12 December 2013
As we head into the winter break I will say that our Spanish classes have shown incredible growth over the last two months. We spent a week recently studying and learning about the history of El Salvador and the civil war that was fought through the 1980's We also watch an incredible movie, Voces Inocentes based on the events of the Masacre de El Mozote. The students admired the eleven year old Chava and his friends who had to hide from government soldiers in order to not be "recruited" to fight against the FLMN guerrillas.
This coming week we will be watching a video about La Navidad learning
new vocabulary about the winter and celebrations in Mexico and Latin
America.
Spanish 3-4
Students are diving in to the use of the preterite tense to talk about events that occurred recently in the past. They are also learning to distinguish between using the imperfect and the preterite when discussing past events.
Our first Benchmark will be pushed into 2014 when we return from break. This benchmark entails using verbs in the preterite tense while talking with a partner about a trip they took. Students will be asked to create and present a slide show of a trip and their partner will ask questions and comment on the visuals. Students will able to use photos from a trip that hopefully was taken recently so that they are able to easily recount details. If students head away to la casa de abuelita for the break, que tomen muchas fotos!
Students will also be asked when they return to create a found poem in which they use real text in Spanish that they have encountered in their everyday experience. This is a great time to gather such text due to the amount of text they encounter through giving and receiving gifts. Any text they encounter, instructions, packaging, tags, clothing, shopping centers, stores or anywhere else, should be gathered and stuffed into a bag or photographed in order to be used for this project. Students will be given a grade for the amount of text they bring to class to use for their found poem.
Spanish 1-2
Students in the first year class will be finishing their Benchmark #2, which involves describing another person and discussing their likes and dislikes with the class. Upon returning they will be praciticing and will begin presentations on January 10, 2014.
Students should be using Quia in order to practice conjugating and using verbs in the present tense. Our seventh period class discovered how effective the use of the Quia website can be. It is imperative that students get logged into their class and begin practicing with games and other activities on the site.
Spanish 1-2 students will also be asked to gather text for their own Found Poem project. See above in the Spanish 3-4 portion for details about the text to be found and used for the project.
Saturday, December 14, 2013
Wednesday, November 20, 2013
20 de noviembre 2013
Spanish 3-4
Students will be taking the exam tomorrow covering reflexive verbs and the present progressive.
Upon returning from break we get into the preterite tense verbs in order to prepare for the Benchmark # 1 in which students perform a dialogue in which they discuss a vacation they took, where they went and what they did. The focus is on using the preterite tense in order to discuss distinct and complete events that happened in the past.
The Benchmark # 1 will be presented before winter break.
Spanish 1-2
Students will be taking the Unidad 1 Leccion 1 exam tomorrow. The exam shows their ability to use the verb SER in order to tell where people are from, what they are like and what they do. They are also showing the ability to talk about likes and dislikes using the verb GUSTAR.
We are also completing the Benchmark # 1 which shows their ability to do verbally do the same things.
Upon returning from the break we will be working on Benchmark # 2 which shows a student's ability to describe another person using dates, age, description, likes and dislikes.
Benchmark # 2 will be presented before winter break.
Spanish 3-4
Students will be taking the exam tomorrow covering reflexive verbs and the present progressive.
Upon returning from break we get into the preterite tense verbs in order to prepare for the Benchmark # 1 in which students perform a dialogue in which they discuss a vacation they took, where they went and what they did. The focus is on using the preterite tense in order to discuss distinct and complete events that happened in the past.
The Benchmark # 1 will be presented before winter break.
Spanish 1-2
Students will be taking the Unidad 1 Leccion 1 exam tomorrow. The exam shows their ability to use the verb SER in order to tell where people are from, what they are like and what they do. They are also showing the ability to talk about likes and dislikes using the verb GUSTAR.
We are also completing the Benchmark # 1 which shows their ability to do verbally do the same things.
Upon returning from the break we will be working on Benchmark # 2 which shows a student's ability to describe another person using dates, age, description, likes and dislikes.
Benchmark # 2 will be presented before winter break.
Sunday, November 10, 2013
10 de noviembre 2013
Spanish 1-2
We are working in class this week on Benchmark #1. Students will be showing their ability to introduce themselves and ask others about their names and where they are from.
Students will also be tested on their ability to use the verb SER in order to describe others and talk about origins and professions.
Students should be using Quia on a regular basis in order to practice using the verbs SER and ESTAR. Students will be given a score this grading period that rewards them for putting time in on Quia for practice and review. We expect students to be spending 10 minutes per day using Quia.
Spanish 3-4
Students are practicing their ability to use reflexive verbs and the new vocabulary in order to talk about daily routines. They are also using the present progressive Estar + verb with iendo and ando endings.
There will be a quiz early this week on the reflexive verbs and the present progressive.
Students should be using Quia in order to practice using this grammar and vocabulary. They will be given a score this grading period that corresponds to the time they have spent using Quia for practice and review. We expect students to spend ten minutes per day using Quia.
Spanish 1-2
We are working in class this week on Benchmark #1. Students will be showing their ability to introduce themselves and ask others about their names and where they are from.
Students will also be tested on their ability to use the verb SER in order to describe others and talk about origins and professions.
Students should be using Quia on a regular basis in order to practice using the verbs SER and ESTAR. Students will be given a score this grading period that rewards them for putting time in on Quia for practice and review. We expect students to be spending 10 minutes per day using Quia.
Spanish 3-4
Students are practicing their ability to use reflexive verbs and the new vocabulary in order to talk about daily routines. They are also using the present progressive Estar + verb with iendo and ando endings.
There will be a quiz early this week on the reflexive verbs and the present progressive.
Students should be using Quia in order to practice using this grammar and vocabulary. They will be given a score this grading period that corresponds to the time they have spent using Quia for practice and review. We expect students to spend ten minutes per day using Quia.
Friday, November 1, 2013
Primero de Noviembre 2013
Feliz Dia de los Muertos
People across the Latin American world are busy in the cemeteries, cleaning and decorating the graves of their deceased family and friends. Tonight is spent in the cemetery, spending time, telling stories listening to the music of the mariachis and connecting with the angelitos or children who have died. Tomorrow is spent remembering the adults who have passed.
There are a number of activities going on around the city today and tomorrow. Students would benefit from being exposed to real Dia de los Muertos celebrations.
http://www.utsandiego.com/news/2013/oct/30/day-ofthe-dead-sandiego/
Spanish 3-4
Students will be turning in their 20 point ofrenda projects on monday.
