Embedded Files
Comparative practice:
Fri., Jan. 20 / Mon., Jan. 23:
Starter:
Create crossword puzzles with 10 words from the story, do no re-use the words you used for homework. Exchange them with a classmate. (Next year I'll provide the puzzles, as it took longer than planned for you to make them!)
In class:
1. We'll review your homework. We will read the story together and discuss it in class.
2. Not sure you understood the story? Watch this video:
https://www.youtube.com/watch?v=xGKqGyIeE9w
3. Discuss this unit's assessment (highlighted in yellow, below.)
An outstanding example of your assessment for this unit:
http://www.youtube.com/watch?v=9G6H2P-_pBg (skip to 3:00)
Not a great example, but it does show how you could do the project and not have to be on screen. (¿Programa de protección de testigos?) http://www.youtube.com/watch?v=RUAiStu2eVM
Due Fri., Jan. 27 / Mon., Jan. 30
Make a video of the story, Continuidad de los parques.
Here are the guidelines: ContinuidadVideoProject.pdf
Tue., Jan. 24 - ¡Día de nieve!
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/
Wed. Jan. 25 / Thu., Jan. 26:
We will work together through a couple of activities related to the story.
Starter: "Storyboard" the story with a partner with whom you have never (or rarely) worked in Spanish III. Use this template: http://www.bbc.co.uk/northernireland/myplacemyspace/downloads/promote-your-day-out/storyboard-template.pdf
We will project these so that all can benefit from each others' storyboards. However, we need to stop with at least 30 minutes remaining to begin the class activity, below.
In class:
Questions on the assessment for this unit?
Graded classwork - due on Tue., Jan. 31 / Wed, Feb. 1:
1. Each student will independently select eight words from the story that you think could be building blocks for an original story.
2. I will divide you into groups of three. Each group will select at least a dozen words (from the 24 - 8x3 - that the group has) and will write and illustrate its own original story.
3. Please use google docs or some app that you allows you to collaborate. You do not have to record your stories. You and your partners probably will not finish this in class. You will have whatever class time remains after the video presentations on Fri./Mon. to complete it (beyond that, any work must be done outside of class.)
Due Fri., Jan. 27 / Mon., Jan. 30
Assessment - Continuidad de los parques video
Fri., Jan. 27 / Mon., Jan. 30:
1. We'll view your Continuidad de los parques videos. You will "grade" yourselves as well as each other (though I obviously determine the final grade.)
2. Work on graded classwork (see 1-3, above.) Remember that you are collaborating in the writing and illustration. If your group does not have a completed illustrated story done by the end of today's class, you must finish it for homework - due Tue./Wed. This is why it needs to be in google drive or something similar with which you can collaborate!
On Thu., Feb. 2 / Fri., Feb. 3, you will take a 30-45 minute mini-exam on Continuidad de los parques (story & quizlet vocab. set: https://quizlet.com/116142423/continuidad-de-los-parques-flash-cards/) This will be averaged with your video to equal one assessment.
Tue., Jan. 31 / Wed, Feb. 1:
Starter: Cortázar leaves us with a cliffhanger, but you probably have visualized how you think the story ended. Now, describe a different ending (at least five sentences in your best Spanish.)
In class:
1. Each group will present its collaborative story (from Wed./Thu.)
2. Questions on the mini-exam you'll take next class? Be prepared to discuss the story (plot, characters, setting, etc.) Also, be able to use the vocab. in context (so practice in learn mode.)
3. 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/
Thu., Feb. 2 / Fri., Feb. 3:
30-45 minute mini-exam on Continuidad de los parques - the story & vocab. from the quizlet set. This will be averaged with your video to equal one assessment.
Mon, Feb. 6 / Tue., Feb. 7:
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
Videos:
https://www.youtube.com/watch?v=dpdNAMSPrTY
http://www.youtube.com/watch?v=xe81K-KIjhA (Warning - we may do a version of this ourselves ;-)
Belated starter:
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., Feb. 8 / Fri., Feb. 10:
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. It may be as realistic or as fictional as you like.
