miercoles el 4 de mayo

 Question: ¿Cómo vemos otras personas? ¿Cómo nos vemos?

Learning objective: Students will be able to use the verb eres and make adjectives agree to describe a person in the tú form.

¿Qué vamos a hacer hoy?

1. Vamos a hablar de la “guiding question” y el objetivo por clase
2. Vamos a completar una cuenta
3. Vamos a escuchar la canción Guapo
4. Vamos a hacer tarjetas
5. Vamos a hablar de la fiesta
6. Vamos a hablar del viaje a España

Ya sabemos	We already know
Es Tiene dice	Is Has Says
Verbos importantes	Important verbs
Te amo Te quiero Eres	I love you I love you You are
Otras palabras importantes y nuevas	Other important and new words
Paciente Generoso Divertido Aburrido Maravilloso Fabuloso Excelente Terrible horrible por ejemplo	Patient Generous Fun Boring Marvelous Fabulous Excellent Terrible Horrible For example

          Hay un chico muy malo llamado Tino.  Tino es grosero, antipático, y totalmente ridículo.  Tino siempre le da insultos a muchas personas famosas.

          Por ejemplo, Tino le dice a Albert Einstein, “Tú no eres inteligente.  Tú eres estupido.  Tú eres tonto como una idiota.”

          Tino le dice a Yao Ming, “Tú no eres alto. Tú eres  bajo. Tú eres bajo como una niñita.”

          Tino le dice a _________________, “Tú no eres _________________. Tú eres _________________. Tú eres ______________ como un ________________.

lunes el 2 de mayo

Hoy es lunes el 2 de mayo

Guiding Question: ¿Cómo vemos otras personas? ¿Cómo nos vemos?

Learning Objective: Students will be able to use the following phrases tiene, es, and match adjectives in gender and number to describe people

¿Qué vamos a hacer hoy?

• Vamos a leer y charlar de la Guiding Question  en parejas.
• Vamos a mirar un video muy corto Dove Evolution
• Vamos a ver y usar la fiesta sign up sheet para viernes.
• Vamos a repasar el vocabulario para describir personas
• Vamos a tomar notas de nuevos adjetivos
• Vamos a escribir una descripción de una familia

Ya sabemos	Already we know
Es alto    …bajo    …delgado    …gordo    …bonito    …feo    …guapo    …perezoso    …trabajador    …comico    …serio    …inteligente    ….estupido/tonto    ...gracioso    …bueno/malo    …cruel    …talentoso    …loco tiene pelo rubio …pelo castaño …pelo largo …pelo corto …ojos verdes …ojos azules …ojos marrones …	Is tall Short Thin, skinny Fat Pretty, beautiful Ugly Good-looking Lazy Hard-working Funny Serious Smart/intelligent Stupid/dumb Funny Good/bad Cruel Talented Crazy Has blonde hair …dark hair …long hair …short hair …green eyes …blue eyes …brown eyes
Verbos
Es Tiene	Is has
Otras palabras importantes	Other important words
Simpático Antipático Amable increíble grosero cariño paciente fabuloso un necio	Nice Mean Friendly Incredible Rude Caring Patient Fabulous Pest, annoying

miercoles el 9 de marzo

Guiding Question: How does the same story look from different perspectives
Learning Objective: Students will make up fake status postings for the different characters from the Piratas book based off of the latest chapter.

1. Go to www.classtools.net
2. Click "Twister" (4th choice under Templates on the right side)
3. Enter the character's name for Username    (For Raquel I typed Raquel/Santiago)
4. Enter Real Name: put a description of the type of picture you would like the generator to pick (For Raquel I typed in "Pirate girl")
5. Enter a tweet that would be an appropriate status from that person's perspective IN SPANISH
6. Enter the date given at the beginning of the chapter.
7. click submit and preview your tweet
8. Use the back button to go and edit/adjust your Real Name entry if you want the generator to pick a different picture.
9. When you are satisfied with your product click save as PDF (at the bottom)
10. Attach the PDF file of your tweet to an email and submit it to crivera@summit.k12.co.us (USE YOUR GROUPWISE EMAIL ACCOUNT!) 
11. You must turn in at least 2 tweets from 2 different characters

Character choices are:
Raquel 
Henry Morgan 
Antonio Medina
Felipe
El pirata cruel -- for this one you will make a prediction about this character and what he observes and plans to do.  


