Spanish 3 2024-2025

Siobhan Ritchie Cute

siobhanc@school-one.org

Period C 

Greetings y saludos!

We will be meeting on Mondays, Wednesdays and Thursdays. Please come prepared to class with a notebook and writing utensil.  

***a note about levels***please feel free to reach out to me through email or in person if you have questions about your level and how you will fit into this class.  everyone will have a chance to give me feedback about whether the work is too easy, too hard or just right (kind of like the porridge from the bears).  no Spanish student will be left behind...les prometo. 

Trimester 3 

The work of trimester 3 is separated into two separate projects: grammar review project and cultural literacy project.  We will begin with the grammar review project and work on it, individually and together in 'class' for the next 4-5 weeks, at which point we will change gears and work on cultural literacy projects.   

Week 1 - lunes 17 de marzo: 

https://docs.google.com/document/d/1sp67ythnywQrjTR7l7dIjxXVDhacmEYf5GTYnW2jSVU/edit?tab=t.0

Grammar Review Projects

You will all have an opportunity to learn more about the project work that is expected of you.  You are encouraged to be curious and thoughtful, thorough and creative.  Each of your projects will be an individualized creation (some may be more 'creative' than others), but they will all show an understanding of basic elements of Spanish grammar, specifically covering the verb tenses you have learned in the first three years of foreign language study.  

Though your individual title may be different, the project/idea/theme can be thought of as...

Lo que YO puedo hacer con los verbos.....          (What I can do with verbs..........)

In order to accomplish this, we will be reviewing the following tenses (for -AR, -ER, and -IR verbs):

• simple present - regular verbs

• simple present - irregular verbs

• simple present - stem-changing verbs

• present progressive

• preterite - regular verbs

• preterite - irregular verbs

• preterite - stem-changing verbs

• imperfect - regular verbs

• imperfect - irregular verbs

• past progressive

• present perfect 

• past perfect

• future - regular verbs

• future - irregular verbs

• conditional - regular verbs

• conditional - irregular verbs

• commands (new for some, review for others)

• present subjunctive

refer to the list above throughout the course of this project, and bring your questions to class!!

projects can and will take many different forms, but they must all show an understanding of everything listed above

when imagining your project, try to envision a learning tool that would help you to remember what you know about the information we will be reviewing.  for some of you, a simple textbook format with verb conjugations and example sentences would serve this purpose.  for others, a creative story with images and text would work even better.  think about what you would like to spend your time creating AND what would help you to remember the work you have done so far in Spanish.  a digital story?  a comic strip?  a large posterboard with colorful images? a mini-notebook made from index cards?  a video? a series of songs?  

your project is your own...but we need to start working soon, so project ideas must be finalized before the end of our sessions this week.  

Week 2 updates:

• students all have project ideas, so please remember that your work is your own to do...but I am happy to help with any part of the process.  I can help you with content, creative ideas, or anything else that comes up.

• students will schedule a specific due date when they will be ready to share their work (in whatever way is possible) on our online 'class' meetings.  

Weeks 3 and 4:

• notes on all of the tenses to be included in the project

• work time for projects 

• schedule presentations for students who are ready to share their work, students who are not yet ready to present must attend the full help session and use this time to work on the project--questions are encouraged!!!  please, let me help you to create accurate and effective example sentences--

Week 5:

• presentations of individual projects 

• students will BEGIN to consider options for our second and final project of the trimester.  in preparation for this project, we will complete in-class activities using El Times (New York Times news in Spanish). ...if you spend time noodling around on the news site, even playing word games or reading about music or art, feel free and encouraged to do so.  if you spend time reading articles in Spanish, or trying, that counts as extra credit in Spanish, so please let me know!)

PROJECT OPTIONS:

please take your time when considering which of the following options seems most interesting/most doable to you.  completing and presenting this project will be your work for the remainder or the trimester, so it should be meaningful to you and, hopefully, interesting.  projects that aim only to fulfill minimum requirements may earn you credit, but your final evaluation may reflect poor performance.  a project that engages you is more likely to engage your peers when presented.  be thoughtful, and conference with me about your ideas, questions, etc. 

and remember: I am more than open to hearing from you about a project idea not included on this list.  as long as you get an 'ok' from me, you can tailor this project to something that truly interests you, whether your interest be in content, format, etc.  think of this as an opportunity to either practice a skill you have or develop a skill you have not yet mastered.  

these are projects that help us to develop cultural literacy...so potentially almost anything goes!

some of my ideas for topics...

• a country or culture from the Spanish speaking world

• a country or culture from your own ethnic heritage

• a country or culture that interests you

• a current event from any of the above mentioned countries

• an historical event (any of the above mentioned countries)

• the current relationship between the United States and any of the above mentioned countries

• the historical relationship                              "                               "                     "

some of my ideas for formats.....

• google slide/power point/presi etc.  

• a theatrical dialogue /short play

• an animated video--your creation

• a video--your editing 

• a digital story/comic strip

• a creative narrative/poetry/prose/song

• a kahoot, quizlet or online quiz activity (perhaps paired with a mini-instructional unit)

requirements that cannot be avoided:

• evidence of significant research--for example, writing a poem or song about the US invasion of Grenada would be an excellent idea, but first, the student would need to learn about the facts.  when presenting the work to the class, the student would also be responsible for sharing gained knowledge as well as the creative work

• the use of your original Spanish language for the majority of the project--in other words, creating any of the above in English and then translating is not acceptable.  

