Spanish I: lesson plans and assignments for 2011 - 12
TUESDAY, SEPT 6, 2011
1. Buenos dias, como te llamas, me llamo
2. seating chart: alphabetize yourself
- fill in from the front of the room
- A B C order, front to back
- only word you can say is your last name
3. attendance
4. graphic organizer: expectations for this class
5. supplies: one pocket folder
WEDNESDAY, SEPT 7
1. repeat Buenos dias, como te llamas? add, Como estas?
2. with partner: make a list of either:
- what we are afraid of or what we don't want in this class
(or)
- what we want to do to learn to speak Spanish
3. Sing: BINGO
4. vocabulary: hola, mucho gusto, adios
5. extra: numbers 1 - 10
THURSDAY, SEPT 8
1. questions: como estas? como te llamas?
2. syllabus: class rules and teacher expectations
3. songs: BINGO and De Que color
4. vocabulary list: greetings and polite responses
FRIDAY, SEPT 9
1. greetings:
- listen and write the English
- then translate back into Spanish
- Como te llamas? and Como estas?
2. with a partner or in group: make a list in English to describe what you
are like
3. geography game online (8 minutes)
"don't gross out the world" activity online (8 minutes)
- - - -
MONDAY, SEPT 12
1. sing BINGO and De que color
2. introduce "yo soy"
- vocab sheet, page 1: adjectives
3. hand made flash cards (to review the words from the above mentioned
vocabulary sheet)
- use as flash cards
- play musical chairs to rehearse word recognition
4. start sentence construction, page 2 of worksheet
TUESDAY, SEPT 13
1. check and go over sentences: yo soy + adjective
2. flash cards: adjectives
- oral review
- introduce "eres tu"
- review masculine vs. feminine adjective
3. start project: "YO"
- draft copy
- photograph each student for project
WEDNESDAY, SEPT 14
1 Project "YO": construction paper, markers, picture, glue, student
compositions about self
THURSDAY, SEPT 15
1. flash cards: review adjectives
2. back to Monday's vocabulary list: with partner do the speed drill
Spanish - English
English - Spanish
3. quiz
FRIDAY, SEPT 16
1. introduce subject pronouns: tu, el, ella
2. introduce (some of the) conjugation for SER:
yo soy, tu eres, ella es, el es
3. worksheet: some translation to Spanish (very little written work)
4. Introduce "Que me quedes tu" by Shakira
- video
- translation of chorus
- sing along twice of first two stanzas
5. Mum ball: review vocabulary
- - - -
MONDAY, SEPT 19:
1. laptop cart is here:
- teacherweb.com
- find these lesson plans
- find links for tutorials and games
TUESDAY, SEPT 20
1. Shakira: que me quedes tu: lyrics, first two lines (or more)
2. hand back last Friday's worksheet on SER and conjugation
- flash cards: subject pronouns
- conjugation review: oral drill
- written work: sentence translation to Spanish
3. Koosh basketball to review vocabulary and verbs
WEDNESDAY, SEPT 21
1. sing Shakira
2. practice quiz
3. flash card review of SER and subject pronouns
4. textbook Y TU?, ser and adjectives
- page 38: read explanation about "SER", focus on singular
- page 41: ex C, done orally
THURSDAY, SEPT 22 OPEN HOUSE IS 6:00 - 7:30 pm
1. review subject pronouns, SER and adjectives
2. test on SER and adjectives
2. sing Shakira
3. activity: basketball or musical chair
FRIDAY, SEPT 23 SCHOOL PICTURE DAY
Period 1: A-M Freshmen
Period 2: N-Z Freshman
Period 6: will have class / Scrabble English and Spanish
- - - -
Monday, 9/26/11
1. hand back vocabulary quiz and go over (Yo soy + adjectives)
2. introduce 12 months: oral and written
3. cut out calendar and 12 small pages to make a mini calendar in Spanish
TUESDAY, 9/27
construction of mini calendar
- staple
- glue months
- write month in Spanish
Period 6: starts worksheet / months
WEDNESDAY, 9/28
1. worksheet with months / celebrations
2. illustrate 3 months in the mini calendar
3. que me quedes tu
THURSDAY, 9/29
1. the five spanish sentences at bottom of WSheet on months
- spanish sentences, fill in the blanks
2. label the five spanish sentences on the mini calendar and illustrate
3. musical chairs: months and holiday
PERIOD 6: supplemental worksheet / wordsearch for months and days
FRIDAY, 9/30
1. students finish their mini calendar
- all months labeled
- each month has an illustration
- there are 5 sentences in Spanish for holidays
2. hand back all worksheets on months
3. test on months: spell in Spanish
4. start numbers 1 - 30
- students receive typed sheet with Spanish words
- oral repetition
- oral drill
5. play BINGO
- - - - -
MONDAY, 10/3
1. numbers 1 - 30: oral review / flash cards
2. Math worksheet:
- read math formulas in Spanish
- answer math equations in Spanish
- review months / exercise on back of math page
3. hand back graded test on spelling of the twelve months
4. sing: Que me quedes tu
TUESDAY, 10/4
1. play BINGO to review numbers 1 - 30
2. numbers review as teacher initiated drill
3. start days of the week: handout
4. start writing dates WORKSHEET
Today is Tuesday, October 4.
WEDNESDAY, 10/5
1. go over and / or continue writing dates
2. activity to review days of the week and dates:
- Koosh basket ball
- musical chairs or other
3. sing que me quedes tu
THURSDAY, 10/6
1. start seasons:
vocabulary list: seasons, days of the week, months
2. flash card game:
memory or slap down or sticky pick up
3. test is tomorrow on / Period 6:
numbers and dates
FRIDAY, 10/7
1. catch up on any activities that have not been done
2. vollyball review
3. test on numbers 1 - 30 and dates
- - - -
MONDAY, COLUMBUS DAY
TUESDAY, 10/11/11
dia de los muertos
- online coloring
- research sheet
WEDNESDAY, 10/12
periods 1 and 2: freshman Readiness testing
sophomore and juniors: PSAT testing
period 6: day of the dead videos / compare and contrast with
Halloween in the USA
THURSDAY, 10/13
cut out skeletons
watch one video for day of dead
FRIDAY, 10/14 (shortened class / homecoming pep rally)
el dia de los muertos: dress and hang skeleton for display
- - -
MONDAY, OCT 17
1. hand back all papers
2. into to "me gusta" + vocabulary for actions
TUESDAY, OCT 18 - SUBSTITUTE TEACHER DAY
1. flash cards: vocabulary for action words
2. project: eight actions that you like
- illustrate and label
- graded as per rubric (in lieu of testing)
WEDNESDAY, OCT 19
1. gustar video
2. new vocabulary: starting with disparar la escopeta
3. oral drill with partner
4. writing new words (or) sentences: student's choice
THURSDAY, OCT 20
1. flash cards: practice vocabulary, practice responding to "te gusta?"
