Spanish 1A
I can
- Talk about traditional Mexican food, or
- I can use what I've learned to create and act out a dialogue
Assignments (7-1 and 8-2)
- Make a menu in Spanish showing what each dish has
- Review vocabulary from 3A and 3B
- Talk about the food and how much everyone likes it
- Class conversation in Spanish
Assignments (8-1)
- Class conversation in Spanish
- Guided dialogues
- Create and act out a group dialogue
Spanish 2
I can
- Assess my readiness for the final exam with a practice exam
Assignments
- Finish going over the study guide
- Practice exam
- Blog entry in Spanish using each concept at least once
Spanish 1A
I can
- Use a cumulative review packet to review what I've learned this year
Assignments
Spanish 2
I can
- Use a cumulative review packet to review what I've learned this year
- Present a topic that I'm struggling with
Assignments
- Using your cumulative study guide, answer the following questions.
1. Ser and estar both mean “to be.” When is each used?
2. In which form(s) do stem-changers not change?
3. Saber and conocer both mean “to know.” When is each used?
4. Reflexive verbs are verbs that end in “se.” What do you do with the se? When can reflexive verbs be used non-reflexively?
5. What are the three spelling changes in the preterite? In which form(s) do these changes take place?
- Go over the study guide
- Student-led stations (as time permits)
Spanish 1A
I can
- Use a cumulative review packet to review what I've learned this year
Assignments
- Cumulative study guide (see Class Materials on the Resources page)
Spanish 2
I can
- Use a cumulative review packet to review what I've learned this year
Assignments
- Cumulative study guide (see Class Materials on the Resources page)
Spanish 1A
I can
- Conjugate jugar in the present tense
Assignments
- Warm-up: Write what the following mean in English; remember that ir = to go
1. Voy a comer muchas galletas.
2. Vamos al parque a las cinco.
3. ¿Vas a jugar al fútbol americano?
4. Ella no va a bailar con él.
5. ¿Qué vas a beber en el almuerzo?
- Copy the forms of jugar
- Tell me who plays which sport based on what I write or say
- Open activity: choose one of the following
- Make flashcards of the six forms of jugar with their English translations on the back and study individually
- Write individually or say with a partner who is playing the sports in the pictures on page 256
- Worksheets 22/24
Resources
Spanish 2
I can
- Use a cumulative review packet to prepare for the final exam
Assignments
- Cumulative study guide
- Study for irregular preterite quiz on Thursday
Spanish 1A
I can
Assignments
- Arrange the six forms of ir into their groups and write what each means in English
- Copy the examples of ir being used with verbs on page 252
- Say what I'm going to do based on what I say in Spanish
- Say what you're going to do in Spanish like I did
- Activity 18 on page 253
- Activity 19 on page 253
- "Ir a" poster with a form other than voy and with an action instead of a place
Resources
Spanish 2
I can
- Give directions using vehicles and objects as points of reference
Assignments
- Copy the words under "to talk about driving" on page 180
- Make a hint chart or flashcards for the terms
- Tell me where objects on pages 158-159 are using prepositions
- Draw an imaginary city using today's new vocabulary and label the terms in Spanish
- Copy the words under "to ask for and give directions" on page 180
- Make a hint chart or flashcards for the terms
- Name the vehicles that are drawn as quickly as possible
- Listen as I give examples of giving directions
- Copy my drawing and trace a path as I give directions
- Follow directions as they're given in Spanish
- Write directions to and from any places of your choice using at least five steps
- Worksheets 62-63
Resources
Spanish 1A
I can
- Make invitations that include time, days, and dates
Assignments
- Read Explocación del lenguaje on page 249
- Copy the paragraph and underline words that are borrowed from English
- Activity 13 on page 250
- Write an invitation time and either a day or a date
- Activity 15 on page 251
Spanish 2
I can
- Describe where things are
- Say which method of transportation I use to get there
Assignments
- Write the correct form of ser or estar in the preterite in the sentences given
- Copy the terms on page 154
- Put a pen or pencil in various places based on the prepositions given
- Tell me where the marker is in relation to other objects
- Write a sentence for each vehicle based on the picture on page 154
- Go to the corner to express how often you go to the method of transportation given
- If you were absent, write nunca (never), a veces (sometimes), mucho (a lot), or siempre (always) next to each one
- Draw objects on page 152 in relation to each other and describe where they are in Spanish
- Write down the irregular yo forms of salir, decir, and venir
- Say the form of the verb that I say in English
- Activity 3 on page 154
- Worksheets 60-61
Resources
Spanish 1A
I can
- Present a dialogue from memory
Assignments
- Present the 4B dialogue with a partner or alone for extra credit
- Listen to ¿Qué vas a hacer? and write down as many words as you can identify
Spanish 2
I can
- Navigate a challenging dialogue in Spanish
Assignments
- Irregular preterite worksheet
- Read the dialogue on pages 132-33
- Take notes about plot, setting, characters, and unknown words
- Answer the questions at the end
- Worksheet 53
- Fourth block: read the handout on Colombia and write a short story in English that takes place in a Colombian city
Spanish 1A
I can
- Say at what time I do various things
After a review of telling time with es la and son las, I introduced the use of a la and a las to say at what time something happens. Students did activity 12 on page 249. We practiced with speaking and writing and finished with worksheet 79.
