fourth quarter lessons
5/26/2016 LAST MESSAGE FOR THE YEAR
Thank you for a great year! I hope that this section of my website was helpful to you as I intended it to be. this will be my last update in this section as the school year has come to an end. There are no more assignments for the rest of the year. Have a great summer.
Mr. Heikell
Thank you for a great year! I hope that this section of my website was helpful to you as I intended it to be. this will be my last update in this section as the school year has come to an end. There are no more assignments for the rest of the year. Have a great summer.
Mr. Heikell
5/25/2016 ORAL EXAM cont...
We continued the oral exams from yesterday. Depending on the class we may need to spill over to tomorrow as well.
We continued the oral exams from yesterday. Depending on the class we may need to spill over to tomorrow as well.
5/24/2016 ORAL EXAM
Today we started the oral exam. I created groups of 3-4 students of like abilities for testing. I gave each group a brief breakdown of the details, gave a short word of encouragement and then started. We went through the entire restaurant experience using all of the vocabulary and I also required them to use the grammar from the chapters as well. In addition, they were to prepare a quote from the video program we watch every Friday in the computer lab, MI VIDA LOCA. This quote was to be used in the oral conversation at the student's doing. So far they are going well.
Today we started the oral exam. I created groups of 3-4 students of like abilities for testing. I gave each group a brief breakdown of the details, gave a short word of encouragement and then started. We went through the entire restaurant experience using all of the vocabulary and I also required them to use the grammar from the chapters as well. In addition, they were to prepare a quote from the video program we watch every Friday in the computer lab, MI VIDA LOCA. This quote was to be used in the oral conversation at the student's doing. So far they are going well.
5/23/2016 FINAL EXAM PREP
Today I gave the kids pointers for taking their final exam and allowed time for a Q&A. Grading rubrics, props and materials were laid out to aid in this oral final exam. I monitored the practice sessions and helped as needed.
Today I gave the kids pointers for taking their final exam and allowed time for a Q&A. Grading rubrics, props and materials were laid out to aid in this oral final exam. I monitored the practice sessions and helped as needed.
5/20/2016 RESTAURANT PRACTICE
Today we practiced for this Monday's final test, the Chapter 7 Oral Test. Students were given table assignments at the door and then played out the restaurant scenarios during the period. In addition, each table was given a grading sheet and asked to grade their fellow students at their tables. This is the exact same grading procedure used for grading the restaurant visit this week. Afterwards, the students added up their score, discussed how they could improve their score and then started the process all over again.
Today we practiced for this Monday's final test, the Chapter 7 Oral Test. Students were given table assignments at the door and then played out the restaurant scenarios during the period. In addition, each table was given a grading sheet and asked to grade their fellow students at their tables. This is the exact same grading procedure used for grading the restaurant visit this week. Afterwards, the students added up their score, discussed how they could improve their score and then started the process all over again.
5/19/2016 DAY 2 OF RESTAURANT VISIT
We are moving into day two of the restaurant visit today. Last night went great! The kids did very well and they had a lot of fun too. I noticed a few weak areas that I wanted to address today. Below you will find the areas of focus we went over in class.
We are moving into day two of the restaurant visit today. Last night went great! The kids did very well and they had a lot of fun too. I noticed a few weak areas that I wanted to address today. Below you will find the areas of focus we went over in class.
¿Qué tipo de carne? What type of meat?
bistec pollo camarones carne molido
¿Qué tipo de tortillas? What type of tortillas?
maíz harina
¿Qué pediste para beber? What did you ask for to drink?
Yo pedí ____________.
bistec pollo camarones carne molido
¿Qué tipo de tortillas? What type of tortillas?
maíz harina
¿Qué pediste para beber? What did you ask for to drink?
Yo pedí ____________.
5/18/2016 FINAL RESTAURANT PUSH
Today the kids were given some NEW suggestions for small talk in the restaurant tonight. Afterwards they were given the freedom to practice these new suggested phrases or to take care of any lingering problems in their vocabulary. I set out various Spanish menus for review and answered any questions that the students had. The time in class today was self directed. Students were urged to sit in groups and to hash out any problems and to prepare for tonight. Here are some examples of phrases provided in class. "More Small Talk."
Today the kids were given some NEW suggestions for small talk in the restaurant tonight. Afterwards they were given the freedom to practice these new suggested phrases or to take care of any lingering problems in their vocabulary. I set out various Spanish menus for review and answered any questions that the students had. The time in class today was self directed. Students were urged to sit in groups and to hash out any problems and to prepare for tonight. Here are some examples of phrases provided in class. "More Small Talk."
¿Adónde fuiste ayer? Where did you go yesterday?
Yo fui a ____________. I went to_____________.
¿Qué hiciste anoche? What did you do last night?
Yo ____________. I_____________.
¿Qué ordenaste? What did you order?
Yo ordené __________. I ordered ___________.
Yo fui a ____________. I went to_____________.
¿Qué hiciste anoche? What did you do last night?
Yo ____________. I_____________.
¿Qué ordenaste? What did you order?
Yo ordené __________. I ordered ___________.
5/17/2016 INDIVIDUAL PRACTICE
Today the kids were given some suggestions on types of small talk that can be used during their restaurant visit this week. Afterwards they were given the freedom to practice these new suggested phrases or fill in any gaps in their Restaurant Preparation Sheet in preparation for their projects this week. Here are some examples of phrases provided in class. "Small talk."
Today the kids were given some suggestions on types of small talk that can be used during their restaurant visit this week. Afterwards they were given the freedom to practice these new suggested phrases or fill in any gaps in their Restaurant Preparation Sheet in preparation for their projects this week. Here are some examples of phrases provided in class. "Small talk."
¿Qué hacías en aquel entonces? What did you used to do back in the day?
Yo _________________. I _________________.
(See the 6.1 & 6.2 vocabulary sheet or go to chapter 6 of the textbook)
¿Cómo eras de nino? What did you do as a boy? ¿Cómo eras de nina? What did you do as a girl?
Yo era _______________. I used to ________________.
(See the Awesome Adjective Sheet for help)
Yo _________________. I _________________.
(See the 6.1 & 6.2 vocabulary sheet or go to chapter 6 of the textbook)
¿Cómo eras de nino? What did you do as a boy? ¿Cómo eras de nina? What did you do as a girl?
Yo era _______________. I used to ________________.
(See the Awesome Adjective Sheet for help)
5/16/2016 ¿QUÉ QUIERES BEBER?
What do you want to drink? Today the kids took and prepared real drink orders using Spanish. I brought assorted drinks and ice to class so that the kids could add a new element of reality to their practice. Plus they had fun. The kids had to go through the entire process like before. We started at the hostess station and ended with paying the bill. We go to the real restaurant starting this Wednesday. Please make sure your child has filled out the required parental permission slip prior to arriving tot he restaurant. I look forward to seeing your child's performance this week.
We are scheduled to go to the restaurant on Wednesday, 6:00pm - 8:00pm; Thursday, 6:00pm - 8:00pm; and Saturday, 3:00pm - 5:00pm.
There are two other teachers that are doing this assignment on the same nights. I pushed the time back so as to accommodate them and to ensure that we have enough space in the restaurant. Also, please don't show up super late. I really want to finish on time. On Wednesday and Thursday I will be leaving at 8:00pm. On Saturday I would like to leave close to 5:00pm.
See you there.
What do you want to drink? Today the kids took and prepared real drink orders using Spanish. I brought assorted drinks and ice to class so that the kids could add a new element of reality to their practice. Plus they had fun. The kids had to go through the entire process like before. We started at the hostess station and ended with paying the bill. We go to the real restaurant starting this Wednesday. Please make sure your child has filled out the required parental permission slip prior to arriving tot he restaurant. I look forward to seeing your child's performance this week.
We are scheduled to go to the restaurant on Wednesday, 6:00pm - 8:00pm; Thursday, 6:00pm - 8:00pm; and Saturday, 3:00pm - 5:00pm.
There are two other teachers that are doing this assignment on the same nights. I pushed the time back so as to accommodate them and to ensure that we have enough space in the restaurant. Also, please don't show up super late. I really want to finish on time. On Wednesday and Thursday I will be leaving at 8:00pm. On Saturday I would like to leave close to 5:00pm.
See you there.
5/12/2016 SEGOVIA REVIEW
Today we played "Kahoot!" in order to practice for the test tomorrow. Our second summative grade and test is over the city of Segovia, Spain. All of the information about Segovia can be found on this website. Click on the menu link above titled, "Chapter 6 Segovia."
Today we played "Kahoot!" in order to practice for the test tomorrow. Our second summative grade and test is over the city of Segovia, Spain. All of the information about Segovia can be found on this website. Click on the menu link above titled, "Chapter 6 Segovia."
5/10/2016 QUIZ DAY
We had a quiz today. It was in the form of a role-play. I selected a student from each table to act as the waiter/waitress and the others acted as the clients. After weeks of practice it was time to see what they could do with out notes or help from their teacher. Using the grading rubric from the 'Visit A Restaurant' project I listened and awarded points for everything said at the table. Each student (including the server) was graded for what he or she said during the role-play. I was listening for several items. Here are a few: terminology for greeting patrons, seating people & small talk to the table, using the preterite and imperfect tenses, ordering drinks, asking for things, ordering an entree, small talk at the table, commenting on the food, ordering dessert and paying the bill. The results were very good for the majority of the class. However, there are still some individuals that have not taken the proper steps to learn the information. Time is running out in the semester. We are done in two and a half weeks. |
5/9/2016 ROLE-PLAY
Today we hosted Mrs. Salinas' Spanish 2 classes in class. Together we practiced the restaurant terminology like before. One student, per table, acts as the waiter and the rest are the clients. The waiter asks questions that will illicit a response in Spanish. The clients are encouraged to ask for things that they stand in need of and to use as much of their vocabulary as possible. This assignment is designed to act as practice for future summative assignments covering this topic. |
5/6/2016 RESTAURANT PRACTICE
Today we practiced for this Monday's QUIZ and for our RESTAURANT VISIT PROJECT. Students were given table assignments at the door and then played out the restaurant scenarios during the period. In addition, each table was given a grading sheet and asked to grade their fellow students at their tables. This is the exact same grading sheet that will be used for grading Monday's quiz and for grading the restaurant visit in a week and a half. Afterwards, the students added up their score, discussed how they could improve their score and then started the process all over again. Time is running out to prepare. Please encourage your child to study for these activities at home.
Today we practiced for this Monday's QUIZ and for our RESTAURANT VISIT PROJECT. Students were given table assignments at the door and then played out the restaurant scenarios during the period. In addition, each table was given a grading sheet and asked to grade their fellow students at their tables. This is the exact same grading sheet that will be used for grading Monday's quiz and for grading the restaurant visit in a week and a half. Afterwards, the students added up their score, discussed how they could improve their score and then started the process all over again. Time is running out to prepare. Please encourage your child to study for these activities at home.
5/5/2016 CINCO DE MAYO
We continued to watch the movie from Tuesday. It was paused at specific moments and questions were posed. We also listened for conversational terminology that could be used in the restaurant setting. We discussed these items as a class and took note of them.
TWO ANNOUNCEMENTS: DON'T FORGET ABOUT THE CLASS PROJECT! ALSO, THERE IS A TEST OVER SEGOVIA NEXT WEEK. THESE ARE COMING UP QUICKLY. GET READY!! DON'T DELAY!!!
We continued to watch the movie from Tuesday. It was paused at specific moments and questions were posed. We also listened for conversational terminology that could be used in the restaurant setting. We discussed these items as a class and took note of them.
TWO ANNOUNCEMENTS: DON'T FORGET ABOUT THE CLASS PROJECT! ALSO, THERE IS A TEST OVER SEGOVIA NEXT WEEK. THESE ARE COMING UP QUICKLY. GET READY!! DON'T DELAY!!!
5/4/2016 END OF COURSE EXAM PROCTOR
Today we did not have class I was a testing proctor for the Biology EOC Exam.
Today we did not have class I was a testing proctor for the Biology EOC Exam.
5/3/2016 MOVIE cont...
We continued from where we left off yesterday. We listened for specific examples of the preterite and the imperfect. We discussed them afterwards. We also listened for conversational terminology.
We continued from where we left off yesterday. We listened for specific examples of the preterite and the imperfect. We discussed them afterwards. We also listened for conversational terminology.
