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CURRENT HOMEWORK DECEMBER 21, 2009 7TH AND 8TH GRADE CLASSES: PLEASE REMEMBER TO BRING YOUR COSTUMES FOR THE POSADA AND TREATS FOR THE POSADA PARTY AFTERWARDS! 6TH GRADE: Study for your Vocabulary test on Monday. DECEMBER 14-18, 2009 ALL CLASSES: The Unit 5 Vocabulary test will be this Thursday. Your vocabulary cards are due on Monday and will be checked off then, but will not be collected so that you will be able to study from them. BRING YOUR VOCABULARY BOOKS TO CLASS ALL THIS WEEK. The Spanish "Our Father" is due on February 5th. All students must have it thoroughly memorized and ready to present for an oral grade on that day. DECEMBER 7-11, 2009 ALL CLASSES: You will have your test on the Christmas "starred" words on Monday. You should also still be studying the Spanish phrases, all Spanish notes, and memorizing the "Our Father" for your February recitation. DECEMBER 1-4, 2009 ALL CLASSES: Please remember that the second half of the Spanish phrases test will be on Tuesday when you return to school. You will be given the words or phrases in English and will have to write them in Spanish. Also, remember to bring your Spanish textbook all this week. NOVEMBER 23 -25, 2009 ALL CLASSES: The first half of the Spanish phrases worksheet test will be this Tuesday. The second half of the test will be the day we return from Thanksgiving break. You will be given the words or phrases in English and will have to write them in Spanish. Also, please bring your Spanish books to class. Anyone bringing food projects for Monday morning should take them to Mrs. McKnight in the cafeteria before school starts if they need to be refrigerated. 6th Grade: Please remember to bring yarn to make our God's Eyes projects for Christmas. Any color is fine and a skein of yarn will be enough. If anyone has any popsicle sticks, we would welcome those, too. NOVEMBER 16-20, 2009 ALL STUDENTS: ORAL RECITATIONS OF THE SPANISH "GLORY BE" AND SPANISH PROJECTS ARE DUE MONDAY, NOVEMBER 16TH. (The Glory Be is listed below if you have lost the words.) ALL STUDENTS: Bring your vocabulary books to class this week as we are working on Unit 4 for Wednesday's test. Remember, all students are required this 9-week period to do the vocabulary cards for study and extra credit (for 8th graders, any students who received C or lower on the Vocabulary grade must make the cards for study and extra credit.) We will do oral recitations and oral presentations of Spanish projects this week only as time allows. NOVEMBER 9-13, 2009 ALL STUDENTS: Study and KNOW the phrases list. Also, study all of the school words (there are about 50 of them, so really study!) ALL STUDENTS: On Thursday, we will begin Unit 4 of Vocabulary. You may study ahead on the words, but please don't do any workbook pages yet. BRING YOUR VOCABULARY BOOKS TO CLASS!!!!!! ALL STUDENTS: Please remember that both your 2nd 9 weeks project and your next recitation (the Glory Be) are due on November 16th. That is less than one week away now, so get started! The Spanish "Glory Be": Gloria al Padre y al Hijo y al Espiritu Santo, como era en el principio, ahora y siempre y por los siglos de los siglos. Amen" NOVEMBER 2-6, 2009 ALL STUDENTS: Please remember that both your 2nd 9 weeks project and your next recitation (the Glory Be) are due on November 16th. That is less than two weeks away now, so get started! Students should be studying the Spanish phrases paper for this week and next. That is your homework, so please spend some good time on it. Also, please review the school Spanish words as we will be working with those, too. On Thursday, November 12th, we will begin Unit 4 in English vocabulary, so please bring your vocab books to class then. OCTOBER 26 - 30, 2009 ALL STUDENTS: DUE ON THURSDAY, OCTOBER 29TH: Answer the four questions from the lesson on bullfighting. 1. "When in Rome, do as the Romans do." Write about a situation where you did as others do for acceptance or to learn something. 2. Where would you "draw the line" at doing something different from your culture or beliefs? 3. How can you handle something tactfully if it's a cultural issue with which you disagree? 4. When should you actually fight to end something you strongly disagree with from another culture? ALL STUDENTS: Please check Gradebook to see if you are missing any work (tests, projects, recitations, etc.) If so, see Miss Marshall on Monday. Grades go in this week! ALL STUDENTS: The quiz on weather and date dialogue will be on Tuesday or Wednesday, as time permits. Please be prepared to both write and speak your answers. 