Fin del año feedback!

Por favor, fill out this feedback form on Spanish 2 and Becca´s teaching (and Becca as an educator in general). Thank you for taking the time to do so - I appreciate it.

Preparación para el examen final, DP update, Feedback - Voy a Sobrevivir

Play Jeopardia to practice.

Examen Final - IN CLASS - Wednesday, 5/22

Aquí tienen una carpeta con recursos para el examen final.

Here you have a folder with resources for the final exam.

*The study guide refers FREQUENTLY to my DPs from this year and last year, with links contained within it and references made to specific folders that would be helpful to prepare. 

DP update  Here are the instructions. This is due by the end of class on Thursday, 5/23

Feedback Survey re: Voy a Sobrevivir - Please fill this out by the end of class on Thursday, 5/23

Hasta la exposición

En Clase:

• Esta semana en clase, haremos dos cosas:
• Practicamos y memorizamos las obritas
• Terminamos los escenarios
• This week in class, we'll do 2 things:
• Practice and memorize skits
• Finish sets

Tarea:

• La esperanza es no tener tarea esta semana por usar su tiempo efectivamente. 
• The hope is to not have homework this week by using your time effectively. 

El viernes...

On Friday...

• Habrá tiempo para trabajar en sus DPs.
• There will be time to work on your DPs. Here are the expectations if you like to work ahead. 
• También trabajaremos en "notas de gracias" para los contactos de países.
• We will also work on thank you notes for country contacts.

Obritas de Drama (SKITS!)

Hola estudiantes!

Pueden encontrar las expectativas, la rúbrica, y los requisitos para las obritas de drama en esta carpeta. Además, pueden encontrar una obrita ejemplo.

You can find the expectations, rubric, and requirements for the skits in this folder. You can also find an example skit. 

The two main documents to pay attention to in this folder are:

• Skit requirements + example
• Voy a sobrevivir_obritas_expectativas y rúbrica

Survival Guide Deadlines

Hey Estudiantes:

Molly mentioned that some of you are unsure about survival guide deadlines. Here ya go:

• The "soft deadline" (Soft deadline = STRONGLY RECOMMENDED.) I won't actually be checking, but for your sanity/planning as we move onto another project phase, you should strive to have final, exhibition-ready, printed survival guides done by the End of the Day on Friday, May 3rd. 
• The "Hard deadline" is to have your final guide ready by the beginning of class on May 9th for exhibition that evening. 

So you can plan...

• You will have work time for the entire hour on Tuesday.
• You will have 20 minutes of time in class on Wednesday to tie together loose ends/ask me questions since we won't have seen each other for a bit. 
• After this Wednesday, there will be no time given in class for work on these guides. We will be working on a new phase of the project. 

Resources for making your survival guides

Resources for making your survival guides

1. Expectations and Rubric for survival guides
2. Template for building your guide. Download it from the "Voy a Sobrevivir" folder on my google site. 
3. Example Guide

Espero q' tengan días productivos.

Vos/Tú/Ud & Vosotros + Revisiones a guías + Preparaciones para sus conversaciones

En Clase:

• Leyeron este artículo sobre el uso de Vos/Tú/Ud & Vosotros.
• You read this article about the use of Vos/Tú/Ud & Vosotros.
• Hablamos del proceso de hacer revisiones a sus guías y de preparaciones para sus conversaciones.
• We talked about the process of doing revisions to your guides and about preparations for your conversations. 
• Here is a document that summarizes my main points from today re: revision and conversation preparation.
• PLEASE BE ORGANIZED and PREPARED for your conversations. And THANK your contacts for taking the time to help you out.

Tarea:

• Revisiones al texto de sus guías
• Arrange your conversations with your country contacts.

Artículo para hoy

Aquí está el artículo para hoy.

Emaileando sus contactos + Trabajo en las guías de supervivencia

En Clase Ayer:

• Repasamos los adjetivos posesivos.
• We reviewed possessive adjectives.
• Trabajaron en sus guías.
• You worked on your guides.

