Español Uno (1):
Today’s Agenda:
1a. Finish our one-on-one speaking assessments.
............1b. (2nd hour only): Take the grammar assessment.
............1c. Watch a cultural video about southern Spain.
Homework: Enjoy your break!!!
viernes, 26 de marzo de 2010
jueves, el veinticinco de marzo del dos mil diez
Español Uno (1):
Today’s Agenda:
1a. Continue with our one-on-one speaking assessments.
..............1b. (1st hour): Take the grammar assessment.
..............1c. (2nd hour): Take the vocabulary assessment.
..............1d. Tackle W/B 7-10.
Homework: If you haven’t already taken the speaking assessment, keep preparing!
Español Dos (2):
Today’s Agenda:
1a. Continue with our one-on-one speaking assessments.
..............1b. Tackle the vocabulary assessment.
..............1c. Self-correct the Dice Game for positive tú commands with pronouns. How well did you do? If you really struggled, consider coming in for extra help the Wed. after break. Remember, I’m here each Wed. after school for extra help sessions.
..............1d. Finish 7-7 & 7-8 if not yet finished.
Homework: If you haven’t already taken the speaking assessment, keep preparing!
Today’s Agenda:
1a. Continue with our one-on-one speaking assessments.
..............1b. (1st hour): Take the grammar assessment.
..............1c. (2nd hour): Take the vocabulary assessment.
..............1d. Tackle W/B 7-10.
Homework: If you haven’t already taken the speaking assessment, keep preparing!
Español Dos (2):
Today’s Agenda:
1a. Continue with our one-on-one speaking assessments.
..............1b. Tackle the vocabulary assessment.
..............1c. Self-correct the Dice Game for positive tú commands with pronouns. How well did you do? If you really struggled, consider coming in for extra help the Wed. after break. Remember, I’m here each Wed. after school for extra help sessions.
..............1d. Finish 7-7 & 7-8 if not yet finished.
Homework: If you haven’t already taken the speaking assessment, keep preparing!
miércoles, 24 de marzo de 2010
miércoles, el veinticuatro de marzo del dos mil diez
Announcement: Due to 2nd period's lengthy fire drill interruption, Spanish 1 had very different class agendas. Please view them separately.
Español Uno (1) (1st hour):
Today’s Agenda:
1. Listen to our song of the week: “Dímelo.” Nice job catching the next two missing words: esperando, vivir.
2a. Begin our one-on-one speaking assessments.
2b. During the speaking assessments, students will be working on:
--vocabulary assessment
Homework: If you didn’t take the speaking assessment today, keep preparing yourself! Also, keep preparing for the grammar assessment.
Español Uno (1) (2nd hour):
Announcement: Unfortunately, due to the time lost for our lengthy fire drill, we will not be able to take the class time to listen to our song "Dímelo" in class for the rest of the week. I encourage you to listen to it at home.
Today's Agenda:
1. Begin our one-on-one speaking assessments.
Homework: If you didn’t take the speaking assessment today, keep preparing yourself! Also, keep preparing for the vocabulary & grammar assessments.
Español Dos (2):
Today’s Agenda:
1. Listen to our song of the week: “Dímelo.” Nice job catching the next three missing words: nuestra, esperando, perder.
2a. Begin our one-on-one speaking assessments.
2b. During the speaking assessments, students will be working on:
--W/B pages 10-7 & 10-8 (evens translated)
--Dice game for positive tú commands with an attached pronoun (lo, le, te, etc.)
Homework: If you didn’t take the speaking assessment today, keep preparing yourself! Also, keep preparing for the vocabulary assessment.
Español Uno (1) (1st hour):
Today’s Agenda:
1. Listen to our song of the week: “Dímelo.” Nice job catching the next two missing words: esperando, vivir.
2a. Begin our one-on-one speaking assessments.
2b. During the speaking assessments, students will be working on:
--vocabulary assessment
Homework: If you didn’t take the speaking assessment today, keep preparing yourself! Also, keep preparing for the grammar assessment.
Español Uno (1) (2nd hour):
Announcement: Unfortunately, due to the time lost for our lengthy fire drill, we will not be able to take the class time to listen to our song "Dímelo" in class for the rest of the week. I encourage you to listen to it at home.
Today's Agenda:
1. Begin our one-on-one speaking assessments.
Homework: If you didn’t take the speaking assessment today, keep preparing yourself! Also, keep preparing for the vocabulary & grammar assessments.
Español Dos (2):
Today’s Agenda:
1. Listen to our song of the week: “Dímelo.” Nice job catching the next three missing words: nuestra, esperando, perder.
2a. Begin our one-on-one speaking assessments.
2b. During the speaking assessments, students will be working on:
--W/B pages 10-7 & 10-8 (evens translated)
--Dice game for positive tú commands with an attached pronoun (lo, le, te, etc.)
Homework: If you didn’t take the speaking assessment today, keep preparing yourself! Also, keep preparing for the vocabulary assessment.
martes, 23 de marzo de 2010
martes, el veintitrés de marzo del dos mil diez
Español Uno (1):
Today’s Agenda:
1. Review our direct object pronouns (“it” & “them”), our –ar preterite verbs, and our personal pronouns.
2. Listen to our new song of the week: “Dímelo.” Nice job catching the first two missing phrases: me miras, nuestra.
Quick review of our possessive pronouns:
mi(s)…………………….nuestro/a(s)
tu(s)…………………………………………
su(s)……………………..su(s)…………
3. Practice telling spontaneous stories using class members’ illustrations.
Bits of advice for this week’s speaking assessment:
--NO English is allowed. If you accidentally say something in English, fix it and put it in Spanish.
--BRIEF hesitations are fine, but if you’re really stuck, move on and start the next phrase.
--Remember, “hay…” already means “there is….” You NEVER say “Hay es….”
--Keep your story limited to just one person.
Ways to keep preparing for the speaking assessment:
--Reread your stories.
--Make flashcards of those high-frequency words.
--Practice telling spontaneous stories using others’ illustrations.
4. Listen to some brave volunteers share their stories aloud with us.
5. Practice writing a spontaneous story using a story illustration.
Homework: The remainder of the week includes a vocabulary, grammar & speaking assessment each. Keep preparing yourselves!
Español Dos (2):
Today’s Agenda:
1. Practice our positive tú commands.
¿Qué significan?
--¡Póntelo!.....................Put it on (yourself)!
--¡Dínoslo!.....................Say (Tell) it to us!
--¡Pruébatelo!...............Try it on (yourself)!
--¡Devuélvemelos!........Return them to me!
--¡Grítale!.....................Shout to him/her!
--¡Escóndelos!..............Hide them!
--¡Dámelas!..................Give them to me!
--¡Repártelas!...............Deliver them!
--¡Préstamelo!..............Lend it to me!
--¡Báñate!.....................Bathe yourself!
**All of these have accents. Why? To keep the original sound the same.
2. Listen to our song of the week: “Dímelo.” Nice job catching the first two missing words: dentro, ya.
Quickly sing our song for the irregular positive tú commands: “Ten, ven, pon, sal, di, sé, ve, haz.”
3. Practice telling an original story to a partner using the drawings displayed.
4. Practice writing an original story using additional drawings displayed.
5a. Dictation make-ups (for absent students).
5b. Workbook pages 7-7 & 7-8 (evens translated). You will have time in class to finish these. It is NOT homework to finish these.
Homework: Keep preparing yourselves for the speaking and vocabulary assessments.
Today’s Agenda:
1. Review our direct object pronouns (“it” & “them”), our –ar preterite verbs, and our personal pronouns.
2. Listen to our new song of the week: “Dímelo.” Nice job catching the first two missing phrases: me miras, nuestra.
Quick review of our possessive pronouns:
mi(s)…………………….nuestro/a(s)
tu(s)…………………………………………
su(s)……………………..su(s)…………
3. Practice telling spontaneous stories using class members’ illustrations.
Bits of advice for this week’s speaking assessment:
--NO English is allowed. If you accidentally say something in English, fix it and put it in Spanish.
--BRIEF hesitations are fine, but if you’re really stuck, move on and start the next phrase.
--Remember, “hay…” already means “there is….” You NEVER say “Hay es….”
--Keep your story limited to just one person.
Ways to keep preparing for the speaking assessment:
--Reread your stories.
--Make flashcards of those high-frequency words.
--Practice telling spontaneous stories using others’ illustrations.
4. Listen to some brave volunteers share their stories aloud with us.
5. Practice writing a spontaneous story using a story illustration.
Homework: The remainder of the week includes a vocabulary, grammar & speaking assessment each. Keep preparing yourselves!
Español Dos (2):
Today’s Agenda:
1. Practice our positive tú commands.
¿Qué significan?
--¡Póntelo!.....................Put it on (yourself)!
--¡Dínoslo!.....................Say (Tell) it to us!
--¡Pruébatelo!...............Try it on (yourself)!
--¡Devuélvemelos!........Return them to me!
--¡Grítale!.....................Shout to him/her!
--¡Escóndelos!..............Hide them!
--¡Dámelas!..................Give them to me!
--¡Repártelas!...............Deliver them!
--¡Préstamelo!..............Lend it to me!
--¡Báñate!.....................Bathe yourself!
