jueves, 7 junio
We completed a handout on the new vocabulary and it gave us a chance to talk about different applications of the verbs as well as to take a few moments to hear the Academy's thoughts on LEISMO. We also reviewed "para" and practiced with por y para on Study Spanish.
Tarea: There is no homework. You might continue to work on your review project.
miercoles, 6 junio
We read the story of Superman's beginnings in Spanish and then did more review from Colby College.
Tonight: Make at least 18 illustrated, sturdy flashcards--not thin paper--of the new verbs presented on p. 386 and 387 en Accion. One side will be the Spanish word while the other has a drawing of that word. If you are not sure your drawing will be enough to clue you in, then feel free to add the English translation to the drawing side of the card. Please get your definitions from the back of the book.
martes, 5 junio
Tomamos mAs apuntes de por y para.
Pracitcamos usando "por y para" en este sitio que se llama Spanish New York. TrAtalo! Les entreguE a Uds. los examenes de viernes y los discutimos.
Tarea: Study for the exam, work on your project, and read the blue sheet I gave you on comparatives and superlatives.
lunes, 4 junio
We examined several dichos del dia at the top of the class today. I went deeper into "Por y Para" during class today. Students started to take notes on the acronyms PRODDS (for para) and DREEMS (for por). We went over the example sentences from a week or so ago that Victoria gave out.
Tarea: Another day to work on your final review project.
viernes, 1 junio
Madelyn Isabel Royal gave a presentation about Amigos de las Americas to 3rd period. I assigned and explained the final project for Spanish II and we determined each student's particular topic. These will be due on June 14.
Tarea: Start brainstorming for your project.
jueves, 31 mayo
Aqui hay un repaso de espanol 2 que hicimos en clase hoy. DespuEs los estudiantes trabajaron con las frases que sus compaNeros escribieron...usando pronombres objetivos.
Tarea: Prepare for tomorrow's quiz. Know your prepositional, direct object, and indirect object pronouns. Practice finding the direct and indirect objects of sentences and determining which pronouns you would use to replace them. Por ejemplo: The woman cooks a ham. La mujer cocina un jamOn. La mujer lo cocina. The woman cooks it.
My father serves the drinks to his brothers. Mi papA sirve las bebidas a sus hermanos. Mi papA se las sirve. My father serves them to them.
miercoles, 30 mayo
Completamos otro ejercicio de escuchar. Tambien les di un resumen de la tarea a Uds.
Esta noche: Uds. deben preprara para el examen que viene el viernes.
martes, 29 mayo
We practiced discerning ser from ir in the preterite by listening to a native speaker and gleaning the correct answers from context. We also practiced converting present tense sentences into the preterit. Then I explained how to do each of the four double object pronoun exercises I assigned for tonight. We went over the first part of the weekend's homework and listened (in 4th) to Adonde Vas? (Voy vas va vamos van), which Madeline Groen and Mara Burns know really well.
Tarea: Complete the double object pronoun activities.
lunes, 28 mayo
25 mayo, viernes
In 4th period, Emily presented her blanket to us (in 4th). We went over the homework in both classes. Ethan presented his trip to Costa Rica to the class in 4th. 3rd had an intense Hats v. Hatless jeopardy game and in 4th the men beat the women in an abbreviated version of the game.
Tarea: Aqui teneis vuestra tarea para el martes.
24 mayo, jueves
Today we talked about what happens when Spanish speakers need both direct and indirect object pronouns in the same sentence. We also got this handout on the different types of object pronouns in Spanish and I explained each with examples. Then we went online to complete this spoken-aloud pronoun practice. We concluded by reviewing the homework (Ejercicio F) that students did in the object pronoun packet last night.
Tarea: Complete the new object pronoun practice I gave out in class today.
miercoles, 23 mayo
3rd period got indirect object pronouns and 4th got prepositional pronouns. Both went over the dialogues from last night.
