Embedded Files
Reading: https://tinyurl.com/Lectura-GenYSoledad
Wed., Sept. 6: Modified red day schedule (60 minute class blocks): https://tinyurl.com/1stRedDay2017
In class:
1. Discuss class expectations;
2. Mentira (2 truths and a lie in Spanish);
2. Refresher activity: Partner pato and/or team dice game for vocab. review.
NEW:
Homework: Due on Tue., Sept. 12 - Turn in signed class expectations sheet and show me your 1/2 - 1" binder with paper & your iPad with at least a 30% charge remaining.
Fri., Sept. 8:
In class:
1. Choose Spanish names;
2. We'll watch this video to show you how you sound when you use Google translate (which, of course, none of you will ever do!) https://www.youtube.com/watch?v=QKxaxrxVMsg
3. Team question and answer race!
https://tinyurl.com/RepasoCarreraDePreguntas
4. Verb conjugation race.
5. Time permitting (and if we have iPads) - Quizlet review of high frequency regular verbs:
a. https://quizlet.com/117313005/high-frequency-ar-verbs-flash-cards/
b. https://quizlet.com/120037516/high-frequency-er-ir-verbs-flash-cards/
Homework: Due next class - Turn in signed class expectations sheet and show me your 1/2 - 1" binder with paper & your iPad with at least a 30% charge remaining.
Tue., Sept. 12:
I will check that all have completed the homework.
MOVE THIS PROJECT TO LATER IN THE QUARTER.
You will have the entire block to work on designing and creating your personal coat of arms, following these guidelines:
Escudodearmas.pdf (Interpersonal communication summative)
I will show you examples of excellent work from prior years.
1. Before the due date, see page two of the project guide. Review basic conversational give and take, including interrogatives (question words) that you may need during the conversations you'll have with each other using your personal coats of arms. Let me know if you have questions.
2. Plan to complete this project at home or in workshop.
You have nearly a week to work on this project, but this is the only class time you will have to work on it. One block is not sufficient to complete a high quality escudo! It counts as an interpersonal communication summative and is due on Mon., Sept. 18.
If you don't have yours done on Mon., you still will have to participate in the communication, you'll just be doing it using an old escudo from a former student, which is much harder than conversing about your own!
Thu., Sept. 14:
In class:
1. Questions about the escudo de armas project?
2. In groups of three, complete the back page of your escudo handout.
3. When you have finished, review the verbs linked below in preparation for our Quizlet Live game:
a. https://quizlet.com/117313005/high-frequency-ar-verbs-flash-cards/
b. https://quizlet.com/120037516/high-frequency-er-ir-verbs-flash-cards/
4. Conjugation race with "verb blast" verbs (present tense): VerbBlastPDF.pdf
Escudo de armas - due on Mon., Sept. 18 (next class!)
Mon., Sept. 18:
Escudo de armas/Coat of arms - Interpersonal communication summative
Wed., Sept. 20:
Starter:
Write nine questions, each using a different interrogative (who, what, when, where, why, how, how much, to or from where & at what time.) When you're done, trade papers with a classmate who also has finished and answer each other's questions.
In class:
1. Volunteers will write questions from the starter on the board. We will answer them orally, as well as correct any grammatical errors.
2. Here is a handout we'll use with a song (that some of you already know!) to help you remember the question words:
Interogativos-GilligansIsland.pdf
(https://www.youtube.com/watch?v=RKb6YD15kFo)
We will practice the above song in class in groups.
3. Next we will listen to some basic conversations, you will write down as much information as you understand from each.
http://www.laits.utexas.edu/spe/beg08.html
http://www.laits.utexas.edu/spe/beg05.html
http://www.laits.utexas.edu/spe/beg07.html
http://www.laits.utexas.edu/spe/beg09.html
http://www.laits.utexas.edu/spe/beg13.html
http://www.laits.utexas.edu/spe/beg15.html
4. Time permitting, we'll play a team dice game to refresh some old vocab. and to get you talking:
https://tinyurl.com/Dado-L-piz-Hoja
(I'll write the phrases, "Give me the pencil!" and "It's my number!" on the board in Spanish for you.)
ADD MARTINA BEX' TPT PRETERITE STORY & ACTIVITIES AT THIS POINT IN '18
Fri., Sept. 22:
1. We will play the game (#4) that we didn't get to last class.
2. I will introduce our Hispanic Heritage Month Project (summative assessment): ImportantFiguresinLatinAmericanHistory-Update.pdf
We will review the guidelines, below, and each student will choose his/her historical figure to research. The rest of the block will be devoted to research - no gaming or social media in class! Please take the opportunity to ask me questions about the project today!
