Spanish II:
1. Reviewed the simple future tense. Go to the following link to read how to do this.
http://www.studyspanish.com/lessons/ira.htm
2. Reviewed "para" (in order)
Cuando voy de vacaciones:
Voy a llevar___________para____________.
I am going to take _________ in order_________.
Using the template above. Write the complete sentences matching the number to the letter below with the one that makes sense. Translate your sentences to English.
1. anteojos de sol
2. botas
3. bronceador
4. una bufanda
5. una cámara
6. un gorro
7. guantes
8. un abrigo
9. un impermeable
10. una maleta
11. un paraguas
12. mi pasaporte
13. un traje de baño
14. dinero
15. un bote
a. poner mi ropa.
b. proteger a mi cuello del frío.
c. proteger a mi cabeza del frío.
d. bucear en el mar.
e. pasear en la nieve.
f. protegerme de la lluvia.
g. protegerme de la lluvia y el viento.
h. pasear en el lago.
i. salir del país.
j. proteger a mis ojos del sol.
k. proteger a mis manos de la nieve.
l. tomar el sol en la playa.
m. esquiar en las montañas.
n. sacar fotos.
o. comprar recuerdos.
Wednesday, November 30, 2011
Monday, November 28, 2011
Monday, November 28
Spanish II:
1. Reading/syllable challenge.
2. We read the words below after breaking them into syllables.
3. We then read our flash cards to a partner and they translated.
A n t i c o n s t i t u c i o n a l m e n t e
E l e c t r o e n c e f a l o g r a f i s t a s
N e u m o n o u l t r a m i c r o s c o p i c o s i l i c i o v o l c a n c o n i o s i s
If you were gone you need to copy the words down. Break them into syllables, and then come read them to me. If you get them right, you get ten points. If not, no points. Focus on reading each syllable correctly. That means one vowel at a time!
Spanish III/IV:
1. Challenge with infinitives of reflexive verbs. I did the action and now you speak.
2. We added reflexive pronouns.
me=myself
te=yourself
se=himself, herself, itself, themselves, all yourselves
nos=ourselves
When using reflexive with hay que, vale la pena, para, al, antes de, and después de (all are followed by infinitives) We must change the pronoun for the subject of the sentence.
Example.
Before you wake up: Antes de despertarte
Before I wake up: Antes de despertarme
After she wakes up: Después de despertarse
After we wake up: Después de despertarnos
If you were gone you need to practice speaking the verbs at home and have a parent sign that you did that for at least 20 min or until you were fluent with the infinitives.
1. Reading/syllable challenge.
2. We read the words below after breaking them into syllables.
3. We then read our flash cards to a partner and they translated.
A n t i c o n s t i t u c i o n a l m e n t e
E l e c t r o e n c e f a l o g r a f i s t a s
N e u m o n o u l t r a m i c r o s c o p i c o s i l i c i o v o l c a n c o n i o s i s
If you were gone you need to copy the words down. Break them into syllables, and then come read them to me. If you get them right, you get ten points. If not, no points. Focus on reading each syllable correctly. That means one vowel at a time!
Spanish III/IV:
1. Challenge with infinitives of reflexive verbs. I did the action and now you speak.
2. We added reflexive pronouns.
me=myself
te=yourself
se=himself, herself, itself, themselves, all yourselves
nos=ourselves
When using reflexive with hay que, vale la pena, para, al, antes de, and después de (all are followed by infinitives) We must change the pronoun for the subject of the sentence.
Example.
Before you wake up: Antes de despertarte
Before I wake up: Antes de despertarme
After she wakes up: Después de despertarse
After we wake up: Después de despertarnos
If you were gone you need to practice speaking the verbs at home and have a parent sign that you did that for at least 20 min or until you were fluent with the infinitives.
Monday, November 21, 2011
Monday, November 21
Spanish II:
1. Worked on reading Spanish out loud, by breaking it up into syllables. We then reviewed the accent rule.
2. Used whiteboards and markers to practice.
3. Homework was the worksheet.
If you were gone, pick up the worksheet. Copy and paste from below if you can't get it from school. Do the worksheet. See previous posts for notes.
