Spanish 3 Class Blog

April 24 / 25

Review of basic conjugations in present tense.
We reviewed from the gold colored “basic verb conjugations” handout.
Especially review irregular yo forms of verbs.
Sang “No quepo”

Reviewed some spelling change concepts – keep the sound of the original verb.  Watch out for stealth U’s

Sang new song “Sofia”

There is a quiz next time on irregular yo forms in present tense.   STUDY!


April 20 / 23

Debrief from the Foreign Language Fair

Last class day to do any speech pass-off or Orange booklet work in class.

From here  on – it needs to be done on your own time.

You may take quizzes before or after school or during lunch.

Gold speech pass-off sheets are due at 8:00 AM on Monday (April 23rd).

Orange Booklet units are due today.

March 28 / 29

Worked on Orange Booklet Unit 2

Got our corrected Show and Tell back.
Next step in the project is to write a new final version including the corrections.  Make sure we understand the corrections.  This version should still be double spaced.

Once the final version is finished – START MEMORIZING!!
The speech should be memorized by the time we get back from spring break.

There are a lot of different ways to memorize – these are just a few suggestions.  Find what works for you.

KNOW what you are saying – don’t just memorize sounds or random words.  Understand what you are trying to express.
Write it down multiple times
Record yourself reading it and listen to it over and over
Record a native reading it and listen to it over and over
Make a copy and put it in a plastic sheet and post it on your bathroom mirror or in the shower.
Focus on one line at a time.
Write it all out on a whiteboard and erase one word in each sentence at a time.
Draw pictures that illustrate the different parts of the speech.
Make a copy and color code the lines of paragraphs – associate sentences with a color of the rainbow.
Make flashcards with one line on each card:
– carry them with you
– pull them out and memorize a line any time you have a spare minute.
– mix them up and practice putting the speech back in order.
Do an interpretive dance for each line of the speech.
Pace while you memorize.
Practice some more.
Write down a key word from each sentence to help you learn the order.

If all else fails.  Practice some more

Don’t give up! It is hard – but it is possible!

March 22 / 23

We did a quick review and then took a MASSIVE quiz on body parts and reflexive verbs.  (56 points)

Corrected the quiz in class.

Introduced the Situational Vocabulary. (Orange booklet)
Introduction to content and process of Units.
For each unit – complete the required steps on the paper for the segments of that unit, then take the quiz.
You must pass the quiz with 90% or above.
The quizzes are  30 – 35 points each
You have 3 attempts at the quiz.
It is the same quiz every time.
You will correct it yourself so you can see what you miss and learn from it.  You do not get to keep the quiz to study from.
When you get the required 90%, you can either take that score and quit, or take it again for a higher score.   But you only get 3 tries total.
The activities you do and check off during the unit are designed to help you prepare to pass the quiz.  Don’t just check them off to be done with them – learn from them!
There is one unit on each side of the paper.  When you finish both sides (2 units) – turn the paper in to the homework-turn-in box.
Each unit is worth 100 points.
You may work at your own pace within reason.  In other words, some people will move quickly and be done and ready to take the quiz in 1 day.  Others may take longer and that is OK as long as you are working hard the whole class period.  There is a final deadline of April 20th for all the units.  If you use your class time efficiently, you won’t have to do this as homework.  You may take the quizzes during class, before or after school or during lunch.
Some units are longer than other and will take more time.  Some are easy and will go quickly.  Pace yourself.


March 20 / 21

Beefed up version of Show and Tell project was due.

We did a reverse translation in class.
On a new clean sheet of paper – go through your new beefed-up Spanish version and write down on the separate paper, what it is you think you are saying.
This accomplishes several things:
1- It helps you catch errors that you didn’t see the first time through.  Especially watch for things like adjective agreement and verb conjugation.
2 – It helps you make sure you know what you are saying.  Sometimes when you write things in Spanish and look up words, you forget what they mean.
3 – I helps me know what you are saying.  I will go through and correct the paper and can help make sure you are saying what you think you are saying.

The English version can be single spaced.

At the end of class – the total packet was handed in with the papers in the following order.
1-Spanish beefed-up  version
2-English version
3-Original version from Show and Tell

March 14 / 15

Watched a sample bienvenida – on Spain

Signed up for bienvenidas
Bienvenida Term 4 requirement sheet

Talked about changing the world – 17 things at a time

Took a quiz on pronominals

Write an essay about your day yesterday.
Use past tense
Use lots of pronominal verbs including reflexives
Include time vocabulary
DO NOT use google translate
DO NOT let anyone help you.  I want to see what you can do all by yourself – with only notes and class handouts to help you.
Should be between 150-200 words.
Can by typed or hand written.
Don’t just list sentences – try to connect ideas together and have some flow to the essay.


