June (junio)
We finished the year by learning a little bit about Cuba and the USA's relationship with Cuba. We practiced general conversation in Spanish about various common topics and discussed the important role that diverse languages and cultures play in today's world.
May (mayo)
We have continued to act out our myth of Tío Culebra. Students will be working on writing their own myths and legends. We did not have class on Thursday due to KNO. Students heard the story and are in the process of reading it, interpreting it and then writing their own.
April (abril)
We have continued working on storytelling and finished a chapter of stories. We've added some new vocabulary to liven up our stories including el chicle: the gum, mastica: he/she/it chews, traga: he/she/it swollows, detrás de: behind, la oreja: the ear va a: he/she/it goes to compra: he/she/it buys
We also spent some time writing our own short poems about the topic of their choice. We also continue learning to sing or admire a song in Spanish each week. Students had a few short classes due to tornado drill practice and a field trip to the Overature Center.
We also spent some time writing our own short poems about the topic of their choice. We also continue learning to sing or admire a song in Spanish each week. Students had a few short classes due to tornado drill practice and a field trip to the Overature Center.
March (marzo)
This month we have been making connections about what "civil war" is and comparing and contrasting the Spanish Civil War and the Civil War in the USA. We didn't have class the week of Parent Teacher Conferences, so there was less Spanish this month. We added a few new structures to our vocabulary.
pregunta : he/she/it asks
es curioso/a: he/she/it is curious
espera: he/she/it waits
debajo de: under
responde: he/she/it responds
levanta: he/she/it lifts
On el día de pi (Pie day) we looked at a graphic survey on pies (tartas) taken from Spain and interviewed each other on our preferences. Then, we tried to create our own gráfico circular to show our class' preferences.
pregunta : he/she/it asks
es curioso/a: he/she/it is curious
espera: he/she/it waits
debajo de: under
responde: he/she/it responds
levanta: he/she/it lifts
On el día de pi (Pie day) we looked at a graphic survey on pies (tartas) taken from Spain and interviewed each other on our preferences. Then, we tried to create our own gráfico circular to show our class' preferences.
February (febrero)
Students continued finishing up their story projects this month. They started learning a new set of vocabulary and focused on using the context that I present vocabulary in order to use the words on their own. We acted out stories and reflected on the progress that we have been making in learning Spanish this year. In addition to storytelling curriculum students engage with music at the beginning of class and are now the leaders of our beginning of class routine.
We are still working on making connections in regards to how vocabulary changes depending on who we are talking about doing the actions and reviewing old structures.
tiene hambre: he/she has hunger
tiene sed: he/she has thirst
el cuervo: the crow
la cueva: the cave
se esconde: he/she hids himself/herself
detrás de: behind
sale: he/she leaves
deja: he/she leaves something
ve: he/she sees
el pájaro: the bird
quiere: he/she wants
agarra: he/she grabs
le ofrece: to him/her he/she offers
We are still working on making connections in regards to how vocabulary changes depending on who we are talking about doing the actions and reviewing old structures.
tiene hambre: he/she has hunger
tiene sed: he/she has thirst
el cuervo: the crow
la cueva: the cave
se esconde: he/she hids himself/herself
detrás de: behind
sale: he/she leaves
deja: he/she leaves something
ve: he/she sees
el pájaro: the bird
quiere: he/she wants
agarra: he/she grabs
le ofrece: to him/her he/she offers
January (enero)
In January we have been continuing to explore storytelling. We have gotten through the first chapters of vocabulary; however, we need a lot more repetition because with class only two days a week it is hard to remember what we've learned from the previous week. Students at this point can understand these words, but some of them are still struggling in taking ownership of the words and using them in their own way. We are working on this.
Students have been enjoying Señor Wooly's songs and work. We listened to Billy la Bufanda and his tragic story. We reviewed clothing words and continued using the context of storytelling with new subjects. Students are currently working on a comic project to show what they know at this point. We have talked about the writing process and how it is different from how we write in our native language because we have very limited vocabulary. Students are expected to use what they know instead of looking things up because they are learning how to become more flexible with limited vocabulary and restating in different ways to get their idea across.
Students have been enjoying Señor Wooly's songs and work. We listened to Billy la Bufanda and his tragic story. We reviewed clothing words and continued using the context of storytelling with new subjects. Students are currently working on a comic project to show what they know at this point. We have talked about the writing process and how it is different from how we write in our native language because we have very limited vocabulary. Students are expected to use what they know instead of looking things up because they are learning how to become more flexible with limited vocabulary and restating in different ways to get their idea across.
