Friday, September 30

Spanish II:

1. Began working on our project. Used the computers from the mobile lab. Every class worked well and as a result, you will receive class time on Monday. If that goes well, then you will have class time on Tuesday to finish.

If you were gone, you need to write out the 19 sentences tonight. Show me tomorrow.



Spanish III/IV:

1. Verb/Tense Challenge.

If you were gone you need to get the list of words we created from someone, copy it, down. Then you will change the tense.

Present-Preterite
Preterite-Imperfect
Imperfect-Command
Command-Present

Example:

The notes said, "Protege=Protect!"

This is command, so you will change it to present tense....Proteges=you protect.

Thursday, September 29

Spanish II:

1. Did a story that tied into both the story about Paco and the following project. If you were gone you need to get a copy of the project. Read it. As you read it, circle the words you don't understand. This will explain the project. Below is a copy of the project. You can copy and paste to a word document if you lose your other copy.

Eres un diseñador de ropa recién graduado del Instituto de Arte en Seattle. Quieres ser famoso y hay un desfile de moda en Costa Rica para los diseñadores más famosos en todo el mundo donde venden la ropa. Para ganar un lugar en este desfile de moda, necesitas entrar tus diseños de ropa en una competencia. Si ganas esta competencia, vas a poder entrar esos diseños en el desfile de moda en Costa Rica.

Como parte de los requisitos de la competencia, tienes que diseñar la siguiente ropa e incluir los costos de toda la ropa y como les va a quedar (necesitas numerar los artículos):

1. Una blusa (this)
2. Unos calcetines (those)
3. Una camisa (that)
4. Una camiseta (That)
5. Una chaqueta (This)
6. Una falda (This)
7. Unos jeans (Those)
8. Unos pantalones (These)
9. Unos pantalones cortos (these)
10. Una sudadera (this)
11. Unos tenis (these)
12. Un vestido (that)
13. Unos zapatos (Those)
14. Un suéter (This)
15. Unas corbatas (these)
16. Unas pijamas (those)
17. Unas sandalias (these)
18. Un cinturón (That)
19. Un traje (this)

Necesitas ser muy creativo con la presentación de los diseños. Puedes hacer un portafolio, catálogo, un móvil, o lo que sea. Puedes dibujar y colorear la ropa o puedes imprimir fotos de “Google images” o cortarlos de una revista.

Vas a incluir frases describiendo en color, y el costo de cada artículo de ropa. Usando (este, esta, estos, estas, ese, esa, esos, esas).

Ejemplo:

(Picture of Belt here)

18. Este cinturón rojo cuesta veintitrés mil colones y te queda bien.


Spanish III/IV:

1. Took the clicker quiz about verbs and tenses.
2. Went over the quiz.

If you were gone, you have until October 6th to have scheduled a time on the calendar and to have made it up.

Wednesday, September 28

1. Clothing activity.

We made 8 cards.

esta=this
este=this
estos=these
estas=these
esa=that
ese=that
esos=those
esas=those

Remember that there are two ways to say each word because of the masculine/feminine Spanish thing.

A. I would first speak Spanish and when you heard me say one of the words you would find it and hold it up.

The goal was to become fluent with this phrase: Obviously exchanging the word "this" for the other seven words above.

This purple blouse costs 500 colones, it (doesn't) (fit)s you good.

Esta blusa morada cuesta quinientos colones. No te queada bien.

B. I went through the boxes of clothes. If you brought something, please pick it up. After today, everything will be taken to good will. While I went through the clothes, we would practice A. Eventually I would hold up the clothes and you would find the card with the word I would say first. For example: If I held the blouse away from me we would hold up the card "esa" because we are trying to say "that" and blouse is feminine.

C. We then spoke the sentences above as I continued to pull different items out of the box.

D. We then had a challenge where we would see who could be the first to find the card when I pulled something out of the box.

If you were gone you need to write a sentence, in Spanish, for each of the eight words above. Use the model in "A" above to help. Remember agreement and syntax.


Spanish III/IV:

1. We were going to take our quiz and work on our challenge, but we had a major technologically challenged day. The smart board software crashed a bunch of times and we couldn't get through half the quiz in the period.

If you were gone, consider it a very fortunate day for you. Tell me you love my class in Spanish and act like it!

Tuesday, September 27

Spanish II
1. Finish verb-tense challenge.

If you were gone translate the following.


1. You looked for
2. You look for
3. It fits me
4. It fit me
5. They fit you


Spanish III-IV

1. Practice quiz with verbs and tenses, mandato, imperfecto, preterito, presente.
2. Began challenge using smart board spinners.