**All of these have accents. Why? To keep the original sound the same.
2. Listen to our song of the week: “Dímelo.” Nice job catching the first two missing words: dentro, ya.
Quickly sing our song for the irregular positive tú commands: “Ten, ven, pon, sal, di, sé, ve, haz.”
3. Practice telling an original story to a partner using the drawings displayed.
4. Practice writing an original story using additional drawings displayed.
5a. Dictation make-ups (for absent students).
5b. Workbook pages 7-7 & 7-8 (evens translated). You will have time in class to finish these. It is NOT homework to finish these.
Homework: Keep preparing yourselves for the speaking and vocabulary assessments.
lunes, 22 de marzo de 2010
lunes, el veintidós de marzo del dos mil diez
Español Uno (1):
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. Discuss the weekend, answering three of our fundamental weekend questions:
--¿Qué tuviste que hacer?
--¿Qué ibas a hacer que no pudiste hacer?
--¿Qué hiciste para divertirte?
Quick self-assessment after our discussion. How well can you ask the questions above by memory? Remember, our end goal is that you are both able to answer and ask these questions of others.
3. Practice our gestures.
4. Review, again, the speaking rubric for our upcoming speaking assessment (Wed-Fri.). Review what students should be doing to practice at home.
5. Swap illustrations with partners and practice telling spontaneous stories, just as you will do during the speaking assessment.
Key things to remember:
--It doesn’t matter whether you finish the story, just as long as you keep talking for one minute.
--NO English allowed!
--If you finish your story with time remaining, keep finding things to say. Discuss the weather, the time, what one of the characters looks like or is wearing, who their family members are, etc.
Two big pitfalls to avoid:
--“Hay es…” IS NOT CORRECT. Make sure you are just saying “Hay….”
--Keep your story limited to just one person. The majority of the high-frequency words we’ve written are for s/he, so keep your story about one person (s/he).
Homework: Try to find a friend/family member to quickly illustrate some scenes for you so you can continue practicing.
Español Dos (2):
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. Discuss the weekend, answering the following fundamental questions:
--¿Qué hiciste para divertirte?
--¿Qué ibas a hacer que no pudiste hacer?
--¿A qué hora viniste a PCFC hoy?
--¿Qué te pusiste esta mañana?
Self-assess how well you can write those questions from memory. Remember, our goal isn’t just that you are able to respond, but also that you are able to ask these questions.
3. Practice some of ous “Essential Spanish 2 Questions” aloud with a partner:
--De pequeño/a, ¿cómo eras?
--¿Cuál fue tu clase favorita el año pasado?
--¿A qué hora te despertaste?
--¿Qué querías recibir en el cumpleaños?
--¿Cómo ganas dinero?
4. Practice our gestures and our new song for our irregular, positive tú commands (“Ten, ven, pon, sal, di, sé, ve, haz.”)
5. Listen to classmates share some vocabulary definitions using Friday’s circumlocution phrases. Nice job correctly guessing what was being described.
6. Practice telling a spontaneous story for our upcoming speaking assessment.
Homework: Keep preparing at home for the speaking & vocabulary assessments.
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. Discuss the weekend, answering three of our fundamental weekend questions:
--¿Qué tuviste que hacer?
--¿Qué ibas a hacer que no pudiste hacer?
--¿Qué hiciste para divertirte?
Quick self-assessment after our discussion. How well can you ask the questions above by memory? Remember, our end goal is that you are both able to answer and ask these questions of others.
3. Practice our gestures.
4. Review, again, the speaking rubric for our upcoming speaking assessment (Wed-Fri.). Review what students should be doing to practice at home.
5. Swap illustrations with partners and practice telling spontaneous stories, just as you will do during the speaking assessment.
Key things to remember:
--It doesn’t matter whether you finish the story, just as long as you keep talking for one minute.
--NO English allowed!
--If you finish your story with time remaining, keep finding things to say. Discuss the weather, the time, what one of the characters looks like or is wearing, who their family members are, etc.
Two big pitfalls to avoid:
--“Hay es…” IS NOT CORRECT. Make sure you are just saying “Hay….”
--Keep your story limited to just one person. The majority of the high-frequency words we’ve written are for s/he, so keep your story about one person (s/he).
Homework: Try to find a friend/family member to quickly illustrate some scenes for you so you can continue practicing.
Español Dos (2):
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. Discuss the weekend, answering the following fundamental questions:
--¿Qué hiciste para divertirte?
--¿Qué ibas a hacer que no pudiste hacer?
--¿A qué hora viniste a PCFC hoy?
--¿Qué te pusiste esta mañana?
Self-assess how well you can write those questions from memory. Remember, our goal isn’t just that you are able to respond, but also that you are able to ask these questions.
3. Practice some of ous “Essential Spanish 2 Questions” aloud with a partner:
--De pequeño/a, ¿cómo eras?
--¿Cuál fue tu clase favorita el año pasado?
--¿A qué hora te despertaste?
--¿Qué querías recibir en el cumpleaños?
--¿Cómo ganas dinero?
4. Practice our gestures and our new song for our irregular, positive tú commands (“Ten, ven, pon, sal, di, sé, ve, haz.”)
5. Listen to classmates share some vocabulary definitions using Friday’s circumlocution phrases. Nice job correctly guessing what was being described.
6. Practice telling a spontaneous story for our upcoming speaking assessment.
Homework: Keep preparing at home for the speaking & vocabulary assessments.
viernes, 19 de marzo de 2010
viernes, el diecinueve de marzo del dos mil nueve
Español Uno (1):
Announcement: Due to today’s Talent Show Assembly, all classes except 2nd period are shortened to 47 minutes.
Today’s Agenda:
1. Quickly practice conjugating ir & pensar (e-->ie) in the present.
How do we ask about weekend plans?
--¿Qué vas a hacer este fin de semana?
--¿Qué piensas hacer este fin de semana?
Quick conversation with table group members & reporting out about members’ plans for the weekend.
2. Listen to and sing our song of the week: “Inevitable.”
3. Working in table groups, define our high-frequency words for stories. Your first one-on-one story with me can be in either the present or past. You choose whichever you feel more comfortable with.
4. Use the answer key to correct what table groups wrote for the high-frequency word definitions.
5. Discuss the speaking rubric and the realistic expectations students should have coming into the first one-on-one story speaking assessment.
A student who does no preparation on their own will likely fall into the “approaches target – C range” at best.
A student who does some preparation will likely fall into the “meets target – B range / approaches target – C range.”
A student who does much preparation will likely fall into the “exceeds target – A range."
Students who come in best prepared for speaking (and writing) assessments have usually:
--reread our stories (over and over!)
--made flashcards of high-frequency words and studied them (repeatedly)
--practiced telling spontaneous stories aloud (using pictures they drew or pictures drawn by others)
5. (2nd hour only): Begin the homework.
Homework: Illustrate a story sequence carefully following the instructions. We will use the illustrations in class on Monday and Tuesday to practice telling spontaneous stories.
Español Dos (2):
Announcement: Classes shortened to 47 minutes due to Talent Show Assembly.
Today’s Agenda:
1. Practice some of our Spanish 2 Essential Questions: #’s 1, 6, 10, 15, & 20.
2. Listen to and sing our song of the week: “Inevitable.”
3. Practice our “positive tú commands.”
------Buy it! (the book)…………………………….Cómpralo.
------Listen to me!...................................Escúchame.
------Aim it! (the flashlight)…………………….Dirígela.
------Sing it! (the song)……………………………Cántala.
------Sing to him!....................................Cántale.
------Throw them! (the fireworks)…………Tíralos.
------Build it! (the sand castle)……………….Constrúyelo.
------Climb it! (the tree)………………………….Trépalo.
------Greet them! (the nieces)………………Salúdalas.
------Bathe (Wash) yourself!..................Lávate.
4. Practice using circumlocution to define our chapter 7 vocabulary words.
Circumlocution (working your way around a word) is a VERY important skill when using a foreign language. When you can’t come up with a specific word (whether you’ve forgotten it or just don’t know the word), it is important to be able to describe the word so that your listener understands.
There are many easy ways to start of your circumlocution phrases:
--It’s a place where…....................................Es un lugar donde….
--It’s a person that…....................................Es una persona que….
--It’s a thing that….......................................Es una cosa que….
--I use it for/in order to…............................Lo/La uso para….
--I need it for/in order to…..........................Lo/La necesito para….
--It costs….......................................................Cuesta….
--It’s of ___ size.........................................….Es de tamaño….
--You find it at.............................................…Lo/La encuentras en….
--It’s of...(fabric).............................................Es de….
--It’s the opposite of…....................................Es el opuesto de…. / Es el contrario de….
--It’s what….....................................................Es lo que….
--It’s the appliance that…...............................Es el aparato que….
--We wear it on…..............................................Lo/La llevamos en….
--It’s a synonym of….......................................Es un sinónimo de….
--It’s the antonym of…....................................Es el antónimo de….
--It’s the action of….........................................Es la acción de….(+inf.)
--It’s a type of…...............................................Es un tipo de….
--It’s similar to..............................................….Es similar a….
--It’s not similar to........................................…No es similar a….
--It describes…..................................................Describe….
--It means that…...............................................Significa que….
--It’s something that.....................................….Es algo que….
--It’s a way of.................................................….Es una manera de….
