Español Uno (1):
Today’s Learning Objectives:
1. Do a quick “para empezar” warm-up, practicing the word “the” in Spanish. You’ll remember that there are four words for the: “el” (masculine and singular), “la” (feminine and singular), “los” (masculine and plural) and “las” (feminine and plural).
Often it is easy to discern the gender of a word just by looking at the end of the word. Match the appropriate word for “the”:
___ cuchillo
___ cucharas
___ servilletas
___ platos
___ taza
Sometimes it is unclear what gender a word is. For words that don’t end in “o” or “a,” you just have to memorize the gender. Use your pink packet to find out the gender of the following words:
___ carne
___ tazón
___ aguacates
___ leche
___ guisantes
Quick self-assessment of how well you already know the meanings of the words above. Many of you reported already knowing many. Good job—that shows me that you are being diligent with your flashcards at home to learn these new food words. If you struggled, practice, practice, practice.
2. Discuss yesterday’s reading assessment for my classroom research. WOW—you have made very significant gains.
Here’s what I saw:
--ALL students performed at “exceeds,” “meets” or “approaches” target. That is fantastic!
--Your 2nd assessments were far more complete than the 1st assessments.
--Many of you were showing me good reading strategies: marking unknown words and underlining where you found your answers.
--Despite the 2nd assessment being linguistically more difficult (in my opinion), you performed better.
Discussion of what you feel helped you work better with the text on the 2nd assessment.
Here’s what I heard from you in class:
--most of you felt more confident about the 2nd assessment than the 1st
--hearing the text read aloud by me helped significantly with your comprehension
--marking an X for unknown words helped many of you
--most of you did look at the context to help you with guessing the meaning of unknown words
--many of you used word clues to help you
--having some extra time helped many of you
--some of you would like even more time with the next assessment, so you can review your answers
3. Listen to our song of the week: “Lágrimas”. Good job catching the remaining words: creo, estás.
4. Begin a review of yesterday’s homework…will finish tomorrow.
Homework: 4-3, 4-4 in the workbook with EVERYTHING additionally translated to English.
Español Dos (2):
Today’s Learning Objectives:
1. Learn a second rule regarding accent marks in Spanish.
Yesterday we learned our first accent mark rule: All words in Spanish that end in n, s, or a vowel have a natural stress on the 2nd to last syllable. If a word follows the rule, no accent is needed. If a word doesn’t follow the rule, you write in the accent mark where you hear the stress.
Not all words in Spanish, however, end in a vowel, n or s.
First divide these words into their distinct sounds:
--platicar
--feroz
--mantel
--actividad
Where do you hear the stress as I say them aloud?
--pla-ti-CAR
--fe-ROZ
--man-TEL
--ac-ti-vi-DAD
You hear the natural stress on the last syllable of the words above.
RULE #2: All other words have a natural stress on the last syllable.
Using rules 1 & 2, decide if/where the following words need an accent:
--ri-no-ce-ron-te
--psi-có-lo-ga
--gal-pón
--re-co-ge-dor
2. Listen to our song of the week: “Te busqué”. Good job catching the next three words: encontré, llegaste, quería.
3. Review yesterday’s homework (4-1 & 4-2 in the workbook).
4. Begin today’s homework.
Homework: 4-3 & 4-4 in the workbook with EVERYTHING
