weather

-Students completed a worksheet in class reviewing weather vocabulary (see attachment).
-Students practiced conversational skills by choosing which questions to ask one another.
-In partners, students presented their weather forecast for the city of their choice.
-For homework, students must create a climate report for a country they have been assigned to. They may narrow it down to the city of their choice within this country. The poster will be due next Friday, Feb 17 (see attachment for detailed instructions).

-Students reviewed weather vocabulary by describing photos posted on the board. We discussed ways to express weather in full sentences. You can use “hay” for “there is” and “esta” for “it is” (you might say “esta nublado” for “it is cloudy”).
-Students practiced conversational skills with one another.
-Students split up into partners and created a daily weather report for the city of their choice. They will be presenting these in class on Friday.
-Students have no homework.

-Students answered reflection questions on our field trip to Avanza.
-I handed students a vocabulary list on El Tiempo (The weather). We played pictionary to go through the list of words together.
-For homework, students should study the list of vocabulary on the weather in order to be prepared for class activities (see attachement)

-Students spent time in class working on and finishing their weather books. A couple students chose to take their home to finish. For instructions on the book, please see the previous lesson plan.
-No homework was given. Have a wonderful break!

-Students practiced conversational skills with their classmates. They continued practice with saying, “It's nice to meet you”, or mucho gusto. We learned a new conversational questions, “De donde eres?”, “Where are you from?”. The response is “Soy de...(Colorado, los estados unidos)”, “I am from...Colorado, the Unites States”.
-Students began working on their weather books. We will continue working on these in class next Wednesday. The instructions for the book are: must include a cover page with their name and “Mi Libro del Tiempo”; must include one page for each season; must include all the weather vocabulary words we discussed in class; weather should be drawn and labeled.
-There was no homework given.

-Students practiced their conversational skills with each other. They practiced how to say, “It's nice to meet you”, by saying mucho gusto.
-Students spent more time on their tener expressions illustrations.
-We reviewed the four seasons and the weather vocabulary. Students were given a sheet with the seasons listed, and were told to write the weather that goes with each season. They may write the words in list form (lluvia, sol, viento), or challenge themselves to write complete sentences (Hace sol, Hay lluvia, Hace viento). All the weather vocabulary should be placed in at least one of the seasons (except for earthquake, tornado, and hurricane). Those who didn't finish this sheet in class will need to complete it for homework (see attachment for sheet).
-We discussed our next project, which we will begin in class on Friday. Students will be making their own weather book, with one page for each season.

-Students practiced conversational skills with their classmates.
-We reviewed the “tener” expressions we learned last week.
-We reviewed the weather vocabulary and played a matching game with weather photos.
-Students read a story called “El diario de una rana” (The Diary of a Frog) and answered questions about the reading (see attachment for story). We discussed the answers together as a group.
-Students were given homework on the weather vocabulary. It is due next class period, 12/7 (see attachment for worksheet).

-Students practiced conversational skills.
-We reviewed the use of the verb “tener” and the phrases we learned in the previous class which involve “tener” (see previous lesson for attachments)
-Students made illustrations to go along with these phrases (see attachment for sheet)
-We discussed new weather vocabulary and students recorded the translations as we went through them (see attachment for weather vocab sheet)
-We reviewed the four different seasons of the year, and the months that occur in each season.
-Students were told to review their weather vocabulary at home, but no homework was given.

Students arrived and corrected their quiz they took Monday using notes. If they were unable to finish in the first 5 minutes of class, they need to finish as homework.

Students called out the months which I wrote on the board. I presented a poem that talk about weather and we learned weather-related phrases. The poem is attached.

After going over the meaning of the poem, students were given attached sheet with photos. There are 12 photos, each matching a description of a month from the poem. Students were to cut out the photos, put them in order and paste them on a big sheet of construction paper. Along with the photos, students wrote the whole poem.

Tarea: finish correcting test if student didn't finish in class.