martes el 30 de noviembre

Guiding Question: How much do we acquire language and how much do we study language?

Learning Objective: Students will review some utility words that we are frequently getting stuck on and then will conjugate some common verbs in preterite and imperfect.

Antes de	Before
Despues de	After
Entonces	Then
Mientras	While
Sin	Without
Su/sus	His/hers/theirs/yours
Todavía	Still
Casí	Almost
Mi/mis	Mine
Tu/tus Nuestro/nuestros	Your Our

Possessive pronouns

hablar

Yo hablo	Nosotros hablamos
Tú hablas	Vosotros habláis
Él habla	Ellos hablan

Gritar-to yell

Yo grité  I yelled	Nosotros gritamos we yelled
Tú gritaste  you yelled
Él  gritó  he yelled	Ellos gritaron  they yelled

Limpiar-to clean

Yo	Nosotros
Tú
Él	Ellos

Echar-to pour

Yo	Nosotros
Tú
Él	Ellos

Llamar-to call

Yo	Nosotros
Tú
Él	Ellos

Buscar-to look for

Yo	Nosotros
Tú
Él	Ellos

Mirar-to look at

Yo	Nosotros
Tú
Él	Ellos

Encontrar-to find, meet, encounter

Yo	Nosotros
Tú
Él	Ellos

Pensar- to think, to plan

Yo	Nosotros
Tú
Él	Ellos

to get accent marks follow this
ctrl. + ', release then a

martes el 23 de noviembre

Guiding Question:  How do you communicate with friends and family?
Learning Objective: Students will practice with voy a ... and vas a ... and vamos a.... to express things that will happen over the long holiday weekend.

We read through Pobre Paco which is located on the class wiki page and discussed how puede and quiere combine with infinitive verbs to express wants and abilities. 

We watched Donde Viven Los Monstruos in Spanish with subtitles.

We used cover it live to host a real time conversation in Spanish.  It was a little chaotic, but fun and this was our first attempt at it.  Next time we will set it up in a better way to use it for conversational purposes.

viernes el 19 de noviembre

Guiding Question:  How many times do you have to hear, see, use, etc. new vocabulary before you KNOW it.

Learning Objective: Students will make a word shoot game on Classtools.net of the new vocabulary from this semester so far.

http://www.classtools.net/

on the right under templates, chose arcade games

miercoles el 17 de noviembre

Guiding Question: How many times do we have to hear something repeated before we know it?

Learning Objective: Students will be able to use the following words when writing or speaking in Spanish:

• Llegar…to arrive
• Limpiar…to clean
• Ayuda…help
• Buscó…looked for/searched for
• Echó…poured

As a class, we went through a few slides illustrating the new words then students broke into groups and wrote stories trying to repeat the new vocab as much as possible.  We read the stories together and then tried to decide which was the best one.  Sra. Rivera thinks it is a 3 way tie.  If I can, I will try to get a TA to type up the stories to include on this blog.  We read the first page of Ch. 5 in the Houdini book.

lunes el 15 de noviembre

Guiding Question: How do music and storytelling help us reflect?

Learning Objective: Students will complete story boards over chapter 4 that we started last week and then will do a CLOZE activity using

Quería, eras and other verbs in the imperfect tense.

After we finished working on the story boards from last Thursday, we did a CLOZE activity on the song Que te queria. Using the word box provided we listened to the song 2 times and used it as a listening mini assessment.  Then we got in small groups to work together to translate the lyrics. 

jueves el 11 de noviembre

Guiding Question: How do we retell stories?
Learning Objective:  Students will create a story board retelling chapter 4 of the Houdini book. 

As a class we read the last half of chapter 4 translating into English to make sure that we have all the vocabulary from that chapter of the book.  Then, students partnered up and pre-read ch. 5 noting any unfamiliar vocabulary on a sheet of paper.  A student volunteered (Thanks Garret!) to make a master list of the words that the class needs.  We also began a storyboard of ch. 4.  (A few students are doing chapter 5 instead)  The story board projects are going to be graded under criteria C, D, and E. 



