Lesson Plans are a work in progress and are subject to change on any given day according to the needs of my students. 

 Spanish 2 Lesson Plans Spring 2013-2014

 

1st 9 weeks 

- Bell Work (Campana) is turned in every Friday

- Homework Trackers (Reportajes) are turned in every other Friday

 

4-15-14

1. Bell work #2

2. Preterit Practice (oral)

3. 2.1 Quiz

4. Book pg. 100 - Demonstrative Adj/Pronouns intro - Review vocab orally and then I will use manipulativs to get students to think about which one they would use for each object. Students will then identify demonstratives on a written worksheet followed by a quick partner activity (speaking/presenting to show understanding).

5. HW pg. 56-57

4-14-14

1. Bell work #1

2. Preterit Practice (oral)

3. Listening Act cont. - A student will read to the class and the others will listen and respond on paper to questions from the board. We will then review the answers as a class.

4. Con que Frecuencia Act. - This is a continuation from last Friday. Students work in pairs to practice abverbs, 2.2 vocab and reflexive verbs. They will use the information to form a brief skit, where one student narrates and the other acts out the daily routine.

5. Quiz tomorrow on abverbs, 2.1 vocab and ER/IR preterit conjugations

4-11-14

1. Bell work #5 (turn in today)

2. Preterit Practice (all forms)

3. Correct HW pgs. 55 and 52

4. Pg. 83 Listening Comprehension - A student will lead this activity by reading to the class. Students will answer questions from the board (written) and we will go over for participation points.

5. Con que Frecuecia - This activity involves pg. 133 vocab. It is an assortment of speaking, writing and evetually presenting information to the class. Focus is on reflexive verbs, pg. 133 vocab on personal care items and the body as well as conjugations.

6. Charades pg. 133 vocab (Reflexives) With their partner students will act out their daily routine vocab (pg. 133). Volunteers will then go in front of the class and we will guess.

4-10-14

1. Bell work #4

2. Preterit Practice (oral conjuagtions)

3. Correct HW pg. 53-54 (except activity 2)

4. Adverbs - Students will take brief notes on Adverb rules and then practice by making 10 adjectives into adverbs (written). We will then do Act. 2 from the HW.

5. 2.1 Vocab Practice: With a partner (mono) students will use pg. 109 vocab sheet to fill in the missing vocabulary term based on the information given in context. We will review answers as a class and discuss what words we should use to help determine the missing vocab term.

6. Charades pg. 133 vocab (Reflexives) With their partner students will act out their daily routine vocab (pg. 133). Volunteers will then go in front of the class and we will guess.

7. HW pgs. 55 and 52

4-9-14

1. Bell work #3

2. -ER and -IR Preterit conjugation review (oral)

3. Correct HW pgs. 50-51

4. Video: 2.1 Vocab Presentation

5. Book Pgs. 90-91 - Read with a partner and answer comprehension questions

6. Pg. 92 Act 1-2 written with partner

7. Listening Comprehension- Using a Los Lonely Boys song (Nobody Else), students will work to write down a small section of song lyrics. We will then try and translate them to Spanish

8. HW pgs. 53-54

4-8-14

1. Bell work #2

2. -ER and -IR Preterit conjugation review (oral)

3. Los Lonely Boys - Dime mi amor song - Students will listen to the song and try and write as many lyrics as they can get. We will do a couple lines of translation as well for fun.

4. Pg. 133 Reflexives - Game of Charades to introduce vocab. I will role model and then they will act.

5. Students will us Reflexives and the Present Progressive to act out/prersent vocabulary to the class. This is a group activity (spoken)

6. HW pg. 50-51

4-7-14

1. Bell work #1

2. The Present Progressive Tense (intro): Start by going over ESTAR. Then introduce Spanish endings and English equivalent. I will write some examples on the board and speak them as well.

3. Present Progressive Guided Practice: Using 3 separate handouts, will will go through a half dozen problems as a class, writing eamples on the board. Then in pairs or solo, students will work out the rest of the sentences as I circulate the room. I will ask comprehension questions at the end to make sure they have it.

4. Pg. 109/133 Ch. 2.1 and 2.2 vocab intro: Handout out vocab and review orally as a class. Focus on Reflexive verbs pg. 133. Q and A using Present Progressive and Reflexives.

4-4-14

1. Bell work #5 (turn in BW and TW Trackers today)

2. Mini Presentation - With their partner, students will have 10 minutes to prepare a dialogue using 3 irregular preterite conjugations (ser/ir/hacer/dar/ver), 3 regular -AR conjugations, one -CAR/GAR/ZAR verb and 2 trigger words. They will then present their dialog to the class. This is intended as a speaking only activitiy, nothing can be written.

3. Book pgs. 80-81 Act. 1 and 3-4

4-3-14

1. Bell work #4

2. Irregular Preterite verbs - CAR/GAR/ZAR yo form: Students will take notes, orally review the yo conjugations as a class and then respond to written questions using the white boards.

4. Practice CAR/GAR/ZAR quiz

4-2-14

1. Bell work #3

2. Correct HW pgs. 32 and 40

3. Irregular Preterite Quiz

4-1-14

1. Bell work #2

2. Correct HW pgs. 30-31

3. Preterite Practice (written) - Using individual whiteboards students will have to correctly conjugate -AR and irregular preterite verbs. They will then make short sentences in the preterite.

4. Book pg. 71 Act. 13, 14 (listening): Working with a partner students will respond with written answers to various preterite activities. We will review answers as a class orally.

5. HW pgs. 32 and 40

6. Irregular Preterite quiz on Wednesday

3-31-14

1. Bell work #1

2. PPT - Vocab 1.2 oral review

3. Book pgs. 66 Act. 5 and 6 written

4. Book pg. 64 Nota Gramatical + Act. 4

5. Pg. 70 (read) and Pg. 71 Act.

6. HW pgs. 30-31

7. Irregular Preterite Quiz on Wednesday

3-28-14

1. Bell work #5 (collect BW)

2. 9 week Benchmark Exam

3. Quiz 1.2 - vocabulary and -AR preterite conjugations

3-27-14 

1. Bell work #4

2. Correct HW pgs. 28 and 29

3. Vocab 1.2 PPT - Visual vocab review of 1.2 vocab (written practice quiz)

4. Translations: Students will work in pairs to translate sentences based on 1.2 vocabulary, preterite conjugations and D.O.P. When completed they will write their sentence on the board and the class will correct it as needed.

5. Benchmark exam on Friday and 1.2 Vocab/-AR preterite quiz 

3-26-14

1. Bell work #3

2. Correct HW pgs. 26 and 27

3. Pg. 79 Student Vocab Drawings: A student will lead the class in a picture vocab review based on their class drawings from yesterday.

4. Vocab Pairings: With a partner, students will have 3 minutes per category to come up with as many vocab pairings/word associations as they can. We will review work orally as a class and share answers.

5. HW pgs. 28-29

6. Benchmark exam on Friday and 1.2 Vocab/-AR preterite quiz

3-25-14

1. Bell work #2

2. Correct HW pgs. 24 and 25

3. Pg. 79 Vocab Drawings: Each student will receive a number (1-13) and paper. They will then have do a large drawing of a specific vocab term that corresponds to that number. We will use this as a class set of picture vocab cards to review vocabulary on a daily basis.

4. Video: Open air market in Oaxaca, Mexico

5. Book Pgs. 60-61: We will read aloud the vocab presentation slection from the book. Students will get into pairs and read to each other for additional practice. Once finished they will do Act. 1 and 2 on pg. 62 (speaking). We will review as a class when completed.

6. HW pgs. 26 and 27

7. Benchmark exam on Friday and 1.2 Vocab/-AR preterite quiz

3-24-14

1. Bell w#1

2. HW pgs. 94 and 96 - We will do this as a class or in small groups and then correct as a class. Turn in HW Tracker 7-8 today.

3. Pg. 79 1.2 Vocab Intro: First we will review pronunciation and then students will draw selected vocab words and label them accordingly (13 total).

4. Pg. 79 Preterite Intro: We will cocver past tense -AR verb ending and 5 irregular verbs in the preterite. This will be an oral activity followed by another speaking activity conjugating various -AR verbs.

5. HW pg. 24 and 25

6. Benchmark exam on Friday

3-7-14

1. Bell work #2

2. Definitions

3. Correct HW pgs. 7-8

4. Bingo

3-6-14

1. I am supervising the Practice ACT blocks 1, 2 and part of 3rd as well.

2. Part of day will be a review of I.O.P. and part will be spent doing retakes on quizzes and exams.

3. All HW and bell work due tomorrow

3-5-13

1. Bell work #1 + PDD

2. Definitions

3. Pair Activity - Using the questions students created last Friday, they will get into groups and ask each other their questions. This is a speaking activity focused on I.O.P. and verbs like GUSTAR.

4. I.O.P. - With their partner, students will locate and write down the I.O. in 10 sentences. Once they find the indirect objects, they will then replace them with I.O.P. (written). As a review, they will reread the sentence and make the correct substitution.

5. HW pgs. 7-8

2-28-14

1. Bell work #4 + PDD 

2. Definitions and vowel review

3. I.O.P. with GUSTAR and VERBS LIKE GUSTAR: Practice new vocab with I.O.P. by first responding to prewritten questions using I.O.P. and then writing their own short questions and answering them with a partner orally. 

2-27-14

1. 10th Writing Assessment today. I will be administering during 3rd and 4th block today. 2nd block will focus on organizing, turning in missing work and re-taking quizzes and tests. When completed we will practice I.O.P. 

2-26-14

1. Bell work #3 + PDD 

2. Definitions and vowel review

3. Review 1.1 Quiz with white boards and overhead + handouts (In depth review)

4. Indirect Object Pronouns - Gustar review + Intro pg. 46 handout: Read through the list and examples followed by a review of GUSTAR.

5. Powerpoint - Verbs like GUSTAR: Students will copy the infinitives and their definitions.

2-25-14

1. Bell work #2 + PDD 

2. Definitions and vowel review

3. Correct HW pgs. 3-4

4. 1.1 Vocab and D.O.P. Quiz

2-24-14

1. Bell work #1 + PDD 

2. Definitions and vowel review

3. Libro pg. 42 Act 6 and 7 (speaking and writing w/partner)

4. D.O.P. and CONOCER - We will review the conjugations of conocer on the board and then in groups students will respond using written responses to 10 questions using conocer. This will be followed up with a small translating activity. We will review all answers orally or on the board as needed.

5. HW pgs. 3 and 4 (saber vs. conocer)

6. 1.1 vocab and DOP quiz tomorrow

2-21-14

1. Bell work #4 + PDD (Turn in BW and HW Tracker 5-6)

2. Definitions and vowel review

3. Correct HW pgs. 4-5

4. Powerpoint #2: D.O.P - Verbal activity (whole class) reviewing DOP usage/placement

5. Song - Los Lobos tune "La pistola y el corazon - Students will listen to the song 2x and fill in as many of the missing lyrics as possible. We will then review answers as a class and read the complete lyrics out loud. Students will try and summarize the lyrics in English and then they will be given the English lyrics to check their work. We will then replay the song via video (w/lyrics) and sing along. 

6. DOP and 1.1 vocab quiz on Tuesday

2-20-14

1. Bell work #3 + PDD

2. Definitions and vowel review

3. Powerpoint: D.O.P - Verbal activity (whole class) reviewing DOP usage/placement

4. Group work - Translations using DOP: In groups of 3-4 students will be given 5 sentences at a time to translate. We will do the first few together at the beginning and then review answers every 5. Focus is on infinitive definitions, conjugations and DOP placement.

5. HW pgs. 4-5

2-19-14

1. Bell work #2 + PDD

2. Definitions and vowel review

3. Correct HW pgs. 1-2

4. Book pg. 38 Act. 1-3 (spoken). I will do all of the activities with the class and then they will pair up and do them together.

5. Pg. 41 Direct Object Pronouns - Introduce DOP and placement rules and then do a speaking activity (focus on lo, la, los and las) - Simple question and answer activity involving the entire class.

2-18-14

1. Bell work #1 + PDD

2. Definitions and vowel review

3. Pass back a review Stem Changing Verbs Test from last week. Also review the group project results/grades from the Puppet Show.

4. Pg. 55 1.1 Vocab Review - Begin with handout on desk and review orally the pronunciation and definitions as a class. From this we will move into vocab recognition using a powerpoint.

5. Video - Vocab introduction 1.1 en context

6. Book pgs. 36-37 - reading vocab in context. I will select various students to read outloud to the class. We will review the reading selection 2x.

7. HW pg. 1-2 

2-14-14

1. Bell work #4 + PDD

2. Definitions and vowel review

3. Quiz - Boot Verbs

4. Vocab pg. 55 Ch. 1.1 - Review orally and then with a PPT

5. Handout on 1.1 vocab - In pairs students will word to fill in the missing vocab word. Other side of handout, students must put into a logical sequence all vocab detailing a trip.

2-13-14

1. Bell work #3 + PDD

2. Definitions and vowel review

3. Correct HW pgs. 13-14

4. Book Pgs. 32-33 - Costa Rica: Introduce Ch. 1.1 by reading about Costa Rica. Students will read aloud and I will ask them questions based on reading.

5. Vocab Bingo - Using pg. 55 as a base, we will play a round of vocab bingo. I will use sentences in context and they will mark off vocab on their boards as they hear it. 

6. Stem Changers Quiz tomorrow

2-11-14

1. Bell work #2 + PDD

2. Definitions and vowel review

3. Correct HW pgs. 11-12

4. Powerpoint (#3) Boot Verbs: Group and individual practice conjugating stem changing verbs (speaking)

5. Sentence corrections: Using the sentences written in class yesterday students will work in pairs (jirafas) and try to make as many corrections as they can (spelling, punctuation, conjugations, etc.) They have 10 minutes to tackle 8 problems and we will review each one on the board.

6. HW pgs. 13 and 14

7. Stem changers quiz Friday

2-10-14

1. Bell work #1 + PDD

2. Definitions and vowel review

3. Small groups - Study infinitive definitions using vocab flashcards

4. Puppet Show - Any students who didn't present last week must present today.

5. Powerpoint (#1) Boot Verbs: Group and individual practice conjugating stem changing verbs (speaking)

6. Worksheet on Stem changers - Individual written practice on conjugating stem changers

7. Interviews - Studnts will come up with 10 written questions using all stem changing verbs in (TU) conjugations. They will then interview 2 different people. (Practice TU and YO conjugations)

8. Verb Relays if time allows (Group practice using stem changers)

9. HW pgs. 11-12

2-6-14

1. Bell work #4 + PDD

2. Definitions and vowel review

3. Puppet Show - Any students who didn't present yesterday will have an opportunity today to present.

4. (4th Block Only) Hand back Spanish One review exam and go over with the class. They must correct their errors before we review answers.

5. Stem Changing Boot Verbs (2nd and 3rd Block only) - Introduce (review) stem changers by writing some examples on the board. Students will take notes. They will then do one on their own and we will check it as a class. At this point we will review the infinitive definitions of the stem changers (most important step to learn before conjugating) and then they will get into groups of 3 or 4 and practice conjugations playing a dice game.

2-5-14

1. Bell work #3 + PDD

2. Definitions and vowel review

3. Benchmark Exam 4.5 weeks

4. Stem Changing Boot Verbs - Introduce (review) stem changers by writing some examples on the board. Students will take notes. They will then do one on their own and we will check it as a class. At this point we will review the infinitive definitions of the stem changers (most important step to learn before conjugating) and then they will get into groups of 3 or 4 and practice conjugations playing a dice game.

5. Hand back Spanish One review exam and go over with the class. They must correct their errors before we review answers.

6. Puppet Show - Any students who didn't present yesterday will have an opportunity today to present.

2-4-14

1. Bell work #2

2. Definitions, vowels and places review

3. Quiz - Palabra del Dia #1 (1-20) definitions only

4. Puppet Show Presentations: Students will present their dialogs to the class and act out their puppet show skits. The audience is responsible for writing down the following information: Names of presenters, title of skit (if there is one) and the general theme of the skit (in English). This paper will be turned in and used as a participation grade. All group skits will be turned in with the checklist included.

5. Stem Changing Boot Verbs - Introduce (review) stem changers by writing some examples on the board. Students will take notes. They will then do one on their own and we will check it as a class. At this point we will review the infinitive definitions of the stem changers (most important step to learn before conjugating) and then they will get into groups of 3 or 4 and practice conjugations playing a dice game.

6. Benchmark exam is tomorrow 

2-3-14

1. Bell work #1

2. Defintions, vowels and places review

3. Progress Reports / Grades

4. Group work - Last day to work in groups on the puppet show skit. I will circulate around the room and assist as needed. Groups that already have it written will practice it.

5. Tuesday - Quiz on first 20 verb definitions from the Palabra del Dia worksheet. Puppet show skits will also be performed. Wednesday is the district Benchmark exam.

1-31-14

1. Bell work #5 (turn in BW and HW Trackers 3-4)

2. Definitions, vowels and places review

3. Quiz: Spanish One Review quiz

4. Puppet Show cont. (Teatro de Titeres) - Students will continue to work (in groups/pairs or individually) towards writing a skit that encompasses their knowledge of general and specific Spanish One grammar and vocabulary. They must meet today's goal of (1) completing a general outline of the story, including character names, adjective lists, verb lists, places, plot and ending, and (2) have at least 1/4 of the show written (complete sentences). I will circulate around the room and assist as needed. Shows will be performed on Tuesday.

5. Palabra del Dia Quiz (first 20 words on the list) will be on Tuesday.

1-30-14

1. Bell work #4

2. Definitions, vowels and places review

3. El Rio Pacuare - Students will be given a one paragraph reading selection and will be asked to answer questions based on the reading. We will review as a class when completed and then a brief video about it.

4. Video: Como Soy - Mi Rutina Diaria: Students will watch a 4 minute video dealing with characteristics and physical descriptions mostly. They will then be given 11 questions to answer to the best of their ability. We will watch it a second time and they will hopefully complete the rest of the questionaire. We will review answers as a class.

5. Verb Battle: We will devide the class into two teams. Each student will receive a number. When their number is called they will both come to the board and compete to see who can conjugate the verb the fastest. Winning team receives candy.

6. Puppet Show - In groups of 2 or 3 students will write a short skit and then perform it using puppets. All focus is on Spanish One concepts.

7. Spanish One review test on Friday 

1-29-13

1. Bell work #3

2. Definitions, vowels and places review

3. Notes: Possessive Adjectives + written examples

4. Verb Relays cont. (present tense verbs)

5. Verb Battles cont. (present tense verbs)

6. Puppet Show - In groups of 2 or 3 students will write a short skit and then perform it using puppets. All focus is on Spanish One concepts.

7. Spanish One review test on Friday 

1-27-14

1-28-14

1. Bell work #2

2. Definitions, vowels and places review

3. Correct HW pgs. 37 and 54

4. Dice game cont. - Continued practice of AR/ER and IR verb conjugations using the dice game

5. Verb relays - Group work using white boards. Focus on verb conjugations

6. Verb Battles - One on one verb battles between students (front white board)

7. panish One review test on Friday

1-27-14

1. Bell work #1

2. Review of verb definitions + vowels

3. Quiz: Definitions and conjugations of SER, IR, TENER and ESTAR

4. Notes: Students take brief notes on ESTAR - "en el" / "en la" and also IR - "al" and "a la". I will then show them a PPT with various places and ask, "Donde estas?". The will respond with Estoy...... Once I have rolemodeled enough they will go around the room and do it on their own. This will be repeated using the IR expressions.

