January 7,2009 Wednesday. First Day of School! Welcome!It would be great if some parents could send in some boxes of tissues, hand sanitizer and clorox wipes. I would appreciate all the help I can get in keeping a healthy environment in our room.
Students are required to have a 3 ring binder with loads of paper, pens in dark blue or black ink only, and pencils. A Spanish dictionary is optional, but recommended. Tests are 15% of the 9 weeks grade; quizzes are 20%, homework/classwork 50%, and the exam is 15%. There is not an end of course test, but a final exam. Students must study aloud every night, as well as do the written homework to be successful. I am available for extra help before school at 8 AM every day, and after school on Monday, Tuesday and Thursday until 4 PM. Please encourage your child to ask questions in class, to study hard, and to see me for extra help right away if needed. I hope to make our year a very successful one!
Modern Languages Level I: Summary of Skills Developed
The following list is intended to guide instruction and to assist teachers with their planning by providing a one-page reference to the elements described in the Georgia Performance Standards for Modern Languages, Level I. It is important to remember that typical Level I students will exhibit varying levels of proficiency. Skills Developed in Level I The students:
MLI.IP1A Use basic greetings, farewells, and expressions of courtesy.
MLI.IP1B Express like/dislike, emotions, and agreement/disagreement.
MLI.IP1C Make simple requests.
MLI.IP1D Ask for clarification.
MLI.IP1E Give simple descriptions.
MLI.IP1F Comprehend basic directions.
MLI.IP1G Ask questions and provide responses based on suggested topics.
MLI.IP1H Use sequenced information meaningfully. MLI.IP2A Initiate, participate in, and close a brief exchange.
MLI.IP2B Use formal and informal forms of address. MLI.IP2C Demonstrate Novice-Mid proficiency in oral and written exchanges.
MLI.INT1A Identify the main ideas and some details when reading and listening.
MLI.INT1B Comprehend simple, culturally authentic reading materials.
MLI.INT1C Understand simple instructions. MLI.INT1D Demonstrate Novice-Mid proficiency in listening, viewing and reading comprehension.
MLI.INT2A Differentiate among statements, questions, and exclamations.
MLI.INT2B Recognize basic non-verbal cues.
MLI.P1A Present information from a variety of sources.
MLI.P1B Give basic information about self and others using suggested topics.
MLI.P1C Demonstrate Novice-Mid proficiency in oral and written presentations.
MLI.P2A Demonstrate Novice-Mid proficiency when presenting rehearsed material.
MLI.P2B Demonstrate comprehension of rehearsed material.
MLI.CU1A Demonstrate knowledge of cultural contributions.
MLI.CU1B Identify commonly held cultural viewpoints. MLI.CU1C Describe cultural customs and traditions. MLI.CCC1A Demonstrate basic geographical knowledge. MLI.CCC1B Apply previously learned skills from other subjects.
MLI.CCC1C Identify examples of the target language in other subjects.
MLI.CCC1D Relate content from other subjects as it relates to the target language.
MLI.CCC2A Compare cultural patterns of behavior and interaction.
MLI.CCC2B Demonstrate awareness of students’ own cultures.
MLI.CCC3A Recognize similarities/differences between target language and English.
MLI.CCC3B Recognize basic sound distinctions and their effect on communication.
MLI.CCC4A Give information about current events of target cultures.
MLI.CCC4B Understand the impact of current events of target cultures.
MLI.CCC5A Identify examples of target language and culture in media forms.
MLI.CCC5B Identify community and Internet resources.
Modern Languages Level I: Suggested Topics The following topics are strongly suggested for the Level I course. These topics should be combined into coherent thematic units and taught in context. The GPS for Modern Languages encourage language taught in communicative context and discourage language taught in isolation.
Celebrations
Clothes
Colors
Customs and Etiquette
Family and Friends
Foods, Meals, and Restaurants
Geography
Homes
Numbers
Parts of the Body S
chool and Classroom Routine
Self
Sports and Leisure Time
Stores and Shopping
Time and Calendar
Weather
Today we discussed the rules of the class. Passed out 3 papers: class rules, letter home, pronunciation guide, class commands. Students are to study and learn
the pronunciation guide and begin learning the class commands. There will be a a quiz on Friday on sounds.
