SEMANA 25: DEL 30 DE ENERO AL 3 DE FEBRERO (WEEK: 25 FROM JANUARY 30 TO FEBRUARY 3)

Hola a todos,
 ... y febrero ya está  aquí! increible... and we will have fun and tons of activities for this month

We had a good week of learning Spanish, and my students from 7th & 8th grade are ready to show all what we have been doing in this chapter "Los Deportes" on Wednesday, February 1; they will take the unit test. I am sure they will get excellent grades. This test will cover vocabulary about sports, grammar - stem changing verbs and verbs saber / conocer; culture and reading are part of the test as well. 
 

And after the test we will be watching the movie: Facing the giants:  A losing coach with an underdog football team faces their giants of fear and failure on and off the field to surprising results. We chose this movie because it is related to sports and also its inspirational tale of courage of a group of boys to overcome their fear.
We will discuss the message of the movie as well the language part. Students will get a worksheet to answer while watching the movie. 


6th graders have written paragraphs describing themselves and other people. We have been studying adjectives therefore the students know now how to use them. We will continue working on writing paragraphs this week as well. We also did our Pictionario #4 so I will be checking it to grade. Remember you need to have it complete and colored. 

For more details and information about what we are going to do this week in class please see the following chart:

7th /8th Grade Periods: 1, 2, 3	UNIT 3: Republica Dominicana Lesson 1: ¿Cuál es tu deporte favorito? MYP UNIT QUESTIONS: What are the most common sports in Spanish speaker countries? What sports are the most common among young people? Essential Questions: Do you like to play or watch sports with your friends? Which is your favorite? What do you think about having boys and girls playing in the same sport team? GEORGIA PERFORMANCE STANDARDS LEVEL II -NON SPANISH NATIVE SPEAKERS: MLI.CCC3A: Recognize similarities/ differences between target language and English MLII.P2B: Demonstrate comprehension of material MLII.CUI: Understand perspectives, practices and products of the cultures where the target language is spoken and how they are interrelated MLII.CCC3A: Compare vocabulary usage and structural patterns of the target language with English -SPANISH NATIVE SPEAKERS: NLRL1.INT1E: Expand knowledge of academic vocabulary in the native language NLRL1.IP1A: Express needs and desires NLRL1.IP1B: Express emotions and preferences NLRL1.IP2A:Participate in extended oral and written activities using the appropriate tenses and discourse structures NLRL1.IP2E: Demonstrate Intermediate- Mid to Intermediate High proficiency in oral and written changes with respect to pronunciation, intonation, and writing mechanics Area of interaction (IB): Health and Social Education, Human ingenuity, approaches to learning IB Objectives: Communicate information, ideas and opinion Demonstrate comprehension of specific factual information and attitudes, expressed in spoken and written contexts Identify main ideas and supporting details and draw conclusions from spoken and written contexts Understand and appropriately use structures and vocabulary Request and provide information in both spoken and written contexts Engage actively in oral production using comprehensible pronunciation and intonation TOPICS: Vocabulary: Sports Verbs: jugar and stem-changing verbs, saber, conocer, letters G -J Numbers
	Actividades:         -Vocabulary: New words / practice        -Grammar: Stem changing verbs / practice        -Letters: G - J         -Chapter test: #3 On Wed. February 1        -Movie: Facing the giants         Tarea (hw): Study for the test
6 th Grade Period :5 and 6	UNIT 3: TU DIA EN LA ESCUELA Lesson 1: Tu día en la escuela Lesson 2: Tu sala de clase MYP UNIT QUESTIONS: What activities do you do at school? How do you compare your school with that of a student in a Spanish-speaking country? What would it be your ideal schedule? Essential Questions: How does the noun-adjective agreement rule work to describe people? – How do we use the verb SER (To be) to describe yourself and others? – How good are you at knowing the meaning of some of the infinitive verbs? What activities do you do at school? What are the school subjects you have this year? What would it be your ideal schedule? GEORGIA PERFORMANCE STANDARDS LEVEL I NON SPANISH NATIVE SPEAKERS MLI.IP1B: Express like/ dislikes, emotions, and agreement/disagreement MLI.IP1C: Make simple request MLI.IP1E: Give simple description MLI.CU1C: Describe cultural customs and traditions SPANISH NATIVE SPEAKERS NLRL1.INT1D: Expand knowledge of academic vocabulary in the native language NLRL1.P1D: Demonstrate Intermediate-Mid to Intermediate-High proficiency in oral and written presentations with respect to pronunciation, intonation, and writing mechanics Area of interaction (IB): Health and Social Education, Human ingenuity, approaches to learning IB Objectives: Communicate information, ideas and opinions Demonstrate comprehension of specific factual information and attitudes, expressed in spoken and written contexts Identify main ideas and supporting details and draw conclusions from spoken and written contexts Understand and appropriately use structures and vocabulary Request and provide information in both spoken and written contexts Engage actively in oral production using comprehensible pronunciation and intonation TOPICS: Adjectives -ar verbs Classes: subjects Schedule
	Actividades:   - Writing paragraphs  - Adjective practice  - Pictionario  - Vocabulary:         Tarea (hw): 3rd Paragraph: due on Friday, Feb. 3rd

PLEASE BE KIND TO EACH OTHER

AND PROTECT ANIMALS, THEY NEED US!!!

Espero que tengan una buena semana

Have a good week!!!