'16-'17-Archives-Español V-2nd semester

NEW UNIT: Viajes by Julio Cortázar

(Which short story by this author did you read in Spanish III?)

Theme: Personal idiosyncrasies

In this unit you'll:

a. Create original roommate surveys;

b. Review reflexive/reciprocal verbs and some "backwards" verbs (faltar, gustar, importar, molestar and parecer.) As you may remember, these verbs are almost always accompanied by indirect object pronouns, so we'll also review indirect and direct object pronouns in this unit;

c. Learn vocabulary related to the story and the theme.

Vocabulario - Capítulo 3

(español -> inglés) http://quizlet.com/18820336/encuentros-maravillosos-vocab-ch3-flash-cards/

(español -> español) http://quizlet.com/17155353/encuentros-maravillosos-capitulo-3-flash-cards/

Mon., Jan. 23:

Starter:

We are going to have a "shared writing" activity:

1. I will set out as many sheets of paper as there are students.

2. Each student will write a legible sentence in his/her best Spanish (no resources except your brain!) using:

a.) One of the following reflexive/reciprocal verbs in the plural form(s) (nosotros/as, vosotros/as, Uds., ellos , ellas);

b.) abrazarse, besarse, casarse, comprenderse, conocerse, enamorarse, hablarse, mirarse, pelearse, reconciliarse y saludarse.

3. Then you will rotate and write the second sentence of a story that someone else began. Please correct any errors in spelling and grammar that you encounter.

4. We will continue this way until the stories are ten sentences long, so when you are in your final three sentences (8-10), try to wrap the stories up!

(Next week I will choose several stories from each class and we will practice editing.)

In class:

1. Food/beverage plans for the Cortázar fiesta. Remember, he was born in Brussels. He grew up in Buenos Aires and attended university there. When Argentina became controlled by the dictator Juan Perón, Cortázar moved to Paris where he lived until his death.

*** 2. You'll perform your skits from Tue. We ran out of time last week.

3. Write your own original answers (no teamwork, sorry!) to Actividad C, Expresión personal, on page 55. Then mingle! Go around the class asking and answering the 11 questions with at least 11 classmates.

REMEMBER YOUR FOOD FOR THE CORTÁZAR FIESTA - NEXT CLASS!

Thu., Jan. 26:

¡Fiesta de Julio Cortázar!

We'll have food and beverages that reflect his birth in Belgium, growing up in Argentina, and adulthood in France. I've also made a Cortázar Kahoot !

"Hopscotch (Rayuela) became the foundational text of a generation: an earthquake of language, an assault on reality, anticipating, with its joy and radical demands on the reader, the social liberation that the youth of Latin America dreamed for our continent. Hopscotch (Rayuela) challenged us to drastically break out of the prison-house of consciousness and history in which we were ensnared."

http://www.nytimes.com/2014/12/28/books/review/remembering-julio-cortzar.html?_r=0

Mon., Jan. 30:

Starter:

Read this article on Julio Cortázar:

http://www.nytimes.com/2014/12/28/books/review/remembering-julio-cortzar.html?_r=0

Choose 10 keywords (whose meanings you don't already know) from the article and write them on the board. Put a hash mark next words that you had on your list but that someone else has already written. It is to be expected that there will be some repetition. We will discuss.

In class:

1. Any activities through pages 55 that we haven't completed, including Actividad C, Expresión personal, on page 55. Go around the class asking and answering the 11 questions with at least 11 classmates.

2. Begin our review of direct and indirect pronouns, pages 56-66.

Wed., Feb. 1:

Starter:

Cortázar listening activity: CortázarEscuchar.pdf

In class:

1. Complete our review of direct and indirect pronouns, pages 56-66.

2. Questions about the exam?

3. Complete the timeline of the life of Cortázar.

Fri., Feb. 3 - Exam on Cap. 3 - Viajes por Julio Cortázar

(online with one side of the 2" x 3" index card "chuleta"- no makeup!)