March 12 /13

Learned about Pronominals

Pronominals review sheet

Got a handout with body parts vocabulary

Talked about new bienvenidas for Term 4

Study verbs on yellow verb list – especially the ones that end in “se”
Study basic body parts from vocab sheet

March 1 / 2

Got a review handout for preterite and imperfect.

Reviewed how to use preterite in an announcement and weather.

Took a big (70 pts) quiz.

The test on Preterite and Imperfect is next time.


February 26 / 28

Took a quiz on all preterite.

Did a listening comprehension activity with
“Cuando ella me amaba”

Talked about the difference between Preterite and imperfect in the meaning or feeling of a sentence.

Watched a little movie clip from listening comprehension activity.

Study announcement vocab and preterite.

February 22 / 23

Reviewed all Preterite tense conjugations.

Took a quiz

Reviewed  when to use Preterite vs Imperfect

Talked about applying preterite to make a past-tense weather comment or a past-tense announcement.

Study the green announcement vocabulary sheet.

February 20 / 21

Reviewed irregular preterite conjugation.
Took a quiz on just irregular preterite – (36 pts)

Sang La araña pequeña (Itsy bitsy spider / Eensy weensy spider)
La araña pequeña se fue a pasear
vino la lluvia y tuvo que nadar
salió el sol y el agua se secó
Y la araña pequeña de nuevo empezó
(vocab:  pasear = to  stroll, move about leisurely, tener que = to have to , de nuevo= newly, over again)

Reviewed  what to do with compound verbs –
Remember if you have a compound verb – a verb formed from a prefix and another base verb – you should conjugate it like the base verb.
For example:
hacer – hice       rehacer – rehice
decir – dije         maldecir – maldije
tener – tuve       detener – detuve

You WILL have a quiz next time on all preterite verbs mixed up together.
PLEASE study!

HOMEWORK – 30/30 or 30 min.
Do the one that says Preterit Tense – All verbs  (#12)

February 15 / 16

Learned Preterite IRREGULARS
This is just a brief review – come talk to me if you don’t understand how to do this. 

Irregular verbs in preterite are like members of a club – very select group
They use their own set of endings:  (NO ACCENTS!)
e          imos
iste     isteis
o          ieron / eron     (-eron is used after a J)

Each verb has a new form that is used for conjugation:
hacer – hic             andar – anduv         caber – cup            decir – dij
querer – quis         estar – estuv            haber – hub           traer – traj
venir – vin              tener – tuv                poder – pud           conducir – conduj
poner – pus            traducir – traduj
saber – sup

3 additional irregulars are:
ir/ser                             dar  (just uses the ER/IR endings instead of AR)
fui       fuimos               di         dimos
fuiste  fuisteis             diste    disteis
fue       fueron               dio        dieron

HOMEWORK – 30/30 or 30 min.
Do the one that says Preterit Tense –  Irregular verbs  (#11)

February 13 / 14

Reviewed all rules of preterite so far

1.  Regular conjugations
2.  Stem change verbs  (only -IR verbs)
3.  Spelling changes  (Keep the sound of the original verb)
4.  Keep an eye on the I

Took a quiz on preterite rules 1-4 and verbs from  Levels 1 and 2  (44 pts)
If you scored below 20 on the quiz – you need to do more practice.

Sang a song – Anoche

You will have a another quiz next time.   STUDY!

February 9 / 12

We reviewed all the rules of the preterite so far”
1 – Regular verbs
2- Stem changes
3- Spelling changes

We added a new rule – Keep an eye on the I
Here are the highlights

Keep an eye on the I
Verbs ending in 2 vowels will have a y in the third person form.  Some verbs will all also need accents on the weak vowels.

leer                                         incluir
leí              leímos               incluí            incluimos
leíste        leísteis               incluiste        incluisteis
leyó           leyeron              incluyó         incluyeron

Hints to remember:
U and I are weak – everyone else is strong
U and I are fine together
An “I”  cannot hang out between 2 other vowels – it either needs an accent or it has to change to a “y”
Stealth “U”s  are only with gui, gue, qui, and que

Make sure you know your verbs!!

February 7 / 8

Finished quiz that we started last time.
Had 5 minutes to finish
Corrected quiz

Went over rules 2 and 3 for preterite:
Stem change and Spelling changes

Stem changes
-AR and -ER verbs don’t stem change in the preterite.     -IR verbs are a “hot dog” verb –
e changes to i in the   él and ellos forms
o changes to u

sentir                                               morir
sentí           sentimos               morí           morimos
sentiste      sentisteis             moriste      moristeis
sintió          sintieron               murió   murieron

Spelling Changes
Mainly a problem in the yo form. (keep the accents)
Spelling changes need to be made to maintain the sound of the original verb. (not made in all forms)

sacar  (c- changes to qu-)   llegar (add a u after g)
saqué      sacamos                  llegué        llegamos
sacaste     sacasteis                 llegaste      llegasteis
sacó         sacaron                   llegó          llegaron

car è qué      [buscar, marcar, tocar, sacar, pescar, publicar, dedicarse]
gar è gué      [llegar, entregar,pegar, ahogar, pagar, jugar, colgar]
guar è güé    [averiguar, aguar]
zar è cé        [comenzar, empezar, abrazar, alcanzar, amenazar, tropezar, gozar]

HOMEWORK – 30/30 or 30 min.
Do verb practice #10 – Preterit – Stem change and Spelling change.

