Find out what is going on in class.
So this is what you do. To find out what is happening on any particular day just scroll down the page until you find the date you are interested in. Once there, read about the activities and notes from that day's lesson. Ask your teacher questions about the lesson once you have read from this page. Mr. Heikell will ask you if you read this page first. This page is updated every day by 1:00 PM for previous lessons. Projected topics are available but subject to change.
SECOND SEMESTER
Fourth Quarter
WEEK TEN
•El 22 de mayo - el 26 de mayo del 2017 (05/22/17 - 05/26/17)
FINAL EXAMS
This entire week is set aside for final exams.
FINAL EXAMS
This entire week is set aside for final exams.
WEEK NINE
Projected topic of study
- Prepare for last summative coming up on Friday.
- FINAL EXAM REVIEW
- Preterite Tense
- Imperfect Tense
- Costa Rica and Spain
- Restaurant terminology
- Shopping terminology
- LAST SUMMATIVE (in COMPUTER LAB on Friday)
- Shopping terminology
- Finish watching the Mi Vida Loca soap opera without handouts (episodes 19, 20, 21 & 22)
- Your journalist friend Merche takes you to a nature reserve and finally reveals what her investigation is all about.
- You're back home. When you thought it was all over, you hear back from your journalist friend Merche.
Friday, May 19
Warm-up: Reciting the date and the day of the week.
Reminder 1: Location of class on Monday will be computer lab.
Reminder 2: Check out the posted Final Exam schedule.
Reminder 3: Testing procedures and rules for the chapter 8 test.
Activity: Chapter 8 Test
Homework: Use the Final Exam Review exercises from the website to prepare for next week.
Warm-up: Reciting the date and the day of the week.
Reminder 1: Location of class on Monday will be computer lab.
Reminder 2: Check out the posted Final Exam schedule.
Reminder 3: Testing procedures and rules for the chapter 8 test.
Activity: Chapter 8 Test
Homework: Use the Final Exam Review exercises from the website to prepare for next week.
Thursday, May 18
Warm-up: Reciting the date and the day of the week.
Reminder 1: Study for the chapter 8 test that will be held in the computer lab.
Reminder 2: Check out the posted Final Exam schedule.
Reminder 3: Turn-in Spanish text book.
Reminder 4: Chapter 8 Test this Friday.
Activity: Played Quizlet to review for the Final Exam.
Homework: Use the chapter 8 review exercises from the website. Also, prepare for the Final Exam.
Warm-up: Reciting the date and the day of the week.
Reminder 1: Study for the chapter 8 test that will be held in the computer lab.
Reminder 2: Check out the posted Final Exam schedule.
Reminder 3: Turn-in Spanish text book.
Reminder 4: Chapter 8 Test this Friday.
Activity: Played Quizlet to review for the Final Exam.
Homework: Use the chapter 8 review exercises from the website. Also, prepare for the Final Exam.
Wednesday, May 17
Warm-up: Reciting the date and the day of the week.
Reminder 1: Check out the Final Exam Review on the main page.
Reminder 2: Check out the posted Final Exam schedule.
Reminder 3: Turn-in Spanish text book.
Reminder 4: Chapter 8 Test this Friday.
Reminder 5: Computer lab tomorrow.
Activity: Played Quizlet to review for the Final Exam.
Homework: Use the chapter 8 review exercises from the website. Also, prepare for the Final Exam.
Warm-up: Reciting the date and the day of the week.
Reminder 1: Check out the Final Exam Review on the main page.
Reminder 2: Check out the posted Final Exam schedule.
Reminder 3: Turn-in Spanish text book.
Reminder 4: Chapter 8 Test this Friday.
Reminder 5: Computer lab tomorrow.
Activity: Played Quizlet to review for the Final Exam.
Homework: Use the chapter 8 review exercises from the website. Also, prepare for the Final Exam.
Tuesday, May 16
Warm-up: Reciting the date and the day of the week. Reminder 1: Chapter 8 Test this Friday. Reminder 2: Check out the posted Final Exam schedule. Reminder 3: Turn-in Spanish text book. Activity: Writing. Each student practiced describing people's wardrobes from a cue card at each table. See picture to the right. Homework: Use the chapter 8 review exercises from the website. |
Monday, May 15
Warm-up: Reciting the date and the day of the week.
Reminder 1: Chapter 8 Test this Friday.
Reminder 2: Turn-in Spanish text book.
Class Activity: "Kahoot!" game reviewing for this Friday's chapter 8 test.
Homework: Study and prepare for the chapter 8 test.
Warm-up: Reciting the date and the day of the week.
Reminder 1: Chapter 8 Test this Friday.
Reminder 2: Turn-in Spanish text book.
Class Activity: "Kahoot!" game reviewing for this Friday's chapter 8 test.
Homework: Study and prepare for the chapter 8 test.
WEEK EIGHT
Projected topic of study
- Time to work on gold sheet in class
- Store front role-play
- Play Quizlet
- Prepare for last summative coming up next week.
•El 12 de mayo del 2017 (Friday)
Warm-up: ¿Cuál es la fecha? ¿Qué día es hoy? Sign-up for today's "QUIZLET LIVE" game.
Activities: We played a game called "QUIZLET LIVE" today.
"Quizlet!" is a game-show style game which asks questions and your cell phone or electronic devise is used as the answer screen. The topic for the game was shopping and describing clothing. I posted a picture of a model with specific clothing (used in our clothing unit) or posed a shopping questions and the kids had to select the best response. This game is very much like what the test will be like. The kids were asked to identify clothing according to many descriptors. We focused chapter 8's vocabulary. They learned quite a bit today.
Warm-up: ¿Cuál es la fecha? ¿Qué día es hoy? Sign-up for today's "QUIZLET LIVE" game.
Activities: We played a game called "QUIZLET LIVE" today.
"Quizlet!" is a game-show style game which asks questions and your cell phone or electronic devise is used as the answer screen. The topic for the game was shopping and describing clothing. I posted a picture of a model with specific clothing (used in our clothing unit) or posed a shopping questions and the kids had to select the best response. This game is very much like what the test will be like. The kids were asked to identify clothing according to many descriptors. We focused chapter 8's vocabulary. They learned quite a bit today.
•El 11 de mayo del 2017
Warm-up: ¿Cuál es la fecha? ¿Qué día es hoy? Sign-up for today's Kahoot! game. Activities: We played a game called "Kahoot" today. "Kahoot!" is a game-show style game which asks questions and your cell phone or electronic devise is used as the buzzer. The topic for the game was shopping and describing clothing. I posted a picture of a model with specific clothing (used in our clothing unit) or posed a shopping questions and the kids had to select the best response. This game is very much like what the test will be like. The kids were asked to identify clothing according to many descriptors. We focused on fabric, color, style, type and size. They learned quite a bit today. |
•El 10 de mayo del 2017
Warm-up: ¿Cuál es la fecha? ¿Qué día es hoy?
Learning Target: We will be able to have a conversation about random topics about shopping. Speed Dating
Activities: The students were placed into groups of two. Each group was given a specific topic to talk about with their partner for 2 - 3 minutes. The kids were encouraged to use the Spanish from their gold sheets. The emphasis was not accuracy but rather comprehension. Could the kids understand one another? Afterwards I changed the topic or the partner or both and we had another conversation. Again, we were focused on the effort, understanding and getting the basic idea. Most said they lacked some key terminology and others didn't know how to start at first. The kids got a lot better as the period progressed. The results were very promising.
Homework: Prepare for the 3rd summative coming up next week.
Warm-up: ¿Cuál es la fecha? ¿Qué día es hoy?
Learning Target: We will be able to have a conversation about random topics about shopping. Speed Dating
Activities: The students were placed into groups of two. Each group was given a specific topic to talk about with their partner for 2 - 3 minutes. The kids were encouraged to use the Spanish from their gold sheets. The emphasis was not accuracy but rather comprehension. Could the kids understand one another? Afterwards I changed the topic or the partner or both and we had another conversation. Again, we were focused on the effort, understanding and getting the basic idea. Most said they lacked some key terminology and others didn't know how to start at first. The kids got a lot better as the period progressed. The results were very promising.
Homework: Prepare for the 3rd summative coming up next week.
•El 9 de mayo del 2017 Hoy es martes.
Warm-up: Recite the date & day of the week in Spanish. Reminder of last two exams for the year, Shopping Test & Final Exam.
Activities: Taking notes & writing.
Today took the following notes. Click the picture to get to a larger version. Afterwards they
Warm-up: Recite the date & day of the week in Spanish. Reminder of last two exams for the year, Shopping Test & Final Exam.
Activities: Taking notes & writing.
Today took the following notes. Click the picture to get to a larger version. Afterwards they
wrote a conversation at a store of their choosing. Using these questions and phrases, I asked that they consider a store they would like to shop in and then use these phrases to create a plausible conversation they might have in that store. Each student had to change the default clothing item found in the original sentence to something more plausible for the store they were visiting. Tomorrow we will do the same exercise verbally using our notes and a cue card prompt located at each table.
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•El 8 de mayo del 2017 Hoy es lunes. (Monday)
Warm-up: Recite the date & day of the week in Spanish. Listen for details about the lesson.
Activities: Vocabulary practice.
Today the class worked on vocabulary practice. We are preparing for our third summative scheduled for Friday, May 19 in the computer lab. This will be a traditional style test on the computer.
Warm-up: Recite the date & day of the week in Spanish. Listen for details about the lesson.
Activities: Vocabulary practice.
Today the class worked on vocabulary practice. We are preparing for our third summative scheduled for Friday, May 19 in the computer lab. This will be a traditional style test on the computer.
WEEK SEVEN
Projected topic of study
- END OF COURSE EXAMS
- FASHION SHOW PROJECT (Monday)
- You take the bus with Raúl, journalist Merche's photographer, on your way to meet her, but she isn't where you expected.
- You need to get to your friend Merche urgently.
- Her photographer Raúl has a plan and you have to pose as a house buyer. Will his plan work?
El 2 de mayo - el 5 de mayo del 2017 (05/01/17 - 05/05/17)
END OF COURSE EXAMS
We will be working around these state-mandated tests starting Tuesday through Friday.
END OF COURSE EXAMS
We will be working around these state-mandated tests starting Tuesday through Friday.
•El primero de mayo del 2017 Hoy es lunes. (Monday)
FASHION SHOW
First Period |
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WEEK SIX
•El 27 de abril del 2017 Hoy es viernes. (Friday)
Special Location: Computer Lab 1102
Warm-up: Recite the date & day of the week in Spanish. Log-in to the computer and go to heikell.weebly.com. Listen for details about the Summative on Monday and today's activities.
Activities: Vocabulary practice.
Today the class worked on vocabulary proficiency in the computer lab. The kids followed links from my website that took them to specialized online vocabulary practice activities. These activities focussed on the vocabulary for our Shopping Unit and the specific words and phrases we will be focussing on during Monday's Summative assignment (FASHION SHOW). Click on the link for more about Monday's Summative. Look at the picture below for more details about today's class assignment.
Special Location: Computer Lab 1102
Warm-up: Recite the date & day of the week in Spanish. Log-in to the computer and go to heikell.weebly.com. Listen for details about the Summative on Monday and today's activities.
Activities: Vocabulary practice.
Today the class worked on vocabulary proficiency in the computer lab. The kids followed links from my website that took them to specialized online vocabulary practice activities. These activities focussed on the vocabulary for our Shopping Unit and the specific words and phrases we will be focussing on during Monday's Summative assignment (FASHION SHOW). Click on the link for more about Monday's Summative. Look at the picture below for more details about today's class assignment.
Students that finished early were asked to watch the next installment of Mi Vida Loca. Episode 18 deals with renting a car before you meet up with your friend Merche. Raul's car is on the fritz. Too bad something happens before you meet.
•El 27 de abril del 2017 Hoy es jueves.
Special Location: Computer Lab 1102
Warm-up: Recite the date & day of the week in Spanish. Log-in to the computer and go to heikell.weebly.com. Listen for details about the Fashion Show and today's lesson.
Activities: Vocabulary practice.
Today we worked on vocabulary proficiency in the computer lab. The kids followed links from my website that took them to specialized online vocabulary practice activities. See the picture below for more details.
Special Location: Computer Lab 1102
Warm-up: Recite the date & day of the week in Spanish. Log-in to the computer and go to heikell.weebly.com. Listen for details about the Fashion Show and today's lesson.
Activities: Vocabulary practice.
Today we worked on vocabulary proficiency in the computer lab. The kids followed links from my website that took them to specialized online vocabulary practice activities. See the picture below for more details.
•El 26 de abril del 2017 Hoy es miércoles.
Warm-up: Recite the date & day of the week. Write down a few new words for clothing. Listen for details about the Fashion Show.
Activities: We described what celebrities were wearing. We described our ideal outfit or our ugliest and tackiest outfit.
Today the kids looked at selected photos of celebrities from a Power Point. Each picture demonstrated certain vocabulary words that the kids could identify and write about. Each celebrities' clothing was described in full detail. The answers were written on binder paper. There were about eight pictures of people. See below.
Also, on the back of the paper the kids had one more thing to do. They had a choice to describe their ideal outfit (money isn't an object) from head to toe or their could describe the tackiest and ugliest outfit imaginable. Their were very interesting to read.
Warm-up: Recite the date & day of the week. Write down a few new words for clothing. Listen for details about the Fashion Show.
Activities: We described what celebrities were wearing. We described our ideal outfit or our ugliest and tackiest outfit.
Today the kids looked at selected photos of celebrities from a Power Point. Each picture demonstrated certain vocabulary words that the kids could identify and write about. Each celebrities' clothing was described in full detail. The answers were written on binder paper. There were about eight pictures of people. See below.
Also, on the back of the paper the kids had one more thing to do. They had a choice to describe their ideal outfit (money isn't an object) from head to toe or their could describe the tackiest and ugliest outfit imaginable. Their were very interesting to read.
•El 25 de abril del 2017
Hoy es martes.
Warm-up: Recite the date & day of the week. Sign-up for today's Kahoot! game.
Activities: We played a game today.
We played Kahoot! "Kahoot!" is a game-show style game which asks questions and your cell phone or electronic devise is used as the buzzer. The topic for the game was describing clothing. I posted a picture of a model with specific clothing (used in our clothing unit) and the kids had to choose the correct Spanish description selection from the screen. The kids were asked to identify clothing according to many descriptors. We focused on fabric, color, style, type and size. They learned quite a bit today.
Hoy es martes.
Warm-up: Recite the date & day of the week. Sign-up for today's Kahoot! game.
Activities: We played a game today.
We played Kahoot! "Kahoot!" is a game-show style game which asks questions and your cell phone or electronic devise is used as the buzzer. The topic for the game was describing clothing. I posted a picture of a model with specific clothing (used in our clothing unit) and the kids had to choose the correct Spanish description selection from the screen. The kids were asked to identify clothing according to many descriptors. We focused on fabric, color, style, type and size. They learned quite a bit today.
•El 24 de abril del 2017 Hoy es lunes. (Monday)
Warm-up: Recite the date & day of the week. Listen for instructions.
Activities: We went over last weeks assignment. We also added to it.
Today we went over the assignment from Friday (see below). I handed the papers back and encouraged everyone to ask questions as we went over possible answers for each picture. Students were able to get feedback and dispel any misconceptions about their responses and sentence structure. We went over the first five pictures as a class and then the kids had about 5 minutes to review their other answers on their own. They had a chance to change anything prior to turning it back in. Afterwards, I gave the kids new pictures to look at and to describe. This time, however, I asked the kids to focus more on using descriptive adjectives to distinguish "how things fit" or of what "materials" they were made.
ex. Ella lleva una blusa blanca de seda. She is wearing a white blouse made of silk.
These answers were placed on the back of their assignment from Friday. For those that were absent please look at the pictures below from class today and describe the clothing with descriptive adjectives as explained above.
Warm-up: Recite the date & day of the week. Listen for instructions.
Activities: We went over last weeks assignment. We also added to it.
Today we went over the assignment from Friday (see below). I handed the papers back and encouraged everyone to ask questions as we went over possible answers for each picture. Students were able to get feedback and dispel any misconceptions about their responses and sentence structure. We went over the first five pictures as a class and then the kids had about 5 minutes to review their other answers on their own. They had a chance to change anything prior to turning it back in. Afterwards, I gave the kids new pictures to look at and to describe. This time, however, I asked the kids to focus more on using descriptive adjectives to distinguish "how things fit" or of what "materials" they were made.
ex. Ella lleva una blusa blanca de seda. She is wearing a white blouse made of silk.
These answers were placed on the back of their assignment from Friday. For those that were absent please look at the pictures below from class today and describe the clothing with descriptive adjectives as explained above.
WEEK FIVE
•El 21 de abril del 2017 (Friday)
Substitute Warm-up: Recite the date & day of the week. Listen to the substitutes' instructions. Activity: We will be describing peoples' wardrobe today. Each table will have laminated card stock sheets with pictures on them. You are to look at each picture and then describe them in writing on a separate piece of paper. Use your gold notes sheet to help you with these descriptions and also consider yesterday's Mi Vida Loca vocabulary. I did when making this assignment. Homework: Follow the vocabulary links from the Chapter 8 tab above. Click on some new vocab. tabs and also practice these and old words. |
•El 20 de abril del 2017
Special location: Computer lab 1102
Warm-up: Recite the date & day of the week. Listen to instructions for today's assignment.
Activity: We are watching the 17th episode of Mi Vida Loca today. This episode specifically deals with clothes shopping. I will ask you to listen closely as our narrator takes us through the shopping process. Check out today's assignment and instructions for this episode below.
Special location: Computer lab 1102
Warm-up: Recite the date & day of the week. Listen to instructions for today's assignment.
Activity: We are watching the 17th episode of Mi Vida Loca today. This episode specifically deals with clothes shopping. I will ask you to listen closely as our narrator takes us through the shopping process. Check out today's assignment and instructions for this episode below.
•El 19 de abril del 2017
Warm-up: Recite the date & day of the week in Spanish.
¡Saquen sus papeles dorados!
¿Qué lleva a Sr. Heikell?
(What is Mr. Heikell wearing?)
We discussed several answers as a class prior to starting the lesson. Below is an example of how you could have described Mr. Heikell.
Ella
Él + lleva + una camisa + azul + con rayas y un cinturón.
(pronoun) (verb) (noun) (adj.) (adj.) (noun)
Activities: Using the "shopping notes", we described several people from a video. We watched the 16th episode of Mi Vida Loca today and I paused the video at times to give the class the opportunity to describe certain individuals. I found people with a variety of different types of clothing and accessories to describe. They also were encouraged to use descriptive adjectives from their gold sheets to express an item had stripes, colors, fabric type, and more. Below are the pictures of the ensembles described during the video. You can also watch the video by clicking on the link below. Complete this assignment by simply describing the clothes for each person.
Warm-up: Recite the date & day of the week in Spanish.
¡Saquen sus papeles dorados!
¿Qué lleva a Sr. Heikell?
(What is Mr. Heikell wearing?)
We discussed several answers as a class prior to starting the lesson. Below is an example of how you could have described Mr. Heikell.
Ella
Él + lleva + una camisa + azul + con rayas y un cinturón.
(pronoun) (verb) (noun) (adj.) (adj.) (noun)
Activities: Using the "shopping notes", we described several people from a video. We watched the 16th episode of Mi Vida Loca today and I paused the video at times to give the class the opportunity to describe certain individuals. I found people with a variety of different types of clothing and accessories to describe. They also were encouraged to use descriptive adjectives from their gold sheets to express an item had stripes, colors, fabric type, and more. Below are the pictures of the ensembles described during the video. You can also watch the video by clicking on the link below. Complete this assignment by simply describing the clothes for each person.
•El 18 de abril del 2017
Warm-up: Recite the date & day of the week. Mr. Heikell was back in class.
Activities: The students took notes for our new shopping unit. Everyone has a gold paper for notes. We looked at adjectives that help describe clothing. Here are some examples: short, checkered, loose-fitting, leather, fancy, etc. We also learned about types of shoes and assorted accessories. Later, we watched episode 15 of Mi Vida Loca as a class. We found a few items of interest that dealt with shopping.
Here are links to both of these vocabulary lists and the MVL episode.
Warm-up: Recite the date & day of the week. Mr. Heikell was back in class.
Activities: The students took notes for our new shopping unit. Everyone has a gold paper for notes. We looked at adjectives that help describe clothing. Here are some examples: short, checkered, loose-fitting, leather, fancy, etc. We also learned about types of shoes and assorted accessories. Later, we watched episode 15 of Mi Vida Loca as a class. We found a few items of interest that dealt with shopping.
Here are links to both of these vocabulary lists and the MVL episode.
•El 17 de abril del 2017 (Monday)
SUBSTITUTE
Warm-up: Recite the date & day of the week. Mr. Heikell was out today.
Activities: The students had to find pictures in magazines that matched Spanish descriptions of clothing. Then they cut them out and pasted them and labeled them on a separate piece of paper. Each table had unique items to find than that of other tables or their neighbors. The descriptions depicted articles of clothing, colors, and some descriptive adjectives that helped stand the clothing apart.
SUBSTITUTE
Warm-up: Recite the date & day of the week. Mr. Heikell was out today.
Activities: The students had to find pictures in magazines that matched Spanish descriptions of clothing. Then they cut them out and pasted them and labeled them on a separate piece of paper. Each table had unique items to find than that of other tables or their neighbors. The descriptions depicted articles of clothing, colors, and some descriptive adjectives that helped stand the clothing apart.