Helpful phrases:
Estoy + emotion -- I am + emotion
Estoy en + location -- I am on/in + location
Voy a -- I am going...

lunes el 11 de enero

Lunes el 10 de enero

Guiding Question: What’s your favorite time of year and why?

Learning Objective: Students will be able to describe what clothing is appropriate to wear in which season.

We re-took the quiz from last week over clothing vocabulary

Class discussion to answer following questions:

¿Quién lleva….

…una falda?

…una chaqueta?

…unas botas?

….unas zapatos?

We did a story tell to learn seasons.  New  vocab is:

El verano

La primavera

El Otoño

El invierno

We did the 4-corners activity where we spoke in groups about each season and why we like/didn’t like each season.  

We read a little bit in Piratas and took a brief reading comprehension mini quiz.

Exit ticket: Sra. Rivera will give you a season and you will say what clothing to wear in that season.

**Durante el verano, yo llevo ...

**Durante la primavera, yo llevo...

**Durante el otono, yo llevo

 

Tarea: go to this link http://classtools.net/widgets/quiz_7/FAjAo.htm and practice for at least 10 minutes.

lunes el 10 de enero

Lunes el 10 de enero

Guiding Question: What’s your favorite time of year and why?

Learning Objective: Students will be able to describe what clothing is appropriate to wear in which season.

We re-took the quiz from last week over clothing vocabulary

Class discussion to answer following questions:

¿Quién lleva….

…una falda?

…una chaqueta?

…unas botas?

….unas zapatos?

We did a story tell to learn seasons.  New  vocab is:

El verano

La primavera

El Otoño

El invierno

We did the 4-corners activity where we spoke in groups about each season and why we like/didn’t like each season.  

We read a little bit in Piratas and took a brief reading comprehension mini quiz.

Exit ticket: Sra. Rivera will give you a season and you will say what clothing to wear in that season.

martes 30 de noviembre

Guiding Question: How many times must we be exposed to new vocabulary before we KNOW it?
Learning Objective: Students will be able to express possession in Spanish and will know and be able to use the verb busca.

We started with a quick assessment to measure if we know our pronouns or not.  With only 5 classes left between now and finals--we must KNOW the foundational vocabulary.

There was a quick story tell to teach possession and the verb busca.  Then we read together as a class the rest of chapter 2 in the Piratas book.  We also took a quiz over chapter 2.  If students had their own books, they were allowed to use the books on the quiz.

martes el 23 de noviembre

Guiding Question: How many times do we need exposure to new vocabulary before we know it.

 

Learning Objective: Students will be able to combine puede and quiere with infinitive verbs to express what they want to do or can do.

 

ir de compras...to go shopping
vas a ir de compras...are going to go shopping
le gusta ir de compras...likes to go shopping

Then we clicked through Pobre Paco as a class and translated into English line by line.  Pobre Paco is loaded onto the home page at http://www.srarivera.wikispaces.com/

 

quiere...wants
puede...can/is able to
What does he/she want to do?
(Paco)

¿Qué quiere él (Paco) hacer?

The assignment is:
Create a story on powerpoint or some presentation tool format that proves your understanding of combining puede and quiere with infinitive verbs to express wants and abilities.

tips

• use a pattern like I did in Pobre Paco
• make it SIMPLE!  We are not ready yet to express some of the harder things
• Remember: INFO first, glitter later....this means put the majority of your effort into the writing and THEN search for pictures.