Summer Preparation for Learning

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WHS 2017-18 Honors Spanish IV Summer Preparation for Learning DUE AT THE BEGINNING OF CLASS ON DAY 1!! This Summer Preparation for Learning packet is available on-line on the Honors Spanish IV page of Sra. Chinn’s WHS website.

Carefully read pages 1—4 and see Sra. Chinn BEFORE LEAVING FOR THE SUMMER if you have any questions. Keep them in your notebook.

How wonderful that you are continuing your Spanish studies next year! In Honors Spanish IV, you can anticipate practicing what you have been learning in Spanish so far and learning more about the Spanish language and Spanish-speaking cultures. To start the process, this summer you will begin <>. This is your Spanish Interactive Notebook! It will help you become a more successful note taker, organize your studies, and create a portfolio of your learning. It will facilitate you becoming a creative thinker and writer and offer you avenues to process the information presented in class and express your own ideas in Spanish. ¡Olé! IF YOU WERE IN SPANISH III or HONORS SPANISH III at WHS LAST YEAR, CONTINUE USING YOUR SAME INTERACTIVE NOTEBOOK. SIMPLY KEEP NUMBERING YOUR PAGES AND BEGIN WITH HONORS SPANISH IV ON PAGE 15!

Instrucciones, I (Directions, part 1) Part II is found on page 3 of this packet. 1.) On the outside of the front cover of the composition book, using a dark-colored permanent marker, write your full name, Sra. Chinn and Mi cuadernito de español. Decorate your cuadernito, making it represent you. ¡Diviértete! 2.) Skip to page 15, leaving a couple of pages blank. They will be used for your cuadernito’s table of contents (El índice). 3.) On the 15th page, start numbering the front pages only in the upper right-hand corner, continuing to page 23. 4.) You will work with the back (LEFT) sides of the pages once school starts. LEAVE THEM BLANK FOR NOW. You will work with the front (RIGHT) pages this summer.

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Starting in August, you will work with the LEFT PAGES! What WILL go on the left side / the back sides of the pages? OUTPUT! Your demonstration of mastery of the material! You will demonstrate understanding of the information from the right side of the page. You will work with the input and interact with the information in creative, unique, and individual ways. The left side will not only reflect what you learn in Spanish, but how you learn Spanish.

Some examples of left-side items:  Brainstorming  Sentence writing  Poetry and songs that YOU compose  Quick-writes  Summaries  Crosswords  Venn diagrams, charts, and other graphic organizers  Cartoons, drawings, pictures you take of something you made  Writing prompt responses  Summaries  Your questions, reflections, and other reactions to the input  Other creative avenues for processing information Some keys to successful LEFT sides: 2  Every left side gets thoughtfully used.  Write a title for your output on the top line.  Use the pages to apply the lesson to your life—make it meaningful to you! Making the content yours will help you internalize it and truly learn it!  Always use color because it helps the brain learn and organize information.  Listen to directions and suggestions from the teacher to guide your practice of the information.  Never hesitate to ask about new ways to practice the INPUT.   Bring your cuadernito to class every day so that you can obtain all of the input. If you ever forget it, use notebook paper and then copy the information into your cuadernito.  If you ever miss the INPUT (right-side), due to absence from class (for ANY reason), get the notes from either a classmate or Sra. Chinn. You are accountable for every single page of your cuadernito.

Starting NOW you will work on the right sides of the pages! The right sides of the pages are the INPUT (teacher- generated). Now that you have your notebook correctly labeled, have numbered sequentially through p. 23 in the upper right-hand corner of each page, you are ready to get the right side RIGHT!

Instrucciones, II (Directions, part II): 1.) The following topics comprise important foundational information essential for success in Honors Spanish IV. For each topic, review your notes from (Honors) Spanish II and/or (Honors) Spanish III. If there is information that is new to you, review and / or learn about it on-line using studyspanish.com, quia.com, conjuguemos.com, and the indicated websites. Complete on-line practice! 2.) Neatly cut out each topic and paste it on the indicated page so that you have room for further explanation and examples around the given information. Do not staple! If you need to continue to the following page, it’s okay! Just continue on the numbered right-hand sides of the pages, keeping all items in order! 3.) Use highlighting and color to mark important information and make it stand out. 4.) Jot down any thoughts/questions you have on sticky notes. Place them in your cuadernito with the corresponding INPUT for discussion at school!

