Kindergarden is learning basic greetings!

Buenos días and buenas noches are the two greetings that Kindergarden is learning this week. Buenos días in English is good morning and buenas noches is good night. After teaching, practicing and writing both, I asked all students to go home and tell their loved ones at night "Buenas noches" and when they wake up to say "Buenos días."

Learning the difference between good morning and good night!

Our Kinder students hard at work!

Middle School is reviewing present and present progressive

Grades 6, 7, and 8 are reviewing the present and present progressive verb tenses. Here are some examples:

Presente:                               Yo estudio Español cada día.  (I study spanish every day)
Presente progresivo:             Estoy estudiando Español cada día. ( I am studying spanish every day)

The main differences between the two tenses are that the present progressive has the addition of estar (conjugated) and the -ando and -iendo ending to each AR and ER/ IR verb. In English it translates as "I am" doing something; example: Estoy hablando, I am talking.

Sixth and Seventh grade will have a quiz on Friday Sept. 23, 2011. 

Second Grade is learning numbers 30-60

Second grade will be reviewing this week numbers 1-30 and then learning numbers 30-60.

Here are some helpful hints:

10- diez

20- veinte

30- treinta

40- cuarenta

50- cinquenta

60- sesenta

We are learning these numbers in a fun way by playing bingo!

Middle School Projects

Here is a list of possible Middle School Spanish projects. At the end of each quarter a new project will be due. 

* All projects must be okayed through Sra. Flagstad before beginning.*

Spanish Projects 2011- 2012

McDowell Middle School

This list of project ideas is a great way to get our Spanish class involved in the Spanish language. Let’s use our creative minds and have fun with these projects!

Educational Video (Group of 3)

Submit a video that effectively teaches a concept that we have covered this year in class. This would be something  I could use next year, so make it clear and appropriate. The length of the video should last about 10- 15 minutes and include a short skit in Spanish that applies the concept covered. Some examples of concepts would be: regular verb conjugation, preterit verb conjugation, food vocabulary, and animal vocabulary. All SPANISH would need to be approved by me before the video is make to ensure accuracy. 

Cooking Project (2 people)

Prepare and cook a meal from a Spanish speaking country with your classmates. This should be presented in either a video or power point format depicting the steps that are involved; meaning show us how you made the meal either with video or photos. Also, please include the country of origin, the history of the dish, and why you chose the food.  You will need to prepare the meal and bring in for the class to share with all necessary materials (plates, forks, napkins).  ** Consult an adult for assistance and supervision**

Musical Lyrics (1-2 people)

If you wish to complete this project, please come and speak to me about your ideas. I want to keep all ideas that you may have open to discussion to keep the creativity flowing.

Photobook (1 person)

Take pictures that tell as story and make a book about it. Your subject can be anything that you chose, with Spanish teacher approval. Write captions that narrate your story in SPANISH. You will put them into a photo book or paste them into a scrapbook. Be prepared to present your book to the class. You can also make the photobook into a power point presentation if you wish. You will need to include at least 20 photos with at least one sentence for each photo. 

Skit/ Short Play (3-4 people)

Perform a short skit or play in Spanish lasting at least 5-7 minutes for the class. You must type out your lines in English and Spanish and have the lines approved by the Spanish teacher before the presentation. You may wish to have one person be the narrator for ease of understanding the play or skit. You may write your own play or TRANSLATE an existing one. 

Please do not repeat your projects from last year.

Third Grade is learning De Colores

De Colores

Third graders are learning the traditional folk song De Colores. This song was brought over to the Americas from Spain in the 16th century. This song was sung in honor of all the beautiful colors that one sees in the "campo" or on the "granja,' in the fields or on the farms.

Here are the lyrics in both Spanish and English! Enjoy singing!

De Colores

Spanish Version

     De colores, de colores
Se visten los campos en la primavera.
     De colores, de colores
Son los pajarillos que vienen de afuera.
     De colores, de colores
Es el arco iris que vemos lucir.

     Y por eso los grandes amores
De muchos colores me gustan a mí.
     Y por eso los grandes amores
De muchos colores me gustan a mí.