February 5 / 6

Reviewed for quiz

Took quiz on regular preterite and level 2 verbs (40 pts)
Handed in quiz – didn’t correct it yet.
You have a second chance to go home and re-study what you didn’t know.  You will have 5 minutes at the beginning of class next time to fix, change, add to your quiz.  Then we will correct it.

Turned in pesos.
Reported on conjuguemos assignment.

February 1 / 2

Did a speaking activity – with the light on.  Talked to classmates using the “Cuando era joven” assignment.

Learned how to conjugate regular -AR, -ER, -IR verbs in the preterite.
You WILL have a quiz on regular preterite and Level 2 verbs next time.
Regular Preterite Conjugation Endings
              AR                                                    ER/IR  
-é            -amos                                -í            -imos
-aste      -asteis                              – iste     – isteis
-ó            – aron                                – ió        – ieron

For example:
hablé    hablamos                            comí    comimos
hablaste  hablasteis                       comiste  comisteis
habló   hablaron                              comió  comieron

Talked about the BYU Foreign Language Fair – language competition.
Thursday, April 19th (a B day)
It is optional but strongly recommended and encouraged.  You do have to earn the right to go.

It is mid-term.  You have til Monday morning when school starts to turn in extra credit for the first half of the term.

Do – REGULAR verbs
Get 30/30 in a row perfect – or do 30 minutes.
Study level 2 verbs!!!

January 30 / 31

Checked homework – if it was done you got a “happy homework hedgehog” stamp.  Also got pesos for having the picture with you.

Reviewed some common problems seen during homework check.

Took a quiz on imperfect in sentences.   (41 pts)

Remember if you didn’t finish the homework – you have been given a second chance.  Bring the picture and sentences to class next time.

If you did the homework and turned it in – just remember to bring the picture back with you – we will be doing an activity with the picture and the sentences in class.



January 26 / 29

Took a quiz on imperfect conjugations

Reviewed time vocabulary for past tense
(Look on your blue time/numbers vocabulary handout)
Practiced with sentences

Reviewed gustar- type constructions and how to apply them in the past.
Additional verbs that work like gustar
encantar – to love things
molestar – to bug, annoy, bother
fascinar – to fascinate
importar – to matter, be important
(no me importa = I don’t care)

Cuando era joven
Part I
Find a picture of yourself when you were a child.
It must be of you between the ages of 1 year old and 10 years old.  (No younger than 1 – no older than 10)
There can be other people in the picture, but you must be very visible.
Bring the picture or a physical copy of it to class (you won’t turn it in- so it can be part of a scrapbook, etc.)
You will use it in class, then take it back home.   Do not just bring a copy on your phone.

Part II
In connection with the picture – write 10 sentences in Spanish about yourself or your life at that age.

For example – where you lived, what you looked like, what your family was like, where you went to school, what you did in your free time, what you watched, ate, read, played with, etc.  Who were your friends? (real or imaginary) What were your favorite things?  (food, color, book, toy, movie, game, etc.) Did you have a pet? What was its name?  etc. etc. etc.

Do NOT talk about events or action that were  1 time or main event things like- I broke my arm  or  I went to Disneyland.  Focus on describing conditions and general things you always did.

Since you are talking about conditions and descriptions, write the sentences using imperfect tense.

Try to use lots of different verbs. (Use your verb lists!)
Your sentences should be good, long, complex sentences.  Include some good adjectives (make them agree!)
You are welcome to look up words – but don’t use a computer translator or a native speaker.

For example:
Cuando tenía 2 años, mi familia vivía en Ohio porque my papá asistía a la universidad de Ohio State.    Tenía mucho pelo rojo asqueroso en esos días porque yo era una niña malvada y muy atrevida. 

January 24 / 25

Reviewed, then took a quiz on Preterite vs Imperfect.

Learned how to conjugate in the Imperfect tense.  Notes on IMPERFECT
Big monkeys say “aba, aba, aba”
Little monkeys say “ía, ía, ía”

Applied Imperfect tense to weather vocabulary.
Hacía frío, estaba nublado, había arco iris, etc.

Sang “Había una vez un barquito chiquitito”

January 22 / 23

Today we started past tense.
We learned the difference between the 2 types of past tense conjugations in Spanish.
Preterite vs Imperfect
Read fairy tales and practiced identifying which form of past should be used in different situations.

You will have a quiz next time on which tense to use in  which situations.

