Español Uno (1):
Announcement: As a reminder, I will not be in class on Monday, as I will be observing students at another school. Mr. Fiorillo will be your sub (and he speaks Spanish!).
Today’s Agenda:
1. Discuss upcoming weekend plans, answering the question “¿Qué vas a hacer este fin de semana?”
2. Sing our song of the week: “La historia de Juan.”
3. Practice our chapter 6 gestures.
4. Review the homework: 6-8 in the workbook.
5. Tackle a few listening activities for chapter 6, as we practice listening to others’ voices in Spanish.
6. Begin to work on the homework.
Homework: For Monday—Read our story “Confesiones…” to an adult and get a signature. For Tuesday—Finish the chapter 6 packet you received in class today.
Español Dos (2):
Announcement: As a reminder, I will not be in class on Monday, as I will be observing students at another school. Mr. Fiorillo will be your sub (and he speaks Spanish!).
Today’s Agenda:
1. Discuss upcoming weekend plans.
2. Sing our song of the week: “Si yo fuera un chico.”
3. Practice our gestures.
4. Brainstorm some important transition words that help bring our speaking/writing up to an “exceeds target” level.
¿Cómo se dice?
--There was one time…………………………………...…………Había una vez….
--One day………………………………………………………………Un día
--So………………………………………………………………………Así que…
--Suddenly………………………………………………….…………De repente
--After (leaving/waiting)………………………………...………Después de (salir/esperar)
--Before (leaving/waiting)………………………………....……Antes de (salir/esperar)
--And then……………………………………………………….……Entonces
--Immediately………………………………………………….……De inmediato
--Later…………………………………………………………….……Luego / Más tarde
--¡How (adj.)!……………………………………………………......¡Qué (adj.)!
--For that reason………………………………………………...…Por eso….
--Already………………………………………………………………Ya
--At least………………………………………………………………Por lo menos
--Luckily………………………………………………………………Por suerte
--Finally…………………………………………………………….…Por fin
--¡What a relief!………………………………………………….…¡Qué alivio!
--The end……………………………………………………………..El fin
4. Practice retelling an original story with yesterday’s picture sequence while purposefully incorporating as many transition words as possible.
5. Listen to a few brave volunteers share their updated story version with the class.
6. Begin to work on a chapter 6 packet.
Homework: Due Tuesday—chapter 6 packet (evens translated).
viernes, 26 de febrero de 2010
jueves, 25 de febrero de 2010
jueves, el veinticinco de febrero del dos mil diez
Español Uno (1):
Today’s Agenda:
1. Practice our auditory recognition of large numbers.
Reminder: cien=100 (exactly), ciento….=100+
Reminder: Traditionally, the punctuation with numbers is reversed in Spanish. So, $1,200.96 would traditionally be written as $1.200,96 in Spanish.
¿Cómo se escribe?
--ciento veinticuatro……………………………………………………….124
--cuatrocientos treinta y nueve………………………………….……439
--ochocientos sesenta y siete………………………………….……….867
--mil trescientos cincuenta y cinco…………………………….….…1.355
--tres mil doscientos ochenta y tres………………………………...3.283
--quince mil seiscientos setenta y ocho………………….………..15.678
--ciento veinte mil setecientos cuarenta y uno………………..120.741
--un millón ciento catorce mil novecientos y dieciséis……..1.114.916
--tres millones doscientos once mil quinientos noventa y dos….3.211.592
2. Listen to our song of the week: “La historia de Juan.” Nice job catching the last three missing words: volar, día, lloró.
3. Review the homework: 6-7 in the workbook.
4. Practice our chapter 6 gestures.
5. Illustrate four quick scenes from our story “Confesiones de una adicta a los videojuegos.”
--Había una muchacha que se llamaba Cynthia.
--Cynthia era adicta a los videojuegos.
--Cynthia quería jugar los videojuegos todos los días por diez horas.
--En la opinión de Cynthia no era importante dormir. Era más importante jugar World of Warcraft.
6. Begin the homework.
Homework: 6-8 (evens translated)
Español Dos (2):
Today’s Agenda:
1. Practice our auditory recognition of large numbers.
Reminder: cien=100 (exactly), ciento….=100+
Reminder: Traditionally, the punctuation with numbers is reversed in Spanish. So, $1,200.96 would traditionally be written as $1.200,96 in Spanish.
¿Cómo se escribe?
--ciento veinticuatro……………………………………………………….124
--cuatrocientos treinta y nueve………………………………….……439
--ochocientos sesenta y siete………………………………….……….867
--mil trescientos cincuenta y cinco…………………………….….…1.355
--tres mil doscientos ochenta y tres………………………………...3.283
--quince mil seiscientos setenta y ocho………………….………..15.678
--ciento veinte mil setecientos cuarenta y uno………………..120.741
--un millón ciento catorce mil novecientos y dieciséis……..1.114.916
--tres millones doscientos once mil quinientos noventa y dos….3.200.592
2. Listen to our song of the week: “Si yo fuera un chico.” Nice job catching the next three missing phrases: ya no, sabes, hasta.
3. Quickly practice our chapter 6 specially-accented verbs.
4. Practice our chapter 6 gestures.
5. Review the plot for yesterday’s story “María, Diego y los gatos.”
6. (4th period only): Review the answers for #’s 1-15 on yesterday’s story “María, Diego y los gatos.”
7. Share possible plot lines for the six-picture story sequence on the reverse of yesterday’s story.
8. Brainstorm relevant vocabulary needed to tell that story at an “Exceeds Target” level.
9. Practice telling the story aloud to a partner.
Homework: If you haven't yet made flashcards for our chapter 6 vocabulary, consider doing so! We will be moving into chapter 7 next week, but the chapter 6 vocabulary will of course still be fair game for any upcoming assessments!
Today’s Agenda:
1. Practice our auditory recognition of large numbers.
Reminder: cien=100 (exactly), ciento….=100+
Reminder: Traditionally, the punctuation with numbers is reversed in Spanish. So, $1,200.96 would traditionally be written as $1.200,96 in Spanish.
¿Cómo se escribe?
--ciento veinticuatro……………………………………………………….124
--cuatrocientos treinta y nueve………………………………….……439
--ochocientos sesenta y siete………………………………….……….867
--mil trescientos cincuenta y cinco…………………………….….…1.355
--tres mil doscientos ochenta y tres………………………………...3.283
--quince mil seiscientos setenta y ocho………………….………..15.678
--ciento veinte mil setecientos cuarenta y uno………………..120.741
--un millón ciento catorce mil novecientos y dieciséis……..1.114.916
--tres millones doscientos once mil quinientos noventa y dos….3.211.592
2. Listen to our song of the week: “La historia de Juan.” Nice job catching the last three missing words: volar, día, lloró.
3. Review the homework: 6-7 in the workbook.
4. Practice our chapter 6 gestures.
5. Illustrate four quick scenes from our story “Confesiones de una adicta a los videojuegos.”
--Había una muchacha que se llamaba Cynthia.
--Cynthia era adicta a los videojuegos.
--Cynthia quería jugar los videojuegos todos los días por diez horas.
--En la opinión de Cynthia no era importante dormir. Era más importante jugar World of Warcraft.
6. Begin the homework.
Homework: 6-8 (evens translated)
Español Dos (2):
Today’s Agenda:
1. Practice our auditory recognition of large numbers.
Reminder: cien=100 (exactly), ciento….=100+
Reminder: Traditionally, the punctuation with numbers is reversed in Spanish. So, $1,200.96 would traditionally be written as $1.200,96 in Spanish.
¿Cómo se escribe?
--ciento veinticuatro……………………………………………………….124
--cuatrocientos treinta y nueve………………………………….……439
--ochocientos sesenta y siete………………………………….……….867
--mil trescientos cincuenta y cinco…………………………….….…1.355
--tres mil doscientos ochenta y tres………………………………...3.283
--quince mil seiscientos setenta y ocho………………….………..15.678
--ciento veinte mil setecientos cuarenta y uno………………..120.741
--un millón ciento catorce mil novecientos y dieciséis……..1.114.916
--tres millones doscientos once mil quinientos noventa y dos….3.200.592
2. Listen to our song of the week: “Si yo fuera un chico.” Nice job catching the next three missing phrases: ya no, sabes, hasta.
