Hacer Ahora Jueves, el 10 de febrero 1. Estudiar 2. Hablar 3. Querer 4. Hacer 5. Escribir 6. Salir 7. Jugar 8. Servir A. To Study B. To play C. To want D. To speak/to talk E. To do/to make F. To write G. To leave H. To ask for Write each given verb. Next to each, write whether it is a stem changing, “yo go” or regular verb. Then write the letter of the verb’s meaning in English. The first examples is shown here: Ejemplo: 1. Estudiar: Regular, A

Objetivos  Review stem changing and “yo go” verbs by playing “bluff- o-rama” and “Señorita vs. Clase”  Review the locations of and label the Spanish speaking countries on a map.  Recognize vocabulary related to weather and seasons in order to understand descriptions of climates described in a short story and summarize the major ideas of each story  Review interrogatives and question word order in order to respond to questions related to a story about two different vacations in Spanish speaking countries.  Compare and contrast the vacations of characters described in two different short stories using a venn diagram.

Irregular “Yo Go” Verbs HACER – to do/to make YoHagoNosotros(as ) Hacemos TúHaces Él/ Ella/ Usted HaceEllos/ Ellas/ Ustedes Hacen Verbs like HACER: -Salir (to leave/to go out) -Venir (to come) -Tener (to have) -- Poner (to put/to place) --Traer (to bring)

Irregular Stem Changing/Boot Verbs: O  UE JUGAR – to play (a sport) YoJueg o Nosotros(as ) Jugamos TúJuega s Él/Ella / Usted JuegaEllos/Ellas/ Ustedes Juegan Verbs like JUGAR: -Poder (to be able to) - Volver (to return) -- Soñar (to dream) -- Dormir (to sleep)

Stem Changing Verbs: E  IE YoQuieroNosotros(as)Queremos TúQuieres Él/ Ella/ Usted QuiereEllos/ Ellas/ Ustedes Quieren QUERER – to want Verbs like QUERER: -Cerrar (to close) - Empezar (to begin) - Perder (to lose) -Preferir (to prefer)

Stem Changing Verbs: E  I PEDIR – to ask for YoPidoNosotros(as)Pedimos TúPides Él/ Ella/ Usted PideEllos/ Ellas/ Ustedes Piden Verbs like PEDIR: -Servir (to serve) -Decir**(to say) -Mentir (to lie) -Seguir**(to continue, to follow) -Vestir (to clothe, to dress)

Partido nuevo: “Señorita vs. Clase”  Señorita will say ask about the location of a country.  On the whiteboards, you must write your correct answer within 10 seconds.  If everyone gets the answer right, clase gets a point.  If there are wrong answers, Srta. Gets a point.

MEXICO EL SALVADOR PUERTO RICO LA REPUBLICA DOMINICANA CUBA GUATEMALA NICARAGUA COSTA RICA HONDURAS BELIZE PANAMA

Venezuela Argentina Paraguay Uruguay Bolivia Ecuador Peru Chile Colombia

Cuento oral: las vacaciones de Diego y Sarita  Listen to the story Srta. Tells  As you listen, draw pictures (think comic strip) to illustrate the main ideas of the story.  Be prepared to explain the words and phrases you heard that helped you determine the main ideas in the story

Lectura: las vacaciones de Diego y Sarita  1 st read through: follow along as Srta. Reads the story aloud and answer the simple questions asked as you read.  2 nd read through: read silently on your own, focusing on the main ideas of the story – don’t write anything!  3 rd read through: underline cognates and circle words that are completely unfamiliar.

Cómo responder a las preguntas 1) What is the question word? 2) What words do you KNOW in the question? 3) Use words you know to figure out those you don’t 4) Find evidence in the text to back up your answers 5) Try to use verbs in the question to write a complete sentence for your response.

Partido nuevo: “Bluff-O-Rama”  The class will be split into two teams.  I will ask a question, or give a subject and verb that must be conjugated.  Anyone from each team who knows the answer should stand up. You may also “bluff” by standing up, even if you do not know the answer. CUIDADO, porque….  Each team will then call on one standing member from the other team to answer the question.  If that person gets the answer right, their team gets a point.  If they get it wrong, the other team gets a point.

Objetivos  Review stem changing and “yo go” verbs by playing “bluff- o-rama” and “Señorita vs. Clase”  Review the locations of and label the Spanish speaking countries on a map.  Recognize vocabulary related to weather and seasons in order to understand descriptions of climates described in a short story and summarize the major ideas of each story  Review interrogatives and question word order in order to respond to questions related to a story about two different vacations in Spanish speaking countries.  Compare and contrast the vacations of characters described in two different short stories using a venn diagram.

Tarea  ESTUDIAR para la prueba Vocabulario: 5 phrases related to weather and seasons that you will write the meanings of in English Gramatica: 5 stem changing and/or “yo go” verbs that you will need to conjugate according to a given subject Cultura: Given a blank map (same one you’ve taken notes on this week) label any 10 Spanish speaking countries. A word bank will be provided.

Evaluaciones Diarias ____ OT1 (On Time) ____ IW (Completed Individual Work) ____ GW (Made meaningful contributions to group work) ____ SS (Spoke Spanish before resorting to English) ____ OT2 (Stayed on Task) Total: _____/5 Because there was no written Hacer Ahora today, you may write your evaluation under your exit ticket from yesterday. Give yourself ONE point for each criteria you met during class.

Boleto de salida Respond in 3-5 sentences in English: Based on the activities we did today using the story about Diego and Sarita’s vacations, what strategies are effective when reading in both English and in Spanish? Think about strategies you have learned when answering questions about a short story or article in English, or for any HSA test. Can you use these when reading in Spanish as well? How?