lunes, el treinta de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

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

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

--¿Qué hiciste durante el fin de semana?

--¿Te divertiste o no?

3. Practice our gestures.

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

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

Homework: Prepare for tomorrow’s listening exam.

Español Dos (2):

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

Today’s Activities:

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

2. Discuss the weekend, answering our fundamental questions:

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

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

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

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

HIGH-FREQUENCY VOCABULARY IN THE PAST:

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

miércoles, el veinticinco de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

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

2. Receive Monday’s graded, reading assessment.

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

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

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

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

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

Español Dos (2):

Today’s Agenda:

1. Practice our chapter 3 gestures.

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

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

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

Homework: None. Happy Thanksgiving!

martes, el veinticuatro de noviembre del dos mil nueve

Español Uno (1):

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

Today’s Agenda:

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

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

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

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

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

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

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

3. Practice our gestures.

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

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

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

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

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

Homework: Study your pink packets!

Español Dos (2):

Today’s Agenda:

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

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

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

3. Practice our chapter 3 gestures.

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

5. Review our demonstrative adjectives & pronouns.

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

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

lunes, el veintitrés de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Change table groups.

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

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

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

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

4. Practice our chapter three gestures.

5. Take a reading comprehension assessment.

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

Español Dos (2):

Announcement: You will receive your preterite quizzes TOMORROW.

Today’s Agenda:

1. Change table groups.

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

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

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

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

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

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

Homework: Redo Friday's preterite quiz.

viernes, el veinte de noviembre del dos mil nueve

Español Uno (1):

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

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

Today’s Agenda:

1. Practice our basic questions.

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

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

4. Practice our gestures.

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

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

7. Begin the homework.

Homework: 3-7 in the workbook.

Español Dos (2):

Today’s Agenda:

1. Review last year’s demonstrative adjectives:

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

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

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

We also established some new demonstrative adjectives for Spanish 2:

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

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

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

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

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

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

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

4. Practice our gestures.

5. Take a quiz on our preterite verbs:

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

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

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

jueves, el diecinueve de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

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

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

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

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

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

Jugar changes u-->ue.

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

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

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

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

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

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

4. Practice our gestures.

5. Finish reviewing 3-6 from yesterday.

6. Begin the homework.

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

Español Dos (2):

Today's Agenda:

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

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

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

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

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

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

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

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

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

3. Practice our gestures.

The following new gestures were established:

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

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

5. Begin the homework.

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

miércoles, el dieciocho de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

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

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

3. Practice our chapter three gestures.

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

Homework: None.

Español Dos (2):

Today’s Agenda:

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

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

3. Practice our gestures and establish new gestures for:

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

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

Homework: None.

martes, el diecisiete de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

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

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

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

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

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

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

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

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

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

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

6. Begin the homework.

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

Español Dos (2):

Today’s Agenda:

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

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

2. Practice our basic quesitons in the past:

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

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

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

5. Establish gestures for:

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

6. Begin the homework.

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

lunes, el dieciséis de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

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

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

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

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

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

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

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

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

5. Begin the homework.

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

Español Dos (2):

Today’s Agenda:

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

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

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

Five common Spanish 2 mistakes in semester one:

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

4. Finish defining our new chapter three vocabulary.

5. Establish some new gestures.

6. Begin to work on the homework.

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

viernes, el trece de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

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

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

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

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

4. Finish defining our chapter three pink packet vocabulary.

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

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

6. Begin the homework.

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

Español Dos (2):

Today’s Agenda:

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

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

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

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

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

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

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

7. Receive the chapter three pink packet.

Homework: Study your pink packets!

jueves, el doce de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

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

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

3. Practice our gestures.

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

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

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

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

Homework: Study your pink packet vocabulary.

Español Dos (2):

Today’s Agenda:

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

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

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

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

Homework: Study your pink packet vocabulary.

martes, el diez de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Practice our basic questions.

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

3. Practice our gestures.

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

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

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

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

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

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

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

Homework: Study your pink packet!

Español Dos (2):

Today’s Agenda:

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

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

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

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

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

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

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

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

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

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

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

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

7. Begin the homework.

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

lunes, el nueve de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

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

2. Discuss the weekend in Spanish.

3. Practice our gestures.

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

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

Español Dos (2):

Today’s Agenda:

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

2. Discuss the weekend in Spanish.

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

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

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

Homework: Study your pink packet!

viernes, el seis de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

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

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

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

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

Homework: Study your pink packet vocabulary!

Español Dos (2):

Today’s Agenda:

1. Receive your reading quizzes from Wednesday.

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

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

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

5. Practice our gestures.

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

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

jueves, el cuatro de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

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

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

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

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

4. Practice our chapter two gestures.

5. Begin the homework.

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

Español Dos (2):

Today’s Agenda:

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

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

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

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

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

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

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

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

5. Continue with our list of reading vocabulary.

Homework: Keep studying your pink packet vocabulary.

miércoles, el cuatro de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

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

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

3. Practice our basic questions.

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

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

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

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

Homework: None.

Español Dos (2):

Today’s Agenda:

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

2. Take a reading quiz.

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

Homework: None.

martes, el tres de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

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

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

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

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

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

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

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

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

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

Español Dos (2):

Today’s Agenda:

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

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

3. Practice our chapter two gestures.

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

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

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

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

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

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

lunes, el dos de noviembre del dos mil nueve

Español Uno (1):

Today’s Agenda:

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

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

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

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

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

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

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

Español Dos (2):

Today’s Agenda:

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

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

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

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

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

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

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

Homework: None.