viernes el 29 de octubre

Guiding Question: How do we honor our deceased loved ones?
Learning Objective: Students will work in partners to research and compile a class presentation on different aspects of the Day of the Dead.

Day of the Dead Fiesta Sign in Sheet

Collaborative Paper

lunes el 25 de octubre

Guiding Question: How did you first learn to speak a language?
Learning Objective: Students will know and be able to use various forms of querer (to want) and tener (to have)

vocab from today's storytell:

quiere	wants
va	go
está	is
están	are
quiere ir	wants to go
novia	girlfriend
mujer	woman
con	with

 

We also learned the following phrases:

me gusta... "I like"

no me gusta... "I don't like"

me importa... matters to me

no me importa... doesn't matter to me

 

****Fiesta next TUESDAY!****

 

lunes el 18 de octubre

guiding question: How did you first learn to speak a language?
learning objective: Students will recognize the difference between ser and estar and when to use each verb

After we got our new seating chart assignments, today we watched a quick video on the environment in some specific regions of South America including the Galapagos Islands and

We then reviewed notes over estar and ser.  This time focusing in on when to use each one.   We started a CLOZE activity on the song Eres.  We ran short on time and will continue here on Wednesday.

martes el 12 de octubre

Guiding Question: How did we first learn how to speak a language?
Learning Objective: TSW will read and write in Spanish.

First we silently read in magazines, and reveiwed what we read. Next we watched a video on the trapped miners in Chile. Then we wrote silently for ten minutes, and graded our peers' work using the IB rubric. The last thing we did was read an article about Ritchie Valens and complete a CLOZE activity by listening to the song and filling in missing vocabulary words. 

viernes el 8 de octubre

Guiding Question: How did we first learn to speak a language?
Learning Objective: TSW (the students will) create a vocab chart with Spanish/English translations and either a non-linguistic representation OR an example of the word in context

We spent a little time establishing google accounts for the students that did not already have one so that all can comment on the class blog.  Then students created a vocab review chart online and emailed it to themselves.  In groups of 2-3 students pre-read page 2 and used post it notes to make a list of unfamiliar vocabulary words that we will go over next week.

No hay tarea!

miercoles el 6 de octubre

Guiding Question: How did we first learn to speak?
Learning Objective: TSW (The students will) use the IB rubrics to evaluate peer blabberize projects. This will serve as a review of the description vocab as well.

After we reviewed the new blog we looked over the IB rubrics for speaking. We self-assessed our listening achievement as well.

Tarea: comment on this blog answering the following questions...
1. What is your feedback for the blabberize projects?
2. What did you like about it?
3. What should I change to make this a better activity/experience for you next time?

Sra. Rivera

Bienvenidos!

Welcome to our new class blog!  It is my hope that this tool will help everyone--parents and students--stay connected and informed of what we cover each day in class.  I will be doing the first few blogs, but eventually the class will be updating the blog with what we did each day in class.  This should help with illness, extra-curricular activities, etc that might cause you to miss class.  It can also be just a nice review in case you forgot over the green day what we did in class.  We will try to include the guiding question, learning objective, and any homework (tarea).

On the side under archived posts you will see that each post is listed by date.  This way you can look specifically at what we did in a certain class.

Thanks and feel free to comment with any feedback of how this tool could be more helpful to you!

Sra. Rivera