Embedded Files
Las tertulias: Enseñanza y conversación
Here are the guidelines: https://tinyurl.com/TertuliaConversacion
Help with "was": https://tinyurl.com/Saying-Was-EraFueEstabaEstuvo
Mon., Jan. 22:
Hand in the homework from Thu. and get your puntos from the quizlet game.
The second three students/pairs will each have 20-25 minutes to teach us the vocabulary, grammatical constructs, etc. that we need to converse on their topics.
1. Fran y Lilia
https://quizlet.com/259788753/tiempo-flash-cards/
2. Margarita y Marisol
https://quizlet.com/259853346/vacaciones-flash-cards/
3. Enrique
https://quizlet.com/261224226/tertulia-de-la-universidad-vocabulario-flash-cards/
The 2nd quarter/1st semester end on Mon., Jan. 22. However, grades must be input by Jan. 26. This project will be completed and the grades input by then, so it will count for the 1st semester.
Wed., Jan. 24:
The students who taught on Monday 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.
DUE TO SNOW DAYS, AND IN ORDER TO GET THE GRADES FOR THIS PROJECT IN FOR THE 2ND QUARTER/1ST SEMESTER, THE REMAINING TWO GROUPS WILL TEACH AND LEAD US IN CONVERSATIONAL ACTIVITIES IN ONE BLOCK.
EVERYONE - PLEASE BE ORGANIZED, ON TIME, AND READY TO GO!
Fri., Jan. 26:
1. Paloma y Paz - 20 minutes of teaching and 20 of conversation.
https://quizlet.com/260224963/la-pasada-flash-cards/
2. Artur y Santiago - 20 minutes of teaching and 20 of conversation.
YOUR 2ND QUARTER/1ST SEMESTER GRADES WILL BE FINALIZED AND INPUT BY NOON ON FRIDAY. COME UP DURING 4TH LUNCH, BLOCK 4, OR IMMEDIATELY AFTER SCHOOL IF YOU HAVE A QUESTION OR WANT TO TURN IN A HOMEWORK PASS. ¡GRACIAS!
Tue., Jan. 30:
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 and your summaries.
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. If your group does not finish in class then you must do so for homework as you'll "report out" on Thursday in class.
Thu., Feb. 1:
1. Report out from last class.
2. Based on the Odas, we need to review/reinforce some pronoun usage. http://tinyurl.com/AllAboutPronouns
3. We'll listen to Duele el corazón to put the pronoun summary into practice:
https://www.youtube.com/watch?v=vSk_xOy6Bwc
4. Time permitting: study the vocab. below:
a. (español -> inglés) http://quizlet.com/18820336/encuentros-maravillosos-vocab-ch3-flash-cards/
b. (español -> español) http://quizlet.com/17155353/encuentros-maravillosos-capitulo-3-flash-cards/
Complete these (belated) starters (on your own time, if necessary):
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
Assuming it's still available online, 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.
Mon., Feb. 5:
Starter: #4, above.
In class:
1. We'll read a bit about our author, Julio Cortázar, and read the excerpt Viajes.
2. We'll complete the ¿Verdad o falso? & Preguntas de comprensión sections on page 47 together to make sure that everyone understood the story.
3. We'll finish the activities on pages 47-49.
4. We'll discuss the Preguntas de discusión on page 50.
5. We'll discuss the upcoming double homework, roommate surveys, and I'll show you samples from prior years. It's due on Friday.
Homework, due Wed, Feb. 7:
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!
Double homework: Roommate surveys. Due on Fri., Feb. 9.
http://tinyurl.com/Encuesta-CompanerosDeCuarto
Wed., Feb. 7 - 1/2 day:
Collaborate to create posters of cronopios, famas & esperanzas.
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!
Roommate surveys are due on Fri., Feb. 9.
Fri., Feb. 9:
Starter:
You will complete a classmate's roommate survey.
In class:
1. With a partner, choose # 1 or 3 from Expresándonos on page 50 and write a quick skit that you'll perform in class today.