ADD SUEÑO DE UNA TARDE DOMINICAL EN LA ALAMEDA CENTRAL: https://www.thinglink.com/scene/644898793573056512
Homework, due Tue., Sept. 26: To show that you've begun the research of your historical figure, write a paragraph (complete sentences in Spanish, ¡por favor!) describing the following about him/her:
Name, date of birth*, place of birth*, topic/issue with which he/she is most closely associated and if he/she was a "good guy" or "bad guy."**
*Speak to me if you have a group, not a person, so that we can modify these two.
**Not everyone is easily classifiable!
Tue., Sept. 26: Day 1 of our review on communicating about the past (preterite v. imperfect review.)https://tinyurl.com/Saying-Was-EraFueEstabaEstuvo
Starter: https://www.quia.com/pop/10816.html?AP_rand=1171268019
I'll check your homework while you complete the starter.
In class:
1. You'll break up into groups and brainstorm what you already know about the preterite v. the imperfect. Each group will write its info on the board so all will have the benefit of each group's results.
2. You'll read the p. v. i. review on this site and take the practice quiz:
http://www.spanishdict.com/topics/show/64
3. If there are some common errors on the quiz we will discuss and clarify those.
4. Time permitting, we'll brainstorm verbs that you may need to use in the preterite or imperfect for your projects (e.g. nacer, morir and the cucaracha verbs.)
Irregular verbs in the preterite-Cucaracha song
Thu., Sept. 28: Day 2 of our review on communicating about the past (preterite v. imperfect review.)
Starter: Try this preterite v. imperfect story:
Cuento-El pretérito o el imperfecto
In class:
1. Write four compound sentences, each using the preterite and the imperfect, comparing what you did recently with what you used to do habitually or describing an interruption. Do it on paper, and only use a paper dictionary so that you don't over-rely on wordreference.
For example:
Yesterday I drove to school, but I used to take the bus. Don't use the yo form for all of your sentences, and don't copy my sample sentence! ;-)
2. We'll review the sentences you wrote for #1.
3. Let's see the preterite v. imperfect in action with a familiar story. I'll put Little Red Riding Hood (in Spanish) on the board.
Caperucita Roja - El pretérito y el imperfecto
Project Guidelines: ImportantFiguresinLatinAmericanHistory-Update.pdf
DUE WED., OCT. 4 (NOTE THE NEW DEADLINE!)
Mon., Oct. 2:
We are going to pause in our planned work today to see and discuss what happened yesterday when Cataluña, voted for independence from Spain:
https://tinyurl.com/CatalonianIndepVote
Warning, some of the images may be disturbing.
In class:
1. We will finish the Caperucita Roja communicating in the past practice that we began in class on Thu.
Caperucita Roja - El pretérito y el imperfecto
2. Final preterite v. imperfect practice with Goldilocks. http://personal.colby.edu/~bknelson/SLC/ricitos1.html
3. Time to work on your project. I will conference with individuals or small groups for preterite v. imperfect help as needed.
Project due next class!
Wed., Oct. 4:
Presentations of "Important Figures in Latin American History" projects
Remember, you need to write down at least one important thing that you learned from each of your classmates' presentations in order to make a puzzle (not a word search!) or other learning activity to demonstrate what you learned and to share with the class on Tue., Oct. 10 (no school for you on Fri. or Mon.!) These learning activities must be printed or hand-written before class begins on Tue.!
Tue., Oct. 10 & Thu., Oct. 12:
Starter: Share your learning activities.
In class:
1. One topic that a couple of presentations touch on is Argentina's (other parts of Latin America's, too) "Dirty War." Watching these videos will give us more information on this topic.
a. La guerra sucia (The Dirty War):
http://www.youtube.com/watch?v=-nUfo0djdlw&list=PLt50mdmoCIvXB3erCN_NBeRz-j7QHngzi
b. Muro de memoria:
http://www.desaparecidos.org/arg/victimas/
c. Sting en concierto - Ellas danzan solas
http://www.youtube.com/watch?v=1oaDCbNRkAs&list=RD1oaDCbNRkAs
2. Presentational writing
The Mon., Oct. 16, assessment includes a writing component, which I am permitting you to do outside of class. Do not use a translator! Write 10-12 sentences in the past in Spanish - using the preterite and the imperfect, as appropriate. Write about what happened in this video:
https://www.youtube.com/watch?v=RWFPr_SwgAY
Make sure that your name is on the doc itself. This essay is due at the beginning of class on the day of the assessment.
3. Interpretive reading
There will be a story on the Mon., Oct. 16, assessment. So, practice the story links, Superhombre & Ricitos de oro, from the Colby site, below. If you do not have time to do so in class, I strongly recommend that you practice these at home.