If you were gone you need to schedule a time to make up the quiz.

Monday, September 26

Spanish One:

1. Conjugation challenge with:

quedar, comprar, vender, buscar, pagar, querer, llevar, tener.

Past and Present tenses.

If you were gone you need to translate the following.

It fits her.

They fit me.

I bought

You sold

I buy

You sell

They pay

They paid

Friday, September 23

Spanish II:

1. Notes on quedar.

queda = it fits
Quedan = they fit

Who do they fit?

Me=me
te=you
le=him, her, you (f)
Nos=us
les=them, you all

Syntax?

Me they fit= me quedan

you it fits= te queda

et.

If you are gone, translate the following.

1. Me queda
2. Te quedan
3. Nos queda
4. Les queda
5. Le quedan
6. They fit us
7. They fit me
8. It fits her.
9. It fits him.
10 They fit you(f).

Thursday, September 22

Spanish II:

1. We did a worksheet focusing on understanding the whole sentence, then recognizing if we can change the noun in the sentence to either, (lo, la=it, him, her, or los, las = them).

Example:

LaFawduh tiene un carro.
LaFawduh has a car.

What does she have?

A car.

Can I change that to (it, him, her, or them) and have it still make sense?

Yes, I can say...

LaFawnduh has it.




Now that I know that I will replace "car" with "it" I know it will be either lo, la.

Let's look at the Spanish word. Un carro. I want to know if the item is masculine, feminine, singular, or plural. I do this by looking at both "un" and "carro" They are both masculine and singular, so the "it" I will chose will be masculine and singular as well. Lo is our choice.

Now we worry about syntax.

Lawfawnduh it she has...is how we would word it in English using Spanish syntax.

LaFawnduh lo tiene. Is the final answer.

If you were gone you need to take notes from above and write them on the notes portion of the homework makeup form. You will then pick up the worksheet and complete it.

Special worksheet instructions:

1. Read the whole sentence and use a dictionary or google translate to figure out words you don't know.
2. Decide if you can change the bolded words to (it, him, her, or them).
3. Decide which form of that word you would use (lo, la, los, las)
4. Write that word in the small line right beside the sentence.
5. In the long lines below, rewrite each sentence, leaving out the bolded words and replacing it with the (lo, la, los, las).
6. Remember syntax. The lo, la, los, or las will alway go directly infront of the verb.

Spanish III/IV:

1. Same as yesterday.

If you were gone you need to create ten more sentences of your own using command an vocabulary.

Wednesday, September 21

Spanish II:

1. Vocab Quiz. You have until the 29th of September to make it up for full credit.
2. Used the vocabulary from the quiz to learn

This= este, esta
These= estos, estas
That = ese, esa
Those= esos, esas

You need to learn the rhyme: This and these have the "T's" that and those...don't. Okay, it doesn't all rhyme, but it will help you remember them.

If you were gone translate the following:

Esta blusa roja cuesta dos mil colones.
Estas camisetas amariilas cuestan diez mil quinientos colones.
Ese vestido negro cuesta veinticinco mil dos cientos noventa y tres colones.
Esos pantalones cortos anarajados cuestan once mil tres cienteos setenta y cinco colones.
Este cinturón azul cuesta quinientos colones.
Esa chaqueta verde cuesta quince mil colones.
Estos suéteres marones cuestan ocho mil seiscientos ocho colones.
Esas pantimedias moradas cuestan mil colones.

Spanish III/IV:

1. Dart board challenge with the goal to use commands and DOPs (lo, la, los, las)

2. I would do an action and then hold up a vocabulary prop. For example, I would do the gesture for "separar" then I would hold up madera and botellas. The first person to say, sepáralas, won a dart throw. This is a two day challenge.

If you were gone you need to practice saying the following, using the example as a template...then write them down to prove you did it. Speaking is the most important part.

1. apagar, las luces = apágalas (did this for you)
2. formar, la tierra
3. reciclar, el cartón
4. usar, las bicicletas
5. conservar, la energía
6. reducir, el uso de las fábricas
7. montar, el transporte público
8. poner, la caja
9. ser, un oso
10. recoger, la vaca

Tuesday, September 20

Spanish II:

1. Played "Vete de pesca"
2. Goal was to use our Spanish from yesterday to get fluent using lo, la, los, las.

If you were gone, please see yesterdays post and do that assignment to make up your day.


Spanish III/IV:

1. Reviewed vocabulary words by doing Quién tiene_______? Lo,la, los, las, tengo... in a circle.
2. Then we put the vocab items in the center of the room. We pointed as I spoke.
3. Then I pointed while the class spoke.
4. Then we threw "pee wee" at the pile and the class named the items the the stick was touching.
5. We then had a challenge to see who could grab the item from the pile the fastest after I said the word.

