1 Tuesday

Spanish 1

Directions for substitute: Please follow the directions on the paper that's on the keyboard.

Spanish 2

Directions for substitute: There will be a modified schedule due to testing.

8:40 - 12:30: Another teacher, Ms. Griffin, will cover 4th block
12:30 - 1:00 or until testing finishes: You take over 4th block
1:00 - 1:55: 3rd block (unless changes are made)
2:00 - 2:55 2nd block (I would normally cover Ms. Griffin's class in 232E)
2:55 - 3:50 1st block (I would normally cover Ms. Griffin's class in 232E)

Please write the following on the board:

Bellringer: Make a word wall entry using vocabulary on page 68. Write your word on the board to avoid duplicates. Using a paper from under the TV, fold the paper hamburger-style and write the Spanish word on the outside, a picture on the bottom inside half, and the English definition on the top inside half. These are posted around the room using tape, which is either on my desk or on the front table.

Materials are in the cabinet under the TV.

Turn on the projector using the remote on my desk. Click here to review vocabulary. When it loads, click shuffle so that it's highlighted. Begin with Spanish to English and then English to Spanish, both on shuffle. Using the electronic pen on the board where the markers are, click a card to to flip it over and the arrow to go to the next card. Students write the term before the answer is given; these lists are to be turned in stapled with the Venn diagram that will be done later.

When finished, turn off the projector. Give all students a reading from the front table; it's the packet on culture in Argentina. Students read the packet individually and create a Venn diagram comparing culture in the US and Argentina. For extra credit, they can instead do a three-way Venn diagram comparing the US, Mexico, and Argentina.

On the back of the Venn diagram, students imagine that they have a friend that goes to school in Argentina and write sentences in Spanish about what he/she does using at least ten terms on page 68. The vocabulary list and Venn diagram are to be turned in together at the end of class.

Students that finish today’s assignments early can work on their letter to Ranulfo in class. Please remind them to refer to their checklists while writing.

Thank you for agreeing to cover my classes.

Mr. Best
bestr@gcsnc.com

31 Monday

Spanish 1A

I can

• Use gustar and encantar to talk about liking and loving food

We continued Friday's lesson on gustar and encantar. Students used a ball to review, completed two activities in the book, and listened to a hip-hop song in Spanish from the book's website.



Spanish 2

I can

• Talk about what I want to do
• Talk about what I'm going to do

We reviewed querer, ir, and using two verbs together, and then I introduce the use of ir to say what people are going to do. Students practiced these with speaking, writing, worksheets, possible sentences, drawing, and dump and clump.

28 Friday

Spanish 1A

I can

• Use gustar and encantar to talk about liking and loving food

We reviewed gustar, encantar, and their modifiers.



Spanish 2

I can

• Recognize vocabulary related to afterschool activities
• Recognize and conjugate ir in the present tense

We reviewed vocabulary from Spanish 1 related to places and activities that are commonly done there. I introduced ir, an irregular verb that means "to go" and is often used to say what people are going to do.

27 Thursday

Spanish 1

I can

• Conjugate IR verbs in the present tense

After reviewing the shortcut to remembering ER verb endings, I introduced IR verb endings. We practiced as a class and then individually. Students completed an activity in the book, listened to a song with conjugated verbs, practiced speaking based on pictures, and answered questions in the book.



Spanish 2

I can

• Ask and answer questions that include stem-changers, affirmatives, and negatives

We continued going over interrogatives from yesterday. Students added to their list with examples of questions and answers using each interrogative.

26 Wednesday

Spanish 1

I can

• Use this chapter's vocabulary in various activities

We continued with ER verbs and vocabulary related to food and drinks. Students drew what food and drinks they have in their kitchens.



Spanish 2

I can

• Ask and answer questions that include stem-changers, affirmatives, and negatives.

We started a two-day lesson going deeper into question words, combining them with recent vocabulary and grammar with several short individual and group activities.

25 Tuesday

Spanish 1

I can

• Conjugate ER verbs in the present tense

I introduced ER verbs, which have similar endings to AR verbs but with Es instead of As. Students wrote sentences using comer and beber, asked questions with a partner, and translated sentences to Spanish.



Spanish 2

I can

• Respond to this chapter's vocabulary and grammar

We reviewed affirmative and negative words and stem-changers with various activities.

24 Monday

Spanish 1

I can

• Say where foods and drinks are in relation to each other

Students made word wall entries for new vocabulary, then used prepositions to write where food and drinks are on the vocabulary page. I shared my Mexican friend's answers to questions students wrote on the back of their Venn diagrams, and we talked about food, drinks, and hobbies using Spanish when possible.



Spanish 2

I can

• Respond to this chapter's vocabulary and grammar

We went over the difference between tener que and hay que, which led to other irregular yo forms. Students practiced vocabulary with listening activities and worksheets.

