30/9 - Dialogo con subtitulos, juego "Matamoscas"

1. Collect pen pal letters
2. Check tarea
3. Students read and translated pp 20-21 with a small group. Then certain students "volunteered" to perform the dialog for the class.
4. "Matamoscas" (Flyswatter game). Not Sras favorite game. Practiced irregular/regular/new verbs.

Tarea: Study for test!!

29/9 - Review, pen pal letters

1. Turn in pen pal letters
2. Fill out new vocab list
3. Do practice tests from yesterday.

La tarea: Study vocab

28/9 - Oral exams!

1. Orals/notes
2. Students worked in small groups to make practice tests covering the following topics: affirmative and negative words (text p31), irregular verbs, vocabulary. We will do some tomorrow.

27/9 - IMPORTANT NOTICE ABOUT ORAL EXAM

Many students came in to do their orals today, and most did well. However, it was taking much longer than I anticipated. Therefore, I have decided that for oral exams given tomorrow in class, students will just have to answer 3 questions. For students who went today, I will drop your two lowest scores.

If you mention to me tomorrow that you saw this notice, I will give you a candy or silly band.

24/9 - Negative and affirmative words and uses, prepare for oral, pen pal letters

1. Text p. 31(??) read box about negative and affirmative words. Do activity right below it to practice. Per. 5 also saw a short video.
2. Students worked with a partner or small group to prepare one of the oral exam questions and present it to the class. I made comments and corrected so students should have a good idea of what they need to do for the oral on Monday/Tuesday.
3. Pass out pen pal letters. In period 5, we had very little time to work on these (or none for some kids). In period 7, students had some time to start reading and thinking about replies.

La tarea: prepare for oral exam, write a rough draft pen pal letter.

23/9 - Mas practica con verbos irregulares, vocabulario

1. Esponja
Period 5
2. Share sentences from yesterday.
3. "Easy packet" irregular verbs.
4. Workbook p. 12

Period 7
2-4. Listening activities

5. Oral presentation sheet: Students received the 12 questions they will have to answer orally with no notes. They may come in on Monday and do them with me, or on Tuesday they will do them for the class.
6. We talked about pen pals.

La tarea: work through Oral presentation sheet.

22/9 - verbos

1. Retake of quiz. Almost everyone did better.
2. check/go over tarea
3. Spanish 1 textbooks: we went over the difference between saber and conocer. Saber is used for facts and verbs, conocer is used for people, places, and things. We did some activities in the Spanish 1 textbook to practice.
4. Spanish 2 textbooks: we discussed stemchanging verbs. Did activity 14 on page 27 to practice meanings and conjugations of new verbs.

La tarea: Write 7 sentences using as many vocab words as possible. Make sure you conjugate verbs (or not) as necessary. It's okay to include lists of items. Underline and count how many words you used in each sentence!

21/9 - Vocab quiz (unsuccessful), irregular and new verb practice

1. Hand back and go over Common Exam from last week.
2. Vocab quiz. Students traded and graded and clearly kids had not studied. There will be a retake tomorrow for anyone who did not get an A on the quiz. Students do not have a choice, and only tomorrow's grade will be in the grade book.
3. Text: p. 15 Act 3
4. Text: p. 24 Act 8

La tarea:
per 5: if you did not do an item from Act 8 aloud, you need to do #s 4-7 written.
per 7: Workbook p. 12

17/9 - Vocabulario, memoria

ATTENTION: Retake of one side of test on Monday 9/20. You must attend at least 15 minutes of tutoring/review, then you can do a retake. The two scores will be averaged.

1. Esponja: "Juan Bobo Goes To Work" a Puerto Rican folk tale.
2. Check/go over tarea. We added 4 new words to the vocab list:
el borrador = the eraser
la liga = the rubber band
el clip = the paper clip
el marcador = the marker
3. Oral questions: everyone had to answer a question using new vocab, especially verbs. This took a long time!!!
4. Memoria: to practice old and new classroom vocab, we played Memoria using the projector. I set up 8-10 items under a paper. Students had to put their hands on their heads so I knew they weren't writing and I'd remove the paper for 20 seconds or so. They had to memorize the items. Then I'd cover the display back up and they had to write in Spanish the items they remembered.
5. Period 7 only: NFL picks.

