Week 3

Monday, August 10: Students practiced the new vocabulary and we read Chapter 5. 

1. Choose a minimum of 30 difficult or uncommon words from Unit 1 Lesson 1. Flashcards are due Thursday, August 13th for homework points. Part of your participation will be to have these cards with you at your desk when the bell rings because you will be expected to practice these alone and/or with your partner if you finish an activity early. 

2. Begin studying these new words for a vocab quiz and dictation on Friday, August 14th.

3. If you are ever absent, please read the PDFs of Rebeldes de Tejas at home as we will have a quiz over the book as soon as we are done reading it. (Chapter 5)  

Tuesday, August 11: Students continued to review the vocab for U1L1 and they were briefly introduced to the review of the preterite (past tense). 

1. Choose a minimum of 30 difficult or uncommon words from Unit 1 Lesson flashcards are due Thursday, August 13th for homework points. Part of your participation will be to have these cards with you at your desk when the bell rings because you will be expected to practice these alone and/or with your partner if you finish an activity early. 

2. Begin studying these new words for a vocab quiz and dictation on Friday, August 14th.

3. Preparen el folleto (flyer) para presentar en clase el jueves, 20 de agosto y entregar. 

4. If you are ever absent, please read the PDFs of Rebeldes de Tejas at home as we will have a quiz over the book as soon as we are done reading it. (Chapter 6)  

Wednesday/Thursday, August 12/13: Students practiced the vocabulary and they also reviewed the preterite tense.

1. Begin studying these new words for a vocab quiz/dictation on Friday, August 14th.

2. Preparen el folleto (flyer) para presentar en clase el jueves, 20 de agosto y entregar. 

3. If you are ever absent, please read the PDFs of Rebeldes de Tejas at home as we will have a quiz over the book as soon as we are done reading it. (Chapter 7)

Week 2

Monday, August 3: Students completed the accent mark quiz and then practiced the vocab.  Entry/Exit ticket: Write this down and practice a lot before class on Tuesday: Entry Ticket: “Compito para recibir el premio” (I compete in order to receive the prize) Exit Ticket: “Cuento el cuento” (I tell the story)

Begin memorizing the new vocabulary and prepare a minimum of 30 numbered flashcards (not torn pieces of paper) with words that you did not know or that you would like to practice. This will be due Thursday, August 6. We will have a preliminary vocab quiz on Friday, August 7th.  

Tuesday, August 4: Students practiced a little bit of preliminary grammar and vocabulary, and then we read chapter 1 of the book Rebeldes de Tejas. Entry/Exit ticket: Write this down and practice a lot before class on Block Day*: Entry Ticket: “Regateo porque me gustan las gangas” (I bargain/haggle because I like bargains) Exit Ticket: “Viajo todos los veranos” (I travel every summer) *Zero hour will use the same ones on Wednesday and Thursday of every week.

Begin memorizing the new vocabulary and prepare a minimum of 30 flashcards (not torn pieces of paper) with words that you did not know or that you would like to practice. This will be due Thursday, 8/6. We will have a preliminary vocab quiz on Friday, August 7.   

We will begin reading a book today, and it will be read in class. If you are ever absent, please read the PDF at home as we will have a quiz over the book as soon as we are done reading it. (Chapter 1)

Block Day, August 5-6: Students read chapters 2 and 3 from the book. Study your vocab flashcards and prepare for a vocabulary quiz on Friday, August 7th. Review the preliminary grammar (present tense verbs) in preparation for a grammar quiz on Monday, August 10th. If you are ever absent, please read the PDFs of Rebeldes de Tejas at home as we will have a quiz over the book as soon as we are done reading it. (Chapter 2, Chapter 3)

Friday, August 7: Students completed the preliminary vocab quiz and we read chapter 4 from the reading book. Entry/Exit ticket: Write this down and practice a lot before class on Monday: Entry Ticket: “Hoy es la pruebita de gramática”

(Today is the grammar quiz) Exit Ticket: “Necesito repasar la gramática” (I need to review the grammar)

1. Begin reviewing grammar from this week for a grammar quiz on Monday, 8/10. Here is the preliminary unit study guide.

2. Watch the following videos that review some of the concepts from today’s grammar review. Please remember that we are not using vosotros, so please ignore this form of the second person plural. 

Present tense of the verb ser

Present tense of the verb estar

3. If you are ever absent, please read the PDFs of Rebeldes de Tejas at home as we will have a quiz over the book as soon as we are done reading it. (Chapter 4)  

Week 1

Monday, July 27: Students learned the class procedures.

Tuesday, July 28: Students learned about the stressed syllable and how to place accent marks.