Theme: Personal idiosyncrasies

Reflexive/reciprocal verbs;

"Backwards" verbs (faltar, gustar, importar, molestar and parecer & IO/DO pronouns);

Vocabulary related to the story and the theme.

If you are absent and miss the exam, you will take it in class on Tue., be prepared!

Tue., Feb. 7: If you missed the exam on Fri., you will take it in class today!

1. We will watch an episode of the PBS series by Prof. Henry Louis Gates entitled, "Black in Latin America." This episode focuses on the history and influence of Afro-Latinos in Mexico and Peru.

2. Vote on conversational topics for our vocabulary/structure building unit: http://goo.gl/forms/0a8tg6FhrM

(New form for 2018 https://docs.google.com/forms/d/e/1FAIpQLSeSaqsU7-N-rx0kxMsj_5UuWR2hgzII0p2J1vSnXwZCUd3oAw/viewform?usp=send_form)

You will each work on vocabulary/structure building for the conversational topics voted on. I'll explain this in more detail in class. We will divide the topics next class, as I need to tally today's votes.

3. Intro. to new unit.

Thu., Feb. 9 - ¡Día de nieve!

Fri., Feb. 10:

Starter:

Todo sobre Unamuno - http://www.quia.com/quiz/5237076.html

In class:

1. Discuss conversational topics and divide them.

Here are your top ten, in descending order:

food/restaurants; sports & other extracurriculars; family & pets; last week (summer, etc.); social media; movies, TV, videogames, etc.; friends & enemies (next year drop this category and add bucket list?); work & money; in the news; college & post-HS plans.

2. Complete Actividad C on page 75. We will discuss your responses.

3. We will complete Actividad A on page 74-75 together.

4. We will read the "Estrategia para leer" and a bit about our author, Miguel de Unamuno, on page 76.

Thu., Feb. 16:

Starter: ¡Twitteando!

In class:

1. Put your own "tuits" on the board.

2. We will read the excerpt of Nada menos que todo un hombre on pages 76-77.

¡Felices vacaciones!

https://tinyurl.com/ElAlbumDeMisVacaciones

1. We will read the excerpt of Nada menos que todo un hombre on pages 76-77.

2. We will discuss the Preguntas de comprensión.

Homework due on Fri., March 20 / Mon., March 23:

In complete sentences in your best Spanish, answer the Preguntas de discusión. You must support your responses with quotations from the text. Write the line number after your supporting quotation to refer to during our discussion.

Fri., March 20 / Mon., March 23:

Double starter: Choosing the template(s) you prefer, create character maps of Julia and each of her parents, plus either the man you imagine she marries, or the one you imagine her father had in mind for her (four maps in total.)

In class:

1. We will review the responses to the Preguntas de discusión that you wrote for homework.

2. With a partner or two, you will write and act out a mini-skit, choosing either prompt # 1 or 3 fromExpresándonos on page 79.

Homework, due on Tue., March 24 / Wed., March 25:

Bring in four pictures with appropriate captions in Spanish, two of what you think that society doesvalue and two of what you believe that society should value. These images may be drawn by hand, cut from print resources or printed from the web, but they must be printed before class begins!

Tue., March 24 / Wed., March 25:

Starter: Encuestaaconductores.pdf

In class:

1. Listening activity. I will play this podcast: http://www.audiria.com/capitulos-detalle.php?id=216 - Madrilénos pierden el carné de conducir, while you complete the listening comprehension activity: http://www.audiria.com/capitulos-detalle.php?id=216&tipo=ej&num=3

2. Using your homework, you will create two different Valores posters.

3. We will begin to review the use of the present subjunctive, pages 79-85.

No homework due next class.

