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
Tuesday, March 19, 2013
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.
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