Day of the Dead

-Students reviewed their homework answers in pairs.
-Students read through a recipe in Spanish for "pan de muerto".
-Using the recipe, the class made their own "pan de muerto" in the Kids Kitchen. We all had a chance to try it and share it with teachers.
-HOMEWORK: none

-Students reviewed the meaning of the holiday, the Day of the Dead.
-As a class, we went to visit the "ofrenda" that all the Spanish classes worked together to make.
-I showed students pictures of typical skull art ("calaveras"). Student made their own versions of calaveras.
-HOMEWORK: none

-Students reviewed their reading on the Day of the Dead. They practiced answering questions in Spanish using complete sentences.
-We discussed sentence structure in both Spanish and English, including where the subject and verb should be placed.
-Student received feedback on their doctor office dialogue presentation.
-HOMEWORK: none

-Students answered questions about el Dia de los Muertos. They practiced answering these questions in Spanish using complete sentences.
-DeAnte presented his airport dialogue.
-We went over the answers to the comprehension questions on el Dia de los Muertos.
-HOMEWORK: none

-Students presented their skeletons to the rest of the class.
-Students did a reading in Spanish on Jose Guadalupe Posada, who started the trend of skeleton art. They answered comprehension questions on the reading (please print off the reading and questions if you missed class- copies are also outside my classroom).
-We read through the reading together and discussed any words they did not know.
-HOMEWORK: Students have a worksheet due Friday (see attachment).

-Students reviewed clothing vocabulary and cost.
-Students read about the Mexican holiday, the Day of the Dead. We looked at photos and discussed the giant "ofrenda" we will build with all my classes.
-Students covered their boxes with colored paper for the "ofrenda".
-HOMEWORK: Students must complete a worksheet with questions about Day of the Dead (see attachment or pick up a copy outside my classroom). It is due Friday 11/2.

-Students reviewed doctor office vocabulary and the verb "doler".
-Students did a reading on Day of the Dead and looked at photos. We went over some vocabulary words in Spanish associated with the holiday.
-Students created their own "papel picado" to add to the school's "ofrenda".
-HOMEWORK: Students have a worksheet due Friday (see attachment or copies are outside the classroom).

-Students reviewed conversational phrases in Spanish.
-Students read about el Dia de los Muertos, the Day of the Dead, in Spanish. They begin answering comprehension questions on the reading.
-We looked at photos from Day of the Dead and talked about the large "ofrenda" we will help make for Logan.
-HOMEWORK: If you did not finish the comprehension questions, they are homework (see attachment for reading and questions).

Students completed attached do now activity reviewing directions from last week.

As a class, students shared what they learned about The Day of the Dead (which they had researched and written a quick text about in Spanish).

We reviewed and learned vocabulary at the top of attached document (actividad audativa) and listened to a video explaining El día de los muertos. We listened to the activity twice. Students answered questions on the worksheet and we went over the answers as a class.

Played game Lotería.

Tarea: no hay.

Students completed attached do now activity reviewing some of the information we've learned about Mexico.

Students completed attached worksheet about the Day of the Dead, answering Verdadero/Falso statements and matching up vocabulary words with pictures of important things related to the Day of the Dead.

Played Lotería game as a big group.

Tarea: Research city Cuzco and write 5 sentences in Spanish about it. For example, Cuzco es grande (o pequeño). Tiene muchos museos. Use verbs es (is) y tiene (it has).