5/2/2016 MOVIE
Identify specific grammar and vocabulary heard in the movie. Discuss afterwards. We looked for examples of the preterite tense and the imperfect. We also listened for some restaurant terminology.
Identify specific grammar and vocabulary heard in the movie. Discuss afterwards. We looked for examples of the preterite tense and the imperfect. We also listened for some restaurant terminology.
4/28/2016 POP QUIZ CONT...
Today we continued with the small group activity from Tuesday. I acted as the server and they were the clients. I quizzed them over the different steps of ordering and asking for things. We paused and went over issues or answered questions about posed during the activity. I gave the students pointers on how to perform better and also how to maximize the point earning possibilities during their session. I explained that this is the exact same process that they will go through for their chapter seven test and also the restaurant visit project. All of the information for this project is located under the Spanish Project button as well as the grading page. Please encourage your son or daughter to practice at home. Have then teach you as this aids in the learning process and it could be fun to do with your child. PROJECT PAGE
Today we continued with the small group activity from Tuesday. I acted as the server and they were the clients. I quizzed them over the different steps of ordering and asking for things. We paused and went over issues or answered questions about posed during the activity. I gave the students pointers on how to perform better and also how to maximize the point earning possibilities during their session. I explained that this is the exact same process that they will go through for their chapter seven test and also the restaurant visit project. All of the information for this project is located under the Spanish Project button as well as the grading page. Please encourage your son or daughter to practice at home. Have then teach you as this aids in the learning process and it could be fun to do with your child. PROJECT PAGE
4/27/2016 KAHOOT!
We played a game of 'Kahoot!' today. The questions revolved around the restaurant theme and helped the class study and prepare for the up coming restaurant visit. After practicing these phrases for two weeks the kids are starting to recognize them very quickly. I can't wait to see them in action on May 18th.
We played a game of 'Kahoot!' today. The questions revolved around the restaurant theme and helped the class study and prepare for the up coming restaurant visit. After practicing these phrases for two weeks the kids are starting to recognize them very quickly. I can't wait to see them in action on May 18th.
4/26/2016 POP QUIZ
Today I sat down with small groups and worked with them. I acted as the server and they were the clients. I quizzed them over the different steps of ordering and asking for things. We paused and went over issues or answered questions about posed during the activity. I gave the students pointers on how to perform better and also how to maximize the point earning possibilities during their session. I explained that this is the exact same process that they will go through for their chapter seven test and also the restaurant visit project. All of the information for this project is located under the Spanish Project button as well as the grading page. Please encourage your son or daughter to practice at home. Have then teach you as this aids in the learning process and it could be fun to do with your child. PROJECT PAGE
Today I sat down with small groups and worked with them. I acted as the server and they were the clients. I quizzed them over the different steps of ordering and asking for things. We paused and went over issues or answered questions about posed during the activity. I gave the students pointers on how to perform better and also how to maximize the point earning possibilities during their session. I explained that this is the exact same process that they will go through for their chapter seven test and also the restaurant visit project. All of the information for this project is located under the Spanish Project button as well as the grading page. Please encourage your son or daughter to practice at home. Have then teach you as this aids in the learning process and it could be fun to do with your child. PROJECT PAGE
4/25/2016 RESTAURANT
We prepared for a restaurant quiz set for tomorrow in class. I will be the waiter and the kids will be evaluated according to how they perform. A guest class came in and practiced with us.
We prepared for a restaurant quiz set for tomorrow in class. I will be the waiter and the kids will be evaluated according to how they perform. A guest class came in and practiced with us.
4/20/2016 RESTAURANT ROLE-PLAY... AGAIN
Students were greeted at their tables by their elected server and they went through the process from this week. Today's goal was to use specific words and phrases from vocabulary section #2. I also asked them to find the following words in Spanish while looking through the many menus in class. flour, corn, grilled, roasted and rice These words will be used in the Mexican restaurant later in May. |
4/19/2016 RESTAURANT ROLE-PLAY
Students were greeted at the classroom door by their restaurant 'host' (Sr. Heikell), asked how many people were in their party and then sat at one of the restaurant tables. Each table nominated someone to assume the role of the table's server and then they went through the process of greeting the patrons, asking for a drink orders, ordering food/dessert, commenting on the food and dessert. using the IHOP menus, that were so graciously donated by both of the restaurants here in town, the kids ordered using the Spanish subtitles. They were also tasked with finding the words for sausage and bacon and recording these words on their Restaurant Preparation Sheet. They are learning a lot! |
4/18/2016 RESTAURANT ROLE-PLAY
Our class had some guests from the school today. In the morning Mrs. Rios' Spanish 2 classes joined us in our restaurant role-play activities. In the afternoon we had Miss Bailey's classes join us. Students were greeted at the classroom door by their restaurant 'host' (Sr. Heikell), asked how many people were in their party and then sat at one of the restaurant tables. Each table nominated someone to assume the role of server and then they went through the process of greeting, asking for a drink order, ordering food and maybe dessert. We switched the role of waiter after each successful party had 'eaten'. I was a nice change of pace to have new people to interact with. We will be with these classes all week long. |
4/15/2016 COMPUTER LAB
The kids watched two MI VIDA LOCA episodes from the BBC website and completed two handouts that went along with them.
The kids watched two MI VIDA LOCA episodes from the BBC website and completed two handouts that went along with them.
4/14/2016 RESTAURANT ROLE PLAY
Students were greeted at the classroom door by their restaurant 'host' (Sr. Heikell), asked how many people were in their party and then sat at one of the restaurant tables. Each table nominated someone to assume the role of server and then they went through the process of greeting, asking for a drink order, ordering food (and maybe dessert) and then asking for and paying their bill. Today we used monopoly cash for the payments. They had a great time.
Students were greeted at the classroom door by their restaurant 'host' (Sr. Heikell), asked how many people were in their party and then sat at one of the restaurant tables. Each table nominated someone to assume the role of server and then they went through the process of greeting, asking for a drink order, ordering food (and maybe dessert) and then asking for and paying their bill. Today we used monopoly cash for the payments. They had a great time.
4/13/2016
RESTAURANT CHAPTER INTRODUCTION Today I introduced Chapter 7 to my classes. I gave everyone a copy of the Restaurant Preparation Sheet. This paper is essential to your child's success for the next 5 weeks. We will be using it every day until the end of the semester. We are having two summative assignments based upon this information. See the PROJECT PAGE for more information. We also started practicing the our restaurant role plays in class. The entire room has been transformed into a restaurant from the round table cloth covered tables to the waiter's aprons and ordering booklets. For the next five weeks all of my classes will be playing the roles of a waiter/waitress or the patrons in a Spanish speaking environment. Their will be an oral test over this information in 5 weeks for everyone in class. Make sure your child is preparing at home and prepared for class. |
4/12/2016 IMPERFECT TENSE RETEACH
We practiced the imperfect by completing the Imperfect Tense Super Grid handout.
We practiced the imperfect by completing the Imperfect Tense Super Grid handout.
4/11/2016 IMPERFECT TENSE RETEACH
We practiced chapter 6 vocabulary by playing a game. I tried something new called Quizlet. Its hard to explain but the kids use their cell phones and answer questions given them and have to answer them in small groups. It was a lot of fun!
We practiced chapter 6 vocabulary by playing a game. I tried something new called Quizlet. Its hard to explain but the kids use their cell phones and answer questions given them and have to answer them in small groups. It was a lot of fun!
4/7/2016 TEST REVIEW
You will find some great test preparation helps here. First, the handout form class. Students were encouraged to bring questions to my attention during class. I was available the entire period to help students that needed help. All students that did take advantage of my help also earned Tengo Animo points for the week. (3 per question) Second, I have included several links to Conjuguemos.com for studying tonight. Exercises 1 Vocabulary 6.1 Vocabulary 6.2 Verb Chart Third, I have tutoring in the computer lab tomorrow morning for any last minute questions. Click on the image to the right in order to print out the handout from class. |
4/6/2016 KAHOOT!
The class played 'Kahoot!' in order to practice this weeks grammar & vocabulary. This is an internet based slide show of questions that the kids answered using their cell phones. The kids really enjoy it! |
All of the participants earned 5 Tengo Ánimo points (that went towards their bi-weekly grade) and had the opportunity to earn additional points for scoring in the top five of the game.
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4/5/2016 IMPERFECT TENSE: IRREGULAR VERB NOTES
Today we learned about the three irregular verbs in the imperfect tense. We watched two short videos about these verbs, took notes and discussed the meanings together. Participants earned Tengo Animo points for helping out. I first called on volunteers and as the class progressed I called on the less motivated individuals. Here are the verbs.
Today we learned about the three irregular verbs in the imperfect tense. We watched two short videos about these verbs, took notes and discussed the meanings together. Participants earned Tengo Animo points for helping out. I first called on volunteers and as the class progressed I called on the less motivated individuals. Here are the verbs.
IRREGULAR VERBS IN THE IMPERFECT TENSE
|
A HELPING VERB
|
VER - TO SEE
VEÍA - I USED TO SEE VEÍAS - YOU USED TO SEE VEÍA - HE/SHE/YOU SIR USED TO SEE VEÍAMOS - WE USED TO SEE VEÍAIS - YOU ALL USED TO SEE VEÍAN - THEY/YOU ALL USED TO SEE |
IR - TO GO
IBA - I USED TO GO IBAS - YOU USED TO GO IBA - HE/SHE/YOU SIR USED TO GO ÍBAMOS - WE USED TO GO IBAIS - YOU ALL USED TO GO IBAN - THEY/YOUALL USED TO GO |
SER - TO BE
ERA - I USED TO BE ERAS - YOU USED TO BE ERA - HE/SHE/YOU SIR USED TO BE ÉRAMOS - WE USED TO BE ERAIS - YOU ALL USED TO BE ERAN - THEY/YOUALL USED TO BE |
HABER - TO BE
HABÍA - THERE WERE/THERE USED TO BE |
4/4/2016 IMPERFECT TENSE: HOMEWORK REVIEW
Today we went over the homework form Friday. Volunteers wrote their answers on the board and we discussed them as a class. Tengo Animo points were awarded to all participants in class regardless of their answers. We discussed the answers and I awarded students with points for correcting any mistakes. |
Afterwards, I had the class focus on pictures I had taped on the wall. They depicted childhood activities and I asked everyone to gravitate towards the picture that they best identified with. As groups formed I had them work on (together) expressing in Spanish their mutual childhood interest. Later I had them describe other group's interests in Spanish. We shared these descriptions at the end of class for points.
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El primero de abril del dos mil dieciseis IMPERFECT TENSE PRATICE
The class practiced using chapter 6 vocabulary while describing what people used to do back in the day. Chapter 6 focusses on childhood activities that we used to do and allows us to express these as past actions by implementing the IMPERFECT tense. See the charts below for details on constructing the imperfect tense. |
3/31/16 ENGLISH EOC TESTING - thursday
I was a proctor for the English 2 End Of Course test and was not in class today.
I was a proctor for the English 2 End Of Course test and was not in class today.
3/30/16 IMPERFECT TENSE - wednesday
3/29/16 MINI LESSON
We finished the Spain slideshow and then had a short lesson about the Imperfect Tense. (See above)
We finished the Spain slideshow and then had a short lesson about the Imperfect Tense. (See above)
3/28/16 RECAP OF SPAIN TRIP
I shared pictures and several items from my latest trip to Spain.
I shared pictures and several items from my latest trip to Spain.
3/21/16 - 3/24/16 SEGOVIA, SPAIN
Due to my absence from class this week I had assigned a cultural assignment for the kids to work on. Each student was given a paragraph from chapter 6 to translate for the class. This assignment will be due on Monday, 3/28/13.
Due to my absence from class this week I had assigned a cultural assignment for the kids to work on. Each student was given a paragraph from chapter 6 to translate for the class. This assignment will be due on Monday, 3/28/13.
third quarter lessons
3/3/16 EXTRA CREDIT OPPORTUNITY
I gave my students a wonderful opportunity today. First, they can earn up to 135 Tengo Ánimo points. Second, any left over points earned will be placed into a special Extra Credit column in the grade book. Here's what I told the kids to do today in class. I asked them to look at the translated Costa Rican information from earlier this week. All of these translations (from all of the students in my classes) have been posted under the CHAPTER 5 COSTA RICA tab found above. There are 27 picture tabs, labeled, which once clicked on send the viewer to these translations. I wanted students to read as many of these as possible and then send me, via REMIND, a summary of what they read. For each summary sent to myself a student will earn 5 points. This opportunity is three fold.
