Over the last few weeks in Spanish class, 8th graders have been learning how to make comparisons of equality and inequality. They have practiced this by writing a mini-dialogue about something not being fair in their “No es justo” assignment and have also made interview questions to ask their classmates about how fast they run, how tall they are, and more so that they could continue to learn how to compare.
This week, we turned our focus to Spanish-speaking countries and the verb jugar (to play). Students looked at the sports are played in many Spanish-speaking countries, and interviewed each other to find out what sports are played in the Spanish-speaking world. They then created graphics to demonstrate what they learned.
By doing some more cultural investigations, students have a better understanding not only of how to use the sentence structures they’ve been using, but are also gaining new insights as to the values and traditions of the people who speak the language we are learning.
This week we have been unpacking the differences between ser and estar. This is a difficult endeavor because both of these words means “to be.” Although they cannot be used interchangeably, students have been learning the specific way to use each of them. The basic rule we have been working with is:
Use estar for talking about the condition or state of something. For example:
¿Cómo estás? (How are you?)
Use ser to talk about something’s essential qualities.
¿Cómo eres? (What are you like?)
We recently practiced this by assuming the identities of famous Spanish-speaking writers, artists, and activists. Starting by choosing a Spanish-speaking country from a box, students looked for famous people from that country who they wanted to pretend to be. Then, students looked up information on the person: their birthdate, place of origin, and other important facts about them.
Using this information and new identity, students interviewed each other to learn more about the other famous folks in the room. Some of the people chosen were:
Teresa de la Parra
After interviewing all of the famous people in the room, students designed diagrams to illustrate what they learned about each person they interviewed.
Buen trabajo to all of our Spanish learners and gracias for all of their hard work!
Point People: Phelana, Wendy, Lydia Culmination of Pay It Forward projects – display of research, art, poetry, actions, website Students will be stationed with a display board, art project, website. They can talk about their issue – the root causes, impacts, solutions…, perform their spoken word poem, show their lobbying … Continue reading
Point Person: Colleen firstname.lastname@example.org Having a social atmosphere for families to get to know each other and have a meeting for adults in CMR and activity for students in the downstairs lab.