This syllabus link explains how Spanish 2 will work for the remainder of the year.
All assignments and tasks should be accessed and submitted through Teams. I will also post some of the guidelines here, but this is a limited platform.
Outline of assignments and dates: If you prefer supplemental information in the format of our traditional chapter packets, follow the specific lesson links below.
Tasks 1-3: April 20-May 1 (lesson 5)
Task 1:
lesson_5_task_1_pdf.pdf
Editable: task_1_merged_with_key.docx
Task 1 Assessment
Task 2:
lesson_5_task_2_pdf.pdf
Editable: task_2_merged_with_key.docx
Task 2 Assessment
Task 3:
editable: task_3_merged.docx
Tasks 4-6: May 4-May 15 (lesson 5+ lesson 6)
Tasks 7-9: May 18-May 29 (lesson 6)
Tasks 10-12: June 1- June 12 (lesson 7)
To prepare for the next phase of online learning, please be sure of the following:
1. you/your student’s email has been updated with the registrar ([email protected]).
2. you/your student has logged in to vhl central (directions on my website)
3. you/your student has logged into Microsoft Teams. This can be done by logging into your Issaquah onedrive through Office365. Teams has pre-created folders for each student and all classes, so this will be a streamlined way to submit and revise work compared to emailing. I have attached the district’s letter explaining how to access Teams if you would like further instructions. Many courses are planning to use Teams for the duration of closure (and perhaps longer) so it will benefit students to familiarize themselves ahead of time.
4. once logged into Teams, complete the sample assignment by Friday PM.
Thank you to all of you who have opted to continue working on Spanish these last few weeks! It has been wonderful to see this motivation. It is not too late to submit any of the materials posted on my “school closure” pages.
Remember, teaching, learning, and grading of new material will begin on April 20th, and I will post assignments before this so you can get a head start if you choose.
- Lección 5 Chapter Packet
Lección 5 Chapter Packet KEY- vocab practice
Download File - vocab practice KEY
Download File - yellow participles adjectives sheet
Download File - yellow participles adjectives sheet KEY
Download File - practice quiz ALL vocab and nosotros commands
Download File - practice quiz ALL vocab and nosotros commands KEY
Download File - practice quiz nonexistent and participles
Download File - practice quiz nonexistent and participles KEY
Download File - Lección 5 study guide
Download File - Cap 5 study guide KEY
Download File - Practice with map
Download File - socrative practice quiz PDF version
Download File - Visit Online Review for games and activities!
teacher_email_to_students_for_getting_into_and_joining_teams.docx | |
File Size: | 534 kb |
File Type: | docx |
Activities/learning plan: week of 4/6/20 to 4/10/2020
A. Make absolutely certain you are able to access VHL online. Instructions can be found on your level's main page.
B. Go to Spanish Animal Project Page
C. Follow the links to read and learn about some animals that are endangered, then choose one that interests you most.
D. Send me an email or audio clip of your learning in Spanish. Answer at least 5 of the questions 1 through 7, and be sure to answer 8.
Ejemplos: Es muy triste que ________________________
Recomendamos que ________________________
Dudo que ________________________
Es interesante que _______________________
B. Go to Spanish Animal Project Page
C. Follow the links to read and learn about some animals that are endangered, then choose one that interests you most.
D. Send me an email or audio clip of your learning in Spanish. Answer at least 5 of the questions 1 through 7, and be sure to answer 8.
- A. ¿Cómo se llama el animal? / What is the animal called?
- ¿Dónde vive? Where does it live? (specific parts of the world.)
- ¿Cómo vive? How does/did it live? In groups, single, family, etc?
- ¿Qué tipo de ambiente es ideal para el animal? What type of climate does it need to survive?
- ¿Qué le gusta comer? What does it like to eat?
- ¿De qué colores es el animal? What colors is the animal?
- ¿Por qué está en peligro de extinción? What is/are the reason(s) that the animal/plant is endangered /already extinct? / When did it become extinct?
Ejemplos: Es muy triste que ________________________
Recomendamos que ________________________
Dudo que ________________________
Es interesante que _______________________
Activities/learning plan: week of 3/27/20 to 4/3/2020
Español 2: Contact me to make up/retake any assessments.
A. Send another email to me in Spanish OR use your phone to answer the questions in a voice memo audio file, and email me the clip. Please note that the questions are slightly different, and note the following: At the end, use at least 2 subjunctive keys to comment on the current situation. After a subjunctive KEY, you must be sure you have a new subject and that you have flipped the ending.
Correct: No me gusta que/ Es malo que no tengamos escuela.
Incorrect: No me gusta que/Es malo que no tengo escuela.
¿Qué hiciste durante esta semana sin escuela? ¿Hiciste algo diferente esta semana que la semana pasada? ¿Qué programa, juego, o libro les recomiendas a otros amigos? ¿Encontraste una actividad nueva? ¿Cuál fue tu parte favorita y menos favorita de la semana? Por fin, usa por lo menos 2 llaves del subjuntivo para comentar.
(What did you do during this week with no school? Did you do something different this week than last week? What program, game, or book do you recommend to friends? Did you find a new activity? What is the best part and worst part of this time? Use at least 2 subjunctive KEYs to comment on the current situation.)
B. Be sure you have completed the following to wrap up lesson 4:
C. Choose one of the following articles based on your interest/proficiency. This activity is best completed in small groups, so if you and a classmate want to choose the same one so you can work on it together via zoom or facetime, you may enjoy it more. The goal is not to translate word-for word, but rather to get the main idea(s) from each paragraph and gain meaning for the whole article in that way.