The project consists of three parts, one visual and two written.
Students are to assume the identity of a deceased family member or popular icon and create their own mini ofrenda or offering that shows the person's personality, favorite foods, drinks and activities. 1. The ofrenda is a calaca or catrina students have decorated with colors and images of the Dia de los Muertos.
2. The second part, word processed on a separate piece of paper is a first person description of the difunto they have chosen to portray. The writing should use the imperfect tense to talk about what they were like and what they used to do.
3. The third part is a description of what people typically do when celebrating El Dia de los Muertos. This should be written in the present tense, because people still do it always, and should include the DDLM vocab and verbos.
Spanish1-2
Students will be turning in their 20 point ofrenda projects on monday.
The project consists of three parts, one visual and two written.
Students are to assume the identity of a deceased family member or popular icon and create their own mini ofrenda or offering that shows the person's personality, favorite foods, drinks and activities. 1. The ofrenda is a calaca or catrina students have decorated with colors and images of the Dia de los Muertos.
2. The second part, word processed on a separate piece of paper is a first person description of the difunto they have chosen to portray. The writing should use the present tense to talk about what they are like and what the like to do.
3. The third part is a description of what people typically do when celebrating El Dia de los Muertos. This should be written in the present tense, because people still do it always, and should include the DDLM vocab and verbos.
We have seen a number of presentations, with images of el Dia de los Muertos, and students are encouraged to do their own research in order to find ideas and images they can use for their project.
Feliz Dia de los Muertos
People across the Latin American world are busy in the cemeteries, cleaning and decorating the graves of their deceased family and friends. Tonight is spent in the cemetery, spending time, telling stories listening to the music of the mariachis and connecting with the angelitos or children who have died. Tomorrow is spent remembering the adults who have passed.
There are a number of activities going on around the city today and tomorrow. Students would benefit from being exposed to real Dia de los Muertos celebrations.
http://www.utsandiego.com/news/2013/oct/30/day-ofthe-dead-sandiego/
Spanish 3-4
Students will be turning in their 20 point ofrenda projects on monday.
The project consists of three parts, one visual and two written.
Students are to assume the identity of a deceased family member or popular icon and create their own mini ofrenda or offering that shows the person's personality, favorite foods, drinks and activities. 1. The ofrenda is a calaca or catrina students have decorated with colors and images of the Dia de los Muertos.
2. The second part, word processed on a separate piece of paper is a first person description of the difunto they have chosen to portray. The writing should use the imperfect tense to talk about what they were like and what they used to do.
3. The third part is a description of what people typically do when celebrating El Dia de los Muertos. This should be written in the present tense, because people still do it always, and should include the DDLM vocab and verbos.
Spanish1-2
Students will be turning in their 20 point ofrenda projects on monday.
The project consists of three parts, one visual and two written.
Students are to assume the identity of a deceased family member or popular icon and create their own mini ofrenda or offering that shows the person's personality, favorite foods, drinks and activities. 1. The ofrenda is a calaca or catrina students have decorated with colors and images of the Dia de los Muertos.
2. The second part, word processed on a separate piece of paper is a first person description of the difunto they have chosen to portray. The writing should use the present tense to talk about what they are like and what the like to do.
3. The third part is a description of what people typically do when celebrating El Dia de los Muertos. This should be written in the present tense, because people still do it always, and should include the DDLM vocab and verbos.
We have seen a number of presentations, with images of el Dia de los Muertos, and students are encouraged to do their own research in order to find ideas and images they can use for their project.
Thursday, October 24, 2013
24 October 2013
Spanish 1-2
Spanish 3-4
Student are required to use the following instructions and class codes in order to create their own accounts on the Quia website. This website will be used by students on a regular basis in order to practice vocabulary and grammar. The time students spend on the site will be part of their homework grade. Students should create their account and print or photograph the page for homework credit this coming monday october 28
Period 1 Spanish 3-4 BCC387
Period 2 Spanish 3-4 TGBKXD379
Period 3 Spanish 1-2 BRFFA947
Period 4 Spanish 3-4 BEJCXX894
Period 7 Spanish 1-2 CTJMB376
Step 1. Go to the Quia website at http://www.quia.com/web.
Step 2. Now, click the area labeled Students. When the next page appears, enter your username and password if you already have a Quia account. If you do not have an account, click the link Create my free account. Fill out the form that appears. Select "Student" as the account type. When you are done, press the Create my account button.
Step 3. You should now be in the Student Zone. Type in the class code CTJMB376 in the text field and press the Add class button. Now you're done!
Now that you have registered for your instructor's course, you can view your class web page, take quizzes, view your quiz results, view time spent on Quia activities, and read your instructor's feedback from your Quia account.
Follow these steps to view your results:
Step 1. Log in to your account. (Remember, go to the Quia Web home page at http://www.quia.com/web and click the area labeled Students.)
Step 2. Click on the class name.
Spanish 1-2
Spanish 3-4
Student are required to use the following instructions and class codes in order to create their own accounts on the Quia website. This website will be used by students on a regular basis in order to practice vocabulary and grammar. The time students spend on the site will be part of their homework grade. Students should create their account and print or photograph the page for homework credit this coming monday october 28
Period 1 Spanish 3-4 BCC387
Period 2 Spanish 3-4 TGBKXD379
Period 3 Spanish 1-2 BRFFA947
Period 4 Spanish 3-4 BEJCXX894
Period 7 Spanish 1-2 CTJMB376
Step 1. Go to the Quia website at http://www.quia.com/web.
Step 2. Now, click the area labeled Students. When the next page appears, enter your username and password if you already have a Quia account. If you do not have an account, click the link Create my free account. Fill out the form that appears. Select "Student" as the account type. When you are done, press the Create my account button.
Step 3. You should now be in the Student Zone. Type in the class code CTJMB376 in the text field and press the Add class button. Now you're done!
Now that you have registered for your instructor's course, you can view your class web page, take quizzes, view your quiz results, view time spent on Quia activities, and read your instructor's feedback from your Quia account.
Follow these steps to view your results:
Step 1. Log in to your account. (Remember, go to the Quia Web home page at http://www.quia.com/web and click the area labeled Students.)
Step 2. Click on the class name.
Friday, October 18, 2013
18 de octubre 2013
Spanish 1-2
Students will be presenting their Bolsa Cafe projects this coming wednesday the 23rd. They will be bringing to school a bag that is decorated to show their personality and interests. In the bag they will have objects that they will use to talk about their likes and dislikes. They will present another family member, friend or pet rock to the class as well.
