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.

viernes el 19 de noviembre

Guiding Question: How many times must we see, hear, use, etc. new vocabulary before we KNOW it?

Learning Objective: Students will show mastery of vocab over pronouns and questions words in a quiz and then will create a dustbin game to get more repitition of the vocabulary from the book Piratas.

1.      Go to http://www.classtools.net/

2.    On the right side under templates click on dustbin game

3.    Click the start button at the bottom center

4.    At the top where it says title of quiz copy past this phrase:

¿Quién es?

5.    Rename each of the four categories for one of the characters in the book

6.    under each category input all the facts, descriptions, etc. that are true about that person.  Put each different fact on a new line by hitting return each time.

7.    Once you have filled in each of the four characters hit proceed at the bottom

8.    Play your own dustbin game twice and see if your time improves

9.    Switch with a partner and play each other’s dustbin game.

After you have finished this activity and switched with at least 5 people go to http://www.srarivera.wikispaces.com/
and play the games with the pronouns, question words etc. from our quiz. Play games for at least 15 minutes. 

miercoles el 17 de noviembre

Guiding Question:  How many times do we need something repeated before we KNOW it?
Learning Objective: Students will be able to use va a, vamos a, van a, and voy a to express what someone is going to do. 

To look at, to watch		Mirar
-ing	SUFFIX	-ando -iendo
His Her Yours Theirs	possessive pronoun	Su sus

jueves el 11 de noviembre

Guiding Question: How do we make plans?

Learning Objective: Students will be able to answer the question

¿Qué vamos a hacer?

Calls To call	Llama llamar
(they) are going to make plans	Van a hacer planes
I am going to… I am going to dance I am going to swim I am going to ski I am going to run I am going to speak	Voy a… Voy a bailar Voy a nadar Voy a esquiar Voy a correr Voy a hablar
We are going to…. We are going to read We are going to eat We are going to go We are going to sing	Vamos a …. Vamos a leer Vamos a comer Vamos a ir Vamos a cantar
See you soon	Nos vemos
I don’t know (IDK)	No sé
I like You like He/she likes	Me gusta Te gusta Le gusta

¿Qué vamos a hacer?

Hay tres amigos. Cassidy vive en Silverthorne.  Tino vive en Breckenridge.  Dakota vive en Frisco.  Los amigos van a hacer planes. Un problema…Cassidy vive en Silverthorne.  Tino vive en Breckenridge.  Y, Dakota vive en Frisco. Cassidy llama a Tino. Cassidy llama a Tino en su teléfono cellular. 

Tino – Hola

Cassidy—Hola Tino!  Vamos a hacer planes.  ¿Qué te gusta hacer?

Tino—Me gusta escuchar musica. ¿Te gusta escuchar musica?

Cassidy—Si, me gusta escuchar musica.  Voy a llamar a Dakota...

Tino—Adios! 

~Cassidy llama a Dakota~

Dakota—Hola

Cassidy—hola.  Vamos a hacer planes.  ¿Te gusta escuchar musica?

Dakota—No, no me gusta escuchar musica.  Me gusta jugar deportes.

Cassidy—A mi, no me gusta jugar deportes.  ¿Te gusta esquiar?

D—Sí.  A mi me gusta esquiar.

C—está bien.  Voy a llamar a Tino

D—Adios

Cassidy llama a Tino~

T—Hola

C—Hola Tino.  A Dakota, no le gusta escuchar musica.  Le gusta jugar deportes.  Pero, a mi, no me gusta jugar deportes.  Me gusta esquiar.  A Dakota, le gusta esquiar.  ¿Te gusta esquiar?

T—Sí, me gusta esquiar.  Vamos a esquiar.  ¿Dónde vamos a esquiar?

C—No sé.  Voy a llamar a Dakota.

T—bien.  Adios

~Cassidy llama a Dakota~

D—Hola Cassidy

C—Vamos a esquiar.  ¿Dónde vamos a esquiar?

D—Vamos a esquiar en Breckenridge.  ¿Cuándo vamos a esquiar?

C—Vamos a esquiar en la tarde.  Voy a llamar a Tino.

~Cassidy llama a Tino~

T—Hola

C—Hola Tino.  Vamos a esquiar en Breckenridge. 

T—Bien. Vamos a esquiar en Breckenridge.  ¿Cuándo vamos a esquiar?

C—Vamos a esquiar en la tarde.  Nos vemos!

T—Hasta la tarde

Today in class we learned some new vocabulary via the above story-tell.  We then read page 5 and half of page 6 of the Piratas book to see if we were able to comprehend the words after learning them in the above story tell.

Students are to complete a story-board project for homework illustrating and retelling the part of chapter 2 that we covered in class.  These projects will be graded in Criterion C, D, and E. Due Monday!

