During Hybrid Learning A week, Ms. Weston's class completed these lessons. During Hybrid Learning B week, Mrs. Kalnicky's class completed these lessons.
At the beginning of each Spanish class, we complete a few daily routines. We say the date, give a weather report, and talk about how we're feeling. You can use this Google Slides presentation (embedded as a PDF document) to practice at home!
Second and Third Graders are both studying food right now (because the current Third Graders missed this unit during quarantine at the end of last year). We are learning vocabulary for foods in all four food groups, plus some descriptive words to explain why we like or don't like certain foods. We will practice describing the flavor of foods, categorizing them in food groups, and taking some make-believe trips to the Supermercado with HBO Latino's Perro y Gato.
¿Qué aprendiste? This week we'll use two recorded asynchronous review lessons to look back on Q2 objectives and self-assess our learning. The first video emphasizes Kínder and 1st grade goals, while the second video is more directed at 2nd and 3rd graders. I recommend students watch both videos, since many of the objectives are addressed repeatedly in our daily routines and in future units. For example, my 8th graders are drawing on their 1st grade learning right now, using family vocabulary to talk about cultural traditions!
This week is final project week! Students will present their five-day weather reports that they've spent the last few weeks creating. I am so proud of our second graders' hard work!
This week we are creating rough drafts of our final project. Students will look up the weather in a city of their choice and record it on a blank five-day forecast template. They will think about what clothes they would tell people to wear, based on the weather. Next week we will practice reading our presentations and submit our final drafts.
Look for the assignment above in
Seesaw for more specific instructions
and examples!
This week we will continue practicing our clothing vocabulary. We'll have some help from a few favorite cartoon characters, too.
¿Qué llevas puesto hoy? What clothes are you wearing today? Second grade students will learn clothing vocabulary this week, so we can make weather-appropriate recommendations about what people should wear each day of a weather forecast.
¿Qué tiempo hace? This week we'll review the weather vocabulary we learned before break.
Have you ever seen the 1982 TV film "The Snowman"? It was one of my favorites when I was a little girl. The film is based on a picture-book by British author Raymond Briggs. It is wordless, except for the amazing music, which makes it a perfect learning tool in a language class. PYP classes will read a Spanish version of the story that's appropriate for their grade level, and then we'll watch the film. For homework, students will drag-and-match screen grabs from the movie with the vocabulary we practiced in class. You can find the Youtube version of the film here or watch my recording here.
Last year, in first grade, we learned the días de la semana (days of the week) in Spanish. This week we'll combine that vocabulary with our new weather words to describe 5-day forecasts for different places around the world. ¿Qué tiempo hace el lunes? ¿Qué tiempo hace el viernes?
¿Qué tiempo hace hoy? We'll use photos and real weather reports to practice our weather vocabulary this week. The activities below come from www.rockalingua.com where you can find two weather songs, plus picture dictionaries and vocabulary practice games!
¡Gracias! I am so thankful for my wonderful students, their supportive families, and all of the excellent teachers and staff at Pulaski school. I hope you and your family have a safe, happy Thanksgiving holiday.
Our Q2 unit is all about WEATHER!
We teach this unit in tandem with the homeroom teachers' IB science unit on weather and natural disasters, and every year it's lots of fun.
Students may already know quite a bit of weather vocabulary, since giving the weather report is part of our daily routines starting in kindergarten.
When you're out walking, try describing the weather in Spanish. Ask your student, "¿Qué tiempo hace?" (What's the weather like?) and see what they say!
We're wrapping up our lesson series on academic classes and school supplies this week.
We'll practice school supplies vocabulary and name the things we usually need for each of our classes.
This week we'll review some of our Q1 learning objectives and self-assess to see if we can do the things written in our "I can" statements! Click this link to watch a 20-minute review video of Q1 learning objectives for PYP Spanish students. I included a few exemplary work samples from 2nd and 3rd grade students at the end - Pulaski students are so impressive! You can also download the objectives presentation here.
Día de Muertos is celebrated the 1st and 2nd of November in Mexico, some other Spanish-speaking countries and across the United States. This week, we will spend one or two lessons learning about Día de Muertos, reading picture books about the holiday, and completing fun cultural activities. Here are a few of the students' favorite Día de Muertos videos:
Students ask to see this Día de Muertos CGI animation all year long! Warning for sensitive kiddos: The video starts a *teensy* bit scary, but it doesn't stay that way!
There are many free resources on Rockalingua, including printable crafts and story sequencing activities, to extend your at-home learning about Día de Muertos!
Visit this virtual altar and click on the linked objects to learn more about Día de Muertos and these three famous people who passed away in 2020 - we will remember them for their positive contributions to society! FYI, You have to open the document in a separate tab for the links to work.
PYP classes will read this darling book by Flavia Drago, which includes Día de Muertos imagery, but also touches on themes of kindness, respecting differences, and taking risks to make new friends!
This week we're beginning a new unit about our school day - el día escolar. We will learn how to talk about our academic classes in Spanish, as well as the school supplies we use for each class.
Rockalingua has a great video that uses lots of the vocabulary we'll be learning.
Watch the video and practice asking, ¿Cuál es tu clase favorita? What is your favorite class?
¡Mi clase favorita es la clase de ESPAÑOL! :)
Holy guacamole! Pulaski's 2nd graders created some AMAZING Spanish-language comic strips last week. I am so impressed, and I know you will be, too! Students will share their work in class this week, and we'll complete a final review to wrap up the unit.
Students will combine the basic conversation vocabulary we've been practicing to create a comic strip. They can choose any two characters they want for the comic - Batman, Elsa, Peppa Pig, Dogman, whoever! The two cartoon characters will greet each other, ask each other simple questions we've practiced like ¿Cómo te llamas? (What's your name?) and ¿Cúantos años tienes? (How old are you?) and ¿De dónde eres? (Where are you from?) and ¿Cómo estás? (How are you?). Students will include two of the feelings words we've been practicing in the comic strip in response to the question ¿Cómo estás?.
This week we are reviewing feelings vocabulary from years past, plus adding some more complex feelings words. We'll read hypothetical situations, talk about how we think we might feel, and offer advice to a friend who is feeling a certain way.
This week we are continuing to get to know each other, and we are reviewing our three key conversation questions from First Grade: ¿Cómo te llamas? (What's your name? ¿Cuántos años tienes? (How old are you?) and ¿De dónde eres? (Where are you from?). I've included the two assignments below. You can print them and complete them on paper, or you can do them digitally in Seesaw - they will be shared on that platform on the day of your student's Spanish class.
Ejemplo:
Preguntas y Respuestas: Matching
In this activity, students will read the questions in the left column, and draw a line to connect each question to the answer that makes the most sense.
For example, the first question asks, "¿Cómo te llamas?" so students will need to draw a line to the speech bubble where someone tells their name (Me llamo ______).
Below I've embedded the Google Slides presentation I'm using during synchronous lessons with my Second Grade classes during the week of September 8. Please note our Essential Agreements on Slide 8. There is no homework this week.