WEEK FOUR
•El 15 de abril del 2017 (Saturday)
Check out the pictures from the last RESTAURANT VISIT. Lot's of fun!
Check out the pictures from the last RESTAURANT VISIT. Lot's of fun!
•El 14 de abril del 2017 (SCHOOL HOLIDAY)
•El 13 de abril del 2017 (THURSDAY)
Warm-up: Recite the date & day of the week. Introduced a new unit. SHOPPING!
Activities: Today we started our SHOPPING UNIT. This will be the last unit for the year. We learned some new vocabulary and how to use it in useful sentences. The vocabulary notes from class can be found at this
LINK. ➜
Here are some sentences we learned today. In addition we watched a short movie clip that "modeled" these and other phrases with subtitles.
Warm-up: Recite the date & day of the week. Introduced a new unit. SHOPPING!
Activities: Today we started our SHOPPING UNIT. This will be the last unit for the year. We learned some new vocabulary and how to use it in useful sentences. The vocabulary notes from class can be found at this
LINK. ➜
Here are some sentences we learned today. In addition we watched a short movie clip that "modeled" these and other phrases with subtitles.
•El 12 de abril del 2017
Warm-up: Recite the date & day of the week. I called for late pink permission slips from parents. Today was the last day for receiving these forms. Anyone without one will do the restaurant project today in class.
Activities: Today was the due date for the alternate restaurant project assignment. Students that chose not to visit the restaurant in person could perform the same activity in front of the teacher. These students wen to the VIP section (see picture below). The students listened and responded to the best of their ability. Points were awarded for anything and everything they could say in the VIP section. Each kiddo was given a white index card (in English) to help them stay on task and help them prevent forgetting parts of the process. Students not participating were encouraged to work in their groups in preparation for this week's project at the restaurant.
Homework: Study and practice for your project tonight or Saturday.
Warm-up: Recite the date & day of the week. I called for late pink permission slips from parents. Today was the last day for receiving these forms. Anyone without one will do the restaurant project today in class.
Activities: Today was the due date for the alternate restaurant project assignment. Students that chose not to visit the restaurant in person could perform the same activity in front of the teacher. These students wen to the VIP section (see picture below). The students listened and responded to the best of their ability. Points were awarded for anything and everything they could say in the VIP section. Each kiddo was given a white index card (in English) to help them stay on task and help them prevent forgetting parts of the process. Students not participating were encouraged to work in their groups in preparation for this week's project at the restaurant.
Homework: Study and practice for your project tonight or Saturday.
RESTAURANT VISIT Everyone thing went very well on our second night. They ordered their meals expertly with skill and precision. Many were worried at first but they got through the night with flying colors. ¡Excelente todos!
•El 11 de abril del 2017
Warm-up: Recite the date & day of the week. I reminded everyone about late green sheets and asked for remaining pink permission slips from parents. The last day to turn in pink permission slips is tomorrow. Anyone with out a permission slip tomorrow will have to do the project in class.
Activities: The groups did another role-play. We used the white index cards for the activity. Students were encouraged to work in their groups in preparation for this week's project.
Homework: Study and practice for your project.
Warm-up: Recite the date & day of the week. I reminded everyone about late green sheets and asked for remaining pink permission slips from parents. The last day to turn in pink permission slips is tomorrow. Anyone with out a permission slip tomorrow will have to do the project in class.
Activities: The groups did another role-play. We used the white index cards for the activity. Students were encouraged to work in their groups in preparation for this week's project.
Homework: Study and practice for your project.
•El 10 de abril del 2017
Warm-up: Recite the date & day of the week. I reminded everyone about late green sheets and asked for remaining pink permission slips from parents. I also reminded students of the Restaurant Visit Project after school today.
Activities: The groups did another role-play. We used the white index cards for the activity. Students were encouraged to work in their groups in preparation for this week's project.
Homework: Be sure to attend the project after school. Don't forget!
Warm-up: Recite the date & day of the week. I reminded everyone about late green sheets and asked for remaining pink permission slips from parents. I also reminded students of the Restaurant Visit Project after school today.
Activities: The groups did another role-play. We used the white index cards for the activity. Students were encouraged to work in their groups in preparation for this week's project.
Homework: Be sure to attend the project after school. Don't forget!
RESTAURANT VISIT Everyone thing went very well. The kids were great! They ordered their meals expertly with skill and precision. Many were worried at first but they battled through it to beat the daunting task. ¡Buen hecho todos!
WEEK THREE
•El 7 de marzo del 2017 (Friday) Warm-up: Recite the date and day of the week in Spanish. ¡SAQUEN SUS PAPELES VERDES! The green sheets are due today. I collected them, graded them and handed them back. Activities: First, I made sure that everyone turned in their green sheets and pink permission slips. Afterwards, we played an interactive cell phone game called Kahoot! This game was a fast-paced 75 question restaurant review. It show-cased desserts, common questions, meat types and much more. It was fun and educational. Ask your child about it. Homework: Next week every student will be required to make an order in Spanish. Some have chosen to do so at the Mexican Restaurant down the street while others are going to do it in class in front of their teacher. Study this weekend for the project. Don't procrastinate. |
•El 6 de abril del 2017
Warm-up: Recite the date & day of the week. I reminded everyone of the green sheet due date, the pink permission slips and the impending project next week.
Activities: The groups did another role-play. Today we had NEW index cards for the activity. The NEW cards forced everyone to use the vocabulary from yesterday along with everything else they have learned. The students graded their own tables and shared the findings with the group at the end.
Homework: The due date for the green restaurant vocabulary sheet is tomorrow. Remember that it is double-weighted, worth two formative grades.
Warm-up: Recite the date & day of the week. I reminded everyone of the green sheet due date, the pink permission slips and the impending project next week.
Activities: The groups did another role-play. Today we had NEW index cards for the activity. The NEW cards forced everyone to use the vocabulary from yesterday along with everything else they have learned. The students graded their own tables and shared the findings with the group at the end.
Homework: The due date for the green restaurant vocabulary sheet is tomorrow. Remember that it is double-weighted, worth two formative grades.
•El 5 de abril del 2017
Warm-up: Recite the date & day of the week. We quickly learned how to ask someone what they ordered and how to ask each other how their food was. We also discussed how to put some thing on the side and how to ask for separate checks.
¿Qué ordenaste? - What did you order? ¿Cómo fue la comida? - How was the food?
Al lado. - To the side. Separado(a) - Seperate Cuentas separadas. - Sperarate checks.
Activities: The groups were tasked with doing another role-play. The parishioners were given a green index card with a prepared order and prescribed items to do during their visit. This helped them stretch their Spanish muscles a bit as they were forced to use desired vocabulary and questions that wouldn't necessarily be used by the students on their own. The teacher went to several tables and observed the process from beginning to end. Afterwards, the students had time to ask questions and receive feedback. Tomorrow we will have all new index cards for class.
Homework: The due date for the green restaurant vocabulary sheet has been moved to this **Friday.** Remember that it is double-weighted, worth two formative grades, so please get it turned in on time.
Warm-up: Recite the date & day of the week. We quickly learned how to ask someone what they ordered and how to ask each other how their food was. We also discussed how to put some thing on the side and how to ask for separate checks.
¿Qué ordenaste? - What did you order? ¿Cómo fue la comida? - How was the food?
Al lado. - To the side. Separado(a) - Seperate Cuentas separadas. - Sperarate checks.
Activities: The groups were tasked with doing another role-play. The parishioners were given a green index card with a prepared order and prescribed items to do during their visit. This helped them stretch their Spanish muscles a bit as they were forced to use desired vocabulary and questions that wouldn't necessarily be used by the students on their own. The teacher went to several tables and observed the process from beginning to end. Afterwards, the students had time to ask questions and receive feedback. Tomorrow we will have all new index cards for class.
Homework: The due date for the green restaurant vocabulary sheet has been moved to this **Friday.** Remember that it is double-weighted, worth two formative grades, so please get it turned in on time.
•El 4 de abril del 2017
Warm-up: Recite the date and day of the week in Spanish as a class. Review the names of silverware and discuss the names of typical hispanic desserts and how they are made. Activities: The groups were tasked with doing another role-play today. This time the parishioners were given a small index card with a prepared order and prescribed items to do during their visit. This helped them stretch their Spanish muscles a bit as they were forced to use desired vocabulary and questions that wouldn't necessarily be used by the students on their own. I went to several tables and observed the entire process giving feedback afterwards. Homework: The green restaurant vocabulary sheet is due tomorrow. It has been a daily homework assignment for the last four weeks. It is double-weighted, worth two formative grades, so please get it turned in on time. |
•El 3 de abril del 2017
Warm-up: Recite the date and day of the week in Spanish as a class. Discuss the importance of the week as it is leading up to the first summative. Please don't play with the table props.
Activities: The groups were tasked with doing another role-play today. This time the parishioners were given a small index card with a prepared order and prescribed items to do during their visit. This helped them stretch their Spanish muscles a bit as they were forced to use desired vocabulary and questions that wouldn't necessarily be used by the students on their own. I went to several tables and observed the entire process giving feedback afterwards.
Warm-up: Recite the date and day of the week in Spanish as a class. Discuss the importance of the week as it is leading up to the first summative. Please don't play with the table props.
Activities: The groups were tasked with doing another role-play today. This time the parishioners were given a small index card with a prepared order and prescribed items to do during their visit. This helped them stretch their Spanish muscles a bit as they were forced to use desired vocabulary and questions that wouldn't necessarily be used by the students on their own. I went to several tables and observed the entire process giving feedback afterwards.
WEEK TWO
Projected topic of study
- EOC EXAMS: ENGLISH I & II
- Restaurant role-play
- Continue with new vocabulary: types of meat, types of vegitables
- Play Kahoot!
- Possibly continue the Mi Vida Loca soap opera (episode 14)
- Learn how to complement the taste of a food item
- Learn how to talk about the weather
•El 31 de marzo del 2017
Warm-up: Recite the date and day of the week in Spanish as a class. Listen to the instructions for the Restaurant Visit Project and sign-up for the activity on the clipboards.
Activities: In groups of four, everyone participated in a Restaurant Role-Play. I gave the class 10 minutes to practice what to say and listen for in the restaurant atmosphere after which the class was given a 5 minute drill from the teacher. During the 5 minute drill I monitored what students said, how they responded to one another and checked for pronunciation.
Warm-up: Recite the date and day of the week in Spanish as a class. Listen to the instructions for the Restaurant Visit Project and sign-up for the activity on the clipboards.
Activities: In groups of four, everyone participated in a Restaurant Role-Play. I gave the class 10 minutes to practice what to say and listen for in the restaurant atmosphere after which the class was given a 5 minute drill from the teacher. During the 5 minute drill I monitored what students said, how they responded to one another and checked for pronunciation.
•El 30 de marzo del 2017
No class due to EOC TESTING
No class due to EOC TESTING
•El 29 de marzo del 2017
Warm-up: Recite the date and day of the week in Spanish as a class.
Activities: I shared the pictures of the Spanish Club's Field Trip last Saturday. Participants in class shared their experiences with the class as we looked at the pictures.
After learning about the Spanish Colonial presence in Texas we conducted a short Role-Play. We specifically focussed on the commenting on food and ordering dessert notes.
Warm-up: Recite the date and day of the week in Spanish as a class.
Activities: I shared the pictures of the Spanish Club's Field Trip last Saturday. Participants in class shared their experiences with the class as we looked at the pictures.
After learning about the Spanish Colonial presence in Texas we conducted a short Role-Play. We specifically focussed on the commenting on food and ordering dessert notes.
•El 28 de marzo del 2017
No class due to EOC TESTING
No class due to EOC TESTING
•El 27 de marzo del 2017 (Monday)
Warm-up: Recite the date and day of the week in Spanish as a class.
Activities: Taking notes and Role-Play. (See below)
Warm-up: Recite the date and day of the week in Spanish as a class.
Activities: Taking notes and Role-Play. (See below)
WEEK ONE
Projected topic of study
- Grammar: Imperfect Tense with the Preterite Tense
- Exploration of new restaurant terminology and seafood vocabulary
- Play Quizlet
- Continue the Mi Vida Loca soap opera (episode 13)
- Learn how to order food in a Spanish restaurant
- Learn how to make food selections from a menu
- Learn how to make a toast
•El 24 de marzo del 2017 (Friday)
Special Location: computer lab
Warm-up: Recite the date and day of the week in Spanish. Read the instructions from the board.
Activity: We will watch episode 14 of Mi Vida Loca today. Merche is sad so your try to cheer her up. This episode has great examples of positively describing and commenting beverages. I asked the kids to listen for and write down things that they could use when we start expressing how our food tasted. Also, listen for any types of small talk that could be useful in our role-play sessions. Above is the link for this episode.
Special Location: computer lab
Warm-up: Recite the date and day of the week in Spanish. Read the instructions from the board.
Activity: We will watch episode 14 of Mi Vida Loca today. Merche is sad so your try to cheer her up. This episode has great examples of positively describing and commenting beverages. I asked the kids to listen for and write down things that they could use when we start expressing how our food tasted. Also, listen for any types of small talk that could be useful in our role-play sessions. Above is the link for this episode.
•El 22 de marzo del 2017
Warm-up: Recite the date and day of the week in Spanish as a class. Find five new vocabulary words. Using the IHOP menus in front of you, search for five new words that you don't know yet. (The menus are in English and Spanish) Activities: We discussed how to say "hold the onions" as well as other unwanted ingredients when ordering food. We also discussed how to say we wanted these items in our food. We also looked up the names of typically unwanted or wanted ingredients and had the kids write them down on their green papers. After learning and practicing these new items we had a Role-Play. (See below) |
•El 21 de marzo del 2017
Warm-up: Recite the date and day of the week in Spanish as a class.
Activities: Taking notes and Role-Play. (See below)
Warm-up: Recite the date and day of the week in Spanish as a class.
Activities: Taking notes and Role-Play. (See below)
Here are the notes from the beginning of class. In addition, there were some other very important questions and terminology from the chalk board.
¿Qué tipo de carne? What type of meat? ¿Qué tipo de tortillas? What type of tortillas? Tipos de carne carne de res - ground beef pollo - chicken bistec - steak camarones/gambas - shrimp cangrejo - crab langosta - lobster Tipos de tortillas (de) harrina - flour (de) maíz - corn |
After taking down some notes and discussing when to use the items to the left, we practiced using these questions and responses during the food ordering process. We did a short 5 minute role-play which specifically focussed on these new questions. I closely monitored each 2 person group during the timed period and watched for pronunciation, comprehension, effort, and content. Each student was awarded a grade for their five minute effort. Afterwards, I asked each table to offer some insight about their experience. What did you do well as a table? What could you improve?
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•El 20 de marzo del 2017 (Monday)
Warm-up: Recite the date and day of the week in Spanish aloud. Activity: Restaurant Role-Play. First. In preparation, we used a new menu from Red Lobster. These menus are in Spanish and have a lot of really cool vocabulary. Aside from the obvious seafoods present, we were also able to find the words for steak, chicken, rice, salad, soup and vegetables. The class was given ample time to look through these menus for this type of vocabulary. These newly discovered words were then placed on their GREEN Restaurant Preparation Sheets. FYI: This sheet will be checked later in April for a double formative grade. Students are responsible for filling in and keeping track of this GREEN PAPER. Secondly, we put these new words into practice by doing a role-play. Replacing the seafood menus with a Tex Mex menu in English, I asked the groups to use the new vocabulary in place of the English words during their ordering process. It went very well. |
´Bienvenidos al último parte del año!
Third Quarter
WEEK TEN
•El 10 de marzo del 2017 LAST DAY OF THE 3RD QUARTER
•El 9 de marzo del 2017
Special Location: computer lab
Warm-up: Recite the date and day of the week in Spanish.
Activity: We will watch episode 12 of Mi Vida Loca. See below.
Special Location: computer lab
Warm-up: Recite the date and day of the week in Spanish.
Activity: We will watch episode 12 of Mi Vida Loca. See below.
•El 8 de marzo del 2017
RESTAURANT ROLE PLAY Warm-up: Recite the date and day of the week in Spanish. Activity: Today we did a role play. With real aprons, check booklets, menus, and notes in hand, we recreated the restaurant experience as if in a Mexican restaurant. Students greeted their guests (table group) at the door, seated them and took their drink order. Each student had a chance to be both the server and a customer as we repeated the process several times once the check was paid, of course. They had a lot of fun. |
•El 7 de marzo del 2017
Special Location: computer lab
Warm-up: Recite the date and day of the week in Spanish.
Activity: We will watch episode 11 of Mi Vida Loca. See the instructions.
Special Location: computer lab
Warm-up: Recite the date and day of the week in Spanish.
Activity: We will watch episode 11 of Mi Vida Loca. See the instructions.
•El 6 de marzo del 2017
LAST WEEK OF THE 3RD NINE WEEKS. Warm-up: Recite the date and day of the week in Spanish. ¡SAQUEN SUS PAPELES VERDES! Activities: First, I made sure that everyone had a green sheet from Friday. There were several students out last week. We continued to look at new restaurant vocabulary for our new unit. Today, we defined several new words and phrases in the Ordering Drinks section. Afterwards, we played an interactive cell phone game called Kahoot! Ask your child about it. |
WEEK NINE
•El 3 de marzo del 2017 (Friday)
Warm-up: Recite the date and day of the week in Spanish.
Activity: We started a NEW UNIT: EL RESTAURANTE
Warm-up: Recite the date and day of the week in Spanish.
Activity: We started a NEW UNIT: EL RESTAURANTE
•El 2 de marzo del 2017
Special Location: computer lab
Warm-up: Recite the date and day of the week in Spanish.
Activity: We will watch episode 10 of Mi Vida Loca. There is a handout associated with this video with questions, activities and opinions to write about. See the instructions below.
Special Location: computer lab
Warm-up: Recite the date and day of the week in Spanish.
Activity: We will watch episode 10 of Mi Vida Loca. There is a handout associated with this video with questions, activities and opinions to write about. See the instructions below.
•El primero de marzo del 2017
PROJECT PRESENTATION DAY!
Warm-up: 2 minutes were given to get everything together.
Activity: Presentation of projects. They were really good!
PROJECT PRESENTATION DAY!
Warm-up: 2 minutes were given to get everything together.
Activity: Presentation of projects. They were really good!
•El 28 de febrero del 2017
LAST DAY TO WORK ON THE PROJECT
Warm-up: Recite the date and day of the week in Spanish. Listen to the instructions for group work and any announcements.
Activity: Work collectively as a group to work towards finishing the project that is due on Wednesday of this week. The students had the entire period to work on this assignment. I asked for groups to work towards finishing up their dialog in Spanish and to start dealing with proper pronunciation and presentation ideas. Some groups stepped out in the hall to practice for 2-5 minutes.
LAST DAY TO WORK ON THE PROJECT
Warm-up: Recite the date and day of the week in Spanish. Listen to the instructions for group work and any announcements.
Activity: Work collectively as a group to work towards finishing the project that is due on Wednesday of this week. The students had the entire period to work on this assignment. I asked for groups to work towards finishing up their dialog in Spanish and to start dealing with proper pronunciation and presentation ideas. Some groups stepped out in the hall to practice for 2-5 minutes.
•El 27 de febrero del 2017
4th DAY OF THE PROJECT
Warm-up: Recite the date and day of the week in Spanish. Listen to the instructions for group work and any announcements.
Activity: Work collectively as a group to work towards finishing the project that is due on Wednesday of this week. The students had the entire period to work on this assignment. I asked for groups to work towards finishing up their dialog in Spanish and to start dealing with proper pronunciation and presentation ideas. Some groups stepped out in the hall to practice for 2-5 minutes.
4th DAY OF THE PROJECT
Warm-up: Recite the date and day of the week in Spanish. Listen to the instructions for group work and any announcements.
Activity: Work collectively as a group to work towards finishing the project that is due on Wednesday of this week. The students had the entire period to work on this assignment. I asked for groups to work towards finishing up their dialog in Spanish and to start dealing with proper pronunciation and presentation ideas. Some groups stepped out in the hall to practice for 2-5 minutes.
WEEK EIGHT
•El 24 de febrero del 2017 (Friday)
PROJECT SPECIFICS
Warm-up: Get out your projects at your tables. Listen to Mr. Heikell's instructions.
Activity: We continued to work on the projects started on Tuesday. This assignment is now the final summative for the 3rd nine weeks. It will include several components from chapter 6. Look below for more details.
PROJECT SPECIFICS
Warm-up: Get out your projects at your tables. Listen to Mr. Heikell's instructions.
Activity: We continued to work on the projects started on Tuesday. This assignment is now the final summative for the 3rd nine weeks. It will include several components from chapter 6. Look below for more details.
Project requirements:
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•El 23 de febrero del 2017
Warm-up/Activity:
Warm-up/Activity:
- Log in to a computer.
- Go to Mi Vida Loca.
- Watch Episodio 9 and complete the handout.
- It's due on Monday for full credit.
•El 22 de febrero del 2017
2nd DAY OF THE PROJECT
Warm-up/Activity: See the picture below.
2nd DAY OF THE PROJECT
Warm-up/Activity: See the picture below.