2. timed oral drill with partner to practice vocabulary
3. volleyball: question/answer with gustar
FRIDAY, OCT 21
stay with "gustar", add vocabulary for school subjects
packet with vocabulary list and practice
volleyball
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MONDAY, OCT 24
1. make name tags for skeletons
2. halloween vocabulary and word search
3. sing Addams family Halloween song
TUESDAY, OCT 25
1. Addams family song: review the vocabulary words and sing
2. school subjects: introduce vocabulary for adjectives (description of
school subjects), and write five sentences about
school subjects
3. open book graded work: write down your school schedule
WEDNESDAY, OCT 26
1. using the Addams family Halloween song, students make a game board: draw
the images for halloween and label in Spanish.
2. charades: using the board to cue the answers in Spanish
3. sing the Addams family song to review the vocabulary words: la calabaza,
la fantasma, el esqueleto, etc
4. worksheet: ex A, review the vocab, ex B answer the questions,
collect and credit the work
THURSDAY, 0CT 27
1. practice test: Halloween vocabulary
- English - > Spanish (read and write)
_ Spanish - > English (listen and write)
2. Vote to see how students want testing on Friday: orally is the vote
3. "musical chair" activity to read Halloween words
4. sing Addams family song to review vocab
5. oral drill: Halloween vocab
FRIDAY, OCT 28
1. flash cards with pictures of Halloween items
- oral recall and recital of vocabulary
- sentences with vocabulary
2. finish worksheet: gustar + halloween vocabulary
3. sing Addams family song: halloween vocabulary
4. oral drill of Halloween words
5. test on Halloween vocabulary: administered orally
6. time permitting: que me quedest tu video
---------------
MONDAY, OCT 31
1. hand back graded test on halloween vocabulary
2. students listen to story THE DAY OF THE DEAD
3. contrast Halloween and Day of the Dead
- art / images
- writing
TUESDAY, NOV 1
1. continue with contrast of Halloween and Day of the Dead
- question them about Mexico:
Why do the Mexican people go to the cemetary?
What do they do at the cemetary?
What do they do with the flower petals?
Is this a religious holiday?
- compose Spanish language sentences according to abilities
- collect and credit work a second time for what is added today
2. start vocabulary for "el proyecto de arte" / art vocabulary
- oral pronunciation
- translation
- review of "yo tengo", "yo soy" and "me gusta",
introduce "Yo necesito"
- Periods 1 and 6: write Spanish words 5Xs each to practice spelling
WEDNESDAY, NOV 2
1. introduce subject pronouns: students make the cube and practice
- period 1 writes a review of this
2. vocabulary review: pegamento, tijeras, marcador, papel, cinta, pintura
yo tengo, yo necesito, yo soy, me gusta
3. volleyball review: vocabulary, period 6 does sentences
THURSDAY, NOVEMBER 3
A. cube to practice subject pronouns and SER
B. dictation
1. Ella es mi amiga.
2. Nosotros somos de Wolcott.
3. Tu eres simpático.
4. Ellos son morenos.
5. ¿Eres tú de Nueva York?
6. Sí, yo soy de Nueva York.
7. Mi mama no es profesora.
8. Ella es mama.
9. Él es Freshman.
10. Yo soy de Rose.
To be ser
I am
You are
She is
He is
We are
They are
C. oral practices
FRIDAY, NOVEMBER 4, 2011
continue working with the verb "to be" = ser
1. worksheet: conjugations and 18 sentences, English - Spanish
2. game like activity
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MONDAY, NOVEMBER 7
continue working with the verb "to be" = ser
1. worksheet: Yo soy, tu eres / vocabulary / fill in the blanks
2. start singing Pocahontas "colores en el viento" for Thanksgiving
TUESDAY, NOVEMBER 8
Continue with "to be"
A. worksheet: dates and sentences 7 - 12
1. Christmas is the 25th of December.
2. Independence Day in the US is July 4th.
3. My birthday is Aug 20th.
4. The party is Nov 11th.
5. The New Year is Jan 1st.
6. St. Valentine’s day is Feb 14.
7 Nosotros somos americanos.
8 Ellos son simpáticos.
9 Ella es de Wolcott.
10 yo soy estudiante.
11 Tu eres moreno.
12 El es inteligente.
B. sing "colores en el viento"
C. volley the vocabulary
WEDNESDAY, NOV 9
1. second stanza of "Colores en el viento"
- lyric
- vocabulary drill
- sing
- watch video
2. start Thanksgiving vocabulary:
pages 1 - 2: vocabulary and gustar
3. collect Thanksgiving packet for sub work tomorrow
THURSDAY, NOV 10 SUBSTITUTE DAY (I will be at WFL BOCES)
students complete pages 3 - 5 of Thanksgiving vocabulary
the tree activities include:
page 3: decorate the turkey and write five sentences in Spanish telling
what you like to do on El dia de las Gracias (Thanksgiving)
page 4: copy the five sentences in Spanish and translate to English
Page 5 - 6: draw five pictures for new vocab, label each picture
FRIDAY, NOVEMBER 11 Veteran's Day
-----------------
MONDAY, NOVEMBER 14
1. Pocahontas vocabulary
- Spanish -> English
- add the chorus to the song
- sing / video
2. Dictation: sentences using Thanksgiving and Pocahontas vocab
ANSWER SHEET FOR VOCABULARY LIST / POCAHONTAS VOCABULARY
You believe
You want to possess
You talk
You find
The rock
The plant
The creature
The surprise
The land
All the world = everyone
All territory
A big know it all
1000 surprises
Is alive
Has a soul
Is a being
The wolves
The moon
The lynx
The voice
The mountains
Colors in the wind
Discover
Unite your voice with the mountains
TRANSLATION OF STANZAS 2 and 3 IN THE POCAHONTAS SONG:
You believe that everyone is like you
You talk like a know it all
But walk in the footsteps of another
And 1000 surprises you will find all around.