7TH AND 8TH GRADES: Students should bring their Spanish books to class until further notice. We will be working in Unit 2. Also, bring your Spanish notebooks with you. OCTOBER 19 - 23, 2009 ALL STUDENTS: The oral recitation of "Hail Mary" in Spanish will be on Monday, October 19th. Be prepared to have it memorized very well and ready to present to the class. GRADE 8: Your vocabulary test on Unit 3 words will be (in part) on Monday, October 19th, and will be completed on Tuesday, October 20th. GRADES 6 AND 7: Your vocabulary test will be on Tuesday, October 20th. OCTOBER 12 - 16, 2009 ALL STUDENTS: We will have the spelling and vocabulary tests on Unit 3 on Monday, October 19th and Tuesday, October 20th. Be prepared! Some of you need to get some good grades on these tests! ALL STUDENTS: Please remember that your oral recitation for the Spanish version of "Hail Mary" is due on October 19th. You have one week still to get ready! 7TH GRADE: The Unit 2 vocabulary and spelling test will be on Monday, October 12th. 6TH AND 8TH GRADES: Your spelling and vocabulary tests for Unit 2 will be on Tuesday, October 13th. Do not bring Spanish books to class until I let you know to do so, as we will be working with vocabulary and spelling for several weeks. OCTOBER 5 - 9, 2009 ALL STUDENTS: Remember that the Spanish recitation of "Hail Mary" is due on October 19th. You have only two weeks left to get it memorized. Please remember to turn in any signed tests and makeup work. 7TH GRADE: Your English vocabulary test on Unit 2 will be on Monday, October 12th. We will begin Unit 3 on Tuesday. 8TH GRADE: The English vocabulary tests on Unit 2 will be given on Tuesday, October 13th. We will begin Unit 3 on Wednesday. GRADE 6: Your English vocabulary test on Unit 2 will be on Tuesday, October 13th. We will begin Unit 3 on Wednesday. SEPTEMBER 28 - OCTOBER 2, 2009: 7TH AND 8TH GRADES: Have your workbook pages ready to turn in on Thursday at the beginning of class (pages 24 and 25.) Any student receiving a 70% or less on a test is being asked to do makeup work to help bring up his score. Please see Ms. Marshall if you receive such a score. 7th and 8th grade Spanish projects are due September 28th. Students should be ready to present them orally to the class whenever called upon. This week, we will begin working with Unit 1 of the English vocabulary. Continue to bring your Spanish books to class, though, as we will work with Spanish as we have extra time. Continue to study your Spanish notes 15 minutes daily! 6TH GRADE: Your Spanish vocabulary test will be Friday this week. We will also begin working with Unit 1 of the English vocabulary this week. Continue to study your Spanish notes 15 minutes daily! SEPTEMBER 21 - SEPTEMBER 25, 2009: 6th Grade: Test on Wednesday on the 20 school vocabulary words. You must know them in Spanish and be able to spell them in Spanish, also. All grades: Memorize the Spanish version of "Hail Mary" for October 19th. The oral recitation will count as a test grade. All students: Continue to study your Spanish notes for 15 minutes DAILY! Grades 7 and 8: The first 9 weeks project is due on September 28th. Grades 7 and 8: Bring your Spanish textbook to class. We will be working with conversation and dialogues this week. Also, if you are scheduled to present your first project this week, be ready to do your oral presentation! SEPTEMBER 14 - SEPTEMBER 18, 2009: Grades 7 and 8: Students should continue to study for their daily Spanish quizzes on the Level I review vocabulary. Also, continue to work on your Spanish projects. All projects are due by September 28th. GRADING of Grades 7 and 8 SPANISH PROJECTS: All projects must meet the “intent” of the assignment – to thoroughly inform the class about the aspect of the culture you have chosen for your project. Reports should be in depth and detailed so that the subject is not discussed in merely a general manner, but will provide enough information to truly inform the students. Reports should display real effort in research, preparation, and presentation to be worthy of the highest grade. Any written report WITH a "physical" project may be one type-written page in length; all other reports should be a minimum of two type-written pages. Written sections of the report must be written in the student’s own words. Writing copied from other sources will not be accepted. Written reports should be typed; reports should be hand printed ONLY if no computer and printer is available. All work must be neat and legible. Standard Times New Roman or Calibri font in size 10 should be used and should be 1 1/2 or double spaced. Reports are due on the day for which they are scheduled and will only receive full credit on the due day. After that, the grade will be lowered one grade each day until it is submitted. The oral presentation of the report will also be graded. Presentations should be approximately 5 minutes in duration unless previous arrangements are made with the teacher. Grade 6: Students should study the Spanish alphabet, which we will be using extensively this coming week. Also, continue to study 15 minutes nightly all Spanish notes from class. 6-1 will have their Spanish spelling "quiz" on Friday this week. 6-2 will have theirs on Thursday this week. Students will have their Spanish vocabulary test on the 20 school words on Wednesday, September 23rd. WEEK OF SEPTEMBER 8 - SEPTEMBER 11, 2009: All Spanish classes will have a test on Tuesday, September 8th, on the 21 Spanish-speaking countries and their capitals. Also, 6th graders have their flag projects due on Tuesday. 