Embedded Files
NEVER USE AN ONLINE TRANSLATOR! IF IT'S SOMETHING THAT YOU COULDN'T DO WITH A PAPER DICTIONARY, THEN YOU ARE IN VIOLATION OF POLICY. Wordreference.com is the only online dictionary you are allowed to use. http://www.wordreference.com/es/
This site is excellent for verb conjugation practice: https://conjuguemos.com/list.php?type=verbs&division=verbs&language=spanish
For tech help, you may wish to visit Ms. Davies' (our Tech Integrator) student resources page: https://sites.google.com/site/sphsonlinetechnology/student-resources
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My availability for help this week:
Mon.: block 2 (by appointment);
Tue.: block 2 (by appointment) & possibly after school;
Wed.: block 2 (by appointment);
Thu.: block 2 (by appointment) & after school;
Fri.: block 2 (by appointment.)
Remember, if you need to take/make-up a test, you may do that almost any period, but you must make an appointment.
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Thu., Sept. 8:
We'll review the 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 porque me gusta como eres. I'll gather them 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
(Version with the words/las letras: https://www.youtube.com/watch?v=kiwDzBcJxmo)
Mon., Sept. 12:
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: In teams, translate the lyrics: Loquetehacegrande.pdf. I'll pass out textbooks while you do this activity if I didn't do so last week.
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. I'll outline our first unit. We'll brainstorm, lo que nos hace grande.
Conversation - ¿Qué hiciste este verano?
Time permitting, we'll read this article: https://www.theguardian.com/world/2014/feb/24/spain-sephardic-jews-islam-muslim
Homework: Due Wed., Sept. 14, bring in signed class expectations sheet, a binder with loose-leaf paper and your textbook covered.
Tolerance and intolerance in the 15th century and today - Las lágrimas de Boabdil
Wed., Sept. 14:
Starter: Activity with vocabulary that you'll encounter in Las lágrimas de Boabdil.
(Block 1, also do ¿Qué hiciste...?, above.)
In class: 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
(Block 3, time permitting, read and discuss article from the Guardian, above.)
Time permitting, we'll begin reading Las lágrimas de Boabdil. http://tinyurl.com/Lagrimas-Capitulo1
Homework due on Fri., Sept. 16: 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.
Fri., Sept. 16:
Starter: In Spanish, write a summary in your own words of what the native speakers said they did not want to repeat of their high school experiences.
In class: We will begin/continue the story until 8:15 (block 1)/11:45 (block 3). Then we will review the guidelines for the 1st quarter project on Spanish-speaking artists/architects and choose artists/architects. You will have the remainder of the block to ask questions about the project and to begin your research.
Here are a few suggestions for your artist/architect, but there are hundreds to choose from:
Doris Salcedo, Rosa Rolanda Covarrubias, Coello, Velázquez, de Ribera, El Greco, Murillo, Ribalta, Goya, Gris, Dalí, Picasso, Sorolla, Barceló, Miró, Rivera, Kahlo, Orozco, Peguero, Gaudí, Calatrava, O'Gorman, Legorreto, S. Torre, S. Vivanco...
For more ideas: http://en.wikipedia.org/wiki/Latin_American_art and http://en.wikipedia.org/wiki/Spanish_art
Tue., Sept. 20:
First we had 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/ ), the book How to Read Literature Like a Professor and then chose artists for the project.
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 Mexicans trying to enter the U.S. 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, complete sentences are not required. We will discuss afterwards.
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
In class: We'll continue reading Las lágrimas de Boabdil. Las lágrimas de Boabdil-Capítulo 2
Then you'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
Artist project is due on Monday the 26th!
Thu., Sept. 22 - Artist project is due next class!