Thu., March 26 / Fri., March 27:

Starter: Listening activity - http://www.audiria.com/randomTest.php?t=AU

In class:

1. Three Spanish university students recently invented this. Read the article and summarize it in 6-8 sentences in your best Spanish. Handwrite it in pen! http://www.veoverde.com/2014/03/ooho-la-primer-botella-de-agua-comestible/

2. Split up into "not your usual" pairs. Each pair will work together to edit the summary of two other students. Use pencil!

Tue., March 7:

Starter: Take this subjunctive v. indicative "quiz." https://www.quia.com/rr/553314.html?AP_rand=2122858803&playHTML=1

In class:

1. Continue our present subjunctive practice, pages 82-85.

2. Complete the Valores posters.

3. Begin your homework.

Homework due Thu., March 9:

Dolores Dice - advice column. Here are the guidelines: Doloresdice-Subjunctivo.pdf

Additional song for subjunctive/commands - Juanes - Duérmete mi amor

Remember to use the subjunctive after "W.E.D.D.I.N.G." verbs + que/de que:

• Wish/Want (querer, desear, preferir, etc.)
• Emotion (alegrarse, sorprenderse, enojarse, etc.)
• Doubt (dudar, no estar seguro, etc.)
• Denial (negar, no dejar, no permitir, etc.)
• Impersonal Expressions (Es importante, bueno, malo, necesario, etc.)
• Negation (No + verbos como creer, pensar)
• God (ojalá) (excerpted & modified from AP Central)

Thu., March 9:

Starter:

http://tinyurl.com/Dichos-Supersticiones

In class:

1. We will discuss your Dolores Dice advice columns.

2. In pairs/groups, you will complete the sentences on page 85, Actividad D, Expresión personal. You will write your answers on the board so that we can discuss them and catch any errors.

3. Time permitting, Quizlet live with the vocab.

Mon., March 13:

Starter: "Quiz" on the vocab. (English -> Spanish.)

https://quizlet.com/186916850/test?prompt-with=1&limit=25&matching=on&mult_choice=on&selectedOnly=false&showImages=true&tf=0&written=on

In class:

1. We'll work on the present perfect subjunctive, pages 86-87.

2. You'll take a story comprehension prueba.

(On paper, but from this site: http://www.bravisimo.net/encuentros .)

3. Quizlet live, Spanish/Spanish!

4. Time permitting, a Vetusta Morla song that illustrates the theme of this unit (societal expectations), Mírame, soy feliz.

Thu., March 16:

Sub for block 1 - both classes do the following:

1. Complete the packet on the present and present perfect subjunctive. (166-173 Abriendo Paso-Gramática.)

2. With a partner or two (no group larger than three):

a. Read this article: http://www.elnuevodia.com/estilosdevida/hogar/nota/losretosdelaadolescencia-1318365/

b. Create and share a google doc with your partner/group.

c. Write a two sentence summary in your best Spanish of each of the four sections (not the intro) = eight sentences in total.

c. Find two illustrative images for each section and paste them in the appropriate location in your google doc = eight images in total.

d. Share your docs with me when you've finished.

3. If you have time remaining, re-read the excerpt of Nada menos que todo un hombre and/or practice your vocab. in quizlet.

Theme of unit / Tema de la unidad: Societal expectations / Las expectativas sociales

Encuentros maravillosos - Capítulo 4 - Nada menos que todo un hombre - Miguel de Unamuno

Vocab:

Spanish to English:

https://quizlet.com/186916850/encuentros-maravillosos-capitulo-4-las-expectativas-sociales-flash-cards/

Spanish to Spanish: http://quizlet.com/3524520/capitulo-4-las-reacciones-a-las-expectativas-de-los-padres-flash-cards/

EXAM ON MON., MARCH 20

The usual format:

Vocab. - Use Spanish to Spanish quizlet set to review (learn and/or test mode, don't just use scatter/match!;

Verb tenses - present subjunctive (irregulars are DISHES):

Dar - dé, des, etc. Ir - vaya, vayas, etc. Saber - sepa, sepas, etc. Haber - haya, hayas, etc. Estar - esté, estés, etc. Ser - sea, seas, etc.;

& present perfect subjunctive: forms of "haya" + past participle (review irregular past participles on page 32);

Story - Review in book.