• a bibliography or sources page--research in Spanish must be included--to the extent that it is possible and feasible, the majority of sources should be original Spanish language sites.  

exceptions:  English language exceptions can be made if students creating either a slide presentation or an edited video include some clips of English language news reports or other videos.  this could be helpful either to provide a context/framework for the topic or because a particular video exists only in English and you'd like to include it.

fun/interesting ideas to make otherwise potentially boring topics interesting to you...

• food

• music

• dance

• art

• indigenous populations

• activism

• injustice

• environmental politics

• gender politics

• technology

• science

• animals

• what comes to mind? what do you enjoy? what interests you?

Weeks 7 and 8 will be dedicated to project work

Weeks 9 and 10 will be dedicated to project presentations--we will discuss individual due dates in class and make sure everyone feels comfortable with both timeline and plans--be in touch with Siobhan if you have ANY questions or concerns.  siobhanc@school-one.org

Trimester 2:

weeks 1-3

capítulo XVI

1. ¿Cuál es el séptimo planeta que visita el principito?

2. ¿Cuántas personas mayores hay en la Tierra (según el texto)?

3. ¿Trabajan mucho o poco los faroleros en los Polos (Norte y Sur)?

capítulo XVII

1. ¿Cuánto lugar ocupan las personas mayores?

2. ¿Cuánto lugar piensan que ocupan?

3. ¿Con quién habla el principito?

4. Describe la serpiente...

5. ¿Qué ofrece al principito la serpiente...que tipo de ayuda?

write a one paragraph response to the following quote from chapter 17:

• "Con los hombres también está solo."

leemos capítulos 18, 19, y 20 (son cortos)

HW for weeks 2-3

(completed assignment due 12/19)

•  identify all future and conditional verbs in the following passage, then translate a portion of the passage (page 80-82):

—Mi vida es muy monótona. ...   tendría vacación alguna.

 explain in Spanish ONE of the following quotes (again, with one-paragraph response)  

• Eres responsable para siempre de lo que has domesticado.

• Lo esencial es invisible a los ojos.

• No se ve bien sino con el corazon.

VACACIÓN de DICIEMBBRE

Semanas 4-5

seguimos con capítulos XXII, XXIII, XXIV, XXV

leemos, traducimos un poco, y comprendemos

Semana 6

terminamos el libro

capítulos XXVI y XXVII

Semana 7

empezamos la PRUEBA VISUAL--cortamos las imágenes del libro y las ponemos en orden

week 7  --students will see images from the text and organize into a narrative path...students should include 30 images (or more...but not too many more!)

Semana 8

escribimos el ensayo final (un resúmen del libro entero) -- debe ser por lo menos 2 páginas

Semana 9

preparamos y presentamos  las presentaciones finales en que los estudiantes usan el producto de la prueba visual para resumir el libro en una presentación oral frente de la clase

--students will put finishing touches on visual quiz projects and prepare final presentations: retelling the story en espanol, using the visual quiz as a guide, replete with vocabulary hints galore!  these should be approximately 10 minutes long (no worries about a bit shorter or a bit longer)

Trimester 1 

Weeks 1-2

classwork para el jueves 5 de septiembre -- paragraph (approx. 6 facts - biographical information) on Antoine St. Exúpery -- en español...

classwork para el lunes 9 de septiembre - entender la dedicacion del libro

HW due 11 de septiembre (miércoles) - write answers to comprehension questions (en español)

1. ¿Dónde vio la imagen de la serpiente?

2. ¿Cómo comen las serpientes?

3. ¿Cómo respondieron las personas grandes al dibujo #1?

4. ¿Qué estudió en vez del arte?

5. ¿Cuál es el oficio del narrador?

6. ¿De qué habla con las personas grandes?

7. ¿Qué opina el narrador de las personas grandes?

Week 3

seguimos leyendo en el texto durante la clase martes 

 reading comprehension questions--please answer in notebooks

cap. 2 

1. ¿ Cómo despertó el principito al piloto?

2.  ¿Por qué estaba irritado el piloto?

3. ¿Por qué dibujaba muchos corderos?

4.¿ Por qué le gustó la caja al principito?

cap. 3

1. ¿De dónde viene el principito?

2. ¿ Cómo es su casa?

Week 4/Semana 4 

chapter 4 to be completed...if not during class on monday

by the end of thursday's class, students will have completed a 1 page summary/analysis of chapters 1-4

cap. 4

1. ¿Por qué tenía que repetir su presentación el astrónomo turco?

2. ¿Cuál es esencial para las personas grandes?  ¿para los niños?

3. ¿Qué opina el narrador de lo esencial? ¿Por qué?

  hablamos de capítulo 4 y de lo que es esencial...

tarea para el jueves: seguir trabajando en un ensayo sobre el libro--hablamos más y escribimos en clase-

empezamos escribir con un resumen--describir quien es el narrador, el principito, como se conocen, de dónde son, etc.

seguimos con una reflexión sobre los temas o un tema del libro hasta este punto, sus opiniones de lo que escribe el autor, si están de acuerdo o no con lo que dice.  se pueden incluir citas (quotes), pero no es necesario.

Week 6

HW for thursday:

- begin Chapters 5 and 6 and create 2 comprehension questions for each chapter (en español). be prepared to ask questions and discuss (en español)

Semana 7

martes - seguimos leyendo capítulos 7 y 8

tarea para el jueves:

-escoge UN capítulo (1-8)

-identifica los VERBOS y los TENSOS de los verbos en el capítulo

por ejemplo, en la dedicación...