We will be practicing our presentations in class on monday and tuesday as students will not be able to read from a script during their presentation. We will also be working on our knowledge of activities as we bust into the cuaderno de practica monday and tuesday. There will be a few pages going home for homework on monday.
Spanish 3-4
Students will be presenting their Bolsa Cafe projects this coming wednesday the 23rd. They will be bringing to school a bag that is decorated to show their personality and interests. In the bag they will have objects that they will use to talk about their likes and dislikes. They will also be discussing things they did when they were younger. We are looking forward to some great kinder pictures. They will present another family member or friend to the class and discuss their childhood as well. We hope to have some generational comparisons being discussed.
We will be practicing our presentations in class on monday and tuesday as students will not be able to read from a script during their presentation. We will also be working on our ability to use the imperfect tense in order to talk about what we used to do back in the day. The cuaderno will offer us this practice and there will be a few pages going home for homework on monday that deal with culture and Mexico. Students should have access to their textbooks at home.
Spanish 1-2
Students will be presenting their Bolsa Cafe projects this coming wednesday the 23rd. They will be bringing to school a bag that is decorated to show their personality and interests. In the bag they will have objects that they will use to talk about their likes and dislikes. They will present another family member, friend or pet rock to the class as well.
We will be practicing our presentations in class on monday and tuesday as students will not be able to read from a script during their presentation. We will also be working on our knowledge of activities as we bust into the cuaderno de practica monday and tuesday. There will be a few pages going home for homework on monday.
Spanish 3-4
Students will be presenting their Bolsa Cafe projects this coming wednesday the 23rd. They will be bringing to school a bag that is decorated to show their personality and interests. In the bag they will have objects that they will use to talk about their likes and dislikes. They will also be discussing things they did when they were younger. We are looking forward to some great kinder pictures. They will present another family member or friend to the class and discuss their childhood as well. We hope to have some generational comparisons being discussed.
We will be practicing our presentations in class on monday and tuesday as students will not be able to read from a script during their presentation. We will also be working on our ability to use the imperfect tense in order to talk about what we used to do back in the day. The cuaderno will offer us this practice and there will be a few pages going home for homework on monday that deal with culture and Mexico. Students should have access to their textbooks at home.
Monday, October 7, 2013
Siete de octubre de 2013
Spanish 1-2
Students should be studying the uses of the verbs SER and ESTAR. Both verbs mean TO BE but have different uses. Along with Avancemos, there are numerous web sites which offer study tools in the form of explanations of grammar points, practice activities and quizzes. As students find and use these websites they should bookmark them for future reference. Flash cards are always a handy study tool which are portable and easy to use.
The end of the grading period arrives October 11 and students should be admiring online their grade percentages.
Our next project is La Bolsa Cafe, a self introduction activity in which students place objects in a decorated brown bag and use them as prompts to talk about likes, dislikes and favorite activities. Students should be looking for things at home that they can put in their bags. The rubric will come soon.
Spanish 3-4
We continue to review our material from Spanish 1-2 as we prepare to dive into the IMPERFECT tense. Students are encouraged to use the textbook website Avancemos to study and practice new material. They should also find different sites that offer grammar explanations and other study tools. As they discover sites they should bookmark them for future reference. It would be great if we could find a way to share these sites with the class as well. We are open for ideas and knowledge.
Our next project is La Bolsa Cafe, an introduction activity in which students place objects in a decorated brown bag and use them as prompts to talk about likes, dislikes and activities they often do. They will also need to introduce and describe another person or thing as well. Students should be looking for things at home that they can put in their bags. The rubric will come soon.
Spanish 1-2
Students should be studying the uses of the verbs SER and ESTAR. Both verbs mean TO BE but have different uses. Along with Avancemos, there are numerous web sites which offer study tools in the form of explanations of grammar points, practice activities and quizzes. As students find and use these websites they should bookmark them for future reference. Flash cards are always a handy study tool which are portable and easy to use.
The end of the grading period arrives October 11 and students should be admiring online their grade percentages.
Our next project is La Bolsa Cafe, a self introduction activity in which students place objects in a decorated brown bag and use them as prompts to talk about likes, dislikes and favorite activities. Students should be looking for things at home that they can put in their bags. The rubric will come soon.
Spanish 3-4
We continue to review our material from Spanish 1-2 as we prepare to dive into the IMPERFECT tense. Students are encouraged to use the textbook website Avancemos to study and practice new material. They should also find different sites that offer grammar explanations and other study tools. As they discover sites they should bookmark them for future reference. It would be great if we could find a way to share these sites with the class as well. We are open for ideas and knowledge.
Our next project is La Bolsa Cafe, an introduction activity in which students place objects in a decorated brown bag and use them as prompts to talk about likes, dislikes and activities they often do. They will also need to introduce and describe another person or thing as well. Students should be looking for things at home that they can put in their bags. The rubric will come soon.
Friday, September 27, 2013
27 de septiembre 2013
Back to School Night es el tres de octubre a las seis de la noche. !Que vengan todos!
Spanish 1-2
Students should be making flashcards in order to study the spanish speaking countries and their capitals. The Avancemos textbooks have the maps with capitals in the front portion of the book. There will be a test on the capitals on Thursday, Oct 3.
We are beginning the study of when to use SER and ESTAR, both of which mean TO BE. This will lead us into our next project La Bolsa Cafe which is a presentation that shows the ability to describe oneself and discuss likes and dislikes.
Spanish 3-4
Students should be making flashcards in order to study the spanish speaking countries and their capitals. The Avancemos textbooks have the maps with capitals in the front portion of the book. There will be a test on the capitals on Thursday, Oct 3.
We will be interviewing each other with regard to qualities, likes, dislikes and favorite free time activities this coming monday. We will be presenting this information to the class on tuesday and wednesday.
Back to School Night es el tres de octubre a las seis de la noche. !Que vengan todos!
Spanish 1-2
Students should be making flashcards in order to study the spanish speaking countries and their capitals. The Avancemos textbooks have the maps with capitals in the front portion of the book. There will be a test on the capitals on Thursday, Oct 3.
We are beginning the study of when to use SER and ESTAR, both of which mean TO BE. This will lead us into our next project La Bolsa Cafe which is a presentation that shows the ability to describe oneself and discuss likes and dislikes.
Spanish 3-4
Students should be making flashcards in order to study the spanish speaking countries and their capitals. The Avancemos textbooks have the maps with capitals in the front portion of the book. There will be a test on the capitals on Thursday, Oct 3.