4. Use these links for preterite v. imperfect practice:
a. Study guide:
https://tinyurl.com/QuickPastStudyGuide
b. http://www.bowdoin.edu/~eyepes/newgr/pretimp2.htm (Preterite is #28, imperfect is #32, and contrasting the two is #33.)
c. http://www.studyspanish.com/lessons/pretimp1.htm (Look in the left column, this is #1, there are a lot of other p. v. i. activities on this site)
d. http://www.colby.edu/~bknelson/SLC/pret_imp.php (5 activities, we did one or two in class.)
e. Pret. v. imperf. rap:
http://www.youtube.com/watch?v=LHxnqP9Dh9o
5. Do you "get" the pret. v. imp., but pret. conjugation is causing an issue? Try these:
a. Irregulars - La cucaracha song - http://www.youtube.com/watch?v=iFUAWMMdE7c
b. Stem changers - sandal verbs (only weird in the 3rd person)
http://www.youtube.com/watch?v=G86u9YrJc9s
Mon., Oct. 16: Exam on communicating about the past
(Hint! If you do the "re-assessment opportunity" activity, highlighted in blue, below, before the exam, you will probably do better on the assessment!)
RE-ASSESSMENT OPPORTUNITY!
Communication in the past - preterite v. imperfect.
Due no later than two class days after your exam grades are posted. Late, incomplete or not easily legible work will not be accepted.
You will be allowed to use the guide that you make (the makeup activity) to take a 2nd preterite v. imperfect story assessment. All students are eligible for this "makeup" but those who create the makeup guide will have the new score replace the old, those who do not will see the average of the two scores in JR.
LAS ALAS SON PARA VOLAR - SHORTEN THIS UNIT - OR SUB TpT CULTURAL READINGS FOR IT
(Interpretive reading & writing)
Wed., Oct. 18:
Starter: Play match with the vocab. from the story for five minutes. (Use the website, not the app, if you want to see how your time stacks up against others.) http://quizlet.com/54373964
In class: Now that you are familiar with some of the vocabulary from the story, we'll begin to read our first short story of the year, Las alas son para volar.
Homework, due Fri., Oct. 20:
At least 6 sentences in Spanish!
1. Write 3-4 sentences about a risk you took. What was the risk? Why did you take that risk? How did it turn out (use the verbs resultar or salir for "to turn out" - don't say bien/mal... use more precise descriptive adjectives.) Did you learn something from it?
2. Next, write 3-4 sentences about a time you chose not to take a risk. What was the risk? Why did you decide not to take the risk this time? How did that decision turn out? Did you learn something from it?
Proofread your work before turning it in!
In particular:
a. ser v. estar; &
b. preterite v. imperfect.
Remember, the only online dictionary and verb reference that you are allowed to use is wordreference.com!
I recommend that you write it in google docs, autocorrect is not perfect, but it is usually helpful! (Make sure that your name is on the doc itself, so that I'll know it's yours when I print it.)
Fri., Oct.20:
Starter: Get at least a 90 on this "quiz": http://quizlet.com/54373964/test?mult_choice=on&prompt-with=1&limit=46
In class:
1. Homework check.
2. Finish reading story and/or reviewing the story questions together.
3. You will (orally) share half of your homework (risk taken or not taken) with a table mate, and he/she will do the same. You will share the other half with the person on your other side.
5. Time permitting, we'll watch this video: https://www.youtube.com/watch?v=zqXxNPgxVAc and play quizlet live with the vocab.
No homework due next class.
RE-ASSESSMENT OPPORTUNITY!
Communication in the past - preterite v. imperfect.
Due no later than Thu., Oct. 26 (two class days after your exam grades were posted.)
Late, incomplete or not easily legible work will not be accepted.
You will be allowed to use the guide that you make (the makeup activity) to take a 2nd preterite v. imperfect story assessment. All students are eligible for this "makeup" but those who create the makeup guide will have the new score replace the old, those who do not will have the two scores averaged.
ADD:
https://docs.google.com/document/d/1BoYA2btYnocknAnD0RwQLwLfneuld1H0qu-3OuTSPK4/edit#
LAS ALAS SON PARA VOLAR
(Interpretive reading & writing)
'18-19 - ADD VETUSTA MORLA/DEPEDRO'S DICIEMBRE LATE IN THIS UNIT
Tue., Oct. 24:
We are going to have a quick review unit on some grammatical issues that I've noticed a pattern of: ser v. estar, possessives and "backwards" verbs like gustar (I hope that preterite v imperfect issues will be clarified with the makeup, above.)
In class activities:
1. "Backwards" verbs (like gustar):
Keep taking it until you are satisfied with your score and take a screen shot of it: http://www.bowdoin.edu/hispanic-studies/tools/newgr/gust.htm
These are the "backwards" verbs that you should be able to use in communication: gustar, encantar, doler, caer bien/mal, aburrir, importar, interesar, molestar & parecer.