La tarea: study vocab for Spanish to English quiz on Tuesday.

16/9 - 16 de septiembre, reglas, vocabulario

1. Esponja - learn about 16 de septiembre, Mexican Independence Day, which is today. And today happens to be the bicentennial.

2. We made "Reglas para la vida" (Rules for life) using Hay que (One must), Se prohibe (it is prohibited), and No se permite (It is not allowed). Example: Se prohibe matar (Killing is prohibited), Hay que ser simpatico (One must be nice).

3. Textbooks: read through pages 18-19.

La tarea: Fill out the 1A side of vocab sheet handed out in class.

15/9 - Examen, star new chapter

1. Examen
2. New chapter topic is School, so today we did a quiz to see how much school vocab students remember from last year.
3. Period 7 only: Learned the phrase "Hay que...." which means "It is necessary..." or "One must". It is often used for expressing rules, as in "Hay que hacer la tarea cada noche." (One must do one's homework every night).

La tarea: period 7 only: Write 5 rules for life "Reglas para la vida"

14/9 - Repaso para el examen mañana

1. Check tarea/ do esponja activity.
2. Test review: test will consist of the following
- 8 points Interrogatives - match Spanish with English
- 6 points ser and estar. There will be 6 sentences in Spanish missing the "to be" verb. You have to choose which one to use and conjugate it correctly.
- 5 points regular verbs. There will be 6 verbs given and 5 sentences. Find the correct verb for each sentence and conjugate it correctly.
- 6 points irregular verbs. There will be 9 verbs given and 6 sentences. Find the correct verb and conjugate it.
- 18 points Description of a person. This is what we worked on today. There will be 10 questions worth varying amounts of points. Students will have to answer all 10 questions for 1 person.

La tarea: Study for the test!!!!

Here are the 10 questions:
1. ¿Cómo se llama?
2. ¿Cuántos años tiene?
3. ¿De dónde es?
4. ¿Cómo es? (personalidad) (3 descripciones)
5. ¿Cómo es su aspecto físico? (3 frases, por lo menos uno con “tener”)
6. ¿Qué le gusta hacer? (3 activitdades)
7. ¿Qué tiene que hacer todos los días?
8. ¿Qué tiene ganas de hacer los fines de semana?
9. ¿Qué va a hacer en el futuro?
10. ¿Por qué es importante esta persona?

10/9 - Adjectivos

1. Esponja
2. Go over assignment from yesterday. Write 5 sentences describing your picture. Share and discuss adjective agreement.
3. Pass back and go over irreg verb quizzes.
4. Hand out workbooks!!!!!!
5. NFL Picks: Students got a list of this weeks matchups with team names in Spanish. they translated the names and made their picks. We'll figure out a winner on Monday.

La tarea: Workbook pp. 3-4 (many students finished in class)

9/9 - Colores, partes del cuerpo

1. Translate vocab on worksheet
2. Color picture
3. Label body parts on person

La tarea: Finish sheet, if not already done

8/9 - Prueba sobre verbos irregulares

1. Esponjas, explanation of esponja grades from last week.
2. Prueba sobre verbos irregulares
3. per 5 - read pen pal letters

La tarea: None!

7/9 - Verbos Irregulares

1. Per 5: Esponjas.
2. Irregular verb practice. Per 5 conjugated every verb on our list, then students who corrected a verb got candy. Period 7 did this on Friday.
3. Flashcards. Using a set of flashcard, students practiced meanings of the verbs. They individually reviewed cards, then we worked together to practice Spanish to English and English to Spanish.
4. Sort cards by irregularity, check together.
5. Irregular verb worksheet: The sheet was a list of questions that students should try to understand and answer. This is NOT homework if they didn't finish.

