Embedded Files
Interpersonal and presentational communication
Communicating more clearly and avoiding repetition by subbing object pronouns for nouns
Review of chores and intro. to kitchen vocab.
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
Slideshow:
https://tinyurl.com/ObjectPronounsMendyColbert
Worksheets for extra practice:
http://www.mendycolbert.com/BV1Ch9_direct_obj_wksht.pdf
http://www.stjohns-chs.org/language/alsmith_courses/iopwksht.pdf
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 Tuesday!
Fri., Jan. 19:
Double starter: Take each one of these quizlet 'tests' until you earn a score of 90% or better.
http://quizlet.com/60295175/test?written=on&prompt-with=1&limit=20
http://quizlet.com/33409919/test?matching=on&prompt-with=1&limit=36
In class:
1. I'll call you up individually to conference on the homework while you're completing the starters.
2. Chores conversational practice:
https://tinyurl.com/Conversacion-Quehaceres
3. ¿Qué pasó? In groups of three you'll compose stories (min. 10 sentences) about the image, below. Use the preterite and the imperfect, and direct/indirect object pronouns (as appropriate). Create a shared Googledoc as we'll be projecting them next class.
4. Time permitting:
Jesse the helpful dog! Does he do more chores than you? https://www.youtube.com/watch?v=PztO-OvzRyg
Watch the video a couple of times and write down all of the chores that Jesse does (in your best Spanish, ¡por supuesto!) We'll review Jesse's chores.
END OF FIRST SEMESTER
Tue., Jan. 23:
1. We'll project your group stories from Fri. and discuss them.
2. Now that you've got indirect & direct object pronouns down pat, what happens when you have both in a sentence? For example, I loaned her them. We call those double object pronouns. I'll do an example on the board.
a. Here are some links to help you with double object pronouns:
http://www.drlemon.com/Grammar/doubleobject.html
https://www.youtube.com/watch?v=vF64EhFwImc
b. Not sure that you've got it? Read this explanation and take a practice quiz.
http://www.spanishdict.com/topics/show/56
c. For additional practice, work on these activities in class or on your own time:
https://personal.colby.edu/~bknelson/SLC/DO_IO_1.php
https://personal.colby.edu/~bknelson/SLC/DO_IO_2.php
https://personal.colby.edu/~bknelson/SLC/DO_IO_3.php
EXAM ON THU., JAN. 25 (3RD QUARTER)
It will cover:
A. Direct & indirect object pronouns (as you did for homework.)
B. Kitchen vocabulary: http://quizlet.com/60295175/en-la-cocina-flash-cards/
C. Review of chore vocabulary: http://quizlet.com/33409919/quehaceres-flash-cards/
There will be two types of questions, here are examples:
1. Vocab: Last night I washed ______ (the dishes) in the ________ (sink.)
You will type: Anoche lavé los platos en el fregadero.
(The verbs may be in any tense that you've been taught (present, preterite or imperfect.)
2. Substituting direct or indirect object pronouns.
Direct: Marisol golpeó la pelota al portero. => Marisol la golpeó al portero.
Indirect: Marison golpeó la pelota al portero. => Marisol le golpeó la pelota.
3. There will also be some straight vocab.
4. To earn over a 3, in addition to doing an excellent job on #s 1-3, you will have to demonstrate your ability to employ double object pronouns correctly, as well as doing an excellent job on the brief essay.
Mon., Jan. 29:
Starter:
Translate (double object pronouns):
1. Who took it from them?
2. They looked for it for us.
3. We don't want to tell her it.
In class:
1. We will have a bit of listening practice from the NY State Regents exam. Afterwards, we'll review and discuss strategies for improvement.
2. We'll play a game with paper cubes (Palabras, frases, P&R - I'll explain!)
Wed., Jan. 31:
Starter:
Interpretive reading (pages 4-5 & 8-9):
http://www.nysedregents.org/spanish/20050126exam.pdf
In class:
1. Review the starter.
2. We will review the requirements of the festival project, you will choose festivals, and you will spend the rest of the block working diligently and exclusively on your festival project!
Festival project - due on Tue., Feb. 6
A. Research a festival (not la Tomatina) in a Spanish-speaking country. It has to be one that is unlike any that we have here in the U.S. There are thousands of festivals in the Spanish-speaking world (and there's a lot to the Spanish-speaking world beyond Spain), so only one student (per block) can cover the same festival.
