Monday – Students continue to work on their Dream Home projects. The revised presentation date will be this Thursday. On the following Thursday, June 2nd, we will have a test. Please see attached for study guide.
Monday - Stuents watched a video about home remodeling and practiced their Spanish listening comprehension skills. They wrote a description of their bedroom and its contents using directional prepositions and then read that detailed description to their partner, who then tried to draw the bedroom.
Tuesday – Students practiced speaking with a partner using home/furniture vocabulary and directional prepositions. They used a “What’s missing worksheet”. POP QUIZ was given.
Thursday- Students learned the difference between saber and conocer. (to know) They also started on the project “My Dream Home”
ELB – Go to the following website, but FIRST, read the directions below so you know where to navigate once you get on the site, http://www.colby.edu/~bknelson/SLC/index.php
Click on saber vs. conocer on the right-hand side of the page and do Exercise #1. When you are done with that, go back to the home page and click on Present Tense and then Regular -AR verbs and do the exercise about Cuban school children. When you are done with each paragraph, click on correct and the program will show you if you have any errors. Make sure to utilize the accented letters on the top of the page, or the computer will mark you wrong.
Friday – Students continue to work on their “My Dream Home” project. These are due on Tuesday and students will present their projects to the class on Tuesday. See attached document for Project Description.
Monday – Students used question words to form questions and answer those same questions using the proper conjugated form of the verb. We also learned how to talk about something that has just finished happening. The formula is acabar de + infinitive verb. For example, I just ate. (I just finished eating) Acabo de comer.
Students were also introduced to new vocabulary describing the home and things you’d find in a home. (see attached).
HOMEWORK: 1) Complete the fill-in-the-blank portion on the “Question Words” handout. 2) Also, copy and write all of the new vocabulary words into your notebook in English and Spanish. (See attachments)
Tuesday - NWEA Testing
Thursday - Practice using new home/furniture vocabulary. Students practiced translating questions and sentences into Spanish. (see attached) Pictionary to practice vocabulary. Students learned prepositional phrases to describe where things are located in a home in relation to others.
HOMEWORK: Describe your bedroom by describing its contents and where those things are in relation to others. Use prepositional phrases. For example: In my bedroom, there is a bed. To the right of the bed, there is a table. There is a lamp on top of the table. etc……
Monday – Students finished watching Beverly Hills Chihuahua in Spanish.
Tuesday – Today we are doing a study review session with games to practice for Thursday’s test. A reminder that we will be showing our Voki Avatars in class on Friday, so make sure that you have sent yours to Ms. Paris.
Thursday – TEST
Friday - Students showcased their Spanish-speaking Avatars. We also practiced using question words and writing questions and answers.
Monday - Students reviewed their skits by watching videos of their performance. Clothing vocabulary review and conversation in Spanish about Spring Break vacations.
Tuesday - Students created Avatars on the computer and placed their own voice in the character, making the character speak Spanish. See below example.
Monday – Students practiced clothing vocabulary by working on a crossword puzzle. They also created and drew a fictional friend, had to dress them with at least 8 vocabulary items and write a paragraph describing what they were wearing, including the color of the items.
Tuesday – Students practiced listening comprehension by watching a video that had the underlying clothing theme. We also watched a video about Peru and the traditional indigenous clothing they make and sell in open-air markets. Students presented their drawings and read their paragraphs.
Monday – Students continued working on their skits.
Tuesday – Last day for students to complete work/rehearsal on their skits. Skits will be presented on Thursday. Come to class prepared with all your props and make sure to have your lines memorized.
Thursday – Students performed their skits.
Friday – Students learned new vocabulary related to clothing and will review colors to describe the clothing. Introduction of the verb “llevar”.
Monday - Students received their quizzes back and they were corrected. Those students who are not satisfied with their grade can take the quiz again this Thursday. If you plan on re-taking the quiz, you must let Ms. Paris know ahead of time to schedule. Today, students worked on a worksheet that helps them with tener expressions and definite/indefinite articles. (see attached)
Tuesday - Students learned new vocabulary (see attached) having to do with visiting and ordering food in a restaurant. They also received a description of a new project. Students will create skits in groups of four. (see attached for description of project and rubric)
Thursday – Students are working on creating their skits.
Friday – Students are working on creating their skits.
Monday – Today’s lesson focused on the rules of making nouns, definite articles and indefinite articles plural. Definite articles are: el/la = the (singular), los/las = the (plural). Indefinite articles are: un/una = a, unos/unas = some. Food vocabulary and tener expressions were practiced.
Tuesday - Today’s lesson focused on the new verbs querer and preferir, which are stem-changing/boot verbs. Students will use these new verbs to express their wants and preferences with food and drink vocabulary.
Thursday – Students practiced speaking, listening comprehension and storytelling through participating in and/or watching skits. Students showed their comprehension by recalling details from the skit and re-telling the story in Spanish. QUIZ tomorrow on food vocabulary, definite & indefinite articles and tener expressions.
Friday – Students took the Spanish quiz and finished watching Spanish language videos.
Extra Credit Assignment 30 Days Immigration documentary. Students have the opportunity to gain 8 extra credit points by writing 3 paragraphs (minimum) on the following:
1) What are minutemen? 2) What is amnesty (as related to immigration)? 3) What do you think of Frank? Did your opinion of him change from the beginning of the film to the end? Did he change his mind about immigration after having spent 30 days with the Gonzalez family? 4) How is your family life different than that of the Gonzalez family? Think about school, home living situation, holidays like Christmas and gifts, your rights as a U.S. citizen, the right to work (as related to yourself or your parents) and anything else you may want to mention. Make sure that it is at least 3 paragraphs long (minimum) and that on prompt # 4 you are making comparisons. This is due on Monday, March 28th.
Monday - Shortened classes due to CSAP. Students finished their food illustrations and watched a portion of “Under the Same Moon”, a Spanish language movie.
Tuesday – CSAP
Thursday – Students in Ms. Gutmann’s class finished Under the Same Moon and started a documentary called “30 days – Immigration.” Students have the opportunity to gain 8 extra credit points by writing 3 paragraphs on the following:
1) What are minutemen? 2) What is amnesty (as related to immigration)? 3) What do you think of Frank? 4) How is your family life different than that of the Gonzalez family? Think about school, home living situation, holidays like Christmas and gifts, your rights as a U.S. citizen, the right to work (as related to yourself or your parents) and anything else you may want to mention. Make sure that it is at least 3 paragraphs long and that on prompt # 4 you are making comparisons. This is due on Friday, the 18th.