January 18/19

Today we reviewed Conditional tense

Then we took a fun little quiz – with the rest of the Level 1 verbs that weren’t already on the Future verb quiz.

Practiced using conditional tense .

Worked on homework

Got a handout that reviews Future and Conditional:  Review  Sheet- Future  and Conditional

HOMEWORK  (All explained in detail on the handout of Future and Conditional Review you got in class or that is linked previously in this post)
Write sentences from the 5 prompts
For each beginning prompt – write 3 nice, good, long, creative, interesting sentences.  (For a total of 15 sentences)  Use as many different verbs as possible.  At least one new verb per sentence.  Include the prompt in each sentence.   Use the resources you have including your verb list and time vocab sheet.


January 16 / 17

Took a quiz on Future tense and Level 1 verbs.
Many people didn’t do too well 🙁
The kind, benevolent Bruja has offered to let you retake the quiz.  You have til Friday after school.  Same quiz – better score.

Learned about Conditional tense – almost the same as Future, but with a condition attached – like if or but.
“I would” – rather than “I will”.
Add endings to the infinitive.  All types of verbs use the same endings.
ía     íamos            For example:   cantaría
ías   íais
ía    ían
Same irregulars as future tense.  For example: tendría,  saldría,  haría
I would do my homework, but I don’t have time.
Haría mi tarea pero no tengo tiempo.

STUDY LEVEL 1 and 2  VERBS!!!!!

January 11 / 12

We continued reviewing and practicing using future tense.
Added the concepts of:
Compound verbs conjugate the same as their base verb
– pondré / compondré,  haré / desharé, etc.
How to deal with pronominals (verbs with –se on the end)
– me banaré, se acostarán
Applying future tense to weather vocabulary.
– Hará frío, estará nublado, habrá una tormenta grande, nevará, etc.

Took a quiz on Future.  Sentences using all 3 types of future.
Cleared up some questions that had arisen from the goals homework.

Go to
Practice the Future tense.
Work until you either get 30/30  or 30 min.
You must get 30 in a row perfect – or work til you hit 30 minutes.  Whichever comes first.
In other words – if you can demonstrate that you know it well enough to not make any mistakes and can do 30 in a row, you don’t have to spend any more time on it.
If not – practice for 30 minutes.

Due on January 16 / 17

Study Level 1 and 2 verbs!

January 9/10

Today we learned how to talk about the future in Spanish.

Here is a quick summary of the grammar: Future

Had soapbox lecture #59  – Don’t write down goals

Sang Llegaré a mi meta (Go the distance – from Hercules) to practice the future tense.  (links to lyrics and video are on the Class Resources page)

HOMEWORK     (Due 11/12)
Write 10 goals – use the conjugated  future form of the verb – I WILL do
1 for yourself – use the yo form of the conjugated future
1 for Señorita T. – use the form of the conjugated future
8 for other people or groups- use the el/ella or ellos/ellas form of the conjugated future.
Be sure to use lots of different verbs and make your sentences more interesting and longer by including vocabulary and adjectives.

For example:
1.  I will not commit errors this year and will be perfect in everything.
No cometeré errores este año y seré perfecto en todo.
2.  Señorita, you will clean your room for the first time this year and will not give any more impossible, hard quizzes. (please?)
Señorita, limpiarás tu cuarto por primera vez este año y no darás más pruebas  imposibles y difíciles. (¿por favor?)
3.  Shakira will wear clothes at her concert and will sing better than Beyonce.
Shakira llevará ropa en su concierto y cantará mejor que Beyonce
4.  My sister will stop singing so loudly in the shower every morning so that she won’t wake me up any more.
Mi hermana dejará de cantar tan fuerte en la ducha cada mañana, así no me despertará más.

(You shouldn’t write  English sentences – they are just here to help you understand the examples.  When you write the goals – just write the Spanish sentences.)

January 3/4

Today we reviewed verbs and practiced verbs with a charades game for pesos.  Please make sure you know your level 1 and 2 verbs.

We also went over what the requirements are for the Bienvenida for 3rd term.  Srta T did an example bienvenida and talked about all the requirements.

Here are the requirements for this term.  Term 3 Bienvenida
We also signed up for a date to do the bienvenida.
Here are the sign-up lists in case you forget what day you signed up for.    A-1         A-2        A-3        B-8
The lists are also posted in the classroom by the bienvenida board.

Study Level 1 and 2 verbs!

Oct 27 / 30

We reviewed how to do comparisons.
Look at the notes on the bottom of the second page of the blue Adjectives review sheet you have.

We also reviewed ser and estar.
Remember ser is WHO you are (character, description, etc.)  and estar is HOW you are (physical, mental or emotional state, location)

Clarification on a few issues from the previous homework:
*When comparing someone in the first half of the sentence to yourself in the 2nd half,  use the word yo not mi or me.  For example: Harry Potter tiene más amigos pelirrojos que yo.
*Remember the number one rule of adjectives. (They must AGREE!)  In this situation make sure the adjective agrees with whatever came first in the comparison.  For example: María es más loca que Juan.  Juan y Paco son menos locos que María.

