Today’s Agenda:
1. Listen to our song of the week: “La Danza de los Esqueletos.” Nice job catching the last three words: razón, hombre, noche.
2. Review what we know about stem-changing verbs in the preterite and work in table groups to quickly define the list of stem-changing verbs of page 2 in the pink packet.
3. Practice our gestures and have some student-led class conversations using your peer questions.
4. Tackle 2-7 & 2-8 in table groups. We’ll finish reviewing these tomorrow.
Homework: None, officially.
jueves, 28 de octubre de 2010
miércoles, 27 de octubre de 2010
miércoles, el veintisiete de octubre del dos mil diez
Today’s Agenda:
1. Chant our children’s song “Los esqueletos” and view a quick video of a group of preschoolers modeling how it is performed in Latin America.
2. Listen to our song of the week. Nice job catching the next three missing words: ahora, instrumentos, museos.
3. Practice our gestures.
4. Tackle 2-7 (practice w/stem-changing reflexive verbs in the present) & 2-8 (practice w/stem-changing reflexive verbs in the preterite).
Homework: Finish your Ch. 2 flashcards for tomorrow!
1. Chant our children’s song “Los esqueletos” and view a quick video of a group of preschoolers modeling how it is performed in Latin America.
2. Listen to our song of the week. Nice job catching the next three missing words: ahora, instrumentos, museos.
3. Practice our gestures.
4. Tackle 2-7 (practice w/stem-changing reflexive verbs in the present) & 2-8 (practice w/stem-changing reflexive verbs in the preterite).
Homework: Finish your Ch. 2 flashcards for tomorrow!
martes, 26 de octubre de 2010
martes, el veintiséis de octubre del dos mil diez
Today’s Agenda:
1. Discuss how stem-changing verbs work in the preterite.
Stem-changing verbs in the present tense are also called “boot verbs.” Stem-changing verbs in the preterite work differently! They are not boot verbs!
In fact, -AR & -ER stem-changing verbs don’t have any spelling change in the preterite. They’re totally regular verbs. –IR stem-changing verbs, however, do have a spelling change.
–IR stem-changing verbs have a spelling change only in the bottom two forms, so instead of them changing inside the “boot,” they’re said to change inside the “sandal.”
One last detail about these –IR “sandal” verbs: we only change the spelling to the first letter. For example, dormir changes o-->ue in the “boot,” but it will only change o-->u in the “sandal.”
ACOSTARSE (o-->ue) (to go to bed)
me acosté………………..nos acostamos
te acostaste…………………………………….
se acostó………………….se acostaron
DORMIRSE (o-->ue) (to fall asleep)…a little different than DORMIR (to sleep)
me dormí………………….nos dormimos
te dormiste……………………………………..
se durmió………………….se durmieron
2. Listen to our song of the week: “La danza de los esqueletos.” Nice job catching the first three missing words: esta, nuestro, pelo.
3. Practice our ch. 0-2 gestures.
4. Review the homework from Friday: w/b 2-3, 2-4 (evens translated).
5. Begin to write an “A-level” story together as a class using our new writing rubric.
Homework: Finish your ch. 2 flashcards for Thursday!
1. Discuss how stem-changing verbs work in the preterite.
Stem-changing verbs in the present tense are also called “boot verbs.” Stem-changing verbs in the preterite work differently! They are not boot verbs!
In fact, -AR & -ER stem-changing verbs don’t have any spelling change in the preterite. They’re totally regular verbs. –IR stem-changing verbs, however, do have a spelling change.
–IR stem-changing verbs have a spelling change only in the bottom two forms, so instead of them changing inside the “boot,” they’re said to change inside the “sandal.”
One last detail about these –IR “sandal” verbs: we only change the spelling to the first letter. For example, dormir changes o-->ue in the “boot,” but it will only change o-->u in the “sandal.”
