Wednesday, November 27, 2013

¡Políticos Revisados! (Revised Policies)

Revised Policies

The following policies should be considered additions to or modifications of the syllabus sent home at the beginning of the year:


Updated General Policies

- Participation points will be awarded each week (3 per day, 15 per average week). This will occur instead of periodic notebook checks. Students may complete classwork assignments on iPads if desired, but must be prepared to show work to Sr. Kargol upon request.  Participation points will be deducted if students are unable to show proof of completed work upon request in class.

- Participation points may also be denied for the following reasons: failure to follow instructions, failure to complete assigned tasks, socializing/speaking in English during group time, failure to comply with technology expectations, failure to work with designated partner or group, failure to return book and/or desk to correct place at the end of class, lack of attention / participation in class, failure to bring iPad to class, etc).

- Homework will continue to be completed on paper, but will be collected during the last day of each school week and returned the following week. This will be done instead of using homework stamp sheets.


Updated Technology Policies

- All students must bring iPads to class every day. They will be used throughout the week for a variety of purposes, and students who don't bring them to class will be unable to participate fully in planned activities.



- It will be increasingly common for homework to be posted on this site rather than handed out on paper. Students without reliable internet connections at home will be expected to use the "add to reading list" button to save any assignments to their devices before leaving school. 

- Students may only use iPads during class for designated purposes at designated times. The phrases "manzanas" (apples) or "muestrenme sus manzanas" (show me your apples) will be used to signal that all iPads should be closed and away until further notice. Failure to comply will result in lost participation points.

- The school-wide introduction of iPads means there is truly no reason for any student to be using a cellular phone during class. Any family member who wishes to get a hold of a student during class may communicate via the attendance office or via cell phone during exchange time. Students who have cell phones visible during class (whether they are being used or not) will lose participation points. As this is a very clear and straightforward policy, Sr. Kargol will not necessarily use class time to communicate to students that participation points have been deducted.

- The following policy will be followed with regard to cell phones:  

1st incident: put phone on Sr. Kargol's desk for class period, lose participation points

2nd incident: put phone on Sr. Kargol's desk for class period, lose participation points, Sr. Kargol calls home

3rd incident: put phone on Sr. Kargol's desk for class period, lose participation points, Sr. Kargol calls home, disciplinary action determined by teacher/parents/administration 

- Students will be expected to maintain a desktop shortcut to kargolspanish.blogspot.com on their iPads (the icon will be created as a group in class), as well as other language-related Apps that will be downloaded as necessary during class.


Updated Partner Policies

- All students will work in equipos (teams) of four students (some classes may also have some groups of three, depending on class numbers). Each team will decide on a team name and will work together during designated team time in class.

- Each student will also have an A, B and C compañero (partner). Your A partner is the person who sits next to you cross-ways within your designated group. Your B partner is the person who either sits in front of you or behind you in your designated group. Your C partner is the person who sits diagonally across from you within your group. The partner you work with during a given partner activity will be specified by Sr. Kargol.  Failure to work with your designated partner during activities may result in lost participation points.

- If your partner for the day is absent, it is your responsibility to find another person without a partner or to ask for help finding a partner. 


Questions about the above policies may be sent via email to david.kargol@bend.k12.or.us 



Saturday, November 16, 2013

Week of Nov. 18-22

Spanish 1

Monday - objective:  use family vocabulary and possessive pronouns mi (my) / tu (your) to describe familiy relationships

++++++++++++++++++++++


Family Presentations this Thursday!  (11/21/13)

For this assignment each student will need to discuss three different family members in front of the class en español.

To receive full credit you must:

* show photos of each family member to the class using the document camera (if you don't have pictures of a particular family member, choose someone else!)

* speak in a clear, audible voice

* use correct Spanish vocabulary and grammar

* include the following information in your presentation:

    - your name                                                         (me llamo Juan)
    - the name of each family member                 (ella se llama Ana)
    - your family relationship to each person                    (es mi tía)
    - two positive personality traits             (es atrevida y reservada)
    - two negative personality traits        (no es sociable ni perezosa)

This assignment will be worth 25 points and the SHS make-up policy will be strictly followed.


Anyone who misses Thursday must make up the assignment at lunch or after school on Friday, as Friday's class will be dedicated to taking the 1B test.