5. (4th & 5th periods only): Play a couple rounds of Simon Says.
Homework: Fully define five of our chapter 7 vocabulary words using the circumlocution phrases above. Your definitions should be so complete that there is no doubt what/who is being described.
Announcement: Due to today’s Talent Show Assembly, all classes except 2nd period are shortened to 47 minutes.
Today’s Agenda:
1. Quickly practice conjugating ir & pensar (e-->ie) in the present.
How do we ask about weekend plans?
--¿Qué vas a hacer este fin de semana?
--¿Qué piensas hacer este fin de semana?
Quick conversation with table group members & reporting out about members’ plans for the weekend.
2. Listen to and sing our song of the week: “Inevitable.”
3. Working in table groups, define our high-frequency words for stories. Your first one-on-one story with me can be in either the present or past. You choose whichever you feel more comfortable with.
4. Use the answer key to correct what table groups wrote for the high-frequency word definitions.
5. Discuss the speaking rubric and the realistic expectations students should have coming into the first one-on-one story speaking assessment.
A student who does no preparation on their own will likely fall into the “approaches target – C range” at best.
A student who does some preparation will likely fall into the “meets target – B range / approaches target – C range.”
A student who does much preparation will likely fall into the “exceeds target – A range."
Students who come in best prepared for speaking (and writing) assessments have usually:
--reread our stories (over and over!)
--made flashcards of high-frequency words and studied them (repeatedly)
--practiced telling spontaneous stories aloud (using pictures they drew or pictures drawn by others)
5. (2nd hour only): Begin the homework.
Homework: Illustrate a story sequence carefully following the instructions. We will use the illustrations in class on Monday and Tuesday to practice telling spontaneous stories.
Español Dos (2):
Announcement: Classes shortened to 47 minutes due to Talent Show Assembly.
Today’s Agenda:
1. Practice some of our Spanish 2 Essential Questions: #’s 1, 6, 10, 15, & 20.
2. Listen to and sing our song of the week: “Inevitable.”
3. Practice our “positive tú commands.”
------Buy it! (the book)…………………………….Cómpralo.
------Listen to me!...................................Escúchame.
------Aim it! (the flashlight)…………………….Dirígela.
------Sing it! (the song)……………………………Cántala.
------Sing to him!....................................Cántale.
------Throw them! (the fireworks)…………Tíralos.
------Build it! (the sand castle)……………….Constrúyelo.
------Climb it! (the tree)………………………….Trépalo.
------Greet them! (the nieces)………………Salúdalas.
------Bathe (Wash) yourself!..................Lávate.
4. Practice using circumlocution to define our chapter 7 vocabulary words.
Circumlocution (working your way around a word) is a VERY important skill when using a foreign language. When you can’t come up with a specific word (whether you’ve forgotten it or just don’t know the word), it is important to be able to describe the word so that your listener understands.
There are many easy ways to start of your circumlocution phrases:
--It’s a place where…....................................Es un lugar donde….
--It’s a person that…....................................Es una persona que….
--It’s a thing that….......................................Es una cosa que….
--I use it for/in order to…............................Lo/La uso para….
--I need it for/in order to…..........................Lo/La necesito para….
--It costs….......................................................Cuesta….
--It’s of ___ size.........................................….Es de tamaño….
--You find it at.............................................…Lo/La encuentras en….
--It’s of...(fabric).............................................Es de….
--It’s the opposite of…....................................Es el opuesto de…. / Es el contrario de….
--It’s what….....................................................Es lo que….
--It’s the appliance that…...............................Es el aparato que….
--We wear it on…..............................................Lo/La llevamos en….
--It’s a synonym of….......................................Es un sinónimo de….
--It’s the antonym of…....................................Es el antónimo de….
--It’s the action of….........................................Es la acción de….(+inf.)
--It’s a type of…...............................................Es un tipo de….
--It’s similar to..............................................….Es similar a….
--It’s not similar to........................................…No es similar a….
--It describes…..................................................Describe….
--It means that…...............................................Significa que….
--It’s something that.....................................….Es algo que….
--It’s a way of.................................................….Es una manera de….
5. (4th & 5th periods only): Play a couple rounds of Simon Says.
Homework: Fully define five of our chapter 7 vocabulary words using the circumlocution phrases above. Your definitions should be so complete that there is no doubt what/who is being described.
jueves, 18 de marzo de 2010
jueves, el dieciocho de marzo del dos mil diez
Español Uno (1):
Today’s Agenda:
1. Practice our words for “this/these/that/those/that (far away)/those (far away).”
--that bronzer…………………………..ese bronceador
--this camara…………………………….esta cámara
--that umbrella (far away)………..aquel paraguas
--those passports……………………..esos pasaportes
--these boots…………………………….estas botas
--those suitcases (far away)………aquellas maletas
--these gloves……………………………estos guantes
--that ski cap (far away)…………….aquel gorro
--those pyramids………………………esas pirámides
--this coat………………………………….este abrigo
**Keep in mind that the words for "this/these/..." WILL be on your upcoming grammar quiz.
2. Listen to our song of the week: “Inevitable.” Nice job catching the last four missing words: lluvia, encuentro, empezar, peor.
3. Finish reading “Las vacaciones terribles" in table groups. We reviewed the meanings of the underlined words in the story:
--1. (it) wanted to go
--2. (it) planned to swim
--3. (they) put
--4. (they) went
--5. (it) wanted to go
--6. (it) planned to ski
--7. (it) had/got
--8. (it) had/got
--9. (it) said
--10. (they) went
--11. it was
--12. (they) didn’t have
--13. (it) put on
--14. it was windy
--15. it was snowing
--16. (they) cost
--17. (they) had
--18. (they) were
4. Illustrate four scenes from the story:
--La familia Ortega quería ir de vacaciones a Puerto Rico. Ellos pusieron trajes de baño, anteojos de sol y bronceador en una maleta.
--La familia Martínez quería ir de vacaciones a Chile. Ellos pusieron abrigos, guantes, bufandas y botas en una maleta.
--Cuando la familia Ortega llegó a Puerto Rico, tuvo una maleta con abrigos, guantes, bufandas y botas. Ellos se pusieron los abrigos y fueron al mar.
--Cuando la familia Martínez llegó a Chile, tuvo una maleta con trajes de baño, anteojos de sol y bronceador. Ellos se pusieron los trajes de baño y fueron a esquiar.
5. Practice retelling this story to a partner. Listen to a few brave volunteers share their version of the story with the class. Nice job!
Homework: Keep preparing yourself for the upcoming grammar, vocab & speaking assessments.
Español Dos (2):
Today’s Agenda:
1. Discuss commands. As we wrap up chapter 7 and head into Spring Break, we will be working with “positive tú commands” (run!, walk! stop!). [A "negative" command would have "don't": "don't run!," "don't do that!"]
We already have become used to hearing a lot of these “positive tú commands," as many of our gestures can be used as commands:
--escribe (write!), corre (run!), camina (walk!), recuerda (remember!), abraza (hug!)
Your ears have also become used to hearing these “positive tú commands” with pronouns (it/her/him/them/yourself) added to the end. Your eyes, however, might not be used to what they look like yet.
--léela (read it), pregúntale (ask him/her), contéstame (answer me), acuéstate (go yourself to bed), tócame el piano (play me the piano), cuélgalo (hang it up), pruébatelo (try it on yourself), pórtate (behave yourself), empújalo (push it/him), despídete (say good bye)
We also have eight irregular positive tú commands to learn. Fortunately, there is a little song to accompany them: “Ten, ven, pon, sal, di, sé, ve, haz.”
2. Listen to our song of the week: "Inevitable." Nice job catching the remaining four phrases: supe, mismo, decirlo, te conozco.
3. Practice our gestures and sing our songs.
4. Practice our new “long form” possessive adjectives and our possessive pronouns in table groups.
Homework: Study your vocabulary for your upcoming vocabulary quiz.
Today’s Agenda:
1. Practice our words for “this/these/that/those/that (far away)/those (far away).”
--that bronzer…………………………..ese bronceador
--this camara…………………………….esta cámara
--that umbrella (far away)………..aquel paraguas
--those passports……………………..esos pasaportes
--these boots…………………………….estas botas
--those suitcases (far away)………aquellas maletas
--these gloves……………………………estos guantes
--that ski cap (far away)…………….aquel gorro
--those pyramids………………………esas pirámides
--this coat………………………………….este abrigo
**Keep in mind that the words for "this/these/..." WILL be on your upcoming grammar quiz.
2. Listen to our song of the week: “Inevitable.” Nice job catching the last four missing words: lluvia, encuentro, empezar, peor.
3. Finish reading “Las vacaciones terribles" in table groups. We reviewed the meanings of the underlined words in the story:
--1. (it) wanted to go
--2. (it) planned to swim
--3. (they) put
--4. (they) went
--5. (it) wanted to go
--6. (it) planned to ski
--7. (it) had/got
--8. (it) had/got
--9. (it) said
--10. (they) went
--11. it was
--12. (they) didn’t have
--13. (it) put on
--14. it was windy
--15. it was snowing
--16. (they) cost
--17. (they) had
--18. (they) were
4. Illustrate four scenes from the story:
--La familia Ortega quería ir de vacaciones a Puerto Rico. Ellos pusieron trajes de baño, anteojos de sol y bronceador en una maleta.
