Embedded Files
Thu., Sept. 7:
We'll choose Spanish names, review class expectations and work on a refresher activity, Me gusta como eres.
Below is the music video of the song Me gusta como eres, by the Spanish rock/pop group Jarabe de Palo. Each student will have a blank sheet of paper taped to his/her back and each classmate will write a reason why "Me gusta como eres". I'll gather them (writing the student's name on each) after we're done, read them aloud and we'll try to figure out who is being described. If we don't finish the last part of the activity, we'll do so in class on Mon.
Me gusta como eres (Jarabe de Palo): https://www.youtube.com/watch?v=hAxiPFE6pqM
(Versión con las letras: https://www.youtube.com/watch?v=kiwDzBcJxmo)
Mon., Sept. 11:
https://tinyurl.com/ElRetoDeLos3Minutos
Starter: Listen to and watch the video of the song Lo que te hace grande, by the Spanish alt rock group Vetusta Morla: http://www.youtube.com/watch?v=BtU-PrWknWA .
In class:
1. In teams, translate the lyrics: Loquetehacegrande.pdf.
2. If we didn't finish them last Thu., I'll read the me gusta como eres comments and you'll figure out who's being described.
3. Conversation - ¿Qué hiciste este verano?
Homework: Due Wed., Sept. 13, bring in signed class expectations sheet, a 1/2 - 1" binder with loose-leaf paper, your textbook covered, and your iPad at least 30% charged.
NEW FOR 2018: https://tinyurl.com/LecturaAutenticaCML & https://tinyurl.com/ChatearPorMovil
Global Issues & Challenges - Tolerance and intolerance in the 15th century and today - excerpts from Las lágrimas de Boabdil
Wed., Sept. 13:
In class:
1. I will collect the class expectations sheets and check that you have binders with paper while you complete the conversational activity - ¿Qué hiciste este verano?
2. We will see how bad online translators can be with a Jimmy Fallon segment. We'll also see how good real translation can be by viewing the well-translated versions of a couple of pop songs as performed by Kevin & Karla.
3. Time permitting, we'll read this article: https://www.theguardian.com/world/2014/feb/24/spain-sephardic-jews-islam-muslim
Fri., September 15:
Starter: Quizlet match with some vocab. that you'll encounter in Las lágrimas de Boabdil: https://quizlet.com/_3nicyx
In class:
1. We'll have a discussion of effective reading and studying strategies: http://ideas.time.com/2013/01/09/highlighting-is-a-waste-of-time-the-best-and-worst-learning-techniques/
2. We'll begin reading Las lágrimas de Boabdil. http://tinyurl.com/Lagrimas-Capitulo1
Homework due on Tue., Sept. 19: Listen to these native speakers as they share what part(s) of their high school experience they would not want to repeat. http://www.laits.utexas.edu/spe/int30.html
Write un borrador (an essay) about what part of your school experience you would not want to repeat. It does not have to be from your high school years, maybe it was trouble at recreo. As the first essay of the year, let's let this one be minimally strenuous, 8-10 well-written sentences in Spanish will suffice. Please handwrite your essay and skip lines (so that I have room for comments.)
Tue., Sept. 19:
Starter: Illegal immigration and the refugee crisis have been in the news a lot recently. In the U.S., immigration is often erroneously portrayed as a one-way street, with Latin Americans trying to enter the U.S. illegally. This article may help us understand that immigration is, and has always been, a global issue. Break into groups of no more than three to read it. Take notes in Spanish and then write a summary of nine key points (in Spanish, but complete sentences are not required.) Be prepared to put your points on the board so that we can share our learning.
http://www.bbc.com/mundo/noticias/2015/04/150419_claves_aumento_inmigrantes_africa_europa_men.shtml
Otro artículo con fotos inolvidables.
http://www.bbc.com/mundo/noticias/2015/04/150427_migrantes_fotos_juan_medina_men.shtml
1. We will read and discuss the story - since we went past 9:10, we'll watch the video, below on Thu.
2. Then we'll take a pictorial tour of Granada (where the kids in Las lágrimas go with the Genio): http://www.youtube.com/watch?v=YDjEz9POpYk&feature=fvwrel
No homework due on Thu.
