1/31/13-2/4/13
Learning Target: I can identify animals and colors in Spanish.
We will add 10 new words to our animal vocabulary list (please see below). Then we will play charades with our animals to practice identifying them in Spanish. We will also be making notecards to help us practice. Please remind your student to bring notecards and a binder ring with them.
El elefante-elephant
La oveja-sheep
El cerdo-pig
El gallina-chicken
La tortuga-turtle
El dinosaurio-dinosaur
El conejo-rabbit
La gorila-gorilla
El león-lion
El mono-monkey
We will add 10 new words to our animal vocabulary list (please see below). Then we will play charades with our animals to practice identifying them in Spanish. We will also be making notecards to help us practice. Please remind your student to bring notecards and a binder ring with them.
El elefante-elephant
La oveja-sheep
El cerdo-pig
El gallina-chicken
La tortuga-turtle
El dinosaurio-dinosaur
El conejo-rabbit
La gorila-gorilla
El león-lion
El mono-monkey
1/28/13-1/30/13
Learning Targets: I can identify animals and colors in Spanish.
We will review our colors by choosing items in our classroom and sharing what color they are. We will also play a game of "Yo veo..." (I spy).
Today is the first day of our Animal unit. We will learn 10 various animals and copy them into our notebook. Please see the vocab list below:
El pato-duck
El caballo-horse
La vaca-cow
La abeja-bee
El pájaro-bird
La rana-frog
El oso-bear
El pez-fish
El perro-dog
El gato-cat
We will review our colors by choosing items in our classroom and sharing what color they are. We will also play a game of "Yo veo..." (I spy).
Today is the first day of our Animal unit. We will learn 10 various animals and copy them into our notebook. Please see the vocab list below:
El pato-duck
El caballo-horse
La vaca-cow
La abeja-bee
El pájaro-bird
La rana-frog
El oso-bear
El pez-fish
El perro-dog
El gato-cat
1/23/13-1/25/13
Learning Targets: I can identify colors in Spanish.
We will spend the first few minutes of class reviewing our colors and the two questions we learned, (please see vocabulary listed below). Students will draw connections between Spanish and English by making flashcards for these colors and drawing an object that is associated with each color.
Vocabulary:
Red-Rojo
Blue-Azul
Orange-Anaranjado
Brown-Café
Purple-Morado
Black-Negro
Green-Verde
Yellow-Amarillo
Pink-Rosado
White-Blanco
Vocabulary Questions:
Q: ¿De qué color es ________? (What color is _______?)
A: Es ________ (It's ______.)
Q: ¿Cuál es tu color favorito? (What's your favorite color?)
A: Mi color favorito es _____________. (My favorite color is _________.)
Here's a link to practice colors!
http://www.spanishspanish.com/colors/color_menu.html
We will spend the first few minutes of class reviewing our colors and the two questions we learned, (please see vocabulary listed below). Students will draw connections between Spanish and English by making flashcards for these colors and drawing an object that is associated with each color.
Vocabulary:
Red-Rojo
Blue-Azul
Orange-Anaranjado
Brown-Café
Purple-Morado
Black-Negro
Green-Verde
Yellow-Amarillo
Pink-Rosado
White-Blanco
Vocabulary Questions:
Q: ¿De qué color es ________? (What color is _______?)
A: Es ________ (It's ______.)
Q: ¿Cuál es tu color favorito? (What's your favorite color?)
A: Mi color favorito es _____________. (My favorite color is _________.)
Here's a link to practice colors!
http://www.spanishspanish.com/colors/color_menu.html
1/8/13-1/15/13
Learning Targets: I can relate my native language to Spanish.
I can identify various cognates in Spanish.
During these next two cycles we will be continuing our work with cognates. Students will learn the 4 different types of cognates and classify a list of examples into these four groups. We will also continue to work on identifying false cognates and using context clues to figure out what they mean.
I can identify various cognates in Spanish.
During these next two cycles we will be continuing our work with cognates. Students will learn the 4 different types of cognates and classify a list of examples into these four groups. We will also continue to work on identifying false cognates and using context clues to figure out what they mean.
