Spanish III/IV Assignments

Unit 4 Test

 

Students were given 5 minutes to study and then 50 minutes to complete the test.

 

Students who missed the test need to contact Ms. Vaughan ASAP as grades are due very soon.

Unit 4 Study Guide

 

Students discussed the Unit 4 Study Guide as a class with the teacher to review content and dismiss common errors.

Unit 3-4 Projects DUE!!!!

 

Students received their rubrics for the project on Thursday, March 26th and were given the entire class periods of Friday and Monday to complete their projects on a poster board or online. Students will begin presentations on Tuesday, May 1st.

 

Projects are due by May 1st, electronic submissions must be made by 5:00pm and poster boards should be turned in by the start of class.

Unit 3-4 Projects & Unit 4 Study Guide

 

Students were given an hour to use the laptops to complete their projects. At the last 30 minutes of class students worked together in pairs to review/discuss the Unit 4 Study Guide

Unit 3-4 Projects

 

Students were given the entire class period to use the laptops to complete their projects. At the last 20 minutes of class they were also given the study guides to complete if they were finished with their projects.

Oral Interviews & Working on Projects

 

Students practiced their speaking skills once again as a class before conducting oral interviews.

 

In the mean time, students began working on the laptops on their Unit 3-4 projects which each student was called one by one for interviews. Please see the Google Classroom for more information.

Practice for Oral Interview, Introduction of Project, Recipes

 

Students reviewed possible answers to the oral interview questions and in partners practiced interviewing each other in Spanish.

 

Afterwards, students were given the rubric for the Unit 3-4 project that covers a fun day that had that has happened it in the past. 

 

Lastly, students reviewed making commands in Spanish and the food vocabulary by translating recipes into Spanish.

Unit 4 Quiz, Group Skits, & Oral Interviews

 

Students were given 10 minutes to study their preterite notes and then were given 30 minutes to complete a short quiz over the preterite tense. Students who were absent due to EOC testing took the quiz the following day.

 

Afterwards, students presented their skits to the class.

-3rd block received an additional 15 minutes to finalize their stories.

 

Lastly, students were given the questions to the oral interview so that they could prepare their answers and start practicing the pronunciation of Spanish words.

 

*Please see Ms. Vaughan if you need to make up the quiz.

Group Skits/Stories

 

In groups, students created a short skit/story over the topic of: "Gossip - What happened during Prom last weekend?" The students created a situation that happened in the past tense and then had to act it out in front of the class. Students were allowed to use their notes and work together in class. 

 

3rd block completed a group story instead of acting a scene.

Repaso: The Past Tense

 

In groups, students completed an assignment practicing the preterit tense and knowing the difference between conjugating verbs in the present tense and the past tense. Afterwards, students completed a writing prompt in their journals talking about what they did this past weekend.

La Comida & Recipe Commands

 

Students learned the numerous amount of vocabulary words over food and learned how to describe the foods they eat and how to conjugate certain words that pertain to cooking so that they can follow a recipe in Spanish.

Familiar Commands in Spanish

 

Students reviewed the preterite tense by completing an assignment in their groups with their notes. Afterwards, students were taught how to give familiar commands to people they know. This information will be useful for doing arts, crafts, and cooking lessons as they will have to follow instructions in Spanish. Afterwards, students practiced these phrases in their groups

 

*On the independent study assignment, only pages 1, 3, and 6 were used.

Irregular Verbs in the Past Tense

 

Students learned about the stand-alone verbs and how they change in the past tense. Afterwards, students practiced the information in their groups. Students were also given a short homework assignment over the clothing vocabulary.

La Ropa

 

After reviewing the preterite tense with an extended bell ringer, students learned how to indicate clothing articles and how to describe them in Spanish.

El Preterito - Past Tense

 

Students learned a new verb tense - the past tense - and the new conjugations. Afterwards, the students did a ton of practice.

Additonal Review of Irregular & Reflexive Verbs

 

To summarize/finalize the content of irregular and reflexive verbs, students reviewed the "tutoring assignment" together as class and  reviewed some commonly made errors. Afterwards, students reviewed their Unit 3 Tests and corrected only their short answer errors for additional points. Lastly, students worked together in their groups to complete additional practice over the content. Assignments will be due on Monday, April 16th due to Ghost Out on Friday, April 13th.

 

If students have additional questions/concerns about their Unit 3 Test, it is advised to stay after school for clarification.

 

*These assignments are labeled 4-11, because they were meant for Wednesday's class before the schools were closed.

Tutoring with John

 

Students completed an assignment in which they viewed incorrect answers from a fake test and made corrections/gave explanations to the failing student to help them remember and understand content for future reference. Students discussed the activity in groups of 5-6 and were allowed to use their notes.

After Spring Break Review

 

Students reviewed content from before spring break by playing Jeopardy (vocabulary) and conjugating irregular and reflexive verbs as a group.

Summary of Unit 3

To summarize Unit 3 and its main content, the students completed an assignment in which they had to read a dialogue in Spanish and then answer questions about what was asked. This assignment was only to be started unless they have already completed their work from Thursday, March 20th. No more time in class will be given to complete those (from Thursday) assignments.

 

Students will be given the entire class period on Wednesday and Thursday to complete the summarizing assignment.

Unit 3 Test

Students were given 5 minutes to study and then 55 minutes (Spanish III/IV were given 60 minutes) to complete the test in class. Any student who is not able to finish may stay after school Tuesday afternoon to complete the test.

 

There will be a review session for the test on Monday, March 26th

 

Afterwards, students were given the rest of the class period (30+ minutes) to complete their assignments from Thursday, March 20th.

Study Guide Review

 

As a class, students reviewed the study guide and practice worksheets given on Friday in preparation for the test.

 

3H - Spanish Honors III/IV course

Independent Study

 

Students finished reviewing information over the daily routine.

 

Students reviewed technology/irregular verbs and the daily routine/reflexive verbs with a short assignment in class. Students completed these assignments and then worked on a worksheet that will help them receive extra credit on the test or previous assignments.

Comparisons Review

 

Students reviewed how to compare certain objects/people and then continued reviewed reflexive verbs and the daily routine

Comparisons

 

Students were given an additional 30 minutes to complete their assignments from yesterday. Afterwards, students reviewed the paragraph section of the worksheet for clarity.

 

Afterwards, students were taught how to compare two items/people. - Please check back for an annotated version of the notes. Students used page 6 of the PDF for practice.

Independent Study

Students assessed their abilities over irregular verbs and the daily routine content by completing the assignments below. Additional time will be given on Tuesday.

Reflexive Verbs

 

Students practiced the vocabulary for the daily routine and then learned how to conjugate reflexive verbs.

 

Afterwards, students did a short assignment based on irregular verbs.

Irregular Verbs & The Daily Routine

 

Students finished reviewing the irregular verb worksheets and then learned the vocabulary that corresponds with the daily routine.

Irregular Verbs

 

Students continued practicing irregular verbs with worksheets and practice examples. The worksheets completed were pages: 74-75, 78-79, 80-81

Irregular Verbs

 

Students learned about "yo-go" verbs and stem-changing and how to conjugate them correctly. Afterwards, students were given a cheat sheet full of charts to complete with their partners. This cheat sheet (when done correctly) will help them know and remember how to conjugate the verbs.

 

There is one verbs missing from the e --> i chart:

Decir:

Yo digo

Tu dices

El/Ella/Ud. dice

Nosotros decimos

Vosotros deci(accent)s

Ellos/Ellas/Uds. dicen

Project Review and Gustar Oral Interview

 

Students reviewed common errors made on the Unit 2 Project and an assignment based on the verb "gustar". Then completed an assignment in which they asked their classmates about things they may or may not like/like to do.

Gustar

 

Students reviewed the verb "hacer" and then learned the verb "gustar" and how to express things/actions they like to do.

 

 

Hacer

 

Students reviewed the verb "ir" and then learned the verb "hacer" and how to indicate the weather and how long it has been since something occurred.

Unit 2 Test

Students were given 5 minutes to study and 50 minutes to complete the Unit 2 Test

 

Afterwards, students learned about the verb "ir" and how to use it.

Complete Unit 2 Project

 

On Friday, students received part 2 of their project in which they have to create their own god/goddess/legend similar to that of Chac Mool and then write a short story/fable about their figure. Students will be given the entire class period on Friday and an hour on Monday to complete this project in class. It is HIGHLY suggested that students work on this project at home.

 

Projects are due on Tuesday, March 6th at the start of class.

 

Here are the links to the article and story for Part I:

 

Unit 2 Test Study Guide

 

Students reviewed the information on the study guide to prepare for the test, then completed an assignment on their own and without their notes to assess how ready they feel they are for the upcoming test.

Finish Unit 2 Projects and Unit 2 Study Guide

Students were given an hour to continue finishing their projects in class. Projects will be due 1st thing Tuesday morning.

 

Afterwards, students were given the study guide to start reviewing for the test on Wednesday.

Unit 2 Project (part 1)

Students began on the Unit Project by first receiving background information on a famous Mexican statue called "Chac Mool" and then read a short fable written by Carlos Fuentes about the statue and what it represents. Students were given the entire class period to complete this project.

 

For students who are absent, please read the links below and answer the questions attached.

 

Background Information (article)

 

"Chac Mool" by Carlos Fuentes (English version)

Please see information on March 1st for information on the Unit 2 Project

Black History Month Project - Advanced Students

 

Certain students in class presented a project and activity for the class to complete. Afterwards, students who did not finish the assignment for Friday were given time to complete it. At least 30 minutes was given to complete this assignment.

Test Corrections & Repaso

 

Students were given their Unit 1 Tests back to make corrections for points.

 

Afterwards, students were given an activity to complete to review the content of El Horario and the verb "Tener"

El Horario y Tener

 

Students practiced the content of "El Horario" with partners and then students learned how to conjugate the verb "tener" 

Las Clases y El Horario

 

Students were given an additional 30 minutes to complete Tuesday's assignment and then were given vocabulary for items and places you'd find in a school as well as class names. Afterwards, students learned how to create and indicate a school schedule in Spanish.

Reviewing sentences & questions in Spanish

 

Students reviewed how to conjugate verbs, write sentences and questions in Spanish by completing an activity summarizing the information they learned last week.

 

Afterwards, they combined all of the information to translate a passage into Spanish and answer questions based on the passage.

How to write sentences and questions in Spanish

 

Students were formally taught how to write sentences and questions in the Spanish language. This will be beneficial later when they have to start creating questions and statements on their own.

Spanish verbs review

 

Students reviewed the information they learned about conjugating -ar/-er/-ir verbs in Spanish.

Spanish Notebooks DUE!!!!!

 

Students have been working almost daily in their notebooks practicing the language. Below are the pages, I will be looking for that will go towards an over-all grade. Students must have this information in their notebooks and fully completed.

 

Bell-Ringer 1-18

Bell-Ringer 1-23

Bell Ringer 1-25

Bell-Ringer 1-29

Bell-Ringer 1-30

Writing Prompt #1 (BOTH PARTS!!!)

Writing Prompt #2

Unit 1 Review Exercise

What have learned so far? (Unit 1)

El Presente

 

Students who were absent finished presenting their projects to the class.

 

Afterwards, students learned how to conjugate -ar/-er/-ir verbs in the present tense. 

 

Lastly, students summarized Unit 1 by doing a summative "Dear New Student" letter giving basic information and examples about the information we have learned so far.

Project Presentations

 

Students evaluated themselves on their projects, then evaluated their peers' projects as well.

Students were given the study guide on Friday, February 3rd. The study guide was reviewed together as a class on Wednesday, February 7th.

 

The students were given 5 minutes to study and the rest of the class period to complete the test.

 

Make-up tests will occur on Tuesday, February 13th. Please see Ms. Vaughan for more information

Students were given the rubric/instructions on Thursday, February 1st and then were in the Media Center on Friday and Monday completing parts I and II of their Family Project on Google Classroom.

 

The projects are due to Google Classroom by 8:00 AM.

In Ms. Vaughan's absence, students were given an assignment to help them prepare for the upcoming test.

 

They were given the entire class period to complete the assignment and then finish completing the study guide.

Students continued reviewing for the upcoming test with Checkpoint 1.3 and then were given the information and rubrics for their Family Project

Estar + expressions

 

Students learned the last bit of information for Unit 1 by reviewing the verb "estar" and how to properly use it in sentences.

 

Afterwards, students reviewed common errors from Checkpoint 1.3

Possessive Adjective Review & Emotions

 

Students reviewed how to use possessive adjectives in reference to family members and completed a short assignment with their partners.

 

Afterwards, students learned how to express emotion in Spanish

La Familia y Possessive Adjectives

 

Students learned about family members and then how to show possession of other objects/people. There is an assignment at the end of the "Mi Familia" ppt.

Independent Study

 

Students assessed their abilities over the content we've learned over the past week by doing an independent study.

Students were given the entire class period to complete the assignment and they were allowed to use their notes. Students are NOT allowed to work together or work on this assignment outside of class (unless otherwise noted by the teacher)

 

When finished, students corrected their quizzes for bonus points, completed writing prompt #2 and #3 in their notebooks. 

Review and Question Words

 

Students reviewed pronouns, ser, and the time and then learned how to use question words in Spanish.

Adjectives & Pronouns

 

Students completed the movie: Bajo La Misma Luna and the movie questions

 

Afterwards, students reviewed the adjectives in Spanish and pronouns

Oral Interview

 

Students conducted oral interviews privately with the teacher. Meanwhile, students watched a movie: Bajo La Misma Luna and answered questions about the movie.

Oral Interview Practice

Students practiced their reading, writing, and speaking capabilities using the introductory phrases.

 

Afterwards, the students completed a "speed dating" activity where they had to practice their capabilities under a time limit.

 

Oral Interviews will be conducted on Monday, January 22nd.

Introductory Phrases and Oral Interview 

 

Students were given the vocabulary on how to start a conversation in Spanish and exchanging the most basic information about themselves and others. Afterwards, students were given the questions for their 1st oral interview. Students wrote their answers then practiced their speaking capabilities as a class and with partners. Students will conduct oral interviews next Monday, January 22nd.

Cumulative Quiz/ Colors/ The date

 

Students took a short quiz over the Alphabet, Numbers 0-1.000.000, the Spanish articles. Students were given 5 minutes to study and were given 30 minutes to complete the quiz.

 

Afterwards, students reviewed the colors in Spanish and how to say the date in Spanish form.

 

Please contact Ms. Vaughan to take the make-up test.

Quiz Review & Geography

 

Students reviewed content for the pending quiz tomorrow and then completed a small group project about Spanish-speaking countries. Students who were absent may do the alternative assignment.

 

Below are the articles used in class:

Checkpoint 1.2, Class Review, and Scavenger Hunt

 

Students assessed their abilities over the content they have learned so far, afterwards students played a review game, did a scavenger hunt or did further practice in groups

Los Articulos Y 1977 - Ana T.

 

Students reviewed articles in Spanish and practiced in small groups. Afterwards, students studied lyrics to a Spanish rap and tried to interpret its meaning. This activity will be beneficial at the end of the year to see how much more they know once they have learned the proper content.

 

Independent Study & New Vocabulary

 

Students were given a short assignment to review the alphabet and numbers 0-1.000.000 in Spanish. They were given 25 - 30 minutes to complete the assignment. If necessary, students may stay after school to finish their assignment.

 

Afterwards, students were given some basic vocabulary to practice.

 

Quizlet practice for Week 1 Vocab - https://quizlet.com/257270174/vocabulario-basico-flash-cards/​

Alphabet & Numbers 0 - 1.000.000

 

Students reviewed the Spanish alphabet and how to count and write numbers in Spanish from 0 - 1.000.000. Afterwards students practiced in groups.

Día de los Reyes Magos

 

Students learned about "Día de los Reyes Magos" also known as Three Kings Day or Epiphany. Afterwards, students wrote letters to the Three Wise Men asking for 3 wishes for the 2018 year.

Spanish III/IV Pre-Test

 

Students were given a pre-test to assess their abilities from the previous Spanish II or Spanish III class.

 

Please see Ms. Vaughan after school for the pre-test.

Syllabus, Getting To Know You, Foundations of Spanish

 

Students quickly reviewed the syllabus and answered a student interest sheet. Afterwards, students reviewed some very basic questions and then interviewed 3 of their classmates and wrote down their answers. Last, students were given notes about the overview of Spanish class and what is to be expected of them.