8th grade Spanish students did two oral MovieTalks this week:
*Paperman which can be found at: http://www.dailymotion.com/video/xzt3vb_paperman_shortfilms
*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 finished up their second "Cuentos: Stories" unit and were assessed on the following stories:
* A Marcos le gusta hablar (le gusta, habla de, corre, camina)
* Conocemos a Lucía (vive, juega, tiene)
* El hombre rico (son, se cae)
* La chica perezosa (come, va a, regresa)
* Los gatos azules (quiere, habla con)
6th grade Spanish students had an abbreviated week of Spanish due to happenings with Camp Kieve. Students used knowledge they have learned and reviewed to investigate weather reports. The following structures are being focused on: hace frío, hace calor, hace fresco, hace viento, nublado, nevado, lluvioso, soleado.
Friday, October 23, 2015
Friday, October 16, 2015
Mid-October
8th grade Spanish students reviewed and were assessed in Spanish on their TPR (Total Physical Response" stories and the featured structures in each tale. The following stories were assessed:
* Juliette quiere un coche (quiere, va a)
* La tortilla española (structures: llega, mejor, peor)
* Lluvia de Reese's (se cae, corre)
Students learn different structures in Spanish with each chapter. Students are asked guiding questions both written and orally and are asked to act in different scenarios each tale.
7th grade Spanish students continued their TPR unit. This week we read:
* Los gatos azules
Students learn different structures in Spanish with each chapter. Students are asked guiding questions both written and orally and are asked to act in different scenarios each tale.
6th grade Spanish students have been learning in the process of reviewing Spanish agreement (making Spanish match in gender and in number) when speaking and writing.
* Juliette quiere un coche (quiere, va a)
* La tortilla española (structures: llega, mejor, peor)
* Lluvia de Reese's (se cae, corre)
Students learn different structures in Spanish with each chapter. Students are asked guiding questions both written and orally and are asked to act in different scenarios each tale.
7th grade Spanish students continued their TPR unit. This week we read:
* Los gatos azules
Students learn different structures in Spanish with each chapter. Students are asked guiding questions both written and orally and are asked to act in different scenarios each tale.
6th grade Spanish students have been learning in the process of reviewing Spanish agreement (making Spanish match in gender and in number) when speaking and writing.
Thursday, October 8, 2015
A long weekend
8th grade Spanish students read Spanish TPR (Total Physical Response" stories and learn a new structure with each tale. This week's stories were:
* La tortilla española
* Lluvia de Reese's
Students learn different structures in Spanish with each chapter. Students are asked guiding questions both written and orally and are asked to act in different scenarios each tale.
7th grade Spanish students continued their TPR unit. This week we read:
* Perezosa
* Marcos le gusta hablar
Students learn different structures in Spanish with each chapter. Students are asked guiding questions both written and orally and are asked to act in different scenarios each tale.
6th grade Spanish students have been learning in the process of reviewing and learning new ways to describe seasons, weather, and climate.
* La tortilla española
* Lluvia de Reese's
Students learn different structures in Spanish with each chapter. Students are asked guiding questions both written and orally and are asked to act in different scenarios each tale.
7th grade Spanish students continued their TPR unit. This week we read:
* Perezosa
* Marcos le gusta hablar
Students learn different structures in Spanish with each chapter. Students are asked guiding questions both written and orally and are asked to act in different scenarios each tale.
6th grade Spanish students have been learning in the process of reviewing and learning new ways to describe seasons, weather, and climate.
Friday, October 2, 2015
Early October
8th grade Spanish students were assessed in their ability to tell time in Spanish; they also were assessed orally in how to ask about time-related questions. Students were able to begin their next unit by the end of the week which is "Cuentos" or stories. Students read Spanish TPR (Total Physical Response" stories and learn a new structure with each tale. This week's story was:
* Juliette quiere un coche
7th grade Spanish students continued their TPR unit. This week we read:
* El hombre rico
Students learn different structures in Spanish with each chapter. Students are asked guiding questions both written and orally and are asked to act in different scenarios each chapter.
6th grade Spanish students have been learning about appropriate times to use "Tú" and "Usted" in Spanish. Both are ways of saying "You" in Spanish (with Tú being informal and Usted being formal). Students have been practicing when to use each, and with whom.
* Juliette quiere un coche
7th grade Spanish students continued their TPR unit. This week we read:
* El hombre rico
Students learn different structures in Spanish with each chapter. Students are asked guiding questions both written and orally and are asked to act in different scenarios each chapter.
6th grade Spanish students have been learning about appropriate times to use "Tú" and "Usted" in Spanish. Both are ways of saying "You" in Spanish (with Tú being informal and Usted being formal). Students have been practicing when to use each, and with whom.
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