Did you ever hear the wolves cry to the blue moon?
Or have you seen a lynx smile?
Or unite your voice with the mountains?
And discover the colors of the wind?
ORAL DICATION: students write these sentences in Spanish upon hearing them
read aloud, then translate to English.
1. Yo soy de Nueva York.
2. La roca
3. Tu crees
4. Todo territorio
5. Todo el mundo
6. Las montanas
7. Colores en el viento
8. Tu hablas
9. Como un gran conocedor
10. La luna azul
TUESDAY, NOVEMBER 15
1. questions and discussion:
- Why do the people of planet earth speak different languages?
- Why do we speak English differently within the United States?
2. watch the news video from Romania with Slovakian subtitles
- Which words did you recognize? (very, very few)
- note that Spanish resembles English
- discuss South Seneca School, the Art projects, the traveling teacher
3. make flash cards from Thanksgiving vocabulary list:
- first, go over page one vocabulary from last Thursday (sub day)
- second, go over pages 3 - 6, with teacher typing answers on the
smartboard and students making the corrections
- third, students divide into groups of two people. students make
10 full size flash cards. Each card contains the vocabulary from
page 1: "cenar con la familia", "mirar el desfile de Macy", "cocinar
el pavo tradicional", "celebrar la fiesta nacional", etc
- students are credited for their work making the flash cards
- collect: cards will be used tomorrow in class for an activity
4. Begin graded project: turkey and "Colores en el viento" sheet
- on left side, trace your hand and fill in the drawing to make it
resemble a turkey
- on right side, copy and space five lines from the Pocahontas song
(leave space so that you can write or draw in between the lines
tomorrow)
- collect
NOVEMBER 16, 2011
Students finish graded Thanksgiving/vocabulary project
50%: copy five lines from "Colores en el viento" and either
illustrate each line, or translate to English
50%: Write five sentences about what you like to do for Thanksgiving
on the five 'fingers' of the turkey, and decorate with feathers
THURSDAY, NOV 17
1. "colores en el viento"
stanzas 4-5
WE run along the deer in the woods
We sample the tasty fruit
Discover the richness that surrounds you
Without thinking for a moment of the value $$$$$$$$$$$$$$$$
Brothers and sisters are the river and the rain
Friends we are… as you see
We live happily together
A Fraternal circle that is eternal.
Review English vocabulary:
stanza = lines that are together in a song or poem
Fraternal = brotherly
Eternal = forever
2. review the key vocabulary from the lyrics, especially the words that are
similar to English
3. sing and video
4. vocabulary cards for thanksgiving: "step on it" activity to review
words/phrases for Thanksgiving: "cenar con la familia" list
FRIDAY, NOV 18
1. FINISH translation of "Colores en el viento"
¿Cuan alto el arbol sera?
How tall will the tree be?
If you cut it today, you’ll never know
You will not hear the wolves howl at the blue moon,
Whether your skin is white or brown
We all have to sing to the mountains
And discover the colors in the wind
If you don’t understand what’s here,
It’s only dirt for you
Without colors in the wind for you to discover
2. vocabulary review for "colores"
3. sing and watch video
4. Period 6: helps create the activities for the next class
------------------------------
MONDAY, NOV 21
1. Pocahontas packet:
- coloring
- fill in bubbles with Spanish communication
- vocabulary list: Spanish - English
- matching
- set and label the dinner table
TUESDAY, NOV 22
BINGO with vocab from Pocahontas packet
---------------------------
MONDAY, 11/28/11
1. brainstorm words that they remember for Thanksgiving
El dia de las gracias
El pavo
El desfile
Mirar el desfile
Los parientes
Visitar
Cocinar el pavo
Descansar en casa
La fiesta nacional
La casa de abuela
Viajar
Cazar
La familia
Cenar con la familia
La calabaza
La tarta de calabaza
Me gusta
2. hand back Pocahontas packet, go to page 3
- any 12 words, 3X's each, collect and credit
3. BINGO for review
4. test is tomorrow on Thanksgiving vocabulary
TUESDAY, 11/29/11
1. test on vocabulary for el dia de las gracias
2. start AR verb conjugations: yo and tu forms
WEDNESDAY, 11/30/11 - SUBSTITUTE DAY
students do worksheets on AR verbs in the "yo" and "tu" forms
(worksheets are handwritten)
THURSDAY, DECEMBER 1
1. hand back Tuesday's work on AR verbs
- go over page 4: sentences Spanish - English
- recollect to credit for corrections
2. students use a deck of 32 AR verbs
- play the "i got it" game to read and recognize words
3. periods 1 and 6 take an "open book test" using the deck
FRIDAY, DECEMBER 2
1. students play "MEMORY" type game using 16 of the AR verbs
2. students submit a written list of the 16 AR verbs and the English meaning
3. hand back written work from Tuesday and Wednesday for AR verbs.
Corrections for page 4, Nov 30 (handwritten sheet), resubmit for credit
ANSWERS:
Resubmit on Dec 2
Practicar
Estudiar
Decorar
Descansar
Mirar
Buscar
Cocinar
Cortar
Montar
Me gusta
Yo soy
1. Yo soy de los Estados Unidos.
2. Yo trabajo en clase.
3. Yo practico español.
4. Tú miras el desfile.
5. Tú practicas español.
p. 3
yo miro
tu miras
yo descanso
tu descansas
yo visito
tu visitas
yo monto
tu montas
-------------------------------
MONDAY, 12/5/11
1. AR verb grid from Teacher's Discovery
translation, yo, tu, el/ ella forms + collect
To work trabajo trabajas trabaja
To travel
To talk
To dance
To watch
To take
To sing
To listen
To study
To walk
To swim
To drive
To cut
To wash
To cook
To buy
To hope / to wait
To scream
To terminate / to end
To change
To need
2. volleyball to practice meaning and forms
TUESDAY, 12/6
1. continue working with AR verbs
- add: Nosotros + amos
Ellos + an
2. verb grid: finish page 1, go to "fumar" on page 2
3. active practice of this info:
Period 1: basketball
Period 2: volleyball
WEDNESDAY, 12/7
laptops here:
1. students enter PASS to see their Spanish class grades, and to see grades
in other classes. (I give each student their ID to log in.)