Homework:  Work on the storyboards.  I, Sra. Rivera don't want you spending more than 15 minutes on this project at home because I know that you are busy with sports, other classes, part-time jobs, family obligations etc.  HOWEVER...we will not be able to spend more than about 5 minutes on these during class on Monday. 

In case you missed class, here's the storyboard template.  Just save it and print it at home if you need. Use as many boxes as is necessary for you to re-tell the chapter.  Remember that the more detail you include, the higher you score in Criterion C.

martes el 9 de noviembre

Guiding Question: How do we retell stories?
Learning Objective: Students will create and email a voki of one of the characters from the Houdini book summarizing the plot from chapter 4

First we re-read the story-tell from last Thursday and translated focusing on our main vocab words. Well, technically first, we opened Sra. Rivera's new ceiling suspended shelf for the projector and had a bubble wrap bubble popping party...THEN we re-read the story-tell.  We read the first half of Ch. 4 together and then partnered up to finish reading chapter 4.

www.voki.com

login: crivera@summit.k12.co.us

password: summit

1. Go to voki website using the link above
2. Log in under Sra. Rivera's account (provided above)
3. Customize your character--create your avatar
4. Give it a voice--choose the second option that looks like a computer key...this will allow you to type your message
5. Change the language to Spanish (After you have entered your text you can go through the different voice options and accents to choose a specific one.
6. Type in a message summarizing what happened in Chapter 4 from the perspective of that character.  **Remember, you are limited to 90 character spaces in your message**

  To turn it in:

1. Click publish
2. Name it W1 and your first and last name
3. Click save
4. Email it to Crivera@summit.k12.co.us

viernes el 5 de noviembre

Guiding Question: What would language be without the past tense?

Learning Objective: Students will review  the verbs quería, fue, vio, and pasó and begin to acquire some new vocabulary from pg 21 of the Houdini book.    

Because we ran out of time during the last class many students forgot to check the blog for the homework over the story.  We took a few minutes and did the quiz on paper instead.

After the quiz we re-read page 20.  This time (after the story-tell on Wednesday) we were pleased to see that we understood all of the text.  We moved on and had volunteers pre-read page 21 while Sra. Rivera made notes of the words that gave us trouble. 

After copying down the following chart:

Llegar		To arrive
Mirarón		They saw
Gritaron		They yelled
Conducir		To drive
Miró		Saw
Estaba		Was
Estaban		were
Parqueó		Parked

We made up the following story:

Max, Catalina, y Meg estaban esquiando. Ellos estaban esquiando en Breck.  Estaban esquiando en Peak 10.  No hay verdes en Peak 10. Ellos mirarón a algo.  ¡Había un mono loco! Los esquiadores gritarón. ¡AYE UN MONO LOCO!...Ellos mirarón para ayuda pero no había ayuda… Los esquiadores necesitaban escaper.  Ellos estaban esquiando muy rapidamente…pero el mono loco esquió mas rapidamente.

Ellos gritarón “¡Necesitamos escaper del mono loco!” Max gritó “Podemos conducir el snow cat!” Catalina gritó “No puedo conducir el snow cat!” Max gritó “No puedo conducir el snow cat!” ….  Pero Meg gritó “¡Yo puedo conducir el snow cat! Yo soy un conduciadora de snow cat professional!” 

Entonces los esquiadores podieron escaper del mono loco. Meg, la heroina condució el snow cat al base de Peak 8 y parqueó el snow cat. Los esquidores gritarón “estamos seguros!”

Qué buen fin…hasta Max miró detrás del Snow Cat y alla fue el mono loco!.....

                   

miercoles el 3 de noviembre

Guiding Question: What would language be without past tense?
Learning objective: Students will be able to use the verbs fue, queria, paso, and vio

Tarea: After reading the following story...