We will be interviewing each other with regard to qualities, likes, dislikes and favorite free time activities this coming monday. We will be presenting this information to the class on tuesday and wednesday.
Saturday, September 21, 2013
Spanish 1-2
Los estudiantes will be turning in their libros abecedarios on Monday 23 September. A number of students will be asked to present their books to the class who will be creating a list of new, interesting and useful vocabulary words. Students who present their books via PowerPoint should also have a hard copy for Sr. Johnson to use as a reference with ten slides per page. Black and white is OK for the hard copy.
Next week we begin studying Spanish speaking countries and capitals. Students will have their first quiz on Thursday and should be able to identify countries in South America, Central America and the Caribbean. I encourage students to study using flash cards, textbooks, maps and electronic study tools.
Spanish 3-4
Los estudiantes will be turning in their libros abecedarios on Monday 23 September. Students will be showing off their knowledge acquired in first year Spanish. A number of students will be asked to present their books to the class who will be creating a list of new, interesting and useful vocabulary words and phrases. Students who present their books via PowerPoint should also have a hard copy For Sr. Johnson to use as a reference with ten slides per page. Black and white is OK for the hard copy.
Next week we begin studying Spanish speaking countries and capitals. Students will have their first quiz on Thursday and should be able to identify countries in South America, Central America and the Caribbean. I encourage students to study using flash cards, textbooks, maps and electronic study tools.
Los estudiantes will be turning in their libros abecedarios on Monday 23 September. A number of students will be asked to present their books to the class who will be creating a list of new, interesting and useful vocabulary words. Students who present their books via PowerPoint should also have a hard copy for Sr. Johnson to use as a reference with ten slides per page. Black and white is OK for the hard copy.
Next week we begin studying Spanish speaking countries and capitals. Students will have their first quiz on Thursday and should be able to identify countries in South America, Central America and the Caribbean. I encourage students to study using flash cards, textbooks, maps and electronic study tools.
Spanish 3-4
Los estudiantes will be turning in their libros abecedarios on Monday 23 September. Students will be showing off their knowledge acquired in first year Spanish. A number of students will be asked to present their books to the class who will be creating a list of new, interesting and useful vocabulary words and phrases. Students who present their books via PowerPoint should also have a hard copy For Sr. Johnson to use as a reference with ten slides per page. Black and white is OK for the hard copy.
Next week we begin studying Spanish speaking countries and capitals. Students will have their first quiz on Thursday and should be able to identify countries in South America, Central America and the Caribbean. I encourage students to study using flash cards, textbooks, maps and electronic study tools.
Friday, September 13, 2013
Bienvenidos!
Welcome to the new school year.
Spanish 1-2
My Spanish 1-2 students are eager to learn, were immersed in Spanish the first week of school and are now experts on elephants, zebras, giraffes, chimpanzees and lions. We have discussed El 16 de Septiembre and students are researching "El Grito" and watching or recording the Mexican television broadcasts on sunday night.
We are beginning to work on the first project, El Libro Abecedario, a simple book that follows a particular theme using the letters in the spanish alphabet. Students have been gven the rubric and a rought draft will be due on 17 September and the final copy will be turned in on September 23.
Spanish 3-4
As I am teaching Spanish 3-4 this year I am seeing many students who I had the pleasure of working with last year as well.
Thank you to the students who volunteered to bring in items for our Quesadillas Oaxaquenas in celebration of el 16 de Septiembre. We have discussed the history and current celebration of "El Grito" and students are bringing in visuals of the event in order to decorate our first cultural bulletin board.
Second year students will be creating their own versions of the Libros Abecedarios using their knowledge of the Spanish language to write about their chosen theme. Every student will have a different theme so that all students will be able to show new and original knowledge. I have copied the rubric below.
Welcome to the new school year.
Spanish 1-2
My Spanish 1-2 students are eager to learn, were immersed in Spanish the first week of school and are now experts on elephants, zebras, giraffes, chimpanzees and lions. We have discussed El 16 de Septiembre and students are researching "El Grito" and watching or recording the Mexican television broadcasts on sunday night.
We are beginning to work on the first project, El Libro Abecedario, a simple book that follows a particular theme using the letters in the spanish alphabet. Students have been gven the rubric and a rought draft will be due on 17 September and the final copy will be turned in on September 23.
Spanish 3-4
As I am teaching Spanish 3-4 this year I am seeing many students who I had the pleasure of working with last year as well.
Thank you to the students who volunteered to bring in items for our Quesadillas Oaxaquenas in celebration of el 16 de Septiembre. We have discussed the history and current celebration of "El Grito" and students are bringing in visuals of the event in order to decorate our first cultural bulletin board.
Second year students will be creating their own versions of the Libros Abecedarios using their knowledge of the Spanish language to write about their chosen theme. Every student will have a different theme so that all students will be able to show new and original knowledge. I have copied the rubric below.
El Libro
Abecedario Español 3-4
Your task is to create a themed alphabet book that contains
words that begin with all the letters in the Spanish alphabet. The book can be created electronically or on
paper. If Power Point is used please
ensure that a hard copy is produced as well.
The following rubric will be used to evaluate your work.
The book:
Uses all the letters in the Spanish
alphabet 1
2 3 4
5 6 7
8 9 10
Effectively follows a particular theme and shows
knowledge of language through a variety of verbs and new words 1
2 3 4
5 6 7
8 9 10
Uses complete sentences which are
grammatically correct 1 2
3 4 5
6 7 8
9 10
Is creative, entertaining and
shows the meaning of target words 1 2
3 4 5
6 7 8
9 10
Is neat, artistic and visually
appealing 1 2
3 4 5
6 7 8
9 10
Nombre
___________________________________________
____/ 50
Monday, June 3, 2013
Spanish 1-2
The final exams for Spanish 1-2 will be on June 10 and 11. Periods 1 and 2 will be on monday and 3 and 4 on tuesday. Students should be using their cuadernos to review for the final as they will be turning in textbooks this week. There is an excellent website at Studyspanish.com that students can use to review.
I have created a list that students can use as well. The following will be on the final exam.
adjectives describing personality and physical attributes
free time activities
school activities
family
clothing
school places
classes
school items
snack and lunch foods
emotions and conditions
Time
Weather
Comparitive expressions mas- menos que, tanto como, tan como
Present tense of AR, ER, IR verbs
Estar - to be
Ser - to be
Tener - to have
Ir - to go
The final exam has listening, reading and grammar excercises.