7th and 8th graders: Study your level I vocabulary list for the Spanish quizzes which will be given daily beginning on Wednesday, September 9th. 10 words and/or phrases will be on the daily quizzes. WEEK OF AUGUST 32 - SEPTEMBER 4, 2009: Please read for your individual grade assignment and ALSO for the combined grade assignments. Grade 6: Begin studying new Spanish vocabulary presented in class. 6th Grade Spanish project: Students will make flags representing the Spanish speaking countries they have selected. Written reports must accompany the flags. Each written report must be at least one side of a paper and must be typed or neatly printed. An oral report will also be presented to the class. The oral report may be read or delivered with notes. Date due: September 7th, 2009 (Hard copies due on the 7th; oral reports must be ready by the 7th, but will be presented in class as time allows. Flag specifications: The assigned flag should be at least 8 ½ by 11 inches, but should not exceed 11 by 13 inches. Flags should preferably be made of colored construction paper (card stock). If you do not have that material, you may use other paper and color it brightly. Any designs on the flag should be done by hand, not printed from the internet. Written report: The written report must be written in complete sentences and in paragraph form. Information must include details about what the flag represents, the capital city, the population, and five other interesting facts about the country, its people, or its culture. Oral report: The report will be presented orally in class. Students may read the report or may speak from notes. Students should follow basic public speaking skills; speaking should be at a volume which can be heard clearly throughout the room, speech should be clearly enunciated, and eye contact should be maintained throughout the speech. Grading: Three grades will be given for the project: one for the flag, a second for the written report, and a third for the oral presentation. Grades 7 and 8: Please review your Spanish vocabulary from the worksheets you receive on Monday. YOU WILL BE TESTED ON 10 WORDS EACH DAY FROM THE LIST! We will be building on that vocabulary, and it is essential that you know it. If you still have your Spanish notebooks from last year, bring them to class on Monday. Also, bring your Spanish notebooks to class every day. ALL GRADES 6,7, AND 8: All grades will be working to learn the continents, countries, and capitals of the 21 Spanish-speaking countries for our culture unit this week. The test on the countries and their capitals, as well as the identification of the countries on the map, will be on Tuesday, September 8th. REMEMBER: ALL STUDENTS ARE EXPECTED TO STUDY A MINIMUM OF 15 MINUTES EACH WEEKNIGHT. SPANISH PROJECTS 2009-2010 These are special projects to be completed in English, unless otherwise noted, that will enrich student knowledge of Hispanic culture, which is part of our Spanish curriculum. See Ms. Marshall first to secure approval for your project and to agree upon a completion date. (A detailed description of your project proposal should be given to her in writing, along with your full name and the date the proposal was submitted.) Choose from the following list of possible projects or write a proposal of your own for a project. All projects must be completed in report form, written thoroughly, and typed or neatly written to be worthy of a high grade. The “weight” of the grade will also depend upon the length and depth of the reports. Please bring two copies of any written reports, one for me to keep for future classes. (Tandem projects explanation) GRADING of SPANISH PROJECTS All projects must meet the “intent” of the assignment – to thoroughly inform the class about the aspect of the culture you have chosen for your project. Reports should be in depth and detailed so that the subject is not discussed in merely a general manner, but will provide enough information to truly inform the students. Reports should display real effort in research, preparation, and presentation to be worthy of the highest grade. Written sections of the report must be written in the student’s own words. Writing copied from other sources will not be accepted. Written reports should be typed; reports should be hand printed ONLY if no computer and printer is available. All work must be neat and legible. Reports are due on the day for which they are scheduled and will only receive full credit on the due day. After that, the grade will be lowered one grade each day until it is submitted. SPANISH PROJECTS LIST FOLLOWS: 1. (Cuisine) Choose a traditional food from a Hispanic country. Explain why it is a traditional food, when it is eaten (for a special holiday or as an everyday food), list the basic ingredients, and tell basically how it is prepared. Bring the food, along with proper utensils, to class for the students to sample the dish. Refrigeration and reheating arrangements must be made with the cafeteria staff. (Examples: Spanish yemas, flan, paella, torta, sangria) Try to select foods which may not be commonly known already by most students. 