31 Friday

Spanish 1

I can

• Use AR verbs with unit 1's vocabulary and grammar

We did what we did yesterday but this time with unit 1. There was a writing activity to finish sentences and use adjectives. Students made a T-chart to review me gusta and no me gusta before we went deeper and reviewed its modifiers (mucho, nada, ni ... ni, etc.). Then students used chopsticks to pick out two adjectives, which they used in a dialogue with a partner.

Spanish 2

I can

• Follow class procedures
• Explain why Spanish is important

Students will wrote a paragraph in English to respond to one of two prompts about learning Spanish. We reviewed procedures and continued with PBIS procedures. Each student made and studied flashcards with questions from the Actividad Oral worksheet, which they should do outside of class or during class if they finish early to review difficult vocabulary (Quizlet has premade online flashcards that go with the book). We touched on parts of speech and how learning a foreign language can help one's understanding of English. Students attempted to communicate without words, and then we discussed Latin American culture. The last assignment was be to write a structured one-page paper in English about why it's important to learn a foreign language in general and/or Spanish in particular in the US.

28 Tuesday

Spanish 1
 
I can

• Use AR verb with unit 0's vocabulary and grammar

 
We reviewed unit 0 by using AR verbs with numbers, time, me duele, the alphabet, days of the week, dates, and seasons. For the warm-up, students wrote phrases related to telling the time, saying that something hurts, and talking about the weather from memory. After reviewing AR endings with examples of conjugated AR verbs, we reviewed numbers 0-100 and the structure for time; students then wrote sentences about what they do at different times. For me duele, students gave examples of how to say "My _____ hurts." After reviewing the alphabet (one student per letter in a sequence), students were given verbs and spelled conjugated verbs using letters in Spanish. We finished by reviewing the structure for dates; remember that the day is given before the month.
 
Spanish 2
 
I can

• Follow class procedures
• Use basic phrases in Spanish

 
Students put answers for 6-15 on the Actividad Oral worksheet. We reviewed class procedures and talked about what is expected in halls at DHS. We then went over the Actividad Oral worksheet as a class. Students worked with partners to ask and answer 5 questions each; on Thursday students will have a graded assignment to do this without looking. Lastly, possible answers to questions were written on the board, and students had to write the number of the question that each sentence answers.
 
Homework: Choose one of the following to turn in by Thursday.

1) Go to ifitweremyhome.com and compare the US with three Spanish-speaking countries. Write down the results of the one that surprised you the most.

2) Choose two Spanish-speaking countries to briefly research and make a Venn diagram. Compare and contrast information about them, such as main ingredients in food, type of government, etc.

27 Monday

Spanish 1

I can

• Follow class procedures

We went over the updated syllabus and CHAMPS matrix. Both of these documents can be found under Class Materials on the Resources page. In some classes we also had time to review AR verb conjugations.

Homework: Have a parent or guardian sign the syllabus and turn it in tomorrow. Be ready for the AR verbs quiz on Friday.

Spanish 2

I can

• Follow class procedures

We went over the syllabus and CHAMPS matrix. Both of these documents can be found under Class Materials on the Resources page. Students filled out the Student Information sheet, and we practiced procedures for the class. Lastly, we went over the first five questions.

Homework: Finish filling out the Student Information Sheet if you haven't already, have a parent sign the syllabus, and turn in both tomorrow. Keep in mind that there will be a quiz on Friday on the 15 questions.

21 Tuesday

Spanish 1

I can

• Say where objects are in the classroom

After a quiz on AR verbs, we translated sentences and had speaking and listening practice to review prepositions.

Today was the last day to make up tests and quizzes from this quarter.

17 Friday

Spanish 1

I can

• Say where objects are in the classroom

After reviewing the new vocabulary with electronic flashcards, there were various activities to practice reading, writing, speaking, and listening to these words.