3. Quickly practice our chapter 6 specially-accented verbs.
4. Practice our chapter 6 gestures.
5. Review the plot for yesterday’s story “María, Diego y los gatos.”
6. (4th period only): Review the answers for #’s 1-15 on yesterday’s story “María, Diego y los gatos.”
7. Share possible plot lines for the six-picture story sequence on the reverse of yesterday’s story.
8. Brainstorm relevant vocabulary needed to tell that story at an “Exceeds Target” level.
9. Practice telling the story aloud to a partner.
Homework: If you haven't yet made flashcards for our chapter 6 vocabulary, consider doing so! We will be moving into chapter 7 next week, but the chapter 6 vocabulary will of course still be fair game for any upcoming assessments!
miércoles, 24 de febrero de 2010
miércoles, el veinticuatro de febrero del dos mil diez
Español Uno (1):
Today’s Agenda:
1. Practice our letters of the alphabet, as Profe Nick spells unfamiliar words.
2. Listen to our song of the week: “La historia de Juan.” Nice job catching the next three missing words: dio, escuchó, jugar.
3. Review yesterday’s story: “Confesiones de una adicta a los videojuegos.”
Great job answering comprehension question #2:
The pattern you see in the underlined phrases is the following: If you conjugate the first verb, the next verb to follow must be an infinitive. Examples: quiero dormir, necesita escuchar, deben comer, vamos a cantar, etc.
This black-and-white rule will help you correctly communicate in Spanish 1 & 2. It will help you avoid common mistakes like (“quiero canto”--I want I sing--instead of--"quiero cantar" I want to sing). Do know, however, that the rule is somewhat of an oversimplification, and once you start becoming a little more advanced, you’ll see that it doesn’t apply 100% of the time.
4. (2nd hour only): Practice our chapter 6 gestures.
5. Begin the homework.
Homework: 6-7 (+tran.)
Español Dos (2):
Today’s Agenda:
1. Practice our letters of the alphabet, as Profe Nick spells unfamiliar words.
2. Practice the “specially accented” verbs that we filled out yesterday on the blue present tense packet.
3. Listen to the song of the week: “Si yo fuera un chico.” Nice job catching the next three missing phrases: conozco, se, otra vez.
4. Read a chapter 6 story.
Homework: Finish reading the chapter 6 story, if needed. Keep studying the chapter 6 vocabulary! We only have a handful of more days to spend on it.
Today’s Agenda:
1. Practice our letters of the alphabet, as Profe Nick spells unfamiliar words.
2. Listen to our song of the week: “La historia de Juan.” Nice job catching the next three missing words: dio, escuchó, jugar.
3. Review yesterday’s story: “Confesiones de una adicta a los videojuegos.”
Great job answering comprehension question #2:
The pattern you see in the underlined phrases is the following: If you conjugate the first verb, the next verb to follow must be an infinitive. Examples: quiero dormir, necesita escuchar, deben comer, vamos a cantar, etc.
This black-and-white rule will help you correctly communicate in Spanish 1 & 2. It will help you avoid common mistakes like (“quiero canto”--I want I sing--instead of--"quiero cantar" I want to sing). Do know, however, that the rule is somewhat of an oversimplification, and once you start becoming a little more advanced, you’ll see that it doesn’t apply 100% of the time.
4. (2nd hour only): Practice our chapter 6 gestures.
5. Begin the homework.
Homework: 6-7 (+tran.)
Español Dos (2):
Today’s Agenda:
1. Practice our letters of the alphabet, as Profe Nick spells unfamiliar words.
2. Practice the “specially accented” verbs that we filled out yesterday on the blue present tense packet.
3. Listen to the song of the week: “Si yo fuera un chico.” Nice job catching the next three missing phrases: conozco, se, otra vez.
4. Read a chapter 6 story.
Homework: Finish reading the chapter 6 story, if needed. Keep studying the chapter 6 vocabulary! We only have a handful of more days to spend on it.
martes, 23 de febrero de 2010
martes, el veintitrés de febrero del dos mil diez
Español Uno (1):
Today’s Agenda:
1. Describe the clothing of a Spanish family pictured in a photo.
Cultural Note: You'll notice in our family photos that a lot of people aren't smiling. It's not because they're unhappy or overly serious. Traditionally, a lot of people do not smile in photos. Sometimes it's considered goofy looking. Do not necessarily interpret a lack of smile as unhappiness. Do know that this will widely vary, however, and seems to be changing to a pattern of more and more people smiling in photos.
2. Listen to our new song of the week: “La historia de Juan.” Nice job catching the first two missing words: nadie, amor.
3. Practice our chapter six gestures.
4. Practice rewriting some basic phrases, using the words “it” and “them.”
--Canta la canción………………………….La canta.
--Baila el tango………………………………Lo baila.
--Lee los libros……………………………….Los lee.
--Dibuja a las personas…………………..Las dibuja.
--Lleva los zapatos…………………………Los lleva.
--Compra la camisa………………………..La compra.
5. Read the story “Confesiones de una adicta a los videojuegos” in table groups. Nice job making connections between the words “it” & “them” with what they refer to.
Homework: Finish the comprehension questions for the story.
Español Dos (2):
Today’s Agenda:
1. (5th hour only, due to yesterday’s fire drill interruption): Review how you did in choosing whether our ten words needed accents or not.
2. Fill in the “specially accented present tense verbs” section on page four of our blue, present tense verb packet. These verbs are special only to keep the sound the same. Remember, Spanish is a very logical language. Most of the spelling changes we make are just to keep a consistency to how the word sounds.
3. Listen to our song of the week: “Si yo fuera un chico.” Nice job catching the first three missing phrases: vestiría, mentir, lo que. Great job making a connection between vestiría and our verb display on the wall.
4. Practice our chapter 6 gestures.
5. Continue practicing our chapter 6 vocabulary with a quick true/false activity.
Homework: Keep studying your chapter 6 vocabulary. We only have through next Monday for this chapter.
Today’s Agenda:
1. Describe the clothing of a Spanish family pictured in a photo.
Cultural Note: You'll notice in our family photos that a lot of people aren't smiling. It's not because they're unhappy or overly serious. Traditionally, a lot of people do not smile in photos. Sometimes it's considered goofy looking. Do not necessarily interpret a lack of smile as unhappiness. Do know that this will widely vary, however, and seems to be changing to a pattern of more and more people smiling in photos.
2. Listen to our new song of the week: “La historia de Juan.” Nice job catching the first two missing words: nadie, amor.
3. Practice our chapter six gestures.
4. Practice rewriting some basic phrases, using the words “it” and “them.”
--Canta la canción………………………….La canta.
--Baila el tango………………………………Lo baila.
--Lee los libros……………………………….Los lee.
--Dibuja a las personas…………………..Las dibuja.
--Lleva los zapatos…………………………Los lleva.
--Compra la camisa………………………..La compra.
5. Read the story “Confesiones de una adicta a los videojuegos” in table groups. Nice job making connections between the words “it” & “them” with what they refer to.
Homework: Finish the comprehension questions for the story.
Español Dos (2):
Today’s Agenda:
1. (5th hour only, due to yesterday’s fire drill interruption): Review how you did in choosing whether our ten words needed accents or not.
2. Fill in the “specially accented present tense verbs” section on page four of our blue, present tense verb packet. These verbs are special only to keep the sound the same. Remember, Spanish is a very logical language. Most of the spelling changes we make are just to keep a consistency to how the word sounds.
3. Listen to our song of the week: “Si yo fuera un chico.” Nice job catching the first three missing phrases: vestiría, mentir, lo que. Great job making a connection between vestiría and our verb display on the wall.
4. Practice our chapter 6 gestures.
5. Continue practicing our chapter 6 vocabulary with a quick true/false activity.
Homework: Keep studying your chapter 6 vocabulary. We only have through next Monday for this chapter.
lunes, 22 de febrero de 2010
lunes, el veintidós de febrero del dos mil diez
Español Uno (1):
Announcement: Classes shortened to 49 minutes due to 10th grade registration presentations.
Today’s Agenda:
1. Read, in Spanish, for nine minutes during SSR.
2. Discuss what we did over the Mid-Winter Break, answering some of our fundamental questions, as well as a new one:
¿Qué hiciste para divertirte?.................What did you do in order to have fun?
