febrero+ms+2012

febrero MS 2012

__**el 1 (primero) de febrero**__
 * warmup questions (graded for accuracy)
 * review of vocabulary
 * Read aloud the homework answers
 * Speaking activity ¿Hay un...en la mochila?
 * TAREA: take your 24 sentences you wrote and write the meanings in ENglish. Also, make all needed corrections to the ones you got wrong

__**el 2 de febrero**__ 1.Hoy es viernes, ¿Verdad? 2. ¿Tienes español a las ocho y veintiséis? 3. Mañana es el cinco de febrero, ¿No? __**el 3 de febrero**__ __**el 6 de febrero**__
 * warmup: WHat kind of questions are the following? Answer them in SPanish sentences, too.
 * Listening (EN contexto textbook page 98-99) follow along
 * Listening Page 107, Act. 11
 * Class participation activity with vocabulary pictures (Who has...?)
 * TAREA: Write 5 sentences about the color of objects in the picture PAGE 103 at the bottom.
 * (example would be "The backpack is red.", written in SPANISH) STUDY VOCAB, TOO!!! QUIZ TOMORROW
 * check and share HW
 * vocabulary quiz
 * sign course selection forms
 * listening exercise- paragraph CLOZE
 * translation exercise- translate the paragraph
 * SPEAKING EXERCISE R4 in textbook
 * TAREA: textbook page 124, exercise 3 Write the whole sentenceAND translate all sentences to ENGLISH!!!!

**__el 7 de febrero__**
 * type 3 questions- inversion
 * question recognition exercise
 * listening exercise
 * Go over HW on the board (pg. 124)
 * TAREA: conjugate compartir=to share, comprender=to understand in all forms with ENGLISH meanings

**__el 8 de febrero__** __**el 9 de febrero**__
 * collect verb comjugations (compartir, comprender)
 * Quick speaking exercise ¿Qué clases tienes hoy? ¿Cómo son? (interesante, aburrido, fácil, difícil, divertido)
 * Writing exercise (graded for accuracy) [[file:classwork questions feb 8 2012.pptx]]
 * TAREA: Create 2 inversion, 2 tag and 2 inflection questions for the schedule on page 96.
 * Homework HINTS: you could ask about classes that she HAS (tener), classes BEING (ser) at certain times, the number of classes she HAS, the days on which she HAS certain classes
 * Check homework
 * review question types HW MODEL THE PROCESS
 * Watch videos U2E1 en contexto and en vivo
 * Students complete exercises on page 102 (act. 1 and 2)
 * TAREA 1: page 102 ACT 1 and 2 ( you can use pages 100-101 to refresh your memory from the video we watched),
 * TAREA 2: study types of questions

**el 10 de febrero**
 * go over HW answers aloud (speaking practice)
 * discuss essential question and review the types of questions you can form Y/N
 * assessment- question types and forming them from a given sentence
 * GAME! BLURT to review regular verb conjugation
 * return 2 conjugated verbs- corrections allowed until next Wednesday

**el 13 de febrero**
 * discuss information gap questions NOTES
 * new vocabulary [[file:unit 4 vocabulary list 2.docx]]
 * Writing activity- What classes do you have in the morning and in the afternoon? (try your first morning class)[[file:describing classes .pptx]]
 * TAREA: copy all of your vocabulary list

( Sra. W was out sick)
 * el 14 de febrero **
 * textbook page 71 answer the 5 questions in COMPLETE, SPANISH sentence
 * text. page 72-73 READ
 * text. page 74 ALL 3 activities
 * el 15 de febrero **
 * writing= add your 2nd class to your school day essay paper "Then, I have_ class. It's_. I use___and I need__ __in the class."__
 * __ speaking exercise- ¿Cómo es tu clase de __? ¿Cuál es tu clase favorita?
 * TAREA: Create sentences combining your interview information.
 * EJEMPLO: La clase favorita de # personas es___.

el 17 de febrero el 18 de febrero el 21 de febrero el 22 de febrero (Question words are in UNIT 1 vocabulary- go to my main page for our class and click on vocabulary lists) el 23 de febrero el 24 de febrero el 27 de febrero EL 28 de febrero el 29 de febrero
 * el 16 de febrero **
 * Q&A warmup
 * Questions CLOZE style review and practice
 * Black in America series- the Dominicans
 * TAREA: Page 1 in q&a packet [[file:Question Word Graph blank.pptx]]
 * Read aloud homework sentences from student interviews
 * QUESTION WORD manipulative individual feedback
 * VIDEO: Black in America: La República Dominicana
 * students read one of their sentences about their classmates favorite classes
 * Discuss Question type review packet page 1
 * VIDEO: Black in America: la República DOminicana
 * question word activity with manipulatives
 * Writing activity- ROUGH DRAFT[[file:describing classes .pptx]]
 * TAREA: Finish your question word packet
 * peer editing
 * play BLURT with current vocabulary AND question words
 * TAREA: write one question each (11 total)using each question word. Include ENGLISH translation.
 * Collect all HW (question words creation of questions and question packet)
 * Warmup= question words in context with a graph
 * Blurt for 5 minutes
 * Write good draft of 'Mis clases' essay
 * TAREA: STUDY VOCABULARY AND QUESTION WORDS FOR QUIZ!!!
 * review for quiz
 * QUIZ
 * Finish 'Mis Clases' writing good draft
 * Copy and Translate the question on the board.
 * Next, create the 3 Yes/No questions you learned how to create.
 * Finally, determine how many different questions (information gap) could be created from the sentence
 * and write them down (in English if necessary for now)
 * CLASS LESSON - students learn to manipulate the sentence parts by coming to the board to move the parts around
 * TAREA: create the remaining types that you were assigned in class (2 more)
 * review forming information gap questions
 * question manipulative activity started in pairs
 * wipe erase question translation activity
 * TAREA: PD. 2 only= do quiz corrections (homework grade)
 * copy Jingle Bell Question Words song
 * Finish paired manipulative activity- each person must turn in 5 SPANISH questions created with the manipulatives.
 * wipe erase board question creation translation activity
 * TAREA: PD.3 ONLY= QUIZ CORRECTION (homework grade)