I gave my students a wonderful opportunity today. First, they can earn up to 135 Tengo Ánimo points. Second, any left over points earned will be placed into a special Extra Credit column in the grade book. Here's what I told the kids to do today in class. I asked them to look at the translated Costa Rican information from earlier this week. All of these translations (from all of the students in my classes) have been posted under the CHAPTER 5 COSTA RICA tab found above. There are 27 picture tabs, labeled, which once clicked on send the viewer to these translations. I wanted students to read as many of these as possible and then send me, via REMIND, a summary of what they read. For each summary sent to myself a student will earn 5 points. This opportunity is three fold.
- Motivated students will earn enough points to receive an "A" on their last Tengo Ánimo grade this week.
- Students can earn much needed extra credit for their beleaguered summative grade.
- Lastly, by doing this assignment students will be preparing for their last test next week. By reading these translations and by formulating summaries to be sent to me they are actively thinking about the topics and internalizing them. My hope is that these efforts will build memory and a deeper understanding of Costa Rica.
3/2/16 TEACHER ABSENCE
Today the students had a packet to complete using the lesson from yesterday. Here are the notes from the board.
Today the students had a packet to complete using the lesson from yesterday. Here are the notes from the board.
3/1/16 GRAMMAR
We learned about possessive pronouns today. Possessive pronouns are used to express possession of something without saying the noun or thing being possessed. If I want to say that the cell phone is mine then I could say, "Es mi teléfono." (It's my telephone.) However, I could use a possessive pronoun instead and say the following, "Es mío." (It's mine.) Today we watched a short video that explained this concept and displayed several examples. I also used the students personal items to help me aid in their learning. Once an item was claimed by the teacher the student had to use his or her notes to set me straight and tell me the item belongs to them. |
2/29/16 COSTA RICA
Today we learned more about Costa Rica. In our textbook each chapter has a cultural theme with information and facts about Spanish speaking country or city. In chapter five we are learning about Costa Rica. Specifically it's capital, San José. I assigned a paragraph or two to each student to translate and then share with the remainder of my students. These translations will be posted under the CHAPTER 5 COSTA RICA tab found above in the black margin. All of my students will be able to view this information and prepare for a test coming up next week. Students that fail to do their translation will receive no credit for this assignment. The last day I will except this assignment is this Friday. |
2/25/16 ORAL EXAMS second day
I conducted the remaining Oral Exams to day in class. They went very well. These grades will show in the grade book soon.
After the exams we started the introduction to chapter 5 and Costa Rica. All of the pertinent information is on my website.
I conducted the remaining Oral Exams to day in class. They went very well. These grades will show in the grade book soon.
After the exams we started the introduction to chapter 5 and Costa Rica. All of the pertinent information is on my website.
2/24/16 ORAL EXAMS
I conducted Oral Exams with half of the students in class. The second half will be conducted tomorrow. Anyone who does not perform on either of these days will need to make special arrangements to complete this assignment during tutoring times.
I conducted Oral Exams with half of the students in class. The second half will be conducted tomorrow. Anyone who does not perform on either of these days will need to make special arrangements to complete this assignment during tutoring times.
2/23/16 FINAL PREPARATION FOR ORAL EXAM
I sat down with students and conducted a mock Oral Exam with them. This gave each student in class an idea of what to expect and how to better prepare for tomorrow.
I sat down with students and conducted a mock Oral Exam with them. This gave each student in class an idea of what to expect and how to better prepare for tomorrow.
2/22/2016 RETURN OF MR. HEIKELL
The Oral Exam has been postponed until Wednesday of this week. Today I worked with select students in preparation of their Oral Exam. The rest of the students worked in small groupings.
The Oral Exam has been postponed until Wednesday of this week. Today I worked with select students in preparation of their Oral Exam. The rest of the students worked in small groupings.
2/19/16 MAKE-UP DAY
Work on anything that is late, over due, or in need of completion.
Work on anything that is late, over due, or in need of completion.
2/18/16 MAKE-UP DAY
Work on anything that is late, over due, or in need of completion.
Work on anything that is late, over due, or in need of completion.
2/17/16 LESSON
Get in groups of two. Write a dialog using the SHOPPING vocabulary we have learned. Include five examples of the preterite tense. Due tomorrow. In Spanish and make it at least 15 sentences.
Good luck!
Get in groups of two. Write a dialog using the SHOPPING vocabulary we have learned. Include five examples of the preterite tense. Due tomorrow. In Spanish and make it at least 15 sentences.
Good luck!
2/16/16 PRACTICE
To the left is the link to today's activity. As I was out under the weather today I left a simple handout to help aid the kids in their study of shopping phrases and questions. The phrases are all in English and the kids have to translate the sentences into Spanish. Use your notes from class, the Oral Exam Review paper and your textbook to assist you. DO NOT use any form of electronics to help you with this assignment. Use the smartest computer out there, YOUR BRAIN. |
2/12/16 COMPUTER LAB DAY
Today we watched episode six of MI VIDA LOCA. In this episode we go shopping for our friend, Merche. The students learn how to ask for the price, select an item to purchase and how to pay for an item. Watch the video by clicking on the link below. Find the handout for this episode by clicking the image. Have fun hanging out with Merche! |
2/11/16 GAME DAY
Today was an early release day so I had the kids play Kahoot! This quiz-like game is a hit with the students. It helped them practice shopping vocabulary as well as review the preterite tense. NOTE: STUDENTS NEED TO PRACTICE THESE WORDS AND PHRASES EVERY NIGHT. THEY WILL BE TESTED OVER THIS INFORMATION IN A WEEK. ORAL EXAM link VOCABULARY link |
2/10/16 CLOCK APPOINTMENTS
We earned a lot of Tengo Animo points today!! First, we did a warm-up by answering this question. "Qué hiciste en Walmart?" Afterwards we created partnerships by having the class fill up time slots in their schedule book (or "appointment clock"). I called out which group they were to meet with and they then practiced the Oral Exam conversational Spanish for 5 minute intervals. When the time was up I called out another time slot to meet. this activity got the students moving and speaking to one another. I monitored the conversations and awarded points to partnerships that were actively engaged. The kids had fun! ******See 2/9/16 for more information about the upcoming Oral Exam.
We earned a lot of Tengo Animo points today!! First, we did a warm-up by answering this question. "Qué hiciste en Walmart?" Afterwards we created partnerships by having the class fill up time slots in their schedule book (or "appointment clock"). I called out which group they were to meet with and they then practiced the Oral Exam conversational Spanish for 5 minute intervals. When the time was up I called out another time slot to meet. this activity got the students moving and speaking to one another. I monitored the conversations and awarded points to partnerships that were actively engaged. The kids had fun! ******See 2/9/16 for more information about the upcoming Oral Exam.
2/9/16 VOCABULARY
Warm-up: "¡Saquen una hoja de papel! ¡Escríbanme lo que hicieron en el centro comercial anoche!" (Get out a piece of paper! Write what you did at the mall last night!) After seven minutes were up I stopped the kids and we shared our answers to the class for Tengo Ánimo points. Lesson: I handed out the paper that is pictured to the right and we went over what the different questions and phrases meant. This is the paper from which I will pull reference during the Oral Exam in two weeks. The kids need to practice these questions and phrases at home as well as in class. The Oral Exam will be on Monday, February 22. Here's a link to the Oral Exam page. Print out this Review Sheet |
2/8/16 TEST DAY
We took out first test of the quarter. This summative assignment assessed the student's knowledge of the past tense, specifically the preterite.
We took out first test of the quarter. This summative assignment assessed the student's knowledge of the past tense, specifically the preterite.
2/4/16 SKIT PRESENTAION DAY
The students presented their Shopping Skits today. STUDY FOR THE PRETERITE TEST COMING UP ON MONDAY.
The students presented their Shopping Skits today. STUDY FOR THE PRETERITE TEST COMING UP ON MONDAY.
2/3/16 LAST DAY TO WORK ON SKIT
We played the final round of Think Links today. The winning class will be awarded a prize tomorrow. Great job everyone!!!
1st place with a time of 37 seconds: FIFTH PERIOD, 2nd place with a time of 38 seconds: THIRD PERIOD, 3rd place with a time of 39 seconds: SIXTH PERIOD, 4th - 41 seconds: FIRST PERIOD, 5th - 42 seconds: SEVENTH PERIOD and SECOND PERIOD
We played the final round of Think Links today. The winning class will be awarded a prize tomorrow. Great job everyone!!!
1st place with a time of 37 seconds: FIFTH PERIOD, 2nd place with a time of 38 seconds: THIRD PERIOD, 3rd place with a time of 39 seconds: SIXTH PERIOD, 4th - 41 seconds: FIRST PERIOD, 5th - 42 seconds: SEVENTH PERIOD and SECOND PERIOD
The groups had today to finish up their shopping skits. Any group ready had the opportunity to present today and receive extra credit. The rest of the skits will be presented tomorrow.
2/2/16 SKIT CONTINUED
We played the Think Links game and then the class had time to work in their groups.
We played the Think Links game and then the class had time to work in their groups.
2/1/16 MAKE A SKIT
Warm-up: We played Think Links. Afterwards I gave the kids a group assignment. Each table ti to create a skit using the shopping vocabulary from chapter 8. In addition, each group is to use specified grammar from chapter 4 of the text. We will work on this today and tomorrow and present these skits in class on Wednesday. Here is the grading rubric.
Warm-up: We played Think Links. Afterwards I gave the kids a group assignment. Each table ti to create a skit using the shopping vocabulary from chapter 8. In addition, each group is to use specified grammar from chapter 4 of the text. We will work on this today and tomorrow and present these skits in class on Wednesday. Here is the grading rubric.
SKIT RUBRIC
60pts - Must use ALL Exprésate phrases/questions from chapter eight. 3pts each. (Must modify or change each phrase/question to fit your skit).
10pts - Must use at least 10 vocabulary words from heikell.weebly.com. 1pt each. 15pts - Must correctly demonstrate the preterite tense in the skit at least 5 times. Ex. TENER ⇢ tuvimos que hacer el skit 10pts - Must use the verbs probarse and ponerse 5 times each. 5pts - Creativity |
1/29/16 COMPUTER LAB
Today we watched MI VIDA LOCA 4. Attached is a link to the video and the file for the activity page.
Today we watched MI VIDA LOCA 4. Attached is a link to the video and the file for the activity page.
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1/28/16 SUB DAY
Today I was out for a Spanish collaboration day with colleagues at HHHS. The classes played Think Links with the substitute. Afterwards, they worked on a review sheet. The review sheet practiced an older version of the past tense. Students were given -ER and -IR ending verbs to conjugate. The work sheet is to be turned in tomorrow in the computer lab. This work sheet can be picked up tomorrow if you were absent. Don't worry about the paper if you are planning on being gone for several days in a row. We can take care of that when you get back.
Today I was out for a Spanish collaboration day with colleagues at HHHS. The classes played Think Links with the substitute. Afterwards, they worked on a review sheet. The review sheet practiced an older version of the past tense. Students were given -ER and -IR ending verbs to conjugate. The work sheet is to be turned in tomorrow in the computer lab. This work sheet can be picked up tomorrow if you were absent. Don't worry about the paper if you are planning on being gone for several days in a row. We can take care of that when you get back.
1/27/16 "SPEED DATING TWO"
Again, today's warm-up was the Think Links vocabulary game. After the game, I randomized the seating arrangements and we practiced these new phrases. (I stamped everyones hand again.) Just like yesterday, the students found a partner and had a timed conversation. When the timer sounded everyone had to get a new partner and start a new conversation. We repeated this several times for the remainder of the period. The kids are getting more confortable with these phrases.
TAREA/HOMEWORK: Complete a ten minute Conjuguemos assignment from the links under SHOPPING UNIT. Select either Clothing: General Items or Clothing: Adjectives. Do both practice activities and you will earn 5 Tengo Animo points in addition to your homework grade. See the illustrations below for help.
Again, today's warm-up was the Think Links vocabulary game. After the game, I randomized the seating arrangements and we practiced these new phrases. (I stamped everyones hand again.) Just like yesterday, the students found a partner and had a timed conversation. When the timer sounded everyone had to get a new partner and start a new conversation. We repeated this several times for the remainder of the period. The kids are getting more confortable with these phrases.
