TAREA/ HOMEWORK AND NOTICIAS/ NEWS - Resources at the end
4th QUARTER - ESPAÑOL DOS HONORES– 2007-2008
El CUARTO “QUARTER” CUATRIMESTRE
Estaré ahí llueva, caiga nieve o relampagee
ESPAÑOL DOS HONORES La semana del 27 de mayo hasta el 13 de junio
Noche de Hablar Español es el 17 de junio (every third Tuesday of the month - all summer too)
IF you are doing an alternative Final, it's due June 10th and the project June 12th (see below for sample outline).
Think of it as a portfolio of your work from this year adding the new info too! You can use past projects (life rivers, journals, Pancho and Panchita, etc), and you can use text book and packet sentences too - just make them fit in your project. Folks taking the final exam, pass in your Study Guide on Tues June 10th.
On Tuesday, June 10th retest of Imperfect vs Preterito and all make-up tests and quizzes must be completed y then. Study for these tests while preparing your outlines ·because all this info is part of your final project or alternative!
Tarea # 18 - para el 2 de junio = presentation of 15 NEW vocabulary words as assigned ñ need a visual and 5 sentences incorporating the words using Empecemos a Conversar sentences (section that follows vocabulary pages) as models.
Chile/Ecuador Chapter 6 pp.194-5, 198-9, 221 (celebrations, family, holidays);
Chapter 7 pp. 226-7, 230-231, 255 (possessions, appliances, emergencies);
Guatemala- Chapter 8 p. 260-1, 268-9, 291 (community places and things, personal care, shops); Chapter 9 pp. 296-7, 300-1, 325 (body, illness, medical conditions, accidents);
Mexico Chapter 10 pp.330-1, 336-7, 359 (movie making, films, TV programs, natural disasters); Chapter 11 pp. 370-1, 364-5, 391 (professions, world, future, environment)
Uruguay- Chapter 12 pp.396-7, 402-3, 423 (travel, community places); Chapter 13 pp.428-9, 434-435, 445 (animals, nature, environment)
Tarea # 19 el 4 de junio - Do a journal entry (to hand in) choosing vocabulary from at one chapter of vocabulary (that you did not present) and the future tense (p 379 + 381 + notes) to describe your future 10 years from now. If you are doing the alternative project, use this time to work on incorporating the vocabulary and future in it (bring to class).
Tarea # 20 el 6 de junio - quick vocab quiz and verb quiz ñ decir - The tenses are : Presente (generalmente); Pretérito(ayer); Imperfecto (siempre en el pasado); presente progresivo (ahora mismo, en este momento); pasado progresivo (en ese momento); el futuro (el año que viene) - to check yourself use pp. 493 and notes.
ALTERNATIVE FINAL DUE JUNE 9TH or 10th.
ESPAÑOL DOS HONORES– 2007-2008
La semana del 14 de abril hasta el 18 de abril-
Noche de Hablar Español es el 15 de abril (extra crédito)
Cultura Club – every martes después de la escuela en el cuarto 203
Tarea # 7 – para el 17 de abril – Have your storyboards and presentations of your personal life river and your imaginary person’s life river completed. As a family, you will each present your Viaje de la Vida of the imaginary family people. You may each present differently, but make sure to have coordinated your storyboards to have similar information that makes sense for the whole family history. You may use all your visuals to make the presentation flow.
If you have completed the presentations, you will have no other homework over the break. ¡Qué descansen y disfruten!
La semana del 31 de marzo hasta el 11 de abril-
Tarea # 1 – para el 1 de abril – Make sure you have handed in the answers to the handout questions about your imaginary family person, plus the five questions for the Community Resource Person, a recipe for food from your country (due next time), and the answers from Friday’s visit. This is a grade for 3rd quarter. If you were not present Friday make sure you find out the answers to your questions (I will help if you need it).
The questions follow:
PREGUNTAS PARA DESAROLLAR A LA PERSONA IMAGINARIA
1. ¿Cómo te llamas?
2. ¿Cómo eres (describe tu personalidad y fisiología, Color del Pelo, Ojos, Piel,)?
3. ¿Cuántos años tienes?
4. ¿Cómo es tu familia? (¿Tienes hermanos, padres, padrastros, abuelos, etc.?) ¿Hay muchas personas o hay pocas personas? ¿Cuántas personas hay en tu familia?
5. ¿Cómo es tu casa, o tu apartamento, o el lugar donde vives? Descríbela/ lo con detalles (details). ¿Vives en el campo (country) o en la ciudad (city)? ¿Cómo es el pueblo (town) donde vives?
6. ¿Cómo son tus amigos/amigas? Si no los tienes, ¿por qué?
7. Describe tu lugar en la comunidad, en el trabajo o en la escuela (activa, pasiva, con mucha influencia, muchos amigos).
8. ¿Tienes novio/a? Descríbelo/la con detalles.
9. ¿Tienes conflicto con alguien? O ¿Tienes problemas en la escuela/ en el trabajo? ¿Por qué? Descríbelo con detalles.
10. ¿Qué te gusta hacer en general, durante los fines de semana, con el tiempo libre, durante las vacaciones de la escuela (Pasatiempos, Gustos de música, de deportes,de libros, etc.)?
11. Qué ropa llevas generalmente?
12. ¿Qué no te gusta hacer? ¿Por qué?
13. ¿Hay algo que te fastidia mucho de la escuela/ o el trabajo? Descríbelo con un ejemplo. (Una vez cuando…. yo..)
14. ¿Cuáles son tus sueños para el futuro?
15. ¿Cómo imaginas tu vida en diez años?
Tarea #2 – para el 3 de abril – Bring in your recipe for the food you made from your country – Please send it to me via e-mail (lditchfield@mvyps.org or ditch@gis.net). Quiz on vocabulary pp.162-163 + 167 and how to form the imperfecto (regular and irregula) pp. 175 and 177. Begin to rewrite your Mi Niñez story to
be about your person from Latin America based on the research and group ideas you have, and your conversations with your Community Resource Support person (see below due next Monday el 7).