ACOSTARSE (o-->ue) (to go to bed)
me acosté………………..nos acostamos
te acostaste…………………………………….
se acostó………………….se acostaron
DORMIRSE (o-->ue) (to fall asleep)…a little different than DORMIR (to sleep)
me dormí………………….nos dormimos
te dormiste……………………………………..
se durmió………………….se durmieron
2. Listen to our song of the week: “La danza de los esqueletos.” Nice job catching the first three missing words: esta, nuestro, pelo.
3. Practice our ch. 0-2 gestures.
4. Review the homework from Friday: w/b 2-3, 2-4 (evens translated).
5. Begin to write an “A-level” story together as a class using our new writing rubric.
Homework: Finish your ch. 2 flashcards for Thursday!
lunes, 25 de octubre de 2010
lunes, el veinticinco de octubre del dos mil diez
Announcements: We have a scheduled vocabulary quiz for Wednesday, November 3rd and a grammar quiz for Friday, November 5th. All quizzes are cumulative, but these will largely focus on chapter 2.
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. Discuss the weekend, answering the following fundamental questions:
3. Discuss how we use our new reflexive verbs with helping verbs. There are two correct ways you can write the phrases below. The reflexive pronoun (me, te, se, nos, se) can go in front of the verb phrase or attached to the end of the verb phrase. It doesn't matter which you choose to use.
--They need to bathe themselves.
(Necesitan bañarse. / Se necesitan bañar.)
--I couldn’t manage to bathe myself.
(No pude bañarme. / No me bañarme.)
--She must bathe herself.
(Debe bañarse. / No se debe bañar.)
--I was going to bathe myself.
(Iba a bañarme. / Me iba a bañar.)
--You can’t bathe yourself.
(No puedes bañarte. / No te puedes bañar.)
4. Practice our gestures.
Homework: (For Thur.) Finish your Ch. 2 flashcards.
viernes, 22 de octubre de 2010
viernes, el veintidós de octubre del dos mil diez
Today’s Agenda:
1. Review what we discussed yesterday about reflexive verbs. Fill out a couple reflexive verbs on our blue, present tense verb packet: ponerse, caerse.
2. Review yesterday’s homework: 2-1, 2-2.
3. Listen to and sing our song of the week: “Adiós.”
4. Practice our gestures, and learn a few more Ch. 2 gestures.
5. Discuss the speaking/writing rubrics that will be used all year long.
6. Begin the homework.
Homework: 2-3, 2-4 (+ evens translated)
1. Review what we discussed yesterday about reflexive verbs. Fill out a couple reflexive verbs on our blue, present tense verb packet: ponerse, caerse.
2. Review yesterday’s homework: 2-1, 2-2.
3. Listen to and sing our song of the week: “Adiós.”
4. Practice our gestures, and learn a few more Ch. 2 gestures.
5. Discuss the speaking/writing rubrics that will be used all year long.
6. Begin the homework.
Homework: 2-3, 2-4 (+ evens translated)
jueves, el veintiuno de octubre del dos mil diez
Announcement: Sorry I forgot to post after Thursday’s staff meeting!!!
Today’s Agenda:
1. Discuss reflexive verbs. Reflexive verbs are a type of verb that we will be learning about in chapter two. They often communicate “self.” You’ve already seen at least one common reflexive verb in Spanish 1:
me llamo……………………nos llamamos
te llamas…………………………………………
se llama……………………..se llaman
When we conjugate a reflexive verb, the reflexive pronoun (me, te, se, nos, se) goes out in front.
Three important details to keep in mind about reflexive verbs:
--The infinitive of a reflexive verb will end in se, such as levantarse or bañarse.
--When a verb is reflexive, you must use the reflexive pronouns (me, te, se, nos, se).
--Reflexive verbs are not a verb tense. Reflexive verbs can be put into any tense, using the appropriate verb endings. “Me, te, se, nos, se” do not communicate when the action occurred!
2. Listen to our song of the week: “Adiós.”
3. Finish writing our pink packet definitions and establish some Ch. 2 gestures.
4. Begin the homework.
Homework: 2-1, 2-2 (evens translated)
Today’s Agenda:
1. Discuss reflexive verbs. Reflexive verbs are a type of verb that we will be learning about in chapter two. They often communicate “self.” You’ve already seen at least one common reflexive verb in Spanish 1:
me llamo……………………nos llamamos
te llamas…………………………………………
se llama……………………..se llaman
When we conjugate a reflexive verb, the reflexive pronoun (me, te, se, nos, se) goes out in front.
