Homework for Wednesday: New Song: El Yerbatero. All students received print out of song. Have it with you each day. Replacement songs available in Documentos/Songs.

Thursday: Storytelling and Second Semester Syllabus with assignment to have parent/guardian email stating they have read it.

Monday: All students created cards in Spanish as practice for Valentine’s Day vocabulary. Cards were exchanged today. Grade= all or nothing. The vocabulary is located here, and you should be able to comprehend the phrases on a matching EXAM tomorrow, along with the EXAM on La Despedida, por Yankee Daddy.

This exam will be more challenging than the usual song test as you have been listening to the song for 7 days and each night for a week and a half. Questions: Approx. 40 Matching

Tuesday-2-14: Elefante Blanco y Cambio de Tarjetas de San Valentin.

Miercoles: EXAM y Canción Nueva (El Yerbatero)

SONG  OF  THE  WEEK:  A new Daddy Yankee La despedida song has been placed in documentos  ←(Click )for you. This version is Spanish only, in the correct order.

Use your handout you were given in class for the English translations. Copy of class handout: click here

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PREPARE   NOW  FOR  ACTIVITIES  NEXT  WEEK

Bring Supplies for Tarjeta de San Valentin, Monday. It is the only day you will have to work on card. Card is an assignment, for which you create, in Spanish, a card for the student’s name you draw on Monday. You will leave the card in the classroom, according to the period no. yours should be delivered to. You will receive your card on Tuesday-created by a student that drew your name.

Elefante Blanco on Tuesday at request of the students. Find something to wrap (do a respectful job of wrapping) that you would like to re-gift, or make, or purchase a LOW-COST ($1) item.

EXAM Wednesday over Dia de San Valentin vocabulary and La Despedida. If you are singing the song at home every night and singing in class you will do well on the exam. Look over Valentine Vocabulary document here (as well as Word format or PDF format if this jpeg does not open for you), to study for vocab section of EXAM.

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Storytelling on Thursday

Day One: Alternative Assignment-For students without permission to view this Non-rated film: Go to the library and look for statistics on immigrants to the United States from Central and North America. Note, on paper, the data that you find that is interesting to you. Make several notations about the information that you find. Title for this assignment: Alternative to Which Way Home

For students in class, as you watch the film, make notations about the following:

Day 1: Which Way Home

1. Who is the movie about-in general?
2. Why are they leaving?
3. Who are they-specifically?
4. Where are they going, or trying to go?  WHY?

Day 2 for students in class: continue with the same questions above.

Day 2: Alternative assignment for students going to the library:

Watch this video http://www.pbs.org/frontlineworld/watch/player.html?pkg=704_crimes&seg=1&mod=0            There will be 3 segments for you to watch. Answer these questions after watching the video. Add this work to the answers from questions you did for Day 1. Do not turn in until the class if finished watching document. Title for this assignment: Alternative to Which Way Home

QUESTION a: What is the one sure way to cross the border illegally?

QUESTION b: What is a load house?

QUESTION c:  Describe a way that so many illegal immigrants can cross the border

QUESTION d: What is a typical amount of money that illegal immigrants might pay to cross?

QUESTION e:  List some reasons that pressure for corrupt border officials exist

QUESTION f:  How has increased numbers of Border Patrol officials changed things along the border?

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Lyrics to current song in Spanish-click on the following link:

La Despedida—por Daddy Yankee

La Despedida Spanish Only

If you lost, or still need a permission slip, get it here. Documentary will continue Tuesday, and Wed. Bring signed slip to stay in room or work on alternative assignment in library after checking in with Dr. Cogburn for roll and a pass to library.

Students began giving quick recitations of “How much wood would a woodchuck chuck …” today, in Spanish-the first two lines. See post from last week for the rhyme. Rubric for grading can be found here.

Total points 18 in Speaking category (12% of overall grade)

Documentary began in some classes today. Those student without permission slips to view went to library to work on an Alternative Assignment.

Those in class are looking for answers to the following questions while viewing the film: For questions click here→  This/These notes will be due when documentary is finished.

3 things are Due Monday:

• The following two lines memorized~

A ¿Cuánta madera masticarí­a una marmota,

si masticaría madera una marmota?

• Be able to define

1. madera- wood

2. masticar- to chew

3. marmota- marmot, or groundhog

• Permission slip to watch movie

Today-Tuesday finals for periods zero, 1, and 3. Wednesday finals for periods 2, 4, and 6 are scheduled.

Spanish 2 classes testing over “el capítulo 2-El mono y la vaca” focusing on imperfect past tense.

Spanish 1 classes testing over “el capítulo 1-El cuento del gato-cuentos 1 y 2.”

All students receiving a Parent Permission Slip for “Which Way Home” an Un-rated Spanish movie about immigration to be shown next Monday and Tuesday, February 6 and 7. Permission slip must be returned no later than Monday in order to stay in class and watch the film. Those without permission slips will go to library to work on alternative assignment-also on immigration. Dont’ forget your permission slip.

A song grade was given today. Those walking in during the bell, leaving backpacks on their desks, not having a song will notice a 0/3. Those in their seats when the bell rang with desks cleared with ONLY the song in front of them will see a 3/3 grade.

Today: Students read their Vaca Version A Ejer 6 and Vaca Version B Ejer 7 stories (written for homework last night) out loud in English to a table partner in order to prepare for the next activity.

100 word timed write: Students wrote about any topic at in, in a story form, for 10 minutes. The writing will be graded for 5 imperfect-past tense sentences, and the number of words you write and the quality of your writing will be noted as a base-line from which to work for improvement over the second semester. There will be approximately 4 more timed writes, with the last two being five minutes rather than 10.

Students were given a grade for reading and being prepared to read-during the Song Activity at the beginning of the period. Class procedure is  1.  Enter class and prepare desk for song activity. When the bell rings you receive a 3/3  grade if 2. desk is cleared so that 3. teacher can see your working space (backpacks, purses,  books,  electronics,  food or drinks prevent that), 4. song is placed on your table in front of you, and 5. you are looking at it/reading it as the song plays (those looking at other students/ those playing with or  doodling on papers/ those texting or still engaged in turning off electronics/ those digging through their backpacks for the song/  will need to work on Song Activity procedures in order to earn points in the future. Great job to most students today! 

If you misplaced your song, or do not have one yet because you’ve been absent and not printed it, please Print one off for tomorrow

Homework for tomorrow, Thursday:Vaca ejercicio 6 & Vaca ejercicio 7    Directions:  write a story  for Exercise 6 with no fewer than 12 sentences as you look at the cartoon on page 14-(Version A). Write it in story style (a paragraph), rather than numbered sentences. Do the same for Exercise 7, WITH NO FEWER THAN 18 sentences (equates to 3 sentences per box) from the cartoon on page 15 (Version B).

USE THIS OPPORTUNITY TO PRACTICE VERBS like se despertaba, tenía, quería, encontraba, le daba, le cogía la mano del mono,  buscaba, necesitaba, era, había, etc., ¿comprenden? Es muy buena idea porque el examen va a tener verbos en estas formas, ¿verdad?

Tomorrow in class-Thursday, students will be doing a timed-100 word write using verbs in the imperfect-past tense for a Writing Grade.