Week of Oct. 28 - Nov. 1

Forget Halloween, as this week will see SHS celebrating Mexico's Día de los muertos in a variety of exciting ways. Students are encouraged to attend the festivities in the SHS commons on Friday, Nov. 1 and take part in this colorful and heartfelt cultural experience!

Spanish 1

Monday - objective:  Finsih 1A test + discuss Día de los muertos

Classwork:  

1- Students given 15 minutes to complete 1A test, started during Friday's shortened class session

2- Watch Día de los muertos video, answer questions below 

1) What is the overall emotional mood of Día de los Muertos?

2) On which two days of the year is Día de los Muertos celebrated, and what the different characteristics of each day?

3) During Día de los Muertos, it is common to make __________________ to the dead.

4) What is goyeté?

5) Día de los Muertos represents a combination of which cultural influences? 

3 - Look at National Geographic Día de los muertos photos and read captions. Write down five things you learned. 

Homework: none 

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Tuesday - objective:  Students work in groups to create + post Día de los muertos info posters

Classwork:  Students work in groups to create posters for Friday's Día de los muertos celebration in the SHS commons and then post them around the school

Homework: none 

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Wednesday - objective:  Study Día de los muertos vocabulary + Use three-way vocabulary sheets to review learned vocabulary

Classwork:  

1- Read through Nat Geo article (linked above under Monday) and study vocabulary below: 

Vocabulary

Term	▼ Part of Speech	Definition
Azteca (Aztec)	noun	people and culture native to Mexico and Central America.
Catolicismo (Catholicism)	noun	a Christian religion whose adherents are loyal to the Roman Catholic Church and the leader of that church, the Pope.
Conquistador (Conquerer)	noun	Spanish explorer or conqueror of Latin America in the 16th century.
Dia de los Muertos (Day of the dead)	noun	(Day of the Dead) holiday honoring deceased family and friends, celebrated on November 1 and November 2 in Mexico and throughout Latin America.
día festivo (holiday)	noun	period of celebration or honor.
indígena (indigenous)	adjective	native to or characteristic of a specific place.
Latino América (Latin America)	noun	South America, Central America, the Caribbean, and Mexico.
empezar (to start)	verb	to initiate or begin.
ritual (ritual)	noun	series of customs or procedures for a ceremony, often religious.

ofrenda (offering)	noun	a gift made to a deceased loved on on Día de los muertos.
Calavera (skull)	noun	the skeleton of a person or animal's head

2- Complete día de los muertos three-way vocab exercise    (paper copies in A-103)

Homework:  Para Empezar review three-way vocabulary exercise- due Friday (ten points)

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Thursday - objective:  complete weather-related project 

Classwork:   (paper copy in A-103) 

Homework: Para Empezar review three-way vocabulary exercise- due Friday (ten points)

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Friday - objective:  Complete cultural projects relating to Día de los muertos 

Classwork:   (details to be posted on class date) 

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Spanish 2

Monday - objective:  Differentiate between ser/estar when describing people

Classwork:  

1- After going over PowerPoint (request by email),complete using ser / estar to talk about people warm up 

1. ¿Eres /Estás contenta?
   
2. Es /Está español.
   
3. Son / Están católicos.
   
4. Madrid es / está en el centro de España.
   
5. Carlos es / está inteligente.
   
6. Soy / Estoy enfermo.
   
7. Mi amigo es / está muy enfadado.
   
8. Mi hermano es / está muy perezoso.
   
9. Al oeste de España es /está Portugal.
   
10. Son / Están franceses.

2- Review prepositions (below) and complete act. 22, p. 79

            delante de                    -       in front of

            al lado de                       -             next to

            a la derecha de              -             to the right of

            a la izquierda de            -             to the left of

            detrás de                       -             behind

            por el otro lado de         -             across from 

3- act. 23, p. 79   

Homework: 5B practice test due tomorrow  (paper copies in A-103 or available by email)

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Tuesday - objective:  Review for exam tomorrow  (focus on ser/estar and all taught vocabulary)

Classwork:  

1- Watch episode 2 of Mi vida loca, complete associated exercises

Homework: Restaurant review paragraph from p. 180 in packet due Thursday at beginning of class. Four sentences minimum. 

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Wednesday - objective:  Take 5B exam

5B exam taken during class. 

Homework:Restaurant review paragraph from p. 180 in packet due Thursday at beginning of class. Four sentences minimum. 

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Thursday - objective:  Discuss Día de los muertos and create papel picado + flores for celebration + post decorations around school

Classwork:  

1- Watch Día de losmuertos video in Spanish + complete exercise below: 

1) El dos de noviembre en mexíco la gente (the people) celebra el ____________________________.

2) Para los mexicanos, el nacer (to be born), vivir y morir (to die) es una parte muy ____________ de la vida.