Thu, Sept. 21:
Starter: We'll watch a video and listen to a song by Grupo de Expertos Solynieve called La nueva reconquista de Graná. You'll fill in the blanks:
Activity: https://tinyurl.com/LaNuevaReconquistaDeGrana
Song: http://www.youtube.com/watch?v=ySs6c07kfDs
In class:
1. We'll watch the Granada video (#2, above.)
2. Then we'll continue reading Las lágrimas de Boabdil. Las lágrimas de Boabdil-Capítulo 2
2. We'll check out the resources, below, on the "Muslim Conquest" and the "Reconquista" of Spain.
a. Map of Al Ándalus:
http://sekelcastillohistoriadeespana.files.wordpress.com/2011/06/mapas_al_andalus_y_reconquista4.png
b. Battle of Guadalete (commonly considered the beginning of the "Muslim Conquest" of Spain):
c. Battle of Covadonga (commonly considered the beginning of the "Reconquista" of Spain):
Stop me at 9:15 so that we have time to discuss this:
Double homework due on Fri., Sept. 29!
You may not use a homework pass to replace any or all of this assignment!
Go to this site to view a painting called La rendición de Granada. http://www.culturandalucia.com/La_conquista_de_Granada_por_Milagros_Soler.htm
- Answer the following questions in your best Spanish:
- About whom and/or what is the painting?
- Artists often use the physical relationship that the subjects have to each other to reflect the emotional relationship between them. Look closely to see what physical relationship the subjects have to each other. Describe it and explain what you think the artist was expressing.
- Are many colors used? Are they bright, dark, balanced or does something strike you as off-kilter? What do you think the artist was trying to convey with his/her use of light?
- Are shapes used to give a particular effect? If so, which shapes give which effect, in your opinion.
- Look for the balance in the painting: Is there more happening on one side than the other? Again, what do you think the artist was trying to convey with this balance (or lack of balance)?
- Define the focal point: What is the most important part of the scene? Where did your eyes go first? The artist did this deliberately, why?
- What is the mood of the work? What mood or feeling did it bring out in you? Think back to the subject matter and also the colors used. Your answer to this probably came the first moment you looked at it.
- In what style is the painting? Is it realistic, impressionistic, abstract, etc.?
Please share your essay with me at estenmar@spsdme.com or, if you prefer, you may print or handwrite it. Make sure that your name is on the document itself, otherwise once they're printed I don't whose they are!
Mon., Sept. 25:
Starter: We will watch and listen to this song two or three times. Make a list of words from the song that are relevant to our story and/or the painting. Jorge Drexler - Milonga del moro judío: https://www.youtube.com/watch?v=myVi6pVYYb8
In class:
1. We will review the starter. Comments about the song and/or video?
2. I will field any questions you have about the double homework due on Friday.
3. We continue reading Las lágrimas de Boabdil: https://tinyurl.com/LasLagrimasCap3-4
4. If we finish before the end of class, you will partner up for the Quizlet vocabulary strip game for speaking and vocab. practice.
Keep working on painting-related double homework due on Fri.
Wed., Sept. 27:
Starter: https://tinyurl.com/LasLagrimasVocabulario
In class:
1. We will continue reading Las lágrimas de Boabdil.
2. With partners turn this brevísimo summary of the Reconquista into an illustrated timeline by adding an appropriate image to each sentence. (Use Google docs, Noteability, lo que sea.) https://www2.klett.de/sixcms/media.php/229/DO01_3-12-460085_onl_iq5c6z.pdf
3. If we have time remaining, you may work on the painting-related double homework due on Fri.
Fri., Sept. 29:
No starter today.
In class:
1. You will turn in (on paper or electronically) your double homework, the painting analysis.
2. I will display the painting, La rendición de Granada (Milagros Soler), and we will discuss your answers to the assignment.
3. We will continue reading Las lágrimas de Boabdil.
Global Issues & Challenges - Tolerance and intolerance in the 15th century and today - excerpts from Las lágrimas de Boabdil
Tue., Oct. 3:
We are going to pause in our planned work today to see and discuss what happened Sunday when Cataluña, voted for independence from Spain:
https://tinyurl.com/CatalonianIndepVote
Warning, some of the images may be disturbing.
