Class Supplies 2014

Binder or Folder–These are completely optional.  I will be posting handouts and vocab online, so students may access those as they need them.  If your student feels more comfortable with a folder or binder, that is completely fine.

1 Pair Ear Buds–Any brand is fine.  Students will store these in my room all year long in a sandwich bag with their name on it.  Students will be able to take them home at the end of the year.

2 Pads White Sketch Paper–9 in x 12 in 50 sheets from Office Depot

1 Pkg Crayola Marker (Boys)

1 Pkg Colored Pencils (Girls)

**We periodically make paper slide videos that require the art supplies I am asking you to purchase.  The markers, colored pencils and paper will be stored in my room to be made available to students for use in illustrating their slides for their videos.

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Martes el trece Practice

I have looked over your assignments from yesterday on the reading, and I have found a few issues.  I am going to give you the five questions that were most troublesome for everyone.  Please pay attention to what the question is asking.  Then, I am going to give you the answer to the question in English, and I would like for you to translate the answer to Spanish.  To do this assignment, you will need to do the following:

  • Log in to your blog; remember that is first initial, last name .wonecks.net EX: jsmith.wonecks.net
  • Create a new post titled Martes el trece #1
  • You will need to look at the questions below and make certain you know what the question is asking
  • Then, look at the English answer below the question
  • Translate the answer into Spanish on your post
  • Please copy both the question and the answer I give your post
  • Type your translation of the answer underneath the original question and answer

**Your work is due by 10:00 pm tonight; however, since you have a quiz tomorrow over the story, I would encourage you to get your work in as early as possible so I can look over it and submit comments back to you about anything you need to rethink.  I will leave my suggestions in the comment sections of your post.  It will be your responsibility to check your post to see if you need to make changes.  If you have any questions, you may email me or tweet your question to @mrshuggs102

Assignment:

1.¿Adónde fue él cuando se rompió el brazo?

He went to the hospital when he broke his arm.

2.¿Por qué llegó tarde él a la escuela?

He arrived late because he missed (perder) the bus.

3.¿Por qué pensó él que el miércoles sea(would be) mejor día?

Because his friend gave him good news about his wallet.

4.¿Por qué recibió una detención en la clase de ciencias?

He received a detention because he talked too much(demasiado) in science class.

5.¿Qué comió él para el almuerzo?

He didn’t eat nothing for lunch.  (remember, in Spanish, you want to answer with a double negative here)

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Preterite Practice Group Work 1A

You will need to get into group of 3 for this assignment.  You will be working together to create a storyboard with characters and a story using preterite tense in Spanish.  You will need:

  • One page from sketchbook
  • Crayons, colored pencils, marker, etc.
  • Preterite Notes or Conjugation Charts
  • Scratch paper to plan you story

In each group, you will need an illustrator, a planner and everyone will be responsible to creating the story.

Your story will need to include the information below, but you will also need to add vocabulary as you see fit to complete your story.  You story must be no shorter than 12 lines, and everyone must document their contribution to the story.

Scenario 1–Must include the information below, but you may add vocab and characters as necessary:

Characters:  Las gemelas-(twins) que se llamaban_________, Sr. Noll

Verbs:  Acercarse, Decir, Decidir, Devolver, Meterse en problemas

Scenario 2–Must include the information below, but you may add vocab and characters as necessary:

Character:  Jason

Verbs:  Tuvo una fiesta, Recibir permiso, Conocer, Meterse en problemas

Scenario 3–Must include the information below, but you may add vocab and characters as necessary:

Character:  Un criminal que se llamaba__________, la policía

Verbs:  Divertirse, Devolver, Conocer, Ver, Traer

Choose any of the 3 scenarios.  You will need to submit a rough draft of your story.

 

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Preterite Practice 5 Answers

1.La madre de Jason fue a España el verano pasado por dos semanas.

2.Tuvimos que ir a la reunión por tres horas.

3.Las chicas bucaron su proyecto, pero no econtraron su tarea.

4.Jason tuvo una fiesta a su casa, pero él no recibió permiso de sus padres.

5.Porque él no les dijo, Jason y sus amigos se metieron en problemas.

6.Cuando la madre de Jason volvió a la casa, ella vio muchos jovenes saliendo de la fiesta.

7.Cuando sus padres llegaron a la casa, ellos conocieron a unos/algunos de sus amigos nuevos.

8.Jason y su novia se divirtieron a la fiesta, pero ellos decidieron no tener otra fiesta sin recibir permiso.

Skip 9

10.Uno de los amigos de Jason se acercó su madre para decirle que se sentía mal.

 

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Week of Jan 26th thru Jan 30th 2015

Objective:  Students will use preterite tense to discuss past actions in written, speaking, listening, and reading activities in the target language.

Monday:  Notes on Preterite Er/IR Conjugation, Gar, Zar, Car verbs and IR/Tener; Written practice with Er/Ir verbs and Ir/Tener

Tuesday: Warm-Up Translation; Go over those translations; Write rough draft of “What I did yesterday” writing assignment on Google Drive; Pronunciation practice and flashcards

Wednesday:  Warm-Up Translations; Quick Practice quiz using Buscar, Llegar, Almorzar, Ir & Tener; (quiz is designed to check for understanding and to help students see what they need to study for their quiz) Correct rough draft for homework

Thursday:  Warm-up Translations; Blog post: Type post for “What I did yesterday” assignment; Add photos to post; Create a conjugation table with verbs from this week and sentences with each verb; Pronunciation Practice; Flashcards

Friday:  Quiz on verbs for the week; Read the “What I did yesterday” blog post of another student from class and leave a comment

Materials:  Notes pages, paper/pen, mobile devices, blogs

Evaluation:  Formative: Class discussion; Practice Quiz; Translations/Summative: Quiz and Friday Blog Post

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

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Week of Jan 12th thru Jan 16th 2015

Students will be able to ask for and give directions on a map in the target language.