Wed., Feb. 8 / Fri., Feb. 10:
Starter:
In class:
1. Change the underlined verbs in Jorge Drexler's song Causa y efecto to the correct form of the future tense: http://tinyurl.com/CausaYEfectoFuturo
2. White day class only (red classes have 1/2 day):
Future practice in context (regular & irregular): http://www.indiana.edu/~call/ejercicios/imp_futuro01.html
Wed., Feb. 15 / Thu., Feb. 16:
DUE TO THE THREE SNOW DAYS IN THE PAST WEEK, THERE WILL BE NO DRAFT DUE DATE!
YOU WILL HAVE TIME TODAY TO WORK IN CLASS ON YOUR STORY.
FINAL PROJECT DUE DATE - TUE., FEB. 28 / WED., MARCH 1
PROJECT GUIDELINES: LibritoFuturo.pdf
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. You will begin to draft your story.
Due to the three snow days in the past week, this is the only class time you will have to work on this and to get feedback from me. Use your time wisely!
New unit: 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
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. It's quite easy, in almost all cases you just 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.
Fri., Feb. 17 / Mon., Feb. 27:
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.
Remember that your book project is due on Tue., Feb. 28 (red day classes) / Wed., March 1 (white day class) after vacation!)
PROJECT GUIDELINES: LibritoFuturo.pdf
Thu., March 2 / Fri., March 3:
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, Jaquemate en dos jugadas, at least through page 1.
No homework!
Mon., March 6 / Tue., March 7:
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 8 / Thu., March 9:
Starter:
http://tinyurl.com/Prac-FuturoCondicional
In class:
1. Go to this page: http://www.spanishdict.com/topics/show/97. Review the conditional to the extent you need to, then take a practice quiz (scroll down to the bottom.) Do at least 20 and show me your score. This will be graded classwork, so you'll come up and show me your score.
2. We will continue reading the story. Our goal is to finish through page 5.
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 write the skits for homework - you will perform them next class!
Fri., March 10 / Mon., March 13:
Starter:
Working on your own, which phrases do you associate with the following passages from Jaquemate en dos jugadas?
Jaquemate-para empezar-día 3 (1).pdf
I'll have this on the board, so once you're done you can write your answer (for a punto.) We'll discuss them.
In class:
1. You'll perform your crime scene skits.
2. We will continue reading the story, perhaps finishing it.
3. Time permitting, you will begin working on activities a & b, below.
a. You will create character maps for the three main characters.
b. You will share the info from your character maps on the board. I will take pictures of them (for all three classes) and post them above with the story and vocab. They may be useful in your exam prep.
Wed., March 15 / Thu., March 16:
1. No starter. Finish your character maps (#3, above), if you did not do so in class on Fri./Mon.
2. We'll discuss the exam format.
3. With a partner, read this article: http://tinyurl.com/ProbsFamiliares
In a googledoc (or some other app with which you can collaborate), write a two sentence summary of each of the five sections. Then illustrate each section with two relevant images.
4. Time permitting, we'll listen to a song that goes nicely with our theme. It's called Odio por amor. http://tinyurl.com/ElOdioPorElAmor
Current 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)
Vocab.: http://quizlet.com/73257695/jaque-mate-en-dos-jugadas-flash-cards/
Your character maps: http://tinyurl.com/MapasDePersonajes
TEST NEXT CLASS - FRI., MARCH 17 / MON., MARCH 20.
To prepare: Next year - "chuleta" so set test so they can't edit
1. Re-read the story (above) and review your character maps. Above is a pdf with the combined maps of all three classes.
2. Practice the conditional (would) tense. Remember, in order to conjugate 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.) Use the link, above, or conjuguemos.com.
3. Review the future (will) tense.
4. Review the vocab. in quizlet.
Tue., March 21 / Wed., March 22:
We've been doing a lot of reading recently, so for the next two classes we are going to have a lot of listening and speaking practice to get warmed up for the listening and speaking common assessments that we'll have soon.
