Bella and I focused on conversing in Spanish today.
We discussed topics that are familiar and comfortable to Bella in English such as her dog Bently, common food items like water/gatorade bottles, and food.
During the discussion, I sent her messages through the teams chat service to reinforce central ideas. These ideas included key vocabulary from her 55 verb list, the conditional tense, verbs and vocabulary that she recently learned while studying about restaurants.
Matthew was given 10 minutes to translate vocabulary from his supplemental text.
Per one of Matthew's questions about the chapter, we took time to review the present progressive in Spanish.
We did a quick review of the regulars, irregulars, and some situations where the gerund is used instead.
Matthew was shown example sentences. He was required to create his own sentences.
Matthew was given time to explore electronically one of the countries that he would like to visit. His searches were conducted exclusively in Spanish. The site we used was Spanish focused engine.
Matthew and I then continued our translation of the supplemental text. He was required to do a detailed translation of one of the paragraphs. It contained to idioms. He was asked to look them up. He then had to use one of them in a sentence that would be appropriate for a college entrance Spanish essay.
Matthew was lead through a series of cultural and linguistic experiences over the course of a day. These experiences included:
(Times are approximate)
Pre 8am - Breakfast with guava pastries, churros, ham croquettes
8am - Conversation in Spanish with our driver
9am - Spanish Games - Parts of the Train - PreDisucssion of Museum
10am - Presentation "Bay of Pigs" - given by Participant in Bay of Pigs and former college professor at the Museum of the Bay of Pigs, photos of Spanish signs around town
11am - Explore Town, Eat Cuban Food, Discuss Cuban Artifacts such as guitar made from Cigar Box, Discuss political climate in Cuba and Venezuela prompted by a comment made during presentation on Cuba
12pm - Restaurant - Order food in Spanish, taste a variety of Cuban foods, discuss the geography of Cuba and a variety of its cities, reinforce concept of Cuba's cash crops and resources
1pm - Encounter free roaming Roosters and Chickens - Discuss cultural differences in food sources, discuss rooster statues around town
2pm - Discuss the historic theater, Celia Cruz - a famous Cuban American singer and significance of Little Havana, view art featuring Latin-American artists
3pm - Games on Train in Spanish - Alphabet game in Spanish, numbers Game
Matthew exhibited leadership as one of the more experienced Spanish students. He actively participated in the games and discussions.
Matthew was lead through a series of cultural and linguistic experiences over the course of a day. These experiences included:
(Times are approximate)
Pre 8am - Breakfast with guava pastries, churros, ham croquettes
8am - Conversation in Spanish with our driver
9am - Spanish Games - Parts of the Train - PreDisucssion of Museum
10am - Presentation "Bay of Pigs" - given by Participant in Bay of Pigs and former college professor at the Museum of the Bay of Pigs, photos of Spanish signs around town
11am - Explore Town, Eat Cuban Food, Discuss Cuban Artifacts such as guitar made from Cigar Box, Discuss political climate in Cuba and Venezuela prompted by a comment made during presentation on Cuba
12pm - Restaurant - Order food in Spanish, taste a variety of Cuban foods, discuss the geography of Cuba and a variety of its cities, reinforce concept of Cuba's cash crops and resources
1pm - Encounter free roaming Roosters and Chickens - Discuss cultural differences in food sources, discuss rooster statues around town
2pm - Discuss the historic theater, Celia Cruz - a famous Cuban American singer and significance of Little Havana, view art featuring Latin-American artists
3pm - Games on Train in Spanish - Alphabet game in Spanish, numbers Game
Matthew exhibited leadership as one of the more experienced Spanish students. He actively participated in the games and discussions.
Session Minutes
360
Minutes Student Attended
360
Lesson Comments
Matthew's behavior on the trip was exemplary. He has instilled confidence in me that he could handle even bigger adventures in the future.
Today we went to Miami with the Spanish students to practice the language in the real world. On this pleasant trip, the students had the opportunity to practice Spanish at different times such as: On the train, in the restaurant, in an art gallery, and even in the Uber. It was an experience in which they had contact with Spanish-speaking people and with Cuban and Latin American culture. We could evaluate, correct, and encourage them with the Spanish language.
Today we went to Miami with the Spanish students to practice the language in the real world. On this pleasant trip, the students had the opportunity to practice Spanish at different times such as: On the train, in the restaurant, in an art gallery, and even in the Uber. It was an experience in which they had connect with Spanish-speaking people and with Cuban and Latin American culture. We could evaluate, correct, and encourage them with the Spanish language.
Matthew started by studying for his 55 verbs test. He believes that if taken today, he would score a high B on the test.
Matthew and I then read from his supplemental text. We read about Byron Nelson and his mental state when he went on his 11 tournament winning streak.
Matthew and I meticulously translated the sentences. He took notes.
We did some detailed retranslations on two short paragraphs wherein Matthew was asked for the specifics about the verbs, conjugations, tenses, translations.
Matthew then was recorded reading a paragraph aloud in Spanish to document his current state of accent, pronunciation, pace.
Matthew and I then jumped to the textbook where we reviewed the session prior and then discuss Formal Commands in the affirmative and negative.
He completed a set of exercises dealing with this conjugation.