Starter: https://tinyurl.com/ReconquistaPruebecita
In class:
1. We will finish reading Las lágrimas de Boabdil.
2. Graded classwork: www.quia.com/quiz/4952744.html
3. Intro to the Reconquista Project - due on Wed., Oct. 11:
Guidelines: ReconquistaProyecto.pdf
Thu., Oct. 5:
Class time to conference with me about Reconquista projects, as necessary, and to work on them.
Remember, the projects are due the class after the long weekend - Wed., Oct. 11!
¡Disfruten del fin de semana largo!
Wed., Oct. 11: We cannot have project presentations due to PSATs next door and the unavailability of the LC.
Fri., Oct. 13:
Reconquista project presentations!
Tue., Oct. 17:
If we didn't finish last class, we will wrap up the Reconquista presentations today.
Double starter:
Within Andalucía, we have focused on Granada, but I would like to make sure that you know a bit about Córdoba and Sevilla, too. We'll watch about 15 minutes of this video (beginning at 38:00):
http://www.rtve.es/alacarta/videos/la-ruta-alternativa/ruta-alternativa-legado-andalusi/594234/
Answer the questions on these links, each will count as a starter:
http://www.ver-taal.com/cultura_20101114_sevilla1.htm & http://www.ver-taal.com/cultura_20110107_cordoba.htm
Dreams or reality? ¿Sueños o realidad?
El otro by Jorge Luis Borges.
Starter: Play "match" with the Capítulo 1 vocab in quizlet. https://quizlet.com/54468718/encuentros-maravillosos-capitulo-1-flash-cards/
Then take this "quiz." Take a screen shot of your score. https://tinyurl.com/EMCap1Vocab
In class:
1. We'll play quizlet live with the Capítulo 1 vocab.
2. Quick present tense review. Time yourself for 10 minutes. On a sheet of paper handwrite the verbs that you have trouble with. Take a screen shot of your score. If you are not satisfied with it, time yourself for another 10 minutes.
https://conjuguemos.com/verb/130
At the end of class, you'll show me your best scores on the quizlet "quiz" & in conjuguemos. I'll average them for a graded classwork mark.
Mon., Oct. 23:
Double starter:
Within Andalucía, we have focused on Granada, but I would like to make sure that you know a bit about Córdoba and Sevilla, too. We'll watch about 15 minutes of this video (beginning at 38:00):
http://www.rtve.es/alacarta/videos/la-ruta-alternativa/ruta-alternativa-legado-andalusi/594234/
Answer the questions on these links, each will count as a starter:
http://www.ver-taal.com/cultura_20101114_sevilla1.htm & http://www.ver-taal.com/cultura_20110107_cordoba.htm
In class:
1. Using your textbooks, we'll have a quick review of the present tense.
2. We'll spend a bit more time on stem-changing verbs, as those were the ones you found challenging in your conjuguemos practice last class.
https://www.spanishdict.com/quizzes/38/stem-changing-verbs
http://www.spanishdict.com/topics/practice/36
3. You'll read a very brief bio of our author, Jorge Luis Borges:
https://docs.google.com/document/d/1Tcmv9V0IjcZDFu02GfRPgh7s-NCgkF9jh2jauJo_R30/edit?usp=sharing
In groups of two or three, take notes in Spanish of what your group considers to be the six most important things you learned about Borges from this reading. No more or fewer than six! The plan is to use your sentences when we construct La cronología de la vida de Borges.
4. Do Capítulo 1 - Ejercicio de vocabulario A. on pages 2-3 in your textbook.
No homework is due next class, unless you do not finish the vocab. exercise in class.
Wed., Oct. 25:
Starter: Read this article and write a brief summary of it (no more than 8 sentences.)
http://www.elmundo.es/elmundo/2003/09/16/ciencia/1063722754.html
In class:
1. We'll review your summaries of the above article.
2. We'll begin Capítulo 1 in your texts, the story El otro, by Jorge Luis Borges. Remember that the theme of this unit is ¿Sueños o realidad?
Homework, due on Fri., Oct. 27:
Choose either prompt #2 or 3 from Composición dirigida on page 6 and write a well-structured essay about it. Please write at least 10 sentences.