Starter: Practice these quizlet sets on high-frequency Spanish verbs:
https://quizlet.com/117313005/high-frequency-ar-verbs-flash-cards/
https://quizlet.com/120037516/high-frequency-er-ir-verbs-flash-cards/
Then take these "quizzes." When you've gotten at least 17/20 on each, take a screen shot. This is review and should be pretty easy, so together they count as ONE starter:
http://tinyurl.com/HiFreqArVerbsStarter
http://tinyurl.com/HiFreqEr-IrVerbsStarter
(Make sure that you turn off true/false, and that you have at least 20 questions.)
In class: We'll work on a couple of problem areas that I've noticed on recent assessments. Numbers 1-3 averaged together will count as a "graded classwork" assignment.
1. Bien v. buen/bueno/buena - Let's review then take this "quiz." Come up and show me your score.
http://www.quia.com/quiz/234996.html
2. Preterite, especially irregulars - Your denominator must be at least 25 and you must practice for at least 12 minutes in conjuguemos.com. 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
3. 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.
a. Practice this vocab.: http://quizlet.com/1263420/level-i-spanish-weather-flash-cards/
b. Take this "quiz" and come up and show me your score. http://quizlet.com/1263420/test?written=on&prompt-with=1&limit=16
IF YOU DO NOT FINISH THESE 3 ACTIVITIES IN CLASS, YOU MUST DO SO FOR HOMEWORK!
4. Time permitting, we'll have conversation time!
Thu., March 23 / Fri., March 24:
White 4 (and any other students who aren't satisfied with their conditional practice score from March 8-9) complete this activity:
http://www.spanishdict.com/topics/show/97. Review the conditional to the extent you need to, then take a practice quiz (scroll down to the bottom.) Do at least 20 and show me your score.
CANCIÓN - SOLO SI ES CONTIGO (CONDICIONAL)
Also, if you haven't already, please show me the scores from the three online activities you worked on last class (and finished for homework, if necessary.)
Starter:
http://tinyurl.com/AudiriaBuenBuenoBien
In class:
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. We'll do the conversational practice that I had planned for us to begin last class.
Homework, due Mon., March 27 / Tue., March 28:
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.
Mon., March 27 / Tue., March 28:
Starter:
Change the verbs from the present to the correct past tense (preterite or imperfect.)
http://www.quia.com/cz/16811.html?AP_rand=699325560
In class:
1. Check homework. Share and discuss, correct for puntos.
2. With a partner, use the imperfect (setting the stage/background/what gets interrupted) and the preterite (completed past action/BAM!/the interruption) to write at least 8 sentences in Spanish about the picture, below. 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.
Source: www.simonscat.com
THE 3RD QUARTER ENDS NEXT FRI., APRIL 7!
Wed., March 29 / Thu., March 30:
Double starter (just the story, not the graphic organizer):
LaLlorona.pdf Work with partners on this. (I'll project the "Simba cheated" preterite/imperfect memory trick.)
(I'll play the classic Chavela Vargas version of the song La Llorona:
https://www.youtube.com/watch?v=t4OV7Rw8OVM
and Ximena Sariñana covering the song:
https://www.youtube.com/watch?v=kTqY-W_lkdk&list=PL9039A0DC0521B41D)
In class:
1. Volunteers will write sentences related to the "Simon's cat" picture from last class.
2. Practice the high-frequency verbs orally with "vocab strips."
3. Time permitting, we'll do these listening activities related to the podcast, Como hacer un bizcocho:
a.) http://www.audiria.com/capitulos-detalle.php?id=141&tipo=ej&num=2
b.) http://www.audiria.com/capitulos-detalle.php?id=141&tipo=ej&num=1
Homework due on Fri., March 31 / Mon., April 3:
Listen to this recording: http://www.audiria.com/capitulos-detalle.php?id=387
You will have to hit the download button first. Listen as often as necessary for you to get the pronunciation down.
Then 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 after we do the listening assessment. I strongly recommend that you use Voice Record Pro for this homework.
FRI., MARCH 31 / MON., APRIL 3 - LISTENING COMMON ASSESSMENT!
Starter:
http://tinyurl.com/PretIrregComida
You may find this vocab. list useful as you complete the starter: https://quizlet.com/41648350/la-comida-y-mas-flash-cards/
In class:
1. Listening common assessment.
2. I will listen to your homework recordings. To help you prep for next class' speaking common assessment, 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/
3. Brainstorm a few phrases that might come in handy for the conversations next class.
4. Time permitting, quizlet live with some of the above vocab. sets.
We have two red days in a row (Tue./Wed.) due to juniors taking SATs on Wed., April 5. Thu. & Fri. will both be white days to compensate for this.
