Submitted by Nikki on
Students completed attached do now activity.
Reviewed verb conjugations we know (yo, él/ella/ud.) and added remaining regular preterite verb conjugations.
Students received attached list of holiday elements/symbols and they categorized vocabulary and activities by holiday. For those that finished, students completed the remaining worksheet.
Tarea: memorize verb endings for preterite verbs.
Submitted by Nikki on
Students completed do now activity answering question: ¿Prefieres visitar D.F., Cusco, o Buenos Aires?
Review game: students had white boards and markers to review recent material about cities in three categories below:
Vocabulario (translate from English to Spanish):
* ice cream
* there is/there are
* flag
* ruins
* volcanoes
* pollution
* mountains
* inhabitants
* clean
* dirty
* big
* small
* safe
* dangerous
* country
* city
* street
comparaciones: (translate from English to Spanish)
* D.F. has more museums than Baires.
* D.F. is bigger than Baires.
* Cusco is smaller than D.F.
* D.F. is noisier than Cusco.
* Cusco is more mellow than D.F.
D.F., Cusco, o Buenos Aires
* Frida y Diego
* monumento similar al monumento en Washington DC
* Tango
* Ruinas famosas: Machu Picchu
* Una ciudad en Perú
* Una ciudad en México
* Una ciudad en Argentina
* Carlos Gardel y Eva Peron
* Zócalo
* Casa Rosada
* Plaza de Armas
* Parques de Palermo
* Día de los muertos
Tarea: complete attached handout
Submitted by Nikki on
Students completed attached do now activity.
As a class, we made a big list of things people normally do on vacation (related to do now).
Students received attached handout with photos of different places in Cartagena de Indias.
Students listened 3 times to a listening comprehension exercise where they were taken on a tour of Cartagena. The tour took them to 8 places, and the main goal was to put places in order. The next goal was to listen to the name of the place and retain any other information.
Students learned how to form the preterite past of regular verbs for yo:
hablar --> habló
escribir --> escribí
correr ---> corrí
Tarea: students need to choose a city we have studied (Antigua, Valparaíso, o Cartagena) and write a letter in the past about their trip there (using at least 7 verbs).
Submitted by Nikki on
For do now activity, students translated three sentences (all vocabulary used in last class text):
My best friend is nice.
Denver is the capital of Colorado.
My name is __________ and I am from ___________.
Tour of Buenos Aires:
Students received attached handout including photos of places in Buenos Aires. Taught/reviewed vocabulary:
primero -- first
después -- later/after
luego -- later/then
calle -- street
edificio -- building
vamos a visitar -- we are going to visit
Using the photos, students put the tour in order from 1-13.
Primero, vamos a visitar a dos personas importantes en la historia de Argentina.
1. Carlos Gardel era cantante de tango muy importante.
2. Eva Peron o Evita era la esposa de Presidente Juan Peron.
3. Despues vamos a visitar la casa del presidente: la Casa Rosada.
4. Luego, vamos a visitar la zona que se llama La Boca. En la Boca, las casas tienen diferentes colores interesantes.
5. Después, vamos a visitar el cementario de Recoleta, donde están enterradas muchas personas muertas de Argentina.
6. Luego, vamos a ver arte en el museo Malba.
7. Después, es necesario descansar y comer helado. En Buenos Aires, el helado es delicioso. Es muy similar al helado de Italia.
8. Luego, vamos a visitar los parques de Palermo. En el mapa de Buenos Aires, hay mucho espacio verde donde están los parques.
9. Después, vamos a ver una calle super grande cerca del centro.
10. En Buenos Aires hay mucho grafiti.
11. Luego, vamos a visitar una calle peatonal se llama Florida.
12. En la calle Florida, hay dos personas bailando tango.
13. Finalmente, vamos a visitar un monumento similar al monumento famoso en Washington D.C.
Went over answers and saw if students remembered details about the text (¿Cómo se llama el cantante de tango?)
Tarea: review all homework, handouts, and do now activities related to our unit about cities (DF, Cusco, y Buenos Aires).