2. Ser & estar:
a. Read this: http://www.drlemon.com/Grammar/servsestar.html
b. Fill in the blanks on this: http://www.drlemon.com/studentWorksheetPDFs/servsestar1.pdf
(c. Additional ser/estar practice, if you're not pleased with your initial score: http://www.mendycolbert.com/BV1Ch8_ser_estar_wksht.pdf )
3. Possessives:
a. We'll watch this video: https://www.youtube.com/watch?v=2TlfsEsxlIo (skip over the first two minutes.)
b. If you are still not clear on possessives, review this quizlet set: https://quizlet.com/_1n665a
c. Partner activity with possessives (I'll pass out papers, but here is the link so that any absent student can see what we did: https://tinyurl.com/PracticandoLosPosesivos.)
Thu., Oct. 26:
Starter: https://tinyurl.com/MasPosesivos
I will collect your preterite/imperfect makeup study guides (this was optional!)
In class:
1. Working with partners, each pair will complete a graphic organizer of the story. (6 drawings and 6 sentences!)
2. If you finish early, don't waste class time! Go out into our "gallery" and view the graphic organizers of other pairs, perhaps this will help you add more pertinent information to yours!
3. Begin the homework:
https://tinyurl.com/BackwardsVerbPractice
4. Timer permitting:
a. Practice ser v. estar:
https://www.stolaf.edu/people/hansonr/spanish/ser-estar/index.htm
Click "new quiz" for more practice.
b. Practice the vocabulary in quizlet: https://quizlet.com/54373964/las-alas-son-para-volar-flash-cards/#
STUDY FOR MONDAY'S COMMUNICATION IN THE PAST (PRETERITE V. IMPERFECT) RE-TAKE!
Homework due on Tue., Oct. 31:
https://tinyurl.com/BackwardsVerbPractice
STUDY FOR TUESDAY'S COMMUNICATION IN THE PAST (PRETERITE V. IMPERFECT) RE-TAKE!
Tue., Oct. 31 & Thu., Nov. 2:
In class:
1. "Communicating about the past" re-take opportunity.
2. We will review the "backwards" verb homework assigned last class. Depending on how you do, we may move on to #3, or do more "backwards" verbs practice.
3. More ser v. estar practice:
https://tinyurl.com/MoreSerEstar
Depending on how you do, we may move on to #4, or do more ser v. estar practice.
4. Practice the vocab.: http://quizlet.com/54373964. You can copy it to your own quizlet account and add other words from the story if you would like. Don't just do matching! Use learn mode and then test yourself.
5. We'll listen to a song about desplegando alas and you'll fill in the blanks: https://tinyurl.com/ManaTengoMuchas
6. We'll learn a bit of el Día de los muertos.
a. Fill out this SQA (KWL en español):
https://www.eduplace.com/graphicorganizer/spanish/pdf/sqachart.pdf
b. Use the links from the Google Doodle of el Día de los muertos to inform you:
https://tinyurl.com/GoogleDoodleDayOfTheDead
(This Smithsonian site is very good, but doesn't work on the iPads: http://latino.si.edu/dayofthedead/)
7. Re-read the story and use your graphic organizer to review the characters, problem/conflict, resolution, etc.
Interpretive reading & writing
LAS ALAS SON PARA VOLAR
The story: Las alas son para volar
Story-related vocab:
https://quizlet.com/54373964/las-alas-son-para-volar-flash-cards/#
Review of grammatical issues that are interfering with communication:
1. ser v. estar;
2. "backwards" verbs: gustar, encantar, doler, caer bien/mal, aburrir, importar, interesar, molestar & parecer;
3. possessives.
Assessment on Mon., Nov. 6 (block 3-we will take 4th lunch):
Interpretive listening and interpersonal writing:
1. Brief listening comprehension activity using the story-related vocab. and structures we've been working on (e.g. preterite v. imperfect, ser v. estar, "backwards" verbs and possessives);
2. 8-10 sentences using:
a. "backwards" verbs (gustar, encantar, doler, caer bien/mal, aburrir, importar, interesar, molestar & parecer);
b. ser & estar; and
c. possessives.
You'll just have to translate the sentences. For example: I like his shoes, but they are expensive = Me gustan sus zapatos, pero son caros. Be aware that the verbs may be in the present, preterite or imperfect tenses.
If you finish Monday's assessment early, please continue to work on the Día de los muertos activity from Thursday's class. If you have finished that, too, please work on Duolingo and/or other academic work.
Wed., Nov. 8:
In class:
Your daily routine - follow these links to learn about reflexive verbs. Take notes!
1. A helpful explanation: http://www.youtube.com/watch?v=l2ZTZZIiZog
(Toward the end of the video, we'll do examples in the present, preterite and imperfect tenses.)
