Be sure to relax and enjoy the season with friends and family.
Monday, December 22, 2014
Have a wonderful winter break!
All 6th, 7th, and 8th graders have been challenged to do 5 levels of DuoLingo this winter vacation! Please note that Infinite Campus has been updated and this break is a wonderful opportunity for students to catch up on any work that may still be outstanding. Start the new year off fresh!
Be sure to relax and enjoy the season with friends and family.
Be sure to relax and enjoy the season with friends and family.
Thursday, December 18, 2014
The Week Before Break
8th grade Spanish students now have their most recent grades updated on Infinite Campus. Please make note of any of the TPR stories that are missing and be sure to hand them in. For parents unfamiliar with TPRS please see the explanation below:
TPR Storytelling (Teaching Proficiency through Reading and Storytelling TPRS) is method of teaching foreign languages where a mixture of reading and storytelling help students learn Spanish in the classroom setting. The method works in three steps: 1.) Vocabulary structures are learned and are taught using a combination translation, gestures, and personalized questions. 2.) Those structures are used in a spoken class story; and finally, 3.) These same structures are used in a class reading. Throughout these 3 steps, the teacher will use a sumber of techniques to help make sure the target language is comprehensible to students; including careful limiting of vocabulary, the constant asking of comprehension questions, frequent comprehension checks and very short grammar explanations known as "pop-up grammar."
7th grade Spanish students worked with two stories surrounding "La Escuela" (School). The stories included:
* Pobre Ana y su horario (Poor Ana and her school schedule!)
* Un Estudiante Loco ( A crazy student)
These two stories must be handed in before the winter break.
6th grade Spanish students are using body parts, emotions, and descriptive words to describe how others look and feel. Students are also expressing their feelings using "me duele..." (My _______ hurts). Students will be able to express what is bothering them physically to a doctor.
TPR Storytelling (Teaching Proficiency through Reading and Storytelling TPRS) is method of teaching foreign languages where a mixture of reading and storytelling help students learn Spanish in the classroom setting. The method works in three steps: 1.) Vocabulary structures are learned and are taught using a combination translation, gestures, and personalized questions. 2.) Those structures are used in a spoken class story; and finally, 3.) These same structures are used in a class reading. Throughout these 3 steps, the teacher will use a sumber of techniques to help make sure the target language is comprehensible to students; including careful limiting of vocabulary, the constant asking of comprehension questions, frequent comprehension checks and very short grammar explanations known as "pop-up grammar."
7th grade Spanish students worked with two stories surrounding "La Escuela" (School). The stories included:
* Pobre Ana y su horario (Poor Ana and her school schedule!)
* Un Estudiante Loco ( A crazy student)
These two stories must be handed in before the winter break.
6th grade Spanish students are using body parts, emotions, and descriptive words to describe how others look and feel. Students are also expressing their feelings using "me duele..." (My _______ hurts). Students will be able to express what is bothering them physically to a doctor.
Thursday, December 11, 2014
The Beginning of Trimester II
8th grade Spanish students are continuing their unit called "Cuentos." So far students should have read and mapped the following stories:
1.) ¿Con quién va Luis?
2.) El Canguro se llama Charlie
3.) Relájate
4.) Marco le gusta Hablar
5.) Raquel y la fiesta de Janucá
It is important that these 5 assignments are handed in before winter break. Grades can be found on Infinite Campus.
7th grade Spanish students have begun a unit with "Objetos de la clase" (Classroom objects). Students have been working with the following structures most closely: "Escuchar" (to listen). "Responder" (to respond), "Entender" (to understand), "Aprender" (to learn), "Enseñar" (to teach), "Escribir" (to write), "Leer" (to read), "Preguntar" (to ask), "Pensar" (to think), "Estudiar" (to study). Students are acquiring school-related vocabulary through these structures by performing oral activities in class.
6th grade Spanish students have continued with "Partes del cuerpo." They will start describing things in Spanish using body parts (blonde hair, long legs, big eyes, etc, etc). The unit will be synthesized in a brief project/assignment where the must create a "monster" and describe the monster in Spanish.
1.) ¿Con quién va Luis?
2.) El Canguro se llama Charlie
3.) Relájate
4.) Marco le gusta Hablar
5.) Raquel y la fiesta de Janucá
It is important that these 5 assignments are handed in before winter break. Grades can be found on Infinite Campus.
7th grade Spanish students have begun a unit with "Objetos de la clase" (Classroom objects). Students have been working with the following structures most closely: "Escuchar" (to listen). "Responder" (to respond), "Entender" (to understand), "Aprender" (to learn), "Enseñar" (to teach), "Escribir" (to write), "Leer" (to read), "Preguntar" (to ask), "Pensar" (to think), "Estudiar" (to study). Students are acquiring school-related vocabulary through these structures by performing oral activities in class.
6th grade Spanish students have continued with "Partes del cuerpo." They will start describing things in Spanish using body parts (blonde hair, long legs, big eyes, etc, etc). The unit will be synthesized in a brief project/assignment where the must create a "monster" and describe the monster in Spanish.
Friday, December 5, 2014
First week of December
8th grade Spanish students have received grades on Infinite Campus for their MovieTalk unit. The grading window closes Friday, December 5th. Students have begun their most recent unit, Cuentos (Part II). This unit has oral and written components in which students reading stories aloud, act them out, and then answer questions about the story both orally and in writing. This unit will take us until the winter break and will be our first unit grade for the second trimester.
7th grade Spanish students did their oral presentations for their "Comunidad" projects. Students did a great deal of writing and speaking about directions and places for this unit. Grades for Comunidad will be posted by the end of next week. Our next unit will be "Objetos de la clase" (Classroom objects) which will take us into the winter break.
6th grade Spanish students are learning the difference between "Tú versus Usted" in Spanish. They are learning how and when to address others using the word "you" in different circumstances (the formal and the informal). We are practicing this using role-plays in class. Grades for this assignment will be posted by the end of next week.
7th grade Spanish students did their oral presentations for their "Comunidad" projects. Students did a great deal of writing and speaking about directions and places for this unit. Grades for Comunidad will be posted by the end of next week. Our next unit will be "Objetos de la clase" (Classroom objects) which will take us into the winter break.
6th grade Spanish students are learning the difference between "Tú versus Usted" in Spanish. They are learning how and when to address others using the word "you" in different circumstances (the formal and the informal). We are practicing this using role-plays in class. Grades for this assignment will be posted by the end of next week.
Tuesday, November 25, 2014
¡Feliz día de acción de gracias!
6th, 7th, and 8th grade Spanish students had a very abbreviated week of foreign language. All grades did a brief Thanksgiving activity in Spanish where we talked about what we are thankful for. We did a short reading in Spanish about "Los peregrinos, los americanos nativos, y la barca se llama el Muguete" (pilgrims, native Americans, and the ship called the Mayflower). I want to wish all students and their families a "Feliz día de acción de gracias" (a Happy Thanksgiving)!
Tuesday, November 18, 2014
An Important Week
8th grade Spanish students had their MovieTalk final assessment this week in which they had to create their own self-made MovieTalk using the animated short, "Simon's Cat." This clip can be found at the following link: https://www.youtube.com/watch?v=I1qHVVbYG8Y
Students finished up the week doing a class "Who am I?" activity. (¿Quién soy?) Students were given four hints both orally and in writing in Spanish and groups had to guess which celebrity was being described. Grades for both activities will be posted before the Thanksgiving break.
7th grade Spanish students are working on "La Comunidad" and a "Lugares en la comunidad" presentation. They are primarily working with the verbs "Tener: To Have" and "Estar: To be." This project has a significant oral and written component. Projects are due immediately before the Thanksgiving break.
6th grade Spanish students are practicing "Beginner Conversation" or expressions of courtesy. Meeting people and holding basic conversation is the focus of this unit such as:
* Buenos días, ¿cómo estás? (Good morning, how are you?)* ¡Bienvenidos! (Welcome)* Muy bien/muy mal/así-así. (Very well/very bad/so-so).* Buenas tardes, ¿cómo te llamas? (Good afternoon, what is your name?)*Me llamo _________. (My name is _________.)* Mucho gusto. (Nice to meet you)* El gusto es mío. (The pleasure is mine)* ¿Cuántos años tienes? (How old are you?)* Tengo ____ años. (I am ____ years old).* Adíos, hasta mañana. (Good bye, see you tomorrow)* Por favor/gracias. (Please/Thank you)* De nada (You're welcome)* Lo siento/perdone (I am sorry/Pardon)
Students have also learned "rules of proximity" which refers to the rules of space in other countries. Students are learning that the amount of space you give friends/family/colleagues/etc is different in other places. They are also practicing appropriate gestures and physical greetings in hispanic places.