Tarea # 3- para el 7 de abril- Rewrite your Mi Niñez story to be about your person from Latin America based on the research and group ideas you have, and your conversations with your Community Resource Support person. You may use similar verbs and vocabulary as your own childhood story, but make it fit your make believe family situation. Try to use the imperfecto at least 10 times and the pretérito at least 5 times, in 3- 4 paragraphs (about 200 words). SKIP LINES to leave space for corrections and peer editing. Bring your personal Niñez story to class too. You will present these on class.
Tarea # 4 – para el 9 de abril -read La Princesa (pg. 18), underline pretérito =and ~ (squiggle- line) for imperfecto, and answer questions.
Tarea #5 – para el 11 de abril – Write a letter to a pen pal in Honduras (best to do on your computer so that you can easily send it via e-mail later). Tell your name, how old you are, how many are in your family, what music you like, what activities you do, what the Island is like, what your childhood was like, etc. Ask at least 5 questions, which could be about the things you wrote about yourself (example: Me llamo Luisa y tengo 16 años. Hay 5 personas en mi familia – mi madre, mi abuela y mis dos hermanos menores y yo. ¿Cómo te llamas? ¿Cuántos años tienes? ¿Cuántas personas hay en tu familia?) Your letter should have at least 15 sentences (you can use the 6 that I gave as examples). You can use relevant sentences from your Niñez story about your life too.
La semana del 11 de abril hasta el 15 de abril-
La Próxima Noche de Hablar Español es el 15 de abril (extra crédito)
Cultura Club – every martes después de la escuela en el cuarto 203
Tarea #6 – para el 15 de abril – Make a complete story board for your Viaje de mi Vida – Life River Power Point (unless you have agreed on an alternative, like a story book or a presentation, or a video, etc) for yourself and for your person from your country. Use Imperfecto 10 times + Pretérito 10 times.
Tarea # 7 para el 17 de abril ñ Have your storyboards and presentations of your personal life river and your imaginary personís life river completed. As a family, you will each present your Viaje de la Vida of the imaginary family people. You may each present differently, but make sure to have coordinated your storyboards to have similar information that makes sense for the whole family history. You may use all your visuals to make the presentation flow.
ESPAÑOL DOS HONORES La semana del 28 de abril hasta el 6 de mayo
Noche de Hablar Español es el 19 de mayo (extra crédito)
Tarea #8 -para el 30 de abril - p. 278-279 - Exercises #2 a, b, c.+ #3 a, b, c + #5: a, b, c and read p 174: answer A,B,C + study Reading, Writing and Speaking p. 188
Tarea # 9 -para el 2 de mayo ñ verb quiz on “buzz words” for the imperfect and preterite (know what word triggers which tense and meanings- eg. ayer = yesterday = pretérito); and 3 regular verbs Afeitarse, Beber, Vivir ñI will give you one “person” for each (ie Ud., ella, Uds) ñ to prepare, write a quick chart (or type in computer to change and use for future verb quizzes ñ if you hand it in itís worth 1 _ points for your verb quizzes). The tenses are ñ Presente (generalmente); Pretérito(ayer); Imperfecto (siempre en el pasado); presente progresivo (ahora mismo, en este momento); pasado progresivo (en ese momento) ñ to check yourself use pp. 488 and notes.
Tarea # 10 - para el 6 de mayo ñ journal entry #1 ñ write 1-2 paragraphs (time yourself for _ hour to write ñ no diccionarios ñ just free writing IN SPANISH with NO ENGLISH from the beginning) about the current situation of your imaginary family (in the voice of your imaginary person) and how your family should cope with the current problem of the country presented to you.
Tarea # 11 - para el 8 de mayo ñ Test on the differences of Imperfecto and Preterito (be able to list when you use each; identify “buzz word vocabulary for each and meanings; know how to justify the use of each as in the songs or the story La Princesa y el bolso de papel) plus - verb quiz ñ despertarse (a shoe verb and a reflexive verb)- The tenses are ñ Presente (generalmente); Pretérito (ayer); Imperfecto (siempre en el pasado); presente progresivo (ahora mismo, en este momento); pasado progresivo (en ese momento) ñ to check yourself use pp. 489 and notes. TEST POSTPONED!
Tarea # 12 - para el 12 de mayo - Be prepared for the presentation at World Language Night and make sure you've read your documents for the Immigration case project.
Tarea # 13 - para el 14 de mayo* If you are not participating in the World Language Night presentation, prepare your visuals for the vocabulary (at lease 15 new words) from an assigned chapter (see other side).
If you are participating you get extra credit and must be prepared for our presentation.
Everyone can also bring in food from a Spanish speaking country for extra credit!
Tarea # 14 - para 16 de mayo * verb dormir (a shoe verb, and an ñir stem changing verb -so, watch in the pretérito and the -ing as well as he present)- The tenses are: Presente (generalmente); Pretérito(ayer); Imperfecto (siempre en el pasado); presente progresivo (ahora mismo, en este momento); pasado progresivo (en ese momento) ñ to check yourself use pp. 488 and notes.
*participants of WLN do not have to do the tarea, and the verb quiz is optional or can be tried but not graded if you wish.
World Language Night - 5/14 - Life River Presentations of pretend families
Tarea # 15 - due 5/20 - Make all preparations for your statement (and be ready for a defense od your position for a Fair and Just Policy - una política justa - for undocumented workers on Martha's Vineyard. Remember you can have a member of your imaginary family as a witness. We will leave D period 5 minutes early and go directly to the bus outside the Culinary Arts Dining Room (near our classroom) to leave on time. You may have note cards. Your presentation counts as part of your final exam. If you are absent you must present to the class. 5/20 - (1) Chile,/Ecuador - Taxes; (2) Guatemala- Healthcare; (3) Mexico - Entrepreneurs, (4) Uruguay- Drivers Licenses (crime)
There is no homework due next class but please catch up if you are behind (journals, verb quiz, etc).