Continuation of the  homework from last time – For each of the 4 famous people add another 3 descriptions comparing yourself to them.  (For a total of 5 comparisons of yourself to each person) Use different types of comparisons on each of the 5 sentences.

When you have 5 good comparisons of yourself to each of the 4 famous people  – for a total of 20 sentences.  Go back and pick 1 of the sentences you have written for each person and “blow it up” – expand with porque or pero, add more information and description.  Try to write a run-on sentence that would give an English teacher anxiety.
Do this for one sentence from each famous person.
So, in the end you will end up  with 20 total sentences – with 4 of the 20 being extremely long and packed full of descriptions.

TERM 2 October 25 / 26

Welcome to term 2!
Announcements and such:
*If you have any questions or concerns about Term 1 grades – please come talk to Srta T.  ASAP.  (It’s not too late 🙂
*New seating chart – please learn people’s names
*New color of pesos – green
*Extra credit opportunities – Día de los muertos @ Thnksgvng Pt.
*Spanish club – papel picado (Wed after school)
*Remember to make up participation points within 1 week of the absence.  (I was lenient 1st term – not so for 2nd term)

You will have the privilege of doing a “bienvenida” this term.  This is a presentation of a welcome to the class.
We went over the requirements in detail.  Srta did a sample one.
We signed up for days to do it.  As soon as everyone has signed up – the lists will be posted in the classroom as well as on the General information page on this website.
Here is a copy of the requirements.  Term 2 Bienvenida

We sang the song “El amor es un bichito” as a competition.

We started talking about comparisions.
Simple comparisons need “más or menos” and “que”.

Pick 4 famous people – they can be living or dead or real or fictional- but must be famous. (Most people would know who they are.)
Get a full sheet of paper – On the front side at the top, write the first name – below it, write 2 sentences comparing yourself to that famous person using más or menos and que.  For example:
Harry Potter
Soy más mágico que Harry.
Tengo menos amigos pelirrojos que Harry

Then drop down to the middle of the page and do the second person.  Do the 3rd and 4th person on the back. Leave a large blank section between each person.

This assignment must be done BEFORE class starts next time.  We are going to modify and add to it.  If is isn’t done before class starts – it will drop to 1/2 credit.

Oct 12 / 13

Late work and make-up work is due by Friday Oct 13 at 3:00
Extra Credit can be done until 8:00 AM on Monday Oct 16

Reviewed and practiced conjugation of tener:
Tener – to have
tengo     tenemos
tienes     tenéis
tiene      tienen

Reviewed making adjectives agree:
if the adjective ends in -o like alto, it can end in -o, -a, -os, -as  (alto, alta, altos, altas)
if the adjective ends in -e like fuerte, it can end in -e, -es (fuerte, fuertes)
if the adjective ends in -a like egoísta, it can end in -a, -as (egoísta, egoístas)
if the adjective ends in a consonant like natural, it can end in the consonant or -es (natural, naturales)

Practiced agreeing and disagreeing with a positive statement by using también   and  yo no.
For example:  I have too much homework = Tengo demasiada tarea

Practiced agreeing and disagreeing with a negative statement (a statement with a “no”)  by using tampoco   and  yo sí.

Other responses you can use:
Me da igual – It’s all the same to me.
No me importa – I don’t care
¡¿Estás loco?!

Continued with the “listening comprehension” activity


Oct 10 / 11

Reviewed the instructions on the homework since there was some confusion. (My fault)  Postponed the activity using the assignment until next time.

Did a “listening comprehension” activity.  😉

Oct 6 / 9

Soapbox lecture #76  (National Anthem)

Finished correcting adjective test (English to Spanish)

Reviewed conjugation of verb tener

Talked about adjectives of amount – numbers and amounts go before the noun instead of after like normal adjectives.

Write 4 sentences for yourself using demasiado and bastante.
One positive, one negative for each word. IN SPANISH!

These are examples in English of what you would say – IN SPANISH
(I have too much homework, I don’t have too many videogames, I have enough stress in my life, I don’t have enough time)

THEN – talk to other people and ask them what they have too much of or not enough of  – and figure out how to write down their answers in Spanish.  You need 10 sentences for other people.
For example:  Shirley has too many friends.  My mom doesn’t have enough time to play.  My dog has too many chew toys.  
Write out their sentences in Spanish using tener and demasiado and bastante.   This time – use the he/she form of tenertiene .

When you come to class next time – you should have 14 total sentences in Spanish using tener and demasiado and bastante.

Oct 4 / 5

Quick review of adjectives
Added adjectives of amount: bastante, demasiado, mucho, poco, varios, ambos, algún/algunos, nigún/ningunos, todo.

