29 de enero 2014
Spanish 3-4
Tomorrow, el 30 de enero, we begin again the presentations of Benchmark #1 in which students talk about a trip they took. Students work in pairs and demonstrate their ability to ask and answer questions about the past tense using verbs in the preterite and imperfect tenses.
Spanish 1-2
Students have been writing, practicing and perfecting their presentations of Benchmark #2. This benchmark shows their ability to describe a family member and talk about their likes, dislikes and what they do on a regular basis using present tense verbs and words of frequency. They should practice five times with family as an audience at home in order to prepare for the class presentation on Thursday the 30th.
Wednesday, January 29, 2014
Wednesday, January 8, 2014
Spanish 3-4
Benchmark #1
Students have seen a model presentation, written and asked questions about the presentation, and received responses. They will be working in class on thursday and friday on the Benchmark 1 presentations in order to prepare for next week when they will be delivered and evaluated. Students should be taking time at home to dial in their Powerpoint presentations, making sure to have captions and text on their slides as well as attractive fotos and visuals. While animation and other effects are a great touch, please try not to overdo it with bells and whistles. The pairs should be working together in order to show their ability to use the preterite tense to discuss events that happened in the past. Make sure to use more than TU y YO forms. Throw in a ELLOS or a NOSOTROS and an ELLA or two.
Spanish 1-2
Benchmark #2
Students will be presenting their descriptions of a family member with discussions of what they like to do as well as descriptions of what they do whether it is regularly, sometimes or never. We have practiced conjugating present tense verbs and will be using these in the presentations. We will be creating a graffic organizer on thursday and will be practicing the presentations in class on friday. Students are expected to be able to use PHYSICAL and PERSONALITY ADJECTIVES, the verb GUSTAR, and describing activities in the PRESENT TENSE. The first presentation will be on January 13 and will continue throughout the week.
Benchmark #1
Students have seen a model presentation, written and asked questions about the presentation, and received responses. They will be working in class on thursday and friday on the Benchmark 1 presentations in order to prepare for next week when they will be delivered and evaluated. Students should be taking time at home to dial in their Powerpoint presentations, making sure to have captions and text on their slides as well as attractive fotos and visuals. While animation and other effects are a great touch, please try not to overdo it with bells and whistles. The pairs should be working together in order to show their ability to use the preterite tense to discuss events that happened in the past. Make sure to use more than TU y YO forms. Throw in a ELLOS or a NOSOTROS and an ELLA or two.
Spanish 1-2
Benchmark #2
Students will be presenting their descriptions of a family member with discussions of what they like to do as well as descriptions of what they do whether it is regularly, sometimes or never. We have practiced conjugating present tense verbs and will be using these in the presentations. We will be creating a graffic organizer on thursday and will be practicing the presentations in class on friday. Students are expected to be able to use PHYSICAL and PERSONALITY ADJECTIVES, the verb GUSTAR, and describing activities in the PRESENT TENSE. The first presentation will be on January 13 and will continue throughout the week.
Saturday, December 14, 2013
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.
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.
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.
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