2. internet practice of AR verbs at www.quia.com
THURSDAY, 12/8
1. "battle ship" activity: to practice AR verbs
- two very small boards: one is done in English, the other in Spanish
2. worksheet on AR verb conjugation, all forms:
yo, tu, el, ella, nosotros, ellos
work done together to start the worksheet:
To talk (THESE ARE THE 4 VERBS THAT WE PRACTICE TODAY)
To listen
To play (music)
To draw
I o
You as
She a
He a
We amos
They an
You / your majesty a
You all ya’ll an
Yo hablo nosotros hablamos
Tu hablas
Ella habla ellos hablan
1 Yo hablo por teléfono.
2 Nosotros hablamos español.
3 Ella habla inglés en casa.
4 ¿Hablas tu inglés?
FRIDAY, 12/9
1. sign Christmas cards
2. guided test to see verb endings and sentence construction
- ar verbs
- collect and grade for all classes
3. battleship board #2: AR verbs, in Spanish
4. Period 6 has a spelling bee
--------------------------
MONDAY, DEC 12
1. christmas songs (one day only)
2. ar verb review
TUESDAY, DEC 13
1. go over test on AR verbs (from last Friday / sentences) and collect
2. cut out christmas stocking and glue card to it
3. Christmas vocabulary words - what words do they already know?
translation, practice
WEDNESDAY, DEC 14
1. Cut stocking
2. Glue a card to the top
3. Write 10 sentences in Spanish on scrap paper:
Yo tengo
Yo soy
Yo celebro
Yo cuelgo
Yo adorno
4. Show to teacher
5. Copy sentences neatly on the stocking
6. Graded: 10 pts per sentence upon completion
THURSDAY, DEC 15
1. Periods 1 and 2: finish stocking and writing / graded
2. Period 6: Amsco sheets, AR verb review
FRIDAY, DEC 16
PERIOD 1: Christmas videos: Las posadas, and music
PERIOD 2: Scrabble
PERIOD 6: AR verbs (Amsco I review) and video
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MONDAY and TUESDAY, 12/19 and 12/20
4 stations of activity:
a) Christmas in Spanish speaking countries
b) "Twas the night before Christmas and all through the casa"
c) writing: messages on an angel (in Spanish)
d) reading: story in Spanish with questions
WEDNESDAY, DEC 21
1. review flash cards / christmas vocabulary
2. additional vocabulary for christmas:
- reviews words they already know
- adds new words: el postre navideno, Paz en la tierra, etc
- verb and sentence translations to English
- collect and credit work
3. LOS VILLANCICOS:
- "Must be Santa" with video
- Cascabeles
- Navidad, navidad tra la la la la la la la la (aka: deck the halls)
THURSDAY, DEC 22
1. christmas and other Spanish videos:
Must be Santa w/ lyrics and sing along
gummy bear navidad
Disney Navidad
Feliz Navidad w/ lyrics
Cascabeles
Bazooka bubble gum
Spongebob Navidad (Spanish and English w/ lyrics)
2. Period 6: www.quia.com
Navidad vocabulary matching and word search
---------------------
TUESDAY, JANUARY 3, 2012
1. review christmas vocab
- flash cards
- students read christmas stocking projects
- practice test on vocab
2. pass back vocabulary from before christmas vacation
3. start food unit: flash cards of images
4. quiz is tomorrow on Christmas vocab
WEDNESDAY, JAN 4, 2012
1. quick review of Holiday vocab
2. quiz: Holiday / Christmas vocab
- administered orally
- Spanish to English
3. begin food vocabulary lists (4 pages)
here are the translations for page 1:
I. Name of the restaurant
Don Quijote - literary character
Caves of the Duke –
Giralda (girar - to spin)
weather vane
Iguazu – largest waterfall on the
Planet, Argentina / Brazil
Machu Picchu – lost civilization, Inca Indians, Andes Mountains
Tropical Jungle
5th of Mayo - honor a battle
II. Drinks
Water
Mineral water
Milk
Chocolate milk
Juice
Apple juice
Orange juice
Hot chocolate
Tea
Coffee with milk and sugar
Lemonade
Milkshake
Ground almonds, sugar, ice
III. Vegetables
Salad
Lettuce
Carrot
Celery
Pumpkin
Corn
Tomato
Green beans
THURSDAY, JAN 5
1. two youtube videos: car fire in NRWHS parking lot and
Machu Picchu http://www.youtube.com/watch?v=PUZrjB5f9O8
2. add the translations for the fruits (page 2) and credit student work
3. students start making food flash cards, collect unfinished work and hold
for tomorrow
FRIDAY, JAN 6
1. Hand back vocab quiz on Navidad and go over
2. Add vocabulary for page 2 of foods (meats, fish, soups)
3. Flash cards: students use the food flash cards that they made yesterday
to practice the following expressions in question/answer format.
¿Quieres tu _______________?
¿Quieres ir al restaurante ________?
Yo quiero
¿Te gusta?
¿Te gusta ir ¿
Me gusta
Me gusta ir
¿Necesitas?
¿Necesitas ir ________?
Yo necesito
4. Worksheet: sentences to English. Foods and verbs. Collect for credit.
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MONDAY, 1/9/2012 B day
1. start Dr. Martin Luther King Jr. project
- title
- dates
- glue down one picture
- put at bottom: your name and enero 2012
- hand in
2. Foods vocabulary:
- translations to page 3
- sentence translations
- periods 1 and 6 go over the work
- period 2 begins the work
- collect
TUESDAY, 1/10/2012 c DAY
1. Martin Luther King Jr
- speech (in english)
- famous quotes (in Spanish)
- finish poster, collect, graded
2. flash cards: learn the following vocab words
bebidas, agua, frijoles verdes, batido,
and horchata, limonada, fruta
WEDNESDAY, Jan 11
a. flash cards: review yesterday's vocab and add: zanahoria, te, jugo,
jugo de manzana, cafe con leche y azucar
b. worksheet: reading and vocabulary
- pick the word that does not fit in each category
- draw and illustrate foods for: breakfast and soups
- hand in for credit
c. Period 6: dictation
1. Me gusta la sopa de fideo.
2. Yo quiero la sal, por favor.
3. Me gusta el batido de chocolate.
4. ¿Necesitas tú la mostaza?