Nombre__________________________________
Fecha____________________________________
Hora_____________________________________
Rewrite each word, using lower case letters, and separating each syllable with a hyphen (-). On the syllable that you hear the stress when you read it, write those letters in Upper-case. Write the accent if the spoken stress isn’t on the second syllable from the end.
Example 1: gorro: GO-rro
Example 2: matematicas: ma-te-MA-ti-cas
1. lugares de interes: _______________________________________
2. ciudad: ________________________________________________
3. maleta:________________________________________________
4. montañas: ______________________________________________
5. museo: ________________________________________________
6. camara: ________________________________________________
7. bufanda: _______________________________________________
8. fotos: __________________________________________________
9. piramide: _______________________________________________
10. llueve: ________________________________________________
11. nieva: _________________________________________________
12. recuerdos: _____________________________________________
13. cataratas: ______________________________________________
14. guantes: _______________________________________________
15. impermeable:___________________________________________
Spanish III/IV:
1. Duel challenge for those that were here on Friday.
2. TPR-Learned actions and sounds for new verbs.
3. Challenge for Whittle Bucks with a partner.
4. Survivor challenge with another partner.
If you were gone you need to learn the gestures and sounds for all the verbs so that you understand them when Spoken in Spanish.
Below is the list of verbs we will be learning.
despertarse (e-ie)
levantarse
lavarse
cepillarse
ducharse
secarse
peinarse
vestirse (e-i)
bañarse
acostarse (o-ue)
quitarse
ponerse
dormirse (o-ue)
soler (o-ue)=to be in the habit of, or to tend to
1. Worked on reading Spanish out loud, by breaking it up into syllables. We then reviewed the accent rule.
2. Used whiteboards and markers to practice.
3. Homework was the worksheet.
If you were gone, pick up the worksheet. Copy and paste from below if you can't get it from school. Do the worksheet. See previous posts for notes.
Nombre__________________________________
Fecha____________________________________
Hora_____________________________________
Rewrite each word, using lower case letters, and separating each syllable with a hyphen (-). On the syllable that you hear the stress when you read it, write those letters in Upper-case. Write the accent if the spoken stress isn’t on the second syllable from the end.
Example 1: gorro: GO-rro
Example 2: matematicas: ma-te-MA-ti-cas
1. lugares de interes: _______________________________________
2. ciudad: ________________________________________________
3. maleta:________________________________________________
4. montañas: ______________________________________________
5. museo: ________________________________________________
6. camara: ________________________________________________
7. bufanda: _______________________________________________
8. fotos: __________________________________________________
9. piramide: _______________________________________________
10. llueve: ________________________________________________
11. nieva: _________________________________________________
12. recuerdos: _____________________________________________
13. cataratas: ______________________________________________
14. guantes: _______________________________________________
15. impermeable:___________________________________________
Spanish III/IV:
1. Duel challenge for those that were here on Friday.
2. TPR-Learned actions and sounds for new verbs.
3. Challenge for Whittle Bucks with a partner.
4. Survivor challenge with another partner.
If you were gone you need to learn the gestures and sounds for all the verbs so that you understand them when Spoken in Spanish.
Below is the list of verbs we will be learning.
despertarse (e-ie)
levantarse
lavarse
cepillarse
ducharse
secarse
peinarse
vestirse (e-i)
bañarse
acostarse (o-ue)
quitarse
ponerse
dormirse (o-ue)
soler (o-ue)=to be in the habit of, or to tend to
Friday, November 18, 2011
Friday, Novembrer 18
Spanish II:
1. Notes on vowel sounds, syllables, and accents.
Vowel Sounds:
A is pronounced similarly to the "a" in "father" or the "o" in "loft." Examples: madre, ambos, mapa.
I is pronounced similarly to the "ee" in "feet" and the "e" in "me," although usually a little briefer. Examples: finca, timbre, mi.
O is pronounced like the "oa" in "boat" or the "o" in "bone," although usually a little briefer. Example: teléfono, amo, foco.
Now, the two vowels whose sound can change:
E is generally pronounced like the "e" in "met" when it is at the beginning or within a word. It is pronounced similarly to the Canadian "eh," kind of a shortened version of the "é" in the English "café," when it is at the end of the word. Sometimes it can be somewhere between those two sounds. It's not quite the sound of the English letter "A," which if pronounced slowly often has an "ee" sound at the end, but closer to the "e" of "met." Keep in mind that even when it's at the end of the word, in a sentence it may sound more like the "e" of met. For example, in a phrase such as de vez en cuando, each e has approximately the same sound. Examples: café, compadre, embarcar, enero. See also the lesson on pronouncing the e.