Weeks 13 & 14
Students continued working with the vocabulary words from Carol Gaab's TPRS level 1 story collection. They heard them in context through a class ask a story and participated in acting and answer questions about the story. They used the vocabulary in conversational Spanish through "preguntas personales" and had to write their own question showing how they would use one of the words in a conversation. Students started to associate actions and meaning to a new set of vocabulary.
dice: he/she/it says
la montaña: the mountain
vive: he/she/it lives
está feliz: he/she/it is happy
viene: he/she/it comes
está aburrido/a: he/she/it is bored
se ríe: he/she/it laughs
al día siguiente: the next day
escucha: he/she/it listens to
dice: he/she/it says
la montaña: the mountain
vive: he/she/it lives
está feliz: he/she/it is happy
viene: he/she/it comes
está aburrido/a: he/she/it is bored
se ríe: he/she/it laughs
al día siguiente: the next day
escucha: he/she/it listens to
Weeks 11 & 12
Students acted out parts and continued to work on using various strategies to comprehend a short novel in Spanish. We acted it out and students answered comprehension questions. They also received a new list of vocabulary words. We talked about how you need to change the verb depending on who is doing the action, which is different than English.
grita: he/she/it yells
cuida:he/she/it cares for
corre: he/she/it runs
el pastor: the shepherd
la oveja: the sheep
otra vez: again
está furioso: is furious
*No Spanish due to Thanksgiving break
grita: he/she/it yells
cuida:he/she/it cares for
corre: he/she/it runs
el pastor: the shepherd
la oveja: the sheep
otra vez: again
está furioso: is furious
*No Spanish due to Thanksgiving break
Weeks 9 & 10
We used our words in context by first hearing them in a class story, then using them by asking questions to one another and finally reading our short novel together and seeing the structures we have learned along with new ones.
Weeks 7 & 8
Week 7: We transitioned into learning some new vocabulary for our upcoming class stories. We practiced with partner games and made sure that our notes were correct. We continue to start class with songs from Señor Wooly featuring additional high-frequency structures of the Spanish language.
Hay: there is/are
es: he/she/it is (characteristic)
está: he/she/it is (emotion/location)
tiene: he/she/it has
quiere: he/she/it wants
va a: he/she/it goes to
Week 8: We didn't have Spanish due to Costume making and no School on Friday; however, during Morning meeting on THursday we were able to try pan de muerto, try to make papel picado and create a calaca. We talked about where and how people celebrate Día de los Muertos.
Hay: there is/are
es: he/she/it is (characteristic)
está: he/she/it is (emotion/location)
tiene: he/she/it has
quiere: he/she/it wants
va a: he/she/it goes to
Week 8: We didn't have Spanish due to Costume making and no School on Friday; however, during Morning meeting on THursday we were able to try pan de muerto, try to make papel picado and create a calaca. We talked about where and how people celebrate Día de los Muertos.
Weeks 4 to 6
We start class with a song or a partner conversation.
Week 4:We performed our first Ask a story. This is when we act out a story and I ask a lot of questions as the story evolves. At various points the students are asked to help me to add details to my story to make it more exciting. We followed our storytelling with a reading sample. The reading sample was a bit challenging, so we worked together as a class to decode it.
Week 5:Students worked on creating their own stories by 1. creating a plan sheet 2. filling in their plan sheet answers into the story 3. illustrating their story to show that they understand 4. reading their story to me
Week 6: Students finished and recorded their cuentos (stories). Once they finished, they were asked to start looking at and practicing the vocabulary from Blaine Ray's Cuéntame más book. This will help to guide our storytelling focus for the year.
Week 4:We performed our first Ask a story. This is when we act out a story and I ask a lot of questions as the story evolves. At various points the students are asked to help me to add details to my story to make it more exciting. We followed our storytelling with a reading sample. The reading sample was a bit challenging, so we worked together as a class to decode it.
Week 5:Students worked on creating their own stories by 1. creating a plan sheet 2. filling in their plan sheet answers into the story 3. illustrating their story to show that they understand 4. reading their story to me
Week 6: Students finished and recorded their cuentos (stories). Once they finished, they were asked to start looking at and practicing the vocabulary from Blaine Ray's Cuéntame más book. This will help to guide our storytelling focus for the year.
Week 3
We did not have Spanish this week due to the Upham Woods trip.