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. http://www.youtube.com/watch?v=ySs6c07kfDs
In class:
A. We'll check out the resources, below, on the "Muslim Conquest" and the "Reconquista" of Spain.
1. Maps of Al Ándalus: http://sekelcastillohistoriadeespana.files.wordpress.com/2011/06/mapas_al_andalus_y_reconquista4.png
2. Battle of Guadalete (commonly considered the beginning of the "Muslim Conquest" of Spain): http://timerime.com/user_files/149/149774/media/el_final_de_don_rodrigo_el_ataque_musulman_2000x814.jpg
3. Battle of Covadonga (commonly considered the beginning of the "Reconquista" of Spain): http://web.educastur.princast.es/cp/princisa/Revicole/Revicole%2015/Batalla%20Covadonga/BATALLA%20DE%20COVADONGA.htm
B. Then we'll continue reading Las Lágrimas de Boabdil.
Please stop me when we have 10+ minutes left so that we may discuss and you may begin the homework, below.
HISPANIC HERITAGE MONTH PROJECT - DUE MON., SEPTEMBER 26. ArtistasHispanohablantesProyectoPDF.pdf
Mon., Sept. 26:
Artist project presentations. As you listen attentively to your classmates' presentations, please write at least one important fact that you learned from each of your classmates' presentations, make a learning activity from them (crossword puzzle, fill-in-the-blank, matching activity, etc.) and have it printed or handwritten and ready to exchange at the class after we complete presentations. (Students in the smaller, block 3, class must include 15 facts in all.)
Wed., Sept. 28:
Half-day.
1. Finish project presentations.
2. Belated starter: We will watch and listen to this song twice. 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
3. I will field any questions you have about the double homework due on Tuesday.
Fri., Sept. 30:
1. I will check your artist learning activities and then you will trade them as a starter. If you did not complete the learning activity, your starter is the word search here: http://www.quia.com/jg/2473185.html
2. We will review the Reconquista project guidelines, below.
3. We will finish reading the story: Las lágrimas de Boabdil
4. If we have time, we'll watch an excerpt from the Spanish time travel television show, El Ministerio del Tiempo, in which Velázquez and Picasso meet. (Begin at 0:54 http://www.rtve.es/alacarta/videos/el-ministerio-del-tiempo/ministerio-del-tiempo-capitulo-5-cualquier-tiempo-pasado-guernica-picasso-1981/3056167/ )
Painting analysis double homework on Tue., Oct. 4.
***Not doing the following (in italics) for '16-'17 school year as not attending AATSP meeting.***
1. You will watch the two films, below.
2. On paper, take notes, in English, Spanish or Spanglish, whatever works for you, they are your notes.
3. In English, handwrite at least 10 questions that you would use if you were me in order to assess if students were paying close attention to the films. This will count as a homework grade, but do not send them to me.
4. We will finish the second film in class on Tue., Oct. 27. Based on what you see in class on Tue., you will add two more questions to reach a total of at least 12.
5. In class on Tue., you will re-write your questions in googledocs in Spanish. Use tools/spelling in googledocs to help you! After that you may also use http://www.mystilus.com/Interactive_check
This is homework, due Thu., if you do not finish it in class on Tue.
FILMS - WHEN THE MOORS RULED IN EUROPE
https://www.youtube.com/watch?v=Zs3y-jpY4eI
https://www.youtube.com/watch?v=McYHEz_7cDY
Tolerance and intolerance in the 15th century and today
Las lágrimas de Boabdil (conclusion of unit)
Homework, due Tue., Oct. 4* - This is worth two homework grades! No, you may not use a homework pass to replace any or all of it! 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
*Note due date change due to the half day on Wed., Sept. 28
- 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, I don't know whose is whose if I print them!
Confused about the Reconquista? This video is in Spanish, but if you are willing to pause and rewind it so that you get the gist, I really think it will help you! http://www.youtube.com/watch?v=erYd3MzE9rg&feature=fvwrel
RECONQUISTA PROJECT - DUE ON THU., OCT. 6
Here are the guidelines: ReconquistaProyecto.pdf
Tue., Oct. 4:
1. Hand in, or share with me via Gmail, your commentary on the painting, La rendición de Granada. Remember to put your name at the top of the document, not just in the email, so that it displays when I print it.
2. Graded classwork: www.quia.com/quiz/4952744.html
3. If we have finished the story, you will have the remainder of the block for Reconquista project questions, clarifications and work time. Absolutely no social media or gaming in class! If you prefer to listen to music while you work, it must be in Spanish or instrumental. (If we haven't finished the story, we will spend the first twenty minutes of class doing so and then you will have time to work on the project.)