……….Para divertirme………………………….In order to have fun (I)….
¿Qué querías hacer que no pudiste hacer?
¿Qué tuviste que hacer?
3. Describe the clothing of an Argentinean family pictured in a photo displayed.
Homework: If you haven’t yet made flaschcards for chapter 6, consider doing so! We will be moving into chapter seven next week.
Español Dos (2):
Announcement: Classes shortened to 49 minutes due to 10th grade registration.
Today’s Agenda:
1. (all but 5th due to the fire drill): Read, in Spanish, for ten minutes during SSR.
2. Discuss what we did over Mid-Winter Break, answering the following fundamental questions:
--¿Qué hiciste para divertirte?
------Para divertirme, (yo)….
--¿Qué querías hacer que no pudiste hacer?
--¿Qué tuviste que hacer?
3. Practice choosing whether unfamiliar words in Spanish need accent marks, based upon Profe Nick's pronunciation and our knowledge of accent rules.
Accent Rules:
--You can only know if a word needs an accent if you’ve heard the word pronounced.
-- If a word ends in a vowel, n or s, the natural stress (no accent needed) goes on the second to last syllable.
--If a word ends in any other letter, the natural stress (no accent needed) goes on the last syllable.
--When dividing a word into its syllables, we have to keep dipthongs (and tripthongs) in mind. A dipthong is when two vowels combine to make one sound. A dipthong happens in either of the two scenarios:
............a. A weak + a weak vowel
............b. A weak + a strong vowel
.......................i. weak vowels = i, u
.......................ii. strong vowels = a, e, o
.............c. A tripthong is when three vowels combine (two weak and a strong or three weak)
--(NEW INFORMATION) If you want to separate a dipthong (or tripthong), you write in an accent. For instance, if the word agua (a-gua) were supposed to be pronounced (a-gu-a), we’d write in an accent (agúa). (Clearly that’s NOT how we write the word, but hopefully that example helps.)
Students listened to the words on the left, and decided if an accent was needed.
--valido……………………………válido
--imagen………………………….imagen
--naturaleza……………………..naturaleza
--esquian………………………….esquían
--epoca…………………………….época
--impresionista…………………impresionista
--se gradua………………………se gradúa
--muerta………………………….muerta
--me reuno………………………me reúno
--imaginacion…………………..imaginación
Homework: If you haven’t yet made flaschcards for chapter 6, consider doing so! We will be moving into chapter seven next week.
Announcement: Classes shortened to 49 minutes due to 10th grade registration presentations.
Today’s Agenda:
1. Read, in Spanish, for nine minutes during SSR.
2. Discuss what we did over the Mid-Winter Break, answering some of our fundamental questions, as well as a new one:
¿Qué hiciste para divertirte?.................What did you do in order to have fun?
……….Para divertirme………………………….In order to have fun (I)….
¿Qué querías hacer que no pudiste hacer?
¿Qué tuviste que hacer?
3. Describe the clothing of an Argentinean family pictured in a photo displayed.
Homework: If you haven’t yet made flaschcards for chapter 6, consider doing so! We will be moving into chapter seven next week.
Español Dos (2):
Announcement: Classes shortened to 49 minutes due to 10th grade registration.
Today’s Agenda:
1. (all but 5th due to the fire drill): Read, in Spanish, for ten minutes during SSR.
2. Discuss what we did over Mid-Winter Break, answering the following fundamental questions:
--¿Qué hiciste para divertirte?
------Para divertirme, (yo)….
--¿Qué querías hacer que no pudiste hacer?
--¿Qué tuviste que hacer?
3. Practice choosing whether unfamiliar words in Spanish need accent marks, based upon Profe Nick's pronunciation and our knowledge of accent rules.
Accent Rules:
--You can only know if a word needs an accent if you’ve heard the word pronounced.
-- If a word ends in a vowel, n or s, the natural stress (no accent needed) goes on the second to last syllable.
--If a word ends in any other letter, the natural stress (no accent needed) goes on the last syllable.
--When dividing a word into its syllables, we have to keep dipthongs (and tripthongs) in mind. A dipthong is when two vowels combine to make one sound. A dipthong happens in either of the two scenarios:
............a. A weak + a weak vowel
............b. A weak + a strong vowel
.......................i. weak vowels = i, u
.......................ii. strong vowels = a, e, o
.............c. A tripthong is when three vowels combine (two weak and a strong or three weak)
--(NEW INFORMATION) If you want to separate a dipthong (or tripthong), you write in an accent. For instance, if the word agua (a-gua) were supposed to be pronounced (a-gu-a), we’d write in an accent (agúa). (Clearly that’s NOT how we write the word, but hopefully that example helps.)
Students listened to the words on the left, and decided if an accent was needed.
--valido……………………………válido
--imagen………………………….imagen
--naturaleza……………………..naturaleza
--esquian………………………….esquían
--epoca…………………………….época
--impresionista…………………impresionista
--se gradua………………………se gradúa
--muerta………………………….muerta
--me reuno………………………me reúno
--imaginacion…………………..imaginación
Homework: If you haven’t yet made flaschcards for chapter 6, consider doing so! We will be moving into chapter seven next week.
viernes, 12 de febrero de 2010
viernes, el doce de febrero del dos mil diez
Español Uno (1):
Today’s Agenda:
1. Review yesterday’s homework: 6-6.
2. Listen to and sing our song of the week: “Geografía.”
3. Finish our “Kindergarten Day” book from yesterday, Cerdito enamorado.
Cerdito enamorado (parte dos)
¡O no! Mateó no voló. Mateo se cayó (fell). ¡¡¡Cataplúm!!!
Mateo estaba triste. Quería volar. Quería ser el novio de Perla.
Mateo se sentó en una roca. Perla le dio algo para beber.
En la distancia Mateo y Perla vieron a Timoteo. Timoteo no era cerdo. Timoteo era toro (bull).
“¿Hay un problema?” Timoteo les gritó a Mateo y Perla.“Sí” dijeron Mateo y Perla.“¿Cuál es el problema?” les preguntó Timoteo, el toro.
Mateo le dijo a Timoteo que él quería ser el novio de Perla. Le dijo que el papá de Perla era cruel. El papá siempre decía (would say): “…cuando los cerdos puedan volar.”
Timoteo el toro les dijo: “Puedo ayudar.”Mateo y Perla estaban tan (so) felices que cantaron y bailaron. “¡Yupi!” dijeron y gritaron.
Mateo agarró a Perla y se fueron con Timoteo. Timoteo, el toro, y Mateo y Perla, los cerdos, volaron y volaron muy, muy alto en el aire.
Volaron por mil doscientos treinta y cuatro días. Volaron a la luna. Era una solución casi perfecta. Vivían en la luna por muchos años.
El fin.
4. Make some Valentine’s Day cards with messages in Spanish.
Homework: Enjoy your break!
Español Dos (2):
Today’s Agenda:
1. Review yesterday’s homework: 6-9.
2. Listen to and sing our song of the week: “Volveré junto a ti.”
3. Finish our “Kindergarten Day” book from yesterday, Cerdito enamorado.
Cerdito enamorado (parte dos)
Pedro sólo volaba hacia abajo (down).
Resbaló por cuarenta y seis minutos. Después de resbalar tanto (so much) tenía mucha sed.
Perla tenía algún (some) café en su cesto. Ella se lo dio a Mateo.
De repente (Suddenly) vieron a su amigo. Era Frankie, el toro (bull). Estaba en un gran globo de aire caliente (hot air balloon).
“Vengan (Come) conmigo,” les gritó. “¡Que a la luna (moon) me voy!”
“¡Oh, sí!” contestaron Pedro y Perla en coro.
“Volemos (Let’s fly) hasta la luna. ¡Allí siempre estaremos (we will be) juntos (together)!”
Entonces Perla y Pedro lejos, lejos se fueron.
¿Que si son felices? ¡Por supuesto! (¡Claro que sí!)
Allá se quedarán (they will stay), eso dijeron.
El fin.
4. Make some Valentine’s Day cards with messages in Spanish.
Homework: Enjoy your break!
Today’s Agenda:
1. Review yesterday’s homework: 6-6.
2. Listen to and sing our song of the week: “Geografía.”
3. Finish our “Kindergarten Day” book from yesterday, Cerdito enamorado.
Cerdito enamorado (parte dos)
¡O no! Mateó no voló. Mateo se cayó (fell). ¡¡¡Cataplúm!!!