2. A lengthy explanation, good for those who need to review the basics of regular verb conjugation as well as reflexives:http://www.youtube.com/watch?v=moGB7otjPxk
3. Songs to help you learn & practice communicating about your daily routine:
a. "Reflex your verby": http://www.youtube.com/watch?v=KATBgZ5oyIg
b. "No voy a levantarme":
https://www.youtube.com/watch?v=0SYPFGTkLeQ
c. Sort of a rap?:
http://www.youtube.com/watch?v=vP0TXQQlzJM
4. Quizlet live with a quizlet set of high frequency reflexive verbs & related vocab.: https://quizlet.com/56171057/verbos-reflexivos-flash-cards/
Mon., Nov. 13:
Ms. Davies will be here demo Explain Everything, in case you decide to use it for the Daily Routine project.
LISTENING PRE-ASSESSMENT
Starter: Listening activity:
http://www.colby.edu/~bknelson/SLC/reflexives_combo.php
Alternative starter (if the Colby one doesn't work):
Get at least 90% correct and take a screen shot http://www.spanishdict.com/topics/practice/85
In class:
1. We'll break into teams and perform "Reflex your verby." Here are las letras: Reflexyourverby.pdf
2. To practice "how to" with reflexive verbs, you'll complete a handout, formas escondidas.
Homework, due on Wed., Nov. 15:
Record yourself singing/speaking "No voy a levantarme." You do not need visuals, just a voice recording. Save it in a format suitable for airdropping to me.
Wed., Nov. 15 - Fri., Nov. 17:
Starter: https://www.quia.com/rr/146708.html?AP_rand=586167280&playHTML=1
In class:
1. You'll have seven minutes to practice this vocabulary, then we'll play quizlet live for a few minutes. This list will help you with the project, watch out for the stem-changers (aka boot verbs)! https://quizlet.com/56171057/verbos-reflexivos-flash-cards/
2. Finish the formas escondidas handout if you did not do so on Mon.
3. Complete the conversational 'grid' about your daily routine, then "mingle" with your classmates, asking and answering questions about it:
https://tinyurl.com/MiRutinaDiaria3
4. a. Watch Mr. Bean's daily routine:
http://www.profedeele.es/2012/11/un-dia-normal-de-mr-bean.html
b. Complete the activity under the video, putting his actions in the order in which they occur in the video. It will give you feedback so you'll know when you've completed it correctly.
5. a. Watch this video about a cat's daily routine:
http://www.youtube.com/watch?v=DV13khHSblM
b. Write the infinitive form of the verbs you hear in the order in which you hear them. Write all of the verbs, not just the reflexive ones and include those that are already in the infinitive form in the video.
For example, the video begins with, "Hola, me llamo Sam y soy un gato muy simpático." So, you would begin this activity by writing: llamarse, ser. There are almost 30 verbs in all.
c. We will review this together.
6. For listening practice, you will have screen shots from a kids' book. I will play it on the projector and you will put them in correct order. (Froggy se viste.) We will discuss your results.
7. I will put you in groups of three to create a skit.
a. One person is to act out three reflexive verbs, saying what he/she is doing in the yo me form.
b. Another person is the "mirror", he/she reflects the actions and describes the action in the tú te form.
c. A third person is the reporter, he/she does not act, but simply describes the action in the él/ella se form.
d. Each person will perform an action, then change roles, do another different action, and change roles a final time with another different action. Time permitting, we'll do three rounds each. (I'll demo in English to clarify this!)
8. Conversational activity: https://tinyurl.com/FrecuenciaRutinaDiaria
9. If there is time remaining, you may work on your projects.
COMMUNICATING ABOUT YOUR DAILY ROUTINE/LA RUTINA DIARIA - ADD THIS? https://tinyurl.com/RepasoFamiliaRutinaDiaria
(Interpersonal & presentational communication using reflexive verbs & related vocab.)
https://quizlet.com/56171057/verbos-reflexivos-flash-cards/
Practice to do on your own:
http://www.quia.com/cz/213363.html?AP_rand=97233938
http://www.quia.com/quiz/2074470.html?AP_rand=1833637988http://www.quia.com/rd/15610.html?AP_rand=1184123248
http://www.quia.com/pp/40683.html?AP_rand=2098510607
Explain Everything Tutorial (Ms. Davies)
Homework: Begin your daily routine assessment. Here are the guidelines: DailyRoutineProject (2).pdf (Do not copy the two example sentences at the bottom of the guidelines!)
It's NOW due on Tue., Nov. 21. If you will not be here that day it is your responsibility to air drop it to me in advance.
Due on Tue., Nov. 21 - DailyRoutineProject (2).pdf
Demonstrate your best work - this is a summative assessment! (Do not copy the two example sentences at the bottom of the guidelines!)