Wed., March 22:

We will decide who is teaching on which dates for the conversational topics.

You will have Wed.'s block to work with your partner. This will be the only class time you will have before you teach, so use it wisely. Please let me know if you need any assistance, but don't wait until the last minute!

If social media is your conversation topic, you may find this link interesting: https://matadornetwork.com/abroad/global-netspeak-20-words-and-phrases-to-get-started-texting-in-spanish/

Fri., March 24:

Reading, listening and writing practice. These will count as starters.

1. You will read this interview and, in groups, translate La Dame Blanche's responses while I play some of her music.

http://tinyurl.com/LaDameBlanche

2. Write at least 8 sentences describing any one of the photos. Feel free to be imaginative - who, what, when, where & how, but most importantly - why! Feel free to invent a backstory. If there is already a prompt written on the photo, you do not have to use it, though you may if you wish.

http://tinyurl.com/Escritura-IdeasCreativas

If you do not have time to finish this in class, do so for homework! ¡Gracias!

Remember that the first three groups are teaching during our next class, Tues., March 28. Be ready! The schedule is tight, we do not have time for anyone to be unprepared!

Tue., March 28:

The first pairs of each class will each have 20-25 minutes to teach us the vocabulary, grammatical constructs, etc. that we need to converse on their topics.

Thu., March 30:

The students who taught last class will guide us in our first three 20-25 minute conversations (including warm-ups, if desired, of no longer than 5 minutes) on the topics they taught last class.

Mon., April 3:

The second third of the pairs will each have 20-25 minutes to teach us the vocabulary, grammatical constructs, etc. that we need to converse on their topics.

Thu., April 6:

The students who taught last class will guide us in our first three 20-25 minute conversations (including warm-ups, if desired, of no longer than 5 minutes) on the topics they taught last class.

Fri., April 7:

The final third of the pairs will each have 20-25 minutes to teach us the vocabulary, grammatical constructs, etc. that we need to converse on their topics.

Tue., April 11:

The students who taught last class will guide us in our first three 20-25 minute conversations (including warm-ups, if desired, of no longer than 5 minutes) on the topics they taught last class.

Teaching on Tue., March 28 with conversations on their topics on Thu., March 30:

Block 1: Anita/Toño & Margarita/Fernando.

Block 3: Pilar/Luna & Alisha/Anisha/Alfonso.

https://quizlet.com/198703663/en-las-noticias-flash-cards/

https://quizlet.com/198792882/summer-vocab-flash-cards/

https://conjuguemos.com/grammar/homework/229

Due to junior SATs, Tue., April 4 and Wed., April 5 are both red days. Thu., April 6 & Fri., April 7, will both be white days to compensate for this.

Teaching on Mon., April 3 with conversations on their topics on Thu., April 6:

Block 1: Sonia/Carmen, Graciela/Mónica & Elena/Fátima.

Block 3: Rosalinda/Rosita & Amelia/Lola.

https://quizlet.com/197544250/amigos-flash-cards/

https://quizlet.com/197545000/enemigos-flash-cards/

https://quizlet.com/199957349/comidarestaurante-flash-cards/

Teaching on Fri., April 7 with conversations on their topics on Tue., April 11*:

Block 1: Lucía/Victoria, Yolanda/Ella & Mercedes/Dora.

Block 3: Catalina/Cecilia.

https://quizlet.com/201185549/spanish-project-family-and-pets-flash-cards/

*On Tue., April 11, block 1 will be in Room 220 due to junior SAT math augmentation.

Thu., April 13 - 1/2 day:

A smorgasbord of games!

¡FELICES VACACIONES!