Mateo estaba triste. Quería volar. Quería ser el novio de Perla.
Mateo se sentó en una roca. Perla le dio algo para beber.
En la distancia Mateo y Perla vieron a Timoteo. Timoteo no era cerdo. Timoteo era toro (bull).
“¿Hay un problema?” Timoteo les gritó a Mateo y Perla.“Sí” dijeron Mateo y Perla.“¿Cuál es el problema?” les preguntó Timoteo, el toro.
Mateo le dijo a Timoteo que él quería ser el novio de Perla. Le dijo que el papá de Perla era cruel. El papá siempre decía (would say): “…cuando los cerdos puedan volar.”
Timoteo el toro les dijo: “Puedo ayudar.”Mateo y Perla estaban tan (so) felices que cantaron y bailaron. “¡Yupi!” dijeron y gritaron.
Mateo agarró a Perla y se fueron con Timoteo. Timoteo, el toro, y Mateo y Perla, los cerdos, volaron y volaron muy, muy alto en el aire.
Volaron por mil doscientos treinta y cuatro días. Volaron a la luna. Era una solución casi perfecta. Vivían en la luna por muchos años.
El fin.
4. Make some Valentine’s Day cards with messages in Spanish.
Homework: Enjoy your break!
Español Dos (2):
Today’s Agenda:
1. Review yesterday’s homework: 6-9.
2. Listen to and sing our song of the week: “Volveré junto a ti.”
3. Finish our “Kindergarten Day” book from yesterday, Cerdito enamorado.
Cerdito enamorado (parte dos)
Pedro sólo volaba hacia abajo (down).
Resbaló por cuarenta y seis minutos. Después de resbalar tanto (so much) tenía mucha sed.
Perla tenía algún (some) café en su cesto. Ella se lo dio a Mateo.
De repente (Suddenly) vieron a su amigo. Era Frankie, el toro (bull). Estaba en un gran globo de aire caliente (hot air balloon).
“Vengan (Come) conmigo,” les gritó. “¡Que a la luna (moon) me voy!”
“¡Oh, sí!” contestaron Pedro y Perla en coro.
“Volemos (Let’s fly) hasta la luna. ¡Allí siempre estaremos (we will be) juntos (together)!”
Entonces Perla y Pedro lejos, lejos se fueron.
¿Que si son felices? ¡Por supuesto! (¡Claro que sí!)
Allá se quedarán (they will stay), eso dijeron.
El fin.
4. Make some Valentine’s Day cards with messages in Spanish.
Homework: Enjoy your break!
jueves, 11 de febrero de 2010
jueves, el once de febrero del dos mil diez
Español Uno (1):
Announcement: You are encouraged to attend or participate in PCFC’s 5th Annual Multicultural Night (April 20th, 5:30-8:30pm). If you attend, you will receive 2 extra credit points in the culture category. If you share (a performance/food/a booth) you will receive 4 extra credit points in the culture category.
Today’s Agenda:
1. Practice our new clothing vocabulary & colors as we describe what the members of a family are wearing in a photo displayed.
¿Qué llevan las personas de esta familia?
¿Qué lleva la madre/el padre/el hijo/la hija?
2. Listen to our song of the week: “Geografía.” Nice job catching the remaining five words: noche, pequeño, vi, hay, gente. Nice work spelling them aloud for me in Spanish.
3. Begin to read a book (in the past) for “Kindergarten Day.” Nice job following along and answering my questions. Great job picking up the meaning of quería in context (s/he wanted).
Cerdito enamorado
Había un cerdo que se llamaba Mateo. Mateo estaba enamorado de una cerda. La cerda se llamaba Perla. Mateo quería regalarle flores a Perla.
Un día Mateo montó en bicicleta a la casa de Perla. Mateo tenía unas flores para Perla. Mateo estaba nervioso porque quería regalarle unas flores.
Mateo le dio las flores a Perla. ¡A Perla le encantaron las flores! Mateo agarró la mano de Perla y le dijo: “Perla, te quiero.”
Mateo le preguntó a Perla: “¿A ti te gustaría ser mi novia?”
Perla quería decirle “sí” pero había un problema. Perla empezó a llorar.
El problema era su papá. El papá no quería que Perla tuviera novio. El papá siempre decía (would say): “Puedes tener novio cuando los cerdos puedan volar.”
Así que Mateo decidió que iba a volar.
Primero dibujó planes para unas alas (wings). Segundo hizo (he made) las alas. Tercero pintó las alas. ¡Eran alas perfectas!
Ese día Mateo y Perla anduvieron al parque. Mateo quería volar con sus alas (wings) nuevas.
Primero corrió muy rápido. Segundo cerró los ojos. Tercero movió las alas (wings) rápido.
¿Iba a volar?.....
[2nd half of the story to come tomorrow.]
4. Review yesterday’s homework: 6-5.
5. Begin the homework.
Homework: 6-6 (evens translated)
Español Dos (2):
Announcement: You are encouraged to attend or participate in PCFC’s 5th Annual Multicultural Night (April 20th, 5:30-8:30pm). If you attend, you will receive 2 extra credit points in the culture category. If you share (a performance/food/a booth) you will receive 4 extra credit points in the culture category.
Today’s Agenda:
1. Finish page three of our new blue packet for the present tense. Remember, while much of the present tense is review, there are still some new details to learn. The picky details of the present will be the foundation for some important Spanish 3 grammar.
2. Listen to our song of the week: “Volveré junto a ti.” Nice job catching the last two missing phrases: aquellas, ya no.
3. Begin to read a book for “Kindergarten Day.” Nice job following along and answering my questions. Great job deciphering the meaning of new words in context!
Cerdito enamorado
Pedro Cerdito se enamoró de Perla Cerdita, su vecina. Rosas rojas le regalaba. Rosas rojas, cada día.
“Perla Cerdita, yo te amo. ¡Y ojalá (I hope) que tú me ames! ¿Por qué no nos casamos? ¡Por favor, di que me aceptas.”
Pero ella dijo que no. Y se puso (empezó) a llorar. “Mi padre no me dejará (permitirá), ¡hasta que los cerdos (pigs) puedan volar!”
Pedro estaba decidido. Así que buscó plumas (feathers) y cuero, y un par de alas (wings) se hizo. Se las puso a su cuerpo.
Luego (Más tarde) subió a una colina (montaña pequeña) en las afueras del pueblo (ciudad pequeña).
Pero no podía ir hacia arriba. Intentó e intentó pero no pudo. Corrió a toda velocidad y saltó.
¿Iba a poder volar?
[To be continued tomorrow.]
4. Practice our verbs in the preterite/imperfect.
5. Begin the homework.
Homework: 6-9 (every other sentence translated)
Announcement: You are encouraged to attend or participate in PCFC’s 5th Annual Multicultural Night (April 20th, 5:30-8:30pm). If you attend, you will receive 2 extra credit points in the culture category. If you share (a performance/food/a booth) you will receive 4 extra credit points in the culture category.
Today’s Agenda:
1. Practice our new clothing vocabulary & colors as we describe what the members of a family are wearing in a photo displayed.
¿Qué llevan las personas de esta familia?
¿Qué lleva la madre/el padre/el hijo/la hija?
2. Listen to our song of the week: “Geografía.” Nice job catching the remaining five words: noche, pequeño, vi, hay, gente. Nice work spelling them aloud for me in Spanish.
3. Begin to read a book (in the past) for “Kindergarten Day.” Nice job following along and answering my questions. Great job picking up the meaning of quería in context (s/he wanted).
Cerdito enamorado
Había un cerdo que se llamaba Mateo. Mateo estaba enamorado de una cerda. La cerda se llamaba Perla. Mateo quería regalarle flores a Perla.
Un día Mateo montó en bicicleta a la casa de Perla. Mateo tenía unas flores para Perla. Mateo estaba nervioso porque quería regalarle unas flores.
Mateo le dio las flores a Perla. ¡A Perla le encantaron las flores! Mateo agarró la mano de Perla y le dijo: “Perla, te quiero.”
Mateo le preguntó a Perla: “¿A ti te gustaría ser mi novia?”
Perla quería decirle “sí” pero había un problema. Perla empezó a llorar.