2. We'll review the accentuation rules in Spanish ("OI SEAN.")
3. We'll complete the reflexive/reciprocal verb section through page 54.
4. Time permitting, can you figure out "whodunit"?
http://spanishvocabularytest.blogspot.com/2015/12/spanish-vocabulary-test-spanish-teacher.html
Nueva unidad - Capítulo 3 - Viajes por 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 generally 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/
Tue., Feb. 13:
Starter: https://tinyurl.com/EstevanicoElMoro
In class:
1. We'll make food/beverage plans for Thursday's Cortázar fiesta. Remember, he was born in Brussels. He grew up in Buenos Aires, and attended university there. When Argentina came under the control of the dictator Juan Perón, Cortázar moved to Paris where he lived until his death.
2. Finish page 53 & complete page 54 (reflexive/reciprocal verb practice.)
3. Begin Actividad C, Expresión personal (p. 55) in which you'll write your own original answers (no teamwork.) Put these on a sheet of paper or in a doc that you will not lose, as we will finish them after break.
REMEMBER YOUR FOOD/BEVERAGE FOR THE CORTÁZAR FIESTA - NEXT CLASS -THURSDAY, FEBRUARY 15!
Thu., Feb. 15:
¡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
¡Felices vacaciones!
Capítulo 3 - Viajes por 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 generally 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., Feb. 26:
Starter:
Cortázar listening activity: CortázarEscuchar.pdf
In class:
1. Complete Actividad C, Expresión personal (p. 55), then mingle! Go around the class asking and answering the 11 questions with at least 11 classmates.
2. We'll review direct and indirect pronouns, pages 56-66.
3. We are going to have a "shared writing" activity:
a. I will set out as many sheets of paper as there are students.
b. Skip lines and write legibly!
c. Write a sentence in your best Spanish (no resources except your brain!) using:
(1.) One of the following reflexive/reciprocal verbs in the plural form(s) (nosotros/as, vosotros/as, Uds., ellos , ellas);
(2.) 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!
(5.) Put a check mark on the bottom of the three stories that you think are the best.
(After the exam, I will choose the top 3 vote getters and we will practice editing.)
4. Questions about the exam?
5. Time permitting, complete the timeline of the life of Cortázar. Put your images with dates and captions in a google doc and share it with me. I'll print it out.
Wed., Feb. 28 - Exam on Capítulo 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 Fri., March 2. Be prepared!
After the exam:
We will review the three top vote getters from Mon.'s rotational writing sample. Then you will break up into groups to edit and improve them.
https://tinyurl.com/EscrituraDeRotacion
Tue., March 6:
If you missed the Cortázar exam on Wed., you will take it in class today!
Double starter:
1. Complete this activity:
https://tinyurl.com/AlbumVacaciones
2. Todo sobre Unamuno - http://www.quia.com/quiz/5237076.html
Fri., March 9:
Starter: ¡Twitteando! (Twiccionario #MeChocaQue & #EsDeCursis)
In class:
1. We'll discuss the tuits written, plus your own.
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., March 15:
In class:
We will divide up the responsibilities of the senior Spanish honor society members for this evening induction ceremony. (We usually do this more in advance, but the three snow days in the last week have thrown our schedule off!)
Next we will play Quizlet, then Quizlet relay with the Capítulo 4 vocab., initially Spanish to English, then Spanish to Spanish. See the links, above, for practice.
Theme of unit / Tema de la unidad:
Societal expectations / Las expectativas sociales
Capítulo 4 - Nada menos que todo un hombre - Miguel de Unamuno
Vocab:
Spanish to English:
Spanish to Spanish: http://quizlet.com/3524520/capitulo-4-las-reacciones-a-las-expectativas-de-los-padres-flash-cards/
Mon., March 19:
In class (A): We will read the excerpt of Nada menos que todo un hombre on pages 76-77.
We will discuss the Preguntas de comprensión.
Belated 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.)
Homework due on Wed., March 21:
With a partner or two, you will write out a mini-skit, choosing either prompt # 1 or 3 from Expresándonos on page 79.
Wed., March 21:
Starter: Encuestaaconductores.pdf
In class:
1. You will act out the skits that you wrote for homework.
2. We will split into groups to answer the Preguntas de discusión, then we will review them together.
2. Listening activity. I will play this podcast: http://www.audiria.com/capitulos-detalle.php?id=216 - Madrileños 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
3. Time permitting, we will begin to review the use of the present subjunctive, pages 79-85.
Homework, due on Fri., March 23:
Bring in four pictures with appropriate captions in Spanish, two of what you think that society does value 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 (no watermarks-use free clip art), but they must be printed before class begins!
Fri., March 23:
Using your homework, you will create two different Valores posters.
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 and skip lines! 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!
Add a version of this game to subjunctive practice. Maybe make dice part easier by using 1, then 2 normal dice and writing 1-8 subj. indic. expressions on board. They have to check off verbs as use them, can't re-use? https://tinyurl.com/Dadosdelsubjuntivo
Tue., March 27:
Starter: Take this subjunctive v. indicative "quiz." https://www.quia.com/rr/553314.html?AP_rand=2122858803&playHTML=1
In class:
1. We will review the use of the present subjunctive, pages 79 - top of 85.
2. Song for subjunctive/command practice:
Juanes - Tu guardián - https://tinyurl.com/TuGuardian
THU., MARCH 29 - FINANCIAL WELLNESS FAIR FOR ALL SENIORS
COME TO CLASS FOR ATTENDANCE 1ST!
Mon., April 2:
Starter:
http://tinyurl.com/Dichos-Supersticiones
In class:
1. We'll review the starter.
2. Juanes song from Tues.
3. You will work on a Dolores Dice - advice column. Here are the guidelines: Doloresdice-Subjunctivo.pdf
If you do not finish this in class, you must do so for homework, due on Wed.
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)
Wed., April 4:
Starter: "Quiz" on the vocab. (English -> Spanish.)
In class:
1. I will check and then 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. & "Millionaire" present subjunctive practice:
https://www.quia.com/rr/74747.html?AP_rand=2024396779&playHTML=1
Fri., April 6:
In class:
1. ¿Subjuntivo o no? https://www.quia.com/quiz/2906783.html?AP_rand=869332749
2. We'll work on the present perfect subjunctive, pages 86-87.
3. Presente perfecto del subjuntivo:
https://www.spanishdict.com/quizzes/102/spanish-present-perfect-subjunctive
4. You'll take a story comprehension prueba.
https://tinyurl.com/ComprensionNadaMenos
Theme of unit / Tema de la unidad:
Societal expectations / Las expectativas sociales
Capítulo 4 - Nada menos que todo un hombre - Miguel de Unamuno
Vocab:
Spanish to English:
Spanish to Spanish: http://quizlet.com/3524520/capitulo-4-las-reacciones-a-las-expectativas-de-los-padres-flash-cards/
Tue., April 10 - SAT DAY - JUNIORS ONLY - We will not do the activities below in 2018
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.
EXAM ON WED., APRIL 11
The usual format:
1. Vocab. - Use Spanish to Spanish quizlet set to review - practice with learn and/or test mode, don't just use scatter/match!;
2. Verb tenses
a. 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.;
b. Present perfect subjunctive: forms of "haya" + past participle (review irregular past participles on page 32);
c. Story - re-read the story & your notes on the comprehension & discussion questions.
🌈 ¡FELICES VACACIONES! 🌈
Mon., April 23:
Reading, listening, conversation 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. Rueda de conversación
https://abcdeele.com/ruedastematicas/
3. 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!
Wed., April 25:
Discuss upcoming absences due to AP exams.