2. We have become a global society, and it is now possible to find Spanish writing everywhere. Find examples of instructions, product descriptions, recipes, etc. in Spanish. Copy the Spanish writing and translate them to the best of your ability. When possible, bring the items to class to show the students. Read some of the Spanish and your translations to the class. 3. (Geography/Science) Did you know that there are many interesting seasonal and “equatorial” differences between North and South America? Describe the differences in seasons between our continents. Explain some of the equatorial differences and how they work differently in the two continents. Hint for equatorial differences: http://www.rampantbooks.com/south_america_travel_tips/water_circle_clockwise_s outhern_hemisph ere.htm After researching this hint, find more on your own! 4. (Culture/Religion) Attend the annual Spanish mass in December at St. Paul’s Cathedral in Oakland. Write a personal eyewitness report of the event to share orally with the class. Include information on the program of activities performed during the mass and your impressions of the total event. (Reactions to your “immersion” into Hispanic culture, the choice of music and instruments played during the service, the costumes worn, the attitude of the priests throughout the service and processions, differences in the Hispanic and American attitudes of worship, interactions with Hispanic worshippers at the reception, etc.) 5. (Culture) Interview a person of Hispanic background and learn all that you can about his experiences as a Latino. Is the person a first generation Latino American, has his family been here for many generations, or is he new to the country? What have his experiences been in America as a Latino? Does he ever experience any difficulties being Hispanic in the U.S.? What are the best and worst experiences of being Hispanic in the U.S.? Present both a written and oral report of your interview. Include your personal reflections to what you learn from the interviewee. (If you need help locating a person to interview, I may be able to offer some ideas or contacts for you.) 6. (Music/Literature/Entertainment) Select a well known composer, artist, poet, author, or entertainer from one of the Hispanic countries and prepare both a written and oral report for the class. Include a sample of the person’s work, such as photos of art work, a poem to be read to the class, a literary excerpt, an audio clip of music to listen to, etc. 7. (Culture) Learn “The Language of the Fan” and its fascinating history. Explain the history and present a demonstration of the “language of the fan” to the class. Be prepared to demonstrate the moves and explain their meanings. 8. (Poetry/Music) ) Memorize a poem or song in Spanish other than those required in class. Recite the work to the class and explain what the words or lyrics mean. 9. (Dance) Learn about the traditional dance of one of the Hispanic countries and prepare both a written and oral report. Demonstrate the dance, if possible, or at least enough of the steps to give students an idea of how it is performed. (Spanish Flamenco, Argentine Tango, Merengue, Mambo, Salsa, Samba, Rumba, Cha cha, etc.) 10. (Culture) Prepare both a written and oral report on some cultural aspect from one of the Hispanic countries. (The family, views on education, traditional way of life, special holidays observed in that country, typical clothing worn, etc.) (Spain: tapas bars, times for meals, marriage traditions in the past, the Gypsy culture, flamenco costumes, bullfighting, the “battle” over Gibraltar. Mexico: educational opportunities according to social classes, the “quincinera.”) 11. (Travel/History) Prepare a collection of photos or posters of castles from Spain. Write brief histories of the individual castles. Prepare a presentation of the pictures and histories for the class. 12. Present a collection of objects from Hispanic countries to show to the class. Be prepared to tell about the objects in detail. (Collections can include samples of money, jewelry, crafts, toys, clothing, stamps, etc.) 13. (Travel) Visit a travel agency and gather information about one particular Hispanic country. Read the information to glean the most interesting details about the country’s history, places to visit, activities to try, etc. Prepare both a written and oral report. 14. Report on a product of one of the Hispanic countries and prepare both a written and oral report on how that product is made or used. (For example, Damasquinado jewelry from Spain is beautifully crafted by artisans. Describe the process to make Damasquinado and show photos of some of the jewelry.) 