January 8:
General Classroom Rules and
Student Expectations for all Spanish Classes
1. Be in assigned seat before bell rings.
2. No loitering outside doorway, enter room immediately.
3. Bring needed materials to class every day.
4. Have only Spanish materials on desk.
5. Listen and follow instructions the first time they are given.
6. Stay in your assigned seat when class is in session.
7. Show respect for the teacher and other students.
8. No food, gum or drink will be allowed in classroom.
9. Make up work is the student’s responsibility. It must be completed within 3 days of returning to school. (first day back counts as 1). Access schoolnotes.com before returning to school or check the white notebook where all work is entered daily.
10. Take pride in yourself, your work, school and classroom. Only neat work will be accepted. Double spaced, dark blue or black ink, or pencil.
11. Late work is never accepted.
12. Do not leave the classroom for any reason, unless deemed an emergency and you are issued a pass.
Español I
Course Description Introduces the Spanish language; emphasizes listening, speaking, reading and writing skills. Covers how to greet and take leave of someone, to ask and respond to basic questions, to speak and read within a range of carefully selected topics, and to develop an understanding of the Hispanic cultures.
Course Objectives:
1. identify vocabulary relating to: daily/school activities, leisure activities, sports, clothing, emotions, feeling, weather, life situations and experiences.
2. demonstrate the usage of the grammar points in each chapter.
3. express themselves using the present and past tenses, the immediate future and the present progressive.
4. write paragraphs related to topics in each unit.
5. demonstrate awareness of cultural differences between the various Spanish-speaking countries and the United States.
6. orally answer and create questions related to topics covered in class.
Materials:
Textbook: En Español I and workbook
Videos
Computer
Methods of Instruction: Lecture ,paired learning, videos, discussion, dialogue practice, group work
Evaluation: Chapter tests 15%
Quizzes 20%
Classwork and Homework 50%
Exam 15%
Week 2
Articles
Adjective agreement
Ser
Gender agreement
Personal description
Week 3
Plurals
Ser
Objects in classroom
Hispanic names
Holidays
Week 4
Time
Plural agreement
Clothing
School subjects
Week 5
-ar verbs
formal vs. informal
getting around school
Week 6
-ar verbs
cultural differences in education between U.S. and Hispanic countries
formal vs. informal
classroom vocabulary
cognates
interrogatives
Week 7
Ir, dar, estar
Al and del
Week 8
-er,-ir verbs
hay
tener, tener expressions
food and table
Latin American countries and capitals
Week 9 Review and EXAM
Syllabus is subject to change at any given moment
Español I Syllabus Second 9 Weeks
Week 1
Family vocabulary
Describe home
Discuss age and birthdays
Immediate future
Possessives
Families in Hispanic countries
Week 6
Explaining illness and symptoms to doctor
Fill prescriptions
Estar vs. ser
Health issues in both the U.S. and Spanish-speaking countries
Week 7
Summer weather and sports
Summer resorts in Hispanic countries
Direct object pronouns
Week 8
Cultural activities (theatre, opera, etc.)
Discuss cultural activities
Irregular preterite tense
Compare/contrast dating customs in U.S. and Spanish-speaking countries
Indirect object pronouns
Week 9 Review and EXAM
Syllabus is subject to change at any given moment.
reviewed entire alphabet with CD and marching song. Reviewed commands. Students are to copy commands and class expressions from pages 14 and 15 onto the handout I gave them on class commands(only the ones not already oon the handout). Reviewed expectations. Tlaked about several cultural issues-using thumb for one instead of index finger. Culture of names, culture of time with third block. Gave out syllabus and essential questions. Students demonstrated ability to follow directions by writing a paragraph in English about their goals and expectations for this class. First quiz tomorrow on sounds.
January 9: reviewed alphabet with cd from book and also the alphabet marching song. Reviewed the pronunciation guide and rules. Gave quiz on the pronunciation. Reviewed class commands handout and pages 14 and 15. passed out handout on dividing into syllables and rules of spoken and written stress. Students must finish the handout for Monday. Test on etapa preliminar is tentatively set for Thursday. They were informed of this on Wednesday.
