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.
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.
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.
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.
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.
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.
Spanish 1A
I can
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.
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.
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.
