Spanish A Warm-Up Make a list of Spanish words you know already. Make a list of Spanish words you know already. Where or how did you learn these words?

Spanish ASpanish A

Warm-UpWarm-Up

Make a list of Spanish words Make a list of Spanish words you know already.you know already.

Where or how did you learn Where or how did you learn these words?these words?

At the end of the lesson you At the end of the lesson you will be able to…will be able to…

Identify and use simple Identify and use simple greetings in Spanish.greetings in Spanish.

SaludosSaludosHello Hello

(informal)(informal)Good morningGood morningGood Good

afternoonafternoonGood eveningGood evening

HolaHolaBuenos dìasBuenos dìasBuenas Buenas

tardestardesBuenas Buenas

nochesnoches

TitlesTitles

A gentleman (Mr.) -A gentleman (Mr.) - señor (sr)señor (sr)

A married lady (Mrs.)-A married lady (Mrs.)- señora señora (sra)(sra)

An unmarried lady (Miss)-An unmarried lady (Miss)-señorita (srta)señorita (srta)

How would you greet…How would you greet…

1.1. Mr. Perkins in the morningMr. Perkins in the morning

2.2. Miss Garland in the afternoonMiss Garland in the afternoon

3.3. Mrs. Elliott in the eveningMrs. Elliott in the evening

4.4. Your friend JuanYour friend Juan

¿Preguntas?¿Preguntas?

How are How are you?you?

What’s up?What’s up?

¿Còmo esta ¿Còmo esta usted? (f)usted? (f)

¿Còmo estas?¿Còmo estas? (in)(in)

¿Què tal?¿Què tal? (in)(in)

¿Què pasa?¿Què pasa?

Contesta.Contesta.

Fine, thanks.Fine, thanks. Very good.Very good. So-so.So-so. Regular.Regular. Bad.Bad. Very bad.Very bad.

Bien, gracias.Bien, gracias. Muy bien.Muy bien. Asì-asì.Asì-asì. Regular.Regular. Mal.Mal. Muy mal.Muy mal.

Contesta.Contesta.

¡Estupendo!¡Estupendo!¡Fabuloso!¡Fabuloso!¡Terifico!¡Terifico!¡Perfecto!¡Perfecto!

¡¡Horrible!Horrible!¡Terrible!¡Terrible!

FarewellsFarewells

Goodbye.Goodbye.Bye. (i)Bye. (i)See you See you

tomorrow!tomorrow!See you soon!See you soon!See you later!See you later!Until next time!Until next time!

¡Adìos!¡Adìos!¡Chao!¡Chao!¡Hasta ¡Hasta

mañana!mañana!¡Hasta pronto!¡Hasta pronto!¡Hasta luego!¡Hasta luego!¡Hasta la vista!¡Hasta la vista!

Let’s sing the Let’s sing the ¡Buenos dìas!¡Buenos dìas! song!!song!!

Buenos dìas. Buenos dìas.Buenos dìas. Buenos dìas.

¿Còmo estàs? ¿Còmo estàs?¿Còmo estàs? ¿Còmo estàs?

Muy bien, gracias. Muy bien, Muy bien, gracias. Muy bien, gracias.gracias.

Adios. Adios.Adios. Adios.

Next Class- music as an Next Class- music as an important part of a important part of a country’s culturecountry’s culture

La Tarea- You will be needing La Tarea- You will be needing a shoe box for this unit. a shoe box for this unit.

Please start trying to find one. Please start trying to find one.

Day 1 part 2Day 1 part 2

Warm-UpWarm-Up

Create a list of any Hispanic Create a list of any Hispanic singers you know.singers you know.

What kinds of topics might What kinds of topics might these singers cover in their these singers cover in their songs?songs?


Identify and discuss the Identify and discuss the importance of music in a importance of music in a country’s or region’s country’s or region’s cultureculture

What role does music play in a What role does music play in a country’s culture?country’s culture?

Oral history and storytelling Oral history and storytelling Life storyLife story EntertainmentEntertainment Pride in your country or beliefsPride in your country or beliefs Express feelingsExpress feelings Make moneyMake money Pass the timePass the time

Escucha la mùsica.Escucha la mùsica.