Three important details to keep in mind about reflexive verbs:
--The infinitive of a reflexive verb will end in se, such as levantarse or bañarse.
--When a verb is reflexive, you must use the reflexive pronouns (me, te, se, nos, se).
--Reflexive verbs are not a verb tense. Reflexive verbs can be put into any tense, using the appropriate verb endings. “Me, te, se, nos, se” do not communicate when the action occurred!
2. Listen to our song of the week: “Adiós.”
3. Finish writing our pink packet definitions and establish some Ch. 2 gestures.
4. Begin the homework.
Homework: 2-1, 2-2 (evens translated)
martes, 19 de octubre de 2010
martes, el diecinueve de octubre del dos mil diez
Today’s Agenda:
1. Receive last week’s cumulative Ch.0-1 exams.
2. Listen to our new song of the week: “Adiós.”
3. Practice coming up with quick plots for classmates’ picture sequences.
4. Define some important vocabulary at the bottom of the illustrations (the homework). These words will be crucial for telling a story in the past. When we have our first real speaking & writing assessments, you will find yourself using these words a lot!
5. Practice writing (open notes) a story in the past using a classmate’s illustrations.
Homework: None.
lunes, 18 de octubre de 2010
lunes, el dieciocho de octubre del dos mil diez
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. Write about and discuss the weekend. Student’s paragraphs included one form of each of the following: “went,” “was (emotion),” “did/made,” “managed to,” “saw,” & “was going to.”
3. Write some more in our blue, present tense verb packet. Today we filled out the forms of: dar, saber, conocer & conducir.
4. Use each others’ illustrations to practice coming up with quick story plots. Remember, for the speaking assessments, you will have one minute or so to look at your pictures and come up with a plot. The plot doesn’t need to be brilliant or funny! Your interpretation of the images can be very different from another student’s. Variety is actually nice for me.
Homework: Create a second illustration. I’m offering the same(very special) opportunity for extra credit for an extra thorough job.
1. Read, in Spanish, for ten minutes during SSR.
2. Write about and discuss the weekend. Student’s paragraphs included one form of each of the following: “went,” “was (emotion),” “did/made,” “managed to,” “saw,” & “was going to.”
3. Write some more in our blue, present tense verb packet. Today we filled out the forms of: dar, saber, conocer & conducir.
4. Use each others’ illustrations to practice coming up with quick story plots. Remember, for the speaking assessments, you will have one minute or so to look at your pictures and come up with a plot. The plot doesn’t need to be brilliant or funny! Your interpretation of the images can be very different from another student’s. Variety is actually nice for me.
Homework: Create a second illustration. I’m offering the same(very special) opportunity for extra credit for an extra thorough job.
viernes, 15 de octubre de 2010
viernes, el quince de octubre del dos mil diez
Today’s Agenda:
1. Practice pronouncing unknown words in Spanish, using our knowledge of Spanish phonetics. Quick discussion about the hard/soft G & C sounds. A “hard G” sound includes: GA, GO, GU. A “soft G” sound includes: GE, GI. A “hard C” sound includes: CA, CO, CU. A “soft C” sound includes: CE, CI.
2. Discuss upcoming weekend plans.
3. Practice retelling yesterday’s story to a new partner. Students were reminded that future speaking assessments will be in this format, where they tell me a story based upon pictures. We will practice this skill throughout the rest of the year.
4. Practice writing yesterday’s story in 100+ words. Students were reminded that their future writing assessments will be in this format, where they write me a story. We will practice this skill throughout the rest of the year.
5. (Time allowing): Begin with the homework.