B. Imagine that you work in the tourism bureau of this city (or province, autonomous community, state, etc.) Your job is to make us want to attend your festival!
1. In your best Spanish:
a. Write at least 16 interesting and informative sentences about the festival;
b. Record yourself speaking your 16 sentences in your best Spanish (background music can be a bonus, but make sure that it does not interfere with our ability to hear you clearly);
c. Illustrate your project with at least 8 relevant and interesting images (video and/or stills);
2. Cite your sources. This does not need to be a formal bibliography in APA or MLA format, but it is very important that you get in the habit of always crediting the intellectual property of others! Use appropriate sources (e.g. no blogs!)
3. Take notes during your classmates' presentations as the final piece of this project is for you to create a learning activity (e.g. puzzle, matching, etc.) with one question per presentation (excluding your own.) This is due the class after the presentations.
You may use Bookcreator or any other app with which you can create and present an engaging audiovisual presentation.
Make sure this is your original work or you will receive an "unmakeup-able" X! Do not use a translator, do not copy from a website, do not have another person help you write it!
Fri., Feb. 2:
1. Why are there accent marks in Spanish? The "OI SEAN" rule!
2. La Tomatina and so many of the other festivals are food related. Review this food/restaurant vocabulary (it's a pretty comprehensive set) and then we'll play Quizlet live.
https://quizlet.com/60924160/la-comida-y-el-restaurante-flash-cards/
3. Conversation about food & restaurants:
a. This activity includes some irregular preterite verbs, so we'll watch (and sing along?) to Señor Jordan's version of La cucaracha:
https://tinyurl.com/IrregPretCucaracha
b. Here's the conversational activity:
https://tinyurl.com/Conversacion-ComidaIrregPret
4. Time permitting, Story Cubes - Crea tu historia.
Tue., Feb 6:
Project presentations - ¡Festivales!
Remember, your learning activities are due on Thu!
Thu., Feb. 8:
In class:
1. In groups of 2 or 3, write a brief skit about a (real or imaginary) experience in a restaurant or market. Finish these in class, you will present them next class.
While you do this I'll check the learning activities that you made.
2. Trade and complete the learning activities.
3. Food songs! Singing competition!
La canción de las frutas: https://www.youtube.com/watch?v=oNU67X3dGHI
Jugo de naranja: https://www.youtube.com/watch?v=P7RP3Mw5mNM
New unit - We will read one of the most famous short stories in the Spanish language, Continuidad de los parques, by Julio Cortázar.
Continuidaddelosparques-Vocab.ycuento.pdf
Continuidaddelosparques-Actividades.pdf
https://quizlet.com/116142423/continuidad-de-los-parques-flash-cards/
Mon., Feb. 12:
1. Present your experience in a restaurant/market skit from last class.
2. Play 10 minutes of scatter/match with the Continuidad de los parques quizlet set, above. Take a screen shot of your best score. (I think that you need to go the website, not the app, to be able to screen shot your score.)
3. Are you finding any of the vocab. words particularly challenging? If so, let's put those words on the board and see if we can come up with memory tricks for them.
4. Quizlet live with the new vocab.
5. Speaking and listening practice with this new vocabulary (vocab strips.)
6. Time permitting, begin the homework, below.
Presentational writing summative due Wed., Feb. 14:
From the blue Continuidad de los parques Actividades link, above, do activity A (page 1.)
Do not use a translator. The only outside resource you may use is wordreference.com, and you may use that only in the same way that you would use a paper dictionary. Use what you know!
To earn a 3:
Write three separate sentences. Each one must contain at least two different words from the 18 in Actividad A. Each sentence must be grammatically correct and the vocab. words you choose must provide a context for the sentence.
To earn over a 3:
Write four compound sentences. Each one must contain at least three different words from the 18 in Actividad A. Each sentence must be grammatically correct and the vocab. words you choose must provide a context for the sentence.
OR
Write three or four related sentences that form a mini-story. Each one must contain at least two different words from the 18 in Actividad A. Each sentence must be grammatically correct and the vocab. words you choose must provide a context for the mini-story.