5. AR/ER/IR verb conjugations: Using dice students will pair up in small groups and practice conjugations by throwing dice and orally conjugating verbs.

6. HW pgs. 37 and 54

1-24-14

1. Bell work #4 (turn in BW)

2. Correct HW pgs. 23 and 7

3. Review infinitive definitions orally

4. Book pg. 14-15 Read out loud with partner

5. Book pg. 16 Act. 12-13 (IR) - Speaking/writing activity with partner 

6. Book pg. 17. Act. 14-15 speaking practice with IR

1-23-14

1. Bell work #3

2. Correct HW pgs. 77 and 79

3. Review infinitive definitions orally

4. Book pg. 8 - Act. 5 and 6 written and then oral review whole class

5. Book pg. 9 Act. 8 - Speaking activity with partner (mono) followed by reading pgs. 10-11 with partner.

6. Pg. 12 - GUSTAR: Review forms as a class and do pg. 12 Act. 9 and 10 and Pg. 13 Act. 11 (speaking)

7. HW pgs. 23 and 7

1-22-14

1. Bell work #2

2. Correct HW pgs. 4-5

3. General Review of vowel sounds + mini-practice. Quick review of infinitive definitions

4. Pg. 29 Vocab (Spanish One stuff) - Whole class pronunciation practice

5. White boards: Students will use pg. 29 vocab and draw and label food vocab. This will be followed up with a question/answer activity (written)

6. Adjectives: I will first review ADJ rules and placement and then students will be shown a PPT of famous people. They will have to write one adj. per photo, making it agree in gender and number. They will use white boards. When finished they will write 5 adjectives describing themselves and 5 adjectives that use "NO" before them. When finished they will partner up (jirafa) and do the same activity but in plural form.

7. Places + the verbs ESTAR and IR - In pairs students will say where they are and where they are going. They will use their pg. 29 list and a PPT of places.

8. HW pgs. 77 and 79 

1-21-14

1. Bell work #1

2. Student IDs and grades given

3. General Review: Vowels, new words (practice) and verb definitions

4. Nuestro Mundo - Reading selection: As a class we will take turns reading out loud, then students will individually read it silently. I will then ask them comprehension questions based on the reading selection and they will write brief answers/responses. Review as a class when completed.

5. Partner work - Pg. 4-5 - Reading Practice act + questions. Ch. Intro

6. PG. 4 Act 1 written (Articles and SER) + Pg. 5 Act. 3 and 4 (SER)

7. TENER Practice - white board work doing conjugations and translations

8. HW Pg. 4 and 5

9. Tests: Thursday on IR, TENER, SER and ESTAR. FRiday on Spansih I review

1-17-14

1. Bell work #5 (collect BW and HW trackers today)

2. Correct HW pgs. 45 and 81

3. Surprise Quiz (4 Corners)- IR, SER ,TENER and Estar - definitions and conjugations

4. General Review - Verb definitions, alphabet, vowels and numbers

5. PPT - Weather: Students use their notes from yesterday to do this oral review.

6. Weather cont. -Using two video clips of weather en espanol, students will be introduced to Fahrenheit and Celsius. They will be given a brief explanantion of both, asked a few questions and then we will work out some conversions as a class and as partners. This will be followed by a brief introduction of miles vs. kilometers as well.

1-16-14

1. Bell work #4 + donation collections and HW stamps

2. General Review: Basic review of alphabet, numbers, vowel sounds, body parts, the classroom, congnates, infinitives and interrogatives

3. Weather/Seasons/Months review: This is a continuation from Tuesday (except for 4th block). Students will write down notes, go through a powerpoint activity and then, as a class, we will go through #1 together and I will write the answers on the board. #2 students will write reponses individually and #3-4 students will do orally with different partners. We will review each section as we go.

4. The verb IR - Quick review of the conjugations and uses followed by HW practice.

5. HW pgs. 45 and 81

6. Binder check on Friday - Names quiz as well

1-14-14

1-15-14

1. Bell work #3 + Donation collection/stamp HW

2. General Review: Basic review of alphabet, numbers, vowel sounds, body parts, the classroom, congnates, infinitives and interrogatives

3. Partners: Students will select 8 partners for the year using the animal system. In Spanish they will go aropund the room and ask different people to be their lion, monkey, elephant, etc. Once established, these will be the partners they will work with off and on throughout the year.

4. ACT/PLAN Review: Students will first go through 10 questions on their own and write down their responses. Then they will pair up and go through them a second time. When finished I will write the answers on the board and do my best to answer questions. 

5. Binder check on Friday - Names quiz as well

1-14-14

1. Bell work #2

2. Stamp HW (Syllabus) and collect donations

3. Introductions Round 2 - "Les presento a..." Each student will interview 4 classmates and then use that information to present one new person to the class in Spanish. Students will take notes during the prtesentation and then be asked basic questions regarding names and likes of their classmates.

4. General Review: Basic review of numbers, vowel sounds, body parts, the classroom, congnates, infinitives and interrogatives

5. Review Handout - Seasons and Weather: As a class we will go through #1 together and I will write the answers on the board. #2 students will write reponses individually and #3-4 students will do orally with different partners. We will review each section as we go.

6. Binder check on Friday - Names quiz as well

1-13-14

1. Bell work (We will do this together since it is the first one of the sememster. I will role model/explain expectations.)

2. Procedure Handout - Review all class expectations and procedures. Practice transitions using sounds (instruments)

3. General Review: Basic review of numbers, vowel sounds, body parts, the classroom, congnates, infinitives and interrogatives

1-10-14

1. Desk arrangement, donation collection and class procedures

2. HW Trackers/Reportajes - Review how to fill out a HW tracker and practice. Then give them their real one and have them add their Syllabus assignment

3. Practice Quiz (Infinitives) - Use Spanish One infinitives (PDD) and have students fill out in pencil the definitions that they know. Correct, write down scores and then hand back. We will then fill in the missing gaps and it becomes a master list to use as a study guide.

1-9-14

1. Welcome - General overview of classroom expectations

2. Syllabus review + questions

3. Introductions - Students will give the class a brief introduction of themselves.

4. HW - Signed syllabus

 

 

 Spanish 1 Fall Lesson Plans 2013-2014

2nd 9 weeks 

- Bell Work is turned in every Friday

- Homework Trackers (Reportajes) are turned in every other Friday

12-20-13

1. Final exam blocks 3 and 4

12-19-13

1. Final exam blocks 1 and 2

12-18-13

1. Oral Final (10 questions each)

2. Finals review - All vocab, adjectives, verb conjugations and culture)

12-17-13

1. Book pg. 180-181 La Quinceanera: Read and answer quesions on paper. Discuss the meaning and compare it to the Sweet 16 of the U.S.

2. Pg. 187 listening activity: I will read 3 short paragraphs from the book and students will  write responses to each question. We will review the answers as a class once completed.

3. Direct Object Pronouns: Review DOP and placement as well as noun and pronoun relationship in a sentence. Go over examples on the board verbally with students.

4. Oral Finals review worksheet: provide all students with a copy of the oral final for tomorrow. Expalin expectations and grading and then they can practice with a partner or solo.

12-16-13

1. Campana #1 + PDD and verb grids

2. Test on Palabra del Dia verb definitions (3 minutes to study and then we will take it)

3. Verb grids - Complete verb grids with list of stem changers

4. Direct Object Pronouns intro: Using classroom objects, clothing and food I will introduce DOP (it/them). Students will turn nouns into pronouns and ask and answer questions using DOP.

5. Oral Final on Tuesday - Written Final on Thursday and Friday (19th/20th)

6. Last day to do make-ups or to turn in missing work is Tuesday the 17th

12-12-13

1. Bell work # 3 + PDD and verb grid

2. Correct HW pgs. 128-129

3. Comparatives - Pg. 183: In groups or with white boards students will write various comparisons in short sentences. Focus is on noun and adj. agreement and the comparison. Topics include classes, foods, actors, and themselves. We will share answers as a group.

4. Video: Rafael Tufino: Demonstartion of his art followed by brief discussion

5. HW pgs. 125-126

6. LAST DAY TO MAKE UP tests/quizzes or TURN IN MISSING WORK IS TUESDAY THE 17th

7. Final Word of the Day quiz is on Monday the 16th

8. Oral Final on Tuesday - Written Final on Thursday and Friday (19th/20th)

9. Last day for make-ups or to turn in missing work is Tuesday the 17th.

12-11-13

1. Bell work #2 + PDD and verb grids

2. Correct HW pgs. 122-123

3. Book pg. 174 - Comparasions: Review vocab and include examples. Do pg. 175 Act. 12 and 13 written and oral.

4. HW pgs. 128-129

12-9-13

1. Bell work #1 + PDD and verb grid

2. Pg. 183 Ch. 3.2 vocab intro (oral intro)

3. Vocab of Family - Students will write sentences about family using pg. 183 vocab. We will exchange papers and make corrections to noun/adjective agreement.

4. HW pg. 122-123

3. 12-6-13 (abbreviated day due to weather)

1. Bell work #5 + PDD and verb grid (turn in BW today)

2. Test 3.1

12-5-13

1. Bell work #4 + PDD and verb grids

2. Correct HW pgs. 103-104

3. Book pg. 146 ACT. 5 written (pairs)

4. Pg. 147 ACT. 9 speaking activity

5. 6. Pg. 161 Act. 3

7. HW pgs. 106-107

8. Ch. 3.1 test tomorrow

12-4-13

1. Bell work #1 + PDD and verb grid

2. Correct HW pgs. 101 and 102

3. Book pg. 146 - Pronunciation of "R" and "RR" + practice

4. Paired foods and drinks - 3.1 vocab practice: Students will work in pairs to create common pairings of various foods and drinks. They will be timed and the group with the most will receive extra points or candy.

5. Book pg. 145 (GUSTAR) - After reviewing GUSTAR with singular and plural nouns students will work in pairs to create 5 sentences for each. They will then swap papers with another group, look for errors, correct and then read a few to the class.

6. HW pgs. 103-104

7. Ch. 3.1 test on Friday 

12-3-13

1. Bell work #2 + PDD and verb grid

2. Correct HW pgs. 99-100

3. Ch. 3.1 vocab practice: Using Pg. 159 and the white boards, students will draw and label vocab. We will then use the vocab to construct small sentences, with a focus on the verb GUSTAR and nouns

4. Book pg. 142 Act. 2 speaking (whole class)

5. Book pg. 144 Act. 4 (speaking whole class)

6. HW pgs. 101-102

7. 3.1 Test Friday 

12-2-13

1. Bell work #1 + PDD and verb grid

2. Ch. 3.1 Vocab pg. 159 intro

3. Vocab pronunciation followed by group sentences. Must use each word in a sentence.

4. Book pg. 140 - Vocab in context: Reading out loud as a class

5. Pg. 142 Act. 1 as a class (oral)

6. HW pg. 99-100

7. Test Ch. 3.1 Friday

11-26-13

1. Bell work + PDD and verb grids

2. Correct Pg. 130 Act. 1-5

3. Cultural videos: Frida Kahlo / Museo de Antropologia de Mexico

4. White boards: Practice definitions/conjuagtions - IR and IR A INF sentences - Translations - Double verbs in a sentence

5. Verb Relays - Team game to practice conjugations

6. Make-ups / Retakes

11-25-13

1. Bell work + PDD and verb grid

2. Book Pg. 121 Act. 13 reading and writing (IR practice)

3. Book Pg. 121 Act. 14 listening comprehension practice

4. Book Pg. 119 Act. 10 listening comprehension

5. IR A INF. - Students will write 5 questions using the IR a INF model to exprerss future ideas. They will then use those to ask each other questions and respond 

6. Book Pg. 130 Act 1-5: In groups of 2-3 students will complete chapter 2.2 summary activities (written activity to be turned in today.)

11-22-13

1. Bell work #5 + verb grid and PDD

2. Correct HW pgs. 79 and 80

3. PPT on places (lugares: Students will practice using new vocab from Tuesday's notes in conjunction with the verbs IR, Estar and Venir. They will write sentences based on where they are, where they are going and where they are coming from.

4. Video del Dia - Short video break

5. IR + A + Inf. - Building on the verb IR (to go) students will practice a new concept used to expressthe  future. This will be a speaking activity and we will encorporate the places vocabulary as well.

11-21-13

1. Bell work #4 + PDD and new verb grid (stem changers)

2. Prepositions quiz

3. PPT on places (lugares: Students will practice using new vocab from Tuesday's notes in conjunction with the verbs IR, Estar and Venir. They will write sentences based on where they are, where they are going and where they are coming from.

4. Video del Dia - Short video break

5. IR + A + Inf. - Building on the verb IR (to go) students will practice a new concept used to expressthe  future. This will be a speaking activity and we will encorporate the places vocabulary as well.

6. HW pgs. 79 and 80 (IR) 

11-20-13 (half day)

1. Bell work #3

2. Correct HW pgs. 77 y 78

3. PPT on places (lugares) and more practice with contractions and the verbs ESTAR, IR and VENIR (oral)

4. Partner work: Practice for prepositions quiz tomorrow

11-19-13

1. Bell work #2 + PDD and verb grid

2. Correct pgs. 43 and 47

3. Notes on contractions and places

4. PPT oncontractions  (whole class / oral)

5. PPT on places (lugares) and use of contractions: a la / al / de la / del / en la / en el

6. HW pgs 77 and 78

7. Prepositions quiz Thursday

11-18-13

1. Bell work #1 + PDD and verb grids

2. 10 sentences written - Use the bell work vocab and write 10 sentences using the chapter vocab. Review orally when finished.

3. Pg. 129 Prepositions: With their partner students with practice prepositions using the placement of one classroom item (cuadero) in relation to another. We will review as a class after 5 minutes of practice.

4. Handout Pg. 43 and 47 - Chapetr 2.2 vocab and ESTAR practice. Written avtivity with partner. Complete worksheet and reviewe as a class

5. Pg. 129 vocab - Esatr and emotions: Review pronunciation and definitions with class. They will work in pairs or threes and practice acting out and guessing the correct vocab expression. Review as a class once practiced.

6. Handout on ESTAR - Pgs. 77 and 78 Estar conjugation practice and vocab review. (Individual activity to be corrected in class)

11-15-13

1. Bell work #4 + PDD and verb grids

2. Correct HW Pgs. 75-76

3. Tener expressions quiz 

4. Prepositions pg. 129: With their partner students with practice prepositions using the placement of one classroom item (cuadero) in relation to another. We will review as a class after 5 minutes of practice.

6. Book Pg. 110-111 - Read outloud with the class (vocab in context)

7. Book Pgs. 112 - Act. 1-3 (whole class activity) and Pg. 114 Act. 5

8. Powerpoint on locations and ESTAR - Students will first take notes on various places/locations and then use those notes answer teacher generated questions in regards to where they are. They will then get in groups and repeat the activity with student generated questions.

11-14-13

1. Bell work #3 + PDD and verb grids

2. Correct HW Pgs. 73-74

3. Tener Conversation #3 - Same partner as yesterday

4. Ch. 2.2 vocab review (oral)

5. Prepositions: With their partner students with practice prepositions using the placement of one classroom item (cuadero) in relation to another. We will review as a class after 5 minutes of practice.

6. HW pgs. 75-76

7. Tener expressions quiz Friday

11-13-13

1. Bell work #2 + PDD and verb grids

2. Tener expressions practice (Using their handout students will act out the expressions

3.TENER Conversations: We will begin by discussing the pre-written conversation and go over possible answers prior to getting into groups of 2 people. I will also pracvtice with various students as to role model expectations. Then, in groups of two students will paractice dialogs for 5 minutes and then present to the class. There are 3 levels of difficulty in this activity.

4. Ch. 2.2 Vocab intro Pg. 129 - Using their vocab handout we will go over pronunciation of each word. I will use classroom items to ask vocab questions and also demonstarte preposotional phrases to the class.

5. HW pgs. 73-74

6. Tener Expressions Quiz on Friday 

11-12-13

1. Bell work #1 + PDD and verb grids

2. Tener expressions practice (Use handout and I will act out expressions. Students respond orally.

3. Who is/has - Students will respond to my questions (all Tener expressions) by raising their hands to say whether or not they agree or not.

4. Song: Agua - Students will listen to the song "Agua" and fill in the missing words to the lyrics. We can sing together as a class at the end.

5. Book Pg. 105: Students will work in groups of 3 and answer (written) Act. 1-5 together. We will go over the answers when finished as well as watch a short video on Chicen Itza.

11-7-13

1. Bell work #5 + PDD and verb grids (turn in Bell Work)

2. Correct HW 10 sentences with TENER ganas de... (in groups of 3)

3. TENER - Working in groups of 3 students must discuss, agree, write and present to the class the following information: 3 sentences with TENER, 3 sentences with TENER expressions, 3 sentences with TENER QUE and 3 sentences with TENER ganas de.

4. TENER expressions review: Students will raise a hand if the tener expression applies to them. (quick listening activity)

5. Book Pg. 106 Act. 1-5 written: In groups of three students will work together on one sheet of paper to anwser chapter 2.1 review activities. We will exchange papers and correct as a class when finished.

11-6-13

1. Bell work #4 + PDD and verb grids

2. Review of infinitive verbs (PDD)

3. Listening Comprehension: Students will listen to the audio cd and then write their responses to part C

4. Tener Handout: Students will be given a handout covering the verb TENER (to have). Info is a mix of old and new concepts. We will practice as a class using the white boards to CFU.

5. HW - Write 10 sentences using TENER GANAS DE + INFINITIVE

6. Salsa dancing for fun and exercise

11-6-13

1. Bell work #3 + PDD and verb grids

2. Review of infinitive verbs (PDD)

3. Correct HW pgs. 2 and 8

4. Correct ER and IR verb conjugation handout from yesterday

5. Listening Comprehension: Students will listen to the audio cd and then write their responses to parts A and B.

6. Video del dia

11-5-13

1. Bell work #2 + PDD and verb grids

2. Review of infinitive verbs (PDD)

3. Correct HW pgs. 57-58

4. Pg 95 Act. 10 - Part ONE will include listening comprehension. I will read the questions and students will give written responses. Part Two includes reading and writing. They will be given the book and can then read the questions and make any corrections to their answers. Part 3 includes pairing up and doing a Q and A. We will review answers randomly in the class when completed.

5. ER and IR verbs: Begin with writing a list of the endings to AR/ER/IR verbs on the board. In pairs students will work on handout #2 and 3, which deals with IR and ER verbs. We will correct in class tomorrow.

6. Video del dia

7. HW pgs. 2 and 8: AR verb conjugations only

8. Palabra del Dia verb DEFINITIONS quiz tomorrow

11-4-13

1. Bell work #1 + PDD and verb grids

2. Review of infinitive verbs

3. White boards - Using the words of the day, students will write the definition and varying verb conjugations as we do a written review of the PDD.

4. Adverbs: Book pg. 98 Act. 14 and 15. First students will produce written responses and then they will use them in a speaking activity.