U is generally pronounced like the "oo" in "boot" or the "u" in "tune." Do not pronounced it like the "u" in "uniform." Examples: universo, reunión, unidos. In the combinations gui and gue, as well as after q, the u is silent. Examples: guía, guerra, quizás. If the u should be pronounced between a g and i or e, an umlaut (also called a dieresis) is placed over it. Examples: vergüenza, lingüista. This letter is covered in more detail in the lesson on pronouncing the u.
Syllables:
Actually, there is a lot that goes into syllables and in Spanish III/IV we will work with strong vowels and weak vowels. Right now, we are going to create a rule that will help us read Spanish better.
1. Each syllable will have only one vowel (this isn't the real rule) unless it is a dipthong (we'll call this two vowels that make one sound). When you read long words, break it into syllables and then focus on vowel sounds. Reading becomes easy.
Written accent marks (tildes):
We will create a rule I call "the 90% rule" I call it this because if you use it, you will be right 90% of the time. (we'll learn the other 10% later).
1. Now that we break words into syllables, we can write accents when needed. Focus on the second to the last syllable and if the stress of the word happens on that syllable then we don't need to write the accent. If the stress is on any other syllable then we have to write the accent above the vowel in that syllable.
This rule doesn't work for words ending in (ar, er, ir, ol, al, or, ad)
If you were gone, take notes by hand on the three topics above, we will get practice with this on Monday.
Spanish III/IV:
1. Finished poem presentations.
If you were gone you need to do something Spanish related, like livemocha.
1. Notes on vowel sounds, syllables, and accents.
Vowel Sounds:
A is pronounced similarly to the "a" in "father" or the "o" in "loft." Examples: madre, ambos, mapa.
I is pronounced similarly to the "ee" in "feet" and the "e" in "me," although usually a little briefer. Examples: finca, timbre, mi.
O is pronounced like the "oa" in "boat" or the "o" in "bone," although usually a little briefer. Example: teléfono, amo, foco.
Now, the two vowels whose sound can change:
E is generally pronounced like the "e" in "met" when it is at the beginning or within a word. It is pronounced similarly to the Canadian "eh," kind of a shortened version of the "é" in the English "café," when it is at the end of the word. Sometimes it can be somewhere between those two sounds. It's not quite the sound of the English letter "A," which if pronounced slowly often has an "ee" sound at the end, but closer to the "e" of "met." Keep in mind that even when it's at the end of the word, in a sentence it may sound more like the "e" of met. For example, in a phrase such as de vez en cuando, each e has approximately the same sound. Examples: café, compadre, embarcar, enero. See also the lesson on pronouncing the e.
U is generally pronounced like the "oo" in "boot" or the "u" in "tune." Do not pronounced it like the "u" in "uniform." Examples: universo, reunión, unidos. In the combinations gui and gue, as well as after q, the u is silent. Examples: guía, guerra, quizás. If the u should be pronounced between a g and i or e, an umlaut (also called a dieresis) is placed over it. Examples: vergüenza, lingüista. This letter is covered in more detail in the lesson on pronouncing the u.
Syllables:
Actually, there is a lot that goes into syllables and in Spanish III/IV we will work with strong vowels and weak vowels. Right now, we are going to create a rule that will help us read Spanish better.
1. Each syllable will have only one vowel (this isn't the real rule) unless it is a dipthong (we'll call this two vowels that make one sound). When you read long words, break it into syllables and then focus on vowel sounds. Reading becomes easy.
Written accent marks (tildes):
We will create a rule I call "the 90% rule" I call it this because if you use it, you will be right 90% of the time. (we'll learn the other 10% later).
1. Now that we break words into syllables, we can write accents when needed. Focus on the second to the last syllable and if the stress of the word happens on that syllable then we don't need to write the accent. If the stress is on any other syllable then we have to write the accent above the vowel in that syllable.