1/3/13-1/7/13
Learning Targets: I can relate my native language to Spanish.
I can identify various cognates in Spanish.
As we come back from break, I will be reviewing the alphabet in class. Students will have the opportunity to choose a Spanish name that we will use for the rest of the year in class. We will practice introducing ourselves to other people and spelling our new names. Afterwards, we will discuss cognates and false cognates. These are words that look and sound the same in two different languages. We will do a worksheet that will help us to practice this new skill.
I can identify various cognates in Spanish.
As we come back from break, I will be reviewing the alphabet in class. Students will have the opportunity to choose a Spanish name that we will use for the rest of the year in class. We will practice introducing ourselves to other people and spelling our new names. Afterwards, we will discuss cognates and false cognates. These are words that look and sound the same in two different languages. We will do a worksheet that will help us to practice this new skill.
12/13/12-12/21/12
Learning Targets: I can recite the alphabet
I can spell simple words using the Spanish alphabet
I can make connections between the English alphabet and the Spanish alphabet
The next two cycles we will be working with the Spanish Alphabet. We will practice spelling our own names, guessing words and learning new holiday vocabulary. We will also be making Spanish holiday cards to take home or to share. Please ask your student if they can recite the alphabet for you. Also, ask what the 3 extra letters are in the Spanish alphabet!
I can spell simple words using the Spanish alphabet
I can make connections between the English alphabet and the Spanish alphabet
The next two cycles we will be working with the Spanish Alphabet. We will practice spelling our own names, guessing words and learning new holiday vocabulary. We will also be making Spanish holiday cards to take home or to share. Please ask your student if they can recite the alphabet for you. Also, ask what the 3 extra letters are in the Spanish alphabet!
11/29/12-12/3/12
Learning Targets: I can create a travel project that identifies the geography of Spanish-speaking countries
I can present a travel project using what I learned about Spanish-speaking countries and their cultures.
During this cycle and the next we will be creating a travel itinerary to a Spanish-speaking country with a partner. We will be spending class time researching our countries and figuring out what a tourist would want to visit in their country. Students will compile all of their information in the next cycle and make a presentable itinerary broken down day by day for a week long vacation. This project does not require students to work at home, but if they would like to spend sometime on the internet (we don't have access to the internet during our class times) to get extra information they are more than welcome to do that! Please ask to see the detailed rubric that was passed out to your student if you have any questions.
I can present a travel project using what I learned about Spanish-speaking countries and their cultures.
During this cycle and the next we will be creating a travel itinerary to a Spanish-speaking country with a partner. We will be spending class time researching our countries and figuring out what a tourist would want to visit in their country. Students will compile all of their information in the next cycle and make a presentable itinerary broken down day by day for a week long vacation. This project does not require students to work at home, but if they would like to spend sometime on the internet (we don't have access to the internet during our class times) to get extra information they are more than welcome to do that! Please ask to see the detailed rubric that was passed out to your student if you have any questions.
11/26/12-11/28/12
Learning Targets: I can relate my culture to the culture of Spanish-speaking countries.
As we step away from the physical map of Spanish-speaking countries we will be focusing on the culture aspect of 5 countries in class. We will be doing a stations acitivity where students will have the opportunity to read a brief description of the country's weather, government, places to visit and other notes on their culture. I will be evaluating students based on three things: if they have their supplies, if they are working hard on their worksheet and if they are being a good "team member".
As we step away from the physical map of Spanish-speaking countries we will be focusing on the culture aspect of 5 countries in class. We will be doing a stations acitivity where students will have the opportunity to read a brief description of the country's weather, government, places to visit and other notes on their culture. I will be evaluating students based on three things: if they have their supplies, if they are working hard on their worksheet and if they are being a good "team member".
11/15/12-11/20/12
Learning Targets: I can match a capital with it's country.
During our class time we will be learning the other half of our countries and capitals rap/chant/song. If you would like to practice this song with your child you can find it on Youtube, search "Spanish speaking countries and capitals rap". After going over our song we will play memory in partners matching the capital to the country.