5. HW Pgs. 57-58 (-AR verbs)

6. Palabra del Dia infinitive verb definition quiz on Wednesday

11-1-13

1. Bell work #5 (turn in BW and HW Trackers)

2. Correct HW on AR Verb conjugations

3. Quiz Ch. 2.1 (written/listening combo)

4. Day of the Dead - Introduce Day of the Dead with award winning animation video followed by a video "Understanding Mexicans", also about Day of the Dead. Discussion to follow and then a final video on art/make -up for day of the Dead.

10-31-13

1. Bell work #4 + PDD and verb grids

2. Review of infinitive verbs and numbers

3. Correct HW on Tener que (2-3)

4. Book pg. 92 Act. 6 (listening comprehension)

5. Book pg. 93 - Adverbs: Review adverbs and where to place them in a sentence. I will ask students several questions on how often they do certain activities. This will be followed up with a handout on adverbs. We will correct in class.

6. Tener que: Continued practice using the other side of the adverbs handout. Correct in class when finished.

7. Book pgs. 96-97: -AR verb conjugations. Review endings with class and then in pairs students will write down answers to Act. 11 and 12. We will correct in class orally

9. White boards: Practice verb conjugations, vocabulary 2.1 and translations

10. HW -AR verb conjuagtion WS

11. Ch. 2.1 quiz on pg. 105 vocab, the verb tener and -AR verb conjugations on Friday

10-30-13

1. Bell work #3 + PDD and verb grids

2. Review of infinitive verbs and numbers

3. Correct HW pgs. 54-55

4. Llevar + clothing PPT (repeat of yesterday - more practice)

5. Exam - El Cuerpo/The Body

6. HW pgs. 2-3 on Tener que

7. Ch. 2.1 quiz on pg. 105 vocab, the verb tener and -AR verb conjugations on Friday

10-29-13

1. Bell work #2 + PDD and verb grids

2. Review (oral) of infinitive verbs, numbers and emotions

3. Correct HW pgs. 52-53

4. Llevar + clothing PPT - Review -AR verb conjugations with Llevar and introduce clothing vocab. Continued vocab practice with HAY + numbers (21,31,41...)

5. Vocab flashcards: 5 minutes of group practice using student generated flsahcards on body parts. Test on Wednesday!

6. Vocab flashcard practice in small group (body)

8. White boards: Practice verb conjugations, vocabulary 2.1 and translations

9. HW pgs. 54-55

10. Body Parts Test on Wednesday. Ch. 2.1 quiz on pg. 105 vocab, the verb tener and -AR verb conjugations on Friday 

10-28-13

1. Bell work #1 + PDD and verb grids

2. Review (oral) of infinitive verbs, numbers and emotions

3. Llevar + clothing PPT - Review -AR verb conjugations with Llevar and introduce clothing vocab. Continued vocab practice with HAY + numbers (21,31,41...)

4. Schedules: Students will ask each other questions about various classes and times. I will begin the activity (role model) and then students will lead the activity. (speaking) 

5. Vocab flashcards: 5 minutes of group practice using student generated flsahcards on body parts. Test on Wednesday!

6. Video Pause

7. HW pgs. 52-53

8. Body Parts Test on Wednesday. Ch. 2.1 quiz on pg. 105 vocab, the verb tener and -AR verb conjugations on Friday 

10-25-13

1. Bell work #5 + PDD and verb grids

2. Review (oral) of infinitive verbs, numbers and emotions

3. Correct HW pg. 50-51

4. Book pg. 88 Act. 1 y 2 (speaking)

5. Numbers Notes: Review on 21, 31, 41, etc. via a clothing PPT (spoken)

6. Personal Paragraghs: Students will volunteer to read their paragraphs to the class and share their photos(s).

7. Video Pause

8. Song: Como soy yo -0 Song deals with adjectives and noun agreement. I will supply students with lyrics and we will sing along

9. Schedules: Students will ask each other questions about various classes and times. I will begin the activity (role model) and then students will lead the activity. (speaking)

10. Vocab flashcards: 5 minutes of group practice using student generated flsahcards on body parts. Test next week

11. Verb battle - Who can conjugate the quickest

10-24-13

1. Bell work #4 + PDD and verb grids

2. Review (oral) of infinitive verbs, numbers and emotions

3. The Body - Small group activity using vocab student made flashcards. They will pair up and review picture based vocab cards and their body parts handout. When completed we will do a TPR activity like Simon Says where students point to and say various body parts in Spansih.

4. 12 sentences: Using pg. 105 studenst will write 12 sentences based on chapter vocab, inparticular adverbs of frequency and -AR verbs. We will read aloud when completed.

5. Ch. 2.1 Video presentation

6. Ch. 2.1 listening activity

7. 10. HW pgs. 50 and 51

8. Self Paragraph due Friday - typed and picture included

10-23-13

1. Bell work #3 + PDD and verb grids

2. Review (oral) of infinitive verbs, numbers and emotions

3. Correct HW pgs. 38 and 40

4. The Body - Small group activity using vocab student made flashcards. They will pair up and review picture based vocab cards and their body parts handout. When completed we will do a TPR activity like Simon Says where students point to and say various body parts in Spansih.

5. Listening Comprehension Act. Pg. 37 based on audio cd

6. Video del Dia (una comica pausa breve)

7. Ch. 2.1 vocab intro pg. 105 - Students will receive Ch. 2.1 vocab handout and we will verbally review words and I will ask them vocab based questions.

8. Verb battle - Using -AR verbs (2.1 concept) 2 students at a time will come to the white board and compete to see who can conjugate the verb correctly and the fastest.

9. Self Paragraph due Friday - typed and picture included

0-22-13 

1. Bell work #2 + PDD and verb grids

2. Review (oral) of infinitive verbs, numbers and emotions

3. The Body - TPR activity like Simon Says followed by a small group activity using vocab flashcards and then a white board drawing activitiy. 

4. Video: Los Gatos followed by Como soy yo, a music video/song reviwing adjectives.

5. Small group activity - Students will exchange papers written prior to the break. Each group member will look for errors in noun/adjective agreement as well as verb conjugations. They will discuss necessary changes and students will have to type out the revised paragraph and attach a picture of themselves. Due Friday.

6. Listening activity based on book activities and a CD.

7. HW pgs. 38 and 40

8. Self Paragraph due Friday - typed and picture included

10-21-13

1. Bell work #1 + PDD and verb grids

2. Review (oral) of infinitive verbs, numbers and emotions

3. The Body - TPR activity like Simon Says followed by a white board drawing activitiy of body parts. Final activity involves an individual and group drawing of a labeled body head to toe. We will combine student work to create an entire body hand drawn and labeled.

4. Body Parts flashcard project due tomorrow

 

1st 9 weeks 

- Bell Work is turned in every Friday

- Homework Trackers (Reportajes) are turned in every other Friday


10-4-13 (AG Day)

1. Bell work #4 + PDD and verb grids

2. Exam 1.2

3. Finish EL CUERPO handout (5 minutes)

4. Hispanic Heritage Month cont. - videos and salsa dancing

10-3-13

1. Palabra del Dia and verb grids

2. Hispanic Heritage Month celebration - Day of culture: Includes food, drinks, videos, salsa dancing, music and games.

3. Ch 1.2 Test tomorrow

10-2-13

1. Bell work #3 + PDD and verb grids

2. Handout - El Cuerpo (The body) Review of Direct and Indirect articles + new vocabulary

3. White boards: Review of numbers + -AR verb conjugations and subject pronouns

4. White boards + Book Pg. 97 Act. 12 (written responses)

5. Nine week Benchmark

6. Test Ch. 1.2 Friday

7. Drawings - Use new vocab to draw and label the human body

10-1-13

1. Bell work #2 + PDD and verb grids

2. Correct SER/Adj and Noun worksheet from yesterday

3. Listening Comprehension Activity 1.2

4. Verb relays (white board and 5 people per team) - Verb conjugation practice

5. Verb Battles - Students go head to head to see who can correctly conjugate an -AR verb the fastest

6. Benchmark Wednesday and 1.2 test on Friday

9-30-13

1. Bell work #1

2. Handout: SER/Adj and NOUN agreement (work in pairs)

3. Book Pgs. 76-77 Act. 2-4 written (pair activity/review)

4. Written Exam: What I am like (Covers verb conjugation and noun/adj. agreement)

5. Book Pgs. 72-73 (read and answer comprehension questions pg. 73)

6. White boards: Students practice -AR verb conjugations

7. Dice Game - Students work in small groups and practice various -AR verb conjugations based on the roll of the dice.

8. Benchmark exam Wednesday - Ch. 1.2 test on Friday 

9-27-13

1. Bell work #5 

2. Fiesta sign-ups

3. Quiz 1.2 adjective/nouns and articles

4. Video: Conjugations back - Intro to conjugating -AR verbs in present tense

5. White boards - Students will practice -AR verb conjugations. I will say an infinitive verb and subject and they will write the correct conjugation

6. Verb relays - In teams of 5 students will complete to see which team can correctly conjugate various verbs the fastest. (white board activity)

7. Verb Battle - I will select 2 volunteers to come to the board. I will give them an infinitive an they will compete to see who can conjugate it the quickest

8. Dice Game - Working in pairs or groups of 3 students will role the dice and make various -AR conjugations (speaking activity)

9-26-13

1. Bell work #4 + PDD and verb grid

2. Correct HW pgs. 31-32

3. Articles/Nouns/Adjectives - In pairs/groups students will use the noun already given to determine the correct definite and indefinite article that preceeds it. They will also have to write a correc adjective that agree in gender and number to the article and noun. They will take turns writing and turn in when complete.

4. Nosotros Somos (We are...) - Students will work in pairs or groups of three and answer 20 questions about themselves. Focus is on verb conjugations of SER and TENER as well as noun and adjective agreement. They will read paragraphs out loud to other groups and/or the class

5. Book pg. 67 Act. 13 and 14 partner activity (speaking and writing) Review with class orally

6. Song (and video) Como soy yo? Watch partial video to introduce the song. Give students a lyric sheet and we will practice following the song and singing along. Focus on SER and adjectives 

9-25-13

1. Bell work #3 + PDD and verb grid

2. Correct HW pgs. 29 and 30

3. Pg. 75 vocab review with powerpoint (speaking/partner activity)

4. White boards: Modelos Act. - Various students will stand in front of the class and the other students will write down a correct conjugation of SER as well as an adjective (or two) to describe them

5. We are... Partner activity where groups of 2-3 students must write down 5 sentences describing themselves (plural/positive) and 5 sentences describing themselves (plural/negative) They will share sentences with the class.

6. HW pgs. 31-32

9. Adjective and Article quiz on Friday

9-24-13

1. Bell work #1 +PDD and verb grid

2. Correct HW pgs. 27 and 28

3. PPT - Definite and Indefinite articles: Whole class responses filling in the correct articles

4. White boards - Students use individual white boards to write the correct article and SER conjugations

5. PPT 1.2 vocab - Students write an appropriate adjective based on the photos

6. Paragraghs - Using the already written self paragraphs students will make corrections to each section based on class and teacher input. This activity will be a written exam on MOnday so it is practice #2.

7. HW pgs. 29-30

8. Adjective and Article quiz on Thursday

9-23-13

1. Bell work #1 + PDD and verb grid

2. Book pgs. 56-57 (read aloud) Vocab in context

3. White boards : Students can use pg. 75 to write the opposite vocab term they hear

4. Book pg 58 Act. 1 and 2 - Students will write use their white boards to write short responses to the questions.

5. Video: Definite and Indefinite Article Intro: We will watch a short video explaining how to use definite and indefinite articles in Spanish. This activity will be followed up by doing Act. 5 on pg. 62 in the book. Students will once again write all responses on their white boards.

6. Video: Indefinite Articles - We will watch another quick video following up specifically with Indefinite Articles and their uses. This will be accompanied by Pg. 62 Act. 7 on their white boards.

7. HW pgs. 27 and 28 (definite and indefinite articles)

8. Adjective and Article quiz on Thursday

9-20-13

1. Bell work #5 (collect) + PDD and verb grids

2. Palabra del Dia quiz 

3. Opposites - Review opposites list from yesterday. Students will first use their memory to write down as many vocab words as they can. Once finished they will tally up the number and then we will do it agian this time using pg. 75 as a reference.

4. Interview: 20 Questions - Using the 20 pre-made questions from yesterday, students will  pair up with a different partner and conduct an interview. This is a speaking activity and I will circulate around the rooom to guide them as needed. 

5. Writing assignment - Using the same 20 questions students will now follow the same guide and interview themselves (so to speak). They must write down their responses in a short paragraph using complete sentences, correct verb conjugations and correct adjective usage.

6. Who am I? - I will read a few student papers out loud and have the class try and guess who the person is being described. I will then select a couple studens to read some papers as well.

7. Book pgs. 56-57 Read out loud as a class. On a sheet of paper students will then write down all blue vocabulary terms and then translate them into English. Use pg. 75 as a reference 

9-19-13

1. Bell work #4 + PDD and verb grid

2. Correct HW pgs. 24-25

3. Gustar quiz

4. PPT 1.2 vocab intro (adjectives - pg. 75 handout) - Using pictures I will introduce chapter vocab. Students will associate an image with a particular characteristic as well as practice pronunciation.

5. White boards - Using individual white boards and pg. 75 vocab, students will write down the opposite word for each word they hear. I will then use it in a sentence. I will then ask for volunteers to use it in a sentence.

6. White boards - Show students various photos and have them write their own list if adjectives to describe each one. More advanced students will be asked to use them in a sentence.

7. Interview: 20 Questions - Using an overhead guide I will select different students to conduct an interview using the 20 pre-made questions. I will answer their questions in order to role model responses. Students will then pair up and attempt the same activity on their own. I will circulate around the rooom to guide them. If time allows we will share out a couple of them.

8. Palabra del Dia quiz on Friday 

9-18-13

1. Bell work #3 + PDD

2. Correct HW pgs. 9 and 17

3. Book Pg. 43 Act. 13 y 14 with partners (speaking activity and then whole class review)

4. Book Pg. 52 Act. 2 Partner activity using A NOSOTROS NOS GUSTA (speaking)

5. Pg. 53 Act. 3 y 4 with partner (written)

6. THE VERB GUSTAR (extended lesson/info) + Song/Video - Me Gustas Tu by Manu Chao

7. PG. 75 Vocab 1.2 handout - Orally review with students and ask them to give opposites

8. Adjective list: Written activity where students will write a list of 10 adjectives describing themselves. Save list until tomorrow.

9. HW pgs. 24-25

10. GUSTAR quiz on Thursday/Palabra del Dia quiz on Friday 

9-17-13

1. Bell work #2 + PDD/Verb Grid and vowel sounds

2. Correct HW pgs. 7 and 8

3. Speaking Act. - Using 1.1 vocab PPT I will ask (or another student will assume the teaching role) students questions about what activities they like/dislike doing. Focus is on A TI TE GUSTA and A MI ME GUSTA.

4. Gustar Notes: Introduce Gustar with nouns and give explanations and examples

5. Gustar and Nouns follow up activity. Students will work in pairs or groups of 3 and ask each other questions from the board. When finished we will review the material and then I will ask follow up questions using A EL/ELLA LE GUSTA...

6. HW pgs. 9 and 17

7. GUSTAR quiz on Thursday/Palabra del Dia quiz on Friday 

9-16-13

1. Bell work + PDD and verb grid

2. Vowel Song + word reading/pronunciation activity

3. Pg. 42 handout on GUSTAR (oral review)

4. PPT on GUSTAR - Whole class activity

5. Group Act. - In groups of 3 students must verbally demonstrate all forms of GUSTAR. They must act out scenarios and use props when appropriate

7. HW pgs. 7 and 8

8. GUSTAR quiz on Thursday/Palabra del Dia quiz on Friday

9-12-13 (half day)

1. Bell work #4 (turn in bell work)

2. Numbers Quiz

3. SER Conjuagations Quiz

9-11-13

1. Bell work #3 (turn in HW Tracker 5-6)

2. Numbers practice with a partner (0-20 and then by 10s to 100)

3. White boards: Review subject pronouns and all SER conjuagations

4. Pg. 75 Adjective vocabulary (Review vocab orally)

5. Group Activity: Using the white boards, pg. 75 vocab and ser, students must write sentences demonstrating the use of (1) a subject pronoun (2) a correct conjugation of SER and (3) an adjective. I will circulate around the room and guide students as needed. 

6. Living Sentences: Students will receive one word from a sentence and they must get up and align themselves correctly. Focus is on Subject/Verb Conjuagation, nouns and adjective agreement.

7. Songs: Sing along to Agua and El Viento

8. Number quiz and SER conjugations quiz Thursday

9-10-13

1. Bell work #2 + PDD verb definitions review (oral)

2. Numbers practice: Today students will select their partner for the number quiz on Thursday and PRACTICE. They must be able to accurately count from 0-20 and then count by 10 to 100). They must do this in under 30 seconds.

3. Complete the song activity "AGUA" from yesterday.

4. Powerpoint: Subject Pronouns and SER. Using individual white boards students will practice writing down the correct subject pronouns associated with various SER conjugations.

5. Whiteboards: Students will then be given various subject pronouns and have to write down the correct SER conjuagation.

6. Group activity: Using 1 whiteboard, Pg. 75 in the book and their verb grids, students will each practice writting 1 part of a complete sentence. One student begins by writing a subject pronoun, the next student writes the correct SER conjuagtion to match and the 3rd uses pg. 75 to complete the sentence with an adjective.

7. Ver Battle: I will select various students to practice conjugating the verb SER on the whiteboard. Whoever if the fastest and most accurate receives a dulce.

8. Palabra del Dia practice quiz: Students must write down the definitions to the different PDD infinitive verbs

9. Quiz on Thursday: Numbers and SER conjugations

9-9-13

1. Bell work #1 + 5 minutes to organize/review grades (All students must write down their grade, percentage and any missing assignments. Students missing work will sign a contract stating what they need to make up and when they will get it done.

2. General Review of numbers, time and useful phrases

3. Pg. 37 - SER Read info and orally review conjugations

4. Pg. 38 Act. 6 and 7 written and pg. 39 Act. 8 and 9 spoken

5. Pg. 42 - Gustar Read info and practice pronunciation. Follow up with a small group activty that has students speaking and acting out different subjects/scenarios using GUSTAR.

6. Song - "Agua" by Jarabe de Palo - Working in their groups students will be given song lyrics in Spanish to read. They must make a list of all cognates and previously know words. Next they will listen to the song and read along as it is played. Students will then turn the paper over and read the lyrics in English. Once completed they will have to write the central idea of the song and support it with 3 lyrics. We will discuss possible interpretations as a class once completed. 

9-6-13

1. Bell work #4 + PDD

2. Correct HW pgs. 7 y 14

3. Useful Phrases - Practice commands from the notes taken yesterday on useful phrases (TPR)

4. Time and NUmbers - Practice listening to and writing varios time expressions. Whole class and partner activity.

5. Benchmark Exam

6. Ch. 1.1 Quiz on vocabulary and subject pronouns

9-5-13

1. Bell work #3 + PDD

2. Correct HW pgs. 7 y 3

3. PPT Review of 1.1 vocab

4. Time: Practice numbers through time. First take notes on common terms used in telling time. Next practice with white boards. Lastly partner up and practice time expressions and numbers using a real clock. Pick a few students at the end to demonstrate their abilities at the end of the activities.