This rule doesn't work for words ending in (ar, er, ir, ol, al, or, ad)
If you were gone, take notes by hand on the three topics above, we will get practice with this on Monday.
Spanish III/IV:
1. Finished poem presentations.
If you were gone you need to do something Spanish related, like livemocha.
Thursday, November 17, 2011
Thursday, November 17
Spanish II:
1. Made giant picture flash cards of the new vocabulary words and began our unit on reading out loud, syllables, and accent marks.
2. Each kid is responsible to pronounce and know the word/s that they drew, so they can teach to the class later.
If you were gone you need to study the list for 20 min. and have a parent sign.
Spanish III/IV:
1. Poem Presentation and coffee house reading.
If you were gone you need to do something Spanish related to make up the day.
1. Made giant picture flash cards of the new vocabulary words and began our unit on reading out loud, syllables, and accent marks.
2. Each kid is responsible to pronounce and know the word/s that they drew, so they can teach to the class later.
If you were gone you need to study the list for 20 min. and have a parent sign.
Spanish III/IV:
1. Poem Presentation and coffee house reading.
If you were gone you need to do something Spanish related to make up the day.
Wednesday, November 16, 2011
Wednesday, November 16
Spanish II:
1. Vocab List. 40 words in English, that you put into Spanish.
2. Story: Las Vacacciones terribles.
a. Read Story
b. Do the comprehension section. Reorder the story.
c. Translate story to English on a separate piece of paper.
If you were gone, do the above work. If you are out of school, please collect from the office.
Spanish III/IV:
1. El Mirador field trip.
2. If you stayed behind, you will take a review test and translate.
No one was gone!
Tuesday, November 15, 2011
Monday, November 14, 2011
Monday, November 14
Spanish II:
1. Entry Task: Actions to Spoken Spanish
2. Verb Challenge Writing Task
If you were gone, you need to see Thursday's post and pick five squares (different squares if you were gone on Thursday) and do the same rules as Thursday.
Spanish III/IV:
1. Final Peer Edit, writing workshop packet.
If you were gone you must do the last three sections of the poem packet.
1. Entry Task: Actions to Spoken Spanish
2. Verb Challenge Writing Task
If you were gone, you need to see Thursday's post and pick five squares (different squares if you were gone on Thursday) and do the same rules as Thursday.
Spanish III/IV:
1. Final Peer Edit, writing workshop packet.
If you were gone you must do the last three sections of the poem packet.
Friday, November 11, 2011
Thursday, November 10, 2011
Thursday, November 10
Spanish II:
Verb Challenge
If you were gone you need to pick up the verb challenge worksheet and pick five of the squares to write compete sentences, in Spanish. Minimum of 7 words not including the subjects.
Spanish III/IV:
1. Writing workshop
If you were gone, you need to work on poem and do something Spanish related.
Wednesday, November 9, 2011
Wednesday, November 9
Spanish II:
1.Challenge with new verbs
Signs and gestures for verbs.
See post for Nov. 2 to know the verbs to study. Study for 20 minutes and have parent sign.
Spanish III/IV:
1. Writing workshop
If you were gone you need to work on your poem and do something Spanish related.
1.Challenge with new verbs
Signs and gestures for verbs.
See post for Nov. 2 to know the verbs to study. Study for 20 minutes and have parent sign.
Spanish III/IV:
1. Writing workshop
If you were gone you need to work on your poem and do something Spanish related.
Tuesday, November 8, 2011
Tuesday, November 8
Spanish II:
1. Sweet 15
2. Some classes skyped with Andrea from Colombia.
If you were gone you need to do something Spanish related, like livemocha.
Spanish III/IV:
1. Sal, Sal si puedes song Challenge
2. Skype with native speaker from Colombia.
3. Writing workshop: peer edit.
If you were gone you need to learn the song, and work on your poem.
1. Sweet 15
2. Some classes skyped with Andrea from Colombia.
If you were gone you need to do something Spanish related, like livemocha.
Spanish III/IV:
1. Sal, Sal si puedes song Challenge
2. Skype with native speaker from Colombia.
3. Writing workshop: peer edit.
If you were gone you need to learn the song, and work on your poem.