The 75 questions should take a good portion of the two hour period.
Students should be using the website to help review and practice.
Spanish 5-6
The final Exam will be on Friday the 7th of June
Students should also be using Studyspanish.com to help review and practice for the test.
The following items can be found at this site.
family relationships
describing people with physical attributes- remember the crime scene
professions
rooms and places in the house
things in the house
negatives - nadie, nada, ningun, alguien
foods and the restaurant
preterite and imperfect - conjugating and when to use them
irregular preterites
subjunctive
commands
conditional
direct and indirect object pronouns
The 5-6 final is also 75 questions and students will benefit from spending 3o minutes per night reviewing and practicing on the website Studyspanish.com
The final exams for Spanish 1-2 will be on June 10 and 11. Periods 1 and 2 will be on monday and 3 and 4 on tuesday. Students should be using their cuadernos to review for the final as they will be turning in textbooks this week. There is an excellent website at Studyspanish.com that students can use to review.
I have created a list that students can use as well. The following will be on the final exam.
adjectives describing personality and physical attributes
free time activities
school activities
family
clothing
school places
classes
school items
snack and lunch foods
emotions and conditions
Time
Weather
Comparitive expressions mas- menos que, tanto como, tan como
Present tense of AR, ER, IR verbs
Estar - to be
Ser - to be
Tener - to have
Ir - to go
The final exam has listening, reading and grammar excercises.
The 75 questions should take a good portion of the two hour period.
Students should be using the website to help review and practice.
Spanish 5-6
The final Exam will be on Friday the 7th of June
Students should also be using Studyspanish.com to help review and practice for the test.
The following items can be found at this site.
family relationships
describing people with physical attributes- remember the crime scene
professions
rooms and places in the house
things in the house
negatives - nadie, nada, ningun, alguien
foods and the restaurant
preterite and imperfect - conjugating and when to use them
irregular preterites
subjunctive
commands
conditional
direct and indirect object pronouns
The 5-6 final is also 75 questions and students will benefit from spending 3o minutes per night reviewing and practicing on the website Studyspanish.com
Friday, May 17, 2013
Spanish 2
Students should be working on their next project, a restaurant review that uses vocabulary and grammar from Unidad 1 Leccion 2. Students will wright a review of their favorite restaurant that exlains what the restaurant serves, what they order, what the food is like, how the service is and how much the food costs.
They should use verbs such as pedir, costar, preferir, querer, servir, encontrar, poder, volver and other verbs used to talk about food and the restaurant setting. The writing should be entirely in Spanish and should be word processed when completed. Students should bring a rough draft to class on 21 de mayo with the final turned in on 23 de mayo. Actividad 19 on pagina 233 describes the project.
Spanish 6
Students have been practicing using the conditional tense to discuss things they would do if something else happened. They will be putting their knowledge of the conditional and imperfect subjunctive tenses to work with their next project, a description of what they would do if they were president or king of the world. The project should be presented as a book or a powerpoint presentation. They will discuss ten things they would do if they were in such a leadership position as well as the reasons they would make said changes.
Students should bring to class on Tuesday 21 mayo a draft of ten things they would do. They should make sure they use different verbs, including a number of different irregular verbs like poder, saber, tener, haber, venir and salir.
The final project will be due on Thursday 23 de mayo
Students should be working on their next project, a restaurant review that uses vocabulary and grammar from Unidad 1 Leccion 2. Students will wright a review of their favorite restaurant that exlains what the restaurant serves, what they order, what the food is like, how the service is and how much the food costs.
They should use verbs such as pedir, costar, preferir, querer, servir, encontrar, poder, volver and other verbs used to talk about food and the restaurant setting. The writing should be entirely in Spanish and should be word processed when completed. Students should bring a rough draft to class on 21 de mayo with the final turned in on 23 de mayo. Actividad 19 on pagina 233 describes the project.
Spanish 6
Students have been practicing using the conditional tense to discuss things they would do if something else happened. They will be putting their knowledge of the conditional and imperfect subjunctive tenses to work with their next project, a description of what they would do if they were president or king of the world. The project should be presented as a book or a powerpoint presentation. They will discuss ten things they would do if they were in such a leadership position as well as the reasons they would make said changes.
Students should bring to class on Tuesday 21 mayo a draft of ten things they would do. They should make sure they use different verbs, including a number of different irregular verbs like poder, saber, tener, haber, venir and salir.
The final project will be due on Thursday 23 de mayo
Monday, May 13, 2013
Hace mucho no?
It has been a few weeks since the last entry.
As we approach the end of the year we finish our new stuff and begin reviewing for final exams.
Spanish 2
We are beginning Unidad 4 Leccion 2 which teaches more vocabulary about things to do in the city, places in the city, getting around town and having dinner in a restaurant.
The grammar is the use of stem changing verbs of the O-UE and E-I variety.
We will also learn how to talk about doing things in the future using IR+ IENDO and ANDO.
Spanish 6
We are talking and writing about professions while using the conditional tense.
Students will be writing about a profession, discussing what they would do in their profession.
It has been a few weeks since the last entry.
As we approach the end of the year we finish our new stuff and begin reviewing for final exams.
Spanish 2
We are beginning Unidad 4 Leccion 2 which teaches more vocabulary about things to do in the city, places in the city, getting around town and having dinner in a restaurant.
The grammar is the use of stem changing verbs of the O-UE and E-I variety.
We will also learn how to talk about doing things in the future using IR+ IENDO and ANDO.
Spanish 6
We are talking and writing about professions while using the conditional tense.
Students will be writing about a profession, discussing what they would do in their profession.
Wednesday, April 17, 2013
17 abril 2013
Spanish 2
Students should be working on their brochure project for Tuesday April 23. Students should use the vocabulario sheet for Unidad 4 Leccion 1 when creating their project. This Leccion uses the following vocabulary.
Lugares - places in the city
La ropa -clothing
Palabras de Ir de Compras - shopping words
Estaciones - Seasons
Tener Expreciones - tener expressions
Students should also use new knowledge of the city or town they have chosen in order to create an appealing, tri-fold, six section, brochure. The project will be worth 30 points and will be graded using the following rubric.
The project uses names, places, facts and visuals about a Spanish city 1 2 3 4 5 6 7 8 9 10
The project uses vocabulary from Unidad 4 Leccion 1 1 2 3 4 5 6 7 8 9 10
The project is visually appealing, is creative and is entirely in Spanish 1 2 3 4 5 6 7 8 9 10
Spanish 6
Students are reading short stories in class and are practicing the use of the future and conditional tenses.