TUE., APRIL 4 / THU., APRIL 6 - SPEAKING COMMON ASSESSMENT!
Red: Tue., April 4 / Wed., April 5:
White: Thu., April 6 / Fri., April 7:
In class:
1. The class will be paired up to complete the speaking assessment.
2. Then 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 counts as graded classwork, so please show me your captions on Wed./Fri.
http://tinyurl.com/QuePodriaSalirMal
2. Any student who was absent on Fri./Mon. will take his/her speaking common assessment on Tue./Thu.
3. If I have not been moved to another room due to SATs, I will project ¿Qué podría salir mal? on the board and volunteers will write some of their captions. We will edit them together.
4. If you finish early, work on: (a.) assignments you owe me; (b.) other academic work; (c.) Duolingo.
THE 3RD QUARTER ENDS ON FRIDAY, APRIL 7!
Mon., April 10 - Thu., April 13:
Ladrón que roba a ladrón.
¡FELICES VACACIONES!
5 DE MAYO: NEW CULTURAL READING https://tinyurl.com/5DeMayoLecturaCultural
Fri., April 28 / Mon., May 1:
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 Tue./Wed.?
In class:
1. PalabrasCompuestasPronombresDORejilla.pdf
2. Show me your grades on a. & b., below. (Together they count as one homework/graded classwork grade.)
IF YOU DO NOT FINISH THESE IN CLASS YOU MUST SHOW THEM TO ME BY TUE./WED!
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. Time permitting, Quizlet live with the palabras compuestas vocab.
Due to the sophomore college visits last week and the sophomore/junior Career Fair this Wed., the test has been postponed to Thu./Fri.!
Tue., May 2 (red):
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
In class:
1. Show me your grades on 2.a. & b., above, if you have not already done so.
2. Quizlet live with the palabras compuestas vocab.
3. Cinco de mayo QR code quest. Prizes for the first two finishers (your sheet must be complete and correct)!
4. With a partner, vocab. strips with the palabras compuestas vocab.
Wed., May 3 (white - with sub):
Starter: Answer at least ten, or until you earn 80% or better (whichever is later) and take a screenshot. http://www.spanish.cl/Grammar/Games/Por_Para.htm
In class:
1. Take screenshots and email me your grades on 2.a. & b., above, if you did not show me both on Monday.
2. Crossword puzzle with the palabras compuestas vocab.
3. Cinco de mayo QR code quest.
To the sub: The students will leave the classroom briefly. Please leave a note with the names of any students who are gone for more than 20 minutes!
Students: All of the QR codes are in this wing (don't go past the black line on the floor of the hall - to the left of my door - but you need to search on all three floors of this wing!)
Prizes for the first three finishers (your sheet must be complete and correct)! If you are one of the first three, write your names on the white board in the back of the classroom and give your sheet to the sub.
4. 4. With a partner, vocab. strips with the palabras compuestas vocab. Please be helpful with this as we cannot expect the sub to know how this activity works! Remember to change partners and strips every few minutes.
5. If you have time remaining, study for Friday's exam. In particular, use the yellow link next to "Practice" below (for por & para), and the compound word quizlet set beneath that.
THU., MAY 4 / FRI., MAY 5
EXAM ON THE USES OF POR V. PARA & THE COMPOUND WORDS (PALABRAS COMPUESTAS) VOCAB.
FOR EXTRA CREDIT, I MAY ASK YOU TO BE CREATIVE AND MAKE UP A FEW WORDS, SO BE PREPARED!
POR & PARA LINKS (in addition to the ones above):
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: http://www.spanishnewyork.com/automatic/porpara.php
COMPOUND WORDS: http://quizlet.com/77685755/palabras-compuestas-flash-cards/
Mon., May 8 - Mon., May 15
Second-semester research project. Here are the guidelines: http://tinyurl.com/ProblemasSociales
1. Choose a partner (not required.)
2. Choose a topic.
3. Research:
a. Fill out the first two columns (know/sé & want to know/quiero saber) of the KWL/SQA chart before beginning your research: https://www.eduplace.com/graphicorganizer/spanish/pdf/sqachart.pdf
b. As questions arise during your research, add them to the second column.
c. Add your learnings to the third column.
