Submitted by Nikki on
Students had a few minutes at the beginning of class to review past tense verb conjugations.
Students were given attached test to complete relating to our unit. If they had time after taking their test, they could use a computer to work on their final draft of their travel brochure.
Tarea: complete travel brochure and be ready to present it on Thursday.
Submitted by Nikki on
Students completed attached quiz (without notes). If your student was absent today, please have them complete and bring the quiz to me. It took most students around 10 to 15 minutes to complete.
Students completed a word scramble (attached) with vocabulary related to places in a city.
Tarea: bring in a list of 5 things you like and 5 activities you like (and can look them up in a dictionary or at wordreference.com.
Submitted by Nikki on
Students completed attached do now activity.
Students were paired up to create a travel brochure (see explanation attached) to a tourist destination in the Spanish-speaking world. Students were given time together and had access to a computer to plan and start working on their brochure. The brochure should promote and describe the tourist destination, put together a 5-7 day trip that they are promoting as a package, and explain how to get to the destination. Students were to divide tasks and come to class on Thursday with a rough draft.
Tarea: complete rough draft of travel brochure
Submitted by Nikki on
Students completed attached do now activity.
As a class, we made a big list of things people normally do on vacation (related to do now).
Students received attached handout with photos of different places in Cartagena de Indias.
Students listened 3 times to a listening comprehension exercise where they were taken on a tour of Cartagena. The tour took them to 8 places, and the main goal was to put places in order. The next goal was to listen to the name of the place and retain any other information.
Students learned how to form the preterite past of regular verbs for yo:
hablar --> habló
escribir --> escribí
correr ---> corrí
Tarea: students need to choose a city we have studied (Antigua, Valparaíso, o Cartagena) and write a letter in the past about their trip there (using at least 7 verbs).
Submitted by Nikki on
For do now activity, students translated three sentences (all vocabulary used in last class text):
My best friend is nice.
Denver is the capital of Colorado.
My name is __________ and I am from ___________.
Tour of Buenos Aires:
Students received attached handout including photos of places in Buenos Aires. Taught/reviewed vocabulary:
primero -- first
después -- later/after
luego -- later/then
calle -- street
edificio -- building
vamos a visitar -- we are going to visit
Using the photos, students put the tour in order from 1-13.
Primero, vamos a visitar a dos personas importantes en la historia de Argentina.
1. Carlos Gardel era cantante de tango muy importante.
2. Eva Peron o Evita era la esposa de Presidente Juan Peron.
3. Despues vamos a visitar la casa del presidente: la Casa Rosada.
4. Luego, vamos a visitar la zona que se llama La Boca. En la Boca, las casas tienen diferentes colores interesantes.
5. Después, vamos a visitar el cementario de Recoleta, donde están enterradas muchas personas muertas de Argentina.
6. Luego, vamos a ver arte en el museo Malba.
7. Después, es necesario descansar y comer helado. En Buenos Aires, el helado es delicioso. Es muy similar al helado de Italia.
8. Luego, vamos a visitar los parques de Palermo. En el mapa de Buenos Aires, hay mucho espacio verde donde están los parques.
9. Después, vamos a ver una calle super grande cerca del centro.
10. En Buenos Aires hay mucho grafiti.
11. Luego, vamos a visitar una calle peatonal se llama Florida.
12. En la calle Florida, hay dos personas bailando tango.
13. Finalmente, vamos a visitar un monumento similar al monumento famoso en Washington D.C.
Went over answers and saw if students remembered details about the text (¿Cómo se llama el cantante de tango?)
Tarea: review all homework, handouts, and do now activities related to our unit about cities (DF, Cusco, y Buenos Aires).
Submitted by Nikki on
Students completed attached do now activity relating to verbs used in Pablo Neruda homework.
Went over homework briefly.
Students worked in groups to read the attached text and answer questions about Valparaíso, Chile. Went over answers as a class.
In teams, students competed to answer questions around our Exploring the Spanish-Speaking world unit. Categories included:
* Antigua o Valparaíso
* verbos
* información general
* direcciones
* lugares en la ciudad
Tarea: review all recent handouts and do now activities related to current unit.
Submitted by Nikki on
Students completed attached do now activity.
Students shared what they learned about Buenos Aires for homework.
Buenos Aires es la capital de Argentina.
Buenos Aires tiene muchos inmigrantes de Italia y España.
El tango es de Buenos Aires.
Las personas de Baires se llaman "porteños".
Students completed attached worksheet, reading the text and answering questions. Students modified the text to be about them as much as possible. Ej. Me llamo Nikki y soy de Denver. Denver es una ciudad grande y tranquila. Tiene museos, parques, un jardín botánico...etc.
Tarea: Complete modifying the text to be about them (it's not necessary to adapt each sentence, but as much as possible).
Submitted by Nikki on
Students completed attached do now activity.
In pairs, students received map (attached) of Cusco and had to fill in blanks on the worksheet attached. Ej. La plaza principal en Cusco se llama ____________________ (la Plaza de Armas).
When they completed this task, below the line on the attached worksheet where it says Postales, students filled in the blanks as if they were writing a postcard from Cusco.
Tarea: Students should fill in the Postales text on the worksheet and make a postcard. They can use a photo of Cusco that they print out or they can draw a map or a picture of themselves in Cusco. On the back side of the "postcard", transfer and fill in the wording in the Postales section of the worksheet.
Submitted by Nikki on
To learn about Antigua and to practice useful vocabulary (descriptions and places in a city).
Students completed attached do now activity (translations).
To learn about the city of Antigua, Guatemala, students completed attached activity in pairs: reading the text aloud and matching the 12 underlined words with 12 photos.
Tarea: ¿Quién es Pablo Neruda? 5 frases.
Submitted by Nikki on
To learn about Cusco and practice adjectives, places in a city and important verbs.
Students complete attached do now activity.
Introduce city of Cusco and students share what they know about the city.
In pairs, students read the attached text and answer questions about Cusco.
Tarea: 5 sentences comparing D.F. and Cusco.
ej. D.F. es más grande que Cusco.