During our class time we will be learning the other half of our countries and capitals rap/chant/song. If you would like to practice this song with your child you can find it on Youtube, search "Spanish speaking countries and capitals rap". After going over our song we will play memory in partners matching the capital to the country.
11/12/12-11/14/12
Learning Targets: I can label and identify Spanish-Speaking countries and their capitals.
We will continue working with our maps. Please check your child's map at home to ensure that they have the correct capital and country listed. We attempted to go over these in class, but I feel there may be a few maps out there that are incorrect. In class we will be learning a song to help us memorize the names of the coutries and their capitals. We will also learn a few new vocabulary words and practice finding these countries on a world map.
Please remind your child that they need to be bringing their bell work to Spanish every time I see them. This worksheet is worth 30 points and needs to be filled out daily. Thank you!
Vocabulario:
El continente: continent
El país: country
La ciudad: city
América Central: Central America
Sur América: South America
Europa: Europe
¿Dónde está ________? : Where is __(country/capital)____?
Está en _________ : It is in ___(continent/country)___.
We will continue working with our maps. Please check your child's map at home to ensure that they have the correct capital and country listed. We attempted to go over these in class, but I feel there may be a few maps out there that are incorrect. In class we will be learning a song to help us memorize the names of the coutries and their capitals. We will also learn a few new vocabulary words and practice finding these countries on a world map.
Please remind your child that they need to be bringing their bell work to Spanish every time I see them. This worksheet is worth 30 points and needs to be filled out daily. Thank you!
Vocabulario:
El continente: continent
El país: country
La ciudad: city
América Central: Central America
Sur América: South America
Europa: Europe
¿Dónde está ________? : Where is __(country/capital)____?
Está en _________ : It is in ___(continent/country)___.
11/7/2012-11/9/2012
Learning Targets: I can label and identify all 21 Spanish-speaking countries.
This cycle we will be working on our maps of all Spanish-speaking countries. Students will be expected to find the countries in their Atlas book and match them to their maps.
*During this unit we won't be using our notecards, but please make sure your student keeps track of these as we will be using them a lot in Unit 4!
I hope to see you at conferences on Thursday!
This cycle we will be working on our maps of all Spanish-speaking countries. Students will be expected to find the countries in their Atlas book and match them to their maps.
*During this unit we won't be using our notecards, but please make sure your student keeps track of these as we will be using them a lot in Unit 4!
I hope to see you at conferences on Thursday!
11/1/2012-11/5/2012
Learning Targets: I can tell someone all four seasons of the year and what months are included in each.
Today is our last activity for Unit 2. We will be doing a hands-on project, helping us to identify all four seasons and what months are included in each season.
Tarea: None :)
Today is our last activity for Unit 2. We will be doing a hands-on project, helping us to identify all four seasons and what months are included in each season.
Tarea: None :)
10/24/2012-10/26/2012
Learning Targets: I can count 0-30.
I can tell someone how old I am and ask them their age.
I know the days of the week and the months of the year.
Today is our Unit 2 quiz day! We will do a quick review at the beginning of class which will be followed by a quiz over the months of the year. Afterwards, students will be taking a partner quiz which will have a blank calendar and they need to fill in the blanks. I hope to have these grades in HAC by the end of the week.
Tarea: None :)
I can tell someone how old I am and ask them their age.
I know the days of the week and the months of the year.
Today is our Unit 2 quiz day! We will do a quick review at the beginning of class which will be followed by a quiz over the months of the year. Afterwards, students will be taking a partner quiz which will have a blank calendar and they need to fill in the blanks. I hope to have these grades in HAC by the end of the week.
Tarea: None :)
10/19/2012-10/23/2012
Learning Target: I can recite the months of the year and tell someone the date in Spanish.
I apologize for being so tardy in my update! This week we are finishing unit 2 with our months of the year. Months of the year in Spanish are very similar to those in English, therefore we will only be spending one class on them. Ask your student if they can sing the months of the year song for review, (it goes to the tune of 1 little, 2 little, 3 little snowmen). In our next cycle (10/24-10/26) we will be taking a quiz over: numbers, days of the week, and months of the year. It will be a reasonably simple quiz. To help your student review, work on spelling (especially with numbers) and the 2 songs we have learned. For tarea I passed out a crossword puzzle that reviews months and days.