As a class we will be reading a number of stories and writing a script for one of the stories in order to practice creating their own original script for a story of their own choice. This process will continue throughout the next week and will be performed in class after CST testing.
Spanish 2
Students should be working on their brochure project for Tuesday April 23. Students should use the vocabulario sheet for Unidad 4 Leccion 1 when creating their project. This Leccion uses the following vocabulary.
Lugares - places in the city
La ropa -clothing
Palabras de Ir de Compras - shopping words
Estaciones - Seasons
Tener Expreciones - tener expressions
Students should also use new knowledge of the city or town they have chosen in order to create an appealing, tri-fold, six section, brochure. The project will be worth 30 points and will be graded using the following rubric.
The project uses names, places, facts and visuals about a Spanish city 1 2 3 4 5 6 7 8 9 10
The project uses vocabulary from Unidad 4 Leccion 1 1 2 3 4 5 6 7 8 9 10
The project is visually appealing, is creative and is entirely in Spanish 1 2 3 4 5 6 7 8 9 10
Spanish 6
Students are reading short stories in class and are practicing the use of the future and conditional tenses.
As a class we will be reading a number of stories and writing a script for one of the stories in order to practice creating their own original script for a story of their own choice. This process will continue throughout the next week and will be performed in class after CST testing.
Wednesday, April 10, 2013
Spanish 2
We are beginning this week Etapa 4 which follows our jersey to Spain.
In Etapa 4 Leccion 1 students will be learning about places in the city and clothing.
We will be reveweiwing colors, seasons and weather expressions.
The grammar points are the stem changing verbs and expressions using tener.
Students are given the vocab/grammar list 11 de abril.
Students should begin work on their new project which will be a travel brochure and guide for a city of their choice in Spain. They should be using the internet to find a city in Spain which they will describe using places, weather and seasons, as well as clothing and the tener expressions. Find two or three different cities, research them in order to find what there is to do there and pick the most favorite to use for the project. They should also be finding a number of famous Spaniards who they will quote in their travel brochure.
The project will be due on April 23.
Spanish 6
Students have begun reading Cuentos Simpaticos a book using simple stories that are effective for teaching grammar points as well as vocabulary. Students will be reading a number of stories over the next week and will be picking one of the stories in order to write their own original script and perform the skit for the class. This new project will be using the future and conditional tenses as the grammar focus.
The skit will be performed on April 23
We are beginning this week Etapa 4 which follows our jersey to Spain.
In Etapa 4 Leccion 1 students will be learning about places in the city and clothing.
We will be reveweiwing colors, seasons and weather expressions.
The grammar points are the stem changing verbs and expressions using tener.
Students are given the vocab/grammar list 11 de abril.
Students should begin work on their new project which will be a travel brochure and guide for a city of their choice in Spain. They should be using the internet to find a city in Spain which they will describe using places, weather and seasons, as well as clothing and the tener expressions. Find two or three different cities, research them in order to find what there is to do there and pick the most favorite to use for the project. They should also be finding a number of famous Spaniards who they will quote in their travel brochure.
The project will be due on April 23.
Spanish 6
Students have begun reading Cuentos Simpaticos a book using simple stories that are effective for teaching grammar points as well as vocabulary. Students will be reading a number of stories over the next week and will be picking one of the stories in order to write their own original script and perform the skit for the class. This new project will be using the future and conditional tenses as the grammar focus.
The skit will be performed on April 23
Tuesday, March 19, 2013
Spanish 2
Students have been working on creating a family tree in order to practice using family relationships, possessive adjectives, ages and birthdates as well as comparative expressions. The project will consist of two parts.
The first is a family tree, either real or created using famous people or celebrities.
The tree should have fifteen family members with the relationship vocabulary.
It should also have at least three generations with birthdays or birth dates for each person.
The second parts is a written description of the family which describes various members or parts of the family using possessive adjectives, comparative phrases, as well as the verb tener in order to tell ages and talk about having family members. The project will be worth fifty points using the following rubric.
The family tree has fifteen members and three generations. 10 points
The family tree has photos and birth dates. 10 points
The written description uses possessive adjectives and family vocab 10 points
The writing uses comparative phrases and adjectives and tener 10 points
The project is creative, shows detail and is well written 10 points
Students have been working on creating a family tree in order to practice using family relationships, possessive adjectives, ages and birthdates as well as comparative expressions. The project will consist of two parts.
The first is a family tree, either real or created using famous people or celebrities.
The tree should have fifteen family members with the relationship vocabulary.
It should also have at least three generations with birthdays or birth dates for each person.
The second parts is a written description of the family which describes various members or parts of the family using possessive adjectives, comparative phrases, as well as the verb tener in order to tell ages and talk about having family members. The project will be worth fifty points using the following rubric.
The family tree has fifteen members and three generations. 10 points
The family tree has photos and birth dates. 10 points
The written description uses possessive adjectives and family vocab 10 points
The writing uses comparative phrases and adjectives and tener 10 points
The project is creative, shows detail and is well written 10 points
Friday, March 8, 2013
Spanish 2
We are studying members of the family as well as numbers from 100 to 1,000,000.
Students should bring to school on tuesday a list of 10 years along with 10 different verb phrases that have to do with the event that happened in that year. Try to produce dates from throughout history.
A few examples would be: 1810 ganar independencia
Mexico gained independence from Spain in 1810.
1947 jugar al beisbol
Jackie Robinson played baseball in the Major Leagues in 1947
We are also going to be studying the use of the comparative phrases mas que, menos que, mayor que, menor que, tan que and tanto como.
Our next project will be a family tree in which students create a real or imagined family tree and produce a description of their family using likes, dislikes, ages, years of birth as well as the comparative phrases. Be on the watch for the rubric for this project next week.
Spanish 6
We have been discussing the life and death of Hugo Rafael Chavez Frias, the president of Venezuela who died this week. Students are in the process of writing an obituary that describes Chavez as well as the country and people of Venezuela. We used the information students brought this week to describe Chavez and his life. We would like to add to this description with more information about the country of Venezuela. Students should bring on Monday information about the economy and political structure of Venezuela.
We are studying members of the family as well as numbers from 100 to 1,000,000.
Students should bring to school on tuesday a list of 10 years along with 10 different verb phrases that have to do with the event that happened in that year. Try to produce dates from throughout history.
A few examples would be: 1810 ganar independencia
Mexico gained independence from Spain in 1810.