5. Useful Phrases cont. Take a few more notes and practice useful phrases through TPR.

6. Te Presento a ... Continued from yesterday (students should write down info. Quiz at the end odf the day.)

7. HW Pgs. 7 y 14

9. Quiz on Friday over subject pronouns and 1.1 vocab + (Benchmark test)

9-4-13

1. Bell work #2 + PDD

2. General review (oral) on weather, numbers and vocab

3. PPT 1.1 vocan review

4. Calendar Projects: Students will display/show their projects to classmates and they will discuss the positive aspects as well as any possible improvments for future works

5. Te Presento a... Continue yesterday's partner activity and then students must introduce their partner to at least 3 different groups. When finished I will call on select groups to present in front of the class

6. HW pgs. 7 and 3

7. Quiz on Friday over subject pronouns and 1.1 vocab + (Benchmark test)

9-3-13

1. Bell work # 1 + Palabra del Dia

2. General Review (oral) on weather, numbers, colors and vocab

3. PPT 1.1 vocab review - whole class

4. Video: South Florida's Little Havana

5. Book: Read pgs. 22-23 and take vocab notes

6. Book Pgs. 28-29 Intro to Chapter 1 (Read a loud)

7. Book Pg. 36 Act. 4 speaking with partner

8. Te presento a... partener activity and presentation

9. Quiz on Friday over subject pronouns and 1.1 vocab + (Benchmark test)

8-30-13

1. Bell work #5 + Palabra del dia and verb grids + sing along to the vowels (turn in BW#4)

2. Correct HW Pgs. 5 y 6 (Turn in HW Tracker 3-4)

3. Geography Exam - Identify where each country is located. Take and correct in class

4. PPT 1.1 Vocab - Review vocab through photos and questions (whole class)

5. Te gusta + Vocab questions continued from yesterday (interview)

6. Charades/pictionary

8-29-13

1. Bell work #4 + Palabra del dia and verb grids + sing along to the vowels

2. Map Handout Pgs. 8 y 9: Use books and verb grids to finish maps and completing sentences on where various people are from. Review orally and on the board when completed.

3. Book Pgs. 32-33: In partners students will share reading responsibilities. Topic covers 1.1 vocabulary. I will then call on students to read to the class.

4. Pg. 34 Act. 1 y 2: In partners students will do both activities orally. We will review as a class once completed.

5. Te gusta + vocab activity - Students will write 5 questions using TE Gusta and a vocab term. They will then move about the room and ask personal questions to as many people as they can in a 3 minute period. Review as a class once completed. 

6. HW Pgs 5 and 6 (begin in class)

7. Calendar Project due 9/4/13

8. Geography Test on Friday - Students must know countries located in Latin America, South America, the Caribe and Spain 

8-28-13

1. Bell work #3 + Palabra del dia and verb grids

2. Correct HW pgs. 3 and 4 orally

3. Song: We will review vowel sounds with a song as well as sing El Viento from last week

4. 1.1 Vocab PPT - Use ppt to practice pronunciation, visual recognition and memory recall (oral)

5. Charades/Pictionary: Use Ch. 1.1 vocab to act and draw vocab terms. Whole class activity

6. Book: Pgs. 32-33 reading with partner and whole class. Pg. 34 Act 1 and 2 orally whole class

7. WS Pgs. 8 and 9 - Geography + SER activity - Students will use their verb grid and maps to correctly identify countries and then make conjugations to say where different people are from. We will do the first page together if they want 

8. Calendar Project due 9/4/13

9. Geography Test on Friday - Students must know countries located in Latin America, South America, the Caribe and Spain 

8-27-13

1. Bell work #2 + Palabra del dia and verb grids

2. Correct HW pgs. 1 and 2 orally

3. Dot-to-Dot: Students will have 7 minutes to finish the numbers activity from yesterday (partner work)

4. Calendar Project: Students will have 5 minutes to do research in the book as related to celebrations, numbers, etc.

5. 1.1 Vocab cont. - Use PPT to review new vocab (pronunciation activity). Once completed students will use their handouts and write the correct vocab term that correspondes to the photo (whole class activity)

6. HW Pgs. 3 and 4 (begin in class)

8-26-13

1. Bell work #1 + Palabra del Dia and verb grids

2. Calendar Project: Introduce project, show examples, explain requirements

3. Numbers: Quick whole class review followed by 2 minutes with a partner (spoken)

4. Dot-to-Dot Numbers Act. - In pairs srudents practice numbers (listening and speaking) by doing a dot-to-dot activity (10 minutes)

5. Numbers Dictation using time (written)

6. Ch. 1.1 Vocabulary - Introduce 1.1 vocab using a video featuring vocab. Pass out a handout and orally review the words. Follow up with a powerpoint.

7. HW pgs 1 and 2

8-23-13

1. Bell work #5 (turn in todoay) + Palabra del dia and verb grids

2. Oral review of numbers, weather, seasons and subject pronouns

3. Correct HW pgs. 32 y 28

4. Cultural lesson - Song/video/sing along to El Viento by Manu Chao: Students will work in pairs to decipher cognates and already known words. They wil create a list and we will share out. They are then to listen to the song and follow along with their lyric sheet. Once complete they will discuss and then write down their interpretation of the theme as well as 3 adjectives to describe. Finally we will all sing along with the acoustic guitar.

8-22-13

1. Bell work #4 and palabra del dia and verb grids

2. Oral review of colors, numbers and subject pronouns (numbers will include partner activity)

3. Dictation: Using time I will say 10 differents time scenarios. Students will write what they hear. Correct as a class once completed.

4. Exam: Go over yesterday's test with students. Answer any questions they have, review concepts as needed.

5. Rock the countries video and map of the Spanish speaking world. First review countries and capitals and then have students use a blank map to see what they know. (written or verbal)

6. Make up oral exams (as needed)

7. Te Present a - Continuation of yesterday's speaking activity with partners. We will add a few elements to the presentation, such as group interaction and greetings

8. HW pgs. 32 and 28

8-21-13

1. Bell work #3 + palabra del dia and verb grids

2. Oral review of colors, numbers, subject pronouns and me gusta

3. Correct HW pg 1 and 2

4. Exam - Etapa Preliminar

5. Rock the Countries: Review of countries and capitals via music and video.

6. Dictation: Review of numbers 0-60 using time

8-20-13

1. Bell work #2 + palabra del dia

2. Oral Review/whole class: Colors, numbers, alphabet, subject pronouns and Me gusta

3. Book pg. 8 Act 4-6 oral activity with a partner

4. Book pg. 9 Act. 7 - Students will use this activity as a model. We will go over it together and then they will work with a partner and conduct an interview. Ask a partner some basic information, write down (summarize) the main points and then present their partner to other groups and the class.

5. Countries and Capitals: Show video "Rock the Countries". We will sing along. Next, students will review the map on pg. 12-13. They will use the map to respond verbally to questions and then work with a partner to complete Act. 11-12 with a partner. Once completed we will review (CFU). If time allows we will do Act. 13 as well. 

6. HW - Worksheet #1 and 2

 

8-19-13

1. Bell work #1 + Palabra del Dia

2. Oral Review/whole class: Colors, numbers, alphabet, subject pronouns and Me gusta

3. Countries, Capitals and nationalities - Using the maps/powerpoint we will review Spanish speaking countries, capitals and nationalities. 

4. Book: Introduce students to the book. Review basics and then do the following activities: Pg. 1-3 read aloud - Pgs. 4-5 Act. 1-3 oral with partner6.

5. Quiz on Preliminary Chapter vocab and concepts on Wednesday  

8-16-13

1. Bell work #5 (Turn in today) + PDD and Verb Grids

2. Colors and numbers review

3. Quiz #2 Introductions

4. Countries/Capitals/Nationalities - Oral review using map and list of nationalities. Students will then walk around and ask eachother where they are from.

5. Book Pgs. 12-15 - Countries and capitals. In pairs students will do Act. 11-13 orally. Review as whole class when completed

6. Video: Rodrigo y Gabriela - Show students a music video of a mexican guitar duo.

8-15-13

1. Bell work #4 + Palabra del Dia (Turn in HW Trackers today)

2. Finish and correct weather handout from yesterday

3. Video: El prognostico - view a Spanish speaking weather report

4. Dictation #4 (quiz practice)

5. Video: Rock the countries Central America/Caribe - Watch and sing along to help memorize countries and captitals

6. Speaking Activity - Where are you from and what's your nationality (Use PPT from yesterday as a guide)

7. Zapotec legend: Introduce the class to the Zapotec culture with brief info and a map. Then we will read aloud the legend "How the Rainbow was Born". Students will then give written responses to a series of questions

8. Practice for oral quiz tomorrow

8-14-13

1. Bell work #3 + palabra del Dia

2. Correct HW

3. Dictation #3 (practice quiz)

4. Quiz information and practice for Friday

5. Map: Review Spanish speaking countries, capitals and nationalities orally with students. I ask, they respond today.

6. The weather: Review vocab using the handout and a powerpoint. Then show students a Spanish speaking broadcasdt from Univision. Discuss words they understand.

7. Weather handout: Students work in pairs to complete a picture based worksheet on weather.

8-13-13

1. Bell work #2 + Palabra del Dia

2. Dictation #2

3. Alphabet: Review alphabet and vowels with students orally. Pick a student to lead the class.

4. Quiz #1 - Introduce yourself

5. Complete and then review back side of conversations handout from last week.

6. Countries and capitals handout: We will review the Spanish speaking countries and fill in the capitals for each one.

8-12-13

1. Bell work #1 + Palabra del Dia

2. Dictation #1 - Students use the alphabet to write the words that are spelled

3. Video: The Spanish alphabet. Watch and sing together

4. Paired Activity: Students will verbally practice the alphabet for 5 minutes. We will then present to the class. I will time them and reward the fastest/most accurate.

5. Mini-Conversation: Give students the handout. We will use chapter vocab handout to do pg. 1 together, They will do pg. 2 individually. Oncve completed they will pair up and practice the conversations. We will present to the class once practiced.

8-9-13

1. Bell work #3

2. Binder check and HW stamping

3. Correct HW pgs. 6 and 8

4. Alphabet: Review orally with students. Watch both videos (sing alongs) and then have students pair up and practice. Introduce next week's quiz directions so they can prqctice with a partner.

8-8-13 Flood day

1. Oral review of preliminary vocabulry (lesson adjusted due to flooding and lack of student attendance)

2. Preguntas Personales: Oral question response activity using vocab

3. Alphabet: Review letters and sounds as a class and individually

4. Presentation Practice: Have students practice their oral exam for next week

8-7-13

1. Bell work #2

2. Handout: Preliminary Chapter vocabulary - Review orally each word, definition and pronunciation

3. The Alphabet: Give students an alphabet handout. Review orally, then re-review using the alphabet and pictures posted in the classroom. Watch a couple videos and sing along. When finished focus on the vowels. Introduce an original song for the entire class to sing.

4. Mini Conversation - Students will use their chapter vocab handout to fill out the missing pieces to various conversations on a handout. We will then have volunteers practice reading out loud. Students will complete the back side individually.

5. HW Trackers - Handout out HW Trackers and review set up.

6. HW pgs. 6 and 8 - Pass out HW and have students begin in class

8-6-13 Move to Stand Day

1. Due to the fact that the majority of my students are Sophomores and will be gone the entire day, there will be no regular Spanish lesson taught today. 

8-5-13

1. La Campana / Bell work - Explain set up for each week and then do assignment together as a class. When completed we will use the same 5 questions for a quick speaking activity (whole class).

2. Review (orally) the procedures handout from last Friday. Ask specific questions about how this class runs.

3. Pronunciation Practice: Use posters in room to orally review months, seasons and body parts.

4. Cognates: Review the definition with the class. Read a list of cognates to the class and see if they can guess  Give students a cognate handout and go over the rules.

5. Reading selection on Spanish: Give students a handout on Spanish and have them find any cognates. I will then read the article. Volunteers will then read the article. We will answer the questions together.

6. Scavenger Hunt - First review items/vocabulary found on the activity. Then students will be given 5 minutes to make contacts. Review as a class when completed.

7. The Alphabet and Vowels: Go over both orally. Show a couple Youtube videos and then sing an original song with stuidents. 

 

8-2-13 Day 2

1. Syllabus (Quick review especially 4th block)

2. Class Procedures/Importante Info handout: Review procedures, class layout, expectations.

3. Class list: Things that interfer with learning to be complied and written on board (continued)

4. Paired Activity - Students work with partner and have to give short written respons to 10 questions (some times). Use overhead map to review answers. 

8-1-13 First Day

1. Opens with a song "Timing" and discussion

2. Seating Chart/Attendance

3. Introductions in English: General info to get to know one another

4. Introductions in Spanish: Simple dialog with teacher/student and then student/student

5. Class list: Things that interfer with learning to be complied and written on board

6. Syllabus review (read aloud and discuss)

7. HW - Parent and student sign syllabus

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5-31-13 Finals

1. Block 3 and 4 final exam

5-30-13 Finals

1. Block 1 and 2 final exam

5-29-13 - Final final review + fiesta (sign yearbooks, etc.)

1. I will work with students one-on-one as needed to go over last minuts questions/concerns. Students are encouraged to bring in something to share with the class, including music.

5-28-13 General Finals Review + Chilean Art

1. Grades: Go over 3rd and 4th quarter grades (each student) and find the average. Talk about what that means going into the final.

2. Finals Review: General concepts such as Culture (music and dance), noun and adjective agreement as well as double oject pronouns and conjugations

3. Culture: Valparaiso,Chile - architechture, music and art. Discussion, photos and videos.

5-23-13 General Review

1. Bell work #5

2. Practice Final - Take and correct in class

3. Make-ups: Last part of class dedicated to get any outstanding work turned in. Today is the last day I am accepting late work or make-ups. 

5-23-13 Preterite/Imperfect Practice

1. Bell work #4

2. El Espantapajaros continued: Backside of WS from yesterday. Fill in Preterite or Imperfect conjugations. Once completed we will read the script/story before watching the short film.

3. El Espantapajaros: Watch the short film based on the vocab and script we just worked on. Discuss "leyendas" or legends and what purpose they serve in culture.

4. Extra time can be used for make-ups 

5-22-13 Listening Comprehension, Vocabulary and Preterite/Imperfect Practice

1. Bell work #3

2. Listening comprehension practice: I will read a few paragraphs from the script of a short film that we will watch inclass tomorrow and students must listen and then answer questions from the board.

3. El Espantapajaros: Worksheet of vocabulary to be done as a class before reading the script

4. Make-ups: With extra time students can retake quizzes/exams etc. 

5-21-13 Finals Review Day

1. Bell work #2

2. Listening comprehension practice: I will read a few paragraphs and students must listen and then answer questions from the board.

3. Finals Review Worksheet: As a class we will go complete this worksheet. Students will write answers on the board and do oral activitoes as well. 

5-20-13 Vocab development and Imperfect and preterite

1. Bell work #1

2. Project: Cuento de ninez - Peer evaluation done in groups of 5. Each group reads all stories and then selects the best one from the group to compete in a class wide competition.

3. Book pgs. 218-219 Act 1-3 written (to be turned in today) 

5-17-13 Vocab development and Imperfect and preterite

1. Bell work #5 (collect)

2. Project: Cuento de ninez - Continue editing/writing and assempling your book 

5-16-13 Vocab development and Imperfect and preterite

1. Bell work #4

2. Project: Cuento de ninez - Continue editing/writing and assempling your book

5-15-13 Vocab development and Imperfect and preterite

1. Bell work #3

2. Review yesterday's quzi (Imperect vs. preterite)

3. Quiz: Palabra del Dia vocab definitions quiz

4. Project: Cuento de ninez - Continue editing/writing and assempling your book

 5-14-13 Vocab development and Imperfect and preterite

1. Bell work #2

2. Correct WS conjugation comparisons (write conjugations on board and orally)

3. Quiz: Imperfect vs. Preterite

4. Project: Cuento de ninez - Continue writing rough draft and editing.

5-13-13 Vocab development, Imperfect and preterite

1. Bell work #1

2. Correct WS conjugation comparisons (write conjugations on board and orally)

3. Project: Cuento de ninez - A children's book: Pass out rubric and details for writing a children's book. Read aloud with students and show them examples of student work. Give them information (take notes) on childhood activities and then have students begin rough draft. We will be working on this everyday in class so students must come prepared each day!

5-10-13 The Imperfect tense, conjugations and rules...

1. Bell work #5 (Imperfect vs. preterite)

2. Correct HW - Preterite vs. Imperfect

3. Imperfect Quiz

4. Work on Conjugation Comparisons handout

5. Cultura: Rock Latino - Read pgs. C18-C19 and fill in the culture handout for music and dance. Then introduce students to the bands they just read about by showing music videos. bands include Jarabe de Palo, Cafe Tacuba, Manu Chao, Los Lonely Boys, etc.

5-9-13 The Imperfect tense, conjugations and rules...

1. Bell work #4 (Imperfect vs. preterite)

2. Palabra del dia practice test

3. Handout: Preterite vs. Imperfect - Using the "Trigger Words" handout from yesterday students will write definitions and then categorize words into the preterite or imperfect. Back side has 15 sentences/conjugations to work on in pairs.

4. Hnadout: Comparison of Conjugations - Student will define all infinitives and then conjugate each verb in the "yo" form in the present, preterite and imperfect.

5-8-13 The Imperfect tense, conjugations and rules...

1. Bell work #3 (Imperfect vs. preterite)

2. Palabra del dia practice test

3. Correct HW - Preterite vs. Imperfect

4. Video: Imperfect vs. Preterite part 2

5. Peer Tutoring - In small groups students will ask and answer questions as well as explain the rules/uses of each tense. 

5-7-13 The Imperfect tense, conjugations and rules...

1. Bell work #2 (Imperfect vs. preterite)

2. Imperfect vs. Preterite handout: Review trigger words for both tenses as well as rules and examples (oral activity)

3. Video: Preterite vs, Imperfect: Goes through the rules and gives examples and activities foe students to practice. Students will write down answers and check work at end of video.

4. Handout: Imperfect vs. Preterite - Continued written practice on uses and conjugations> Students can work in pairs. We will go over orally as a class when completed.

5. Imperfect Tense: Review conjugations orally and then have students pair up and review the uses of the imperfect. Each group will have to demonstrate one rule and include the following in their presentation. #1 - The rule written on the board. #2 Two original examples (written and spoken) #3 - Student activity as practice

6. HW - Preterite vs. Imperfect handout

5-6-13 The Imperfect tense, conjugations and rules...

1. Bell work #1

2. Imperfect handout: Practice conjugations and other written activities (review in class)

3. Handout (Imperfect) Complete the backside of last week's handout 

5-3-13 Reading Comprehension and the Imperfect

1. Bell work #5 (turn in today)

2. Correct HW pgs. 151-152

3. La Guitarra - Ch. 14 + questions 1-5 and Ch. 15 questions 1-5 (turn in today) + 10 examples of double verbs in a sentence usage (written/pair activity)

5-2-13 Reading Comprehension, Irregular preterite stem changers and the Imperfect

1. Bell work #4

2. Correct HW pgs. 129-130

3. La Guitarra - Ch. 13 + questions 1-5

4. Libro: Pg. 202 - Read Grammatical Note on past participles. Go over oxamples on the board and then do Act. 4 orally as a class. Expand on examples as needed.

