MONDAY NOV 18 ----- listening, reading, learning indirect and direct object pronouns and writing.
I told everyone in Spanish that I am now an abuelita!
We reviewed again the lessons from last week about direct and indirect object pronouns. If you need more work on them -- pleasse go to the text book and look in the book and you will find the grammatica on p 138, 166, 199.
Looked in our story books to see how many pronouns we could find in use.
Write a thank you letter to your abuelita and try to use the pronouns we are studying:.
Prompt: Abuelita gave you some money. You are writing to thank her for the money she gave you and of course, she wants to know what you bought. Tell her about your shopping experience. Let's make it clothing , since those are the words we are using currently ( Ch 2B).
What were you wanting? What were you thinking of getting?
Set up an anecdote to share with her about your shopping adventure.
What happened? Did you find a slae? Did you try on shoes that didn't look so good on? or fit coorectly?
What did you buy?
How much did you pay?
Start with Querida Abuelita,
remembre to use POR instead of PARA to denote an exchange ( thanks -- in exchange for the gift and $$$ in exchange for the item you bought. gracias POR Compre' una camisa POR 20 dolares. ETC.
Tuesday nov 19
with a substitute teacher
Students get a children’s book everyday and read it, look through it for grammar we study --- you may ask a couple of them about their book in Spanish, one at a time, and they can describe it or tell you something about it in Spanish. If they ask how to say something, I tell them we are working on using common vocabulary and known vocabulary, so they have to figure out how to say what they mean using only the words they know. You can spend about 15 minutes on this.
Students are working on direct and indirect object pronouns. They studied and understand reflexive verbs well, so we attached all this pronoun jazz to that. Plus their knowledge of ( me te le nos les gusta ) and the redundant use of the pronoun in third person when we have the noun present. Also, the position of the pronoun with the infinitive ( I have not told them it is optional to put it in front of the verb– as I wanted all to be consistent at this time for their understanding. I told them to attach it to the end of the infinitive for reflexives, direct and indirect objects)
They began a thank you letter to their abuelita today. In case it isn’t on the board, I will type out the prompt below. They can work on it if you can get around and answer their questions, clarify and check what they are doing. No need to collect anything – I will check it all when we return after break. If they finish and it’s all correct, they can read their children’s books.
Your abuelita sent you money. You are writing a letter to thank her and she, of course, wants to know what you bought. Tell her about your shopping experience. Tell her what you were looking for, or wanting . tell her where you went and set up a little anecdote about your shopping adventure ( maybe you wanted a leather jacket and when you arrived at the mall, the store was having a sale. But the jackets were all too large or small not the color you wanted…. What did you do. What did you buy instead. How did you pay for it? Are you wearing what you bought everyday or are you going to wear it for a party or other special event. ( llevar – to wear)
Use a combination of imperfect and preterite.
Vocabulary is in the book at the end of chapter 2B p. 124. They may get a book and use it to review this chapter’s vocab – we have not had a quiz or test on it yet.
WEDNESDAY/THURSDAY BLOCKS Wed pd 2 & 4
Thurs period 1
Show the movie Nanny McPhee. It is on my desk. Please choose Spanish language and Spanish subtitles. Please show the first 15 - 20 minutes ( find a logical break around this point)and then have students talk about what happened or share vocabulary and structures they recognized. And then go back to the beginning and show that part again. Stop again and recheck what they heard and what they can express in summary. Make sure they got the part about that the kids ate the baby.
After that, you can let the movie run. If you see anything interesting, you can stop and point it out to them – but not knowing what we have been studying, that might be hard. This is a pretty good intro to preterite and imperfect, so you might point out some of that.
Dear Thursday sub – if you do not know Spanish, you can still let the kids do this talking. You just needn’t stop and point out structures – just let em watch it. We will discuss the movie after T-giving break.
Friday: finish movie
If you get finished, have students write a brief summary of the film and you can collect it. You probably won’t finish tho.
I told everyone in Spanish that I am now an abuelita!
We reviewed again the lessons from last week about direct and indirect object pronouns. If you need more work on them -- pleasse go to the text book and look in the book and you will find the grammatica on p 138, 166, 199.
Looked in our story books to see how many pronouns we could find in use.
Write a thank you letter to your abuelita and try to use the pronouns we are studying:.
Prompt: Abuelita gave you some money. You are writing to thank her for the money she gave you and of course, she wants to know what you bought. Tell her about your shopping experience. Let's make it clothing , since those are the words we are using currently ( Ch 2B).
What were you wanting? What were you thinking of getting?
Set up an anecdote to share with her about your shopping adventure.
What happened? Did you find a slae? Did you try on shoes that didn't look so good on? or fit coorectly?
What did you buy?
How much did you pay?
Start with Querida Abuelita,
remembre to use POR instead of PARA to denote an exchange ( thanks -- in exchange for the gift and $$$ in exchange for the item you bought. gracias POR Compre' una camisa POR 20 dolares. ETC.
Tuesday nov 19
with a substitute teacher
Students get a children’s book everyday and read it, look through it for grammar we study --- you may ask a couple of them about their book in Spanish, one at a time, and they can describe it or tell you something about it in Spanish. If they ask how to say something, I tell them we are working on using common vocabulary and known vocabulary, so they have to figure out how to say what they mean using only the words they know. You can spend about 15 minutes on this.
Students are working on direct and indirect object pronouns. They studied and understand reflexive verbs well, so we attached all this pronoun jazz to that. Plus their knowledge of ( me te le nos les gusta ) and the redundant use of the pronoun in third person when we have the noun present. Also, the position of the pronoun with the infinitive ( I have not told them it is optional to put it in front of the verb– as I wanted all to be consistent at this time for their understanding. I told them to attach it to the end of the infinitive for reflexives, direct and indirect objects)
They began a thank you letter to their abuelita today. In case it isn’t on the board, I will type out the prompt below. They can work on it if you can get around and answer their questions, clarify and check what they are doing. No need to collect anything – I will check it all when we return after break. If they finish and it’s all correct, they can read their children’s books.
Your abuelita sent you money. You are writing a letter to thank her and she, of course, wants to know what you bought. Tell her about your shopping experience. Tell her what you were looking for, or wanting . tell her where you went and set up a little anecdote about your shopping adventure ( maybe you wanted a leather jacket and when you arrived at the mall, the store was having a sale. But the jackets were all too large or small not the color you wanted…. What did you do. What did you buy instead. How did you pay for it? Are you wearing what you bought everyday or are you going to wear it for a party or other special event. ( llevar – to wear)
Use a combination of imperfect and preterite.
Vocabulary is in the book at the end of chapter 2B p. 124. They may get a book and use it to review this chapter’s vocab – we have not had a quiz or test on it yet.
WEDNESDAY/THURSDAY BLOCKS Wed pd 2 & 4
Thurs period 1
Show the movie Nanny McPhee. It is on my desk. Please choose Spanish language and Spanish subtitles. Please show the first 15 - 20 minutes ( find a logical break around this point)and then have students talk about what happened or share vocabulary and structures they recognized. And then go back to the beginning and show that part again. Stop again and recheck what they heard and what they can express in summary. Make sure they got the part about that the kids ate the baby.
After that, you can let the movie run. If you see anything interesting, you can stop and point it out to them – but not knowing what we have been studying, that might be hard. This is a pretty good intro to preterite and imperfect, so you might point out some of that.
Dear Thursday sub – if you do not know Spanish, you can still let the kids do this talking. You just needn’t stop and point out structures – just let em watch it. We will discuss the movie after T-giving break.
Friday: finish movie
If you get finished, have students write a brief summary of the film and you can collect it. You probably won’t finish tho.