16 Thursday

Spanish 1

I can

•  Talk about objects in the classroom

Students did the first side of a worksheet when they came in. After that, we finished vocabulary that we didn't get to yesterday — prepositions to tell where something is — and then practiced those words. Students then had some time to finish the second side of the worksheet but will need to finish it for homework.

15 Wednesday

Spanish 1

I can

• Talk about objects in the classroom

After a quiz, we began new vocabulary related to classroom objects. For further study, search Quia or Quizlet for "realidades 2b" and click on entries that mention Realidades 1 (as opposed to Realidades 2 or 3) and/or contain familiar vocabulary, such as la bandera and el cartel.

14 Tuesday

Spanish 1

I can

• Use AR verbs to perform higher-level tasks

We reviewed subject pronouns and AR verbs. Some students began making a chart about their classes. There will be a quiz on the subject pronouns chart (the one that begins with yo = I) tomorrow and another quiz on AR verbs in the near future.



Spanish 2

I can

• Use three study guides to prepare for the final exam

We used our last day of class to finish reviewing for the final. Students were given a practice test for test 3, and I reviewed topics that students requested. Tutoring will continue to be available, but if no students arrive by 10 minutes after exams finish this week, I'll assume that no one is coming for the day.

13 Monday

Spanish 1

I can

• Conjugate AR verbs in the present tense

Students used their understanding of AR conjugations to make papers to be added to the word wall. Next there was a listening assignment to practice recognizing which forms conjugated verb are in. Students then wrote what various characters do based on their personalities and then worked in groups to fill in a Venn diagram.



Spanish 2

I can

• Use three study guides to prepare for the final exam

Today will be the second of three days of review using previous study guides and tests. Tutoring will be available to a much greater extent this week than it usually is because of the modified schedule.

10 Friday

Spanish 1

I can

• Conjugate AR verbs in the present tense

Because of me being out and the two-hour delays, we're a little behind (especially in 7-1), but we'll get caught up soon. We reviewed the subject pronoun chart from before the break and continued with conjugating AR verbs in the present tense.



Spanish 2

I can

• Use three study guides to study for a final exam

We started a three-day review using the study guides for tests 1-3 and the tests themselves. Use the Resources page to study outside of class. Remember that Tuesday is the last day to turn in missing work and to retake tests and quizzes.

Skit/Dialogue and Role-Play

Spanish 2

Here are the directions for the skit/dialogue that we did on December 5:

Write a skit, dialogue, short story, or essay. Go to the Resources page, click on Class Materials under Spanish 2, find the Topics Covered So Far file (also given in class), and include most concepts on this page up until community vocabulary (152). You may use vocabulary and grammar learned since the assignment was given if you wish.

Here are the directions for the role-play that we did on December 17:

Using vocabulary from the chapter, act out one of the following scenarios using the four tenses (present = yo como, preterite = yo comí, present progressive = yo estoy comiendo, and preterite progressive = yo estuve comiendo) when possible, prepositions, and commands when applicable:

• A person is in a city asking for directions. To help point out where places are, use the progressive and people as reference points (for example, “next to the person that’s walking”).
• One person is chasing another person or a lost pet and asks random people if they saw him, who reply with actions in the preterite or preterite progressive and finally the present or present progressive when he’s found
• The zombie apocalypse is upon us. A small group of survivors points out where zombies are, what they’re doing, or where they went. 

Tuesday, January 14 is the last day I will accept work, so make sure everything is in by then.

9 Thursday

Spanish 1

For substitutes:

If you are unable to play the movie, please follow the directions for Monday the 6th.

Spanish 2

For substitutes:

Students have two main assignments for today; each should take about 45 minutes. Everyone must work individually. Please say and/or write the first assignment and then the second one after time for the first one is up.

