festivals

-Students reviewed what we discussed about the festival of Carnival.
-Students read about Carnival celebrations around the world (see attachment). They also answered questions on the reading in Spanish (see attachment).
-We began going over our answers together, and we will continue on Friday.
-HOMEWORK: Students can bring in any extra materials they might want to use to make their Carnival headdresses or masks. If not, I have plenty of items to use here.

-Students reviewed conversation topics.
-We went over vocabulary used in Carnival (see attachment).
-Students listened to history and description of the festival Carnival, which filling out a worksheet. We looked at photos of costumes and traditions of Carnival.
-Students read about "Entierra de la Sardina", the Spanish Carnival tradition (see attachment).
-We will begin making our own sardines next class.
-HOMEWORK: Complete worksheet (see attachment)

-Students reviewed present tense verbs when talking about Carnival.
-We went over the previous homework together, and how to answer questions in complete sentences.
-Students read about "Carnaval" (see attachment).
-Students began answering questions on Carnival (see attachment).
-HOMEWORK: Students should finish answering the Carnival questions.

-Students took a quiz on travel and vacations vocabulary.
-We looked at some review vocabulary about the festival of Carnival (see attachment).
-We began reading about the festival (see attachment).
-HOMEWORK: Students should finish the reading on Carnival.

-Students reviewed conversational topics.
-We read about the festival Carnival, celebrated in many Latin countries (copies of reading are outside the classroom-2 white pages).
-We learned vocabulary associated with the festival (see attachment or outside classroom).
-We looked at photos from Carnival celebrations around the world.
-HOMEWORK: Students have a worksheet to complete on the reading (*see attachment or outside classroom).

-We reviewed conversational topics and questions.
-We looked at painting depicting the festival of Carnival.
-HOMEWORK: Students have a worksheet to complete on the paintings we studied.

-Students reviewed questions on the Day of the Dead reading.
-The class finished working on their skeleton art.
-HOMEWORK: Students in Tari's class who missed last week need to write sentences describing their skeleton. Everyone will present these in class next week. (see attachment for instructions)

-Students finished answering their comprehension questions on the Day of the Dead reading. We went through the answers together and talked about how to respond with complete sentences.
-I told students about a famous artist, named Jose Guadalupe Posada, who started a trend of skeleton art revolving around the Day of the Dead holiday. We looked at drawings made by him, as well as other skeleton art inspired by his work.
-During class students began working on their own humorous skeleton art.
-HOMEWORK: Students need to write sentences describing their skeletons (see attachment for instructions).

-Students reviewed concordance, making sure adjectives match their nouns in gender and number.
-Students practiced conversational skills in partners.
-Those who did not present their famous person did so today.
-Students did a reading on Day of the Dead, and began answering comprehension questions.
-HOMEWORK: I asked students to think about what they wanted to do to celebrate Day of the Dead this year. If students missed class, they should print off or pick up the reading and answer the comprehension questions (see attachments).

-Students practiced talking about the days of the week in Spanish.
-Students learned the history of Mexican Independence Day and completed a worksheet about it (see attachment).
-We celebrated the holiday the same way Mexicans do, by going outside with our noisemakers and shouting together, "Viva Mexico!"
-Students tried different types of Mexican candy and listened to Mariachi music in celebration of the holiday.
-HOMEWORK: Students must complete a worksheet about Mexican Independence Day (see attachment).