Tarea: Tonight Complete Ejercicio F in the object pronoun handout I gave all students in class today.
martes, 22 mayo
Trabalengua del día: Si don Curro ahorra ahora, ahora ahorra don Curro. Tradujimos unos dichos del día. Repasamos la tarea. Oímos presentaciones de Felix y de Tomás sobre Max el tigre y el Transformer acuático. Leímos sobre los pronombres que usamos con ciertas preposiciones (Prepositional Pronouns) y pronunciamos los diálogos nuevos de 5.1 (p. 323) y 5.2 (p. 335).
Tarea: Write out both dialogues (pp. 232 & 335) in Spanish. Translate each into English as well.
lunes, 21 mayo
Hicimos un ejercicio de repaso sobre los pronombres del objeto. LeImos sobre conmigo, contigo, con Ud., con El. con ella, con nosotros, con vosotros, con ustedes, con ellos, y con ellas en la pAgina 367 del texto. Los estudiantes tomaron un examen en la cafeterIa. AquI hay una explicaciOn y aqui hay otra explicaciOn.
Tarea: Reread p. 367 in the text to make sure you understand how to say "with me, with you, with him, with us, with them" and then complete Activities B & C on p. 368. Look closely at what is happening in the example for Act. C in order to proceed with confidence.
viernes, 18 mayo
Victoria Clayton sustiyO por mi hoy. Ella presentO una lecciOn sobre por y para.
Tarea: Study for Monday. I understand Victoria asked you to complete some exercises. We will go over them together.
jueves, 17 mayo
Trabalengua del dia: En la población de Puebla, pueblo muy poblado, hay una plaza pública poblada de pueblerinos. I prepared students for Monday's quiz by going over the vocabulary with an all Spanish clues version of Fast Finger/White Board. We went over last night's homework in detail and added to our understanding of Spanish present participles--"gerundios."
Tonight and This Weekend: Work with the vocabulary. Review pronouns (we now know subject pronouns a.k.a. personal pronouns, possessives, and direct object pronouns), gerundios, and present progressive.
miercoles, 16 mayo
We started with a couple Spanish language proverbs and tongue twisters (Como poco coco como, poco coco compro.). Students exchanged homework to determine the degree of success of their Spanish sentences. I explained answers to the direct object practice, completed this ORAL drill with the class, and listened to this story about the wonderful Mexican novelist, Carlos Fuentes and watched this informative obituary. Students took a few notes on Fuentes in their notebooks.
TAREA: Complete this homework. There will be a test on MONDAY much like it, but it will also include vocabulary from pp. 360-1 in Accion.
martes, 15 mayo
Vimos mas presentaciones de nuestros companeros. Repasamos PRESENT_PARTICIPLES--Overview_for_2B.doclos participios del presente y el tiempo progresivo.
Tarea: Write ten original Spanish sentences in the present progressive. OR Print out and complete these direct object pronoun practice sentences. Want to see how you did? Go insert your answers here.
lunes, 14 mayo
3rd period went outside for story-time with La Oruga Muy Hambrienta. Both classes had some fun with TRABALENGUAS, Spanish tongue twisters. Here are some notes about present participles that we use when making the progressive tenses. Then we went over direct object pronouns.
Tarea: Complete A, B, and C on a separate piece of paper from the handout I gave you in class today.
viernes, 11 mayo
We listened to more student presentations. 3rd period went over new Dichos del Dia. I read La Oruga Muy Hambrienta to 4th period class as well as an article about the many uses of YA.
I returned the midterm exams given on May 3 and we went over the first page.
Tarea: I did not formally give homework, but I told those who asked in 3rd and all in 4th that you would be wise to work with the vocab from 360 and 361. You might make a crossword puzzle with Spanish language clues. You could also take time to review the last section of Don Quixote (VI B) or to read Chapter VII since that could be coming up.
jueves, 10 mayoLate Start Smart
Os preguntE sobre la lectura de anoche. DespuEs la discutimos en inglEs. Empezamos a leer la proxima parte de Capitulo VI. Escuchamos mas presentaciones.