Hoy en clase:

• Miramos este video que capta perfectamente la escencia de este trabajo.
• We watched this video that perfectly captures the essence of this project.
• Emaileen sus contactos siguiendo este formulario.
• Email your contacts following this form.
• Trabajaron en sus guías.
• You worked on your guides.

Tarea:

• Nada. I am delaying the assessment on el Presente Perfecto and Participios Irregulares until at least Wednesday of next week!

Presente perfecto práctica + investigaciones

En clase:

• Hicimos esta actividad para practicar el presente perfecto.
• We did this activity (answer key) to practice the present perfect. 
• Trabajaron en sus investigaciones para los 5 temas.
• You worked on your research for your 5 topics.

Tarea:

• Requerida - draft of topic 5 (you should have 5 total by tomorrow).

Introducción al presente perfecto, Investigaciones

En clase:

• Introduje el presente perfecto.
• I introduced the present perfect. Here are the notes if you missed class.  
• Trabajaron en sus investigaciones.
• You worked on your research.

Tarea:

• Hoja 1 - Presente Perfecto. Aquí está la clave. 

Participios irregulares, vocab para comer mientras viajas y para dar y pedir direcciones

En Clase:

• Devolví muchos papeles.
• I returned a ton of papers.
• Distribuí vocabulario para comer mientras viajas y para dar y pedir direcciones
• I distributed vocabulary to help you eat while you're traveling and give and ask for directions. 
• These vocab lists are available for practice at quizlet by clicking on these links:
• Giving/asking for directions
• For eating while you're traveling
• You can download those lists from Quizlet by selecting "print". They are also in the "Voy a Sobrevivir" folder on my google site.
• Distribuí este vocabulario de participios irregulares. ¡Esto es requerido y van a tener una evaluación que incluye este vocabulario el lunes.
• I distrubuted this vocabulary of irregular participles. This is required and you're going to have an assessment that includes this vocabulary on Monday.
• Trabajaron en sus investigaciones.
• You worked on your research.

Tarea:

REQUERIDA: Topic # 3.  

See Thursday's blog post for details, rubric, template, etc.

Evaluación (adjetivos demostrativos & participios como adjetivos) + Investigación

En clase:

• Tomaron una evaluación de adjetivos demostrativos y participios pasados como adjetivos
• You took an assessment on demonstrative adjectives and past participles used as adjectives
• Trabajaron en sus investigaciones.
• You worked on your research.

Tarea:

• 2 topics completed according to THIS TEMPLATE. *I recommend you go to my google site and download this "Template for Making Survival Guides" document from the Voy a Sobrevivir folder. 
• If you choose not to use this template, I am still expecting strict adherence to the sections as described in the template, in the expectations, and as shown in my example scenario.
• Complete draft of your 3-paragraph introduction (in English!) .

Please see the updated expectations and rubric document here. 

I have also updated my example guide for more clarity.

Participos y demostrativos práctica + Investigaciones

En Clase:

• Practicamos con los adjetivos demostrativos y los participios pasados como adjetivos
• We practiced with demonstrative adjectives and past particples as adjectives
• Trabajaron en sus investigaciones para sus guías de supervivencia
• You worked on research for your survival guides. 
• I am going to revise the expectations sheet based on excellent questions you all asked today, but in the meantime, you can see an example guide and expectations on yesterday's post.

Tarea:

• Estudien (Study): demonstrative adjectives and past particples as adjectives. There's an assessment tomorrow!
• 1-hour of focused work time on 1 scenario. I will check that you've done this tomorrow and that you're heading in the right direction.

Haciendo investigaciones y Rúbrica + expectativas para las Guias de Supervivencia

En Clase:

• Hablamos de la formación de participios pasados y su uso como adjetivos.
• We talked about the formation of past participles and their use as adjectives. Here are the completed notes if you missed class. 
• Introduje las expectativas y la rúbrica para la guía de supervivencia.
• I introduced the expectations and rubric for the survival guide.
• HERE is an example guide to which you can refer as you make your own. 
• Hablé del proceso de hacer investigaciones para sus guías.
• I talked about the process of doing research for your guides.
• Here are some suggested tips/tricks for you.
• Here is a list of  countries for which we should have adequate resources.