15. (Geography) Select one of the Hispanic countries and create a map of the country showing the most important land formations (mountains, rivers, jungles, etc.), where the capital and second largest cities are located, which countries or bodies of water border it, etc. The map should be large enough and detailed enough for students to clearly see the important features. 16. (History/Science) Prepare both a written and oral report about the mystery of Easter Island. 17. (History/Science) Create a presentation of photos of the Easter Island statues. 18. (Science) Prepare both a written and oral report about the Galapagos Islands. 19. (Architecture) Prepare both a written and oral report about the architecture of the Alhambra in Granada, Spain or La Mezquita in Cordoba, Spain and how it reflects Spain’s history. Include pictures, if possible, or show photos from books. 20. (Architecture) Present a collection of photos demonstrating the very unusual style of architectural design of Gaudi in Barcelona, Spain. Write a brief description of some of his more famous buildings. 21. (Humor) Find two Spanish jokes and tell them to the class. Explain them in English. Teach some of the more common words to the class. Try to translate your favorite joke in English into Spanish. (The jokes must be acceptable for the school setting.) 22. (Art) Present both a written and oral report on one of the famous Spanish artists: El Greco, Velazquez, Goya, Dali, or Picasso. Include photos of his different styles. 23. (Art) Present both a written and oral report on the Prado Museum in Madrid, Spain and some of its famous paintings. 24. (Art) Present both a written and oral report on The God’s Eye. What is the story behind the craft? What traditions are to be followed in making the craft? 25. (Art crafts) Design and create some LARGE God’s Eyes following the traditional method for display in the classroom. 26. Find some unusual facts about any of the Hispanic countries. Prepare a written report and orally present some of the most interesting ones to the class. 27. (Poetry/literature/women) Prepare both a written and oral report on writer/poet Gabriela Mistral and the important role she played in the history of Hispanic women in literature. 28. Prepare both a written and oral report on Olvera Street in Los Angeles. 29. Find out more facts about Dia de los muertos from the Olvera Street page and other sites. Instruct the class with information which we didn’t discuss previously. Read “Viva el amor eterno” to the class in English. 30. (Cuisine) Prepare both a written and oral report on Mexican “mole” sauce. 31. (Cuisine) Prepare a sample of “mole” sauce or chicken mole for the class. Describe what it is made of and the basics of how to make it. 32. (History) Prepare both a written and oral report on the Incas of Peru and Machu Picchu, the Aztecs of Mexico and Tenochtitlan, or the Mayans of Yucatan Mexico and their amazing achievements. 33. (Sports) Select a famous athlete from one of the Hispanic countries and prepare both a written and oral report to present to the class. 34. (Sports) Prepare both a written and oral report on the importance of soccer in the Spanish-speaking countries. 35. (Sports) Bullfighting in Spain and Mexico: prepare both a written and oral report on the similarities and differences between the sports in the two countries. Include information on the cultural importance of the sport in Hispanic countries, facts about the sport, what happens with the bull, and how and why the sport and popularity of the sport are changing. 36. (Science/History) Prepare both a written and oral report on the ancient artwork in the Nerja, Spain caves. 37. (History/Culture) Research or read the book, In Hiding, about the mayor of Mijas, Spain, Manuel Cortes, who hid for 30 years. Prepare both a short written and oral report to share with the class. (See Ms. Marshall for more info) 38. (Culture/Religion) Prepare both written and oral reports about the Christmas and other holiday celebrations of different Hispanic countries. 39. (Religion/Culture/History) Prepare both a written and oral report on The Way of St. James (the pilgrimage of Santiago de Compostela in Galicia, Spain. 40. Prepare a map detailing the routes of the pilgrimage to the Catedral de Santiago de Compostela in Spain. 41. Go online to Rosetta Stone’s “Shared Talk” site (with parental permission only!) and email IN SPANISH to a peer, someone your age, in one of the Spanish-speaking countries. Print out your conversations and turn in for credit. Conversations should cover cultural discussion (music, differences between your country and your penpal’s, fashion differences, etc.) 42. Write a proposal for a project in which you are interested involving some aspect of life in one of the Spanish-speaking countries. Be detailed in your proposal and include what you feel the value would be to the other students.
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