Joseph A. Pearson, M.Ed.
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Spanish Three (GPA)

Preparación para el altar del Día de Muertos [Class Prep. Work Nov. 1st or 2nd]

10/31/2016

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Feliz Día de Hallowe'en! 

For your whole-class project tomorrow, each student must bring one object to add to our class altar in celebration of Day of the Dead. Remember that this day is a combination of European and Indigenous traditions, and represents the crossing of Catholic heritage with Aztec and Maya traditions in México. The objects you bring must pertain to the cultural tradition and/or the person who has died. 

The class with the most decorated, culturally accurate, and meaningful altar as voted by ten teachers/administrators will win a class treat: donut party and cartoon day Friday with no evaluation. For any questions or concerns, please communicate with me either in person or via email.

For some ideas of artwork or objects to bring in, please check out the following links:
  • Mexico Desconocido
  • Diario de Yucatán
  • About en español
​​
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Class Preparation Work 

10/28/2016

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Queridos alumnos, 

Visiten el sitio web Google Classrooms para completar la tarea. Hagan click aquí.

Sinceramente, 

​Profe  
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Día para reflexionar [Class Prep Work Due 10/28]

10/27/2016

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To prepare for your reflection work tomorrow, please complete the following tasks:
  1. Complete your work on your digital portfolio for Unit 2. 
  2. Download and complete your New Unit Goal Setting
Finally, please respond in a comment below one of our reflection questions. Feel free to prepare a response to later record in a video tomorrow in class! 
​ ​

​Mindset Questions

  1. Of the mindsets we develop in class, which are you currently working on? Why?
  2. How have activities and tasks in class helped you develop that mindset?
  3. How can these mindsets help you reach your goals in other classes and outside of school?

Environment Questions

  1. What have you learned about the environment and the importance of caring for it?
  2. What language structures, vocabulary, and communication skills have you learned to help you form and defend an opinion in Spanish? Why is this important?
  3. How has your work in this class helped you become a better advocate for the things you believe in like the environment? Why is this important?
  4. How has your work in this class helped you become a better self-advocate?
unit_reflection_and_goals.docx
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File Type: docx
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Unit Two Can-Do Statements

10/25/2016

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Queridos alumnos, 

Please use the following Can-Do statements to guide your reflection on your growth in unit two. As with unit one, select five from the list below and begin to describe your growth within your digital portfolio file. Compile evidence from your Unit Two work and assessments, using photos and videos as necessary.

If you did not finish Unit One, please do not spend time now completing Unit One. Rather, spend your time working on Unit Two and come back to Unit One on your own time. 

Remember that this is a very large and complicated assignment that will last all year long. Make sure you spend your time wisely now working on this in order to not fall behind. 

Can-Do Statements (VHL):
  1. I can identify popular businesses and their locations in a city.
  2. I can talk about banking.
  3. I can talk about basic interactions at a post office.
  4. I can recognize expressions to ask for and give directions.
  5. I can recognize phrases related to running errands.
  6. I can recognize expressions to ask someone for a favor.
  7. I can recognize phrases related to talking about deadlines.
  8. I can request and provide directions in a neighborhood.
  9. I can write basic sentences using common Spanish abbreviations.
  10. I can describe some information about transportation in a city.
  11. I can identify several regional terms Spanish speakers use to talk about transportation.
  12. I can indicate that the existence of someone or something is uncertain.
  13. I can give and respond to commands given to a group that includes me.
  14. I can identify the narrator’s point of view in a reading selection.
  15. I can write an e-mail in Spanish, avoiding redundancies.
  16. I can determine specific details in a conversation between two friends.
  17. I can talk about how busy people connect and communicate with each other.
  18. I can describe some details about Mexico City’s subway system and its cultural role.
  19. I can recognize and understand some information about Venezuela’s history, geography, and economy.


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Proyecto 

10/21/2016

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Buenas tardes, 

Abajo les dejo las instrucciones para el proyecto individual. Acuérdense de que me tendrán que entregar el primer borrador el lunes. Este proyecto les prepara específicamente para la evaluación final de la segunda unidad.

