15 de diciembre

Thank you to Cheyne Hamm who shared this with me.

It took me a couple takes to get it myself.
You have to say it out loud before it makes sense.

Spanish 1-2

Students will be finishing their Benchmark #1 projects this coming Monday.
We have had some great projects so far.
 
Wednesday brings the examen for Unidad 2 Leccion 1 with:

Present tense AR verbs
Expressing obligations with TENER QUE...
Telling time
Describing school classes

Spanish 5-6

Students are continuing with presentations of their La Llorona books on Monday.

Wednesday we will be having an exam on the Preterite vs. the Imperfect tenses.

We will be discussing an upcoming project upon return from vacation in which students will be creating a Found Poem using text found over the break.

They should be gathering pieces of text from anywhere they see or find words in Spanish.
We will be creating in class a list of possible sources of found text.
Students should have a large envelope or folder in which they can gather their sources of text.
After winter break they will bring in a collection of ten or more different sources of found text.

7 de diciembre 2012

Spanish 1-2
Students are working next week on their benchmark #1, a skit in which two students interact with two adults and use greetings, introductions and show knowledge of the formal and informal in Spanish.
The role plays will be memorized and presented to the class on December 12.  Their peers will be evaluating the presentations using a grading rubric.

Spanish 5-6
Students have turned in a draft of their "La Llorona" stories which they will be presenting on December 12.
Their books or other presentation follow the moral and basic plot line of the traditional "La Llorona" which students have read in class and discussed with respect to versions from different countries.

29 de Noviembre 2012

 Spanish 1-2
Homework    Paginas          Actividades
                          88                     1
                          90                     4
                          92                     5
                          96                     9

Spanish 5-6 
Students should finish answering the questions at the end of La Llorona.
We begin next week to create our own versions of La Llorona.

Participation grades will be entered and the grades will be up to date on Friday.

Extra credit for any students who watch twenty minutes or more of the Tijuana vs. Toluca soccer match on Univision, Thursday at 7:00.

                     

Spanish 1-2

We have begun this week with Unidad 2 Etapa 1.
The Salgado jersey has made its' way from Miami to San Antonio and now is in Pablo's hands in Puebla Mexico.
We are studying the school schedule, classes, the verb TENER QUE in discussing things we have to do.
We also are beginning the study of present tense verbs in discussing how often we do things.
The first benchmark will be coming next week.
Students will be asked to find information about the city of Puebla this week as we learn the place it has in Mexican history and geography.

Spanish 5-6

We are reading the Mexican legend of La Llorona this week.
We are also examining the different versions of La Llorona that exist in different Latin American countries.
Students will be working in groups to create their own unique versions of the legend to share with the class.
They will have the opportunity to use visuals, multimedia or other methods of presenting their legend.

Spanish 1-2

We are finishing Unidad1 Leccion2 with a test this week.
Students are able to describe people with respect to personality and physical appearance.
They are also able to use the definite articles el, la, los and las as well as the indefinite articles un, una, unos and unas.
We will be ending this short week with a quick study of Cuba and the band Orishas.
Students will be bringing information to class about the band on Thursday 11/15.

Spanish 5-6

Students wrote an article about a man who tried to cross the border from Mexico and disappeared.
The newspaper article was based on a song by the Mexican band Mana, entitled "Pobre Juan".
We will also be studying Cuba and a number of songs by the band Orishas.
Students will be bringing information to class about the band on Thursday 11/15.

Spanish 1-2
Next week we begin the study of Unidad 1 Leccion 2 which discusses descriptions and adjectives as well different people in the neighborhood as well as the school setting.

We will also be discussing Dia de Los Muertos, creating a list of vocabulary for the celebration and watching a number of short videos. 

Students have been asked to do some research this weekend on Dia de Los Muertos and bring the information to class on Monday.

Spanish 5-6
Next week on 1 Noviembre students will begin presenting their Brown Bag projects.  They are to introduce and describe themselves, discuss extracurricular activities, childhood, a particular event in the past as well as their future plans.  Students have been given a rubric.

Students have also been given the possibility of participating in an activity having to do with DDLM.
This might be and event somewhere in the city, at a school, or in the home with cooking or other DDLM activity they find in their research.  Students will be given extra credit for doing said activity as well as a short presentation with regards to what they did and learned.

Hola todos,

As you may have heard, there was some mashing of spanish classes and Senor Johnson lost his dear period seven 1-2 class, it was great while it lasted. He gained another Spanish 1-2 period 4 as well as Spanish 5-6 period 7. 

1-2  Quiz tomorrow on the Spanish speaking country capitals.
        Senor will model the Bolsa Cafe and we continue working on it with first presenters on 18 Octubre.

5-6  We will continue working on Ser and Estar with the present progressive and imperfect tenses.
Students have been assigned the Spanish speaking countries and capitals for study.  Make flashcards!