Think about: Think about:

the beats each type hasthe beats each type has

the instruments used the instruments used

why it might have been why it might have been createdcreated

La Mùsica EspañolaLa Mùsica Española

FlamencoFlamenco

SalsaSalsa

MariachiMariachi

ReggaetònReggaetòn

MerengueMerengue

Tango Tango

FlamencoFlamenco

SalsaSalsa

MariachiMariachi

ReggaetònReggaetòn

MerengueMerengue

TangoTango

Completa La Mùsica Completa La Mùsica Española papel.Española papel.

tango

merengue

reggaetòn

mariachi

salsa

flamenco

La MùsicaEspañola

Originally a gypsy dance. Dance of the lower class.Musicians no formal training.Artist- Charro

Traced back to the African slaves brought to the Caribbean.Percussion, trumpets, trombones.Artist- Celia Cruz

In early 1800’s bands roamed towns playing for tips. Commonrhythms and melodies.Artist- Placido Domingo

Jamaican reggae to Spanish.Electronically synthesized.Artist- Ivy Queen, Daddy Yankee

2 or 4 beats. Dictator Rafael Trujillo adopted as national symbol.Artist- Elvis Crespo.

Mixture of immigrant musicFrom Argentina including Spanish, Italian, Polish, Russian and African. Violins, piano, guitarArtist- Kevin Johansen

Wrap-UpWrap-Up

Think of the music you listen to Think of the music you listen to

and compare to the music you and compare to the music you

heard today.heard today.

Which one is most similar? Why?Which one is most similar? Why?

Which one is most different? Which one is most different?

Why?Why?

Next Class-African Next Class-African influence in Latin influence in Latin American music.American music.

La Tarea- shoe boxesLa Tarea- shoe boxes

Day 2/3Day 2/3

Warm-UpWarm-UpName at least 3 types of Name at least 3 types of

music from the Spanish-music from the Spanish-speaking world we speaking world we discussed last class and a discussed last class and a fact about each.fact about each.

tango

merengue

reggaetòn

mariachi

salsa

flamenco

La MùsicaEspañola

Originally a gypsy dance. Dance of the lower class.Musicians no formal training.Artist- Charro

Traced back to the African slaves brought to the Caribbean.Percussion, trumpets, trombones.Artist- Celia Cruz

In early 1800’s bands roamed towns playing for tips. Commonrhythms and melodies.Artist- Placido Domingo

Jamaican reggae to Spanish.Electronically synthesized.Artist- Ivy Queen, Daddy Yankee

2 or 4 beats. Dictator Rafael Trujillo adopted as national symbol.Artist- Elvis Crespo.

Mixture of immigrant musicFrom Argentina including Spanish, Italian, Polish, Russian and African. Violins, piano, guitarArtist- Kevin Johansen


Identify and discuss the Identify and discuss the importance of music in a country’s importance of music in a country’s or region’s cultureor region’s culture

Discuss the influences that occur Discuss the influences that occur when cultures intertwine.when cultures intertwine.

Define the term Define the term “deculturalization”.“deculturalization”.

African Presence in Latin African Presence in Latin AmericaAmerica

Mira el mapa: Mira el mapa: Population of African Population of African Descent in Latin America.Descent in Latin America.

What do you notice?What do you notice? What do you think lead to the What do you think lead to the

introduction of the Africans into Latin introduction of the Africans into Latin America?America?

How can the African introduction How can the African introduction influence the culture of Latin America?influence the culture of Latin America?

Compare to the African cultural Compare to the African cultural influences in the United States.influences in the United States.

Making ConnectionsMaking ConnectionsChoose one of the types of Choose one of the types of

music discussed and name a music discussed and name a country/culture that country/culture that influenced it. influenced it.

Also discuss how or why that Also discuss how or why that influence exists.influence exists.

Making ConnectionsMaking Connections

Explain what happens Explain what happens when 2 cultures are when 2 cultures are forced to coexist. forced to coexist.

Collective Memory: The African Collective Memory: The African Presence in Latin AmericaPresence in Latin America

Look at the article. Look at the article. Predict what it might be about.Predict what it might be about.

As you read…As you read… How might the article connect to How might the article connect to

the term “deculturalization”?the term “deculturalization”? What does this imply about What does this imply about

Spanish/ Latino music?Spanish/ Latino music? Create 1 question about the article.Create 1 question about the article.

Collective Memory: The African Collective Memory: The African Presence in Latin AmericaPresence in Latin America

Explain the main idea of the Explain the main idea of the

article.article.