Monday & Tuesday:  Continue working with Vocab 3-1 and 3-2 in order to give directions to another person in Spanish. Identify where something on a map is located using the correct verb and prepositional phrase.  Write to directions from a selected point to a destination.

Wednesday:  Verbal Test on maps

Thursday:  Notes on preterite tense; introduce virtual classroom via CoursePress

Friday:  Set learning goals for unit on Preterite Tense and choose a plan of actions based on built in student choice sheet in CoursePress.

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

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Week of Dec 1st-Dec 5th 2014

Objective:  Students will communicate in the target language tell to what someone likes to do, wants to do, getting ready for a special event.

Monday:  Review reflexive vocab and sentence structure, Ser vs Estar

Tuesday: Pre-reading practice with ser/estar & adjectives; Introduce new vocab; Begin discussing “El Mejor Invento del Mundo” story written by Laura Sexton (used with permission)

Wednesday: Warm-Up to review vocab and sentences from part 1 of the story, Discuss part 2 of the story, Comprehension questions to discuss with a partner

Thursday:  Warm-Up to review vocab and sentences from parts 1 & 2 of the story, Discuss part 3 of the story; Comprehension questions to discuss with a partner

Friday:  Warm-Up to review vocab and sentences from part 1, 2 & 3 of the story; Vote with your Feet activity using adjectives to associate with the characters from the story.  Begin alternate ending to the story in groups.

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

I Can Statements:

-I can use the structures Le Gusta to tell what someone does/does not like to do

-I can use querer, decir and poder effectively

-I can identify and use vocab such as girlfriend, boyfriend, date, special event to narrate a story

-I can tell what I do to get ready for a date or a special event

-I can describe a person’s physical traits, personality

-I can discuss a person’s emotional state or condition

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Week of Nov 10th thru Nov 14th 2014

Objective:  Students will communicate in the target language about getting ready to go to an important event.

Monday:  Continue assignment from Friday; Go to 2 other students’ blogs to comment on their posts.

Tuesday:  Antonym activity with vocab for the unit; discuss how a morning routine is different than getting ready to go to an important event; Choose an event to discuss

Wednesday:  Review Daily Routine Vocab 2; Work with a partner on developing a story about getting ready to go to an important social event

Thursday:   Quiz on Daily Routine Vocab 2; Record the story

Friday:  Post story to blogs

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

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Week of Nov 3rd thru Nov 7th 2014

  • Objective:  Students will communicate in the target language via reading, writing, speaking, and listening activities about their daily routines.

Monday: Review Vocab for the unit, complete poll questions using Polleverywhere, complete listening activity about the order students get ready in the morning.

Tuesday:  Review Vocab for the unit; Discuss order of morning routine adding antes de, despues de; Create example sentences about various students’ morning routines

Wednesday:  Fill in the blank story demonstrating knowledge of context for vocab

Thursday:  Textbook Pg 81 to practice discussing morning routine

Friday:  Create a paragraph discussing morning routine; Record the paragraph via AudioBoom app on iPads; Embed recording in a blog post

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

I Can Statements:

-I can discuss my the order I complete tasks in the morning before school

-I can properly use Antes(de) and Despues (de) to help me tell the order of my morning activities

-I can pronounce my vocab words in Spanish, and I know what they mean

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Week of Oct 27th thru Oct 31st 2014

Objective:  Students will communicate in the target language to describe their morning routine via listening, speaking, reading and writing activities.

Monday:  Notes and video over reflexive verbs; class discussion and practice to clear up any questions

Tuesday:  Warm-up 2-1 to check for understanding on reflexive situations and reflexive pronouns; Begin to discuss morning routine; Activity 1 on reflexive verbs

Wednesday:  Warm-up 2-2 to check for understanding on reflexive verb conjugation and reflexive pronouns. Continue discussion of morning routine; Activity 2 on reflexive verbs

Thursday:  Warm-up 2-3 to check for understanding on reflexive verb meaning, reflexive pronouns, and verb conjugation; Continue discussion of morning routine; Activity 3 on daily routine

Friday:  Quiz on vocab words 1-10 and their use

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

By Friday, students should be able to check off the following I CAN statements:

  • I can identify a reflexive verb
  • I can explain the difference between a reflexive verb and one that is not reflexive
  • I can identify and use the reflexive pronouns
  • I can conjugate reflexive verbs in the correct form
  • I can describe at least 5 things I do in my morning routine verbally in Spanish without looking at vocab or notes

NOTE:  There is a variety of resources available to students on our Google Classroom site and on Quizlet.  I would highly encourage all students to review these resources while in this unit of study, and I would also encourage students to use their flashcards on Quizlet as a study resources daily.  Students should log into their class on Quizlet to receive credit for using the flashcards.  Also, students know how to get into their Google Classroom site to use the resources available to them.

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