5. Las albóndigas son buenas.
6. La sandia es mi fruta favorita.
7. Las gambas son un pescado.
8. Las manzanas son de North Rose.
9. La piña es de Hawaii.
10. El bizcocho es un postre.
THURSDAY, JAN 12
a. flash cards:
- review yesterday's vocab
- add new words: huevos, pan, fresa, pina, naranja, cereza
b. WORKSHEETS: these are the answers to today's worksheet
1. Ensalada
2. Te
3. La galleta
4. Huevos
5. Albóndiga
6. Chorizo
7. Pimienta
8. Apio
9. Sandia
10. Me gusta
1. Huevos, pan, pan tostado, cereal, tocino, chorizo
2. Pera, pina, manzana, naranja, sandia, banana, fresa, melon
3. Jamon, tocino lechuga y tomate, hamburguesa, queso, pollo
4. Hamburguesa, ensalada, papas fritas, pescado frito
5. Manzana, naranja
6. Manzana, naranja, crema de cacahuete, dulces
7. Papas fritas, hamburguesa, huevos
8. Papas fritas, huevos, perrito caliente
9. Dulces, chocolate, la tarta, bizcocho, helado
10. Lechuga, tomate, macarronis, patata y mayonesa
c. two videos:
"Me gusta jugo de naranja" and vocabulary for foods "20 words"
FRIDAY, 1/13 SUBSTITUTE DAY
worksheet on foods: identify categories (and) write short menu
-----------------
TUESDAY, 1/17
1. hand back substitute work, go over corrections, credit work
2. cut six food pixs, glue down on mini poster board
WEDNESDAY, 1/18
LAS COMIDAS
Me gusta _________
No me gusta _______
Me encanta ________
Yo odio ___________
YO tengo _______________
Yo necesito _____________
Yo quiero ____________
Mi comida favorita ________
Mi comida preferida _______
Mi desayuno favorito _______
Para una fiesta, me gusta comer ___
Me gusta beber __________
Mi bebida favorita es ________
Mi comida favorita es ____________
Mi bebida favorita es _____________
El desayuno es _________________
Una buena comida es ___________
Una buena bebida es __________
Mini poster:
Six pictures
Six different sentences in Spanish
THURSDAY, JAN 19
1. go over work for sub day - tomorrow
2. volleyball: foods
FRIDAY, JAN 20
substitute day: foods and AR verbs
--------------------
MONDAY, 1/23/2012
SCRABBLE:
- Regular points for English
- Double points for Spanish
- Triple points for a food in Spanish
ABC list:
Spanish foods to English
- Example:
- A = apio (celery)
- B = batido (milkshake)
- C = carne (meat)
TUESDAY, 1/24
We go over pages 1 - 3 of substitute work from last Friday.
Here are some of the answers:
exercise B:
1.Me gusta el cereal / los huevos /el pan tostado / el tocino
2.Me gusta el pollo / la hamburguesa / las albondigas.
3.Mi favorita comida es ____________.
4.Mi favorita bebida es _____________.
5.La manzana es roja.
La cereza es roja.
La sandia es roja.
La pera es verde.
La manzana es verde.
La naranja es anaranjada.
exercise C:
la horchata
El café
La limonada
El agua
El te
El batido
La leche
La gaseosa
exercise D:
el helado
La tarta
El chocolate
El flan
Los dulces
El bizcocho
La galleta
exercise E:
1.Me gusta el helado.
2.Yo quiero ___________
3.Yo necesito el azúcar para el café.
4.El café es una bebida.
5.La mantequilla es para el pan.
6.La gaseosa es un refresco.
7.La cereza es roja.
WEDNESDAY and THURSDAY, JANUARY 25 and 26
computer investigation: UN RESTAURANTE
Look for AND print the following information:
-Address and phone number
-Print one or two pictures of this restaurant
-Print a menu or a list of food items for this restaurant
-When the price is listed as “$”, find the monetary unit used in this
country. Example: Euros, Pesos, Pesetas, Sucres, etc.
-Find a description of the restaurant: What makes it special? How is it
advertised? Does it offer a special atmosphere? What type of people go to
this restaurant: tourists, locals, meat lovers, vegans, vegetarians.
-Is there anything special about the location of the restaurant: near a
museum, park, tourist area?
-Is there a unique aspect of the restaurant: music/dance, historic building,
outside dining, location, cliental, low prices/good food, high
prices/exclusive dining?
------------------------
MONDAY, JAN 30, 2012
graded poster project: el restaurante
TUESDAY, JAN 31
1. poster presentation (10% of the grade for the poster)
2. food vocabulary: text book Y TU
page 213- 215: oral drill and worksheet, sentences with "Hacer" and
"gustar"
WEDNESDAY, FEB 1
Periods 1 and 6: go over sentences using "hacer" plus food
Period 2 and 6: volley ball to practice the vocabulary
THURSDAY, FEB 2
1. review "hacer" = to make
hago, haces, hace, hacemos, hacen
2. review foods
Periods 1 and 6: written practice
Period 2: volleyball
3. Ground hog day videos
FRIDAY, FEB 3
Period 1: review of foods and all vocab for this year: volleyball
Period 2: don Quijote cartoon and volleyball
Period 6: hand back and go over corrections for test on hacer + foods
retest is Monday
------------------
MONDAY, Feb 6
Period 1 and 2: hand back quiz on hacer + foods, and go over
Period 6: retest on hacer and foods
2. review verbs that we have covered: hacer, tener, ser, gustar, AR verbs
- flash cards
- yo forms
- related vocabulary
3. introduction to "ir" (to go)
- song "Las ruedas en el coche"
- vocabulary
- story "los ninos van a la escuela"
- illustrate the four paragraphs of the story
TUESDAY, Feb 7
1. "the wheels on the bus" song
- WHy are we singing this song???
answer: to practice the verb "to go"
- how do you say "to go" in Spanish?
answer: "ir"
2. page 3 of "the wheels on the bus" worksheet
PERIODS 1 and 2: illustrate and label lyrics to the song
PERIOD 6: illustrated and labeled what happened in the story
"Los ninos van a la escuela" (the verb "to go")
3. new vocabulary: places (that we go)
introduce vocabulary #1 - 8
(el centro -> la panaderia)
practice vocabulary and review with volleyball questions
also, review lyrics to song
WEDNESDAY, FEB 8
1. "las ruedas de coche" to review va and van
2. the verb IR
Yo voy
Tú vas
Él / ella va
Nosotros vamos
Ellos van
3. A = to
A la escuela
A+el colegio al colegio
4. sentences from 16 new vocab, page 1 of worksheet
1. Yo voy al centro.
2. Yo voy al centro comercial.
3. Yo voy a la tienda.
4. Yo voy al almacen.
5. one semester love song: la biblioteca
6. volleyball review
THURSDAY, FEB 9
Periods 1 and 2: "las ruedas del coche"
All classes: finish rehearsal of vocabulary words for places:
el centro -> el hotel
All classes: pages 2 - 3 of exercises to practice words for places:
fill in blanks, true false, translate Spanish -> /English
Period 6: page 4: translations from English -> Spanish
Vas tu a la iglesia?