1. pido (presente)

2. tengo (presente)

3. es (presente)

4. puede (presente)

5. vive (presente)

6. tiene (presente)

7. quiero (presente)

8. fue (pretérito)

all students are responsible for PRESENT tense verbs and MOST of you are familiar with PRETERITE and IMPERFECT.  if you have studied those but need to brush up, feel free to consult me or youtube or both!  send me questions, and plan to spend between 30-60 minutes on this activity

Semana 7

el lunes en clase seguimos leyendo cap. 9

tarea para el jueves: preguntas de comprensión cap. 8, 9

cap. 8

1.  ¿Por qué era especial (o distinta) esta flor?

2. ¿Qué opina el principito de la flor primero...cuando ella se despierta y empieza a hablar?

3. ¿Es una hierba la flor?

4. ¿Qué hace el principito para proteger y cuidar a la flor?

5. ¿Piensas que el principito ama a la flor? por qué?

cap. 9

1.  ¿Cómo escapó de su planeta?

2. ¿Qué hizo la mañana de la partida?

3. ¿Cómo son las erupciones volcánicas?

4. ¿Por qué piensas que la flor no respondió?

5. ¿Piensas que tienen una amistad buena la flor y el principito?

el jueves en clase repasamos las preguntas y seguimos leyendo el capítulo 10

Semana 8

begin table of questions about each chapter (that the prince visits)

answer the following questions for each planet:

• ¿Cuál planeta es?

• ¿Quién vive allí?

• ¿Cómo es?

• ¿Qué aprende el principito de la visita?

• ¿Son amigos el que vive allí y el principito?

classwork on Thursday - work on answers to above questions for chapter 10, the planet of the King....

HW for Monday - complete questions for chapter 10

also...think about upcoming project work:

work on both artwork and writing assignments for project.

trabajamos en los proyectos y presentaciones sobre los planetas.  cada estudiante escogerá un planeta y creará un "visual aid" para una presentación en que hablará del planeta.  estudiantes también escribirán una página con por lo menos una citación del capítulo describiendo la visita del principito en ese planeta.  para presentar, los estudiantes no leerán lo escrito--hablarán en una manera informal y original (con errores, por favor)

Semana 9

seguimos leyendo capítulos 11 y 12, contestamos las preguntas para los capítulos

Week 10/Semana 10

seguimos leyendo capítulos 13 y 14, contestamos las preguntas para los capítulos

terminamos con capítulo 15

escogemos planetas para los proyectos

Weeks  11 and 12  - presentaciones del proyectos

... ¡¡presentaciones!!

Trimester 3 

The work of trimester 3 is separated into two separate projects: grammar review project and cultural literacy project.  We will begin with the grammar review project and work on it, individually and together in 'class' for the next 4-5 weeks, at which point we will change gears and work on cultural literacy projects.   

Grammar Review Projects

You will all have an opportunity to learn more about the project work that is expected of you.  You are encouraged to be curious and thoughtful, thorough and creative.  Each of your projects will be an individualized creation (some may be more 'creative' than others), but they will all show an understanding of basic elements of Spanish grammar, specifically covering the verb tenses you have learned in the first three years of foreign language study.  

Though your individual title may be different, the project/idea/theme can be thought of as...

Lo que YO puedo hacer con los verbos.....          (What I can do with verbs..........)

In order to accomplish this, we will be reviewing the following tenses (for -AR, -ER, and -IR verbs):

• simple present - regular verbs

• simple present - irregular verbs

• simple present - stem-changing verbs

• present progressive

• preterite - regular verbs

• preterite - irregular verbs

• preterite - stem-changing verbs

• imperfect - regular verbs

• imperfect - irregular verbs

• past progressive

• present perfect 

• past perfect

• future - regular verbs

• future - irregular verbs

• conditional - regular verbs

• conditional - irregular verbs

• commands (new for some, review for others)

• present subjunctive

refer to the list above throughout the course of this project, and bring your questions to class!!

projects can and will take many different forms, but they must all show an understanding of everything listed above

when imagining your project, try to envision a learning tool that would help you to remember what you know about the information we will be reviewing.  for some of you, a simple textbook format with verb conjugations and example sentences would serve this purpose.  for others, a creative story with images and text would work even better.  think about what you would like to spend your time creating AND what would help you to remember the work you have done so far in Spanish.  a digital story?  a comic strip?  a large posterboard with colorful images? a mini-notebook made from index cards?  a video? a series of songs?  

your project is your own...but we need to start working soon, so project ideas must be finalized before the end of our sessions this week.  

Week 2 updates:

• students all have project ideas, so please remember that your work is your own to do...but I am happy to help with any part of the process.  I can help you with content, creative ideas, or anything else that comes up.

• students will schedule a specific due date when they will be ready to share their work (in whatever way is possible) on our online 'class' meetings.  

Weeks 3 and 4:

• notes on all of the tenses to be included in the project

• work time for projects 

• schedule presentations for students who are ready to share their work, students who are not yet ready to present must attend the full help session and use this time to work on the project--questions are encouraged!!!  please, let me help you to create accurate and effective example sentences--

Week 5:

• presentations of individual projects 

• students will BEGIN to consider options for our second and final project of the trimester.  in preparation for this project, we will complete in-class activities using El Times (New York Times news in Spanish). ...if you spend time noodling around on the news site, even playing word games or reading about music or art, feel free and encouraged to do so.  if you spend time reading articles in Spanish, or trying, that counts as extra credit in Spanish, so please let me know!)