TAREA/HOMEWORK: Complete a ten minute Conjuguemos assignment from the links under SHOPPING UNIT. Select either Clothing: General Items or Clothing: Adjectives. Do both practice activities and you will earn 5 Tengo Animo points in addition to your homework grade. See the illustrations below for help.
STEP 7: SHOW MR. HEIKELL YOUR WORK. (TAKE A PICTURE OF IT, PRINT IT OUT OR EMAIL IT)
1/26/16 "SPEED DATING"
Today's warm-up was the Think Links vocabulary game. The classes are learning this vocabulary FAST! Class activities: We watched a short video show-casing two youth. A sister and her brother. The sister bought him some clothes that didn't really fit. This "brief" video demonstrated how to use the vocabulary in sentences and how to use it to describe how clothes fits. Right afterwards I had the kids take notes from the following pages of the text: pgs. 287, 289, 299 & 301. Below is an example of what the kids copied into their notes. There are four of these, one on each page listed above, sections to learn. We are going to use these phrases and questions a lot over the next three weeks. We will eventually have an oral test over these questions and phrases. |
After all of this was done I randomized the seating arrangements and we practiced these new phrases. (I stamped everyone upon entering the class room with a letter that corresponds to a table in the room.) At these tables students found a partner and had a timed conversation. When the timer sounded everyone had to get a new partner and start a new conversation with this new person. We repeated this about four times. Hence the title, "Speed Dating." The kids had fun.
TAREA/HOMEWORK: I want everyone to find someone at home with whom they could practice these phrases. If a student would like to tape record some of the conversations and bring them back tomorrow I will award "Tengo Animo" points. Recording your self is not mandatory unless they want the points.
TAREA/HOMEWORK: I want everyone to find someone at home with whom they could practice these phrases. If a student would like to tape record some of the conversations and bring them back tomorrow I will award "Tengo Animo" points. Recording your self is not mandatory unless they want the points.
1/25/16 STUDENT HOLIDAY
1/22/16 MI VIDA LOCA
Watch the video and answer the questions on the paper above.
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1/21/16 CATCHUP DAY
Students had time to get caught up on late assignments and Tengo Animo.
Students had time to get caught up on late assignments and Tengo Animo.
1/20/16 WRITING A DIALOG
In pairs of two the groups were tasked with writing about last night. Using the two verbs from this week (traer and poder) along with last weeks verbs (ponerse, decir, andar, tener, venir, ver and dar) the groups had to write a dialog (short conversation) between each other about their activities. I encouraged them to use their creativity and see where the conversation went. When ready, the groups showed me their work for comments, advise and finally a grade. The sentences that were produced were very nice. some were down right funny and very enjoyable to read.
Start with this question: "Oye, ¿qué hiciste ayer?"
In pairs of two the groups were tasked with writing about last night. Using the two verbs from this week (traer and poder) along with last weeks verbs (ponerse, decir, andar, tener, venir, ver and dar) the groups had to write a dialog (short conversation) between each other about their activities. I encouraged them to use their creativity and see where the conversation went. When ready, the groups showed me their work for comments, advise and finally a grade. The sentences that were produced were very nice. some were down right funny and very enjoyable to read.
Start with this question: "Oye, ¿qué hiciste ayer?"
1/19/16 PODER & TRAER
Today we took notes over two new verbs, TRAER - to bring & PODER - to be able. They have irregular spellings in the past tense. Below are the charts for each verb and their meanings.
TAREA/HOMEWORK: We did the following handout for homework.
Today we took notes over two new verbs, TRAER - to bring & PODER - to be able. They have irregular spellings in the past tense. Below are the charts for each verb and their meanings.
TAREA/HOMEWORK: We did the following handout for homework.
poder___traer_preterite.pdf | |
File Size: | 57 kb |
File Type: |
1/15/16 MI VIDA LOCA
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We watched the second installment of MI VIDA LOCA today. The students had several questions to answer about the episode. These questions (handout) can be turned in this Tuesday for full credit.
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1/14/16 PRACTICE
Today the kids practiced this weeks grammar and vocabulary on a handout. |
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1/13/16 WRITING
Today we played the Think Links game for the final time and we have a winning class period. Find who won tomorrow! For our lesson today I reviewed the topic of REFLEXIVE VERBS and showed the students how to incorporate it into past tense phrases we will create. The students took note of this topic, asked questions and earned points for any participation. Once we finished the review lesson we set out to write sentences. All of the students sit at round tables or four. I instructed everyone to take out a piece of paper and to be ready to write some sentences about their Spanish teacher. Timed, the kids had a minute to write a short sentence about what I, their teacher, did yesterday. For this assignment I asked them to use the PAST TENSE (PRETERITE) along with their imagination. I would point to a verb from the board and they would have to use it to say something about me. The verbs used were: ANDAR (to walk), TENER (to have), VENIR (to come), DAR (to give), VER (to see), PONERSE (to put something on) & DECIR (to say or to tell). When the buzzer rang the kids would move their paper to the person to their left and continue writing about Mr. Heikell. Some of the sentences were very amusing. Here are some examples: Sr. Heikell tuvo que comer. Mr. Heikell had to eat. Sr. Heikell se probó una falda. Mr. Heikell tried on a skirt. Ella se puso una bufanda. She put on a scarf. Él vino a clase. He came to class. |
1/12/16 KAHOOT!
As a warm-up the kids played the Think Links vocabulary game. We then played a grammar game that gave the kids a question and four answer selections to choose from. This game is called Kahoot. I created 22 preterite grammar questions, with some shopping vocabulary imbedded, and had them play. The students that were in the top five for high score earned Tengo Animo points. TAREA/HOMEWORK: The verbs ANDAR, TENER, VENIR, DAR, VER, PONER & DECIR are being studied at this time. Please follow this link to see how these 7 verbs and verbs are conjugated. LINK (click on the red button titled irregular preterite). Tonights homework is to conjugate these SEVEN verbs using the Conjuguemos website. Please complete at least one 10 MINUTE session of this activity, take a picture including the TITLE, MINUTES, SCORE and a peek at the verb selections at the bottom (at least let me see the verb DECIR highlighted). I also need to see al least 40 ATTEMPTS in the score box. If any of these items are missing then you will have to do the assignment again. and show it to me the picture tomorrow. (to get to the assignment click on the red link above and select the grey button located below irregular preterite). |
1/11/16 QUIZ DAY & NOTES
Today we took our first quiz for the quarter. It covered irregular preterite verbs (tener, andar, venir, dar & ver). Afterwards we played the Think Links vocabulary game twice. Finally, we learned about two new verbs. We are now going to use the verbs ponerse (to put something on our selves/to express how someone felt) and the verb decir (to say & to tell). Click here so see how these verbs are conjugated. LINK
The verb ponerse means to put an article of clothing on one's self. The SE stands for "your self. It can also be used to describe the emotion state of some one in a given moment. Se puso enojado. He became angry.
PONERSE: ME PUSE TE PUSISTE SE PUSO NOS PUSIMOS OS PUSISTEIS SE PUSIERON
Today we took our first quiz for the quarter. It covered irregular preterite verbs (tener, andar, venir, dar & ver). Afterwards we played the Think Links vocabulary game twice. Finally, we learned about two new verbs. We are now going to use the verbs ponerse (to put something on our selves/to express how someone felt) and the verb decir (to say & to tell). Click here so see how these verbs are conjugated. LINK
The verb ponerse means to put an article of clothing on one's self. The SE stands for "your self. It can also be used to describe the emotion state of some one in a given moment. Se puso enojado. He became angry.
PONERSE: ME PUSE TE PUSISTE SE PUSO NOS PUSIMOS OS PUSISTEIS SE PUSIERON
based video program and learn basic Spanish skills. I have created a work sheet that asks specific questions about the video. Each kiddo can work at his or her own pace for this assignment. Head phones are required for this Mi Vida Loca as we usually have 25+ students watching
the same video at the same time in the lab and the noise can get over-whelming. This will be a reoccurring assignment. We will watch episode two next Friday. The handout will always be due the following Monday for full credit.
Anything received after that will receive a 10% deduction for each day it is late. You can find and download this handout to the right. TAREA/HOMEWORK: Complete the Mi Vida Loca worksheet by Monday. |
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1/7/16 PRACTICE
I checked for old homework during role call. The warm-up was out Think Links game. Today we practiced writing the sentences. The focus was expressing what happened in several pictures. We did this by using the preterite tense with specifically prescribed verbs from our lessons this week. They were tasked to tell me what their impressions were according to the pictures provided. This will be due tomorrow.
TAREA/HOMEWORK: Complete the handout from class.
I checked for old homework during role call. The warm-up was out Think Links game. Today we practiced writing the sentences. The focus was expressing what happened in several pictures. We did this by using the preterite tense with specifically prescribed verbs from our lessons this week. They were tasked to tell me what their impressions were according to the pictures provided. This will be due tomorrow.
TAREA/HOMEWORK: Complete the handout from class.
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1/6/16 PRETERITE DIALOG
The students showed me their homework during role call. We played Think Links again (see yesterday's recap for a description). The kids had fun playing the game. What they don't understand is that they are learning the SHOPPING vocabulary.
Afterwards, I paired students up to create a conversation they might have about a trip to the mall the prior day. Using the preterite tense and the five verbs from yesterday these groups were tasked with telling one another what they did in the mall. The kids had 30 minutes to work on this assignment in class. I really enjoyed reading these creations. Several kids went above and beyond and were very creative.
TAREA/HOMEWORK: None
The students showed me their homework during role call. We played Think Links again (see yesterday's recap for a description). The kids had fun playing the game. What they don't understand is that they are learning the SHOPPING vocabulary.
Afterwards, I paired students up to create a conversation they might have about a trip to the mall the prior day. Using the preterite tense and the five verbs from yesterday these groups were tasked with telling one another what they did in the mall. The kids had 30 minutes to work on this assignment in class. I really enjoyed reading these creations. Several kids went above and beyond and were very creative.
TAREA/HOMEWORK: None
1/5/16 IRREGULAR PRETERITE
We warmed-up for the period by reviewing everyone's notes from last night. I looked for completion of last night's homework, copying chapter 8's vocabulary, and recorded it. This assignment can be turned in tomorrow (with a 10% reduction in grade) for credit. Anyone absent can turn it in tomorrow for full credit. Today we started playing a vocabulary game called "Think Links." This is a 32 card vocabulary game that requires listening and participation from every member of the class. Each card has a question on it that is asked verbally. Only one person in the class has the card with the correct answer. The card holder with the correct answer yells out the answer and then asks a new question from that card. This process is duplicated until all of the cards are used up. Each card is designed to link up until everyone has had a chance to yell out an answer and ask a question and when all of the cards are played. At the end of the game the teacher will inform the class on how fast they completed their game of Think Links and the time is then posted on the board. The Spanish 2 class with the fastest time (by Wednesday next week) will win a prize. After the game we took some grammar notes. We are continuing the PRETERITE TENSE in this unit. The verbs ANDAR, TENER, VENIR, DAR & VER are being studied at this time. Please follow this link to see how these 5 verbs and verbs are conjugated. NOTES TAREA/HOMEWORK: Tonights homework is to conjugate these five verbs using the Conjuguemos website. Please complete at least one session of this activity, take a picture of the score and show it to me the picture tomorrow. HOMEWORK |
January 4, 2016 FIRST DAY OF 2ND SEMESTER
Welcome back to Spanish 2! Today I presented an overview of the upcoming quarter. We will be starting with a SHOPPING UNIT involving both chapters 4 & 8. (See SHOPPING UNIT for more details) I showed the class website illustrating this new unit and all of the changes to policies for this quarter and semester. A binder has always been required for this class but now it will be checked weekly for a grade. Tengo Animo has some changes as well. The points required have increased and the rigor has been increased for this quarter. The website has several direct links to topics and practice activities for this current unit. Please use this website to better help your study of Spanish 2 topics this year.
TAREA/HOMEWORK: Make sure that you have a dedicated binder set up for Spanish class. Then, copy the new vocabulary (from chapter 8) and include it in your Spanish binder. I will check to see that you have copied these words tomorrow.
Welcome back to Spanish 2! Today I presented an overview of the upcoming quarter. We will be starting with a SHOPPING UNIT involving both chapters 4 & 8. (See SHOPPING UNIT for more details) I showed the class website illustrating this new unit and all of the changes to policies for this quarter and semester. A binder has always been required for this class but now it will be checked weekly for a grade. Tengo Animo has some changes as well. The points required have increased and the rigor has been increased for this quarter. The website has several direct links to topics and practice activities for this current unit. Please use this website to better help your study of Spanish 2 topics this year.