Vas tu a la biblioteca? etc
practice: a la ______________
al ______________
FRIDAY, FEB 10
1. volley: places
2. page 4: sentences Eng - Spanish (I go to the bus stop....
3. Period 1 and 2: videos
Period 6: vocabulary test
----------------
MONDAY, FEB 13
1. valentine vocabulary:
el amor vs amar
el abrazo vs abrazar
16 vocab words
2. little card:
Para ___________
de _____________
and short message in Spanish
3. Black History Month word search
4. PERIOD 6: ir + a + infinitive
Yo voy a pagar.
La profesora va a salir.
Nosotros vamos a estudiar.
Yo voy a tomar el autobús.
Nosotros vamos a comer en casa.
Ellos van a pasear por el parque.
Ellos van a dar el regalo.
Yo voy a comprar la pizza y la gaseosa.
Yo voy a estudiar.
Yo voy a pagar.
Yo voy a tener.
Yo voy a llegar
Nosotros vamos a vender.
Nosotros vamos a esperar.
Nosotros vamos a buscar.
Nosotros vamos a conducir.
TUESDAY, FEB 14
heart / message
WEDNESDAY, FEB 15
valentine vocabulary: flash cards and list
Scrabble
THURSDAY, FEB 16
Valentine "hunt": vocabulary and clues
word search
FRIDAY, FEB 17
1. review for vocabulary quiz on Valentine words:
- musical chair reading activity
2. quiz on vocabulary
3. Music video: English speakers performing in Spanish
- Spice Girls, Justin Timberlake, Cristina Aguilera
- also Shakira
-------------
MONDAY, Feb 27
1. brainstorm words students already know to describe the classroom:
Rojo
Blanco
Anaranjado
Grande
Profesora
Estudiante
Pizarra electrónica
Libro
Diccionario
2. give vocab list: el estudiante -> el mapa
3. oral reading of list
point to object and ask either / or in Spanish
ask Que es esto?
4. written work: (collect and credit for today's class)
a) Write them 5Xs in Spanish (OR)
b)Draw a picture and label in Spanish.
5. start direction words, and ask questions using the new vocabulary
el reloj esta a la derecha o a la izquierda de los estudiantes?
TUESDAY, FEB 28
Periods 1 and 6:
1. hand back valentine vocab test and go over it
2. practice "es" vs "esta"
- classroom vocabulary: either / or questions
- asking directions and locations orally: either / or, information
- worksheet: classroom items English - Spanish, Fill in the blank
with es or esta, translations Spanish - English, and short composition
Period 2: begins directions / locations
- oral drill only
WEDNESDAY, FEB 28
Periods 6
1. verb grid: ser, estar, and AR verbs
Yo soy, tu eres, ella es, nosotros somos, ellos son
Yo estoy, tu estas, ella esta, nosotros estamos, ellos están
Yo hablo español un poco.
¿Trabajas mucho?
¿Estudias mucho?
Yo soy de Nueva York.
Yo estoy en Nueva York.
Trabajamos en clase.
La bandera es roja, blanca y azul.
La bandera esta a la derecha de los estudiantes.
2. page 2 of sala de clase vocabulary
PERIOD 1 and 2:
activity with sala de clase items and locations
Period 1 and 6
page 2 of classroom vocab
THURSDAY, MAR 1
1. Periods 1 and 2: mini chalkboard to practice classroom vocab
2. quiz on classroom vocab: administered orally (spell and translate)
3. draw and label class room items from page 2
4. Period 6: also does worksheet on SER vs ESTAR
- vocabulary (two columns)
- sentences: pick the verb, conjugate
FRIDAY, MAR 2
1. go over page 2 of classroom vocabulary
2. group SCRABBLE: to spell out classroom items
3. Period 6: ser vs estar worksheet continued from yesterday and
blue and yellow "spiral" activity to review vocabulary for
SER vs. ESTAR
---------------
MONDAY, MARCH 5
1. construction of pop up book
and label front cover
2. class room vocabulary:
- flash cards
- musical chairs activity: time permitting
TUESDAY, MARCH 6
All classes: finish the art for the St. Pat's pop-up book
Period 6 creates the vocabulary list:
Ireland Irlanda
Irish los irlandeses
March 17 el diecisiete de marzo
Green verde
Orange anaranjado
shake el batido
Shamrock el trébol
Parade el desfile
Potato la patata
Cabbage el col
Ham el jamon
Carrot la zanahoria
Rainbow el arco iris
Gold el oro
Pot el caldero
Leprechan el duende
WEDNESDAY, MARCH 7
1. vocabulary lists for St. Patrick's day
2. sentences:
Muchos irlandeses viven en los estados unidos.
Los irlandeses americanos celebran el diecisiete de marzo.
El diecisiete de marzo es el día de Santo Patricio.
El jamón, la col, las patatas, y las zanahorias son la comida irlandesa
tradicional.
Hay desfiles en los estados unidos en el día de Santo Patricio.
Hay un desfile grande en Syracuse en el día de Santo Patricio.
McDonald’s vende el batido de trébol.
El trébol verde es el símbolo del día de Santo Patricio.
Hay un caldero de oro al fin del arco de iris.