3) Hay _______________________ en la forma de calaveras también.

4) La gente compra muchas ___________________ para decorar las casas y el cemetario.

5) En las casas, la gente hace ____________________________ (offerings). Ésta es una ofrenda con flores, frutas, velas (candles), fotos y papel picado.

6) Todos van al cemetario para limpiar y decorar las tumbas (the graves) de sus ______________________  (relatives).

2 - Watch videos on making papel picado and flores for Día de los muertos. Create + decorate school. 

Homework: none 

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Friday - objective:  Discuss Día de los muertos and complete reading exercise

Classwork:  

1- Watch Día de los muertos DVD  (rented DVD, cannot be made up) 

2- Read lectura on p. 84 + answer ¿comprendes? Qs 

3- Reread and complete p. 179 in packet

Week of Oct. 21-25

Spanish 1

NOTE: Captítulo 1A Exam this Friday, 10/25/13!

Monday - objective:  Use a variety of question styles to ask about likes

Classwork:  1) Review possible ways to ask questions with gustar:

(general)             ¿Qué te gusta hacer?                          

                           (A mí) me gusta dibujar.        

(specific)            ¿Te gusta leer revistas?                 

                           Sí, me gusta leer revistas.               

                           No, no me gusta leer revistas.     

(specific)             ¿Te gusta ver la tele y bailar?       

  

                            Sí, (a mí) me gusta ver la tele y bailar.

                            No, no me gusta ni ver la tele ni bailar.

                           (A mí) me gusta ver la tele, pero no me

                            gusta bailar.

(specific)            ¿Qué te gusta más, cantar o nadar?                 

                           A mí me gusta más cantar.

(as make-up activity, write each question with new verbs and also write an answer) 

2) Complete act. 24, p. 44 individually in notebooks, using four options to agree/disagree

TO AGREE                                               TO DISAGREE

(+) A mí también. (Me too)                              A mí no.  (I don't)

(-) A mí tampoco. (Me neither)                                   A mí sí. (I do)

Homework: Prepare for mini-presentations tomorrow (using posters designed during last Friday's class)

Expectations for mini-presentations tomorrow:

1. Introduction:  Hola. Me llamo Manuel.

        

2. Share information from Friday project

         A mí me gusta mucho correr.  

         A mí me gusta más tocar el piano.

         Me gusta comer pero no me gusta cocinar.

         No me gusta ni cantar ni hablar por teléfono.

3. Be prepared to answer '¿Qué significa?' questions/

         ¿Qué significa comer?

         Comer significa 'to eat.'

Worth 20 points - 10 for physical document (sentences and art) 

+  

10 for presentation (amount of info + clarity/volume)

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Tuesday - objective:  1) Stuents use 1A vocabulary to complete mini-presentations, 2) complete readings using 1A vocabulary

Classwork:  

1) give mini-presentation (worth 20 points, must be made up after school if class is missed) 

2) Read act. 26, p. 45. Write a statement in Spanish reflecting your opinion about snowboarding in notebook after reading.

3) Read lectura on p. 46:  ¿Qué te gusta hacer?  In notebooks, write answers to questions in ¿Comprendes? section on p. 47. 
 

Homework: - p. 37 in 1A packet

 

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Wednesday - objective:  Complete discussion activities relating to Spanish infinite verbs

(-ar,  -er, -ir)

Classwork:  

1) Scan 'Adelante' reading from yesterday for verbs. Write each in notebook, indicate whether it is  -ar, -er, or -ir verb.
 

Homework: Bring in three new positive Spanish verbs for una persona positiva (a positive person) and three verbs for una persona negativa (a negative person). Write English translations.

positiva                                                            negativa

tocar el violín  (to play violin)                        no hacer nada (to do nothing)

hornear pasteles (to bake cakes)                    burlarse de los demás (to make fun of others)

acariciar perritos (to pet puppies)                  dibjuar calaveras (to draw skulls)  

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Thursday - objective:  Review all taught vocabulary and target language by completing various discussion activities
 

Classwork:  

1) Read p. 41 in book, listen to samples of flamenco, tango, salsa, merengue and cumbia music. 

2) Watch videos:  1) tango (from Argentina - watch from start to 1:10)   

2) merengue (from Dominican Republic - watch from :30 to 1:30)  

3) cumbia  (from Colombia - watch from 3:00 to 4:00 ) and 

4) flamenco (from Spain - watch first minute) 


Homework:  Write a brief conversation between una persona positiva (a positive person) and una persona negativa (a negative person). Discuss likes and dislikes.

            example:

Julia:                        ¡Hola Ramon! ¿Cómo estás?

Ramon:                    Muy mal.  No me gusta hablar contigo  (with you).

Julia:                        ¿Te gusta patinar? A mí sí.

Ramon:                    No me gusta nada patinar.

