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Festivales y viaje

Class Activities: 

Students arrived and answered question: which festival that we've studied would they rather go to.

¿A cuál de los festivales quieres asistir y por qué? ¿El encierro, Carnaval en Cadiz, La Tomatina?

Final group presented about their festival (Carnaval en Cadiz).

As a group, we voted on which festival we'd like to go to. The group chose to attend La Tomatina. We figured out what needed to be done before the trip:

Necesitamos:
* estudiar el mapa
* comprar los pasajes
* reservar el hotel
* conseguir los pasaportes
* alquilar un carro
* hacer la maleta
* hacer el programa de viaje

Next, we divided up responsibilities:
* Devon va a estudiar el mapa
* John va a comprar los pasajes
* Julia va a reservar el hotel
* Portia va a conseguir los pasaportes
* Maren va a alquilar un carro
* Addie va a hacer la maleta
* Solomon va a hacer el programa de viaje

Tarea: each student needs to complete their task related to our trip to España for La Tomatina festival.

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Comida: menu prices

Class Activities: 

Students arrived and completed the activity below.
Circle the one that doesn't make sense.

  1. a) gaseosa b) té c) chocolate d) jugo de naranja
  2. a) manzana b) lechuga c) fresa d) uva
  3. a) puerco b) pollo c) aguacate d) res
  4. a) sandía b) cebolla c) lechuga d) zanahorias
  5. a) pan b) arroz c) ciruela d) papa

Students were given a similar but different partial menu (attached). Each menu only contained half of the pricing information, so students had to ask each other "¿cuánto cuesta el té con limón?" while the other student answered. Once we were done, reviewed menus, definitions and prices as a class.

Tarea: continue to work on vocabulary related to food that we've been working on the last month. Students will be taking a test shortly on food vocabulary.

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Comida: repaso

Class Activities: 

Students arrived at class and there were around 40 words on the board related to our food unit. Students were to write down any words they didn't know and ask for definitions, using phrase ¿Qué significa...? Words included:

tenedor
cuchillo
cuchara
servilleta
vaso
frutas
sandía
manzana
plátano
durazno
verduras
lechuga
zanahorias
aguacate
tomate
frijoles
productos lacteós
yogur
queso
carnes
pescado
carne de res
puerco
pollo
bebidas
jugo
agua
gaseosa
postre
helado
chocolate
torta
carbohidratos
arroz
pan
papas
comida
desayuno
almuerzo
cena
restaurante
supermercado

In teams, students competed to identify word that was described using a flyswatter.

Tarea: over break, students should make flashcards or use whatever method works for them to memorize food-related vocabulary.

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Cultura: presentaciones de festivales

Class Activities: 

As warm up activity, students wrote what they remembered about the dance styles they learned about last week.

¿Qué recuerdas de...?

La salsa

El tango

Ballet folklórico

Flamenco

After the warm up activity, students watched parts of four videos and had to identify which dance they saw.

Presentaciones

Students had 10 minutes to finish preparing and practicing their presentation. They started their presentation by writing 5 words on the board from their presentation that other students may not know. Before presenting their festivals, we talked about the importance of speaking clearly, loudly and using eye contact in presentations.

While students presented, other students took notes and I asked questions after each presentation. La Tomatina presented first followed by El Encierro. We ran out of time for the last presentation: Carnaval en Cadiz, so the final group will present after break.

Tarea: Students received an article about La quinceañera that they need to read and then on the back (attached) they need to answer questions comparing and contrasting La quinceañera with either the American tradition of Sweet Sixteen or Bar and Bat Mitzvah.

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Comida: presentaciones del piramide nutricional

Class Activities: 

Students matched up vocabulary below as their warm up activity:

desayuno beans
comida lunch
lechuga rice
ensalada breakfast
arroz dinner
frijoles food/meal
almuerzo salad
papas lettuce
cena potatoes

Students presented their food pyramid and menu to the class. Other students listened and answered questions after each presentation.

Introduced new vocabulary regarding place setting:
tenedor -- fork
cuchillo -- knife
cuchara -- spoon
servilleta -- napkin
vaso -- glass
plato -- plate

Students each got a white board and I described a word related to food that students wrote on their board.

Tarea: review food vocabulary including: fruits, veggies, meat, carbs, dairy products, desserts, place settings, breakfast, lunch, and dinner.

Comida:piramide nutricional

Class Activities: 

Sorry parents, I've gotten behind on posting lessons but will make sure that I'm posting each class this coming quarter. Students handed in their book about themselves today and we will be adding a few more pages and publishing them within the next few weeks.

In groups, students were given a large poster and were to draw the food pyramid with a few labeled foods in each category. Students then had to come up with a day's menu (desayuno, almuerzo, cena) following the food pyramid guidelines. They will present their menu on Monday.

Tarea: complete their food pyramid poster if they haven't already. If students did not hand in their books, make sure to bring it in Monday.

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Cultura: presentaciones de baile y festivales

Class Activities: 

Sorry parents! I've gotten behind on posting lesson plans.

As the warm-up activity, students were to read over corrections I had made to their previous homework texts (comparing cultures and describing a festival in the Spanish-speaking world).

Students were given the attached handout to take notes while other groups presented about dance styles from the Spanish-speaking world. Groups who studied flamenco, tango, and ballet folklórico presented.

We talked as a group about what makes a good presentation:
* visuals
* clear information
* being interactive
* eye contact and not just reading from a sheet

I mentioned that student presentations are improving, but could continue to improve. Students should start their presentations writing up to 5 vocabulary words on the board that might be new to other students. Students should keep their presentations and clear as possible using vocabulary they already know and only looking up a few words if necessary. Students were divided into their festival groups and were given the rest of the class to divide up responsibilities to present on Tuesday. They will have a few minutes at the beginning of class to practice the presentation and then will present to the class.

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Cultura: baile y festivales

Class Activities: 

Students received a map of Spain and had to label surrounding countries (España, Francia, Marruecos, Portugal).

First group presented on the style of dance they were assigned. Other groups will present on Thursday.

We listed several festivals celebrated in the Spanish-speaking world, including: Carnaval, Día de los muertos and Semana Santa. I introduced a few more: La Tomatina and El Encierro (running of the bulls). Students were divided into groups and were assigned a festival celebrated in Spain: Carnaval en Cadiz, El Encierro, o La Tomatina. Students were given an article about their festival, but could do some additional research. Each student was given a large poster on which to create a visual promotion of their festival.

Tarea: students need to be ready to present their dance on Thursday.

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Sobre mi: book about students

Class Activities: 

Students arrived and wrote a few sentences describing themselves in Spanish.
ej. Soy estudiante en Logan. Tengo pelo rizado y ojos azules. Soy simpática y feliz. Me gusta equiar y leer.

Students received attached handout with several different categories. Students are going to put together a book about their life using concepts we've been working on since the beginning of the year. They should have already completed a page in their book about their typical weekly schedule. In class, students were to write at least 4 sentences in each category. We went over some common connector words:
en - in/on
con - with
y - and
o - or
también - also

Tarea: complete 4 sentences in each of these categories: Sobre mi, mi familia, Mi ciudad

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Ocio: listening activity and guía de ocio

Class Activities: 

Students arrived and received a Guía de ocio and responded to questions about the guide.

Students listened to the attached recording where a daughter and mother talk about their hobbies. Students received attached worksheet with pictures/drawings depicting the different hobbies. As they listened, students had to put an A or B next to each picture/drawing depending on whether the daughter (A) or mother (B) described the hobby.

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