La primera (1) y la segunda (2) semana
1: For the first two classes of Spanish students were asked to pick a Spanish name if they wanted to, organize their binders and fill out an All About Me questionnaire about what they would like to get out of Spanish class this year. Their reflections are in their binders, so if you'd like to see them, just let me know. Students also got the feel of class starting in a circle of chairs with a group song and learned where supplies were and where their binders will be kept.
2: We only had one class because of conferences on Friday, but we sure did accomplish a lot! We had our first TPRS story started. The students learned the rules of this way of teaching and started to get into it. Most of them won't be able to tell you what they learned, but they can tell you what the story was about and that is what is important. Unconsciously, they were learning how to use
Había: there was/were, era: he/she was, estaba: he/she was, un chico: a boy, una chica: a girl, el chico: the boy, la chica: the girl, ¿Dónde?: Where?, ¿Cómo?: How?, ¿Quién?: Who?
Our stories started with Había un chico. The classes were asked a sequence of questions until I was able to gauge that everyone understood. Then, we continued to develop our story by establishing who the chico was, where he was and how he was feeling.
The students still need a lot more practice with these structures and haven't had enough time and repetition to be confident in using them yet.
2: We only had one class because of conferences on Friday, but we sure did accomplish a lot! We had our first TPRS story started. The students learned the rules of this way of teaching and started to get into it. Most of them won't be able to tell you what they learned, but they can tell you what the story was about and that is what is important. Unconsciously, they were learning how to use
Había: there was/were, era: he/she was, estaba: he/she was, un chico: a boy, una chica: a girl, el chico: the boy, la chica: the girl, ¿Dónde?: Where?, ¿Cómo?: How?, ¿Quién?: Who?
Our stories started with Había un chico. The classes were asked a sequence of questions until I was able to gauge that everyone understood. Then, we continued to develop our story by establishing who the chico was, where he was and how he was feeling.
The students still need a lot more practice with these structures and haven't had enough time and repetition to be confident in using them yet.
¿Están listos? Are you guys ready?
Welcome and welcome back! Glad you were able to find this site! Here is where I will be posting Spanish units and information to inspire further exploration of Spanish at home. Our first unit will consist of trying lots of new things, so I hope that you're excited to keep an open mind!
Welcome and welcome back! Glad you were able to find this site! Here is where I will be posting Spanish units and information to inspire further exploration of Spanish at home. Our first unit will consist of trying lots of new things, so I hope that you're excited to keep an open mind!
http://spanishplans.org/ipads-for-spanish/
Adjetivos
Throughout April we have been working on various adjectives to describe ourselves and others. We have practiced speaking, reading and writing activities and games. Students are completing their project of a poem or story utilizing these skills and preparing for out guests' arrival by gaining background knowledge about Mexico.
"la muralla"
This week we continued to look at "la muralla" by Nicolás Guillén and analyzed it. We looked for symbolism and the purpose of the poem.
We began to think about our own lives and our world and have been thinking about how we could re-write the poem to reflect how we view the world.
We began to think about our own lives and our world and have been thinking about how we could re-write the poem to reflect how we view the world.
Poemas
We finished up our letters to send to the students from Mexico that will visit us in May.
We continued by beginning a unit on poetry. We began to explore "La muralla" by Nicolás Guillén.
We continued by beginning a unit on poetry. We began to explore "La muralla" by Nicolás Guillén.
Cartas
This week we practiced (listening, speaking and in written form) using common verbs in the Yo (I) and Tú (you-informal) forms and learned how to form the él/ella/usted (he/she/you-formal) form. We used these forms to write letters to the mexican students that will be visiting us in May.
Verbos (tú)
This week we worked on conversations using some new verbs talking using "you". We acted and practiced verbally and through writing our own interview questions (Putting togething using I, you and he/she forms in Spanish).
Cuentos
This week we finished up our own mini-stories in Spanish using verbs! We also learned about el día del amor y la amistad. We learned about serenatas (songs of love) and sang our own serenatas to Claire and the office. Afterwards we made cartas for our "amigo secreto" (secret friend).
We will be moving on to more TPRS (Total Physical Response and Storytelling) stories and looking at present tense verb forms for regular verbs in Spanish.
We will be moving on to more TPRS (Total Physical Response and Storytelling) stories and looking at present tense verb forms for regular verbs in Spanish.
Carnival y repaso
We worked on reviewing our vocabulary in context through conversational practice, story telling and learning about Carnival in South America. We've learned our vocabulary through motions associated with the words. We are looking for patterns that we find. Students wrote their own story to share.
