Bianca+Nieves+y+los+7+toritos**

=el 21 de mayo:= We started the presentational writing section of the final exam. Book summary =**el 20 de mayo:**= We discussed the important parts to the story and summarized sections using connecting words. [|THE YELLOW BRICK ROAD] We also did our first part of the final exam. Interpersonal Writing Handed in our email.
 * [|El Resumen]**

=**el 19 de mayo:**= We used this ppt to lead class today.[| martes el 19 de mayo] We discussed chapter 10 through the comprehension questions. We also reviewed the work on Monday due to many absences from PARCC and with Sra. being gone. We graphed some events that each thought were important and talked about how they were important: emotion, dramatic, or to the plot.

We also prepared for the interpersonal writing that was homework: [|an email to the author].

=**el 18 de mayo:**=


 * I can:**
 * understand the use of the panuelo in a bullfight.**
 * draw and explain some symbols of the United States and compare to the pañuelo.**
 * understand refranes and explain some for the US.**


 * [|Pañuelo reading]**
 * [|Los Refranes de Illinois]**

=**el 15 de mayo:**= We worked on the vocab in Chapter 10 in groups and as a class. We wrote definitions, sentences and found either a synonym or antonym for each word.

We used this ppt to lead our class. [|VIERNES]

=**el 14 de mayo:**=
 * We began to look at some pre reading questions that would help set us up for the last chapter of our book.**
 * The following PPT was used to lead us through the questions in groups and as a class.**
 * [|14 de mayo]**

=**el 13 de mayo:**=

=**el 12 de mayo:**=

=el 11 de mayo:= I can:

Students finished reading Chapter 8, then participated in several review activities and wrote predictions for the end of the story with a partner. [|BN: Day 2 Capítulo 8]
 * identify key events from Chapter 8
 * Predict what will happen at the end of the book

=el 8 de mayo:= I can: Students were introduced to new chapter vocabulary, played a review game, then began reading in partners. [|BN: Capítulo 8]
 * identify new vocabulary
 * interpret and understand new chapter readings

=el 6&7 de mayo:= I can: On Wednesday, students took a Chapter 6 quiz, then began pre-reading vocabulary for Chapter 7 and started reading the chapter individually. On Thursday, students answered reading comprehension questions in small groups, placed sentences in Fact VS. Opinion, and began a texting conversation between Bianca and Marcos. [|BN: Capítulo 7]
 * demonstrate understanding of emotions and events in the chapter
 * identify new vocabulary
 * understand new events in Chapter 7

=el 5 de mayo:= I can: Students finished reading individually, acted out a scene from the chapter, then played "Ta Ta Ti" with a partner to practice reading comprehension. Students finished class by using adjectives to describe the characters in the book.
 * interpret key events from Chapter 6

=el 4 de mayo:= I can: [|BN: Capítulo 6 Intro] Students learned new vocabulary words and played a game using these new words. They then answered pre-reading questions and began reading individually. They will finish reading in class tomorrow.
 * identify new chapter vocabulary words
 * understand the new readings

=el 1 de mayo:= I can: Students received an article about the three main part of a corrida de toros. They then played a reading comprehension game in groups with questions about the article.
 * identify key points from la corrida article

=el 30 de abril:= Puppet shows!

=el 29 de abril:= I can: [|Capítulo 5: Repaso] Students had interpersonal conversations with classmates about posted discussion questions. They then began working on scripts to perform a puppet show on Thursday/Friday.
 * discuss events from Chapter 5
 * summarize Chapter 5

=el 28 de abril:= I can: [|Capítulo 5] Students started learning new vocabulary for Chapter 5 by playing charades with the words in groups. We then starting reading the chapter as a class as I read aloud and students acted out what was happening.
 * identify new vocabulary
 * form questions about events from new chapter
 * Tarea**: Write out 8 comprehension questions for chapter 5 using the following question starters provided in the PowerPoint.

=el 27 de abril:= I can: [|PETA] Students explored the PETA website to answer questions about PETA's stance on bullfighting. Afterwards, students looked at Tweet's related to bullfighting, then made a Tweet of their own. Click [|HERE] to access PETA website.
 * understand opinions against bullfighting
 * share own opinions about bullfighting

=el 24 de abril:= I can: [|Capítulo 4: Día 2] Students took an assessment for Chapter 4, drew an Instagram depicting a scene from the chapter, then identified the main ideas.
 * identify main idea and supporting evidence from chapter 4
 * express feelings

=el 23 de abril:= I can: [|Capítulo 4] Students were introduced to new chapter vocab, them read and summarized the chapter in partners.
 * understand new readings
 * summarize readings

=el 22 de abril:= I can: [|Mi pasado] Students wrote practiced writing stories about their past using the imperfect/preterite.
 * write a story about my past