If you were gone you need to study the list from the previous post that has the list of Spanish III/IV words. Teach to a parent and have them sign that you know them.

Monday, September 19

Spanish II:

1. Played go fish (vete de pesca). This may sound easy, but we had an important focus.

a. taking the clothing words and instead of saying blusa, we said it. It=lo or la, them=los, las
b. making sure we put it into the correct Spanish syntax.

We asked the question...

Do you have (fill in the blank with clothing items)?

Then we answered...

Yes, I have it/them.

No, I don't have it/them.

Example: Tienes la blusa. No, no la tengo.

If you were gone you need to take the list from september 9 and pick 10 of the vocab words. Use the dialog above, but translate it into Spanish. See example above.


Spanish III/IV:

1. Final preparations for protest.
2. Video recorded the presentation/protests.

If you were gone you need to do something Spanish related to make up your day.

Friday, September 16

Spanish II

1. Made cards for go fish.
2. Activity will cards, practiced saying the vocab words.

If you were gone you need to study the list of Vocab found on the September 9th blog. Write them out on the yellow paper and then translate. Study until you can say them in Spanish. Have a parent sign.



Spanish III/IV:

1. Spanish story time.
2. Created posters and planned protests.

Focus: hay que, vale la pena, para, al, commands.

If you were gone you need to create a paragraph using all of the focus phrases and concepts above.

Thursday, September 15

Spanish II:

1. Entry task and a variety of activities and challenges revolving around the following vocab words.

Falda, camisa, camiseta, blusa, chaqueta, pantalones cortos, sudadera, vestido, tenis, zapatos, calcetines, pantimedias, pantalones, jeans, traje, corbata, uniforme, cinturón, pijamas, sandalias, suéter, ropa interior.

If you were gone, you need to translate the words above into English.

Wednesday, September 14

Spanish II:

Began a story: Focus structures:

dice-says
hay-there is/are
cuesta-it costs
cuestan-they cost
necesita comprar- needs to buy
barato-cheap
cara-expensive
este-this
así que - so
si-if
tienda-store
biblioteca-library
enviar-to send
mensaje-message

If you were gone you need to make flashcards of the words above. One side English, one side Spanish. Study until you can read the Spanish out loud and know what it means. Have a parent quiz you and pass off that you understand then sign the makeup form.


Spanish Three:

Story about una ballena y una vaca. Focus structures was the imperfect past tense.

er/ir verbs endings are ía, ías.

If you were gone you need to come see me and schedule a time to make up the activity.

Tuesday, September 13

Spanish II:

1. Began class by pulling clothing out of a box and students would speak the Spanish word.
2. We then put the clothing on a pile on the floor and students would point as I said the items.
3. Next I pointed to each item and the student would say the item in Spanish.
4. Then we took turns throwing a stick onto the pile of clothing, and the items it hit, we would say in Spanish.
5. After that each person got an article of clothing and then we practiced yesterday's question and answer using lo, la =it, and los, las= them.

We were in a circle and each person would ask the question, Who has _____? Then the person who had it would answer, I have (it/them). Then the whole class would answer, (Peggy) has it/them.

6. We then had a challenge where we put the clothes back in a pile, then one person from each group would come up and I would say the Spanish word and the first person to grab three items won a point for their group.

If you were gone you need to translate the list from the blog on the 9th and translate into Spanish the sentences below.

Who has the suit? I have it.
Who has the pants? Jenny has them.
Who has the tie? Paco has it.
Who has the skirts? I have them.


Spanish III/IV:

1. Magic box continuation. I would describe, in Spanish, and you would guess which item I was holding.
2. Each person got an item and then we did the who has it activity.We were in a circle and each person would ask the question, Who has _____? Then the person who had it would answer, I have (it/them). Then the whole class would answer, (Peggy) has it/them.
3. We then put the items back in the box and then we learned how to say, who had, instead of who has.

The ending for er/ir verbs is "ía" Quién tenía el lobo? Who had the wolf. Dallas lo tenía. Dallas had it.

This was a group challenge where you had to remember the vocabulary word, who had it, and how to say that in Spanish.

If you were gone you need to translate the following into Spanish

cardboard
jaguar
glass
flower
animals
magazine
plastic
can
snake
Public Transportation
factory
bicycle
wood
gorilla
horse
Recycling center
bird
Earth
telephone book
elephant
whale
newspaper
use
tiger
skin/hide
bottle
bear
air
tree
cow
plant
wolf
Box


and:

Who had the cow? Tyler had it.
Who had the bear? Riley had it.
Who had the newspapers? Tyler had them.
Who had the bottles? Katie and Sabrina had them.

