Bella was taught lessons on Possessive Pronouns and Reflexive Verbs today.

Prior to our lesson on reflexive verbs, we took a second to discuss that many English speakers struggle with the reflexive verbs in Spanish at first. We agreed to be patient and persistent while learning about his topic.

We practiced comparisons and inequalities, completing the workbook, and then he did a little practice quiz.

Bella requested some help with a quiz that she had attempted at home.

We discussed the concept in the form of a brief presentation given by me. We then identified the trouble spots that she had encountered. She corrected her previous errors.

I reviewed with her the quizzes that she has remaining.

She completed another quiz in class.

We then went outside and played some Spanish Ping-Pong where she would conjugate verbs in Spanish with each time that she hit the ball.

We are continuing to learn about chores in Spanish. We added new vocabulary to our vocabulary book and at the end of class we played hangman with the words learned.

Bella was delivered a lesson dealing with the subtle differences between saber and conocer and also pedir and preguntar.

She then worked through a series of problems requiring her to navigate those nuances.

She was then taught about telling time in Spanish including the conjugation of ser to match the hour, common vocabulary, and phrases dealing with morning, afternoon, and night.

Matthew and I briefly discussed upcoming important events in the class. We also touched based on business during this first hour of the day even though it pertains to our other sessions.

Then, Matthew and I read a recipe out loud together. Matthew was quicker to pick up on the command conjugations present in this recipe than the last. We talked about the context of the translation and how more rigorous methods should be applied in higher stakes situations for translations. Matthew then verbally delivered a word for word interpretation of the recipe. His interpretation was detailed. It included rearranging word order appropriately from one language to another.

We spoke briefly about how Matthew, through hard work, has reached a distinct level of proficiency in his translations/interpretations.

Bella was taught a lesson on using direct object pronouns in conjunction with indirect object pronouns.

She did an excellent job of applying her newly acquired knowledge to problems with which she was presented.

When Bella seemed to be at her grammar intake capacity, we would switch momentarily to a more fun activity and then dive back into the work.

She accomplished a lot today and can be proud of her increased efforts.

Cabo and I reviewed for less than five minutes for his test. We discussed the comprehension pieces that we read throughout the chapter.

He then continued his test that he started last week. He was not permitted to go back to the old material.

He answered all of the questions. However, for the reading section of the test, he continues to choose to not read the entire section - electing instead to try to sort through the excerpt for information specific to the questions.

Matthew was to review for his test on formal commands and the subjunctive in Spanish.

He was absent.

Bella was taught a lesson on indirect objects in English. We then used that short lesson and applied it to Spanish.

She was taught the different indirect object pronouns in Spanish. She was taught about the word order of a sentence containing indirect object pronouns when the sentence is in the affirmative and when it is in the negative.

Bella was asked to complete a series of questions.