What key points did you find What key points did you find

interesting?interesting?

Which points were unclear?Which points were unclear?

Let’s look at your questions.Let’s look at your questions.

Complete the Complete the question sheet for the question sheet for the

article.article.

Wrap-UpWrap-Up

Define the term Define the term mestizomestizo..

Is it offensive to create terms Is it offensive to create terms for people of mixed races? for people of mixed races? Why or why not?Why or why not?

Next Class- reading Next Class- reading stories in Spanishstories in Spanish

Don’t forget your Don’t forget your shoeboxes.shoeboxes.

Day 4Day 4

Warm-UpWarm-Up

Define a cognate.Define a cognate.

Explain how cognates Explain how cognates can help you can help you comprehend a piece comprehend a piece of text.of text.


Use cognates to read a Use cognates to read a story in Spanish.story in Spanish.

Mini-CuentoMini-Cuento

Mira el cuento por cognates.Mira el cuento por cognates. ¿Què sabes?¿Què sabes? Leen el primer parte del cuento.Leen el primer parte del cuento. ¿Què sabes?¿Què sabes? Leen el segundo parte del cuento.Leen el segundo parte del cuento. ¿Què sabes?¿Què sabes?

Mira al Cuento.Mira al Cuento.

¿Preguntas?¿Preguntas?

¿Onama es una esclava o es ¿Onama es una esclava o es

libre?libre?

¿Onama esta deprimida o ¿Onama esta deprimida o

contenta?contenta?

¿Onama lava ropa o lava su pelo?¿Onama lava ropa o lava su pelo?

¿Onama barre y trabajo o techo?¿Onama barre y trabajo o techo?

Leen el trecer y Leen el trecer y cuarto partes del cuarto partes del

cuento.cuento.

Pone las papeles en Pone las papeles en unas formas corectas.unas formas corectas.

Wrap-UpWrap-Up

In spite of her owner’s best efforts, In spite of her owner’s best efforts, Onama kept those elements of her Onama kept those elements of her life that were most important to her- life that were most important to her- especially her religion.especially her religion.

What parts, not objects, of your life What parts, not objects, of your life would you work to keep if you were in would you work to keep if you were in the same situation as Onama? Why?the same situation as Onama? Why?

Next Class- Music as Next Class- Music as part of a culturepart of a culture

Don’t forget your shoe Don’t forget your shoe boxes!!!boxes!!!

Day 5Day 5

Warm-UpWarm-UpCreate a list of the Create a list of the

instruments you consider instruments you consider important in today’s important in today’s popular music.popular music.


Identify the importance of Identify the importance of music within a culture.music within a culture.

Identify instruments that are Identify instruments that are popular with Spanish music. popular with Spanish music.

Escuchame y repitite.Escuchame y repitite.

How important is beat to music?How important is beat to music?

What are some beats you know?What are some beats you know?

What instruments are used to What instruments are used to

create the beat in the music?create the beat in the music?

Completan el parte Completan el parte inglès de inglès de

Instrumento: del Instrumento: del mundo español.mundo español.

Los instrumentos del mundo Los instrumentos del mundo españolespañol

El cajòn El tambor

Laguitarra

La trompeta El bandoneon

Elcharango

Wrap-UpWrap-UpI need a volunteer to I need a volunteer to lead the class in a lead the class in a beat!!beat!!

Next class- We will Next class- We will make cajònes!!make cajònes!!

Day 6Day 6

Warm-UpWarm-UpEscribe el instrumento en Escribe el instrumento en

español.español.

El cajòn El tambor

Laguitarra

La trompeta El bandoneon

Elcharango

1 2

3

4 56


Identify and explain the Identify and explain the musical concept “Call and musical concept “Call and response”.response”.

Explain the concepts behind Explain the concepts behind the creation of the cajon and the creation of the cajon and the cajita.the cajita.

Create and play a cajon.Create and play a cajon.

Percussion TermsPercussion Terms

Read Read Afro Peruvian Percussion: Afro Peruvian Percussion: The Cajon The Cajon..

1.1. How did the Afro-Peruvian music How did the Afro-Peruvian music originate?originate?

2.2. How were the Peruvian slaves How were the Peruvian slaves different from the slaves different from the slaves throughout the Americas? throughout the Americas?

3.3. Describe the original Describe the original instruments used. Why were instruments used. Why were these instruments chosen?these instruments chosen?