Wed., Feb. 14:
1. You will hand in/email me your homework (Actividad A.)
2. We will read the story as a group (and you will annotate it individually.)
3. "Storyboard" the story with a partner with whom you have never (or rarely) worked in Spanish III. Use this template:
We will project these so that all can benefit from each others' storyboards. However, we need to stop with at least 20 minutes remaining to begin the class activity, below.
Graded classwork - due on Fri., Feb. 16
A. Each student will independently select eight words from the story that you think would be good building blocks for an original story.
B. I will divide you into groups of three. Each group will select at least a dozen words (from the 24 - 8x3 - that the group came up with as individuals) and will write and illustrate its own original story in google docs.
Please highlight or underline your dozen (or more) story words.
C. You do not have to record your stories. You and your partners probably will not finish this in class, so you must do so for homework, due Fri.
3. Work on graded classwork (see 2-4, above.) Remember that you are collaborating in the writing and illustration.
Fri., Feb. 16:
1. I will check your homework, the group stories. We will project them and the authors will read them aloud.
2. You will have 5-10 minutes to work a bit more on your storyboard. Then you will view each others', "gallery walk" style. Hopefully you will be able to enrich your storyboards by viewing others.
3. "Black out" poetry! You'll write your own poem by taking the lyrics to the song, Eres, and blacking out the words you choose to not include in your poem. https://tinyurl.com/EresCafeTacuba
4. Questions on the exam (Tue. after vacation)? Be prepared to discuss the story (plot, characters, setting, etc.) Also, be able to use the vocab. in context (so practice in learn mode.) When I ask you for the meaning of a sentence or phrase, do not translate, explain it to be in Spanish.
5. Quizlet live with the vocab. (flash cards set, above.) Then another set with comprehension questions: https://quizlet.com/185008577/continuidad-de-los-parques-comprension-flash-cards/
Continuidad de los parques, by Julio Cortázar
Continuidaddelosparques-Vocab.ycuento.pdf
Continuidaddelosparques-Actividades.pdf
https://quizlet.com/116142423/continuidad-de-los-parques-flash-cards/
Tue., Feb. 27: Exam on Continuidad de los parques (On paper - Block 3 will take 4th lunch)
Study suggestions:
1. You have your own annotated version of the story in Noteability, plus your storyboard. Re-read the story, and review your notes and storyboard.
2. Refresh your memory on the story by viewing these videos:
https://www.youtube.com/watch?v=Xj0_KyMrxxg
https://www.youtube.com/watch?v=GUDspbzxplE
3. Assess your comprehension with this quizlet set:
https://quizlet.com/185008577/continuidad-de-los-parques-comprension-flash-cards/
4. Use learn mode to practice key vocab:
https://quizlet.com/116142423/continuidad-de-los-parques-flash-cards/
Thu., March 1:
1. We'll watch this video about Afro-Mexican identity:
http://remezcla.com/culture/a-student-traveling-through-costa-chica-picked-up-a-camera-to-let-afro-mexicans-tell-their-story/ Write at least two new things that you learned from this video (¡Sí, en español!)
2. I will project some high quality writing samples from the exam before break. We will discuss what makes them good, and how they can be improved.
https://tinyurl.com/SpanIIIWritingSamples
3. I will play audio clips and you will try to figure out what the topic or theme is. http://culturalinterviews.wikispaces.com/Cultural+Interviews+-+Spanish
4. Conversation - Wheel Decide! https://tinyurl.com/WheelDecidePreferencias
New topic: You already know how to communicate about future events by using ir a + infinitivo. Now you'll learn how to use the future tense. http://tinyurl.com/ConjugacionFuturo
Quizlet set of verbs with irregular stems: https://tinyurl.com/QuizletIrregFutCondStems
The future tense... it really is straightforward. Just like in English, it enables you to express what will happen. The concept is simple and so is the conjugation. In almost all cases you take the infinitive and add the appropriate ending (-é, -ás, -á, -emos, -éis, -án. Note that all forms have accent marks except for the nosotros/as form.)
