Wednesday, February 28, 2018
Study guide and review pages for Spanish 7 test
Follow the link for the review pages. Pages 101-105 are part of the study guide. Use your textbook to complete. https://drive.google.com/file/d/1WApDmkjoHRimxUvU_brEJtqfn3bMBysp/view?usp=sharing
Tuesday, February 27, 2018
VERBS
Present tense of –er and –ir
verbs
- Like the –ar verbs you learned previously,
regular –er and –ir verbs follow a similar pattern in present tense.
- For –er/-ir
verbs, drop the –er/-ir from the infinitive (comer, escribir, etc…) and
add the appropriate ends. The
endings are the same for –er and –ir verbs except for in the
nosotros/vosotros forms.
-er verbs (Present/Regular)
|
yo - o
|
nosotros -emos
|
|
tú -es
|
--------------------------------
|
|
él,ella, Ud. -e
|
ellos,ellas,
Uds. -en
|
-ir verbs (Present/Regular)
|
yo - o
|
nosotros -imos
|
|
tú -es
|
--------------------------------
|
|
él,ella, Ud. -e
|
ellos,ellas,
Uds. -en
|
Thursday, February 22, 2018
Spanish 7 Food Project
PROYECTO DE LA COMIDA
Project due
date: February 28 / March 1, 2018
Congratulations!
Univision (a Spanish-language T.V. channel) has caught wind of what a talented
chef you are. They would like to welcome you and one to two of your chef
friends onto their talk show ¡Despierta, America! But don’t get too excited
just yet, there are several things that you need to do to prepare yourself for
this big break.
1. Introducción
a la comida y el país de origen: You and 2-3 others will research a
dish or beverage from any Spanish speaking region of the world. In
your research, you must find the answer to all the following questions, and
write them in one- two paragraphs using complete Spanish sentences.
a. ¿Cómo
se llama la comida/ la bebida?
b. ¿Cómo
es la comida/ la bebida? (Escribir una descripción detallada)
c. ¿Es
buena para la salud o mala para la salud? ¿Por qué? (¿Qué vitaminas tiene? /
¿Tiene muchas calorías/ mucha grasa?)
d. ¿De
dónde es la comida/ la bebida?
e. ¿Cuáles
son las influencias culturales de la comida?
f. Cite
all sources used to gather information. *We will translate these questions in class!
2. La
receta: After researching a dish, you must write out a 5 (minimum) to
10 (maximum) step recipe telling exactly how one makes this food.
a. If it is a
simple dish, you must expand it to 5 steps.
b. If it is a complicated
dish, you should condense to 10 steps maximum.
c. You must
conjugate each verb in the “yo” or “tú” form.
3. La
presentación: After your research and recipe translation is complete,
you and your group members must write out a script IN SPANISH of what you are
going to say to present your recipe to the world when you are on air. You may
present this in class, or you may record and edit this at home and send it to
Ms. Riordan electronically. There is no limit to how short or long the
presentation is, however it must include the following pieces:
a. A
step-by-step walk through of how you make the dish/ drink.
b. A brief explanation
of where it comes from and the food in that country.
c. Each group
member must have roughly the same number of lines.
d. Some sort
of visual display of the food/ drink being made. (You can use real food for
this part, or you can create props using pictures, play food, etc)
e. All text
must be in Spanish. I will check your
grammar and vocabulary!
CRÉDITO EXTRA: Bring in la comida or la
bebida for the class to try. You can either bring what you
have prepared yourself, or you can buy la comida or la
bebida at a grocery store or Spanish/ Latin American restaurant. (10
points)
|
|
Ehm… (0-69)
|
Más o menos (70-79)
|
Bien (80-89)
|
Excelente (90-100)
|
|
Project Completion
|
Does not complete any of parts
fully
|
One part is completed, OR parts
are not completed according to instructions
|
Two parts are completed, OR
parts are not completed according to instructions.
|
All three parts of the
assignment are completed according to guidelines.
|
|
Writing Portion
|
Barely understood by
teacher. Many errors.
|
Writing portions are understood
with much effort by teacher. Student conjugates some verbs
correctly for context, pays notice to noun-adjective agreement in some cases
and uses some appropriate grammar.
|
Writing portions are understood
with some effort by teacher. Student mostly conjugates verbs correctly
for context, pays notice to noun-adjective agreement and uses appropriate
grammar.
|
Writing portions are easily
understood. Student conjugates verbs correctly for context, pays
notice to noun-adjective agreement and uses appropriate grammar.
|
|
Speaking Portion
|
Barely understood by teacher and
class.
|
Students’ speech is
comprehensible. Many extended pauses. Students take presentation
seriously and present with confidence.
|
Students’ speech is
comprehensible, with extended pauses. Students present with confidence.
|
Students’ speech is natural and
comprehensible, with few extended pauses. students take
presentation seriously and present with confidence.
|
|
Use of class time
|
Student does not work on project
and disrupts classmates.
|
Group needs several reminders to
be productive. Some quarreling.
|
Group mostly uses time wisely.
|
Group is productive during class
time and works well together.
|
*This must be
turned in with the final project. {Food
origin research, recipe, script, visual}
Spanish Language Arts Food Project
PROYECTO
DE LA COMIDA
Project due
date: March 7 / 8, 2018
Congratulations!
Univision (a Spanish-language T.V. channel) has caught wind of what a talented
chef you are. They would like to welcome you and one to two of your chef
friends onto their talk show ¡Despierta, America! But don’t get too excited
just yet, there are several things that you need to do to prepare yourself for
this big break.