I have received a rave review of a play currently being performed at the Mo'olelo Performing Arts Company on 10th Avenue downtown.  Kita y Fernanda is the story of two girls who grow up together in an upper-class home in Texas: one a Mexican national living legally in the U.S., and the other the undocumented daughter of the maid.  The performance uses both English and Spanish and would be a great opportunity for students to be exposed to both language and cultural differences. While I will not be able to pull together a class sponsored trip to see the play, I would love to give mountains of extra credit to any students who see the play and write a review or review the play with a presentation for the class.  The play is running this weekend and next.

For more information as well as times and dates visit http://moolelo.net/kita-y-fernanda/

Students are talking about activities they enjoy doing after school and in their free time.
We begin work this week on the Bolsa Cafe project.
Students will bring props in a bag to be used as prompts for their presentation of themselves and another person to the class.
We will begin presentations on October 18.
The rubric has been given to students and is posted here as well.

La Bolsa Café

Your task is to create and present a one to two minute presentation that introduces yourself and someone or something else to the class.  You will bring objects in a bag to class that will be used as prompts for your presentation.  You will use descriptive words and phrases and discuss likes and dislikes.  The following rubric will be used to evaluate your project.  The project:

Introduces and describes yourself and likes/dislikes                      5        10       15        20       25         30

Introduces and describes someone or something else with likes/ dislikes

                                                                                                   1    2    3     4     5    6    7    8    9    10

Is presented with fluency                                                              1    2    3     4     5    6    7    8    9    10

Is presented with linguistic accuracy                                              1    2    3     4     5    6    7    8    9    10

Uses at least five good props as prompts                                       1    2    3     4     5    6    7    8    9    10

Is entirely in Spanish                                                                      1    2    3     4     5    6    7    8    9    10

Nombre _________________________________________                                                 _____/ 80

The 2012-2013 Syllabus has been posted.

Students will be asked to read the syllabus at home and ask their sustenance provider to work with them to fill out a form they will be given on Friday.

We will continue our study of the Spanish speaking countries of Central and South America.
Students should expect a test the first week of October on the location of the countries.
The following week we will blast into the capitals in order for students to entertain friends and family with their knowledge of the Spanish speaking countries and capitals.

October 3 students will be given their next project, La Bolsa Cafe, in which students use objects they gather in a brown bag in order to talk to the class about themselves, their origin, age and their likes and dislikes.

2012-2013 Spanish 1-2 Syllabus

Welcome

!Bienvenidos a un ano nuevo en la clase del Senor Johnson!

We have been working the first two weeks on the study of the alphabet as well as common objects and places in the school and classroom. 
Students also have completed their first project, a themed alphabet book using newly discovered words as well as indefinite articles.

Students will be bringing to class blank maps of Mexico, Central America, and the Caribbean, as well as a map of South America. We will begin studying the location of the Spanish speaking countries as well as their capitals.

Maps can be found at
http://geography.about.com/library/blank/blxcamerica.htm
and
http://geography.about.com/library/blank/blxsamerica.htm

Students have been encouraged to purchase a Spanish/English dictionary if one is not already in the home. As first year students of Spanish, it will be an important tool for them now as well as in their future studies of Spanish at Point Loma.
I look forward to seeing parents and guardians at the Back to School Night on September 27th.

Hace mucho no?

Spanish 2
Unidad 3 takes place in Puerto Rico and deals with food and family.
In Leccion 1 we begin the study of food, meals and describing feelings.
We continue on with conjugating verbs in the present tense.
Quiz tomorrow on the food basics in U3L1

Spanish 6
We will be presenting our Travel Itinerary projects for the next three days.
Please take the time to review the projects to ensure that the rubric has been followed.
Review it again to check for simple spelling and grammar mistakes.

El Itinerario Del Viaje

You are to use the future tense in order to create a presentation that describes the itinerary for a trip you are selling.  Your objective is to make the trip as appealing as possible. You will use the internet to find images and specific information about the people, culture, attractions and activities in the city and area which you were assigned.  The slides in your presentation will show the numerous places your client will visit as well as the activities in which they will participate.  You should use at least ten different verbs in your minimum of ten slides.  Also be sure to use different subjects in your slides so that they are not all in the usted form.   The following rubric will be used to evaluate your presentation.

Uses ten different verbs with at least three irregular verbs                                                                                 1  2  3  4  5  6  7  8  9  10

Uses complex, creative sentences, that vary with respect to the subject of the sentence                  1  2  3  4  5  6  7  8  9  10

The text is entirely in Spanish and is grammatically correct                                                                                1  2  3  4  5  6  7  8  9  10

Shows research that was varied, complete, thoughtful and directed at a particular audience           1  2  3  4  5  6  7  8  9  10

The slides are visually appealing, well organized and easy to read                                                     1  2  3  4  5  6  7  8  9  10

Nombre   _________________________________________                                                                              ______ / 50

                _________________________________________