Homework: Illustrate one four-frame story on the page provided. Please follow the instructions to include visual details about the weather, time, people’s emotions, different places, and conversation bubbles. Leave the conversation bubbles blank. There should be no words written. An illustration that goes above-and-beyond has the opportunity for extra credit. You don’t need to be artistic to put in lots of careful details and possibly receive extra credit.
1. Practice pronouncing unknown words in Spanish, using our knowledge of Spanish phonetics. Quick discussion about the hard/soft G & C sounds. A “hard G” sound includes: GA, GO, GU. A “soft G” sound includes: GE, GI. A “hard C” sound includes: CA, CO, CU. A “soft C” sound includes: CE, CI.
2. Discuss upcoming weekend plans.
3. Practice retelling yesterday’s story to a new partner. Students were reminded that future speaking assessments will be in this format, where they tell me a story based upon pictures. We will practice this skill throughout the rest of the year.
4. Practice writing yesterday’s story in 100+ words. Students were reminded that their future writing assessments will be in this format, where they write me a story. We will practice this skill throughout the rest of the year.
5. (Time allowing): Begin with the homework.
Homework: Illustrate one four-frame story on the page provided. Please follow the instructions to include visual details about the weather, time, people’s emotions, different places, and conversation bubbles. Leave the conversation bubbles blank. There should be no words written. An illustration that goes above-and-beyond has the opportunity for extra credit. You don’t need to be artistic to put in lots of careful details and possibly receive extra credit.
jueves, 14 de octubre de 2010
jueves, el catorce de octubre del dos mil diez
Today’s Agenda:
Announcement: You will receive Tuesday’s first cumulative test on Monday.
1. Change seats & introduce ourselves in Spanish to our new seatmates.
2. Receive our graded, Ch. 1 questions.
3. Write more in our blue, present tense packet: decir, salir, venir, hacer, poner, traer, ver.
4. Tackle two of our “Essential Spanish 2 questions”:
--¿Cómo estabas ayer?
--De pequeño/a, ¿cómo eras?
5. Review some important story vocabulary: one day, so, suddenly, for that reason, later, finally, after that, and then.
6. Discuss two of our learning targets for this year: telling a story aloud and in written form. Our future writing assessments will ask you to write a 150-200 word story. Our future speaking assessments will ask you to tell a 1-minute story to me. This is a skill we will be practicing each chapter!
6. Illustrate six scenes of a story as Profe Nick reads aloud.
7. (Time allowing): Listen as a volunteer bravely retells his/her version of the story for the class.
Homework: None, officially.
lunes, 11 de octubre de 2010
lunes, el once de octubre del dos mil diez
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. Discuss the weekend, answering three fundamental questions:
--¿A quiénes viste?
--¿Dónde los viste?
--¿Conociste a alguien nuevo?
3. Review Ch. 1 questions 21-25 and hand in the completed list of questions & answers.
4. Self-assess how well we know the map vocabulary and the ch. 0/1 vocabulary, in anticipation of tomorrow’s test.
5. Receive Friday’s Ch. 0/1 grammar quiz.
Homework: Prepare for tomorrow’s test! Remember, there are four parts (four different grades): a) vocabulary from ch. 0/1, b) map quiz, c) writing quiz using our ch. 0/1 questions, d) story to read for comprehension.
1. Read, in Spanish, for ten minutes during SSR.
2. Discuss the weekend, answering three fundamental questions:
--¿A quiénes viste?
--¿Dónde los viste?
--¿Conociste a alguien nuevo?
3. Review Ch. 1 questions 21-25 and hand in the completed list of questions & answers.
4. Self-assess how well we know the map vocabulary and the ch. 0/1 vocabulary, in anticipation of tomorrow’s test.
5. Receive Friday’s Ch. 0/1 grammar quiz.
Homework: Prepare for tomorrow’s test! Remember, there are four parts (four different grades): a) vocabulary from ch. 0/1, b) map quiz, c) writing quiz using our ch. 0/1 questions, d) story to read for comprehension.
viernes, 8 de octubre de 2010
viernes, el ocho de octubre del dos mil diez
Today’s Agenda:
1. Receive yesterday’s dictation & listening quiz. Great work!
2. Discuss next week’s upcoming cumulative exam, originally scheduled for Tuesday & Wednesday (12th & 13th).
There are important changes:
Due to next Wednesday (13th) being designated the official PSAT day, we will not be able to take a test in class that day.