++++++++++++++++++++++

Classwork:  

1) Read target language below + create chart:

NO MAKE-UPS WILL BE ALLOWED AFTER THANKSGIVING BREAK FOR ANYONE WHO WAS IN ATTENDANCE ON THURSDAY (11/21) OR FRIDAY (11/22).


la madre                    -        the mother
el padre                     -        the father
el hermano                -        the brother
la hermana                -        the sister
el hijo                       -        the son
la hija                       -        the daughter
el primo                    -        the cousin (male)
la prima                     -        the cousin (female)
la tía                         -        the aunt
el tío                         -        the uncle
el abuelo                    -       the grandfather
la abuela                    -       the grandmother

mi                              -        my
tu                               -        your

mí                               -        me
tú                                -        you (informal)


Choose three different family members and create this chart in your notebook, using accurate information to describe each person.

Remember, yo tengo means "I have."

¿Tienes un/una ______________?
¿Cómo se llama tu ____________?
¿Cómo es tu _________________?

Yo tengo un abuelo.

(Él) se llama Bill.

(Él) es simpático y paciente. No es antipático.

Yo tengo una hermana.

(Ella) se llama Lynn.

(Ella) es graciosa y inteligente. No es impaciente.

Yo tengo un tío.


(Él) se llama Paul.

(Él) es artístico y sociable. No es reservado.


To ask specific questions:

¿Es tu tío trabajador?

Sí, (él) es trabajador.                    A veces (él) es trabjador.

No, (él) no es trabajador.              No tengo un tío.

2) Using personality traits vocab and the "to ask specific questions" language above, write 10 statements about family members  

Homework: p. 50 + 51 in HW packet  (10 points)
 
----------------------------

Tuesday - objective:  review order of adjectives and complete a variety of reading and speaking exercises


¿Eres un chico                      ¿Eres una chica graciosa?
reservado?

Sí, soy un chico                    Sí, soy una chica graciosa.
reservado.

No, no soy un chico           No, no soy una chica
reservado.                             graciosa.

A veces soy un chico         A veces soy una chica
reservado.                             graciosa.


Classwork:  

1) using vocab cards, talk to 10 different people and ask/answer Qs using chico/ chica TL on screen (write out in notebook as make-up exercise) 

2) act. 26, p. 74  

3) act. 28, p. 75     (mejor = better)

4) complete lectura on p. 76. Take turns reading aloud, color by color. When done, speak through ¿Comprendes? Qs on p. 77 

Homework: p. 28 in packet
 
----------------------------

Wednesday - objective:  complete brief "apprentice" skits using likes/dislikes + personality vocabulary


Classwork:  do skits following instructions below: 

el aprendiz  -   the apprentice

Instrucciones:  Work in a group of four. One person in the group will be Señor Trump, the others will be los aprendices (the apprentices).

Write a skit in which each person has a minimum of three different lines. Ask/answer Qs about personality, likes/dislikes, names, where you're from, etc.




Preguntas útiles  (Useful questions):

¿Cómo eres?                                     (Según mi familia)
                                                        Soy ...  /  No soy ...
                                                        A veces soy

¿Eres perezoso?                                 ¡No, no soy perezoso!

¿Cómo te llamas?                              Me llamo   /  Soy

¿De dónde eres?                                Soy de....

¿Qué es tu color favorito?                  Mi color favorito es...

¿Qué te gusta hacer?                         A mí me gusta  mucho...
                                                        A mí no me gusta nada

¿Tienes hermanos?                            Sí, tengo un hermano.
                                                        Sí, tengo una hermana.
                                                        Sí, tengo dos hermanas y un hermano.
                                                        No, no tengo hermanos

You will have 20 minutes to write/pratice, then it's showtime!

Homework: Work on family presentations (due tomorrow)   + find/print pictures
 
----------------------------

Thursday - objective:  complete family presentation


Classwork:  family presentations (25 points, scroll up to Monday for complete assignment description)

Homework: Repaso crosswork puzzle, p. 29 in packet   +   study for 1B test (tomorrow)
 
----------------------------

Friday - objective:  take 1B test
 
Classwork:  take 1B test
 
Homework:  Have a great Thanksgiving break!   (¡Qué pases el día de acción de gracias muy bien!) 

___________________________________________________________________


Spanish 2

Monday - objective:  use más/menos que  +  mejor/peor que  + mayor/menor que to make comparisons

++++++++++++++++++++++
El viernes vamos a hacer una presentación sobre nuestros propios dormitorios, o nuestros dormitorios ideales.

On Friday we're going to do presentations about our own bedrooms, or about our ideal bedrooms. 