After Thanksgiving break, on Tue., Nov. 28, be prepared (with a partner or two) to complete the interpersonal communication component of this assessment:
https://tinyurl.com/RutinaDiariaCommAssess
Tue., Nov. 21 - Half-day:
Daily routine project presentations.
¡Feliz día de acción de gracias!
Tue., Nov. 28:
Starter: ¿Qué hiciste durante el fin de semana?
1. Review this quizlet set for some common things that you may have done over the Thanksgiving break: https://quizlet.com/_42wm2g
2. Then write five sentences stating what you personally did over break. Think about what tense(s) you should use.
In class:
1. We will put a few of the sentences on the board and brainstorm what questions we could ask to extend a conversation beyond, ¿Qué hiciste...?
2. In two lines facing each other, chat with your classmates about what they did over break, and tell them what you did. Be sure to use the extension questions, too!
3. We'll re-watch the routine of El Gato Sam, but this time you will write his routine in the past, using the preterite or the imperfect as appropriate. We'll review what you wrote. http://www.youtube.com/watch?v=DV13khHSblM
4. Here is some helpful vocab. for our new story. Familiarize yourselves with it by and then we'll play quizlet live: https://quizlet.com/57751742/solo-nacho-ruiz-flash-cards/
Thu., Nov. 30:
Starter: Can you become a millionaire with your Solo vocab.?
https://www.quia.com/rr/1073581.html?AP_rand=1498323894&playHTML=1
In class:
1. Together we'll read our new supercorto story, Solo, by Nacho Ruiz, and discuss it.
2. In English we often use the gerund (-ing word) after a preposition.
I am far from being ready for a marathon!
However, in Spanish we must use the infinitive (verb form ending in -ar, -er, or -ir).
¡Estoy lejos de estar lista para un maratón!
Few of you correctly used infinitives after prepositions on your projects, it seems that you simply haven't been taught this concept. So, here we go:
https://www.youtube.com/watch?v=mzvnjc9BIA0
3. Here is a handout on using infinitives after prepositions in Spanish:
https://tinyurl.com/PrepositionsFollowedByVerbs
4. In groups of three, you will write four sentences in Spanish. Don't capitalize the beginning of the sentences and don't end with a period or other punctuation mark! Each sentence must contain a different preposition followed by an infinitive. When you have finished your sentences and have proofread them, cut them up. Next you will trade your sentence fragments with another group who will try to reconstruct them.
Homework, due Mon., Dec. 4 - You must email this assignment to me.
Choose 10 of the 17 questions about Solo and answer them in complete sentences in your best Spanish. Do not use a translator! Use the palabras claves to help you with literary terminology.
Mon., Dec. 4:
Starter: Complete this puzzle, which contains a mix of the vocab. from the Solo Quizlet set and the vocabulario clave (between the story and the questions.)
In class:
1. Make sure that your homework has been emailed to me.
2. Read this article and answer all of the questions (multiple choice, short paragraph and original sentences.) You may use a paper dictionary if necessary. https://tinyurl.com/LaAstronautaSallyRide
3. Read this article and answer the questions. You may use a paper dictionary if necessary. https://tinyurl.com/PeliCoco
If you do not complete the two readings, with their accompanying questions, you must do so for homework, due on Wed., Dec. 6.
Wed., Dec. 6 (1/2 day):
In class:
1. I will check that you completed the questions from Monday about the Sally Ride and Coco articles.
2. We'll review the homework on Solo that you emailed to me.
Take notes on all of the questions. The exam will be based on these questions (incl. the vocabulario clave), plus vocab. from the Solo Quizlet set.
3. You'll participate in this conversational activity:
https://docs.google.com/document/d/1_jMGtGx4PgxFe3t4dJfkWW22AjS_2SLrai0FP6b5dPo/edit?usp=sharing
4. Time permitting, we'll review the questions from Monday about the articles on Sally Ride and Coco, though this probably will have to be done on Tue., Dec. 12, the class after the exam.
FRIDAY, DECEMBER 8
EXAM ON SHORT STORY SOLO & RELATED VOCAB. Solo - El cuento, las palabras claves y las preguntas de comprensión
https://quizlet.com/57751742/solo-nacho-ruiz-flash-cards/
After all have finished the exam, we will review the baseline listening assessment (SLO). We will discuss strategies for improvement.
Tue., Dec. 12:
In class:
1. We'll review the questions from the articles on Sally Ride and Coco. We will reinforce interpretive strategies that can be used for reading and listening.