Mon., March 5:
In class:
1. We will review the ConjugacionFuturo tinyurl, above.
2. Take notes about these verbs with irregular future stems:
http://www.youtube.com/watch?v=IWJ3cluipBg
(You may want to skip the first minute): https://www.youtube.com/watch?v=WOQPev5SP40
http://www.youtube.com/watch?v=xe81K-KIjhA
3. I'll show you how to set up for conjuguemos. Practice in 5 minute increments. Once you've scored 90% over a span of at least 5 minutes, and at least a dozen conjugations, take a screen shot.
https://conjuguemos.com/verb/homework/116
Homework, due Wed., March 7:
Write an essay (not a list) with at least 12 sentences (that are connected and tell a story) describing what you will do, where you will be, how you will be, etc. in the future. You may include what others will do in the future, too. It may be as realistic or as fictional as you like, but make sure that it's a coherent piece of writing.
Wed., March 7:
Starter: http://tinyurl.com/VerbosIrregularesFuturo
PROJECT GUIDELINES: LibritoFuturo.pdf - Due on Fri., March 16
In class:
1. We will review the project guidelines, above, and I will read you the example, in English.
https://www.youtube.com/watch?v=Gyk55GYnGl0
2. I will show you a couple of examples of student work from prior years - you will see the high quality that I expect!
3. I will check your homework while you begin to draft your story. This is the only class time you will have to work on this and to get feedback from me. Use your time wisely!
Mon., March 12:
Starter: FuturoPract10Preg.pdf
In class:
- 1. Review the starter.
- 2. Questions on the If you give a 🔎 to a 👀 ... project?
- 3. Future practice in context (regular & irregular):http://www.indiana.edu/~call/ejercicios/imp_futuro01.html
- 4. Change the underlined verbs in Jorge Drexler's song Causa y efecto to the correct form of the future tense: http://tinyurl.com/CausaYEfectoFuturo
- 5. We will play Quizlet live relay. Time permitting we will play the traditional and or silent version, too!
- Homework: Work on the book project that is due on Friday. If we have one snow day this week, the project will be due on Monday. HOWEVER, if we have two snow days, it will still be due on Friday!
- PROJECT GUIDELINES: LibritoFuturo.pdf
Fri., March 16:
Book project presentations
Starter: https://personal.colby.edu/~bknelson/SLC/future1.html
(Don't capitalize words - it will mark them wrong!)
In class:
1. I will play the song, ¿Dónde jugarán los niños?
https://www.youtube.com/watch?v=_rFRVwOV-hs
while you complete this activity:
https://personal.colby.edu/~bknelson/SLC/mana/future_mana.html
Volunteers will write answers on the board.
2. We will finish up with this partner activity. Find a person in class with whom you have never or seldom worked this year and write six sentences in the future to describe what will happen in 2090 based on the six pictures: http://tinyurl.com/QuePasaraEn2090
3. Time permitting, we'll play Manzanas con manzanas in groups of six-ish.
PROJECT GUIDELINES: LibritoFuturo.pdf - Due on Fri., March 16
El futuro 🔮
You already know how to communicate about future events by using ir a + infinitivo. Now you'll learn how to use the future tense (el tiempo futuro.) http://tinyurl.com/ConjugacionFuturo
It really is straightforward. Just like in English, it enables you to express what will happen. The concept is simple and so is the conjugation. In almost all cases you take the infinitive and add the appropriate ending (-é, -ás, -á, -emos, -éis, -án. Note that all forms have accent marks except for the nosotros/as form.)
Quizlet set of verbs with irregular stems:
https://tinyurl.com/QuizletIrregFutCondStems
Exam on communicating about the future - Tue., March 20. There is no new vocab. on this exam, but we will "recycle" high frequency vocab. that may relate to the future (e.g. classes, sports & other pastimes, chores...)
Tue., March 20:
After the exam (communicating about the future), we will finish Friday's activities:
1. Partner activity - Find a person in class with whom you have never or seldom worked this year and write six sentences in the future to describe what will happen in 2090 based on the six pictures: http://tinyurl.com/QuePasaraEn2090
3. Time permitting, we'll play Manzanas con manzanas in groups of six-ish.
New unit - short story Jaque mate en dos jugadas
Theme - Familial problems & decision making
Grammar - Conditional tense (would)
The story: Jaquemateendosjugadas.pdf (Each student should have his/her own annotated version in Notability)
Jaque mate story vocab.: http://quizlet.com/73257695/jaque-mate-en-dos-jugadas-flash-cards/
Your character maps: http://tinyurl.com/MapasDePersonajes
Thu., March 22:
Starter:
You will have 5-10 minutes to practice the quizlet set for this story, using whichever method you prefer. Finish by sharing your best score at scatter/match for puntos, remember to take a screenshot!