Los InstrumentosLos Instrumentos

La cajita La Quijada

El cajon

Call and ResponseCall and Response

What do you think it What do you think it means?means?

Leen el papel Leen el papel

Call and Response.Call and Response.

Let’s make a Let’s make a cajon!!cajon!!

Let’s practice Let’s practice some beats!!some beats!!

Wrap-UpWrap-Up

Name one thing you learned Name one thing you learned today about the cajon or today about the cajon or cajita box drum.cajita box drum.

Next Class- more with call Next Class- more with call and response and Spanish and response and Spanish musiciansmusicians

Day 7Day 7

Three MusiciansThree Musicians by Pablo by Pablo PicassoPicasso

Explain how this painting makes you feel?

How can art be related to music?


Discuss the styles and Discuss the styles and influences of 3 Spanish influences of 3 Spanish musicians.musicians.

Explain the concept of call Explain the concept of call and response.and response.

Play a cajon.Play a cajon.

Today’s lesson includes music Today’s lesson includes music from 3 Spanish/Latino from 3 Spanish/Latino

musicians.musicians. Listen to each clip and write:Listen to each clip and write:

– What instruments do you hear?What instruments do you hear?– Explain the types of music that Explain the types of music that

influenced each song.influenced each song.– What cultures do you think What cultures do you think

influence each song?influence each song?1.1. Celia CruzCelia Cruz

2.2. ShakiraShakira

3.3. Alejandro SanzAlejandro Sanz

Celia CruzCelia Cruz

ShakiraShakira

Alejandro SanzAlejandro Sanz

DirecciònesDirecciònesWith a partner choose one of With a partner choose one of

the artists.the artists.Read the biography.Read the biography.Answer the questions about Answer the questions about

your artist on the sheet.your artist on the sheet.Be ready to share with the Be ready to share with the

class information about the class information about the artist’s life and musical artist’s life and musical background.background.

Did these artists use Did these artists use the concept of call the concept of call

and response in the and response in the songs you heard?songs you heard?

PracticaPracticaI need a volunteer to I need a volunteer to lead the class in a beat lead the class in a beat on the cajon!!on the cajon!!

How does this relate to How does this relate to the call and response?the call and response?

Wrap-UpWrap-UpWhich of the three musicians Which of the three musicians

studied today would you like studied today would you like to learn more about? Why?to learn more about? Why?

Next Class- Spanish phrases Next Class- Spanish phrases about what you preferabout what you prefer

Day 7 prt 2Day 7 prt 2

If neededIf needed

Warm-UpWarm-UpName at least one fact you Name at least one fact you

learned last class about each learned last class about each of these three artists.of these three artists.–Celia CruzCelia Cruz–ShakiraShakira–Alejandro SanzAlejandro Sanz


Identify key facts about 3 Identify key facts about 3 Spanish musicians.Spanish musicians.

Celia CruzCelia Cruz

PercussionPercussion cajoncajon TrumpetTrumpet GuitarGuitar SaxophoneSaxophone SalsaSalsa Cuban, AfricanCuban, African

ShakiraShakira

Electric guitarElectric guitar Acoustic guitarAcoustic guitar PercussionPercussion TrumpetTrumpet SalsaSalsa Tango, ArabicTango, Arabic Spanish, African Spanish, African

Alejandro SanzAlejandro Sanz

guitarguitar PianoPiano PercussionPercussion

FlamencoFlamenco

Spanish Spanish

Review the biography of Review the biography of each musician and be each musician and be

ready to share the ready to share the answers to the answers to the

questions.questions.

Wrap-UpWrap-UpWhich of the three musicians Which of the three musicians

studied today would you like studied today would you like to learn more about? Why?to learn more about? Why?

Next Class- Spanish phrases Next Class- Spanish phrases about what you preferabout what you prefer

Day 8Day 8

Warm-UpWarm-Up

What types of music do What types of music do you prefer? Why?you prefer? Why?


Say in Spanish the Say in Spanish the type of music you type of music you prefer.prefer.

Verbs in EnglishVerbs in English

Do you notice that some verbs change Do you notice that some verbs change depending on the subject of the sentence?depending on the subject of the sentence?– I preferI prefer - I like- I like– You preferYou prefer - You like- You like– He preferHe preferss - He like- He likess

In Spanish the verbs change as well. But it In Spanish the verbs change as well. But it changes for each subject that is used. You changes for each subject that is used. You can tell the subject by what form of verb can tell the subject by what form of verb is used. This is called is used. This is called conjugatingconjugating..

