Spanish 1

Today we read the Cultura on pgs. 247 and 250.  We discussed different facts about Columbia and the differences between dwellings in the USA vs. spanish speaking countries.

Lesson: Decir (i)

Today we learned a new verb, decir (i), which is a “boot” verb with an irregular yo form.


yo digo              nos decimos

tú dices             vos decís

él dice              ellos dicen

Remember, to conjugate a “boot” or stem-changing verb:

1. Find your subject.

2. Is the subject yo? If yes, decir = digo

3. Is the subject inside the boot?

If NO, then change the verb normally.

If yes, then:

4. Find the stem. (dec)

5. Change the spelling. (dic)

6. Add ending for subject.

We also learned gustaría today.  Gustaría means “would like” and is a more polite way of stating what you want.  Remember, just like gustar, gustaría must be paired with a companion word.

1. Find companion word.

me          nos

te            os

le           les

2. Choose between gustaría and gustarían.

gustaría – single items or verbs

gustarían – plural things


Spanish 2

Today we presented our stories and selected the top three from each class.  These stories will be read by Mrs. Berriochoa’s advanced class tomorrow, and the winner will be announced Friday.

Spanish 2

Today there was no make-up work.  The students used the period to finish up their stories.

Spanish 2

Today we received new vocabulary sheets for the Seccion B, Lesson 2 vocabulary.  We also read the Cultura on pg. 185.  Later we worked on our stories.



1.el árbol -tree                                                          2. el burro = donkey

3. la luna = moon                                                        4. el bosque = forest

5. la estrella = star                                                           6. el cielo = sky

7.el establo = stable                                                       8. la oveja = sheep

9. la vaca  = cow                                                          10. el toro = bull

11. el gallo = rooster                                                     12. la gallina = hen

13. el pato = duck                                                          14. el pavo = turkey

15. el conejo = rabbit                                                       16. el pájaro = bird

17. el cerdo = pig                                                            18. el ratón = mouse

19. el cuerno = horn                                                          20. el rabo =tail

21. la pata = foot, paw                                                  22. la pluma = feather

23. la finca = farm


1. volar (ue) = to fly                                                           2. ladrar = to bark

Spanish 1 and Spanish 2

Today was PAT day, and so there is no make up work.  In Spanish 2 we watched Batman and then worked on our stories.   In Spanish 1 we played basketball with stem-changing or “boot” verbs.

For Spanish 2 Students: Please do not forget to bring your first draft of your story in with you on Monday so that I can review them and help with your Spanish!  The final draft of these books is due on Wednesday!

Spanish 1

Today there was no bell work.


Today the students wrote a paragraph describing a walk through another student’s home.  We used the floorplans drawn yesterday to do the walkthrough.  If you were absent, please use your own home to complete the assignment.  Students were given a step by step outline of how to write the paragraph.  When you write the paragraph, you are responsible for replacing any underlined English word with the correct Spanish word.

1. Cuando I enter la casa, I am en 1st room.

2. A lado de 1st room is 2nd room.

3. 2nd room is big or small.

4. I enter 3rd room por 2nd room.

5. Después, I walk a 4th room.

6. Luego, I enter 5th room.

Complete additional rooms the same way you wrote #5 and #6.

When you reach the kitchen, you need to insert these sentences:

1. En la cocina, object, object, es a side izquierda.

2. El object, object, object, es a side derecho.

The objects are the appliances in the kitchen.  You may also need to include sentences that say in front of me, which is en frente de yo, and behind me, which is detrás de yo.

Second story

If your house has a second story, then when you reach the stairs you need to insert this sentence:

Yo subo the stairs a the second floor.

Also, if your house has a basement that contains rooms, then you will need to insert these sentences:

1. Debajo del piso (under the floor) is el sótano (basement).

2. En el sótano is room, room, y room.

Spanish 2

Trabaja de Campana – convey the following ideas in Spanish

1. (very brown) bear

2. (extremely nice) acrobat

3. small ticket

4. trapeze artist (with affection)

5. (most skilled) juggler


Today we studied adjective placement.  We know that as a general rule in the Spanish language adjectives are placed after a noun in a sentence.  Today’s lesson taught us about exceptions to that rule.