5. Book pg. 203 - The Imperfect Tense: Introduce the Imperfect by going over two verbs and stressing the endings of each verb. GIve students a s small list of verbs to conjugate and have them write down their correct endings. Review as a class.

6. Imperect Video follwed by a handout: Watch video and go over Imperfect uses. Students will then write down 2 sentences per example/use that demonstrates understanding.

7. HW pgs. 151-152

5-1-13 Reading Comprehension and Irregular preterite

1. Bell work #3

2. Correct HW pgs. 127-128

3. Irregular Preterite Song: Sing along as practice before the test

4. Exam - Irregular Preterite conjugations

5. La Guitarra - Ch. 12 + questions 1-5 

6. HW pgs. 129-130

4-30-13 Present Progressive, Reading Comprehension and Irregular preterite

1. Bell work #2

2. Correct HW pgs. 125-126

3. Exam - Present Progressive Tense

4. La Guitarra - Ch. 11 + questions 1-5 3rd/4th block only

5. Book Pg. 178-179 - Irregular Preterite conjugations: Go over handout and then practice doing Act. 11 and 12 written and orally.

6. Songs: Review irregular preterite conjugations via music (La Cucaracha, the reggae song and student originals)

7. HW pgs. 127-128

8. Test on irregular conjuagations tomorrow 

4-29-13 Present Progressive, Reading Comprehension and Irregular preterite

1. Bell work #1 (Puerto Rico vocab/Culture lesson)

2. Book Pgs. 130-131 - Puerto Rico: Reading selection and questions pgs. 131

3. Pgs. 134-135 Act. 2-4 written - To be corrected in class orally

4. Living Sentences: Focus on progressive (irregulares) and Irregula Preterite verbs

5. La Guitarra: Ch.11 pg. 23 + questions 1-5 (2nd only)

6. Songs: Continuation of irregular preterite conjugation songs to the tune of La Cucaracha, my reggae song and student originals.

7. HW pgs. 125-126

8. Test on progress tense on Tuesday and Irregular preterite conjuagtions on Wednesday

4-26-13 Present Progressive, Reading Comprehension and Irregular preterite

1. Bell work #5 (collect) + collect HW Trackers

2. Correct HW pgs. 81-82

3. Irregular preterite quiz: Defintions of infinitives only

4. Libro pg. C-8/C-9 : Merengue - As a class we will read the selection about the music and dance "merengue" and then fill out our packets regarding the main points. We will then clear the room of desks and watch a beginning "how to dance merengue" video. Students will practice moves to the video (4 parts in all). We will then play merengue music and practice. 

5. Performance of original songs: The groups that have been working on an irregular preterite song will show/teach the class their song and we will all try and sing along as they perform.

4-25-13 Present Progressive and Irregular Preterite

1. Bell work #4

2. Benchmark Exam 13.5 week

3. Progressive Practice: Students will follow my example and write 6 non-reflexive progressive conjugations and 6 reflexive ones. We will orally review answeres when finished.

4. La Guitarra Misteriosa - Read Ch. 10 + questions 1-5

5. Original Songs Continued: (1) We will sing to the tune of La Cucaracha but substitute lyrics for irregular preterite verbs. (2) Using the guitar I will have the class sing along to an original reggae song that incorporates irregular preterite conjugations. (3) Students will then get in groups and continue to write an original song using preterite conjugations which will be performed for the class. 

6. Go over HW instructions with students

7. Quiz Friday on the Infinitive definitions of Irregular Preterite verbs

4-24-13 Present Progressive and Irregular Preterite

1. Bell work #3

2. Present Progressive: Students are to write 10 questions using both regular and irregular prersent progressives. They will then pair up and ask their questions to a classmate. We will end by reasking questions and answering in 3rd person form.

3.  Original Songs: (1) We will sing to the tune of La Cucaracha but substitute lyrics for irregular preterite verbs. (2) Using the guitar I will have the class sing along to an original country and an original reggae song that incorporates the verbs and conjugations. (3) Students will then get in groups and write an original song using preterite conjugations which will be performed for the class.

5. HW Pgs. 81-82 (Due Friday)

6. Quiz Friday on the Infinitive definitions of Irregular Preterite verbs

4-23-13 Present Progressive, Reading Comprehension and Irregular preterite verbs

1. Bell work #2

2. Correct HW pgs. 79 - 80

3. La Guitarra Misteriosa: Ch. 9 pgs. 19-20 + questions 1-5

4. Handout pg. 124 Act. 16 oral w/partners

5. Finish Presentations : A Day in the life of.... (absent students)

6. Irregular Preterite conjugations: Use Preterite handout to review infinitives and verb endings...What makes these irregular? Compare and contrast, review definitions and then watch a video "La Cucaracha" that puts the verbs to music. Class sings along (repeat)

7. Original Songs: Using the guitar I will have the class sing along to an original country and an original reggae song that incorporates the verbs and conjugations. If they are game we will write a new song. 

8. HW - Get the Progress Report signed

4-22-13 Vocab 2.2, reflexive verbs, reading comprehension and prersent progressive

1. Bell work #1

2. Presentations continued "A day in the Life of..."

3. La Guitarra Ch. 8 pg. 18 + questions 1-5

4. Handout: Pg. 124 Present Progressive + oral activities

5. HW pgs. 79-80 

4-19-13 Vocab 2.2, reflexive verbs in past and present and reading comprehension

1. Bell work #5 (turn in today)

2. Relexive Quiz #1

3. Presentationm: A day in the life of... (continued from yesterday). Students will work with a partner and create a skit based on their daily routine. I have props for students to use during their presentation. They will have 15 minutes to write the script and then 20-30 minutes to practice before we begin. Grades based on rubric.

4-18-13 Vocab 2.2, reflexive verbs in past and present and reading comprehension

1. Bell work #4

2. Correct HW pgs. 77-78

3. La Guitarra Misteriosa: Ch. 7 pg. 16 + questions

4. Presentation: A Day in the Life of... Students will be given a handout and are expected to write a minumum of 9 sentences using reflexive verbs and Ch. 2.2 vocabulary. They can choose whether it is in present or past tense. Before they begin I will read example to the class to use a a reference. Part II will be with a partner. They will have to interview each other and write down what their partner does on a daily basis. Once complete they will present their partner's routine to the class: one student reads (verbalizes) and the other acts out the routine.

4-17-13 Vocab 2.2, reflexive verbs in present and preterite

1. Bell work #3 + vocab picture review

2. Correct HW pgs. 75-76

3. Book Activities: Pg. 120 Act. 6 and 7 with partners followed by a whole class review and pg. 121 Act. 8 and 9 followed by a whole class review.

4. Vocab Quiz - 2.2 vocab Quiz

5. HW pgs. 77-78

4-16-13 Vocab 2.2, reflexive verbs in preterite and reading comprehension

1. Bell work #2 + vocab picture review

2. Correct HW pgs. 73-74

3. La Guitarra Misteriosa: Ch. 6 pg. 14 + questions (due today)

4. Vocab association game: Students work in groups of 3. I will give them diferrent categories (such as "champu" or "Pasta de dientes") and they will have to write down as many brands as they can. We will then compare lists and team with most points at the end of the activity wins a prize.

6. HW pgs. 75-76

7. 2.2 Vocab Quiz Wednesday and Reflexive quiz on Friday 

4-15-13 Vocab 2.2, reflexive verbs in preterite and reading comprehension

1. Bell work #1

2. Complete vocab word search (7 minutes)

3. La Guitarra Misteriosa - Ch. 5 Pg. 12 reading and questions #1-5.

4. Pg 133 Vocab - Students will be a given a couple of sheets of paper. Their objective is to draw out one or two of the vocabulary words on pg. 133. These drawings will be used as a class set of vocab cards that we will use to review vocab. No words are allowed on the page, only a picture. Compile and then reviewe as a class.

5. HW pgs. 73-74 

6. 2.2 Vocab Quiz Wednesday and Reflexive quiz on Friday

4-12-13 Vocab 2.2, reflexive verbs and reading comprehension

1. Bell work #5 (turn in today)

2. Dictation: I will spell out words/phrases and students must listen and then write what they hear. We will review as a class (Listening comprehension)

3. La Guitarra Misteriosa: We will read Ch. 3 and 4 of the short story and then answer questions 1-5 on pg. 9 & 12. Students will turn in questions next week.

4. Vocab Bingo: Using pg. 133 vocab we will play vocab bingo. First 5 to get bingo receive candy.

5. Vocab word search - Students will conclude vocab activities with a vocab word search.

4-11-13 Vocab 2.2, reflexive verbs, reading comprehension

1. Bell work #4

2. Dictation: I will spell out words/phrases and students must listen and then write what they hear. (Listening comprehension)

3. La Guitarra Misteriosa: We will read Ch. 2 of the short story and then answer questions 1-5 on pg. 8. Students will turn in questions next week.

4. Video: Como Soy - Mi Rutina Diaria: We will watch a youtube video regarding daily routines/reflexive verbs. We will watch rewatch the video and then answer questions pertaining to the video (listening comprehension practice). We will discuss answers when completed.

5. Story: A day in the life of.... - We will begin by exploring new and old vocab. Once finished students will work in pairs and read outloud a short story to eachother. Once finished they will come up with 5 written questions based on the story. They will then join another group, exchange papers and answer the questions (written activity). We will review questions/answers as a whole.

4-10-13 -ER/-Ir Preterite, 2.1 vocab and reflexives

1. Bell work #3

2. Correct HW pgs 5 and 6

3. Vocab Quiz 2.1

4. Make-ups/Re-takes as needed per student

4-9-13 -Er/-Ir Preterite verbs, 2.1 vocab and Reflexives 

1. Bell work #1

2. Correct Hw questions: Students will pair up and take turns responding to their partner's questions. We will then review as an entire group. (I will select students at random)

3. La Guitarra Misteriosa: Introduce students to the graded reader book La Guitarra Misteriosa. We will go over how the book is laid out as well as expectations and then I will read the first chapter to students. At the end of each chapter there will be 5 questions to answer in Spanish. We will do those together. I will then pair students according to ability and they will read the 2nd chapter on their own and do the questions at the end. We will review their work when finished.

4. Vocab 2.2 - We will review vocab orally and physically (TPR) by saying and sing the vocabulary with our bodies.

5. Living sentences vocab 2.2 - Each student will receive one word to a sentence and students will have to get in front of the class and arrange themselves correctly.

6. HW pg. 5 and 6 

7. -ER and -IR preterite quiz tomorrow

4-8-13 -Er/-Ir Preterite verbs, 2.1 vocab, Reflexives and Culture (World Cup)

1. Bell work #1 

2. Adverbs: Pg. 94 Act. 4

3. World Cup - Pg. 106-107: We will read selection in the book, do written questions as a class (students have individual papers) and I will ask students questions based on reading. We will close activity with a short video of the best goals of World Cup 2012.

4. Preterite: -Er/-Ir verbs: Practice quiz (1-10 written) followed up by a worksheet for those that need it.

5. Charades: Reflexive pronoun practice

6. HW - Students must write 10 questions using the preterite tense of any -Er/-Ir verbs 

4-5-13 Preterite verbs, 2.1 vocab, Reflexives and Culture (Mariachi)

1. Bell work #4 (collect bellwork)

2. Correct HW pgs. 52 and 58

3. Vocab quiz 2.1

4. Charades: 2.2 vocab - Reflexive verbs

5. Book Pg. C6-C7 "Mariachi" - Read about Mexico's Mariachi music. Learn about instruments and performers of Mariachi as well as listen to examples of the music through videos.

4-4-13 Preterite verbs, 2.1 vocab, Reflexives and demonstrative adjectives/pronouns

1. Bell work #3

2. Correct HW on Demonstrative adjectives and pronouns

3. Book pg. 101 Act 14: Demonstrative practice before the quiz

4. Quiz: Demonstrative adjectives and pronouns

5. Book pg. 95 -Er and -Ir preterite verbs (review of ending and practice on white board)

6. Book pg. 96 Act 4 and 5 oral

7. Book pg. 94 Act. 4 on adverbs

8. Charades using reflexive pronouns pg. 133 vocab (partners)

9. HW pg. 52 and 58

10. Vocab Quiz tomorrow

4-3-13 Preterite verbs, 2.1 vocab, Reflexives and demonstrative adjectives/pronouns

1. Bell work #2

2. Correct Pg. 56-57

3. Book Pg. 101 Act. 13 and 14 (demonstrative adjective practice) + pronunciation activity

4. Mini Presentatation: Students will work in pairs, select three objects stuffed animals possible) and demonstarte their ability to use both demonstrative adjectives and pronouns based on object distance from the speaker.

5. Pg. 102 Act 15 - Demonstrative game in groups (oral)

6. HW pgs. 52 and 58

4-2-13 Practice ACT, PLAN and ACT Testing Day

1. No class 1st and 2nd block - 3rd block started late

2. 3rd and 4th Block - Video and mini-discussion "Border Wars" by National Geographic

4-1-13 Preterite verbs, 2.1 vocab, Reflexives and demonstrative adjectives/pronouns

1. Bell work #1

2. Video: Reflex Your Verby - Alternative introduction to conjugating reflexive verbs followed by Pg. 133 vocab pronunciation and dauily routine activity

3. Demonstrative pronouns and adjectives: Pg. 100 in book - Read the intro and discuss concept. I will also demonstrate how to use this them by placing various props around the room and asking questions.

4. Pg. 101 Demonstrative Practice: Act 13 in pairs

5. HW Pgs. 56-57

7. Quiz: Demonstrative pronouns/Adjectives on Thursday

3-28-13 Preterite verbs, 2.1 vocab and demonstrative adjectives/pronouns

1. Bell work #4 (turn in today with HW Tracker 9-10)

2. Correct HW pgs. 50-51

3. Book pg. 90-91: Vocab intro in context. Students will read outloud with a partner and then I will select different students to read to the class. I will also introduce vocab questions for students once we are finished reading.

4. Pg. 92 Act. 1 and 2: In pairs students will respond orally to the vocab activities in the book. We will review as a whole once they have practiced.

3-27-13 Preterite Tense + Culture lesson

1. Bell work #3

2. Correct HW pgs. 38-39

3. Quiz: Irregular preterite verbs IR, SER, HACER, DAR and VER

4. Book pg. 80 Act. 2 and 4 written

5. Handout: Pg. 109 Ch. 2.1 vocab + pronunciation practice (whole class)

6. Book pgs. 90-91 (read and respond to questions)

7. Pg. 92 Act 1 and 2: Orally with partners (vocab practice)

8. Pgs. 50 and 51

3-26-13 Preterite Tense + Culture lesson

1. Bell work #2

2. Correct HW pgs. 31-32

3. Adverbs: Quick written review activity on adverbs in Spanish

4. Book Pg. 76 - Cultura: Read outloud as a class the paragraph on Costa Rica and Chile. Students will then write 3 questions based on the reading. In groups of 3 students will ask their questions and the other members will respond orally.

5. HW pgs. 38-39

6. Irregular preterite quiz Wednesday

3-25-13 Preterite Tense + Culture lesson

1. Bell work #1 

2. Quick review of preterite endings (oral)

3. Correct HW pgs. 30 and 54

4. Cultura: El Flamenco - Read pgs. C 10 - C 11 and fill in the Flamenco part of the Cultura handout. This will be followed by a couple short videos and a discussion.

5. HW pgs. 31-32

7. Quiz on Wednesday: Irregular preterite of Ir, Ser, Ver, Dar and Hacer + preterite vocab 

 

 

 

 

 

First 9 weeks of 2nd Semester 

 - Bell Work is turned in every Friday

 - Homework Trackers (Reportajes) are turned in every other Friday 

 

3-8-13 Preterite Tense + Culture lesson

1. Bell work #5

2. Palabra del dia word check

3. Mini-Fiesta: Students will have an option to play various Spanish games, including Preterite Bingo.  

3-7-13 Preterite Tense

1. Bell work #4

2. Benchmark (9 weeks)

3. Irregular Preterite Verbs Intro: Pg. 70 in book + handout (ir, ser, ver, dar and hacer). We will orally review conjugations. Students will also write a few sentences using Ser and Ir.

4. Pop quiz on irregular verbs (practice only)

7. HW pg. 30 and 54 

3-6-13 Preterite tense

1. Bell work #3

2. Correct HW pgs. 29 and 53

3. Verb Relays- Groups of 5 practicing preterite conjugations.

4. -AR Preterite Quiz (regular verbs only)

5. Living sentences- Varied groups of students. Practice making a sentences one word at a time.

6. Verb Ball - Continue game from yesterday

7. Bingo - Preterite bingo using -Ar, -Er and -Ir regular conjugations

8. Last day to make up work is today. Benchmark quiz is Thursday

3-5-13 Preterite tense

1. Bell work #2

2. Vocab Quiz 1.2

3. 10 questions: Students will write 10 questions basd on student generated sentences from yesterday. We will go over the responses as a whole.

4. Handout: Back side of last weeks handout dealing with -Er/-Ir preterite endings

5. Verb Ball- Conjugation game where students work in teams of to and compete to see who gets the most baskets(points). One team conjugates a verb on the board and the other team gets to shoot baskets until they have correctly completed all conjugations. Winning team receives points or candy. 

6. HW pgs. 29 and 53

8. -Ar preterite quiz Wednesday. Last day to make up work is Wedenesday. Benchmark quiz is Thursday 

3-4-13 Preterite Tense

1. Bell work #1

2. Book Pg. 67 Act. 7 - Paired speaking activity practicing regular preterite -Ar verb conjugations

3. Book Pg. 67 - Act 8 - Paired activity preparing interview questions for group work

4. Book Pg. 66 Act 5 and 6: Individual practice/written usinmg regaular preterite -Ar verb conjugations

3-1-13 1.2 Vocab and the Preterite Tense (Past Tense)

1. Bell work #5 (turn in)

2. Correct HW pgs. 27-28 and 1-20 from handout (Turn in HW Trackers 7-8)

3. 20 sentences - Using the Preterite handout from yesterday students will write 20 sentences using different verbs and subects as well as the following vocabulary: ayer, anteayer, el mes pasado, hace...., anoche, etc. We will review in class and collect for credit

5. Dice game: Students will roll dice to decide what verbs, subject pronouns and conjugations their opponent will have to conjugate. They may place bets and either win or lose monopoly money based on what their opponent does. Review of numbers is included in game.

2-28-13 1.2 Vocab and the Preterite Tense (Past Tense)

1. Bell work #4

2. Vocab Powerpoint: Quick review of 1.2 vocab terms (oral/whole class)

3. Preterite Tense Intro: Give students a detailed handout regarding the preterite tense (past tense). Go over -Ar, -Er and -Ir verb conjugations orally. Read over the rules governing usage and then practice orally. 

4.White boards: Using individual white boards students will write the correct verb conjuagtions to various subjects and infinitves.