3 Your interactive notebook is due the first day of class! Mi cuadernito de español will count as your first Summative Assessment grade. Basically, I am checking that you have properly prepared your interactive Spanish notebook and have studied the assigned topics. Make sure to provide evidence that you have spent quality time with both the notebook and the information. See the following rubric to see how your first interactive notebook grade will be determined:

How to get an :

RUBRIC for the FIRST Interactive Honors Spanish IV Notebook:

/5 Bound 100-page composition book /5 Front labeled with dark permanent marker /5 Full name and Mi cuadernito de español on the front cover /5 Notebook is neatly and uniquely decorated in SPANISH /5 You have begun with page 15 for Honors Spanish IV… ¡Olé!  /5 Next pages numbered through p. 23 in the upper right-hand corner ONLY with blue or black ink…Keep numbering if you needed more space! /10 The correct information pasted on the indicated pages /5 No writing appears on the backs of the pages (except with the use of sticky notes…) /5 Pasting/taping is completely and neatly done on the numbered sides of the pages only. /50 Evidence of having spent quality time with the input (highlighting, illustrating, starring/underlining, sticky notes…) (10 points/topic)

= 100 points = SUMMATIVE ASSESSMENT!

¿BONO? Want to earn extra credit? Give Sra. Chinn creative ideas for OUTPUT/LEFT SIDES of the notebook to earn from +1 to +5 extra credit points. How would YOU like to demonstrate your understanding of the assigned topics? How would you enjoy USING the information given? ¿Trabajo tarde? How does turning in the summer assignment late affect my grade? -10 points/day: 10 points per day will be deducted for each day late.

4 ¡Uf! Don’t go there. The Interactive Notebook counts as a Summative Assessment grade. Turn it in on time. Ask questions prior to July…before leaving for summer!

¡Pretérito!

& 17: Los usos de por y para

The prepositions por and para have several distinct uses in Spanish.

Por is used to indicate: 1. an exchange, such as with money Pago dos dólares por una taza de café.

2. a substitution or replacement Trabajo por mi mejor amigo cuando él está enfermo.

3. the reason for doing something La profesora se enojó por malas notas de sus estudiantes.

4. an approximate length of time Mi amigo y yo nos hablamos por varias horas.

5. a means of transportation / communication Mi amigo y yo nos comunicamos por correo electrónico.

6. where an action takes place Mis padres corrieron por el río.

7. The following expressions also use por

por favor, por eso, por supuesto, por ejemplo, por lo general, por primera (segunda, etc.) vez, por la mañana (tarde, noche)

6 Para is used to indicate:

1. deadlines or moments in time Este reportaje es para el viernes.

2. a destination Salimos para Madrid a las nueve.

3. a function or goal Esta cámara digital sirve para sacar fotos.

4. the recipient of an action Este regalo de boda es para los novios.

5. a purpose (in order to) Llamé a mi amigo para contarle el secreto.

6. an opinion Para ti la amistad es muy importante, ¿no?

------Page 18: El presente del subjuntivo Irregular present indicative = irregular present subjunctive present present infinitiv present present infinitive indicative subjunctive stem e indicative subjunctive stem caber quepo quep- poner pongo pong- caer caigo caig- salir salgo salg- conocer conozco conozc- tener tengo teng- hacer hago hag- traer traigo traig- lucir luzco luzc- valer valgo valg- parecer parezco parezc- ver veo ve- To the end of this new stem, add the appropriate ending depending on the subject of the verb and infinitive ending of the verb. There are only two ending sets for the present subjunctive; one for -ar verbs and one for both -er and -ir verbs.

7 Present Subjunctive Endings:

-ar verbs -er and –ir verbs yo -e nosotros/-as -emos yo -a nosotros/as -amos tú -es vosotros/-as -éis tú -as vosotros -áis

él/ella/Ud. -e ellos/ellas/Uds. –en él/ella/Ud. –a ellos/ellas/Uds. -en

& 20: PAST SUBJUNCTIVE El imperfecto del subjuntivo de http://www.spanishdict.com/topics/show/98 Imperfect Subjunctive The imperfect subjunctive is used more often than you might think. Introduced with a preterite, imperfect, conditional, or past perfect WEIRDO verb in the independent clause, the imperfect subjunctive often refers to a previous experience but can also refer to unlikely events or possibilities.

 Si tuviera más dinero, viajaría por todo el mundo. (If I had more money, I would travel around the whole world.)  Si yo fuera tú, no lo haría. (If I were you, I wouldn’t do it.)

