Spanish 1A
I can
- Respond to the most common question words in Spanish
Students that didn't take the quiz yesterday took it today. We reviewed interrogatives (question words), went over new ones on page 224, and watched a video. Students completed activity 19 on page 224.
Music Video
Interrogatives
Quizlet
Interrogatives - Intermediate
Practice - Choose Question Word
Practice - Multiple Choice
Spanish 2
I can
- Conjugate regular verbs in the preterite
I introduced the preterite, which is the simple past tense. The preterite is considered to be one of the most challenging parts of Spanish, especially when irregular verbs are thrown in; but we'll get through what is perhaps also the most useful tense. Rather than talk about what people do habitually, we can finally talk about what everyone did over the weekend or what happened one time.
I showed a music video and assigned activity 14 on page 111. We played pictionary and wrote sentences; and students were given worksheet 44. There will be a preterite quiz on Tuesday.
The Preterite
Music Video
Practice - Multiple Choice
Practice - Writing
Spanish 1A
I can
- Conjugate ir in the present tense
- Use accents to help me pronounce words
After a 4A vocab quiz, we reviewed ir and did activity 15. I then talked about accents as explained on page 223. Students chose correct spellings of words including accents.
Rules for Writing Accents
Individual Rules and Practice
Spanish 2
I can
- Discuss shopping in depth by describing the store, materials, prices, and/or clothing
I introduced the vocabulary on page 124 and assigned worksheets 40-41 for practice. We did activities 7 and 9 on pages 107-108, and students pretended to own a store and drew it with everything labeled in Spanish. We finished with a contest to review vocabulary.
Quizlet - Includes Page 98
Rags to Riches
Spanish 1A
I can
- Conjugate ir in the present tense
7-1 reviewed and 8-1 and 8-2 were introduced to ir, which means to go. We did activity 10 on page 217, the forms of ir, activity 12 on page 218, and a Venn diagram.
Ir and Dar
Ir Quiz
Spanish 2
I can
- Use reflexive verbs, ser, estar, and possessives with vocabulary on page 98
We reviewed the concepts mentioned above, and then students complimented each other using the new vocabulary. We did four corners and sentences with drawings. Students had a choice of three writing prompts to respond to. See previous posts for resources related to these concepts.
Spanish 1A
Students that came reviewed previous vocabulary and grammar.
Spanish 2
I can
- Describe what I'm going to buy.
I introduced the vocabulary on page 98. Students drew a third of the terms and wrote sentences using ir and adjectives. We played pictionary, reviewed numbers, and did math in Spanish. Students were assigned activity 2 on page 99 and worksheets 38-39.
Quizlet
Spanish 1A
Students that came reviewed ir and chapter 4A vocabulary.
Spanish 2
I can
- Write a diary entry about what I do to get ready
- Navigate a challenging reading in Spanish
Students wrote a diary entry, and as time permitted we began a challenging reading in Spanish.
Spanish 1A
I can
- Say what I do at various places
We reviewed vocabulary related to doing actions at various places. Students completed activity 5 on page 214, stations around the room in which they chose the most logical activity to do at a given place, activities 6 and 8 in the book, and a "yo voy" poster. For extra practice, see yesterday's links.
Homework: Complete the worksheet given in class.
Spanish 2
I can
- Use ser with possessives to say who something belongs to
After reviewing ser vs. estar, the chapter's vocabulary, and short possessives from Spanish 1, I introduced long possessives. Students copied down the box on page 88, answered questions, and completed activity 22 on page 88 and worksheets. We finished by choosing two flashcards in small groups and describing what was picked.
Possessive Adjectives aka Short Possessives
Long Possessives Explanation
Short and Long Possessives
Spanish 1A
I can
- Say what I do at various places
We continued with the second half of the vocabulary on page 236. There was another listening activity (activity 2) to review. I then introduced para + infinitive, which is used to give reasons for going to a place. Like in English, the verb after para isn't conjugated. After practicing this, I gave out worksheets 67-68, which are to be turned in by tomorrow.
Quia
Quizlet
Spanish 2
I can
- Use ser and estar correctly
We reviewed reflexive verbs and conjugations of ser and estar. I explained the uses of each, and students created a Venn diagram. They did activity 19 on page 86 to practice and played ser vs. estar Bingo. Students created a "yo estoy" poster with a location and an emotion, and we finished with a walk-around survey with questions using ser and estar.
Ser vs. Estar Explanation
Ser vs. Estar with Activities
Advanced Differences
Ser vs. Estar Rap
Spanish 1A
I can
- Name three places that I go to in Spanish
We began new vocabulary, the left side of page 236. Students took part in a competition to see who could say the words in English first. We did activity 1, which is a listening activity that reviews vocabulary related to hobbies and connects those terms with places. I drew a map and had a volunteer trace a path to various places, and then students drew their own maps to use with a partner.
Chapter 4A Vocabulary
Quizlet
Quia
Spanish 2
I can
- Recognize and conjugate reflexive verbs
After a review of last week's vocabulary including activity 4 in the book, I detailed the steps for conjugating reflexive verbs. Students conjugated vestirse (e to ie) on their own and then did activity 9, in which they chose in which order they do two verbs and write a sentence for each using antes de or después de. I explained that verbs can be reflexive if you do something to yourself (such as wash your hands or shave) or non-reflexive if you do something to something or someone else (such as wash the dishes or wake up a sibling). We'll practice this tomorrow.