•El 21 de febrero del 2017
1st DAY OF THE PROJECT
Warm-up: Recite the date and the day of the week in Spanish. We quickly discussed the meaning of the warm-up. Después de la fecha y día de la semana, busquen uno de los cuatro tablas con fotos y planos de España. Busquen la tabla que les interesa más. (See below)
1st DAY OF THE PROJECT
Warm-up: Recite the date and the day of the week in Spanish. We quickly discussed the meaning of the warm-up. Después de la fecha y día de la semana, busquen uno de los cuatro tablas con fotos y planos de España. Busquen la tabla que les interesa más. (See below)
Activity: Create a fictional Skit about what they used to do (the imperfect tense) in one of the highlighted Spanish Cities (Barcelona, Córdoba, Madrid or the miscellaneous city board). As a group table, the kids were to select one of the four decorated boards to use as inspiration for their short skit. They were to select a group leader, scribe, creative consultant and dictionary/word finder. As a group they needed to agree upon their city theme and start brainstorming ideas for the skit. Some groups decided to be a part of a city tour on a bus. Others pretended that they lived their and were walking around the town reminiscing their fictional youth. Each group had a unique take on their background and found ways to incorporate the imperfect tense into their conversation. They were also encouraged to use any vocabulary from chapter six that may be beneficial in their project. In the end I want each group to have a conversation about things that happened in the past that they can eventually act out for the class. Each student is required to have a speaking part and each member is required to have a large contribution to the over-all project.
•El 20 de febrero del 2017 (Monday)
President's Day
President's Day
WEEK SEVEN
•El 17 de febrero del 2017 (Friday)
Warm-up: Find your new seating assignment on the new seating chart projected up on the big screen. Recite the date and the day of the week in Spanish.
Activity: We did a variation of the activity called "speed dating." In groups of two, students used their notes (that we just copied from the text) to conduct multiple short and quick interviews with each other. (See the pictures below for the notes.) Each person had to ask their partner some questions about them. What were you like as a child? What did you used to do back in the day? Etc. The responses were in Spanish and the listeners had to take note of what was said on small green slips. We had between 5 and 6 interviews with different people. The gentlemen changed seats upon hearing a bell. The Green slips were exit tickets to demonstrate their level of engagement and listening.
Tarea: Prepare for any retakes or make-ups.
Warm-up: Find your new seating assignment on the new seating chart projected up on the big screen. Recite the date and the day of the week in Spanish.
Activity: We did a variation of the activity called "speed dating." In groups of two, students used their notes (that we just copied from the text) to conduct multiple short and quick interviews with each other. (See the pictures below for the notes.) Each person had to ask their partner some questions about them. What were you like as a child? What did you used to do back in the day? Etc. The responses were in Spanish and the listeners had to take note of what was said on small green slips. We had between 5 and 6 interviews with different people. The gentlemen changed seats upon hearing a bell. The Green slips were exit tickets to demonstrate their level of engagement and listening.
Tarea: Prepare for any retakes or make-ups.
•El 16 de febrero del 2017
Warm-up: The date and the day of the week. Login to a computer and go to the BBC Mi Vida Loca site.
Activity: Watch this gripping episode as you are forced to find your way form Madrid to a small country-side town, Medina de Rio Seco. You don't know how to get to the bus station nor buy a ticket for that matter. However, you can lean upon the help of our friendly interactive notebook to give us some help and guidance. Watch the video and then answer the questions from the accompanying handout. THIS ASSIGNMENT IS DUE BY TUESDAY FOR FULL CREDIT. (Monday is President's day).
Warm-up: The date and the day of the week. Login to a computer and go to the BBC Mi Vida Loca site.
Activity: Watch this gripping episode as you are forced to find your way form Madrid to a small country-side town, Medina de Rio Seco. You don't know how to get to the bus station nor buy a ticket for that matter. However, you can lean upon the help of our friendly interactive notebook to give us some help and guidance. Watch the video and then answer the questions from the accompanying handout. THIS ASSIGNMENT IS DUE BY TUESDAY FOR FULL CREDIT. (Monday is President's day).
•El 15 de febrero del 2017
Warm-up: Pretent you are interviewing someone for a story. What types of questions would you ask someone in this situation. Come up with some questions in English. Be prepared to share.
Activity: After briefly discussing the warm-up, I asked each table to get into groups of two. The partnerships then were challenged to come up with three questions that they could ask each other about their past. Using the imperfect tense, the "interviewer" asked the students questions about their pasts. The roles were then turned and the interview continued.
Warm-up: Pretent you are interviewing someone for a story. What types of questions would you ask someone in this situation. Come up with some questions in English. Be prepared to share.
Activity: After briefly discussing the warm-up, I asked each table to get into groups of two. The partnerships then were challenged to come up with three questions that they could ask each other about their past. Using the imperfect tense, the "interviewer" asked the students questions about their pasts. The roles were then turned and the interview continued.
•El 14 de febrero del 2017 ❤️
Learning target: - I will be able to distinguish the differences between the Imperfect and Preterite tenses.
Warm-up: ¿Cuál es la fecha? ¿Qué día es hoy? Saquen sus teléfonos celulares.
Activity: We played a game. The kids practiced the current grammar (the imperfect tense) paired with topics from the past.
Learning target: - I will be able to distinguish the differences between the Imperfect and Preterite tenses.
Warm-up: ¿Cuál es la fecha? ¿Qué día es hoy? Saquen sus teléfonos celulares.
Activity: We played a game. The kids practiced the current grammar (the imperfect tense) paired with topics from the past.
•El 13 de febrero del 2017
Learning target: - I will be able to distinguish the differences between the Imperfect and Preterite tenses.
Warm-up: Tell me in great detail the differences between the Imperfect Tense and the Preterite Tense.
Activity: After discussing the Warm-up as a class, we did a group writing exercise. Each table (typically 4 students) use one piece of paper and take turns writing. I set a timer for 1 minute 30 seconds and required one member to write about what he or she used to do as a child. This required the use of the Imperfect Tense and their childhood memories. After the buzzer sounds, the paper is passed to the right and the next kid has a minute and thirty seconds to do the same. We do this until every member has had a chance to write something. Everyone else is using the dictionaries and textbooks to get ready for their turn.
Learning target: - I will be able to distinguish the differences between the Imperfect and Preterite tenses.
Warm-up: Tell me in great detail the differences between the Imperfect Tense and the Preterite Tense.
Activity: After discussing the Warm-up as a class, we did a group writing exercise. Each table (typically 4 students) use one piece of paper and take turns writing. I set a timer for 1 minute 30 seconds and required one member to write about what he or she used to do as a child. This required the use of the Imperfect Tense and their childhood memories. After the buzzer sounds, the paper is passed to the right and the next kid has a minute and thirty seconds to do the same. We do this until every member has had a chance to write something. Everyone else is using the dictionaries and textbooks to get ready for their turn.
WEEK SIX
•El 10 de febrero del 2017
Learning target: - I will continue to...
learn how to say someone used to do something.
Activity: - We practiced using the imperfect tense today. We also learned about the three irregular verbs in the Imperfect Tense (see below).
Learning target: - I will continue to...
learn how to say someone used to do something.
Activity: - We practiced using the imperfect tense today. We also learned about the three irregular verbs in the Imperfect Tense (see below).
•El 9 de febrero del 2017
Learning target: - I will...
learn how to say I used to do something.
Activity: - We learned about the Imperfect Tense in Spanish. It is used to express the past when the beginning or ending of an action is not known or important. It is also used to say what someone used to do, in general, in the past. Look at and use the charts to find out how to use the Imperfect Tense.
Learning target: - I will...
learn how to say I used to do something.
Activity: - We learned about the Imperfect Tense in Spanish. It is used to express the past when the beginning or ending of an action is not known or important. It is also used to say what someone used to do, in general, in the past. Look at and use the charts to find out how to use the Imperfect Tense.
•El 8 de febrero del 2017
Computer lab 1103
Learning target: - I will continue to...
learn about the culture and history of Spain.
Activity: - Review of Mr. Heikell's website. Today's task was student driven and allowed for choice. I asked the kids to explore the pictures of Spain found on this site. I took well over three thousand pictures during my last trip. The students were to look at them and then tell me something about them. Here are the instructions:
Computer lab 1103
Learning target: - I will continue to...
learn about the culture and history of Spain.
Activity: - Review of Mr. Heikell's website. Today's task was student driven and allowed for choice. I asked the kids to explore the pictures of Spain found on this site. I took well over three thousand pictures during my last trip. The students were to look at them and then tell me something about them. Here are the instructions:
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•El 7 de febrero del 2017
Learning target: - I will continue to...
learn about the culture and history of Spain.
Activity: - Review of Mr. Heikell's website. I showed pictures and shared stories about my visit to Segovia, Spain. I pointed out places from the text book video that I visited during Spring Break last year. We discussed what we saw and learned about Spain after the video. Each student had the opportunity to share their insights with the teacher and class for Tengo Animo points. Afterwards, the classes had the remainder of the class period (20 minutes) to finish up any past due assignments or to work on yesterday's translation from the book. The 3 computers were available to use for old Mi Vida Loca papers, looking up information for Tengo Animo points or to check the class website.
Tarea: - Finish up any old work, prepare for a test retake or anything else in stand of need.
Learning target: - I will continue to...
learn about the culture and history of Spain.
Activity: - Review of Mr. Heikell's website. I showed pictures and shared stories about my visit to Segovia, Spain. I pointed out places from the text book video that I visited during Spring Break last year. We discussed what we saw and learned about Spain after the video. Each student had the opportunity to share their insights with the teacher and class for Tengo Animo points. Afterwards, the classes had the remainder of the class period (20 minutes) to finish up any past due assignments or to work on yesterday's translation from the book. The 3 computers were available to use for old Mi Vida Loca papers, looking up information for Tengo Animo points or to check the class website.
Tarea: - Finish up any old work, prepare for a test retake or anything else in stand of need.
•El 6 de febrero del 2017 (Monday)
Learning target: - I will... learn about the culture and history of Spain. Activity: - Each student was assigned a little paragraph from the text on pages 200 - 223. The students translate this small reading to the best of their ability with the use of dictionaries and their prior knowledge. I was on hand to help anyone with problems or questions. Tarea: - We will continue to work on this tomorrow in class. |
WEEK FIVE
Projected topic of study
- Grammar
- Continue cultural exploration of Costa Rica
- Chapter 5 test
- Continue the Mi Vida Loca soap opera (episode 6 & 7)
- Learn how to make a purchase
- Learn how to read a schedule
•El 2 de febrero del 2017
Special Location: Computer Lab 1102
Learning target: - I will...
demonstrate my abilities to express what happened using the preterite tense.
Activities: - Using the preterite (past tense) and the sixth episode of Mi Vida Loca, students practiced using the past tense to recount events that occurred. Students watched the video and then answered several questions about what occurred during this episode. Below are the links to this episode and to the handout.
Tarea: Study for tomorrow's test and finish Mi Vida Loca 6.
Special Location: Computer Lab 1102
Learning target: - I will...
demonstrate my abilities to express what happened using the preterite tense.
Activities: - Using the preterite (past tense) and the sixth episode of Mi Vida Loca, students practiced using the past tense to recount events that occurred. Students watched the video and then answered several questions about what occurred during this episode. Below are the links to this episode and to the handout.
Tarea: Study for tomorrow's test and finish Mi Vida Loca 6.
•El primero de febrero del 2017
PRESENTATION DAY 2! A SERIES OF UNFORTUNATE EVENTS
Learning target: - I will...
demonstrate my abilities to express what happened using the preterite tense.
Activity: - We finished up the remaining presentations today. The goal of this activity was to get the kids to learn and use the past tense in their communication. There were many wonderful presentations. Any groups not ready today received a zero for the assignment. See last Friday's notes for more details.
Tarea: Prepare for the chapter 5 test coming up this Friday. The test will be over all the verbs (action words) that we have studied thus far this month. In case your notes are incomplete scroll down and find them in the past notes on this page.
PRESENTATION DAY 2! A SERIES OF UNFORTUNATE EVENTS
Learning target: - I will...
demonstrate my abilities to express what happened using the preterite tense.
Activity: - We finished up the remaining presentations today. The goal of this activity was to get the kids to learn and use the past tense in their communication. There were many wonderful presentations. Any groups not ready today received a zero for the assignment. See last Friday's notes for more details.
Tarea: Prepare for the chapter 5 test coming up this Friday. The test will be over all the verbs (action words) that we have studied thus far this month. In case your notes are incomplete scroll down and find them in the past notes on this page.
•El 31 de enero del 2017
PRESENTATION DAY! A SERIES OF UNFORTUNATE EVENTS
Learning target: - I will...
demonstrate my abilities to express what happened using the preterite tense.
Activity: - Groups were randomly called on to present their presentation today. The goal of this activity was to get the kids to learn and use the past tense in their communication. There were many wonderful presentations. We were able to get through 4 - 5 groups per period. Any groups not ready lost 10% off the top of their project grade. They have one more chance to present their projects tomorrow. See last Friday for more details.
Tarea: Prepare for the chapter 5 test coming up this Friday. The test will be over all the verbs (action words) that we have studied thus far this month. In case your notes are incomplete scroll down and find them in the past notes on this page.
PRESENTATION DAY! A SERIES OF UNFORTUNATE EVENTS
Learning target: - I will...
demonstrate my abilities to express what happened using the preterite tense.
Activity: - Groups were randomly called on to present their presentation today. The goal of this activity was to get the kids to learn and use the past tense in their communication. There were many wonderful presentations. We were able to get through 4 - 5 groups per period. Any groups not ready lost 10% off the top of their project grade. They have one more chance to present their projects tomorrow. See last Friday for more details.
Tarea: Prepare for the chapter 5 test coming up this Friday. The test will be over all the verbs (action words) that we have studied thus far this month. In case your notes are incomplete scroll down and find them in the past notes on this page.
•El 30 de enero del 2017 (Monday)
Learning target: - I will...
demonstrate my abilities to express what happened using the preterite tense.
Activities: - This is the second (and last) class period completely dedicated to the short project assigned on Friday. It is due tomorrow. I will call on groups randomly tomorrow to start their presentation. Any groups that are not ready at that time will be awarded a 10% deducted for being late. See last Friday for more details.
Tarea: Make sure the presentation is ready for tomorrow. Also, prepare for the chapter 5 test coming up this Friday. The test will be over all the verbs (action words) that we have studied thus far this month. In case your notes are incomplete scroll down and find them in the past notes on this page.
Learning target: - I will...
demonstrate my abilities to express what happened using the preterite tense.
Activities: - This is the second (and last) class period completely dedicated to the short project assigned on Friday. It is due tomorrow. I will call on groups randomly tomorrow to start their presentation. Any groups that are not ready at that time will be awarded a 10% deducted for being late. See last Friday for more details.
Tarea: Make sure the presentation is ready for tomorrow. Also, prepare for the chapter 5 test coming up this Friday. The test will be over all the verbs (action words) that we have studied thus far this month. In case your notes are incomplete scroll down and find them in the past notes on this page.
WEEK FOUR
Projected topic of study
- Continue study of the past tense (the preterite tense)
- Learning about and the differences between the verbs PONER & PONERSE
- Continue cultural exploration of Costa Rica
- Learn how to order "tapas" in a café (episode 5)
- Continue the Mi Vida Loca soap opera
•El 27 de enero del 2017
(Friday) Learning target: - I will... demonstrate my abilities to express what happened using the preterite tense. Activities: - The class was given a short project to work on for two days. See the picture below for details and a printable copy. Tarea: - Study for the test next week. Use the various charts on this page as well as the study links that are also scattered through out this month's lessons.
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•El 24 de enero del 2017
Warm-up: - ¡Saquen sus notas sobre el pretérito! ¡No saquen sus celulares! ¡Escuchen!
Learning target: - I will...
practice and become better acquainted with the verbs poder and traer today.
Activities: - I called on tables to select a volunteer form their midst and write for us on the board. Each student had to conjugate a verb I provided in English into the correct Spanish form. We then watched a short home movie of my trip to Costa Rica back in 2014. The students watched and wrote down five interesting things they saw of learned during the video. Afterwards, these were collected at the door.
Tarea: As homework I would like each student to read about Costa Rican culture provided by all of my students by means of the first week exercise titled, CR translation. Read three or so of these short translations located on the Chapter 5 CR page on this website. This information will be included on our chapter 5 test coming up on February 3. Be sure to study!
Warm-up: - ¡Saquen sus notas sobre el pretérito! ¡No saquen sus celulares! ¡Escuchen!
Learning target: - I will...
practice and become better acquainted with the verbs poder and traer today.
Activities: - I called on tables to select a volunteer form their midst and write for us on the board. Each student had to conjugate a verb I provided in English into the correct Spanish form. We then watched a short home movie of my trip to Costa Rica back in 2014. The students watched and wrote down five interesting things they saw of learned during the video. Afterwards, these were collected at the door.
Tarea: As homework I would like each student to read about Costa Rican culture provided by all of my students by means of the first week exercise titled, CR translation. Read three or so of these short translations located on the Chapter 5 CR page on this website. This information will be included on our chapter 5 test coming up on February 3. Be sure to study!
•El 23 de enero del 2017 (Monday)
Warm-up: - ¡Saquen sus notas sobre el pretérito! ¡No saquen sus celulares! ¡Escuchen!
Learning target: - I will add...
two new verbs to my past tense utility belt.
Activities: - We watched a video detailing the verbs traer (to bring) and poder (to be able to). The video showed the conjugations for both verbs and provided examples for using both. As a class we discussed these examples and I awarded points to any and all students that wanted to participate, offer translations or provide any input. The raw verb conjugations are listed below.
Warm-up: - ¡Saquen sus notas sobre el pretérito! ¡No saquen sus celulares! ¡Escuchen!
Learning target: - I will add...
two new verbs to my past tense utility belt.
Activities: - We watched a video detailing the verbs traer (to bring) and poder (to be able to). The video showed the conjugations for both verbs and provided examples for using both. As a class we discussed these examples and I awarded points to any and all students that wanted to participate, offer translations or provide any input. The raw verb conjugations are listed below.
TRAER
(to bring) traje trajimos I brought We brought trajiste trajisteis You brought Y'all brought trajo trajeron He... They brought She... brought Y'all brought You sir... |
PODER
(to be able to) pude pudimos I was able We were able pudiste pudisteis You were able Y'all were able pudo pudieron He... They were able She... was able Y'all were able You sir were able |
Tarea: Study these new verbs on conjuguemos.com. Follow the link below in order to practice theses verbs.
BEFORE CLICKING ON THE LINK. When you go to this site make sure to click on 'CUSTOMIZE' and select these two verbs by holding down the command key while you click on the verbs. Then you are ready to start the 5 minute session.
WEEK THREE
•El 20 de enero del 2017 (Friday)
Special location: Computer lab 1102
Warm-up: - Follow instructions on the board.
Learning target: - I will...
be able to properly address someone when I meet them for the first time and also learn how to greet someone.
Activities: - Finish up yesterday's episode of Mi Vida Loca (#3). Afterwards, start watching episode 4 of Mi Vida Loca. Complete the handout for this episode.
Tarea: Finish any handouts for episodes 3 and 4 of Mi Vida Loca. They are due on Monday.
Special location: Computer lab 1102
Warm-up: - Follow instructions on the board.
Learning target: - I will...
be able to properly address someone when I meet them for the first time and also learn how to greet someone.
Activities: - Finish up yesterday's episode of Mi Vida Loca (#3). Afterwards, start watching episode 4 of Mi Vida Loca. Complete the handout for this episode.
Tarea: Finish any handouts for episodes 3 and 4 of Mi Vida Loca. They are due on Monday.
•El 19 de enero del 2017
Special location: Computer lab 1102
Warm-up: - Listen to testing procedures. Get onto Edmodo.com.
Learning target: - I will...
demonstrate my knowledge of the past tense in Spanish
Activities: - Take the Preterite Test. Afterwards, watch Mi Vida Loca episode 3. Complete the handout for this episode.
Tarea: Finish the handout for episode 3 of Mi Vida Loca.
Special location: Computer lab 1102
Warm-up: - Listen to testing procedures. Get onto Edmodo.com.
Learning target: - I will...
demonstrate my knowledge of the past tense in Spanish
Activities: - Take the Preterite Test. Afterwards, watch Mi Vida Loca episode 3. Complete the handout for this episode.
Tarea: Finish the handout for episode 3 of Mi Vida Loca.
•El 18 de enero del 2017
Warm-up: - ¡Saquen sus notas! ¡Copien los verbos nuevos!
Learning target: - I will...
be able to determine which "verb" (in Spanish) should be used in various situations.
Activities: - Finish up yesterday's textbook assignment (teacher made his way around the room to each remaining group and went over the answers together). The students prepared for their test tomorrow by doing some exercises that mimic the questions from that will appear tomorrow.
Tarea: Study for tomorrow's TEST.
Warm-up: - ¡Saquen sus notas! ¡Copien los verbos nuevos!
Learning target: - I will...
be able to determine which "verb" (in Spanish) should be used in various situations.
Activities: - Finish up yesterday's textbook assignment (teacher made his way around the room to each remaining group and went over the answers together). The students prepared for their test tomorrow by doing some exercises that mimic the questions from that will appear tomorrow.
Tarea: Study for tomorrow's TEST.
•El 17 de enero del 2017 (Tuesday)
Warm-up: - ¡Saquen sus notas! ¡Copien los verbos nuevos!
Warm-up: - ¡Saquen sus notas! ¡Copien los verbos nuevos!
TENER
(to have) tuve tuvimos I had We had tuviste tuvisteis You had Y'all had tuvo tuvieron He had They had She had Y'all had You sir had |
ESTAR
(to be) estuve estuvimos I was We were estuviste estuvisteis You were Y'all were estuvo estuvieron He was They were She was Y'all were You sir were |
Learning target: - I will...
be able to determine which to be verb (in Spanish) should be used in various situations.