1. Share and discuss the 8+ sentence creative writing that you began on Mon. and completed for homework.
2. Spanish-speaking artist project - due on Tue., May 1:
https://tinyurl.com/ArtistasHispanohablantes
We will review the guidelines for the 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:
Miquel Barceló, Antonio Berni, Tatiana Bilbao, Santiago Calatrava, Claudio Coello, Rosa Rolanda Covarrubias, Salvador Dalí, Jusepe de Ribera, Sara Facio, Antoní Gaudí, Francisco Goya, El Greco, Juan Gris, Erika Harrsch, Frida Kahlo, Ricardo Legorreto, Joan Miró, Bartolemé Esteban Murillo, Juan O'Gorman, José Clemente Orozco, Olivia Peguero, Pablo Picasso, Francisco Ribalta, Diego Rivera, Doris Salcedo, Joaquín Sorolla, Diego Velázquez, José S. Vivanco...
For more ideas: http://en.wikipedia.org/wiki/Latin_American_art and http://en.wikipedia.org/wiki/Spanish_art
Latin American photographers: http://remezcla.com/lists/culture/iconic-latin-american-photographers/
Fri., April 27:
1. We will 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, El otro. ¿Son nuestros sueños una máquina del tiempo?
(Now on Netflix, but formerly this link (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/ )
2. We will watch an episode of Argentinian cartoon, Zamba con los artistas latinoamericanos.
https://www.youtube.com/watch?v=hwT9udhOLXQ
3. You will have the remainder of the block to work on your artist projects. Remember, it is due at our next class, on Tue., May 1.
Tue., May 1:
Presentation of artist projects. Take notes and make a learning activity, with at least one question from each project, due Mon., May 7.
Thu., May 3:
I will check the learning activities that you created based on your classmates' artist projects. Then you will trade them and complete them.
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 & AP lit this year. See hwnow archives for full plan.)
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!):
B. (Spanish to Spanish - includes the vocab. in footnotes from the reading):
Mon., May 7:
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 (on Friday, if we do not have time for the performances today.)
Homework, due Fri., May 11:
Expresión personal, page 93. Bear in mind the theme of this unit, Las experiencias que nos definen.
WED, MAY 9 - 13 STUDENTS OUT FOR AP ENGLISH LIT EXAM
Fri., May 11/Tue., May 15:
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.)
d. 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.)
e. Conditional perfect: "Would have" done something. To conjugate, add the past participle to the conditional of haber. Staying in your groups, review the conditional 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.
Las experiencias que nos definen (The experiences that define us)
Encuentros maravillosos - Capítulo 5 - El niño al que se le murió el amigo - Ana María Matute
(This unit has been shortened from six days + the Spanish Civil War unit to just three due to snow days & AP lit this year. See hwnow archives for full plan.)
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!):
B. (Spanish to Spanish - includes the vocab. in footnotes from the reading):
Fri., May 11/Tue., May 15:
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.)
d. 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.)
e. Conditional perfect: "Would have" done something. To conjugate, add the past participle to the conditional of haber. Staying in your groups, review the conditional 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.
5. Quizlet live with the Nada menos... vocab. (español al español.)
Exam Thu., May 17 - Open book (but I will be giving you a book from the cupboard to discourage writing in your own books!)
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.
If you were absent on Tue., May 15, check your email to find out whose future you are foretelling!
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 were absent for the exam, make an appointment to take it by Tue. May 22.
If you were absent for the exam, make an appointment to take it by Wed. May 23.
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 21:
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. Here is Gabriel García Márquez' most acclaimed work, Cien años de soledad in 11 and a half minutes:
https://www.youtube.com/watch?v=YWNcCs__vQg
3. We will watch a TED Talk, "Magical Realism: Embracing the Absurdity of Latin America": https://www.youtube.com/watch?v=9tYktRinPd8
4. We will view this video which analyzes magical realism in the Spanish film, by Mexican filmwriter/director Guillermo del Toro: https://www.youtube.com/watch?v=9KyDecbrlTo
5. We'll watch this video on the Spanish Civil war: https://www.youtube.com/watch?v=05_tghbhlfM and you'll complete a mini web quest: https://tinyurl.com/GuerraCivilWebquest
6. Time permitting, share the essays you wrote about your classmates' futures and practice the vocab. of the final unit in Quizlet.
If have time to do a bit of past subjunctive: https://tinyurl.com/If-CondSubj-Cond
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