SLA Test

SLA test Unit 7: Lesson 2, Friday, April 6, 2018. Study guides will be distributed on Monday / Tuesday. Review vocabulary P. 409.

Spanish 7 Test

Spanish 7 Unit 3, Lesson 2 test will take place on April 6, 2018. Review vocabulary Page 207 in textbook. Study guides will be distributed on Monday / Tuesday.

SLA Research Paper

Free Choice Research Paper

Objective: Students use research methods to write an informative essay in Spanish.

Instructions: Students will choose a topic on which to create an investigative report.

1.      Choose topic and turn into Ms. Riordan. (One – three sentences describing what you will investigate and why you chose the topic)

2.      Begin your investigation.

3.      Use at least 5 different sources when doing your research. Sources can be in English or Spanish. Keep track of the sources used and page numbers to turn into me with your project – bibliography.

4.      Create an outline of your project.

5.      Begin writing an introduction, body, and conclusion.

6.      Have your research essay proof read by a peer.

7.      Type or handwrite final essay to turn into Ms. Riordan. Final essay must be at least 2 pages typed or three pages handwritten in SPANISH😊

8.      Read your final essay to the class and upload to Seesaw. *You can include visuals, but it’s not required.

9.      Turn in: Rubric, bibliography, outline, rough draft with peer corrections, final essay, and any visual aids in an envelope.

Due dates:

1.      Topic: April 2/3, 2018

2.      Bibliography with 5 sources and outline: April 4/5, 2018

3.      Rough draft for peer editing: April 9/12, 2018

4.      Final draft: April 16/17, 2018

Possessive adjectives

• To tell that something belongs to someone you can say “de.”   

                     (This is equivalent to the –‘s and – s’)

Ejemplo:  Los hámsters son de Luke. (They are Luke’s hamsters.)

• You can also use possessive adjectives to show ownership or show relationships.

Ejemplo:  Son sus hámsters. (They are his hamsters.)

Possessive Adjectives
mi, mis	nuestro, nuestra, nuestros, nuestras
tu, tus	vuesto, vuestra, vuestros, vuestras
su, sus	su,sus

• These adjectives agree in number with the nouns that follow them.

• Only nuestro and vuestro have different masculine and feminine  

  endings.

Ejemplos: 

       mi gato                    my cat     nuestro pez

       tu loro       your parrot      our fish

• Su and Sus means many things: his, her, its, your, or their

• Use de + noun/ pronoun to be more specific about who it belongs to

Possessive adjectives review

Review the slides on possessive adjectives to get ready for the quiz retake next week.

Poss. Adjectives with answers

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

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

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}