You've all been taught how to write an essay, here's my 2¢ worth, ¡supercorto!
1. If you have options, choose the prompt to which that you have the most immediate 'gut' reaction. It's often easier to write about something that you have an immediate reaction to, but don't let your heart rule your head (at least, not in an essay.)
2. Do a brain dump of anything you know and/or feel about the topic. (You have voice to text on your iPads, so you can just speak and it'll type it.)
3. Start crossing off the "junk" (but don't delete, just put it in the bottom of your doc, maybe in a different font, in case you want it later.) As your thesis statement, pick the point that you think is most interesting and/or easiest to support.
4. To give structure to your essay, outline, sketch or do some sort of graphic organizer.
5. Intro/body - some prefer to write the intro first, but others prefer to draft the body and then see how, if it were a debate, they would introduce it.
6. Wrap it up in a satisfying conclusion, now is not the time for a cliffhanger! :-)
7. Type it in google docs, it helps correct your spelling and grammar! Use the Spanish keyboard on your iPads. (For essays in English, consider using Grammarly.)
8. Write your name, the date, the class and the assignment in the upper left corner
Fri., Oct.27:
Día de la universidad.
Work on college-related "stuff." No gaming, no social media, just work related to your post-SPHS life.
Wed., Nov. 1:
Double starter: Ejercicio A page 9 & a listening activity, Borges' poem El fin.
In class:
1. We'll review the starter.
2. If necessary, we will finish the story.
3. Together we'll discuss the Preguntas de comprensión.
4. Time permitting, review your responses to the Preguntas de discusión and your essays from last week (p. 6 Composición dirigida.)
Homework, due Fri., Nov. 3: Page 14, Expresión personal. Answer the questions in complete sentences, left/bulletin board side of the room, do the odds. Right/window side of the room, do evens.
Type it (Google docs is recommended):
a. Times New Roman 12 pt. font;
b. Double-spaced;
c. Name, date, class and assignment name in the upper left corner!
Fri., Nov. 3:
Starter: Answer these questions as they pertain to the article Pesadillas y terrores nocturnos en los niños:
http://www.bebesymas.com/salud-infantil/como-distinguir-entre-una-pesadilla-y-un-terror-nocturno
a. En general, ¿cuándo ocurren las pesadillas?
b. ¿Cuáles son algunas síntomas de un terror nocturno?
c. Generalmente, ¿cuándo terminan los niños con las pesadillas y/o los terrores nocturnos?
In class:
1. Show me your homework.
2. Complete a quick preterite review (Act. A. p. 13-on the board and orally.)
3. Review the homework (orally.)
4. Work on your interview with a person from the past (Diálogo, page 6.) You will have about 10 minutes at the beginning of our next class to fine tune it.
No homework due next class.
TURN IN PUNTOS SHEETS!
Current unit: Dreams or reality? ¿Sueños o realidad?
El otro by Jorge Luis Borges.
Vocab:
(English/Spanish): https://quizlet.com/54468718/encuentros-maravillosos-capitulo-1-flash-cards/
(Spanish/Spanish): https://quizlet.com/160029145/encuentros-maravillosos-cap-1-flash-cards/
Tue., Nov. 7:
Starter: Work with a partner or in a group of three to translate these lyrics: Jorge Drexler - Todo se transforma
In class:
1. Fine tune your interviews and present them.
2. Introduction and practice of la voz pasiva con se (pp. 14-18.)
3. Conversational activity - rotating partners. Rueda de conversación:
4. Questions about Thursday's exam?
EXAM THU., NOV. 9:
1. BE ABLE TO DEFINE THE VOCAB.* AND USE IT IN CONTEXT.
2. BE ABLE TO USE THE PRESENT AND PRETERITE TENSES CORRECTLY, AS WELL AS THE PASSIVE VOICE WITH SE.
3. BE ABLE TO RESPOND TO QUESTIONS ABOUT THE STORY, EL OTRO.
(*Practice the Spanish/Spanish link in Quizlet, not just English/Spanish!)
Tue., Nov. 14:
Starter:
To start off, complete 'learn mode' of the new vocab. (English/Spanish link, above) and take a screenshot to prove it!
For the exam you may find it more useful to practice Spanish/Spanish.