Thu., Oct. 6:
Reconquista project presentations.
As you listen attentively to your classmates' presentations, please write at least one important fact that you learned from each of your classmates' presentations, make a learning activity from them (crossword puzzle, fill-in-the-blank, matching activity, etc.) and have it printed or handwritten and ready to exchange at the class after we complete presentations.
Wed., Oct. 12:
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
Bring your textbook to class on Friday!
New unit: Dreams or reality? ¿Sueños o realidad?
El otro by Jorge Luis Borges.
Fri., Oct. 14:
Starter: Practice the Capítulo 1 vocab with quizlet. Play match/scatter and take a screenshot of your best score. https://quizlet.com/54468718/encuentros-maravillosos-capitulo-1-flash-cards/
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 #1 & #2. I'll average them for a graded classwork mark. We were unable to do this in class on Friday, as conjuguemos.com was down on Fri., you do not have to do this for homework.
Tue., Oct. 18:
Starter: Quick present tense review.
http://www.spanishdict.com/topics/practice/36
In class:
1. 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 pairs or groups of 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! In pairs or groups of 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.
2. Watch an excerpt from the Spanish time travel television show, El Ministerio del Tiempo, in which Velázquez and Picasso meet. This excerpt is a great link between our artist projects and the Borges' story.
Begin at 0:54 or a bit before. http://www.rtve.es/alacarta/videos/el-ministerio-del-tiempo/ministerio-del-tiempo-capitulo-5-cualquier-tiempo-pasado-guernica-picasso-1981/3056167/
It worked on my iPad in this room, so it should work for you. Be patient as it loads! If you need the headphones, they are in the clear box with the blue lid under the map of Spain.
3. 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.
Thu., Oct. 20:
Starter: Read this article and write a brief summary of it (< 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?
USM's Annual Undergraduate Open House is this Saturday from 12 noon to 4:30 p.m. ,You can register at https://usm.maine.edu/office-of-admissions/open-house-registration . The day begins at the Costello Sports Complex in Gorham, followed by afternoon events in Portland and Lewiston.
Homework, due on Mon., Oct. 24:
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. If you can at least pretend to have a strong opinion on a topic, it's easier to write about.
2. Brainstorm, 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 maybe don't delete, just put it in the bottom of your doc 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
Mon., Oct. 24:
Double starter: Ejercicio A page 9 & a listening activity, Borges' poem El fin.
In class:
1. Turn in your well-structured and grammatically correct essays on either prompt #2 or #3 from the Composición dirigida section on page 6.
2. Together we'll discuss the Preguntas de comprensión and review your responses to the Preguntas de discusión (your essays.)
3. Review the starter.
4. If applicable, finish the story.
Homework, due Wed., Oct. 26: 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. Write your name, the date, the class and the assignment in the upper left corner!
Wed., Oct. 26:
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. Work on your interview with a person from the past (Diálogo, page 6.) and present it.
3. Review Ejercicio B (page 9-10.)
4. Time permitting, review the pretérito (pages 10-13.)
No homework due Fri.
Fri., Oct. 28:
Día de la universidad.
Work on college-related "stuff." No gaming, no social media, just college stuff.
Tue., Nov. 1:
Starter: Work with a partner or in a group of three to translate these lyrics: Jorge Drexler - Todo se transforma
In class:
We will review your starter and anything through the top of page 10 that we didn't finish last week.
TURN IN PUNTOS SHEETS!
Thu., Nov. 3:
No starter.
In class:
1. Review of the preterite.
2. Introduction to the passive voice with se.
3. Questions about Monday's exam?
Dreams or reality? ¿Sueños o realidad?
El otro by Jorge Luis Borges.
EXAM MON., NOV. 7 - BE ABLE TO DEFINE THE VOCAB. AND USE IT IN CONTEXT. BE ABLE TO USE THE PRESENT AND PRETERITE TENSES CORRECTLY, AS WELL AS THE PASSIVE VOICE WITH SE. BE ABLE TO RESPOND TO QUESTIONS ABOUT THE STORY, EL OTRO.