Students finished up the week doing a class "Who am I?" activity. (¿Quién soy?) Students were given four hints both orally and in writing in Spanish and groups had to guess which celebrity was being described. Grades for both activities will be posted before the Thanksgiving break.
7th grade Spanish students are working on "La Comunidad" and a "Lugares en la comunidad" presentation. They are primarily working with the verbs "Tener: To Have" and "Estar: To be." This project has a significant oral and written component. Projects are due immediately before the Thanksgiving break.
6th grade Spanish students are practicing "Beginner Conversation" or expressions of courtesy. Meeting people and holding basic conversation is the focus of this unit such as:
* Buenos días, ¿cómo estás? (Good morning, how are you?)* ¡Bienvenidos! (Welcome)* Muy bien/muy mal/así-así. (Very well/very bad/so-so).* Buenas tardes, ¿cómo te llamas? (Good afternoon, what is your name?)*Me llamo _________. (My name is _________.)* Mucho gusto. (Nice to meet you)* El gusto es mío. (The pleasure is mine)* ¿Cuántos años tienes? (How old are you?)* Tengo ____ años. (I am ____ years old).* Adíos, hasta mañana. (Good bye, see you tomorrow)* Por favor/gracias. (Please/Thank you)* De nada (You're welcome)* Lo siento/perdone (I am sorry/Pardon)
Students have also learned "rules of proximity" which refers to the rules of space in other countries. Students are learning that the amount of space you give friends/family/colleagues/etc is different in other places. They are also practicing appropriate gestures and physical greetings in hispanic places.
Thursday, November 13, 2014
A Shortened Week
8th grade Spanish students did two oral MovieTalks with week.
Our first was "Paperman" which can be found at the following http://www.dailymotion.com/video/xzt3vb_paperman_shortfilms
Our second was "Destiny" which can be found at http://www.youtube.com/watch?v=wEKLEeY_WeQ
Oral MovieTalks involve taking still shots of the animated shorts and discussing the film in Spanish. Students are asked questions regarding the plot, the thoughts/actions/feelings of the characters, and they offer their own theories about the endings/what happens next for our protagonists.
7th grade Spanish students have begun their unit on "La Comunidad." Students have primarily working with giving/receiving directions about how to get different places in town. Students have had opportunities to practice this both written and orally.
6th grade Spanish students did their first lengthy reading in Spanish this week. They deciphered the text using their knowledge of cognates and other context clues. Students also learned about the "Rules of proximity" this week in hispanic conversations (that Spanish speakers tend to speak closer than their English-speaking counterparts).
Our first was "Paperman" which can be found at the following http://www.dailymotion.com/video/xzt3vb_paperman_shortfilms
Our second was "Destiny" which can be found at http://www.youtube.com/watch?v=wEKLEeY_WeQ
Oral MovieTalks involve taking still shots of the animated shorts and discussing the film in Spanish. Students are asked questions regarding the plot, the thoughts/actions/feelings of the characters, and they offer their own theories about the endings/what happens next for our protagonists.
7th grade Spanish students have begun their unit on "La Comunidad." Students have primarily working with giving/receiving directions about how to get different places in town. Students have had opportunities to practice this both written and orally.
6th grade Spanish students did their first lengthy reading in Spanish this week. They deciphered the text using their knowledge of cognates and other context clues. Students also learned about the "Rules of proximity" this week in hispanic conversations (that Spanish speakers tend to speak closer than their English-speaking counterparts).
Thursday, November 6, 2014
Lots of Talk
8th grade Spanish students did two MovieTalks this week.
Our oral MovieTalk was "El fracaso de muerte" (Death Fails) which can be found at the following link: http://www.youtube.com/watch?v=hv9c_HuK9Gg
Our written MovieTalk was "La receta del amor" (Love Recipe) which can be found at the following link: http://www.youtube.com/watch?v=1ufQ9OUosKE
All discussion points and guiding questions were provided to students in class and can be found in their blue folders.
7th grade Spanish students did a segment of MovieTalk this week. This unit alternates between written days and oral days. The clip we watched can be found at the following link:
* "El día de los muertos" Day of the Dead (oral day): http://www.youtube.com/watch?v=jCQnUuq-TEE
All discussion points and guiding questions were provided to students in class and can be found in their blue folders.
6th grade Spanish students worked on the structures "Me gusta/No me gusta" (I like)... "Quiero" (I want)... "Necesito" (I need)... Students also worked with infinitives to express their wants, needs, and desires.
Our oral MovieTalk was "El fracaso de muerte" (Death Fails) which can be found at the following link: http://www.youtube.com/watch?v=hv9c_HuK9Gg
Our written MovieTalk was "La receta del amor" (Love Recipe) which can be found at the following link: http://www.youtube.com/watch?v=1ufQ9OUosKE
All discussion points and guiding questions were provided to students in class and can be found in their blue folders.
7th grade Spanish students did a segment of MovieTalk this week. This unit alternates between written days and oral days. The clip we watched can be found at the following link:
* "El día de los muertos" Day of the Dead (oral day): http://www.youtube.com/watch?v=jCQnUuq-TEE
All discussion points and guiding questions were provided to students in class and can be found in their blue folders.
6th grade Spanish students worked on the structures "Me gusta/No me gusta" (I like)... "Quiero" (I want)... "Necesito" (I need)... Students also worked with infinitives to express their wants, needs, and desires.
Monday, November 3, 2014
Thank you! ¡Muchas Gracias!
I want to thank all 6th, 7th, and 8th grade families for visiting and participating in fall conferences. It was wonderful to meet so many parents and your continued support is much appreciated!
8th grade Spanish students have started their unit on MovieTalk. This unit alternates between written days and oral days. The clips we have watched thus far can be found at the following links:
* Day of the Dead (oral day): http://www.youtube.com/watch?v=jCQnUuq-TEE
* Oktapodi (written day): http://www.youtube.com/watch?v=badHUNl2HXU
This unit will take us all of November. Students will create their own oral MovieTalk as their final assessment.
7th grade Spanish students wrapped up Day of the Dead with a oral MovieTalk assignment. Grades for this cultural unit will be available by the end of the week. Our next unit is La Comunidad: The Community which will begin Wednesday and will be the last unit of the first trimester.
6th grade Spanish students have been working on Day of the Dead and have created a variety of artifacts in class. After watching a slideshow surrounding "El día de los muertos" they created "Calacas" (skeletons that depict a joyful and active afterlife) and máscaras (traditional masks that are incorporated into the Mexican celebration). Students will complete a final WebQuest this week that will involve identifying artifacts and symbols associated with El día de los muertos.
8th grade Spanish students have started their unit on MovieTalk. This unit alternates between written days and oral days. The clips we have watched thus far can be found at the following links:
* Day of the Dead (oral day): http://www.youtube.com/watch?v=jCQnUuq-TEE
* Oktapodi (written day): http://www.youtube.com/watch?v=badHUNl2HXU
This unit will take us all of November. Students will create their own oral MovieTalk as their final assessment.
7th grade Spanish students wrapped up Day of the Dead with a oral MovieTalk assignment. Grades for this cultural unit will be available by the end of the week. Our next unit is La Comunidad: The Community which will begin Wednesday and will be the last unit of the first trimester.
6th grade Spanish students have been working on Day of the Dead and have created a variety of artifacts in class. After watching a slideshow surrounding "El día de los muertos" they created "Calacas" (skeletons that depict a joyful and active afterlife) and máscaras (traditional masks that are incorporated into the Mexican celebration). Students will complete a final WebQuest this week that will involve identifying artifacts and symbols associated with El día de los muertos.
Thursday, October 23, 2014
Getting ready for conferences
8th graders have finished up their unit surrounding Hispanic Heritage Month. Students learned about important members of the present-day hispanic community and their contributions to the United States. We watched the following clips to give students some background.
https://www.youtube.com/watch?v=hgage_0UEX4
https://www.youtube.com/watch?v=NCZmze3clNw
7th graders have finished up their unit surrounding Hispanic Heritage Month. Students learned about important members of the present-day hispanic community and their contributions to the United States. We watched the following clips to give students some background.
https://www.youtube.com/watch?v=hgage_0UEX4
https://www.youtube.com/watch?v=NCZmze3clNw
6th graders have started their unit on "El día de los muertos" (The Day of the Dead). Students watched a slideshow surrounding this major Mexican holiday, viewed music videos, and re-created authentic Mexican artifacts (calacas and mascaras).
