8th grade students have been working hard to master their reflexive verbs! They created how-to guides that explained how to conjugate these different kinds of verbs, which helped them better understand the ways of using and conjugating them. Students flexed their creativity muscles by completing mini-stories using reflexive verbs as well. There were many stories written about the daily routines of children and their families, but also about non-human characters, like trees and ducks as well. The creativity they demonstrated in these stories was fantastic, and made their work enjoyable for them and their classmates.
Don Quixote and Sancho Panza
We have also been learning about how to understand a text written in Spanish, even if we do not understand every word. Students interacted in pairs, only in Spanish, to read a text about a mysterious text message, to answer questions about what happened in the text, and also worked individually to describe what happened in the story. Using strategies like looking for context clues, cognates, and words that they already know, students were able to work through this challenging story and learned more about the famous literary characters Don Quixote and Sancho Panza.
In 6th grade Spanish, students have been learning how to describe different animals with adjectives and verbs. Unlike English, in Spanish, adjectives need to agree with their nouns in number and gender. That means if students wanted to write about a dog, they would need to change their adjective to match the noun. Dog in Spanish is perro. It is masculine and in this case, it is singular. An adjective describing this dog would also have to be masculine and singular. If we wanted to say that the dog was nice, we would say el perro simpático. To add a little more difficulty and action to their sentences, students also incorporated the -ar verbs they have been learning about.
Recently, students completed comics about a character walking through an enchanted forest and narrating the different animals s/he encountered.Descriptions in these comics included happy worms singing, sad gorillas painting, and egotistical foxes dancing. Students put in great work and effort to this project and came up with some very creative descriptions to describe their own enchanted forests.
Students also added to their repertoire of verbs by learning how to conjugate -er and -ir verbs as well. After learning the steps of how to conjugate these verbs, we enjoyed watching this great video to help us practice all of the conjugations! I’m excited to see how students use their new verbs and skills to continue to build on their knowledge of Spanish in fun ways.
Before winter break, students were able to delve into a world of stories in Spanish. They were given many options of books written in Spanish that they were able to choose and practice reading aloud independently for the first half of a class. After this time, students joined together in small groups and read their stories aloud to each other. Using gestures, tone, and body language, they encouraged their group mates to understand what their story was about. After this, students watched and read several versions of a story called “El Principe Ceniciento” which is a play on the story of Cinderella, but with a fairy godmother who was a little confused and not very experienced at her job. Students discussed with each other how they could understand a story all in Spanish if they did not understand each word. They learned that by using their senses, knowledge of basic Spanish, and cognates to follow the story.
After break, students have been working on learning a new kind of verb to be able to talk about their daily routines. These are reflexive verbs, which is a verb where someone does something to themselves, for example “I brush my hair” or “I bathe myself.” Students will continue to practice these verbs by interviewing each other about their daily routines, reading about daily routines of others, and will write about their own.
Point People: Hannah email@example.com Shannon firstname.lastname@example.org Brenda email@example.com Marcele firstname.lastname@example.org Students arrive to SGS at 8:30AM on the 10th. Depart SGS around 9AM. Students will return to SGS on the 12th.