--La familia Martínez quería ir de vacaciones a Chile. Ellos pusieron abrigos, guantes, bufandas y botas en una maleta.
--Cuando la familia Ortega llegó a Puerto Rico, tuvo una maleta con abrigos, guantes, bufandas y botas. Ellos se pusieron los abrigos y fueron al mar.
--Cuando la familia Martínez llegó a Chile, tuvo una maleta con trajes de baño, anteojos de sol y bronceador. Ellos se pusieron los trajes de baño y fueron a esquiar.
5. Practice retelling this story to a partner. Listen to a few brave volunteers share their version of the story with the class. Nice job!
Homework: Keep preparing yourself for the upcoming grammar, vocab & speaking assessments.
Español Dos (2):
Today’s Agenda:
1. Discuss commands. As we wrap up chapter 7 and head into Spring Break, we will be working with “positive tú commands” (run!, walk! stop!). [A "negative" command would have "don't": "don't run!," "don't do that!"]
We already have become used to hearing a lot of these “positive tú commands," as many of our gestures can be used as commands:
--escribe (write!), corre (run!), camina (walk!), recuerda (remember!), abraza (hug!)
Your ears have also become used to hearing these “positive tú commands” with pronouns (it/her/him/them/yourself) added to the end. Your eyes, however, might not be used to what they look like yet.
--léela (read it), pregúntale (ask him/her), contéstame (answer me), acuéstate (go yourself to bed), tócame el piano (play me the piano), cuélgalo (hang it up), pruébatelo (try it on yourself), pórtate (behave yourself), empújalo (push it/him), despídete (say good bye)
We also have eight irregular positive tú commands to learn. Fortunately, there is a little song to accompany them: “Ten, ven, pon, sal, di, sé, ve, haz.”
2. Listen to our song of the week: "Inevitable." Nice job catching the remaining four phrases: supe, mismo, decirlo, te conozco.
3. Practice our gestures and sing our songs.
4. Practice our new “long form” possessive adjectives and our possessive pronouns in table groups.
Homework: Study your vocabulary for your upcoming vocabulary quiz.
miércoles, 17 de marzo de 2010
miércoles, el diecisiete de marzo del dos mil diez
Español Uno (1):
Announcements: Students should expect three assessments before Spring Break: vocabulary, grammar & speaking. The speaking assessments will take place Wed-Fri. of next week. Any students planning to be out of town any of those days should plan on taking the speaking assessment on a day they are in class.
We will begin preparing for the speaking assessments in class on Thursday.
Today’s Agenda:
1. Review yesterday’s homework: 7-7 & 7-8.
2. Listen to our new song of the week: "Inevitable." Nice job catching the next three missing words: verdad, conmigo, tan.
3. Practice our gestures.
4. Begin to read a story in the past: “Las vacaciones terribles.” We will finish with the story tomorrow.
Homework: Keep reviewing your pink packets!
Español Dos (2):
Announcement: Students should expect at least two assessments before Spring Break: vocabulary, & speaking. The speaking assessments will take place Wed-Fri. of next week. Any students planning to be out of town any of those days should plan on taking the speaking assessment on a day they are in class.
Today’s Agenda:
1. Review possessive pronouns and tackle W/B 7-6 in table groups.
2. Listen to our song of the week: “Inevitable.” Nice job catching the next four missing phrases: antes de, me conoces, lluvia, encuentro.
3. Practice our gestures.
4. Review yesterday’s story: “Por suerte Regina se fue.” We illustrated six scenes from the story:
--Ayer yo estaba bastante ocupado todo el día.
--Primero me desperté a las cinco y media. Inmediatamente después de levantarme alguien tocó a la puerta de mi casa. Anduve a la puerta y vi a una muchacha que se llamaba Regina.
--Regina me dijo que nada más estaba bastante aburrida y quería jugar a las damas con alguien. No lo podía creer.
--Le dije “¡No!” a Regina y por suerte ella se fue.
--Después de las clases yo tuve que ir a la casa de los Smith para cuidar sus niños. Corrí a la casa de los Smith y cuando toqué a la puerta Regina la abrió. No lo podía creer.
--Regina me preguntó si yo quería jugar a los bolos con ellos. No podía decirle “no,” así que jugamos a los bolos por toda la noche.
5. Practice retelling our story to a partner.
Homework: Read “Por suerte Regina se fue” to an adult for tomorrow. If you were absent yesterday, you have an extra day to read this story to an adult.
Announcements: Students should expect three assessments before Spring Break: vocabulary, grammar & speaking. The speaking assessments will take place Wed-Fri. of next week. Any students planning to be out of town any of those days should plan on taking the speaking assessment on a day they are in class.
We will begin preparing for the speaking assessments in class on Thursday.
Today’s Agenda:
1. Review yesterday’s homework: 7-7 & 7-8.
2. Listen to our new song of the week: "Inevitable." Nice job catching the next three missing words: verdad, conmigo, tan.
3. Practice our gestures.
4. Begin to read a story in the past: “Las vacaciones terribles.” We will finish with the story tomorrow.
Homework: Keep reviewing your pink packets!
Español Dos (2):
Announcement: Students should expect at least two assessments before Spring Break: vocabulary, & speaking. The speaking assessments will take place Wed-Fri. of next week. Any students planning to be out of town any of those days should plan on taking the speaking assessment on a day they are in class.
Today’s Agenda:
1. Review possessive pronouns and tackle W/B 7-6 in table groups.
2. Listen to our song of the week: “Inevitable.” Nice job catching the next four missing phrases: antes de, me conoces, lluvia, encuentro.
3. Practice our gestures.
4. Review yesterday’s story: “Por suerte Regina se fue.” We illustrated six scenes from the story:
--Ayer yo estaba bastante ocupado todo el día.
--Primero me desperté a las cinco y media. Inmediatamente después de levantarme alguien tocó a la puerta de mi casa. Anduve a la puerta y vi a una muchacha que se llamaba Regina.
--Regina me dijo que nada más estaba bastante aburrida y quería jugar a las damas con alguien. No lo podía creer.
--Le dije “¡No!” a Regina y por suerte ella se fue.
--Después de las clases yo tuve que ir a la casa de los Smith para cuidar sus niños. Corrí a la casa de los Smith y cuando toqué a la puerta Regina la abrió. No lo podía creer.
--Regina me preguntó si yo quería jugar a los bolos con ellos. No podía decirle “no,” así que jugamos a los bolos por toda la noche.
5. Practice retelling our story to a partner.
Homework: Read “Por suerte Regina se fue” to an adult for tomorrow. If you were absent yesterday, you have an extra day to read this story to an adult.
martes, 16 de marzo de 2010
martes, el dieciséis de marzo del dos mil diez
Español Uno (1):
Today’s Agenda:
1. Review what we know about –AR present & preterite (“-ed”) endings, as well as “-car,-gar,-zar” in the preterite. (See yesterday’s post for a synopsis.)
Announcement: You WILL be having another grammar quiz before Spring Break. Anticipate being quizzed over old grammar, –ar verbs in the preterite, and “it” & “them.”
2. Listen to our new song of the week: “Inevitable.” Nice job catching the first four missing words: café, creo, piensa, duermo.
3. Practice our gestures.
4. Review the homework for today: 7-5 & 7-6.
5. Begin the homework.
Homework: 7-7 & 7-8.
Español Dos (2):
Today’s Agenda:
1. Talk about possessive pronouns. Instead of saying “My book is green,” we can use a pronoun to express “Mine is green.” We use these possessive pronouns (mine/yours/his/her/ours/theirs) when it is clearly understood what is talking about.
Mine (my book)……………………..El mío….
Yours (your homework)…………La tuya….
His (his car)…………………………….El suyo….
Ours (our backpacks)……………..Las nuestras….
Theirs (their shoes)………………..Los suyos
**Remember, that these possessive adjectives & pronouns always match the OBJECT.
2. Listen to our song of the week: “Inevitable.” Nice job catching the first three missing words: fui, piensa, aunque.
3. Practice our gestures.
4. Practice our “cucaracha” song for the irregular, preterite verbs.
5. Read the story “Por suerte Regina se fue” in table groups.
Homework: Read the story (in English) to an adult for Thursday.
Today’s Agenda:
1. Review what we know about –AR present & preterite (“-ed”) endings, as well as “-car,-gar,-zar” in the preterite. (See yesterday’s post for a synopsis.)
Announcement: You WILL be having another grammar quiz before Spring Break. Anticipate being quizzed over old grammar, –ar verbs in the preterite, and “it” & “them.”
2. Listen to our new song of the week: “Inevitable.” Nice job catching the first four missing words: café, creo, piensa, duermo.
3. Practice our gestures.
4. Review the homework for today: 7-5 & 7-6.
5. Begin the homework.
Homework: 7-7 & 7-8.
Español Dos (2):
Today’s Agenda:
1. Talk about possessive pronouns. Instead of saying “My book is green,” we can use a pronoun to express “Mine is green.” We use these possessive pronouns (mine/yours/his/her/ours/theirs) when it is clearly understood what is talking about.
Mine (my book)……………………..El mío….
Yours (your homework)…………La tuya….
His (his car)…………………………….El suyo….