Tarea: Read the SECOND part (section B) of Don Quixote, Chapter 6 TWICE. Read it once aloud to practice your Spanish pronunciations. Then read it again with a dictionary and so that you understand it and can answer questions about it tomorrow. Need help? Go to your English translation.
miércoles, 9 mayo
Vimos algunas presentaciones de nuestros compañeros de clase. Repasamos la tarea de anoche. Practicaron el vocabulario nuevo en grupos pequeños con un partido de charada (the party game Charades). Empezamos a traducir la primera parte de capítulo 6 de Don Quixote.
Tarea: Read the first part (section A) of Don Quixote, Chapter 6 TWICE. Read it once aloud to practice your Spanish pronunciations. Then read it again with a dictionary and your brain fully engaged so that you understand it and can answer questions about it tomorrow. Need help? Go to your English translation.
8 mayo, martes
We encountered a new Spanish palindrome and several new proverbs and quotations. I went over last night's homework with the class, introduced new vocabulary, and several students delivered their childhood presentations.
Tarea: Make flashcards or drawings for the new vocabulary on p. 360 and 361 in your text. Please also complete Activity C on p. 362 for tomorrow. Gracias.
lunes, 7 mayo
We watched and discussed two videos about Cinco de Mayo (Battle of Puebla vs. the French in 1862) that can be found in the links section. Please watch them and take notes if you missed class today. Students presented in Spanish stories of their childhood (using artifacts) in front of the class. I introduced the homework and gave a gloss of unfamiliar verbs.
Tarea: Complete Ejercicio A, 1, 2, and 3 in the imperfect packet. Practice your presentation if you did not go today.
viernes, 4 mayo
Leímos varios dichos del día y tratamos de explicarlos. Vale la pena? Sí, cómo no.
Estudiantes se reunieron en grupos pequeños para platicar sobre sus restaurantes favoritos. Vimos “La Carta,” episodio 1 de la telenovela Destinos.
Tarea: Prepare a show and tell presentation in Spanish about your childhood/youth. Bring in actual artifacts (toys, articles of clothing, anything that had significance to you) or photos of you with the artifacts and speak for at least two minutes about what these things meant to you, how you would play with them, who gave them to you, what happened to you. Use at least 8 different Spanish verbs and determine if you are better off using them in the imperfect or the preterit. Review the imperfect packet or check out the links section of this website to help you know if you need imperfect or preterite.
jueves, 3 mayo
Había un examen hoy, el examen del medio del trimestre que se llama “Midterm.”
No hay tarea esta noche.
miércoles, 2 mayo
Preparamos para el examen que viene mañana usando recursos que puedes encontrar aquí. Click the previous link to find resources used in class today.
Here is another handout on when to use the imperfect that you might find helpful.
Note that I added a short section to the midterm study guide in which I might ask some questions in Spanish to which you will have to respond in writing. It is not a sit down 1:1 conversation tomorrow, but there might be this sort of oral section.
martes, 1 mayo
Went over verbs that change their meaning in the preterite and last night's homework. I would try Ejercicio A (also three paragraphs) if you did poorly on Ejercicio B last night. It begins on p. 66 in the IMPERFECT packet.
Review vocabulary, notes, songs, etc. for Thursday's midterm.
30 abril, lunes
I handed out a study guide for this Thursday's midterm (but this version is more complete) and we reviewed stem-changing SHOE verbs together. Students got into small groups to discuss Chapter V of Don Quixote. I went over vocabulary from various songs that we've learned. Students watched just the first five minutes of an introduction to Destinos, an educational telenovela from the 1980s.
TAREA: Read p. 66 in the imperfect packet and complete the three fill-in-the-blank paragraphs in Ejercicio B on p. 67 and 68.