Mini-unit - Introduction to and practice of the past (imperfect) subjunctive

Tue., April 25:

Split up into two groups. With your teammates, you will figure out the uses and conjugation of the past subjunctive and write up a summary of your conclusions. One group will use links 1 & 3, below, and the other will use 2 & 4.

1. https://espanol.lingolia.com/en/grammar/subjuntivo/preterito-imperfecto

2. http://www.spanishdict.com/guide/spanish-imperfect-subjunctive

3. http://www.drlemon.com/Grammar/imp-subj.html

4. https://www.conversationexchange.com/resources/verbs/spanish/imperfect-subjunctive.php

Each group will write on the board what it figured out. We will then check out the explanations from Abriendo paso (http://tinyurl.com/PastSubjunctive-AbriendoPaso) & Encuentros maravillosos (páginas 121-126) and add anything new to the board. Then we'll eliminate duplicate info. and come up with our own set of guidelines.

5. Time permitting, we will begin the practice exercises from Abriendo paso.

Thu., April 27:

1. You will work in pairs or small groups to practice the past subjunctive. (Exercises from Abriendo paso, Encuentros maravillosos & https://personal.colby.edu/~bknelson/SLC/subj_imp.html)

2. We will review them together.

3. Complete this activity on your own, and then "mingle" sharing your results with your classmates.

http://tinyurl.com/PastSubjunctive-SiYo

(Más práctica - modificación de las páginas 2 y 3 - http://www.espanoldeotroplaneta.com/materiales/subjuntivamente-hablando.)

Mon., May 1:

Assessment on the past (imperfect) subjunctive. ¡Con chuleta!

Mini-unit - Introduction to and practice of the past (imperfect) subjunctive

Abriendo paso (http://tinyurl.com/PastSubjunctive-AbriendoPaso) & Encuentros maravillosos (páginas 121-126)

Mon., May 1:

Assessment on the past (imperfect) subjunctive. ¡Con chuleta!

After the exam, we will practice the quizlet vocab. sets, below, for the next reading.

Wed., May 3:

As over 75% of the Spanish V students will be absent due to the AP Lit. exam, there is no formal lesson plan for today.

Once you have practiced the two quizlet vocab. sets, below, sufficiently so that you consistently score 85% or better in test mode, you will have the rest of the block free to work:

1. ahead in this unit (such as the homework that is due on Tue.);

2. on other academic work;

3. Duolingo.

Un video chévere - especially for those learning Spanish and French!

https://www.youtube.com/watch?v=5xGqUompVVQ

New unit: Las experiencias que nos definen (The experiences that define us)

Encuentros maravillosos - Capítulo 5 - El niño al que se le murió el amigo - Matute

(This unit has been shortened from six days + the Spanish Civil War unit to just three due to snow days & over 3/4 missing a block due to AP lit this year. See hwnow archives for full plan for '17-18!)

Grammar: El futuro; el futuro perfecto; el condicional y el condicional perfecto.

Vocab. in quizlet:

A. (Spanish to English, includes other vocab. from the unit, not just the list. It's okay to start your practice with these, but you really need to be able to do Spanish to Spanish before the exam!):

https://quizlet.com/_3eofn4

B. (Spanish to Spanish - includes the vocab. in footnotes from the reading):

https://quizlet.com/_3eoezc

Fri., May 5:

Starter:

Using the quizlet sets, above, or your text, complete Actividad A, page 92, in your text.

In class:

1. We'll review the vocab. activity.

2. We will read the story and review both the Preguntas de comprensión and the Preguntas de discusión.

3. Mini-drama - With a partner, choose one of the two scenarios in the Expresándonos section, page 95, write a script for it and perform it in class.

Homework, due Tue., May 9:

Expresión personal, page 93. Bear in mind the theme of this unit, Las experiencias que nos definen.