PROJECT OPTIONS:

please take your time when considering which of the following options seems most interesting/most doable to you.  completing and presenting this project will be your work for the remainder or the trimester, so it should be meaningful to you and, hopefully, interesting.  projects that aim only to fulfill minimum requirements may earn you credit, but your final evaluation may reflect poor performance.  a project that engages you is more likely to engage your peers when presented.  be thoughtful, and conference with me about your ideas, questions, etc. 

and remember: I am more than open to hearing from you about a project idea not included on this list.  as long as you get an 'ok' from me, you can tailor this project to something that truly interests you, whether your interest be in content, format, etc.  think of this as an opportunity to either practice a skill you have or develop a skill you have not yet mastered.  

these are projects that help us to develop cultural literacy...so potentially almost anything goes!

some of my ideas for topics...

• a country or culture from the Spanish speaking world

• a country or culture from your own ethnic heritage

• a country or culture that interests you

• a current event from any of the above mentioned countries

• an historical event (any of the above mentioned countries)

• the current relationship between the United States and any of the above mentioned countries

• the historical relationship                              "                               "                     "

some of my ideas for formats.....

• google slide/power point/presi etc.  

• a theatrical dialogue /short play

• an animated video--your creation

• a video--your editing 

• a digital story/comic strip

• a creative narrative/poetry/prose/song

• a kahoot, quizlet or online quiz activity (perhaps paired with a mini-instructional unit)

requirements that cannot be avoided:

• evidence of significant research--for example, writing a poem or song about the US invasion of Grenada would be an excellent idea, but first, the student would need to learn about the facts.  when presenting the work to the class, the student would also be responsible for sharing gained knowledge as well as the creative work

• the use of your original Spanish language for the majority of the project--in other words, creating any of the above in English and then translating is not acceptable.  

• a bibliography or sources page--research in Spanish must be included--to the extent that it is possible and feasible, the majority of sources should be original Spanish language sites.  

exceptions:  English language exceptions can be made if students creating either a slide presentation or an edited video include some clips of English language news reports or other videos.  this could be helpful either to provide a context/framework for the topic or because a particular video exists only in English and you'd like to include it.

fun/interesting ideas to make otherwise potentially boring topics interesting to you...

• food

• music

• dance

• art

• indigenous populations

• activism

• injustice

• environmental politics

• gender politics

• technology

• science

• animals

• what comes to mind? what do you enjoy? what interests you?

Weeks 7 and 8 will be dedicated to project work

Weeks 9 and 10 will be dedicated to project presentations--we will discuss individual due dates in class and make sure everyone feels comfortable with both timeline and plans--be in touch with Siobhan if you have ANY questions or concerns.  siobhanc@school-one.org

Trimester 2:

weeks 1-3

capítulo XVI

4. ¿Cuál es el séptimo planeta que visita el principito?

5. ¿Cuántas personas mayores hay en la Tierra (según el texto)?

6. ¿Trabajan mucho o poco los faroleros en los Polos (Norte y Sur)?

capítulo XVII

6. ¿Cuánto lugar ocupan las personas mayores?

7. ¿Cuánto lugar piensan que ocupan?

8. ¿Con quién habla el principito?

9. Describe la serpiente...

10. ¿Qué ofrece al principito la serpiente...que tipo de ayuda?

write a one paragraph response to the following quote from chapter 17:

• "Con los hombres también está solo."

Thursday 12/7 go over the future and conditional tenses in class

HW for weeks 2-3

(completed assignment due 12/14)

•  identify all future and conditional verbs in the following passage, then translate a portion of the passage (page 80-82):

—Mi vida es muy monótona. ...   tendría vacación alguna.

 explain in Spanish ONE of the following quotes (again, with one-paragraph response)  

• Eres responsable para siempre de lo que has domesticado.

• Lo esencial es invisible a los ojos.

• No se ve bien sino con el corazon.

....vacación de diciembre....

Semanas 4-5

seguimos con capítulos XXII, XXIII, XXIV, XXV

leemos, traducimos un poco, y comprendemos

Semana 6

terminamos el libro

capítulos XXVI y XXVII

Semana 7

empezamos la PRUEBA VISUAL--cortamos las imágenes del libro y las ponemos en orden

week 7  --students will see images from the text and organize into a narrative path...students should include 30 images (or more...but not too many more!)

Semana 8

escribimos el ensayo final (un resúmen del libro entero) -- debe ser por lo menos 2 páginas

Semana 9

preparamos y presentamos  las presentaciones finales en que los estudiantes usan el producto de la prueba visual para resumir el libro en una presentación oral frente de la clase

--students will put finishing touches on visual quiz projects and prepare final presentations: retelling the story en espanol, using the visual quiz as a guide, replete with vocabulary hints galore!  these should be approximately 10 minutes long (no worries about a bit shorter or a bit longer)

Semanas 10-12

students who have completed their presentations can use class time to complete an additional (extra credit) project:

after choosing a song (and having your selection ok-ed by me), create a scavenger hunt activity for the class to complete when listening.  each scavenger hunt must include at lest 1 item from 10 different categories.

ideas for categories include (but are not limited to) the following:

reflexive pronouns

indirect object pronouns

direct object pronouns

verbs in the ______ tense (present/preterite/imperfect/present progressive)

present participles (-ando, -iendo)

infinitives

adjectives

nouns

cognates

irregular verbs

stem-changing verbs

etc.

songs will be presented to the class

Trimester 3 

The work of trimester 3 is separated into two separate projects: grammar review project and cultural literacy project.  We will begin with the grammar review project and work on it, individually and together in 'class' for the next 4-5 weeks, at which point we will change gears and work on cultural literacy projects.   

Grammar Review Projects

You will all have an opportunity to learn more about the project work that is expected of you.  You are encouraged to be curious and thoughtful, thorough and creative.  Each of your projects will be an individualized creation (some may be more 'creative' than others), but they will all show an understanding of basic elements of Spanish grammar, specifically covering the verb tenses you have learned in the first three years of foreign language study.  