Additionally, as I have been giving you extra practice with the formats of various assessments, there is no need to reassess certain skills just a couple days after the last assessment.
Lastly, as we have not yet been able to practice writing & telling stories, we will not be assessed on those skills for this first cumulative assessment.
Here’s what to expect:
.....1) vocabulary (chapters 0-1)
.....2) reading
.....3) writing (random assortment of ch. 0/1 questions)
.....4) culture (map of Spanish-speaking countries in North America & Caribbean )
3. Go over Ch. 1 questions 6-20.
4. Listen to and sing our song of the week: “Tardes negras.”
5. Practice our “irregular yo song.”
6. Tackle our Ch. 1 cumulative grammar quiz.
Homework: Ch. 1 questions 21-25. Study your map for Tuesday’s cultural knowledge assessment. Keep studying your flashcards for Tuesday’s vocabulary assessment. Consider rereading stories for Tuesday’s reading assessment.
1. Receive yesterday’s dictation & listening quiz. Great work!
2. Discuss next week’s upcoming cumulative exam, originally scheduled for Tuesday & Wednesday (12th & 13th).
There are important changes:
Due to next Wednesday (13th) being designated the official PSAT day, we will not be able to take a test in class that day.
Additionally, as I have been giving you extra practice with the formats of various assessments, there is no need to reassess certain skills just a couple days after the last assessment.
Lastly, as we have not yet been able to practice writing & telling stories, we will not be assessed on those skills for this first cumulative assessment.
Here’s what to expect:
.....1) vocabulary (chapters 0-1)
.....2) reading
.....3) writing (random assortment of ch. 0/1 questions)
.....4) culture (map of Spanish-speaking countries in North America & Caribbean )
3. Go over Ch. 1 questions 6-20.
4. Listen to and sing our song of the week: “Tardes negras.”
5. Practice our “irregular yo song.”
6. Tackle our Ch. 1 cumulative grammar quiz.
Homework: Ch. 1 questions 21-25. Study your map for Tuesday’s cultural knowledge assessment. Keep studying your flashcards for Tuesday’s vocabulary assessment. Consider rereading stories for Tuesday’s reading assessment.
jueves, 7 de octubre de 2010
jueves, el siete de octubre del dos mil diez
Today’s Agenda:
1. Take our Ch. 1 dictation.
2. Listen to our song of the week: “Tardes negras.” Nice job catching the remaining missing words: pienso, brazos, si, si.
3. Practice our Ch. 0/1 gestures.
4. Practice singing and writing our “irregular yo song,” in preparation for tomorrow’s grammar quiz.
5. Review the homework: W/B 1-7 (practice with superlatives).
6. Take our first listening assessment.
Homework: Ch. 1 questions 16-20.
1. Take our Ch. 1 dictation.
2. Listen to our song of the week: “Tardes negras.” Nice job catching the remaining missing words: pienso, brazos, si, si.
3. Practice our Ch. 0/1 gestures.
4. Practice singing and writing our “irregular yo song,” in preparation for tomorrow’s grammar quiz.
5. Review the homework: W/B 1-7 (practice with superlatives).
6. Take our first listening assessment.
Homework: Ch. 1 questions 16-20.
miércoles, 6 de octubre de 2010
miércoles, el seis de octubre del dos mil diez
Today’s Agenda:
1. Receive yesterday’s practice listening assessments. Great job!
2. Practice spelling three unknown words, in anticipation of tomorrow’s real listening assessment.
3. Review the homework: W/B 1-6 (practice with comparatives).
4. Practice writing some superlatives.
5. Listen to our song of the week: “Tardes negras.” Nice job catching the next three missing words: hay, porque, demasiado.
6. Practice our “irregular yo song” and our Ch.0/1 gestures.
Homework: W/B 1-7 (+evens translated); Ch. 1 questions 6-10.