Tarea # 16 - para el 27 de mayo - verb quiz on the verb DORMIR*(a shoe verb, and an -ir stem changing verb -so, watch in the pretérito and the -ing as well as the present)- The tenses are: Presente (generalmente); Pretérito(ayer); Imperfecto (siempre en el pasado); presente progresivo (ahora mismo, en este momento); pasado progresivo (en ese momento) ñ to check yourself use pp. 488 and notes. - also prepare for the test of the Imperfect vs Preterito next class - also begin recording yourpersonal experiences for a journal entry on the whole Immigration Project (from families to the Court House, surveys and films).
*for participants of WLN the verb quiz is optional or can be tried but not graded if you wish.)
Tarea # 17 - para el 29 de mayo - test on the differences between the Imperfecto and the Preterito - including vocabulary "buzz words" triggering the use of Imperfect and preterit. Continue working on the draft of your personal experience in the Immigration Project using the imperfecto and preterito and the vocabulary trigger words.
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FINAL EXAM
EXAMEN Final 2 HONORES SUMMARY
I. VOCABULARY
Mixed vocab- expressions from notebooks + presentations, chapt 1 p.57 (classes, school); chapt 2 p.89 (reflexive verbs, activities, music); chapt 3 p.123 (clothing, purchases, fabric, sizes); chapt.4 p.157 (sports, leisure activities); chapter 5 pp.189 (animals, toys, play things); Briefly: chapt.6 pp.221 (celebrations, family, holidays); chapt 7 p.255 (possessions, appliances, emergencies); chapt.8 p. 291 (community places and things, personal care, shops); chapt.9 p.325 (body, illness, medical conditions, accidents); *chapt. 10 p.359 (movie making, films, TV programs, natural disasters); *chapt.11 p.391 (professions, career education, world, future, environment); Chapter 12 p. 423 (travel, community places);Chapter 13 p. 445 (animals, nature, environment);
*** chapter14 will be studied this summer, others reviewed; *= if we cover these
II. Verb VOCABULARIO: imperfecto y pretérito associated words
VOCABULARIO of Los verbos de cambio-STEM CHANGING(Shoe)Verbs-(handout) (p.78, 209)
VOCABULARIO - Los Reflexivos (handout with objects and verbs:75, 78, 89,213, 221)
III. LOS VERBOS :
? LOS VERBOS - EL PRESENTE - (regular e irregular) AND TRANSLATE (handouts, p. 47,48)
? El PRESENTE PROGRESIVO: (p.278, handout)
? EL PRETERITO REGULAR and TRANSLATE (p.109,110)
? EL PRETERITO IRREGULAR (spelling changes -car, -gar, -zar verbs; -eer, -uir, -oir, aer verbs or Basement BoYz; -ir stems or Underground gIRlz; "j", "u", "i" stems or FISH verbs, etc.- handouts, scattered in book p209, 211, 350,etc).
? EL IMPERFECTO (regular and three irregulars ñ ser, ver, ir) I used to speak (p. 177,179)
? PRETERITO vs. IMPERFECTO - (including the 4 verbs with different meanings in preterit) (notes, test- conocer, saber, poder, querer, etc.)
? LA DIFERENCIA ENTRE EL PRETERITO Y EL IMPERFECTO. LOOK FOR CLUES IN EACH SENTENCE. (above, 212, 345, 346)
? EL FUTURO: (regular e irregular)
? EL CONDICIONAL (regular e irregular)
? *MANDATOS: COMMANDS: TÚ MANDATO (afirmativo - remember the irregulares ñ Pon Ten Sal Ven Sé Ve Di Haz) (handouts, p.411,412,414)
XXIV. ESCRITURA: WRITING- Write 2-3 paragraphs or a dialogue of at least a total of 15 sentences (whole sentences!) Escribe dos o tres parrafos o un dialogo de un total de 15 frases por lo menos.
XXV. LECTURA/ READING
XXVI. LISTENING SECTION
XXVII. SPEAKING
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ALTERNATIVE: VOCABULARY - Make sure to have at least five words or expressions from each chapter in your project:
Chapter 1 p.57 (classes, school);
Chapter 2 p.89 (reflexive verbs, activities, music);
Chapter 3 p.123 (clothing, purchases, fabric, sizes);
Chapter 4 p.157 (sports, leisure activities);
Chapter 5 pp.189 (animals, toys, play things);
Include at least three of each (unless covered from above):
Chapter 6 p.194-5, 198-9, 221 (celebrations, family, holidays);
Chapter 7 p.226-7, 230-231, 255 (possessions, appliances, emergencies);
Chapter 8 p. 260-1, 268-9, 291 (community places and things, personal care, shops);
Chapter 9 p. 296-7, 300-1, 325 (body, illness, medical conditions, accidents);
Chapter 10 p.330-1, 336-7, 359 (movie making, films, TV programs, natural disasters);
Chapter 11 p. 370-1, 364-5, 391 (professions, world, future, environment)
Chapter 12 p.396-7, 402-3, 423 (travel, community places)
Chapter 13 p.428-9, 434-435, 445 (animals, nature, environment);
go/go and oy/yo verbs in present, stem changing verbs, vocab used for pretérito,
Have at least 5 idiomatic expressions from textbook or songs.
VERBOS: Make sure to have at least 5 different verbs of each:
? LOS VERBOS - EL PRESENTE - (regular e irregular) AND TRANSLATE (handouts, p. 47,48)
? El PRESENTE y Pasado PROGRESIVO: (p.278, ando/ iendo ñirregular ñir stems)
? EL PRETERITO REGULAR and TRANSLATE (p.109,110)
? EL PRETERITO IRREGULAR (spelling changes -car, -gar, -zar verbs; -eer, -uir, -oir, aer verbs or Basement BoYz; -ir stems or Underground gIRlz; "j", "u", "i" stems or FISH verbs, etc.- handouts, scattered in book p209, 211, 350,etc).
? EL IMPERFECTO (regular and three irregulars ñ ser, ver, ir) I used to speak (p. 177,179, handout)
? PRETERITO vs. IMPERFECTO - (including the 4 verbs with different meanings in preterit) (notes, test- conocer, saber, poder, querer, etc.)