Debes incluir  (you must include):

5 cosas
colores
la mejor cosa + donde está
la peor cosa    + donde está
una comparación

Cinco de tus (propias) cosas  (five of your own things)

Yo tengo mi propia tableta y unas cortinas azules.

Unos colors para describir tus cosas: (some colors)

Mi alfombra es roja y mi televisor es negro.

La mejor cosa tu dormitorio (the best thing in your room)

La mejor cosa en mi dormitorio es mi equipo de sonido. Está a la derecha de la ventana.

Las mejores cosas en mi dormitorio son mis libros. Están en el estante.

La peor cosa de tu dormitorio (the worst thing)
La peor cosa en mi dormitorio es mi despertador. Está encima de mi mesita.

Una comparación

Mi cama es más grande que la cama de mi hermano.
++++++++++++++++++++++

Classwork:  

1) Large communication activity using .PPT.  

2) complete act. 12 on p. 103 + comparative extension below


¿Qué tiene más/menos rojo, la bandera de Colombia o la bandera de Costa Rica?

+++++++++++++++++++++++++++++++++++++

La bandera de Costa Rica tiene más rojo que la banera de Colombia.

La bandera de Colombia tiene menos rojo que la bandera de Costa Rica.

La bandera de Argentina tiene la misma cantidad de blanco que la bandera de Paraguay.

La bandera de Honduras no tiene verde.
 

Homework: Write eight comparative sentences comparing two different people you know (use act. 18, p. 106 is a guide )


----------------------------

Tuesday - objective:  use el/la más/menos  +  el/la mejor/peor to make superlative statements

Classwork:  

1) read gramática box on top of p. 110

2) complete act. 24 (use corresponding questions and bonus questions below) 


1] ¿Quién es la persona más inteligente?
2] ¿Quién es el peor actor?  (o  la peor actriz?)
3] ¿Cuales son las clases más interesantes?
4] ¿Qué es el videojuego menos divertido?
5] ¿Cuales son los mejores libros?
6] ¿Qué es el color menos bonito?

+ 7] ¿Qué es el color más bonito?

   8] ¿Qué es la mejor tienda?       (tienda = store)

3) complete act. 25  

Homework: p. 108 in packet

Bonus practice with superlatives here


----------------------------

Wednesday - objective:  learn numbers 100 through 1000

Classwork:  

1) Watch numbers video

+ read notes below (how to count to a billion in Spanish!) 


cien                                         100
ciento uno                             101
ciento dos                              102
ciento tres                             103
ciento noventa y nueve      199
doscientos                             200
doscientos uno                     201
doscientos dos                      202
trescientos                            300
cuatrocientos                        400
quinientos                             500
seiscientos                             600
setecientos                            700
ochocientos                          800
novecientos                          900
mil                                           1000
dos mil                                   2000
tres mil                                   3000
ciento mil                              100,000
millón                                     1,000,000

mil millónes                          1,000,000,000

 2) In notebook, write down 10 different numbers between 101 and 1,000. Next to each number, write the number as a word.  

3)  Listening activity 5 on p. 25 in packet 
                
Homework: work on bedroom project (due Friday) 
 
----------------------------

Thursday - objective:  use stem-changing verbs poder / dormir for a variety of communication exercises

Classwork:  

1) read gramática box on p. 112 

2) complete target language exercise below: 

Traduzca cada pregunta al español.
Traslate each question into Spanish.

(tú form)

1] Can you speak Spanish?                     

2] Do you sleep in a bed or on a couch?  

3] Do you sleep in class?

4] Can you play guitar?                                     

5] Can you play the piano?   

+ write two unique Spanish questions, one using puedes and the other using duermes

 3) respond to the questions using the yo form 

4) read act. 29 aloud and fill in each blank with the correct form of dormir / poder. Write answers in notebook.

5) Talk through bonus questions + create some of your own: 

¿Puedes montar en bicicleta?     

¿Duermes en tu dormitorio?

¿Puedes esquiar?

¿Duermes en clase?

¿Puedes hablar Ruso?  (Russian)

¿Puede hablar Español su padre? 

¿Duermes en la oficina de la escuela?


¿Duerme en la cocina  (the kitchen) tu perro? 
 
Homework: - p. 109 in packet + prepare for dormitorio project

----------------------------

Friday - objective:  complete bedroom description oral project

Classwork:  Students do presentations on their bedroom or ideal bedroom. 

Homework:  Have a great Thanksgiving break!   (¡Qué pases el día de acción de gracias muy bien!)