Vocab: https://quizlet.com/54468718/encuentros-maravillosos-capitulo-1-flash-cards/
Wed., Nov. 9:
Starter:
Here is the vocab. for Capítulo 2. Complete 'learn mode' and take a screenshot to prove it!
http://quizlet.com/6456766/encuentros-maravillosos-cap-2-flash-cards/
For the exam you may find it more useful to practice Spanish->Spanish:
http://quizlet.com/7684522/msdurkin-encuentros-maravillosos-capitulo-2-flash-cards/
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
Mon., Nov. 14:
Starter:
https://www.quia.com/rr/846800.html?AP_rand=225999706&playHTML=1
In class:
1. Put this survey on adopting a dog in Notability and complete it:
https://www.aspca.org/sites/default/files/upload/images/mym_dog_adopter_spanish.pdf
2. After you've voted on which 'Cronología' should be hung up, you'll partner up and each pair will make a puzzle using at least a dozen facts about the life and work of Pablo Neruda (if a group of three is necessary, 18 facts will be required.) You may look at the two 'Cronologías' for info., or refer to the sites linked in #1, above.
Here's a good site for making free puzzles:
http://www.discoveryeducation.com/free-puzzlemaker/?CFID=1513518&CFTOKEN=83098237
You will show me your puzzles on Wed., make sure both your and your partner's names are on it. They must be printed! If you don't finish this in class, it is homework.
Wed., Nov. 16:
Starter:
Pair up again. This time you'll be working to complete a puzzle that one of the other pairs created last class.
In class:
We'll read the poem Un perro ha muerto and together we'll review the Preguntas de comprensión. 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!
Fri., Nov. 18 - I will be at a conference:
Starter:
With partners, you will choose either #2 or #3 of Expresándonos on page 27, and draft a brief script. You should keep a copy of your own lines so that you've got something to serve as a starter.
You will present your 'mini-drama' to the class on Tuesday.
In class:
1. 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
Homework, due on Tue., Nov. 22. Answer, in complete sentences in your best Spanish, the questions to Expresión personal on p. 31.
Tue., Nov. 22 (1/2 day):
In class:
1. I'll check your homework (Preguntas de discusión, p. 26, & Expresión personal, p. 31.)
2. Present your mini-dramas (Expresándonos p. 27 #2 or #3.)
3. Discuss Expresión personal answers.
¡FELIZ DÍA DE ACCIÓN DE GRACIAS!
Tue., Nov. 29:
Starter: Read this article about the death of Fidel Castro and take the "quiz."
https://newsela.com/articles/fidel-castro-obit-spanish/id/24441/
The animal rights debate will now take place on Mon., Dec. 5.
It is being postponed one day as I want you to have time to read a bit about the death of Fidel Castro (via the starter) and to play a Kahoot about him at the end of class.
Also, we did not have the opportunity to begin our work on the debate last week, so we need to review the debate expectations today. You will have the remainder of the block to work on it, with the exception of a few minutes at the end to play the Castro Kahoot.
Animal rights debate guidelines & rubric:
Animal rights mini-debate guidelines
DebatePuntosRubricDerechosAnimales.doc
See #1 of Expresándonos, p. 27, for ideas.
Thu., Dec. 1:
No starter today.
In class:
1. We'll complete a quick review of the imperfect (bottom of page 27 through the top of page 31.)
2. You will have the remainder of the block to work on the debate.
Mon., Dec. 5:
Animal rights debate!
Anyone who is absent the day of the debate, even if the absence is excused, must complete the activity Entrevista on p. 31 or receive a zero. You must write a script for both roles of the Entrevista.
We'll begin the present and past perfect tenses on pages 32-36 (they're easier than they sound!)
Wed. Dec. 7 (1/2 day):
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. We'll finish the present and past perfect tenses on pages 32-36 (through B on 36.)
3. The remainder of the time you will work on your odes to something ordinary. Here is Neruda's Oda a la Alcachofa: http://tinyurl.com/OdaALaAlcachofa
Homework, due on Tue., Dec. 13, is your illustrated ode to something ordinary. It must be done by hand, or printed before class begins. Here are the guidelines:
http://tinyurl.com/TareaOdaElemental
Fri., Dec. 9:
Starter: Actividad. C - p. 36.