All grades are preparing for conferences by organizing their work in their folders and ipads. Students will be showing their portfolios, projects, apps, and blog during conferences. The foreign language curriculum will be available for parents on both conference days.
https://www.youtube.com/watch?v=hgage_0UEX4
https://www.youtube.com/watch?v=NCZmze3clNw
7th graders have finished up their unit surrounding Hispanic Heritage Month. Students learned about important members of the present-day hispanic community and their contributions to the United States. We watched the following clips to give students some background.
https://www.youtube.com/watch?v=hgage_0UEX4
https://www.youtube.com/watch?v=NCZmze3clNw
6th graders have started their unit on "El día de los muertos" (The Day of the Dead). Students watched a slideshow surrounding this major Mexican holiday, viewed music videos, and re-created authentic Mexican artifacts (calacas and mascaras).
All grades are preparing for conferences by organizing their work in their folders and ipads. Students will be showing their portfolios, projects, apps, and blog during conferences. The foreign language curriculum will be available for parents on both conference days.
Friday, October 17, 2014
Hispanic Heritage Month
8th grade Spanish students finished up any remaining Reader's Theatre skits early this week and then we moved into recognizing the tail end of Hispanic Heritage Month which started Sept. 15th and ends October 15th. Students read an excerpt in Spanish about hispanic heritage and culture and the contributions this demographic makes to our country. At the end of the week students completed a Hispanic Heritage WebQuest. The links to this WebQuest are available in my previous posting. Grades for progress reports are now posted. Have a wonderful weekend.
7th grade Spanish students finished up their Family Web presentations and then we moved into recognizing the tail end of Hispanic Heritage Month which started Sept. 15th and ends October 15th. Students read an excerpt in Spanish about hispanic heritage and culture and the contributions this demographic makes to our country. At the end of the week students completed a Hispanic Heritage WebQuest. The links to this WebQuest are available in my previous posting. Grades for progress reports are now posted. Have a wonderful weekend.
6th grade Spanish students recognized the tail end of Hispanic Heritage Month which started Sept. 15th and ends October 15th. Students read an excerpt in Spanish about hispanic heritage and culture and the contributions this demographic makes to our country. At the end of the week students completed a Hispanic Heritage WebQuest. The link to this Webquest is http://teacher.scholastic.com/activities/hispanic/index.htm
7th grade Spanish students finished up their Family Web presentations and then we moved into recognizing the tail end of Hispanic Heritage Month which started Sept. 15th and ends October 15th. Students read an excerpt in Spanish about hispanic heritage and culture and the contributions this demographic makes to our country. At the end of the week students completed a Hispanic Heritage WebQuest. The links to this WebQuest are available in my previous posting. Grades for progress reports are now posted. Have a wonderful weekend.
6th grade Spanish students recognized the tail end of Hispanic Heritage Month which started Sept. 15th and ends October 15th. Students read an excerpt in Spanish about hispanic heritage and culture and the contributions this demographic makes to our country. At the end of the week students completed a Hispanic Heritage WebQuest. The link to this Webquest is http://teacher.scholastic.com/activities/hispanic/index.htm
Thursday, October 9, 2014
HISPANIC HERITAGE MONTH WEBQUEST
7th AND 8th graders, I have posted the hyperlinks to the websites you will need for your webquest. Rather than having to type in each web address individually, you can simply click on the following addresses and they should take you straight to the website.
Question 1: http://www.infoplease.com/spot/hhmcensus1.html
Question 2: http://www.thenibble.com/reviews/main/chocolate/the-history-of-chocolate.asp
Question 3: http://www.merinews.com/article/fidel-castro---the-czar-of-cuba/123362.shtml
Question 4: http://www.topuertorico.org/coqui.shtml
Question 5: http://www.entertainmentinspain.com/12%20Twelve%20Grapes%20New%20Years%20Eve%20Tradition,%20Spain.htm
Question 6: http://www.nlm.nih.gov/visibleproofs/galleries/biographies/vucetich.html
Question 7: http://www.epodunk.com/cgi-bin/genInfo.php?locIndex=26468 AND
http://en.wikipedia.org/wiki/List_of_place_names_of_Spanish_origin_in_the_United_States
Question 8: http://www.inside-mexico.com/featureindep.htm
Question 9: http://wayanay.com/instruments.html
Question 10: http://abcnews.go.com/US/Story?id=1752325&page=1
Question 11: http://en.wikipedia.org/wiki/Galveston,_Texas
Question 12: http://www.elboricua.com/lares.html
Question 13: (The website listed on your Webquest sheet isn't working so go to this one instead) http://www.inside-mexico.com/featurecinco.htm
Question 14: http://www.factmonster.com/hispanic-heritage-month/
Question 1: http://www.infoplease.com/spot/hhmcensus1.html
Question 2: http://www.thenibble.com/reviews/main/chocolate/the-history-of-chocolate.asp
Question 3: http://www.merinews.com/article/fidel-castro---the-czar-of-cuba/123362.shtml
Question 4: http://www.topuertorico.org/coqui.shtml
Question 5: http://www.entertainmentinspain.com/12%20Twelve%20Grapes%20New%20Years%20Eve%20Tradition,%20Spain.htm
Question 6: http://www.nlm.nih.gov/visibleproofs/galleries/biographies/vucetich.html
Question 7: http://www.epodunk.com/cgi-bin/genInfo.php?locIndex=26468 AND
http://en.wikipedia.org/wiki/List_of_place_names_of_Spanish_origin_in_the_United_States
Question 8: http://www.inside-mexico.com/featureindep.htm
Question 9: http://wayanay.com/instruments.html
Question 10: http://abcnews.go.com/US/Story?id=1752325&page=1
Question 11: http://en.wikipedia.org/wiki/Galveston,_Texas
Question 12: http://www.elboricua.com/lares.html
Question 13: (The website listed on your Webquest sheet isn't working so go to this one instead) http://www.inside-mexico.com/featurecinco.htm
Question 14: http://www.factmonster.com/hispanic-heritage-month/
Wrapping up Units
8th grade Spanish students did their reader's theatre performances this week. Grades for this unit will be posted by Wednesday of next week. Next week we are observing "Hispanic Heritage Month." It is only a 2-day Spanish week due to Columbus Day. A reminder to parents and students that progress reports are also going out by the end of next week.
7th grade Spanish students presented their Family Webs this week. Grades for this unit will be posted by Wednesday of next week. Next week we are observing "Hispanic Heritage Month." It is only a 2-day Spanish week due to Columbus Day. A reminder to parents and students that progress reports are also going out by the end of next week.
6th grade Spanish students having been working on "Fechas, números ordinales, and Spanish agreement." Grades for this unit will be posted by Wednesday of next week. It is only a 2-day Spanish week due to Columbus Day. A reminder to parents and students that progress reports are also going out by the end of next week.
7th grade Spanish students presented their Family Webs this week. Grades for this unit will be posted by Wednesday of next week. Next week we are observing "Hispanic Heritage Month." It is only a 2-day Spanish week due to Columbus Day. A reminder to parents and students that progress reports are also going out by the end of next week.
6th grade Spanish students having been working on "Fechas, números ordinales, and Spanish agreement." Grades for this unit will be posted by Wednesday of next week. It is only a 2-day Spanish week due to Columbus Day. A reminder to parents and students that progress reports are also going out by the end of next week.
Friday, October 3, 2014
The beginning of October
8th grade Spanish students did their last "Story Sequencing" activity in Spanish featuring "El Cuento: Los 3 Cerditos." They were also introduced to their Reader's Theatre rubric which will be the culminating project that will bring our Storytelling unit to a close. These story-skits will be a test grade. Students have been put into assigned groups and will perform one of the following:
* Hansel y Gretel
* Los Tres Osos y la niña (Goldilocks and the 3 Bears)
* Los Tres Cabras Gruff (The 3 Billy Goats Gruff)
* El Pollito Pequeño (Chicken Little)
7th grade Spanish students were introduced to their "Family Web" rubric which will be the culminating activity in lieu of a test. Students will choose 10 family members to write about in Spanish. One portion of this project has a written component and one is oral. Students will be asked to write/talk about their family members' names, ages, birthdays, likes/dislikes. They will use the following sentence starters/sentence structures:
* Mi __________ se llama... (My __________ 's name is...)
