MONDAY, MARCH 10
A - homework from Irregular Comparatives sheet

Spanish Inferiority (Inferioridad) and Spanish Superiority (Superioridad)

Reglas:

When comparing adjectives, adverbs and nouns, we normally use

menos…que (less...than) for inferiority and

más...que (more...than) for superiority.

Note that menos and más don’t change with gender or number.

El jardín de mi vecino es menos atractivo que el mio. (The garden of my neighbor is less attractive than mine).

El habla más idiomas que su padre (he speaks more languages than his father).

 When dealing with expressions of quantity or amount we use de instead of que:

Tengo que ahorrar más de 100 dollares para comprarme una enciclopedia. (I have to save more than 100 dollars to buy an encyclopedia)

Espero menos de 20 minutos para el autobús. (I wait less than 20 min for the bus).

Tengo más de 50 euros. (I have more than 50 euros).

Mi hija tiene menos de 18 años. (My daughter is less than 18 years old).

EXERCISES:

Make 5 sentences showing superiority and 5 showing inferiority

Make 5 sentences dealing with quantity (either superiority or inferiority)

Spanish Irregular Comparatives:

 In English we say good- better- the best. gooder or the goodest are not correct, same thing in Spanish, there are some irregularities. The following are adjectives and adverbs with irregular comparative and superlative forms:

 Spanish Irregular Comparative: Adjective/Adverb              

Exercise:

Make 5 sentences using all three columns.

Example:  Aprender español es bueno, hablar español es mejor, viajar a México es el mejor.

TUESDAY,MARCH 11
B - See above homework (5 sentences due today)
WEDNESDAY, MARCH 12
A

Vocabulario (Vocabulary) - La escuela (School)

1. La escuela                     The school
2. el profesor, la profesora                     the teacher, the professor
3. el maestro, la maestra                     the primary school teacher
4. el alumno, la alumna                     the student
5. el/la estudiante                     the student
6. el colegio                     the primary school (Spain), the K-12 school (Chile)
7. la preparatoria                     the secondary school (Mexico)
8. la universidad                     the university, the college
9. el curso, la clase                     the course, the class
10. la tarea                     the homework

1. aprender                     to learn
2. estudiar                     to study
3. leer                     to read
4. escribir                     to write
5. preguntar                     to ask
6. contestar                     to answer
7. discutir                     to discuss

1. fácil                     easy
2. difícil                     difficult
3. interesante                     interesting
4. aburrido, pesado                     boring
5. inteligente                     intelligent

Spanish Equality (Igualdad):

To form equality in Spanish we use tan…como (as...as) especially when comparing adjectives and adverbs, tan never changes in the comparison or contrast of qualities.

Español es tan importante como El Inglés. (Spanish is as important as English)

Juan es tan alto como Eduardo.( John is as tall as Edward).

Ella corre tan rápida como mi hermana. (She runs as fast as my sister).

When comparing nouns, tanto…como (as much as, as many as) is used. Note that tanto changes to tanta, tantas, tantos to agree with the noun's gender and number.

Maria tiene tanto dinero como su hermana. (Mary has as much money as her sister)

No tengo tantos amigos como tú (I don't have as many friends as you do).

Spanish Inferiority (Inferioridad) and Spanish Superiority (Superioridad)

When comparing adjectives, adverbs and nouns, we normally use menos…que (less...than) for inferiority and más...que (more...than) for superiority. Note that menos and más don’t change with gender or number.

El jardín de mi vecino es menos atractivo que el mio. (The garden of my neighbor is less attractive than mine).

El habla más idiomas que su padre (he speaks more languages than his father).

 Note: when dealing with expressions of quantity or amount we use de instead of que:

Tengo que ahorrar más de 100 dollares para comprarme una enciclopedia. (I have to save more than 100 dollars to buy an encyclopedia)

Esperé menos de 20 minutos para el autobús. (I waited less than 20 min for the bus).

Tengo más de 50 euros. (I have more than 50 euros).

Mi hija tiene menos de 18 años. (My daughter is less than 18 years old).

Spanish Superlative (superlativo):

The superlative indicates the quantitative or qualitative superiority of one object in comparison to a certain group. In other words, