verb endings with some chapter one verbs.
Homework: None, although making flashcards would be wise.
Today’s Agenda:
1. Read, in Spanish, for seven minutes during SSR. Nice job continuing to use context and picture clues to help you figure out new words, such as bufanda (scarf), calcetines (socks), nada (nothing), and so on.
2. Change seats. You will have these table groups for the next six weeks.
3. Receive last week’s listening quiz. Nice job!
4. Discuss the weekend by answering our fundamental question: “¿Qué hiciste durante el fin de semana?”
5. Take a mini-quiz on our weekend discussion.
6. Practice our gestures and learn new gestures for ayuda en casa (s/he helps at home), cocina (s/he cooks) & escucha música (s/he listens to music).
7. Homework check. (2nd period only): Begin to review 1-3.
Homework: Officially none, although it would be very wise to keep preparing yourself with those fundamental questions. We will be having our first, one-on-one speaking assessment this Thursday & Friday.
Español Dos (2):
Today’s Agenda:
1. Turn in Friday’s homework (“superlative” awards).
2. Change seats.
3. Read, in Spanish, for ten minutes during SSR.
4. Discuss the weekend, answering our fundamental question: “¿Qué hiciste durante el fin de semana?”
5. Practice our gestures & our “irregular yo song.” Self-assess how well you already can write out the song.
6. Practice our present/preterite verb endings with some chapter one verbs.
Homework: None, although making flashcards would be wise.
viernes, 9 de octubre de 2009
viernes, el nueve de octubre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Practice our basic questions.
2. Discuss upcoming weekend plans by answering “¿Qué vas a hacer?"
3. Sing our song of the week: “Eres.”
4. Practice our gestures.
5. Begin the homework.
Homework: Workbook pages 1-3 & 1-4 (with ALL evens FULLY translated).
Español Dos (2):
Today’s Agenda:
1. Review yesterday’s homework (1-3 in the workbook).
2. Sing our song of the week: “Eres.”
3. Practice our gestures & our irregular “yo” song.
4. Practice “los superlativos” with classmate/teacher “awards.”
Homework: Finish your 16 classmate/teacher awards.
Today’s Agenda:
1. Practice our basic questions.
2. Discuss upcoming weekend plans by answering “¿Qué vas a hacer?"
3. Sing our song of the week: “Eres.”
4. Practice our gestures.
5. Begin the homework.
Homework: Workbook pages 1-3 & 1-4 (with ALL evens FULLY translated).
Español Dos (2):
Today’s Agenda:
1. Review yesterday’s homework (1-3 in the workbook).
2. Sing our song of the week: “Eres.”
3. Practice our gestures & our irregular “yo” song.
4. Practice “los superlativos” with classmate/teacher “awards.”
Homework: Finish your 16 classmate/teacher awards.
jueves, 8 de octubre de 2009
jueves, el ocho de octubre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Practice our basic questions, and learn two new ones:
--¿Cuál es la fecha de hoy? (What is the date today?)
--¿Qué hora es? (What is the time?)
2. Finish the second part of yesterday’s listening quiz.
3. Listen to our song of the week: “Eres.”
4. Do our first, graded dictation.
Homework: None, though it would be wise to make flaschcards for our chapter one, pink packet vocabulary!
Español Dos (2):
Today’s Agenda:
1. Receive yesterday’s listening quizzes. Nice job!
2. Listen to our song of the week: “Eres.”
**More tangential practice with boot verbs. New grammar terminology in Spanish: “verbos de bota” (boot verbs), “verbos de cambio radical” (stem-changing verbs). Both terms mean the same thing. These terms are especially important as you continue on to Spanish 3 and beyond.
3. More practice writing “comparativos" & “superlativos.”
4. Practice our gestures & our new “irregular yo song.”
5. Review workbook page 1-2 from a couple days ago.
6. Begin the homework.
Homework: 1-3 in the workbook, with ALL even numbers translated. Remember to FULLY translate!
Today’s Agenda:
1. Practice our basic questions, and learn two new ones:
--¿Cuál es la fecha de hoy? (What is the date today?)
--¿Qué hora es? (What is the time?)
2. Finish the second part of yesterday’s listening quiz.
3. Listen to our song of the week: “Eres.”
4. Do our first, graded dictation.
Homework: None, though it would be wise to make flaschcards for our chapter one, pink packet vocabulary!
Español Dos (2):
Today’s Agenda:
1. Receive yesterday’s listening quizzes. Nice job!
2. Listen to our song of the week: “Eres.”
**More tangential practice with boot verbs. New grammar terminology in Spanish: “verbos de bota” (boot verbs), “verbos de cambio radical” (stem-changing verbs). Both terms mean the same thing. These terms are especially important as you continue on to Spanish 3 and beyond.
3. More practice writing “comparativos" & “superlativos.”
4. Practice our gestures & our new “irregular yo song.”
5. Review workbook page 1-2 from a couple days ago.
6. Begin the homework.
Homework: 1-3 in the workbook, with ALL even numbers translated. Remember to FULLY translate!
miércoles, 7 de octubre de 2009
miércoles, el siete de octubre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Practice some of our basic questions, in preparation for our first speaking assessment.
--¿Cómo te llamas?
------Me llamo John.
--¿Cómo estás?------Estoy bien (cansado / triste / etc.).
--¿Qué día es mañana?
------Mañana es jueves.
--¿Cómo eres?
------Soy (atlético / inteligente / creativa / etc.)
--¿Qué hiciste durante el fin de semana?
------Fui al partido de fútbol americano. (Vi una película.)
**Quick discussion about strategies during the speaking assessments. It is much better to say something inaccurate and in Spanish (“Tomorrow is Sunday” instead of “Tomorrow is Thursday,” for instance), then to use English or not say anything at all!
2. Listen to our song of the week: “Eres.”
3. Take our first listening assessment.
Homework: None, although if you haven’t yet made flaschcards for our chapter 1 pink packet vocabulary, that would be wise!
Español Dos (2):
Today’s Agenda:
1. Review our knowledge of Spanish phonetics and practice spelling some unfamiliar words.
2. Listen to our song of the week: “Eres.”
3. Take our first listning assessment.
Homework: None, although if you haven’t yet made flashcards for chapter 1 pink packet vocabulary, that would be wise!
martes, 6 de octubre de 2009
martes, el seis de octubre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Practice some more essential questions. Within the next couple weeks, we will be answering five basic questions one-on-one with Profe Nick during our first speaking assessment. The questions will be drawn at random out of our choices. We currently have 15-20 basic questions you should be able to answer, and within another month or so, we will have thirty basic questions.If the following five questions had been drawn, how well could you answer these in Spanish (both completely and accurately)?:
--¿Juegas deportes? ¿Qué juegas?
------Sí, juego al golf. ….(Sí, juego al fútbol.)….(Sí, nado.)
--¿Cómo se dice “teacher” en español?
------Se dice “profe.” …(Se dice “profesor.”)
--¿Qué vas a hacer hoy?
------Voy a hacer tarea. (Voy a nadar.)
--¿Qué hay en la sala de clases?
------Hay pupitres. (Hay estudiantes. Hay plantas, carpetas y personas.)
--¿Qué día fue ayer?
------Ayer fue lunes.
**If you get stuck on a specific word, just choose any logical answer. For example, if you forget how to say "fútbol americano,” go with ANY sport in Spanish (hockey, sófbol, etc.), even if it's not the truth.
2. Listen to our new song of the week: “Eres.” Nice job catching the first two missing words: quiero, hoy.
**Quick discussion about the double meaning of “quiero” (I want; I love). How can you tell when it means “I want” versus “I love”? Context!
3. (2nd hour only): Practice our new chapter one gestures.
4. Review the homework in the workbook (1-1, 1-2). Make sure you are checking the blog if you are confused about exactly what to do for homework!!!
5. Do a practice mini-dictation, in preparation for tomorrow’s graded dictation.
Homework: None. It would be very wise, however, to make flashcards of new vocabulary!
Español Dos (2):
Today’s Agenda:
1. Practice our essential Spanish 2 questions.
2. Take some quick notes on “superlativos.” Yesterday we discussed “comparativos” (better, worse, taller, shorter, less funny, funnier) and today we discussed “superlativos” (the best, the worst, the tallest, the shortest, the least funny, the most funny).
Practice writing some original phrases with “superlativos.”
3. Listen to our song of the week: “Eres.” Nice job catching the first three missing words: también, dime, primero.
**Quick tangent: If “dime” is “tell me,” how do you say “give me”? (dame) “write me” (escríbeme) “talk to me” (háblame) “point to me” (señálame).
4. Practice our chapter one gestures and the first half of our new gesturing song.
5. Review 1-1 of the homework.
6. Take a quick practice, listening quiz.
Homework: None, although it would be a wise decision to make flaschcards.
Today’s Agenda:
1. Practice some more essential questions. Within the next couple weeks, we will be answering five basic questions one-on-one with Profe Nick during our first speaking assessment. The questions will be drawn at random out of our choices. We currently have 15-20 basic questions you should be able to answer, and within another month or so, we will have thirty basic questions.If the following five questions had been drawn, how well could you answer these in Spanish (both completely and accurately)?:
--¿Juegas deportes? ¿Qué juegas?