* Tiene _____ años... (He/she is _______ years old...)
* Su cumpleaños es el _____ de ______________... (His/her birthday is the ____ of _________)...
* Le gusta... (He/she likes...)
* No le gusta... (He/she does not like...)
6th grade Spanish students have continued working with seasons, weather, and the calendar. We have been taking vocabulary they have learned in elementary school and now using their prior knowledge to ease the transition to more complicated sentences. For example:
* En la primavera hace viento y en el otoño hace fresco.
* El lunes yo tengo la clase de español.
Students have been describing nature and the world around them by expanding on singular words to sentences.
* Hansel y Gretel
* Los Tres Osos y la niña (Goldilocks and the 3 Bears)
* Los Tres Cabras Gruff (The 3 Billy Goats Gruff)
* El Pollito Pequeño (Chicken Little)
7th grade Spanish students were introduced to their "Family Web" rubric which will be the culminating activity in lieu of a test. Students will choose 10 family members to write about in Spanish. One portion of this project has a written component and one is oral. Students will be asked to write/talk about their family members' names, ages, birthdays, likes/dislikes. They will use the following sentence starters/sentence structures:
* Mi __________ se llama... (My __________ 's name is...)
* Tiene _____ años... (He/she is _______ years old...)
* Su cumpleaños es el _____ de ______________... (His/her birthday is the ____ of _________)...
* Le gusta... (He/she likes...)
* No le gusta... (He/she does not like...)
6th grade Spanish students have continued working with seasons, weather, and the calendar. We have been taking vocabulary they have learned in elementary school and now using their prior knowledge to ease the transition to more complicated sentences. For example:
* En la primavera hace viento y en el otoño hace fresco.
* El lunes yo tengo la clase de español.
Students have been describing nature and the world around them by expanding on singular words to sentences.
Tuesday, September 23, 2014
Moving Forward
8th grade Spanish students have continued their Storytelling unit. We read the short stories "El gato feo" (The Ugly Cat) and "Kevin va a la jungla" (Kevin goes to the Jungle). Students created story maps and organized the sequence of events with these graphic organizers. We also used some Reader's Theatre's to reenact the stories and dialogue. Next week we will use Reader's Theatre exclusively in skits they will perform in class.
7th grade Spanish students read a story about a girl named Sofía and her family tree. They are practicing using possessive adjectives so they can better share information about their own families. Next week they will be introduced to their "Árbol geneológico" project in which they will be making family trees and explaining and speaking about their families in great detail.
6th grade Spanish students have been practicing their days of the week, months of the year, times, classes etc by explaining their schedules and school day. They will continue to utilize familiar vocabulary from elementary school but in new and more complex ways. Students are being asked to talk about themselves, their interests, their favorites, and their families.
7th grade Spanish students read a story about a girl named Sofía and her family tree. They are practicing using possessive adjectives so they can better share information about their own families. Next week they will be introduced to their "Árbol geneológico" project in which they will be making family trees and explaining and speaking about their families in great detail.
6th grade Spanish students have been practicing their days of the week, months of the year, times, classes etc by explaining their schedules and school day. They will continue to utilize familiar vocabulary from elementary school but in new and more complex ways. Students are being asked to talk about themselves, their interests, their favorites, and their families.
Friday, September 19, 2014
In the swing of things
8th grade Spanish students have begun their Story Unit. This week we started with "story sequencing" in which we put the pictures of the familiar tale "El hombrecito de jengibre" (The Gingerbread Man), and matched strips of dialogue/text in Spanish using keywords and context to these picture clues. We then told the story of the gingerbread man in Spanish with the students best translation in English. We also began "story maps" in which we took the story "El número de teléfono" and utilized a graphic organizer and story map to discuss and report the order of events in this tale. We also acted out this story using our reader's theatre background.
7th grade Spanish students have been working on their "La Familia" unit. This week we talked about family during warm-up, and we discussed how the hispanic household is similar and different to families across the globe. We learned some new vocabulary and did a short reading in Spanish about "Los Rodriguez," a Mexican family.
6th graders have been bookmarking Spanish websites to practice and review vocabulary they learned in elementary school as well as doing their first speaking activities (warm-up and introductions). We have discussed Latin and romance languages and learned about how words are similar in romance languages. Students reviewed cognates, the importance of accent marks, and basic expressions like stating their birthday, the date, and the weather outside.
7th grade Spanish students have been working on their "La Familia" unit. This week we talked about family during warm-up, and we discussed how the hispanic household is similar and different to families across the globe. We learned some new vocabulary and did a short reading in Spanish about "Los Rodriguez," a Mexican family.
6th graders have been bookmarking Spanish websites to practice and review vocabulary they learned in elementary school as well as doing their first speaking activities (warm-up and introductions). We have discussed Latin and romance languages and learned about how words are similar in romance languages. Students reviewed cognates, the importance of accent marks, and basic expressions like stating their birthday, the date, and the weather outside.
Friday, September 12, 2014
Our first full week
8th grade AND 7th grade Spanish students have been using this first week to refresh and review everything have learned in Spanish in 6th and 7th grade. 8th graders have also engaged in a class activity called "Meet My Friend" where they introduced a friend from their new class in Spanish. They found basic information about this friend, their birthday (el cumpleaños), their favorite sport (el deporte favorito), favorite food (la comida favorita), their favorite class (la clase favorita), where they live (¿dónde vives?), etc. Students shared their findings about their new classmates with the group. This has been a good way to jog their memories from last year, and learn about their new housemates.
6th Grade Spanish students learned the routines and procedures of Spanish class this week. They learned how to conduct themselves during our "Daily Warm Up" which is all oral conversation in Spanish. The received their Spanish folders, and learned what can be expected of me and what I expect from 6th graders. We were able to begin talking about the importance of learning a language and world cultures and we began talking about Cognates (words in Spanish that look/sound like words in English and mean the same thing), and False Cognates (words in Spanish that look/sound like words in English but DO NOT mean the same thing). We also reviewed some "días de la semana" (Days of the Week), and "los meses del año" (Months of the Year), "las estaciones" (Seasons) and "el tiempo" (Weather). I am excited to see everything they have learned/remember from elementary Spanish!
6th Grade Spanish students learned the routines and procedures of Spanish class this week. They learned how to conduct themselves during our "Daily Warm Up" which is all oral conversation in Spanish. The received their Spanish folders, and learned what can be expected of me and what I expect from 6th graders. We were able to begin talking about the importance of learning a language and world cultures and we began talking about Cognates (words in Spanish that look/sound like words in English and mean the same thing), and False Cognates (words in Spanish that look/sound like words in English but DO NOT mean the same thing). We also reviewed some "días de la semana" (Days of the Week), and "los meses del año" (Months of the Year), "las estaciones" (Seasons) and "el tiempo" (Weather). I am excited to see everything they have learned/remember from elementary Spanish!
Friday, September 5, 2014
¡Bienvenidos! Welcome Back!
¡Buenos días! I hope all students and parents had a restful and relaxing summer. I am excited to be starting this fresh new year with some fantastic veteran 7th and 8th graders, and I am thrilled to be meeting my incoming 6th graders.
The first week of school we will be reviewing content from last year and we will use that prior knowledge as a springboard for a productive 2014-2015 Spanish year. In my previous post, I have provided links to some Spanish websites that students utilized last year and are also ones that my new 6th graders will find very accessible. I am going to strongly encourage students to take 10-15 minutes for the next week or so, to review colors, days of the week, months of the year, seasons, weather, body parts, family, numbers, animals, and courteous expressions. I am hoping that the games will jog some memories so all students will start this year in the right mindset and in a good place.
I am also providing the standards for foreign language so parents/students can access what curriculum looks like at the national level. If you have any questions I would be happy to answer them. Here's to a great year!
The ACTFL (American Council of Teaching Foreign Languages can be found at the following link:
http://www.actfl.org/publications/all/national-standards-foreign-language-education
The first week of school we will be reviewing content from last year and we will use that prior knowledge as a springboard for a productive 2014-2015 Spanish year. In my previous post, I have provided links to some Spanish websites that students utilized last year and are also ones that my new 6th graders will find very accessible. I am going to strongly encourage students to take 10-15 minutes for the next week or so, to review colors, days of the week, months of the year, seasons, weather, body parts, family, numbers, animals, and courteous expressions. I am hoping that the games will jog some memories so all students will start this year in the right mindset and in a good place.
I am also providing the standards for foreign language so parents/students can access what curriculum looks like at the national level. If you have any questions I would be happy to answer them. Here's to a great year!