Use only reputable sources:
1. It is okay to skim a Wikipedia article for an overview, but then go down to the source documents at the bottom and read those.
2. Give Google Scholar a try.
3. If a site is a .com with lots of ads, it is less academic and probably more biased than an .edu or .gov site.
4. No blogs!
The final product will be similar to that of the influential Latin American project you did in the first semester. Your presentation must be both interesting and informative.
Due dates: Fri., May 12 / Mon., May 15. You have a week to work on this project, including the majority of two class days. I expect excellent work and I expect everyone to be ready to present on the due date, no exceptions.
The activity (crossword, fill-in-the-blanks, matching, etc.) that you need to create from your own notes about your classmates' presentations is due on Tue., May 16 / Wed., May 17.
If you were absent for last week's exam, you will take it in class on Tue./Wed. (If you were absent on Tue./Wed., due to an AP exam or other reason, be prepared to take it in class on Tue./Wed., the class after presentations, unless you have made other plans with me.)
Tue., May 16 / Wed., May 17:
Starter: Trade your project learning activity with a classmate.
In class:
1. Listening warm-up:
http://www.ver-taal.com/pub_20111229_alcoholvolante.htm
2. Mini-listening assessment. This will be combined with the por/para/compound word exam from last week.
3. Activities on Caribbean, Central & South American geography. Today (or next class, if you don't finish today) you will show me the screen shots of your best score on each of the "tests," below. The average will count as graded classwork, equal to a homework grade. No, you may not use a homework pass!
a. Go to this site: http://lizardpoint.com/geography/centamer-carib-quiz.php
Take the "test" on the Central American and Carribbean countries as often as you like until you like your score. (Try "study" or "practice" modes if you're not satisfied with your score.) Come up and show me your best score.
b. Do the same for this site, South American countries: http://lizardpoint.com/geography/samerica-quiz.php
4. If you have scored 100% on both of the geography "quizzes," work on the Nosotros, no quizlet set below or on other academic work.
Thu., May 18 / Fri., May 19:
Starter: http://www.profedeele.es/2014/10/actividad-calle-13-latinoamerica.html
Show me your scores on the map activities, if you did not do so last class (or if you have improved your scores since then.)
In class:
Our new story will be Nosotros, no, by José B. Adolph.
(Add Café Tacuba's "El futuro" to this unit.)
1. Here is a vocabulary set that will help you comprehend and communicate about the story more easily:
http://quizlet.com/42787340/nosotrosnoflashcards/
a. You'll have 10 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.
b. Next, we'll play flyswatter with the vocab.
2. 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. Skip Paso 2 (it's our starter for next class.)
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 Mon., May 22 / Tue., May 23. Paso 3 is a page and a half long, don't just do page 2!
Homework, due on Mon., May 22 / Tue., May 23, is Paso 3, pages 2 & 3. Paso 3 is a page and a half long, don't just do page 2!
Mon., May 22 / Tue., May 23:
Starter: Paso 2 of Nosotros, no.
In class:
1. We'll review the starter and the homework together (Pasos 2 & 3, pages 2-3.)
2. We will briefly discuss what it means to annotate: http://tinyurl.com/ActiveReadingAnnotate
3. We will begin to read and annotate the story. Our goal is to complete all of page 4 and at least the first paragraph of page 5.
Wed., May 24 / Thu., May 25:
Starter: Pasos 2 & 3 on page 7 (C/F & jovenes/ancianos.)
In class:
1. We'll review the starter.
2. We'll finish reading and annotating the story.
3. In groups of 3-4, work through the questions in your packet. (I recommend that you begin with Paso 4 on page 7 and work your way down.) Call me over if you and your groupmates can't agree on the answer to a question.
4. If the majority of the class finishes reviewing the questions before the end of the block, we will play Quizlet live with the vocab.