Subjects/PronounsSubjects/Pronouns

I yo

you tù

heshe

élella

we nosotros

x

boysgirls

ellosellas

Preferir- to preferPreferir- to prefer

prefiero

prefieres

prefiere

preferimos

x

prefieren

I prefer We prefer

You prefer

He/She prefers They prefer

1.1. I preferI prefer rock rock music.music.

2.2. You preferYou prefer hip-hop hip-hop music.music.

3.3. Andy prefersAndy prefers rap rap music.music.

4.4. We preferWe prefer salsa salsa music.music.

5.5. Jen and Laura Jen and Laura preferprefer country country music.music.

1.1. Yo Yo prefieroprefiero la la musica rock.musica rock.

2.2. Tù Tù prefieresprefieres la la musica hip-hop.musica hip-hop.

3.3. Andy Andy prefiereprefiere la la musica rap.musica rap.

4.4. Nosotros Nosotros preferimospreferimos la salsa.la salsa.

5.5. Jen y Laura Jen y Laura prefieren prefieren la musica la musica ranchera.ranchera.

¿Què tipo de mùsica prefieres ¿Què tipo de mùsica prefieres tù?tù?

La musica rockLa musica rock el flamencoel flamenco

La musica rapLa musica rap la salsala salsa

La musica hip-hopLa musica hip-hop el merengueel merengue

La musica rancheraLa musica ranchera el raggaetònel raggaetòn

Yo prefiero ________________ .Yo prefiero ________________ .

Completan el papel Completan el papel ¿Què tipo de ¿Què tipo de

mùsica…?mùsica…?

La clase prefiere…..La clase prefiere…..

1.1. Most popular genre-Most popular genre-

2.2. Least popular genre-Least popular genre-

3.3. Commonalities-Commonalities-

4.4. Musical preference in Musical preference in

comparison- comparison-

Wrap-UpWrap-UpWhy is your musical Why is your musical

preference the best? Give at preference the best? Give at least 3 reasons to support least 3 reasons to support your answer. (ADD)your answer. (ADD)

Next Class- naming Next Class- naming traditions in the Spanish traditions in the Spanish speaking world and your speaking world and your performance task (Hmmm??)performance task (Hmmm??)

Day 9Day 9

Warm-UpWarm-Up

¿Què tipo de mùsica ¿Què tipo de mùsica prefieres tù?prefieres tù?

Escribe en español.Escribe en español.


Identify the naming Identify the naming traditions of some Spanish traditions of some Spanish speaking countries.speaking countries.

Identify the requirements Identify the requirements for the performance task.for the performance task.

¿Còmo te llamas?¿Còmo te llamas? Me llamo Rhonda Dee Rayne.Me llamo Rhonda Dee Rayne. I have a first middle & last name.I have a first middle & last name.

If I were born in Spain or Mexico my If I were born in Spain or Mexico my name would be name would be

Rhonda Dee Rayne BickellRhonda Dee Rayne Bickell

firstfirst middle middle father’s father’s mother’smother’s

¿Còmo escribes tu apellido?¿Còmo escribes tu apellido?

Before marriage- Rhonda Dee Rayne BickellBefore marriage- Rhonda Dee Rayne Bickell Donald Judson Churchill MaliaDonald Judson Churchill Malia

After marriage- Donald Judson ChurchillAfter marriage- Donald Judson Churchill Rhonda Dee Rayne de Rhonda Dee Rayne de

ChurchillChurchill Children- Daniel Judson Churchill RayneChildren- Daniel Judson Churchill Rayne Dylan Anderson Churchill RayneDylan Anderson Churchill Rayne

¿Còmo te llamas?¿Còmo te llamas?

In Equatorial Guinea, a Spanish –In Equatorial Guinea, a Spanish –speaking country in Africa, a person’s speaking country in Africa, a person’s name follows a similar rule. name follows a similar rule.

When naming a child, the parents When naming a child, the parents choose a Spanish first name followed choose a Spanish first name followed by an African name. The child has two by an African name. The child has two last names- his/her father’s first name last names- his/her father’s first name followed by the mother’s first name.followed by the mother’s first name.