The ACTFL (American Council of Teaching Foreign Languages can be found at the following link:
http://www.actfl.org/publications/all/national-standards-foreign-language-education
Tuesday, September 2, 2014
Website Reminders
Just a reminder that the following links should be bookmarked by all 6th graders:
www.spanishspanish.com
(This website has the toenail game, number scramble, funny body parts. etc)
www.quia.com/shared/spanish
(Quia has Jeopardy [aka Challenge Board], Battleship, Hangman, Who Wants to be a Millionnairre [aka Rags to Riches], etc).
www.bbc.co.uk/languages/spanish
(This is "Mi Vida Loca" the Spanish murder mystery that has 24 interactive episodes.)
www.duolingo.com
(This is like a Rosetta Stone for kids. If students have not created an account, please do so. You need an email address to create an account. You may use your student ID # @portlandschools.org if you do not have your own email. Example:12345@portlandschools.org)
www.learnspanishtoday.com/learning_module
(This is "Build a Burrito," it has not been working lately, but it is a speed game that helps with vocabulary).
Our preferred online Spanish/English dictionary.
Just a reminder that the following apps should be downloaded on iPads by all 7th and 8th graders:
Duolingo Spanish
(This is like a Rosetta Stone for kids. If students have not created an account, please do so. You need an email address to create an account. You may use your student ID # @portlandschools.org if you do not have your own email. Example: 12345@portlandschools.org)
Spanish Mindsnacks
(This a game site that works with Spanish expressions/vocabulary)
CatAcademy
Learn Spanish from cats!
Tuesday, June 17, 2014
Want to practice your Spanish over the summer?
Cat Spanish by CatAcademy
By Memrise
Check out this video about the iOs app students can get for the iPad! This is a great way to practice your skills so you won't lose them over the summer and will need less review when we return to school in the fall! This app surrounds mostly conversational Spanish, and can be used very practically. Have a wonderful summer!
http://www.catacademy.com/
Friday, June 13, 2014
Winding Down
8th grade Spanish students finished up their MovieTalk Unit Part II. They did 3 days orally, and 3 days written. Grades are now posted on Infinite Campus. Students will do review activities to synthesize the year for their last week and doing reflections of Spanish class and their own personal reflections.
7th grade Spanish students have finished their unit on "La Hora" (Telling Time). Grades for this unit are now posted on Infinite Campus. We will wrap up the year with review of everything we have covered since September, and we will do reflections of the class and their own personal performance and work.
6th grade Spanish students will be finishing up their projects on La Tomatina versus The Running of the Bulls. This compare/contrast project will end with a gallery walk reflection activity. All grades have been posted on IC with the exception of this project which will be posted by Friday of next week.
Have a great weekend and a Happy Father's Day!
7th grade Spanish students have finished their unit on "La Hora" (Telling Time). Grades for this unit are now posted on Infinite Campus. We will wrap up the year with review of everything we have covered since September, and we will do reflections of the class and their own personal performance and work.
6th grade Spanish students will be finishing up their projects on La Tomatina versus The Running of the Bulls. This compare/contrast project will end with a gallery walk reflection activity. All grades have been posted on IC with the exception of this project which will be posted by Friday of next week.
Have a great weekend and a Happy Father's Day!
Friday, May 30, 2014
Last week of May
8th grade Spanish students began MovieTalk part II with an episode called "Presto." The strategies that I used to keep the kids engaged are the same ones that CI teachers use when interpreting any text: asking questions and personalizing the information. You can ask circling questions about the obvious (The car is blue. Is the car blue or is the face blue?) or ask inferential questions (Why is he bald? What does she say to the man?). To personalize the information, connect what you’re describing on the screen with students in the class (He’s wearing shorts. Who in the class is wearing shorts? Why is (student) wearing shorts in the middle of winter?). I try to not let the discussions get too long before bringing them back to the movie clip.
7th grade Spanish students had a week of intensive writing. They have taken what they have learned about agreement, and have been really challenged to put comprehensible sentences together using adjectives, and the two verbs we have been working the most closely with, "Tener: To Have" and "Ser: To be."
6th grade Spanish students did two "Rincón cultural" (Culture Corner) activities this week. We read about interesting manners and customs that are practiced by people of hispanic/Spanish heritage; we learned about how they eat their meals, how they tell time, view time, spend their leisure time, and about their important sports and events. This was a wonderful segue from learning about food because mealtimes and family were the focus of this Culture Corner, but also a good transition into La Tomatina and the Running of the Bulls since we will be learning exclusively about how Spaniards celebrate.
7th grade Spanish students had a week of intensive writing. They have taken what they have learned about agreement, and have been really challenged to put comprehensible sentences together using adjectives, and the two verbs we have been working the most closely with, "Tener: To Have" and "Ser: To be."
6th grade Spanish students did two "Rincón cultural" (Culture Corner) activities this week. We read about interesting manners and customs that are practiced by people of hispanic/Spanish heritage; we learned about how they eat their meals, how they tell time, view time, spend their leisure time, and about their important sports and events. This was a wonderful segue from learning about food because mealtimes and family were the focus of this Culture Corner, but also a good transition into La Tomatina and the Running of the Bulls since we will be learning exclusively about how Spaniards celebrate.
Friday, May 23, 2014
What's going on in May
8th graders completed their Tomatina/Running of the Bulls gallery walk. Grades will be posted for this unit early next week on Infinite Campus. We ended the week by starting part II of MovieTalk. I have provided a link explaining and outlining the merits of Total Comprehensible Input with MovieTalk (TCI) that can be found on Martina Bex's Website, "The Comprehensible Classroom."
http://martinabex.com/tag/tprs/
7th grade Spanish students completed their "Spanish Agreement" unit by doing an activity called "La jardín de adjetivos" (Adjective Garden). Grades for agreement will be posted on Infinite Campus by Thursday of next week.
6th grade Spanish students have either completed/are completing their menu projects. I have communicated to all students that no more class time will be given to complete this project but I am giving them an additional week to complete these at home. I have told them to paste their projects to a GoogleDoc if they cannot bring their laptops home and therefore can access them via home computer. If computer access is an obstacle I have asked those students to see me privately and we will work out a way for them to complete their assignment in a timely manner. Students read an article "La historia de chocolate" this week about the importance of cacao in hispanic culture and it's roots.
http://martinabex.com/tag/tprs/
7th grade Spanish students completed their "Spanish Agreement" unit by doing an activity called "La jardín de adjetivos" (Adjective Garden). Grades for agreement will be posted on Infinite Campus by Thursday of next week.
6th grade Spanish students have either completed/are completing their menu projects. I have communicated to all students that no more class time will be given to complete this project but I am giving them an additional week to complete these at home. I have told them to paste their projects to a GoogleDoc if they cannot bring their laptops home and therefore can access them via home computer. If computer access is an obstacle I have asked those students to see me privately and we will work out a way for them to complete their assignment in a timely manner. Students read an article "La historia de chocolate" this week about the importance of cacao in hispanic culture and it's roots.
Friday, May 16, 2014
The latest
8th grade Spanish students have continued work on their Tomatina/Running of the Bulls work. Early next week they will do a gallery walk for this unit. They will finish the year with their second edition of MovieTalk.
7th grade Spanish students finished their unit surrounding Spanish Agreement. They did an activity involving "Descripciones" in which they drew a person, animal, monster, or character based on a Spanish description either spoken or in writing. They also drew their own characters and described them in Spanish themselves and tested their table buddies to see if they were comprehensible to others.
6th grade Spanish students continued work on their menu projects. Students have been researching authentic cuisine in Spanish speaking places, and then creating a 15 meal menu (5 breakfast, 5 lunches, and 5 dinners) entirely in Spanish. Students are also practicing how to order at a restaurant and practicing vocabulary in this setting. Phrases such as "Quisiera..." (I would like)... "La cuenta, por favor" (The bill, please), "Puede darme" (Can you bring me...)
7th grade Spanish students finished their unit surrounding Spanish Agreement. They did an activity involving "Descripciones" in which they drew a person, animal, monster, or character based on a Spanish description either spoken or in writing. They also drew their own characters and described them in Spanish themselves and tested their table buddies to see if they were comprehensible to others.
6th grade Spanish students continued work on their menu projects. Students have been researching authentic cuisine in Spanish speaking places, and then creating a 15 meal menu (5 breakfast, 5 lunches, and 5 dinners) entirely in Spanish. Students are also practicing how to order at a restaurant and practicing vocabulary in this setting. Phrases such as "Quisiera..." (I would like)... "La cuenta, por favor" (The bill, please), "Puede darme" (Can you bring me...)
