Spanish @ Heschel
How to start thinking about civil discourse in the classroom?
Julia, Talia, and Aaron give an oral presentation about the decrease of Hispanic population in the United States
Leo presents about Reynaldo Cuevas' case, a Dominican man shot by a police officer after leaving a store
Allie and Dylan talk about the lack of Hispanic moderators in presidential debates
Dani and Jeremy give a presentation about immigration
Alex, Eliana, and Nathan present about sports, education, and technology
September 6-14, 2016
During the first days of classes in Spanish 3, students have reviewed the following: identifying and describing people and things; present tense of ser and estar; articles, adjectives, and agreement; discussing everyday activities; present tense of -ar verbs; present tense of -er and -ir verbs; present tense of tener, venir, and ir; stem-changing verbs (e:ie, o:ue, e:i); preterite tense of regular verbs; preterite of ser and ir, and other irregular preterites; and verbs that change meaning in the preterite.
Students answered questions about their summer vacation; described their family, relative, and friends; wrote a letter to a friend explaining what they do in a typical day and their plans for the weekend using ir a + infinitive and tener que + infinitive; wrote questions about their lives using a list of irregular verbs; and composed a paragraph about what they did last weekend.
Here we see Callie and Jordana acting out a conversation about the first day of classes (Act. 2 El primer día de clases, Descubre 2, p. 2) and students interviewing each other. Ben and Benji and Julia and Joey introduced their classmates to the rest of the Spanish 3 class.
Callie and Jornada acting out a conversation
Spanish 3 students interviewing each other
Ben and Benji talking to the class about each other's activities
Joey and Julia talking to the class about each other's activities
September 6-14, 2016
During the first days of classes in Spanish 2, students talked about what they did in their summer break and studied the verbs saber and conocer. They were also introduced to the indirect object pronouns and the preterite tense of regular and irregular verbs through Shakira's "Antología."
Students did a project with the title ¿Cómo soy yo? (What am I like?) in which they described themselves using at least three physical characteristics, three character traits, and three clothing items with their corresponding colors. They were assessed on these required elements, as well as on noun-adjective agreement in gender and number; spelling, capitalization, and punctuation; and creativity and neatness. Students handed their projects in and, after correcting their Power Point presentations, we all ended up with a class project. Students then added sound to the Power Point slides by recording their presentations orally, as we all make a series of videos of the class.
Students learned the uses of saber and conocer, more uses of the personal a, and other verbs conjugated like conocer. We paid attention to the irregular yo forms of saber and conocer and explained all of the different uses of these verbs. We quickly reviewed the direct object pronouns and started talking about the indirect object pronouns.
September 6-14, 2016
During the first days of classes in Spanish 1, students were introduced to the following: terms for greetings and goodbyes; identifying where one is from; courtesy expressions; and greeting in the Spanish speaking world.
Students learned greetings, farewell, and courtesy expressions, as they explained their meanings, and introduced each other or other people to the rest of the class. Students identified conversations that seemed to be exchanges between friends and which seemed more formal, paying attention to the use of usted vs. tú. They explained situations in which each form was appropriate.
Ethan, Olivia, and Maya correcting a homework assignment
Students completed a listening comprehension activity (Act. 1 Escuchar, Descubre 1, p. 3) in which they listened to a question and statement and chose the correct response, and they wrote words or phrases for different expressions (Act. 3 Escoger, Descubre 1, p. 3), in which they provided the question or statement that would elicit each item. Students also worked with a partner to put together a scrambled conversation in order (Act. 4 Ordenar, Descubre 1, p. 3), and then they acted it out.
Tara and Eli practicing the greetings, farewells, and courtesy expressions
Students also had the chance to work in groups of three to write and act out three different situations:
1. On your way out of class on the first day of school, you strike up a conversation with the two students who were sitting next to you. You find out each student's name and where he or she is from before you say goodbye and go to your next class.
Julian, Jacobo, and Daniel
2. At the next class you meet up with a friend and find out how he or she is doing. As you are talking, your friend Elena enters. Introduce her to your friend.
Maddie, Sarah, and Maya
3. Make up and act out a real-life situation that you and your classmates can role-play with the language you have learned.
Arielle, Maya, and Brooke