NosotrosNo-ElCuentoLasActividades.pdf
http://quizlet.com/42787340/nosotrosnoflashcards/
Exam on Nosotros, no - Fri., May 26 / Tue., May 30
IMPORTANT INFORMATION ON THE EXAM:
As all of the exam questions will closely resemble those in the Nosotros, no pdf, above, plus the story-related vocab. in the quizlet set, there will be no makeup/re-takes!
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.
If you need makeup for the Nosotros, no exam, you have to make a "flip-flap" book. Here are the directions: Nosotros, no recuperación.pdf
I will average the two scores. Physically turn this in (don't send it electronically) by Fri., June 9, at 1:50 p.m. or it will not count!
(Add these to commands unit: https://www.profedeele.es/vocabulario/acciones-cuerpo/
https://www.youtube.com/watch?v=AwhTUfBMSSo)
*New unit: ¡Muy mandón! (Very bossy!)
Grammar: Mandatos (Commands - telling others what to do/not do)
A. Formal (Ud./Uds.) commands (telling people who aren't friends, family or younger kids what to do or not do):
http://www.spanishdict.com/guide/formal-affirmative-and-negative-commands
B. Informal (tú) negative commands (telling a friend, family member or younger kid what not to do - ):
http://www.spanishdict.com/guide/negative-informal-tu-commands
C. Informal (tú) positive commands (telling a friend, family member or younger kid what to do + ):
http://www.spanishdict.com/guide/affirmative-informal-tu-commands
D. Here are two memory tricks/songs for the irregular commands:
Irregularcommands-supercalifragilisticexpialidocious.pdf
https://www.youtube.com/watch?v=nX3iBJWifaM
E. Nosotros/as commands - Let's...
https://www.youtube.com/watch?v=pIr15g3K7I8
F. Here are the project guidelines. The deadline has not yet been set.
We'll brainstorm some high-frequency recipe/cooking vocab. (e.g. dice, fry, boil, bake, oven, stove, pan, oil, sauce, pieces...)
*Chenchi, our lone senior, will take her final on Monday, June 5. ¡Te deseamos buena suerte y mucho éxito!
Wed., May 31 / Thu., June 1
Intro to our unit on how to be in charge! Telling people what to do (and not do.)
1. In groups of two or three, take notes as you review the above links commands and then do 10 each for all five of the corresponding practice activities, below. Repeat each activity until you are satisfied with your score, then take screen shots of each score. Drag them all into one document and show it to me on Fri./Mon.
a. Ud./Uds. commands (+ & -): http://www.spanishdict.com/topics/practice/67
b. Negative tú commands: http://www.spanishdict.com/topics/practice/66
c. Positive tú commands: http://www.spanishdict.com/topics/show/65
d. Of course, there have to be some irregular weirdos (only 8!): http://studyspanish.com/grammar/test/irregtucomm
e. Nosotros/as commands are often translated as "Let's... " in English: http://www.spanishdict.com/topics/practice/91
Begin your homework, due on Fri., June 2 / Mon., June 5:
Practice quiz on positive & negative tú, Ud., Uds. & nosotros commands.
http://www.quia.com/quiz/4818662.html
Feel free to use your notes and the study guide, below, to help you. Keep taking it until you are satisfied with your score.
Fri., June 2 / Mon., June 5:
Starter: No me ames - JLo & Marc Anthony
http://tinyurl.com/NoMeAmesMandatos
In class:
1. Show me the results of last class' activities and the practice quiz that you did for homework.
2. Review the starter.
3. Review the mini-project requirements: MandatosProyectoIII.pdf DUE MON., JUNE 12 / TUE., JUNE 13
4. Brainstorm commands you may need for your mini-project (e.g. cut, fry, boil, bake, oven, etc.)
Tue., June 6 / Wed., June 7:
Starter: We've done fairly simple commands so far, let's see how you do translating more complex commands: http://tinyurl.com/ConsejosPracticosIII
In class:
1. Singing competition with the irregular tú commands (D., above:
Here are two memory tricks/songs for the irregular commands:
Irregularcommands-supercalifragilisticexpialidocious.pdf
https://www.youtube.com/watch?v=nX3iBJWifaM.)