27 abril, viernes
I returned Wednesday's quizzes to 4th period and went over them. We sang the four songs we have learned so far this trimester. Students shared clues about their prized possessions as well as various and sundry items. Special kudos to those whose who led the class in this activity. I gave out an essay on ser and estar as a means of reviewing a concept we learned some time ago but still use every day.
Tarea: Finish Chapter V of Don Quixote. Read it in Spanish. Check the vocabulary notes. Read the translation. See how you do with the question set at the end of the chapter. Start reviewing for Thursday's midterm exam. Here is a 20 question online quiz to help you practice forming verbs, but some of the questions will call for forms you have yet to learn so don't get discouraged. Answer the ones you can or find a more suitable quiz. This one will be easier when you are in Spanish 3.
jueves, 26 abril
We went over last night's homework and then dedicated ourselves to learning how to say"ago" in Spanish and practiced using it. Students were given new vocabulary from Chapter 5, Lesson 2 (with a few extras not from the book). These will be on the midterm. Many of them you learned last year while playing "Guess What I've Got" with me in Spanish 1. I returned yesterday's quizzes to 3rd period. We also completed the lyrics to "Maria Isabel"
Tarea: Complete Activities A, B, and C on p. 338 in AcciOn tonight.
miércoles, 25 abril
Hoy los estudiantes tomaron un examen sobre los modismos que usan tener (las expresiones con tener). Les regresé a los estudiantes los examenes corregidos que tomaron sobre los meses, Guantanamera, y el imperfecto. We read about hacía + time period + que + imperfect in the Imperfect packet. 4th period played Pictionary and did the first couple questions of the homework.
La Tarea: Complete exercises M & N in the imperfect packet.
martes, 24 abril
Today we reviewed the homework, practiced recognizing the appropriate idiom with the flashcards and started reading Chapter 5 of Don Quixote.
Tarea: Study for tomorrow's quiz on the idioms with TENER. Know what they mean, when to use them, and how to form them in imperfect, preterite, and present tenses.
lunes, 23 abril
We worked on a few new sayings and proverbs from "Dicho del Dia." I introduced common expressions and idioms that are formed with the verb tener. We sang "Maria Isabel."
Tarea: Make flashcards for the new expressions on this handout about TENER and complete the sentences on the 2nd page that we did not finish in class.
viernes, 20 abril
Escuchamos muchas versiones de "Maria Isabel." RepasE la tarea de anoche. Introduje la tarea. Practicamos con los verbos TENER y PENSAR.
Go to Chautauqua Room 305 at 10 a.m. tomorrow if you can help for an hour or two--you will be making decorations for Children's Day with other volunteers and Sally Adam.
TAREA: Vais a leer pAginas 15-28 en el paquete que os di en clase hoy, la traducciOn de Don Quixote. No lo puedo incluir aqui en el websitio. Lo siento.
jueves, 19 abril
We started learning a new song, "Coge Tu Sombrero, Maria Isabel." Today we translated it and I argued it was a compelling piece of evidence for the creativity and romance of the Latin lover in the Hispanic culture. Sing along with the song one more time tonight. We also went over the question set for Don Quixote, Chapters 1-3 and completed this review of verbs in the preterite, imperfect, and the present.
3rd period discussed how best to proceed with Don Quixote and the value of volunteering. 4th heard the rationale for Don Quixote and needs to hear about El Dia para los Ninos manana. This Saturday, from 10a.m. -noon in Chautauqua's Room 305, you would be welcome to help prepare for their upcoming "Children's Day" celebration, which makes a lot of elementary school kids very happy. This is also a way of showing respect to the Hispanic population on our island and helping them honor the importance of children to their culture.
Esta noche: Van a terminar este grupo de preguntas sobre cAptulo IV en "Don Quixote." My expectation is that you will have reread Chapter IV to make sense of it overall. You already read it and worked out a translation of sorts a couple nights ago for homework (Tuesday).