TAREA/HOMEWORK: Make sure that you have a dedicated binder set up for Spanish class. Then, copy the new vocabulary (from chapter 8) and include it in your Spanish binder. I will check to see that you have copied these words tomorrow.
HEIKELL 2106
second quarter lessons
12/11/15 TREASURE MAP
In partnerships of 2 the kids went into the Harker Heights building, treasure map in hand, and attempted to find "hidden treasure." I strategically hid 15 items in the school for the kids to search for. Each map was unique. They each gave instructions (in the form of Spanish directions) to find five of the hidden objects in the school. Each map had unique instructions and directed the groups to five different hidden items. The five first groups to successfully return to the classroom and identify these objects in Spanish were awarded prizes.
In partnerships of 2 the kids went into the Harker Heights building, treasure map in hand, and attempted to find "hidden treasure." I strategically hid 15 items in the school for the kids to search for. Each map was unique. They each gave instructions (in the form of Spanish directions) to find five of the hidden objects in the school. Each map had unique instructions and directed the groups to five different hidden items. The five first groups to successfully return to the classroom and identify these objects in Spanish were awarded prizes.
12/10/15 TEACH A LESSON
Today we were privileged to be taught by wonderful student volunteer teachers. One of the options for the quarterly project was to teach a class. The students that elected to do this project taught during their respective classes. The topic was "formal commands." With the help of the teacher and through diligent preparation each student taught their own lesson to the class. The activities today varied. It was a lot of fun!
Today we were privileged to be taught by wonderful student volunteer teachers. One of the options for the quarterly project was to teach a class. The students that elected to do this project taught during their respective classes. The topic was "formal commands." With the help of the teacher and through diligent preparation each student taught their own lesson to the class. The activities today varied. It was a lot of fun!
12/9/15 MAP DAY
Today was "map day." Each table had a unique map from Costa Rica. In groups of two the students worked together to decipher a set of commands (directions) in order to get to desired locations on the map. Using thirteen verbs from last week, the students applied yesterday's formal command lesson in order to follow directions in Spanish and to write their own commands (directions) when asked how to get some where.
Here is a handout for the Capitol of Costa Rica, San José.
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12/8/15 FORMAL COMMANDS
Above are the notes from Tuesday. In the charts we see the red verb endings for "informal commands." We learned about these last week. This week we are learning the rest of the commands. The endings "emos" and "amos" imply "let's" do something. The endings "e" and "a" command an adult (sir or ma'am) to do something. The endings "en" and "an" command a group of people. These endings, properly attached to a verb, command people to do actions. See the three step process above for guidance. There are two examples as well.
12/7/2015 PEARL HARBOR DAY 🇺🇸
By popular demand we played the blindfolded command game from Friday. They had a great time practicing how to direct people using commands in Spanish.
By popular demand we played the blindfolded command game from Friday. They had a great time practicing how to direct people using commands in Spanish.
12/4/15 BLINDFOLDED GAME
The kids played a very engaging game today. They used the directional commands we have learned this week to direct team mates around a maze in class. This activity focused on listening and verbal comprehension. The goal was to get the kids to be able to correctly give and receive situational commands to and from team mates. It was very successful. The kids also had a blast!
The kids played a very engaging game today. They used the directional commands we have learned this week to direct team mates around a maze in class. This activity focused on listening and verbal comprehension. The goal was to get the kids to be able to correctly give and receive situational commands to and from team mates. It was very successful. The kids also had a blast!
12/3/15 TEACH A LESSON
Today we were privileged to be taught by wonderful student volunteer teachers. One of the options for the quarterly project was to teach a class. The students that elected to do this project taught during their respective classes. The topic was "informal commands." With the help of the teacher and through diligent preparation each student taught their own lesson to the class. The activities today varied. It was a lot of fun!
Here's a great place to practice forming tú commands. Conjuguemos.com TÚ commands TÚ commands chart
Today we were privileged to be taught by wonderful student volunteer teachers. One of the options for the quarterly project was to teach a class. The students that elected to do this project taught during their respective classes. The topic was "informal commands." With the help of the teacher and through diligent preparation each student taught their own lesson to the class. The activities today varied. It was a lot of fun!
Here's a great place to practice forming tú commands. Conjuguemos.com TÚ commands TÚ commands chart
12/2/15 USING COMMANDS
Warm-up: Take note of the new notes from the board. I provided a little more vocabulary in anticipation of today's activities.
CUBRIR - to cover TOCAR - to touch, to play an instrument DOBLAR - to turn A LA DERECHA - to the right A LA IZQUIERDA - to the left
OJOS - the eyes NARIZ - nose LABIOS - lips AREJAS - ears CABEZA - head RODILLA - knee SEGUIR ADELANTE - to go forward
Don't forget about verbs that are irregular in the present tense yo form. i.e. TENER - tengo SEGUIR - sigo DECIR - digo VENIR - vengo
Class activity: Using the commands from the warm-up and white board activity we played "Simon Says." The winners earned Tengo Animo points.
Warm-up: Take note of the new notes from the board. I provided a little more vocabulary in anticipation of today's activities.
CUBRIR - to cover TOCAR - to touch, to play an instrument DOBLAR - to turn A LA DERECHA - to the right A LA IZQUIERDA - to the left
OJOS - the eyes NARIZ - nose LABIOS - lips AREJAS - ears CABEZA - head RODILLA - knee SEGUIR ADELANTE - to go forward
Don't forget about verbs that are irregular in the present tense yo form. i.e. TENER - tengo SEGUIR - sigo DECIR - digo VENIR - vengo
Class activity: Using the commands from the warm-up and white board activity we played "Simon Says." The winners earned Tengo Animo points.
12/1/15 COMMANDS CONT...
Warm-up: The students conjugated selected verbs from the board. The goal was to make them into singular commands. We quickly shared our answers as a class (for Tengo Animo points) and fielded any questions as we went along. Asking questions always earns Tengo Animo points.
Class activity: We formed a giant circle in the cleared room and did the following activity. I called on a student and then "commanded" that person to do an action from our warm-up. upon completing the activity the student then had the responsibility to select a new person to command in Spanish. The new person would do what they were told and then command another student. We followed this pattern until the class understood the assignment. After everyone was on the same page I split up the circle in to four smaller circles and had them continue to command each other. Modeling the assignment allowed the kids to see what they needed to do and then the smaller groups provided more opportunities for each student to participate. It was fun!
Warm-up: The students conjugated selected verbs from the board. The goal was to make them into singular commands. We quickly shared our answers as a class (for Tengo Animo points) and fielded any questions as we went along. Asking questions always earns Tengo Animo points.
Class activity: We formed a giant circle in the cleared room and did the following activity. I called on a student and then "commanded" that person to do an action from our warm-up. upon completing the activity the student then had the responsibility to select a new person to command in Spanish. The new person would do what they were told and then command another student. We followed this pattern until the class understood the assignment. After everyone was on the same page I split up the circle in to four smaller circles and had them continue to command each other. Modeling the assignment allowed the kids to see what they needed to do and then the smaller groups provided more opportunities for each student to participate. It was fun!
11/30/15 TÚ COMMANDS
Today we were introduced to the wonderful world of commands. To begin with we are learning how to form commands that we can use with our friends and peers. These are called "informal commands" and they are constructed in what is called the tú form. Follow the link to find more notes and charts for this subject or simply look below. StudySpanish.com
Today we were introduced to the wonderful world of commands. To begin with we are learning how to form commands that we can use with our friends and peers. These are called "informal commands" and they are constructed in what is called the tú form. Follow the link to find more notes and charts for this subject or simply look below. StudySpanish.com
TÚ COMMANDS
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Present Tense chart
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Positive TÚ commands
This is used to tell someone to do something. Follow these steps to create a positive command. parar = to stop
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Negative TÚ commands
This is used to tell someone NOT to do something. Follow these steps to create a negative command. parar = to stop
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o amos
as áis a an ⤹Flip flop the endings⤴︎
This means to take the verb ending from a different "verb ending" chart in order to create a command. o emos
es éis e en o imos
es ís e en |
11/25/15 - 11/27/15 THANKSGIVING BREAK (no school)
11/24/15 SKIT PRESENTATIONS
The groups present presented their skits. Any left over skits will be presented during tutorials in order to receive credit.
The groups present presented their skits. Any left over skits will be presented during tutorials in order to receive credit.
11/23/15 PRETERITE SKIT
The students had another chance to prove their knowledge of the PRETERITE TENSE. Check out the SUMMATIVE assignment below.
The students had another chance to prove their knowledge of the PRETERITE TENSE. Check out the SUMMATIVE assignment below.
11/20/15 TEST DAY
The Chapter 2 Test was taken today. Results will be in grade book shortly. Students were encouraged to use their time working on class related items after the test. Ex. Finishing the -car, -gar, -zar handout from yesterday, working on the quarterly project or reading up on next week's topic; COMMANDS.
The Chapter 2 Test was taken today. Results will be in grade book shortly. Students were encouraged to use their time working on class related items after the test. Ex. Finishing the -car, -gar, -zar handout from yesterday, working on the quarterly project or reading up on next week's topic; COMMANDS.
11/19/15 Warm-up questions: Define the following vocabulary. Participants earned points for their answers.
la acera
la estación de bomberos la parada del metro la zona verde |
el semáforo
la comisaría el banco la banca |
la zona peatonal
la estación de autobuses la floristería la panadería |
la pescadería
la carnicería el centro recreativo |
Class activity: Most classes worked on a preterite handout designed to focus on conjugating verbs that ended in -car, -gar, & -zar. Here is the handout.
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Some classes were student taught today. They did various activities centered around the preterite of irregular yo verbs. -car -gar -zar
******We had tutorials today. Before school we were in lab 1103. During both lunches in lab 1204.
11/18/15 Warm-up questions: How would you write the following in Spanish?
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Class activities: Today we played a series of games in class. Each table had a different game to play. These games were designed to help my students learn about and practice the topics from our new chapter, chapter 3. They all had a great time!
11/17/15 Warm-up questions: Select the correct verb and conjugate it into the Preterite Tense.
Verb bank: buscar sacar llegar conocer
Class activity: We practiced conjugating verbs with irregular YO forms in the Preterite Tense.
BUSCAR LLEGAR ORGANIZAR SACAR JUGAR COMENZAR ALMORZAR EMPEZAR
Using dry erase boards the kids listened to verbs called out and had to correctly conjugate them into the preterite yo form. I watched for comprehension, participation and mistakes. I made a point of helping students with the wrong answers and helped them figure out the correct answer. Students had an opportunity to earn Tengo Animo points two different ways. First; for correctly writing the answer fastest in the class and Second; for having the neatest written and most presentable answer. In addition, this activity was counted as a formative grade. Participants that were on task the entire time earned a 100%. Individuals that were not on task or partially on task received a lower grade.
Verb bank: buscar sacar llegar conocer
- Yo _______________ los libros en el garage. ___________________________________
- Yo _______________ dinero del cajero automático. ___________________________________
- Yo _______________ tarde a clase. ___________________________________
- Él ______________ a Stephanie ayer. ___________________________________
Class activity: We practiced conjugating verbs with irregular YO forms in the Preterite Tense.
BUSCAR LLEGAR ORGANIZAR SACAR JUGAR COMENZAR ALMORZAR EMPEZAR
Using dry erase boards the kids listened to verbs called out and had to correctly conjugate them into the preterite yo form. I watched for comprehension, participation and mistakes. I made a point of helping students with the wrong answers and helped them figure out the correct answer. Students had an opportunity to earn Tengo Animo points two different ways. First; for correctly writing the answer fastest in the class and Second; for having the neatest written and most presentable answer. In addition, this activity was counted as a formative grade. Participants that were on task the entire time earned a 100%. Individuals that were not on task or partially on task received a lower grade.
11/16/2015 STARTED CHAPTER 3
Today was the first day of chapter 3. I showed the classes the updated website and pointed out the importance of using the teacher-made tools for studying. I announced the Chapter 2 test for this Friday. I pointed out the STUDY GUIDE for the test. I reviewed the RETAKE policy and reminded the kids that tutoring is required prior to any retakes.
Today we learned about verbs that have a spelling irregularity in the first person (yo form). I pointed out these irregularities on the board and explained why we have them. We also watched a short video that illustrated these changes and the kids took note of these examples.
