Señor. Martin

NUEVOS HORIZONTES

Archive for March, 2012

FEW MORE WEEKS BEFORE REPORT CARD!

16th March 2012

4th GRADE

 

We are finished with the Unit of seasons and we have started the unit of feelings and emotions.  We have a new assignment and this is Number 5 in this marking period. These are the directions:

 

ASSIGNMENT #5

Students will write four different answers in Spanish for the four following questions. Each answer will start with YO (I):

1- ¿ Qué hago en Primavera?

2- ¿ Qué hago en Verano?

3- ¿ Qué hago en Otoño?

4- ¿ Qué hago en Invierno?

5- lso students will turn the directions of this assignment (what you have just read) in their  paper and with their handwriting.

DATELINE: MARCH 21.

 

5TH GRADE

 

We are moving through the food Unit and we are working with the healthy piramid. This is the new assignment that we have to complete:

 

ASSIGNMENT #5

 

1- Students will have the different categories of foods in Spanish.

2- Students will have four foods for each category of food

3- Students will have the healthy food piramid in Spanish and also the food piramid of themselves (they have to think in the kinds of foods they eat and the distribution in the piramid)

4- Students will make a diagnosis of their diet comparing the healthy food piramid and their own food piramid saying sentences in Spanish like:

– Mi dieta es equilibrada o no es equilibrada.

– Yo tengo que comer más….

– Yo tengo que comer menos… 

also students will turn the directions of this assignment (what you have just read) in their  paper and with their handwriting.

DATELINE: MARCH 23. AFTER MARCH 26 A DECREASE OF 20%.

 

6TH GRADE

 

We are working with the unit of REFLEXIVE VERBS and this is the new assignment:

ASSIGNMENT 4

 

Part 1: Make a drawing of yourself and a friend from an ancient civilation

Part 2- The list of the Reflexive Verbs from page 159 with the translation in English.

Part 3- The 16 index cards with the Infinitive in English in one side. In the other side the conjugation of the Reflexive Verbs with yo(I), él/ella (he/she) and nosotros/nosotras (we).

Parte 4- You will make sentences connecting the Reflexive Verbs with the following words: los zapatos. el pantalón, la cara, el reloj, los dientes, el cuerpo, el pelo, la cama, la chaqueta.

Example: Yo me lavo la cara, el cuerpo, los dientes y el pelo.

You will need as many sentences as Reflexive verbs (16)

Part 5: You will choose 8 Reflexive Verbs from the list of 16 and:

a) Write at what time you do each action.

Example: Yo me levanto a las cinco y treinta

b) Write, according with your imagination when/at what time or where your friend from the Ancient Civilation does each action.

Example: Mi amigo azteca se lava los dientes los domingos.

Part 6: The directions of this assignment (what you have just read) in your paper and with your handwriting.

This assignment will be 200 points worth.

DATELINE: MARCH 22.AFTER MARCH 26TH  A DECREASE OF 20%. AFTER APRIL 2 ND A DECREASE OF 40%.

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PROGRESS REPORT. ALL THE ASSIGMENTS FOR EACH GRADE

7th March 2012

Progress report is here. In this post you can see the directions of  all the assigments of 4th,5th and 6th grade.

The students can still turn in missing assigments with a decrease of 20% for 4th grade and 40% for 5th and 6th grades.

 

4th grade Assigments

 

Assigment 4

Students will have 12 index cards and  each index card will have the following information in Spanish:

– Name of the month.

– Two weather conditions in that month.

-The season that the month belongs to.

-At least one drawing related to the month

Assigment 3  “Tarjeta de San Valentín” (Saint Valentine Card)

1- Students received a photocopy with the history of S. Valentin. In that photocopy students have to read it and after the reading they will pick up 8 words of their choice and they will write them in Spanish.

2- Students will create a card with:

 -pictures , drawings or both.

-with four pieces of information in Spanish in the front of the card.

-students will write a dedication to the person, animal or thing that they are dedicating the card to (this last part can be done in English, Spanish or both.

 

Assigment 2 “Poema”

Students have to create a poem/poema about their favourite season/estación:

1- The title will be ” Me gusta….” or ” Mi estación favorita es…”

2- Students will have 10 verses/lines in 3 stanzas.

3- Each verse will have, at least, one drawing that represents a word or a group of words.

4- Students will also create the vocabulary with the drawings and their meaning in English and Spanish.

 

 Assigment 1

-Students will complete the photocopy of the seasons.

-Students will have the symbols of weather with the possible weather conditions.

-Students will have a map of USA with two states on the North, two 0n the South, two on the East, two on the West and two Central states and they will use the symbols of the forecast and also they will write the meaning in Spanish of those symbols. For example, the symbol of a sun means: Hace sol, hace calor, está despejado.