Tarea:

• REQUERIDA: Email Becca the URLs for at least 3 online sources (at least 1 source should be about language) where you can find detailed information about what it's like to travel in your country.

Corazón Salvaje parte 3, Adjetivos Demostrativos, Intro al Trabajo "Voy a Sobrevivir"

En Clase:

• Miramos parte 3 de Corazón Salvaje
• We watched part 3 of Wild Heart. Here's the answer key to the comprehension questions if you missed class and don't want to miss out on this amazing story!
• Practicamos con los adjetivos demostrativos
• We practiced with demonstrative adjectives.
• Introduje el trabajo nuevo: Voy a sobrevivir
• I introduced the new project: I will survive

Tarea:

• Go to this activity online to practice adjetivos demostrativos. Section D is a "challenge" section using both adjectives and pronouns (which I haven't gone over).

Adjetivos Demostrativos, Corazón Salvaje

En Clase:

• Hablamos de planes que Uds. tienen para el fin de semana porque tienen un laboratorio de química mañana.
• We talked about plans you have for the weekend b/c you have a chem lab tomorrow.
• Aprendieron de adjetivos demostrativos.
• You learned about demonstrative adjectives. If you missed class, here are the complete notes. Watch the video and follow along to make sure you understand.
• Video 1 - adjetivos demostrativos.
• Video 2 - adjetivos demostrativos.
• Hablamos de nuestra telenovlea: Corazón Salvaje parte 2.
• We talked about part 2 of Wild Heart, our soap opera.

Tarea:

• Estudien para la evaluación de por y para "for" en química el lunes. 

¡Lo tengo!, Por v. Para "for", Comprensión de leer

En Clase:

• Jugamos a "Lo Tengo" con el vocabulario de viajar.
• We played "I've got it!" with traveling vocabulary.
• Repasamos la tarea de anoche. 
• We reviewed last night's homework. Check out yesterday's post for the homework and answer key.
• Empezaron una actividad de comprensión de leer sobre viajar.
• You started a reading comprehension activity about traveling.

Tarea:

• Por v. para "For" hoja 4. Here's the answer key. 

Charadas con Vocabulario de Viajar + Por v Para "FOR"

En Clase:

• Jugamos a charadas con el vocabulario de viajar. 
• We played charades with travel vocabulary. Here is a link to the vocab list where you can do activities to practice these words. 
• Practicamos con por y para = for.
• We practiced por and para = for. Here is the answer key to last night's homework. 

Tarea:

• Por v. para "for" hoja 3.  Here is the answer key. 

Charla y Por v Para "FOR"

En Clase:

• Charlamos de LINK/vacaciones.
• We chatted about LINK/vacations
• Repasamos Por y Para = For. 
• We reviewed por & para = for
• Here are the notes we reviewed. You'll need them or something like them for tonight's homework.

Tarea:

• REQUERIDA - Do the Videos Ridículos Survey. It's on my DP right below this!
• Opcional: Hoja 2 Por v. Para "For". Here is the answer key. 

Encuesta de Videos Ridículos

Por v. Para, Corazón Salvaje capítulo 1 (0-20min)

En Clase:

• Hablamos de sus planes para LINK.
• We talked about your plans for LINK. 
• Practicamos con por v. para con esta hoja.
• We practiced w/ por and para with this worksheet. Here is the answer key.
• Miramos los primeros 20 minutos de Corazón Salvaje
• We watched the first 20 minutes of Wild Heart. Here is the answer key to the video worksheet.

 Tarea:

• DP updates due at the beginning of class tomorrow! Send your link to Becca!  