Today was the first day of chapter 3. I showed the classes the updated website and pointed out the importance of using the teacher-made tools for studying. I announced the Chapter 2 test for this Friday. I pointed out the STUDY GUIDE for the test. I reviewed the RETAKE policy and reminded the kids that tutoring is required prior to any retakes.
Today we learned about verbs that have a spelling irregularity in the first person (yo form). I pointed out these irregularities on the board and explained why we have them. We also watched a short video that illustrated these changes and the kids took note of these examples.
This is why we have these spelling changes. In order to preserve the sound of the infinitive (unchanged verb), a number of verbs change orthographically (spelling) in the preterite tense. The following changes occur in the "YO" form only:
Check this out.
Verbs that end in -gar change g to gu
Verbs that end in -car change c to qu Verbs that end in -zar change z to c |
Here are some examples:
yo jugué (jugar)
yo busqué (buscar) yo almorcé (almorzar) |
11/13/15 TEST DAY
The kids were tested over their knowledge of the verbs SER & ESTAR and SABER & CONOCER.
The kids were tested over their knowledge of the verbs SER & ESTAR and SABER & CONOCER.
11/12/15 GAME DAY
For the warm-up we reviewed Tuesday's homework. Students could ask questions about the answers and mistakes as we went over the answers. Afterwards we played Kahoot! This interactive game helped the kids practice the the PRETERITE TENSE and the VOCABULARY from chapter 2.
For the warm-up we reviewed Tuesday's homework. Students could ask questions about the answers and mistakes as we went over the answers. Afterwards we played Kahoot! This interactive game helped the kids practice the the PRETERITE TENSE and the VOCABULARY from chapter 2.
11/11/15 VETERAN'S DAY (no school)
11/10/15 PRACTICING THE PAST TENSE
We didn't mess around today. The class got right to the assignment. We worked on a handout designed to help the kids write and practice the past tense from yesterday. Here is the assignment.
We didn't mess around today. The class got right to the assignment. We worked on a handout designed to help the kids write and practice the past tense from yesterday. Here is the assignment.
el_pretérito.pdf | |
File Size: | 37 kb |
File Type: |
11/9/15 THE PAST TENSE
Today we were introduced to the past tense. It is called the PRETERITE TENSE. Obviously we use this tense to talk about things that have happened in the past. It can be a single event that happened long ago or as early as this morning. Here are the conjugations below:
Today we were introduced to the past tense. It is called the PRETERITE TENSE. Obviously we use this tense to talk about things that have happened in the past. It can be a single event that happened long ago or as early as this morning. Here are the conjugations below:
REGULAR FORMING VERBS IN THE PRESENT TENSE
AR ending verbs
HABLAR HABLÉ HABLAMOS HABLASTE HABLASTEIS HABLÓ HABLARON |
ER ending verbs
COMER COMÍ COMIMOS COMISTE COMISTEIS COMIÓ COMIERON |
IR ending verbs
ESCRIBIR ESCRIBÍ ESCRIBIMOS ESCRIBISTE ESCRIBISTEIS ESCRIBIÓ ESCRIBIERON |
IRREGULAR FORMING VERBS IN THE PRETERITE TENSE
HACER
to do/to make HICE HICIMOS HICISTE HICISTEIS HIZO HICIERON |
IR (ir + a + noun)
to go FUI FUIMOS FUISTE FUISTEIS FUE FUERON |
11/6/15 PRESENTATION DAY
On Thursday most of my classes created a short skit to present to the class only using the verbs saber, conocer and direct object pronouns. The skits were listened to and graded according to the grading rubric. 6th and 7th periods did not present this project due to a student led teaching assignment. Those two classes will present their skits on Monday. TEST NEXT FRIDAY
Test over saber & conocer as well as ser & estar. |
11/5/15 PRACTICAL APPLICATION
We created short skits today. Using the two verbs SABER & CONOCER the kids created dialog that discussed what they know and don't know. We also through in an old topic from earlier this year. Direct Objects are things that are greatly used in conjunction with the verb "to know." EX. I know the facts. She knows the class. They know the teacher. We used this old topic to help boost our sentences and dialog with SABER & CONOCER. We will present them tomorrow in class.
We created short skits today. Using the two verbs SABER & CONOCER the kids created dialog that discussed what they know and don't know. We also through in an old topic from earlier this year. Direct Objects are things that are greatly used in conjunction with the verb "to know." EX. I know the facts. She knows the class. They know the teacher. We used this old topic to help boost our sentences and dialog with SABER & CONOCER. We will present them tomorrow in class.
11/4/15 GAME DAY
Today we played two games in class. There were questions about the current grammar and chapter 2 vocabulary. At the start of the class we watched two short videos about the chapter's vocabulary. It was a little SCARY.
Today we played two games in class. There were questions about the current grammar and chapter 2 vocabulary. At the start of the class we watched two short videos about the chapter's vocabulary. It was a little SCARY.
GAMES
Catch Phrase
The game is sort of like hot potato. The team left with the large disk in their hands is the loser. A team mate from each team reads the single word seen on the disk and then describes it with out saying any part of the word. Once someone says the vocabulary word (in Spanish) the disk is slid over to the other team. That team now goes through the same process. This continues until the buzzer sounds. The winner doesn't have the disk when the buzzer goes off. The team with the most wins earns extra points for Tengo Animo this week. |
Bean Bag Toss
This game is like shuffle board. Teams take turns tossing the bean bag on the game board. Each shape seen above represents a certain topic from class and can earn points as listed. When a team gets a question for the topic selected (by the bean bag) they have 15 seconds to answer it. The other team has a chance to answer it if the first team passes or answers incorrectly. The winner of the game earns extra Tengo Animo points for the week. All of the students present in class today had a chance to play both games. |
11/3/15 SABER Y CONOCER cont...
Warm-up
Warm-up
Classwork. We worked on these two handouts in class today.
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11/2/2015 DÍA DE LOS MUERTOS
Today was the due date for the "Day of the Dead" project. We had a lot of wonderful presentations today.
Today was the due date for the "Day of the Dead" project. We had a lot of wonderful presentations today.
Today was the first lesson over the "to know" verbs, SABER & CONOCER. These two verbs both mean to know. However, they each have defined meanings and roles for use. For example: the verb SABER is used to say you know information or facts and to know how to do something. i.e. She knows my name. or They know how to cook spaghetti.
The verb CONOCER is used to discuss familiarity of nouns (people, places and things). i.e. We know the mayor of Harker Heights. or I know San Francisco very well
The verb CONOCER is used to discuss familiarity of nouns (people, places and things). i.e. We know the mayor of Harker Heights. or I know San Francisco very well
SABER
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CONOCER
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In class we took the notes above and then practiced using these two verbs. The students were shown examples of Spanish sentences using these verbs. I asked for volunteers to identify what they could about each sentence. For example: What rule from above was being applied in each sentence and why. Students were encouraged to take copy these examples for later use. In addition, students earned a lot of participation points for their weekly Tengo Ánimo grade.
10/30/15 SER & ESTAR Today we described students in a police lineup. Using the verbs ser and estar we talked about where someone was in relationship with each other. In addition, the groups were to discuss a variety of things about their assigned group of students from ALL of the categories of DOCTOR and PLACE respectively. After 15 minutes we shared these descriptions. It was fun and educational for a rainy day.
10/29/15 TUTORING DAY I just finished up early morning tutoring. A few students showed up and received the help they needed. I also had tutoring during my lunch hour. Several students were able to take care of missing quizzes and received tutoring help. All students signin for tutoring in my logbook.
SER & ESTAR Today we reviewed yesterday's work from class. We went over each problem, discussed why either ser or estar was used and then who the verb needed to be conjugated for. I allowed individuals the opportunity to validate their answers and to re-think an answer with more time if needed. Student participants earned Tengo Ánimo points for providing answers and insight.
After correcting errors, I asked the students to reapply what they learned by write a few sentences about a poster of their choice. They were to write a few sentences. Again using the verbs ser and also estar correctly. They were to focus on the rules for using both verbs in order to create descriptions for them. Tomorrow we will share these descriptions as the warm-up.
After correcting errors, I asked the students to reapply what they learned by write a few sentences about a poster of their choice. They were to write a few sentences. Again using the verbs ser and also estar correctly. They were to focus on the rules for using both verbs in order to create descriptions for them. Tomorrow we will share these descriptions as the warm-up.
10/28/15 SER & ESTAR cont...
Additional help can be found at StudySpanish.com. Ser and Estar: Part I Ser and Estar: Part II Ser and Estar: Part III Ser and Estar: Part IV
Additional help can be found at Conjuguemos.com. Ser vs. Estar #1_ Ser vs. Estar #2 Ser vs. Estar #3
Additional help can be found at StudySpanish.com. Ser and Estar: Part I Ser and Estar: Part II Ser and Estar: Part III Ser and Estar: Part IV
Additional help can be found at Conjuguemos.com. Ser vs. Estar #1_ Ser vs. Estar #2 Ser vs. Estar #3
We continued our study of the Spanish "to be" verbs. To help expand the use of estar we took notes over some new vocabulary. These phrases will aid the student to communicate proxity of things to other things. Here are the phrases.
In addition, the kids practiced these concepts by completing the following assignment: USING SER & ESTAR handout |
cerca de
lejos de enfrente de delante de al lado de encima de debajo de a la derecha de a la izquierda de |
close to
far from in front of behind to the side of on top of below to the right of to the left of |
10/27/15 SER & ESTAR cont...
Today we added more to our notes over SER & ESTAR. After a short warm-up, re-writing our notes from the previous day, the class added the following two acronyms to their notes. We then practiced these concepts using dry-erase boards and markers. I called out situations that necessitated the use of one of the two verbs. The students pondered the rules for both and then matched up the correct verb for that situation. They then conjugated the correct verb to match who was doing the action. When finished then held up their answers for the teacher to see and evaluate. |
Remember the uses of SER by thinking of DOCTOR.
Describing Occupation Characteristics Telling time Origin Relationships |
Remember the uses of ESTAR by thinking of PLACE.
Position Location Action Condition Emotion |
Don't forget to reference the AWESOME ADJECTIVE SHEET for this topic. It can help out alot.
Additional help can be found at StudySpanish.com. Ser and Estar: Part I Ser and Estar: Part II Ser and Estar: Part III Ser and Estar: Part IV
Additional help can be found at Conjuguemos.com. Ser vs. Estar #1_ Ser vs. Estar #2 Ser vs. Estar #3
Additional help can be found at Conjuguemos.com. Ser vs. Estar #1_ Ser vs. Estar #2 Ser vs. Estar #3
10/26/15 SER & ESTAR Today we started discussing and learning about the verbs SER & ESTAR. These two verbs both mean "to be" however they both have different assignments. Listed below are the differences between these two verbs.
SER
Ser is used for things that are more permanent in nature. Things that don't tend to change with out extreme difficulty.
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ESTAR
Estar is used for things that typically change often or are not permanent in nature.
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10/23/15 QUIZ DAY All students took the Cuzco, Perú Quiz today. If your child missed the quiz he or she can make it up this coming Tuesday before school or at lunch time in room 1805. If your child wishes to retake the quiz then he or she will need to go to mandatory tutoring prior to any retake. Afterwards, the students went to StudySpanish.com and selected lesson #41 Direct Object Pronouns I. The kids worked on the Basic Quiz. Once a student took the quiz and earned a 100% a grade of 100% was recorded. Anything lower than that was then adjusted accordingly. PROJECT A quarterly project was assigned to the classes. The project selections can be found by following this link.
10/22/15 SUBSTITUTE Mr. Heikell was at a professional training today. The class was given a single handout to complete in his absence. The handout was, again, over direct objects and direct object pronouns. We will go over this tomorrow in class.
10/21/2015 BACK TO THE FUTURE DAY
DIRECT OBJECTS AND DIRECT OBJECT PRONOUNS The class practiced this topic yet again by completing various activities from the Direct Objects and Pronouns handout.
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10/20/15 DIRECT OBJECTS AND DIRECT OBJECT PRONOUNS Followup lesson from yesterday. After identifying parts of a Spanish sentence we practiced changing direct objects into direct object pronouns and inserted then into our sentences. Students earned points while we worked on exercises from the chalk board and from a Power Point activity. See the activities from pages four and five.
object_pronouns.pdf | |
File Size: | 425 kb |
File Type: |
10/19/2015 DIRECT AND INDIRECT OBJECTS Today we tackled a really big topic that is very small in size. Direct Objects and Indirect Objects help of sort out to whom things are happening. We figured out how to identify both in a sentence and also how to use the verb to point us in the right direction.