Monday, May 12, 2014
7th graders
7th grade Spanish students please do the following 3 activities at the following links. Have 3 different classmates "sign off" when you have completed each at 100%.
Friday, May 9, 2014
Progress Report Grades are In
**All 6th, 7th, and 8th grade Spanish students' progress report grades are updated in IC and will appear on progress reports that go out with students early next week. These progress report grades are NOT final, students still have the opportunity to hand in their missing work or retake low test grades if they wish to do so.**
8th grade Spanish students have officially begun their compare/contrast project surrounding "The Running of the Bulls" and "La Tomatina." This unit meets the National ACTFL standards for culture that reads: "Experiencing other cultures develops a better understanding and appreciation of the relationship between languages and other cultures, as well as the student's native culture. Students become better able to understand other people's points of view, ways of life, and contributions to the world." This assignment is due Tuesday, May 20th.
7th grade Spanish students played a class game of "Jeopardía" where conjugation, pronouns, Spanish Agreement, and clothing vocabulary were reviewed. Students had an extremely abbreviated week as it was a 2-day Spanish week and we lost one day due to conferences.
6th grade Spanish students have received rubrics for their Spanish menú project. Students will be creating a menu entirely in Spanish using authentic dishes that they research themselves. Students will then use their menus to create skits at a restaurant in which they will practice ordering food.
8th grade Spanish students have officially begun their compare/contrast project surrounding "The Running of the Bulls" and "La Tomatina." This unit meets the National ACTFL standards for culture that reads: "Experiencing other cultures develops a better understanding and appreciation of the relationship between languages and other cultures, as well as the student's native culture. Students become better able to understand other people's points of view, ways of life, and contributions to the world." This assignment is due Tuesday, May 20th.
7th grade Spanish students played a class game of "Jeopardía" where conjugation, pronouns, Spanish Agreement, and clothing vocabulary were reviewed. Students had an extremely abbreviated week as it was a 2-day Spanish week and we lost one day due to conferences.
6th grade Spanish students have received rubrics for their Spanish menú project. Students will be creating a menu entirely in Spanish using authentic dishes that they research themselves. Students will then use their menus to create skits at a restaurant in which they will practice ordering food.
Friday, May 2, 2014
The Beginning of May
8th grade Spanish students have finished their unit on "La Hora" and received their tests back. I am encouraging students to make-up the test in the next week if they are unhappy with their scores. *th graders started their study of two major Spanish festivals, "La Tomatina" in Buñol, Valenica, and "The Running of the Bulls" in Pamplona, Navarre. Students will synthesize this unit with a compare/contrast assignment.
7th grade Spanish students did several activities this week that centered around "Spanish Agreement." We played a class game of ¿Quién soy? (Who am I?) and finished writing sentences about characters that students created themselves. Next week we will do an assignment that features Spanish Agreement, but the focus will be writing about themselves (instead of others) in the form of 'Wanted' posters. This assignment will be called "Se Busca" in IC.
6th grade Spanish students have begun their unit on "La Comida." Students have done severval descriptive activities with food and identifying food through colors and other adjectives (spicy, juicy, sweet, salty, etc). Next week they will be introduced to their Menu project.
7th grade Spanish students did several activities this week that centered around "Spanish Agreement." We played a class game of ¿Quién soy? (Who am I?) and finished writing sentences about characters that students created themselves. Next week we will do an assignment that features Spanish Agreement, but the focus will be writing about themselves (instead of others) in the form of 'Wanted' posters. This assignment will be called "Se Busca" in IC.
6th grade Spanish students have begun their unit on "La Comida." Students have done severval descriptive activities with food and identifying food through colors and other adjectives (spicy, juicy, sweet, salty, etc). Next week they will be introduced to their Menu project.
Thursday, May 1, 2014
8th graders: Running of the Bulls
1.) Where does the Running of the Bulls take place?
2.) The Running of the Bulls takes place amidst which festival?
3.) What does everyone where around their neck during this festival?
4.) What takes place every afternoon of the festival?
5.) What takes place every evening of the festival?
6.) Can you name 3 rules of the Bull Run?
7.) How many people have died during the Bull Run in recorded history?
8.) How many people attend the Festival of San Fermín?
9.) About how many bulls are released during the Bull Run?
10.) How do participants generally dress for the Bull Run?
Monday, April 28, 2014
8th graders: La Tomatina
I would like 8th graders to answer the following questions regarding "La Tomatina." Be thorough and detailed as possible.
- When does the TOMATINA take place?
- How long does the celebration last?
- What city does the TOMATINA take place in?
- What is LA TOMATINA?
- What is thrown at LA TOMATINA?
- How many pounds of tomatoes are used?
- How many tomatoes are used?
- Who do the tomatoes get thrown at?
- How long does the fight last?
- Where does everyone go after the tomato fight to clean up?
Thursday, April 17, 2014
Happy Spring Break!
8th grade Spanish students engaged in activities this week that exercised their ability to tell time in Spanish. We played ¿Qué hora es? in which students taped watches to their wrists and asked for the time in Spanish and responded with their own time on their watch. Students recorded their findings on a log-sheet. We also played "La Hora" which is a "Mentira o verdad" (Lie or Truth) game which involves discerning whether or not someone is telling the time truthfully or not. We will have a test surrounding time after the break.
7th grade Spanish students worked on their "Robertos" which are dress-up dolls that they created and now must describe in writing (in Spanish) using their knowledge of Spanish agreement. Students have learned how to make Spanish sentences "agree" in gender (masculine and feminine words) and in number (singular and plural).
6th grade Spanish students were introduced to their "La Comida" (Food) unit. We did an overview of what to expect when we come back from break and started with a cultural food tutorial. The grades for their Spanish-speaking country projects are now in Infinite Campus. We also spent Friday finishing up odds and ends. The last presentations for their Spanish-speaking country project and any incomplete work was passed in so we can start fresh after break.
Have a wonderful and safe spring break!
7th grade Spanish students worked on their "Robertos" which are dress-up dolls that they created and now must describe in writing (in Spanish) using their knowledge of Spanish agreement. Students have learned how to make Spanish sentences "agree" in gender (masculine and feminine words) and in number (singular and plural).
6th grade Spanish students were introduced to their "La Comida" (Food) unit. We did an overview of what to expect when we come back from break and started with a cultural food tutorial. The grades for their Spanish-speaking country projects are now in Infinite Campus. We also spent Friday finishing up odds and ends. The last presentations for their Spanish-speaking country project and any incomplete work was passed in so we can start fresh after break.
Have a wonderful and safe spring break!
Thursday, April 10, 2014
The Latest
8th grade Spanish students have begun "La Hora" (Telling Time). In most of the Spanish-speaking world, both 12-hour and 24-hour clocks are used, the latter being quite common in schedules and similar printed materials. Students are learning how to ask about time, cultural differences in how time is viewed/managed, and how to decipher military time when applicable.
7th grade Spanish students have started their unit on "Spanish Agreement." This unit has a large writing component in which students must write in Spanish and make sure their sentences are grammatically accurate using their knowledge of gender and plural/singular agreement.
6th grade Spanish students finished up their Spanish-speaking country projects this week and synthesized this unit with 4-5 minute presentations. Grades for this project will be posted by Friday, April 18th (the Friday before April break).
7th grade Spanish students have started their unit on "Spanish Agreement." This unit has a large writing component in which students must write in Spanish and make sure their sentences are grammatically accurate using their knowledge of gender and plural/singular agreement.
6th grade Spanish students finished up their Spanish-speaking country projects this week and synthesized this unit with 4-5 minute presentations. Grades for this project will be posted by Friday, April 18th (the Friday before April break).
Thursday, April 3, 2014
The Beginning of T3
8th grade Spanish students finished up their final MovieTalk episodes this week with the theme of "La Amistad" (Friendship). The shorts we worked with were "La caja de monstruos" (MonsterBox) and "Parcialmente Nublado" (Partly Cloudly). They also had their MovieTalk exam by creating a MovieTalk presentation of their own using the silent clip, "Simon's Cat: Fly Guy." Next week we will move on to "La Hora" (Telling Time) which will take us into April break.
7th Grade Spanish students presented their Conjugation Projects this week. We also played "La Lucha" which is an interactive conjugation whole-class game. Next week we will movie into more writing in Spanish featuring clothing. We will describe what people are wearing and how to match gender/plural/singular while writing.
