festivals

-Students practiced conversational skills in partners.
-Students read through a lesson in Spanish on the festival celebrated in Mexico called “El Dia de la Bandera” (Flag Day) (see attachment for reading).
-Students answered comprehension questions on the reading (see attachment).
-We discussed the reading as a group and looked at flags from other Spanish-speaking countries. Students chose one flag to recreate in class on paper.
-For homework, students have two worksheets to complete. One is a reading on the next festival we will celebrate in class. The other is a worksheet on the country of the flag they recreated (see attachment for assignments). Both are due on Fri (Feb 10).

-Students practiced conversational skills by choosing which questions to ask one another.
-Students learned about a festival celebrated in Mexico, called El Dia de la Bandera (Flag Day) (see attachment for festival info).
-We discussed the meaning of the Mexican flag and our own country's flag.
-Students chose one flag of a Spanish-speaking country to recreate on paper, using any materials they wanted.
-For homework, students have a short question sheet (see attachment). It is due on Friday (Feb 10).

-Students practiced conversational skills.
-Students learned about the Mexican festival, El Día de los Muertos. We also discussed Spanish vocabulary associated with the festival (see attachment for the list)
-Students decorated cookies like skulls inspired by the decorations used in Mexico during the festival. Others made "papel picado", the colorful tissue paper cut-outs that are strung together and used for decoration.

-Students practiced conversational skills.
-Students learned about the Mexican festival, El Día de los Muertos, from their classmate, Adeline, whose unit is on Death and the Afterlife. We also discussed Spanish vocabulary associated with the festival (see attachment for the list)
-Students decorated paper skulls inspired by the decorations used in Mexico during the festival.

-Due to snow traffic, I was late to class. Students played a Spanish game with Nikki's class until I arrived.
-Students celebrated El Día de los Muertos by decorating cookies in designs inspired by Mexican decorative skulls displayed for the holiday.

-Students finished decorating their drums and we paraded around the school to celebrate the Festival de Mil Tambores.
-We chanted a song in Spanish and had some "torta de cumpleaños" to continue our celebration.

-Students took a quiz on telling time.
-Students finished decorating their drums and we paraded around the school to celebrate the Festival de Mil Tambores
-We chanted a song in Spanish and had some "torta de cumpleaños" to continue our celebration.

-Students were informed that there will be an oral quiz soon on the questions, "¿Cómo estás?", "¿Cuántos años tienes?", and "¿Cómo te llamas?". Students will be expected to answer these three questions in complete sentences. They were given a study sheet to begin practice at home (see attachment).
-Students were given a sheet with information about this website (see attachment). It is to be signed by students and parents and returned at the next class period.
-Students learned about the Festival de Mil Tambores (Festival of 1,000 Drums) that takes place in Valparaíso, Chile. The festival began as a celebration of alternative arts and grew into a celebration of peace and justice. Residents of the city gather together in the streets during the first weekend of October to celebrate. Some wear brightly colored costumes and masks while others paint their entire body in colors. Street performers fill the parade with juggling, martial arts, stilt-walkers, and giant puppets. As the name suggests, the festival is filled with drumming.
-Students were encouraged to bring in materials to use as drums. Those that brought items in were able to decorate them for the celebration next week.
-On Wednesday (after the quiz), we will parade around the halls of the school with our drums to celebrate the festival. Some students wanted to create hats, masks, and other decorative items. These are not required, but any kind of extra decoration is welcome. Students may wear brightly colored clothing on Wednesday if they like. We will have face painting available as well for those who wish to participate.

-Students were informed that there will be a quiz next period (Wednesday 10/5) on time. It will be a very short quiz at the beginning of the class period. They were given a study sheet to use at home (see attachment).
-Students were given a sheet with information about this website (see attachment). It is to be signed by students and parents and returned at the next class period.
-Students learned about the Festival de Mil Tambores (Festival of 1,000 Drums) that takes place in Valparaíso, Chile. The festival began as a celebration of alternative arts and grew into a celebration of peace and justice. Residents of the city gather together in the streets during the first weekend of October to celebrate. Some wear brightly colored costumes and masks while others paint their entire body in colors. Street performers fill the parade with juggling, martial arts, stilt-walkers, and giant puppets. As the name suggests, the festival is filled with drumming.
-Students were encouraged to bring in materials to use as drums. Those that brought items in were able to decorate them for the celebration next week.
-On Wednesday (after the quiz), we will parade around the halls of the school with our drums to celebrate the festival. Some students wanted to create hats, masks, and other decorative items. These are not required, but any kind of extra decoration is welcome. Students may wear brightly colored clothing on Wednesday if they like. We will have face painting available as well for those who wish to participate.

Students arrived and answered question: which festival that we've studied would they rather go to.

¿A cuál de los festivales quieres asistir y por qué? ¿El encierro, Carnaval en Cadiz, La Tomatina?

Final group presented about their festival (Carnaval en Cadiz).

As a group, we voted on which festival we'd like to go to. The group chose to attend La Tomatina. We figured out what needed to be done before the trip:

Necesitamos:
* estudiar el mapa
* comprar los pasajes
* reservar el hotel
* conseguir los pasaportes
* alquilar un carro
* hacer la maleta
* hacer el programa de viaje

Next, we divided up responsibilities:
* Devon va a estudiar el mapa
* John va a comprar los pasajes
* Julia va a reservar el hotel
* Portia va a conseguir los pasaportes
* Maren va a alquilar un carro
* Addie va a hacer la maleta
* Solomon va a hacer el programa de viaje

Tarea: each student needs to complete their task related to our trip to España for La Tomatina festival.