Ours (our backpacks)……………..Las nuestras….
Theirs (their shoes)………………..Los suyos
**Remember, that these possessive adjectives & pronouns always match the OBJECT.
2. Listen to our song of the week: “Inevitable.” Nice job catching the first three missing words: fui, piensa, aunque.
3. Practice our gestures.
4. Practice our “cucaracha” song for the irregular, preterite verbs.
5. Read the story “Por suerte Regina se fue” in table groups.
Homework: Read the story (in English) to an adult for Thursday.
lunes, 15 de marzo de 2010
lunes, el quince de marzo del dos mil diez
Español Uno (1):
Announcement: Periods 1 & 2 had very different schedules today, so they are listed separately.
Today’s Agenda (1st period):
1. Finish Friday’s dictation.
2. Review what we know about –ar verbs in the present and preterite (“-ed”). Discuss the special spelling change with –car, –gar, –zar verbs.
–CAR (tocar, sacar, practicar)
–GAR (jugar, pagar, apagar)
–ZAR (empezar)
There is a special spelling change in the yo form only. The spelling change for –CAR & –GAR verbs is very logical, and it helps us keep the sound consistent.
–CAR (“-qué”)…(tocé-->toqué, sacé-->saqué, practicé-->practiqué)
–GAR (“-gué”)…(jugé-->jugué, pagé-->pagué, apagé-->apagué)
–ZAR (“-cé”)…(empezé-->empecé)
3. Learn gestures for an episode of “¡Go, Diego, Go!”
4. Watch the “Ranas arbolícolas de ojos rojos” episode of “¡Go, Diego, Go!”
Homework: 7-5 & 7-6 in the workbook. Careful! The verbs are in the present, not the preterite.
1. Read, in Spanish, for ten minutes during SSR.
2. Discuss the weekend, answering four of our fundamental questions:
--¿Qué hiciste durante el fin de semana?
--¿Te divertiste o no?
--¿Qué tuviste que hacer?
--¿Qué ibas a hacer que no pudiste hacer?
3. Practice our gestures (including our new gestures from Friday’s “¡Go, Diego, Go!” episode).
4. Review the homework for Friday: 7-3, 7-4.
5. Review what we know about –ar verbs in the present and preterite (“-ed”). Discuss the special spelling change with –car, –gar, –zar verbs.
–CAR (tocar, sacar, practicar)
–GAR (jugar, pagar, apagar)
–ZAR (empezar)
There is a special spelling change in the yo form only. The spelling changes for –CAR & –GAR verbs is very logical, and it helps us keep the sound consistent.
–CAR (“-qué”)…(tocéàtoqué, sacéàsaqué, practicéàpractiqué)
–GAR (“-gué”)…(jugéàjugué, pagéàpagué, apagéàapagué)
–ZAR (“-cé”)…(empezéàempecé)
Homework: 7-5 & 7-6 in the workbook. Careful! The verbs are in the present, not the preterite.
Español Dos (2):
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. Discuss the weekend, answering three of our fundamental questions:
--¿Te divertiste o no?
--¿Qué tuviste que hacer?
--¿Qué ibas a hacer que no pudiste hacer?
3. Practice our chapter 7 gestures.
4. Practice our “cucaracha” song for the irregular preterite verbs.
5. Take a dictation.
Homework: Consider making ch. 7 flashcards if you haven’t already done so.
Announcement: Periods 1 & 2 had very different schedules today, so they are listed separately.
Today’s Agenda (1st period):
1. Finish Friday’s dictation.
2. Review what we know about –ar verbs in the present and preterite (“-ed”). Discuss the special spelling change with –car, –gar, –zar verbs.
–CAR (tocar, sacar, practicar)
–GAR (jugar, pagar, apagar)
–ZAR (empezar)
There is a special spelling change in the yo form only. The spelling change for –CAR & –GAR verbs is very logical, and it helps us keep the sound consistent.
–CAR (“-qué”)…(tocé-->toqué, sacé-->saqué, practicé-->practiqué)
–GAR (“-gué”)…(jugé-->jugué, pagé-->pagué, apagé-->apagué)
–ZAR (“-cé”)…(empezé-->empecé)
3. Learn gestures for an episode of “¡Go, Diego, Go!”
4. Watch the “Ranas arbolícolas de ojos rojos” episode of “¡Go, Diego, Go!”
Homework: 7-5 & 7-6 in the workbook. Careful! The verbs are in the present, not the preterite.
Español Uno (1):
Today’s Agenda (2nd period):1. Read, in Spanish, for ten minutes during SSR.
2. Discuss the weekend, answering four of our fundamental questions:
--¿Qué hiciste durante el fin de semana?
--¿Te divertiste o no?
--¿Qué tuviste que hacer?
--¿Qué ibas a hacer que no pudiste hacer?
3. Practice our gestures (including our new gestures from Friday’s “¡Go, Diego, Go!” episode).
4. Review the homework for Friday: 7-3, 7-4.
5. Review what we know about –ar verbs in the present and preterite (“-ed”). Discuss the special spelling change with –car, –gar, –zar verbs.
–CAR (tocar, sacar, practicar)
–GAR (jugar, pagar, apagar)
–ZAR (empezar)
There is a special spelling change in the yo form only. The spelling changes for –CAR & –GAR verbs is very logical, and it helps us keep the sound consistent.
–CAR (“-qué”)…(tocéàtoqué, sacéàsaqué, practicéàpractiqué)
–GAR (“-gué”)…(jugéàjugué, pagéàpagué, apagéàapagué)
–ZAR (“-cé”)…(empezéàempecé)
Homework: 7-5 & 7-6 in the workbook. Careful! The verbs are in the present, not the preterite.
Español Dos (2):
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. Discuss the weekend, answering three of our fundamental questions:
--¿Te divertiste o no?
--¿Qué tuviste que hacer?
--¿Qué ibas a hacer que no pudiste hacer?
3. Practice our chapter 7 gestures.
4. Practice our “cucaracha” song for the irregular preterite verbs.
5. Take a dictation.
Homework: Consider making ch. 7 flashcards if you haven’t already done so.
viernes, 12 de marzo de 2010
viernes, el doce de marzo del dos mil diez
Español Uno (1):
Today’s Agenda:
1. (1st hour only): Take a yearbook survey. Please have them completed & ready to turn in on Monday.
2. Discuss the weekend, answering each of the following essential questions:
--¿Qué vas a hacer este fin de semana?
--¿Qué piensas hacer este fin de semana?
3. Listen to and sing our song of the week: “Puedes contar conmigo.”
4. Receive yesterday’s grammar quizzes. Nice job!
If you had a stapled questionnaire with your quiz, please be sure to complete that and get it signed for me for Monday.
5. (1st hour only): Review the homework: 7-3 & 7-4.
6. (1st hour only): Practice our chapter 7 gestures.
7. (1st hour only): Begin a dictation. We will finish it on Monday.
(1st hour): You will get to see the “¡Go, Diego, Go!” episode once we are caught up to 2nd hour. We have unfortunately had so many interruptions, that we’ve fallen a bit behind.
8. (2nd hour only): Learn some new gestures in preparation for our “¡Go, Diego, Go!” episode.
--juega a las escondidas………………………………….s/he plays hide-and-go-seek
--¡ayúdenos!........................................................help us!
--eso suena como…………………………………………..that sounds like
--trepa el árbol………………………………………………..s/he climbs the tree
--el río……………………………………………………………..the river
--salta………………………………………………………………s/he jumps
--los dedos………………………………………………………fingers
--oye / oigan……………………………………………………hear! (listen up!)
--más de prisa…………………………………………………more in a hurry (faster)
--el hogar………………………………………………………..the home
8. (2nd hour only): Watch “Las ranas arbolícolas de ojos rojos” (The red-eyed tree frogs) episode of “¡Go, Diego, Go!”
Great job participating and trusting what you heard. Remember, cartoon voices in Spanish are very high-pitched and take some getting used to. Even if you were just catching words here and there, you did a fine job with this first video.
Homework: Quiz questionnaires (if you received one) are due on Monday. 1st hour: Don’t forget to bring your yearbook surveys back.
Español Dos (2):
Today’s Agenda:
1. Quick practice with our new “long form” possessive adjectives from yesterday.
2. Listen to and sing our song of the week: “Puedes contar conmigo.”
3. Review the homework: 7-3 & 7-4.
4. Practice our "cucaracha" song for irregular, preterite verbs.
5. Learn some new gestures in preparation for our “¡Go, Diego, Go!” episode.
--juega a las escondidas………………………………….s/he plays hide-and-go-seek
--¡ayúdenos!.....................................................help us!
--eso suena como…………………………………………..that sounds like
--trepa el árbol………………………………………………..s/he climbs the tree
--el río……………………………………………………………..the river
--oye / oigan……………………………………………………hear! (listen up!)
--más de prisa…………………………………………………more in a hurry (faster)
--el hogar………………………………………………………..the home
--el bosque…………………………………………………….the forest
6. Watch “Las ranas arbolícolas de ojos rojos” (The red-eyed tree frogs) episode of “¡Go, Diego, Go!”
Wasn’t it amazing how many previous vocabulary words you caught? (la pirámide, la puerta, la computadora, la selva tropical, la foto, la cámara, la mochila, la bicicleta, las cataratas, etc.)