1. Receive yesterday’s practice listening assessments. Great job!
2. Practice spelling three unknown words, in anticipation of tomorrow’s real listening assessment.
3. Review the homework: W/B 1-6 (practice with comparatives).
4. Practice writing some superlatives.
5. Listen to our song of the week: “Tardes negras.” Nice job catching the next three missing words: hay, porque, demasiado.
6. Practice our “irregular yo song” and our Ch.0/1 gestures.
Homework: W/B 1-7 (+evens translated); Ch. 1 questions 6-10.
martes, 5 de octubre de 2010
martes, el cinco de octubre del dos mil diez
Today’s Agenda:
1. Review the homework: Ch. 1 questions 1-5.
2. Brainstorm physical & personality adjectives from Spanish 1. Use these words to write some “comparative” phrases comparing seatmates with famous people.
3. Listen to the new song of the week: “Tardes negras.” Nice job catching the first three missing words: nosotros, dicen, teléfono.
4. Practice our “irregular yo song” in anticipation of Friday’s upcoming grammar quiz.
5. Tackle a practice listening assessment, in anticipation of Thursday’s real listening quiz.
Homework: Ch. 1 questions 6-10; W/B page 1-6 (+evens translated)
1. Review the homework: Ch. 1 questions 1-5.
2. Brainstorm physical & personality adjectives from Spanish 1. Use these words to write some “comparative” phrases comparing seatmates with famous people.
3. Listen to the new song of the week: “Tardes negras.” Nice job catching the first three missing words: nosotros, dicen, teléfono.
4. Practice our “irregular yo song” in anticipation of Friday’s upcoming grammar quiz.
5. Tackle a practice listening assessment, in anticipation of Thursday’s real listening quiz.
Homework: Ch. 1 questions 6-10; W/B page 1-6 (+evens translated)
lunes, 4 de octubre de 2010
Today’s Agenda:
1. Read, in Spanish, for ten minutes during SSR.
2. Discuss the weekend, answering two of our fundamental questions:
--¿Dónde estabas?
--¿Qué ibas a hacer que no pudiste hacer?
3. Practice spelling unknown words in Spanish, using our knowledge of Spanish phonetics.
4. Review the homework: W/B 1-5, 1-9.
5. Begin the homework.
Homework: Ch. 1 questions 1-5.
1. Read, in Spanish, for ten minutes during SSR.
2. Discuss the weekend, answering two of our fundamental questions:
--¿Dónde estabas?
--¿Qué ibas a hacer que no pudiste hacer?
3. Practice spelling unknown words in Spanish, using our knowledge of Spanish phonetics.
4. Review the homework: W/B 1-5, 1-9.
5. Begin the homework.
Homework: Ch. 1 questions 1-5.
viernes, 1 de octubre de 2010
viernes, el primero de octubre del dos mil diez
Today’s Agenda:
1. Practice spelling unknown words. This is a skill you will demonstrate on our listening quizzes. Next week we will have a practice listening quiz, followed later in the week by an actual listening quiz.
2. Review the homework: 1-3, 1-4
3. Receive the reading quizzes. Great job! Quick deciphering of the meanings of new words found in paragraphs 1 & 2. We will use this quiz next week in class. Don’t lose it.
4. Sing our song of the week, "No entiendo."
5. Practice our gestures and our “irregular yo song.”
6. Begin the homework
Homework: W/B: 1-5, 1-9 (evens additionally translated)
1. Practice spelling unknown words. This is a skill you will demonstrate on our listening quizzes. Next week we will have a practice listening quiz, followed later in the week by an actual listening quiz.
2. Review the homework: 1-3, 1-4
3. Receive the reading quizzes. Great job! Quick deciphering of the meanings of new words found in paragraphs 1 & 2. We will use this quiz next week in class. Don’t lose it.
4. Sing our song of the week, "No entiendo."
5. Practice our gestures and our “irregular yo song.”
6. Begin the homework
Homework: W/B: 1-5, 1-9 (evens additionally translated)
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