Though your individual title may be different, the project/idea/theme can be thought of as...

Lo que YO puedo hacer con los verbos.....          (What I can do with verbs..........)

In order to accomplish this, we will be reviewing the following tenses (for -AR, -ER, and -IR verbs):

• simple present - regular verbs

• simple present - irregular verbs

• simple present - stem-changing verbs

• present progressive

• preterite - regular verbs

• preterite - irregular verbs

• preterite - stem-changing verbs

• imperfect - regular verbs

• imperfect - irregular verbs

• past progressive

• present perfect 

• past perfect

• future - regular verbs

• future - irregular verbs

• conditional - regular verbs

• conditional - irregular verbs

• commands (new for some, review for others)

• present subjunctive

refer to the list above throughout the course of this project, and bring your questions to class!!

projects can and will take many different forms, but they must all show an understanding of everything listed above

when imagining your project, try to envision a learning tool that would help you to remember what you know about the information we will be reviewing.  for some of you, a simple textbook format with verb conjugations and example sentences would serve this purpose.  for others, a creative story with images and text would work even better.  think about what you would like to spend your time creating AND what would help you to remember the work you have done so far in Spanish.  a digital story?  a comic strip?  a large posterboard with colorful images? a mini-notebook made from index cards?  a video? a series of songs?  

your project is your own...but we need to start working soon, so project ideas must be finalized before the end of our sessions this week.  

Week 2 updates:

• students all have project ideas, so please remember that your work is your own to do...but I am happy to help with any part of the process.  I can help you with content, creative ideas, or anything else that comes up.

• students will schedule a specific due date when they will be ready to share their work (in whatever way is possible) on our online 'class' meetings.  

Weeks 3 and 4:

• notes on all of the tenses to be included in the project

• work time for projects 

• schedule presentations for students who are ready to share their work, students who are not yet ready to present must attend the full help session and use this time to work on the project--questions are encouraged!!!  please, let me help you to create accurate and effective example sentences--

Week 5:

• presentations of individual projects 

• students will BEGIN to consider options for our second and final project of the trimester.  in preparation for this project, we will complete in-class activities using El Times (New York Times news in Spanish). ...if you spend time noodling around on the news site, even playing word games or reading about music or art, feel free and encouraged to do so.  if you spend time reading articles in Spanish, or trying, that counts as extra credit in Spanish, so please let me know!)

PROJECT OPTIONS:

please take your time when considering which of the following options seems most interesting/most doable to you.  completing and presenting this project will be your work for the remainder or the trimester, so it should be meaningful to you and, hopefully, interesting.  projects that aim only to fulfill minimum requirements may earn you credit, but your final evaluation may reflect poor performance.  a project that engages you is more likely to engage your peers when presented.  be thoughtful, and conference with me about your ideas, questions, etc. 

and remember: I am more than open to hearing from you about a project idea not included on this list.  as long as you get an 'ok' from me, you can tailor this project to something that truly interests you, whether your interest be in content, format, etc.  think of this as an opportunity to either practice a skill you have or develop a skill you have not yet mastered.  

these are projects that help us to develop cultural literacy...so potentially almost anything goes!

some of my ideas for topics...

• a country or culture from the Spanish speaking world

• a country or culture from your own ethnic heritage

• a country or culture that interests you

• a current event from any of the above mentioned countries

• an historical event (any of the above mentioned countries)

• the current relationship between the United States and any of the above mentioned countries

• the historical relationship                              "                               "                     "

some of my ideas for formats.....

• google slide/power point/presi etc.  

• a theatrical dialogue /short play

• an animated video--your creation

• a video--your editing 

• a digital story/comic strip

• a creative narrative/poetry/prose/song

• a kahoot, quizlet or online quiz activity (perhaps paired with a mini-instructional unit)

requirements that cannot be avoided:

• evidence of significant research--for example, writing a poem or song about the US invasion of Grenada would be an excellent idea, but first, the student would need to learn about the facts.  when presenting the work to the class, the student would also be responsible for sharing gained knowledge as well as the creative work

• the use of your original Spanish language for the majority of the project--in other words, creating any of the above in English and then translating is not acceptable.  

• a bibliography or sources page--research in Spanish must be included--to the extent that it is possible and feasible, the majority of sources should be original Spanish language sites.  

exceptions:  English language exceptions can be made if students creating either a slide presentation or an edited video include some clips of English language news reports or other videos.  this could be helpful either to provide a context/framework for the topic or because a particular video exists only in English and you'd like to include it.

fun/interesting ideas to make otherwise potentially boring topics interesting to you...

• food

• music

• dance

• art

• indigenous populations

• activism

• injustice

• environmental politics

• gender politics

• technology

• science

• animals

• what comes to mind? what do you enjoy? what interests you?

Weeks 7 and 8 will be dedicated to project work

Weeks 9 and 10 will be dedicated to project presentations--we will discuss individual due dates in class and make sure everyone feels comfortable with both timeline and plans--be in touch with Siobhan if you have ANY questions or concerns.  siobhanc@school-one.org

Trimester 2:

weeks 1-3

go over the future and conditional tenses in class

HW for 

thursday is to begin the following assigment 12/8 

(completed assignment due 12/13)

•  identify all future and conditional verbs in the following passage, then translate a portion of the passage:

—Mi vida es muy monótona. ...   tendría vacación alguna.

Weeks 4-6

enero, 2023: seguimos leyendo en el libro 

capítulo XVI

7. ¿Cuál es el séptimo planeta que visita el principito?