Homework: Consider making chapter 7 flashcards!
jueves, 11 de marzo de 2010
jueves, el once de marzo del dos mil diez
Español Uno (1):
Today’s Agenda:
1. Tackle a quick worksheet on direct object pronouns (“it” / “them”).
2. Listen to our song of the week: “Puedes contar conmigo.” Nice job catching the last five missing phrases: nunca, estaba, voy a, te vas, pienso.
3. Tackle a grammar quiz.
4. Practice our gestures.
5. (1a hora): Begin the homework for tomorrow.
6. (2a hora): Take a dictation.
Homework: 7-3, 7-4 (evens translated).
Español Dos (2):
Today’s Agenda:
1. Review the “short” form possessive adjectives from last year (mi/s, tu/s…) and look at the new “long” form possessive adjectives on page three of our ch. 7 pink packet.
Tackle 7-5 in table groups.
2. Listen to our song of the week: “Puedes contar conmigo.” Nice job catching the last four missing words: estaba, voy a, mientras, sin.
3. Practice our ch. 7 gestures.
4. Practice singing our “cucaracha” song.
5. Practice choosing whether verbs need to be in the preterite or the imperfect.
--they graduated……………………………………………….se graduaron
--we used to attend…………………………………………..asistíamos
--I married…………………………………………………………me casé
--she was congratulating……………………………………felicitaba
--I (always) would meet up (with)……………………..me reunía
--y’all used…………………………………………………………usaron
--he showed her………………………………………………..le mostró / le enseñó
--it wasn’t functioning……………………………………….no funcionaba
--you burned yourself………………………………………..te quemaste
--I was directing…………………………………………………dirigía
6. Begin the homework.
Homework: 7-3, 7-4 (evens translated)
Today’s Agenda:
1. Tackle a quick worksheet on direct object pronouns (“it” / “them”).
2. Listen to our song of the week: “Puedes contar conmigo.” Nice job catching the last five missing phrases: nunca, estaba, voy a, te vas, pienso.
3. Tackle a grammar quiz.
4. Practice our gestures.
5. (1a hora): Begin the homework for tomorrow.
6. (2a hora): Take a dictation.
Homework: 7-3, 7-4 (evens translated).
Español Dos (2):
Today’s Agenda:
1. Review the “short” form possessive adjectives from last year (mi/s, tu/s…) and look at the new “long” form possessive adjectives on page three of our ch. 7 pink packet.
Tackle 7-5 in table groups.
2. Listen to our song of the week: “Puedes contar conmigo.” Nice job catching the last four missing words: estaba, voy a, mientras, sin.
3. Practice our ch. 7 gestures.
4. Practice singing our “cucaracha” song.
5. Practice choosing whether verbs need to be in the preterite or the imperfect.
--they graduated……………………………………………….se graduaron
--we used to attend…………………………………………..asistíamos
--I married…………………………………………………………me casé
--she was congratulating……………………………………felicitaba
--I (always) would meet up (with)……………………..me reunía
--y’all used…………………………………………………………usaron
--he showed her………………………………………………..le mostró / le enseñó
--it wasn’t functioning……………………………………….no funcionaba
--you burned yourself………………………………………..te quemaste
--I was directing…………………………………………………dirigía
6. Begin the homework.
Homework: 7-3, 7-4 (evens translated)
miércoles, 10 de marzo de 2010
miércoles, el diez de marzo del dos mil diez
Español Uno (1):
Today’s Agenda:
1. Practice pronouncing unfamiliar words, using our knowledge of Spanish phonetics and accent rules.
--correcalles
--atroz
--encarpetar
--husmear
--idiomático
--microbio
--palancana
--quedamente
--redicho
--xilófono
2. Listen to our song of the week: “Puedes contar conmigo.” Nice job catching the next three missing words: invierno, iba, esperando.
3. (1st hour only): Review 7-2 in the workbook.
4. (1st hour only): Continue working on yesterday’s dice game.
5. (2nd hour only): Practice our chapter 7 gestures.
6. (2nd hour only): Tackle the homework for Friday.
Homework: For Thursday—dice game, if not already submitted. For Friday—W/B: 7-3, 7-4 (evens translated).
Español Dos (2):
Today’s Agenda:
1. Use our knowledge of accent mark rules to decide if the words below need accent marks or not, depending upon Profe Nick’s pronunciation of them.
--correcalles………………………………..correcalles
--atroz………………………………………..atroz
--celofan…………………………………..…celofán
--husmear…………………………………..husmear
--idiomatico………………………………...idiomático
--microbio…………………………………..microbio
--caballeria…………………………………caballería
--extraordinario………………………….extraordinario
--bondad……………………………………bondad
--xilofono…………………………………...xilófono
2. Listen to our song of the week: “Puedes contar conmigo.” Nice job catching the next four missing words: invierno, iba, esperando, hubo.
3. Practice our chapter 7 gestures.
4. Practice our "cucaracha" song for the irregular preterite verbs.
5. Review yesterday’s Superhombre stories, where you chose between verbs in the preterite or the imperfect.
Homework: Consider making flashcards for chapter 7 vocab!
martes, 9 de marzo de 2010
martes, el nueve de marzo del dos mil diez
Español Uno (1):
Today’s Agenda:
1. Practice our letters of the alphabet, spelling unknown words as Profe Nick reads the letters aloud.
2. Listen to our new song of the week: “Puedes contar conmigo.” Nice job catching the first three missing phrases: empezando, se acerca, creer.
3. Practice our gestures. Establish new gestures for:
--descansa.......................s/he rests
--saca una foto................s/he takes a photo
--sube la pirámide...........s/he ascends the pyramid
--toma el sol....................s/he "takes in" the sun (s/he sunbathes)
4. Review the homework: 7-1 & 7-2. (1st hour will review 7-2 tomorrow.)
5. (1st hour only): Practice our new preterite –AR endings. (See yesterday’s blog post.)
6. Begin the dice game.
Homework: 2nd hour had double the time to complete the dice game, so have it ready to go for tomorrow. 1st hour: we will spend 10 more minutes in class, and it will be due on Thur.
Español Dos (2):
Today’s Agenda:
1. Practice our letters of the alphabet, spelling unknown words as Profe Nick reads the letters aloud.
2. Listen to our new song of the week: “Puedes contar conmigo.” Nice job catching the first three missing phrases: empezando, ganar, invierno.
3. Practice our gestures. Establish new gestures for:
--la calefacción.......................................the heating
--llena el fregadero con agua................s/he fills the sink with water
--abre el grifo…………………………...........s/he “opens” the faucet
--cierra el grifo……………….....................s/he "closes" the faucet
--los coloca en el estante……………………s/he places them on the shelf
--a mí me parece que………………………..it seems to me that
--¿a ti te parece que…?..........................does it seem to you that…?
--de vez en cuando……………………………from time to time
4. Review the homework: 7-1 & 7-2.
5. Review our preterite & imperfect verbs. First decide if you need a preterite verb (“-ed”) or an imperfect verb (“used to __” / “was/were __-ing” / “always would __”).
¿Cómo se dice…?
--s/he tossed (a coin to luck)……………………………echó (una moneda a la suerte)
--I was showing him…………………………………………le mostraba / le enseñaba
--they took off (the glasses)…………………………….se quitaron (los anteojos)
--I was putting on (my coat)…………………………….me ponía
--you aimed / directed…………………………………….dirigiste
--we used to fill………………………………………………..llenábamos
--they were opening……………………………………….abrían
--s/he closed……………………………………………………cerró
--I (always) would set/place/put……………………..colocaba
--they dropped (on purpose)…………………………..dejaron caer
6. Practice deciding between the preterite/imperfect within the context of a couple Superman stories.
Homework: Consider making flashcards for our chapter 7 vocabulary!!
Today’s Agenda:
1. Practice our letters of the alphabet, spelling unknown words as Profe Nick reads the letters aloud.
2. Listen to our new song of the week: “Puedes contar conmigo.” Nice job catching the first three missing phrases: empezando, se acerca, creer.
3. Practice our gestures. Establish new gestures for:
--descansa.......................s/he rests
--saca una foto................s/he takes a photo
--sube la pirámide...........s/he ascends the pyramid
--toma el sol....................s/he "takes in" the sun (s/he sunbathes)
4. Review the homework: 7-1 & 7-2. (1st hour will review 7-2 tomorrow.)
5. (1st hour only): Practice our new preterite –AR endings. (See yesterday’s blog post.)
6. Begin the dice game.
Homework: 2nd hour had double the time to complete the dice game, so have it ready to go for tomorrow. 1st hour: we will spend 10 more minutes in class, and it will be due on Thur.
Español Dos (2):
Today’s Agenda:
1. Practice our letters of the alphabet, spelling unknown words as Profe Nick reads the letters aloud.
2. Listen to our new song of the week: “Puedes contar conmigo.” Nice job catching the first three missing phrases: empezando, ganar, invierno.
3. Practice our gestures. Establish new gestures for:
--la calefacción.......................................the heating
--llena el fregadero con agua................s/he fills the sink with water
--abre el grifo…………………………...........s/he “opens” the faucet
--cierra el grifo……………….....................s/he "closes" the faucet
--los coloca en el estante……………………s/he places them on the shelf
--a mí me parece que………………………..it seems to me that
--¿a ti te parece que…?..........................does it seem to you that…?