Reflexive Verbs Explanation
Practice - Multiple Choice
Reflexive Verbs with Listening
Rags to Riches
Reflexive Verb Conjugation Examples
Practice - Word Entry
Reflexive Verbs with Meaning Changes
Reflexive Verbs and Advanced Uses
Spanish 1A
I can
- Explain why I got questions wrong on the test
Students had time to make test corrections, which won't increase test scores but was collected as a classwork grade. At the end of class we watched a video about food preferences of people from Spanish-speaking countries, which can be found here. We'll begin unit 4 after the break. ¡Hasta el lunes!
Spanish 2
I can
- Say three things that I do to get ready
After the bellringer, we reviewed clothing and began new vocabulary on pages 74-75. Students completed activity 1, worksheets 29-30, and a ticket out the door.
Further practice:
2A Vocabulary
Quizlet
Quia
Rags to Riches (advanced)
Spanish 1A
I can
- Demonstrate my proficiency with a chapter test
After the test, I reviewed vocabulary and grammar from previous chapters as time permitted. On Monday we will begin a new unit.
Spanish 2
I can
- Demonstrate my proficiency with a chapter test
After the test, we went over the vocabulary on page 70. Students completed activity 1 on the same page. I then reviewed using two verbs together and assigned worksheets 27-28, which are to be turned in by Monday.
Spanish 1A
I can
- Assess my understanding with a practice test
Students
were given a practice test to prepare for tomorrow's test. The real test will have the same format but different questions.
Spanish 2
I can
- Assess my understanding with a practice test
Students
were given a practice test to prepare for tomorrow's test. The real test will have the same format but different questions. At the end of class, I divided students into stations.
Spanish 1A
I can
- Use a study guide to prepare for a chapter test
Students were given a study guide for Friday's test, which we went over at the end of class. Please see the Resources page for the study guide if you were absent as well as to review this chapter's vocabulary and grammar. Another strategy is to use a search engine and type the word Spanish and the concept you want to review. For example, if you need more practice with ser, you can search for "Spanish ser."
Spanish 2
I can
- Use a study guide to prepare for a chapter test
Students
were given a study guide for Friday's test, which we went over at the
end of class. Please see the Resources page for the study guide if you
were absent as well as to review this chapter's vocabulary and grammar.
Another strategy is to use a search engine and type the word Spanish and
the concept you want to review. For example, if you need more practice
with irregular yo forms, you can search for "Spanish irregular yo forms."
Spanish 1A
I can
- Say what I do and prefer
- Describe how much I prefer
After reviewing deber, creer, and para la salud, I introduced the irregular yo form of hacer and the yo and tú forms of preferir (which conjugates differently than other verbs seen so far but similarly to tener).
Hacer (to do) is an ER verb and has normal ER endings except for the yo form, which is hago (I do).
Preferir (to prefer) is an IR verb, but in addition to having normal IR endings, the E changes to IE in all forms except for nosotros and vosotros. Therefore, the yo form is prefiero (I prefer), and the tú form is prefieres (you prefer).
Mucho, -a (a lot; many) and todo, -a (all; every) must agree in terms of gender and number with the word after them. See the examples below:
- todo el tiempo (all the time)
- mucho tiempo (a lot of time)
- toda la leche (all of the milk)
- mucha leche (a lot of milk)
- todos los estudiantes (all students)
- muchos estudiantes (many students)
- todas las personas (all people)
- muchas personas (many people)
As you can see, mucho can be mucho, mucha, muchos, or muchas; and todo can be todo, toda, todos, or todas.
Spanish 2
I can
- Use hacer + time expressions to say how long I've done something
We began with a bellringer and a class discussion to review. I then introduced using hacer with time expressions to say how long things have been taking place. Students practiced with an activity in the book, a worksheet, and a drawing.
Resources:
Time Expressions with Hacer
Spanish 1A
I can
- Say what I think things are
- Say what I should do and why
We continued yesterday's lesson on using the new vocabulary with creer and deber.
Spanish 2
I can
- Write a cover letter in Spanish
After finishing some activities we didn't get to yesterday, students worked on a cover letter in Spanish.
Spanish 1A
I can
- Say what I think
- Say what I should do and why
We continued with the new vocabulary including how to say what one thinks, what's good for one's health, and what one should do. Students practiced these by speaking, writing, and as time permitted, a role-play.
Spanish 2
I can
- Make comparisons
- Make superlative statements
We continued with comparisons from yesterday; I also introduced superlatives. Students practiced with an activity from the book and a worksheet and by making license plates involving a comparison or a superlative, writing a prompt, and designing a cover for a book, movie, album, or other form of media with a caption in Spanish.
Spanish 1A
I can
- Group food by its food group
After a review, students took a quiz. I introduced new vocabulary from chapter 3B, which we won't spend much time on. There's a test on chapter 3 planned for next week.
Spanish 2
I can
- Make comparisons using tan/tanto(s) como, más/menos que, mayor/menor que, and mejor/peor que
After a brief review of adjectives, I introduced comparisons using tan, tanto, más, menos, mayor, menor, mejor, and peor. Students practiced by reading, writing, speaking, listening, standing to answer, holding up a correct flashcard, and participating in four corners.