January 12: Monday: Opened with alphabet song. corrected pronunciation homework aloud together. Discussed why study Spanish and some helpful hints on how to use the book. Pages 1-4 Cultural discussion about teens and greetings. Act. 1 aloud as class. Act. 4 paired groups aloud. Students must continue practicing pronunciation and learn all greetings and goodbyes for tomorrow.
January 13: oral review alphabet and greetings. Discussed how to format the bellringer activities and assigned the first one. Used tape to do listening activities in text pages 4 and 5. Introductions. Paired work activities 5,6,7 on page 5. Tape acts. 3 and 5 on the etapa preliminar packet. Showed students how to use text in conjunction with packet to find exactly the right information for the answers. Acts. 1-6 are due tomorrow for homework. Studnets must study every night.
January 14: OHT 2, corrected homework, gave quiz and corrected it. Pages 6-9 in text. Paired and group work acts. 8,9,11 on page 9. Homework pages 3 and 4 in packet and study effectively. Test has been postponed until Friday.
January 15: OHT 3, corrected homework packet, did tape activities in packet. Numbers and days of week- acts. 14,15,16 page 13. Read 16 and 17 together. In 2nd block we also covered the review pages on 18 and 19 and did acts. 1-4. Finish rest of packet. Etapa test tomorrow.
January 16: corrected rest of homework packet and collected it. Test on etapa preliminar. Students read pages 22-31 and began studying vocabulary for 1.1.
January 20: Passed back test and went over it, pointing out all the places where answers were given. Worked on test taking skills. Collected test back.
Began 1.1 pages 24-32. Read aloud, watched DVD program of conversation. Discussed use of body language to understand vocabulary. Students in third block must read 28-31 pages and summarize what they are about. They must also write the main questions and answers that are used in the readings (in Spanish and English). Third has to do that because we watched the Inaugural address in class. All others must study the new vocabulary and re-read all these pages. Tomorrow morning, anyone who needs to take the test or is re-taking it due to failure-should be here no later than 7:45.
January 21: OHT. Pages 32-34 familiar vs. formal. Handout verb charts. Discussed and filled in ser and estar and pronouns. Differences between the 2 verbs. 35 -37 acts. 9 and 11 aloud. Act. 12 for homework as well as study all material to dat. Students must KNOW all the persons, subject pronouns and the 2 verbs ser and estar and what they mean.
January 22: OHT. corrected/collected homework. Oral review/all questions and answers to date. Oral review/ all persons subject pronouns and ser and estar.
Handout ser/estar- worked on individually in class. Corrected the first 2 sections. Rest must be completed for homework tonight.
January 23: OHT. corrected/collected ser/estar sheet. reviewed pronouns and verbs. Quiz on pronouns. pages 39-40 acts. 16,17,18 gustar. 10 comp. questions based on 28 and 29 due on Monday. Study all material to date.
January 26: OHT corrected/collected the 10 comp. questions. Oral review. Quiz on ser. video comprehension activities with lesson. Study for quizzes every day. Test on 1.1 on Thursday.
January 27: OHT. Finished correcting the video activities aloud. Played vocabulary game for extra credit to review before quiz. Maitching quiz oon vocabulary. Listening activities with CD and activities packet. Students must finish through the end of page 12 in packet tonight.
January 28: OHT oral review of all covered to date. Quiz on ser and estar. Corrected aloud and discussed. Corrected homework packet and discussed. Read pages 42 and 43. Students continued working on packet and must finish for homework tonight. Test is tomorrow.
January 29:OHT. Oral review. Test 1.1. Read 1.2 and listened to the corresponding CD as the students read . Went over meanings, worked on listening skills and application of prior knowledge, and building upon prior knowledge through oral questions and answers based upon the readings. Students must study 1.2 tonight. I am sorry if the phone messaging system for me caused anyone an inconvenience. Apparently I had been "knocked out" of the system. Mrs. Sweatman has turned it back on, and I am able to get phone messages now. Again, technology can be a problem. Keep those emails coming, though! I am so glad to have contact with my parents!
January 30: OHT. Went over tests with studnets. Again, discussed test taking skills, being observant, using the test as a helper, not an enemy. All but 3 answers were on the test. Pages 54-57. Oral work- students walked around room asking each other about activities they like/dislike to do. Recorded on a chart and then gave oral feedback to class. Practices first, second and thrd person singular. Did all activities on these pages. If absent, must do these activities and show me.