El problema era su papá. El papá no quería que Perla tuviera novio. El papá siempre decía (would say): “Puedes tener novio cuando los cerdos puedan volar.”
Así que Mateo decidió que iba a volar.
Primero dibujó planes para unas alas (wings). Segundo hizo (he made) las alas. Tercero pintó las alas. ¡Eran alas perfectas!
Ese día Mateo y Perla anduvieron al parque. Mateo quería volar con sus alas (wings) nuevas.
Primero corrió muy rápido. Segundo cerró los ojos. Tercero movió las alas (wings) rápido.
¿Iba a volar?.....
[2nd half of the story to come tomorrow.]
4. Review yesterday’s homework: 6-5.
5. Begin the homework.
Homework: 6-6 (evens translated)
Español Dos (2):
Announcement: You are encouraged to attend or participate in PCFC’s 5th Annual Multicultural Night (April 20th, 5:30-8:30pm). If you attend, you will receive 2 extra credit points in the culture category. If you share (a performance/food/a booth) you will receive 4 extra credit points in the culture category.
Today’s Agenda:
1. Finish page three of our new blue packet for the present tense. Remember, while much of the present tense is review, there are still some new details to learn. The picky details of the present will be the foundation for some important Spanish 3 grammar.
2. Listen to our song of the week: “Volveré junto a ti.” Nice job catching the last two missing phrases: aquellas, ya no.
3. Begin to read a book for “Kindergarten Day.” Nice job following along and answering my questions. Great job deciphering the meaning of new words in context!
Cerdito enamorado
Pedro Cerdito se enamoró de Perla Cerdita, su vecina. Rosas rojas le regalaba. Rosas rojas, cada día.
“Perla Cerdita, yo te amo. ¡Y ojalá (I hope) que tú me ames! ¿Por qué no nos casamos? ¡Por favor, di que me aceptas.”
Pero ella dijo que no. Y se puso (empezó) a llorar. “Mi padre no me dejará (permitirá), ¡hasta que los cerdos (pigs) puedan volar!”
Pedro estaba decidido. Así que buscó plumas (feathers) y cuero, y un par de alas (wings) se hizo. Se las puso a su cuerpo.
Luego (Más tarde) subió a una colina (montaña pequeña) en las afueras del pueblo (ciudad pequeña).
Pero no podía ir hacia arriba. Intentó e intentó pero no pudo. Corrió a toda velocidad y saltó.
¿Iba a poder volar?
[To be continued tomorrow.]
4. Practice our verbs in the preterite/imperfect.
5. Begin the homework.
Homework: 6-9 (every other sentence translated)
miércoles, 10 de febrero de 2010
miércoles, el diez de febrero del dos mil diez
Español Uno (1):
Today’s Agenda:
1. Practice “this/these/that/those/that (far away)/those (far away).”
this……..este/esta
these…..estos/estas…..(estes is NOT a form!)
that…….ese/esa
those ….esos/esas………(eses is NOT a form!)
that (far away)...aquel/aquella
those (far away)...aquellos/aquellas
2. Listen to our new song of the week: “Geografía.” Nice job catching the next five missing phrases: los, lo, somos, este, me encantaría.
3. Practice our chapter 6 gestures.
4. Begin the homework.
Homework: 6-5 (evens translated).
Español Dos (2):
Today’s Agenda:
1. Receive yesterday’s grammar quiz ( imperfect verbs / stem-changing preterite verbs / irregular preterite verbs / irregular present tense verbs) and complete a self-analysis on current areas of strength and need for improvement.
2. Listen to our new song of the week: “Volveré junto a ti.” Nice job catching the next three missing phrases: encontrar, quise, otra vez.
3. Receive a new blue packet for the present tense, and fill in the sections for: regular verbs, reflexive verbs, stem-changing “boot” verbs & verbs with an irregular yo form.
Remember that while you learned the basics of the present tense in Spainsh 1, you still have not learned it all. Chapter six will help us fill in the remaining gaps.
Having mastery of the picky details of the present tense is essential! It is the foundation for a lot of Spanish 3 grammar!!!
4. Begin the homework.
Homework: 6-8 (evens translated).
martes, 9 de febrero de 2010
martes, el nueve de febrero del dos mil diez
Español Uno (1):
Announcement: Classes shortened to 50 minutes due to Stanford testing.
Today’s Agenda:
1. Practice “this/these/that/those.” Remember, there’s NO shame in repeating our refrain to help you get the correct form!
Refrain: “This” & “these” have t’s; “that” & “those” don’t.
this……..este/esta
these…..estos/estas…..(estes is NOT a form!)
that…….ese/esa
those ….esos/esas………(eses is NOT a form!)
¿Cómo se dice…?
--these girls……………………………estas muchachas
--those dresses……………………….esos vestidos
--this shoe……………………………...este zapato
--that sweater………………………..ese suéter
--these socks………………………….estos calcetines
2. Listen to our song of the week: “Geografía.” Nice job catching the first four missing words: me gustaría, para mí, mil & nunca.
3. Rewrite the story of “Ana” in the past, using only our artwork and our list of 15 high-frequency verbs in the past:
Writing a 100+ word story in the past will form the basis of our second semester writing assessments. The difference is that you will not be able to use the list of verbs…you’ll have to know them by that point!
Homework: Using only your pictures and the list above of 15 verbs in the past, retell the story of “Ana” to an adult. Have them sign to confirm that you retold the story in your best Spanish aloud. (You are NOT just reading the Spanish from the story!)
Español Dos (2):
Announcement: Classes shortened to 50 minutes due to Stanford testing.
Today’s Agenda:
1. Tackle 6-5 in the workbook (preterite “sandal” verbs).
2. Listen to our new song of the week: “Volveré junto a ti.” Nice job catching the first three missing phrases: elegir, me fui, de nuevo.
Cultural note: Quick discussion about the subtle pronunciation difference in this song! Distinción is the term used to describe the “th” sound you heard for ce, ci, and z. This pronunciation difference (distinción) is typical of Spanish speakers from Spain. It is not used in Latin America. Careful not to term it a lisp!!! It is technically not a lisp (it is intentional, and the th does not apply to s sounds). It is sometimes considered offensive if distinción is termed a lisp.
3. Take a grammar assessment over 1) imperfect endings, 2) stem-changing preterite verbs, 3) irregular preterite verbs & 4) irregular present tense verbs.
Homework: If you haven’t already made flashcards for chapter 6, consider doing so!
Announcement: Classes shortened to 50 minutes due to Stanford testing.
Today’s Agenda:
1. Practice “this/these/that/those.” Remember, there’s NO shame in repeating our refrain to help you get the correct form!
Refrain: “This” & “these” have t’s; “that” & “those” don’t.
this……..este/esta
these…..estos/estas…..(estes is NOT a form!)
that…….ese/esa
those ….esos/esas………(eses is NOT a form!)
¿Cómo se dice…?
--these girls……………………………estas muchachas
--those dresses……………………….esos vestidos
--this shoe……………………………...este zapato
--that sweater………………………..ese suéter
--these socks………………………….estos calcetines
2. Listen to our song of the week: “Geografía.” Nice job catching the first four missing words: me gustaría, para mí, mil & nunca.
3. Rewrite the story of “Ana” in the past, using only our artwork and our list of 15 high-frequency verbs in the past:
Writing a 100+ word story in the past will form the basis of our second semester writing assessments. The difference is that you will not be able to use the list of verbs…you’ll have to know them by that point!
Homework: Using only your pictures and the list above of 15 verbs in the past, retell the story of “Ana” to an adult. Have them sign to confirm that you retold the story in your best Spanish aloud. (You are NOT just reading the Spanish from the story!)
Español Dos (2):
Announcement: Classes shortened to 50 minutes due to Stanford testing.
Today’s Agenda:
1. Tackle 6-5 in the workbook (preterite “sandal” verbs).
2. Listen to our new song of the week: “Volveré junto a ti.” Nice job catching the first three missing phrases: elegir, me fui, de nuevo.
Cultural note: Quick discussion about the subtle pronunciation difference in this song! Distinción is the term used to describe the “th” sound you heard for ce, ci, and z. This pronunciation difference (distinción) is typical of Spanish speakers from Spain. It is not used in Latin America. Careful not to term it a lisp!!! It is technically not a lisp (it is intentional, and the th does not apply to s sounds). It is sometimes considered offensive if distinción is termed a lisp.