5. Preterite Handout: Students will be given a handout covering regular -Ar, -ER and -Ir verbs. They will work independently (or in pairs) and complete the handout in class. We will go over it orally when completed.

6. HW pgs. 27-28

7. Vocab Quiz 1.2 on Friday 

2-27-13 Vocab 1.2 and Double Object Pronouns

1. Bell work #3

2. Correct HW pgs. 26 and 226

3. Double Object Pronoun Quiz

4. Pg. 79 Vocab Bingo (4th block only)

5. Powerpoint: Ch. 1.2 vocab review - Whole class participation, bore spoken and written if needed.

6. Vocab Art - Use pg. 77 vocab and illustrate each word/phrase as a way to familiarize students to new terms.

7. Charades/Pictionary/Bingo for 1.2 vocab if time allows.

8. Quiz: 1.2 vocab on Friday 

2-26-13 Double Object Pronouns and 1.2 Vocab

1. Bell work #2

2. Correct HW pgs. 24-25

3. Double Object pronouns - Practice Quiz: Based on student generated sentences, students will take a 5 sentence practice quiz on double object pronouns. They must identify parts of a sentence(subject, verb, direct object and indirect object)

4. Bingo using pg. 77 vocab: Words in context

5. Charades/Pictionary (timed group activity) - More vocab practice by acting or drawing items

7. HW pgs. 26 and 226

8. Double object pronouns quiz Wednesday, Vocab quiz Friday

2-25-13 Double Object Pronouns + 1.2 vocabulary

1. Bell work #1

2. Double Object Pronouns continued. Finish 6-10 on handout as a class. Do on board.

3. Student sentences: In groups of 2-3 students must write 5 sentences, each containing a D.O and an I.O. When completed they will come to the white board and reduce them by correctly using double object pronouns in a sentence.

4. Vocab 1.2 - Introduce new vocab on pg. 79. I say and students repeat. Pick out cognates.

5. HW pg. 24-25 (1.2 vocab practice)

6. Double Object Pronoun quiz on Wednesday + 1.2 vocab quiz on Friday 

2-22-13 Double Object Pronouns in a sentence (I.O.P. + D.O.P.)

1. Bell work #4 (Turn in today)

2. Correct HW pgs. 6 and 9

3. I.O.P. general review for quiz (oral and written examles on white board) 2nd and 4th Block includes correcting 10 sentences from yesterday's classwork)

4. Quiz: I.O.P.

5. Double Oject Pronouns: Students will first receive a handout on the basics. We will review orally and then do the 10 sentences on the back as a class and/or in small groups.

2-21-13 I.O.P. and D.O.P. focus separately

1. Bell work #3

2. Correct HW pgs. 7-8 (4th only)

3. Powerpoint: Verbs like Gustar: Review of I.O.P. using verbs similiar to Gustar. Students already have notes on this. We are just reviewing them as a way to practice vocabulary and the I.O.P.

4. Speaking Act. - Follow up questions on verbs like gustar (partner activity)

5. Handout: Key Points to Study: Students will be given an abbreviated version of the bullet points on D.O.P. and I.O.P. We will orally go over material. I will field any questions/concerns and then we will move into a Youtube video entitled "Spanish Indirect Objects and Object Pronouns, which encompases both I.O.P. and D.O.P. object pronouns. (They can rewatch at home if needed).

6. Back of Key Points Handout: There are 10 sentences that we are going to dissect. It is basically an English lesson applied to Spanish grammar.

7. HW pgs. 6 and 9 (IOP and DOP)

8. Quiz tomorrow on IOP 

2-20-13 I.O.P. and culture focus

1. Bell work #2 (Costa Rica culture)

2. Correct HW pgs. 7-8

3. Living Sentences: Students will each be given a word to a sentence. They will then have to arrange themselves in the correct order. Focus is on 1.1 vocabulary and I.O.P.

4. Book pg. 48 Act. 15 - I.O.P. activity where students must fill in the correct I.O.P. in the paragraph. (written/reading)

5. Culture: Pg. 48 Act. 16 on Costa Rica (reading)

6. Quiz: Friday on Indirect Object Pronouns

2-19-13 Culture (Immigration continued) + Indirect Object Pronouns

1. Bell work #1

2. Compositions - Pas back rough draft #2 and go over requirements for their final version. (Due Wednesday, typerd and double spaced)

3. La Misma Luna - Continued exploration of immigration followed by a class discussion

4. Indirect Object Pronouns - Book Pg. 46 - Introduction: Read basic info and orally review the I.O.P. me, te, le, nos, os ,les

5. Book: Pgs. 47 Act. 12-14: Begin with whole class activity on the board, followed by an oral activity using volunteers. End with a paired activity (speaking)

6. HW pgs. 7-8

2-15-13  D.O.P and Culture - Immigration

1. Bell work #5 (Collect BW and HW Trackers today)

2. Discussion on immigration continued. Vocab terms (protagonist/antagonist) + Continue watching and talking about the film: Under the Same Moon.

2-14-13 Direct Object Pronouns, Culture - Immigration

1. Bell work #4

2. Correct HW pgs. 4 and 5

3. Powerpoint Review: Direct Object Pronouns - whole class activitiy(verbal practice)

4. Quiz: Direct Object Pronoun Quiz

5. Culture: Immigration: Definition, pros and cons, opinions and then a film: Under the The Same Moon 

2-13-13 1.1 vocabulary, Direct Object Pronouns and writing

1. Bell work #3

2. Practice ACT Test - Students will be given a practice ACT test to work on in class. They will have 20 minutes to complete it. It is based on 3 reading passages from the book and is multiple choice.

2-12-13 1.1 vocabulary, Direct Object Pronouns and Prepositions

1. Bell work #2 + Palabra del Dia

2. 4.5 Week Benchmark

3. Book: Pg. 42 Act. 6 - First as a class and then in small groups we will review Direct Object Pronouns and do a speaking activity based on Ch. 1.1 vocabulary. Students will then recreate the activity using their own vocab terms.

4. Book Pg. 42 Act. 7 - In small groups students must find the correct D.O.P. for each sentence based on the clues given in context. They must be able to defend their answers/decisions to the class in English.

5. Pg. 43 Act. 8 - First we will review prepositions on the board and students will take notes as needed. Next we will use the map to ask directions. Students will practice map reading as well as D.O.P. usage.

6. HW Pgs. 4 and 5

2-11-13 1.1 vocabulary, Direct Object Pronouns and writing

1. Campana #1 + Palabra del Dia

2. Cuentos (stories) - Writing Assignment: Peer editing portion. Students will exchange papers with two different students. Their job is to proofread each other's  papaers and coreect verb conjugation errors. Students will then rewrite their papers and turn both drafts in on Monday.

3. Vocab Powerpoint: Quick review of Ch. 1.1 vocab (oral/whole class)

4. Direct Object Pronouns: Give students handouts and orally go through the DOP. Maybe sing them as Do-Re-Mi-Fa-So-La-Ti-Do as a class. Do a quick whole class activity "Who has my....?"

5. Worksheets: Students can work in pairs to complete 2 pages of DOP worksheets. These are to be done in class as we will correct them before we leave.

6. HW - Rewrite (type) their revisions and turn in both Rough Draft #1 and #2 on Monday.

2-8-13  1.1 vocabulary and Culture: La Bachata

1. Campana #4 (turn in today)

2. Powerpoint: Oral review of Ch. 1.1 vocab

3. Quiz: Ch. 1.1 vocab

4. Culture: La Bachata - We will begin by reading pgs. C24-C25 in our books. Once finished we will watch a video by Aventura, as well as a professional dance video demonstrating the Bachata. This will be followed by a video on beginning dance steps to the Bachata. Students will have an opportunity to practice with a partner.

2-7-13  No Students/Parent teacher conferences

2-6-13 1.1 vocabulary, ordinal numbers, sequence words and verb conjugations

1. Bell work #3

2. Powerpoint: Oral review of Ch. 1.1 vocab (whole class)

3. Writing assignment: Cuento - Un Viaje Maravilloso. Students will use pg. 55 vocabulary as well as a list of sequence words and ordinal numbers to help them create a short story about an up and coming trip they are planning. This is an individual writing assignment to be done in class, edited by two peers in class and then taken home to be rewritten and typed double spaced. Students must demonstrate correct verb conjugations as well as noun/adj. agreement and vocabulary. They will be given a rubric to follow as a guide.

4. Read aloud: Students will share their stories with the class as a work in progress and obtain feedback before the final paper.

5. HW - Revised rough draft#1 writing assignment. It must be typed or neatly written and double spaced.

6. Vocab quiz Ch. 1.1 on Friday

2-5-13 - 1.1 vocabulary

1. Bell work #2

2. Powerpoint: Ch. 1.1 vocab review using pg. 55 vocab handout. Visual, written and oral review of new vocabulary from Ch. 1.1.

3. Quiz: 1.1 vocab quiz on Friday

2-4-13 - 1.1 vocabulary, Stem changing verbs

1. Bell work #1

2. Projects: Students will show off their projects to the class and for each verb shown the class will pronounce each conjuagation.

3. Handout: Ch. 1.1 Vocab (Ch. 1.2 is on back for those students wishing to go ahead). Pass out handout and orally review each vocab term. All vocab is based around the airport/traveling.

4. Powerpoint: Introduce vocab visuals through a powerpoint demonstration. Students will see pictures and vocab terms together the first time and then only the picture. They must correctly identify each slide using their vocab handout.

5. Book: Pg. 38 Act 1-3

6. Short story - Students will be given 20-25 minutes to write a short story based on a trip someone is going to take. They must incorporate as many vocab words from the list as possible. Once finished they will get into groups and take turns reading their story to the others. Best ones will be read to the entire class.

2-1-13 - Irregular Yo verbs, Stem changers

1. Bell work #5 (turn in today with HW tracker 3-4)

2. Presentations: Finish any presentations from earlier in week due to student absences and then get into groups and share their comic strips. Students will take turns reading each other's work and then select the best of the group. We will then determine who has the best in the class and why they think so.

3. Dice game continued: Students will roll dice to decide what verbs, subject pronouns and conjugations their opponent will have to conjugate. They may place bets and either win or lose monopoly money based on what their opponent does. Review of numbers is included in game. 

4. Quiz: Irregular yo conjuagations and definitions quiz.

5. Cultura: La Salsa - Introduce salsa (music and dance) first by reading a selection in the book (pg. C2-C3) and talking about it. Follow with a video of professional dancers and then show students a video on basic salsa steps. We will move desks, form lines and practice to the video. We will then put on music and attempt to dance the salsa!

6. Boot Project due Monday

1-31-13 - Irregular yo verbs, Present Progressive, stem changers

1. Bell work #4

2. Last Student Standing Game: Review of definitions and conjugations of stem changers and irregular you verbs. Students must use their white boards and correctly write the ir responses to my questions. They will sit if they get an answer incorrect.Last student standing receives candy.

3. Double verbs in a Sentence: Use the handout on double verbs in a sentence. Students will practice translating sentences using individual white boards.

4. Dice game: Students will roll dice to decide what verbs, subject pronouns and conjugations their opponent will have to conjugate. They may place bets and either win or lose monopoly money based on what their opponent does. Review of numbers is included in game.

5. Presentations: Finish any presentations due to absences.

6. Ch. 1.1 intro: Provide students with a list of new vocabulary and go over it orally. Stress pronunciation and review vowels sounds. Use white boards tas a practice tool.

7. Comic Strip: If time allows students can work on their comic strips which are due tomorrow.

8. Irregular yo quiz on Friday (just like their handout) 

9. Boot Project due Monday

1-30-13 - Irregular yo verbs, Present Progressive, Presentations

1. Bell work #3

2. Correct HW pg. 10

3. Finish Presentations

4. Handout: The gerund (-ing) in Spanish. Continued practice in class. Correct after 7 minutes.

5. Irregular yo verbs: Continued practice with definitions

6. HW - Comic Strip: In class students will begin HW which is to design a comic strip. They must use at least 4 irregular yo forms, 2 stem changers and it must be illustrated with color.

7. Irregular yo quiz on Friday (just like their handout)

8. Boot Project due Monday 

1-29-13 - Irregular yo verbs, Present Progressive, Presentations

1. Bell work #2

2. Presentations: Students will have 15 minutes to practice/finish last minute details before presenting. In groups of 2 - 3 students will present their skits in front of the class. They are graded on both speaking and the final written copy to be turned in today.

3. Preguntas Personales: Using the same questions from last week students will go around the room and have conversations with various people. (Irregular Yo practice orally)

4. Present Progressive Tense: Students will be formally introduced to the present progressive using both handouts, examples on the board and speaking examples. They will first have to be able to produce the correct conjugation in isolation and then we will apply it fully with the verb Estar (to be). It is equivalent to the English -ing ending.

5. HW - Pg. 10 (both sides) on the present progressive. We will begin in class and I will assist students as needed. 

6. Irregular yo quiz on Friday (just like their handout)

7. Boot Project due Monday

1-28-13 - Irregular yo verbs, infinitives, Stem Changers

1. Bell work #1

2. Correct HW pgs. 62 and 85

3. Quiz: Infinitives

4. Project: Introduce the Boot Project to students. Show examples and explain requirements. Project due on Monday February 4th.

5. Presentations: Students will work in groups of 3 and create a dialogue based around calling up friends and inviting them out to do something. They will have 30 minutes tp prepare and practice and then we start presentations. Each group must turn in a final written copy of their conversation.

1-25-13 - No School due to weather

1-24-13 - Irregular yo verbs, infinitives, Stem Changers Querer and Poder

1. Bell work #3 - Irregular yo and "go" verbs

2. Correct HW Pgs. 55 and 56

3. Bingo - Irregular yo and go verb infinitives (and a few stem changers too)

4. Powerpoint - Querer and Poder: A student will lead the class through a stem changer ppt on poder and querer. They will pick students to read and answer questions. I will award participation points.

5. Preguntas Personales: Students will answer questions on paper first and then use the same questions to conduct an interview with another student. I will callup pairs to demonstrate the activity at the end on the lesson.

6. Cuento - El Pez: I will read to students a story from ppt about a fish. Once finished, students will then read the story to me, each taking a slide.

7. HW - Pgs. 62 and 85

8. Quiz on 11 infinitives from list: Friday 

1-23-13 - Irregular yo verbs and infinitives

1. Bell work #2 - Irregular yo and "go" verb lyrics + song

2. Handout: Irregular yo and "go" verbs - As a class we will discuss conjugations and meanings of infinitives. Students will create a comprehensive list of irregulars to use as a study guide.

3. Powerpoint: The verb Oir - Students will practice conjuagating the verb oir. This activity is written and allows students immediate feedback on accuracy of conjuagatioins.

4. Whiteboards: Students will continue practicing irregular yo/go verbs using whiteboards. Whole class activity.

6. Verb Relays_ If time permits we will get into groups of 5 and do verb relays, each person contributing to the team. Review of irregular yo/go verbs continued.

7. HW - Pgs. 55 and 56

8. Quiz on 11 infinitives from list: Friday 

1-22-13 - Infinitives, double verbs in a sentence, tener expressions and weather

1. Bell work #1 

2. Correct Review Test: Correct and go over test on Spanish I material

3. Correct handouts from Friday. In small groups and as a class we will go over the handouts on Tener expressions and double verbs in a sentence. Students will share answers orally with the class.

4. Whiteboards: Students will practice writing the sentences using double evrbs in a sentence.  They will also practice verb conjuagtions via the whiteboards.

1-18-13 - Stem changing verbs, AR, ER and IR verbs, vocab, irregular yo verbs

1. Bell work #5 (turn in today)

2. WS - Double verbs in a sentence: Students will be given a list verbs that can use an infinitive after them. They will also have an example for each one. They must then write their own example and share with the class.

3. Spanish I Review Test: Students will have 5 minutes to study and then will take a multiple choice test reviewing Spanish I terms and concepts.

4. Work packet: Students will receive 2 pages of review work to do in class either individually or in small groups. Material covered includes weather and Tener expressions.

5. Vocab Bingo if time permits. A student will lead the class in this activity

1-17-13 - Stem changing verbs, AR, ER and IR verbs, vocab, irregular yo verbs

1. Bell work #4

2. Correct HW on stem changers and interrogatives

3. Verb relays - In groups of 5 students will compete to see which group is the fastest and most accurate on verb conjugations. We will cover AR, ER, IR verbs as well as stem changers and irregular yo forms

4. Bingo - Using the infinitive form of the irregular yo verbs and its conjugations, we will practice vocab through bingo. Candies to the winner.

5. Vocab powwerpoint on food - If time permits we will begin as food review (speaking/writing)

1-16-13 - Stem changing verbs, ER and IR verbs, vocab and tener que/Ir a infinitive

1. Bell work #3

2. Quiz - 10 stem changers with their definitions (just like bell work #1)

3. Survey - Speaking activity conjugating AR, ER and IR verbs and using Spanish I vocab. 

4. Review of Ir + A + Infinitive and Tener que: Using the infinitives list and the white boards students will write various sentences demonstrating their knowledge of Ir a and tener que.

5. HW - Crossword puzzle on stem changers and interrogatives

6. Bell work week #2 and HW Tracker 1-2 due Friday. Quiz on ten infinitives today. Review test on Friday.

1-15-13 - Stem changing verbs, Adjectives and Nouns, vocab and Gustar

1. Bellwork #2 - Infinitive stem changers

2. Correct HW - Stem Changers #14

3. Powerpoint - Vocab review orally and with white boards

4. Gustar (and similar verbs) - Powerpoint intro/review of gustar followed by student notes on verbs similar to gustar. With whiteboards students will show comprhension through written sentences. Once completed we will do a scavenger hunt (speaking/writing) on topic.

5. Bell work week #2 and HW Tracker 1-2 due Friday. Quiz on ten infinitives Wednesday. Review test on Friday.

1-14-13 - Stem changing verbs, Adjectives and Nouns, vocab

1. Bellwork #1 - Infinitive stem changers

2. Adjective handout - First orally review all vocab words. Second, use the comunicacion handout from last week on La Familia: Students will partner up and use their handout to describe differences between family members based on their drawing. Share answers with class at the end (whole class)

3. Etapa preliminar Vocab Handout - Introduce chapter vocab (Spanish I review) and practice pronunciation. Then play charades/pictionary using vocab.

4. Stem Changers - Review stem changing verbs via a handout, whiteboards and powerpoint. First review infinitives and definitions using a handout and the individual white boards. Next show them a powerpoint where students individually write the correct conjugations to the sentences.

5. HW - Stem Changers #14 (due tomorrow)

6. Bell work week #2 and HW Tracker 1-2 due Friday. Quiz on ten infinitives Wednesday. Review test on Friday.

1-11-13 - Verbs, Adjectives and Noun focus

1. Bw #5 - verbs and vocab

2. Quiz - Ser, Estar, Ir and Tener

3. PPT - Adjectives: Using the group notes from yesterday students will first share their adjective list with the class. Next students will apply their notes to do comparisons (more +adj + than) of the photos. Finally they will share answers with the class. 

4. PPT - Possessive Adjectives: Review as a class the possessive adjectives. Once finished have students choose and object and demonstrate their understanding of possessives.