In class:
1. We will read the story, Jaque mate en dos jugadas, at least through page 1.
No homework!
Thu., March 22:
Starter:
You will have 5-10 minutes to practice the quizlet set for this story, using whichever method you prefer. Finish by sharing your best score at scatter/match for puntos, remember to take a screenshot!
In class:
1. We will read the story, Jaque mate en dos jugadas, at least through page 1.
No homework!
Mon., March 26:
Starter:
Let's talk about expressing what "would" happen, the conditional. This is the easiest tense to conjugate! ¡Yipi!
http://tinyurl.com/Condicional-Futuro
In class:
1. We will continue reading the story through page 3.
Wed., March 28 - 1/2 day:
We will continue reading and annotating the story. We read through "la válvula de escape."
Fri., March 30 (sub for blocks 3 & 4):
1. Complete this activity on your own, you may use paper dictionaries.
http://tinyurl.com/Prac-FuturoCondicional
2. Go to this page: http://www.spanishdict.com/topics/show/97. Review the conditional tense to the extent that you personally need to. Then scroll down to the bottom, under "Take a practice quiz on the conditional tense," hit the blue rectangular "Start quiz now" button. Do all forty and take a screen shot of your score. Re-take the "quiz" if you did not score 85% or better (34 out of 40 or better.) TAKE A SCREEN SHOT OF YOUR SCORE!
3. With a partner, read this article: http://tinyurl.com/ProbsFamiliares
Create a shared Googledoc so that you can collaborate. Together, write a two sentence summary in Spanish of each of the five sections. Then illustrate each section with two relevant images. IF YOU DO NOT FINISH THIS IN CLASS, IT IS HOMEWORK, SO USE YOUR CLASS TIME WISELY!
4. If you have time remaining, take this "quiz" on the vocab. https://quizlet.com/73257695/test
Tue., April 3 (IN '19, ADD A DAY AS THIS LESSON & THE NEXT WERE RUSHED & INC):
1. We will finish reading the story.
2. Working on your own, which phrases do you associate with the following passages from Jaque mate en dos jugadas?
Jaquemate-para empezar-día 3 (1).pdf
3. In groups of three or four, you will write a skit (you will not film it!) in which one of you is a news reporter from the story's crime scene. Another student will play the role of a witness and the third will be a police officer (pretend that the police officer is allowed to share even though it's an open investigation.) If there is a fourth student, s/he may be another witness, a competing reporter, whatever works for your skit.
Make sure that your script is in a googledoc so that you can collaborate outside of class. Each person must speak at least six complete sentences in Spanish. (Yes, no, and OMG are not complete sentences!) You must finish writing the skits for homework - you will perform them next class! This is a speaking summative.
TURN IN YOUR PUNTOS SHEETS!
Thu., April 5 (block 4-you need to show me the HW that was due Tue.!)
1. You will perform your crime scene skits.
2. You will create character maps for the three main characters. We will do a "gallery walk" of the character maps. We will vote on the ones that might be most helpful for exam prep. and I will post them up above with the story pdf and Quizlet vocab. links.
3. We'll listen to a song that goes nicely with our theme. It's called Odio por amor. http://tinyurl.com/ElOdioPorElAmor
4. And you will write about your ideal job (in the conditional.)
https://tinyurl.com/MiTrabajoIdeal
5. Questions on the exam?
New unit - short story Jaque mate en dos jugadas
Theme - Familial problems & decision making
Grammar - Conditional tense (would)
The story: Jaquemateendosjugadas.pdf (By the end of the unit, each student should have his/her own annotated version in Notability)
Jaque mate story vocab.: http://quizlet.com/73257695/jaque-mate-en-dos-jugadas-flash-cards/
Character maps (from '18 & '17):
http://tinyurl.com/MapasDePersonajes
https://tinyurl.com/JME2GCharMaps
TEST NEXT CLASS - MON., APRIL 9.