Took quiz/test on adjectives

Corrected first segment of test – Spanish to English

Oct 2 / 3

Quickly review 1st column and clarified and expanded definitions
Specific lessons:
#1 rule of adjectives – they must AGREE

corto (length) vs bajo (height)
large is NOT largo – it is grande
don’t use antiguo with people
hard = duro (object), difícil (concept), fuerte (verb)

Took a quick quiz on 1st column of adjectives from blue handout.

Went through columns 2 and 3 as a class to make sure definitions are right and clarified a few items.

ITEM on page 1 of blue handout that we went over in class.
Reviewed use of “de” with a noun
Reviewed use of “lo bueno”
Reviewed use of suffix “-ito” to show smaller and more emotional version of nouns as well as adjectives.

Sept 28 / 29

Worked with new handout on Adjectives.
Go through the top section and make sure you can define all the adjectives.  (empollón = nerd, chupamedias = brown-noser)

Go back through the story about Tio Tigre and Tio Conejo.
Here is a copy of the story   Page 1   /  page 2  /   page 3

This time as you look at the story, you need to find and write down every adjective or adjective phrase (like phrases that describe with the word DE and a noun).    Be careful not to write nouns or verbs, just adjectives or adjective phrases.

You need to find at least 20.  There are over 30.  (not counting duplicates or plurals.)

Write the adjective in Spanish and what it means in English.

Write your name on the list of adjectives from Tio Tigre – turn it in to the box.

Start memorizing the adjectives on the blue handout.

You will have a quiz on the first column of adjectives on the blue handout on Monday! (Tuesday for B-8)

Sept 26 / 27

Took a quiz on the weather (33 pts)

Read the story about Tío Tigre and Tío Conejo from the classroom text. (Not the regular textbook.)
Here is a copy of the story   Page 1   /  page 2  /   page 3
Here are your instructions:

Do the 4 steps of reading  for EACH segment.  (A segment consists of  a picture and a paragraph of text.)

That means – You should skim-read the small segment with a picture.  Then you should  figure out what it all means (search and destroy).  Look up words you need to in a dictionary. (Use word DO NOT use google translate!)  Watch out for words that are conjugated verbs.
Then re-read the segment you have just pulled apart.
Move on to the next segment and repeat the steps.

DO NOT just skim through the whole story.

When you have finished carefully working through each segment of the story, go back and re-read the whole thing all the way through.
Remember that the purpose of this exercise is not necessarily to get to the end of the story, it is to practice reading in Spanish and learn some new vocabulary.

When you have finished all the steps, write a very simplified summary of the story in Spanish.

Put your name on it please.  Turn in it to the box.

ASSIGNMENT (in simplified terms)
Read the story, write a summary. 

Sept 22 / 25

Here’s what we did today.

Turned in pesos
Checked off completed green announcements sheet
Had a 30 second review of grammar concepts
Took big, evil, nasty quiz.
Corrected big, evil, nasty quiz.
Cried over our destroyed grades – and then decided that we really do trust Señorita, and everything will be fine.
Looked at the weather side of the green sheet.
Intro to weather.  Study the weather vocabulary.
Got a lecture about being good for the sub next week.
The end.

Study Green weather vocabulary sheet. 

Sept 20 / 21

Handed in announcements homework

Reviewed for “quiz” with teams at the whiteboard.

Sang “Hay un tren” (Remember there are links to all the songs we sing and the lyrics on the “Class resources” page.)

Points to remember from review activity and song
*When you verb a person you have to use a personal “a”
In other words, when the verb directly affects a person, you have to insert an “a” in between the verb and the person.  Abrazo a mi mamá

* lo bueno – the good thing.  If you use the formula “lo + adjective”  it means the ___ thing.  Like, the awesome thing about Spanish class is the crazy teacher = Lo asombroso de la clase de español es la maestra loca.

*por si acaso = just in case

* to have fun = divertirse   Don’t try to use the verb tener.   We have fun = Nos divertimos.


STUDY!!! You have a huge quiz on Friday and you can’t use your green sheet.  Make flash cards, practice writing words down, don’t just look at the paper, really study and memorize the vocabulary.


Sept 18 / 19

If you had your Announcements paper finished – you got a stamp.

We worked on creating a paragraph-length announcement with MANY scheduled tangents to review grammar and vocabulary in context.

Points to remember:
*Most important word goes first (noun before adjective)
*Adjectives have to agree in number and gender
*If you use a noun to describe another noun like “soccer game”, make sure you put the main word first and the descriptive noun with the word “de” after.  So Soccer game would be “partido de fútbol”.  Anytime you use a noun as a description, it needs the word “de”.
*NEVER use an apostrophe S in Spanish!!!  My mom’s car = El coche de mi mamá.  NOT  Mi mamá’s coche.
*You can win games and trophies, you cannot win people or teams.
*Put the emphasis on the right syllable.  (lares)
*Proper pronunciation is a choice. – I expect you to learn to say things correctly and make the effort to sound Spanish – not Gringo.
*Make sure you have all the things on the green sheet figured out.  Look up any additional words you don’t know or have defined already.