La tarea: STUDY for irregular verb quiz tomorrow. Students will have to conjugate 2 verbs: one irregular yo/-go verb, and one stemchanger of their choice. Then there will be 15 sentences with the verb missing. For each blank, there will be two verbs offered. Students need to choose the correct verb, then conjugate it correctly for the sentence.

3/9 - personal "a", verbos regulares, verbos irregulares

1. Esponja explaning the personal "a". When the direct object in a sentence is a person, they need to be separated from the verb by an "a". For example, "I hit my brother" my brother is the direct object, so you would say "Yo pego a mi hermano." Students had to write sentences using their new verbs and personal "a".
2. Regular verb pop quiz. Students had to conjugate 3 verbs: one -ar, one -er, and one -ir. For extra credit, they had to try to do an irregular one.
3. Irregular verb presentation. I reminded students of the 6 types of irregular verbs: totally irregulars, irregular yo/-go verbs, e to ie stemchangers, e-i stemchangers, o/u to ue stemchangers, and a couple that do both the -go and e-ie stemchange. Following are the verbs we are working with:

totally irregs:
ser - to be
estar - to be
ir - to go

irreg yo/-go verbs:
ver = to see (veo)
traer = to bring (traigo)
dar = to give (doy)
hacer = to do or to make (hago)
poner = to put (pongo)
saber = to know (sé)
conocer = to know (conozco)

e to ie stemchangers:
preferir = to prefer
pensar = to think
querer = to want

e to i stemchangers:
servir = to serve
pedir = to ask for

o/u to ue stemchangers:
jugar = to play
dormir = do sleep
poder = to can/ be able to

-go and then e to ie stemchange
tener = to have
venir = to come

Remember: stemchangers only change their stem in the "boot" (all the singular forms, and 3rd person plural). Other than that, they are conjugated normally. -go/irregular yo verbs are only irregular for the yo conjugation; other than that, they are totally normal.

Ls tarea: Finish poem for Tuesday - it needs to be neat and clean and have 2 illustrations. ALSO, get to know your irregulars, know their meanings, irregularities, and how to conjugate them. Quiz on Wednesday!!!

2/9 - Edit Poema, regular verb review

1. Esponja/check tarea
2. Edit poemas that the students wrote yesterday. We went through line by line discussing the correct way to express the required information.
3. Regular verb conjugation. Everyone seemed to remember how to conjugate regular --ar, -er, and -ir verbs. We got out the lists of new verbs students have been familiarizing themselves with and practiced on a few verbs.
4. Verb game: Students formed groups of no more than 4 students. I called out a subject and verb in English and they had to conjugate the verb correctly in Spanish on white boards. When I rang the bell, they held them up and I told each team if they were right or wrong. Most teams did really well and only missed a couple in the whole game.

La tarea: For Tuesday, finalize the Poema en Diamante. Write it nicely or type it so it looks like a diamond. Add at least 2 illustrations. No tarea due tomorrow.

1/9 - Poema en diamante

1. Esponja
2. Check homework
3. Students are going to write a "poema en diamante" (Diamond poem). I gave them a long list of adjectives broken down by use with ser, estar, or tener. They need to follow the following format for the poema.
- linea 1: Tu nombre
- linea 2: dos adjectivos que NO te decriben
- linea 3: tres adjectivos que te describen con "ser"
- linea 4: tres adjectivos que te describen con "tener"
- linea 5: "Nunca estoy _________, pero siempre estoy _______________."
- linea 6: Cuatro actividades que haces todos los días.
- linea 7: dos actividades que nunca haces
- linea 8: tu edad
- linea 9: "¡Así soy yo!"

You can see an example in the text on p.13, but your assignment is a little different, so don't copy it!

La tarea: Bring in rough draft of poema. Also, bring your flashcards or 4-column vocab list to class again.