David and I reread the denser reading from yesterday.

We translated as we went along. David started to answer questions about the reading afterwards.

He benefited from support from his teacher when forming complete sentences in Spanish. He was able to find the answers to the questions within the text most of the time.

Kaitlin was given 2 minutes to study her Ser verb tree. She then completed a paragraph using various conjugations of the verb ser.

She then was given 1 minute to study for her quiz. She took her quiz and scored above a 100%.

We then discussed the beginnings of her Culture through Cuisine study guide. We translated phrases from the guide together. We anticipated phrases that she may need in th eprocess of ordering.

David and I read two separate readings in Spanish. One was a comic strip about some students in high school meeting a new student and the other was 3 paragraphs about some Latin-American high school students.

David answered a number of questions about the comic strip and we will answer questions about the paragraph next session.

David took another practice quiz today. He answered all the questions correctly.

Kaitlin and I spoke about the definite and indefinite articles of Spanish. We discussed some examples and came up with specific English equivalents. Kaitlin was given an opportunity to practice what we discussed using specific instances.

We then discussed the need to match the adjectives in Spanish to the nouns they modify.

We discussed pronouns in Spanish. We looked at a verb tree of the verb ser.

Kaitlin was given an opportunity to study the verb tree. She then took a practice quiz on the present conjugations of the verb ser.

David started the class with a quick review of and practice quiz on the verb ser.

He did well on his practice quiz.

He then completed a prewritten paragraph by filling in blanks with various appropriate conjugations of ser. He was able to do so with only a couple minor errors.

We discussed the errors and a trick using pronouns to help in the future.

We then worked on a second paragraph where David had to fill in blanks with various nouns, articles, adjectives, and verbs.

He did an excellent job with this task.

We finished the class by watching a little bit more of our video on a family of Japnese decent living in Peru.

Kaitlin focused on using the verb ser in a variety of sentences as we explored vocabulary about people further.

We spoke about classes, students, teachers, and individual students.

During the course of our discussion, Kaitlin answered approximately 19 questions from the textbook.

We then read an excerpt from an article about Japanese-Peruvians. We read some basic statements about their influence on Peruvian culture and politics.

David and I reviewed his information from yesterday.

This time I asked him to provide the more detailed information instead of me providing it for him.

He then completed a written exercise from the book wherein he conjugated the verb ser to match the sentences of a conversation between two people about San Juan, Puerto Rico.

We then shifted gears to a cultural activity. David and I read the abstract of an article about the Nikkei (Japanese Peruvians). We discussed the abstract.

We then watched about 4 mins of a video about a Peruvian chef of Japanese descent.

Absent - Kaitlin and I were to begin discussing Peru.

We were to read two articles about the Nikkei or Japanese people of Peru.

We to then watch a portion of a video that follows an immigrant family in Peru of Japanese decent.

The remaining time was to be spent on the verb ser.

Today David and I revisited the critical conjugation of the verb ser.

We specifically presented the information using the style of the book. We did this as some students connect more with the books style of presentation others do better with the style that I used at the start of the year. However, all students seem to benefit from seeing the material repeatedly and in a variety forms. David and I discussed the difference between the two styles of presentation.

David practiced conjugating the verb ser appropriately

Kaitlin led our review of last class speaking of the vocabulary and multiyear preview.

We then read more from the book highlighting key vocabulary as we went. Kaitlin did a great job of reading the information that was presented over the screen since we are distance learning today.

Kaitlin and I spoke about her familiarity with the chapter vocabulary in general and how we are likely to move through this chapter at an accelerated rate.

We also introduced the idea that September is Hispanic Heritage Month, and that we plan on celebrating by doing some cultural activities.

We spoke about the importance of recognizing the many cultures and countries that speak Spanish beyond just Spain and Mexico.