2. Interpretive reading, I will print copies for you.
http://www.nysedregents.org/Spanish/Archive/20000127exam.pdf (páginas 4-5)
3. We'll review the reading that you just did.
4. We'll play Story Cubes in groups of three or four.
Thu., Dec. 14:
Starter: http://tinyurl.com/VidasParalelas
In class:
1. We'll discuss the starter.
2. We will watch this video on the Colombian peace process: https://www.ted.com/talks/jose_miguel_sokoloff_how_christmas_lights_helped_guerrillas_put_down_their_guns
2. We'll play a few memory-jogger games in kahoot:
https://create.kahoot.it/#quiz/5279abec-930c-4ce7-8432-4beb642f3ae6
https://create.kahoot.it/#quiz/4523d2b1-16dd-4b0c-b9cf-4f913037b022
https://create.kahoot.it/#quiz/9b054c44-76eb-46c0-885f-8a5d8d9fb9ee
3. Conversation grid about your plans: https://tinyurl.com/Rejilla-LosPlanes
Mon., Dec. 18:
Starter:
Take notes on this brief video about conmigo/contigo: https://www.youtube.com/watch?v=iuw6RwRPH6A . Then we will talk a bit more about pronouns that follow prepositions (prepositional pronouns): http://www.spanish411.net/Spanish-Prepositional-Pronouns.asp
In class:
1. We will complete the conversation grid about your plans that you began last class: https://tinyurl.com/Rejilla-LosPlanes .
2. Then you'll complete a reading & related comprehension activities on an unusual festival in Spain:
http://tinyurl.com/TomatinaDeBunol
If you finish and others are still working, watch this video on La tomatina: https://www.youtube.com/watch?v=hmPOFSh7zFY&t=77s
3. For speaking practice, we will review some of the vocab. strips from old Quizlet sets.
4. Time permitting, Manzanas con manzanas!
Wed., Dec. 20 & Fri., Dec. 22
Peli/Film: También la lluvia/Even the Rain
In the film there are two intertwined stories. One takes place in the 2000's when a film cast & crew on a tight budget come to Bolivia to make a movie (mainly because labor and other costs are low there.) . The "film within the film" takes place in the early 1500's, as the topic of the movie they are making is the cruelty and violence of Columbus and the Spanish Conquest of Mexico.
To aid your comprehension of the film, familiarize yourself with this vocabulary via match, then we'll play Quizlet live: https://quizlet.com/252119316/vocabulario-de-la-peli-tambien-la-lluvia-flash-cards/
(10-15 minutes)
Consider these questions as you view the film. This handout will be due at the end of class on Thursday: https://tinyurl.com/TambienLaLluviaPreguntas
After viewing the film and completing the questions, above, you will pair up and complete a matching activity on the characters and the plot of the film: https://quizlet.com/167707411/preguntas-de-comprension-pelicula-tambien-la-lluvia-flash-cards/
Presentational speaking homework, due Fri., Jan. 5:
Using Voice Record Pro, record yourself speaking El sermón de Montesinos: https://tinyurl.com/SermonMontesinos
Be sure to use the Voice Record Pro app, so that all recordings end up in the same place on my MacBook when you AirDrop them.
Wed., Jan. 3:
Starter: Review the comprehension questions about the film, También la lluvia.
In class:
1. Write three resolutions for each of the famous people/characters whose names you were given. Don't talk to your neighbors about your person/character, we are going to try to guess him/her/them based on the resolutions you write! (Personas y personajes doc.)
Use each of the following at least once per person/character:
a. ir a + infinitive;
b. tener que + infinitive; and
c. deber + infinitive.
(Do not use the person/people's name(s)!)
If necessary, look up your person/character.
2. When you are done, I will project the full list on the board, you will each read your people's resolutions aloud. Your classmates will try to figure out whose resolutions are whose. (¡Ojo! There may be some repetition of people/characters.)
3. Time permitting, pastimes, sports, and chores review with Quizlet live.
https://quizlet.com/170704907/los-pasatiempos-pastimes-not-sports-flash-cards/
https://quizlet.com/88219072/los-deportes-sports-flash-cards/
https://quizlet.com/33409919/los-quehaceres-chores-flash-cards/
Presentational speaking homework, due Tue., Jan. 9:
Using Voice Record Pro, record yourself speaking El sermón de Montesinos:
https://tinyurl.com/SermonMontesinos
Be sure to use the Voice Record Pro app, so that all recordings end up in the same place on my MacBook when you AirDrop them.
Interpersonal and presentational communication
Communicating more clearly and avoiding repetition by subbing object pronouns for nouns
Links for direct and indirect object pronoun help:
http://www.studyspanish.com/lessons/dopro1.htm
http://www.studyspanish.com/lessons/iopro1.htm
http://spanish411.net/Spanish-Direct-Indirect-Object-Pronouns.asp
Of course, Señor Jordan will be glad to help you out: http://www.youtube.com/watch?v=hVXSusr9nTg
Tue., Jan. 9:
Homework: Airdrop your Montesinos recordings to me.