February 2: OHT. handout gender of nouns and using articles. Very important grade, so students received a participation grade for the effort today. They must finish the handout tonight, and it will be corrected tomorrow.
February 3: OHT. Collected first 10 OHT's. Reviewed aloud ser/estar and agreement in number and gender. Corrected handout on gender of nouns and collected it for actual grade. Students paired up and answered questions based on the readings of 1.2. If they did not finish in class they must finish tonight for homework. If they did finish, they began working on a crossword puzzle.
February 4: OHT. Corrected and collected the 20 comprehension questions on the board and aloud. Reviewed orally using pictures. Quiz vocabulary.
Feb. 5: OHT. video activities. vocabulary quiz. Rough draft of answering :
¿Cómo te llamas? ¿De dónde eres? ¿Qué te gusta hacer? ¿Cómo eres? ¿Qué llevas? Rough draft must be proofed against the text for subject verb agreement, use of articles, agreement in number and gender. All questions must be answered as completely as possible.
Feb. 6:OHT. Based on the students' answers of the above questions, more time was spent on teaching the students how to proofread. They made a final copy and drew themselves. The work was posted in the hall. Remainder of class was spent in peer tutor groups.
Feb. 9: OHT. mas practica packet.
Feb. 10: OHT. loteria review games. Passed back packet to be proofread at home.
Feb. 11: OHT. corrected and collected packet for grade.
Feb. 12: OHT. Paired students up to do pages 61-63 acts. 12,14,15,16,17 and 18. Took test. Reading assignment 70-75. Homework due 2/24 fotos of family- grandparents, parents, aunts, uncles, cousins, and siblings. May be actual fotos, or cut out from magazines or copied from the computer and cut out. Fotos will be glued.
Feb. 13: Valentine's Day activities
Feb. 23: Welcome back. Cultural discussion family and adobe houses and passive solar heating and cooling. pages 70-81. Listened to tape for pages 72-75. answered questions page 73. Did activities 1-5 pages 76,77. Discussed tener -go verbs and stem changing verbs. Discussed family tree on 81. Reminder: Must have appropriate family fotos of both sides of the family for tomorrow; grandparents, parents, aunts, uncles, cousins, siblings and self. May cut out appropriate pictures from a magazine, or make copies of fotos from the computer if they do not wish to use actual fotos.
Feb. 24: Collected second set of OHT's. Students created a family tree using their pictures on construction paper. They wrote a small paragraph about each family member including the following information:
Nombre ( Se llama...)
Relación (Es mi...)
Descripción breve de la personalidad y fisicamente (Es...)
Edad (Tiene...años.)
Feb. 25: OHT. Collected projects. Paired oral groups pages 78-81 acts. 6,7,9,10,11,12. Instructed class on possessive adjectives page 82. Did the 3 activities on 82,83 aloud as a whole class. Passed out worksheet on possessive adjectives. It must be completed tonight at home if not done by end of class.
Feb. 26: Paired reading and translation of cultural pages 86-89. Answer questions on 87 and 89 completely.
Firs block went to the exhibit of classes offered.
Feb. 27: corrected/collected possessive adjective worksheet. Handout comprehension questions pages 72-75. Turned in if finished, to be completed at home if not. All students should be studying 1.3 very carefully.
March 2: snow day
March 3: Test postponed until Thursday. Listening skills with packet and tape today. Spent entire block working on listening skills, note taking skills in Spanish while listening. Writing skills, organization of information into a paragraph. Anyone absent must come in to make this up.
March 4: OHT. Finished packets in class. (If a student did not finish, must do so tonight.) Test tomorrow.
March 5: Correct packets. Take test.
March 6: Video "Quinceañera" with cultural/discussion questions. Compare/contrast "Sweet 16" and "quinceañera".
March 9: Finish up video and questions. Discuss. Study 2.1 tonight.
March 10:las lecturas/video/tape 2.1 100-109 listened to tape/translated readings aloud as a class. Did the preguntas personales on 103 aloud. Page 106 acts. 1 and 2, 107 acts. 3 and 4,vocabulary 108. On board went over all subjects and -ar verb endings again. All students must study -ar verb endings on 109.
