Submitted by kimber on
-Students had a substitute, Karina.
-Students practiced conversational skills with one another.
-Karina gave a presentation on where she is from, Colombia.
-With Karina, students created another “Cuento Loco” using present tense verbs we've gone over in class.
-No homework was given.
Submitted by kimber on
-Students practiced conversational skills with one another.
-We played “Simon Dice” to practice with commands, body parts, and directions.
-We reviewed the use of the verb gustar. Students practiced creating their own sentences with this verb.
-We discussed new vocabulary of school subjects (see attachment).
-No homework for today.
Submitted by kimber on
-Students had a substitute, Karina.
-Students practiced conversational skills with one another.
-Karina discussed further details on expressing likes and dislikes. She gave them an explanation sheet on how to use the verb gustar. In class, they worked on a worksheet to practice using this verb (see attachment for explanation sheet and worksheet).
-Students were given homework on gustar (see attachment).
Submitted by kimber on
-I did not make it to class today as I was stuck in traffic.
-Nikki gave the students sentences to translate from English to Spanish.
-Students should have a copy of the reading on “Comida Mexicana”. Homework is to read over this sheet. We will discuss it in class on Friday (see attachment).
Submitted by kimber on
-Students had a substitute, Karina, for this class.
-Students practiced with the verbs querer, beber, and comer.
-Karina talked about Colombia and typical dishes Colombians enjoy.
-No homework was given.
Submitted by Nikki on
Do now: Students needed to match the description with the region/geographical feature of South America.
I showed students flash cards vocabulary words related to things around the house. Students wrote down any words they didn't know.
The rest of class was devoted to completing presentations in the computer lab. Students will share their presentation Thursday.
Tarea: type up 6 questions (incorporating corrections) that they will hand out to the class Thursday when they do their presentations. On Thursday, students will give their presentation hand out their questions. The questions are what other students should have learned from listening to group's presentation.
Submitted by Nikki on
Students arrived and competed the attached matching activity. They matched things from their to do list with activities. We went over this activity as a class.
The plan for class today was to review for our upcoming exam next Friday. Students had 3 minutes to look at their notes. Students were divided into teams of 2, and were given attached worksheet about festivals. Students had to write the main element about the festival and the city and town where the festival takes place. Ej. La Tomatina/elemento importante = tomates/Buñol, España. Students switched their worksheet with another group to score.
For part two of our review, students received a small white board and answered questions I proposed, getting one point for each correct answer. We started with verdadero/falso questions below:
Tarea: students are to keep reviewing information that will be on test next week, including:
* numbers
Submitted by Nikki on
Students arrived and completed the capital cities to the following countries:
Escribe las capitales de los países suramericanos.
Brasil:
Argentina:
Chile:
Bolivia:
Venezuela:
Uruguay:
Paraguay:
Perú:
Colombia:
Ecuador:
We played a game to review preterite tense verbs.
We then went over the activity from Tuesday and confirmed that everyone had the same route:
1. Santiago
2. Valparaíso
3. Puerto Montt
4. Punta Arenas
5. Ushuaia
6. Cabo de Hornos
7. Falkland Islands
8. Montevideo
9. Buenos Aires
Students were paired in groups tasked to put together a PowerPoint presentation of 5 minutes educating the group about a specific geographical feature of South America. Students randomly received the following features: Patagonia, la selva, las montañas, el agua (rios, océano, lagos), desiertos y salares, y grandes urbes. We went to the computer lab for around 10 minutes, and students were to come up with a bit of a plan for their presentation and start research.
Tarea: Write 3 questions that you want other students to be able to answer after your presentation.
Submitted by kimber on
-Students practiced their conversational skills with one another. We practiced using mucho gusto or encantado/a (it's nice to meet you), when introducing ourselves.
-Students completed comprehension questions on the Latin artists we previously discussed in class (see attachment for questions).
-We looked at a couple photographs of real life art from Salvador Dali, including a lobster telephone.
-Students began working on their next project, which is to create a drawing in the inspiration of Dali. Students are to draw a scene of objects made up out of unusual objects, such as a car with bread wheels, or the Roman Colosseum made out of a giant drum. We will continue working on these drawings next week.
-I will be out of town this Friday, Jan 6. My sub will be Karina, who has previously subbed at Logan for Spanish. She is from Colombia and is very excited to have our students in class.
-Students have no homework.
Submitted by kimber on
-Students practiced conversational skills with one another. We practiced using “mucho gusto” (it's nice to meet you) after introducing ourselves.
-We discussed how to translate various activities we may like to do. We filled out the vocabulary sheet as a group (see attachment for vocab).
-We discussed how to express if you like something or not. “I like” is Me gusta, or “I don't like” is No me gusta. “You like” is Te gusta, or “You don't like” is No te gusta. Students went around the classroom with a checklist of activities, asking each other what they like.
-I will be out of town this Friday, Jan 6. My sub will be Karina, who has previously subbed at Logan for Spanish. She is from Colombia and is very excited to have our students in class.
-Students do not have any homework.