 

5th GRADE

 

Assigment 4 ” La Cena formal”

Students have to create  a formal invitation for a dinner that they will be hosting; this is the information in Spanish that the invitation needs to have:

1- Who is throwing the dinner?; where is the location?; at what  time is the dinner?, the date of the dinner and the  three guests. This information will be with full sentences and in Spanish.

2- The food that the guests will be having. Four different courses:

-Aperitivos(apperitives)                     -Primer plato(first course)                         -Plato principal(main course)                                                             -Postre(dessert)

Also, the different meals or dishes in the four courses must have the ingredients in Spanish. Example, if they are having Sopa de Cebolla/Onion soup for Primer plato they will write the ingredients: cebolla(onion), queso(cheese), caldo(broth).

For Plato principal the invitation needs to have a Hispanic dish that can be taken from the following powerpoint ( they can have different Hispanic dishes than the ones from the powerpoint)

LA GASTRONOMIA DE LOS PAISES HISPANOS.POWER POINT PRESENTATION

3- A drawing of a table with a silverware, tablecloth, glasses and  everything that the student consider important for a formal dinner (with labels in Spanish).

Students are free to create their own designs for the Invitation; also, they can have the Invitation and in a different paper   the menu(meals)  that is/are going to be served in the dinner.

Anything extra in the invitation enriching the work and creation of the students will be very welcome.

Assigment 3  “Tarjeta de San Valentín” (Saint Valentine Card)

1- Students received a photocopy with the history of S. Valentin. In that photocopy students have to read it and after the reading they will pick up 8 words of their choice and they will write them in Spanish.

2- Students will create a card with:

 -pictures , drawings or both.

-with four pieces of information in Spanish in the front of the card.

-students will write a dedication to the person, animal or thing that they are dedicating the card to (this last part can be done in English, Spanish or both)

 

Assignment 2

1- Students will have the 16 chores in infinitive, also they will have the 16 chores with the form I and finally they will have one item they use to do each household chores (everything in Spanish) .

2- They will complete the exercise A on page 154 from the text book. 

 

Assigment 1

-Students will have the the drawings of a house with the different rooms and with the labels in Spanish.

-Students will have the drawings of the furnitures of a bedrrom and the drawings of the furnitures and appliances of the kitchen with the labels in Spanish.

-Students will have 15 different household chores in English and Spanish and the different places of the house where we do those chores. 

 

6th GRADE

 

Assigment 3  “Tarjeta de San Valentín” (Saint Valentine Card)

1- Students received a photocopy with the history of S. Valentin. In that photocopy students have to read it and after the reading they will pick up 8 words of their choice and they will write them in Spanish.

2- Students will create a card with:

 -pictures , drawings or both.

-with four pieces of information in Spanish in the front of the card.

-students will write a dedication to the person, animal or thing that they are dedicating the card to (this last part can be done in English, Spanish or both)

 

Assigment 2 “Mi destino ideal de vacaciones” (My Ideal travel destination)

 

1- Students will make a map of their ideal vacation destination. They will make a map key and add symbols for the different places to see. These different places will be, at least, 8 natural places like beaches, volcanoes, lake, mountains… and 8 different places made by the human being like an acuatic park, the cinema, etc….and these places have to be labeled in Spanish.

2- Students will create an advertisment to sell their ideal vacation destination. In the advertisment students will have:

a- Visuals, drawings or pictures related to the destination.

b- The description of 8 activities to do in the destination

c- The prices with the words in Spanish of those activities.

d- Four full sentences in Spanish that tell why people should go there on vacation.

 

Assigment 1 “Mi Viaje” (My Travel)

1- Students will have $3,ooo to spend in a trip for a week in  (un viaje de una semana )a Spanish Speaking country.

2- Students will have the answers for the following questions in Spanish:

A- What is your destination? (you need to have , at least, three different places to visit in the same country)

B- What means of transportations do I use in my trip? (at least three different means of transportation must be use)

C- At what time and from where does your flight leave? ( you will need to have the answer for that question and also you will need to present a copy of the itinerary. You can use travel web sites like: www.expedia.com, www.despegar.com, www.orbitz.com

D- The students will have to present an itemized budget of the cost of tranportation, accomodation, food, personal expenses, gifts and other expenses that the student thinks  is going to have in the trip.

E- The students will have to tell three things that he/she does in every place that he/she visits.

F- The students will create a postcard from one of the places he/she is visiting and witing about how is the experience.

G- All the above written information  will be presented on a poster board or a similar display where visuals like pictures, drawings or any kind of art will help to understand the itinerary.

 

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