=el 21 de abril:= I can: [|El abanico] Students discussed the role of abanicos in Spanish culture, then made their own abanicos to represent a character from Bianca Nieves. Students began brief presentations to the class about their abanico.
 * understand the importance of the Spanish fan
 * identify important character qualities

=el 20 de abril: = I can: [|Capítulo 3] We began reading ch. 3 as a class, followed by class discussion. Students filled out their chapter notes while reading.
 * understand readings
 * summarize readings
 * <span style="font-family: 'Times New Roman',Times,serif;">analyze readings

=el 17 de abril:= I can: [|El pasado y la narración] We reviewing imperfect VS preterite, then students identified and described events that have happened in their past.
 * retell events from the past

=el 16 de abril:= I can: [|Capítulo 1&2: La narración] Students matched photos from the book with the correct phrases, then practiced narrating the story thus far with and without the provided phrases. Students also focused on using transition words to connect their ideas.
 * narrate a story

=el 15 de abril:= I can: [|Las corridas diferentes] Students watched two different video clips depicting bullfighting in different cultures. They filled out a Venn Diagram comparing the two, then participated in class discussion.
 * compare and contrast toreros from different cultures

=el 14 de abril:= I can: [|El arte y los toros] Students looked at artwork depicting los toros and described their emotions while looking at different pieces of work.
 * express opinions and emotions about artwork

=el 13 de abril:= I can: [|Bianca Nieves: Capítulo 2] Students go into pairs to discuss questions, then we had a listening activity in which I said sentences and students drew what they heard on a paper plate...on top of their head!
 * Share opinions about how the text relates to my life.
 * Respond to someones ideas
 * Expand on anothers thoughts and ideas.

=el 10 de abril:= I can: [|Bianca Nieves: Capítulo 2] Students started reading Ch. 2 in groups, filling out sheet listing the order of events, comprehension questions, and packet of notes.
 * summarize and analyze the readings

=el 9 de abril:= I can: [|Bianca Nieves: Capítulo 1] Students compared character packets, answered discussion questions with a partner, and played Happy Hangman with phrases from the book.
 * compare and contrast characters from play
 * identify key phrases from the book
 * discuss topics pertaining to next chapter

=el 8 de abril:= I can: [|Bianca Nieves: Capítulo 1] We reviewed Ch. 1 comprehension questions. Students formed two large circles and discussed posted questions on the board with a partner.
 * demonstrate understanding of latest readings
 * discuss key elements of chapter

=el 7 de abril:= I can: Students filled out an anticipation guide about Ch. 1 of //Bianca Nieves y Los 7 Toritos//, read in groups, and filled out packet of notes and reading comprehension questions.
 * Make predictions about the readings
 * Summarize the readings
 * Analyze the readings

=el 6 de abril:= I can: [|La corrida de toros: El debate] Students looked at different infographics about bullfighting and continued discussing the debate behind bullfighting.
 * express and support my opinions on bullfighting

=el 2 de abril:= [|El Debate Sí o No] =el 1 de abril:=

=Yo puedo:=
 * =<span style="font-family: Georgia,serif;">identify important aspects of bullfighting =
 * =<span style="font-family: Georgia,serif;">decipher between accurate and inaccurate information =

=We used this ppt to lead our class today: [|la corrida de toros]= =Use this link to the infograph on bullfighting [|Tradición Taurina]=

=el 31 de marzo:= =[|La Narración]=

=el 30 de marzo:= =Introduction to BULLFIGHTING in preparation for reading a novel.= =We used this ppt to lead our class.: [|Unit Intro and Ferdinando]=

=Yo Puedo:= = =
 * =<span style="background-color: transparent; color: inherit; font-family: inherit; font-size: 1em; line-height: 1.1;">Describe and discuss characteristics of different photos =
 * =<span style="background-color: transparent; color: inherit; font-family: inherit; font-size: 1em; line-height: 1.1;">Describe and discuss imagery in video clips =
 * =<span style="background-color: transparent; color: inherit; font-family: inherit; font-size: 1em; line-height: 1.1;">Understand plot and significance of video clip =

=INTRO to Unit:=


 * =<span style="font-family: Georgia,serif;">Make statements and comments to enhance conversations. =
 * =<span style="font-family: Georgia,serif;">Ask questions =
 * =<span style="font-family: Georgia,serif;">Talk about a picture - describe it =
 * =<span style="font-family: Georgia,serif;">Narrate the action =
 * =<span style="font-family: Georgia,serif;">Write or talk about an activity in which you participated =
 * =<span style="font-family: Georgia,serif;"> Answer a variety of types of questions =
 * =<span style="font-family: Georgia,serif;">Understand authentic media =