   Canta el gallo, canta el gallo
Con el quiri, quiri, quiri, quiri, quiri.
     La gallina, la gallina
Con el cara, cara, cara, cara, cara.
     Los pollitos/polluelos, los pollitos/polluelos con el pío, pío, pío, pío, pí.

       

   Y por eso los grandes amores
De muchos colores me gustan a mí.
     Y por eso los grandes amores
De muchos colores me gustan a mí.

English Version

     In colors, in colors
The fields are dressed in the spring.
     In colors, in colors
Are the little birds that come from outside.
     In colors, in colors
Is the rainbow that we see shining.

     And that is why I love
The great loves of many colors
     And that is why I love
The great loves of many colors.

The rooster sings, the rooster sings
With a cock-a-doodle, cock-a-doodle-doo.
     The hen, the hen
With a cluck, cluck, cluck, cluck, cluck.
     The chicks, the chicks
With a cheep, cheep, cheep, cheep, cheep.

   And that is why I love
The great loves of many colors.
     And that is why I love
The great loves of many colors.

Syllabus for Grade 8

McDowell Middle School- Grade 8

SPANISH SYLLABUS 2011- 2012

COURSE: Español 2

INSTRUCTOR: Sra. Kallie Flagstad

School Office: (949) 495- 5162

Email: kallieflagstad@yahoo.com

SCHEDULE: Monday- Wednesday- Friday 

REQUIRED TEXTBOOK AND MATERIALS:

Textbook: Aventura, Español 2 (2009) First edition on DVD

Materials: Use a 1 inch notebook, notebook paper, index tabs, pencils, pen, McDowell School Agenda/ Planner, and Laptop

COURSE DESCRIPTION:   This Spanish course is designed to build on students’ basic skills of listening, speaking, reading, and writing as well as learning about the various Spanish speaking cultures around the world. Students will demonstrate basic listening and reading comprehension of common everyday vocabulary. They will use a varied set of complex oral questions and statements to be used in common daily conversation.

This is an exploratory Spanish course in which the learning process will include various aspects of TPR (Total Physical Response) that consist of Spanish basic skills, vocabulary, grammar, reading, conversational practice, and writing skills. This experimental learning approach includes reader’s theatre, skits, story telling, role playing, games, fiestas, art, music, dance, newspapers, and fun projects. 

COURSE GOALS AND HIGHLIGHTS:  Students will have many opportunities to develop their Spanish sills based on contexts related to daily living. By the end of the course, students will be able to communicate about many topics including: daily routines, greetings and farewells, descriptions, chores, food, clothes, numbers, colors, dates, times, weather, and autobiographical information. Students will become more aware and gain knowledge of the culturally diverse Spanish speaking world to develop insight into the nature of language and culture. When you enter class, you are entering a Spanish world where the focus language is Spanish. This is a fun experience and it will contribute to your ability to understand and speak more Spanish. Do not be afraid to make mistakes- we are all here to learn!

COURSE OBJECTIVE:  After successfully acquiring the knowledge presented in class by activities in and out of the classroom, each student will be able to demonstrate success in the four areas of the language: speaking, listening, reading, and writing. This ensures that the California Foreign Language Learning Standards are met.

STANDARDS FOR FOREIGN LANGUAGE LEARNING:

Due to the considerable number of languages in California, the World Language Content

Standards was developed to accommodate all languages and the various stages a learner

goes through to become proficient. Therefore, the World Language Content Standards are

not language-specific. In addition, due to the various levels of student proficiency and the

multiple points of entry and exit from California’s language programs, the World Language

Content Standards that follow are not tied to specific grade levels but rather describe the

levels of linguistic and cultural acquisition. For ease of presentation, the standards are

separated into five categories: Content, Communication, Cultures, Structures, and

Settings. They should to be taught together and in practice merge into seamless instruction

within the various stages of the Language Learning Continuum.

Content

Language users address a wide variety of topics that are age and stage appropriate. As students develop their ability to communicate in the target language and culture, they are able to more fully address topics that increase in complexity from stage to stage on the Language Learning Continuum.