In class:
1. We'll listen to part of Neruda's Nobel Prize acceptance speech.
http://www.nobelprize.org/mediaplayer/index.php?id=1492
2. Begin brief ser/estar review. (Actividad B, p. 38 & why ser/estar-ejemplos p. 37.)
2. Questions on your odes?
Capítulo 2 - Neruda - La pérdida de un ser querido
Here is the vocab. for Capítulo 2:
English to Spanish:
http://quizlet.com/6456766/encuentros-maravillosos-cap-2-flash-cards/
For the exam you may find it more useful to practice Spanish to Spanish:
http://quizlet.com/7684522/msdurkin-encuentros-maravillosos-capitulo-2-flash-cards/
Remember that your ode to something ordinary is due on Wed.!
Wed., Dec. 14 - Sra. Esten is out :-(
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 why, but also how and why: https://www.youtube.com/watch?v=DF1Xcltn3jg
In class:
1. Ode read-aloud time! When you're done, use one of the binder clips on my desk and leave them on my desk.
Do #s 2 & 3 in groups of 3-4:
2. Finish Capítulo 2 (brief ser/estar review.)
3. Quizlet "tests" on the Capítulo 2 vocab:
a. Spanish to English: http://tinyurl.com/Cap2VocabSpanishToEnglish
b. Spanish to Spanish:
http://tinyurl.com/Cap2VocabSpanishTOSpanish
4. Vote on conversational topics: http://goo.gl/forms/VWgvLqYWgk
5. Neruda Kahoot! (Block 2, I'm not sure if this will work without me.) https://play.kahoot.it/#/k/7c953ff9-376b-494c-980e-cb8dc5305734
6. Time permitting, discuss the starter.
Fri., Dec. 16 - 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;
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.
Tue., Dec. 20 & Thu., Dec. 22:
You will watch the film También la lluvia / Even the Rain. There are two intertwined stories in the movie. One takes place in the 2000's when a film crew and actors 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.
You will have a handout to complete while you watch the film. As the movie is about 100 minutes long, we will watch it over the course of two blocks.
http://www.cineregent.fr/fichier/pdf/DP_tambien_la_lluvia.pdf
¡FELICES VACACIONES!
¡FELIZ AÑO NUEVO!
If you would like to improve your grade on your "Odas," please make a plan to meet with me so that we can discuss your errors and having you write a new poem.
Wed., Jan. 4:
Starter: Watch the video "Ana y Manuel" and write a summary of it in the past (preterite, imperfect, present &/or past perfect) employing your best Spanish. Please don't use any resource other than your brain (and autocorrect ;-)
https://www.youtube.com/watch?v=ctmhyWse4xw
In class:
1. We'll discuss the video.
2. Read this article. http://tinyurl.com/SermonDeMontesinos
You will break up into four groups. One will translate the first three paragraphs. The second group will translate the last two paragraphs. The third will research and summarize the "encomienda." The fourth will research and summarize "liberation theology." Then you'll "report out."
Homework, due Tue., 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. You have nearly a week to do this, so I expect excellent work!
Please remember to use Voice Record so that when you air drop your recordings to me they all go to that app on my iPad and I don't have to hunt around for your work (or give you a zero!) ¡Gracias!
Fri., Jan. 6:
Starter: In groups of 2 or 3, read this article and write, in your own words, the one most important thing (in your opinion) from each of the eight categories of good things that happened in 2016. Write your eight summary sentences in a google doc. Choose two or three of your sentences and write them on the grid I'll put on the board.
http://cnnespanol.cnn.com/2016/12/29/querido-mundo-realmente-no-fui-tan-malo-atentamente-2016/#0
In class:
1. Based on the Odas, we need to review/reinforce some pronoun usage. http://tinyurl.com/AllAboutPronouns
2. Duele el corazón puts the pronoun summary into practice:
https://www.youtube.com/watch?v=vSk_xOy6Bwc
3. We will share the results of the starter. I'll print the google docs in color for our next class and we'll make a poster of them.
Remember that your Poema XX Voice Recording is due on Tue., Jan. 10!
Homework, due Tue., 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. You have nearly a week to do this, so I expect excellent work!