In case you lose your story board OR missed class today, here is a template of the storyboard that you can print and complete at home...

martes el 9 de noviembre

Guiding Question:  What determines our likes and dislikes?

Learning Objective:  Students will create a voki of one of the characters from Piratas and will use this as a writing assessment. 

www.voki.com

login: crivera@summit.k12.co.us

password: summit

1. Go to voki website using the link above
2. Log in under Sra. Rivera's account (provided above)
3. Customize your character--create your avatar
4. Give it a voice--choose the second option that looks like a computer key...this will allow you to type your message
5. Change the language to Spanish (After you have entered your text you can go through the different voice options and accents to choose a specific one.
6. Type in a message introducing your character.  Your voki should include:
7. name
8. any background information
9. descriptions
10. likes/dislikes
11. After you have typed your message click on the play triangle and let it process
12. When you are happy with the finished product don't forget to click DONE

  To turn it in:

1. Click publish
2. Name it W3 first and last name
3. Click save
4. Email it to Crivera@summit.k12.co.us

viernes el 5 de noviembre

Guiding Question:  What determines our likes and dislikes?
Learning Objective: Students will be able to answer What do you like to do? (In spanish)

Today we practiced more with Me gusta and No me gusta.  We combined these two phrases with the verbs that are on the wiki page in order to answer the question Que te gusta hacer?

miercoles el 3 de noviembre

Guiding Question: What influences our likes and dislikes?

Learning Objectives: Students will be able to use me gusta and no me gusta to express their preferences.

Today we broke the class into two halves and switched between two activities.  One activity was for students to review the palabras interrogativas (question words) and numbers to 25.  The other was a brief introduction to the phrases me gusta, no me gusta, me importa, and no me importa.  Using white boards students expressed their own preferences with questions like

¿Te gusta estar en las montañas?

¿Te gusta jugar deportes?

As a mini assessment students will write 5 sentences using the phrases.  Some already turned it in to me.

jueves el 21 de octubre

quiere	wants
va	go
está	is
están	are
quiere ir	wants to go
novia	girlfriend/fiance
mujer	woman
con	with

We read pg 2-3 in the Piratas book in Spanish together as a class and then with partners we tried to translate what we had read.

We also did an activity with the following phrases:
me gusta...... "I like"
no me gusta.... "no me gusta"
me importa.... "matters to me"
no me imprta.... "doesn't matter to me"

**** FIESTA next Tuesday!!!****

viernes el 15 de octubre

Guiding Question:
Why is it important to preserve natural resources and historical sites?
Learning Objective: TSW acquire new vocab of "Los Sentimientos" (feelings) from a children's book Zoomies y Los Sentimientos.

First we attempted to read a childrens book in spanish. We were allowed to get out of our seats and sit "criss cross applesauce" on the floor. Unfortunately a few students couldnt handle the change in routine, and we had to return to our seats. Then we watched a video over south america, and took notes on the video. Some notes were:
            Iguacu falls is much bigger then niagara falls and getting bigger
            Galapagos Islands also are home to many rare species that only exist in this remote place.
If the island were destroyed we would lose these creatures forever due to extinction.

lunes el 11 de octubre

Guiding Question: How did we first learn to speak a language?
Learning Objective: TSW (the student will) be able to use the verb estar to describe mood and location

The first thing we did was took a quick quiz to see what we know.  Next we watched an update about the trapped miners in Chile.  Next we had a quick story tell about emotions using the verb estar.  There are notes on the class Wiki.  A couple volunteers used models from the class to resite vocab.  The last thing we did was took our quiz another time to see if we did better. 

Tarea: be ready to use the verb "estar" in speaking and writting on Wed. 

martes el 5 de octubre

Hola!

Today in class we updated (as a class) our vocab list on the class wiki and watched the blabberize projects from our class.  We reflected on the projects using the rubric and assigned a point value.  This gave us an opportunity to further our understanding of the standards-based system we are using.

Tarea: review vocab on our class wiki AND comment on this blog to the following prompt...
What is your feedback of the blabberize assignment?  What did you like about it? What would have made it a better assignment for you?

Hola y Bienveidos to our new class Blog!  It is my hope that we can use this blog as a tool to keep everyone--students and parents--up to date on our progress in class.  I will be blogging in the very beginning, but eventually the class will be inputting what we did in class each day.
viernes el 1 de octubre:
Today we continued to work on the laptops to finish our Blabberize project.  This is our big speaking assessment for Criterion B.  These are DUE in my email inbox before first period Monday!!!  After the project has been saved, you will need to click Share~copy the URL into an email from your groupwise acct to mine.  crivera@summit.k12.co.us

If you have sent me your blabberize project then you have no homework! 
Sra. Rivera