------Sí, juego al golf. ….(Sí, juego al fútbol.)….(Sí, nado.)
--¿Cómo se dice “teacher” en español?
------Se dice “profe.” …(Se dice “profesor.”)
--¿Qué vas a hacer hoy?
------Voy a hacer tarea. (Voy a nadar.)
--¿Qué hay en la sala de clases?
------Hay pupitres. (Hay estudiantes. Hay plantas, carpetas y personas.)
--¿Qué día fue ayer?
------Ayer fue lunes.
**If you get stuck on a specific word, just choose any logical answer. For example, if you forget how to say "fútbol americano,” go with ANY sport in Spanish (hockey, sófbol, etc.), even if it's not the truth.
2. Listen to our new song of the week: “Eres.” Nice job catching the first two missing words: quiero, hoy.
**Quick discussion about the double meaning of “quiero” (I want; I love). How can you tell when it means “I want” versus “I love”? Context!
3. (2nd hour only): Practice our new chapter one gestures.
4. Review the homework in the workbook (1-1, 1-2). Make sure you are checking the blog if you are confused about exactly what to do for homework!!!
5. Do a practice mini-dictation, in preparation for tomorrow’s graded dictation.
Homework: None. It would be very wise, however, to make flashcards of new vocabulary!
Español Dos (2):
Today’s Agenda:
1. Practice our essential Spanish 2 questions.
2. Take some quick notes on “superlativos.” Yesterday we discussed “comparativos” (better, worse, taller, shorter, less funny, funnier) and today we discussed “superlativos” (the best, the worst, the tallest, the shortest, the least funny, the most funny).
Practice writing some original phrases with “superlativos.”
3. Listen to our song of the week: “Eres.” Nice job catching the first three missing words: también, dime, primero.
**Quick tangent: If “dime” is “tell me,” how do you say “give me”? (dame) “write me” (escríbeme) “talk to me” (háblame) “point to me” (señálame).
4. Practice our chapter one gestures and the first half of our new gesturing song.
5. Review 1-1 of the homework.
6. Take a quick practice, listening quiz.
Homework: None, although it would be a wise decision to make flaschcards.
lunes, 5 de octubre de 2009
lunes, el cinco de octubre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Read, in Spanish, for seven minutes during SSR.
2. Practice our basic questions. Within the next couple weeks, we will be answering five basic questions one-on-one with Profe Nick during our first speaking assessment. The questions will be drawn at random out of our choices. We currently have fifteen basic questions you should be able to answer, and within another month or so, we will have thirty basic questions.
If the following five questions had been drawn, how well could you answer these in Spanish (both completely and accurately)?:
--¿Qué día es hoy?
------Hoy es lunes.
--¿De dónde eres?
------Soy de Issaquah.
--¿Cómo se llama tu profesor(a) de matemáticas?
------Se llama Profe Glover.
--¿Qué tiempo hace?
------Hace fresco.
--¿Qué tipo de música escuchas?
------Escucho música pop.
Today’s Agenda:
1. Read, in Spanish, for seven minutes during SSR.
2. Practice our basic questions. Within the next couple weeks, we will be answering five basic questions one-on-one with Profe Nick during our first speaking assessment. The questions will be drawn at random out of our choices. We currently have fifteen basic questions you should be able to answer, and within another month or so, we will have thirty basic questions.
If the following five questions had been drawn, how well could you answer these in Spanish (both completely and accurately)?:
--¿Qué día es hoy?
------Hoy es lunes.
--¿De dónde eres?
------Soy de Issaquah.
--¿Cómo se llama tu profesor(a) de matemáticas?
------Se llama Profe Glover.
--¿Qué tiempo hace?
------Hace fresco.
--¿Qué tipo de música escuchas?
------Escucho música pop.
**If you get stuck on a specific word, just choose any logical answer. For example, if you forget how to say "pop" music, go with ANY answer in Spanish (música mariachi), even if it's not the truth.
3. Practice answering another core question: ¿Qué hiciste durante el fin de semana? Class discussion about last weekend.
4. Practice our new chapter one gestures.
5. Begin the homework. Quick walk-through with Profe Nick. Remember to always start with the instructions. Make sure you read and understand the model. Use the model to help you answer the other questions.
Homework: Workbook pages 1-1 & 1-2. ALL evens need to be additionally translated. For those evens, you must translate EVERYTHING—both the correct and wrong choices.
