11 Wednesday

Spanish 1A

I can

• Demonstrate my proficiency with a final exam

Assignments

• Final exam

Have a great summer!

10 Tuesday

Spanish 1A

I can

• Assess my readiness for the final exam with a practice exam

Assignments

• Go over practice exam

9 Monday

Spanish 1A

I can

• Assess my readiness for the final exam with a practice exam

Assignments

• Practice exam

5-6 Thursday - Friday

Spanish 2

I can

• Demonstrate my Spanish proficiency with a final exam
• Identify vocabulary and grammar in spoken Spanish

Assignments

• Final exam
• Movie (TBD) with listening activity

 

4 Wednesday

Spanish 2

I can

• Use the present and preterite progressive with regular and irregular verbs

Assignments

• Scavenger hunt
• Review of estar in the present
• Notes on present progressive
• Speaking practice
• Copy irregular verbs on page 171
• Rewrite sentences given using the present progressive and direct object pronouns
• Worksheet 68
• Review of estar in the preterite
• Notes on preterite progressive
• Practice using present and preterite progressive

Resources

• Present Progressive
• Music Video (no vosotros)
• Practice
• Video
• More Practice

2-3 Monday - Tuesday

Spanish 2

I can

• Use affirmative tú commands with regular and irregular verbs

Assignments

• Write directions from English between any two places with at least five steps.
• Review chapter 3B vocabulary
• Take notes on regular tú commands
• Replace the underlined words with a direct object pronoun at the end of a command:
• 1. comprar los zapatos de tenis
  2. bañarse
  3. llamar a tu amiga
  4. olvidar lo que dije
  5. despertarse (e → ie)
• Simon Says with the verbs abrir, cerrar, sentarse (e → ie), levantarse, guardar, and sacar
• Copy the box with irregular tú commands on page 168
• Worksheet 66
• Write the bellringer in Spanish
• Direction poster
• Listening and speaking practice with maps
• Activity 16
• Write directions explaining how to do an activity of your choice

Resources

• Tú Commands
• Irregular Tú Commands

30 Friday

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

29 Thursday

Spanish 1A

I can

• Use a cumulative review packet to review what I've learned this year

Assignments

• Go over the study guide

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)

28 Wednesday

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)

 

27 Tuesday

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

• Jugar Conjugations (focus on the present)

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

23 Friday

Spanish 1A

I can

• Say what I'm going to do

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

• Forms of Ir (see present tense)
• StudySpanish
• Quizlet with Previous Verbs

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

• Chapter 3B Vocabulary
• Quizlet
• Discover Spanish

22 Thursday

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

• Quizlet
• Prepositions Practice

21 Wednesday

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

 

20 Tuesday

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

19 Monday

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

16 Friday

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

15 Thursday

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.
 

14 Wednesday

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

13 Tuesday

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

12 Monday

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

9 Friday

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.

8 Thursday

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.

7 Wednesday

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

6 Tuesday

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.

5 Monday

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

2 Friday

Spanish 1A

I can

• Produce questions from memory

We continued using and responding to question words with a warm-up, activities 22 and 23 on pages 226, and speaking with a partner. See April 30's post for extra practice.

Spanish 2

I can

• Use demonstratives with previous vocabulary and grammar

After some review including a video and a song, I introduced demonstratives. Students practiced using activity 19, speaking with a partner, worksheet 45, a drawing, and a ticket out the door.

Demonstrative Adjectives
Video
Demonstrative Adjectives with Practice
Video
Demonstrative Adjectives and Pronouns
Quizlet
Interactive Practice
Practice - Multiple Choice
Practice - Writing

1 Thursday

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

30 Wednesday

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

29 Tuesday

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

28 Monday

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.

25 Friday

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

24 Thursday

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.

23 Wednesday

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

22 Tuesday

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

21 Monday

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

14 Monday

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)

11 Friday

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.

10 Thursday

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.

9 Wednesday

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."

8 Tuesday

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

7 Monday

Spanish 1A

I can

• Use definite articles, indefinite articles, and numbers with foods and drinks

We reviewed definite vs. indefinite articles and numbers and used them with foods and drinks that I brought to class. Students worked in groups to practice naming foods and using articles correctly. They learned and use "dame" to say "give me."

There will be a test on Friday.

Resources:

Chapter 3A Vocabulary
Chapter 3A Vocabulary Practice (turn on shuffle)
Chapter 3B Vocabulary
Chapter 3B Vocabulary Practice (turn on shuffle)
Definite vs. Indefinite Articles
Articles Practice

Spanish 2

I can

• Talk about what and who I know

I explained the differences between saber and conocer, which both mean to know. Students made a T-chart and responded to pictures. We previewed direct object pronouns, worked with a partner, and categorized people, places, things, and ideas.

There will be a test on Friday.

Resources:

Saber vs. Conocer
Flashcards
Listening and Activities
Video