Tobi fue a la casa de Página. Tobi fue a la casa de Página en una vaca.   Tobi fue a la casa de Página porque ella quería algo.  Ella quería tener una fiesta de baile. Tobi quería tener una fiesta de baile a medianoche.  

¡Un problema pasó! Su vaca vio algo.  La vaca vio un torro.  El torro quería una novia nueva.  El torro fue a la vaca.  El torro fue rapidamente a la vaca.  La vaca quería besar el torro.  El torro quería besar a la vaca.  PERO Tobi quería ir a la casa de Página.  Tobi se levantó de su vaca y corrió a la casa de Página. 

Nadie repuesta la puerta pero Tobi vio Página en la casa…. Página no quería tener una fiesta de baile.  Página quería descansar.

PERO, Tobi quería tener una fiesta de baile…. Tobi fue a la casa de Emilia.  Emilia no vivía en una casa regular…Emilia vivía a McDonald’s. Tobi fue a la casa de Emilia en bicicleta.  Emilia no quería tener una fiest de baile. Emilia quería comer papas fritas. 

send Mrs Rivera an email crivera@summit.k12.co.us

subject line Tobi Queria Tener una Fiesta de Baile

Copy/Paste the following questions and answer them in Spanish

1.                ¿Cómo Tobi fue a la casa de Emilia?

2.              ¿Qué quería tener Tobi?

3.              ¿Por qué Página no quería tener una fiesta?

4.              ¿ Dónde vivía Emilia?

martes el 26 de octubre

Guiding Question: How do you recognize, honor the dead
Learning objective: Students will plan their projects for el dia de los muertos

 

Dia de los Muertos projects:

1. Due on Monday November 1st. 
2. Must be able to be graded by two different criteria--this means that you can't just bring in a food or a sugar skull or something...I must be able to score either an oral expression (recording of your voice) describing your project in Spanish or you can email me a writen explanation with a couple of digital pictures of yourself cooking...OR you could videotape it as if you are a Spanish cooking show...  I just need steps though...not a 30 minute recording =]
3. No paper turned in please--let's GO GREEN!

If you change what you are doing make sure to notate that on the google doc sign up sheet

 

Some possible ideas are:

• a presentation (powerpoint, slide rocket, prezi) with pictures and summaries in Spanish of holiday traditions
• make a traditional Mexican dish and bring in to share, email Sra. Rivera some pics and description of what you did in Spanish OR Record a quick video of you cooking and talking while you are cooking
• Blabberize a traditional skeleton pic from Dia de los Muertos discussing the holiday and it's traditions
• make an altar of a loved one and turn in a recording or written summary describing the loved one and why you made the altar in their honor
• other ideas???  I'm open just ask!!

Day of the Dead Projects

project sign up sheet

REMEMBER that all projects have to be able to to be graded under at least 2 of the following criteria:
A-Speaking and Listening
B-Speaking
C-Writing: Message Organization
D-Writing: Language Usage
E-Reading

These are due MONDAY!!! 

miercoles el 13 de octubre

Guiding Question: How are you and how are you?
Learning Objective: students will be able to differentiate between ser and estar

Today in class we read for 15 minutes in Spanish books and magazines. Then we listened 2 more times to the song "Eres" And checked our lyrics for the song, then scored ourselves on the listening rubric. Then we translated the lyrics to the song from Spanish to English.

martes el 19 de octubre

Guiding Question: ¿Cómo te gusta pasar tu tiempo libre?

Learning Objective: Students will write in the past using the first person (yo).

Today we had a class discussion using the handout of activities in the yo preterite form.  After some questions and answers in a class discussion, we used the rubrics and wrote a quick writing assessment over what we did this past weekend.