Imperfect Subjunctive Forms

Finding the Imperfect Subjunctive Stem

To conjugate a verb in the imperfect subjunctive, you must first remember the 3rd person plural of the preterit. Instead of using the infinitive for a stem, the imperfect subjunctive uses the 3rd person plural of the preterite (without the -ron).

imperfect subjunctive stem = 3rd person plural preterit (without the -ron) Imperfect Subjunctive Stem Examples 3rd person imperfect 3rd pers. imperfect Infin. Infin. preterite subjunctive stem preterite subjunctive stem caber cupieron cupie- pedir pidieron pidie- dar dieron die- poder pudieron pudie- decir dijeron dije- poner pusieron pusie- prefiriero dormirdurmieron durmie- preferir prefirie- n estar estuvieron estuvie- querer quisieron quisie- haber hubieron hubie- saber supieron supie-

8 hacer hicieron hicie- sentir sintieron sintie- ir fueron fue- ser fueron fue- traduci leer leyeron leye- tradujeron traduje- r tener tuvieron tuvie- traer trajeron traje-

While all conjugations (AR, ER, -IR) have the same endings in the imperfect subjunctive, there are two options for endings for the imperfect subjunctive. The first option is used widely in speech in Spain, Latin America, and South America. The second option is used more in written language and in Spain. Imperfect Subjunctive Endings: 2 Options

yo -ra yo -se tú -ras tú -ses usted, él, ella -ra usted, él, ella -se - - nosotros nosotros ramos semos vosotros -rais vosotros -seis ustedes, ellos, ustedes, ellos, ellas-ran -sen ellas

DIRECT OBJECT PRONOUNS Complementos directos: Los DOPs

Direct Object Pronouns de http://www.indiana.edu/~call/reglas/pron_comp_dir.html

First of all you must remember that a direct object in a sentence is the person, event or thing affected by the verb. The main difference between the use of the direct object pronouns in Spanish and English is their placement. While in English they substitute the direct object (and its article) and are placed where the original object was, in Spanish this pronoun is placed in front of the verb, replacing also any article used with the object previously.

Singular Plural me (me) nos (us) te (you) os (you [all]) *los/las (them: *lo/la (him/her/it) masculine/feminine/neuter)

*The pronouns 'le' or 'les' are sometimes used as direct object pronouns. Its use carry some subtle differences in meaning.

Some examples:

Spanish English Direct objectexpressed (Tú) llevas el libro You take/carry the book Direct objectpronoun (Tú) lo llevas You take/carry it Direct objectexpressed Ella rompe la silla She breaks the chair Direct objectpronoun Ella la rompe She breaks it Ustedes secuestran los Direct objectexpressed You [all] kidnap the dogs perros Direct objectpronoun Ustedes los secuestran You [all] kidnap them Direct objectexpressed El interrumpe la fiesta He interrupts the party Direct objectpronoun El la interrumpe He interrupts it

& 23: Indirect Object Pronouns

10 De cliffnotes.com

Indirect object of a sentence

To find the indirect object of a sentence, you must first find the direct object. Using the three‐step process discussed earlier to locate the direct object, a fourth step is added to identify the indirect object: 1. To identify the verb of the sentence, ask yourself what action is taking place. That action word is the verb of your sentence.

2. Ask yourself who or what is responsible for the action. The noun that answers that question is the subject of your sentence.

3. Ask yourself “who or what is being verb‐ed?” The answer to that

question is the direct object of the sentence. You may not have a direct object, but if there is a direct object, there's a chance that there may also be an indirect object.

4. To identify the indirect object of the sentence, ask yourself to whom

or for whom is the direct object “verb‐ed”?

11 Remember that every sentence must have a subject and a verb, but not every sentence will have a direct object and/or indirect object. It is, however, safe to say that (except in special cases) there will not be an indirect object unless there is a direct object. Here's an example of the four‐step process:

Julio le da a María lecciones. (Julio gives María lessons.)

1. What is the action of the sentence? Da (gives). Da is the verb of the sentence.

2. Who or what does the action? Julio. Julio is the subject of the sentence.

3. Who or what is being given? Lecciones (lessons). Lecciones is the direct object of the sentence.

4. To or for whom or what are the lessons given? A María. María is the indirect object of the sentence.

Indirect object pronouns

Indirect object pronouns are somewhat different from direct object pronouns because indirect object pronouns are used even when the actual indirect object is stated.

De cliffnotes.com