We also started quite a few new things today. It was the first day of the 2ND QUARTER, we started a new version of Tengo Ánimo, there are new phrases and vocabulary to learn for our new chapter and there was a new upgrade to the website. All of these changes are designed to help the students and the parents stay caught up with everything Spanish this new quarter.
We will have our first quiz this Friday. Follow the link to the subject material for this quiz.
We also started quite a few new things today. It was the first day of the 2ND QUARTER, we started a new version of Tengo Ánimo, there are new phrases and vocabulary to learn for our new chapter and there was a new upgrade to the website. All of these changes are designed to help the students and the parents stay caught up with everything Spanish this new quarter.
We will have our first quiz this Friday. Follow the link to the subject material for this quiz.
Need the class notes from yesterday? Click below.
object_pronouns.pdf | |
File Size: | 425 kb |
File Type: |
first quarter lessons
10/16/2015 LAST DAY OF THE 1ST QUARTER Several kids needed to finish up assignments from this week. They took notes over Cuzco, Peru. There were tutorials before school and during both lunch hours in my portable. Several students took care of testing obligations prior to the grade check this weekend.
10/15/15 SUBSTITUTE I was out due to car troubles. I gave them an review assignment ("going to" & "present tense").
10/14/15 PSAT TESTING DAY The school conducted mandatory PSAT testing during the morning hours today. Periods 1, 2, 3 & 4 were affected. Those periods did not have class today. 5th, 6th & 7th periods did meet for Spanish class. Because those three classes were free and are also my largest classes we continued and finished our activity from yesterday.
10/13/15 TRANSLATION PRESENTATIONS Today the students shared their paragraph translations regarding Peruvian culture from yesterday. The class took note of this information and wrote their colleagues' findings in their own Spanish notes. This information is in the textbook, however, it is in Spanish. The class translated it as a whole. We will have a quiz and a test over this information in the future.
There were tutorials during lunch time in the library today. Some students chose to use that time to make-up or retake a test before the end of the 1st quarter.
There were tutorials during lunch time in the library today. Some students chose to use that time to make-up or retake a test before the end of the 1st quarter.
10/12/15 STARTED CHAPTER 2 This week we are starting a new chapter (page 40). We will be learning about Peruvian culture and household items among other things. Today, each student was given a small paragraph from the cultural section of the textbook. Using dictionaries and their wits, their task was to translate the meaning of the sentences in order to report on them tomorrow. I paired up each student with a paragraph that suited their ability level. I was very pleased with how the kids did today.
Seventh week
10/9/15 TEST DAY. We took the Chapter 1 Test today. The results are in the grade book.
10/8/15 KAHOOT.IT We had a review for tomorrow's test. We played Kahoot. The format of this game mimicked tomorrow's test and many of the questions were very similar to those that will show up tomorrow. Please have your child study for the test. Next week is the last week of the quarter.
10/7/15 CREATE A SKIT. The kids formed small groups (2-3 people) and were tasked with creating a small skit using the current grammar point as the focus of the assignment. Currently we are learning how to say someone is "going to" do something or "going to" a place. I asked that the groups only use the "going to" concept in their skits. They were not to use tener, ser, gustar or any other verb constructions. This was to allow me to do two things. I wanted to see how everyone was doing regarding this concept and I wanted the kids to exclusively focus on this topics' construction and proper use. The kids had 15 minutes to collaborate and create a short skit. Afterwards each group presented their creation to the class. We had some really good skits. Groups that earned a low grade did not follow the prescribed guidelines and/or had many errors in their sentences.
10/6/15 The kids had to identify and answer the following question: ¿Qué vas a hacer hoy? What are you going to do today. I asked for volunteers to share their answers with the class. Students that did not participate or were talking during the warm-up did not receive points for this assignment.
Lesson: A brief reminder of how to express "going to" was given.
Activity: Afterwards, the class viewed unique 10 slides from the overhead and then wrote down what those people were "going to" do or wrote where they were "going to" go. Some of the pictures showed a location while others depicted an action. The kids did their best to express how these people were going to do something and then we shared then towards the end of the period. I received really good answers.
Lesson: A brief reminder of how to express "going to" was given.
Activity: Afterwards, the class viewed unique 10 slides from the overhead and then wrote down what those people were "going to" do or wrote where they were "going to" go. Some of the pictures showed a location while others depicted an action. The kids did their best to express how these people were going to do something and then we shared then towards the end of the period. I received really good answers.
10/5/15 As a warm-up I had the kids copy down the verb conjugations for the verb "to go" or IR.
VOY VAMOS
VAS VAIS
VA VAN
Today we learned how to say what someone was going to do or how to say someone is going to a location. "GOING TO" is in two ways. First, if you are "going to" do an action you use the following formula: IR + A + [verb].
At the end I asked each table to talk about what the people on the walls were going to do. hanging were posters of different people and characters. One groups might have the famous picture of the men eating lunch on a steel beam in New York City. Another table might have a poster from a recent movie. The classes did well.
VOY VAMOS
VAS VAIS
VA VAN
Today we learned how to say what someone was going to do or how to say someone is going to a location. "GOING TO" is in two ways. First, if you are "going to" do an action you use the following formula: IR + A + [verb].
- Ex. ¿Vas a comer? Sí, voy a almorzar en la cafetería.
- Are you going to eat? Yes, I'm going to eat lunch in the cafeteria.
- Ex. Voy a la playa.
- I'm going to the beach.
At the end I asked each table to talk about what the people on the walls were going to do. hanging were posters of different people and characters. One groups might have the famous picture of the men eating lunch on a steel beam in New York City. Another table might have a poster from a recent movie. The classes did well.
Sixth week
THERE WILL BE NO TUTORING ON FRIDAY, OCTOBER 2.
10/2/15 In an effort to instill this concept we practiced using tener again to describe people. Today I gave the challenge to Use the correct form of tener for various combinations of people. The kids had to look at the situation in the pictures and decipher who was being described and then had to make the verb match that person or persons. Grades were all entered and have been submitted for the UIL check on Monday.
El primero de octubre. 10/1/2015 Today we learned how to use the verb tener to describe people's hair, face and general disposition. We used examples from class and also practiced on each other. As homework the kids were assigned a short handout with several pictures of people to describe. I conducted tutorials during both lunch hours for any kids that still had to take care of test or quiz grades prior to the UIL check.
9/30/15 Today was a catchup day. Kids had an opportunity to finish up any old assignments for the class.
9/29/15 We continued working on tener idioms today. We went over yesterday's homework and today's warm-up. After the announcements we started working on a handout with pictures designed to go with the idioms we learned.
TENER IDIOMS 2
Today I conducted tutorials during both lunch hours for any kids that still had to take care of test or quiz grades prior to the UIL check.
TENER IDIOMS 2
Today I conducted tutorials during both lunch hours for any kids that still had to take care of test or quiz grades prior to the UIL check.
9/28/15 This week we will be learning about some Spanish idioms that use the verb TENER (to have). We will learn how to say someone is scared, hungry, cold and many more. Here is a complete list.
Afterwards, a short written exercise was given to each student to complete. TENER IDIOMS
- tener prisa - to be in a hurry • tener calor - to be hot • tener frío - to be cold • tener sed - to be thirsty • tener sueño - to be sleepy
- tener hambre - to be hungry • tener suerte - to be lucky • tener miedo - to be scared • tener vergüenza - to be embarrassed
Afterwards, a short written exercise was given to each student to complete. TENER IDIOMS
Fifth week
9/25/15 Computer lab day. The classes jumped on to CONJUGUEMOS.COM and did several activities there in order to get better acquainted with the website. What many students found out is that CONJUGUEMOS.COM has great grammar practicing activities that really helped them work out their problems and issues with stem-changing verbs. The kids did the following activities for ten minutes each.
- #2 Present Tense: Regular Verbs
- #3 Present Tense: Stem-Changing Verbs Select the following verbs: almorzar, dormir, empezar, entender, jugar, poder, preferir, querer, volver
- #4 Present Tense: Spell-Changing Verbs Select the following verbs: hacer, poner, saber, salir, traer
9/24/15 Warm-up: ¡Saquen su tarea! ¡Sean preparados a compartirlo! The kids had some time to finish up their ten sentences from yesterday before they were shared in class. The participants earned Tengo Animo points for their effort.
Lesson: I went back to a topic we started last week but had to put on hold. IRREGULAR VERBS IN THE FIRST PERSON SINGULAR (the yo form). We learned about several verbs
Lesson: I went back to a topic we started last week but had to put on hold. IRREGULAR VERBS IN THE FIRST PERSON SINGULAR (the yo form). We learned about several verbs
9/23/15 Warm-up: ¡Saquen sus notas! ¡Identifiquen estos verbos! ¿Pregunta? Are these stem-changing? If so, what type of stem-change do they each receive? probar, poder, dormir, almorzar, volver, preferir, pensar, empezar, querer, and jugar
After going over the warm-up and answering any questions we started the lesson. Today's activity: Tell me what you do everyday (cada día). Use each verb from the warm-up to create very short sentences. Focus on conjugating the stem-changing verbs correctly. ¡Buena Suerte! Here are some frequency phrases that I included on the board. a veces sometimes • cada dos días every day • nunca never • muchas veces manytimes • más que more than
After going over the warm-up and answering any questions we started the lesson. Today's activity: Tell me what you do everyday (cada día). Use each verb from the warm-up to create very short sentences. Focus on conjugating the stem-changing verbs correctly. ¡Buena Suerte! Here are some frequency phrases that I included on the board. a veces sometimes • cada dos días every day • nunca never • muchas veces manytimes • más que more than
9/22/15 We continued our review and reteach of the present tense and added the stem-changing component. As a warm-up I had groups of four take turns relaying and explaining the lesson from yesterday. Individually they were to explain subject pronouns to their group one-by-one. I took roll as I wandered around the room. Some groups did not do the assignment. Those groups or individuals lost credit for this assignment. This will be reflected in his or her weekly Tengo Ánimo assignment. Most students did well. I loved the answers that I heard.
Afterwards, we worked with the white boards and markers again. Just like yesterday I called out information that had to be either identified, processed or interpreted and then written down. We identified subject pronouns, conjugated regular forming verbs and finally conjugated stem-changing verbs. It went well. A really good way to practice this verb conjugation is to use CONJUGUEMOS.COM. It is a free website that specializes in grammar and vocabulary practice. I highly encourage your child to use this for at least ten minutes a day in order to master these grammar concepts. It really does work!
Afterwards, we worked with the white boards and markers again. Just like yesterday I called out information that had to be either identified, processed or interpreted and then written down. We identified subject pronouns, conjugated regular forming verbs and finally conjugated stem-changing verbs. It went well. A really good way to practice this verb conjugation is to use CONJUGUEMOS.COM. It is a free website that specializes in grammar and vocabulary practice. I highly encourage your child to use this for at least ten minutes a day in order to master these grammar concepts. It really does work!
9/21/15 After assessing the test scores from the last few tests and quiz I felt it necessary to review the present tense a bit more. I plan on reteaching the present tense and practicing it all this week. Nothing new will be introduced. Today we reviewed the basics. First we went over subject pronouns. Ex. yo/I, tú/you, él/he, ella/she, usted/you formal, nosotros/we, vosotros*/you all, ellos/they, ellas/they (fem.), ustedes/you all. Using white boards and dry erase markers we practiced identifying these pronouns correctly. Many questions on the tests were missed due to a lack of knowing these pronouns. The kids did good. I feel they know these a bit better than before. We also practiced verb endings and associated them with the accompanying subject pronoun. Ex. I would point to the verb ending "O" and the kids would write down the "yo" subject pronoun. These work together and stand for the same person of which is being spoken. We did this for most of the verb endings used in the present tense. We then conjugated a few verbs as time permitted in each class. Tonight the kids need to go on Conjuguemos.com and practice verb conjugations. This website really does a great job of quizzing the kids. Tomorrow we will build upon this more.
Fourth week
9/18/15 Today we had our second test. The assessment covered 'how to describe someone' and also 'using/conjugating stem-changing verbs' in the present tense. The results will be in the grade book soon.
9/17/15 The warm-up was a 7 minute group prep time for the skit created yesterday. Most of the groups did a fabulous job. I really enjoyed listening to them. This 'argument skit' will be counted as a formative grade.