Some students asked that I provide a link to this list of how to get the most out of a language class.
miercoles, 18 abril
Les di un articulo sobre el verbo "conocer." LeImos de EspaNa y sus problemas con le economia y su gobierno. Empezamos a contestar las preguntas sobre Don Quixote que van a terminar para la tarea.
Tarea: Complete this question set about Don Quixote de la Manca for tomorrow.
martes, 17 abril
3rd period talked about the high points of their vacations with me in Spanish. 4th period talked a little more about Don Quixote. Both periods read this article about Mexico from The Week magazine that I gave out in class. We discussed it and re-familiarized ourselves with (or learned for the first time) the terms "cartel" and "lobbyist." We went over some saber v. conocer sentences that a few students were kind enough to share for class review. Here is another way to conceptualize the differences between saber and conocer that was written by a computer programmer. Depending on how you think, it may or may not work for you.
Tarea: Read Chapter IV of Don Quixote. Understand what you read in the novel thus far--see if you can answer the questions at the end of each chapter (I--IV). You will need to answer questions in English about the first four chapters in class tomorrow.
lunes, 16 abril
Victoria enseñó hoy
Hablasteis con Victoria sobre vuestras vacaciones. Después vosotros discutisteis en parejas los primeros tres capítulos de Don Quixote de la Mancha. Aprendisteis más de saber y conocer.
Tarea: Victoria asked 3rd period to write 10 sentences using saber and conocer while 4th period got to write 20 (10 saber and 10 conocer).
viernes, 6 abril
Fuimos a la cafeterIa y tomamos el examen sobre vocabulario, los meses y las estaciones, el imperfecto, y Guantanamera. Tercera hora firmaron una tarjeta de gracias para Adam Ende. Vosotros podEis ver su teatro en la primera pAgina de este sitio.
TAREA: Read the first three chapters of the version of Don Quixote that I distributed. It offers plenty of glosses for the vocabulary. Please read it attentively so that you have a clear understanding of what took place.
Ski, bike, read, do what you feel,. Watch a movie with Spanish subtitles (or spoken in Spanish with English subtitles), listen to a few Spanish songs, take a hike, and enjoy your time away from school. Try The Spirit of the Beehive, The Motorcycle Diaries, Pan's Labyrinth, or El Norte.
listo jueves, 5 abril
Sally Adam visited and told students about an opportunity to host one of three teens from Madrid who are coming to Vashon for a month on July 5. We read letters that each of the girls, Elvira, Lucia, and Maria, wrote in English. Talk to your parents if you think you might like to host one of the girls for a week or more and then let me or Sally know. Today we completed a fill-in-the-blank lyric sheet for Guantanamera and then took this practice quiz. Juana, Julia, Adela, y Noemi nos cantaron "El Lobito Bueno."
Tarea: Study for tomorrow's quiz on months, seasons, imperfect v. preterite, p. 324 vocab, and the song Guantanamera.
miércoles, 4 abril
3a Hora: Adam Ende nos presentó su teatro con titeres y también nos contó de su vida viajando y haciendo el arte. Cantamos para él y después tocó el ukulele y cantó para nosotros . Que buen día. Repasamos la tarea de anoche.
4a: Leímos de Cervantes. Repasamos la tarea en detalle.
Tarea: No hay tarea, pero hay examen el viernes. Deben empezar a estudiar para el examen.
martes, 3 abril
Tradujimos algunos dichos del dia. Jugamos piccionario....las mujeres ganaron. Repasamos una parte de la tarea y expliquE la tarea que vais a hacer esta noche.
Tarea: Necesitan completar este papel con el imperfecto o el pretErito. Figure out whether you are going to use Preterite or Imperfect for each of the verbs in parentheses. Consult section #3--"The Uses of the Imperfect" in your imperfect packet . You might also check right here for more assistance.
lunes, 2 abril
Students translated "Guantanamera" and we read about some of the song's history and controversy. 4th went over some students' original sentences.