3. Take a grammar assessment over 1) imperfect endings, 2) stem-changing preterite verbs, 3) irregular preterite verbs & 4) irregular present tense verbs.
Homework: If you haven’t already made flashcards for chapter 6, consider doing so!
lunes, 8 de febrero de 2010
lunes, el ocho de febrero del dos mil diez
Español Uno (1):
Today’s Agenda:
1. Read, in Spanish, for nine minutes during SSR.
2. Discuss the weekend, answering the following fundamental questions:
--¿Qué tuviste que hacer durante el fin de semana?
--¿Qué ibas a hacer que no pudiste hacer?
--¿Te divertiste? ¿Qué hiciste para divertirte?
3. (1st hour only): Illustrate some scenes from yesterday’s story.
--Escena Uno: Había una mujer que se llamaba Ana. Era astronauta cómica, atractiva y atlética.
--Escena Dos: También había un hombre que se llamaba Miguel. Era veterinario famoso de cocodrilos, gorilas, tigres, leopardos, mosquitos y elefantes.
--Escena Tres: Un día Ana estaba enferma. Así que anduvo a la oficina de Miguel.
--Escena Cuatro: Miguel miró a Ana. Era obvio que Ana estaba enferma.
--Escena Cinco: Miguel tuvo una idea. Le dio un suéter a Ana, pero Ana no entendía.
--Escena Seis: Miguel tuvo una idea más. Le dio medicina de mosquito a Ana. ¡Qué perfecto!
4. Practice retelling the story aloud to a classmate, using the following list of verbs in the past:
1. HABÍA…………………………………there was/there were
2. SE LLAMABA………………………..s/he called him/herself
3. ERA (CÓMICO/A)………………….s/he was (funny)
4. ESTABA (ENFERMO/A)………….s/he was (sick)
5. FUE………………………………………s/he went
6. VIO………………………………………s/he saw
7. SE SENTÓ……………………………..s/he sat him/herself down
8. SE LEVANTÓ…………………………s/he lifted him/herself up
9. MIRÓ……………………………………s/he looked at
10. AGARRÓ……………………………….s/he grabbed
11. ANDUVO……………………………….s/he walked
12. TUVO (UNA IDEA)………………….s/he got (an idea)
13. LE DIO……………………………………s/he gave to him/her
14. NO ENTENDÍA………………………..s/he didn’t understand
15. NO TENÍA……………………………….s/he didn’t have
Homework: (Due Wednesday) Using only your pictures and the list above of 15 verbs in the past, retell the story of “Ana” to an adult. Have them sign to confirm that you retold the story in your best Spanish aloud. (You are NOT just reading the Spanish from the story!)
Español Dos (2):
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. Discuss what we did over the weekend, answering the following fundamental questions:
--¿Te divertiste o no?
--¿Qué tuviste que hacer?
--¿Qué ibas a hacer que no pudiste hacer?
--¿A qué hora viniste a PCFC esta mañana?
--¿Qué trajiste contigo hoy?
3. Review the homework: 6-3, 6-4.
4. Practice our chapter six gestures.
Homework: If you haven’t made flashcards for chapter 6, consider doing so! Keep studying your imperfect verb endings.
Today’s Agenda:
1. Read, in Spanish, for nine minutes during SSR.
2. Discuss the weekend, answering the following fundamental questions:
--¿Qué tuviste que hacer durante el fin de semana?
--¿Qué ibas a hacer que no pudiste hacer?
--¿Te divertiste? ¿Qué hiciste para divertirte?
3. (1st hour only): Illustrate some scenes from yesterday’s story.
--Escena Uno: Había una mujer que se llamaba Ana. Era astronauta cómica, atractiva y atlética.
--Escena Dos: También había un hombre que se llamaba Miguel. Era veterinario famoso de cocodrilos, gorilas, tigres, leopardos, mosquitos y elefantes.
--Escena Tres: Un día Ana estaba enferma. Así que anduvo a la oficina de Miguel.
--Escena Cuatro: Miguel miró a Ana. Era obvio que Ana estaba enferma.
--Escena Cinco: Miguel tuvo una idea. Le dio un suéter a Ana, pero Ana no entendía.
--Escena Seis: Miguel tuvo una idea más. Le dio medicina de mosquito a Ana. ¡Qué perfecto!
4. Practice retelling the story aloud to a classmate, using the following list of verbs in the past:
1. HABÍA…………………………………there was/there were
2. SE LLAMABA………………………..s/he called him/herself
3. ERA (CÓMICO/A)………………….s/he was (funny)
4. ESTABA (ENFERMO/A)………….s/he was (sick)
5. FUE………………………………………s/he went
6. VIO………………………………………s/he saw
7. SE SENTÓ……………………………..s/he sat him/herself down
8. SE LEVANTÓ…………………………s/he lifted him/herself up
9. MIRÓ……………………………………s/he looked at
10. AGARRÓ……………………………….s/he grabbed
11. ANDUVO……………………………….s/he walked
12. TUVO (UNA IDEA)………………….s/he got (an idea)
13. LE DIO……………………………………s/he gave to him/her
14. NO ENTENDÍA………………………..s/he didn’t understand
15. NO TENÍA……………………………….s/he didn’t have
Homework: (Due Wednesday) Using only your pictures and the list above of 15 verbs in the past, retell the story of “Ana” to an adult. Have them sign to confirm that you retold the story in your best Spanish aloud. (You are NOT just reading the Spanish from the story!)
Español Dos (2):
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. Discuss what we did over the weekend, answering the following fundamental questions:
--¿Te divertiste o no?
--¿Qué tuviste que hacer?
--¿Qué ibas a hacer que no pudiste hacer?
--¿A qué hora viniste a PCFC esta mañana?
--¿Qué trajiste contigo hoy?
3. Review the homework: 6-3, 6-4.
4. Practice our chapter six gestures.
Homework: If you haven’t made flashcards for chapter 6, consider doing so! Keep studying your imperfect verb endings.
viernes, 5 de febrero de 2010
viernes, el cinco de febrero del dos mil diez
Español Uno (1):
Today’s Agenda:
1. Discuss our classmates’ upcoming plans for the weekend, answering the following fundamental question:
--¿Qué va a hacer tu compañero/a durante el fin de semana?
2. Listen to and sing our song of the week: “Tú.”
3. (1st hour only): View the music video for "Bonito" (finally!)
4. Review yesterday’s homework: 6-3, 6-4.
5. (2nd hour only): Illustrate some scenes from yesterday’s story.
--Escena Uno: Había una mujer que se llamaba Ana. Era astronauta cómica, atractiva y atlética.
--Escena Dos: También había un hombre que se llamaba Miguel. Era veterinario famoso de cocodrilos, gorilas, tigres, leopardos, mosquitos y elefantes.
--Escena Tres: Un día Ana estaba enferma. Así que anduvo a la oficina de Miguel.
--Escena Cuatro: Miguel miró a Ana. Era obvio que Ana estaba enferma.
--Escena Cinco: Miguel tuvo una idea. Le dio un suéter a Ana, pero Ana no entendía.
--Escena Seis: Miguel tuvo una idea más. Le dio medicina de mosquito a Ana. ¡Qué perfecto!
6. (2nd hour only): Practice retelling yesterday’s story aloud to one classmate.
7. Get set up to play our first round of "Simón dice" next week. Nice job brainstorming the body parts we have already learned, and finding those that we have seen in songs!
los ojos………………………..eyes
el pelo………………………….hair
el corazón…………………….heart
los pies…………………………feet
la cabeza……………………..head
las manos…………………….hands
los labios……………………..lips
la cintura……………………..waist
la nariz………………………..nose
la boca………………………..mouth
la piel…………………………..skin
los dientes…………………..teeth
la espalda……………………back
las piernas…………………..legs
Homework: Enjoy your weekend. …And if you haven’t made flashcards, consider doing so for our new chapter 6 vocabulary.
Español Dos:
Today’s Agenda:
1. Ask & write about the upcoming weekend plans of three classmates.
2. Listen to and sing our song of the week: “Amor del bueno.”
3. Practice our gestures.
4. Review the homework: 6-1, 6-2.
5. Begin the homework: 6-3, 6-4.
Homework: 6-3, 6-4 (evens translated)
jueves, 4 de febrero de 2010
jueves, el cuatro de febrero del dos mil diez
Español Uno (1):
Announcement: Classes shortened to 41 minutes due to Stanford testing.