Si quieren aprender más sobre dar indicaciones en español, investiguen este artículo. Hay mucha información y oportunidades para practicar.  

Finalmente, hagan click aquí para leer un artículo que explica cómo diseñar un mapa bueno. ¡Esto es importante!

Parte uno: Guajome

  1. Diseña un mapa detallado de Guajome
  2. Incluye tres destinos importantes:
    1. Un lugar para el cuidado personal
    2. Un lugar especial para ti
    3. Un lugar para obtener información
  3. Etiqueta el mapa en español usando abreviaciones. 
  4. Escribe indicaciones a los tres destinos desde la oficina central en tres párrafos distintos. 

Parte dos: Eco-turismo 

  1. Selecciona 3 lugares eco-turísticos
  2. Explica por qué seleccionaste cada uno 
  3. Describe cada uno
  4. Diseña un mapa detallado
  5. Escribir indicaciones a los tres lugares incluyendo las opciones de transporte público desde Guajome
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Unit 4 Digital Portfolio 

10/21/2016

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Hola chicos, 

Below you will find a combination of statements that describe many of the skills and language abilities we have developed this unit. Choose five for which you have good evidence (i.e. photos, videos, audio clips, etc.), and describe your progress in your digital portfolio housed in our Google Classroom. Be sure to rely on more than your description of the activity, and include physical (or digital) evidence of your work. 

You may come back to this at home or in your spare time at school (homework club, lunch, library time) to finish this. However, you are responsible for speaking with me if there are any personal barriers to your ability to complete this assignment. Once done, log into Google Classroom and submit the assignment called "Unit Four Digital Portfolio Check-In."
​

  • I can talk about professions and occupations.
  • I can identify and discuss some details about professional work environments.
  • I can recognize phrases related to talking about future plans.
  • I can talk about my own plans for the future.
  • I can describe some details about work benefits in the Spanish-speaking world.
  • I can identify several regional terms Spanish speakers use to talk about work.
  • I can exchange some information with others about César Chávez.
  • I can talk about several organizations from the Spanish-speaking world that prioritize labor equality.
  • I can refer to actions in the future.
  • I can express conjecture or probability.
  • I can talk about what will have happened by some point in the future.
  • I can identify similes and metaphors in a reading selection.
  • I can explain the content of a poem intended for a Spanish-speaking  audience.
  • I can use note cards to organize and sequence my ideas before writing.
  • I can write a composition in Spanish, using chapter vocabulary and grammar.
  • I can use previous knowledge to better understand a recorded conversation.
  • I can recognize the information two characters discuss in a recorded job interview.
  • I can discuss the role of banks in people’s lives.
  • I can explain the reactions of two characters in a commercial.
  • I can talk about work and time off in the Spanish-speaking world.
  • I can describe some details about work environments in Ecuador.
  • I can identify and discuss several details about Nicaragua’s geography, history, and culture.
I can specify some information about the geography and culture of the Dominican Republic.
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Trabajo preparatorio [20 de octubre de 2016]

10/18/2016

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Queridos estudiantes, 

Uno de los objetivos de esta unidad es aprender vocabulario útil para describir los funcionamientos de la oficina de correos. Investiga los enlaces de abajo para escribir una lista de palabras y frases necesarios para escribir y hablar sobre el correo. 
  • Oficina de correos, Vista Calif.
  • Quizlet - Correo 
  • Frases importantes 

¡Nos vemos el jueves!

Profe Pearson
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Visita del Sr. Harper

10/14/2016

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Hola chicos, 

¡Espero que tengan un día excelente con el Sr. Harper! Escribo para explicarles las instrucciones de la presentación oral en clase el lunes 17 de octubre, 2016. Hoy en clase, ustedes organizan y presentan una exposición grupal (group presentation) sobre México, D.F. 

Preparen una exposición grupal de 2-3 minutos con información sobre  México, D.F. Contesten una pregunta de la lista a la derecha (to the right) en la exposición oral. Incluyan información de las tres fuentes y sean creativos. 

Cuando cada grupo exponga, ustedes tendrán que tomar apuntes. También, seleccionen un voluntario para grabar (
record) un video de la exposición. Al final, mándenme (send me) una copia del video a mi correo electrónico: pearsonjo@guajome.net.   

