¿Qué pasa en 466?
October 29, 2005
El Día de los Muertos The Day of the Dead
At first glance, the Mexican custom of El Día de los Muertos — the Day of the Dead — may sound much like the U.S. custom of Halloween. After all, the celebration traditionally starts at midnight the night of Oct. 31, and the festivities are abundant in images related to death.
But the customs have different origins, and their attitudes toward death are different: In the typical Halloween festivities, death is something to be feared. But in el día de los muertos, death — or at least the memories of those who have died — is something to be celebrated.
El día de los muertos, which continues until Nov. 2, has become one of the biggest holidays in Mexico, and celebrations are becoming more common in areas of the United States with a large Hispanic population. Its origins are distinctly Mexican: During the time of the Aztecs, a monthlong summer celebration was overseen by the goddess Mictecacihuatl, the Lady of the Dead. After the Aztecs were conquered by Spain and Catholicism became the dominant religion, the customs became intertwined with the Christian commemoration of All Saints’ Day on Nov. 1.
Specifics of the celebration vary with region, but one of the most common customs is the making of elaborate altars to welcome departed spirits home. Vigils are held, and families often go to cemeteries to fix up the graves of their departed relatives. Festivities also frequently include traditional foods such as pan de muerto (bread of the dead), which can conceal a miniature skeleton.
Doña´s Spanish classes will have the opportunity to participate in the Baile de los Títeres. Student made skeletons, inspired by the art of Jose Guadalupe Posada, will be on display throughout the month of November.
OPRIMA LOS TÍTULOS Y LEE MÁS INFORMACIÓN…..SÍ…CLICK THE HEADLINES AND YOU WILL LEARN MORE…..
El Sueño Imposible
October 8, 2005
¿Qué? Excursión á Don Quijote de la Mancha
¿Dónde? JCC por la California y Geary
¿Cómo? En el Muni
¿Quién va a ir? Los alumnos de segundo y tercer año de español que hablan de Don Quijote en las clases con Doña
¿Con quiénes van a ir? Con la Señorita Heskin, la Señorita Foley y sus clases de español.
¿Cuándo? lunes 24 de octubre
¡¡¡La Búsqueda!!!
¿En qué oficina en Galileo se encuentra un cuadro de Don Quijote y Sancho Panza?
La primera persona que le dice a Doña va a ganar un premio….un boleto gratis para el teatro.
La segunda y la tercera van a ganar cupones de la tarea.
Plot summary: The title character, a middle-aged gentleman from the La Mancha region of Spain, becomes enchanted with the idea of chivalry and decides to seek adventure. Eventually, he is accompanied by a sidekick, Sancho Panza. With a dilapidated horse and equipment, together they seek glory, adventure, often in the honor of Dulcinea, Quijote’s love. Quijote doesn’t always act honorably, however, and neither do many of the other minor characters in the novel. Eventually Quijote is brought down to reality and dies shortly thereafter.
Major characters: The title character, Don Quijote, is far from static; indeed, he reinvents himself several times. He often is a victim of his own delusions and undergoes metamorphoses as he gains or loses touch with reality. The sidekick, Sancho Panza, may be the most complex figure in the novel. Not particularly sophisticated, Panza struggles with his attitudes toward Quijote and eventually becomes his most loyal companion despite repeated arguments. Dulcinea is the character that is never seen, for she was born in Quijote’s imagination (although modeled after a real person).
Novel structure: Quijote’s novel, while not the first novel written, nevertheless had little on which it could be modeled. Modern readers may find the episodic novel too long and redundant as well as inconsistent in style. Some of the novel’s quirks are intentional (in fact, some portions of the latter parts of the book were written in response to public comments on the portion that was published first), while others are products of the times. <!–End content–>
LA RAZA POETRY SLAM
October 5, 2005
Nuyorican Poet’s Cafe
You may stand outside on line but, Friday night’s poetry slam at the Nuyorican café is worth experiencing. When you walk into this space it resembles the early 90’s show “Steampipe Alley” with a small stage, few tables, metal stairs lining the wall, and interesting artwork. The crowd is diverse and the environment is comfortalbe. Get there early to snatch a table or you’ll find yourself planted on the floor cuddled up next to a fellow nuyoricaner or on the stairs watching the slam from an elevated height. Regardless, it is worth checking out at least once or becoming one of the frequenters. New SlamMistress (as they like to call her) Karen Jaime gets you excited while introducing the slammers at Friday Nights Nuyorican Poetry Slam.