1. Create a timeline of a typical day; it doesn’t have to be a set a routine. Include at least ten instances of time (such as “at 10:00” or “after I get out of school”). Talk about clothing and say what you want/plan/need/etc. to do. Use reflexive verbs when applicable, ser and estar to talk about location and characteristics, possessives when applicable, and other concepts you’ve learned. If you finish before the 45 minutes are up, make a drawing to accompany each instance of time and create dialogues with other students who are finished. Dialogues must include the preterite and adjectives as nouns to talk about previous shopping experiences.
2. Create a tour of a place of your choice — real or imaginary — using prepositions to explain where objects are in relation to each other. A prop must be included. Think about what you want to give a tour of; it can be an art gallery, a city, a space flight, a trip with a time machine, etc. Think of what objects or places will be highlighted and what interesting facts will go with each one and then begin writing. The preterite can be used to talk about what happened in the past. As a prop, you can design a brochure, a visual representation of what will be looked at, or something else that represents the tour.

Both assignments must be turned in at the end of class.

8 Wednesday

Spanish 1

We continued the movie La Misma Luna.

Spanish 2

Students finished the letter from yesterday, and we reviewed concepts from chapter 1 such as subject pronouns and regular verbs and ser in the present tense.

7 Tuesday

Spanish 1

I can

• Use critical thinking to have meaningful discussions about culture as depicted in a movie.

We continued watching Under the Same Moon (La Misma Luna). Students are expected to keep their handouts and complete them during the movie.

Spanish 2

I can

• Combine what I've learned to write a lengthy letter about school at DHS.

We finished the movie and went over the test as needed. Students were given the assignment posted yesterday since the substitute didn't use it.

6 Monday

Spanish 1

For substitutes:

Bellringer: Quiz each other with vocabulary on page 114. One person says a term in English or Spanish, and another person says it in the other language.

Turn the projector on by pressing the power button on top.

Click here to review vocabulary with online flashcards. Click shuffle before you begin. After students guess the meaning of each word, click on the card to flip it over so that they can see the answer, then click the right arrow below the card to move onto the next one. When finished, click "English" under "Start with" on the right and repeat.

As time permits, have students describe their classes in Spanish on paper using the model below. Vocabulary can be found in the book on page 114; additional vocabulary is on pages 22, 52, and 82. If students have at least five minutes to work on this, collect their papers as they leave and place them on my desk. You might need to zoom in if students can't see; ask them to help with this if you don't know how.

La clase de español es difícil.
Spanish class is difficult.

En mi clase de matemáticas, hay veinte personas.
In my math class, there are 20 people.

Me gusta mucho la clase de arte.
I like art class a lot.

Necesito estudiar mucho para la clase de historia.
I need to study a lot for history class.

Spanish 2

For substitutes:

Bellringer: If someone were to come to DHS for the first time, what advice would you give? What must students do in order to be successful?

Turn the projector on by pressing the red power button on the remote, which should be in the top drawer of the metal cabinet in the back corner of the room behind the teacher's desk. Have students read and respond to the following letter. As before, you might need to zoom in.

¡Hola!

Me llamo Ranulfo. Yo nunca fui a la escuela. ¿Cómo es? Voy a asistir (attend) a DHS. Por favor, dime lo que necesito saber para tener éxito (be successful). ¡Gracias!

Ranulfo

Your response must include:

• Adjectives to describe DHS and its teachers and students
• The verb ser (to be = is/am/are) used in the present tense in at least three different forms
• AR, ER, and IR verbs of your choice
• At least four question words
• Classroom vocabulary from page 14 to describe what classrooms look like
• At least one of the irregular yo forms on page 15
• At least three actions on page 40 that students and/or teachers do in class
• Hay que and se prohíbe to talk about class rules
• One of each kind of stem changer (e to ie, o to ue, and e to i)
• At least one affirmative word and one negative word (such as “nobody does X” or “we don’t have any Y”)

Turn in your letter at the end of class. If you finish early, keep working to improve it and add details and suggestions.

As time permits, students present their letter to the class. Please place the letters on my desk.