Monday, November 7, 2011
Monday, November 7
Substitute:
Spanish II:
1. Watched Sweet 15 part II
2. Filled out the packet.
If you were gone you need to to a complete lesson from livemocha.com and submit it to me.
Spanish III/IV:
1. Listening activity with Shrek
If you were gone do a livemoch.com (complete lesson) and submit it to me.
Spanish II:
1. Watched Sweet 15 part II
2. Filled out the packet.
If you were gone you need to to a complete lesson from livemocha.com and submit it to me.
Spanish III/IV:
1. Listening activity with Shrek
If you were gone do a livemoch.com (complete lesson) and submit it to me.
Friday, November 4, 2011
Friday, November 4
Spanish II:
1. Sweet 15 part one.
2. Packet
If you were gone you need to do a livemocha.com (complete lesson) and submit it to me.
Spanish III/IV:
1. finished rough draft of poems.
2. livemocha.com
If you were gone you need to turn your poem in, and do a complete livemocha lesson and submit it to me.
1. Sweet 15 part one.
2. Packet
If you were gone you need to do a livemocha.com (complete lesson) and submit it to me.
Spanish III/IV:
1. finished rough draft of poems.
2. livemocha.com
If you were gone you need to turn your poem in, and do a complete livemocha lesson and submit it to me.
Thursday, November 3, 2011
Thursday, November 3
Spanish II:
1. Continued the story about Paco from Costa Rica.
If you were gone you need to do a livemocha.com complete lesson and submit it to me.
Spanish III/IV:
1. Worked on poems in lab.
If you were gone you need to work on your poem with your partner.
1. Continued the story about Paco from Costa Rica.
If you were gone you need to do a livemocha.com complete lesson and submit it to me.
Spanish III/IV:
1. Worked on poems in lab.
If you were gone you need to work on your poem with your partner.
Wednesday, November 2, 2011
Wednesday, November 2
Spanish II:
TPR with new verbs.
Used smartboard for the challenge.
If you were gone you need to translate and study the verbs below and have a parent sign that you studied them.
Regresar
tomar
poder
subir
sacar
querer
bucear
visitar
pasear
pensar
salir
ir
explorar
hacer
esquiar
llevar
descansar
Spanish III/IV:
1. Library working on poems.
If you were gone, do a complete livemocha.com lesson.
TPR with new verbs.
Used smartboard for the challenge.
If you were gone you need to translate and study the verbs below and have a parent sign that you studied them.
Regresar
tomar
poder
subir
sacar
querer
bucear
visitar
pasear
pensar
salir
ir
explorar
hacer
esquiar
llevar
descansar
Spanish III/IV:
1. Library working on poems.
If you were gone, do a complete livemocha.com lesson.
Tuesday, November 1, 2011
Tuesday, November 1
Spanish II:
1. TPR with new verbs.
2. Learned new sounds and gestures.
If you were gone you need to translate and study the verbs below and have a parent sign that you studied them.
Regresar
tomar
poder
subir
sacar
querer
bucear
visitar
pasear
pensar
salir
ir
explorar
hacer
esquiar
llevar
descansar
Spanish III/IV:
1. Sal, sal si puedes song. Learn and memorize all irregular commands.
2. Worked on poems.
If you were gone you need to learn the song below.
Sal, sal si puedes.
Vete de aquí
Haz, haz el contrario
Ven, ven si
Sé bueno contigo
Y con tu amigo
Si estás enojado
Ten cuidado
Di, dime que puedes
Pon fe en ti
Y nunca te olvides
Te quiero sí
Te quiero sí
1. TPR with new verbs.
2. Learned new sounds and gestures.
If you were gone you need to translate and study the verbs below and have a parent sign that you studied them.
Regresar
tomar
poder
subir
sacar
querer
bucear
visitar
pasear
pensar
salir
ir
explorar
hacer
esquiar
llevar
descansar
Spanish III/IV:
1. Sal, sal si puedes song. Learn and memorize all irregular commands.
2. Worked on poems.
If you were gone you need to learn the song below.
Sal, sal si puedes.
Vete de aquí
Haz, haz el contrario
Ven, ven si
Sé bueno contigo
Y con tu amigo
Si estás enojado
Ten cuidado
Di, dime que puedes
Pon fe en ti
Y nunca te olvides
Te quiero sí
Te quiero sí
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