Write 2 amazing announcements.  Each should be at least a paragraph long.  Include all the information you can such as who, what, where, when, cost, why go, what will happen, what to wear, take, etc.  
The first announcement should be about a sports event (so you can talk about teams and versus and fun words like that.)
The second should be some kind of event that isn’t a sport.  So a party,  dance, concert or an activity of some kind.  

Use the green announcements and the blue time vocabulary handouts to help you figure out how to say things in Spanish.  DO NOT USE GOOGLE TRANSLATE!  Use the structure we practiced in class.  Keep it simple but complete and you can do almost everything with what you have been given.  If you want to try some extra creativity, do it after the basics are there and done well.

Please don’t do 2 sports or game announcements.  Please don’t do 2 event or party announcements.  Do one of each.

Here is a sample extra (non-sport) announcement in English:    The aliens are coming to my backyard tomorrow at 4:15.  Everyone needs to come and wear their tinfoil hats.  It is free if you bring green jello.  It will be awesome!  We are going to have a party and welcome the aliens to Earth.  My address is 10189 N 4800 W. Highland.  (Please don’t talk  to the  people in AF or too many people are going to come and scare away the lovely aliens. )  Next week we are going to learn how to fly in their spaceship. It will be very fun!

and in Spanish:     Los extraterrestres vienen a mi jardín mañana a las 4:15.  Todos necesitan venir y llevar sus sombreros de papel de aluminio.  Es gratis si traes gelatina verde.  ¡Va a ser asombroso!  Vamos a tener una fiesta y dar la bienvenida a los extraterrestres a la tierra.  Mi dirección es… (Por favor, no hables con las personas en AF o demasiadas personas van a venir y espantar a los extraterrestres lindos. )  La semana que viene vamos a aprender a volar en su nave.  ¡Va a ser muy divertido!

Sept 14 / 15

We took a quiz on holiday vocabulary.  (20 pts.)
Turned in homework. (Vocabulary map of holidays from the whole year)

Expanded the practice with calendar vocabulary to making nice, good, long sentences.
Make sure you are learning how to talk about the things you like or do.
Do you have the verbs you need to talk about your activities?

Grammar points reviewed:
Most important idea or words go first.
de + el = del
When you want to say “on Friday” or on a day or date – use the definite article “el”  don’t use the word “en.
So “on Friday” would be “el viernes”.
To talk about a span of days or dates such as “from Friday to Sunday”, use the phrase  “del ___ hasta el _____”  So it would be  “del viernes hasta el domingo”.

descanso = break

Sang the song Torero  (on resources page if you want to listen or see the words again)

One side of the green handout you got at the end of class says Announcements.  That is the side you are going to be working with.  Don’t worry about the weather side right now.
On the announcements side – the words are in Spanish.  You need to  figure out what they mean in English.  Write the English definitions directly on the green handout.  DO NOT write them on a separate sheet of paper.  If you are positive you know what the word means, you don’t have to define it on the paper, but you can if you want to.  Work through the whole announcements side of the paper – writing down all definitions you learn or look up.
Use this as an opportunity to review the words you already know and check how they are spelled in Spanish.
This is due at the beginning of class next time.    

Sept 12 / 13

Mini quiz on holiday vocabulary worth 14 pts.  Notes from quiz – don’t capitalize months, days, languages etc. in Spanish.  Put the noun first and then the description – año nuevo NOT  nuevo año

If your homework was done correctly it got a stamp – this means you get full on-time credit, but you still need to finish the second half of the assignment (that was explained today).  If you didn’t get a stamp, get the homework done and do an extra good job (do more than 2 holidays per month or add in August)  and you can get some of those points back.

We finished the powerpoint on the Fallas in Spain.  Make sure you know what the following words represent: las falleras, la ofrenda, la mascletá, las calles illuminadas, las fallas, la cremá, día de San José.  Don’t just be able to translate them – be able to talk about what happens at the festival.

Continued working with holidays and calendars in Spanish.  We used the homework to fill in February and July.  Students who had done those months could earn lots of pesos.  Students who hadn’t done those months could fill in the info on their vocabulary map of the holidays of the year.  (And also earn pesos.)
Some specific notes:  traje = suit, outfit or costume – as in a traditional outfit worn for celebrations or in a certain region or country.
disfraz = costume worn as a disguise or dressing up like something or someone else.   costumbre = custom or tradition. It doesn’t mean costume.

