Día número 145—español 1 El 16-17 de abril Block Schedule Block 1  8:00—9:55 El descanso  9:55—10:05 Block 2 10:10—12:05 El almuerzo  12:05—12:40 Block 3  12:45—2:40

Proyecto del Fin del Año Peanut Project  Proyecto del Cacahuate Enseñar ejemplos Explicar el proceso Busca una persona famosa que habla español. Puedes encontrar algunos en estos enlaces (link): https://www.ranker.com/list/famous-hispanic-celebrities/famous-hispanics https://en.wikipedia.org/wiki/List_of_Hispanic_and_Latino_Americans http://content.time.com/time/specials/packages/article/0,28804,2008201_2008200,00.html Hacer un cacahuate de esa persona Escribir un libro sobre esta persona siguiendo las instrucciones para cada página que les voy a dar

Include text (TYPED or NEATLY printed) and illustrations. I will provide felt, eyes, a craft stick, and a limited number of other materials for you to create a Spanish-speaking peanut person of your choice. Your peanut will come to life in class and will be the main character in your project. I have spent a lot of money to provide these materials for you, PLEASE use them wisely and don’t waste anything.   Next, you will write a book about your peanut. You will complete ONE or TWO pages at a time and each page of your book must Include text (TYPED or NEATLY printed) and illustrations. Have at least 5 sentences (unless otherwise stated) Have a page number on the bottom of the page Be written in first or third person. Make sure your book is your own work! Do NOT get full-sentence translations from a Spanish-speaker. Do NOT use a translator to translate your sentences from English to Spanish.

Details in your story must be appropriate for the classroom. NO sex, drugs, violence, etc.!   Your project should make extensive use of YOUR Spanish knowledge. Use you notes, textbook, and dictionaries as references. DO NOT use translating programs NOR Spanish-speakers to write your sentences. If you do, your grade will suffer! If you don’t know a word, look it up in a dictionary or at www.wordreference.com or ask Sra. Bernal!

You will complete ONE or TWO pages at a time and each page of your book must Include text (TYPED or NEATLY printed) and illustrations. Have at least 5 sentences (unless otherwise stated). Include conjunctions to show relationships between ideas (but, however, in addition to, also, etc) Have a page number on the bottom of the page Be written in first or third person. Make sure your book is YOUR own work! Do NOT get help from a Spanish-speaker. Do NOT use a translator to translate your sentences from English to Spanish. INSTRUCTIONS for first 2 pages. REMEMBER that each page should have a MINIMUM of 5 sentences/conjugated verbs unless otherwise stated. Use transition and cohesive words like además (in addition), pero (but), sin embargo (however), también, etc. Página 1: Your peanut’s name, age and birthday, where peanut is from (in Spanish) and where peanut currently lives Página 2: A description of your peanut’s personality and physical features Include at least 5 physical features and 5 personality traits.

LA TAREA: TYPE or NEATLY print the text for the first 2 pages of the Peanut project STUDY the meanings and conjugations of the GO-GO verbs STUDY the notes on the commands—SraBernal.Weebly.com

CORREGIR la TAREA: WS Go-go verbs Verbs that end in “GO” in the “YO” form ONLY TEST EACH OTHER ON THE MEANINGS FOR 1:30 MINS If the person misses one, tell him/her the answer, ask another verb and go back to the one(s) he/she missed so that he/she can learn them.   venir (to come) VENGO vienes viene venimos vienen decir (to say,tell) DIGO dices dice decimos dicen salir (to go out) SALGO sales sale salimos salen hacer (to do, make) HAGO haces hace hacemos hacen tener (to have) TENGO tienes tiene tenemos tienen poner (to put, place) PONGO pones pone ponemos ponen traer (to bring) TRAIGO traes trae traemos traen oír (to hear) OIGO oyes oye oímos oyen seguir (to follow; keep on)SIGO sigues sigue seguimos siguen caerse (to fall down) ME CAIGO te caes se cae nos caemos se caen

conjugation of TENER + QUE followed by the infinitive. TENER QUE (to have to) You need BOTH parts: conjugation of TENER + QUE followed by the infinitive. I have to study. Yo tengo que estudiar. You have to read. Tú tienes que leer. He has to eat. Él tiene que comer.  

¿Cómo se forman los Mandados (commands) Informales (tú)? Afirmativos— Negativos— Irregular Aff— Irreg Neg— Haven’t learned yet. Drop the “s” from the tú conjugation Start with the YO form, drop the “o” ADD the OPPOSITE Tú ending AR verbs use –es ER/IR verbs use –as) Ven Di Sal Haz Ten Ve Pon Sé

Infinitive Affirmative Negative Command Command Hablar Comer Vivir Venir Decir Salir Hacer Tener Poner Habla No hables Come No comas Vive No vivas Ven No vengas Di No digas Sal No salgas Haz No hagas Ten No tengas Pon No pongas

REMEMBER: stem changes or spelling changes in the “yo” form still remain in negative commands. Traer (traigo) = Caerse (me caigo) = Pedir (pido) = Repetir (repito) = Llegar (llego) = Empezar (empiezo) = Buscar (busco) = trae no traigas cáete no te caigas pide no pidas repite no repitas llega no llegues empieza no empieces busca no busques

Tráelo. No lo traigas. Pídelo. No lo pidas. Repítelo. No lo repitas. REMEMBER: Pronouns go attached to the affirmative commands Tráelo. No lo traigas. Bring/Don’t bring it (traer) = Ask for/Don’t ask for it (pedir)= Repeat it (repetir) = Start them (empezar) = Look for them (buscar) = Pídelo. No lo pidas. Repítelo. No lo repitas. Empiézalos. No los empieces. Búscalos. No los buques.