Activities: - The class worked in their text books today. Students learned about the unique differences between the two "to be verbs," SER & ESTAR. Activity 17 on page 165 had a small activity to complete using these two verbs. In a small paragraph, about a recent competition in Florida, there were blanks in the sentences where the correct 'to be verb' needed to be filled in. Using the rules for the to be verbs, found on page 164, fill in the blanks with the correct verb using the context clues in the sentences to help you determine which verb would be appropriate.
Tarea: Study for the test coming up on Thursday.
be able to determine which to be verb (in Spanish) should be used in various situations.
Activities: - The class worked in their text books today. Students learned about the unique differences between the two "to be verbs," SER & ESTAR. Activity 17 on page 165 had a small activity to complete using these two verbs. In a small paragraph, about a recent competition in Florida, there were blanks in the sentences where the correct 'to be verb' needed to be filled in. Using the rules for the to be verbs, found on page 164, fill in the blanks with the correct verb using the context clues in the sentences to help you determine which verb would be appropriate.
Tarea: Study for the test coming up on Thursday.
•El 16 de enero del 2017
MARTIN LUTHER KING DAY - SCHOOL HOLIDAY
MARTIN LUTHER KING DAY - SCHOOL HOLIDAY
WEEK TWO
•El 13 de enero del 2017 (Friday)
Warm-up: - Listen to verbal reminders about next week's test and purpose of today's activity.
Learning target: - I will...
practice the past tense and prepare for the first test
Activities: - "Stations." Today their were five different activities to do in class. These activities or stations varied greatly but ultimately focused on the same topic, mastering the past tense. These stations were designed to help the students prepare for their first test. Groups of four went from station to station during the period and were challenged through games, crafts, and computer exercises. See the pictures below. Anyone can do the computer activities form home as they are posted on this website. Here is a link to the TEST REVIEW.
Tarea: - Study the past tense. Be ready for Thursday of next week.
Warm-up: - Listen to verbal reminders about next week's test and purpose of today's activity.
Learning target: - I will...
practice the past tense and prepare for the first test
Activities: - "Stations." Today their were five different activities to do in class. These activities or stations varied greatly but ultimately focused on the same topic, mastering the past tense. These stations were designed to help the students prepare for their first test. Groups of four went from station to station during the period and were challenged through games, crafts, and computer exercises. See the pictures below. Anyone can do the computer activities form home as they are posted on this website. Here is a link to the TEST REVIEW.
Tarea: - Study the past tense. Be ready for Thursday of next week.
•El 11 de enero del 2017
Warm-up: - Resite the date and day of the week in Spanish. Follow the Spanish instructions.
¡No hablen por favor!¡No saquen sus teléfonos celulares! ¡Busquen sus notas sobre el pasado! ¡Sáquen una hoja de papel!
Learning target: - I will...
be able to read and understand basic paragraphs and comment on them.
Activity: - We read about a birthday party. In the reader, pictured below, each student in class was given a samll reading assignment. On page six there was a short e-mail to read, interpret and some pictures to match. On page seven there were six pictures with a brief description below them to read and interpret. The las t two pages were for native speakers to read. For pages six and seven the students needed to write their translations on a piece of paper and turn it in. On pages 26 and 27 the questions varied determined by the level of fluency of each student. (See teacher for more details) These questions were then turned in.
Tarea: - Study the past tense and Costa Rica. Also, bring head phones to the computer lab tomorrow.
Warm-up: - Resite the date and day of the week in Spanish. Follow the Spanish instructions.
¡No hablen por favor!¡No saquen sus teléfonos celulares! ¡Busquen sus notas sobre el pasado! ¡Sáquen una hoja de papel!
Learning target: - I will...
be able to read and understand basic paragraphs and comment on them.
Activity: - We read about a birthday party. In the reader, pictured below, each student in class was given a samll reading assignment. On page six there was a short e-mail to read, interpret and some pictures to match. On page seven there were six pictures with a brief description below them to read and interpret. The las t two pages were for native speakers to read. For pages six and seven the students needed to write their translations on a piece of paper and turn it in. On pages 26 and 27 the questions varied determined by the level of fluency of each student. (See teacher for more details) These questions were then turned in.
Tarea: - Study the past tense and Costa Rica. Also, bring head phones to the computer lab tomorrow.
•El 10 de enero del 2017
Warm-up: - ¡Busquen sus notas! ¡Sáquenlas! ¡Saquen sus teléfonos celulares!
Learning target: - I will...
be able to recognize and interpret written examples of the past tense.
Activity: - We played a game:
Tarea: Study the past tense at home.
Warm-up: - ¡Busquen sus notas! ¡Sáquenlas! ¡Saquen sus teléfonos celulares!
Learning target: - I will...
be able to recognize and interpret written examples of the past tense.
Activity: - We played a game:
- Kahoot! is an internet based individual player game that can be designed to practice any subject. In a game show style game each player answers questions projected on the wall and have to answer them using their smart phone. The questions for this game surrounded around the past tense that was studdied yesterday in class.
Tarea: Study the past tense at home.
•El 9 de enero del 2017 (Monday)
Warm-up: - ¡Saquen sus notas! ¡Busquen los verbos nuevos! ¡Cópienlos en sus notas!
Learning target: - I will...
be able to express actions that happened in the past.
Activity: - After a short past tense review, using the verbs from the warm-up, we did two activities:
The first activtiy involved practice of the new verbs. using white boards and markers student wrote down the Spanish form of the verbs that they heard in English. I checked for understanding by watching the students hold up their written answers.
The second activity also involved writing. Each student wrote about something that happened over the weekend. On an half piece of paper each student wrote something according to my instruction. For example: I might ask for a sentence illustrating what a family member did over the weekend. The senetence then had to be crafted in the third person singular using the past tense. The following sentence might be about one's self. Then the sentence would have to be crafted using the first person singular and the past tense. Each time the students finished a short sentence they passed their piece of paper to the right and started a new sentence on their new piece of paper. We did sevearl rounds of this until the end of the peiriod.
Tarea: Students could use Conjuguemos.com to pratice the past tesnse.
Warm-up: - ¡Saquen sus notas! ¡Busquen los verbos nuevos! ¡Cópienlos en sus notas!
Learning target: - I will...
be able to express actions that happened in the past.
Activity: - After a short past tense review, using the verbs from the warm-up, we did two activities:
The first activtiy involved practice of the new verbs. using white boards and markers student wrote down the Spanish form of the verbs that they heard in English. I checked for understanding by watching the students hold up their written answers.
The second activity also involved writing. Each student wrote about something that happened over the weekend. On an half piece of paper each student wrote something according to my instruction. For example: I might ask for a sentence illustrating what a family member did over the weekend. The senetence then had to be crafted in the third person singular using the past tense. The following sentence might be about one's self. Then the sentence would have to be crafted using the first person singular and the past tense. Each time the students finished a short sentence they passed their piece of paper to the right and started a new sentence on their new piece of paper. We did sevearl rounds of this until the end of the peiriod.
Tarea: Students could use Conjuguemos.com to pratice the past tesnse.
Warm-up notes: the past tense of these six verbs.
WEEK ONE
•El 6 de enero del 2017 (Friday)
Computer lab day: 1103
Warm-up: - Resite the date and day of the week in Spanish. Read the instructions from the board. Busquen la sita se llama: Mi Vida Loca.
Learning target: - I will...
learn how to get from the airport to my friends appartment in Madrid, Spain.
Activity: - We watched the first episode of a soap opera titled, Mi Vida Loca. This soap is designed to help it's viewers learn Spanish as they cruce through Central and Northern Spain. The action is observed in the first person, as if you are really there, giving you opportunities to speak and make decisions on the way. Students are awared Tengo Ánimo points for verbalizing the pronuncion sections out loud. During the video each student has to fill out a short questionare about the video. The handout asks questions about the video and helps build upon the educational side of the experience. This handout can be turned into the teacher during class or on Monday for full credit. Below are links to the video and the handout.
Computer lab day: 1103
Warm-up: - Resite the date and day of the week in Spanish. Read the instructions from the board. Busquen la sita se llama: Mi Vida Loca.
Learning target: - I will...
learn how to get from the airport to my friends appartment in Madrid, Spain.
Activity: - We watched the first episode of a soap opera titled, Mi Vida Loca. This soap is designed to help it's viewers learn Spanish as they cruce through Central and Northern Spain. The action is observed in the first person, as if you are really there, giving you opportunities to speak and make decisions on the way. Students are awared Tengo Ánimo points for verbalizing the pronuncion sections out loud. During the video each student has to fill out a short questionare about the video. The handout asks questions about the video and helps build upon the educational side of the experience. This handout can be turned into the teacher during class or on Monday for full credit. Below are links to the video and the handout.
Tarea: - Finish the Mi VidaLoca video and handout. Research Costa Rica by visiting the Chapter 5 CR tab above. Share your findings with Mr. Heikell on Monday.
•El 5 de enero del 2017
Warm-up: - Resite the date and day of the week in Spanish. Estudiantes, ¡saquen un libro! Ábranlo en la página asignada ayer en clase.
Sigan sus traducciones de ayer.
Learning target: - I will...
translate a small section of text from the book aobut the culture of Costa Rica.
Activities: - A continuation of yesterday's activity. Each student was assigned a little paragraph from the text (See yesterday's explanation). Once a student finished their assignment they were asked to show it to me for review. Any problems were pointed out and discussed and the assignment was accepted after any/all issues were resolved. The assignment will be posted on this webpage after Monday of next week.
Two other activities were given for students that completed their task early. Researching interesting facts about my visit to Costa Rica in 2014 (found on my webpage). And preparing for tomorrow's activity in the computer lab, looking up critical vocabulary from tomorrow's video assignment(these words are located to the right). Completion of either one of these assignments or both earn the student much needed class points for Tengo Ánimo.
Tarea: - Look up the new vocabulary tonight for tomorrow's video and bring head phones to the computer lab tomorrow.
Warm-up: - Resite the date and day of the week in Spanish. Estudiantes, ¡saquen un libro! Ábranlo en la página asignada ayer en clase.
Sigan sus traducciones de ayer.
Learning target: - I will...
translate a small section of text from the book aobut the culture of Costa Rica.
Activities: - A continuation of yesterday's activity. Each student was assigned a little paragraph from the text (See yesterday's explanation). Once a student finished their assignment they were asked to show it to me for review. Any problems were pointed out and discussed and the assignment was accepted after any/all issues were resolved. The assignment will be posted on this webpage after Monday of next week.
Two other activities were given for students that completed their task early. Researching interesting facts about my visit to Costa Rica in 2014 (found on my webpage). And preparing for tomorrow's activity in the computer lab, looking up critical vocabulary from tomorrow's video assignment(these words are located to the right). Completion of either one of these assignments or both earn the student much needed class points for Tengo Ánimo.
Tarea: - Look up the new vocabulary tonight for tomorrow's video and bring head phones to the computer lab tomorrow.
•El 4 de enero del 2017
Warm-up: - Clase, ¡saquen sus libros!
Ábranlos en la página ciento sesenta.
Busquen el nombre de la ciudad en Costa Rica.
Learning target: - I will...
translate a small section of text from the book about the culture of Costa Rica.
Activity: - Each student was assigned a little paragraph form the text (See examples below). The students translate this small reading to the best of their ability with the use of dictionaries and their prior knowledge. I was on hand to help anyone with problems or questions.
Tarea: - We will continue to work on this tomorrow in class.
Warm-up: - Clase, ¡saquen sus libros!
Ábranlos en la página ciento sesenta.
Busquen el nombre de la ciudad en Costa Rica.
Learning target: - I will...
translate a small section of text from the book about the culture of Costa Rica.
Activity: - Each student was assigned a little paragraph form the text (See examples below). The students translate this small reading to the best of their ability with the use of dictionaries and their prior knowledge. I was on hand to help anyone with problems or questions.
Tarea: - We will continue to work on this tomorrow in class.
FIRST SEMESTER
Second Quarter
WEEK EIGHT
CHRISTMAS BREAK
•El 16 de diciembre del 2016 (FRIDAY)
LAST DAY OF SCHOOL
Learning target: I will use my time wisely for my semester exam.
Activity: Study time. Students were free to work on semester exam preparation independently, collectively or use the computers for assistance. This was their time for preparation. There was no assigned work for today.
Semester Exam Day: My 2nd period had there last day of the semester today.
LAST DAY OF SCHOOL
Learning target: I will use my time wisely for my semester exam.
Activity: Study time. Students were free to work on semester exam preparation independently, collectively or use the computers for assistance. This was their time for preparation. There was no assigned work for today.
Semester Exam Day: My 2nd period had there last day of the semester today.
•El 15 de diciembre del 2016
Warm-up: None.
Learning target: I will use my time wisely for my semester exam.
Activity: Study time. Students were free to work on semester exam preparation independently, collectively or use the computers for assistance. This was their time for preparation. There was no assigned work for today.
Semester Exam Day: My 1st and 3rd periods had there last day of the semester today.
Warm-up: None.
Learning target: I will use my time wisely for my semester exam.
Activity: Study time. Students were free to work on semester exam preparation independently, collectively or use the computers for assistance. This was their time for preparation. There was no assigned work for today.
Semester Exam Day: My 1st and 3rd periods had there last day of the semester today.
•El 14 de diciembre del 2016
Warm-up: None.
Learning target: I will use my time wisely in preparation for my semester exam.
Activity: Study time. Students were free to work on semester exam preparation independently, collectively or use the computers for assistance. This was their time for preparation. There was no assigned work for today.
Semester Exam Day: My 5th period had there last day of the semester today.
Warm-up: None.
Learning target: I will use my time wisely in preparation for my semester exam.
Activity: Study time. Students were free to work on semester exam preparation independently, collectively or use the computers for assistance. This was their time for preparation. There was no assigned work for today.
Semester Exam Day: My 5th period had there last day of the semester today.
•El 13 de diciembre del 2016
Warm-up: None.
Learning target: I will use my time wisely for my semester exam.
Activity: Study time. Students were free to work on semester exam preparation independently, collectively or use the computers for assistance. This was their time for preparation. There was no assigned work for today.
Semester Exam Day: My 6th period had there last day of the semester today.
Warm-up: None.
Learning target: I will use my time wisely for my semester exam.
Activity: Study time. Students were free to work on semester exam preparation independently, collectively or use the computers for assistance. This was their time for preparation. There was no assigned work for today.
Semester Exam Day: My 6th period had there last day of the semester today.
SEMESTER EXAM WEEK
•El 12 de diciembre del 2016 (MONDAY)
Warm-up: Listening to the verbal instructions regarding emester exam schedule and other class announcements.
Learning target: I will learn about simmularities and differences over how Christmas is celebrated in Mexico and what I celebrate (if anything).
Activity: We watched a 40 min. video narrated by two teens located in Central Mexico. Esther (a native of Mexico City) leads her new friend Jason (from the U.S.) around the countryside to experience Las Posadas or Christmas in Mexico. Actually, Las Posadas represent a nine day period of festivities that lead up to late Chrismas eve and early Christmas morning. The video demonstares many of the traditions that make this countries' Christmas time different and unique from that of other Spanish speaking countries. After the video the class discusses the differences they noticed and we discuss them.
Warm-up: Listening to the verbal instructions regarding emester exam schedule and other class announcements.
Learning target: I will learn about simmularities and differences over how Christmas is celebrated in Mexico and what I celebrate (if anything).
Activity: We watched a 40 min. video narrated by two teens located in Central Mexico. Esther (a native of Mexico City) leads her new friend Jason (from the U.S.) around the countryside to experience Las Posadas or Christmas in Mexico. Actually, Las Posadas represent a nine day period of festivities that lead up to late Chrismas eve and early Christmas morning. The video demonstares many of the traditions that make this countries' Christmas time different and unique from that of other Spanish speaking countries. After the video the class discusses the differences they noticed and we discuss them.
WEEK SEVEN
•El 8 de diciembre del 2016
Warm-up: Listening to the verbal instructions for the Scavenger Hunt.
Learning target: As a group we will be assessed on our ability to follow written directions that take our group around the school.
Activity: Scavenger Hunt. This is a summative assignment. Each group was handed a slip of paper with directions on it. These directions, if followed correctly, will lead the group through the school to a desired point. At that spot is a picture of a place from our textbook. At the end of each set of directions the groups check in with their teacher and get a new set of directions to follow.. The groups had to work together to figure out these Spanish directions. Check out some of the classes below.
Homework: Prepare for the mid-term.
Warm-up: Listening to the verbal instructions for the Scavenger Hunt.
Learning target: As a group we will be assessed on our ability to follow written directions that take our group around the school.
Activity: Scavenger Hunt. This is a summative assignment. Each group was handed a slip of paper with directions on it. These directions, if followed correctly, will lead the group through the school to a desired point. At that spot is a picture of a place from our textbook. At the end of each set of directions the groups check in with their teacher and get a new set of directions to follow.. The groups had to work together to figure out these Spanish directions. Check out some of the classes below.
Homework: Prepare for the mid-term.
•El 7 de diciembre del 2016
Warm-up: ***Explaining the activity is the same as yesterday. Get into groups and start the in class scavenger hunt.
Learning target: As a group we will be able to follow directions provided by the teacher inorder to find a poster, object or place around the class room.
Activity: The class furniture was shuffed into a maze of tables and student desks. Each group was handed a slip of paper with directions on it. These directions, if followed correctly, will lead the group through this maze of desks to get them from one part of the room to another. At the end of each set of directions are different destination, much like the activity this Thursday. The groups had to work together to figure out these Spanish directions. The wording and style of this activity was designed to mimic the scavenger hunt planned for this Thursday. Check out some of the classes below.
Homework: Prepare for tomorrow's summative scavenger hunt around the school.
Warm-up: ***Explaining the activity is the same as yesterday. Get into groups and start the in class scavenger hunt.
Learning target: As a group we will be able to follow directions provided by the teacher inorder to find a poster, object or place around the class room.
Activity: The class furniture was shuffed into a maze of tables and student desks. Each group was handed a slip of paper with directions on it. These directions, if followed correctly, will lead the group through this maze of desks to get them from one part of the room to another. At the end of each set of directions are different destination, much like the activity this Thursday. The groups had to work together to figure out these Spanish directions. The wording and style of this activity was designed to mimic the scavenger hunt planned for this Thursday. Check out some of the classes below.
Homework: Prepare for tomorrow's summative scavenger hunt around the school.
•El 6 de diciembre del 2016
Warm-up: ¡Saquen sus notas y pongan atención!
Learning target: As a group we will be able to follow directions provided by the teacher inorder to find a poster, object or place around the class room.
Activity: The class furniture was shuffed into a maze of tables and student desks. Each group was handed a slip of paper with directions on it. These directions, if followed correctly, will lead the group through this maze of desks to get them from one part of the room to another. At the end of each set of directions are different destination, much like the activity this Thursday. The groups had to work together to figure out these Spanish directions. The wording and style of this activity was designed to mimic the scavenger hunt planned for this Thursday. Check out some of the classes below.
Warm-up: ¡Saquen sus notas y pongan atención!
Learning target: As a group we will be able to follow directions provided by the teacher inorder to find a poster, object or place around the class room.
Activity: The class furniture was shuffed into a maze of tables and student desks. Each group was handed a slip of paper with directions on it. These directions, if followed correctly, will lead the group through this maze of desks to get them from one part of the room to another. At the end of each set of directions are different destination, much like the activity this Thursday. The groups had to work together to figure out these Spanish directions. The wording and style of this activity was designed to mimic the scavenger hunt planned for this Thursday. Check out some of the classes below.
•El 5 de diciembre del 2016 (Monday)
Warm-up: Critical vocabualry for this weeks summative assignment.
Learning target: As a group we will be able to give directions to one another inorder to find a poster, object or place around the class room.
Activity: The class furniture was reorganized into a maze of tables and student desks. Each group was posed a question as to how they would circumvent this maze to get from one part of the room to the next. The groups had to state out loud how they were to move around the maze of tables. This activity was designed to mimic an activity that will ocurr this Thursday in the school. The students got out of it what they put into it.
Warm-up: Critical vocabualry for this weeks summative assignment.
Learning target: As a group we will be able to give directions to one another inorder to find a poster, object or place around the class room.
Activity: The class furniture was reorganized into a maze of tables and student desks. Each group was posed a question as to how they would circumvent this maze to get from one part of the room to the next. The groups had to state out loud how they were to move around the maze of tables. This activity was designed to mimic an activity that will ocurr this Thursday in the school. The students got out of it what they put into it.
WEEK SIX
•El 2 de diciembre del 2016 (Friday)
Warm-up: ¿Cómo puedo llegar a la mueblería desde el ayuntamiento? ¡Escriban en español! Learning target: Vocabulary. I will be able to recognize names of places around town. Activity: We played another game today! Spanish Bingo. The students had two bingo cards, that I prepared, that have pictures of our vocabulary words. A student called out the vocabulary words in Spanish and my students listened and tried to get a bingo for points and a small treat. Fun! |
•El primero de diciembre del 2016
Learning target: Vocabulary. I will be able to recognize names of places around town easily after this class.
Activity: We played a game! Catch Phrase is a game I picked up several years ago. Its like the combination of Taboo and hot potato. Students are given a vocabulary word that needed to be guessed by their team. They can say anything they want to as a clue and act anything out physically providing they don't say any part of the word or phrase. They had a great time learning the vocabulary (Chapter 3 vocabulary form page 117 of the textbook).
