Spanish 1
I can
- Use the plural forms of nouns and articles
We continued with definite and indefinite articles. Students corrected misused articles, did listening activities, and did activity 23 as a ticket out the door.
Spanish 2
I can
- Use stem-changers correctly with at least 90% proficiency
We reviewed classroom rules and activities with the pictures on page 22. I taught how to conjugate stem-changers, and we watched a video to recap. Students were given stem-changers to conjugate on their own and then guessed the infinitives of conjugated verbs. Lastly, students looked up the meanings of some common stem-changers, did a worksheet, and wrote sentences using verbs from each category.
Spanish 1
I can
- Use the plural forms of nouns and articles
We did four corners, which we didn't have time for yesterday. After reviewing articles, I explained that both a noun and its article have to be either singular or plural. There was a listening activity to review consonants vs. vowels in Spanish, and then students wrote three nouns, each with its four possible articles based on gender and an English translation. The four lines were as follows in English:
- The [noun]
- The [noun]s
- A [noun]
- Some [noun]s
This was to turn in; if you missed class, check the PowerPoint below and write them in Spanish and English.
Spanish 2
I can
- Talk about class rules and activities
The class began with a brief reading and questions to test student understanding of vocabulary and question words. After finishing some assignments that we didn't get to yesterday, students created class rule posters in Spanish. We finished with a role-play in groups of two or three.
Spanish 1A
I can
- Use ser and estar correctly in different situations
Students made T-charts to review the uses of ser and estar. I introduced some basic emotions, which we used with previous vocabulary in Bingo with sentences in Spanish. We finished with four corners; students walked to the corner to give their answers.
Spanish 2
I can
- Talk about class rules and activities
We went over new vocabulary related to classroom activities and rules. Students studied with a paper with three columns and used the words to write a list, share, draw, and listen. Lastly, students expressed their opinions of rules using sentences in Spanish and did a worksheet.
Spanish 1
I can
- Use ser or estar correctly in different situations
Students drew ridiculous classrooms and presented them in Spanish in small groups. After a brief review, students wrote a paragraph describing the date and weather and read others' paragraphs to determine the season in each. Then there was a scavenger hunt using flashcards with prepositions in Spanish, a vocabulary quiz, and a ticket out the door.
Spanish 2
I can
- Write and talk about my classes
We worked with a graphic organizer to review classroom vocabulary. Students talked, used flashcards, made a drawing, and listened to presentations to practice the new words.
Homework: Study for the question words quiz.
Spanish 2
I can
- Use common expressions, adjectives, the present tense, interrogatives, and infinitives together in different ways
Students presented in class for extra credit. We then discussed and practiced using different concepts together. Students had brief conversations with responses and follow-up questions and completed a packet and ticket out the door.
Spanish 1
I can
- Use ser and estar in correct situations
We reviewed the forms and uses of ser and practiced it with sentences and pictures. We then reviewed the forms and uses of estar and practiced it by saying where a pen and various countries are. See the last slide below for the ticket out the door.
Spanish 2
I can
- Create a presentation about myself and what I do
- Ask and respond to questions about the presentations
We did the question words worksheet and questions that we didn't get to yesterday. Students used laptops to create a PowerPoint or Prezi about themselves and a famous or influential person from a Spanish-speaking country, which they presented in Spanish.
Spanish 1
I can
- Use hay and estar correctly depending on the situation
- Conjugate estar in the present tense
Students read the Conexiones box on 131 and used the currencies listed to answer questions in activity 20 below. After that they did worksheets 47 and 48, which must be turned in tomorrow.
Spanish 2
I can
- Use interrogatives with conjugated verbs
- Answer questions that either have or don't have interrogatives
After the present tense quiz, students went to stations; there was one station for each question word. At a station, a group of students posted and asked questions using the question word. With each rotation, there were more questions and answers. Then students had a reading assignment while I filled out progress reports.
Spanish 1
I can
- Use hay and estar correctly depending on the situation
- Conjugate estar in the present tense
After reading the Conexiones box on top of page 131, students did activity 20 and then worksheets 44 and 48 to review hay, estar, and vocabulary from chapter 2B.
Homework: Do worksheet 47 and study for the 2B vocabulary quiz tomorrow.
Spanish 1
I can
- Use hay and estar correctly depending on the situation
- Conjugate estar in the present tense
Students answered questions about location using estar. After going over these, we did activity 13 on page 129 and, if there was time, activity 15 as well.
Spanish 2
I can
- Use interrogatives with conjugated verbs
Students made flashcards to study 17 question words. I pronounced each one and had everyone repeat after me. Each student was given a verb and had to write a question using the verb, which we answered as a class. Lastly, students began a dialogue in which each person asks and answers a question. There will be a quiz on these question words (which are called interrogatives) next week.
Spanish 1
I can...
- Use hay and estar correctly depending on the situation
- Conjugate estar in the present tense
We went over the difference between "to be located" and "there is/are." Just like in English, when you say, "there's a pencil (on the table)," the emphasis is on the pencil's existence. There is one, and adding where it is is optional. On the contrary, when you say "the pencil is on the table," the emphasis is in saying where the pencil is; it's known that there is a pencil.
We've used hay to say "there is/are" since early in the school year and have recently been using estar to say where something is. Today students officially learned the six conjugations of estar, which like ser means "to be" but is used to talk about location. Hay doesn't change regardless of how many things there are.