(credit both)
THURSDAY, MARCH 8
Pop up book:
Graded (in lieu of a test)
16% made the cover, put in the pop ups
number the pages
84% 12 sentences in Spanish
Me gusta
Yo tengo
Yo soy
Yo celebro
FRIDAY, MARCH 9
Period 1: Irish vocabulary: flash cards and volleyball
Period 2: brief review of Irish vocabulary, music videos, geography game
Period 6: Irish vocabulary: flash cards, fill in blank, true/false
---------------------
Monday, March 12
Period 1 and 2: Irish vocab: fill in blanks and True/False
Period 6: AR verb sentences
TUESDAY, MARCH 13
Period 1: shamrock
Period 2: shamrock and Irish worksheet from yesterday
Period 6: go over AR verb sentences (from yesterday) AND make shamrock
WEDNESDAY, MARCH 14
1. vocabulary list "la sala de clase" (list #2)
2. start ABC book for "La sala de clase" (this will be sub work for tomorrow)
THURSDAY, MARCH 15 SUBSTITUTE TEACHER
ABC book: "la sala de clase"
1. vocab word
2. English translation
3. sentence in Spanish
4. illustration/draw a picture to represent the word
FRIDAY, MARCH 16 - no school / conference day
-----------
MONDAY, 3/19
- oral review of class room vocab
- ABC book, we do K, X, W and Z together
- periods 1 and 2 work on book, period 6 finishes the ABC book
TUESDAY, 3/20 SUBSTITTUE DAY (WFL BOCES)
worksheet: la sala de clase, sentences
WEDNESDAY, 3/21
Periods 1 and 2:
brainstorm vocab and finish ABC book
Period 6:
- tic tac toe activity: review
- 2000 proficiency reading comprehension
- go over substitute work from yesterday
THURSDAY, 3/22
1. las fallas de Valencia: St. Joseph celebration
- construction
- burning
- street views (2)
2. go over work from Mar 20 sub day:
- la sala de clase vocab
- present tense verbs / sentence construction
FRIDAY, 3/23
Periods 1 and 2: "La sala de clase" Scrabble (credited)
Period 6
1 Conjugate verbs:
Yo
Tu
El
Nosostros
Ellos
TENER = to have
SER = to be
CAMINAR = to walk
2 Translate to Spanish.
I have a book.
We have Spanish class.
I am a student from NRW.
Where are you from?
I walk to school.
She walks to the cafeteria.
(and) vocab review: Koosh and mum ball
Both classes: students are reminded about ABC book that was graded
----------
MONDAY, MARCH 26
1. color bunny
2. In English, write 6 descriptions of the bunny
3. Spanish vocabulary list: focus on 6 words/expressions
el conejo
las orejas grandes / largas
la nariz rosa / rosada
los huevos
los huevos de chocolate
la cesta de Pascua Florida
4. Discussion: the state of Florida (history and meaning)
5. vocabulary words:
- oral drill and repeat
- 5Xs each in Spanish, collect and credit
TUESDAY, MARCH 27
1. finish translation and practice of Easter words from page 1 (of packet)
2. page 5: word seach
- first they search
- then they share the location of words
- translate and practice the words
3. verb review:
TENER yo tengo, nosotros tenemos
SER yo soy, nosotros somos
DAR yo doy, nosotros damos
CELEBRAR yo celebro, nosotros celebramos
- oral drill of sentences
- student take note of verb formations
- collect the Easter packet for use in tomorrow's class
4. extra time permitting: mum ball to practice words
WEDNESDAY, MARCH 28
substitute date
review of 6 verbs and sentences about Easter
THURSDAY, MARCH 29
1. make flash cards for Easter vocabulary
2. go over sub work:
Yo celebro
Nosotros celebramos
Yo tengo
Nosotros tenemos
Yo soy
Nosotros somos
Yo recibo
Nosotros recibimos
Yo espero
Nosotros esperamos
Yo doy
Nosotros damos
To celebrate
To have
To be
To receive
To hope / to wait
To give
C. we wait for the bunny.
Easter is the 8th of april.
Easter is on Sunday.
I like chocolate eggs.
I receive many chocolate eggs from the bunny.
We give chocolates to little kids.
I have a basket for the eggs.
We celebrate Easter.
We have a vacation from classes.
D.
Yo tengo la cesta para la pascua florida.
Nosotros tenemos los huevos de chocolate.
Nosotros celebramos la Pascua Florida en la clase de español.
Yo soy Freshman.
Yo soy el conejo.
Yo tengo las orejas grandes.
Nosotros esperamos el conejo.
Nosotros damos los huevos a los niños.
Nosotros damos la cesta de Pascua Florida.
Feliz Pascua Florida.
Me gusta la vacación de Pascua Florida.
¿Tenemos nosotros la vacación?
FRIDAY, MARCH 30
1. cut out easter egg: label name, collect
2. start movie: UNDER THE SAME MOON
- What do you already know about Mexicans who come to the USA to work?
- brief overview of intro to movie
Period 1: ends at 22 minutes
Period 2:
Period 6:
--------------------
MONDAY, APRIL 2
"under the same moon"
Period1: stop at tomato picking / raid
Period2: stop at saved by woman
Period6: stop at laundromate
TUESDAY, APRIL 3
"under the same moon"
Period 1: stop at wedding / dance
Period 2:
Period 6:
WEDNESDAY, APRIL 4
P1: What you learned about rights of illegal immigrants
P2: How you felt watching this story
P3: Would you have left Mexico as Carlos did? Why or why not?
THURSDAY, APRIL 5
easter egg hunt and decorate easter egg
-----------------
MONDAY, APRIL 16
1. lottery: select a spanish speaking country
2. computer lab: find info and/or pixs to design a T-shirt that you would
buy if you visited the country. (collect print outs)
TUESDAY, APRIL 17
1. using a pattern from Susan Stricker anti-coloring book: design the t-
shirt that you would buy
2. BINGO: easter vocab
WEDNESDAY, APRIL 18 in computer lab 711
1. 8 facts about the country that you are studying
2. post information on BLOG
- the country
- what you learned
- how you designed the t-shirt
3. extra time: look at pictures on teacherweb, look at Blogs, look at
online lesson plans
THURSDAY, APRIL 19
1. put information about the country on the t-shirt
2. begin "el, la, los, las"
- explanation
- oral practice
- worksheet
FRIDAY, APRIL 20
1. presentation of culture / t-shirt project
2. definite article practice: written work
-------------------------
MONDAY, APRIL 23
1. go over page 2: Definite Article and vocabulary
The numbers
The rules / the rulers
The magazines
(the) Spanish
The physical education (gym)
Sciences
History
The men
The ladies
The marker
The markers
The genius
The genius
The stores
The collections
The song
The songs
The dad
The mom
The hour
The erasures
The paintings
The classes
The buses
The bus
The bike
The days
The calculator
English
El ingles / los ingleses
The computer
The schedule
The man
The man
The women
The (school) subjects
The Geography
High School / Secondary School
The days of the week
The city
The cities
The hand
The hands
The dictionary
The books
The clocks
The notebook
The art
The French el frances / los franceses
The auto / car
The car
The cars
2. start "Un mundo ideal" song
TUESDAY, APRIL 24
1. "Un mundo ideal" song
- focus on vocabulary and definite article (the word "the")
- worksheet: fill in "el/la, los/las" and translate
- focus on 1st stanza of the song
- repeat each line
- vocabulary: Span -> Eng, and Eng -> Span
- watch video
- choice: sing along (or) read as you listen
2. geography game (5 minutes, in a.m. class only)
WEDNESDAY, APRIL 25
1. vocab for "Un mundo ideal"
- flash cards
- worksheet: fill in the blanks
La canción
El horizonte
El mundo ideal
Vamos a volar
Yo puedo
La princesa
El aliento
deslumbrante
- oral drill
- videos: with lyrics and without
2. geography game (Per 1 & 2)
3. Period 6: review for final exam
- months
- sentences: about self and about school
- translations
- reading / multiple choice
THURSDAY, APRIL 26
1. "EL MUNDO IDEAL" song: fill in the blanks
Yo te QUIERO ensenar
Este MUNDO esplendido
Ven PRINCESA
y deja a tu CORAZON sonar.