March 11: Passed back tests and went over them. The make up for failures is Friday morning at 7:45. Reviewed estar, reminding them that they already know -ar verb endings. Page 110 acts. 8,9,10 -ar verbs. 111,112 acts. 12,13 adverbs of frequency. If students do not finish these in class, must finish at home.
March 12: Go over the above activities. handout -ar verbs. Must be finished tonight at home. Quiz tomorrow on -ar verbs Remember that mid-term exams are next week.
March 13: correct and collect handout. Quiz.
March 16: attempted to do paired oral questions and answers in class today based on the survey in the book on 117. Did not do as well as I hoped, so some classes began pages 118/119 acts. 1-4 as a review. We will finish those up in all classes tomorrow, discussing important concepts of communication.
Fourth 9 weeks:
Monday March 23: Went over exam, discussing weaknesses, such as possessive adjectives. Reviewed all things from last 9 weeks.
Began 2.2 pages 122-128. Discussed culture of cafés, pricing differences for seating, meeting friends at cafés not at home. Taught how to tell time with child's clock. All studnets must study ir, and how to tell time. Third block students must do a written translation of 126 and 127.
3/24: oral review ir a infinitive, time, estar, ser. pages 130, 131 ir- activities 6 and 7 aloud as class. activity 8-students circulated asking each other questions and recording the responses. They then wrote up a summary of the responses. Practices all persons of ir except nosotros. 132,133 la hora.
3/25 oral review. quiz. 132,133 la hora all acts. 135-137 all acts. las interogativas.
Started discussing the fiesta. Students should research recipes on the internet for Spanish-speaking countries. They should bring in a selection of recipes they would like to try by this coming Tuesday. No chips and salsa, no burritos, no tacos. The idea is to learn about cultural foods we have never tried before. I would prefer the students steer themselves away from Mexico. Please have them check the ingredients for cost and availability. Keep in mind time frame when cooking on a school night(yeast breads are very time consuming). No deep fat fried foods at all. Students bring in their food the next day in a reheatable container, if the food needs to be reheated. All students should mark their foods with their first and last names and their block. No glass containers may travel on the bus, so students should use plastic containers or arrange for different transpportation. Please supply a serving utensil as well(also with name on it). All students will try a small taste of everything to gain a broader perspective of foods from other countries. If your child has a food allergy, please send a letter to me right away, stating what the allergy is. I will then steer your child away from any foods that contain these things. If your child is absent, then there is an alternative assignment. It is a research paper about foods brought from the old world to the new, and foods brought back from the new world to the old. I would like to have the fiesta next Friday, but it will depend on whether the students all brought in recipes for approval or not. Therefore, students will shop Tuesday or Wednesday (we discussed checking out ingredient prices and not being too expensive, cook Thursday and bring in the food Friday. This is a test grade.
3/26 paired activities
3/27 pre-viewing activity. Activities with 30 minute video on Mexico. Post viewing activities. Maya math reading and activity.
3/30 packet/listening activities and writing. To be finished at home for tomorrow.
3/31 quiz commands (review quiz page 11 and daily use)
check recipes for fiesta. Correct packets. Played loteria.
April 1: reviewed tener aloud to extend previously learned information to new information. Reviewed ir a aloud to extend to new information. Pages 144-156 using tape and translating aloud as a class. Answered the preguntas personales. Acts. 7, 8 and 12 on paper, as well as writing the conjugations of conocer, hacer and oír on the verb charts. Any work not finished is to be finished at home, as well as studying.
April 2: corrected above activities aloud. Worked on packet -er and -ir verbs. Any student without a recipe must come in tomorrow morning to get one. If a student does not have a recipe by tomorrow, we will not have our fiestas.
April 3: Since enough students failed to meet the extended deadline for recipes, the fiesta will not take place after the break. We may revisit the idea later in Spring, so those with recipes should hold on to them.
Finishing up the -er,-ir packet, beginning to correct it. Discussing, again, present tense, subject pronouns, sentence and question structures, negative sentences, question words and possessive adjectives. Review handout on question words.
Apil 13: Review games.
April 14: paired groups pages 152-157 acts. 5,6,9.14,17. Handout on -zco verbs. As students finished , also worked on handout -go verbs. -zco handout must be finished by tomorrow. Test on 2.2 and 2.3 will be on Friday. Remember that the fiesta was cancelled.