Students listed objects in the classroom using hay, copied down the forms of estar, practiced identifying its conjugations, and used estar in two activities in the book.
Spanish 2
I can...
- Use AR, ER, and IR verbs to talk about myself and my friends
After reviewing the first five useful expressions and going over 6-10, we examined a text about someone from Colombia. Students filled out a chart about what the boy and his friend are like and what they like to do. I explained the difference between conjugating verbs like we have been and using infinitives with me gusta and similar verbs. Students filled in information about themselves and a best friend following the model.
Homework: Finish the packet and turn it in tomorrow.
Spanish 1
I can
Students brainstormed what they know about parts of speech in English. After going over this, groups wrote Spanish words from their parts of speech on flashcards and put them in different parts of the room. Students went to stations choose a word, rotated, and repeated; these words were used to write a sentence.
Homework: Choose any previous assignments and find ten nouns, ten verbs, and five adjectives in Spanish. Turn in your list when we come back.
Spanish 2
I can
- Conjugate regular AR, ER, and IR verbs
After a bellringer and an optional review, groups of students looked up the meanings of their group's verbs. As we went over this, each student wrote a sentence for each verb using varying subjects. We didn't have time for the last assignments, which were to choose possible subjects for each verb and to conjugate verbs based on given subjects.
Spanish 1
I can
- I can follow class procedures.
- I can discuss and act out a dialogue.
After the warm-up, students were separated into groups and either practiced the dialogue from last week or reviewed procedures and expectations if needed. Students who were in the dialogue group acted it out from their seats.
Spanish 2
I can
- Use and identify useful expressions in Spanish
- Conjugate regular AR, ER, and IR verbs
Students that didn't present on Friday submitted their five questions and answers using Google Voice. We went over the first five useful expressions from the handout and spent the rest of class reviewing and practicing the present tense. There will be a quiz on this on Friday.
Spanish 1
Today's lesson was a continuation of yesterday's since the dialogue translation took longer than expected. On Monday we'll review classroom objects and prepositions, and on Friday there will be a quiz on chapter 2B vocabulary.
Spanish 2
I can
- Ask and answer 15 common questions
After the quiz, students gave an oral presentation with a partner by asking and answering 5 different questions out of 15. There was be a choice of activities for students that aren't currently presenting. We didn't get to the listening activity.
Spanish 1
I can
- Navigate a difficult dialogue in Spanish
Using the vocabulary on 144, students will work with a partner to translate a challenging dialogue and complete two related activities in the book. Then, if time permits, we will continue reviewing classroom vocabulary and prepositions, which students need more time with.
Spanish 2
I can
- Use the vocabulary and grammar covered so far together
After the bellringer, students will brainstorm vocabulary from Spanish 1, write and exchange a letter in Spanish with a partner, create a Venn diagram to organize information from the letters, and listen to a hip-hop song from the book and pick out adjectives. There will then be an open activity in which students can choose to make and review the 15 questions with flashcards if needed, create and exchange a math worksheet using numbers written out in Spanish, or review adjectives at the board using Quizlet. Lastly, students will complete a challenging worksheet that requires a deep understanding of the material taught so far.
Spanish 1
I can
- Describe where people and objects are
Students had their first notebook check during class. We reviewed vocabulary from chapter 2B with the warm-up and listening practice and then did a class activity where students described out loud where objects are. Then students drew two objects and/or people, switched drawings, and wrote where they were in relation to each other. The ticket out the door was to write how to say various sentences in Spanish.
Spanish 2
I can
- Use adjectives in the correct form and in the correct location
Yesterday we learned nationalities as part of the lesson on Spanish-speaking countries. Nationalities are adjectives, which are words that describe nouns (people, places, things, and ideas). Adjectives must agree in terms of gender (masculine vs. feminine) and number (singular vs. plural). We practiced these with pictures, flashcards, and writing.
Homework: Describe five family members like we did in class today. Describe one male, one female, two females, and either one male and one female or two males.
Spanish 1
I can
- Listen to unfamiliar Spanish and pick out familiar words
After a review including a worksheet for two classes that didn't get to it yesterday, students took the AR verbs quiz. We then listened to Spanish versions of popular songs and tried to pick out familiar words.
Homework: Write what you do in each class using AR verbs; however, don't use "me gusta."
Spanish 2
I can
- Name several Spanish-speaking countries and use nationalities for them in Spanish
- Recognize common Hispanic names
During a El Mundo Hispano presentation, students took notes on Spanish-speaking countries, capitals, and nationalities. We did activity 11 in the book to practice this vocabulary. Using lists of common Hispanic names, students in third block made name tents with chosen names and used the questions from the Actividal Oral worksheet to answer with this new information.
Homework: Choose one of the following and prepare for the first notebook check tomorrow.
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.
Spanish 1
I can
- Read, write, say, and understand spoken AR verbs
We continued the review of AR verbs. Students listened to a hip-hop song from the book's website and then did an AR verbs worksheet. Pairs worked with dice to conjugate verbs in different forms. The AR verbs quiz will be tomorrow. Remember that the first notebook check will be this Wednesday.
Spanish 2
I can
- Explain why Spanish is important (3rd block)
- Use basic phrases in Spanish (4th block)
- Name several Spanish-speaking countries and use nationalities for them in Spanish
Third block will did what we did on Friday. Fourth block did what we did last Tuesday, which is review class expectations and go over the Actividad Oral worksheet. Remember that the first notebook check will be this Wednesday.