1. Introducción
a la comida y el país de origen: You and 2-3 others will research a
dish or beverage from any Spanish speaking region of the world. In
your research, you must find the answer to all the following questions, and
write them in at least two paragraphs using complete sentences.
a. ¿Cómo
se llama la comida/ la bebida?
b. ¿Cómo
es la comida/ la bebida? (Escribir una descripción detallada)
c. ¿Es
buena para la salud o mala para la salud? ¿Por qué? (¿Qué vitaminas tiene? /
¿Tiene muchas calorías/ mucha grasa?)
d. ¿De
dónde es la comida/ la bebida?
e. ¿Cuáles
son las influencias culturales de la comida?
f. Cite
all sources used to gather information.
2. La
receta: After researching a dish, you must write out a 5 (minimum) to
10 (maximum) step recipe telling exactly how one makes this food.
a. If it is a
simple dish, you must expand it to 5 steps.
b. If it is a
complicated dish, you should condense to 10 steps maximum.
c. You must
conjugate each verb in the USTED command form. (textbook p. 259)
3. La
presentación: After your research and recipe translation is complete,
you and your group members must write out a script IN SPANISH of what you are
going to say to present your recipe to the world when you are on air. You may
present this in class, or you may record and edit this at home and send it to
Ms. Riordan electronically. There is no limit to how short or long the
presentation is, however it must include the following pieces:
a. A
step-by-step walk through of how you make the dish/ drink.
b. A brief
explanation of where it comes from and the food in that country.
c. Each group
member must have roughly the same number of lines.
d. Some sort
of visual display of the food/ drink being made. (You can use real food for
this part, or you can create props using pictures, play food, etc)
e. All text
must be in Spanish.
CRÉDITO EXTRA: Bring in la comida or la
bebida for the class to try. You can either bring what you
have prepared yourself, or you can buy la comida or la
bebida at a grocery store or Spanish/ Latin American restaurant. *If
you would like to make the food as part of your in-class presentation please
see me! (10 points)
|
|
Ehm… (0-69)
|
Más o menos (70-79)
|
Bien (80-89)
|
Excelente (90-100)
|
|
Project Completion
|
Does not complete any of parts
fully
|
One part is completed, OR parts
are not completed according to instructions
|
Two parts are completed, OR
parts are not completed according to instructions.
|
All three parts of the
assignment are completed according to guidelines.
|
|
Writing Portion
|
Barely understood by
teacher. Many errors.
|
Writing portions are understood
with much effort by teacher. Student conjugates some verbs
correctly for context, pays notice to noun-adjective agreement in some cases
and uses some appropriate grammar.
|
Writing portions are understood
with some effort by teacher. Student mostly conjugates verbs correctly
for context, pays notice to noun-adjective agreement and uses appropriate
grammar.
|
Writing portions are easily
understood. Student conjugates verbs correctly for context, pays
notice to noun-adjective agreement and uses appropriate grammar.
|
|
Speaking Portion
|
Barely understood by teacher and
class.
|
Students’ speech is
comprehensible. Many extended pauses. Students take presentation
seriously and present with confidence.
|
Students’ speech is comprehensible,
with extended pauses. Students present with confidence.
|
Students’ speech is natural and
comprehensible, with few extended pauses. students take
presentation seriously and present with confidence.
|
|
Use of class time
|
Student does not work on project
and disrupts classmates.
|
Group needs several reminders to
be productive. Some quarreling.
|
Group mostly uses time wisely.
|
Group is productive during class
time and works well together.
|
*This must be
turned in with the final project. {Food origin
research, recipe, script, visual}
Tuesday, February 20, 2018
Food Vocabulary Quiz
Spanish 7: Study food and beverage vocabulary. Only words from P. 179 - Food and beverages will be quizzed on Friday.
SLA: Study food vocabulary on P. 273 in textbook.
Friday Quiz: February 23, 2018
SLA: Study food vocabulary on P. 273 in textbook.
Friday Quiz: February 23, 2018
Tuesday, February 13, 2018
Menu Project Instructions
Write a menu in Spanish:
1. Restaurant name in Spanish and theme.
2. Include 3 meals: breakfast, lunch and dinner
3. Include 6 items for each meal.
4. Give each item a price in Pesos or Euro.
Example:
El Desayuno
- Huevos con tocino
- café con leche
- cereal
- fruta
- salchichas y papas
- jugo de uva
*Due Wednesday / Thursday
1. Restaurant name in Spanish and theme.
2. Include 3 meals: breakfast, lunch and dinner
3. Include 6 items for each meal.
4. Give each item a price in Pesos or Euro.
Example:
El Desayuno
- Huevos con tocino
- café con leche
- cereal
- fruta
- salchichas y papas
- jugo de uva
*Due Wednesday / Thursday
Learning objectives Spanish 7 Unit 3:1
|
I can describe
what I like to eat for breakfast, lunch, and dinner.
|
I can ask and
answer questions about food preferences.
|
I can use GUSTAR
to talk about singular and plural nouns.
|
|
I can correctly use
ER verbs in context.
|
I can correctly
use IR verbs in context.
|
I can order food
at a restaurant.
|
Thursday, February 8, 2018
Chapter 3: La Comida
SPANISH 7 will start Chapter 3 on Monday, February 12.
Make sure you check grade book for missing / incomplete assignments from Chapter 2.
Retests / test corrections from the Ch. 2 test are due by Friday, February 16.
Make sure you check grade book for missing / incomplete assignments from Chapter 2.
Retests / test corrections from the Ch. 2 test are due by Friday, February 16.
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