In class:
1. Use these links or other online resources to create a 'Cronología de la vida de Pablo Neruda.' You need to finish this in class today!
https://www.thinglink.com/scene/807690362939244546
2. While you are creating the Cronología, I will play this video on the life of Neruda: http://www.youtube.com/watch?v=Ea23pR1V5NQ
Thu., Nov. 16:
Starter:
https://www.quia.com/rr/846800.html?AP_rand=225999706&playHTML=1
In class:
1. Here's a survey on adopting a dog. Put it in Notability and complete it:
https://www.aspca.org/sites/default/files/upload/images/mym_dog_adopter_spanish.pdf
2. We'll read the poem Un perro ha muerto and together we'll review the Preguntas de comprensión.
3. We'll begin the Preguntas de discusión (1-5.) Any that we do not finish in class you will be responsible for doing for homework - in your best written Spanish, ¡por supuesto!
Homework, due on Mon., Nov. 20:
Preguntas de discusión (as we divided them up in class.) Complete sentences in your best written Spanish, ¡por supuesto!
Mon., Nov .20:
Starter: Listening activity: Working with partners, fill in the blanks.
La canción: https://www.youtube.com/watch?v=3wxpFc_Msrg
Las letras: La misma edad que la edad del cielo
In class:
1. I will check your homework. We'll review the Preguntas de discusión.
2. As a third of the class is absent, we will play Manzanas con manzanas instead of #3, below.
3. With partners, you choose either #2 or #3 of Expresándonos on page 27, and draft a brief script. Be prepared to present your 'mini-drama' today.
4. Time permitting, answer, in complete sentences in your best Spanish, the questions to Expresión personal on p. 31.
Homework, due on Mon., Nov. 20:
Preguntas de discusión (as we divided them up in class.) Complete sentences in your best written Spanish, ¡por supuesto!
¡FELIZ DÍA DE ACCIÓN DE GRACIAS!
Mon., Nov. 27:
Starter: Common errors on the Cap. 1 exam:
https://www.quia.com/rr/982001.html?AP_rand=731986903&playHTML=1
In class:
1. Questions on the starter?
2. You will write up and present your mini-dramas (Expresándonos, p. 27 #2 or #3.)
3. You will split up into teams to learn about what your choice of pet may indicate about your personality. https://tinyurl.com/MascotasPersonalidad
4. Time permitting, after a few minutes of review we'll play Quizlet live with the Capítulo 2 vocab. (Spanish to Spanish.)
5.
DELETE DECEMBER TAMBIEN LA LLUVIA (THESE STUDENTS SAW IT IN SPIII), ADD FERDINAND. INCLUDE: http://holahollywood.com/juanes-abre-su-corazon-debuta-en-el-cine-con-ferdinand-y-habla-de-su-vida-antes-de-ser-famoso/
Wed., Nov. 29:
Starter: https://tinyurl.com/MascotasItalia
In class:
1. We will complete through the top of page 31 of Capítulo 2 (el imperfecto.)
You will complete activity A (p. 29) in teams and we will review it. Then you will complete activity B (p. 30) solo and we will also review that.
3. You will split into teams and begin to prepare for the animal rights debate. The teams are:
Por: Jack, Clara, Santiago, Paloma, Margarita, Lilia & Emilia
Contra: Jorge, Marisol, Enrique, Graciela, Artur, Paz & Piña
Animal rights debate guidelines & rubric:
Animal rights mini-debate guidelines
DebatePuntosRubricDerechosAnimales.doc
See #1 of Expresándonos, p. 27, for ideas.
**REVISED RUBRIC:http://tinyurl.com/CriteriosParaElDebate
Fri., Dec. 1:
We will learn about the present and past perfect tenses on pages 32-36 (through B on 36.) They're much easier than they sound!
Belated starter: Actividad. C - p. 36.
In class:
Continue to work with your teammates on the animal rights debate.
Tue., Dec. 5:
Animal rights debate!
Anyone who is absent the day of the debate, even if the absence is excused, must complete the Entrevista activity on p. 31 or receive a zero. You must write a script for both roles and record yourself speaking all of the lines of the Entrevista. See me if you have questions.