1947 jugar al beisbol
Jackie Robinson played baseball in the Major Leagues in 1947
We are also going to be studying the use of the comparative phrases mas que, menos que, mayor que, menor que, tan que and tanto como.
Our next project will be a family tree in which students create a real or imagined family tree and produce a description of their family using likes, dislikes, ages, years of birth as well as the comparative phrases. Be on the watch for the rubric for this project next week.
Spanish 6
We have been discussing the life and death of Hugo Rafael Chavez Frias, the president of Venezuela who died this week. Students are in the process of writing an obituary that describes Chavez as well as the country and people of Venezuela. We used the information students brought this week to describe Chavez and his life. We would like to add to this description with more information about the country of Venezuela. Students should bring on Monday information about the economy and political structure of Venezuela.
Tuesday, February 26, 2013
Spanish 2
Students should be looking for the birthdays and ages of ten famous people.
They will bring these to class on Wednesday in order to practice using dates and numbers.
Spanish 6
Students are working on libritos that have ten rules using the subjunctive tense.
The books will make suggestions regarding either maintaining good health or protecting the environment.
The students will be evaluated using the following rubric.
The project properly uses verbs in the subjunctive tense. 10 points
The project uses different subjunctive phrases and different verb 10 points
The project is creative and show variety 10 points
The project shows a high quality of work and effort 10 points
40 points total
Students should be looking for the birthdays and ages of ten famous people.
They will bring these to class on Wednesday in order to practice using dates and numbers.
Spanish 6
Students are working on libritos that have ten rules using the subjunctive tense.
The books will make suggestions regarding either maintaining good health or protecting the environment.
The students will be evaluated using the following rubric.
The project properly uses verbs in the subjunctive tense. 10 points
The project uses different subjunctive phrases and different verb 10 points
The project is creative and show variety 10 points
The project shows a high quality of work and effort 10 points
40 points total
Friday, February 22, 2013
Spanish 2
Students have been listening to "Bonito", a song by Jarabe de Palo.
They also have picked apart the song and identified the verbs, nouns and adjectives.
The final part to this activity is for students to create a meaningful poem using the following structure.
adjective
noun noun
verb verb verb
a four word phrase
verb verb verb
noun noun
adjective
They are to use only words that are found in the lyrics to the song.
Students should also add visuals to their poem in order to show their knowledge of the text they have used.
The final copy of the poem will be turned in on Tuesday the 28th.
Students will receive points for...
text and structure 10
visuals and meaning 10
overall quality 10
for a final total of 30 possible points
Spanish 6
Students should be creating a draft of ten things that are important or necessary to do in order to be healthy or take care of the environment.
The subjunctive is being used to show opinions, importance or doubt.
Es importante que ...
Es necesario que...
sugiero que...
Ojala que...
Es bueno/malo que...
are all used with the subjunctive tense verbs.
Students have been listening to "Bonito", a song by Jarabe de Palo.
They also have picked apart the song and identified the verbs, nouns and adjectives.
The final part to this activity is for students to create a meaningful poem using the following structure.
adjective
noun noun
verb verb verb
a four word phrase
verb verb verb
noun noun
adjective
They are to use only words that are found in the lyrics to the song.
Students should also add visuals to their poem in order to show their knowledge of the text they have used.
The final copy of the poem will be turned in on Tuesday the 28th.
Students will receive points for...
text and structure 10
visuals and meaning 10
overall quality 10
for a final total of 30 possible points
Spanish 6
Students should be creating a draft of ten things that are important or necessary to do in order to be healthy or take care of the environment.
The subjunctive is being used to show opinions, importance or doubt.
Es importante que ...
Es necesario que...
sugiero que...
Ojala que...
Es bueno/malo que...
are all used with the subjunctive tense verbs.
Sunday, February 17, 2013
Spanish 2
We took the Unidad 3 Leccion 1 examen last week and will be reviewing it later this week.
Students should look for information on Jarabe de Palo, a Spanish group we will be listening to on Wednesday. Students should bring information about the group to class on Wednesday. Think of the interrogatives when gathering information ... quien, donde, cuando, cuanto, como, que, cual and porque.
The study of the song will involve using the Spanish/English dictionaries to define Spanish words in English as well as to translate new words from English to Spanish. The final product will be a found poem created using the text from the song.
Looking forward to our study of Jarabe de Palo!
Spanish 6
Students have completed their Spanish television commercials using formal, informal and negative commands.
This coming week we will begin studying and using the subjunctive tense which is used to express opinion, doubt, importance and hope.
Students should bring information to class on Wednesday regarding the Mexican group Molotov.
We will be listening to a number of songs and studying the areas of Mexican culture and politics the lyrics address.
We took the Unidad 3 Leccion 1 examen last week and will be reviewing it later this week.
Students should look for information on Jarabe de Palo, a Spanish group we will be listening to on Wednesday. Students should bring information about the group to class on Wednesday. Think of the interrogatives when gathering information ... quien, donde, cuando, cuanto, como, que, cual and porque.
The study of the song will involve using the Spanish/English dictionaries to define Spanish words in English as well as to translate new words from English to Spanish. The final product will be a found poem created using the text from the song.
Looking forward to our study of Jarabe de Palo!
Spanish 6
Students have completed their Spanish television commercials using formal, informal and negative commands.
This coming week we will begin studying and using the subjunctive tense which is used to express opinion, doubt, importance and hope.
Students should bring information to class on Wednesday regarding the Mexican group Molotov.
We will be listening to a number of songs and studying the areas of Mexican culture and politics the lyrics address.
Monday, February 11, 2013
once de febrero de 2013
Spanish 2
We continue this week with our study of foods and the cafeteria. Students are writing this evening a letter to the principal regarding the state of the cafeteria and food service at Point Loma. The activity is on page 155 activity 21 in Avancemos. Students should use a word processing program to write their letter. They will use 16 point font, Times, and double space the letter in order to facilitate editing. The rough draft will be brought to class on feb 12 and the final draft will be completed for wednesday the 14th. On thursday we will be having the examen for Unidad 3 Leccion 1.
Spanish 6
Students will be writing the script for a television advertisement monday. The groups will revise and rehearse their script on tuesday and the presentations will take place on wednesday and thursday. The commercial should have usted commands as well as informal commands in both negative and posititve forms. The commercial should be entertaining and should be between one and two minutes. Students should also be using props or costumes in the commercial to add to the entertainment value of their multi million dollar sixty second spot.