? LA DIFERENCIA ENTRE EL PRETERITO Y EL IMPERFECTO. LOOK FOR CLUES IN EACH SENTENCE. (above, 212, 345, 346)
? EL FUTURO: (regular e irregular)
? EL CONDICIONAL (regular e irregular)
? *MANDATOS: COMMANDS: TÚ MANDATO (afirmativo - remember the irregulares ñ Pon Ten Sal Ven Sé Ve Di Haz) (handouts, p.411, 412, 414)
Your project must reflect listening, reading, writing, and speaking. You may use your Immigration project work, plays, the Tres Osos or other readings as a base and build it with your own writing including ALL of the above requirements to be considered. You may work with a group, but each person must do the requirements separately ñ therefore, consider taking your project and converting it as required above, and then recruiting others to participate in the production/presentation/ video. Due June 9th ñ must take a brief vocabulary and verb test too as part of the alternative final.
ALTERNATIVE EXAMPLE:
Ejemplo del borrador del Final Alternativo- (portafolio)-Escrito en la voz de Leonora de Bolivia. Una obra de teatro/ video ñ Visiones de mi vida/ Notas de un diario
I. Mi Niñez (nacimiento hasta 10 años) - lo que hacía, cómo era mi familia, mi país, y el accidente que me pasó cuando estaba jugando béisbol. (use Niñez and life river)
A. EL IMPERFECTO : verbs = coleccionar, jugar, tocar; irreg =ser, ir, ver Voc=Chapt 4 -divertirse, el bate, el guante, la pelota, el partido, el desastre; Chapt 5 vocab ñ traviasa, juguete, muñeca, colecionar, saltar a la cuerda*
B. EL PRETERITO REGULAR - mirar, hablar, llorar, gritar, corer
C. EL PRETERITO IRREGULAR (spelling changes -car, -gar, -zar verbs - jugar, llegar, empezar, sacar; -eer, -uir, -oir, aer verbs or Basement BoYz = oir, caer; -ir stems or Underground gIRlz = divertirse, sentir, pedir, morir de risa*; "j", "u", "i" stems or FISH verbs = hacer, estar, venir, decir. [VOCABULARY] Chapt 9 = el accidente, el antibiotico, la rodilla, las puntdas, sacar la radiografía
D. PRETERITO vs. IMPERFECTO - (including the 4 verbs with different meanings in preterit) - conocer, saber, poder, querer, [VOCABULARY] mientras, de vez en ciando, siempre, de repente, una vez
E. El PASADO PROGRESIVO= correr, escuchar, jugar
F. LA DIFERENCIA ENTRE EL PRETERITO Y EL IMPERFECT=all
II. Mi vida ahora (tengo 16 años) ñ Mi vida diaria en el colegio y una fiesta típica (use Pancho and Panchita)
A. LOS VERBOS - EL PRESENTE - (regular e irregular) ñ reg = celebrar, felicitar, mirar, cocinar, cumplir años*// go/go = salir, hacer, traer, poner, decir // oy/yo = estar, ser, dar, ir // stems = pedir, querer, pensar, poder, acostarse, divertirse, vestirse [VOCABULARY] Chapt 1= la material, el idioma, la química, se permite, se prohibe, por suerte; Chapter 2 ñ levantarse, despertarse, soler, antes de + infinitive*, después de + infinitive, cuidar niños, la revista, el tambor; Chapt 8 - ¿Podría Ud. vender…?*, el cepillo de dientes, el centro, la carretera, el esmalte de uñas, maquillarse; Chapt 13 ñ la cereza, la piña, la fresa, la sandía;
B. El PRESENTE PROGRESIVO: comprar, festejar, vender, gastar
C. vocabulario: Chapt 3- la cartera, el cinturón, los zapatos de tacón alto, estar en liquidacion*, elegante, el tamaño mediano, la tela; Chapt 4 ñ la fiesta de disfraces, pasarlo bien; Chapt 6 -una fiesta de sorpresas, lanzar fuegos artificiales, ¿a qué edad?*, desde (que + verb)*, regalar
III. Mi vida en el futuro- Quisiera ser escritora y escribiré de los inmigrantes como yo en los EEUU (use my journal and all immigration notes)
A. EL FUTURO: (regular e irregular) ñ verbs ñ regulares ñ trabajar, viajar, disfrutar, ir; irreg - hacer, saber, tener (cuidado)*[VOCABULARIO] Chapt 7 = el lujo, el anillo, la pulsera, el lavaplatos, el aparato; Chapt 10- el guión, la película de acción, tratarse, basado en; Chapt 11- quisiera ser*, la escritora, por supuesto*; Chapt 12 -el viaje, planear, el equipaje, el pasajero.
*= idiomatic expressions
TERCER “QUARTER” CUATRIMESTRE
Las semanas del 4 de febrero hasta el 22 de febrero -
La Próxima Noche de Hablar Español es el 19 de febrero (extra crédito)
Tarea #1 – para el 1 de febrero – midterm analysis and visual presentation (or assigned work) of the most difficult part of the exam for review.
Tarea #2 – para el 7 - Read handout (Una Novela Policíaca) p.102 - 103 #3: "Las joyas robadas" and answer questions p.103 - 104 C. and study #4 and #5 p. 104 and do D. p.104-105,
Tarea #3 – para el 11 – Memorize the restaurant dialogue to recite.
Remember ALL corrections on Pancho and Panchita are due no later than Feb. 14th. Follow the guide, ask for help, your Gramática grade can go up 10 points. Only correct mistakes, do not rewrite. Make sure to use a different color and make corrections clear. Even if you do not make corrections hand in your stories for class use.
Tarea #4 – para el 13 – bring comida tex-mex (para desayuno el 12 o para viernes el 14)- burritos, quesadillas, tamales, enchiladas, nachos, guacamole, salsa, etc – Continue work on orisha presentation due miércoles el 20. Remember all corrections of Pancho and Panchita due by Feb 13th (or the 14th when we don’t have class) and must be returned even without corrections.
Tarea #5 – para el 15 – test on el Pretérito (regular, and irregular) and new vocabulary to go with the pretérito, plus new dialogue.
