Submitted by kimber on
-Students continued working on their final project. Many finished by the end of class. A few will work at home, or have time to use on Friday.
-Others played review games in Spanish.
-Students have no homework.
Submitted by Nikki on
Students arrived and wrote down all of the different units we've seen this year in Spanish.
As a group, we wrote all of the topics we've studied on the board. For each topic, we branched and wrote about everything in that unit we learned. Ej. Casa: cuartos en la casa (habitación, cocina, sala, cuarto de baño), verbos (ducharse, leer, dormir, despertarse, cocinar, etc.). Student took notes which they took home to study for review on Wednesday and a test Friday.
Tarea: study the notes students took for big review Wednesday.
Submitted by Nikki on
Students matched up vocabulary below as their warm up activity:
desayuno beans
comida lunch
lechuga rice
ensalada breakfast
arroz dinner
frijoles food/meal
almuerzo salad
papas lettuce
cena potatoes
Students presented their food pyramid and menu to the class. Other students listened and answered questions after each presentation.
Introduced new vocabulary regarding place setting:
tenedor -- fork
cuchillo -- knife
cuchara -- spoon
servilleta -- napkin
vaso -- glass
plato -- plate
Students each got a white board and I described a word related to food that students wrote on their board.
Tarea: review food vocabulary including: fruits, veggies, meat, carbs, dairy products, desserts, place settings, breakfast, lunch, and dinner.
Submitted by Nikki on
Students wrote down the poem about months from memory as our warm up activity.
This week, we are bringing together vocabulary and concepts we've learned so far this year. Students were given categories and had 3 minutes to write down as many words as they could remember related to the category. Category 1: cosas en la escuela (things in a school), categoria 2: partes del cuerpo (parts of the body), categoria 3: adjetivos. We went over vocabulary words and students got a point for each word they had written down.
Tarea: For extra credit, students can recite the poem about months (attached) at the beginning of class Wednesday.
Submitted by Nikki on
Students completed attached do now activity practicing time-related vocabulary.
In pairs, students received clocks as well as times written out in Spanish (attached). Groups matched up the clock with the correct time in Spanish. Once times were matched, students practiced in pairs:
¿Qué hora es?
Son las nueve y cinco.
Students received attached review worksheet to practice their time related vocabulary. Whatever they didn't complete in class is for homework.
Tarea: complete review worksheet.
Submitted by Nikki on
To review what we've learned so far during during our cities unit.
Do now activity: Students translate sentences below:
1.
2.
3.
In four teams, students compete using knowledge from the cities unit so far. Categories include: vocabulario, traducciones, y verdadero/falso. Question examples are below:
¿Cómo se dice________________ en español?
* city
* street
* dangerous
* safe
* clean
* big/small
* dirty
* flag
* mountains
* ruins
* habitants
* trash
* polution
* volcano
traducciones
¿Cómo se dice en español..........?
* There are a lot of tourists in Cusco.
* Cusco has famous ruins.
* Guinea Pig is a specialty in Peru.
* Cusco is an important city in Peru.
* There are a lot of tourists in the historic center.
Verdadero/Falso
* La plaza principal en Cusco se llama El Zócalo.
* Cusco es la capital de Perú.
* Cusco está cerca de Machu Picchu.
* La plaza principal en D.F. se llama la Plaza de armas.
* Cusco es la capital histórica de Perú.
* Cusco no está cerca del aeropuerto.
* Cusco no tiene mucho sol.
* Df es seguro, tranquilo, y bonito.
* DF no es la capital de México.
* DF es una ciudad grande y cosmopolitana.
* Cusco está cerca de volcanes.
* DF no tiene problemas ecológicos.
* Frida Kahlo y Diego Rivera no son famosos.
* El arte de Diego es más político que el arte de Frida.
Tarea: 5 cosas interesantes de la ciudad Buenos Aires.