Spanish 2
We continue this week with our study of foods and the cafeteria. Students are writing this evening a letter to the principal regarding the state of the cafeteria and food service at Point Loma. The activity is on page 155 activity 21 in Avancemos. Students should use a word processing program to write their letter. They will use 16 point font, Times, and double space the letter in order to facilitate editing. The rough draft will be brought to class on feb 12 and the final draft will be completed for wednesday the 14th. On thursday we will be having the examen for Unidad 3 Leccion 1.
Spanish 6
Students will be writing the script for a television advertisement monday. The groups will revise and rehearse their script on tuesday and the presentations will take place on wednesday and thursday. The commercial should have usted commands as well as informal commands in both negative and posititve forms. The commercial should be entertaining and should be between one and two minutes. Students should also be using props or costumes in the commercial to add to the entertainment value of their multi million dollar sixty second spot.
Friday, February 1, 2013
Spanish 2
This week we began Unidad 3 Leccion 1 in Avancemos.
The Trini Salgado jersey has so far made its way from Miami, to San Antonio, to Puebla Mexico and has finally landed in San Juan, Puerto Rico.
We are studying vocabulary that relates to simple foods and when and where they are consumed.
Along with the food vocabulary we are practicing the present tense conjugations of ER and IR ending verbs.
Verbs such as comer, vender, beber and compartir can all be used when talking about food.
Students should be working on pages 99-107 in the Cuaderno de Practica in order to practice these skills.
Spanish 6
Students have been using commands this week in order to be able to tell others what to do.
They are also learning where to put direct and indirect object pronouns along with accents when using commands.
Students shared their ideas for the upcoming project which will be turned in on martes el 5 de enero.
The project is an advertisement for a product or service that students have created.
The advertisement should have at least five different commands, both positive and negative, that tell the reader what to do.
Students have created ideas such as an elephant rental service, a celebrity-hosted party planning service, and variations of COX wireless television and Yum Yum donuts. We have come up with some hilarious ideas to make the products amusing. Their advertisements should be entertaining, original, creative and colorful.
This project will lead into the next project in which students will work in groups to write and perform a TV style commercial which advertises one of their products.
This week we began Unidad 3 Leccion 1 in Avancemos.
The Trini Salgado jersey has so far made its way from Miami, to San Antonio, to Puebla Mexico and has finally landed in San Juan, Puerto Rico.
We are studying vocabulary that relates to simple foods and when and where they are consumed.
Along with the food vocabulary we are practicing the present tense conjugations of ER and IR ending verbs.
Verbs such as comer, vender, beber and compartir can all be used when talking about food.
Students should be working on pages 99-107 in the Cuaderno de Practica in order to practice these skills.
Spanish 6
Students have been using commands this week in order to be able to tell others what to do.
They are also learning where to put direct and indirect object pronouns along with accents when using commands.
Students shared their ideas for the upcoming project which will be turned in on martes el 5 de enero.
The project is an advertisement for a product or service that students have created.
The advertisement should have at least five different commands, both positive and negative, that tell the reader what to do.
Students have created ideas such as an elephant rental service, a celebrity-hosted party planning service, and variations of COX wireless television and Yum Yum donuts. We have come up with some hilarious ideas to make the products amusing. Their advertisements should be entertaining, original, creative and colorful.
This project will lead into the next project in which students will work in groups to write and perform a TV style commercial which advertises one of their products.
Saturday, January 19, 2013
19 de enero 2013
Spanish 1-2
With final exams next week I suggest that students use their textbooks to review for the exam on Wednesday the 23rd for periods 1 and 2 and Thursday the 24th for periods 3 and 4. The exam will consist of unit tests for Unidad 1 and Unidad 2. Use the Repaso and En Resumen activities at the end of each Leccion in order to review.
Spanish 5-6
We are currently working on the Benchmark #1 which is a dialogue between a police detective and the witness to a robbery. The dialogue will be memorized and students are to show the ability to use the preterite, imperfect, present perfect and past perfect verb tenses in discussing the robbery. Students are also to show what they are talking about by creating visual images of the crime scene (no suspects) and the suspect. The audience will have to match the crime scene and suspect with the dialogue being presented. The dialogue will be presented on Friday the 25th
Spanish 1-2
With final exams next week I suggest that students use their textbooks to review for the exam on Wednesday the 23rd for periods 1 and 2 and Thursday the 24th for periods 3 and 4. The exam will consist of unit tests for Unidad 1 and Unidad 2. Use the Repaso and En Resumen activities at the end of each Leccion in order to review.
Spanish 5-6
We are currently working on the Benchmark #1 which is a dialogue between a police detective and the witness to a robbery. The dialogue will be memorized and students are to show the ability to use the preterite, imperfect, present perfect and past perfect verb tenses in discussing the robbery. Students are also to show what they are talking about by creating visual images of the crime scene (no suspects) and the suspect. The audience will have to match the crime scene and suspect with the dialogue being presented. The dialogue will be presented on Friday the 25th
Wednesday, January 9, 2013
Feliz Ano Nuevo
Spanish 1-2
We have begun a new Leccion in which we are learning how to talk about were we are going around school and what we have to do in various locations.
Today we drew a map of PLHS and will be using it as a tool for students to practice using their language.
Unidad 2 Leccion 2 deals with the verb IR when talking about were we are going as well as the verb ESTAR when talking about feelings.
A quiz may pop up tomorrow el 10 de enero on the verb IR..
Spanish 5-6
We have gathered text from various locations in order have words to use in creating a Found Poem.
Students are using text they have found in various seemingly random locations to write a poem using only that text. A final copy of this poem will be turned in with a visual representation of the poem on Monday the 14th.
We will begin reviewing commands next week in order to lead into the use of the Subjunctive which is used when expressing doubt or opinion.
Spanish 1-2
We have begun a new Leccion in which we are learning how to talk about were we are going around school and what we have to do in various locations.
Today we drew a map of PLHS and will be using it as a tool for students to practice using their language.
Unidad 2 Leccion 2 deals with the verb IR when talking about were we are going as well as the verb ESTAR when talking about feelings.
A quiz may pop up tomorrow el 10 de enero on the verb IR..
Spanish 5-6
We have gathered text from various locations in order have words to use in creating a Found Poem.
Students are using text they have found in various seemingly random locations to write a poem using only that text. A final copy of this poem will be turned in with a visual representation of the poem on Monday the 14th.
We will begin reviewing commands next week in order to lead into the use of the Subjunctive which is used when expressing doubt or opinion.
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