You will be allowed a half index card "chuleta" (crib sheet)! 😃
However, that means that you will not receive feedback on or be able to edit your answers during the test. 😬
1. Re-read the story (pdf, above) and review your character maps (and/or those linked, above.)
2. Practice the conditional (would) tense. Remember, to form the conditional, use the future stems (usually the infinitive, but there are a few weirdos, see your future notes) and add the er/ir imperfect endings (ía, ías, ía, íamos, íais, ían.) Practice @ https://conjuguemos.com/verb/114
3. Review the future (will) tense.
4. Review the vocab. in Quizlet.
Listening practice (SLO)
Thu., April 12 (1/2 day):
1. Refesh some high-frequency verb vocab., practice in whichever mode your prefer, but do both sets:
https://quizlet.com/117313005/high-frequency-ar-verbs-flash-cards/
https://quizlet.com/120037516/high-frequency-er-ir-verbs-flash-cards/
2. Quizlet live (traditional, silent and/or relay versions) with the high frequency verb sets.
🌈 ¡FELICES VACACIONES! 🌈
Tue., April 24:
Discuss upcoming absences due to AP exams.
1. Quizlet live (traditional, silent and/or relay versions) with the high frequency verb sets.
https://quizlet.com/117313005/high-frequency-ar-verbs-flash-cards/
https://quizlet.com/120037516/high-frequency-er-ir-verbs-flash-cards/
2. Conversation in groups of 3-4:
https://tinyurl.com/DespuesDeLasVacaciones
3. We'll work on a couple of problem areas that I've noticed on recent assessments.
a. Preterite, especially irregulars:
First, we'll listen to Sr. Jordan's Cucaracha song: https://www.youtube.com/watch?v=MXsivRHsvas
Then, take the conjuguemos quiz, below. Your denominator must be at least 20 and you must practice for at least 10 minutes in conjuguemos.com (go up to the 5 minute time, delete the 5 & enter 10.) Come up and show me your score. (You may hit "all but vosotros" if you would like.)
https://conjuguemos.com/verb/homework/136
To help you out, here is the SPII irregular preterite handout: IrregVerbsPretComplete.doc
b. Weather (hace v. está):
As a rule of thumb, use "hace" when referring to weather conditions, unless the next word end in "do." For example: Hace fresco y está lloviendo.
(1.) Practice this vocab.: http://quizlet.com/1263420/level-i-spanish-weather-flash-cards/
(2.) Take this "quiz" and come up and show me your score. http://quizlet.com/1263420/test?written=on&prompt-with=1&limit=16
Thu., April 26:
1. We'll review when you use bien v. buen/bueno/buena/buenos/buenas. Then you'll take this "quiz." Re-take it if you don't score over 80%.
http://www.quia.com/quiz/234996.html
2. Listening practice - fill in the blanks in the song lyrics with the correct conditional form. Solo si es contigo:
https://tinyurl.com/SoloSiEsContigo
3. Rueda de conversación:
https://abcdeele.com/ruedastematicas/
Homework, due Mon., April 30:
Look at these four images. Write four original sentences describing ¿Qué pasó? in each picture. (In total, 16 original, descriptive sentences with mainly preterite verbs!) Feel free to make up a backstory. Be sure to use the preterite correctly. Of course, do not use a translator. PRINT THESE OUT BEFORE CLASS BEGINS AS I WILL COLLECT THEM.
Mon., April 30:
1. You will hand in your homework sentences, printed before class begins!
2. Change the verbs from the present to the correct past tense (preterite or imperfect.)
http://www.quia.com/cz/16811.html?AP_rand=699325560
3. In groups of 2-3, use the imperfect (setting the stage/background/what gets interrupted) and the preterite (completed past action/BAM!/the interruption) to write a cohesive story in the past about the picture, below. You must write at least 4 sentences per person in your group. If you do not finish, you do not have to do so for homework, however, only groups who finish will be able to earn puntos for writing their sentences on the board next class. BLOCK 3 - ELIOT C., AMY T. & ABBY T. - MAKE A GOOGLE DOC & DO THIS TOGETHER!
Source: www.simonscat.com
Wed., May 2:
1. LaLlorona.pdf Work with partners on this. (I'll project the "Simba cheated" preterite/imperfect memory trick & play the classic Chavela Vargas version of the song La Llorona:
https://www.youtube.com/watch?v=t4OV7Rw8OVM)
2. Vocab. races-practice the high-frequency verbs with "vocab strips."
3. Volunteers will project the stories they wrote about the "Simon's cat" picture from last class (Block 2 will do this on Tue., May 8, due to Career Fair.)
