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