8. ¿Cuántas personas mayores hay en la Tierra (según el texto)?

9. ¿Trabajan mucho o poco los faroleros en los Polos (Norte y Sur)?

capítulo XVII

11. ¿Cuánto lugar ocupan las personas mayores?

12. ¿Cuánto lugar piensan que ocupan?

13. ¿Con quién habla el principito?

14. Describe la serpiente...

15. ¿Qué ofrece al principito la serpiente...que tipo de ayuda?

write a one paragraph response to the following quote from chapter 17:

• "Con los hombres también está solo."

después de leer los capítulos XVIII, XIX, XX y capítulo XXI

 explain in Spanish ONE of the following quotes (again, with one-paragraph response)  

• Eres responsable para siempre de lo que has domesticado.

• Lo esencial es invisible a los ojos.

• No se ve bien sino con el corazon.

seguimos leyendo en el text captulos XXII, XXIII, XXIV

preguntas de comprensión para capítulo XXIV:

1.  ¿Por cuántos días han estado en el desierto?

2.  ¿De qué se van a morir el principito y el piloto?

3. ¿Por cuánto tiempo caminan en el desierto buscando agua?

4. ¿Por qué se sentía emoncionado el piloto (al fin del capítulo)?

Weeks 7-11

leer/escuchar los capítulos XXV y XXVI

leer/escuchar capítulo XXVII

Trimester 2

 enero, 2023: seguimos leyendo en el libro del séptimo planeta que visita el principito...la Tierra!

preguntas de comprensión (con 2 o 3 frases y también una cita del texto): 

capítulo XVI

10. ¿Cuál es el séptimo planeta que visita el principito?

11. ¿Cuántas personas mayores hay en la Tierra (según el texto)?

12. ¿Trabajan mucho o poco los faroleros en los Polos (Norte y Sur)?

capítulo XVII

16. ¿Cuánto lugar ocupan las personas mayores?

17. ¿Cuánto lugar piensan que ocupan?

18. ¿Con quién habla el principito?

19. Describe la serpiente...

20. ¿Qué ofrece al principito la serpiente...que tipo de ayuda?

Semana 

write a one paragraph response to the following quote from chapter 17:

• "Con los hombres también está solo."

read chaptes 18-21

leer independentemente: capítulos XVIII, XIX, XX y capítulo XXI

 explain in Spanish ONE of the following quotes (again, with one-paragraph response)  

• Eres responsable para siempre de lo que has domesticado.

• Lo esencial es invisible a los ojos.

• No se ve bien sino con el corazon.

go over translations from chapter 21.

seguimos leyendo en el text captulos XXII, XXIII, XXIV

preguntas de comprensión para capítulo XXIV:

5.  ¿Por cuántos días han estado en el desierto?

6.  ¿De qué se van a morir el principito y el piloto?

7. ¿Por cuánto tiempo caminan en el desierto buscando agua?

8. ¿Por qué se sentía emoncionado el pilot (al fin del capítulo)?

questions are due by the end of class on thursday 1/28

leer/escuchar los capítulos XXV y XXVI

leer/escuchar capítulo XXVII

preparar para el PRUEBA VISUAL  y proyecto final

week 9  --students will see images from the text and organize into a narrative path...students can print out from my email OR copy and paste images from pdfs available on the internet of the text.  visual quiz products will either be on paper or digital.  students should include 30 images (or more...but not too many more!)

week 10  and week 11 --students will put finishing touches on visual quiz projects and prepare final presentations: retelling the story en espanol, using the visual quiz as a guide, replete with vocabulary hints galore!  students can choose to present in class or submit a video of themselves retelling the story.  these should be approximately 10 minutes long (no worries about a bit shorter or a bit longer)

trimester 2 (2019/2020)

Weeks 1-3 

Week 1 - no class, snow day and field trip

Week 2 - 

tuesday - prepare for vocabulary quiz activity from chapters X - XV

thursday - PRUEBA

students are responsible for the following words:

• rey, bostezar, exigente, juzgar, obediencia

• vanidoso, admirar, admirador, monotonia

• bebedor, melancolia, olvidar, verguenza

• hombre de negocios, contar, estrella, serio, util, cuidar

• farolero, farol, población, consigna/oficio, encender, apagar, fiel, perezoso

• geografo, explorador, moralidad, efímero, eterno

Week 3 - 

• continue reading El Principito  in class and at home.  Chapters XVI and XVII

• complete reading questions for Thursday

HAPPY DECEMBER BREAK!!!

Weeks 4-6:

chapters 16-17 - read in class and respond to comprehension questions with 2-4 sentence answer, including a quote from the text:

1. ¿Cuánto lugar ocupan los hombres en la Tierra?

2. ¿Cuánto lugar se imaginan que ocupan?

3. ¿Qué adoran las personas mayores?

4. ¿Dónde vive la serpiente?

5. ¿Por qué vino a la Tierra el principito?

6. ¿Por qué es poderosa la serpiente?

7. ¿Cómo puede atudar la serpiente al principito?

AND write a one paragraph response to the following quote from chapter 17:

• "Con los hombres también está solo."

HW  for Tuesday 1/21 explain in Spanish one of the following quotes:

• Eres responsable para siempre de lo que has domesticado.

• Lo esencial es invisible a los ojos.

• No se ve bien sino con el corazon

Tuesday in class, take notes on future and conditional verbs, practice exercises in 'red book'

Thursday 1/23 in class identify  future and conditional verbs in chapter 21

Week 7

Tuesday class (workday)

HW for Thursday 1/30, to review in class 1/30:

•  identify all future and conditional verbs in chapter UP UNTIL the paragraph that ends "...Los ritos son necesarios." and to translate that paragrpagh only (that ends "...Los ritos son necesarios."