Tarea # 6 – para el 20 – Test on Preterit and dialogue postponed to Wed the 20th = For the 22nd - presentation of orishas due without the Legend *(unless extra). 1) the main characteristics of your orisha; *2) a legend involving your orisha – to be presented later en español;3) what are the other forms/ incarnations of your orisha that are recognized (syncretism); 4) your orisha’s powers or magic; 5) art work depicting your orisha, symbols worn to distinguish your orisha; 6) music or chants associated with your orisha; 7) special offerings for your orisha; 8) colors of your orisha (the eleke beads, the costume worn as a symbol); 9) your orisha’s dance; 10) trace the history and travels of your orisha from culture to culture. Since school was cancelled, we will present March 4rd in class. Try
this for extra credit: http://www.colby.edu/~bknelson/SLC/juan/cancion.html; http://www.colby.edu/~bknelson/exercises/preterite.html; http://www2.chappaqua.k12.ny.us/hgfaculty/jasarris/index.htm
No hay tarea durante las vacacciones
ESPAÑOL DOS HONORES Las semanas del 3 hasta el 26 de marzo -
La Próxima Noche de Hablar Español es el 18 de marzo (extra crédito)
Tarea #7- para el 6 de marzo – Using the packet: Una Novela Policíaca, do exercises p.105 – 106: F. (study 106: 6) and do p. 107 G and read and translate the short conversation p. 107 (#7). Bring an article of your choice from a Spanish speaking periodical (newspaper or magazine) from the country you have been assigned. Select an article about something you are interested in: sports, politics, clothing, health, art, theater, music, etc. Underline the cognates and be prepared to give an oral summary of what you understand in the article (even though you may not understand it all). check out: http://www.laits.utexas.edu/spe/adv17.html
Tarea #8 – para el 10 de marzo- From the packet: Una Novela Policíaca, complete p. 108 from top of the page to the bottom and complete all the exercises pp. 108-112:(H, I, J, K, #9, L, M) not completed in class.
Tarea # 9 – para el 12 – Test on all of the Preterit. NOTE – If you did poorly on your last test on the preterit, I will eliminate that grade if you do better on this one ONLY if you write out a clear study guide (or flash cards) for the preterit that was tested (ie everything but the Fish verbs). This will NOT be extra points but will be enough to eliminate that grade. If you also do flash cards for the Fish Verbs that will count as extra points (up to 3) towards this test. Remember to include the meanings of the verbs as part of your study! Study two handouts and notes on preterit and book p.109 = regular; -ar and –er stems p. 110; (spelling changes)-car, -gar, -zar verbs to qué, gué, cé - p.110; dar the pretender p. 211; ir and ser p.145; Basement BoYz - notes;
Underground gIRlz (-ir stem changing verbs) p.209; fish verbs "j", "u", "i" stems -146, 350 scattered in book together in notes and handouts. check out:http://www.quia.com/cb/41171.html
Tarea # 10 – para el 14 – Copy the words from page 162-3, 166 - 167 in your vocabulary section. Answer questions p. 165: 5-8.
ESPAÑOL DOS HONORES Las semanas del 20 de marzo hasta el 3 de abril-
La Próxima Noche de Hablar Español es el 15 de abril (extra crédito)
Los martes después de la escuela = Cultura Club
Tarea # 11 – para el 20 de marzo - Begin writing about Mi Niñez (My Childhood) - 3-4 párrafos describiendo ¿cómo eras? ¿qué hacías? Also write one of the paragraphs describing one thing you did once that exemplifies what you were like (or it could just be an adventure you had one day). You may choose any time in your youth (up to age 10). Use pp 162-163, 164-165, 166-167 and 170, and handouts (pg 10 of Imperfecto handout and Cuando eras niño/a handout) to help with ideas and suggestions and good vocabulary to incorporate. Bring in to class a picture of yourself as a little kid (if you can’t find one, bring in a magazine picture that looks like you or reminds you of yourself as a child). Do you remember a favorite story from your childhood? BRING TEXT BOOKS TO CLASS!
Tarea # 12- para el 26 – Bring in everything needed for the “fiesta” with Community Support People from the different countries we are studying. Bring food from your country, a description of your familia and your income, home, daily life style, and any information you have gathered about your country, etc. Also bring at least 5 questions about your country in Spanish (use pages 186-187 for help) that arise from your research (to be asked on Friday). You will hand in all this information and the answers to the questions for a grade. If you are not in school on Friday, you are still responsible for getting the information and questions to me for a grade. Please bring in paper products for the party if you know you will be absent. This is a great chance to also get extra credit. If interested, see me
ASAP.
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"El agua es blanda, la piedra dura, pero gota a gota hace cavadura".
QUARTER TWO - ESPA„OL DOS HONORES 2007-2008
SEGUNDO ÒQUARTERÓ CUATRIMESTRE ÁBIENVENIDOS A TODOS!
VOCABULARY REVIEW: Nœmeros: 1-31 p.16 (handout); Nœmeros 31-100 (handout); d’as y meses- (handout); saludos (handout), objetos de la clase- chapt 1 p.57; alfabeto- p.14 PaP I; comida (handout for 2 people); la familia (handout); la estaciones y el tiempo (handout); la ropa (handout); los verbos regulares (p. 47,48, 78, 148); verbos- stem changers
adjectives/descriptives (p.34-35); time (PaP I:62-63); seasons and week days (handout); emotions/health (95, handout), verbs about recreation (94); occupations (handout); la casa (handout); deportes (handout); jewelry (handout); animales (handout=2 people); weather (handout); chapt 2 p.89 (reflexive verbs); activities, music (Chapt 2); chapt 3 p.123 (clothing, purchases, fabric, sizes);
TAR #1 para lunes el 19 o martes el 20 de noviembre review project vocabulary (choose one topic above in class) PROJECT OF VOCAB PRESENTATIONS (total 5 minutes):
PRESENTATION (10 of the more difficult words or expressions),
GRAPHIC (may be hand done or use magazines, etc)
GAME/PRACTICE, (a short way to reinforce the vocab)
5 QUESTIONS to check understanding + COVER BOOKS if you havenÕt done that yet.
ESPA„OL DOS HONORES 2007-2008
El 26 hasta el 30 de noviembre
TAR #2 para el 28 Estudia hay examen del vocabulario: el cuerpo/ the body, la mœsica, los verbos regulares/regular verbs, and all vocabulary reviewed thus far and regular verb conjugations in the present tense.