April 15: game to correct -zco handout. worked on -go handout. Bingo on -go and -zco verbs. Quiz on verbs tomorrow. Test on Friday.
April 16: Corrected -go verbs through game. quiz. students must read pages 160-163.
April 17: test. students are to begin 3.1 and also brainstorm cultural information about Easter.
April 20: went over test. Cultural information Easter in U.S. Video of Semana Santa in Sevilla. Worksheet and Venn diagram. Students are to do Venn diagram for homwework.
April 21: collected Venn diagram and discussed similarities and differences.
Activities: 183,184 acts 8,9,10; page 189 act. 19; 192 acts 1,3,4; Read pages 196-201
April 22: pages 204-210 activities 5-12 and 15-17. Stem changing verbs.
April 23: readings 212,213 answering questions in purple box. 214,215 activities 1-4 216 act. 5
April 24: 218-223 readings. 224-229 activities 1-12 except act. 6.
April 27: activities 1-12 and 14-16 except 6 aloud in pairs.
April 28: same as above for 2nd. They also must read and do a written translation of el coquí as well as answer the questions. third-lectura el coquí.
April 29: handouts tener expressions and hacer expressions. To be finished at home tonight if student did not finish.
April 30: correct handouts. loteria.
May 1: handouts for 3.2 and 3.3. If finished early, handouts on true cognates. Test will be next Wednesday on all of Unit 3.
May 4: Monday: handout stem changing verbs.
May 5: review orally. quiz stem changing verbs. review orally and on overhead direct object pronouns. Handout on direct object pronouns to be finished tonight at home. Test on Unit 3 postponed until Thursday.
May 6: Played game by correcting the previous worksheets on board. Test tomorrow.
May 7: Examen all of unit 3. Read pages 243-255 and do the preguntas personales on paper. Taught affirmative tú commands and how to attach direct object pronouns. Culture of commands is different in the U.S. than in Spanish Speaking countries.
May 8: went over exam. retake for failure is Tuesday morning at 7:45. direct object pronouns. handouts.
May 11: corrected handouts. demonstrated indirect object pronouns with sentence strips. pages 281-284 in text aloud as whole class. If absent, must do the activities on paper. handouts indirect objec pronouns to be finished for homework.
May 12: correct handouts. 302,303 acts. 10-14.
May 13: In groups of 3, using vocabulary on 306 and acts. 20 and 22, create a conversation in a restaurant, up to and including leaving a tip.
1. Issue invitation to go to a restaurant/accept.
2. waiter greets, seats and gives menus.
3. Discuss choices.
4. Waiter approaches to take order/give order.
5. waiter brings food with appropriate remarks.
6. eat/discuss food (ísimo)
7. Waiter asks about food/repsond
8. waiter asks about dessert/respond. (affirmativ/negative words)
9. Call waiter over and ask for check.
10. Discuss how to pay and what tip to leave.
11. Pay and say good-byes.
Looking for:
1. accuracy
2. cooperation and equality of work ethic and parts.
3. pronunciation
4. KNOWLEDGE
Students had whole class in which to create dialogue. If they are not finished, they must do so on their own time. They are expected to perform this on Friday of this week.
May 14: reminded students about tomorrow's performances. Reviewed rules on verbs and various pronouns. Introduced reflexive verbs, reminding them that they already know llamarse, which means they already know these. Copied notes off overhead. Went over 5 different examples. Gave them worksheets to practice. Performances are tomorrow.
may 15: practice time. skits. finish up reflexive verb worksheets. Finish them at home if not done. Will go ocver them on Monday.
May 18: Those absent on Friday had the chance to do their skits. Oral/note taking affirmative tú commands and negative tú commands. Corrected reflexive verb handouts. Gave review sheets for reflexive verbs and affirmative and negative tú commands. Loteria reviewing the present progressive.
May 19: finished working on review sheets for reflexive verbs and commands. If students have not finished, they must finish them up tonight for homework. We will correct them tomorrow in class.
May 20: corrected review sheets. instructed on 355-357 deber & infinitve and how to form -mente adverbs. Students must study this tonight. Played loteria with commands.
May 21, 22 and 26 handouts of various review concepts. Students are to use their books effectively to find the concept and do the work correctly.
May 27: going over all review work to answer any lingering questions.
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