Some words: bailar: to dance
la comida: food cocinar: to cook
los globos: balloons esquiar: to ski
las decoraciones: decorations Yo: I Tú: you
Some words: bailar: to dance
la comida: food cocinar: to cook
los globos: balloons esquiar: to ski
las decoraciones: decorations Yo: I Tú: you
Festivales
We are beginning our festivales/fiesta unit. We organized our work from Spanish class and moved into discussing and reflecting on what culture is. We realized after our conversation practice that verbs end in -ar oftentimes and can be changed to an -o when we are talking about ourselves (yo).
Perú
We were able to role play as asistentes de vuelo (flight attendants), la aduana (cusoms), seguridad (security) and viajeros (travelers). We worked on basic language and staying in Spanish the whole time. We looked at some different options for our next unit and voted. We weren't able to listen to a special presentation by one of our classmates due to technical difficulty. Hopefully we can hear it next week. :-)
Capoeira
We only had class on Wednesday of this week. We finished up our maletas project and talked a little about slavery in South America. We listened to some Portuguese and learned where it came from (similar to how Spain conquered Spanish speaking regions, the Portuguese conquered Brasil and parts of Africa). We compared and contrasted the words 1-10. Then, we learned about where capoeira came from to prepare us for our capoeira workshop in P.E.
La maleta
The great mystery of the washing machine.
This week we reviewed the clothing that we had learned last week with some fun and interactive games and worked on a conversation that we will use again as they go through security at our "airport" to Perú. We presented our characters/made-up person to the class. We continued with our maleta (suitcase) project and will finish it by Wednesday of next week.
This week we reviewed the clothing that we had learned last week with some fun and interactive games and worked on a conversation that we will use again as they go through security at our "airport" to Perú. We presented our characters/made-up person to the class. We continued with our maleta (suitcase) project and will finish it by Wednesday of next week.
3-7 de diciembre
This week we were able to finish our preparations for Perú. We acted out a clothing story, made our own characters (mini project) and played several games to review the clothing words. We began making our maletas (suitcases) and will finish in the next couple weeks. We won't have Spanish on December 13th due to the concert rehearsal.
26-30 de noviembre
This week we focused on our families some more and did skits. We shared our work with another classmate. We started to learn a new song "Danza Kuduro". FInally, we wrote a reflection page about who we would like to go to Perú with. Next week we will be packing up our maletas...and heading out to Perú shortly!
Canciones (Songs we have learned)
Los días de la semana
lunes, martes, miércoles TRES
jueves, viernes, sábado SEIS
domingo SIETE
Los meses (to the tune of We will Rock You)
enero, febrero, marzo, abril
mayo, junio, julio
agosto, septiembre, octubre, noviembre
finalmente diciembre
En la selva
En la selva
la inmensa selva
No ruge el león
Compañero estate tranquilo
Que duerme el león
AWIMBODE --AWIMBODE …
AWIMBODE –AWIMBODEO AyAyAy
Cielito Lindo (México)
Coro:
Ay Ay Ay Ay canta y no llores
Por que cantando se alegran
cielito lindo los corazones
La Bamba (México)
Para bailar La Bamba
Para bailar La Bamba
Se necessita una poca de gracia
Una poca de gracia
Para mi, para ti, ay arriba, ay arriba
Ay, arriba arriba
Por ti seré, por ti seré, por ti seré
Baila bamba Woooo
Baila bamba Chiquichiquichiqui
Baila bamba 1,2,3
Danza Kuduro (Mix of cultures…Angola Africa)
Las manos arriba
Cintura sola
Da media vuelta
Danza kuduro
No te canses ahora
Que esto solo empieza
Mueve la cabeza
Danza kuduro
el 12-16 de noviembre
We continued working on speaking only Spanish in our classroom and continued working on expressing our name, age and birthdays in written form now that most students can say it independently in front of the class. We worked on looking at families and our family tree and wrote about ourselves and our family members. It could be our real family or an imaginary family. We also noticed that the form we use to say I am 10 years old (Tengo 10 años) is different than the form to say He or she is 10 years old (Tiene 10 años). We are still working on understanding how verbs work.
Hablamos español
This week we focused on speaking, repeating and practicing LOTS of español. Rules of speaking only Spanish have been more strictly enforced (with students more actively reminding each other...ESPANOL...No inglés). We are diving into a new classroom routine highlighting conversational practice and presentation (once we learn enough we will use it on our trip to Perú). This week we reviewed and practiced the structures of ¿Cómo te llamas? ¿Cuántos años tienes? and ¿Cuándo es tu cumpleaños. We learned a months of the year song as well and had fun inventing our own identities to talk about in Spanish.