Monday, September 12

Spanish II:

1. Entry task...had to find the correct item of clothing to get in to class.
2. asked, quién tiene _______? Who has_______?

Learned how to answer saying, She has it. Instead of saying she has the blouse.

Keep paying attention in class in order to pick up this concept.

3. Learned what syntax is. You must learn this word. Syntax is the order in which we say words so they make sense to a native speaker. If we mix up the order we get a syntax error.

4. There are two ways to say it and two ways to say them. Lo, la = it, los, las = them.

If you were gone, translate the following question and answers to English.

Quién tiene la blusa? Yo la tengo.
Quién tiene las camisetas? Yo las tengo.
Quién tiene el cinturón? Yo lo tengo.
Quién tiene los calcetines? Yo los tengo.


Spanish III/IV:

1. Magic box: we began to learn new vocabulary for the unit.

If you were gone you need to do something Spanish related to make up the absence. Pay attention in class to pick up the words you missed.

Friday, September 9

Spanish II:

1. Worked with the new vocabulary using Como me queda(n)?
2. Competition with the new verbs.

If you were gone you need to translate the clothing list into Spanish.

Skirt
Dress Shirt
Tee shirt
Blouse (Girls dress shirt)
Jacket
Shorts
Sweatshirt (hoodie)
Dress
Tennis shoes
Dress Shoes
Socks
Pantyhose, stockings
Dress Pants
Jeans
Suit
Tie
Uniform
Belt
Pajamas
Sandals
Sweater
Underwear


Spanish III/IV

1. We finished our challenge with new verbs and gestures as well as speaking them.

If you were gone you need to teach a family member the verbs and actions, and have a parent or guardian sign.

Thursday, September 8

Spanish II:

1. We brought in clothing and I tried them on. Our goal was to begin to understand the Spanish word when spoken as well as the sentences I was using.

Cómo me queda(n)
How to me does it(they) fit?

Me queda(n) bien, mal, grande, pequeño, etc.

2. We also reviewed the colors. We will continue the activity today.

3. Period 4 did the verb challenge.

If you were gone you need to teach your parents the verbs and gestures and then have them sign you did it. (brothers and sister work okay too but parents still have to sign.

Wednesday, September 7

Spanish II:

1. Took a quiz on understanding the verbs when spoken in Spanish.
2. Began a challenge where each group went up against the other group. We will continue this challenge tomorrow.
3. Homework was to bring in clothing items from the list that I handed out at the end of class.

If you were gone you need to schedule a time to take the quiz. The 14th of September is you last day to take it.



Spanish III/IV:

1. Greet the class in Spanish.
2. Class quiz on review verbs.
3. Showed Austin Wilson's song presentation from last year. Youtube: vuelve a mi austin and watch it if you were gone. Have a parent sign that you did.

Tuesday, September 6

Spanish II:

1. Presentation on Costa Rica. We will be studying Costa Rica this whole year. Their dress, food, habits, culture, etc. At the end of the year you will have a chance to go to Costa Rica. We have a meeting this next Monday, the 12th @ 6:30 PM. Ask me where.
2. We then finished the Hugh Newman video and then have a class discussion on our class norms. Each class decided that we agreed to always be positive and no putdowns to others.

If you were gone you need to pick up a reminder for the meeting if you are interested in going to Costa Rica. You then need to use the notes on the whiteboard to summarize the class norms on the homework makeup form.


Spanish III/IV:

1. Presentation on Costa Rica. We will be studying Costa Rica this whole year. Their dress, food, habits, culture, etc. At the end of the year you will have a chance to go to Costa Rica. We have a meeting this next Monday, the 12th @ 6:30 PM. Ask me where.
2. We then began a trial on the new smartboard clickers. Not much success, so we'll try tomorrow.

If you were gone you need to pick up a reminder for the meeting if you are interested in going to Costa Rica.

Friday, September 2

Spanish II:

1. Verb and gestures challenge in our groups.
2. Watched hugh newman validation video...first eight minutes. We will use this to discuss our class norms on Tuesday.

If you were gone you need to watch the first eight minutes of the video on youtube and then write down three class norms or rules to live by, based on the video.


Spanish III/IV:

1. Watched the first follower video on youtube. Class discussion on norms. We will write out our norms on Tuesday.

If you were gone, youtube the video and watch it. Come up with three class norms and turn them in.

Thursday, September 1

Spanish II:

1. Verbs and gestures.



Spanish III/IV:

Verbs and gestures.