Tarea: Crossword Puzzle
Vocabulario: Months of the year, (in order).
enero julio
febrero agosto
marzo septiembre
abril octubre
mayo noviembre
junio diciembre
I apologize for being so tardy in my update! This week we are finishing unit 2 with our months of the year. Months of the year in Spanish are very similar to those in English, therefore we will only be spending one class on them. Ask your student if they can sing the months of the year song for review, (it goes to the tune of 1 little, 2 little, 3 little snowmen). In our next cycle (10/24-10/26) we will be taking a quiz over: numbers, days of the week, and months of the year. It will be a reasonably simple quiz. To help your student review, work on spelling (especially with numbers) and the 2 songs we have learned. For tarea I passed out a crossword puzzle that reviews months and days.
Tarea: Crossword Puzzle
Vocabulario: Months of the year, (in order).
enero julio
febrero agosto
marzo septiembre
abril octubre
mayo noviembre
junio diciembre
10/16/2012-10/18/2012
In this lesson we will be doing a cross-curricular activity with the art department to continue our celebration of día de los muertos! Students will be making their own "calavera" (skull) masks. Some will be chosen for display in the art hallway.
Also, to give everyone a "heads up" we will be having a quiz over numbers and days of the week on 10/24/2012-10/26/2012 (depending on your child's class day). The quiz will mainly be matching, but there will be a short spelling section. Have your student study their flashcards and quiz them on spelling!
Here are some websites for practice:
http://www.crickweb.co.uk/ks2spanish.html
http://www.spanishspanish.com/numbers/Spanish_numbers.html
Also, to give everyone a "heads up" we will be having a quiz over numbers and days of the week on 10/24/2012-10/26/2012 (depending on your child's class day). The quiz will mainly be matching, but there will be a short spelling section. Have your student study their flashcards and quiz them on spelling!
Here are some websites for practice:
http://www.crickweb.co.uk/ks2spanish.html
http://www.spanishspanish.com/numbers/Spanish_numbers.html
10/10/2012-10/15/2012
During this lesson we will be exploring the different aspects of the traditional Mexican (and parts of Central America) holiday, Dia de los Muertos or Day of the Dead. Students will be travelling to 5 stations: symbols, history, la ofrenda (the altar), a short video from travel channel and food. All students are given a worksheet that they are to fill out while visiting each station. I will be checking this worksheet along with their paragraph (see below) next week for their homework points. Thank you to those of you who brought in "dead bread" the students have really enjoyed being able to sample it!
Here is the link to the You Tube video about Day of the Dead if you would like to watch it with your student:
http://www.youtube.com/watch?v=sUUAgEWeYeI
Tarea: All students will be turning in the worksheet they completed in class as well as a paragraph (5-7 sentences) in response to the following prompt.
"Compare and contrast how Americans view death versus how the latino community (especially Mexico) view death."
Here is the link to the You Tube video about Day of the Dead if you would like to watch it with your student:
http://www.youtube.com/watch?v=sUUAgEWeYeI
Tarea: All students will be turning in the worksheet they completed in class as well as a paragraph (5-7 sentences) in response to the following prompt.
"Compare and contrast how Americans view death versus how the latino community (especially Mexico) view death."
10/5/2012-10/9/2012
We will continue working on our learning target from the last post, but we'll mainly be concentrating on cultural events for the next 2 weeks. This cycle we are focusing on Hispanic Heritage Month! HHM is dedicated to celebrating the lives of famous hispanics, their influence on our culture and celebrating the roots of the second highest population in the United States. I have sent home a print out that explains a little history and trivia about HHM, please take the time to review this with your child.