Homework due on Tue., May 8:
1. Go to this site: http://www.audiria.com/capitulos-detalle.php?id=387
2. Hit the download button.
3. Listen several times, as often as necessary for you to get the pronunciation down.
4. Hit "Read the text first" and record yourself reading the text from the beginning through, Estefanía: Ah ¿el perro se llama Tom?
Do not send me your recording, I will listen to excerpts of each student's recording in class on your ipads. I strongly recommend that you use Voice Record Pro for this homework.
FRI., MAY 4 - EARTH WEEK ACTIVITIES - REMEMBER THE HOMEWORK THAT IS DUE ON TUE., MAY 8!
Tue., May 8:
1. http://tinyurl.com/PretIrregComida
You may find these quizlet sets useful as you complete the above activity:
https://quizlet.com/293357512/irregular-verb-stems-in-the-preterite-flash-cards/
https://quizlet.com/41648350/la-comida-y-mas-flash-cards/
2. I will listen to your homework recordings while you complete a summative cultural reading. (#1 & 2 postponed from last week due to Career Fair.)
3. If you finish the reading summative before I have finished listening to your homework recordings, review these vocab. sets in quizlet:
https://quizlet.com/114107215/idioms-with-tener-flash-cards/
https://quizlet.com/145003495/la-familia-the-family-flash-cards/
https://quizlet.com/41648350/la-comida-y-mas-flash-cards/
https://quizlet.com/170704907/los-pasatiempos-pastimes-not-sports-flash-cards/
https://quizlet.com/88219072/los-deportes-sports-flash-cards/
https://quizlet.com/193518600/un-viaje-a-trip-flash-cards/
https://quizlet.com/113257470/el-cuerpo-y-la-salud-flash-cards/
https://quizlet.com/33409919/los-quehaceres-chores-flash-cards/
4. Time permitting, quizlet live with some of the above vocab. sets.
Thu., May 10:
1. A typical Spaniard's day is different from yours. l'll play a podcast and you'll read along and fill in the blanks: http://tinyurl.com/AudiriaLosHorariosEnEspana
Then, to check your comprehension, I'll split you into groups of 3-4 and you'll share what you learned.
2. Summarize this video:
https://tinyurl.com/ComunicacionPadresYHijos
3. Caption each of the pictures on the link, below, with 2-3 sentences (16-24 sentences in total) in the past (preterite and/or imperfect.) This will count as graded classwork, so you will show me your captions on Mon.: http://tinyurl.com/QuePodriaSalirMal
Mon., May 14: ADD MALDITA DULZURA TO THIS & HAVE THEM WRITE ALT LYRICS (e.g. para no + infinitivo)
Starter:
http://quizlet.com/77685755/test?mult_choice=on&prompt-with=0&limit=48
Use this starter as a self-assessment, how much time do you need to spend studying this vocab. before the exam on Fri.?
In class:
1. PalabrasCompuestasPronombresDORejilla.pdf
2. Por v. para practice. Show me your grades on a. & b., below. (Together they count as one homework/graded classwork grade.)
If you don't finish a. & b. in class you must show them to me Wed. @ the beginning of class!
a. http://www.quia.com/pop/54900.html?AP_rand=1807562552
b. https://conjuguemos.com/grammar/213
3. Play this game with a partner:
https://www.quia.com/cb/53051.html?AP_rand=712474687&playHTML=1
4. In groups of 3, using the links in yellow, below, make an illustrated poster on the differences in the usage of por v. para. English is okay for this. We will vote on the best one on Wed. and the makers of the winning poster will earn puntos.
There is no written/recorded homework due on Wed., but you must review por v. para and/or the new vocab.
Wed., May 16:
Starter: Answer at least ten, or until you earn 80% or better (whichever is later) and take a screen shot. http://www.spanish.cl/Grammar/Games/Por_Para.htm
Spend class time wisely! If you finish the starter before I have checked everyone's ¿Qué pasó?
(a.) Practice more por/para with the starter link; or
(b.) Practice your vocab. in quizlet. Then,
(c.) With a partner, play the vocab. strip game with the palabras compuestas vocab.
In class:
1. Show me your grades on 2.a. & b. (from Mon.), if you have not already done so PLUS your ¿Qué pasó? homework from last Friday.