9/16/15 As a warm-up the kids copied some notes about irregular verbs in the first person singular. The verbs salir, poner, hacer, traer, saber, venir, tener all have irregular spellings in the "yo" form. See textbook on page 14. Afterwards, the kids were placed into groups of two, at their tables, and tasked with creating an argument in Spanish. Only using the ten stem-changing verbs from their notes, the groups would come up with a topic that lends it's self to a heated discussion. This will provide the kids an opportunity to practice these verbs (we will have a test over these items this Friday) and also to practice verbalizing these words and phrases in a controlled environment. They will be presented tomorrow for a formative grade.
9/15/15 We continued to work on the handout from Monday. It was a lot of work and many students required help to complete it. Tonights homework is to spend 10 minutes working on Conjuguemos.com. Students that use this website will improve their knowledge of verb conjugation immensely as well as raise the scores of their tests.
9/14/15 Substitute This handout was assigned to the class.
present_tense_sheet1.pdf | |
File Size: | 39 kb |
File Type: |
Third week
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9/11/15 QUIZ DAY. I assessed the kids knowledge of the present tense. Afterwards, the class was given two tasks to complete on the educational website, "Conjuguemos.com." There, they scrolled down the left column of the main page until the Spanish Activity Section in visible. Select Spanish Verbs. Then, click on lesson number two titled PRESENT TENSE: regular verbs. Practice conjugating verbs for this tense. I asked the kids to do two five minute sessions of this exercise. Next, click on lesson number three titled PRESENT TENSE: stem-changing verbs. Practice conjugating these verbs by doing two five minute sessions as well. If you have difficulty open up the corresponding verb charts for each lesson. Keep them open while you do the two different lessons.
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9/10/15 The warm-up was to work on the mini skit from yesterday in their small groups. After role call, the groups were asked to share their skits with the class one-by-one. They went very well. The classes were given a new verb to learn, TENER (to have). This verb means to have. It is a stem-changing verb (e-ie). However, it has an irregular spelling in the "yo" form.
tengo tenemos
tienes tenéis tiene tienen |
Several students expressed concerns or had questions about the homework from last night. As a result I decided to work with the students in class and explore their concerns. We worked on problems from the "Conjugating Stem-Changing Verbs" handout. Working together I identified their problems and we were able to complete a lot of their work. The handout is now due tomorrow.
9/9/15 As a warm-up the kids were tasked with taking some notes over the verbs probar, poder, almorzar, & volver. These four have a stem-change that affects the "o" in the stem. It changes to a "ue" only inside the "boot." The other two verbs were preferir, pensar & empezar. These have a stem-change that affects the "e" in the stem. It changes to a "ie" only inside the "boot." See the diagrams.
Today's lesson was to create a short and simple skit using these new stem-changing verbs. I groups the kids chose a quick theme and used the verbs to make statements about what they usually do, think and act. Some groups chose a food theme while others chose a theme about video games. Tomorrow we will share our short (30 sec) skit to the class. Homework: Complete the "Conjugating Stem-changing" handout.
9/8/15 As a warm-up we reviewed a past homework assignment (Present Tense Handout 2). I reminded the kids of the importance of the present tense when related to the success or potential failure of this class. The Present tense is the foundation from which the rest of the class and future topics stands upon. A failure to understand this concept will ensure a very difficult and most likely an unproductive year.
Today we continued to work on the present tense. This tense is responsible for making statements, asking questions about facts or stating facts. We added a new component to this tense. There are a series of spelling irregularities associated with the present tense. We started to learn about stem-changing verbs. A Spanish verb has two parts: a stem and an ending. Example: (querer = quer - er). Many of you can recall the talking Taco Bell dog. He used to say, "Yo quiero Taco Bell." Quiero is derived from the verb querer and a slight spelling change occurs in the stem - quer changes to quier. The "o" ending represents who is doing the action. In this case it stands for the talking dog saying "I want Taco Bell." We took notes about these types of verbs and practiced a bit in class. I also offered an extra credit opportunity. Any student that did some practice activities about stem-changing on the conjuguemos.com website would receive some extra points for sharing their experience with me the next day.
Today we continued to work on the present tense. This tense is responsible for making statements, asking questions about facts or stating facts. We added a new component to this tense. There are a series of spelling irregularities associated with the present tense. We started to learn about stem-changing verbs. A Spanish verb has two parts: a stem and an ending. Example: (querer = quer - er). Many of you can recall the talking Taco Bell dog. He used to say, "Yo quiero Taco Bell." Quiero is derived from the verb querer and a slight spelling change occurs in the stem - quer changes to quier. The "o" ending represents who is doing the action. In this case it stands for the talking dog saying "I want Taco Bell." We took notes about these types of verbs and practiced a bit in class. I also offered an extra credit opportunity. Any student that did some practice activities about stem-changing on the conjuguemos.com website would receive some extra points for sharing their experience with me the next day.
9/7/15 Labor Day Holiday
Second week
9/4/15 Today we took our first TEST. This test measured the students' knowledge about two topics covered in class for the last two weeks. First, describing people. Using the verb ser (to be) followed by descriptive actives the kids described various people pictured and also themselves. Second, the common greetings and classroom commands used in everyday conversation. As a class, the kids signed up with an internet hub called Edmodo. This is a KISD endorsed website used to help kids collaborate, communicate and do various assignments. I use it to administer my tests and quizzes. Kids can instantly see how they did and it helps in entering grades quickly. Once registered and ready, I go over the testing rules and procedures for my class. "No talking, cell phone use, or any distractions that might hinder someones testing environment are allowed. Students are encouraged to raise their hand and wait for the teacher to assist when needed. I will clarify any confusion about the wording of a question or help with technical problems at any time. Being polite and respectful is all that I ask of the kids. Anyone that cannot follow these rules and standards will be met with appropriate discipline. Parents will be notified if there should ever be a problem. Cheating will result in a parent notification and the immediate nullification of that assessment. Other
9/3/15 I am sending out text reminders today and tomorrow to Remind everyone about the TEST 1 tomorrow. This test will cover 'describing people' and common phrases (Exprésate Terms) that we have learned in class. Today we practiced describing people. A picture of a famous person or famous people was placed on each table. Collectively the table had to describe their picture using the verb SER (this is found in your child's notes) and DESCRIPTIVE ADJECTIVES. As a class we shared each others work and then received some advise over preparing for the test. Later, we continued our study of the present tense (not on the test tomorrow). Each student received the 'PRESENT TENSE HANDOUT 2' and had time to work on it during class. I moved around the room monitoring the kids and helping students when needed. The homework for tonight is to study for their first test.
9/2/15 As a warm up the kids looked at a picture prompt and had to create a conversation between a young man and woman in a school hallway. Using the 'Exprésate' terms from week one the kids created their own hypothetical conversation between the two youth.
The kids were reminded of the coming test over describing people and 'Exprésate' terms this Friday.
I attended to the classes needs and pointed out great examples and any errors that came up.
The main lesson was practice. We played an internet game called Kahoot. I prepared a multiple choice game using the verb SER and DESCRIPTIVE ADJECTIVES designed to describe pictures of people projected on the screen. The kids used their cell phones (or shared with a partner) to answer the questions. The kids really like this game. It was a lot of fun.
The kids were reminded of the coming test over describing people and 'Exprésate' terms this Friday.
I attended to the classes needs and pointed out great examples and any errors that came up.
The main lesson was practice. We played an internet game called Kahoot. I prepared a multiple choice game using the verb SER and DESCRIPTIVE ADJECTIVES designed to describe pictures of people projected on the screen. The kids used their cell phones (or shared with a partner) to answer the questions. The kids really like this game. It was a lot of fun.
9/1/15 Today the kids practiced using conversational Spanish from their 'Exprésate Terms Sheet.' I urged them to practice with someone at home. We will have a test over this information this Friday. We also practiced the present tense of Spanish.
8/31/15 The kids learned about the present tense. We watched a short educational film outlining the topic and showing examples. I had the kids give examples as we took notes. The class started with a short bell assignment before the lesson. We reviewed last weeks homework and discussed a few questions from the board. [They had to describe a group of cartoon characters (Minions) from a poster.] We discussed errors, questions, and anything that came up during these activities. Later, the kids were assigned the Present Tense Handout 1 to start in class and finish at home if needed. We will discuss it tomorrow as a warm-up.
First week
8/28/15 Today we got SPANISH TEXTBOOKS. I announced the date for our first TEST. It will be next Friday (Sept 4). It will test the student's knowledge of describing people paring DESCRIPTIVE ADJECTIVES with the correct form of SER. The test will also have questions about the 'EXPRÉSATE' phrases we have used for the first two weeks of class. To practice and prepare for the up coming test I assigned and handout (Describe these people) for the kids to complete. On a separate piece of paper and individually the kids wrote down a description of several people. some of the people are well know and some are not. There were to be at least three descriptions per picture. There will be questions like this on the test coming up next week. This handout turns into homework if it isn't completed in class.
8/27/15 As a warm-up the kids described someone from their table. The table selected someone to start. Then, the table had to guess who they were describing. For the lesson, I had everyone look at a poster of the Avengers of Marvel Comics. I selected a character that I wanted described and the class wrote about them on white boards and expo markers. When they were finished they held them up for everyone to see. There were some really good descriptions of the characters (especially when I selected Thor). The kids learned some basic class commands. Turn on the lights! Take out your notes! Close the door. Etc. There is no homework for tonight. We will be meeting in the cafeteria/bookroom tomorrow to assign Spanish text books to the kids.
8/26/15 House keeping day. Today we went over some important information aided to help out parents this year. I have created a webpage for Spanish 2 that allows you to get class information and to help you stay caught up with what your child should be doing from day to day. I showed all of my classes the key areas that will accomplish this goal of mine, to keep you informed. We also went over last nights homework and practiced describing people in Spanish. Today I asked them to describe their Spanish teacher and later a person form a poster of their choice form the walls. I generally call on kids that want to volunteer but I also pick out some of the quieter ones as well. The kids were given two papers to bring to you (the parents). I would like you to read, review and sign these pages so that you are aware of what the class will be doing this year. Please review this webpage so that you can take advantage of the helps and notifications there in.
Will Heikell
Will Heikell
8/25/15 Second day of school. Today the kids described people. As the kids walked in I rubber stamped the kid's hands with a table number to sit at. There, they we instructed to introduce them selves to someone they didn't know well and get to know them. Afterwards I called on kids to share their findings with the class (in Spanish). It went well. We discussed any difficulties the kids had in articulating their findings to the class and then transitioned in to the lesson. Today we learned about the verb SER. The verb ser is used to describe people, places and things. I showed how to conjugate the verb and as we went along I had kids practice using the verb to accurately describe their neighbor. I pointed out wonderful 'error' opportunities and then discussed how making mistakes is normal and a good thing (providing that we learn from them). We can learn from our mistakes and make needed adjustments in our knowledge and execution of Spanish. Finally, I pointed out six posters on the wall. These posters had a variety of different people on them ranging from supper heros to famous cartoon characters. Each table had a poster assigned to them and they were asked to describe the people of person on the poster. Fro homework I asked the kids to go home and describe two family members of their choice. I will check this homework tomorrow as part of their warm-up.
8/24/15 First day of school. Welcome to a new school year! Today I introduced the 'Tengo Ánimo' assignment to the classes. I pointed out the three posters for this assignment hanging in the class. We discussed the importance of this assignment and how it will impact them for the year. Click here to get more information about 'Tengo Ánimo'. I pointed out the basics like discipline, tardies and dress code briefly. (We will continue that topic a little later in the week.) The kids had a bell assignment (warm-up) to work on immediately. I provided three vocabulary pages (Exprésate Terms, Awesome Adjective Sheet and Chapter One Vocabulary) for each student and an assignment page (Preguntas Y Respuestas) to complete while I took role call. (These hand outs need to be safe guarded as we are going to use them extensively for the entire year. Two of them were printed in color on card stock in order to ensure their life span for the year.) Using these resources the kids were to create a dialog between the people pictured on the "Preguntas Y Respuestas' handout. Later in the period the kids were asked to have a basic Spanish conversation with someone from their table. Using the phrases and vocabulary learned in class the kids asked each other questions and responded in like. They did really good! As home work I asked them to get together their binder for the class and to copy the Chapter One Vocabulary handout into their note book. This will be checked tomorrow.
HEIKELL 2015