Voto - Corridos de César Chávez

Jeopardía, Voto de Corridos!, DPs, SLCs

En clase: 

1. Jugamos a jeopardía de repaso antes de LINK.
1. We played review jeopardy before LINK.
2. Votaron por el corrido que le gusta más de los corridos de César Chávez.
1. You voted for the corrido you like best of the César Chávez corridos.  
2. Use the form above to vote. 
3. Trabajaron en sus DPs siguiendo estas expectativas.
1. You worked on your DPs following  these guidelines.
4.  Preparen para sus SLCs.
1. Prepare for your SLC! Here are the instructions if you've misplaced yours or if you were absent on Friday. 

Tarea:

• DP updates - para el principio (BEGINNING) de clase el viernes el 1 de marzo.
• Send you DP links to Becca - beccakatz.teacher@gmail.com  

DPs, SLCs, y Revisiones

Lunes en clase: 

1. Email me the link to your group's Youtube video (w/ a short 1-2 sentence description of the grammar topic addressed and basic gist of your video IN ENGLISH)
2.   Revise your worksheet & answer key. See the back whiteboard for instructions.
3. Work on updating your Digital Portfolios according to these guidelines.
4.  Prepare for your SLC! Here are the instructions if you've misplaced yours or if you were absent on Friday.

Tarea:

• Revisiones to your worksheets are due by email to Becca by the beginning of class on Tuesday. They should be saved with the same file names, except instead of "V1" they should be saved as "V2". The subject of your email should be "Worksheet Draft 2".

Terminando los videos, Trabajando en hojas de aprendizaje

Esta semana:

• 1. Van a continuar de trabajar en sus videos. Hay que emailear sus enlaces a Becca para el principio de clase el lunes el 25 de febrero.
• You are going to continue to work on your videos. You must email your video links to Becca for the beginning of class on Monday, February 25th.
• 2. Individualmente, vas a crear una hoja de aprendizaje para acompañar tu videos. 
• Individually, you are going to make a learning worksheet to accompany your video.
• Here are the expectations & rubric for that assignment
• Here is an example worksheet.
• Here is an example answer key. 
• DUE: End of Class on Friday, Feb. 22nd by email to beccakatz.teacher@gmail.com!
•  Después de terminar estas cosas, esto es lo que debes hacer:
• After finishing these things, here's what you should do:
• Review any concept on which you've scored < 7 out of 10. Go to Becca's google site for resources, go through her blogger DP, and ask her for additional resources/help if you need it. Please use this like a Spanish Help SIG if you are struggling.
• If and ONLY IF you have earned > 7 on ever assessment this semester and have NO MISSING WORK!, you may work on other classwork once you've finished the first two tasks above.

NEW VIDEO DEADLINE - FEB. 25th!

Due to polite and effective advocacy from the 2nd hour class, VIDEO links are now due (emailed to Becca - beccakatz.teacher@gmail.com) at the Beginning of Class on Monday, February 25th. This essentially means you will have ~2 additional class hours in which to work and one more weekend for polishing the videos.

Video Worksheets drafts will still be due by email to Becca - beccakatz.teacher@gmail.com by the end of class on Friday, Feb. 22nd because Becca will need time to provide feedback on them.

Semana de Videos Ridículos

Estudiantes - Tienen esta semana para filmar y producir sus videos ridículos. Usen su tiempo productivamente.

Aquí hay algunas cosas que hacer.

• Hagan tu lista de vocabulario siguiendo este formato. 
• Hagan un plan de como van a realizar sus videos siguiendo este formato. 
• Vean a este formulario para decidir cuando tu grupo necesita una camera y digan a Becca que ponga sus nombres en esto. 

Students - You have this week to film and produce your ridiculous videos. Use your time productively.

Here are some things to do:

• Make your vocabulary list following this format.
• Make a plan about how you're going to finish your videos following this format. 
• See this sign-out sheet and decide when your group needs a camera and tell Becca to put your names on it.

Cooper + Evaluación + Script Work Time (Wed. & Thursday)

En Clase:

• Tomaron la evaluación de pretérito v. imperfecto + la conjugación de pretérito e imperfecto.
• You took the assessment on preterit vs. imperfect + the conjugation of preterit and imperfect.
• Cooper vino y nos dio una clase sobre el proceso de hacer videos.
• Cooper came to class and gave us a class about the process of making videos.
• Trabajaron en sus videos.
• You worked on your videos.