*Finish the year of holidays.
Take the last few months you didn’t have done yet, list the holidays celebrated and whether they are a day or a date.  Figure out how you say them and their date/day in Spanish.  Write down words or phrases or vocabulary about that holiday.  How do you celebrate? What do you do? What do you eat or drink?  Where do you go?  Figure out how to say that vocabulary in Spanish. is a great resource.
You DO NOT have to write full sentences.  Just lists of vocabulary.  (verbs, nouns, descriptions, etc).
The paper you will hand in next class period will have the whole year finished except for August (unless you do that for extra pts.)
*This is due next class – at the beginning of class.

Sept 8/11

Turned in Disclosure document signature page.

Today we took a quiz to see if you actually did the homework.
The assignment was to study telling time vocab and how to talk about what time you do different things.  Quiz on time vocab.

We continued reviewing vocabulary, this time focusing on the calendar.  Days, dates, months and holidays.
Vocab to make sure you know:
fecha vs día
día festivo or feriado – holiday
noche vieja, año nuevo
derechos civiles

Culture concepts:
Eating 12 grapes (uvas) at midnight on New Year’s eve in Spain
“hacer puente”  – taking an extra day (or 2) of holiday between the actual date and the weekend.

We watched a powerpoint about a cool holiday in Spain called “las fallas”

Take 5 more months of the year and create a vocabulary map like we did in class with January.  Take a month, list the holidays celebrated and whether they are a day or a date.  Figure out how you say them and their date/day in Spanish.  Write down words or phrases or vocabulary about that holiday.  How do you celebrate? What do you do? What do you eat or drink?  Where do you go?  Figure out how to say that vocabulary in Spanish.  Wordreference is a great resource.  You DO NOT have to write sentences.  Just lists of vocabulary.  (verbs, nouns, descriptions, etc)  You need to do this for 5 months.  At least 2 holidays per month.
The East side (against the far wall) needs to do February through June.  The West side (by la bruja’s desk) will do July, and September through December (skip August).
This is due next class – at the beginning of class.

Sept 6 / 7

New seating chart 🙂  Learn people’s names!

Reviewed basic phrases for pesos
Went over info on Octavio Paz and friends (pg 2-3)
Notes and vocab:
Culture about Cuba
cantante – singer
premio – prize
actor / actriz

Song:    Hoy – Gloria Estefan
Went through words – watched video
Vocab:  alegrar, hoy, fuente, moneda, fe, tristeza, sombra

Practiced time vocabulary.  Refer to blue time / numbers sheet.

Got disclosure documents.
Need to read CAREFULLY, complete, sign and turn in before Friday (9/8).

Disclosure Document
Review how to tell time (blue sheet).
Work through and figure out how you would talk about what time you do various things during the day.   Specifically look at the verbs; despertarse, levantarse, acostarse, empezar, comenzar, hacer.  

Keep reviewing numbers, days, months and time vocab.

Sept 1/ Sept 5

Reviewed for a few minutes then took a quiz on numbers.
Things to watch out for from the quiz:

Introduction to the text book:
We will learn about many different countries that speak Spanish.
We will use the text to learn about people and places in the Spanish-speaking world.

Vocabulary to make sure you know:
el país – country
el estado – state
la ciudad – city
la capital – capital city
Los Estados Unidos de América – The United States of America
estadounidense – U.S citizen

We went over the 4 steps for reading in Spanish:
1.  Context
2.  Skim
3.  Search and Destroy
4.  Re-read

We read together about Octavio Paz on page 2 of the text and worked through the 4 steps as a class.


Read about the other 3 people on pages 2 and 3 of the text.  You don’t have to write anything down.  Just make sure you follow the 4 steps and understand the basic information about each person.
Bring your textbook with you to class on Wed/Thurs

Aug 30/31

Today we reviewed and practiced numbers.
Practice with the number sheet handed out in class.
We did an activity with infographics and practicing asking and answering questions with numbers.

Make sure you know your digits (be able to talk about your address, phone number, birthday and birth year) in Spanish.

Day 3

Reviewed and practiced basic phrases. (pesos!)

Took a quiz on Basic Phrases

Talked about how to take a quiz…
*Use a half sheet of paper
*Don’t write in red
*Try to answer anything you can

And correct a quiz
*Correct in red
*take off points for what you miss
*correct your answer or write in the correct answer as we go over them
*add in extra credit and write your total score at the top by your name.

Learned how to properly rip paper in half
Learned how to properly eat Smarties

Got text books from the textbook depository


Day 1

Welcome to Spanish 3!
Today we reviewed basic greeting and introduction phrases.
A review of these phrases can be found here.
We did over 60 minutes entirely in Spanish! – You guys are awesome!
Thanks for trying so hard even though you were really freaked out.

Things to remember from today:
When the light is on – DON’T SPEAK ENGLISH!
You can do it, don’t panic.  It will get easier with practice.
Pesos are points – answer questions and participate in order to earn them.
Don’t cross the line of death.
Señorita Taylor knows your name 🙂

You can call me Señorita, or La bruja, or La dictadora or Ms Taylor.
Please don’t call me  just “Taylor”.   Thanks.