EXTRA CREDIT OPPORTUNITY! Next week we will be celebrating Día de los Muertos, a traditional Mexican and central american holiday. As part of this celebration I am offering students the opportunity to make "dead bread" (a customary snack during Day of the Dead) and bring it in to share with the class. I have attached a link with the recipe in case your student has forgotten it at school. Depending on the day they have me, it will be due either Wednesday, Thursday or Friday of next week. PLEASE make sure to cut the bread into sample sizes prior to bringing it in to save us time in the classroom.
http://www.mexconnect.com/articles/2378-day-of-the-dead-bread-pan-de-muertos
EXTRA CREDIT OPPORTUNITY! Next week we will be celebrating Día de los Muertos, a traditional Mexican and central american holiday. As part of this celebration I am offering students the opportunity to make "dead bread" (a customary snack during Day of the Dead) and bring it in to share with the class. I have attached a link with the recipe in case your student has forgotten it at school. Depending on the day they have me, it will be due either Wednesday, Thursday or Friday of next week. PLEASE make sure to cut the bread into sample sizes prior to bringing it in to save us time in the classroom.
http://www.mexconnect.com/articles/2378-day-of-the-dead-bread-pan-de-muertos
10/2/2012-10/5/2012
Learning Target (10/2-10/5): I can count 0-30. I can tell someone my age and ask them how old they are. I know my days of the week in Spanish.
In class we will continue working with numbers 0-30 as we practice spelling them through our Bell Work. Each student will be given an imaginary profile (name, age, where they're from) and introduce themselves to the class. I will ask the students listening random questions about their age, orgin, and what continent their country is in to help prepare them for a map quiz later in the year. Afterwards we will be learning the days of the week (please see the list below). Not only did we learn the days of the week, but we also learned 2 culutural differences between the Spanish and American calendar, ask your student if they can tell you what they are! Students will learn a song to help them memorize the days of the week. Ask your child to sing it for you (it's to the tune of the Adams Family).
Tarea (homework): Make flashcards for the days of the week
lunes-Monday
martes-Tuesday
miércoles-Wednesday
jueves-Thursday
viernes-Friday
sábado-Saturday
domingo-Sunday
In class we will continue working with numbers 0-30 as we practice spelling them through our Bell Work. Each student will be given an imaginary profile (name, age, where they're from) and introduce themselves to the class. I will ask the students listening random questions about their age, orgin, and what continent their country is in to help prepare them for a map quiz later in the year. Afterwards we will be learning the days of the week (please see the list below). Not only did we learn the days of the week, but we also learned 2 culutural differences between the Spanish and American calendar, ask your student if they can tell you what they are! Students will learn a song to help them memorize the days of the week. Ask your child to sing it for you (it's to the tune of the Adams Family).
Tarea (homework): Make flashcards for the days of the week
lunes-Monday
martes-Tuesday
miércoles-Wednesday
jueves-Thursday
viernes-Friday
sábado-Saturday
domingo-Sunday
9/24/2012
This week we will be finishing up last weeks learning target and moving on to Unit 2: Numbers and Calendars.
Learning Target (9/24-9/26): I can count en español 0-20.
Learning Target (9/27-10/1): I can count en español 21-30. I can tell someone my age and ask them how old they are.
We will be taking our vocabulary quizzes over Unit 1 (please see post below for more information). After our quiz, we will begin learning numbers 0-20 through a number scavenger hunt within our classroom.
Tarea (homework): 9/24-9/26: Students will need to make flashcards with the numbers 0-20 and put them on their binder ring.
9/27/-10/1: Students will need to make flashcards with the numbers 21-30 and put them on their binder ring.
Notecards should have the numerical number on one side and the number written in Spanish on the other. Students should use their scavenger worksheet from class to double check spelling. Please CUT THE NOTECARD in half to save paper and money!
*Please make sure that you student has their binder ring as we will be using them often starting this week. A binder ring is only $.35 and I will give it to them in class.
0 Cero
1 Uno
2 Dos
3 Tres
4 Cuatro
5 Cinco
6 Seis
7 Siete
8 Ocho
9 Nueve
10 Diez
11 Once
12 Doce
13 Trece
14 Catorce
15 Quince
16 Dieciséis
17 Diecisiete
18 Dieciocho
19 Diecinueve
20 Veinte
21 Veintiuno
22 Veintidós
23 Veintitrés
24 Veinticuatro
25 Veinticinco
26 Veintiséis
27 Veintisiete
28 Veintiocho
29 Veintinueve
30 Treinta
Want more practice? Head to http://www.digitaldialects.com/Spanish.htm for fun Spanish games!