--de vez en cuando……………………………from time to time
4. Review the homework: 7-1 & 7-2.
5. Review our preterite & imperfect verbs. First decide if you need a preterite verb (“-ed”) or an imperfect verb (“used to __” / “was/were __-ing” / “always would __”).
¿Cómo se dice…?
--s/he tossed (a coin to luck)……………………………echó (una moneda a la suerte)
--I was showing him…………………………………………le mostraba / le enseñaba
--they took off (the glasses)…………………………….se quitaron (los anteojos)
--I was putting on (my coat)…………………………….me ponía
--you aimed / directed…………………………………….dirigiste
--we used to fill………………………………………………..llenábamos
--they were opening……………………………………….abrían
--s/he closed……………………………………………………cerró
--I (always) would set/place/put……………………..colocaba
--they dropped (on purpose)…………………………..dejaron caer
6. Practice deciding between the preterite/imperfect within the context of a couple Superman stories.
Homework: Consider making flashcards for our chapter 7 vocabulary!!
lunes, 8 de marzo de 2010
lunes, el ocho de marzo del dos mil diez
Español Uno (1):
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. See if you can remember how to ask all five of our important weekend questions. Remember, our goal isn’t only that you are able to respond, but that you are also able to ask these questions!
¿Cómo se pregunta?
--What did you do during the weekend?........................................¿Qué hiciste durante el fin de semana?
--Did you have fun or not?..............................................................¿Te divertiste o no?
--What did you have to do?............................................................¿Qué tuviste que hacer?
--What were you going to do that you couldn’t manage to do?...¿Qué ibas a hacer que no pudiste hacer?
--What did you do in order to have fun?........................................¿Qué hiciste para divertirte?
Discuss what we did over the weekend.
3. Practice our new chapter7 gestures and establish two new gestures: bucea, recuerda.
4. (1st hour only): Senator announcements from Student Senate Meeting.
5. (2nd hour only): Practice our –ar preterite endings.
¿Qué significa “pretérito” en inglés?.....................Significa “preterite,” o sea, “-ed.” (walked, talked, etc.)
¿Cómo se dice?
--he scuba dived…………………..buceó
--I visited…………………………….visité
--they took (a photo)…………….sacaron
--you returned……………………..regresaste
--we rested…………………………..descansamos
--did you (formal) sunbathe?....¿tomó?
--I walked (the dog)………………paseé
--she took (a boat ride)……….....paseó
--they carried……………………….llevaron
--I wore……………………………….llevé
Homework: None officially, though do remember that we will be having a grammar quiz ASAP. Keep reviewing your gold semester 1 study guide and last chapter’s pink packet!
Español Dos (2):
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. See if you can remember how to ask all five of our important weekend questions. Remember, our goal isn’t only that you are able to respond, but that you are also able to ask these questions!
--What did you do during the weekend?...........................................¿Qué hiciste durante el fin de semana?
--Did you have fun or not?.................................................................¿Te divertiste o no?
--What did you have to do?................................................................¿Qué tuviste que hacer?
--What were you going to do that you couldn’t manage to do?...¿Qué ibas a hacer que no pudiste hacer?
--At what time did you come to PCFC today?...................................¿A qué hora viniste a PCFC hoy?
--What did you put on this morning?................................................¿Qué te pusiste esta mañana?
3. Practice our chapter 7 gestures and establish new gestures for:
--la lavadora
--la secadora
--se lo coloca en el microondas
--el ventilador
--el aire acondicionado
4. Begin the homework.
Homework: 7-1 & 7-2 (evens translated)
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. See if you can remember how to ask all five of our important weekend questions. Remember, our goal isn’t only that you are able to respond, but that you are also able to ask these questions!
¿Cómo se pregunta?
--What did you do during the weekend?........................................¿Qué hiciste durante el fin de semana?
--Did you have fun or not?..............................................................¿Te divertiste o no?
--What did you have to do?............................................................¿Qué tuviste que hacer?
--What were you going to do that you couldn’t manage to do?...¿Qué ibas a hacer que no pudiste hacer?
--What did you do in order to have fun?........................................¿Qué hiciste para divertirte?
Discuss what we did over the weekend.
3. Practice our new chapter7 gestures and establish two new gestures: bucea, recuerda.
4. (1st hour only): Senator announcements from Student Senate Meeting.
5. (2nd hour only): Practice our –ar preterite endings.
¿Qué significa “pretérito” en inglés?.....................Significa “preterite,” o sea, “-ed.” (walked, talked, etc.)
¿Cómo se dice?
--he scuba dived…………………..buceó
--I visited…………………………….visité
--they took (a photo)…………….sacaron
--you returned……………………..regresaste
--we rested…………………………..descansamos
--did you (formal) sunbathe?....¿tomó?
--I walked (the dog)………………paseé
--she took (a boat ride)……….....paseó
--they carried……………………….llevaron
--I wore……………………………….llevé
Homework: None officially, though do remember that we will be having a grammar quiz ASAP. Keep reviewing your gold semester 1 study guide and last chapter’s pink packet!
Español Dos (2):
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. See if you can remember how to ask all five of our important weekend questions. Remember, our goal isn’t only that you are able to respond, but that you are also able to ask these questions!
--What did you do during the weekend?...........................................¿Qué hiciste durante el fin de semana?
--Did you have fun or not?.................................................................¿Te divertiste o no?
--What did you have to do?................................................................¿Qué tuviste que hacer?
--What were you going to do that you couldn’t manage to do?...¿Qué ibas a hacer que no pudiste hacer?
--At what time did you come to PCFC today?...................................¿A qué hora viniste a PCFC hoy?
--What did you put on this morning?................................................¿Qué te pusiste esta mañana?
3. Practice our chapter 7 gestures and establish new gestures for:
--la lavadora
--la secadora
--se lo coloca en el microondas
--el ventilador
--el aire acondicionado
4. Begin the homework.
Homework: 7-1 & 7-2 (evens translated)
viernes, 5 de marzo de 2010
viernes, el cinco de marzo del dos mil diez
Español Uno (1):
Today’s Agenda:
1. Discuss upcoming weekend plans. We have a lot of practice with our fundamental question “¿Qué vas a hacer este fin de semana?”
Today we received a new way of talking about the near future:
“¿Qué piensas hacer este fin de semana ?”…………………..What do you plan to do this weekend?
2. Listen to and sing our song of the week: “Perdido sin ti.”
3. Receive yesterday’s listening quiz. Nice work!
4. Establish some gestures for our new chapter 7 vocabulary.
5. Play a couple rounds of Simon Says (finally!)
6. Begin the homework.
Homework: 7-1 & 7-2 in the workbook.
Español Dos (2):
Today’s Agenda:
1. Discuss the upcoming weekend plans of classmates, after asking them:
“¿Qué vas a hacer este fin de semana?” / “¿Qué piensas hacer este fin de semana ?”
2. Listen to and sing our song of the week: “Perdido sin ti.”
3. Receive yesterday’s reading quiz. Nice work!
4. Establish some gestures for our new chapter 7 vocabulary.
5. Play a couple rounds of Simon Says (finally!)
Homework: Enjoy the weekend.
Today’s Agenda:
1. Discuss upcoming weekend plans. We have a lot of practice with our fundamental question “¿Qué vas a hacer este fin de semana?”
Today we received a new way of talking about the near future:
“¿Qué piensas hacer este fin de semana ?”…………………..What do you plan to do this weekend?
2. Listen to and sing our song of the week: “Perdido sin ti.”
3. Receive yesterday’s listening quiz. Nice work!
4. Establish some gestures for our new chapter 7 vocabulary.
5. Play a couple rounds of Simon Says (finally!)
6. Begin the homework.
Homework: 7-1 & 7-2 in the workbook.
Español Dos (2):
Today’s Agenda:
1. Discuss the upcoming weekend plans of classmates, after asking them:
“¿Qué vas a hacer este fin de semana?” / “¿Qué piensas hacer este fin de semana ?”
2. Listen to and sing our song of the week: “Perdido sin ti.”
3. Receive yesterday’s reading quiz. Nice work!
4. Establish some gestures for our new chapter 7 vocabulary.
5. Play a couple rounds of Simon Says (finally!)
Homework: Enjoy the weekend.
jueves, 4 de marzo de 2010
jueves, el cuatro de marzo del dos mil diez
Español Uno (1):
Today’s Agenda:
1. Review our four, essential irregular verbs in the present: ser, estar, ir & tener.
**Reminder: We will be having an upcoming grammar quiz. Study your gold study guide from the 1st semester final, as well as the ch. 6 pink packet. If you’ve lost your gold study guide, view the blog entry from Wed., Dec. 9th, 2009.
2. Listen to our song of the week: “Perdido sin ti.” Nice job catching the next two missing words: este, esta.
**Quick grammar tangent. Using the light blue verb chart on the wall, how would you express the following:
--I am dancing……………………...Estoy bailando
--We are singing…………………...Estamos cantando
--Are you skating?....................¿Estás patinando?
**As a reminder, these new “-ing” forms are ONLY for talking about what’s happening RIGHT NOW! You can’t use them to ask such questions as “Are you skating to the park next week?”
