Submitted by Nikki on
To learn about Cusco and practice adjectives, places in a city and important verbs.
Students complete attached do now activity.
Introduce city of Cusco and students share what they know about the city.
In pairs, students read the attached text and answer questions about Cusco.
Tarea: 5 sentences comparing D.F. and Cusco.
ej. D.F. es más grande que Cusco.
Submitted by Nikki on
Students completed attached do now activity reviewing directions from last week.
As a class, students shared what they learned about The Day of the Dead (which they had researched and written a quick text about in Spanish).
We reviewed and learned vocabulary at the top of attached document (actividad audativa) and listened to a video explaining El día de los muertos. We listened to the activity twice. Students answered questions on the worksheet and we went over the answers as a class.
Played game Lotería.
Tarea: no hay.
Submitted by Nikki on
To practice easy directions using a map.
Students completed attached do now activity reviewing vocabulary and introducing a few new words related to directions.
Maestra introduced some basic direction-giving words:
norte
sur
oeste
este
noroeste
noreste
suroeste
sureste
dobla a la izquierda
dobla a la derecha
sigue derecho
Students received map of Antigua, Guatemala and were given directions to two locations. (In retrospect, this activity was a bit too difficult!).
Tarea: texto de 5 frases. ¿Qué es el Día de los muertos? ¿Se celebra el Día de los muertos en Guatemala?
Submitted by Nikki on
Students completed attached do now activity reviewing some of the information we've learned about Mexico.
Students completed attached worksheet about the Day of the Dead, answering Verdadero/Falso statements and matching up vocabulary words with pictures of important things related to the Day of the Dead.
Played Lotería game as a big group.
Tarea: Research city Cuzco and write 5 sentences in Spanish about it. For example, Cuzco es grande (o pequeño). Tiene muchos museos. Use verbs es (is) y tiene (it has).
Submitted by Nikki on
To teach the formula for comparing two things using Denver and Mexico City.
To review vocabulary and information from Monday's text about Mexico City.
Do now activity attached (in English) getting students to think about whether or not they would travel to DF.
Taught formula for comparing two things:
Harry es más alto que Lizzie.
Lizzie es menos alta que Harry.
Applied to cities and adjectives we've been learning about cities:
DF es más grande que Denver.
DF es menos tranquilo que Denver.
Students matched vocabulary with photos in the attached worksheet and on the back wrote 10 statements comparing Denver and DF (DF is more dangerous than Denver, etc).
Tarea: 3 sentences describing Diego Rivera and 3 sentences describing Frida Kahlo.
ej. Diego Rivera es artista.
Frida Kahlo es mexicana.
Submitted by Nikki on
To learn about some important places of interest in the Spanish-speaking world.
Students started with do now activity asking about places they want to visit in the world and why. Students looked up countries they didn't know the Spanish name for. Each student shared where they would like to visit and other students identified what continent it was on.
In groups of four, students received attached handout giving clues about various places in the Spanish speaking world. Using computers in the classroom, students had to use the clues given to a) identify the place described and b) match the picture with the place described.
Tarea: students received their tests they took Thursday and have to correct mistakes they made on the test.
Submitted by Nikki on
Students received their tests that they had taken on Monday. Everything underlined in red students needed to correct and hand back in. They were able to use notes in order to make the corrections. Students will have the opportunity to retake the test, and should continue studying the attached sheet.
Several students took the test for the first time today, since they needed extra time to prepare from having missed several recent classes or feeling behind in class.
Tarea: continue to study for students who plan to retake test.
Submitted by Nikki on
Students completed attached do now activity and we went over it as a group.
Students presented their posters and I asked listening comprehension questions about the presentations.
Handed out information to prepare for Thursday's test (on bottom of do now activity attached) and played a review game. To prepare for test, students should reread all 5 biographies of artists we've been studying (copies attached). Students should pay special attention to the past tense verbs on the Julieta Venegas biography. Also, students need to practice music vocabulary (also attached).
tarea: prepare for test Thursday
Submitted by Nikki on
Students take test on vocabulary we've been working on around: family, nationalities, professions, descriptions, and verbs.
Students who have been behind or have missed several recent classes did some review and will take the test Wednesday. Here's Friday's class to help you prepare for test.
Tarea (homework): none for students who took test today. For students taking test Wednesday, homework is to prepare for test.
Submitted by Nikki on
To prepare for Monday's family and adjective test.
Do now activity (attached). Go over together in group.
Prepared students for test on Monday. The test will have 5 sections: translations, opposite words, vocabulary, family, and errors. Went over a few practice questions in each category to prepare for test:
translations:
She is a talented singer. Students wrote: Ella es cantante talentosa.
My dad is laid-back. Mi padre es tranquilo.
He is not social. Él no es sociable.
opposites:
alto (bajo)
joven (anciano)
simpático (antipático)
triste (feliz o alegre)
liberal (conservador)
vocabulary:
Canadian (students wrote: canadiense)
Mexican (mexicano)
Columbian (colombiano)
familia:
El hijo de mi tío es mi... (The son of my uncle is my...cousin): primo
La madre de mi madre es mi...
La esposa de mi padre es mi...
errores:
Mi madre es activo. The mistake in this sentence is: activa (because mom is feminine, therefore adjective descriptor must be feminine).
To prepare students, make sure they know vocabulary on the sheet attached. You can quiz them on the individual words and then ask them to put it together in practice sentences.
ej. The doctor is friendly.
The lawyer is interesting.
is = es
he = él
she = ella
Tarea: prepare for test