Wednesday and Thursday are WORK DAYS. FULL, PRINTED, DOUBLE-SPACED movie script drafts are due at 8:14am on Friday! 

Tarea: If you have a low assessment score, study that skill and email Becca to ask for a reassessment! 

Evaluación de Pretérito v. Imperfecto + Propuestas de videos

En Clase:

• Hicimos esta actividad para calentar nuestras mentes para la evaluación.
• We did this activity to warm up our brains for the assessment.
• Trabajaron en sus propuestas para los videos con las expectativas nuevas.
• You worked on your video proposals with the new expectations. Video proposals forms can be downloaded from the "Videos Ridículos" folder on my google site.

Tarea:

• If you have some lower standard grades, pick a skill tonight that you want to start to study to reassess this Thursday during SIG/X-block. Then send Becca and email politely requesting a reassessment.  
• Evaluación - Pretérito y Imperfecto - POSTPONED to TOMORROW! 

Mateo Hinojosa's Video's

Mateo's Videos are linked here and on the link list on the side!

Hora de cuentos + Get ready for Preterit vs. Imperfect on Monday!!!

En Clase:

• Tomaron otra evaluación de palabras interrogativas
• You took another assessment about question words.
• Escuchamos a los cuentos de su niñez de unos estudiantes.
• We listed to some childhood stories from some students.
• Reunieron en sus grupos para los videos. 
• You met in your video groups.

Tarea:

• DO NOT WORK ON YOUR PROPOSALS - Changes are afoot! 
• Do STUDY! Estudien - una evaluación de Pretérito v. Imperfecto. 
• Study - Assesment on Preterit vs. Imperfect.  
• KNOW YOUR REGULAR PRETERIT AND IMPERFECT CONJUGATIONS!!!!
• This is another Colby activity to help with preterit v. imperfect
• Here are some conjuguemos activities on preterit v. imperfect. Scroll down to the grammar topic "Preterit vs. Imperfect." There are 10 sheets you can do here!

No se olviden / Don't Forget - Question words assessment - TOMORROW!

Don't forget that we have a quick assessment on question words TOMORROW!

On Monday, you'll be taking an assessment re: preterit vs. imperfect. You'll need to have your conjugations down for both preterit and the imperfect!

Propuestas de videos + Cuentos de su niñez

En Clase:

• Llenaron el cuento de Picasso con verbos en el pretérito y el imperfecto
• You filled in Picasso's story with preterit and imperfect verbs.
• Trabajaron en sus cuentos de su niñez empleando el pretérito y el imperfecto.
• You worked on your childhood stories using the preterit and the imperfect. After finishing, you emailed your story to Becca!

Tarea:

• Estudien para la evaluación de las palabras interrogativas.
• Finish your "cuento de su niñez".

¿Qué hiciste?, Palabras interrogativas, y Cuentos de su niñez

En Clase:

• Practicamos con las palabras interrogativas.
• We practiced with question words. Here are the sentences we used w/ question words.
• Escuchamos a la canción Que hiciste por Jennifer López y la analizamos por el uso del imperfecto y pretérito.
• We listed to the song What did you do? by J-Lo and analized it for its use of the imperfect and preterit.
• Empezaron a escribir cuentos de su niñez.
• You started writing stories about your childhood. This is for a participation grade.
• Here are the requirements: 
• 8+ uses of the preterit
• 8+ uses of the imperfect
• >120 words
• TYPED and emailed to Becca by the end of class on Thursday.

Tarea:

• Opcional: Superhombre. 
• Requerida: Your childhood stories are due by the end of class tomorrow. You will have 30 minutes to work on them. If you need more time than that, please work on it tonight.