TAR #3 para el 30 Study the first dialogue (Hola, Àc—mo est‡s?, etc), translate it, and be prepared to recite it next week for quiz day. In your verb packet, do Exercises: A, D, E page 4. Start designing a web for your project ÒPancho y Panchita: los hermanos terriblesÓ about the imaginary siblings (as we do in class).
ESPA„OL DOS HONORES 2007-2008 - El 3 hasta el 10 de diciembre
TAREA # 4- para el 6 oral quiz of Situaci—n #1 You can use your English translation on a separate sheet as a cue. Do quiz corrections in a different color with an analysis of the mistakes Example: I had a problem with vocabulary I missed the meaning of the following verbs, deber, aprenderÉ I mixed the ending of vosotros - -‡is, -is, -’s (which means you plural used in Spain informally) and the ending for nosotros -amos, -emos, -imos (which means ÔweÓ).
Tarea # 5 - Create at least 5 sentences for Pancho and 5 for Panchita using vocabulary (descriptive words, etc), regular verbs (handout pp 1-4); reflexive verbs (book and handout); vocabulary from ¡Qué tranquilidad! reading and from songs.
Tarea #6 – para el 10 de diciembre - answer questions from handout reading on reflexive verbs - ¡Qué tranquilidad! Answer pg 3 “Preguntas” 1-10 on the reading. Next week written assessment of reflexive verbs and webs due for Pancho & Panchita using reflexives.
ESPAÑOL DOS HONORES– 2007-2008 - El 10 hasta el 21 de diciembre
Tarea #7 – para el 12 de diciembre – Do a web for Pancho y Panchita - 10 sentences for each using vocabulary from reading, reflexive verbs, and vocabulary from presentations.
Tarea #8 – para el 14 – reflexive verb quiz based on the verbs in the book – chapter 2 – pg 62, 63, conjugations p 75, 78, and difference between using and not using reflexives (see pg 5 of reading/reflexive packet for practice exercise) as in lavar and lavarse.
Tarea # 9 – para el 18 - Start in class Friday and finish for tarea. Using p.3 of handout, copy new vocabulary for vocabulary section of notebook (reflexive verbs and objects for self care). Add sentences using these to Pancho &Panchita webs to peer edit in class. Bring vocabulary presentations if you have not gone yet.
Tarea #10 – para el 10 - Prepare some treat to bring to class for a fiesta and prepare to tell us about 5 ingredients you used or tell us five things you like to eat using food vocabulary p. 428-435, and notes on food or from vocabulary handout presented in class. Also bring in a picture (to decorate a piñata) of something symbolic that you hope for in 2008 (to mark the Zapotec beginning of a new year). Bring coats to class to go outside for the piñata.
NO HAY TAREA DURANTE LAS VACACIONES – ¡A DISFRUTAR!
FELICES FIESTAS – PROSPERO AñO NUEVO
Although there is no homework, for those who like to get ahead you can work on the project due January 14th - Las Aventuras de Los Hermanos Terribles: Pancho y Panchita Carrancho.
ESPAÑOL DOS HONORES– 2008 - El 2 hasta el 8 de enero de dos mil y ocho
¡FELIZ Año Nuevo! – El proximo Noche de Hablar Español es el 15 de enero
Tarea # 11- para el 4 de enero de dos mil y ocho -analyze your mistakes on the reflexive quiz: Vocabulary (reflexive verbs – book and notes); how to conjugate –ar, -er, -ir verbs (endings in the present – regular verbs – verb handout); stem changing verbs (e>ie, o>ue, e>i – verb sheet); and which reflexive verbs are stem changing verbs (handouts and book); when to use reflexive and when not to use (handout, notes, book). Anyone who got below an 80 (or anyone wishing to change your quiz grade) should do a quick project to show mastery of the parts you got wrong on the quiz). On Friday (el 4) you will have a test on the above concepts plus new reflexive verbs (pg 3 and 4 and top p. 7 of handout – self care and movement) and objects used with reflexive verbs (pg.3 and 6). If
you do a good self- analysis and corrections and a replacement project to show mastery (visuals, a game, a quiz with answers, etc) I will eliminate your grade on the first reflexive quiz. If you do flash cards reflecting the concepts and vocabulary for the test on Fri you will get up to 3 points on that test (and you can save them and turn them in for the midterm as well). Remember all these concepts and vocabulary can be integrated into your Pancho and Panchita project due Jan 14th – just recycle the information and self edit your writing project.
Tarea #12 – para el 8 de enero – Incorporate sentences about Pancho and Panchita that use the new reflexive verbs from the packet and that use stem changing verbs, and other verbs that are irregular in the present (go/go in the yo, oy/yo verbs, jo, jo, jo verbs)
ESPAÑOL DOS HONORES– 2008 - El 7 hasta el 22 de enero de dos mil y ocho
El proximo Noche de Hablar Español es el 15 de enero
Tarea # 13 para el 10 de enero – Continue work on Pancho and Panchita you should have 25 complex sentences or 50 simple sentences total –
Find a print out of an article from any newspaper (in Spanish) from the Spanish speaking country they are from with underlined cognates and recognized words.
Find 5 pieces of information about the country where they are from: in note form, then as part of the story. Weave in five pieces of interesting information about their country in your story or state them in conversations with each other. For example: Pancho y Panchita son de la Argentina: Ellos siempre quieren bailar el Tango y tocar el bandoleon , pero no pueden. Viven en un edificio grande en el barrio de La Boca donde los barcos vienen y salen todos los días del puerto. (that’s four pieces of interesting information unique to Argentina), Pero, un día caminando a casa, se pierden en la
Plaza de Mayo donde las Madres y las Abuelas de los Desaparecidos protestan.Las madres marchan cada semana desde hace más que veinte y cinco anos. Allí encuentran un gaucho en caballo. El gaucho bebe mate, el té herbal de la Argentina. (three other facts). Or Pancho y Panchita son de Cuba. “¿Qué sabe Ud. de Cuba?” Ud. debe saber que Cuba es una isla muy bonita donde tocan música con mucho ritmo que tiene influencia africana en la Habana, la capital de Cuba, etc. You can simply state any 5 pieces of information that are of interest to you.