6th grade Spanish students have continued work on their Spanish-speaking country projects. Each day we discuss one thing that is commonplace in most Spanish-speaking places, and each child finds one thing unique to their country and shares with the class.
7th Grade Spanish students presented their Conjugation Projects this week. We also played "La Lucha" which is an interactive conjugation whole-class game. Next week we will movie into more writing in Spanish featuring clothing. We will describe what people are wearing and how to match gender/plural/singular while writing.
6th grade Spanish students have continued work on their Spanish-speaking country projects. Each day we discuss one thing that is commonplace in most Spanish-speaking places, and each child finds one thing unique to their country and shares with the class.
Monday, March 24, 2014
Wrapping up T2
8th grade Spanish students worked on two MovieTalks this week, "La Receta del Amor" (Love Recipe) and "Oktapodi" (The Octopi). Movie Talks are divided onto reading/writing comprehension activities, or oral/listening/speaking activities. We aim to work on one of each kind every week during this unit.
7th grade Spanish students have continued working on their Conjugation slideshows as well as various activities in class to help them utilize these skills. These projects will be due next Tuesday and presentations will take place on that day.
6th grade Spanish students will be starting their Spanish-speaking country projects this week. This unit will focus on hispanic cultures and how colloquial Spanish changes from country to country. We will also reflect on how each country observes their own unique practices and that while these countries may share a language, in come cases, they share little else. We will compare different regions and explore WHY these places have some cultural similarities, and why they have some differences, and how an American traveler can successfully interact with these cultural differences.
6th grade Spanish students will be starting their Spanish-speaking country projects this week. This unit will focus on hispanic cultures and how colloquial Spanish changes from country to country. We will also reflect on how each country observes their own unique practices and that while these countries may share a language, in come cases, they share little else. We will compare different regions and explore WHY these places have some cultural similarities, and why they have some differences, and how an American traveler can successfully interact with these cultural differences.
Friday, March 21, 2014
Spring has sprung!
8th grade Spanish students are in the midst of their "MovieTalk"unit. This consists of watching short clips of silent films and adding language to the storyline. Students have done two MovieTalks orally, and one in writing. We will continue this into next week.
7th grade Spanish students are working on their Conjugation slideshows. They must create 10 slides of AR, ER, and IR verbs for a grand total of 30 slides. Much of the conjugation is embedded in daily oral conversation, but this project aims to keep them in the target language more often and helps them to create more comprehensible writing.
6th grade Spanish students had their test on "Animales" this week. We played several learning games to prepare them for this exam. If your child is unhappy with his/her grade, he/she is invited to make up the exam anytime before March 26th.
7th grade Spanish students are working on their Conjugation slideshows. They must create 10 slides of AR, ER, and IR verbs for a grand total of 30 slides. Much of the conjugation is embedded in daily oral conversation, but this project aims to keep them in the target language more often and helps them to create more comprehensible writing.
6th grade Spanish students had their test on "Animales" this week. We played several learning games to prepare them for this exam. If your child is unhappy with his/her grade, he/she is invited to make up the exam anytime before March 26th.
Thursday, March 13, 2014
Staying on Schedule
8th grade Spanish students have begun their MovieTalk unit. They first animated short that we have given Spanish dialogue is "Paperman" and the second is "Destiny." Both shorts are silent and we ask questions and give answers in Spanish as a whole class in response to what transpires in the cartoon. This unit will include 5 MovieTalk shorts that they will be quizzed on in 2 weeks. There will be an oral and written component to this assessment.
7th grade Spanish students have learned to conjugate ER/IR verbs in Spanish and were given the rubric to start their Conjugation project. This project has a presentational component at the end and the reading and writing components are included in the slideshow they have started to create.
6th grade Spanish students are reading stories that feature many of the animals they are learning in class. Each story's setting is a new place, a farm, the jungle, the arctic, the forest, etc. They are using many of the skills they have learned this year to follow and respond to these stories as well as acquire new vocabulary.
7th grade Spanish students have learned to conjugate ER/IR verbs in Spanish and were given the rubric to start their Conjugation project. This project has a presentational component at the end and the reading and writing components are included in the slideshow they have started to create.
6th grade Spanish students are reading stories that feature many of the animals they are learning in class. Each story's setting is a new place, a farm, the jungle, the arctic, the forest, etc. They are using many of the skills they have learned this year to follow and respond to these stories as well as acquire new vocabulary.
Friday, March 7, 2014
Marching into March
6th grade Spanish students engaged in a ¿Quién es? activity this week (a "Guess Who?" type game in Spanish that centered around Animals). Students are using their knowledge of body parts, colors, numbers, and descriptive words to understand and describe animals they are familiar with. For example:
"Este animal es un tipo de gato. Vive en Africa. Tiene rayas negras y anaranjadas. Es muy feroz." (Answer: El Tigre).
7th grade Spanish students have been learning AR verb conjugation. They have learned the melody "Conjugation Back" to help them recall their endings. They have learned a Spanish game called "La Lucha" that has aided in their comprehension and completed an AR verb conjugation puzzle. Being able to accurately conjugate is essential for being comprehensible in another language. Next week, they will learn ER/IR verb conjugation so they can start speaking in richer sentences.
8th grade Spanish students completed their gallery walk this week. They also watched clips from the film "Sweet 15." We will be begin MovieTalk this coming Monday. Please encourage your children to hand in their projects if they have not done so already. Projects will not be accepted any later thank Monday, March 10th. Thank you and have a great weekend.
"Este animal es un tipo de gato. Vive en Africa. Tiene rayas negras y anaranjadas. Es muy feroz." (Answer: El Tigre).
7th grade Spanish students have been learning AR verb conjugation. They have learned the melody "Conjugation Back" to help them recall their endings. They have learned a Spanish game called "La Lucha" that has aided in their comprehension and completed an AR verb conjugation puzzle. Being able to accurately conjugate is essential for being comprehensible in another language. Next week, they will learn ER/IR verb conjugation so they can start speaking in richer sentences.
8th grade Spanish students completed their gallery walk this week. They also watched clips from the film "Sweet 15." We will be begin MovieTalk this coming Monday. Please encourage your children to hand in their projects if they have not done so already. Projects will not be accepted any later thank Monday, March 10th. Thank you and have a great weekend.
Tuesday, February 25, 2014
A Couple of Changes
8th grade: Due to visits to Portland, Deering, and Casco Bay high schools and a snow day, 8th graders' gallery walk of their Quinceañera projects will be postponed until Tuesday and Wednesday of next week. While this is not ideal, it will act as a review and as a synthesis of what we have been learning. When the gallery walk is complete we will then dive into our next unit: MovieTalk.
7th grade: We are still in the beginnings of our Conjugation Unit, which always starts with "pronombres" (pronouns). Monday, February 24th, there was a quiz featuring Spanish pronouns. It is imperative that students master their pronouns before they learn to conjugate. We will begin a major project for this unit this week.
6th grade: Students got back their "Partes del cuerpo" tests this week. If they are unhappy with their grade they are invited to make up the exam any time after school or during Moore Time. I have encouraged students to do this sooner the better. The next unit requires heavy usage of body parts, colors, adjectives, and numbers as we will be describing animals physically, and using stories to acquire more language.
7th grade: We are still in the beginnings of our Conjugation Unit, which always starts with "pronombres" (pronouns). Monday, February 24th, there was a quiz featuring Spanish pronouns. It is imperative that students master their pronouns before they learn to conjugate. We will begin a major project for this unit this week.
6th grade: Students got back their "Partes del cuerpo" tests this week. If they are unhappy with their grade they are invited to make up the exam any time after school or during Moore Time. I have encouraged students to do this sooner the better. The next unit requires heavy usage of body parts, colors, adjectives, and numbers as we will be describing animals physically, and using stories to acquire more language.
Friday, February 7, 2014
From now to February Break
8th grade Spanish students have officially started working on their Quinceañera projects. I have handed back their Cloze activities and their Quinceañera WebQuests. They will work on this project into next week and it is my intention that both Sebago and Allagash houses on BOTH Blue AND Red Days will finish their Gallery Walks before February break.
7th grade Spanish students are continuing to familiarize themselves with Spanish pronouns and are learning how to use these pronouns to conjugate in the present tense. They have learned key terms with week such as "conjugation," "infinitive," "stem," and "formal/informal." They have created Pronoun reference sheets that they will glue to the inside of their folders so they will be readily accessible to them for the remainder of the school year.
