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Conversación

Submitted by Nikki on

Class Activities: 

We combined the beginner and high beginner classes today since the teacher for the beginner group was stuck in traffic for the snow day.

We reviewed some vocabulary of things in a classroom (carpetas, silla, mesa, reloj, estudiante, maestro). Students were divided in pairs and took turns getting a vocabulary word that they had to get the other student to guess by drawing it.

We then went back to our classroom and students presented their poster on their artist. At the end of class, two volunteers had a conversation as if they were meeting each other for the first time. We are going to spend the next week or so practicing some basic conversations.

Tarea: students are going to introduce themselves to the class, using verbs
* Soy
* Tengo
* Me gusta
* Vivo
* Quiero

Fluency level: 
Beginner

Conversación/datos personales

Submitted by Nikki on

Class Activities: 

Students rewrote the following sentences correcting the errors:
1. La música latina es bueno.
2. Shakira es mucho talentosa.
3. Ricky Martin es Puerto Rico.
4. Me gusto la música de Maná.
5. Es 3 miembros del grupo Calle 13.

Karina Galeano, a visitor who will be substituting a few classes for me in November and December, came to visit our class to meet students today. She did a brief presentation about herself and students were asked questions to make sure they understood her introduction. ¿Qué recuerdas de Karina?

I wrote some information about myself on the board and we went over some vocabulary:
Nikki (nombre)
Knaddison (apellido)
303-456-7899 (número de teléfono)

Students were paired up and shared information about themselves with a partner who filled in the information on a form.

Tarea: correct errors on test for a possible extra 2 points.

Class topics: 
abecedario
datos personales
Fluency level: 
Beginner

3rd Period Matrix

Submitted by kimber on

Class Activities: 

-Students practiced conversational skills by asking one another questions about their age, their name, how they're doing, and where they're from
-We discussed different types of transportation and which you use to go to certain locations
-Students competed in teams in another version of the Amazing Race. I used directions that they began writing for one another last class period. Following these directions around the school led them to the next clue. At each clue, they collected words that they needed to put together at the end to form a sentence. The winning team collected their clues and put the sentence in correct order first
-We practiced with commands, body parts, directions, and verbs by playing "Simon Dice"
-NO CLASS ON FRIDAY. Second quarter begins next Wednesday

Class topics: 
body parts
conversational skills
giving directions
following directions
commands
Fluency level: 
Intermediate

2nd Period Matrix- 10/26

Submitted by kimber on

Class Activities: 

-Students practiced conversational skills by asking one another questions about their age, their name, and how they're doing
-Students learned about the difference between the verbs "ser" and "estar" and when to use each one (see previous lessons for attachments)
-We practiced with the verbs by categorizing English sentences according to which verb you would use in Spanish
-Students began making sheets about themselves, using at least one sentence with "ser" and one with "estar". We will finish working on this next class period.
-NO CLASS THIS FRIDAY. Second quarter begins next Wednesday

Class topics: 
ser
estar
Fluency level: 
Beginner

Before School: La última clase de cuarto uno (10/26)

Submitted by kimber on

Class Activities: 

-Students filled out a questionnaire about the first quarter of Before School Spanish (see attachment)
-Students practiced conversational skills by asking one another questions about their names, how old they are, how they're doing, and where they're from
-Students practiced useful phrases; how to ask to speak in English, how to ask that someone speaks slowly, and how to say "excuse me"
-Students reviewed body parts by playing an active game in class
-Students were given a sheet explaining how to tell time in Spanish. They should look this over at home in preparation for class next week (see attachment)
-THERE IS NO SPANISH CLASS ON FRIDAY. The second quarter begins next Wednesday

Class topics: 
body parts
time
conversational skills
Fluency level: 
Beginner

Examen, música latina

Submitted by Nikki on

Class Activities: 

Students took a test on music today to finish up our unit on Latin music. For extra credit, they could write on the back of the test information about salsa, flamenco, and tango. On the map portion, students are to write the country and nationality of each artist and identify the country on the map.

Once students were done with the test, we did a short activity together (Mad Libs in Spanish).

Tarea: students need to bring in their final completed poster that they will present to the class on Friday.

Class topics: 
Music
Maná
Shakira
Ricky Martin
Calle 13
Fluency level: 
Beginner

Cocina latinoamericana: coffee table book project

Submitted by Nikki on

Class Activities: 

Students wrote the recipe for one of the foods we made in class (including ingredient list and process)
Escribe una receta (medialunas, dulce de leche, aguas frescas, o salsa)
Ingredientes:
Proceso:

Students got into their group and had 20 minutes to work on their section of the coffee table book we're making about Latin American cooking. Each group has a section they need to complete (Argentine food, Mexican food, overall Latin American cooking, and a cover page). Sections of the book are due Thursday.

Tarea: complete your group section of the coffee table book. Study for test we'll be having Thursday about food. Students will need to know cooking vocabulary (document attached), and information from Cocina Latinoamericana article (attached).

Fluency level: 
Intermediate

Cocina latinoamericana: review for test and project

Submitted by Nikki on

Class Activities: 

Students filled in cooking vocabulary in the sentences below.

Útiles de la cocina

  1. Es un aparato que usamos para calentar algo muy rápido. ___________________
  2. Es necesario para cocinar galletas, pan, y pasteles. ___________________
  3. Es un aparato que tiene dos secciones: una para refrigerar y otra para congelar. _____________
  4. Usamos estos instrumentos para comer: _______________, ______________, ____________.
  5. Para hacer salsa, hay que ________________ los ingredientes con un _______________.

Verbos: en la cocina

Escribe los verbos como mandatos (commands)
1. Cook
2. Open
3. Put on a lid
4. Mix
5. Add

We played a game reviewing information for the test. Students had white boards and answered questions.

To finish up our unit, we are doing a quick project where students are putting together a coffee table book about Latin American food. Each group was given a section of the book and will be responsible for putting together photos, recipes and general information about their topic to add to the book.

Next Thursday students will take a test on our music unit. They will need to study vocabulary related to the kitchen (attached) and an article about Latin American cooking (attached). They also need to be able to make verbs into commands and to be able to write a recipe.

Fluency level: 
Intermediate

Música latina: Preparation for exam and poster project

Submitted by Nikki on

Class Activities: 

Students arrived and quizzed each other on vocabulary they will see on the test:

Quiz your partner on these music vocabulary words:

  • to dance
  • to play (an instrument)
  • to sing
  • sound
  • concert
  • singer
  • radio
  • voice
  • style
  • song
  • lyrics
  • music
  • rhythm
  • artist
  • instrument
  • band/group

Quiz your partner on these past tense verbs:

  • Nació
  • se crió
  • encontró
  • empezó
  • entró
  • conoció
  • le gustaba
  • se mudó
  • creó
  • ganó

Students got in their artist group and had a chance to go to the computer lab and work on/finish their poster.

For Wednesday's test, students will need to:
* match a piece of information with the correct group or artist (Shakira, Maná, Calle 13, Ricky Martin).
* identify on a map the country and nationality of each artist/group
* Match a photo with the correct group/artist
* know past tense verbs (list above)
* know music vocabulary (list above)
* listen to a song a identify the correct artist/group

Tarea: study for test next Wednesday and complete poster on their artist. After the test they will present their poster to the class.

Class topics: 
música
Fluency level: 
Beginner

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