Then we completed a CLOZE activity as a listening assessment with more practice in the past tense.  Here is a link to the song Todo Cambio'

http://www.youtube.com/watch?v=gO8-9OWzPOQ

On Thursday, the lyrics to this song will become our reading assessment for this week. 

viernes el 15 de octubre

guiding question: what would language be without past tense?
learning objective: TSW write in the past tense using the imperfect of ser and tener

First we read a news article in Spanish about the rescued Chilean miners.  Then we reviewed together the conjugations of ser and tener in the imperfect tense for the students that missed class due to PSAT.  We wrote on one of two possible prompts for our writing assessment.

1. ¿Cómo era las condiciones en la mina?

2. ¿Cuándo eras niño/a, cómo eras?

Tenga buen fin!

miercoles el 13 de octubre

Guiding Question: How does language bridge the gap?
Learning Objective: use the target language to view things from the perspective of the trapped/rescued miners. 

We watched the updates on the mine rescue.  We reviewed the imperfect tense of the verbs ser and tener.  We thought of interview questions in Spanish to ask the rescued miners and either individually or in partners, we answered three of the 5 questions in preparation for our writing assessment on Friday.

¿ Cómo era en la mina?

¿ Qué hacías en la mina?

¿ Cómo eran los hombres por 70 días?

¿ Cómo eran los condiciones?

¿ Qué no tenían Uds. que necesitaban?

WRITING ASSESSMENT FRIDAY!!!

lunes el 11 de octubre

Guiding Question: What would language be without the past tense
Learning Objectives: TSW (the student will) be able to tell time in the past and review the verbs levantarse, ponerse, and ser in the past

We began class with some discussion using the phrases me levante, te levantaste, and se levanto with the descriptors temprano (early) and tarde (late).  Then we transitioned to telling time in the past Que hora era cuando te levantaste?, Era las 5, etc.

We watched a quick newstory from MSNBC on the Chilean miners that we have been following and we were excited to see that they are about to be rescued. 

We retold our story from Thursday while Sra. Rivera wrote the story in Spanish on the projector for all to see the words and hear the words. Nick Rossi translated for our visitor Srta. Smith (Sra. Rivera's little sister :))

We read together the last 3 pages of Cap. 3 and then took a reading assessment over all the vocab we used in class.  For the first time, our vocab was mixed from the story tell, class discussion, and the reading.  We ran out of time due to the shortened Monday schedule.

Tarea: Respond to these questions as a comment on the blog. 
1. What do you like about learning vocabulary through the storytelling method? 
2. Does it make it easier for you when we read some of the same words in the novel? 
3. What do you not like about the story telling method to learn vocab? 
4. What can Sra. Rivera do to make it better for you?

NOTE: You will need a google account to comment on the blogs.  IF you don't have one...create one right now!  It will only take you a minute and all you need is an email acct. (Groupwise) and a password.  You will be needing a google account for some activities we will be doing next quarter anyways. 
-go to google
-go to sign in
-click create account now
-then you will already be signed in and you can comment on the blog

Hola y Bienveidos to our new class Blog!  It is my hope that we can use this blog as a tool to keep everyone--students and parents--up to date on our progress in class.  I will be blogging in the very beginning, but eventually the class will be inputting what we did in class each day.

First of all, please let me apologize about the grade confusion this week.  Hopefully your child explained that their average did not just drop drastically, but that it was a glitch in the system between standards-based and the percentage based PowerSchool system.  Please feel free to contact me with any questions!

viernes el 1 de octubre:
Today we checked for parent signatures on pages 8-10 of El Nuevo Houdini.  Students should have read (translated) this to English (or their native language) for a parent after we practiced as a class.  We made a list of any words or phrases that gave us trouble in the home reading, then read the rest of Chapter 2 together in English.  After a quick review of palabras interrogativas (question words) a few students were assessed in listening and speaking.  Students paired up and wrote 5 questions from the chapter.  Each group submitted their "best" question out of 5.  In closing we did a mini assessment for Criterion E over some phrases from Chapter 2.  No hay tarea...tenga buen fin!



Thanks!
Sra. Rivera