Julia:                        Pues, ¿te gusta correr?

Ramon:                   No me gusta ni patinar ni correr.

Julia:                        Entonces (so), ¿qué te gusta hacer?

Ramon:                   Me gusta quejarme.  (I like to complain)

If you prefer, you can also write out your dialogue in a table format: 

                                                            Una Persona Positiva            Una Persona Negativa

¿Qué te gusta hacer?	A mí me gusta tocar el violín.	A mí no me gusta hacer nada.
¿Te gusta hornear?	Sí. A mí me gusta mucho hornear.	No. A mí me gusta dibujar calaveras.
¿Te gusta acariciar perritos?	Sí. A mi me gusta mucho acariciar perritos.	No. A mí me gusta luchar con osos.

+ study for exam tomorrow

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Friday - objective:  demonstrate knowledge of 1A vocabulary though exam

Students take 1A Exam. If missed, must be made up at lunch or after school within the timeframe allowed by the SHS Student Handbook. 

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Spanish 2

Monday - objective:  

Classwork:  

1) Review key vocabulary and add new terms (*)  to blue sheets: 

desear - to want                                    quisiera - I would like

aperitivo* - appetizer                           muchímas gracias* - thanks so much

                                                              me gustaría*  - I would like (alternative)

             1.  Buenas noches. ¿Qué desea Usted de bebida?

            2. Buenas noches. Yo quisiera un/una té caliente, por favor.

            1. Muy bien. ¿Y qué desea pedir de aperitivo?

            2. Me gustaría las tortillas de maiz con salsa, por favor.

            1. Excelente. ¿Y qué le puedo traer de plato principal?

            2. Me trae la paella de mariscos, por favor.

            1. Le traigo la paella en seguida. ¿Y qué desea de postre?

            2. Quisiera el pastel de chocolate, por favor.

            1. Muchísimas gracias.

            2. (Gracias) a Usted. 

(as make-up exercise, write out dialogue and turn in to Señor Kargol) 

2) Watch first two episodes of Mi Vida Loca BBC Series and complete built-in, interactive exercises 

Homework:  Restaurant review (top half of p. 180, prewrite and draft) on a favorite restraurant  (due Wednesday (5 pts), complete paragraph due Friday (10 pts.)

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Tuesday - objective:  Use 5B vocabulary to complete various communication exercises
 

Classwork:   

1) act. 11, p. 73 in book  (match letters to numbers) 

2) Dictation exercise  (must be made up after school) 

Homework: Restaurant review (top half of p. 180, prewrite and draft) on a favorite restraurant  (due tomorrow (5 pts), complete paragraph due Friday (10 pts.)

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Wednesday - objective:  Use personality traits and venir to discuss celebrities and make invitations

Classwork:  

1) Complete act. 15 in notebooks. Students write four complete sentences, each focusing on a different famous person and using two different adjectives.  The first two should describe who is coming and why, and the second two should describe who is not coming and why.  [7 mins]

            John Stienbeck viene a la fiesta porque es intelegente y carismático.

            Frida Kahlo viene a la fiesta porque es atrevida y madura.

            Kanye West no viene a la fiesta porque es egoista y superficial.

            Bruce Willis no viene a la fiesta porque es impulsivo y sarcástico.

2) partner activity in 5B packet on p. 50    (may be made up by completing both parts)  

Homework: restaurant review paragraph due Friday 

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Thursday - objective:  

Classwork:  1) Complete reading and writing exercises using 5B vocabulary and target language  2) begin writing skits for tomorrow's class

 As a class, run through prepositions on screen:

1) Review prepositions: 

            delante de                        -             in front of

            al lado de                        -             next to

            a la derecha de                -             to the right of

            a la izquierda de              -             to the left of

            detrás de                          -             behind

            por el otro lado de           -             across from

+  work on act. 22, p. 70 

2)  Students work on act. 23, p. 79  

3) Complete p. 96-97 Practice Workbook worksheet (in Señor Kargol's classroom) as part of skit preparation 

Post instructions for skits. Place students in groups and begin writing. Inform students that anyone who is absent on Friday must complete a make-up communication exercise after school.

+ Skit Instructions:  Today you will write mini-skits relating to Capítulo 5B vocabulary and target language. Each skit must consist of the following:

            * One camarero / camarera  and clientes (2-3 customers seated at table)

            * A minimum of three spoken lines per individual

Each student will receive an individual grade based on:

            * clarity and volume of speech

           

            * preparedness and accuracy of vocabulary and grammar

            * effort and enthusiasm

Skits will be practiced and acted out on Friday

Homework: restaurant review paragraph due Friday  

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Friday - objective:  Practice perform mini-skits realting to 5B resturant vocabulary and target language

Students act out skits. All absent students are required to schedule a time to meet with Señor Kargol after school and take part in a one-on-one communication exercise.