5. Turn in Bell work #1

1-10-13 - Quick Verb review - Mainly Adjective and Noun focus

1. Bell work #4 (review of ser, ir, estar and tener)

2. Communication activity continued - Complete the speaking/writing activity from yesterday.

3. Adjectives- Pass out a study reference. Review orally and go over rules for adjective use.
Introduce the Adj. Powerpoint. In groups of two or three students must create lists of adjectives to describe photos. Share with class after each one.

4. Communication Act. #2 - Paired activity using a handout of a family. Students must describe to their partner their photo. The partner will then describe the differences he/she sees. Review as a whole when completed.

5. Quiz on Ser, Estar, Ir and Tener on Friday 

1-9-13 - Verb review - Infinitives and conjugations

1. Bell work #3 - infinitives focus

2. Memory - Students will create and play Memory using 10-20 different verbs. They will use their list of infinitive verbs, write an infinitive on one card and the definition on the other, mix them up and play.

3. Infinitives continued - Using their individual white boards students will write the correct infinitive based on what I say or do.

4. Communication Activity #1. - Partner activity dealing with speaking and writing of verbs and vocabulary.

1-8-13 - Verb review - Infinitives and conjugations

1. Bell work #2 - general knowledge of nouns, verbs and adjectives

2. Infinitives list - Students will have 5 minutes to write as many definitions as they can remember. We will then fill in the gaps and they will have created a master Infinitive list to use as a study guide and reference

3. Bingo - Using infinitive verbs from the list we will play bingo. (listening act.)

4. Quiz on Ser, Estar, Ir and Tener on Friday 

1-7-13 - Diagnostic testing continued, introductions continued, verb reviews

1. Bell work #1 - Explain set up and do BW #1 with students to show them my expectations

2. Correct Diagnostic test and discuss results

3. Correct SER vs. Estar activity and review verb conjugations using white boards

4. Finish Preguntas Personales Act. as needed.

5. Paireed Communication Act. - In pairs students will complete a fill in the gap activity reviewing verb conjuagtions, family and adjectives.

6. Quiz on Ser, Estar, Ir and Tener on Friday

1-4-13 - Diagnostic testing, introductions

1. Diagnostic Test - Test on main verbs: Ser, Ir, Estar and Tener. Measure student gaps to determine next steps

2. Handout- Ser vs. estar - Rules governing use. Back side is a review activity of Ser, Estar. Ir, Tener and Gustar

3. El Cuerpo/The body - Students will draw and label body parts from the list

4. Pruguntas Personales (vocab review activity) - Students will interview a class mate. Once finished they will interview various classmates in order to get more confident in speaking. 3rd step is for the class to ask each person various questions about themselves. Audience writes 3 bits of information baout each person presented. 

1-3-13 First Day

1. Orientation - distribute syllabus and important information handout. Go over class procedures and expectations

2. Meet and Greet - chat with students about interests. Group students in threes and have them present each other to the class.

3. Scavenger Hunt - Continue activity to learn names and common interests.

4. Lenguas/Languages - Short reading passage about language in general followed by 4 written questions.

5. Diagnostic Test - Basic Spanish I test to see strengths and weaknesses. Correct and collect in class

6. 20 Questions - Using basic Spanish I vocab students will play 20 questions as a class

7. White boards - If time allows we will do a quick CFU on infinitivers and conjugations.

 

 

 

Second 9 weeks lesson plans

 - Bell Work is turned in every Friday

 - Homework Trackers (Reportajes) are turned in every other Friday 

 

12-18-12 Finals Periods 3 and 4 

12-17-12 Finals Periods 1 and 2 

12-14-12 Finals Review

1. Sports and comparisons - Powerpoint to review commom sports and to have students make comparisons. 

2. Interrogatives - Powerpoint to review of interrogative vocab and making questions. Reviews subject and verb structure as well.

3. Numbers quiz: Students will count to 100 by 10s and 1,000 by one hundred.

4. Review handout: While doing quiz students will work on a SER vs. Estar review handout over the conjugations and uses of each one.

5. Bingo: Review of irregular yo and go verbs as well as interrogatives

12-13-12 Finals Review and make ups

1. Practice with partner for upcoming numbers quiz on Friday (speaking activity)

2. Interrogativas - Review question words vocab (oral - flashcards)

3. Correct work packets - 1st correct HW packet due today. 2nd correct Tan/tanto como packet and 3rd correct Finals review packet from last week (4th only)

4. Stem changers - Practice stem changinmg verb conjugations using individual white boards. Students will write correct conjugation based on powerpoint activity.

5. Verb battles - Students will battle eachother to see who can correctly write various verb conjugations on the board the fastest.

6. Test and quiz make ups as needed

12-12-12 Finals Review and make ups

1. Finish review and homework packets in class and correct

2. Study for numbers quiz on Friday (Students must count by 10s to 100 and then by 1000s to a thousand) 

4. Test and quiz make ups (all students)

12-11-12 Direct Object Pronouns, stem changers and Finals Review

1. Continued speaking practice using D.O.P

2. Continued stem changers practice - Whiteboards and handouts

3. Finals Review packet - work on in class

4. Homework packet - work on in class

5. All make-ups and late work must be turned in by Thursday!!!!! 

6. Numbers quiz on Friday (oral)

12-10-12 Direct Object Pronouns and stem changers

1. Introduce D.O.P. - Give students a handout and read outloud. We will do 1-3 together on the board then students will do 4-5 on board. After that they will work independently to finish the rest. Correct as a class when finished.

2. D.O.P. cont. - Write 10 classroom items on the board and ask the question: Tienes mi(s)...? Studnts have to respond using a direct object pronoun

3. Stem changers: Finish copying conjugations/definitions into verb grids. Once completed students will do a written activity using stem changers. They will respond to examples in a powerpoint presentation. Correct as we go.

4. White boards: Students will continue practicing stem changers by writing examples on their white boards. Whole class activity

5. HW Packet - Students will be given their HW for the week. It is due Thursday.

6. All make-ups and late work must be turned in by Thursday!!!!!

12-7-12 Vocab 3.2, Irrregular yo verbs, comparatives, stem changers

1. Bell work #5 (comparatives)

2. Correct HW pgs. 128-129

3. Quiz: Students voted to take the vocab quiz on family members today.

4. Whole class activity - Copy verbs from handout list into verb grids. Students will do conjugations on the board

12-6-12 Vocab 3.2, Irrregular yo  and "go" verbs and comparatives

1. Bell work #4 (possessive adjectives)

2. Quiz: Irregular yo verbs

3. Handout - Comparitives. To be done in class, corrected and turned in for credit

4. HW - Pg. 128-129 (comparatives)

9. HW trackers and bell work due tomorrow

12-5-12 Vocab 3.2, Possessive adjectives and Finals Review

1. Bell work #3

2. Correct HW pgs. 125-126

3. Book: Pg. 170 reading about Puerto Rico politics + questions

4. Book: Pg. 169 partner acticity: Written activity with possessive pronouns + 20 sentences

5. Pg. 170 Act. 5 written partner activity (turn in all work to the basket)

6. Pg. 171 Act. 8 - Partner speaking activty

7. Finals review Packet - Begin finals review of important concepts covered this year. Students can work in pairs or alone. Due next week.

8. Videos: MTV unplugged en espanol. View various latino artists live

12-4-12 Vocab 3.2, Go verbs/Irregular you verbs, Stem Changing/Boot verbs, possessive adjectives

1. Bell work #2

2. Correct HW pgs. 122-123

3. La Familia (vocab practice)- Students will write responses to 10 questions about their family and then share information with the class.

4. Possessive adjectives: Whole class activity using flashcards will begin lesson. Students give correct definition in Spanish and English. Students tyhen make their own flashcards and pair up and quiz each other.

5. Square Activity - Using the family information from the previous activity and possessive adjectives, students will practice assimilating information using the possessive adjectives Mi, Tu and Su. This is a speaking activity first demonstrated by the teacher and then run by students.

6. Stem Changing/Boot Verbs - Students will receive a handout and a new verb grid. We will write down the infinitives, their definitions and begin to conjugate them on the board. Students will create a master list of conjugations using their verb grids. This is their study guide.

7. Homework: Pgs. 125-126

8. Quiz: Thursday on Irregular yo verbs and "go" verbs

12-3-12 Vocab 3.2, Go verbs/Irregular you verbs 

1. Bell work #1 (irregular yo a "Go" verbs

2. Review Quiz 3.2 with students

3. Vocab Pg. 183 - Introduce new vocab. I say word and students repeat

4. Video 3.2 vocab: Second vocab introduction in context and through a video (visual)

5. Book: Pg. 164-165 - Students will now read the vocab video dialogue with a partner and respond to questions by either writing or speaking the answers.

6. Pg. 166 - With a partner students will do Act. 1 and 2. Written activity based on chapter vocab. We will review answers as a class

7. Pg. 168 - Act. 4 is a speaking activity with partners. Continued vocab practice.

8. Homework: Pgs. 122-123

9. Quiz: Thursday on Irregular yo verbs and "go" verbs

11-30-12 Vocab 3.1, Gustar, Stem Changing/Boot verbs and Purto Rico

1. Bell work #5 (gustar and vocab) - Turn in today

2. Correct HW pgs. 106-107

3. Handout/discuss 2.2 test

4. Gustar quiz

5. Sing along: Give students lyrics of irregular yo forms and we will create a song to help them memorize the conjuagtions. I play guitar and we sing. 

11-29-12 Vocab 3.1, Gustar and -ER and -IR verbs

1. Bell work #4 

2. Correct HW pgs. 103-104

3. Gustar: Pg. 146 Act. 5 (written)

4. Pg. 146 Act. 6 - reading/pronunciation practice

5. Pg. 147 Act. 7 and 8 - Students work in groups of 3 to ask and responde to questions using gustar.

6. Nos gusta... "We like" - In groups of 3 students will decide on common interestes and likes. They will write down 5 examples for each category and then present/act them out for the class

7. HW - Pgs. 106-107

8. Quiz on Gustar with nouns tomorrow

11-28-12 Vocab 3.1 and Gustar 

1. Bell work #3 (gustar and vocab)

2. Correct HW pgs. 101-102

3. Video: Episode 1+ pg. 143 reading practice. First watch the video and then in pairs students will read aloud a short dialogue. Once finished they will answer comprehension questions on pg. 144 (Act. 3)

4. Book: Pg. 144 Act. 4 - speaking activity

5. Vocab Quiz

6. Gustar Questions - Students are to write 10 questions using Gustar + a noun from the chapter vocabulary. Once completed they will circulate around the room and ask/answer questions

7. HW - Pgs. 103-104 

11-27-12 Vocab 3.1, Gustar and listening comprehension

1. Bell work #2 (vocab)

2. Correct HW pgs. 99-100

3. Book: Pgs. 140-141 - Read with partner the vocab presentation. Responde to teacher questions writting brief answers. Correct as a class.

4. Book: Pg. 142 - With parteners, do Act. 1 and 2 (written and spoken)

5. Video/Book pg. 143 - Watch video and then read dialogue with partner. Discuss as a class.

6. Book: Pg. 144 - Act. 3 (written) and Act. 4 (spoken) with partner. Correct as a class

7. Gustar: Pg. 145 - Review Gustar. Students will then create 10 questions for their partner using chapter vocab.

8. Homework: Pgs. 101-102

9. Ch. 3.1 (pg.159) vocab quiz tomorrow 

11-26-12 Vocab 3.1 and Gustar

1. Bell work #1 (Puerto Rico - cultura pgs. 136-137)

2. Vocab pg. 159 - Pronounce and practice (oral). Students draw and label sections " Meals, breakfast, lunch and fruit". When finished we will play a quick game of pictionary on the board (whole class)

3. Gustar - Take notes from the board. Watch GUSTA video. Make questions using GUSTAR and then proceed with a question/answer activity involving various classmates.

4. Homework: Pgs. 99-100 

11-20-12 Vocab 2.2, IR, Ir + A + Infinitive, contractions and prepositions

1. Bell work #2 (Ir + A + Infinitive)

2. Correct HW pgs. 87 and 89

3. White boards: Whole class review of CH. 2.2 vocab. Students will give written responses as well as draw out vocabulary.

4. Show Me: Review of prepositions - Students will demonstrate various prepositions using classroom objects in relation to their desk

5. Quiz 2.2

6. Make-ups: Students missing work, quizzes, tests, etc. will have an opportunity in class to do make-up work

7. Turn in Bell work and Reportaje 14-15 today

11-19-12 Vocab 2.2, IR, Ir + A + Infinitive, contractions and prepositions

1. Bell work #1

2. Vocab Review: partners using vocab puzzles (rompecabezas)

3. Ir + A + Infinitive: Introduce a common way to say things in the future. Recycle the verb IR and our infinitives. Apply them to a new concept to express future plans. Students will first take notes. We will create sentences on the borad and then students will write 10 sentences on their own. When finished they will be called to the board and share with the class.

4. Contractions: Written review/notes for de la / del / a la / al. Students must write the correct contarction based on the information given in the sentences. Correct as a class

5. Prepositions: Quick written review of pg. 129 prepostions. Students will write the correct preposition based on the location of the object

6. Charades: Pg. 129 vocab review (TPR)

7. HW - Pgs. 87 and 89

9. Tuesday = Quiz on 2.2 vocab, prepositions, the verb IR (to go) and contractions "al" and "del"

11-16-12 Vocab 2.2, IR and prepositions

1. Bell work #4 (turn in today)

2. Correct HW pgs. 87-88

3. Vocab 2.2 Review (whole class and partners)

4. TPR activity (prepositions) - Students must demonstrate understanding of prepositions by placing classroom objects in the correct location of the preposition

5. Tuesday = Quiz on 2.2 vocab, prepositions, the verb IR (to go) and contractions "al" and "del"

11-15-12 Vocab 2.2, IR and prepositions

1. Bell work #3

2. Letters to soldiers 

3. Review of vocab pg. 129 (pronunciacion y rompecabezas/puzzle)

3. Powwerpoint : Prepositions - Introduce prepositions using a powerpoint. have students work as a large group to give answers to slides. Repeat slides but students then work in pairs to practice

4. HW - Pgs. 87-88

11-14-12 Half Day - Practice ACT exam

11-13-12 Vocab 2.2 and IR

1. Bell work #2

2. Review of vocab (oral)

3. Correct HW pgs. 79-80

4. Powerpoint: Adonde vas? - Review vocab on places (oral). Demonstrate how to formulate and answer a basic question. Practice with students and then have them work in pairs. Reveiew as a class to wrap up actitivity.

5. Benchmark exam - District wide

6. Bingo - 2.2 vocab activity 

11-12-12 Vocab 2.2 and IR 

1. Bell work #1

2. Review of vocab (oral)

3. Cuento de Kyla continued - Story time - Using a story written about my students, I will read it them and they will practice listening comprehension. I will read it several times, they write their responses on a handout. The third time I will let them read it silently and then continue to answer all of the questions they didn't get from just listening to it. At the very end students will read the entire story outloud. 

4. Powerpoint on Contractions: Introduce a + la and al. Students write down and review answwers as we go.

5. Powerpoint on IR and places - 1. Review vocab on places 2. Practice with teacher 3. Students work in pairs

6. Homework: Pgs. 79-80

11-9-12 Vocab 2.2 and ESTAR + places and IR 

1. Bellwork #4 (the verb IR) 

2. Pg. 129 Vocab - Students are to draw and label all vocab under the heading "Describe Classroom Objects" and "Talk About How You Feel". These will become study tools for future reference. Share with class if time allows.

3. Subject of a Sentence: Do 11-20 from yesterday's handout (back side of pg. 129). Purpose is to build subject recognition skills and verb conjugation recognition 

4. Story time - Using a story written about my students, I will read it them and they will practice listening comprehension. I will read it several times, they write their responses on a handout. The third time I will let them read it silently and then continue to answer all of the questions they didn't get from just listening to it. At the very end students will read the entire story outloud. 

5. Bell work and Homework Tracker 12-13 are due today 

11-8-12 Vocab 2.2 and ESTAR + places

1. Bell work #3 

2. Correct HW pgs. 68-69 and 76-77

3. Vocab handout pg. 129 (pronunciation practice)

4. Powerpoint: Estar + places - Activity focuses on vocab comprehension and verb conjugations of ESTAR (to be). Students practice as a class and then with partners (speaking activity) Focus on Tu and Yo interactions

11-7-12 Vocab 2.2 and ESTAR +emotions

1. Bellwork #2

2. Exam 2.1 (tener/tener que and vocabulary)

4. Powerpoint: Estar and emotions (students communicate using whiteboards) CFU

5. HW - Pgs. 76-77 

11-6-12 No Students

11-5-12 Time, Tener, Classes, Vocab 2.1 and ESTAR 

1. Bell work #1 - Time, classes and tener

2. Exam 2.1 - Tener/Tener que and chapter vocab 

3. Video: 2.2 Vocab presentation

4. Book: Pgs. 112 Act 1,2 and 3 with partners - Basic oral vocab practice to become familar with new terms and pronunciation. Review as whole class (CFU)

5. Book: Pg 114 Act. 5 - Teacher guided vocab practice (CFU whole class) 

6. Estar: Pg. 115 Intro to this very common and important verb

7. Powerpoint: Practice using ESTAR conjugations with emotions (current vocabulary). Whole class whiteboard activity

8. HW: Pgs. 68-69 More practice with time, classes and tener

11-2-12 Make-up Day  

1. Bell work #5 (turn in today) 

11-1-12 Tener, Tener que, Hay que, verb conjugations, time, schedules and vocab 2.1  

1. Bell work #4 (Tener, Tener que, Hay que + vocab) 

2. Book: Pgs. 86-87 + video (vocab presentation)

3. Book: Pg. 90 Act. 4 (practice) + Whole class activity on the board (classes, schedule and time activity)

4. Book: Pg. 88 Act. 1 and 2 (pairs/speaking)

5. Video - Dia de los Muertos (Pt. 3 Mexican Feasts)

6. Bingo - Dia de los Muertos vocab

10-31-12 Tener, Tener que, Hay que, verb conjugations, noun and adjective agreement and vocab 2.1  

1. Bell work #3 - Tener que 

2. Correct HW pgs. 54-55

3. The ideal boyfriend/girlfriend/person - Partner writing assignment using tener, tener que, ser, gustar, and nouns/adjectives. Pairs have 15 minutes to write as much as they can about the topic and then present it to the class.

7. Homework: Pgs. 39-40 (Due Friday)

2. Make-up day: All student will be given a current printout of their grade in this class and have the opportunity to make up any quizzes or tests necessary or get any outstanding work turned in for credit.

10-30-12 Tener, Tener que, verb conjugations, noun and adjective agreement and vocab 2.1  

1. Bell work #2 - Tener que / adverbs of frequency

2. Interviews - Using last night's "20 Questions" homework, students will conduct interviews with 2 different people in class (cocodrilos y monos). They will then briefly share information with the class. (CFU)

3. Chapter 2.1 Vocab handout + classes definitions (pronuncion del vocabulario)

4. Tener + que + infinitive - Introduce concept and do oral and written practice.

5. Homework - Pgs. 54-55 

10-29-12 -Conjugations / Tener / Adjectives / Classroom Rules  

1. Bell work #1 - Rules and consequences followed by short discussion

2. Translations: Random selection of translations to correct by students on the board. (Review of noun-adjective agreement and verb conjugations.)