6th grade Spanish students are finishing up their "Partes del Cuerpo" (Parts of the Body) unit this week. The had their first official written exam Thursday 02/13/14 and Friday 02/14/14. If your child has any concerns with how they did on this exam, they are invited to re-take it. Please schedule a time to do so if you are interested. Our next unit will be "Animales."
7th grade Spanish students are continuing to familiarize themselves with Spanish pronouns and are learning how to use these pronouns to conjugate in the present tense. They have learned key terms with week such as "conjugation," "infinitive," "stem," and "formal/informal." They have created Pronoun reference sheets that they will glue to the inside of their folders so they will be readily accessible to them for the remainder of the school year.
6th grade Spanish students are finishing up their "Partes del Cuerpo" (Parts of the Body) unit this week. The had their first official written exam Thursday 02/13/14 and Friday 02/14/14. If your child has any concerns with how they did on this exam, they are invited to re-take it. Please schedule a time to do so if you are interested. Our next unit will be "Animales."
Thursday, January 30, 2014
What's going on
8th grade Spanish students worked on their WebQuest this week. Next week they will be doing a project surrounding la Quinceañera and will do a gallery walk and a cultural reflection on this unit. They will compare this event to the French debutantes, a sweet sixteen, and a Bah/Bat Mitzvah. Students will investigate what a coming of age looks like across the world.
7th grade Spanish students began their unit with "Pronombres" (Pronouns) and how pronouns are different in Spanish. They will need to be experts in Yo, Tú, Él, Ella, Usted, Nosotros, Vosotros, Ellos, Ellas, and Ustedes in the coming weeks as they will be heavily used when they learn how to conjugate AR, ER, and IR verbs.
6th grade Spanish students have continued with Los Partes del Cuerpo and basic commands. Right now they are learning, :Levantense, por favor" (Please stand up), "Siéntense, por favor" (Please sit down), "Saquen sus carpetas" (Take out your folders), "Abran sus carpetas" (Open your folders), "Entreguen sus hojas" (Hand in your papers), "Pueden retirarse" (You may go). Following these directions in Spanish allows me to determine their interpretive proficiency in Spanish. They are graded on demonstrating their understanding of instructions given orally.
7th grade Spanish students began their unit with "Pronombres" (Pronouns) and how pronouns are different in Spanish. They will need to be experts in Yo, Tú, Él, Ella, Usted, Nosotros, Vosotros, Ellos, Ellas, and Ustedes in the coming weeks as they will be heavily used when they learn how to conjugate AR, ER, and IR verbs.
6th grade Spanish students have continued with Los Partes del Cuerpo and basic commands. Right now they are learning, :Levantense, por favor" (Please stand up), "Siéntense, por favor" (Please sit down), "Saquen sus carpetas" (Take out your folders), "Abran sus carpetas" (Open your folders), "Entreguen sus hojas" (Hand in your papers), "Pueden retirarse" (You may go). Following these directions in Spanish allows me to determine their interpretive proficiency in Spanish. They are graded on demonstrating their understanding of instructions given orally.
Friday, January 24, 2014
Progress Report Change
**All 6th, 7th, and 8th grade students will be receiving progress reports on February 3rd rather than January 28th. Students will be able to hand in any late work or re-take any quizzes or tests up to January 31st. Please check with your children and encourage them to check in with me for any missing work.**
8th grade Spanish students continued with their unit on La Quinceañera. They have now read articles, watch short clips of a Quinceañera and the traditions that are typically practiced. This week and into next week they will be completeing a "WebQuest." This is somewhat like an online Scanvenger Hunt and they will investigate the Quinceañera of a girl named Carmela. They will need to relay her account her party and of the activities in Spanish. Carmela's website is also entirely in Spanish, so they will need to use their prior knowledge of the Quinceñera to decipher what happened at Carmela's event.
7th grade Spanish students have an additional opportunity to make-up their Objetos de la Clase tests if they were unhappy with their grades as the grading period has been extended school-wide. Students are currently learning about the Mexican-American war and how Mexican territory became part of the United States. We are looking at California specifically so students can better understanding the Spanish-speaking demographic on our country,
6th grade Spanish students have continued with "Partes del cuerpo." They will start describing things in Spanish using body parts (blonde hair, long legs, big eyes, etc, etc). The unit will be synthesized in a brief project/assignment where the must create a "monster" and describe the monster in Spanish.
8th grade Spanish students continued with their unit on La Quinceañera. They have now read articles, watch short clips of a Quinceañera and the traditions that are typically practiced. This week and into next week they will be completeing a "WebQuest." This is somewhat like an online Scanvenger Hunt and they will investigate the Quinceañera of a girl named Carmela. They will need to relay her account her party and of the activities in Spanish. Carmela's website is also entirely in Spanish, so they will need to use their prior knowledge of the Quinceñera to decipher what happened at Carmela's event.
7th grade Spanish students have an additional opportunity to make-up their Objetos de la Clase tests if they were unhappy with their grades as the grading period has been extended school-wide. Students are currently learning about the Mexican-American war and how Mexican territory became part of the United States. We are looking at California specifically so students can better understanding the Spanish-speaking demographic on our country,
6th grade Spanish students have continued with "Partes del cuerpo." They will start describing things in Spanish using body parts (blonde hair, long legs, big eyes, etc, etc). The unit will be synthesized in a brief project/assignment where the must create a "monster" and describe the monster in Spanish.
Friday, January 17, 2014
Transition Week
8th grade Spanish students will start learning about the hispanic tradition of La Quinceañera, also called fiesta de quince años, fiesta de quinceañera, quince años or simply quince, is the celebration of a girl's fifteenth birthday in parts of Latin America and elsewhere in communities of people from Latin America. This birthday is celebrated differently from any other birthday, as it marks the transition from childhood to young womanhood.
7th grade Spanish students played "Object Memory" in Spanish in which they tried to recall the location of objects in the class. This reinforces their acquisition of prepositions, articles, and Object vocab. Reminder: Students will be tested on this unit Friday, January 17th. This is a change from the intial test date as we had to adjust the schedule for Smarter Balanced/ACCESS testing.
6th grade Spanish students have started "Los Partes del Cuerpo" (Parts of the Body). The vocabulary is more extensive than previously learned in elementary school and students are learning commands that go along with the vocab, "Raise your hands," "Lift your right leg," etc. Students will also be learning the location of body parts (prepositions) such as "your hair is on your head," "your teeth are in your mouth," etc.
7th grade Spanish students played "Object Memory" in Spanish in which they tried to recall the location of objects in the class. This reinforces their acquisition of prepositions, articles, and Object vocab. Reminder: Students will be tested on this unit Friday, January 17th. This is a change from the intial test date as we had to adjust the schedule for Smarter Balanced/ACCESS testing.
6th grade Spanish students have started "Los Partes del Cuerpo" (Parts of the Body). The vocabulary is more extensive than previously learned in elementary school and students are learning commands that go along with the vocab, "Raise your hands," "Lift your right leg," etc. Students will also be learning the location of body parts (prepositions) such as "your hair is on your head," "your teeth are in your mouth," etc.
Friday, January 10, 2014
Back to School in 2014
8th grade Spanish students are learning about "Los Tres Magos" (Three King's Day) which is a celebration observed in Spanish-speaking countries that coincides with Christmas. Most hispanic countries are largely Catholic communities and recognizing Three King's Day is a very important ritual. While Christmas is still observed, the more exciting day for children is not December 25th, but January 6th when the Three Magi come and deliver gifts in children's shoes. Students have been reading and performing skits surrounding this celebration.
7th grade Spanish students did some refresher activities surrounding "Objetos de la clase" and using prepositions (being able to tell others where things are located in the room). The test for this unit will be Thursday 1/16.
6th grade Spanish students will review basic conversation and greetings and move into how to address people in the correct "You" form in Spanish. This concept is difficult at first because "You" does not change in English. "Tú versus Usted" and "Vosotros" versus "Ustedes" are the main forms we will be using. How do address adults, children, elders, people in authority, friends, and family will be addressed.
7th grade Spanish students did some refresher activities surrounding "Objetos de la clase" and using prepositions (being able to tell others where things are located in the room). The test for this unit will be Thursday 1/16.
6th grade Spanish students will review basic conversation and greetings and move into how to address people in the correct "You" form in Spanish. This concept is difficult at first because "You" does not change in English. "Tú versus Usted" and "Vosotros" versus "Ustedes" are the main forms we will be using. How do address adults, children, elders, people in authority, friends, and family will be addressed.
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