1. Article 1: (BASIC) insect_reading_rev.docx or Article 2: (CHALLENGER!) apps_for_sustainability_reading_rev.docx
2. Before you read, refer to the table with questions on the last page of the article to help you anticipate what to read for
3. Type in your answers (in Spanish) and send me an email with the following: which article you chose (insectos or apps) and your answers to each question from the chart (can be in the chart or typed separately in the body of the email).
A. Send another email to me in Spanish OR use your phone to answer the questions in a voice memo audio file, and email me the clip. Please note that the questions are slightly different, and note the following: At the end, use at least 2 subjunctive keys to comment on the current situation. After a subjunctive KEY, you must be sure you have a new subject and that you have flipped the ending.
Correct: No me gusta que/ Es malo que no tengamos escuela.
Incorrect: No me gusta que/Es malo que no tengo escuela.
¿Qué hiciste durante esta semana sin escuela? ¿Hiciste algo diferente esta semana que la semana pasada? ¿Qué programa, juego, o libro les recomiendas a otros amigos? ¿Encontraste una actividad nueva? ¿Cuál fue tu parte favorita y menos favorita de la semana? Por fin, usa por lo menos 2 llaves del subjuntivo para comentar.
(What did you do during this week with no school? Did you do something different this week than last week? What program, game, or book do you recommend to friends? Did you find a new activity? What is the best part and worst part of this time? Use at least 2 subjunctive KEYs to comment on the current situation.)
B. Be sure you have completed the following to wrap up lesson 4:
- study guide for Lec. 4 Exam
- Check answers on study guide answer key
- Email me your final score on the study guide: ( ___ out of 66)
C. Choose one of the following articles based on your interest/proficiency. This activity is best completed in small groups, so if you and a classmate want to choose the same one so you can work on it together via zoom or facetime, you may enjoy it more. The goal is not to translate word-for word, but rather to get the main idea(s) from each paragraph and gain meaning for the whole article in that way.
1. Article 1: (BASIC) insect_reading_rev.docx or Article 2: (CHALLENGER!) apps_for_sustainability_reading_rev.docx
2. Before you read, refer to the table with questions on the last page of the article to help you anticipate what to read for
3. Type in your answers (in Spanish) and send me an email with the following: which article you chose (insectos or apps) and your answers to each question from the chart (can be in the chart or typed separately in the body of the email).
Activities/learning plan: week of 3/20/20 to 3/27/2020
Español 2
A. Each week, send me an email in Spanish answering the following questions:¿Qué hiciste durante esta semana sin escuela? ¿Con quién(es) pasaste mucho tiempo? ¿Qué actividad te gusta hacer y qué actividad te molesta hacer? ¿Cuál fue tu parte favorita y menos favorita de la semana? ¿Qué parte no te gusta? ¿Tienes una rutina nueva? Por fin, usa una llave del subjuntivo para comentar.
(What did you do during this week with no school? Who have you spent a lot of time with? What activities have you enjoyed and what activities bother you? What activity can you no longer do that you enjoyed? What is the best part and worst part of this time? Do you have a new routine of some sort? Use a subjunctive KEY to comment on the current situation.)
B. Finishing Lección 4 (la naturaleza)
If you're interested in seeing what's coming up next, feel free to explore these options.
C. Beginning Lección 5 (la ciudad)
A. Each week, send me an email in Spanish answering the following questions:¿Qué hiciste durante esta semana sin escuela? ¿Con quién(es) pasaste mucho tiempo? ¿Qué actividad te gusta hacer y qué actividad te molesta hacer? ¿Cuál fue tu parte favorita y menos favorita de la semana? ¿Qué parte no te gusta? ¿Tienes una rutina nueva? Por fin, usa una llave del subjuntivo para comentar.
(What did you do during this week with no school? Who have you spent a lot of time with? What activities have you enjoyed and what activities bother you? What activity can you no longer do that you enjoyed? What is the best part and worst part of this time? Do you have a new routine of some sort? Use a subjunctive KEY to comment on the current situation.)
B. Finishing Lección 4 (la naturaleza)
- Review chapter 4 vocabulary (quizlet, kahoot)
- review subjunctive Keys +non-keys and how to use/form subjunctive (quizlet keys) (quizlet for usage)
- Complete listening practice page (answers are on second page) by using these 2 clips: escuchar_1_logico.mp3 and escuchar_2_slogans.mp3
- Complete study guide for Lec. 4 Exam
- Check answers on study guide answer key
- For any section of the study guide that you are uncertain of, email me or collaborate online with a classmate for clarification.
- Let me know if you plan to take or retake any assessments during this time.
If you're interested in seeing what's coming up next, feel free to explore these options.
C. Beginning Lección 5 (la ciudad)
- Access warmup slides here (vocab associations and videos)
- Access/save chapter 5 packet (En la ciudad).
- Brainstorm vocabulary words in Spanish that you already know that correspond to the various places in the city. (ejemplo: banco = dinero…)
- Study 2 vocabulary sets on quizlet: Lec 5 vocab (almost all terms) and words to help identify places.
- Once proficient in the new vocabulary, complete pgs. 2 through 5 of the chapter packet (vocabulary practice ) and check answers.
- Read pg. 11 of chapter packet (participles) and try practicing on pgs. 11 and 12.
- Complete quizlet on participles and continue practicing on pgs. 11 through 14.
- Check answers to participle practice on answer key.