¡Trabajen duro y practiquen español! Nos vemos el martes o el miércoles. 

Profe 

Preguntas esenciales 

  1. ¿Cómo es México, D.F.? Compara y contrasta el D.F. con Oceanside o Vista, California.
  2. Describe el sistema de transporte del D.F., incluyendo el costo, los medios de trasporte, el tamaño, etc.
  3. Compara y contrasta el sistema de transporte del D.F. con los sistemas de transporte de otras ciudades latinoamericanas.
  4. ¿Qué consejos puedes hacernos a los miembros de la clase para usar el sistema de transporte público en el D.F.? ¿Por qué?
  5. ¿Qué recomendaciones nos puedes hacer a los miembros de la clase sobre las atracciones turísticas en el D.F.? ¿Por qué?
  6. EXTRA: ¿Qué tipo de información nos da cada una de las tres fuentes? ¿Cómo son similares y diferentes?

How will you be evaluated? 
Your presentation video will be graded based on the updated workstation rubric. Because we use this rubric so often, I have renamed it as "Collaborative Work Rubric." View this rubric below.
collaborative_work_rubric.pdf
File Size: 72 kb
File Type: pdf
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Unit 2 Workstation Evaluation [Due 10/13/16]

10/11/2016

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Great job working and improving your collaboration in our work in ​los talleres. I continue to see you grow and improve in your communication skills in Spanish and in your mindsets. As we continue to improve our talleres and the ways we use our time to learn and grow, it's important to reflect. In my own reflection, I noticed that our rubric for talleres did not fully capture the excellent work and collaboration you all do each and every day. I have updated our Workstation Rubric, and have attached that document to this post. Be sure to download the new Workstation Rubric!

In order to help you reflect on your growth and engage in "Thinking about our thinking (metacognition)" from our habits and mindsets assignment, you will complete a self-evaluation for your work on this week's workstations. Respond to the questions below in English or Spanish, referencing both the physical evidence in your work and the ways you worked with your peers:

  1.  Analyze the new rubric. How would you rate your "Use of Collaborative Time" and why? Provide a narrative description of your collaborative work in workstations. 
  2. Analyze the new rubric. How would you rate your "Language Performance" and why? Support your analysis with physical evidence from the work you completed.
  3.  What is your biggest area of growth from workstations, either language- or collaboration-related?
  4. Which of your group mates has been most helpful to your learning?
  5. Silly Question: Do you enjoy working with Play-Doh? If so, what is your favorite color?

Finally, consider how you can study one concept you learned in Spanish class this week. It may be subjunctive or new vocabulary. Take 5 minutes and review that work or memorize vocabulary. ​
updated_workstation_rubric__oct_2016_.pdf
File Size: 72 kb
File Type: pdf
Download File

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Collage Resources

10/5/2016

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Queridos alumnos, 

Me da mucha alegría que hayan tenido éxito  en su primera actividad formal de discusión en grupos. Sé que fue difícil. Pero, veo que están poniendo mucho esfuerzo para mejorar su comunicación, y eso es lo más importante de todo. 

Mañana, ¡vamos a hacer arte! De tarea para la casa, ustedes hoy escriben una descripción de un lugar urbano para los jóvenes. Recuerden usar el subjuntivo en las frases así como las siguientes arrancadores de oración (sentence starters): 
  • Quiero un lugar que tenga...
  • Deseo un espacio que sea...
  • Espero que haya... 

Además, hay que prepararse para la actividad artística. Vean los recursos a la derecha de estas instrucciones para informarse sobre el collage. 

​Profe Pearson
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Collage Video Resources

Prior to starting your collage, you need a basic understanding of what a collage is. Click here to see a brief introductory video from Expert Village on Youtube.com. 

For more ideas on using patterns and colors to improve your collage, I have attached a few other video links below: 
  • Establishing a theme
  • Collage composition
  • Abstract collage
​
WikiHow offers some great tips on how to make a collage. Click here to read this article for a great step-by-step process. Finally, feel free to also explore this collage-for-beginners article by clicking here. 
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