Bring Panch and Panchita and article to class for editing and discussion. If you haven’t presented vocabulary ring project in to do that.
Tarea #14 para el 14 de enero – Panch and Panchita are due with all the requirements:
*25 “juicy” sentences or 50 simple sentences
*article with underlines and cognates
*5 interesting things about the country in your story
* 5 uses of reflexive verbs (personal care p. 62-63, reading packet p.3)
* 5 uses of reflexive verbs (other than personal care – emotions, movement, etc. packet p.4 , p 5,p.7 & p. 8)
* 5 uses of stem changing verbs from regular/ irregular verb packet and p. 78
* 5 uses of other irregular verbs(“go/go”- p.43,47, packet, “jo, jo,jo,” – packet; cer/cir – c>zc in yo like conocer, p. 48 and packet).
* 20 vocabulary words or expressions from the dialogue/situations, review vocabulary including school and music: pp 30-31, 34-35; descriptive words; objects with reflexives – p.3, p. 6 of reading, and vocabulary from reading “¡Qué Tranquilidad!”
*5 question words and at least 5 questions (could be in the form of a dialogue between Pancho and Panchita or it could be questions to the reader.
*Visuals of Pancho and Panchita
*ALL DRAFTS, Webs, Notes – PLEASE TYPE AND SKIP LINES (double space).
Tarea #15 – Test on all the reflexives, irregular present tense (see verb handout) objects used with reflexive verbs (pg.3 and 6). If you do flash cards reflecting the concepts and vocabulary for the test, you will get up to 3 points on that test (and you can save them and turn them in for the midterm as well).
MIDTERM the 22nd – Do flashcards or a summary of all theconcepts tested in the order given out to get up to 3 points on the exam. Consider memorizing 25 words of a poem to count as part of your test (one word as part of the poem = 25 words will count as 100 points of the test)
ESPAÑOL II HONORES – Pancho y Panchita CARRANCHO
You will write a short story of Las Aventuras de Los Hermanos Terribles: Pancho y Panchita Carrancho. After you describe each of them (using descriptive words and reflexive verbs for their daily routines), you will also describe a few things about where they are from (the Spanish speaking country you selected). The story should be written in the present tense as you trace their adventures. DUE el 14 de enero. Must Include:
Visuals:
* an overview of the story content in Web form, Venn Diagram form, or outline form
* a picture of each (can be a composite of magazines or comic strip or your own creation).
* a map of their home country
Verbs:
* 5 uses of reflexive verbs (personal care p. 62-63, reading packet p.3)
* 5 uses of reflexive verbs (other than personal care – emotions, movement, etc. packet p.4 , p 5,p.7 & p. 8)
* 5 uses of stem changing verbs from regular/ irregular verb packet and p. 78
* 5 uses of other irregular verbs(“go/go”- p.43,47, packet, “jo, jo,jo,” – packet; cer/cir – c>zc in yo like conocer, p. 48 and packet).
Vocabuary:
* 20 vocabulary words or expressions from the dialogue/situations, review vocabulary including school and music: pp 30-31, 34-35; descriptive words; objects with reflexives – p.3, p. 6 of reading, and vocabulary from reading “¡Qué Tranquilidad!”
* 5 question words and at least 5 questions (could be in the form of a dialogue between Pancho and Panchita or it could be questions to the reader.
EJEMPLO: Pancho y Panchita son gemelos terribles. Los dos huelen mal porque no se bañan con jabón, y no se duchan y nunca se lavan el pelo. Pancho siempre dice “yo no salgo con mis amigos porque no quiero.” Y Panchita dice “Tú no tienes amigos, idiota. Sin embargo, yo conozco a muchas personas pero no quiero jugar con ellos. Además, prefiero hacer las cosas malas porque hago las cosas malas muy bien y mucho mejor que tú, hermanito. ” Así deciden salir de su casa a buscar aventuras…
Información:
*a print out of an article from a newspaper from the Spanish speaking country they are from with underlined cognates and recognized words. (from our library search)
*5 pieces of information about the country where they are from: in note form, then as part of the story. Weave in five pieces of interesting information about their country in your story or state them in conversations with each other. For example: Pancho y Panchita son de la Argentina: Ellos siempre quieren bailar el Tango y tocar el bandoleon , pero no pueden. Viven en un edificio grande en el barrio de La Boca donde los barcos vienen y salen todos los días del puerto. (that’s four pieces of interesting information unique to Argentina), Pero, un día caminando a casa, se pierden en la Plaza
de Mayo donde las Madres y las Abuelas de los Desaparecidos protestan.Las madres marchan cada semana desde hace más que veinte y cinco anos. Allí encuentran un gaucho en caballo. El gaucho bebe mate, el té herbal de la Argentina. (three other facts). Or Pancho y Panchita son de Cuba. “¿Qué sabe Ud. de Cuba?” Ud. debe saber que Cuba es una isla muy bonita donde tocan música con mucho ritmo que tiene influencia africana en la Habana, la capital de Cuba, etc. You can simply state any 5 pieces of information that are of interest to you.
Remember Project will be assessed on PROGRESS – 20% (ie have you kept up with the assignments); CONTENT – 40% (ie have you covered all the above requirements): COMMUNICATION- 20% (ie do you communicate your ideas fluidly – with good use of grammar and comprehensible style of writing); EFFORT AND CREATIVITY – 20% (does the project show that you worked hard to communicate the story successfully)
Here are some transition words /conjunctions to help make interesting sentences: también = also, too; tampoco = neither (opposite of también); pero = but; con = with, sin= without; sin embargo = however, nevertheless, porque = because, y = and, ni…ni = neither…nor, o…o = either…or; muy = very; mucho = a lot; a veces = sometimes; siempre = always, nunca = never; por lo general = in general; de vez en cuando = from time to time; los Lunes (Martes, etc.) = on Mondays; cuando llueve (nieva, hace sol, etc.) = when it rains (snows, is hot, etc.); resulta que -it so happens that ...; es más, además = moreover, in addition; por una parte ... por otra (por un lado ... por otro) = on one hand
... on the other; como ... since ...; en vista de que ... since ...; puesto que = since ..., because ...;due to the fact that ...; por eso = that is why; esto (eso) quiere decir que =
this means that; no sólo ... sino que también = not only ... but also; en comparación con = in comparison with; Supongo que = I suppose that ; por ejemplo = for example;
por último, últimamente, por fin = finally; en conclusión / para concluir / para terminar,
in conclusion / to conclude.