Yo te puedo mostrar COSAS maravillosas,
Con la MAGIA de mi ALFOMBRA vamos a volar
Un mundo IDEAL será fantástico ENCONTRAR
Nadie que diga no,
O adonde ir
A aquellos que SE AMAN
Un MUNDO IDEAL tan deslumbrante y NUEVO donde ya vi a subir, con CLARIDAD
Que ahora en UN MUNDO IDEAL ESTOY
2. watch video with lyrics
3. drill vocabulary orally
4. volleyball to practice the vocabulary
FRIDAY, APRIL 27
Periods 1 and 2: three choices of activities
- scrabble
- geography
- volleyball: la clase, santo patricio, mundo ideal vocabulary
Period 6: verbs ser, tener, and venir
- conjugations
- oral drill
- fill in the blanks
---------------------
MONDAY, APRIL 30
"cinco de mayo"
- what do you already know?
- the falseness of 'independence day'
- battle of Puebla
- time line: Spanish then the French
- computer lab: answer questions, look at pictures, time line
TUESDAY, MAY 1
packet of four activities:
1. notes and coloring
2. word search
3. write a post card
4. math
WEDNESDAY, MAY 2
1. cinco de mayo poster / art project
2. start packet of four activities for cinco de mayo
THURSDAY, MAY 3
Morning classes: cinco de mayo activities
Afternoon class: vocabulary for cinco de mayo and translations
FRIDAY, MAY 4 substitute day
review vocabulary for school: flash cards and sheet for translation,
cut and put cards into vocabulary sheet
---------------
MONDAY, MAY 7
Morning classes: review school vocab (worksheet, flash cards and volleyball)
Afternoon classes: review cinco de mayo vocabulary and sentences, and
school vocabulary and flash cards
TUESDAY, MAY 8
1. review "to have" and school vocabulary: flash cards
2. dictiation: five sentences to practice the same vocab
3. vocabulary quiz: school, tener, cinco de mayo
WEDNESDAY, MAY 9
irregular verbs: tener, ser, venir, poder, querer, ir
sentences and comic strip
THURSDAY, MAY 10 SUBSTITUTE DAY
worksheet: school subjects and irregular verbs
- word scramble
- word search and English translation
- sentences
FRIDAY, MAY 11
1. go over sub work (above)
2. Period 6: also plays mum basket ball to review vocabulary
-----------
MONDAY, MAY 14
period 1 and 2: numbers 1 - 90, and BINGO
period 6: interrogative words
a) brainstorm (credited)
b) powerpoint presentation on interrogatives
c) worksheet from internet: interrogatives (credited)
TUESDAY, MAY 15
Period 1:
TUESDAY, MAY 15
introduce vocabulary words for camping:
- hand out sheet
- go over what they already know
- write in the translations
- cut out the 9 squares with the "bear camping"
- label the back of the 9 squares in Spanish
- oral drill: teacher lead "Quien tiene?"
- oral interactive drill with partner
- students make and envelop, put the 9 cards and the vocab list
in the envelop and hand it in
Period 2
BINGO game in Spanish
Period 6
1. do AMSCO I worksheet on interrogative words, page 205,
exercises A 2. introduce vocabulary words for camping:
- hand out sheet
- go over what they already know
- write in the translations
- cut out the 9 squares with the "bear camping"
- label the back of the 9 squares in Spanish
- oral drill: teacher lead "Quien tiene?"
- oral interactive drill with partner
- students make and envelop, put the 9 cards and the vocab list
in the envelop and hand it in
3. BINGO one game in Spanish
WEDNESDAY, MAY 16
vocabulary for camping
- teacher led review / oral drill
- "inner / outer circle" activity: student based learning / speaking
THURSDAY, MAY 17
1. go over sub work for tomorrow
2. camping test: period 1 and 2 (orally) period 6 (written)
3 Period 6: verb selection and formation
FRIDAY, MAY 18 - substitute day
review packet: dates, seasons, colors, interrogatives, verbs, holidays
greetings, composition
------------
Monday, May 21
1. go over sub work:
Yo soy de Nueva York. Yo hable inglés. Yo no bailo bien. Me gusta la
televisión. Erin es mi amiga. Yo tengo la clase de español. Mi familia es
grande. Yo quiero una vacacion.
Mi escuela es NRW. La escuela es grande y está en Wolcott. Hay muchos
estudiantes. Nosotros estudiamos español. Tenemos exámenes finales en dos
semanas. Hay una piscina. Hay deportes. No me gusta la escuela porque es
difícil y hay mucha tarea (menos en la clase de español).
2. period 6: hand back test on camping and go over
TUESDAY, MAY 22
Periods 1 and 2: start lucha libre
- video
- reading
- answer a question
Period 6: review camping and verb conjugations
WEDNESDAY, MAY 23
Periods 1 and 2: Lucha Libre mask construction
Period 6:
1. vocab for camping
- flash cards
- oral sentences
- written sentences
- volleyball
Yo compro un saco de dormir.
Yo quiero comprar un saco de dormir.
Yo tengo una cacerola.
Yo tengo una navaja.
Ella tiene las cerillas.
¿Dónde esta la mochila?
La mochila es verde.
Tú necesitas dos lámparas de bolsillo.
Me gusta la tienda nueva.
2. retest tomorrow on camping and questions
THURSDAY, MAY 24