In this unit you will learn how to substitute object pronouns for nouns in order to speak and write more clearly and avoid repetition. You've already learned about indirect object pronouns (with gustar and other "backwards" verbs) so you have a solid foundation already.
In class:
1. Check out the top section (before the exercises) of this link and then see if you and your partner(s) (I'll assign) can explain object pronouns to each other. Then each pair/group will write its explanation on the back board. We'll discuss and come up with a summary.
Not to state the obvious, but take notes on this!
http://www.bowdoin.edu/hispanic-studies/tools/newgr/ats/38.htm
2. We'll listen to the song, No me crees, 2-3 times and you will fill in the blanks with the correct indirect or direct object pronouns.
DI-IO Pronouns No me crees.pdf
http://www.youtube.com/watch?v=lbHAxvgxOOo
3. We'll watch a very brief video on Málaga, the city that the group Efecto Mariposa comes from:
https://www.youtube.com/watch?v=9Na4yYZH2Hg
4. Please complete the homework assignment below. Follow the example. Time permitting, we will do one or two on the board before class ends.
Homework due on Thu., Jan. 11:
Complete the indirect and direct object pronoun practice below. Change each of the five sentences below, A-E, twice. You'll write 10 sentences in all.
1. The first time re-write the sentence by changing the direct object in the sentence to the appropriate direct object pronoun (see your notes, or the chart on the Spanish411 site, above) and placing it in front of the verb. (For clarity, write DO or DOP in the front of these sentences.)
2. Working again from my original sentence, the second time re-write the sentence by changing the indirect object in the sentence to the appropriate indirect object pronoun (see your notes, or the chart on the Spanish411 site, above) and placing it in front of the verb. (For clarity, write IO or IOP in the front of these sentences.)
Example: El profesor enseña la novela a los estudiantes.
1. (Direct object changed to direct object pronoun.) El profesor la enseña a los estudiantes.
2. (Indirect object changed to indirect object pronoun.) El profesor les enseña la novela.
A. Juan da un regalo a su novia.
B. La madre escribió una tarjeta a su hijo.
C. Marta siempre explicaba sus problemas a mí.
D. El dentista tuvo que sacar tres dientes del señor.
E. Nosotros compramos una bicicleta para ti.
Thu., Jan. 11:
Starter: You will listen to two recordings:
Alejandro - http://www.laits.utexas.edu/spe/int07.html
Paula - http://www.laits.utexas.edu/spe/int13.html
You may have the Spanish subtitles on, click S next to transcripts in the upper right (once you've selected Alejandro or Paula.) For each recording, make a list, in order, of the indirect or direct object pronouns you hear and see.
I'll check your homework while you do this.
In class:
1. We will "DOP & IOP" these sentences. This is to reinforce/correct what you learned doing your homework.
- Mis tíos escribieron una carta a nosotros.
- Las profes preparon el examen para los estudiantes.
- La mujer vendió el carro a mi hermano.
- Daniel compró un regalo a Cristina.
- Mi familia y yo vamos a enviar la invitación a ellas.
- ¿Tú das mucho dinero al Sr. Ortiz?
- Los perros dan mucho cariño a sus dueños.
2. This is a very good, shorter than 10 minute video to help you with both direct and indirect object pronouns. It's worth the time. Watch it and take notes, re-wind when you don't get it, etc.:
http://www.youtube.com/watch?v=kNbhmwsVdDo
3. Time permitting, we'll listen to a song called Espacio sideral and you'll fill in the sheet on it. http://es.lyricsgaps.com/exercises/view/3924/Expert
No homework due on Tue. Come see me after school if you are not getting this DOP/IOP stuff!
Tue., Jan. 16:
In class:
1. In groups, you will do a "think-pair-share" about this reading. Each group will write a three sentence summary of their paragraph(s) and write them on the board in English so that we all learn about the entire article. https://tinyurl.com/ChavezSobreKing
2. To help get us all on the same page with household vocab., we'll play quizlet live with these sets:
a. Kitchen/La cocina
http://quizlet.com/60295175/en-la-cocina-flash-cards/
b. Chores/Los quehaceres (some folks practiced this vocab. last year):
http://quizlet.com/33409919/quehaceres-flash-cards/
Homework, due on FRI., JAN. 19 (You do not need to email this to me! If you do it by hand, take a clear picture of it and send me that.
You will write 12 original illustrated sentences using the la cocina vocab. from the above picture (or the quizlet set.)
Each sentence will state what a different item from the vocab. is for (use para.)
For example: Una cuchara es para comer* la sopa (A spoon is for eating soup) with a picture of a spoon dipping into a bowl of soup.
*Note that after para (as with most prepositions) we use the infinitive form of the verb.
Last year's chore vocab. (below, # 3 in red) may be helpful.
Study "early and often" (the kitchen and chores quizlet sets in red, above.) The exam is Thursday!
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