Thu., Dec. 7:
Starter: Part of Neruda's Nobel Prize acceptance speech.
http://www.nobelprize.org/mediaplayer/index.php?id=1492
https://tinyurl.com/NerudaNobelCloze
In class:
1. Begin brief ser/estar review. (Actividad B, p. 38 & why ser/estar-ejemplos p. 37.)
2. We will finish Capítulo 2.
3. We will read and discuss Neruda's Oda a la Alcachofa: http://tinyurl.com/OdaALaAlcachofa
Double homework, due on Wed., Dec. 13, is your original illustrated ode to something ordinary. It must be done by hand, or printed in color before class begins. Here are the guidelines:
http://tinyurl.com/TareaOdaElemental
Capítulo 2 - Pablo Neruda - La pérdida de un ser querido
Vocab:
English/Spanish: https://quizlet.com/61960672/encuentros-maravillosos-cap-2-flash-cards/
Spanish/Spanish:
Irregular past participles:
** ADD FOR '18-19 PRET/IMP/P. PERF. PRACTICE - ACTIV. # 2 https://www.profedeele.es/actividad/gramatica/caperucita-roja-contraste-pasados/
Double homework, due on Wed., Dec. 13, is your original illustrated ode to something ordinary. It must be done by hand, or printed in color before class begins. Here are the guidelines:
http://tinyurl.com/TareaOdaElemental
Mon., Dec. 11:
Starter: Write a paragraph describing what happened in this video (past tenses: preterite, imperfect, present & past perfect tenses.) Think of not just the concrete (who, what, when and where), but also, how and why: https://www.youtube.com/watch?v=DF1Xcltn3jg
In class:
1. We will discuss the starter.
2. As we did not finish Chapter 2 last class, we will do so now page 39.
3. You will take Quizlet "tests" on the Capítulo 2 vocab:
a. Spanish to English: http://tinyurl.com/Cap2VocabSpanishToEnglish
b. Spanish to Spanish: https://quizlet.com/252346155/test
3. Neruda Kahoot! https://play.kahoot.it/#/k/7c953ff9-376b-494c-980e-cb8dc5305734
Remember that your ode to something ordinary is due on Wed., Dec. 13 & it counts as two homework grades!
Wed., Dec. 13:
In class:
1. You will read your odes out loud.
2. We will review/complete any remaining sections of Capítulo 2 in preparation for Friday's exam.
3. We will brainstorm conversational topics. Here is the old survey, but I will make a new one after we arrive at our new list of topics: http://goo.gl/forms/VWgvLqYWgk
(Or we could let the wheel decide... http://wheeldecide.com/ )
4. If there is time remaining, begin studying for the exam.
Fri., Dec. 15 - Exam on Capítulo 2 - Neruda - "Un perro ha muerto."
The format will be very similar to that of the Capítulo 1 exam:
1. The meaning of the poem itself;
2. Vocab. in context (make sure that you study the Quizlet Spanish/Spanish version, not just English/Spanish);
3. Grammar in context (imperfect, present & past perfect tenses, ser v estar.)
You will be allowed to have half of a 3" x 5" index card "chuleta" ("crib sheet.") You may write on both sides (or on one side of a full 3" x 5" index card.) It must be handwritten and given to me after you finish the exam.
Please take the survey so that we can prioritize our conversational topics: https://goo.gl/forms/RpihGRaIVjXmxeQC3
Tue., Dec. 19 & Thu., Dec. 21:
New conversational topics survey:
https://goo.gl/forms/RpihGRaIVjXmxeQC3
Here are the results of the survey: https://tinyurl.com/ResultadosEncuesta2017
Each student/pair will choose a topic on Tue., Dec. 19, in case anyone wants to work on it a bit over vacation. Your teaching of these topics will begin on Mon., Jan. 8. You will have the first class after break, Tue., Jan. 2, to work on it in class.
Peli/Film: También la lluvia/Even the Rain
(Choose a different film in '18-19 as they'll have seen this in III)
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.
Here is the matching activity: https://quizlet.com/167707411/test
Here are the flash cards: https://quizlet.com/167707411/preguntas-de-comprension-pelicula-tambien-la-lluvia-flash-cards/
If you would like to improve your grade on your "Odas," please make an appointment to meet with me after break so that we can review your errors and discuss having you write a new poem.