TAREA: In the Imperfect Packet, read #3, Uses of the Imperfect, and then do exercises I, J,and K.
viernes, 30 marzo
We completed an oral language practice of sentences using the imperfect with a Latin American native Spanish speaker. I introduced our next set of vocabulary from Accion p. 324 and we discussed how to form adverbs using "mente" and attaching to the feminine form of the adjective, e.g., rápido becomes rápidamente; lento becomes lentamente. Introduje nuestra prOxima canciOn, "Guantanamera." This would be a good video to start getting the tune from and with which to sing along.
TAREA: Escriban 10 oraciones originales usando el vocabulario nuevo de página 324. Tres frases en el presente; 3 en el pretérito, 3 en el imperfecto, y una como quieras tú!
Maybe the rap battle wasn't that terrible. Look at how Grant, Ryan, Charlie, and the rest of Group 3 bring it. And what what what with Catalina Beeee? Even her gringa name means gang...Mara.
29 marzo, el jueves listo
Clases breves hoy--cortas
Students performed their sketches for "El Lobito Bueno." Some of the videos are on the Media page of this website. 4a took the quiz on the lyrics. They also had a rap battle on stage. We went over the homework in class and 3a read an article about the preterit/imperfect distinctions.
Tarea: No hay tarea.
We went over the months in Spanish with an online quiz from studyspanish.com. Reviewed the homework from the textbook. Went to the auditorium and saw a couple performances from the "El Lobito Bueno" groups. Both periods got their quizzes back and we have reviewed them together. 3rd period took a short quiz on the lyrics of the song they learned.
Tarea: I gave a preterite vs. imperfect green paper practice exercise.
27 marzo, el martes
Los estudiantes en 3a hora formaron grupos y están preparando une producción de “El Lobito Bueno” para mañana. Los estudiantes de las dos clases (3a y 4a) repasaron ejercicios E, F, y G del nuestro paquete. También discutimos dos más dichos del día…una cita de Dumas y un refrán sobre las mujeres bonitas y ricas. Enseñé los meses del año y vimos dos o tres videos en español. Los estudiantes en cuarta hora leyeron este articulo sobre el pretErito.
Tarea: Either create a 12 month calendar using the names of the Spanish months ( p. or make flashcards for each month. the months can be found on p. 304. Then write out complete answers to Activities D and E from p. 306 in Acción Level 1 text.
lunes, 26 marzo
Cantamos juntos “El lobito bueno” varias veces. Leímos de Cervantes y su novela “Don Quijote” También leímos del cuadro de Picasso. Vimos algunos videos sobre la obra famosa. Expliqué los ejercicios del imperfecto y cantamos “La Paga.”
Tarea: Completan ejercicios E, F, y G en el paquete.
viernes, 23 marzo
Dicho del Dia. An Imperfect Romance video. Reviewed the homework. You can review the homework right here. We started to learn a new song (video is a tad racy, be forewarned) that is another example of using the imperfect for narrative, "El Lobito Bueno."
Tarea: Complete this handout on "El Lobito Bueno." After translating it, you will find the four verbs in the imperfect and list them. You will then put them in the infinitive. If you found hablaba, you would write "hablar" as the infinitive and "hablaba" as the imperfect. Start memorizing the new song as you will need to recite and/or sing it next week.
jueves, 22 marzo
Magnus, Victor, and Chelsea visited our classes to present on AFS student exchanges. I checked the homework from that imperfect packet.
Tarea: Read the pink sheet on Spanish's two past tenses; then complete the blue sheet, which allows you to practice discerning when to use which!
miércoles, 21 marzo
Tomamos un examen en la cafeteria o afuera en el pasto. Respasamos los ejercicios de anoche con el imperfecto.
Tarea: Hagan ejercicios C & D en el paquete del imperfecto.
martes, 20 marzo
El primer día de la primavera
Les di las respuestas para la tarea de anoche. Descubrimos mas dichos del dia. Los estudiantes en la tercera hora practicaron leyendo Caperucita Roja en espanol; los de la cuarta hora tradujeron el cuento entero. ExpliquE el examen que viene maNana y introduje el paquete del imperfecto.