Week 8:

• seguir leyendo en el libro

Chapters 22-25

Chapters 26, 27

Week 9:

• PRUEBA VISUAL -- visual quiz!!

cortar, identificar, organizar por lo menos 30 dibujos del texto - mejor entre 35-40 de los 46 en total

Week 10:

• preparar y presentar 'recontar' el cuento - 10-15 minutos,  usando la prueba visual pero sin frases escritas

Trimester 1 

Week 1

HW for Thursday - bring in paragraph (biografical information) on Antoine St. Exúpery -- en español

Week 2

HW - write answers to comprehension questions (en espanol)

1. ¿Dónde vio el imagen de la serpiente?

2. ¿Cómo comen las serpientes?

3. ¿Cómo respondieron las personas grandes al dibujo #1?

4. ¿Qué estudió en vez del arte?

5. ¿Cuál es el oficio del narrador?

6. ¿De qué habla con las personas grandes?

7. ¿Qué opina el narrador de las personas grandes?

Week 3

begin class with writing assignment--share siobhanc@school-one.org 

cap. 2 

1. ¿ Cómo despertó el principito al piloto?

2.  ¿Por qué estaba irritado el piloto?

3. ¿Por qué dibujaba muchos corderos?

4.¿ Por qué le gustó la caja al principito?

cap. 3

1. ¿De dónde viene el principito?

2. ¿ Cómo es su casa?

cap. 4

1. ¿Por qué tenía que repetir su presentación el astrónomo turco?

2. ¿Cuál es esencial para las personas grandes?  ¿para los niños?

3. ¿Qué opina el narrador de lo esencial? ¿Por qué?

summaries should include one paragraph for each chapter, each paragraph should be at least 6 sentences long-

Summaries are due at the end of class on Thursday.

Week 4

HW for Thursday 10/26 - begin Chapters 5 and 6 and create 2 comprehension questions for each chapter (en español). be prepared to ask questions and discuss on Wednesday (en español)

HW for Tuesday 10/1 - add to written piece about the text, covering Chapters 1 - 6

Week 5

read and discuss Chapters 7 and 8

complete vocabulary exercise

revise and augment written piece to cover Chapters 1-8, including reflection as well and summary of the text and discussion of (at least) 1 theme that is emerging

this essay should be 1-2 pages typed - students should come to class Tuesday 10/8 with a completed first draft.

Week 6

continue reading El Principito in class Wednesady, capitulo  9

repaso de la gramatica: el imperfecto

HW for Thursday is a list of verbs in the imperfect tense from Chapter 9 in the text.

students who have not completed 1st drafts of the writing assignment are reminded to complete this before Tuesday 10/15 in order to avoid a credit deadline

Week 7

HW for Tuesday is to be prepared to discuss in Spanish your reasons for EITHER taking a break from El Principito or continuing  reading this week.

HW for Thursday - complete writing assignments that we started in class.  16 sentences that follow the model of Mi Tía.  also, please PRINT OUT the writing or hand-write it so that the paper can be shared in class.

Week 8

begin table of questions about each chapter (that the prince visits)

answer the following questions for each planet:

• ¿Cuál planeta es?

• ¿Quién vive allí?

• ¿Cómo es?

• ¿Qué aprende el principito dela visita?

• ¿Son amigos el que vive allí y el principito?

classwork on Tuesday - work on answers to above questions for chapter 10, the planet of the King....

HW for Thursday, work on answers to questions for chapter 11 and 12

Week 9

 in class and for HW, answer questions for the next three planets (planets 4,5, and 6) (chapters 13, 14, 15)

HW for Thursday is to choose a planet for your mini - project.

Week 10

in class and for HW, work on both artwork and writing assignments for mini-project.

Weeks 11 and 12

¡¡presentaciones!!

trimester 3 (2018/2019)

Week 1

orient ourselves to new trimester and our 3rd trimester tasks: current events mini-projects AND grammar review

Spanish 3 will be exposed to/review the following verb tenses as part of the grammar review work: present, preterite, imperfect, present progressive, past progressive, future, conditional, present perfect, past perfect.  

this week, we will begin reading article summaries in Spanish and identifying verb tenses (HW is to complete/continue this classwork)

Weeks 2-3

continue with grammar review and begin current event mini-project.

guidelines for the mini-project:

• choose a topic from the article summaries IN SPANISH distributed in class, thereby ensuring access to news articles in Spanish (search google for terms from the article summary:  i.e. manifestaciones en Venezuela, collusion entre Trump y Rusia, etc.)

• read in Spanish and English about the topic

• create a 5 slide presentation IN SPANISH about the topic--at least one slide of information must come from the original news article summary distributed in class

• try to find a video or news clip (preferably IN SPANISH) to include in the presentation 

Wednesday class will be a work period, and students should be prepared to begin presenting on Friday.  students who need more time to create their presentation will complete them for HW, as presentations will continue through week 3

Week 4

students choose format for grammar review project and learn more about what must be included in the grammar review project.

format options include (but are not limited to) the following:

• creative writing piece including all tenses reviewed

• graphic story including all tenses reviewed

• a mini grammar book, with either illustrations or photos to help the reader understand example sentences (including all tenses reviewed)

• a game that includes all tenses reviewed

• a kahoot quiz covering all tenses reviewed

.....feel free to discuss a different idea with me...a song, a play, a poem...to see how you might be able to incorporate grammar review into your own project format idea

before vacation, students must commit to a format for their projects 

trimester 1

in trimester 2, completed projects will include the following:

-create something visual that depicts the planet, including a quote from the chapter in the visual aid

-write a one page analysis of the the Little Prince's visit to that planet in Spanish, with quotes from the text 

-prepare an oral presentation, using the visual aid only, speaking for 3-5 minutes about the principito's visit to that planet

Trimester 2 (2018/2018):

Week 1

mirar la película The Little Prince

hablar en clase de las diferencias entre el libro y la película

Week 2

grammar unit: future and conditional tenses

begin exercises in red book pp. 68 and 69 7-1, 7-2,7-3

notes from class should include regular and irregular stems

HW for Wednesday 10 sentences in future tense, Spanish and English

in class, change future sentences to conditional

HW for Friday complete exercises future and conditional

7-6, 7-7, 7-8, 7-9

7-12, 7-13, 7-14, 7-15, 7-16, 7-17

Week 3

review future/conditional

PRUEBA QUIZ PRUEBA

unit completed by 12/13

Week 4

review reflexive verbs

Week 5

answer comprehension question chapter 17:

1. ?Cuanto lugar ocupan los hombres?

2. ?Cuanto lugar se imaginan que ocuapn?

3. ?Que adoran las personas grandes?

4. ?Donde llegoel principito?

5. ?Por que salio de su planeta?

6. ?Por que dice que la serpiente es raro?

7. ?Por que se cree poderoso la serpiente?

HW for Friday

read chapters 18, 19

list all conjugated verbs in notebook

i.e. atraveso', encontro', dijo, etc.

Week 6

HW for Friday: translation paragraphs from chapter 21

choose either "Para mi no eres todavia...."

or ""Mi vida es monotona...."

Week 7

translation paragraphs for Wednesday, chapter 24

read chapters 25-27

Week 8

begin work on final projects for El Principito

pre-final written assignment - begin in class Wednesday (share a google doc with me entitled 'pre-final')

work on for HW for Friday

2 sentences for each chapter for chapters 16-27

Week 9

continue work on final projects

final written assignment - share individual responses and collaborate as a class on written summary/interpretation of the end of the book

begin visual quiz - Wednesday February 7

Week 10

complete visual quiz, including notes/preparation for final oral presentation

Week 11

complete oral presentations

Trimester 3

Weeks 1-4

grammar review projects!

projects are due before April vacation (Friday, April 13)

students will have some class time to work on projects and show me their progress over the next 2 weeks.

projects must include demonstration of familiarity with the following grammatical concepts:

present tense, present progressive, irregular verbs, commands, preterite tense, imperfect tense, past progressive, future, conditional-

projects can be straightforward (no images) -- one page per concept mentioned above, with verb charts and example sentences in Spanish and English

projects can alternatively be CREATIVE with images (either original or found in magazines or the web)

projects could even be creative stories, illustrated, providing they include examples of all the tenses mentioned above.

Week 3

grammar lesson:

mandatos (commands)

HW for Friday 3/30

20 sentences (affirmative and negative commands) for the following infinitives:

1. comer

2. abrir

3. vivir

4. vender

5. escribir

6. entender

7. dormirse

8. moverse

9. comprender

10. aprender

Week 4

proyectos!

VACACION DE ABRIL

Week 6

begin social justice unit

Wednesday in class - read articles in English and Spanish about DACA

HW for Friday:

vocab (define without a dictionary, using only the English article)

fallo

diferida

solicitudes

inscribirse

'arbitraria y caprichosa'

rescindir

demora

expuesto

solicitar

AND identify at least one exact passiage (3 or more words)

AND write a 3 sentence summary of the article in Spanish (can be very basic, in your own words OR can incorporate more complicated vocabulary from the article)

Week 6

begin social justice unit

Wednesday in class - read articles in English and Spanish about DACA

HW for Friday:

vocab (define without a dictionary, using only the English article)

fallo

diferida

solicitudes

inscribirse

'arbitraria y caprichosa'

rescindir

demora

expuesto

solicitar

AND identify at least one exact passiage (3 or more words)

AND write a 3 sentence summary of the article in Spanish (can be very basic, in your own words OR can incorporate more complicated vocabulary from the article)

Week 7

begin social justice project work!

Monday in class choose topics, and clear topics with Siobhan--if not completed during class time, complete for HW.

Wednesday in class, identify an article in Spanish related to your topic. clear article with Siobhan--if not completed during class time, complete for HW.

HW for Friday: bring in a copy of the Spanish article AND any other print materials (wikipedia en espanol is an excellent additional resource) to use for your

NO TECH WORKDAY on Friday.

Week 8

in English and en espanol, students will update the class on their project progress and have additional work time in class

by Friday, we will have a schedule of presentations, which will begin the following week.

projects must include a visual aid--for most students, a powerpoint presentation (between 8-10 slides) is the easiest way to accomplish this. students are also encouraged/allowed to use a posterboard OR a different form of visual aid if they clear it with Siobhan.

projects must include examples of/phrases in/quotes in the Spanish language. for example, if a powerpoint is used, the headings of the slides could be in Spanish, but some of the detailed information below the heading can be in English. Spanish 3 students must incorporate at least 3 direct quotes on their topics into the presentation. the goal is that students incorporate and use Spanish to the extent that the class will understand what is being presented--NOT a project written in English and google translated into Spanish. as we will have work time in class, students are encouraged to check with Siobhan about how to incorporate the Spanish language into their projects.

projects also should include at least one example of the following: video clips from the news, excerpts from television shows or movies where the issue was explained or dramatized, songs relevant to the topic, etc.

Weeks 9-10

PRESENTACIONES