¿Por qué se nos pega una canción? & Billy la Bufanda

En Clase:

• Discutimos el artículo ¿Por qué se nos pega una canción? Lo analizamos para su uso del pretérito y el imperfecto.
• We discussed the article Why do songs 'get stuck' to us? We analyzed it for its use of preterit and imperfect.
• Miramos Billy la Bufanda y creamos una lista de competencias necesarias para crear un video para la clase de español. Después, Uds. indicaron cuales competencias tienen.
• We watched Billy the scarf and we created a list of necessary skills to create a video for Spanish class. Then, you all indicated which skills you have.

Tarea:

• Ricitos de Oro #2. There are a couple on here that I think are debatable, so we'll discuss questions tomorrow in class.
• Please note the following irregulars (in addition to the ones you already know) in the preterit for this assignment:
• Oír - oí, oíste, oyó, oímos, oyeron
• Dormir - dormí, dormiste, durmió, dormimos, durmieron
• Caerse - me caí, te caíste, se cayó, nos caímos, se cayeron

Pretérito v. Imperfecto

En Clase:

• Hablamos de lo que hay de nuevo en sus vidas.
• We talked about what's new in your lives.
• Tomaron apuntes y practicaron con el uso del pretérito o imperfecto
• You took notes and practiced with the use of the preterit or imperfect. Here are the notes if you missed today. Do come see me about the practice exercises in the note packet or go over them with a peer.

Tarea:

• Ricitos de Oro - en el sitio de Colby. 

Eval de práctica + ¿Por qué se nos pega una canción?

En Clase:

• Hicieron una evaluación de práctica.
• You did a practice assessment. Here is the answer key.  

• Leímos el artículo "¿Por qué se nos pega una canción?"
• We read the article "Why do songs stick to us?". View it online here. Here are the comprehension questions.

Tarea:

• Estudien para la evaluación el lunes. The assessment is on:
• DO Pronouns (see the Direct & Indirect Object Pronouns folder for TONS of practice activities and keys)
• IO Pronouns (see the Direct & Indirect Object Pronouns folder for TONS of practice activities and keys)
• Preterit conjugation (regular verbs). Practice here.
• Preterit conjugation (irregular verbs - vocab "verbos útiles e irregulares"). See this sheet.
• Question words (Here are quia practice activities for question words)
• Finish your reading comprehension questions (see link above) from "Por qué se nos pega una canción?"   

A personal y Cara de llama 2

En Clase:

• Hablamos de lo que hay de nuevo.
• We talked about what's new.
• Introduje el concepto de la "A personal"
• I introduced the "personal A". Here are notes if you missed class today. Here is a practice activity to check your understanding.
• Practicamos con los pronombres de OD y OI con ¡Cara de Llama 2!
• We practiced with direct and indirect object pronouns with "Llama Face 2".
• Hoja A - Cara de llama 2
• Hoja B - Cara de llama 2

Tarea:

• Hoja 4 (Actividad 7) de práctica con los pronombres de OD y OI.   Answer Key. 
• Assessments on MONDAY in Chemistry on the following topics:
• DO Pronouns
• IO Pronouns
• Preterit conjugation (regular verbs)
• Preterit conjugation (irregular verbs - vocab "verbos útiles e irregulares")
• Question words

Cara de Llama

En Clase:

• Jugamos a "Cara de Llama" para practicar ambos los pronombres de objeto directo e indirecto Y las palabras interrogativas.
• We played "Llama Face" to practice both direct and indirect object pronouns and question words.
• Jugador A / Player A
• Jugador B / Player B 

Tarea:

• "Hoja 5" de pronombres de OD y OI en Conjuguemos.
• "Hoja 6" de pronombres de OD y OI en Conjuguemos. 
• "Hoja 7" de pronombres de OD y OI.  

Aléjate de mí, Juego de Pronombres #2, ¿Por qué se nos pega una canción?

En Clase:

• Escuchamos a la canción "Aléjate de mí" por Camila para observar los tipos de pronombres diferentes.
• We listened to the song "Distance yourself from me" by Camila to observe the different types of pronouns.
• Jugamos otro juego de pronombres, esta vez con pronombres de objeto directo e indirecto.
• We played another pronoun game, this time with indirect and direct object pronouns.