Learning target: Vocabulary. I will be able to recognize names of places around town easily after this class.
Activity: We played a game! Catch Phrase is a game I picked up several years ago. Its like the combination of Taboo and hot potato. Students are given a vocabulary word that needed to be guessed by their team. They can say anything they want to as a clue and act anything out physically providing they don't say any part of the word or phrase. They had a great time learning the vocabulary (Chapter 3 vocabulary form page 117 of the textbook).
•El 30 de noviembre del 2016
Learning target: Mandatos/Commands. I will be able to read, understand and follow commands in the target language.
Warm-up/Activity: We continued the activity from yesterday. Most groups required more time to finish the map activity. See previous lessons below for more details and for needed vocabulary.
Learning target: Mandatos/Commands. I will be able to read, understand and follow commands in the target language.
Warm-up/Activity: We continued the activity from yesterday. Most groups required more time to finish the map activity. See previous lessons below for more details and for needed vocabulary.
•El 29 de noviembre del 2016
Learning target: Mandatos/Commands. I will be able to read, understand and follow commands in the target language.
Warm-up: Review some new notes from the board aided at aiding the groups during the activity today.
desde - from ¿Cómo puedo llegar... - How can I arrive to... ¿Qué hicieron... - What did you do?
bajen - go down suban - go up / get onto
Activity: Groups of two worked on deciphering some directions written in Spanish. Using these directions with a giant map, each group had to figure out where their teacher was telling them to go. These maps are real tourist maps form both Costa Rica and Spain. My directions intertwined the commands/phrases learned over the last week and a half and the current city vocabulary from chapter 3. See the examples below.
Learning target: Mandatos/Commands. I will be able to read, understand and follow commands in the target language.
Warm-up: Review some new notes from the board aided at aiding the groups during the activity today.
desde - from ¿Cómo puedo llegar... - How can I arrive to... ¿Qué hicieron... - What did you do?
bajen - go down suban - go up / get onto
Activity: Groups of two worked on deciphering some directions written in Spanish. Using these directions with a giant map, each group had to figure out where their teacher was telling them to go. These maps are real tourist maps form both Costa Rica and Spain. My directions intertwined the commands/phrases learned over the last week and a half and the current city vocabulary from chapter 3. See the examples below.
Giving directions around town
salga - go out del edificio / de la estación siga - continue adelante / todo recto / derecho doble - turn a la izquierda / a la derecha traiga - bring un plano / su celelar / su jaqueta de una vuelta - take a turn / turn around mire - look a la catedral / a la calle / al semáforo busque - search for la avenida / la esquina venga - come aquí pare - stop |
•El 28 de noviembre del 2016 (Monday)
Learning target: Mandatos/Commands. I will be able to follow and give commands in the target language.
Warm-up: Review the commands from last Friday and be ready for today's activity.
Activity: Students are paired boy and girl in two's. The boys are given the task to lead their partner around the classroom in the target language (The information from last Friday is still on the board). After a few moments of practice the girls are instructed to pick a bandana of their choice from the table. Now the activity will be blindfolded. The young men now lead their female partners around the room in the target language. This eliminates hand gestures and body language form getting in the way and forces the students focus on the accuracy of their commands and listening skills. Its a lot of fun. Through out the activity we change places so that everyone has an opportunity to be blindfolded. Occasionally I instruct the girls to select a new partner so as to allow them to learn from more than one person in class. It also makes it more fun and interesting for the kids.
Tarea: Practice commands at home.
Learning target: Mandatos/Commands. I will be able to follow and give commands in the target language.
Warm-up: Review the commands from last Friday and be ready for today's activity.
Activity: Students are paired boy and girl in two's. The boys are given the task to lead their partner around the classroom in the target language (The information from last Friday is still on the board). After a few moments of practice the girls are instructed to pick a bandana of their choice from the table. Now the activity will be blindfolded. The young men now lead their female partners around the room in the target language. This eliminates hand gestures and body language form getting in the way and forces the students focus on the accuracy of their commands and listening skills. Its a lot of fun. Through out the activity we change places so that everyone has an opportunity to be blindfolded. Occasionally I instruct the girls to select a new partner so as to allow them to learn from more than one person in class. It also makes it more fun and interesting for the kids.
Tarea: Practice commands at home.
THANKSGIVING VACATION
•El 21 de noviembre - 25 de noviembre del 2016
WEEK FIVE
•El 18 de noviembre del 2016 (Friday)
Learning target: Mandatos/Commands. We will learn how to follow and give directions around the school.
Warm-up: Copied the following new commands.
Learning target: Mandatos/Commands. We will learn how to follow and give directions around the school.
Warm-up: Copied the following new commands.
Giving directions around town
salga - go out del edificio / de la estación siga - continue adelante / todo recto / derecho doble - turn a la izquierda / a la derecha traiga - bring un plano / su celelar / su jaqueta de una vuelta - take a turn / turn around mire - look a la catedral / a la calle / al semáforo busque - search for la avenida / la esquina venga - come aquí pare - stop |
Activities: Mr. Heikell (the teacher) commanded the kids around the school using these new commands. The kids were instructed to go into the hall and then commanded to go down the hall. The kids were told to go dow the stairs, take turns to the right and left and eventually guided them into the court yard.
Once in the court yard the students were instructed to form groups of there own and given the following instructions:
Once in the court yard the students were instructed to form groups of there own and given the following instructions:
- Select a leader
- Listen to your leader
- The leader is to command his or her group around the court yard in Spanish. Modeling what the teacher did in the hallways, guide your group forward, right, left, etc. through out the area (with out annoying the chickens and rabbits).
•El 17 de noviembre del 2016
Learning target: Mandatos/Commands. We will learn how to command people to do things.
Activity:
Learning target: Mandatos/Commands. We will learn how to command people to do things.
Activity:
Today's Activities: I selected one student at a time to use the new commands on their choice of classmates. A selected student was given the power to select any table of students in class and then "command" them to do the items listed to the left. I switched "commanders" every 3-5 commands and got every table to move around to the classes orders.
|
Activities cont: After getting to know the new phrases we played a game; Simon Says. The winner was offered 20 Tengo Animo points for being the last student standing. The commands had to be followed only if they were proceeded by saying "Simón dice." Anyone that did not follow these rules had to sit down.
Note: Here were some other items added to the phrases: por el suelo - on the floor de la clase - from class del pasillo - from the hall los ojos - eyes el estómago - stomach la cabesa - head |
•El 16 de noviembre del 2016
Learning target: I will demonstrate my abilities to effectively communicate with others.
Activity: Second and final day for SKIT presentations. The second wave of groups presented their skits today. The skits were heard by the teacher and the class and then commented on what they heard. Students listened intently in order to earn points.
Learning target: I will demonstrate my abilities to effectively communicate with others.
Activity: Second and final day for SKIT presentations. The second wave of groups presented their skits today. The skits were heard by the teacher and the class and then commented on what they heard. Students listened intently in order to earn points.
•El 15 de noviembre del 2016
Learning target: I will demonstrate my abilities to effectively communicate with others.
Activity: SKIT presentation day. Groups started presentations of their skits today in class. The skits were heard by the teacher and the class and then comments were offered afterwards. Student listeners were to listen for items that they understood and earned points for their comprehension. The grades for the SKIT assignment will show up in the grade book shortly.
Learning target: I will demonstrate my abilities to effectively communicate with others.
Activity: SKIT presentation day. Groups started presentations of their skits today in class. The skits were heard by the teacher and the class and then comments were offered afterwards. Student listeners were to listen for items that they understood and earned points for their comprehension. The grades for the SKIT assignment will show up in the grade book shortly.
•El 14 de noviembre del 2016 (Monday)
Learning target: We will incorporate the new vocabulary into a product using the current grammar.
Activity continued from last week: The class was afforded uninterrupted time today to work together on their SKIT project. I was on hand to assist in anyway needed. I fielded many questions, assisted with suggestions and basically made my self available for the students. See 11/9 for more details about his project.
Learning target: We will incorporate the new vocabulary into a product using the current grammar.
Activity continued from last week: The class was afforded uninterrupted time today to work together on their SKIT project. I was on hand to assist in anyway needed. I fielded many questions, assisted with suggestions and basically made my self available for the students. See 11/9 for more details about his project.
WEEK FOUR
•El 11 de noviembre del 2016 (Friday)
Veterans Day: No school
Veterans Day: No school
•El 10 de noviembre del 2016
Learning target: We will incorporate the new vocabulary into a product using the current grammar.
Activity: The class was afforded uninterrupted time today to work together on their SKIT project. I was on hand to assist in anyway needed. I fielded many questions, assisted with suggestions and basically made my self available for the students. See 11/9 for more details about his project.
Learning target: We will incorporate the new vocabulary into a product using the current grammar.
Activity: The class was afforded uninterrupted time today to work together on their SKIT project. I was on hand to assist in anyway needed. I fielded many questions, assisted with suggestions and basically made my self available for the students. See 11/9 for more details about his project.
•El 9 de noviembre del 2016
Learning target: We will incorporate the new vocabulary into a product using the current grammar.
Activity: After following some short instructions the class got into groups of 2 or 3 in preparation for today's assignment. The groups were asked to create a skit modeling the Spanish that we have learned thus far. Certain elements were newer than others. We are focusing on expressing things that we did in the past and this assignment asks for several examples of this concept. The requirements for the project are below. The grading rubric is below to the right. Please read them carefully and please ask questions if need be. Click on the individual pictures for a printable copy.
Learning target: We will incorporate the new vocabulary into a product using the current grammar.
Activity: After following some short instructions the class got into groups of 2 or 3 in preparation for today's assignment. The groups were asked to create a skit modeling the Spanish that we have learned thus far. Certain elements were newer than others. We are focusing on expressing things that we did in the past and this assignment asks for several examples of this concept. The requirements for the project are below. The grading rubric is below to the right. Please read them carefully and please ask questions if need be. Click on the individual pictures for a printable copy.
•El 8 de noviembre del 2016
Learning target: We will learn new vocabulary.
Activity: After a short warm-up we played Spanish Bingo. I made this bingo game for the express purpose of practicing vocabulary from chapter 3. In this chapter we learn about places around town. For example, the bus station, fish store, recreation center and much more. Participants earned points for winning the game and earned a grade for participating.
Learning target: We will learn new vocabulary.
Activity: After a short warm-up we played Spanish Bingo. I made this bingo game for the express purpose of practicing vocabulary from chapter 3. In this chapter we learn about places around town. For example, the bus station, fish store, recreation center and much more. Participants earned points for winning the game and earned a grade for participating.
•El 7 de noviembre del 2016 (Monday)
Learning target: We will be able to use the past tense with new vocabulary.
Warm-up/Activity: PowerPoint instructions in Spanish (See the slideshow). We also watched a short video about different stores from Santo Domingo, Dominican Republic.
Learning target: We will be able to use the past tense with new vocabulary.
Warm-up/Activity: PowerPoint instructions in Spanish (See the slideshow). We also watched a short video about different stores from Santo Domingo, Dominican Republic.
anduve - I walked
tuve - I had tuve que... - I had to...
vine - I came
vi - I saw Te vi - I saw you
di - I gave Te di - I gave you
tuve - I had tuve que... - I had to...
vine - I came
vi - I saw Te vi - I saw you
di - I gave Te di - I gave you
WEEK THREE
•El 4 de noviembre del 2016 (Friday)
Learning target: Class assessment. Students will be assessed on their knowledge of the materials from Chapter 2.
Activities: The students had a series of pictures to look at and talk about. I selected random pictures for the kids to assess and write about. Many of the pictures are very vague forcing the students to think about their answers. They were asked to use the following verbs for this exercize:
Learning target: Class assessment. Students will be assessed on their knowledge of the materials from Chapter 2.
Activities: The students had a series of pictures to look at and talk about. I selected random pictures for the kids to assess and write about. Many of the pictures are very vague forcing the students to think about their answers. They were asked to use the following verbs for this exercize:
Yo saqué... = I took out... Yo saqué un foto. = I took a photo.
Yo supe... = I found out
Yo jugué... = I played...
Yo empecé... = I started...
Yo comuniqué... = I communicated...
Yo conocí a.... = I met... (for the first time)
Yo fui a... = I went to...
Yo fui... = I was...
Yo supe... = I found out
Yo jugué... = I played...
Yo empecé... = I started...
Yo comuniqué... = I communicated...
Yo conocí a.... = I met... (for the first time)
Yo fui a... = I went to...
Yo fui... = I was...
•El 3 de noviembre del 2016
Learning target: Class assessment. Students will be assessed on their knowledge of the materials from Chapter 2.
Activities: Today we discussed what we did in certain situations. We also discussed what someone was planning on doing in the near future.
Learning target: Class assessment. Students will be assessed on their knowledge of the materials from Chapter 2.
Activities: Today we discussed what we did in certain situations. We also discussed what someone was planning on doing in the near future.
•El 2 de noviembre del 2016
Learning target: Class assessment. Students will be assessed on their knowledge of the materials from Chapter 2.
Special location: Computer lab 1102
Activity: Chapter 2 Test. Students had the opportunity to do late work after the test.
Learning target: Class assessment. Students will be assessed on their knowledge of the materials from Chapter 2.
Special location: Computer lab 1102
Activity: Chapter 2 Test. Students had the opportunity to do late work after the test.
•El primero de noviembre del 2016
Learning target: I will be able to express what random people did in the past.
Special location: Computer lab 1102
Activity: Tomorrow is the Chapter 2 Test. In preparation of the test we practiced the many topics that are going to show up tomorrow. The classes did the test review from my website. We were in the computer lab and the kids did the various activities form the review for a grade.
Click on this link to get to the CHAPTER 2 TEST REVIEW
Learning target: I will be able to express what random people did in the past.
Special location: Computer lab 1102
Activity: Tomorrow is the Chapter 2 Test. In preparation of the test we practiced the many topics that are going to show up tomorrow. The classes did the test review from my website. We were in the computer lab and the kids did the various activities form the review for a grade.
Click on this link to get to the CHAPTER 2 TEST REVIEW
•El 31 de octubre del 2016 (Monday)
Learning target: I will be able to express what random people did in the past.
Special location: Cafeteria
Activity: Today we used our creativity to decide what someone did in the past. Using pictures provided by the teacher each student had to come up with ideas of what random people did in random situations.
Learning target: I will be able to express what random people did in the past.
Special location: Cafeteria
Activity: Today we used our creativity to decide what someone did in the past. Using pictures provided by the teacher each student had to come up with ideas of what random people did in random situations.
WEEK TWO
•El 28 de octubre del 2016 (Friday)
Learning target: We will be able to identify the different between the past, present progressive and future.
Special location: Cafeteria
Activity: The class played a game today. The game was designed to help the students practice some very important concepts from chapter 2. The game is called Kahoot! Its a game show type game involving the use of a cell phone as the answer buzzer. The students answered questions from the chapter and learned about the past tense, present progressive and passive future tense. The game shows the top five performers and I awarded Tengo Animo points to these individuals at the end of the game.
CHAPTER 2 TEST REVIEW
Learning target: We will be able to identify the different between the past, present progressive and future.
Special location: Cafeteria
Activity: The class played a game today. The game was designed to help the students practice some very important concepts from chapter 2. The game is called Kahoot! Its a game show type game involving the use of a cell phone as the answer buzzer. The students answered questions from the chapter and learned about the past tense, present progressive and passive future tense. The game shows the top five performers and I awarded Tengo Animo points to these individuals at the end of the game.
CHAPTER 2 TEST REVIEW
•El 27 de octubre del 2016
Learning target: I will be able to express things that happened in the past and also what will happen in the future.
Special location: Computer lab 1102
Activities: We were again in the computer lab. We used a website called StudySpanish.com to help facilite some verb conjugation practice. I gave the kids two assignments to do. The first was to help the kids get ready for their test next week and it was over the passive future tense. Here is a direct link to the notes for this subject. *IR + A + INFINITIVE* This a website is great for notes and explanations. After the kids read up on the topic they were asked to do the activity called, "BASIC QUIZ." Every that did the assignment received credit by raising their hand and getting the work recorded. The second activity was over the past. We call this the Preterite Tense. I had the kids go to StudySpanish.com, the Grammar section and then clicked on Unit 6 and Preteite I. Here is a direct link.
*PRETERITE I* Here are some great notes about what the preterite is and how it is formed. We use this to express things that have happened prior to the present. After reviewing this information I asked the kids to do the *BASIC QUIZ* for this section.
Extra Credit opportunity: After both of these activities were completed the class had the opportunity to earn some Tengo Animo points. Using the website called Conjuguemos.com I gave them an assignment to do to help facilitate some verb conjugation practice for the past tense. Every time a student did one of these 5 minute sessions they earned ten Tengo Animo points. They could do this as many times as they saw fit.
CHAPTER 2 TEST REVIEW
Learning target: I will be able to express things that happened in the past and also what will happen in the future.
Special location: Computer lab 1102
Activities: We were again in the computer lab. We used a website called StudySpanish.com to help facilite some verb conjugation practice. I gave the kids two assignments to do. The first was to help the kids get ready for their test next week and it was over the passive future tense. Here is a direct link to the notes for this subject. *IR + A + INFINITIVE* This a website is great for notes and explanations. After the kids read up on the topic they were asked to do the activity called, "BASIC QUIZ." Every that did the assignment received credit by raising their hand and getting the work recorded. The second activity was over the past. We call this the Preterite Tense. I had the kids go to StudySpanish.com, the Grammar section and then clicked on Unit 6 and Preteite I. Here is a direct link.
*PRETERITE I* Here are some great notes about what the preterite is and how it is formed. We use this to express things that have happened prior to the present. After reviewing this information I asked the kids to do the *BASIC QUIZ* for this section.
Extra Credit opportunity: After both of these activities were completed the class had the opportunity to earn some Tengo Animo points. Using the website called Conjuguemos.com I gave them an assignment to do to help facilitate some verb conjugation practice for the past tense. Every time a student did one of these 5 minute sessions they earned ten Tengo Animo points. They could do this as many times as they saw fit.
CHAPTER 2 TEST REVIEW
•El 26 de octubre del 2016
Learning target: I will be able to express things that are happening in the moment.
Special location: Computer lab 1103
Activities: We were in the computer lab today. I like to give kids the opportunity to do activities that give the kids immediate feedback. We did this through an activity on a website called Conjuguemos.com. Once there, they followed the instructions on the board and did several practice activities. Today all we practiced was the present progressive. I noticed some reoccurring errors/issues on the hand out from yesterday and during the skits from Monday. I had the kids pull up the notes about the present progressive on StudySpanish.com. Here is a direct link to this page. *PRESENT PROGRESSIVE NOTES* There, they could review the topic and refresh their memories on how to form it and to figure out what it means. (expressing something in the moment it is happening) In the second window I asked the kids to go Conjuguemos.com and do a practice activity. Here is the direct link. *PRACTICE ACTIVITY* The kids could use the notes if needed. This activity is much like flash cards. It tests their knowledge but it also gives feedback to the students when an incorrect answer is given and eventually a percentage of correct responses after the five minute session is complete. I like it for that feature; the feedback feature. My expectation with this assignment was that the first couple of sessions would produce low scores but after four of so tries the scores would show a large improvement in accuracy. This was the case.
Announcements: We will have a test over this topic and others next week. CHAPTER 2 TEST REVIEW
Learning target: I will be able to express things that are happening in the moment.
Special location: Computer lab 1103
Activities: We were in the computer lab today. I like to give kids the opportunity to do activities that give the kids immediate feedback. We did this through an activity on a website called Conjuguemos.com. Once there, they followed the instructions on the board and did several practice activities. Today all we practiced was the present progressive. I noticed some reoccurring errors/issues on the hand out from yesterday and during the skits from Monday. I had the kids pull up the notes about the present progressive on StudySpanish.com. Here is a direct link to this page. *PRESENT PROGRESSIVE NOTES* There, they could review the topic and refresh their memories on how to form it and to figure out what it means. (expressing something in the moment it is happening) In the second window I asked the kids to go Conjuguemos.com and do a practice activity. Here is the direct link. *PRACTICE ACTIVITY* The kids could use the notes if needed. This activity is much like flash cards. It tests their knowledge but it also gives feedback to the students when an incorrect answer is given and eventually a percentage of correct responses after the five minute session is complete. I like it for that feature; the feedback feature. My expectation with this assignment was that the first couple of sessions would produce low scores but after four of so tries the scores would show a large improvement in accuracy. This was the case.
Announcements: We will have a test over this topic and others next week. CHAPTER 2 TEST REVIEW
•El 25 de octubre del 2016
Learning target: I will be able to write about my date at the mall.
Special location: Cafeteria with substitute teacher
Activities: Individually, students wrote about a date at the local mall. I prepared a paper with different prompts about certain situations that might occur on a date. There were some pictures as well to help aid in the creative process. The goal was to get the individual perspectives of my students about what was happening at different moments on this date. There were no wrong opinions. I did ask for certain types of speech in certain situation. For example; Tell me what the young man is doing right now.
In this example the students could talk all about their opinions as they saw fit as long as the Present Progressive was used.
a form of estar + a verb w/ ando or iendo attached
The kids could also use the Passive Future Tense to tell about something that was going to happen;
a form of ir + a + an unchanged verb
They could also use these other grammatical forms; Liking or disliking something
me gusta la tienda de zapatos
A ella no le gustan los zapatos rojos
Tener idioms, common phrases form class, and the past tense (see notes)
Learning target: I will be able to write about my date at the mall.