3. Take a listening quiz.
4. Finish defining our ch. 7 pink packet vocabulary.
Homework: Keep studying your grammar packets!
Español Dos (2):
Today’s Agenda:
1. Tackle questions 21-25 on our “Essential Spanish 2 Questions” page.
2. Listen to our song of the week: “Perdido sin ti.” Nice job catching the last two missing phrases: me vi, voy a.
3. Take a reading quiz.
4. Establish gestures for our new ch. 7 vocabulary.
Homework: None.
Today’s Agenda:
1. Review our four, essential irregular verbs in the present: ser, estar, ir & tener.
**Reminder: We will be having an upcoming grammar quiz. Study your gold study guide from the 1st semester final, as well as the ch. 6 pink packet. If you’ve lost your gold study guide, view the blog entry from Wed., Dec. 9th, 2009.
2. Listen to our song of the week: “Perdido sin ti.” Nice job catching the next two missing words: este, esta.
**Quick grammar tangent. Using the light blue verb chart on the wall, how would you express the following:
--I am dancing……………………...Estoy bailando
--We are singing…………………...Estamos cantando
--Are you skating?....................¿Estás patinando?
**As a reminder, these new “-ing” forms are ONLY for talking about what’s happening RIGHT NOW! You can’t use them to ask such questions as “Are you skating to the park next week?”
3. Take a listening quiz.
4. Finish defining our ch. 7 pink packet vocabulary.
Homework: Keep studying your grammar packets!
Español Dos (2):
Today’s Agenda:
1. Tackle questions 21-25 on our “Essential Spanish 2 Questions” page.
2. Listen to our song of the week: “Perdido sin ti.” Nice job catching the last two missing phrases: me vi, voy a.
3. Take a reading quiz.
4. Establish gestures for our new ch. 7 vocabulary.
Homework: None.
miércoles, 3 de marzo de 2010
miércoles, el tres de marzo del dos mil diez
Español Uno (1):
Announcement: Expect an upcoming grammar quiz ASAP. STUDY your gold review packet that we used for the semester 1 exam.
Today’s Agenda:
1. Tackle our “para empezar” warm-up.
¿Qué significan las palabras subrayadas en las frases abajo?
--Ayer él tuvo que hacer mucha tarea……………………….he had to do
--¿Dónde estabas?................................................................were you / you were
--Las directoras le dijeron “¡No!”………………………………they told him/her
--Ella quería ir al baile……………………………………………..she wanted to go
--Ayer fue martes, ¿no?......................................................was
--Pudimos terminar todo. ¡Qué alivio!.............................we managed to finish
--¿Anduvieron Uds. a PCFC hoy?.....................................did y’all walk / y’all walked
--Ellos fueron al parque, ¿no?............................................they went
--¿Cuántas horas de tarea hizo él?....................................did he do / he did
--Ellas eran muy cómicas, ¿no?.........................................they were
¿Cuáles son los pronombres personales? (personal pronouns—I, you, he, …)
yo……………………………………..nosotros/nosotras
tú……………………………………
él, ella, Ud. (usted)……………ellos/ellas, Uds. (ustedes)
2. Listen to our song of the week: “Perdido sin ti.” Nice job catching the next missing word: mundo.
Quick tangent about the phrase “está llorando” (s/he/it is crying) in the song. This new-looking form is only for things taking place right now. Using the bright blue verb chart on the wall, how would you say “I am cooking” or “they are looking for”? (estoy cocinando, están buscando).
3. Continue with our chapter 7 vocabulary definitions.
Homework: Keep reviewing the gold grammar study guide.
Español Dos (2):
Today’s Agenda:
1. Answer questions 16-20 on our “Essential Spanish 2 Questions” handout.
2. Listen to our song of the week: “Perdido sin ti.” Nice job catching the next two missing words: perdí, regresa.
3. Finish defining our chapter 7 vocabulary.
4. (5th & 6th periods only): Establish new gestures for: el anillo, los aretes, la cadena, las pulseras & el reloj pulsera.
Homework: None.
Announcement: Expect an upcoming grammar quiz ASAP. STUDY your gold review packet that we used for the semester 1 exam.
Today’s Agenda:
1. Tackle our “para empezar” warm-up.
¿Qué significan las palabras subrayadas en las frases abajo?
--Ayer él tuvo que hacer mucha tarea……………………….he had to do
--¿Dónde estabas?................................................................were you / you were
--Las directoras le dijeron “¡No!”………………………………they told him/her
--Ella quería ir al baile……………………………………………..she wanted to go
--Ayer fue martes, ¿no?......................................................was
--Pudimos terminar todo. ¡Qué alivio!.............................we managed to finish
--¿Anduvieron Uds. a PCFC hoy?.....................................did y’all walk / y’all walked
--Ellos fueron al parque, ¿no?............................................they went
--¿Cuántas horas de tarea hizo él?....................................did he do / he did
--Ellas eran muy cómicas, ¿no?.........................................they were
¿Cuáles son los pronombres personales? (personal pronouns—I, you, he, …)
yo……………………………………..nosotros/nosotras
tú……………………………………
él, ella, Ud. (usted)……………ellos/ellas, Uds. (ustedes)
2. Listen to our song of the week: “Perdido sin ti.” Nice job catching the next missing word: mundo.
Quick tangent about the phrase “está llorando” (s/he/it is crying) in the song. This new-looking form is only for things taking place right now. Using the bright blue verb chart on the wall, how would you say “I am cooking” or “they are looking for”? (estoy cocinando, están buscando).
3. Continue with our chapter 7 vocabulary definitions.
Homework: Keep reviewing the gold grammar study guide.
Español Dos (2):
Today’s Agenda:
1. Answer questions 16-20 on our “Essential Spanish 2 Questions” handout.
2. Listen to our song of the week: “Perdido sin ti.” Nice job catching the next two missing words: perdí, regresa.
3. Finish defining our chapter 7 vocabulary.
4. (5th & 6th periods only): Establish new gestures for: el anillo, los aretes, la cadena, las pulseras & el reloj pulsera.
Homework: None.
martes, el dos de marzo del dos mil diez
Español Uno (1):
Today’s Agenda:
1. Read, in Spanish, for nine minutes during SSR.
2. Discuss what we did over the weekend.
3. Listen to our new song: “Perdido sin ti.” Nice job catching the first two missing words: ropa, ayúdame.
**Quick discussion about the famous singing group Menudo.
4. Receive our new chapter 7 pink packet. Discuss grammar objectives and begin with definitions.
Homework: If you didn’t already finish the crossword, please do so for Wednesday.
Español Dos (2):
Today’s Agenda:
1. Read, in Spanish, for nine minutes during SSR.
2. Discuss what we did over the weekend.
3. Listen to our new song: “Perdido sin ti.” Nice job catching the first two missing words: la piel, ayúdame.
**Quick discussion about the famous singing group Menudo.
4. Receive our new chapter 7 pink packet. Discuss grammar objectives and begin with definitions.
Homework: If you didn’t already finish the crossword, please do so for Wednesday.
Today’s Agenda:
1. Read, in Spanish, for nine minutes during SSR.
2. Discuss what we did over the weekend.
3. Listen to our new song: “Perdido sin ti.” Nice job catching the first two missing words: ropa, ayúdame.
**Quick discussion about the famous singing group Menudo.
4. Receive our new chapter 7 pink packet. Discuss grammar objectives and begin with definitions.
Homework: If you didn’t already finish the crossword, please do so for Wednesday.
Español Dos (2):
Today’s Agenda:
1. Read, in Spanish, for nine minutes during SSR.
2. Discuss what we did over the weekend.
3. Listen to our new song: “Perdido sin ti.” Nice job catching the first two missing words: la piel, ayúdame.
**Quick discussion about the famous singing group Menudo.
4. Receive our new chapter 7 pink packet. Discuss grammar objectives and begin with definitions.
Homework: If you didn’t already finish the crossword, please do so for Wednesday.
lunes, 1 de marzo de 2010
lunes, el primero de marzo del dos mil diez
Español Uno (1):
Announcement: Mr. Fiorillo is your sub today while I observe at Sunny Hills.
Today’s Agenda:
1. Complete the chapter 6 crossword.
2. (If you finish early): Work on the vocabulary packet from Friday.
Homework: For Tuesday—vocabulary packet. For Wednesday—crossword.
Español Dos (2):
Announcement: Mr. Fiorillo is your sub today while I observe at Sunny Hills.
Today’s Agenda:
1. Complete the chapter 6 crossword.
2. (If you finish early): Work on the vocabulary packet from Friday.
Homework: For Tuesday—vocabulary packet. For Wednesday—crossword.
Announcement: Mr. Fiorillo is your sub today while I observe at Sunny Hills.
Today’s Agenda:
1. Complete the chapter 6 crossword.
2. (If you finish early): Work on the vocabulary packet from Friday.
Homework: For Tuesday—vocabulary packet. For Wednesday—crossword.
Español Dos (2):
Announcement: Mr. Fiorillo is your sub today while I observe at Sunny Hills.
Today’s Agenda:
1. Complete the chapter 6 crossword.
2. (If you finish early): Work on the vocabulary packet from Friday.
Homework: For Tuesday—vocabulary packet. For Wednesday—crossword.
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