Learning Target (9/24-9/26): I can count en español 0-20.
Learning Target (9/27-10/1): I can count en español 21-30. I can tell someone my age and ask them how old they are.
We will be taking our vocabulary quizzes over Unit 1 (please see post below for more information). After our quiz, we will begin learning numbers 0-20 through a number scavenger hunt within our classroom.
Tarea (homework): 9/24-9/26: Students will need to make flashcards with the numbers 0-20 and put them on their binder ring.
9/27/-10/1: Students will need to make flashcards with the numbers 21-30 and put them on their binder ring.
Notecards should have the numerical number on one side and the number written in Spanish on the other. Students should use their scavenger worksheet from class to double check spelling. Please CUT THE NOTECARD in half to save paper and money!
*Please make sure that you student has their binder ring as we will be using them often starting this week. A binder ring is only $.35 and I will give it to them in class.
0 Cero
1 Uno
2 Dos
3 Tres
4 Cuatro
5 Cinco
6 Seis
7 Siete
8 Ocho
9 Nueve
10 Diez
11 Once
12 Doce
13 Trece
14 Catorce
15 Quince
16 Dieciséis
17 Diecisiete
18 Dieciocho
19 Diecinueve
20 Veinte
21 Veintiuno
22 Veintidós
23 Veintitrés
24 Veinticuatro
25 Veinticinco
26 Veintiséis
27 Veintisiete
28 Veintiocho
29 Veintinueve
30 Treinta
Want more practice? Head to http://www.digitaldialects.com/Spanish.htm for fun Spanish games!
9/17/12
Learning Target: I can introduce myself using my name, how I'm feeling (good or bad) and where I'm from. I also can ask other people questions to figure out this information en español.
This week students will be reviewing our conversations from last week with key vocabulary words. Please quiz your student on how to ask and tell you: their name, where they're from and how they're feeling. We will be practicing these terms in class through by creating a cartoon strip as well as review games!
We also will be using TPR (Total Physical Response) to learn classroom commands. Many studies have proven that children (especially of this age) will memorize vocabulary better if they have a motion associated with a word. Please ask your child to show you these motions for each command.
Our first vocabulary quiz over Introductions and greetings will be next week (9/24-9/26). Encourage your child to study they will be asked to match questions to answers and put a conversation in order.
Hola-hello ¿De dónde eres? - where are you from?
Buenos días- good morning Soy de _____- I'm from ______
¿Cómo te llamas?- what's your name? Hasta luego- See you later
Me llamo ____. - My name is _____. Hasta pronto- see you soon
Mucho gusto- nice to meet you. Hasta mañana- see you tomorrow
Yo también- me too Adios- Good bye
¿Cómo estás?- How are you?
Estoy bien/mal- I'm good/bad
This week students will be reviewing our conversations from last week with key vocabulary words. Please quiz your student on how to ask and tell you: their name, where they're from and how they're feeling. We will be practicing these terms in class through by creating a cartoon strip as well as review games!
We also will be using TPR (Total Physical Response) to learn classroom commands. Many studies have proven that children (especially of this age) will memorize vocabulary better if they have a motion associated with a word. Please ask your child to show you these motions for each command.
Our first vocabulary quiz over Introductions and greetings will be next week (9/24-9/26). Encourage your child to study they will be asked to match questions to answers and put a conversation in order.
Hola-hello ¿De dónde eres? - where are you from?
Buenos días- good morning Soy de _____- I'm from ______
¿Cómo te llamas?- what's your name? Hasta luego- See you later
Me llamo ____. - My name is _____. Hasta pronto- see you soon
Mucho gusto- nice to meet you. Hasta mañana- see you tomorrow
Yo también- me too Adios- Good bye
¿Cómo estás?- How are you?
Estoy bien/mal- I'm good/bad