Special location: Cafeteria with substitute teacher
Activities: Individually, students wrote about a date at the local mall. I prepared a paper with different prompts about certain situations that might occur on a date. There were some pictures as well to help aid in the creative process. The goal was to get the individual perspectives of my students about what was happening at different moments on this date. There were no wrong opinions. I did ask for certain types of speech in certain situation. For example; Tell me what the young man is doing right now.
In this example the students could talk all about their opinions as they saw fit as long as the Present Progressive was used.
a form of estar + a verb w/ ando or iendo attached
The kids could also use the Passive Future Tense to tell about something that was going to happen;
a form of ir + a + an unchanged verb
They could also use these other grammatical forms; Liking or disliking something
me gusta la tienda de zapatos
A ella no le gustan los zapatos rojos
Tener idioms, common phrases form class, and the past tense (see notes)
•El 24 de octubre del 2016 (Monday)
Learning target: We will be able to speak and understand one another's speech in the target language.
Special location: Cafeteria
Activities: The groups shared their skits from Friday with the class. Afterwards, volunteers were called on to tell the presenters what they said. Students received Tengo Animo points for their sharing of information from the skits their listening.
CHAPTER 2 TEST REVIEW
Learning target: We will be able to speak and understand one another's speech in the target language.
Special location: Cafeteria
Activities: The groups shared their skits from Friday with the class. Afterwards, volunteers were called on to tell the presenters what they said. Students received Tengo Animo points for their sharing of information from the skits their listening.
CHAPTER 2 TEST REVIEW
WEEK ONE
•El 21 de octubre del 2016 (Friday)
Learning target: We will be able to write about a random topic.
Activities: We learned five more useful phrases today. The students were asked to to some writing today. See below.
Learning target: We will be able to write about a random topic.
Activities: We learned five more useful phrases today. The students were asked to to some writing today. See below.
•El 20 de octubre del 2016
Activities: I met the students at the door and instructed them to find a picture at the round tables that interested them. Once seated they were instructed to find something to say about their picture. I wanted them to use any Spanish that we have learned so far. My emphasis was getting the point across and not so much perfect grammar. Once done we shared some of our favorites and then turned in the assignments.
Activities: I met the students at the door and instructed them to find a picture at the round tables that interested them. Once seated they were instructed to find something to say about their picture. I wanted them to use any Spanish that we have learned so far. My emphasis was getting the point across and not so much perfect grammar. Once done we shared some of our favorites and then turned in the assignments.
•El 19 de octubre del 2016
No classes: The school was involved in administering the Preliminary SAT test for the better part of the day.
No classes: The school was involved in administering the Preliminary SAT test for the better part of the day.
•El 18 de octubre del 2016
Warm-up: ¡Saquen sus notas de clase!
¡Copien las frases nuevas!
Vamos a usarlas hoy.
Learning Target: We will be able to have a conversation about random topics. (Continued)
Activities: The students were placed into groups of two at the door. I stamped everyone's hands with a letter from the Spanish alphabet. Each student found the table marked with the same letter. The groups were given a scenario on a orange slip of paper and asked to write down things they could say about that scenario. These scenarios ranged from a "cell phone conversation" to "lunch time at Harker Heights." The kids were encouraged to use what ever Spanish they knew. Initially, the emphasis was to work collectively and figure out how to tackle the problem. Could the kids find something to say about that topic and how to express it using Spanish? After the buzzer we discussed what folks had written. I praised those that volunteered and their efforts. Next, I changed the topics and had the kids start a new conversation. We were focused on understanding and not accuracy. After the second round I asked for volunteers to share their conversations aloud in Spanish. I then asked for volunteers to tell me what they had just said? I was very pleased with the comprehension. We did this type of group work for a few more topics with both the changing of topics and partners. I posed a question; what was difficult about this activity? Students weighed in. What was easy about the activity? The answers were great! What could you do to make your conversations better in the future. I had students say the following. I could find more vocabulary to use. I should study more. I could talk about things that interested me more. Most said they lacked some key words that helped piece a sentence together like: in, at, for, etc... We discussed solutions to these problems and I added that I can come up with some of those helpful words for future reference.
Homework: Find something interesting to share about Cuzco, Perú.
Warm-up: ¡Saquen sus notas de clase!
¡Copien las frases nuevas!
Vamos a usarlas hoy.
Learning Target: We will be able to have a conversation about random topics. (Continued)
Activities: The students were placed into groups of two at the door. I stamped everyone's hands with a letter from the Spanish alphabet. Each student found the table marked with the same letter. The groups were given a scenario on a orange slip of paper and asked to write down things they could say about that scenario. These scenarios ranged from a "cell phone conversation" to "lunch time at Harker Heights." The kids were encouraged to use what ever Spanish they knew. Initially, the emphasis was to work collectively and figure out how to tackle the problem. Could the kids find something to say about that topic and how to express it using Spanish? After the buzzer we discussed what folks had written. I praised those that volunteered and their efforts. Next, I changed the topics and had the kids start a new conversation. We were focused on understanding and not accuracy. After the second round I asked for volunteers to share their conversations aloud in Spanish. I then asked for volunteers to tell me what they had just said? I was very pleased with the comprehension. We did this type of group work for a few more topics with both the changing of topics and partners. I posed a question; what was difficult about this activity? Students weighed in. What was easy about the activity? The answers were great! What could you do to make your conversations better in the future. I had students say the following. I could find more vocabulary to use. I should study more. I could talk about things that interested me more. Most said they lacked some key words that helped piece a sentence together like: in, at, for, etc... We discussed solutions to these problems and I added that I can come up with some of those helpful words for future reference.
Homework: Find something interesting to share about Cuzco, Perú.
•El 17 de octubre del 2016 (Monday)
Warm-up: ¡Saquen sus notas!
Learning Target: We will be able to have a conversation about random topics with a partner.
Activities: 1. We went over the work from Thursday and Friday. The students had the opportunity to ask questions about the work and received help as needed. 2. Second, the students were placed into groups of two. Each group was given a topic to talk about with their partner for 2 minutes. The kids were encouraged to use what ever Spanish they knew to use during the conversation. The emphasis was not accuracy but rather comprehension. Could the kids understand one another? After the two minutes I changed the topic and had the kids start a new conversation. Again, we were focused on understanding and not accuracy. After the second round I posed a question; what was difficult about this activity? Students weighed in with their observations. Most said they lacked some key terminology and others didn't know how to start. We discussed solutions to these problems and I reassured everyone that they were doing good. We did this activity again but changed partners this time. The results were very promising.
Homework: Look up Mr. Heikell's website and find something interesting to share with the class. We are learning about Cuzco, Perú and I stressed finding a fact or something interesting to share.
Warm-up: ¡Saquen sus notas!
Learning Target: We will be able to have a conversation about random topics with a partner.
Activities: 1. We went over the work from Thursday and Friday. The students had the opportunity to ask questions about the work and received help as needed. 2. Second, the students were placed into groups of two. Each group was given a topic to talk about with their partner for 2 minutes. The kids were encouraged to use what ever Spanish they knew to use during the conversation. The emphasis was not accuracy but rather comprehension. Could the kids understand one another? After the two minutes I changed the topic and had the kids start a new conversation. Again, we were focused on understanding and not accuracy. After the second round I posed a question; what was difficult about this activity? Students weighed in with their observations. Most said they lacked some key terminology and others didn't know how to start. We discussed solutions to these problems and I reassured everyone that they were doing good. We did this activity again but changed partners this time. The results were very promising.
Homework: Look up Mr. Heikell's website and find something interesting to share with the class. We are learning about Cuzco, Perú and I stressed finding a fact or something interesting to share.
First Quarter
WEEK EIGHT *end of the first quarter*
•El 13 de octubre del 2016 (Substitute)
Warm-up: Follow substitutes' instructions.
Learning Target: We will continue to express what we are currently doing and express what we will do.
Activities: Students were given a follow up assignment for the Present Progressive and the Ir + A + INFINITIVE.
Warm-up: Follow substitutes' instructions.
Learning Target: We will continue to express what we are currently doing and express what we will do.
Activities: Students were given a follow up assignment for the Present Progressive and the Ir + A + INFINITIVE.
•El 12 de octubre del 2016
Warm-up: ANTEMANO. ¡Saquen sus notas! ¡Saquen tu lápiz o pluma! ¿Qué estás haciendo?
Learning Target: We will continue to express what we are currently doing.
Special location: Computer Lab
Activities: We practiced using the Present Progressive and the Passive Future. Here are links to the activities.
Warm-up: ANTEMANO. ¡Saquen sus notas! ¡Saquen tu lápiz o pluma! ¿Qué estás haciendo?
Learning Target: We will continue to express what we are currently doing.
Special location: Computer Lab
Activities: We practiced using the Present Progressive and the Passive Future. Here are links to the activities.
•El 11 de octubre del 2016 (Tuesday)
Warm-up: ANTEMANO. ¡Saquen sus notas! ¡Saquen tu lápiz o pluma! ¿Qué estás haciendo?
Learning Target: We will continue to express what we are currently doing.
Activity: As groups of four they were tasked to express what other tables were doing at that moment in class. Using the present progressive notes from Friday, roast a group in the class by saying what they are doing at that moment. This is supposed to be fun so keep it school appropriate and silly.
Warm-up: ANTEMANO. ¡Saquen sus notas! ¡Saquen tu lápiz o pluma! ¿Qué estás haciendo?
Learning Target: We will continue to express what we are currently doing.
Activity: As groups of four they were tasked to express what other tables were doing at that moment in class. Using the present progressive notes from Friday, roast a group in the class by saying what they are doing at that moment. This is supposed to be fun so keep it school appropriate and silly.
•El 10 de octubre del 2016 (Monday)
Columbus Day. No school.
Columbus Day. No school.
WEEK SEVEN
•El 7 de octubre del 2016 (Friday)
Warm-up: ANTEMANO. ¡Saquen sus notas! ¡Saquen tu lápiz o pluma! ¿Qué vas a ser de adulto?
Learning Target: We will learn how to express what we are currently doing and also what we will do.
Activity: We took notes over the PRESENT PROGRESSIVE and the PASSIVE FUTURE TENSE. See pictures below.
Warm-up: ANTEMANO. ¡Saquen sus notas! ¡Saquen tu lápiz o pluma! ¿Qué vas a ser de adulto?
Learning Target: We will learn how to express what we are currently doing and also what we will do.
Activity: We took notes over the PRESENT PROGRESSIVE and the PASSIVE FUTURE TENSE. See pictures below.
•El 6 de octubre del 2016 Start of Chapter 2
Warm-up and Activities: Check out the slide show below. ☟
•El 5 de octubre del 2016 TEST DAY
Warm-up: Log into Edmodo.com. Listen to the pretest instructions. NO TALKING DURING TEST. NO CHEATING DURING TEST. NO CELL PHONE USE DURING TEST. Failure to follow these testing rules will result in a zero for the test and a phone call home.
Activities: Students took the Chapter 1 Test on the KISD sanctioned student interface, Edmodo.com.
After the test the students were given an activity to do on Conguguemos.com. Students earned Tengo Animo points for doing these exercises.
Warm-up: Log into Edmodo.com. Listen to the pretest instructions. NO TALKING DURING TEST. NO CHEATING DURING TEST. NO CELL PHONE USE DURING TEST. Failure to follow these testing rules will result in a zero for the test and a phone call home.
Activities: Students took the Chapter 1 Test on the KISD sanctioned student interface, Edmodo.com.
After the test the students were given an activity to do on Conguguemos.com. Students earned Tengo Animo points for doing these exercises.
•El 4 de octubre del 2016
Warm-up: See picture.
Activities: The students formed groups of 4 and proceeded to create a short skit using the information from the chapter. The groups were given 15 minutes to discuss and write about a visit to the mall using the grammar and vocabulary from chapter 1. Groups that decided to act out their skit received 10 to 15 Tengo Animo points each. The skits were fun to watch and listen to.
Warm-up: See picture.
Activities: The students formed groups of 4 and proceeded to create a short skit using the information from the chapter. The groups were given 15 minutes to discuss and write about a visit to the mall using the grammar and vocabulary from chapter 1. Groups that decided to act out their skit received 10 to 15 Tengo Animo points each. The skits were fun to watch and listen to.
Announcements: Chapter 1 Test tomorrow. 1st Quarter Project due this Friday.
Homework: Complete the chapter review located on the main page.
Homework: Complete the chapter review located on the main page.
•El 3 de octubre del 2016 (Monday)
Warm-up: ANTEMANO. Today you have materials and time to work on your project. This will be the only day to work on this in class.
Activities: I checked various projects that were presented early. I pointed out errors or small problems for correction. Anyone that wishes to have their projects checked can do so prior to due date. Several students took we up on this offer.
Warm-up: ANTEMANO. Today you have materials and time to work on your project. This will be the only day to work on this in class.
Activities: I checked various projects that were presented early. I pointed out errors or small problems for correction. Anyone that wishes to have their projects checked can do so prior to due date. Several students took we up on this offer.
WEEK SIX
•El 30 de septiembre del 2016 (Friday)
Substitute: The class worked on the handout packet from yesterday. See Mr. Heikell on Monday for details.
Substitute: The class worked on the handout packet from yesterday. See Mr. Heikell on Monday for details.
•El 29 de septiembre del 2016
Substitute: The class was given an assignment to help them practice TENER IDIOMS. The verb tener means to have. There are many phrases in Spanish that require the use of this verb to make the phrase make sense in Spanish. For example: In Spanish we say, "Tengo catorce años." This literally means "I have fourteen years." In Spanish it means I am fourteen years old. Instead of using a verb like "to be" Spanish speakers use the verb "to have" to express age. There are many expressions that differ in Spanish just like this one. See yesterday's notes for more.
Assignment: Start and take home a small packet handout that deals with these idiomatic phrases in Spanish.
Substitute: The class was given an assignment to help them practice TENER IDIOMS. The verb tener means to have. There are many phrases in Spanish that require the use of this verb to make the phrase make sense in Spanish. For example: In Spanish we say, "Tengo catorce años." This literally means "I have fourteen years." In Spanish it means I am fourteen years old. Instead of using a verb like "to be" Spanish speakers use the verb "to have" to express age. There are many expressions that differ in Spanish just like this one. See yesterday's notes for more.
Assignment: Start and take home a small packet handout that deals with these idiomatic phrases in Spanish.
•El 28 de septiembre del 2016
Warm-up: ¡Saquen sus notas!
Lesson: We learned about what an idiom is and how the meaning may not make sense to a foreigner. An idiom is a phrase that has a hidden meaning. The literal meaning is rarely its true meaning. For example: "Shoot me an note." the real meaning is "send me" something rather than having anything to do with firing a weapon. Another example: "Crack the window." For a learner of English this may be confusing. The true meaning is only clear to someone who has grown up with this phrase or who has learned it since moving to the U.S.. The meaning is not clear if translated literally.
Today we learned about several idioms in Spanish that all use the verb "to have" of "tener." Here they are with their intended meanings.
Warm-up: ¡Saquen sus notas!
Lesson: We learned about what an idiom is and how the meaning may not make sense to a foreigner. An idiom is a phrase that has a hidden meaning. The literal meaning is rarely its true meaning. For example: "Shoot me an note." the real meaning is "send me" something rather than having anything to do with firing a weapon. Another example: "Crack the window." For a learner of English this may be confusing. The true meaning is only clear to someone who has grown up with this phrase or who has learned it since moving to the U.S.. The meaning is not clear if translated literally.
Today we learned about several idioms in Spanish that all use the verb "to have" of "tener." Here they are with their intended meanings.
Activity: We practiced using the verb tener individually and then together with the new idioms.
Students were paired up and asked to write their answers on their dry erase boards. I called out a phrase in English, using the idioms to the right, and had them write the Spanish version. This involved changing the verb tener correctly and also recognizing the correct idiom to write. We made a competition of it by awarding groups with points for being the quickest, best improved and more. Groups traded off writing the answers each new turn. Each group was able to work together to produce an answer. The kids had fun. Announcements: Today is the final day to turn in any old work prior to the UIL grade check this weekend. Tutoring is after school today and the last chance to retake a test prior to the UIL grade check. Homework: Finish any old work and prepare for our Chapter 1 test next week. |
•El 27 de septiembre del 2016
Warm-up: Instructions for the day. Today was a catch-up day. Many students have missing items form the grade book and more recent items to complete. I encouraged them to work on these items prior to this weekend's grade check. I also informed my classes that I will be out this Thursday and Friday. Any assignments that need to be graded have to be turned in by Wednesday. I also encouraged students to work on their project as well.
Warm-up: Instructions for the day. Today was a catch-up day. Many students have missing items form the grade book and more recent items to complete. I encouraged them to work on these items prior to this weekend's grade check. I also informed my classes that I will be out this Thursday and Friday. Any assignments that need to be graded have to be turned in by Wednesday. I also encouraged students to work on their project as well.
•El 26 de septiembre del 2016 (Monday)
Warm-up: Read the instructions from the board. These instructions are mostly recognizable in Spanish with a few helps. Figure out what it says and then be prepared to share your findings soon after role call.
Warm-up: Read the instructions from the board. These instructions are mostly recognizable in Spanish with a few helps. Figure out what it says and then be prepared to share your findings soon after role call.
ANTEMANO
¡Saquen sus notas sobre el verbo SER y los adjetivos! Úsenlas para describir las personas que están por los cuatro posters. Usen tres adjetivos por cada una persona. |
After the warm-up is determined follow the instructions and complete the activity described. Use the pictures (similar to the ones form class) below to help you complete the activity from class.
WEEK FIVE
•El 23 de septiembre del 2016 (Friday)
Warm-up: Describing People. Look at the new posters in the classroom. (See below) I want you to describe the following people using the information from yesterday. First, use the correct form of SER. Second, find 3 descriptive adjectives from your pink adjective sheet from yesterday. Make sure the adjectives you select accurately describe these people to the best of your knowledge. Third, look at the example below for help with sentence structure.
ex. Batman y Superman son fuertes, activos y serios. Yo soy morena, alta y joven.
Warm-up: Describing People. Look at the new posters in the classroom. (See below) I want you to describe the following people using the information from yesterday. First, use the correct form of SER. Second, find 3 descriptive adjectives from your pink adjective sheet from yesterday. Make sure the adjectives you select accurately describe these people to the best of your knowledge. Third, look at the example below for help with sentence structure.
ex. Batman y Superman son fuertes, activos y serios. Yo soy morena, alta y joven.
Announcements: Spanish Club is in two weeks, Impact Aid forms, called for any missing work, project reminder.
Activities: Activity 1. Today we used mini dry erase boards to practice conjugating the verb SER. I gave a form of ser to spell in English and the students each wrote their answers and held them up. I checked for accuracy. After a few rounds I added descriptive adjectives to the sentences. The kids described themselves, other tables and their teacher.
Activity 2. After the dry erase boards I handed out a paper I prepared with famous peoples pictures. Below each picture was a spot to writer down a description of these people. (See the picture below) The classes worked on this until the bell and will take it home if not completed in class. I'll pick it up on Monday. Homework: Students that did not complete the handout scene to the right need to work on this over the weekend. It will be collected on Monday. Work Sheet Link |
•El 22 de septiembre del 2016
Warm-up: ¡Saquen sus notas sobre "yo"! ¡Úsenlas para leer "La ropa del mes agosto!" The class read a short poem about August and then shared what they understood and learned. 5min.
Announcements: Spanish Club is today, No more retake requests for Test 1 will be accepted, Impact Aid forms, called for any missing work, Describing people project reminder.
Learning Target: We will finish up irregular "yo" spellings and learn how to describe people.
Handouts: Today the class was given a pink copy of the AWESOME ADJECTIVE SHEET. This sheet was created by myself due to the increasing demand for more and better descriptive adjectives than provided by the text. If a student loses their sheet they may click on the highlighted link to get a copy here.
Activities: Today we conducted a Language Circle. Standing, the classes formed two circles and conducted various activities that helped them learn how to describe someone or themselves. First I modeled what I wanted by speaking with a student and acting out a conversation like this one; TEACHER: Hola, ¿Cómo eres tú? STUDENT: Yo soy activa, alta y simpática. ¿Y tú? TEACHER: Soy tonto, gordo y flojo. This was a typical conversation. We changed partners often and switched up what we asked each other. They were asked to describe a friend, their parents, friends in general and Mr. Heikell. This last one was fun but brutal. :) We did this for the remainder of the period. They were able to describe each other very well.
Warm-up: ¡Saquen sus notas sobre "yo"! ¡Úsenlas para leer "La ropa del mes agosto!" The class read a short poem about August and then shared what they understood and learned. 5min.
Announcements: Spanish Club is today, No more retake requests for Test 1 will be accepted, Impact Aid forms, called for any missing work, Describing people project reminder.
Learning Target: We will finish up irregular "yo" spellings and learn how to describe people.
Handouts: Today the class was given a pink copy of the AWESOME ADJECTIVE SHEET. This sheet was created by myself due to the increasing demand for more and better descriptive adjectives than provided by the text. If a student loses their sheet they may click on the highlighted link to get a copy here.