Español Dos (2):
Today’s Agenda:
1. Receive Friday’s vocabulary quizzes. Nice job!
2. Read, in Spanish, for ten minutes during SSR.
3. Discuss the weekend.
4. Practice writing some sentences with comparatives.
We have four “irregular” comparatives from Spanish 1:
-- mejor(es)....."better"
--peor(es)...."worse"
--mayor(es)...."older"
-- menor(es)...."younger"
For other comparatives, we use the following “formulas”:
más _____ que……....….(Profe Nick es más linda que señor Nick.)
menos _____ que……….(Profe Nick es menos paciente que Profe Thompson.)
5. Establish new gestures for chapter one:
se permite (it’s permitted)
se prohibe (it’s prohibited)
la entrega (s/he turns it in)
le contesta (s/he answers him/her)
piensa (s/he thinks)
saca una buena nota (s/he gets a good grade)
saca una mala nota (s/he gets a bad grade)
Homework: Workbook pages 1-1 & 1-2. ALL evens need to be additionally translated. For those evens, you must translate EVERYTHING—both the correct and wrong choices.
viernes, 2 de octubre de 2009
viernes, el dos de octubre del dos mil nueve
Español Uno (1):
Today’s Agenda:
1. Discuss weekend plans answering the question “¿Qué vas a hacer?”
2. Sing our song of the week: “Cuando me miras así”
3. Finish filling out our chapter 1 pink packet.
4. Establish new gestures for:
la entrega (s/he hands it in)
regresa (s/he returns)
está con amigos (s/he is with friends)
habla por teléfono (s/he talks on the phone)
va a la escuela (s/he goes to school)
nada (s/he swims)
practica deportes (s/he practices sports)
ve la televisión (s/he “sees”(watches) television)
Homework: None.
Español Dos (2):
Today’s Agenda:
1. Take our chapter 0 vocabulary quiz
2. Sing our song of the week: “Cuando me miras así”
3. Complete our first dictation. Nice job!!
4. Write some class examples using “mejor” and “peor” as both comparatives & superlatives.
Homework: None.
Today’s Agenda:
1. Discuss weekend plans answering the question “¿Qué vas a hacer?”
2. Sing our song of the week: “Cuando me miras así”
3. Finish filling out our chapter 1 pink packet.
4. Establish new gestures for:
la entrega (s/he hands it in)
regresa (s/he returns)
está con amigos (s/he is with friends)
habla por teléfono (s/he talks on the phone)
va a la escuela (s/he goes to school)
nada (s/he swims)
practica deportes (s/he practices sports)
ve la televisión (s/he “sees”(watches) television)
Homework: None.
Español Dos (2):
Today’s Agenda:
1. Take our chapter 0 vocabulary quiz
2. Sing our song of the week: “Cuando me miras así”
3. Complete our first dictation. Nice job!!
4. Write some class examples using “mejor” and “peor” as both comparatives & superlatives.
Homework: None.
jueves, 1 de octubre de 2009
jueves, el primer de octubre del dos mil nueve
Annonuncement: Sorry for not posting on Tuesday or Wednesday!
Español Uno (1):
Today's Agenda:
1. Do our "para empezar" warm-up: quick grammar discussion about "conjugation."
2. Listen to our song of the week: "Cuando me miras así"
3. Practice our gestures.
4. Label our remaining numbers: 0, 1, 2, 4, 13, 16, 17, 18, 19
5. Receive our chapter 1 "pink packet."
Homework: None.
Español Uno (2):
Today's Agenda:
1. Finish filling in our current knowledge about the preterite tense in our very important blue, preterite packet.
2. Fill in some review (or new, perhaps) information about "-car, -gar, -zar" verbs in the preterite.
3. Listen to our song of the week: "Cuando me miras así"
4. Practice our gestures.
5. Receive our chapter 1 "pink packet."
Homework: Study for tomorrow's vocabulary quiz! Study your picture dictionary, the "Ana" story, our Spanish 2 essential questions, etc.
Today’s Agenda:
Español Uno (1):
Today's Agenda:
1. Do our "para empezar" warm-up: quick grammar discussion about "conjugation."
2. Listen to our song of the week: "Cuando me miras así"
3. Practice our gestures.
4. Label our remaining numbers: 0, 1, 2, 4, 13, 16, 17, 18, 19
5. Receive our chapter 1 "pink packet."
Homework: None.
Español Uno (2):
Today's Agenda:
1. Finish filling in our current knowledge about the preterite tense in our very important blue, preterite packet.
2. Fill in some review (or new, perhaps) information about "-car, -gar, -zar" verbs in the preterite.
3. Listen to our song of the week: "Cuando me miras así"
4. Practice our gestures.
5. Receive our chapter 1 "pink packet."
Homework: Study for tomorrow's vocabulary quiz! Study your picture dictionary, the "Ana" story, our Spanish 2 essential questions, etc.
Today’s Agenda:
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