EXAMEN del Medio Año - 2 HONORES SUMMARY
1. Vocabulary
Mixed vocab- expressions from notebooks, handouts, presentations and chapt 1 p.57 (classes, school); chapt 2 p.89 (reflexive verbs, activities, music); chapt.4 p.157 (sports, leisure activities); other reflexives and verbs from handouts; Los verbos irregulars (go-go verbs, oy/yo, etc., los verbos de cambio-STEM CHANGING(Shoe)Verbs-(handout, p.78, 209), Los Reflexivos (handout with objects:75, 78, 89,213, 221). Transition words goven in Pancho and Panchita requirements pg 2 (también = also, too; tampoco = neither -opposite of también; pero = but; con = with, sin= without; sin embargo = however, nevertheless, porque = because, y = and, etc)
Question words - (17, notes) ¿Por qué?, ¿Cómo? ¿Qué? ¿Cuándo? ¿Dónde? ¿De dónde?, ¿Cuánto? ¿Quién? ¿Adónde?, ¿Cuál?
Preguntas Personales:
Study above vocabulary and study questions and dialogues from chapter and memorized dialogue (¡Qué lástima!) : (Capítulo 1), p.64,65,68, 69, 77, 80-82, 88 (Capítulo 2), p.96-97, 102-105,114-115, 122
2. Verbos: (also negative and questions)
LOS VERBOS - EL PRESENTE - (regular e irregular) AND TRANSLATE (handouts, p. 47,48, 78, 148, stem changing verbs, go-go verbs, oy/yo, others)
TRADUCCIONES: From songs, etc.
3. + 4. Gramatica:
COMPARISONS:-(p.44-45,114)
Ser vs. Estar (notes,handouts, p.246, 277)
ESCRITURA: WRITING- Write 2-3 paragraphs or a dialogue of at least a total of 15 sentences (whole sentences!)
LECTURA/ READING
LISTENING SECTION
SPEAKING (you’ll do this before exam if possible but if not may do it on the day of the exam for the class). Talk to us about Pancho and Panchita Carrancho and their adventures for 30 seconds, NO INGLES, you may use your visuals and maps, NO NOTES.
In your study guide – have all the above in that order – flash cards for vocabulary and notes for above concepts.
Study guide is below. Make your own study guide representing each section that is listed below and get up top 3 points on the midterm (DO YOUR GUIDE IN THE SAME ORDER LISTED in the guide), Also, You can get extra points by memorizing up to 25 words of a poem (I have many to chose from) or a song if I approve it before hand- each word = 4 points which is then added to the test (25 words = 100 points, so if the test has 200 questions and you learn the 25 words of a poem, the test would be counted as 300 questions making mistakes count much less).
RESOURCES:
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Here are some International Summer Abroad Programs mostly in Spain and Latin America that are worth looking into if you're interested:
SOL TOURS: Travel to Costa Rica, Ecuador, The Four Corners, Peru, Baja, Puerto Rico, Spain, or Yucatan
HOMESTAYS and COMMUNITY SERVICE projects
This program is run by the School for International Training in Brattleboro, VT. Former students have had very positive things to say about their experience with this group. She states: "The college abroad program is based on full immersion programs with family homestays and a heavy emphasis on interacting with the culture and people. I assume that the high school summer program of EIL do the same. I don't know how much service is involved, but there certainly will be a ton of language. Everyone that I know who has been on one of their programs swears by them."
Amigos de las Americas (http://www.amigoslink.org/) It is a service based program offering trips throughout Latin America. Students are placed in either urban or rural service projects and are working directly with the people of the country they are in--lots of Spanish and lots of service. They are more affordable and really do phenomenal work.
Rustic Pathways (http://www.rusticpathways.com). They offer service, language, and adventure programs in Costa Rica. The trips are a lot of fun. However, you will find them to be expensive and there is little overlap between the language program and the service program; i.e. if they are in the service program they won't speak Spanish.
There is a studies program in the Arts called Artes en Mexico for HS students and the same program offers Mexican Studies for Undergraduates in Qerrétero, Mexxico - http://www.iusi.org, 1-800-345-4874 and they have programs in Costa Rica too.
Here's a suggestion from the AP listserve on finding good websites among the mass of them that are out there.
One multi-lingual site that includes French and Spanish and German (Thai, Chinese and others) is Tennessee Bob's links:
also for all: conjuguemos.com
She also suggests these three for Spanish (they were all included in the links I sent out some time ago, bit it's noce to have them reduced to three):
1) colby.edu/~bknelson/exercises
Barbara Nelson is the bomb! The most comprehensive and a wide variety of
internet activities. I'm always grateful to her for creating and updating
this great webiste. It's simply the best there is. Lower level kids
don't really go for it, though.
2) studyspanish.com
(you get under "grammar" test #1 and quiz #1 free!) Very easy for you
and your students to become members and keep track of their practice! I
use it like vitamins... extra credit, practice, substitute teachers, etc.
3) conjuguemos.com
this website is really great at ALL levels. Check it out. Kids can
become members, practice on their own, print out their results (w/time
they worked on and everything!). You can also become a free member and
have students do everything through your school. Also note it's
"conjuguemos" also in Latin, French and German here.
AND for information about SUMMER PROGRAMS ABROADask anytime!!!
FUN PODCAST info - Just two minutes each week: you can receive podcasts for free - If you seach under "News", there is an ABC news broadcast in Spanish with David Puente. Each week you can listen to two minutes broadcasts from the Spanish speaking world. If you subscribe- it's FREE.
HERE's a student produced podcast made at MVRHS - check it out: pod cast link: