febrero+hs+III+2012

elfebrero español III

__**el 1 de febrero**__ **__el 2 de febrero__** > Recognize (and label reasons for) the preterit in an English paragraph [|paragraph and exercise]
 * share out HW answers to irregular preterite review
 * collect hw
 * read mini lesson on preterite vs. imperfect, talking to the text in the margins and highlighting
 * reading comprehension questions about the selection
 * application exercises at the end of the lesson in the packet(matching)- we complete one as a class and the rest are due tomorrow(TAREA)
 * Discuss homework
 * Listening activity- [|Listening Pret/Imp]
 * watch some video lessons about preterite and imperfect, take notes[[file:MY NOTES about PRETERIT and IMPERFECT.docx]]
 * [|Which past? Ask 2 questions] VIDEO
 * [|Preterite Imperfect Rap VIDEO]
 * [|Scott's pret/imp VIDEO]
 * TAREA: fill in the correct forms of the verbs in the paragraph

**__el 3 de febrero__**
 * discuss uses of preterite in English Paragraph
 * students fill in cloze style equivalent Spanish paragraph
 * El viaje favorito de Sra. W presentation/listening exercise (postponed, will be independent work)
 * TAREA: complete all 3 practice PRETERIT pages in your packet.

__el 6 de febrero__ >
 * HW check
 * Students visit [|paragraph and exercise] to correct their work from Friday
 * VISIT QUIA and complete 2 quizzes until you earn 77% or higher and any other activities until the bell rings


 * TAREA: 1. reading about astronauts activity sheet- ALL AND identify all preterite and imperfect verbs
 * TAREA 2,3: Correct your pink preterite review sheets ,study USES of pret. & Imp.

el 7 de febrero 11:31-12:11 **el 8 de febrero (termina a las 11:18)** Include translations (ENGLISH)
 * Collect HW pink papers and reading
 * Students complete listening exercise MP 121 media type="file" key="09 Track 09.m4a" width="300" height="50"
 * return reading exercise and discuss which items were P and which were I in the paragraph
 * QUIZ- preterite vs. imperfect- uses and recognition
 * TAREA: [[file:pret imp er ir comparative conjugation.docx]]
 * Translate the first parts of your 3 hw pages from the weekend into ENGLISH
 * Go over HW preterite review pages AR, ER, IR
 * Paragraph assignment translation
 * TAREA: Write 5 sentences illustrating an interrupted imperfect action by a preterite action,
 * TAREA 2: AND complete[[file:Superhombre.docx]]

__** el 9 de febrero **__ __** el 10 de febrero **__ el 14 de febrero el 15 de febrero el 16 de febrero > •Students will discuss one verb and one sentence at a time. No one will move ahead until the process is complete as a group. el 17 de febrero el 21 de febrero el 22 de febrero el 23 de febrero (NO LAPTOPS TODAY) el 24 de febrero el 27 de febrero el 28 de febrero
 * Choose a USE of the preterite and imperfect as a reason why you chose each for the verbs in the paragraph (see graphic organizer)
 * Discuss reasons as a class
 * Finish translating the paragraph from yesterday (COLLECTED)
 * caminar por la luna reading comprehension[[file:caminar por la luna.pptx]]
 * TAREA: COMPLETE the comprehension exercises on 'caminar por la luna pptx'
 * GAME- Blurt pret./imp. formation
 * Discuss essential questions
 * Students go to [|superhombre activity] to help them correct/choose the appropriate verbs for the Superman paragraph
 * el 13 de febrero **
 * making connections- finish the CAMINAR POR LA LUNA lesson and followup-
 * students explain the process by which we read for understand in the lesson, in steps to predict how we can independently use this method when reading Spanish texts
 * answer the questions on the original sheet
 * translation exercise- whole parargaph
 * TAREA: finish all Q&A in complete sentences from CAMINAR por la luna
 * journal writing- ¿Cómo eras cuando eras joven? Describe un viaje que hiciste como niño/a.
 * hablar- read your two journal entries to your classmate. Take notes on both
 * TAREA: Read your 2 paragraphs on my voicemail
 * Call me- (610) 326-8243 (Extension 2314)
 * Ricitos de oro- group decisions on Preterite vs. Imperfect[[file:ricitos de oro colby usos.docx]]
 * 2. Students will discuss the meaning of the verbs and the meaning of the sentences in which they appear. • 3. Students will look at their Preterit vs. Imperfect USES lists and select their best guess then discuss as a group, each person expressing their opinion and why before the final decision is made.
 * TAREA: Create 3 Spanish questions that can be answered from the paragraph (Ricitos de Oro from class today)
 * Share out reasons and correct verb choices as a class
 * Watch- Ricitos de oro VIDEO[] listening for uses of preterit and imperfect[[file:escuchar cuentos pret imp.pptx]]
 * Watch Caperucita Roja VIDEO[] (make connections between storytelling uses of past tenses)
 * Project DAY 1- investigate all people and choose two that interest you, turn in the information to Sra. Wright
 * CREATE google doc to cut and paste your information and sources and share to awright3@pgsd.org
 * TAREA: study preterite and imperfect- [[file:preterite or imperfect review game.docx]]final test THURS. after review, go to quia.com and colby links for practice
 * project DAY 2 - work with your assigned partner and decide HOW you will present your project
 * Create one google document that you and myself are shared to to show your project progress throughout
 * Work on your project!
 * TAREA: work on this outside of class too!!
 * preterite vs. imperfect final review in pairs
 * assessment preterite vs. imperfect
 * Project DAY 3 GOAL= almost halfway finished
 * TAREA: outside of class reach halfway point or further
 * Project DAY 4 GOAL= over halfway finished, nearing completion
 * TAREA: if not near finished, you MUST work outside of class

> ☐There are 12 sentences > ☐all sentences have a conjugated verb (preterit or imperfect) > ☐ the verb in each sentence agrees with the subject > ☐ I can match a reason on my graphic organizer to why I picked P/I past tense for each sentence > ☐spelling and ACCENTS are correct > ☐ el, la, los, las, un, una etc. are used > everywhere needed > ☐information provided gives the listener a good idea of the person or people’s impact on Spanish and/or global history > ☐ The visual part of our presentation helps the listener make connections to unknown vocabulary > ☐If asked to, I can explain the meaning of my sentences in English. el 29 de febrero
 * Project DAY 5= LAST WORK DAY!!!!
 * DUE TOMORROW, presentations start immediately upon arrival
 * EDIT
 * Editing checklist
 * presentations and listening exercises