2. Finish your posters. We will vote on them.
3. Quizlet live with the palabras compuestas vocab.
4. In 4 groups, complete the hands-on sentence construction activity with por v. para.
5. Time permitting, continue your palabras compuestas or por v. para practice individually.
FRIDAY, MAY 18 - EXAM
'Breaking out of beginner Spanish'
Communicating with compound words (palabras compuestas) and using por/para appropriately
The top vote-getting por v. para poster per block:
https://tinyurl.com/PorVPara2018
"The BIG 4"
PARA POR
purpose per
in order to via (means of transport/commun/thru)
deadline duration of time
destination in exchange for
Por v. para links (in addition to the above practice):
Explanations:
http://www.dummies.com/how-to/content/differentiating-between-por-and-para-in-spanish.html
http://spanish.about.com/cs/grammar/a/porpara.htm
http://www.studyspanish.com/lessons/porpara.htm
Practice:
https://www.spanishdict.com/quizzes/10/por-vs-para
https://personal.colby.edu/~bknelson/SLC/por_para2.html
http://www.spanishnewyork.com/automatic/porpara.php
Compound words/palabras compuestas: http://quizlet.com/77685755/palabras-compuestas-flash-cards/
After the exam, we'll start right in on the vocab. for our next short story, Nosotros no.
http://quizlet.com/42787340/nosotrosnoflashcards/
New unit: Nosotros, no, by José B. Adolph.
Story:
NosotrosNo-ElCuentoLasActividades.pdf
Vocab.:
http://quizlet.com/42787340/nosotrosnoflashcards/
Tue., May 22:
In class:
1. Vocab:
http://quizlet.com/42787340/nosotrosnoflashcards/
You'll have 5 minutes to study/practice this vocabulary, then the top two scores in "scatter/match" will earn three puntos, then next three fastest scores will earn two and everyone else will earn one.
2. http://www.profedeele.es/2014/10/actividad-calle-13-latinoamerica.html
3. Since we played regular Quizlet live with this vocab. after Fri.'s exam, we will go straight to Quizlet live relay to practice.
4. Story:
Please put this pdf of the story and related activities into Notability:
NosotrosNo-ElCuentoLasActividades.pdf
a. First we'll do the first activity, Antes de Leer - Paso 1. We'll do this as a whole class activity, so that all may participate. Please take notes, they may help you later.
b. In pairs, complete Paso 2.
c. You may begin your homework, Paso 3, pages 2 & 3. If you're unsure of any part of the homework, be sure to get your questions answered before you leave! This is due on Thu., May 24. Paso 3 is a page and a half long, don't just do page 2!
Homework, due on Thu., May 24, is Paso 3, pages 2 & 3. Paso 3 is a page and a half long, don't just do page 2!
Thu., May 24:
In class:
1. We'll review the homework together (Pasos 2 & 3, pages 2-3.)
2. We will read and annotate the story through page 5.
3. A escuchar: https://tinyurl.com/JovEtern
Tue., May 29:
Starter: https://tinyurl.com/ElFuturoCafeTacuba
In class:
1. We'll review the starter.
2. We'll complete Pasos 2 & 3 on page 7 (C/F & jovenes/ancianos.)
3. We'll finish reading and annotating the story, if necessary.
4. In groups of 3-4, work through the questions in your packet, beginning with Paso 4 on page 7 and work your way down.) Call me over if you and your partners can't agree on the answer to a question.
5. If the majority of the class finishes reviewing the questions before the end of the block, we will play Quizlet live with the vocab.
A escuchar:
https://www.youtube.com/watch?time_continue=15&v=PJvH1tBNprY
NosotrosNo-ElCuentoLasActividades.pdf
http://quizlet.com/42787340/nosotrosnoflashcards/
Exam on Nosotros, no - Thu., May 31
IMPORTANT INFORMATION ON THE EXAM:
All of the exam questions will closely resemble those in the Nosotros, no pdf, above, plus the story-related vocab. in the quizlet set.
Use the resources that I have provided for you.
1. Take good notes on the story and the related questions on your Noteability version of the pdf.
2. Re-read the story and study your notes.
3. Study the story-related questions.
4. Study the vocabulary.
Time permitting after exam, Quizlet live with idioms with tener.
Report abuse