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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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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Week of Oct 13th thru Oct 17th 2014

Objective:  Students will communicate in the target language using present progressive tense

Monday: Review for present progressive quiz

Tuesday: Present Progressive Quiz

Wednesday: Discuss quiz results and practice for Present Progressive test

Thursday:  Practice for Present Progressive test

Friday:  Present Progressive Test

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

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Week of Sept 29th thru Oct 3rd 2014

Objectives:  Students will be able to communicate in the target language about what time they do various activities.

Monday thru Wednesday: Students will review telling time through written and speaking activities.  Students will work with vocab 1-314 to discuss what time they do various activities in Spanish.

Thursday:  Test on telling time and vocab1-314

Friday:  New vocabulary and vocabulary sentences

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

 

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Study Tips for Tests in Spanish II

Parents,

Your child will have his/her first test in Spanish II on Thursday, 18th.  I moved the test to this date because I felt students needed a little more time to be ready for the topics on the test.  Students are very aware of every topic that will be on this test, and I have given them a topic list on Google Classroom.  They can access Google Classroom from their phones, and they have several resources available to them there.  I have also cautioned them about managing their time wisely this week so they study efficiently.  I can assure you, studying 3 hours on the night before the test is neither efficient, nor is this study method a recipe for success.  So, let me take a moment to share some study tips that will help students be successful.

–Students should study vocab and notes for any topics we are currently covering for about 15 min each night

–Students can access their vocab flashcards via Google Classroom; Students can hear the pronunciation of each word and play games with their vocab

–Students should rewrite their notes in their own words, or type notes in their own words in a Google Doc

–Students should study a little each night to divide up the work so that concepts will go to long term memory

–Students should take frequent study breaks, possibly every 15 to 20 minutes

–Students should do something physical to study, stand up, move around, throw a ball against a wall, study outside, etc.

–Students could take old sentences we’ve covered in class and rework them on paper, then check their answers

–Students are always welcome to ask me for extra help during Enrichment or after school

–On test day, students should take advantage of the test taking strategies we have discussed, and take the opportunity to “mark up” their tests.

Most importantly, check with your child to ask if he/she is putting in a little study time outside of class.  I really don’t ask for much, but I am hoping that students are not waiting until the last minute to study.  Studying a few minutes early and often is the best tip I can give.  Learning a language takes discipline, focus and the willingness to practice.

 

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