Adjectives that always appear before a noun:

demonstrative adjectives : este, ese, aquel

adjectives of quantity: mucho, poco, bastante


Question words

indefinite adjectives: otro, alguno

Adjectives that can appear before or after a noun:

Ordinal numbers (first, second, ect) – primero, segundo, ect

Note: If you have both numbers and ordinal numbers in a sentence in Spanish, the number goes in front of the ordinal number, which is opposite of English. Ex. los dos primeros chicos = the first two boys

meaning changers: adjectives that change meaning according to placement

Common adjectives like bueno or malo

Meaning Changers

Word                    Before Noun                                       After Noun

grande                 great                                                          big

viejo                   known for a long time                       old (age)

pobre                    pitiful                                                    poor (no money)

mismo                  same                                                     himself

nuevo                  new to me                                           brand new

Spanish 1

Trabaja de Campana – Write the following sentences in Spanish

1. I want those (over there) dishes.

2. He wants those napkins.

3. They want that lamp.

4. We want that cup.

5. I want that (over there) sink.


Today I handed out a complete vocabulary list for the rest of the chapter.  Students who were absent should make sure to collect this list.  Then, on a piece of poster board, each student drew a floorplan of their house and labeled each room in the house in Spanish.  In the kitchen, students must show the location of all the kitchen appliances (table, fridge, sink, microwave, stove, dishwasher) and label them with the word in Spanish.  The following is a list of vocabulary that is not included in the chapter but may help the students label the rooms in the house.

cocina – kitchen

comedor – dining room

sótano – basement

secreto – closet

cuarto de ropa – laundry room

cuarto de juegos – game or play room

sala – living room but will also work for family room

Halls do not need to be labeled.

Spanish 2

Trabaja de Campana – ¿Quién soy? – Use one vocab word to fit each description.

1. Tengo pintura en mi cara.  Mi ropa es muy extraña y yo hago muchas cosas chistosas. ¿Quién soy?

2. Yo vuelo en el aire con mi compañero.  Tengo mucha destreza y nunca me cayó.  ¿Quién soy?

3. Puedo montar una bicicleta con sólo una rueda.  Puedo hacer gimnasias. ¿Quién soy?

4. Puedo poner tres o más cosas en el aire al mismo tiempo.  ¿Quién soy?

5. Nosotros tocamos música con instrumentos grandes.  ¿Quién soy?


Today we read the Cultura on pg. 175.

We also studied the Estructura on pg. 176, Special Word Endings.

These word endings are added to the end of the word to convey additional meaning.  There are spelling changes that happen in certain cases when you add these endings.

To mean very, extremely, or most when used with an adjective:

ísmo, ísima, ísimos, or ísimas.  Choose the ending to match the noun the same way you would for any other adjective.

When using these endings, if an adjective end in a vowel, then you drop the final vowel before adding the ending. Ex. grande – grand – grandísimo

If an adjective ends in ble, then you change the ending to bil before adding the ending. Ex. amable – amabil – amabilísimo

If an adjective contains an accent, you lose that accent when you add the ending. Ex. rápidas – rapidas – rapidísimas

If an adjective is plural, you drop the plural ending and then add an ending that matches. Ex. dificiles – dificil – dificilísimos

Other spelling changes are as follows:

c to qu     Ex. cómico – comiqu – comiquísimo

g to gu     Ex. largo – largu – larguísimo

z to c        Ex. feliz – felic – felicísimo

Second special word ending:  Use this ending when you either want to say something is small, or you want to say something with affection (as in this is the one I really like).  This can be used with either a noun or an adjective:

ito, ita, itos, itas

When using this ending, the same rule applies to any word ending in a vowel.  Drop the ending vowel before adding the ending.  Ex. oso – os- osito

Other endings that mean the same thing but are less common: cito, illo, uelo, and ico.  You can choose these endings to mean small or express affection if using ito would make the word difficult to say.

Ex. malabarista – malabaristita (very difficult to pronounce)- malabaristilla (much easier to pronounce, maintains same meaning).

Spanish 1 and Spanish 2

There was no make up work for today.

We watched Pocoyo.  In Spanish 1 we played an academic game of pictionary to strengthen vocabulary skills, and in Spanish 2 we worked on our stories.