Tarea: Complete Ejercicios A & B from the imperfect packet I gave you in class today. Study for tomorrow's quiz on the Little Red Riding Hood vocab, La Paga, how to form the imperfect, and the Spanish version of Caperucita Roja.
lunes, 19 marzo
We began class with three more quotes from Dicho del Dia. I checked flashcards and then reviewed how to form the imperfect and when we use it. We also talked about verbs that have different meanings in the preterit than they do in the present. We went over the 14 imperfect conjugations as well as ways to remember the three irregular verbs in the imperfect-ISV (irregular Spanish verbs= Ir Ser Ver) or IVS works too. We had a vocab contest with our flashcards and then we sang La Paga in 3rd and finished the translation of it in 4th.
Tarea: Complete this matching assignment for homework tonight...muy facil! There will be a quiz on Wednesday that has these vocab words on it and some questions regarding the imperfect, Caperucita Roja, and/or La Paga.
viernes, 16 marzo
We looked at the Dicho del Día Saying of the Day and took notes. We sang "La Paga" with Juanes (a couple times in 4th period!). We finished our translation of the song in 3rd. Then we went over the preterit conjugations for the 14 verbs on the Verb Table and added CASTIGAR. I explained how to form the imperfect "ALI BABA" with -AR verbs and "TÍA MARÍA" with -ER and -IR verbs. We did a couple examples with "trabajar" and "comer."
TAREA: #1. Complete the imperfect conjugations for the 15 verbs on your verb chart. #2 Make sturdy and neat flashcards for the starred vocabulary on the back of your handout of "Caperucita Roja."
abuela* — grandmother anciano* — old person el bosque* — forest cambiar* — to change castigar = to punish la cesta* — basket el cuchillo* — knife
despertar* — to wake up en seguida* — very soon junto* — together llenar* — to fill a menudo* — frequently oreja* — ear
piedra* — rock próximo* — nearby, next de repente* — at once, suddenly recoger* = to pick up, to collect sacar - to take out sed* — thirst seguir* — to follow, to continue suave* — soft tratar de* — to try to
jueves, 15 marzo
HSPE 3--Victoria enseñó a mis estudiantes
Vicotria read you Caperucita Roja and then had students read it to her. She helped you with pronunciation and then helped you recognize and translate important words and verbs from the story.
Tarea: Students had to practice reading the Spanish version of Caperucita Roja in preparation for reading it aloud in class on Friday.
miércoles, 14 marzo
Remaining students recited the alphabet. We went over the present tense conjugations of the first 11 verbs on your verb table. We started to review your transations of the Juanes song, La Paga. I gave everybody a copy of this version of Little Red Riding Hood that you will be reading in class tomorrow with my native-speaking substitute, Victoria Clayton.
Tonight: Add cambiar and seguir (shoe verb e-->i) to your verb table. Complete the present tense conjugations for those two verbs, then write all the verbs you have on the front side again on the back but this time conjugating them in the simple past/preterite tense.
martes, 13 marzo
I explained and illustrated "shoe verbs" as a visual medium for understanding stem-changing verbs in the present tense of Spanish. We listened to students recite the alphabet.
Tonight: Complete the present tense conjugations for the 11 verbs on this verb table.
lunes, 12 marzo: Repasamos el alfabeto juntos en la clase. Escuchamos la canción “La Paga” por Juanes. Aquí está la canción. Después escuchamos el “remix” con los Black-eyed Peas. Estudiantes tradujeron la canción en parejas. Vimos este video de Alex , un joven de 20 años que sabe 11 idiomas.
Tarea: I discovered that some students don’t remember the alphabet in Spanish so tonight I am asking that you all recommit the alphabet to memory and be prepared to recite it in class tomorrow. Also finish the translation if you did not complete it in class.