Activities: Today we conducted a Language Circle. Standing, the classes formed two circles and conducted various activities that helped them learn how to describe someone or themselves. First I modeled what I wanted by speaking with a student and acting out a conversation like this one; TEACHER: Hola, ¿Cómo eres tú? STUDENT: Yo soy activa, alta y simpática. ¿Y tú? TEACHER: Soy tonto, gordo y flojo. This was a typical conversation. We changed partners often and switched up what we asked each other. They were asked to describe a friend, their parents, friends in general and Mr. Heikell. This last one was fun but brutal. :) We did this for the remainder of the period. They were able to describe each other very well.
ser - to be
soy I am
eres you are él es he is ella es she is usted es you sir are |
somos we are
sois ya'll are ellos son they are ellas son they are ustedes son ya'll are |
•El 21 de septiembre del 2016
Warm-up: ¡Saquen sus notas sobre irregular "yo" forms! Follow the instructions on the board.
Announcements: Spanish Club Tomorrow, Impact Aid forms, called for any missing work, Tutoring schedule reminder, Last day for Test 1 retake request is today.
Special Location: Computer lab
Learning Target: Today we will be better able to use stem-changing verbs and irregular "yo" verbs in sentences.
Activities: Go to StudySpanish.com. Once there follow the following instructions:
Warm-up: ¡Saquen sus notas sobre irregular "yo" forms! Follow the instructions on the board.
Announcements: Spanish Club Tomorrow, Impact Aid forms, called for any missing work, Tutoring schedule reminder, Last day for Test 1 retake request is today.
Special Location: Computer lab
Learning Target: Today we will be better able to use stem-changing verbs and irregular "yo" verbs in sentences.
Activities: Go to StudySpanish.com. Once there follow the following instructions:
- Click on the tab titled, "VERB DRILLS"
- Click on the red button title, "PRESENT TENSE"
- In the sub category click on the title, "STEM-CHANGING O:UE"
- Browse the tutorial and then select, "CLICK TO GENERATE UNIQUE QUIZ"
- Select 25 QUESTIONS
- YES FOR VOSOTROS
- Finally, click on, "MAKE A QUIZ"
- Repeat this process for the sub categories titled, "TENER, VENIR" and "IRREG. 1ST PERSON"
QUICK LINKS TO TODAY'S ACTIVITIES
Homework: Students that did not finish these three assignments in class can complete them at home & bring bring me a screen shot for credit.
•El 20 de septiembre del 2016
Warm-up: ¡Saquen sus notas sobre irregular "yo" forms! (Get out your notes over irregular yo.) Tell me five things that you typically do. Use the verbs from yesterday's notes (see below) to accomplish this. I will ask for volunteers to share their work after the five minutes is up.
Announcements: Spanish Club Thursday, Project assigned, Tutoring schedule, Last day for Test 1 retake request is tomorrow.
Learning Target: today we will be able to use irregular "yo" verbs in sentences.
Activities: Each student was randomly placed at a new table. At those new tables and with a new partner the kids were asked to create a dialog with their partner. To assist in this endeavor I provided laminated strips with yesterday's phrases on them and instructed the groups of two to order these strips into a logical order. Many of the strips were easily placed into a conversation where others were a little more difficult to use. this provided for a challenge to be resourceful and creative. The results ere wonderful!
After a short 10 min. period we shared our dialogs with the class. I commented on the clever approaches and creativity of the groups. Volunteers were awarded with Tengo Ánimo points.
Homework: Students need to practice using their irregular verbs on Conjuguemos.com.
Warm-up: ¡Saquen sus notas sobre irregular "yo" forms! (Get out your notes over irregular yo.) Tell me five things that you typically do. Use the verbs from yesterday's notes (see below) to accomplish this. I will ask for volunteers to share their work after the five minutes is up.
Announcements: Spanish Club Thursday, Project assigned, Tutoring schedule, Last day for Test 1 retake request is tomorrow.
Learning Target: today we will be able to use irregular "yo" verbs in sentences.
Activities: Each student was randomly placed at a new table. At those new tables and with a new partner the kids were asked to create a dialog with their partner. To assist in this endeavor I provided laminated strips with yesterday's phrases on them and instructed the groups of two to order these strips into a logical order. Many of the strips were easily placed into a conversation where others were a little more difficult to use. this provided for a challenge to be resourceful and creative. The results ere wonderful!
After a short 10 min. period we shared our dialogs with the class. I commented on the clever approaches and creativity of the groups. Volunteers were awarded with Tengo Ánimo points.
Homework: Students need to practice using their irregular verbs on Conjuguemos.com.
•El 19 de septiembre del 2016
Warm-up: ¡Saquen sus notas! (Get out your notes.) ¡Pongan el título! (Title your notes) IRREGULAR YO FORMS
Take a look at the slides from today's lesson.
Warm-up: ¡Saquen sus notas! (Get out your notes.) ¡Pongan el título! (Title your notes) IRREGULAR YO FORMS
Take a look at the slides from today's lesson.
Here are some helpful sentences that can be used with your peers and with your teacher in class. The meanings are to the right but they are scrambled. Try to match up the definitions with the correct Spanish phrase. Write your answers in your notes for future use.
WEEK FOUR
•El 16 de septiembre del 2016
🇲🇽 Warm-up: ¡Saquen su tarea! (Get out your homework.) ¡Saquen sus libros! (Get out your books.) ¡Ábranlos en la página cero! Open them to page zero. Students were to look at the pictures on pages 0 - 3. Volunteers described the pictures that interested them the most and explained why. 7 minutes
Activities: We prepared to watch a short informational movie about Mexico. Groups of two together looked at the script of the movie. They discussed what the short paragraphs might mean prior to listening to the movie. Before we started the movie I gave the groups a chance to ask questions about what hey were looking at.
With pencil and paper in hand the students started watching the video about Rocky and his home town of Mexico City. Students were instructed to take note of things that they understood in the video and share these things with the class after the video.
I addressed the class about how today was important. It is the 204th anniversary of the Independence from Spain.
🇲🇽 Warm-up: ¡Saquen su tarea! (Get out your homework.) ¡Saquen sus libros! (Get out your books.) ¡Ábranlos en la página cero! Open them to page zero. Students were to look at the pictures on pages 0 - 3. Volunteers described the pictures that interested them the most and explained why. 7 minutes
Activities: We prepared to watch a short informational movie about Mexico. Groups of two together looked at the script of the movie. They discussed what the short paragraphs might mean prior to listening to the movie. Before we started the movie I gave the groups a chance to ask questions about what hey were looking at.
With pencil and paper in hand the students started watching the video about Rocky and his home town of Mexico City. Students were instructed to take note of things that they understood in the video and share these things with the class after the video.
I addressed the class about how today was important. It is the 204th anniversary of the Independence from Spain.
Scripts
Here is the script from the movie. Try to figure out what our friend Roque is talking about.
Here is the script from the movie. Try to figure out what our friend Roque is talking about.
|
•El 15 de septiembre del 2016
Warm-up: Instructions from the substitute.
Activities: I assigned a small packet of activities to complete. These activities were designed to help the students continue their practice of stem-changing verbs in the present tense. We have studied O➟UE, E➟IE AND U➟UE stem changing verbs so far. All this means is that the first part of a verb gets a special spelling change in the present tense. Click her for a short tutorial. O➟UE E➟IE E➟I U➟UE (see notes)
Homework: Today's assignment can be taken home to work on if it wasn't completed in class.
Warm-up: Instructions from the substitute.
Activities: I assigned a small packet of activities to complete. These activities were designed to help the students continue their practice of stem-changing verbs in the present tense. We have studied O➟UE, E➟IE AND U➟UE stem changing verbs so far. All this means is that the first part of a verb gets a special spelling change in the present tense. Click her for a short tutorial. O➟UE E➟IE E➟I U➟UE (see notes)
Homework: Today's assignment can be taken home to work on if it wasn't completed in class.
•El 14 de septiembre del 2016
Special Location: Computer lab 1103
Warm-up: Sign in to your computer and go to STUDYSPANISH.COM.
Activities: I assigned the following INTERNET based activities for class. These activities were designed to go along with our study of stem-changing verbs this week. We have studied O➟UE, E➟IE AND U➟UE stem changing verbs so far. All this means is that the first part of certain verbs get a special spelling change in the present tense. Click her for a short tutorial. O➟UE E➟IE E➟I U➟UE (see notes)
Today we added the last one, E➟I stem-changing.
Assignments: The kids had to do the following and show me their progress as they went.
Go to StudySpanish.com
1. Click on GRAMMAR
2. Open up lesson # 28 (Stem-changing o-ue)
a. Browse the tutorial
b. complete the BASIC QUIZ
3. Repeat the process for lessons 29: e-ie and 30: e-i
4. Go to Conjuguemos.com
a. Click on VERBS.
b. Select lesson #3 (Stem-changing verbs)
5. Repeat process #4 for extra credit. (in class only)
Special Location: Computer lab 1103
Warm-up: Sign in to your computer and go to STUDYSPANISH.COM.
Activities: I assigned the following INTERNET based activities for class. These activities were designed to go along with our study of stem-changing verbs this week. We have studied O➟UE, E➟IE AND U➟UE stem changing verbs so far. All this means is that the first part of certain verbs get a special spelling change in the present tense. Click her for a short tutorial. O➟UE E➟IE E➟I U➟UE (see notes)
Today we added the last one, E➟I stem-changing.
Assignments: The kids had to do the following and show me their progress as they went.
Go to StudySpanish.com
1. Click on GRAMMAR
2. Open up lesson # 28 (Stem-changing o-ue)
a. Browse the tutorial
b. complete the BASIC QUIZ
3. Repeat the process for lessons 29: e-ie and 30: e-i
4. Go to Conjuguemos.com
a. Click on VERBS.
b. Select lesson #3 (Stem-changing verbs)
5. Repeat process #4 for extra credit. (in class only)
•El 13 de septiembre del 2016
Warm-up: ANTEMANO, REPASO/REVIEW
How do you change these stem-changing verbs? Answers are at the bottom.
querer (nosotrso) jugar (nosotros) dormir (ustedes) preferir (ustedes)
querer (usted) jugar (usted) dormir (usted) preferir (usted)
Warm-up: ANTEMANO, REPASO/REVIEW
How do you change these stem-changing verbs? Answers are at the bottom.
querer (nosotrso) jugar (nosotros) dormir (ustedes) preferir (ustedes)
querer (usted) jugar (usted) dormir (usted) preferir (usted)
Announcement: OPEN HOUSE tonight!! Earn 10 points if your parent or guardian attends. Earn more points by talking to your teacher in Spanish and in the usted form.
Activity: We played the bingo game again. The game helped the kids identify stem-changing verbs so well yesterday that I decided to do it again. We practiced the following verbs again.
querer (to want), jugar (to play), dormir (to sleep), preferir (to prefer) and tener (to have)
Activity: We played the bingo game again. The game helped the kids identify stem-changing verbs so well yesterday that I decided to do it again. We practiced the following verbs again.
querer (to want), jugar (to play), dormir (to sleep), preferir (to prefer) and tener (to have)
•El 12 de septiembre del 2016
Warm-up: ANTEMANO, REPASO/REVIEW How do you change these stem-changing verbs? Use your notes or your charts in the room for help. Answers are at the bottom. querer (she) jugar (they) dormir (he) preferir (tú) querer (yo) jugar (yo) dormir (yo) preferir (yo) Announcement: OPEN HOUSE tomorrow night. Earn 10 points if your parent or guardian attends.
Activity: We played a bingo game that helped the kids identify stem-changing verbs. We practiced the verbs querer (to want), jugar (to play), dormir (to sleep), preferir (to prefer) and tener (to have). Answers to warm-up: quiere, juegan, duerme, prefieres quiero, juego, duermo, prefiero
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WEEK THREE
Announcement: Open House. Bring your parent or guardian to the open house next week and earn 10 Tengo Ánimo points. Must sign in and shake my hand to earn the points.
Retakes for TEST 1 will start this coming week. Please make sure you have a HHHS retake permission slip filled out and create an appointment for the mandatory tutorial prior to scheduling any retakes.
Activities: We played the Think Links vocabulary game. Today was the last day to play this vocabulary game.
We played an interactive cell phone game called Kahoot! Ask your child about it.
Retakes for TEST 1 will start this coming week. Please make sure you have a HHHS retake permission slip filled out and create an appointment for the mandatory tutorial prior to scheduling any retakes.
Activities: We played the Think Links vocabulary game. Today was the last day to play this vocabulary game.
We played an interactive cell phone game called Kahoot! Ask your child about it.
Answers to warm-up: come, hablan, escribe, comes quiero, juego, duermo, prefiero
•El 8 de septiembre del 2016
Learning target: To be able to recognize irregular spelling verbs.
Warm-up: ANTEMANO, REPASO/REVIEW
What endings go on the end of these verbs? Use your notes or your charts in the room for help.
com_ (I) habl_ (we) escri_ (we) cre_ (she) tom_ (you) viv_ (you)
↓ ↓ ↓ ↓ ↓ ↓
er ar ir er ar ir
Learning target: To be able to recognize irregular spelling verbs.
Warm-up: ANTEMANO, REPASO/REVIEW
What endings go on the end of these verbs? Use your notes or your charts in the room for help.
com_ (I) habl_ (we) escri_ (we) cre_ (she) tom_ (you) viv_ (you)
↓ ↓ ↓ ↓ ↓ ↓
er ar ir er ar ir
Announcement: Open House. Bring your parent or guardian to the open house next week and earn 10 Tengo Ánimo points. Must sign in and shake my hand to earn the points.
Activities: Played the Think Links vocabulary game. Tomorrow is the last day for the game.
Watched an old Taco Bell commercial highlighting the talking Chihuahua saying, "Yo quiero Taco Bell." We are studying verbs that are formed like this verb quiero.
Watched a short video over regularly formed and irregularly spelled words (stem-changing verbs) in Spanish. The video showed the following examples.
Activities: Played the Think Links vocabulary game. Tomorrow is the last day for the game.
Watched an old Taco Bell commercial highlighting the talking Chihuahua saying, "Yo quiero Taco Bell." We are studying verbs that are formed like this verb quiero.
Watched a short video over regularly formed and irregularly spelled words (stem-changing verbs) in Spanish. The video showed the following examples.
Regular Forming Verbs
levantar = to get up
yo levanto I get up tú levantas You get up él levanta He gets up ella levanta She gets up usted levanta You sir get up nosotros levantamos We get up nosotras levantamos We get up vosotros levantáis You all get up ellos levantan They get up ellas levantan They get up ustedes levantan You all get up |
correr = to run
yo corro I run tú corres You run él corre He runs ella corre She runs usted corre You ma'am run nosotros corremos We run nosotras corremos We run vosotras corréis You all run ellos corren They run ellas corren They run ustedes corren You all run |
asistir = to assist
yo asisto I asist tú asistes You asist él asiste He asists ella asiste She asists usted asiste You sir asist nosotros asistimos We asist nosotras asistimos We asist vosotras asistís You all asist ellos asisten They asist ellas asisten They asist ustedes asisten You all asist |
Stem-Changing Verbs
These verbs still have the same endings and are conjugated the same as the verbs above. However, they have a small spelling change in the first part of the verb or "stem." Notice the highlighted sections below.
jugar = to play
yo juego I play tú juegas You play él juega He plays ella juega She plays usted juega You sir play nosotros jugamos We play nosotras jugamos We play vosotros jugáis You all play ellos juegan They play ellas juegan They play ustedes juegan You all play |
querer = to want
yo quiero I want tú quieres You want él quiere He wants ella quiere She wants usted quiere You ma'am want nosotros queremos We want nosotras queremos We want vosotras queréis You all want ellos quieren They want ellas quieren They want ustedes quieren You all want |
dormir = to sleep
yo duermo I sleep tú duermes You sleep él duerme He sleeps ella duerme She sleeps usted duerme You sir sleep nosotros dormimos We sleep nosotras dormimos We sleep vosotras dormís You all sleep ellos duermen They sleep ellas duermen They sleep ustedes duermen You all sleep |
CLICK ON THESE LINKS BELOW FOR INTERNET PRACTICE
•El 7 de septiembre del 2016
Special location: Computer lab 1102 Learning target: Summative Assessment Warm-up: Reviewed testing procedures and assisted students with Edmodo.com questions. Activity: Test 1 Click here for retake policy. Post Test Activity: Work on missing classwork, use computers for Spanish practice or work assignments from another class. |
•El 6 de septiembre del 2016
Learning target: Test Review
Warm-up: We played the Think Links vocabulary game.
Notes: We reviewed the construction of the verbs gustar & encantar. See the columns below to help you with constructing a phrase about liking, loving or disliking something. Create a sentence about liking something using these items below. They have been placed in the proper order that they would appear in a sentence. Here are some examples.
ex. A mi me gusta cortar el césped. = I like to cut the grass. A ella no le gustan los platos. = She doesn't like the plates.
Learning target: Test Review
Warm-up: We played the Think Links vocabulary game.
Notes: We reviewed the construction of the verbs gustar & encantar. See the columns below to help you with constructing a phrase about liking, loving or disliking something. Create a sentence about liking something using these items below. They have been placed in the proper order that they would appear in a sentence. Here are some examples.
ex. A mi me gusta cortar el césped. = I like to cut the grass. A ella no le gustan los platos. = She doesn't like the plates.
TELL ME WHAT YOU LIKE.
LOOK AT THE FIVE COLUMNS BELOW. EACH COLUMN IS IN THE ORDER IN WHICH IT WOULD APPEAR IN A SENTENCE. TRY TO CREATE YOUR OWN SENTENCE BY SELECTING AN ITEM FROM EACH COLUMN.
LOOK AT THE FIVE COLUMNS BELOW. EACH COLUMN IS IN THE ORDER IN WHICH IT WOULD APPEAR IN A SENTENCE. TRY TO CREATE YOUR OWN SENTENCE BY SELECTING AN ITEM FROM EACH COLUMN.
#1
A mi A ti A él A ella A usted A nosotros A nosotras A vosotros A vosotras A ellos A ellas A ustedes Used to clarify or emphasize who is talking |
#2
(no) Negative expression if needed |
#3
me te le nos os les Who is liking something |
#4
gusta gustan encanta encantan The verb to like or to love. The light green is used for singular items being liked or actions liked. The dark green is used for liking more than one thing. |
#5
pizza el cine la playa el centro comercial - cortar el césped sacar la basura comer pizza - los platos las compras los video juegos las películas What is being liked? Is it is a noun, multiple nouns or an action? |
Announcements: We have a test tomorrow. It will cover the following topics: The present tense, Likes and dislikes (gustar and encantar), chapter 1 vocabulary, classroom phrases and greetings.
CLICK ON THE LINKS BELOW FOR INTERNET PRACTICE
Homework: Prepare for the TEST tonight. CLICK ON THE LINKS TO GET SOME EXTRA PRACTICE FOR TOMORROW'S TEST!
Practice verbs like GUSTAR Practice GUSTAR 2 Practice the PRESENT TENSE 1 Practice PRESENT TENSE 2
Practice VOCABULARY 1 Practice VOCABULARY 2
Practice verbs like GUSTAR Practice GUSTAR 2 Practice the PRESENT TENSE 1 Practice PRESENT TENSE 2
Practice VOCABULARY 1 Practice VOCABULARY 2
WEEK TWO
•El 2 de septiembre del 2016
Learning target: To identify and understand regular forming verbs.
Warm-up: Be prepared to tell me what these verbs are saying. (The answers are provided)
Learning target: To identify and understand regular forming verbs.
Warm-up: Be prepared to tell me what these verbs are saying. (The answers are provided)
comes = you eat
hablamos = we talk corto = I cut |
pone = he/she puts
sacan = they take out buscáis = you all search for |
visitas = you visit
barro = I sweep vivimos = we live |
Announcements: First test on Wednesday, Sept. 7th. The test will cover the present tense, chapter 1 vocabulary (from think links), likes & dislikes (gustar & encantar), classroom phrases (see list from Aug. 25 lesson below) and basic greetings.
Activities: We played the Think Links vocabulary game a couple of times. Each class period is competing against the other. Currently second period is in first place.
Some classes played a game called "snow ball". This occurred at the end of class. Some classes ran out of time and didn't have the opportunity to do this game. What did it involve? Students wrote a verb conjugation (ie. como or hablan) on a slip of paper, crumpled it up and they threw it across the room. Students were then asked to pick up a ball of paper from the ground and open it. I asked each student to look at their paper and determine WHO was doing the action. Focussing on this allowed for the students to make a correlation between verb endings and the person doing the action. The students enjoyed throwing paper at each other.
Activities: We played the Think Links vocabulary game a couple of times. Each class period is competing against the other. Currently second period is in first place.
Some classes played a game called "snow ball". This occurred at the end of class. Some classes ran out of time and didn't have the opportunity to do this game. What did it involve? Students wrote a verb conjugation (ie. como or hablan) on a slip of paper, crumpled it up and they threw it across the room. Students were then asked to pick up a ball of paper from the ground and open it. I asked each student to look at their paper and determine WHO was doing the action. Focussing on this allowed for the students to make a correlation between verb endings and the person doing the action. The students enjoyed throwing paper at each other.
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Homework Directions: Once you are at the "Graded Practice!" click on the red start button and start answering the questions that appear. Do this until the 5 minute timer expires. DON'T CLOSE THE WINDOW YET! Then, TAKE A PICTURE 📷 of your work to show me in class. If your don't show me a picture YOU WON'T GET CREDIT for the assignment. For full credit I want you to do 3 of these 5 minute verb activities. Make sure you take a separate picture 📷 for each session. Show me all three pictures on Tuesday. If your phone is busted or unavailable then you can take a screen shot and send the pictures to me via e-mail 📩 or through Edmodo.com.