El día de las brujas (Halloween)
This week we reviewed our "La bamba" skills and looked at vocabulary words to share what we are for Halloween. We learned important words and symbols in Día de los muertos in Perú. We compared and contrasted what we know about Halloween and traditions in the USA with the traditions of Day of the dead in Perú. We saw a quick video about what it looks like on Day of the Dead in Lima, Perú. We tried pan de muerto and went to different stations to learn about what else people do for Day of the dead.
Conference Week
This week we started to learn a new song "La bamba". We are learning about different instruments in Spanish and using them in our music making. We started to explore Perú with google maps and google earth. Many students made interesting observations.
Perú
We continued with stations about Perú. 1- Edit and fix some of the work we've already done 2- Music station 3- Journal station to reflect on time and temperature difference 4- Peru map 5- Flight and hotel plans
We continue to learn the song "Cielito Lindo" from Mexico. We will continue to learn a new song every 1 to 2 weeks to reflect on meaning, new vocabulary and cultures outside of our focus of study (Perú).
We continue to learn the song "Cielito Lindo" from Mexico. We will continue to learn a new song every 1 to 2 weeks to reflect on meaning, new vocabulary and cultures outside of our focus of study (Perú).
Perú: El transporte
We continued our adventure by making our map to show where we are and where we are headed. We discussed which mode of transportation would be best for going from Madison to Lima, Perú. The most popular modes were montar en bicicleta (bike) and avión (plane). We noticed that there was no time difference from Madison and Lima, Perú! We also noticed a large difference in temperature that we have concluded is due to Peru being close to the equator and Lima being on the costa (coast) con playas (beaches). We noticed that other places that we will visit, Iquitos and Cusco, are in the selva (jungle) and montañas (mountains), so they are usually cooler. We will continue to monitor these differences. Next week we will discuss our different plans for arriving in Perú and we will look up costs of our transportation and our route between cities within Perú. We will look at the landscape of Perú and see if there is anything that we should be concerned about...especially if we plan on biking.
Vamos a Perú
That's right! Our Pond has decided that we are off to Peru. We began our adventure this past week deciding on where we were going and filled out our tedious paperwork to prepare our passports. We practiced our numbers so that we can begin our journals soon by writing the date in Spanish, counting and describing the things that we see. We will have a slight focus on activities we can do there and the money we will use to pay for it as we start our unit because students expressed much interest in building math skills and working with numbers. We will also compare and contrast the temperature over time. We begin each class with a song. This is the song we learned this week.
En la selva:
En la selva, la inmense selva no ruge el león. Compañero estate tranquilo que duerme el león. Awimbawey ....AyAyAY
En la selva:
En la selva, la inmense selva no ruge el león. Compañero estate tranquilo que duerme el león. Awimbawey ....AyAyAY
La tercera semana (3rd week)
This week we finished up our skits and presented. We focused on proper etiquette in the Spanish classroom and the purpose of thinking and working outside of our comfort zones sometimes. Because of their field trip, the Lake only had Spanish once. Students should have a crossword and practice to help introduce them to our first unit, Peru and the Amazon (numbers, animals, landscape, art, opinion stating, what we like vs. other like to do).
La segunda semana (The 2nd week)
This week we began with our review unit related to "Yo". We were able to have introductory skits, we added additional details that we wanted to express about ourselves and we talked about where we come from and where Spanish comes from.
-Buenos días/Buenas tardes/Buenas noches
-¿Cómo te llamas? Me llamo __________.
-¿Cómo estás? Estoy ________. (bien, mal, más o menos)
-¿Cuántos años tienes? Tengo ____ años.
-Adiós/Hasta luego/Hasta mañana/chao
-Buenos días/Buenas tardes/Buenas noches
-¿Cómo te llamas? Me llamo __________.
-¿Cómo estás? Estoy ________. (bien, mal, más o menos)
-¿Cuántos años tienes? Tengo ____ años.
-Adiós/Hasta luego/Hasta mañana/chao
La primera semana (The 1st week)
We only have two class sessions, but we will get to know each other and the language that we should use to talk to one another. We will establish our classroom rules together and begin to talk about how Spanish is important in our Wingra community. Our first unit will be "Yo" me. We will learn about how to present ourselves, Things that we like, things that we'd change about the world. From there we will "go on a trip" to a country that the students choose.