Fernano Adowa Kunto Mawusi- Kunto is Fernano Adowa Kunto Mawusi- Kunto is his father’s first name and Mawusi is his father’s first name and Mawusi is his mother’s first name?his mother’s first name?

¿Còmo te llamas en Equatorial ¿Còmo te llamas en Equatorial Guinea?Guinea?

Rhonda _______ Robert CandaceRhonda _______ Robert Candace Daniel ________ Donald RhondaDaniel ________ Donald Rhonda Dylan _________ Donald RhondaDylan _________ Donald Rhonda

What do you think would be the most What do you think would be the most difficult thing about this naming difficult thing about this naming system?system?

My Class Has My Class Has TalentTalent

Choice AChoice A

Write a song in English about Write a song in English about something we have studied in this something we have studied in this unit.unit.

Perform the song for the class.Perform the song for the class. You may create your own music or You may create your own music or

use pre-recorded music without use pre-recorded music without lyrics.lyrics.

Your song must have at least 2 Your song must have at least 2 four line stanzas and a chorus.four line stanzas and a chorus.

Choice BChoice B

Create your own call and response Create your own call and response rhythm.rhythm.

Teach the class the rhythm.Teach the class the rhythm. You will play on your cajon but the You will play on your cajon but the

class will play it on the desktop.class will play it on the desktop. Your rhythm must include at least 2 Your rhythm must include at least 2

different, four-beat patterns that are different, four-beat patterns that are repeated at least four times.repeated at least four times.

There are 6 styles There are 6 styles of music of music that we learned that we learned in this class,in this class,

There are 6 styles There are 6 styles of music of music that we learned that we learned in this class.in this class.

Flamenco, salsa, Flamenco, salsa, mariachi, merengue, mariachi, merengue, tango and reggaetòntango and reggaetòn

Flamenco, salsa, Flamenco, salsa, mariachi, merengue, mariachi, merengue, tango and reggaetòntango and reggaetòn

All of these stylesAll of these stylesHave one thing in commonHave one thing in commonThey are all They are all From the Spanish worldFrom the Spanish world

All of these stylesAll of these stylesHave one thing in commonHave one thing in commonThey are all They are all From the Spanish worldFrom the Spanish world

There are 6 styles There are 6 styles Of musicOf musicThat we learnedThat we learnedIn this class,In this class,

There are 6 stylesThere are 6 stylesOf musicOf musicThat we learned That we learned In this classIn this class

RubricRubric

Content- final product included Content- final product included more that prescribedmore that prescribed

Participation- student was on Participation- student was on task 100% of the timetask 100% of the time

Completion- student Completion- student performed the final productperformed the final product

4

4

4

Total- 12

Warm-UpWarm-Up¿Còmo te llamas?¿Còmo te llamas?

¿Còmo escribes tu apellido ¿Còmo escribes tu apellido en España y en Equatorial en España y en Equatorial Guinea?Guinea?


Identify the naming Identify the naming traditions of some Spanish traditions of some Spanish speaking countries.speaking countries.

Identify the requirements Identify the requirements for the performance task.for the performance task.

Choice AChoice A

Write a song in English about Write a song in English about something we have studied in this something we have studied in this unit.unit.

Perform the song for the class.Perform the song for the class. You may create your own music or You may create your own music or

use pre-recorded music without use pre-recorded music without lyrics.lyrics.

Your song must have at least 2 Your song must have at least 2 four line stanzas and a chorus.four line stanzas and a chorus.

Choice BChoice B

Create your own call and response Create your own call and response rhythm.rhythm.

Teach the class the rhythm.Teach the class the rhythm. You will play on your cajon but the You will play on your cajon but the

class will play it on the desktop.class will play it on the desktop. Your rhythm must include at least 2 Your rhythm must include at least 2

different, four-beat patterns that are different, four-beat patterns that are repeated at least four times.repeated at least four times.

RubricRubric

Content- final product included Content- final product included more that prescribedmore that prescribed

Participation- student was on Participation- student was on task 100% of the timetask 100% of the time

Completion- student Completion- student performed the final productperformed the final product

4

4

4

Total- 12

Next Unit-FrenchNext Unit-French

Passports Ready!!!Passports Ready!!!

Documents

Spanish A Warm-Up Make a list of Spanish words you know already. Make a list of Spanish words you know already. Where or how did you learn these words?