¡FELICES VACACIONES!
Las tertulias: Enseñanza y conversación
Here are the guidelines: https://tinyurl.com/TertuliaConversacion
Help with "was": https://tinyurl.com/Saying-Was-EraFueEstabaEstuvo
Here are the results of the survey: https://tinyurl.com/ResultadosEncuesta2017
Each student/pair chose a topic on Tue., Dec. 19, in case anyone wants to work on it a bit over vacation. Your teaching of these topics will begin on Mon., Jan. 8. You will have the first class after break, Tue., Jan. 2, to work on it in class.
¡FELIZ AÑO NUEVO!
Tue., Jan. 2:
Starter: As we did not have time to discuss the questions on También la lluvia before break we will do so today. They will count as a starter.
In class:
1. We will talk a bit about a problematic grammatical point, pronouns that follow prepositions (prepositional pronouns): http://www.spanish411.net/Spanish-Prepositional-Pronouns.asp)
2. You will have the rest of this block to work in class on the tertulia, your teaching of the conversational topics. Your teaching of these topics will begin on Mon., Jan. 8. Be sure to follow the guidelines in red, bold, italicized print, above.
3. For your teaching and conversational activities, if there are any links that you want me to put on this page, let me know.
Homework, due Wed., Jan. 10, is to use the app Voice Record to record yourself reciting one of Neruda's most famous poems, Poema XX:
https://www.youtube.com/watch?v=7BFaNDesLSw
I suggest that you listen at least twice before you do your own first "take" to help your pronunciation. Don't be satisfied with mediocre pronunciation, I expect excellent work!
Please remember to use Voice Record so that when you air drop your recordings to me they all go to same place on my MacBook and I don't have to hunt around for your work (or give you a zero!) ¡Gracias!
Mon., Jan. 8:
1. Questions on the tertulia (interpersonal communication teaching)?
2. We'll get primed for our interpersonal communication activities by playing:
a. Dado-Lápiz-Hoja (https://tinyurl.com/DadoLapizHojaV);
b. https://tinyurl.com/EscribeTuHor-scopo (con Story Cubes); and
c. Race to Madrid (time permitting.)
Wed., Jan. 10:
Airdrop your Poema XX recordings to me.
The first three students/pairs will each have 20-25 minutes to teach us the vocabulary, grammatical constructs, etc. that we need to converse on their topics.
1. - Piña y Jack
https://quizlet.com/256612602/food-and-restaurants-vocabulary-flash-cards/
2. - Jorge
TAREA PARA VIERNES
Grupo 1 (Jared, Maddie P., Margaret, Charlie): “Geometría” (Una película muy rara) - https://youtu.be/K-kXjzssBaI
Grupo 2 (Sara, Lyndsey, Grace, Riley): “Naran Ja” (Una película muy abstracta) - https://youtu.be/6kR9RHeGacI
Grupo 3 (Sophie, Jack, Riley, Madi C.): “Cuarteto para el fin del tiempo” (Una película muy larga) - https://vimeo.com/84004280
3. - Emilia y Clara
Música: https://quizlet.com/256577156/music-flash-cards/
Fri., Jan. 12:
The students who taught last class will guide us in our first three 20-25 minute conversations (including warm-ups, if desired, of no longer than 5 minutes) on the topics they taught last class.
Thu., Jan. 18:
Sra. Esten is out. Please complete these activities:
1. Intro to the Capítulo 3 vocab: http://quizlet.com/64419478/encuentros-maravillosos-vocabulario-capitulo-3-flash-cards/
Puntos will be based on your speed in scatter/match, so keep practicing, take a screen shot of your best score and show it to me on Monday.
2. Complete Actividad A on pages 44-45 (Ejercicio de vocabulario.)
3. Writing at least two complete, original sentences in your best Spanish, answer questions 1, 2, 4, 5 & 6 of the Expresión personal section on page 45.
Remember, this is personal expression, so your answers should be unique and unlike those of your classmates.
Activities 2 & 3 together will count as a homework grade.
4. If you finish early, please do other academic work or Duolingo. No social media or gaming.
¡Gracias!
ADD THIS ACTIVITY Conditional: https://tinyurl.com/Quehariasydirias
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