Tue., May 9:

Starter:

Choose three fictitious or historical characters. Write the experiences that defined them, plus other info as necessary. As a class, we'll try to figure out who your characters are (so don't give us names, but it's okay to tell us if it's un personaje histórico o ficticio!)

In class:

1. I'll collect the homework and we'll try to figure out the characters you chose for the starter.

2. We'll review the future and conditional tenses and introduce the future perfect and the conditional perfect tenses.

a. Break up into groups of 3 or 4.

b. Future: Go over the future tense review on page 96 & the top of 97. Together, do Ejercicio A on page 97 (if you feel that you need more practice, also do B on page 98.)

c. Future perfect: "Will have" done something. To conjugate, add the past participle to the future of haber. Staying in your groups, review the future perfect info on page 100. Together, do Ejercicio A on page 100 (f you feel that you need more practice, also do B on page 101.)

c. Conditional: Go over the conditional tense review on page 102 and the top of 103. Together, do Ejercicio A on page 103 (if you feel that you need more practice, also do B on page 104.)

d. Conditional perfect: "Would have" done something. To conjugate, add the past participle to the conditional of haber. Staying in your groups, review the conditinal perfect info on page 105. Together, do Ejercicio A on page 106 (f you feel that you need more practice, also do B on page 106.)

Let me know if your group has any questions!

4. Time permitting, here is some past participle practice (remember, you need these for all of the "perfect" tenses.) These are also on page 32 of your text. http://www.profedeele.es/2014/02/participios-irregulares-regulares-actividad.html. We can also play flyswatter with these, if we have time.

Exam Thu., May 11

1. Take-home section of exam - this is due at the beginning of class on Thu. If you are absent due to an AP exam, you may email this to me on Friday. Otherwise, email it to me before the beginning of your block. Do NOT use a translator!

¡Adivino! You will be a fortune teller! You'll choose a classmate's name from the sombrero and, using the future and the future perfect tenses, you will predict his/her future (minimum of 10 sentences in your best Spanish.) If you want to throw in some conditional and/or conditional perfect, feel free! Please be creative, but do not be hurtful. We will share these in class on Monday.

Students who were absent on Tuesday, here are your "people."

Block 1: Molly will write about Farheen's future, Thao-Vy will write about Sofia M.'s future, Sofia M. will write about Toño's future, and Toño will write about Molly's future.

Block 3: Jamie will write about Anisha's future, Anisha will write about Amelia's future, and Alisha will write about Abby's future.

2. The rest of the exam will be online. It will be only 45 minutes long, to make it easier for students who may miss it due to an AP exam to find time to take it over the next week.

a. Be able to define the vocabulary and use it in context.

b. Be able to correctly conjugate and use the future, future perfect, conditional, and conditional perfect tenses.

Future perfect practice: http://studyspanish.com/grammar/test/futureperfect

Conditional perfect practice: http://www.spanishdict.com/topics/practice/104

c. Be able to write a couple of mini-essays on the Matute story, El niño al que se le murió el amigo.

If you missed last Thursday's exam, make an appointment to take it this week.

Due to snow days and AP Exams, we will not have time to complete the Spanish Civil War projects or the Gabriel García Márquez unit this year. However, it is important that you have some exposure to García Márquez and magical realism before you head off to college. So...

Mon., May 15:

1. We will learn a bit about Gabriel García Márquez and magical realism.

https://www.youtube.com/watch?v=ayCyrEXlA8U

https://www.youtube.com/watch?v=nih3zKridLs

2. We will view this video which analyzes magical realism in the Spanish film, by Mexican filmwriter/director Guillermo del Toro, El laberinto del fauno (Pan's Labyrinth.) This film is one that we usually view excerpts of during our Spanish Civil War unit, so we are matando dos pájaros de un tiro.

https://www.youtube.com/watch?v=9KyDecbrlTo

3. Share the essays you wrote about your classmates' future.

4. Practice the vocab. of the new unit in Quizlet.

Español V