3. Project Presentations: "Yo Soy....."

4. HW - Write 20 questions using the subject pronoun "tu" = you. Focus on -AR / -ER / -Ir verb conjugations. Questions will be used tomorrow in class to conduct interviews.

10-26-12 -Cultural Day - Dia de los Muertos

1. Bell work #5

2. Day of the Dead (videos and discussions)

3. Handout: Day of the Dead (reading selection)

4. Esqueletos: Coloring activity with skeletons

10-25-12 -ER/-IR verb conjugations, Tener, Adjective and Noun Agreement, Ser

1. Bell work #4 - Tener/-er/-ir conjugations

2. Review of class rules/expectations

3. Speaking Activity: Preguntas Personales - Paired activity, one-on-one interview about what students have (Tener). Answers are then written and presented to class

10-24-12 -ER/-IR verb conjugations, Tener, Adjective and Noun Agreement, Ser

1. Bell work #3 - Tener/-er/-ir conjugations

2. 20 Questions - Adjective and verb practice

3. Verb Relays - Verb conjugation practice

4. Quiz - -ER/-IR/Tener conjugation quiz 

10-23-12 -ER/-IR verb conjugations, Tener, Adjective and Noun Agreement, Ser

1. Bell work #2 - Tener conjugations

2. Correct HW pgs. 29 and 53

3. Verb relays - ER, -IR, Ser, Tener and Gustar practice

4. Oral Questions - Practice quiz: Students respond to a series of oral questions dealing with verb cobnjuagtions and noun/adjective agreement. They are to listen and then give a written response. We will correct as a class at the end of the activity.

10-22-12 -ER/-IR verb conjugations, Tener, Adjective and Noun Agreement, Ser

1. Bell work #1 - -ER/-IR conjugations

2. Verb grids- Tener

3. Powerpoint - Tener + activities

4. Translations - partner work (written) with Tener, Ser and Adj/Noun agreement

5. Homework - Pgs. 29 and 53 (Tener)

10-19-12 Ch. 1.2 review of verb conjugations, adjectives, Ser and Gustar

1. Bell work #5 pgs. 72-73 book (culture)

2. Correct HW pgs. 56-57

3. Book pg. 56-57 review (reading passages)

4. Book pg. 58 Act. 1 and 2 written

5. Pg. 61 review + pg. 62 Act. 5 written

6. Pg. 63 Act. 8 written

7. Pg. 67 Act 12 written

8. Presentations (if time allows)

10-18-12 Er/IR verb conjugations, adjectives, Ser and Gustar

1. Bell work #4 (noun and adjective agreement and SER)

2. Intro to -ER and -IR verb conjugations (verb grid activity)

3. White boards - whole class activity practicing conjugations

4. Paragraph continued: 5 minutes to finish rough draft and then peer editing in groups of 4. Students will do peer reviews and make suggestions/corrections as needed. Students will then rewrite the paragraph and turn it in today. 

10-17-12 General review of body parts, verb conjugations, adjectives, Ser and Gustar

1. Bell work #3 (adjectives) 

2. Opposites - Written and listening activity oon adjectives

3. Who is it? - 20 Questions. Students pick someone in the class and the rest of us have to ask questions to determine who it is. Winners receive candy treat

4. Book: pg. 78-79 Writing Assignment: Begin to write a mini-paragraph - "Yo soy...... = I am.......". Students write 10 sentences desribing themselves. Must use SER, GUSTAR and lots of adjectives.

10-16-12 General review of body parts, verb conjugations, adjectives and Ser

1. Bell work #2 (Noun and adjective agreement)

2. El Cuerpo (TPR body parts review)

3. Verb Relays: Groups of 5 or 6 students. Ver conjugationg practice 

4. Rompecabezas - Vocab Puzzle in pairs and timed

10-15-12 General review of numbers, body parts and vocab

1. Bell work #1 (Noun and adjective agreement)

2. Numbers Review - oral + partner activity (dot-to-dot)

3. Vocab review - Rompecabezas (vocab puzzle with partner)

 (1st 9 weeks = 8/1/12 - 9/28/12) 

8-1-12

1. 5 minutes of Spanish - student reactions to the language (informal teacher assessment)

2. Seating chart

3. Cognates (definition and list)

4. Alphabet and vowel pronunciation

8-2-12

1. Handouts: Syllabus and Classroom procedures

2. Numbers 0-20

3. Small group activity: Prior knowledge about Spanish culture 

4. Homework: Get the syllabus signed and bring in a class fee if possible

8-3-12 

1. Bell work practice and set-up

2. Alphabet practice

3. Numbers 0-20 

4. Mini-conversation: giving information about their animals

8-6-12

1. Bell work #1

2. Palabra del dia set-up and practice

3. Handout - Vocabulary for preliminary chapter (pronunciation practice)

4. Vocab questions: Speaking activitiy whole class and individual

5. Usted vs. Tu explanation and practice

6. Giving information: El numero de telefono

8-7-12

1. Bell work #2

2. Vocab pronunciation practice

3. The date and days of the week oral activity

4. Alphabet - Dictation exercise

5. Practice quiz for Friday (giving personal information)

8-8-12

1. Bell work #3

2. Vocab pronunciation practice - whole class and in pairs

3. Dictation - alphabet practice and vocab builder

4. Numbers - Basic math problems activity to build comprehension

5. Speaking activity - Quiz practice for Friday - groups of 5

8-9-12 - Focus on the alphabet/numbers/pronunciation of the letters

1. Bell work #4

2. Pronunciation practice with numbers lead by teacher then student

3. 10 basic math problems activity in espanol (adding and subtracting) - whole class activity

4. Alphabet review followed by a student lead dictation exercise

5. (Powerpoint) Spanish speaking countries and capitals activity (speaking)

6. Mock Quiz - speaking opportunity for tomorrow's quiz

7. Homework - pgs. 6 and 8 (written)

8-10-12- Focus on the weather, giving personal information, genaral vocabulary

1. Bell work #5 (turn in bell work for the week today)

2. Correct homework pgs. 6 and 8 (speaking)

3. The weather - basic questions about today's weather (speaking)

4. Quiz #1 (speaking) - Giving information about yourself including: greetings, your first and last name, spelling your name, saying where you are from, giving your age and telephone number and then saying goodbye.

8-13-12 - Focus on basic conversational vocab/asking and answering questions

1. Bell work #1

2. Assign Books and introduce parts of book

3. Word Search - countries and animals

4. Book - Reading/Q and A pgs. 1-7 + Act. 1-4 written and spoken

5. Homework: Handout (folleto) pgs. 1 and 2

8-14-12 - Focus on basic classroom vocab and countries and capitals

1. Bell work #2 (written and spoken)

2. Correct HW pgs. 1 and 2 (oral)

3. Handout - Classroom instructions/commands - Practice commands with students

4. Practice quiz - Spanish speaking countries and capitals (Powerpoint)

8-15-12 - Focus on numbers, time, the date and understanding classroom vocab

1. Bell work #3 (written and spoken)

2. Companeros de clase - Speaking activity to find 8 partners and their phone numbers 

2. Numbers activity- Oral review, problems 1-10 on the board, dictation (written activity)

3. Review basic classroom vocabulary and commands (speaking/physical)

4. La Hora - Practicing numbers with time (el reloj) - whole class and partners (speaking)

8-16-12  - Focus on Spanish speaking countries and capitals/numbers/dates

1. Bell work #4 (written and spoken) - focus vocab for greetings/giving information

2. White board review - Review on numbers, days of the week, months, seasons and personal questions (written and listening activity - whole class CFU)

3. Map Handouts - Central and South America and the Caribbean - fill in the Spanish speaking countries and capitals using pgs. XL -XLii in the book. Review orally with students via powerpoint and ball toss Q and A

4. Homework - Handout on the weather, seasons and months

8-17-12 Focus on assessment of learning in the Preliminary Chapter

1. Bell work #5 - Focus on answering personal questions/giving information

2. Correct HW and turn in Bell work and Homework Trackers

3. Review for quiz - white board (whole class) review of chapter vocabulary (written and spoken)

4. Quiz on the Etapa Preliminar

5. Bingo with numbers

8-20-12 Focus on numbers, calendar, time

1. Bell work #1 - Focus on months

2. Vocab Review (written) using white boards

3. La Hora - Practicing numbers with time (el reloj) - whole class and partners (speaking)

4. La fecha - Find your twin - Practicing numbers with dates (TPR and spoken)

5. Book: Pgs. 18-19 Act. 17 and 19 (speaking)

6. Loteria - Bingo with months, days of the week and the date vocabulary

8-21-12 Focus on weather, geography and vocabulary

1. Bell work #2 - Focus on weather expressions and seasons

2. Sentence writing - combining multiple ideas into one sentence. (el tiempo expansion)

3. Countries and Capitals: Book: Pgs 12-15 Act. 11-13 Includes a review of Spanish speaking countries and capitals on pgs. Xl in the book. (speaking and reading)

4. Calendar Project: Introuduce and show examples (Due Tuesday 28th)

5. Homework - Handout on the capitals of Spanish speaking countries

8-22-12 Focus on weather, geography and numbers

1. Bell work #3 - Focus on weather and months

2. Correct HW

3. Paises y capitales - Powerpoint review of countries and capitals

4. Numbers Practice - Oral activity counting to 100 in groups of 5.  Practice and then present to the class. (timed)

5. Homework - Draw and label (copy/paste and labe) 6 different weather expressions 

8-23-12 Focus on weather, geography and numbers

1. Bell work #4 - Focus on capitals + share HW drawings with class (weather focus)

2. Paises y capitales - Powerpoint review of countries and capitals (hablar)

3. Gemelos - Partner activity finding correct date (la fecha) - Hablar

4. La Hora - Clocks and Time activity - worksheets + whole class then partners (speaking)

5. White board vocab review on weather, seasons, numbers, capitals and time

6. Homework - WS on time

8-24-12 Focus on time, capitals and numbers

1. Bell work #5 - Focus on capitals

2. Correct HW

3. La Hora - Handout on time to do in class (partners) - followed by pracitica con relojes (hipopotamos)

4. Pizarrones Blanco - White board review of time, weather, months, seasons, numbers

5. Exam - Paises y capitales - (take and correct) 

6. Bingo - Time expressions

7. Projects: Check in/reminder of expectations and due date 

8-27-12 Focus on time and numbers

1. Bell work #1 - Focus on time (writing)

2. Celebraciones (Cultura) - copy vocab for the calendar project n(writing)

3. Loteria - time (la hora) review of last week - (listening)

4. La Hora - handout using "menos and para". Also paired activity with the clocks with hipopotamos (speaking practice/hands on)

5. White board review - Vocab on time, numbers, capitals, seasons, days of the week and weather (specific and general review)

6. Los numeros 0-100 - whole class speaking activity

7. Calendar project due tomorrow

8-28-12 Focus on time, numbers and chapter vocab

1. Bell work #2 - Focus on the seasons and months (writing)

2. Correct yesterday's in class handout on time (using menos)

3. Numberos 0-50 (speaking activitiy with rinoceronte partners)

4. White board - review of chapter vocab (overall/general) - writiing

5. Bingo - Time (all forms learned to date)

6. Homework - Handout on numbers and dates/calendar

8-29-12 Focus on time, numbers and chapter vocab

1. Bell work #3 - Focus on the weather and seasons (writing)

2. Correct HW on numbers and dates/calendar

3. Handout - El cumpleanos de... (speaking and writing activity with dates/B-day)

4. Study for and take quiz on months, seasons, weather, numbers and time

5. Pass back calendar projects: discuss results/show and tell

8-30-12 Focus on time, numbers, weather and chapter vocab

1. Bell work #4 - Vocab review (pruguntas personales)

2. El Cumpleanos Parte 2 - Act. de hablar / escribir

3. Numbers: 0-00 en voz alta con los leones

4. Powerpoint - El Tiempo, review of weather

5. Benchmark assessment

6. Loteria - Bingo with time 

8-31-12 Focus on time, numbers, weather and chapter vocab

1. Bell work #5

2. Los numeros - grupos de 3 o 4 persons. Count by 2s, 3s, 5s and 10s

3. Loteria - la hora

4. Equipos - vocab review (boys against girls) written

5. Video: Orishas - musica cubana

9-4-12 Focus on 1.1 vocabulary and culture (Miami and los cubanos)

1. Bell work #1 - pg. 51 vocab

2. Book: Pg. 51 - pronunciation of vocab + review of HW assignment directions (due Friday)

3. Book: pg. 28-29 Intro to Unit - Focus on Miami and San Antonio (read aloud)

4. Video: Lonely Planet's Miami's Latino Culture and Miami Beach

5. Discussion on cultural similarities and differences

6. Book: pg. 51 - vocab review

7. Pgs. 32-33 - Vocab in context (read aloud as a class, individual and in partners)

8. Charades with pg. 51 vocab (TPR activity)

10. HW - Pg. 51 vocab photos + Spanish definition for "Talk about Activities and Snack Foods and Beverages)

9-5-12 Focus on 1.1 vocabulary, culture (Miami and los cubanos) and Gustar and infinitives

1. Bell work #2

2. Pg. 51 vocab pronunciation practice

3. Charades: Pg. 51 vocab (TPR) - whole class

4. Gustar - handout (reading) and speaking activity (practice)

5. Book: Pg. 34 Act. 1 y 2 (Gustar)  

6. Culture questions: pgs. 28 and 29 + handout (includes subject pronouns)

7. White borads - vocab review (written and whole class)

8. Homework: handout on gustar

9-6-12 Focus on 1.1 vocabulary, gustar with nouns and infinitives

1. Bell work #3

2. Correct HW on gustar

3. White board vocab review (charades and listening)

4. Sentences with gustar - speaking activity matching preposition with gustar (cards)

5. Homework -  Gustar pgs. 7 and 8 

9-7-12 Focus on 1.1 vocabulary, gustar with nouns and infinitives

1. Review of boby parts and numbers

2. Bell work #4 (Collect today)

3. Correct HW pgs. 7 and 8

4. www.ClassZone.com - online resource info for students (show and tell)

5. Presentations - Gustar + vocab 1.1 dialogue (groups of 3-4) + whole class participation

9-10-12 Focus on 1.1 vocabulary, Subject pronouns and Ser

1. Bell work #1 (Gustar review)

2. Numbers / body parts review (whole class TPR) + student vocab flashcards

3. Interviews: 5 minutes to finish/practice - Presentations  on Friday

4. Pg. 35 - reading vocab in context (pairs)

5. Ser - introduction

- Subject Pronouns/flashcards

- Pg. 37

- verb grids

Pg. 38 Act. 6 and 7 (subject pronouns and ser)

6. HW Ser + de (pg. 8 and 9)

9-11-12 Parent/Teacher conferences (no students)

9-12-12 Focus on 1.1 vocabulary, Subject pronouns and -Ar verb conjugations

1. Bell work #2 (ser conjugations)

2. Correct HW pgs. 8 y 9 (using maps)

3. Show me (TPR activity) Review of body parts and vocab

4. PPT vocab review for quiz tomorrow

5. Whole class: infinitive verb list on white board

6. Handout + Video: Conjugations Back

7. White board conjugation practice + verb grids (whole class)

8. White boards (individual practice - CFU whole class)

9. Handout: -AR verb conjugations (with partner) + correct

10. Wrap up questions: Patito toss + dulces

11. Tarea: Folleto 4 y 5

9-13-12 Focus on 1.1 vocabulary, Subject pronouns, Ser and -AR verb conjugations

1. Bell work #3 (-AR verb conjugations)

2. Correct HW pgs. 4 and 5

3. Show me (TPR activity) Review of body parts and vocab

4. Quiz - subject pronouns, vocab and culture questions

5. Bingo with -AR verb conjugations and Ser conjugations

9-14-12 Focus on 1.1 vocabulary, Subject pronouns, Ser and -AR verb conjugations

1. Bell work #4 (-AR and ser conjugations)

2. Show me (TPR activity) Review of body parts and numbers

3. Presentations: Introducing a friend to the class

4. Bingo with -AR verb conjugations and Ser conjugations

9-17-12 Focus on 1.1 vocabulary, Subject pronouns, Ser and -AR verb conjugations 

1. Bell work #1 (-AR and ser conjugations)

2. Show me (TPR activity) Review of body parts and numbers

3. Presentations: Introducing a friend to the class (continued)

4. Bingo with -AR verb conjugations and Ser conjugations 

9-18-12 Focus on indefinite and definite articles, vocab and student grades

1. Introduce definite/indefinite article - students take notes - oral and written practice

2. Call up students individually to go over their grades

9-19-12 Focus on definite and indefinite articles (1/2 day)

1. Bell work #2 - AR verb conjugations

2. Handout/Homework: 4 page packet on Definite Articles and Indefinite Arcticles

9-20-12 Focus on 1.1 vocabulary, Subject pronouns, Ser and -AR verb conjugations and Gustar

1. Bell work #3 - Ar verb conjugations

2. Partner activities (avestruz) A. Watch vocab video intro (review) B. Telehistoria Video 2 + Pg. 40 Act. 10 questions 1-4 C. Pg. 40 Act. 11 (cultura) + written response D. Telehistoria video 3 + pg. 45 - Act. 18 written E. Pg. 43 Gustar activity 13 and 14

3. HW - Indefinite articles handout

9-21-12 Focus on 1.1 vocabulary, Subject pronouns, Ser and -AR verb conjugations

1. Bell work #4 - Definite/indefinite articles

2. Quiz - 1.1 vocab, ser conjugations and -AR conjugations

3. Rompecabezas - Vocab puzzle (pairs) if time allows

9-24-12 Focus reviewing Sunbect pronouns, Definite/Indefinite articles and verb conjugations + new material on nouns and adjectives

1. Bell work #1 - -AR verb conjugations of "tomar" + school classes

2. Correct Definite/Indefinite Articles HW from last Friday

3. Review body parts orally (TPR)

4. Handout- Review of definite/indefinite articles + body parts/word of the day vocab

5. Homework: Pgs. 27 and 28 

9-25-12  Definite/Indefinite articles with nouns and adjectives 

1. Bell work #2- Classroom vocab + adjectives

2. Correct HW Pgs. 27 and 28 + body parts handout

3. Video: 1.2 vocab intro

4. Powerpoint: 1.2 vocab practice with handout - As a class we watch/discuss/fill in handout

5. HW - Pgs. 30-31

9-26-12  Definite/Indefinite articles with nouns and adjectives (including colors)

1. Bellwork #3 - Nouns and Adjectives

2. Review of last week's quiz

3. Rompecabezas - 1.1 vocab and concepts focus (partners)

4. Los colores - Quick oral/written intro into colors (handout)

5. Translations handout (individual or partner)

6. HW - colors handout

9-27-12  Definite/Indefinite articles with nouns and adjectives (including colors)

1. Bell work #4

2. Correct HW

3. Quiz on definite/Indefinite Articles + Singular/Plural

4. Correct translations

5. Rompecabezas - vocab puzzle (review)

9-28-12 Hispanic Heritage Month Celebration

1. 9 Week Benckmark

2. Fiesta - food and drinks, watch music videos from latino artists, dance, etc.