Step by Step
StudySpanish
Dialogues with Explanations
Time Game
Spanish 2
I can
- Conjugate hacer, tener, estar, and poder in the preterite
After a warm-up involving writing about a past event in Spanish, I assessed students' ability to conjugate regular verbs, ser, and ir in the preterite. Students were given different assignments based on the data from this assessment. I then introduced the four new verbs for today in the preterite. Students practiced with activities 19 and 20 and worksheet 57.
Practice - Choose Verbs
Advanced
Spanish 1A
I can
- Memorize a dialogue using the new vocabulary
Students were given worksheet 78 and more class time to practice the dialogue. We finished with activity 9 on page 248.
Spanish 2
I can
- Conjugate ir and ser in the preterite
Students rewrote sentences using direct object pronouns to review. I handed back tests, which students must use make corrections for a classwork grade. I reviewed regular verbs in the preterite and introduced ser and ir, which share the same forms. Students practiced with flashcards, a poem by Pablo Neruda, a three-step interview, trivia, activity 18 in the book and worksheet 56.
StudySpanish
Practice
Spanish 1A
I can
- Memorize a dialogue using the new vocabulary
Students worked on activity 6 on page 246 and were then given a dialogue to memorize and practice with a partner. These will be presented for a grade next week. We finished with activity 10.
Spanish 2
I can
- Recognize and use direct object pronouns
After reviewing reflexive pronouns, I introduced direct object pronouns by explaining them in English, giving examples, and having students copy them in Spanish. Students were shown sentences with reflexive pronouns or DOPs and tried to guess which one was shown. They practiced with activity 13, worksheet 55, speaking, and writing.
StudySpanish
Spanish 1A
I can
- Use the vocabulary from chapter 4B
Students began worksheets 76-77 as a warm-up to be turned in. We went over the paragraphs on pages 240-241 and did activity 5.
Spanish 2
I can
- Produce the new vocabulary via writing and speaking
Students copied and translated two paragraphs that heavily use the chapter's vocabulary and then worked on activities 1 and 6 on pages 134-135.
Spanish 1A
I can
- Recognize the second half of the vocabulary in chapter 4B
After the warm-up, we played charades and reviewed emotions by tossing a ball. I introduced the second half of the vocabulary on page 266.
Quizlet
Spanish 2
I can
- Talk about errands and use related expressions
After the bellringer, I introduced the second half of the vocabulary on page 152. Students practiced by playing Simon Says in Spanish, drawings with expressions as captions, and worksheets 51-52.
Quizlet
Spanish 1A
I can
- Recognize the new verbs and emotions in chapter 4B
After introducing or reviewing the vocabulary on the left side of page 266, students made word wall entries and participated in a competition to see who could be the first to say the words.
See Friday's post to review the vocabulary.
Spanish 2
I can
- Talk about what I bought and where
We reviewed yesterday's vocabulary with a competition like the one mentioned above. I introduced the vocabulary on page 152 and reviewed present and preterite affirmative, negative, and interrogative sentences. Students practiced with speaking and a chart with categories Tengo, Quiero, and No tengo ni quiero.
Quizlet
Quia
Spanish 1A
I can
- Use context clues to choose appropriate vocabulary
Students completed worksheet 74 with their assigned teachers. This is to be turned in.