21 Friday

Spanish 1A

I can

• Use common foods and drinks with previous grammar

We continued practicing the new vocabulary with a review of me gusta, pictures, speaking with a partner, and listening.

Homework: Finish worksheets 49-50.



Spanish 2

I can

• Write a letter in Spanish

Students did a three-part talking drawing to express their views of Mexican education before and after two presentations. Then they wrote a letter to Ranulfo following a checklist.

20 Thursday

Spanish 1A

I can

• Use common foods and drinks in Spanish with previous grammar

To kick off the new unit, I introduced vocabulary related to food and drinks. Students were given a vocabulary list, a graphic organizer, and a worksheet.



Spanish 2

I can

• Use reading strategies to navigate a difficult dialogue in Spanish

We discussed strategies for navigating difficult texts and applied those to a challenging dialogue in Spanish.

19 Wednesday

Spanish 1A

Students took the chapter 2 test.

Spanish 2

Monday's lesson was pushed back to today because of the early release.

17 Monday

Spanish 1A

I can

• Use the assessments of my understanding to see what I need help with

Since it had been a long time since students worked on the study guide and practice test, today was an extra review day before tomorrow's test. We went over the vocabulary and grammar including possession with de. After the test tomorrow, we'll begin the new unit: food and drinks.

Remember to check the Notebooks page to see what you need to have in easy-to-find places.



Spanish 2

I can

• Use stem-changers, affirmatives, and negatives with previous vocabulary and grammar

After reviewing stem-changers, I introduced affirmatives and negatives, which we didn't get to on Friday. We practiced these with speaking, listening, reading, and writing. I also went over conocer, which means to know a person, place, thing, or idea (but not a fact or how to do something).

Homework: Complete worksheets 13 and 15. Remember to check the Notebooks page to see what you need to have in easy-to-find places.

14 Friday

Spanish 1

Today's lesson including the test was postponed to Monday because of the bowling intramurals. In 7-1 we reviewed possession with de, and I answered students' questions about what will be on the test.

Spanish 2

I can

• Use affirmative and negative words with regular verbs and stem-changers

We continued where we left off yesterday. I introduced affirmatives and negatives in Spanish; unlike in English, more than one negative can be used together. The homework is to view a Prezi presentation about stem-changers; see the PowerPoint for the link.

13 Thursday

Spanish 2

I can

• Conjugate stem-changers correctly

We reviewed classroom rules and activities and stem-changers (aka boot verbs). Students practiced these with worksheets, word wall entries, activity 14, and a ticket out the door.

12 Wednesday

Spanish 2

I can

• Demonstrate my proficiency of the previous unit with my score on a unit PE test
• Distinguish between actions that are required and ones that are prohibited

After a test, we reviewed chapter 1A vocabulary from the Spanish 2 (blue) book with various activities.

11 Tuesday

Spanish 1

I can

• Assess my understanding of this unit's material with a practice test

After finishing the study guide, students were given a practice test to prepare for the test on the next day of class. Use the study guide, practice test, and Resources page to study outside of class.

Spanish 2

I can

• Assess my understanding of this unit's material with a practice test

After finishing the study guide, students were given a practice test to prepare for the test on Wednesday. We practiced ser with adjectives out loud, and then students created a Yo Soy poster. We finished with a talking drawing and descriptions of various activities. Use the study guide, practice test, and Resources page to study outside of class.

6 Thursday

Spanish 1A

I can

• Use a study guide to prepare for a test

Students were given a study guide, which can be found in the Resources page under Class Documents.

Spanish 2

I can

• Use a study guide to prepare for a test

Students were given a study guide, which can be found in the Resources page under Class Documents. Then they wrote about themselves and another person including concepts learned so far.

5 Wednesday

Spanish 1A

I can

• Use "de" for possession

We went over possession using de. I modeled steps for rewording the phrase and finding the gender of the object. Students practiced these by writing, listening, and using flashcards. I then explained how to use titles instead of names. Remember that de and el combine to form del.



Spanish 2

I can

• Use ser with interrogatives and adjectives
• Form and recognize negative statements and questions that contain ser

We reviewed ser as used in affirmative statements, negative statements, and questions. Look over the PowerPoint to review its forms and uses. I also modeled strategies for tackling difficult readings in Spanish or any language.

3 Monday

Spanish 1A

I can

• Compare and contrast the culture in the US and Mexico

Substitute directions: Please have students read the handout, list 10 facts in the Venn diagram under the US, Mexico, or both, and write 1-3 questions in English to someone living in Mexico. If there's time, students also write a brief letter in Spanish about their classes.

Spanish 2

I can

• Compare and contrast the culture in the US and Mexico

Substitute directions: Please have students read the handout, list 10 facts in the Venn diagram under the US, Mexico, or both, and write 1-3 questions in English to someone living in Mexico. Then they complete a vocabulary packet using their books to find the words and use question words and the new vocabulary to write at least five questions in Spanish that they would ask someone living in Mexico.