•El primero de septiembre del 2016 (Sept. 1)
Learning Target: Discover how verbs are conjugated and as a result how they change meaning.
Warm-up 5 min: These phrases are similar in meaning yet slightly different. How are they different and how do these differences affect their meaning? Be ready to explain in your own words.
Learning Target: Discover how verbs are conjugated and as a result how they change meaning.
Warm-up 5 min: These phrases are similar in meaning yet slightly different. How are they different and how do these differences affect their meaning? Be ready to explain in your own words.
Busco la red.
Buscan la red. |
Veo televisión.
Ven televisión. |
Class items: As a class we reviewed the retake policy in class. I showed them where they can go on my website to find the retake policy and how to download a retake request form. I also showed the classes where they can store their textbooks in class.
Activities: We played Think Links (a vocabulary practice game).
Finally, we played a game called "Mata moscas" (Fly swatter). With fly swatters in had kids separated into two teams. They listened to prompts form their teacher and them hit the answer that was posted on the wall. The purpose of the game was to learn and practice verb conjugations. I kept score and the kids had a lot of fun!
Activities: We played Think Links (a vocabulary practice game).
Finally, we played a game called "Mata moscas" (Fly swatter). With fly swatters in had kids separated into two teams. They listened to prompts form their teacher and them hit the answer that was posted on the wall. The purpose of the game was to learn and practice verb conjugations. I kept score and the kids had a lot of fun!
•31 de agosto del 2016
Special Location: Computer lab 1102
Warm-up: Follow the sign up instructions from the board for Edmodo.com.
Classroom maintenance: All students were issued a Spanish 2 textbook today. Any student that was absent will have to acquire their own textbook at the book room (in the cafeteria).
I went over the procedures and expectations for testing in class prior to starting the quiz.
Activities: We took our first quiz for the year (see Announcements for more details).
After the quiz, I assigned the following activities to do during class.
Special Location: Computer lab 1102
Warm-up: Follow the sign up instructions from the board for Edmodo.com.
Classroom maintenance: All students were issued a Spanish 2 textbook today. Any student that was absent will have to acquire their own textbook at the book room (in the cafeteria).
I went over the procedures and expectations for testing in class prior to starting the quiz.
Activities: We took our first quiz for the year (see Announcements for more details).
After the quiz, I assigned the following activities to do during class.
CLICK BELOW FOR THE INTERNET PRACTICE
STUDYSPANISH.COM
Once there,
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STUDYSPANISH.COM
After you have finished Verbs I,
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STUDYSPANISH.COM
After finishing Verbs II,
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•30 de agosto del 2016
Warm-up: Antemano from picture below. Each table shared their two truth statements and their lie about them selves. the class tried to guess which one was not true.
Activities: We played a vocabulary game called, Think Links. 10 - 15 minutes
Ask your neighbor about it or if you are a parent ask your child to share something about the game.
Later, we had each table figure out the sentences from the picture below. The goal was to identify WHO was doing the action. By looking at the endings of the verbs you can determine who is doing the activities.
Example: Prefieres pizza. = You prefer pizza. By looking at the ending (es) you can determine that the speaker is talking directly to YOU
about preferring something.
More examples:
Vamos a celebrar. = We are going to celebrate. Visito la playa. = I visit the beach.
Tocan el piano. = They play the piano. Debe lavar los platos. = He/She should wash the plates.
Warm-up: Antemano from picture below. Each table shared their two truth statements and their lie about them selves. the class tried to guess which one was not true.
Activities: We played a vocabulary game called, Think Links. 10 - 15 minutes
Ask your neighbor about it or if you are a parent ask your child to share something about the game.
Later, we had each table figure out the sentences from the picture below. The goal was to identify WHO was doing the action. By looking at the endings of the verbs you can determine who is doing the activities.
Example: Prefieres pizza. = You prefer pizza. By looking at the ending (es) you can determine that the speaker is talking directly to YOU
about preferring something.
More examples:
Vamos a celebrar. = We are going to celebrate. Visito la playa. = I visit the beach.
Tocan el piano. = They play the piano. Debe lavar los platos. = He/She should wash the plates.
•29 de agosto del 2016
Warm-up: Clase, ¡Saquen los papeles amarillos y verdes. Create a short conversation using vocabulary & sentences. DON'T USE ANY GREETINGS. PLEASE DON'T COPY THE SENTENCES FROM THE BOARD. Write your sentences down and be prepared to share them after the warm-up.
Today's Learning Target: We will identify the meanings of vocabulary phrases and verbs.
Activities: Small groups were tasked with figuring out the meanings of carefully constructed sentences on the board. Each table group was assigned to three specific sentences. They were asked to assign a group leader for the activity and tasked with making small assignments with in the group (scribe, dictionary guy, etc.). At the door each student was sorted to a new table according to the letter assigned them.. At the tables each student assisted in figuring out the meanings of three sentences that were written in Spanish. The teacher monitored the class and waled around to aid in any way possible. After most of the groups completed the task we discussed our answers with the entire class. I asked groups to share any issues or road bumps they may have had. The groups discussed how they over came their challenges, if they did, and other ways they could get help. I encouraged the students to look at their mistakes or challenges as something good. We learn from these experiences much more so than our successes and they help us grow.
Wrap up: At the end I tied in all of the examples, that the kids shared, to the goal of the lesson; to pay attention to the action words in sentences.
Below are samplings of some sentences used in class today.
Table D. Table B. Table E.
1. Escuchamos música. 1. Él monta en bicicleta mucho. 1. Tocan la guitara.
2. Barren el piso mucho. 2. Debo ir de compras. 2. Debemos sacar la basura.
3. Vives en el centro. 3. Viven en el zoológico. 3. Escribimos los fines de semana.
Warm-up: Clase, ¡Saquen los papeles amarillos y verdes. Create a short conversation using vocabulary & sentences. DON'T USE ANY GREETINGS. PLEASE DON'T COPY THE SENTENCES FROM THE BOARD. Write your sentences down and be prepared to share them after the warm-up.
Today's Learning Target: We will identify the meanings of vocabulary phrases and verbs.
Activities: Small groups were tasked with figuring out the meanings of carefully constructed sentences on the board. Each table group was assigned to three specific sentences. They were asked to assign a group leader for the activity and tasked with making small assignments with in the group (scribe, dictionary guy, etc.). At the door each student was sorted to a new table according to the letter assigned them.. At the tables each student assisted in figuring out the meanings of three sentences that were written in Spanish. The teacher monitored the class and waled around to aid in any way possible. After most of the groups completed the task we discussed our answers with the entire class. I asked groups to share any issues or road bumps they may have had. The groups discussed how they over came their challenges, if they did, and other ways they could get help. I encouraged the students to look at their mistakes or challenges as something good. We learn from these experiences much more so than our successes and they help us grow.
Wrap up: At the end I tied in all of the examples, that the kids shared, to the goal of the lesson; to pay attention to the action words in sentences.
Below are samplings of some sentences used in class today.
Table D. Table B. Table E.
1. Escuchamos música. 1. Él monta en bicicleta mucho. 1. Tocan la guitara.
2. Barren el piso mucho. 2. Debo ir de compras. 2. Debemos sacar la basura.
3. Vives en el centro. 3. Viven en el zoológico. 3. Escribimos los fines de semana.
WEEK ONE
•26 de agosto del 2016
Today's warm-up: ¿Qué le gusta a Sr. Heikell? ¿Qué les gusta a ustedes? ¿Qué te gusta a ti? Write down your answers on a piece of paper.
We went over the warm-ups as a class as I called on students to share their sentences. Points were awarded for participating.
Today's Learning Target: You will be able to explain Mr. Heikell's expectations and procedures.
Activities: As we were talking about procedures for I class I asked students to site any procedures that they knew about having been in class for a week. We discussed the daily warm-up and the placement of cell phones in a plastic basket on their tables. In addition I discussed how we use common phrases in class that help us learn Spanish (see Aug. 25). These phrases will aid in understanding many concepts through out the year and will hopefully stay with them through out their lives.
After practicing the phrases we looked at the class website and examined the site for some helpful aids. I pointed out the many tools here and how to find work from an absence. Check out the site for these and many more helpful tools.
Finally, as we are transitioning from expressing likes and dislike to something new next week I wanted to end with some questions that could help the kids wrap-up the topic for week. The kids were given 6 problems to solve using the verbs gustar and encantar correctly.
Today's warm-up: ¿Qué le gusta a Sr. Heikell? ¿Qué les gusta a ustedes? ¿Qué te gusta a ti? Write down your answers on a piece of paper.
We went over the warm-ups as a class as I called on students to share their sentences. Points were awarded for participating.
Today's Learning Target: You will be able to explain Mr. Heikell's expectations and procedures.
Activities: As we were talking about procedures for I class I asked students to site any procedures that they knew about having been in class for a week. We discussed the daily warm-up and the placement of cell phones in a plastic basket on their tables. In addition I discussed how we use common phrases in class that help us learn Spanish (see Aug. 25). These phrases will aid in understanding many concepts through out the year and will hopefully stay with them through out their lives.
After practicing the phrases we looked at the class website and examined the site for some helpful aids. I pointed out the many tools here and how to find work from an absence. Check out the site for these and many more helpful tools.
Finally, as we are transitioning from expressing likes and dislike to something new next week I wanted to end with some questions that could help the kids wrap-up the topic for week. The kids were given 6 problems to solve using the verbs gustar and encantar correctly.
•25 de agosto del 2016
Today's warm-up: ¿Qué te gusta? ¡Díganme 3 cosas que te gustan! As a class we shared items that people said they liked and disliked.
(What do you like?) (Tell me 3 things that you like!)
Today's Learning Target: To express what multiple people 'like' or 'dislike'.
Activities: Directly after the warm-up I showed the class how to look up missing work on my website (heikell.weebly.com). I also pointed out some common errors as needed. We also went over classroom phrases used in class. Here are the classroom phrases we have used so far:
Today's warm-up: ¿Qué te gusta? ¡Díganme 3 cosas que te gustan! As a class we shared items that people said they liked and disliked.
(What do you like?) (Tell me 3 things that you like!)
Today's Learning Target: To express what multiple people 'like' or 'dislike'.
Activities: Directly after the warm-up I showed the class how to look up missing work on my website (heikell.weebly.com). I also pointed out some common errors as needed. We also went over classroom phrases used in class. Here are the classroom phrases we have used so far:
¿Me permite ir al baño? ¿Me permite ir a la enfermera? ¡Apague la luz! ¡Encienda la luz! ¡Encienda el proyector! ¡Salud!
May I go to the restroom? May I go to the nurse? Turn off the light! Turn on the light! Turn on the projector! Bless you!
May I go to the restroom? May I go to the nurse? Turn off the light! Turn on the light! Turn on the projector! Bless you!
¿Puedo prestar... ? ¿Me permite ir a los consejeros? ¡Cierra la puerta! ¡Abra la puerta! ¡Aquí! ¡Estoy aquí! Alguien.
May I borrow... ? May I go to the councilors? Close the door! Open the door! Here! I'm here! Somebody. |
Next, I called for volunteers in the target language. My volunteers helped disperse the materials for the next activity.
I had the kids write in the target language. I told them something in English and they had to write it in Spanish. I checked for comprehension and for accuracy. I was mostly concerned about the formation of gustar more than anything else. With dry erase markers in hand and a dry erase board the kids each wrote their answers and held them up for me to see.
Finally, we played yesterday's game again. Since most of my classes ran out of time on Wednesday I wanted them to have a chance to play it again. The purpose of the game was to see how the kids could conjugate the verb gustar on an individually basis. Students from two teams were called up and tossed bean bags at a board on the ground. The board was divided up into shapes with unique questions inside each shape. The question posed to a student was determined by where their bean bag laid on the board when tossed. Each team was awarded points from the game until the passing bell rang. They had a fun time.
Homework: Tomorrow we will be looking at the phrases from the green and yellow papers. Please study these words and phrases.
I had the kids write in the target language. I told them something in English and they had to write it in Spanish. I checked for comprehension and for accuracy. I was mostly concerned about the formation of gustar more than anything else. With dry erase markers in hand and a dry erase board the kids each wrote their answers and held them up for me to see.
Finally, we played yesterday's game again. Since most of my classes ran out of time on Wednesday I wanted them to have a chance to play it again. The purpose of the game was to see how the kids could conjugate the verb gustar on an individually basis. Students from two teams were called up and tossed bean bags at a board on the ground. The board was divided up into shapes with unique questions inside each shape. The question posed to a student was determined by where their bean bag laid on the board when tossed. Each team was awarded points from the game until the passing bell rang. They had a fun time.
Homework: Tomorrow we will be looking at the phrases from the green and yellow papers. Please study these words and phrases.
•24 de agosto del 2016
Today's warm-up: Look at the pictures from the overhead screen and tell me how you feel about each item (in Spanish of course). Then, find out one thing that a friend at your table really likes or really hates.
Today's Learning Target: To express what multiple people 'like' or 'dislike'.
Activities: After the warm-up I showed the class how to talk about more than one person's likes and dislikes. We looked at the grammatical structure of gustar a little bit closer as I sited examples and pointed out different uses for each form (see the charts below).
Right after, the students used their knowledge of gustar to express either what they as a group liked and disliked or the likes and dislikes of another table. Using the several posters on the walls the kids were asked to evaluate whether their group liked these themes or whether a different group liked the themes. Using sticky notes each student wrote their opinion about each poster, ranging from roller coasters to Arianna Grande, and stuck them on the posters in question. As a class we went over the writings and discussed the answers and addressed any errors as a class. I also weighed in on the overwhelmingly negative opinions over my favorite tv show. :)
Descanso: We had a one minute cell phone break.
Finally, we played a game. The purpose of the game was to see how the kids could conjugate the verb gustar on an individually basis. Students from two teams were called up and tossed bean bags at a board on the ground. The board was divided up into shapes with unique questions inside each shape. The question posed to a student was determined by where their bean bag laid on the board when tossed. Each team was awarded points from the game until the passing bell rang. They had a fun time.
Homework: Continue studying the phrases from the green and yellow papers.
Today's warm-up: Look at the pictures from the overhead screen and tell me how you feel about each item (in Spanish of course). Then, find out one thing that a friend at your table really likes or really hates.
Today's Learning Target: To express what multiple people 'like' or 'dislike'.
Activities: After the warm-up I showed the class how to talk about more than one person's likes and dislikes. We looked at the grammatical structure of gustar a little bit closer as I sited examples and pointed out different uses for each form (see the charts below).
Right after, the students used their knowledge of gustar to express either what they as a group liked and disliked or the likes and dislikes of another table. Using the several posters on the walls the kids were asked to evaluate whether their group liked these themes or whether a different group liked the themes. Using sticky notes each student wrote their opinion about each poster, ranging from roller coasters to Arianna Grande, and stuck them on the posters in question. As a class we went over the writings and discussed the answers and addressed any errors as a class. I also weighed in on the overwhelmingly negative opinions over my favorite tv show. :)
Descanso: We had a one minute cell phone break.
Finally, we played a game. The purpose of the game was to see how the kids could conjugate the verb gustar on an individually basis. Students from two teams were called up and tossed bean bags at a board on the ground. The board was divided up into shapes with unique questions inside each shape. The question posed to a student was determined by where their bean bag laid on the board when tossed. Each team was awarded points from the game until the passing bell rang. They had a fun time.
Homework: Continue studying the phrases from the green and yellow papers.
A BREAK DOWN OF HOW GUSTAR IS FORMED
FOR MORE THAN ONE PERSON Who is a form of "to like" liking something NOS gusta (us) Something is pleasing to... (us) OS gusta (you all) Something is pleasing to... (you all) LES gusta (you all) Something is pleasing to... (you all) (them) Something is pleasing to... (them) |
FORMS OF GUSTAR
Singular Plural GUSTA GUSTAN (one thing (more than one is being thing is being liked) liked) |
•23 de agosto del 2016
Today's warm-up: Using your yellow and green papers from yesterday ask a person at your table what he or she likes (in Spanish). Responses need to be in Spanish the best you can. :) See if you can find out up to 3 things.
Today's Learning Target: To say someone 'likes' or 'dislikes' something.
Activities: The students used their knowledge of gustar and encantar to say what they liked and disliked at the start of class.
I called on a person from each table after the warm up to check for understanding and proficiency.
Next, we looked at the grammatical structure of gustar a little bit closer. I sited examples and pointed out different uses for each form (see below left).
Afterwards, I called on a different person from each table to express what he or she liked from the posters on the walls.
Descanso: We had a one minute cell phone break.
Finally, we looked at a language latter using different likes and dislikes (see below right). Using the language ladder the kids told me if they likes certain items or disliked them from the room. I also modeled several items in class from a bottle of soda to a picture of my family. I called on just about each student during the entire period.
Homework: Learn the phrases from the learning ladder and also study the phrases from the green and yellow papers from yesterday.
Today's warm-up: Using your yellow and green papers from yesterday ask a person at your table what he or she likes (in Spanish). Responses need to be in Spanish the best you can. :) See if you can find out up to 3 things.
Today's Learning Target: To say someone 'likes' or 'dislikes' something.
Activities: The students used their knowledge of gustar and encantar to say what they liked and disliked at the start of class.
I called on a person from each table after the warm up to check for understanding and proficiency.
Next, we looked at the grammatical structure of gustar a little bit closer. I sited examples and pointed out different uses for each form (see below left).
Afterwards, I called on a different person from each table to express what he or she liked from the posters on the walls.
Descanso: We had a one minute cell phone break.
Finally, we looked at a language latter using different likes and dislikes (see below right). Using the language ladder the kids told me if they likes certain items or disliked them from the room. I also modeled several items in class from a bottle of soda to a picture of my family. I called on just about each student during the entire period.
Homework: Learn the phrases from the learning ladder and also study the phrases from the green and yellow papers from yesterday.
A BREAK DOWN OF HOW GUSTAR IS FORMED
Who is a form of "to like" liking something ME gusta (me) Something is pleasing to... (me) TE gusta (you) Something is pleasing to... (you) LE gusta (him/ Something is pleasing to... (him) her) Something is pleasing to... (her) |
A LANGUAGE LADDER FOR LIKES AND DISLIKES
From the best Lo adoro I adore, worship, idolize it Me fascina It fascinates, delights, intrests... (me) Me encanta I love, I am delighted with Me gusta It is pleasing to... (me) Está regular It's good, normal Está más o menos It's alright but noting special No me gusta It is not pleasing to... (me) Lo detesto I detest it Lo odio I hate it To the worst |
•22 de agosto del 2016 **First Day of School**
Warm-up: Each student was greeted in Spanish at the door along with a handshake.
Today's Learning Target: To meet and greet someone using Spanish.
Activities: The students used two handouts with greetings, introductions, questions and vocabulary from chapter one.
We went over the basic phrases from the handouts and I called on a person from each table to check for understanding and proficiency.
Next, we did an activity I call "line up." I pair up my students face to face in two lines and had them introduce one another. They are allowed to use the papers I gave them and produce a conversation with one another. We had short timed conversations from 30 seconds up to 2 minutes long. After each conversation I would have one of the lines move to the left and start a new with a different partner. It was fun!
Descanso: We had a one minute cell phone break.
Activities cont... Afterwards, we I commanded the class to form a circle (in Spanish). This activity is called a "vocabulary circle". In the target language I told and modeled for the group to do certain things. This involved identifying whether or not they were wearing a certain type of clothing to moving from one point to another. This is a great activity because it forced each student to listen harder than normal and to find context clues from my speech. Afterwards, we discussed how the kids felt at different stages of the activity. We also discussed how the kids coped or what they did to figure out what was going on. They answers and observations were awesome. I pointed out that I did a similar activity during my summer training... in French. It was hard and confusing at first but after some time I was able to figure things out just as my student did today. The point of the activity was to point out that everyone in this class will have difficulties but through determination they can overcome challenges.
Homework: Learn the phrases from green and yellow papers.
Handouts: Click on the links below ↓➘
Warm-up: Each student was greeted in Spanish at the door along with a handshake.
Today's Learning Target: To meet and greet someone using Spanish.
Activities: The students used two handouts with greetings, introductions, questions and vocabulary from chapter one.
We went over the basic phrases from the handouts and I called on a person from each table to check for understanding and proficiency.
Next, we did an activity I call "line up." I pair up my students face to face in two lines and had them introduce one another. They are allowed to use the papers I gave them and produce a conversation with one another. We had short timed conversations from 30 seconds up to 2 minutes long. After each conversation I would have one of the lines move to the left and start a new with a different partner. It was fun!
Descanso: We had a one minute cell phone break.
Activities cont... Afterwards, we I commanded the class to form a circle (in Spanish). This activity is called a "vocabulary circle". In the target language I told and modeled for the group to do certain things. This involved identifying whether or not they were wearing a certain type of clothing to moving from one point to another. This is a great activity because it forced each student to listen harder than normal and to find context clues from my speech. Afterwards, we discussed how the kids felt at different stages of the activity. We also discussed how the kids coped or what they did to figure out what was going on. They answers and observations were awesome. I pointed out that I did a similar activity during my summer training... in French. It was hard and confusing at first but after some time I was able to figure things out just as my student did today. The point of the activity was to point out that everyone in this class will have difficulties but through determination they can overcome challenges.
Homework: Learn the phrases from green and yellow papers.
Handouts: Click on the links below ↓➘
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HEIKELL 2016 - 2017