Today’s Agenda:
1. Listen to our song of the week, “Tú.” Nice job catching the next two missing words: camino, nunca.
2. Finish reading our story, “Ana, la astronauta enferma” in the past. Great job making sense of everything you read in the past. Remember, that while the plot is familiar, it’s the repetitions of the words in the past that are of real importance. Great job answering my questions about the story.
Homework: 6-3, 6-4 (evens translated)
Español Dos (2):
Announcement: Classes shortened to 41 minutes due to Stanford testing.
Today’s Agenda:
1. Listen to our song of the week, “Amor del bueno.” Nice job catching the next four missing words: estabas, buscaba, lluvia, nos.
2. Practice our new imperfect verbs (as well as some other verbs from semester 1).
3. Establish gestures for some of our new chapter six vocabulary:
--los invita…………………….s/he invites them
--se reúne con……………….s/he meets up with
--los felicita…………………..s/he congratulates them
--asiste a la boda…………..s/he attends the wedding
--se casa con…………………s/he gets married to
--se ríe de……………………..s/he laughs about
--sonríe…………………………s/he smiles
--se sorprende……………....s/he is surprised
--cumple cinco años……...s/he turns five years old
--les sirve el pastel………...s/he serves the cake to them
4. Begin the homework.
Homework: 6-1, 6-2 (evens translated).
Announcement: Classes shortened to 41 minutes due to Stanford testing.
Today’s Agenda:
1. Listen to our song of the week, “Tú.” Nice job catching the next two missing words: camino, nunca.
2. Finish reading our story, “Ana, la astronauta enferma” in the past. Great job making sense of everything you read in the past. Remember, that while the plot is familiar, it’s the repetitions of the words in the past that are of real importance. Great job answering my questions about the story.
Homework: 6-3, 6-4 (evens translated)
Español Dos (2):
Announcement: Classes shortened to 41 minutes due to Stanford testing.
Today’s Agenda:
1. Listen to our song of the week, “Amor del bueno.” Nice job catching the next four missing words: estabas, buscaba, lluvia, nos.
2. Practice our new imperfect verbs (as well as some other verbs from semester 1).
3. Establish gestures for some of our new chapter six vocabulary:
--los invita…………………….s/he invites them
--se reúne con……………….s/he meets up with
--los felicita…………………..s/he congratulates them
--asiste a la boda…………..s/he attends the wedding
--se casa con…………………s/he gets married to
--se ríe de……………………..s/he laughs about
--sonríe…………………………s/he smiles
--se sorprende……………....s/he is surprised
--cumple cinco años……...s/he turns five years old
--les sirve el pastel………...s/he serves the cake to them
4. Begin the homework.
Homework: 6-1, 6-2 (evens translated).
miércoles, 3 de febrero de 2010
miércoles, el tres de febrero del dos mil diez
Español Uno (1):
Announcement: Tomorrow is the second day of Stanford testing. Please come in well-rested and having eaten breakfast. Stanford scores are used by teachers in the district, and can have an important influence on placement decisions, for instance.
Today’s Agenda:
1. Practice writing words as Profe Nick spells them aloud in Spanish.
--F-O-RR-O
--B-A-Q-U-E-T-A-S
--E-N-Y-E-S-A-D-O
--J-A-G-U-A-R
--Z-A-N-C-U-D-A
2. Listen to our new song of the week, "Tú." Nice job catching the first three missing words: zapatos, escribo, vivo.
3. Practice our gestures, and establish new gestures for:
--se quita la bufanda………………………….s/he takes the scarf off him/herself
--le falta un zapato………………….……….. “a shoe is missing to him/her” …. (s/he needs a shoe)
--le queda bien………………………………….it fits him/her well
--le queda mal / no le queda bien…….....it doesn’t fit him/her well
Homework: Consider making flashcards for our new chapter 6 vocabulary!
Español Dos (2):
Announcement: Tomorrow is the second day of Stanford testing. Please come in well-rested and having eaten breakfast. Stanford scores are used by teachers in the district, and can have an important influence on placement decisions, for instance.
Today’s Agenda:
1. Practice writing words as Profe Nick spells them aloud in Spanish.
--F-O-RR-O
--B-A-Q-U-E-T-A-S
--E-N-Y-E-S-A-D-O
--J-A-G-U-A-R
--Z-A-N-C-U-D-A
2. Listen to our new song of the week, "Amor del bueno." Nice job catching the first three missing words: entraste, horario, fuiste.
3. Finish defining our chapter 6 vocabulary and establish some new gestures.
Cultural Note: Discussion about saying "hello" and "good-bye" in Spanish-speaking countries. In Spain, when two women or a man and a woman say "hello," or "good-bye," they lean in to kiss each others' cheeks two times. In Latin America, when two women or a man and a woman say "hello" or "good-bye," they lean in to kiss each others' cheeks one time. It would be very impolite to not lean in for this type of kiss.
Unlike in the US, it is NOT traditional to shake hands when meeting someone new. Even with a person you're meeting for the first time, you would greet them with two kisses (Spain) or one kiss (Latin America).
Homework: Consider making flashcards for our chapter 6 vocabulary!
Announcement: Tomorrow is the second day of Stanford testing. Please come in well-rested and having eaten breakfast. Stanford scores are used by teachers in the district, and can have an important influence on placement decisions, for instance.
Today’s Agenda:
1. Practice writing words as Profe Nick spells them aloud in Spanish.
--F-O-RR-O
--B-A-Q-U-E-T-A-S
--E-N-Y-E-S-A-D-O
--J-A-G-U-A-R
--Z-A-N-C-U-D-A
2. Listen to our new song of the week, "Tú." Nice job catching the first three missing words: zapatos, escribo, vivo.
3. Practice our gestures, and establish new gestures for:
--se quita la bufanda………………………….s/he takes the scarf off him/herself
--le falta un zapato………………….……….. “a shoe is missing to him/her” …. (s/he needs a shoe)
--le queda bien………………………………….it fits him/her well
--le queda mal / no le queda bien…….....it doesn’t fit him/her well
Homework: Consider making flashcards for our new chapter 6 vocabulary!
Español Dos (2):
Announcement: Tomorrow is the second day of Stanford testing. Please come in well-rested and having eaten breakfast. Stanford scores are used by teachers in the district, and can have an important influence on placement decisions, for instance.
Today’s Agenda:
1. Practice writing words as Profe Nick spells them aloud in Spanish.
--F-O-RR-O
--B-A-Q-U-E-T-A-S
--E-N-Y-E-S-A-D-O
--J-A-G-U-A-R
--Z-A-N-C-U-D-A
2. Listen to our new song of the week, "Amor del bueno." Nice job catching the first three missing words: entraste, horario, fuiste.
3. Finish defining our chapter 6 vocabulary and establish some new gestures.
Cultural Note: Discussion about saying "hello" and "good-bye" in Spanish-speaking countries. In Spain, when two women or a man and a woman say "hello," or "good-bye," they lean in to kiss each others' cheeks two times. In Latin America, when two women or a man and a woman say "hello" or "good-bye," they lean in to kiss each others' cheeks one time. It would be very impolite to not lean in for this type of kiss.
Unlike in the US, it is NOT traditional to shake hands when meeting someone new. Even with a person you're meeting for the first time, you would greet them with two kisses (Spain) or one kiss (Latin America).
Homework: Consider making flashcards for our chapter 6 vocabulary!
martes, 2 de febrero de 2010
martes, el dos de febrero del dos mil diez
Español Uno (1):
Announcement: Classes shortened to 41 minutes due to Stanford testing.
Today’s Agenda:
1. Discuss our new words for “this/these/that/those/that (far away)/those (far away).”
this—este/esta
these—estos/estas
that—ese/esa
those—esos/esas
that (far away)—aquel/aquella
those (far away)—aquellos/aquellas
We have a very helpful refrain to help us remember the differences between the similar-sounding words “this/these/that/those”:
“This” & “these” have t’s; “that” & “those” don’t.
2. Begin to read our first story in the past. While “Ana, la astronauta enferma” is a familiar story, remember that our focus is on hearing repetitions of our new & very important words in the past!!!