Communication

Real-world communication occurs in a variety of ways. It may be interpersonal in which culturally appropriate listening, reading, viewing, speaking, signing, and writing occur as a shared activity among language users. It may be interpretive in which language users listen, view, and read using knowledge of cultural products, practices, and perspectives. It may be presentational in which speaking, signing, and writing occur in culturally appropriate ways.

Cultures

Culturally appropriate language use requires the understanding of the relationship between the products a culture produces, the practices that the culture manifests, and the perspectives that underlie them. Students must acquire the ability to interact appropriately with target culture bearers in order to communicate successfully. This category allows students to make connections and comparisons between languages and cultures.

Structures

The World Language Content Standards use the term structures to capture the multiple components of grammar that learners must control in order to successfully communicate in linguistically and culturally appropriate ways. Students need to acquire orthography, the writing systems in languages that have them; phonology, the sound systems of language or parameters in ASL; morphology, the rules for word formation; syntax, the principles of sentence structure; semantics, language-based meaning systems; and pragmatics, meaning systems connected to language use.

Settings

Language users need to carry out tasks in a variety of situations representative of those they will experience in the target culture. The success of learner communication will be determined by the requirements of the situation in which the language is used. Understanding social linguistic norms will assist learners in communicating effectively in real-world encounters.

STUDENT RESPONSIBILITIES:

Attend class regularly.

Participate in daily activities and complete all homework assignments.

Bring DVD textbook, laptop, and complete notebook to class.

TEACHER RESPONSIBILITIES:

Communicate with parents on student’s progress in the course.

Present material in an understandable way.

Be available for students who need help or have questions. 

CLASSROOM EXPECTATIONS: 

Every class meeting will be a positive learning opportunity. Students are expected to:

Respect teacher and classmates.

Speak Spanish as much as possible in class, at school, and home.

Be on time.

Be ready. Bring your laptop (charged), DVD textbook, materials, and Spanish notebook to every class.

Active participation is required on a daily basis to ensure good development of language skills. Listen, watch, and take notes when needed. Most importantly have fun while participating.

NOTEBOOK:

Each student is required to have a 1 inch three ringed Spanish notebook. The notebooks are due at the end of each quarter and are graded based on the completion of the course content and neatness. The notebook will be divided into four sections:

Class notes

Vocabulary

Homework/ Projects

Tests/ Quizzes 

HOMEWORK:

Homework assignments are due at the beginning of class. We will spend much of our time “talking” in Spanish, either in small groups or as an entire class. It is expected that students will have completed assigned work and come to class prepared to be able to apply what they have learned. This will include answering and asking questions, board work, participating in presentations (graded and non graded), working in small groups, and on class projects. All homework assignments are to be placed in your Spanish notebook. 

LATE/ ABSENT:

Late or absent work will be accepted up to five school days after the assigned due date. Each day late will result in a 10% grade reduction up to five school days. This is waived for excused absences. When absences occur it is up to each student to catch up on missed work by speaking with the teacher.

TESTS/ QUIZZES:

Chapter tests/ quizzes will be given upon completion of each chapter. At the beginning of each month, the teacher will provide a Spanish homework calendar for all homework assignments and scheduled quizzes or tests.

GRADING:

Participation 30%

Projects/ Class Assignments 20%

Homework 20%

Notebook 10%

Quizzes/ Tests 20%

Parent Contact Information:

~~~~~~~~~~Please return to your Spanish teacher.~~~~~~~~~~

I have read and understand the class expectations and the grading procedures for this class. I understand that following the class expectations will lead to my academic success and violation of the class expectations will result in a lower participation and/or performance grade and parent notification.

I will do my best to actively participate in Spanish class and give 100% effort!

Student’s name _________________________________  Date_______________

Student signature _________________________________

Parent/ Guardian’s name _________________________ Date_______________

Parent signature________________________________________

Day time phone # ______________________________

Cell phone # ______________________________

Email address ______________________________

Syllabus for Grades 6 and 7

McDowell Middle School- Grades 6 and 7

SPANISH SYLLABUS 2011- 2012

COURSE: Español 1

INSTRUCTOR: Sra. Kallie Flagstad

School Office: (949) 495- 5162

Email: kallieflagstad@yahoo.com

SCHEDULE: Monday- Wednesday- Friday 1:00- 1:45

REQUIRED TEXTBOOK AND MATERIALS:

Textbook: Aventura, Español 1 (2009) First edition on DVD

Materials: Use a 1 inch notebook, notebook paper, index tabs, pencils, pen, McDowell School Agenda/ Planner, and Laptop

COURSE DESCRIPTION:   This Spanish course is designed to build on students’ basic skills of listening, speaking, reading, and writing as well as learning about the various Spanish speaking cultures around the world. Students will demonstrate basic listening and reading comprehension of common everyday vocabulary. They will use a limited set of simple oral questions and statements to be used in common daily conversation.

This is an exploratory Spanish course in which the learning process will include various aspects of TPR (Total Physical Response) that consist of Spanish basic skills, vocabulary, grammar, reading, conversational practice, and writing skills. This experimental learning approach includes reader’s theatre, skits, story telling, role playing, games, fiestas, art, music, dance, newspapers, and fun projects. 

COURSE GOALS AND HIGHLIGHTS:  Students will have many opportunities to develop their Spanish sills based on contexts related to daily living. By the end of the course, students will be able to communicate about many topics including: daily routines, greetings and farewells, descriptions, chores, food, clothes, numbers, colors, dates, times, weather, and autobiographical information. Students will become more aware and gain knowledge of the culturally diverse Spanish speaking world to develop insight into the nature of language and culture. When you enter class, you are entering a Spanish world where the focus language is Spanish. This is a fun experience and it will contribute to your ability to understand and speak more Spanish. Do not be afraid to make mistakes- we are all here to learn!

COURSE OBJECTIVE:  After successfully acquiring the knowledge presented in class by activities in and out of the classroom, each student will be able to demonstrate success in the four areas of the language: speaking, listening, reading, and writing. This ensures that the California Foreign Language Learning Standards are met.

STANDARDS FOR FOREIGN LANGUAGE LEARNING:

Due to the considerable number of languages in California, the World Language Content

Standards was developed to accommodate all languages and the various stages a learner

goes through to become proficient. Therefore, the World Language Content Standards are

not language-specific. In addition, due to the various levels of student proficiency and the

multiple points of entry and exit from California’s language programs, the World Language

Content Standards that follow are not tied to specific grade levels but rather describe the

levels of linguistic and cultural acquisition. For ease of presentation, the standards are

separated into five categories: Content, Communication, Cultures, Structures, and

Settings. They should to be taught together and in practice merge into seamless instruction

within the various stages of the Language Learning Continuum.

Content

Language users address a wide variety of topics that are age and stage appropriate. As students develop their ability to communicate in the target language and culture, they are able to more fully address topics that increase in complexity from stage to stage on the Language Learning Continuum.

Communication

Real-world communication occurs in a variety of ways. It may be interpersonal in which culturally appropriate listening, reading, viewing, speaking, signing, and writing occur as a shared activity among language users. It may be interpretive in which language users listen, view, and read using knowledge of cultural products, practices, and perspectives. It may be presentational in which speaking, signing, and writing occur in culturally appropriate ways.

Cultures

Culturally appropriate language use requires the understanding of the relationship between the products a culture produces, the practices that the culture manifests, and the perspectives that underlie them. Students must acquire the ability to interact appropriately with target culture bearers in order to communicate successfully. This category allows students to make connections and comparisons between languages and cultures.

Structures

The World Language Content Standards use the term structures to capture the multiple components of grammar that learners must control in order to successfully communicate in linguistically and culturally appropriate ways. Students need to acquire orthography, the writing systems in languages that have them; phonology, the sound systems of language or parameters in ASL; morphology, the rules for word formation; syntax, the principles of sentence structure; semantics, language-based meaning systems; and pragmatics, meaning systems connected to language use.

Settings

Language users need to carry out tasks in a variety of situations representative of those they will experience in the target culture. The success of learner communication will be determined by the requirements of the situation in which the language is used. Understanding social linguistic norms will assist learners in communicating effectively in real-world encounters.

STUDENT RESPONSIBILITIES:

Attend class regularly.

Participate in daily activities and complete all homework assignments.

Bring DVD textbook, laptop, and complete notebook to class.

TEACHER RESPONSIBILITIES:

Communicate with parents on student’s progress in the course.

Present material in an understandable way.

Be available for students who need help or have questions. 

CLASSROOM EXPECTATIONS: 

Every class meeting will be a positive learning opportunity. Students are expected to:

Respect teacher and classmates.

Speak Spanish as much as possible in class, at school, and home.

Be on time.

Be ready. Bring your laptop (charged), DVD textbook, materials, and Spanish notebook to every class.

Active participation is required on a daily basis to ensure good development of language skills. Listen, watch, and take notes when needed. Most importantly have fun while participating.

NOTEBOOK:

Each student is required to have a 1 inch three ringed Spanish notebook. The notebooks are due at the end of each quarter and are graded based on the completion of the course content and neatness. The notebook will be divided into four sections:

Class notes

Vocabulary

Homework/ Projects

Tests/ Quizzes 

HOMEWORK:

Homework assignments are due at the beginning of class. We will spend much of our time “talking” in Spanish, either in small groups or as an entire class. It is expected that students will have completed assigned work and come to class prepared to be able to apply what they have learned. This will include answering and asking questions, board work, participating in presentations (graded and non graded), working in small groups, and on class projects. All homework assignments are to be placed in your Spanish notebook. 

LATE/ ABSENT:

Late or absent work will be accepted up to five school days after the assigned due date. Each day late will result in a 10% grade reduction up to five school days. This is waived for excused absences. When absences occur it is up to each student to catch up on missed work by speaking with the teacher.

TESTS/ QUIZZES:

Chapter tests/ quizzes will be given upon completion of each chapter. At the beginning of each month, the teacher will provide a Spanish homework calendar for all homework assignments and scheduled quizzes or tests.

GRADING:

Participation 30%

Projects/ Class Assignments 20%

Homework 20%

Notebook 10%

Quizzes/ Tests 20%

Parent Contact Information:

~~~~~~~~~~Please return to your Spanish teacher.~~~~~~~~~~

I have read and understand the class expectations and the grading procedures for this class. I understand that following the class expectations will lead to my academic success and violation of the class expectations will result in a lower participation and/or performance grade and parent notification.

I will do my best to actively participate in Spanish class and give 100% effort!

Student’s name _________________________________  Date_______________

Student signature _________________________________

Parent/ Guardian’s name _________________________ Date_______________

Parent signature________________________________________

Day time phone # ______________________________

Cell phone # ______________________________

Email address ______________________________

Syllabus for Grade 5

McDowell Middle School- Grade 5
SPANISH SYLLABUS 2011- 2012

COURSE: Español -Beginning Spanish

INSTRUCTOR: Sra. Kallie Flagstad
School Office: (949) 495- 5162
Email: kallieflagstad@yahoo.com

COURSE DESCRIPTION:
 This Exploratory Spanish course is designed for each unique age group and grade level, by scaffolding on prior learning and by emphasizing practical everyday themes that a child engages in daily life. This Spanish program introduces your child to the Spanish language in fun, yet academically progressive way that builds upon daily language learning.

This is an experimental  learning process that will include various aspects of TPR (Total Physical Response) that consist of Spanish basic skills, vocabulary, identifying alphabets, numbers, listening and response, conversational practice, and basic speaking skills.

COURSE GOALS AND HIGHLIGHTS:
 Classes are designed to encourage Spanish learning through the use of creativity and self expression by engaging the student with fun experimental learning activities. Our fun themes and vocabulary based curriculum are reinforced through activities such as singing songs, role playing, art, crafts, music, story telling, poetry, nursery rhymes, drawings, fiestas, dance, games, and many more fun projects.