Please remember to use Voice Record so that when you air drop your recordings to me they all go to that app on my iPad and I don't have to hunt around for your work (or give you a zero!) ¡Gracias!
Tue., Jan. 10:
Air drop your Poema XX recordings to my iPad.
Starter:
Complete the ¡Hola, 2017! activity.
http://tinyurl.com/ResolucionesHola2017
In class:
1. We will discuss your objectives and plans (from the starter.)
2. Let's figure out "whodunit"! http://spanishvocabularytest.blogspot.com/2015/12/spanish-vocabulary-test-spanish-teacher.html
3. We will begin Capítulo 3 by introducing this vocabulary: http://quizlet.com/64419478/encuentros-maravillosos-vocabulario-capitulo-3-flash-cards/
Puntos based on your speed in scatter/match, so keep practicing!
4. We will complete Actividad A on pages 44-45 (Ejercicio de vocabulario.)
5. Time permitting, we'll continue to practice the vocab. by playing Quizlet live.
Homework, due on Thu., Jan 12: Page 45, Expresión personal - preguntas 1, 2, 4, 5 y 6. At least two complete sentences each in your best Spanish. Remember, this is personal expression, so your answers should be original and unlike those of your classmates.
Thu., Jan. 12:
Double starter:
http://quizlet.com/18820336/test?written=on&prompt-with=1&limit=20
http://quizlet.com/17155353/test?mult_choice=on&prompt-with=1&limit=20
I'll conference with each of you briefly re: the homework. If you finish the starters before I am done reviewing the homework, I'll set you up for Quizlet live with the vocab.
In class:
1. We'll discuss the homework questions.
2. We'll read a bit about our author, Julio Cortázar, and read the excerpt Viajes. (Did not quite finish this in either block.)
Homework, due Tue., Jan. 17:
Each student must bring in three pictures of each personality type described in Cortázar's story, three famas, three cronopios AND three esperanzas - a total of 9 pictures in all! You may print these at home, or in the library, but they must be printed before class begins or you will get a zero!
THE 2ND QUARTER ENDS ON FRIDAY, JANUARY 20!
If you would like up to 5 points added to your Borges assessment, you may come in after school one day, before Thu., Jan. 19, and make a timeline of his life (as we did in class for Neruda.)
Tue., Jan. 17:
Starter: As a group, you will make posters of Cortázar's three personality types.
In class:
1. We will finish reading the story.
2. We'll complete the ¿Verdad o falso? & Preguntas de comprensión sections on page 47 together to make sure that everyone "got" the story.
3. We'll finish the activities on pages 47-49.
4. We'll discuss the Preguntas de discusión on page 50.
5. With a partner, choose # 1 or 3 from Expresándonos on page 50 and write a quick skit you'll perform in class today. (If you do not finish preparing this skit in class, you must do so for homework and be prepared to present on Thu.)
Double homework: Roommate surveys. Due on Mon., Jan. 23 (Will count for 2nd quarter.)
http://tinyurl.com/Encuesta-CompanerosDeCuarto
Thu., Jan. 19:
Starter: Review of basic reflexive verbs. (See p. 51 for conjugation.)
http://tinyurl.com/ReflexiveVerbWorksheet
I'll play the video "Reflex your verby" while you complete the starter!
In class:
1. We'll discuss the upcoming double homework, roommate surveys, and I'll show you samples from prior years.
*** 2. You'll perform your skits (from Tue.) - We ran out of time because we reviewed the "OI SEAN" rule, so you will do these on Mon., Jan. 23.
3. We'll review your starter.
4. We'll complete the reflexive/reciprocal verb section through page 54.
5. I am experimenting with "EDpuzzle." Please activate this link: https://edpuzzle.com/join/sottewe and, if it works, complete the activity.
6. We will discuss our Cortázar fiesta. It will be held next Wed., Jan. 25. Let's decide what each person is bringing to avoid duplication.
7. Time permitting, we will begin the timeline of the life of our author, Julio Cortázar, finding relevant images. Put your images with dates and captions in a google doc and share it with me. I'll print it out for our next class.
Roommate surveys are due on Mon., Jan. 23!
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