http://www.ccc.commnet.edu/latinoguide/secondary/Mpinero.htm
http://luis.salas.net/index.htm
Syllabus Spanish
October 1, 2005
Course Description /Syllabus Spanish 3-4; 5-6
Kathleen A.Golata
SECOND YEAR SPANISH, REGULAR AND HONORS
Second year Spanish expands vocabulary around the themes of greetings, polite conversation, classroom and school life, family and friends, sports, food, holidays and parties, traveling, transportation, pastimes, shopping, numbers, the calendar, and descriptive words. Having learned the present tense, students become introduced to the past tenses, future, conditional, and the progressive tenses and the perfect tenses. Working individually, with a partner, or in a small group, student practice asking and answering questions, create simple and more sophisticated sentences, compose small paragraphs, and write original dialogues to be recited aloud. In addition to family and school life, lessons involve art, geography and music as well as athletic, festive and other cultural events. Students are to keep all their work in a three ring binder to be . turned in at the end of each six week grading period for credit. Students can expect at least twenty minutes of homework daily on Mondays through Thursdays.
Texts: Bravo: Cabrera et. al; McDougal Littell Inc. Houghton Mifflin, New York, 1995
THIRD AND FOURTH YEAR SPANISH, SPANISH FIVE THROUGH EIGHT
Third and fourth year Spanish students have more opportunities for creative expression in speaking, role-playing, acting and writing. They gain further control of expressing the present, past, future, conditional, progressive and perfect tenses and begin to use the subjunctive mood. They write about their readings, their experiences, and themselves. The texts are both a review of grammar and an introduction to authentic literature. Students are encouraged to work together. Typically, thirty minutes of homework is given on Monday through Thursday. Students are expected to do one special project each six weeks and present it to the class.
Texts: Bravo: Cabrera et. al; McDougal Littell Inc. Houghton Mifflin, New York, 1995
Class expectations:
A Spanish binder is required. Binders will be checked and graded periodically Assignments must be labeled and dated, and organized into the following sections:
o Agendas
o Conversación
o Cultura
o Dichos/citas
o Dictado
o Ejercicios escritos/examenes
o Gramática
o Vocabulario
Grading and Homework Policy:
There will be a daily homework assignment, either written or oral. In order to successfully learn a foreign language, lessons should be reviewed by the student each night for 20-30 minutes. Students should also complete online reading assignments located at http://www.galileoweb.org/golata/
Grades are based on a point system based on the following:
o Class work/ written and oral assignments (35%)
o Quizzes and dictation/ oral and written (35%)
o Class participation and oral proficiency (30%)
( Participation points are deducted for tardiness/ unexcused absence/ non-attention )
Semester grades will also include midterm and final exams as well as term projects. Details and dates will be announced.
Grade scale: 90-100 =A 80-89=B 70-79=C 60-69=D
Students who do not maintain a C or better will be notified before the end of the grading period and may not move on to the next level. I will be available after school on Thursdays in room 254 from 3:00 until 4:45 for tutoring or make up work for excused absences. Students may also make appointments with me for assistance. Remember: Querer es Poder
Daily Classroom Procedures:
LUNES MARTES MIÉRCOLES/JUEVES VIERNES
práctica oral
dictado
vocabulario
BRAVO
práctica oral
dictado
vocabulario
BRAVO
práctica oral
dictado
proyectos
cultura
diálogos/temas
práctica oral
dictado
vocabulario
BRAVO
¡
Expectativos
October 1, 2005
¡ Hola!
¡ Bienvenidos a las clases de español 2004 y 2005!
Me alegro mucho saludar a los alumnos conocidos y a los alumnos desconocidos. Vamos a tener un año escolar fantástico y bien chévere.
OJO: Este año va a necesitar un binder especial para la clase de español.
Reglas de la clase:
Ten respeto a todos. No te rías de nadie.
Levanta la mano antes de hablar.
Escucha con atención.
Haz la tarea todos los días.
Ven a la clase a tiempo todos los días.
Lee y escribe con atención.
No grites en la clase.
No duermas en la clase.
Pon atención a la campana que significa silencio.
Participa en las actividades de la clase.
Reglas especiales de Doña:
No se permite masticar el chicle en la clase. ¡Nunca! ¡Jamás!
Haz bien y no mires a quién.
¡ Diviértete!
Reglas de la escuela Galileo:
No se permite llevar las gorras en la escuela.
No se permite usar los CD Walkmans o los Ipods en las clases o en los pasillos.
No se permite usar los teléfonos celulares.
Hay que quedarte en la clase durante los primeros y los últimos quince minutos.
No juegue videojuegos con las computadoras de la clase.
Y siempre recuerda:
Querer es poder.
También, como dice el Principito:
~Sólo con el corazón se puede ver bien. Lo esencial es invisible con los ojos.~