2. Pair speaking practice - using commands to give directions: http://tinyurl.com/ComoLlegar
3. Rotational writing practice - using commands to give advice.
a. We will set up with half of you on the outside of the square and the other half on the inside. You will face a partner. Between you will be a sheet of paper.
b. You and your partner will read the situation on the paper and you will use commands to tell the person(s) what to do and what not to do (one positive and one negative command per sheet per pair of students.) Pay attention to the prompt, use it to help you decide if you should be using tú, Ud., Uds., or nosotros/as commands.
c. After writing, you will rotate, but you and your partner will go in opposite directions, getting new partners and new prompts each time. This activity is similar to the essay section of the exam.
STUDY GUIDE: CommandSummary-Resumendemandatos.pdf
EXAM: COMMANDS/IMPERATIVE (MANDATOS/IMPERATIVO) THU., JUNE 8 / FRI., JUNE 9.*
FORMAT: SIMILAR TO THE PRACTICE QUIZ YOU DID FOR HOMEWORK & ONE ESSAY-STYLE QUESTION WHERE YOU TELL A PERSON OR PEOPLE WHAT TO DO/NOT DO BASED ON THE SITUATION.
After the exam, on Thu. / Fri., we will complete the listening section of the final exam.
*MINI-PROJECT DUE MON., JUNE 12 / TUE., JUNE 13
PROJECT GUIDELINES: Mandatos-Miniproyecto.pdf
These presentations should not take the entire block. As soon as they are done, we will jump into the Wed./Thu. lesson plan, below.
TURN IN PUNTOS SHEETS IN CLASS ON MON., JUNE 12 / WED., JUNE 13
Wed., June 14 / Thu., June 15: Review & practice block
1. We'll review the topics that will be on the final:
http://tinyurl.com/FinalExamReviewTopics
2. Working alone or with a partner, complete these review activities (for '16-'17 - skip the speaking review section of the second link.)
https://tinyurl.com/IIIGeneralReview
https://tinyurl.com/IIISpeaking-ReadingReview
3. We'll play quizlet live with vocab. sets of your (the class') choosing:
The stories:
https://quizlet.com/73257695/jaque-mate-en-dos-jugadas-flash-cards/
https://quizlet.com/116142423/continuidad-de-los-parques-flash-cards/
https://quizlet.com/185008577/continuidad-de-los-parques-comprension-flash-cards/
https://quizlet.com/42787340/nosotros-no-flash-cards/
Old but important (interrogatives & ser/estar):
https://quizlet.com/86725916/interrogativos-flash-cards/
https://quizlet.com/87240427/descripciones-y-caracteristicas-con-ser-flash-cards/
https://quizlet.com/87434775/preposiciones-de-lugar-use-estar-flash-cards/
https://quizlet.com/129733809/la-comida-y-el-restaurantecafe-bv-1-c5-flash-cards/ (This is a long list, you don't have to know it all!)
Verbs:
https://quizlet.com/56171057/verbos-reflexivos-flash-cards/
https://quizlet.com/82730501/future-conditional-irregular-stems-flash-cards/
https://quizlet.com/145826212/palabras-claves-en-el-pasado-preterito-o-imperfecto-flash-cards/
4. Time permitting, check out this great "make your own review" site:
http://survivingspanishclass.com/quiztopics.htm . PRACTICE THIS ON YOUR OWN, TOO!
Fri., June 16 - Finals begin!
(For '17-'18 year, add this back in before listening/speaking sections of final:
1. We'll have some conversational practice. First we'll do a couple of riddles, you have to figure it out by asking me questions in Spanish, but I can only answer sí or no. (Writing/conv. folder-Acertijos)
2. Next I'll put some conversation prompts (Writing/conv. folder-ConversA & ConversB) on the screen and you will converse on those topics. I'll have you stand and rotate in a circle, as you will for the test, so you'll be comfortable next class.
3. Time permitting, we'll do some basic pronunciation review.
4. Time permitting, we'll about some listening strategies and then have a bit of listening practice (NYR6&1-05.)
Listeningpracticepre-finalexam.pdf)
Report abuse