1. Review the rules about written accent marks (SEGA) and prepare for a short quiz about accent marks next week. Here is a video on YouTube that reviews how to identify the stressed syllable. Here are some practice websites that can help you identify the stressed syllable: Practice 1, Practice 2. Here are some practice websites that will help you identify the type of stressed syllable (SEGA), but please remember that the words Grave & Llana are the same: Practice 1, Practice 2.

2. Sign the syllabus on the Google form by Friday, July 31st. (HW grade)

3. Bring a small photo to tape on the daily participation card. This will help me quickly memorize names and help me put names to faces this week. Bring your photo by Block Day as this will be counted as a homework grade.

4. Be sure to purchase and bring your composition notebooks by Friday, July 31st as we will begin doing bellwork in class with them. 

Block Day, July 29-30: Students practiced SEGA and learned about hiatos and diptongos.  Entry/Exit ticket: Write this down and practice a lot before class on Friday: “Estoy listo para aprender” (I am ready to learn)

1. Review the rules about written accent marks (SEGA), and hiatos y diptongos and prepare for a short quiz about accent marks next week. Here is a video on YouTube that reviews hiatos/diptongos and accent marks for hiatos. Here is a practice website for hiatos/diptongos and a second website for additional practice.

2. Sign the syllabus on the Google form by Friday, July 31st. (HW grade)

3. Be sure to purchase and bring your composition notebooks by Friday, July 31st as we will begin doing bellwork in class with them. 

Friday, July 31: Students learned about the diacritic accent mark in Spanish. Entry/Exit ticket: Write this down and practice a lot before class on Monday: “México es una palabra esdrújula” (Mexico is a word that is stressed on the third-to-last syllable)

1. Memorize the rules for accent marks (SEGA), hiatos/diptongos, and diacríticos in preparation for a quiz on Monday. I will allow you to retake this first quiz if you don’t like the grade that you received. Here is a video on YouTube that reviews diacritic accent marks. Here is a website with practice activities for the diacritic accent mark: Practice 1, Practice 2

2. Begin memorizing the new vocabulary and prepare a minimum of 30 flashcards (not torn pieces of paper) with words that you did not know or that you would like to practice. This will be due Thursday, August 5th. 

Here is an optional  packet with Spanish 3 Honors Summer Assignments for any Spanish 2 students who would like to practice over the summer and earn some credit for the fall semester.  It is due on the first day of school and it should be completed throughout the summer and not all at once. Please email Profe. Peterson (apeterson@bfcsaz.com) if you have any questions.

Spanish 3 is a Dual Enrollment Course. I will provide additional information in the coming weeks, however, here are some registration deadlines:

Registration Timeline

The Dual Enrollment registration will begin on August 3, 2026. Please note that registration will be available for students based on finalized class lists and high school approval.

Priority Registration Deadline

The priority deadline for Fall 2026 Dual Enrollment registration is August 31, 2026. We encourage students to complete their registration steps early to ensure a smooth enrollment process.

Email sent to parents and students on July 4, 2026: 

Dear Parents/Guardians and Students,

Happy 4th of July! I hope you are doing well. I am writing to share an optional academic enrichment opportunity available to students in AP Spanish and Honors Spanish 3. This activity will take place entirely outside of class time, and participation is completely voluntary.

Vista Higher Learning—the publisher of our AP Spanish materials and the new Spanish 1 curriculum—has opened submissions for its national essay contest, "Raíces: Celebrating Hispanic Heritage." Although the contest highlights cultural themes, the primary purpose of offering it to students is academic. It provides a meaningful opportunity for students to strengthen their writing skills, deepen cultural literacy, and participate in a national competition that supports their academic growth.

Importantly, students may write their essays in either English or Spanish, making the contest accessible to all learners. The essay deadline is August 15. 

Vista Higher Learning is also providing a special incentive: every student who submits an essay will receive a free copy of Fesser’s book Get to Know Bernardo de Gálvez within 6–8 weeks of their submission. Bernardo de Gálvez was a Spanish general whose contributions were essential to the success of the American Revolution—so essential that his portrait hangs in the U.S. Capitol. Learning about him offers students a valuable historical perspective, especially as the United States approaches its 250th anniversary.

The contest also includes significant prizes. The first‑place winner will receive an all‑expenses‑paid trip to Spain in the summer of 2027, for themselves, their guiding teacher, and a companion for each. Additionally, 15 finalists will be invited to an award ceremony this October, providing students with an opportunity for national recognition.

Even if students simply complete the essay and receive the book, I believe this experience represents a meaningful academic and cultural benefit. It encourages writing development, independent learning, and engagement with history and culture.

Here is the website with the complete information, but if you have any questions or would like more information, please feel free to reach out.

Warm regards, 

Profe Peterson