Tarea:

• "Hoja 4" de pronombres de OD y OI. (Realmente una activida en el internet).

Juego de Pronombres de OD, Mario

En Clase:

• Jugamos este juego para practicar los pronombres de OD.
• We played this game to practice direct object pronouns.
• Hablamos de preguntas de la tarea de anoche.
• We talked about questions about last night's homework.
• "Entrevistamos" a Mario empleando las palabras interrogativas.
• We "interviewed" Mario using question words.

Tarea:

• Hoja 3 - Pronombres de OD y OI.  Clave.   **Pay close attention to the instructions!***

Pronombres de OD y OI y Palabras interrogativas

En Clase:

• Jugamos a pasar el papel con las palabras interrogativas.
• We played "Pass the paper" with question words.
• Repasamos y avanzamos nuestro entendimiento de los pronombres de OD y OI.
• We reviewed and advanced our understanding of direct and indirect object pronouns.

Tarea:

• Hoja 2 - Pronombres de OD y OI.  Clave.
• Quia actividades con palabras interrogativas.

Introducción al trabajo: Videos Ridiculosos, Soy Guapo, Intro a pronombres de objeto directo e indirecto

En Clase:

• Hablamos de: ¿Qué hay de nuevo?
• We talked about "What's new?"
• Escribieron de sus propósitos del año nuevo.
• You wrote about your New Year's resolutions.
• Introduje los pronombres de objeto directo e indirecto
• I introduced indirect and direct object pronouns. Here are completed notes if you missed class.

Tarea:

• Hoja 1 - Pronombres de objeto directo. Here is the answer key! 
• Here is a link to Quia to practice "Palabras interrogativas"

Avalancha, Plática Practica, y En Mi Opinión

En Clase:

• Calentamos con "Avalancha" con los verbos siguientes:
• bailar (nosotros)
• ducharse (ellos)
• cocinar (tú)
• abrazarse (nosotros)
• comunicarse (ella)
• saber (yo)
• dar (ellos)
• querer (ella)
• ser (nosotros)
• ser (yo)
• ir (tú)
• decir (yo)
• ver (tú)
• decir (ellos) 
• aprender (ella)
• tener (nosotros)

• Enfocamos hoy en "el habla," específicamente en la conversación informal con ambos "En Mi Opinión" y "Plática Practica"

• We focused on speaking, specifically on informal conversation with both "In my opinion" and "Chatting Practice" (it sounds better in Spanish!).

Tarea:  
Estudien para la evaluación mañana de: 1) conjugating REGULAR preterit verbs 2) conjugating the irregular verbs on your vocab list and 3) the definitions of the irregular verbs on your list

Toby Love, Cantando el Pretérito, Comprensión de Leer

En Clase:

• Jugamos a pizarritas blancas con estos verbos en el pretérito: 
• a.    escribir (ellos)
  b.    cantar (nosotros)
  c.     ver (tú)
  d.    divertirse (yo)
  e.    poner (ella)
  f.      dar (yo)
  g.    saber (ellos)
  h.    enseñar (nosotros)
  i.      hacer (ella)
  j.      decir (Uds.)
  k.     ser (yo)
  l.      ir (ellos)
  m.  querer (yo)
  n.    sentirse (tú)
  o.    dibujar (ellos)
  p.    comer (ella)
  q.    estar (nosotros)
• We played "mini whiteboards" with the above verbs.

• Cantamos la conjugación de irregulares en el pretérito con la canción de Señor Wooly
•  We sang irregular preterit verb conjugations with Señor Wooly's song.
• Cantamos y llenamos los espacios en la canción "Amores como el tuyo" por Toby Love.
• We sang and filled in the blanks on the song "Loves like yours" by Toby Love
• Terminaron la actividad de comprensión de leer.
• You finished the reading comprehension activity.

Tarea:
TO: Quia Hoja 3: Conjugaicón del pretérito (verbos regulares e irregulares)