Based upon grade level students will explore and be introduced to everyday Spanish themes.


Fifth Grade Themes:
Introductions/ Meeting People
Classroom/ School
House/ Table Setting
Furniture/ Appliances
Telling Time
Indefinite Articles
Verb Estar
Verb Gustar
Verb Ser
Intro to Tener and Querer

NOTEBOOK/ FOLDERS:
A notebook or folder will help to maintain all handouts, daily assignments, and projects.

HOMEWORK:
Normally students at this grade level will have minimal Spanish homework since most of the coursework is completed in class. Daily practice is encouraged!

LATE/ ABSENT:
 When absences occur it is up to each student to catch up on missed work by speaking with the teacher.

GRADING:
Participation 30%
Projects/ Class Assignments 20%
Homework 20%
Notebook 10%
Quizzes/ Tests 20%


Parent Contact Information:

~~~~~~~~~~Please return to your Spanish teacher.~~~~~~~~~~

I have read and understand the class expectations and the grading procedures for this class.

I will do my best to actively participate in Spanish class and give 100% effort!

Student’s name _________________________________  Date_______________

Student signature _________________________________

Parent/ Guardian’s name _________________________ Date_______________

Parent signature________________________________________

Day time phone # ______________________________
Cell phone # ______________________________
Email address ______________________________

Syllabus for Grade 4

McDowell Middle School- Grade 4
SPANISH SYLLABUS 2011- 2012

COURSE: Español -Beginning Spanish

INSTRUCTOR: Sra. Kallie Flagstad
School Office: (949) 495- 5162
Email: kallieflagstad@yahoo.com

COURSE DESCRIPTION:
 This Exploratory Spanish course is designed for each unique age group and grade level, by scaffolding on prior learning and by emphasizing practical everyday themes that a child engages in daily life. This Spanish program introduces your child to the Spanish language in fun, yet academically progressive way that builds upon daily language learning.

This is an experimental  learning process that will include various aspects of TPR (Total Physical Response) that consist of Spanish basic skills, vocabulary, identifying alphabets, numbers, listening and response, conversational practice, and basic speaking skills.

COURSE GOALS AND HIGHLIGHTS:
 Classes are designed to encourage Spanish learning through the use of creativity and self expression by engaging the student with fun experimental learning activities. Our fun themes and vocabulary based curriculum are reinforced through activities such as singing songs, role playing, art, crafts, music, story telling, poetry, nursery rhymes, drawings, fiestas, dance, games, and many more fun projects.

Based upon grade level students will explore and be introduced to everyday Spanish themes.


Fourth Grade Themes:
Greetings
Names/ Introductions
Alphabets/ Numbers
Animals/ Descriptions
Telling Time
House/ School/ Professions
Foods
Family
Traditions/ Cultural Aspects
Querer expression
Gustar expression

NOTEBOOK/ FOLDERS:
A notebook or folder will help to maintain all handouts, daily assignments, and projects.

HOMEWORK:
Normally students at this grade level will have minimal Spanish homework since most of the coursework is completed in class. Daily practice is encouraged!

LATE/ ABSENT:
 When absences occur it is up to each student to catch up on missed work by speaking with the teacher.

GRADING:
Participation 30%
Projects/ Class Assignments 20%
Homework 20%
Notebook 10%
Quizzes/ Tests 20%


Parent Contact Information:

~~~~~~~~~~Please return to your Spanish teacher.~~~~~~~~~~

I have read and understand the class expectations and the grading procedures for this class. I will do my best to actively participate in Spanish class and give 100% effort!

Student’s name _________________________________  Date_______________

Student signature _________________________________

Parent/ Guardian’s name _________________________ Date_______________

Parent signature________________________________________

Day time phone # ______________________________
Cell phone # ______________________________
Email address ______________________________

¡Bienvenidos a todos!

¡Hola a todos! This page has been set up for the students and parents of McDowell School who are or have students enrolled in the Spanish classes.

My name is Sra. Flagstad and I am the Spanish teacher here at McDowell.

This page will be updated weekly with important announcements, assignments, and photos of our students learning Spanish.