Submitted by Nikki on
Students completed attached do now activity relating to verbs used in Pablo Neruda homework.
Went over homework briefly.
Students worked in groups to read the attached text and answer questions about Valparaíso, Chile. Went over answers as a class.
In teams, students competed to answer questions around our Exploring the Spanish-Speaking world unit. Categories included:
* Antigua o Valparaíso
* verbos
* información general
* direcciones
* lugares en la ciudad
Tarea: review all recent handouts and do now activities related to current unit.
Submitted by Nikki on
Students completed attached do now activity.
Students shared what they learned about Buenos Aires for homework.
Buenos Aires es la capital de Argentina.
Buenos Aires tiene muchos inmigrantes de Italia y España.
El tango es de Buenos Aires.
Las personas de Baires se llaman "porteños".
Students completed attached worksheet, reading the text and answering questions. Students modified the text to be about them as much as possible. Ej. Me llamo Nikki y soy de Denver. Denver es una ciudad grande y tranquila. Tiene museos, parques, un jardín botánico...etc.
Tarea: Complete modifying the text to be about them (it's not necessary to adapt each sentence, but as much as possible).
Submitted by Nikki on
Do now: students translated sentences:
1. I want to travel to Antigua.
2. I like cities with a lot of history.
3. Antigua is a colonial city in Guatemala.
Using attached Pablo Neruda poem vocabulary, students drew picture relating to the poem. Afterward, we went over the poem as a class and talk about its meaning. Next class we'll be talking about Valparaíso, where Pablo Neruda lived.
Tarea: Using attached worksheet, students fill in appropriate past tense verb.
Submitted by Nikki on
To review what we've learned so far during during our cities unit.
Do now activity: Students translate sentences below:
1.
2.
3.
In four teams, students compete using knowledge from the cities unit so far. Categories include: vocabulario, traducciones, y verdadero/falso. Question examples are below:
¿Cómo se dice________________ en español?
* city
* street
* dangerous
* safe
* clean
* big/small
* dirty
* flag
* mountains
* ruins
* habitants
* trash
* polution
* volcano
traducciones
¿Cómo se dice en español..........?
* There are a lot of tourists in Cusco.
* Cusco has famous ruins.
* Guinea Pig is a specialty in Peru.
* Cusco is an important city in Peru.
* There are a lot of tourists in the historic center.
Verdadero/Falso
* La plaza principal en Cusco se llama El Zócalo.
* Cusco es la capital de Perú.
* Cusco está cerca de Machu Picchu.
* La plaza principal en D.F. se llama la Plaza de armas.
* Cusco es la capital histórica de Perú.
* Cusco no está cerca del aeropuerto.
* Cusco no tiene mucho sol.
* Df es seguro, tranquilo, y bonito.
* DF no es la capital de México.
* DF es una ciudad grande y cosmopolitana.
* Cusco está cerca de volcanes.
* DF no tiene problemas ecológicos.
* Frida Kahlo y Diego Rivera no son famosos.
* El arte de Diego es más político que el arte de Frida.
Tarea: 5 cosas interesantes de la ciudad Buenos Aires.
Submitted by Nikki on
Students completed attached do now activity.
In pairs, students received map (attached) of Cusco and had to fill in blanks on the worksheet attached. Ej. La plaza principal en Cusco se llama ____________________ (la Plaza de Armas).
When they completed this task, below the line on the attached worksheet where it says Postales, students filled in the blanks as if they were writing a postcard from Cusco.
Tarea: Students should fill in the Postales text on the worksheet and make a postcard. They can use a photo of Cusco that they print out or they can draw a map or a picture of themselves in Cusco. On the back side of the "postcard", transfer and fill in the wording in the Postales section of the worksheet.
Submitted by Nikki on
To learn about Antigua and to practice useful vocabulary (descriptions and places in a city).
Students completed attached do now activity (translations).
To learn about the city of Antigua, Guatemala, students completed attached activity in pairs: reading the text aloud and matching the 12 underlined words with 12 photos.
Tarea: ¿Quién es Pablo Neruda? 5 frases.