Spanish 2
I can
- Talk about chores and when I do them
Students made a hint chart, flashcards, or word wall entries to familiarized themselves with vocabulary on page 126. They completed activity 1 on page 126 and made a poster with "Hay que" and "Tengo que" to express what has to be done at home and what they specifically have to do, respectively. They read about time on page 127 and took turns drawing clocks and telling the time. They finished with activity 3 and a timeline with what they did today (using the preterite) and what they're going to do (using ir a + infinitive).
Quizlet
Spanish 1A
I can
- Recognize the new verbs in chapter 4B
Students learned and practiced new vocabulary with a hint chart, word wall entries, and a competition.
Quizlet
Quia
Spanish 2
I can
- Demonstrate my proficiency with a unit test
- Use this unit's vocabulary and grammar in a project of my choice
After the chapter 3 test, students worked on a project that will be due on Monday. The options are below:
- Create a PowerPoint or Prezi about your daily routine. Use the preterite to talk about what you’ve done so far today and ir a + infinitive to talk about what you’re going to do.
- Pretend that you’re in a fashion show. Prepare a self-introduction in Spanish including your clothing and adjectives to describe it. Present in front of the class.
- Write a page in Spanish about a past shopping experience. Use details such as what you looked at, whether they were on sale, how the prices were, etc.
- Create a dialogue between a customer and a clerk using comic strips or animation software if you’d like. Include at least ten terms from page 124 plus adjectives used as nouns.
- Write lyrics for a song in Spanish like the videos we watched in class. It can review vocabulary or grammar. It can be based off of a real song or original.
- Write a blog in Spanish about a topic of your choice using at least four of these: reflexive verbs, ser vs. estar, possessives, the preterite, demonstratives, and adjectives as nouns.
Spanish 1A
I can
- Navigate a challenging dialogue in Spanish
We finished the dialogue and worked on activity 5 in the book. Students had a choice of activities as time permitted.
Spanish 2
I can
- Assess my understanding with a practice test
We finished going over the study guide. Students took a practice test, and I explained each section. The projects will be tomorrow instead of today because of mobile lab availability; however, the test is still tomorrow.
Spanish 1A
I can
- Navigate a challenging dialogue in Spanish
We discussed strategies for reading challenging texts in any language. Students did a probable passage activity. After I modeled the first two scenes, students continued reading using the strategies we discussed.
Spanish 2
I can
- Use a study guide to prepare for a test
Students worked on a study guide, which we went over at the end of class.
Study Guide
Practice Activities
Spanish 1A
I can
- Use and respond to question words in Spanish
We reviewed question words with a warm-up, carousel questions, and matching with cards. Students then work on a flyer that was originally planned for an earlier lesson. See April 30's post for extra practice.
Spanish 2
I can
- Navigate a challenging dialogue in Spanish
We spent the day on the dialogue on pages 104-105. I modeled pre-reading and during reading strategies, and then students continued on their own. After going over the questions and discussing the dialogue, students completed worksheet 42 and acted out the dialogue in small groups.
Spanish 1A
I can
- Explain the significance of Cinco de Mayo
Students made a KWL chart for Cinco de Mayo. They watched videos, updated their KWL charts, and talked with other students about the meaning of the holiday.
Cinco de Mayo: History and Music
5 Fun Cinco de Mayo Facts
Learn About Cinco de Mayo
Spanish 2
I can
- Use adjectives as nouns
- Use expressions in coversations
I reviewed adjectives and then introduced how to use them as nouns to say "the/a/some [adjective] one(s)." After some practice, students made drawings on the board for others to compare using el/la [adjective]. Students made license plates that they would use to describe themselves or a vehicle in Spanish, then they asked each other questions to compare things. I assigned worksheet 46. After reviewing expressions, students finished with a "me importa" poster.
Explanation and Practice
Advanced Uses
Spanish 1A
I can
- Use the most common question words in Spanish
We reviewed question words, and students used flashcards to practice. They then completed activity 20 on page 225 and made a flyer for something they're interested in using question words and responses. See yesterday's post for resources to practice outside of class.
Spanish 2
I can
- Conjugate regular verbs in the preterite
We reviewed the preterite at the board and with a music video. Students completed activity 15 in the book and then asked questions with a partner. They wrote a blog/diary entry that someone they know might write, and as they worked I gave them verbs to conjugate individually. See yesterday's post for resources to practice outside of class.
Music Video