Homework: None officially, though do consider making flashcards for our chapter 6 vocabulary.
Español Dos (2):
Announcement: Classes shortened to 41 minutes due to Stanford testing.
Today’s Agenda:
1. Review the homework: 5-9, #2.
2. Continue practicing choosing between the preterite and the imperfect with another mini-story: “Clark Kent, de vacaciones en Santiago, Chile.”
3. Continue defining our new chapter 6 vocabulary.
Homework: Consider making chapter 6 flashcards!
Announcement: Classes shortened to 41 minutes due to Stanford testing.
Today’s Agenda:
1. Discuss our new words for “this/these/that/those/that (far away)/those (far away).”
this—este/esta
these—estos/estas
that—ese/esa
those—esos/esas
that (far away)—aquel/aquella
those (far away)—aquellos/aquellas
We have a very helpful refrain to help us remember the differences between the similar-sounding words “this/these/that/those”:
“This” & “these” have t’s; “that” & “those” don’t.
2. Begin to read our first story in the past. While “Ana, la astronauta enferma” is a familiar story, remember that our focus is on hearing repetitions of our new & very important words in the past!!!
Homework: None officially, though do consider making flashcards for our chapter 6 vocabulary.
Español Dos (2):
Announcement: Classes shortened to 41 minutes due to Stanford testing.
Today’s Agenda:
1. Review the homework: 5-9, #2.
2. Continue practicing choosing between the preterite and the imperfect with another mini-story: “Clark Kent, de vacaciones en Santiago, Chile.”
3. Continue defining our new chapter 6 vocabulary.
Homework: Consider making chapter 6 flashcards!
lunes, 1 de febrero de 2010
lunes, el primero de febrero del dos mil diez
Español Uno (1):
Announcement: Tomorrow is the first day of Stanford testing. Please come in well-rested and having eaten breakfast. Stanford scores are used by teachers in the district, and can have an important influence on placement decisions, for instance.
Today’s Agenda:
1. Read, in Spanish, for nine minutes during SSR.
Today we additionally looked for some of our new, chapter 6 high-frequency words in the past (había, se llamaba, era, estaba, quería, tuvo que, iba a, pudo, fue, hizo, dijo, anduvo). Soon enough you will begin to notice these very common words in the past leap off the page.
2. Discuss the weekend, answering two of our fundamental questions, as well as a new question:
--¿Te divertiste o no?
--¿Qué tuviste que hacer?
NEW QUESTION (written in the third yellow box):
--¿Qué ibas a hacer que no pudiste hacer?...........What were you going to do that you couldn’t manage to do?
POSSIBLE WAYS TO RESPOND TO THE NEW QUESTION:
--Iba a _____r, pero no pude hacerlo…………….I was going to _____, but I couldn’t manage to do it.
--Pude hacer todo que iba a hacer………………....I managed to do everything that I was going to do.
**1st hour: IMPRESSIVE conversation today! Your responses were of Spanish 2 level!
3. Practice our new chapter six gestures and establish some new gestures for:
--le regala……………………....….s/he “gifts” ____ to him/her
--le pide………………......…………s/he asks him/her for _____
--les vende………………....………s/he sells _____ to them
--se prueba el abrigo……………s/he tries the coat on him/herself
--se pone los guantes……………s/he puts the gloves on him/herself
Homework: Consider making flashcards for the chapter six vocabulary!
Español Dos (2):
Announcement: Tomorrow is the first day of Stanford testing. Please come in well-rested and having eaten breakfast. Stanford scores are used by teachers in the district, and can have an important influence on placement decisions, for instance.
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. Discuss the weekend, answering two of our fundamental questions, as well as a new question:
--¿Te divertiste o no?
--¿Qué ibas a hacer que no pudiste hacer?
--¿A qué hora viniste a PCFC esta mañana? / ¿Qué trajiste contigo?
NEW QUESTION (written in the fourth yellow box):
--¿Qué te pusiste esta mañana?......................What did you put on yourself this morning?
WAY TO RESPOND TO THE NEW QUESTION:
--Esta mañana me puse (….)……………………..This morning I put (...) on myself.
3. Use our blue, imperfect packet to practice writing some imperfect & preterite verbs. First decide whether it communicates something in the preterite (over-with ACTION) or the imperfect (DESCRIPTION in the past).
--it was flying...……………..[imperfecto]…………….……volaba
--they used to walk..….…..[imperfecto]………………….caminaban
--he spun……….…….……....[pretérito]…………………….giró
--we would slide (in past).[imperfecto]…………………resbalábamos
--y’all used to fight ………..[imperfecto]……………..…..se peleaban
--I would hear (in past)....[imperfecto]………………….oía
--they hid………………..……[pretérito]…………………….escondieron
4. Practice choosing between preterite and imperfect verbs with the mini-story “Los amigos nuevos de Clark Kent.”
Homework: 5-9 #2 (everything translated). Also, consider making flashcards for our new chapter 6 vocabulary. Also, remember that you are accountable for our imperfect endings. Expect a quiz SOON.
Announcement: Tomorrow is the first day of Stanford testing. Please come in well-rested and having eaten breakfast. Stanford scores are used by teachers in the district, and can have an important influence on placement decisions, for instance.
Today’s Agenda:
1. Read, in Spanish, for nine minutes during SSR.
Today we additionally looked for some of our new, chapter 6 high-frequency words in the past (había, se llamaba, era, estaba, quería, tuvo que, iba a, pudo, fue, hizo, dijo, anduvo). Soon enough you will begin to notice these very common words in the past leap off the page.
2. Discuss the weekend, answering two of our fundamental questions, as well as a new question:
--¿Te divertiste o no?
--¿Qué tuviste que hacer?
NEW QUESTION (written in the third yellow box):
--¿Qué ibas a hacer que no pudiste hacer?...........What were you going to do that you couldn’t manage to do?
POSSIBLE WAYS TO RESPOND TO THE NEW QUESTION:
--Iba a _____r, pero no pude hacerlo…………….I was going to _____, but I couldn’t manage to do it.
--Pude hacer todo que iba a hacer………………....I managed to do everything that I was going to do.
**1st hour: IMPRESSIVE conversation today! Your responses were of Spanish 2 level!
3. Practice our new chapter six gestures and establish some new gestures for:
--le regala……………………....….s/he “gifts” ____ to him/her
--le pide………………......…………s/he asks him/her for _____
--les vende………………....………s/he sells _____ to them
--se prueba el abrigo……………s/he tries the coat on him/herself
--se pone los guantes……………s/he puts the gloves on him/herself
Homework: Consider making flashcards for the chapter six vocabulary!
Español Dos (2):
Announcement: Tomorrow is the first day of Stanford testing. Please come in well-rested and having eaten breakfast. Stanford scores are used by teachers in the district, and can have an important influence on placement decisions, for instance.
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. Discuss the weekend, answering two of our fundamental questions, as well as a new question:
--¿Te divertiste o no?
--¿Qué ibas a hacer que no pudiste hacer?
--¿A qué hora viniste a PCFC esta mañana? / ¿Qué trajiste contigo?
NEW QUESTION (written in the fourth yellow box):
--¿Qué te pusiste esta mañana?......................What did you put on yourself this morning?
WAY TO RESPOND TO THE NEW QUESTION:
--Esta mañana me puse (….)……………………..This morning I put (...) on myself.
3. Use our blue, imperfect packet to practice writing some imperfect & preterite verbs. First decide whether it communicates something in the preterite (over-with ACTION) or the imperfect (DESCRIPTION in the past).
--it was flying...……………..[imperfecto]…………….……volaba
--they used to walk..….…..[imperfecto]………………….caminaban
--he spun……….…….……....[pretérito]…………………….giró
--we would slide (in past).[imperfecto]…………………resbalábamos
--y’all used to fight ………..[imperfecto]……………..…..se peleaban
--I would hear (in past)....[imperfecto]………………….oía
--they hid………………..……[pretérito]…………………….escondieron
4. Practice choosing between preterite and imperfect verbs with the mini-story “Los amigos nuevos de Clark Kent.”
Homework: 5-9 #2 (everything translated). Also, consider making flashcards for our new chapter 6 vocabulary. Also, remember that you are accountable for our imperfect endings. Expect a quiz SOON.
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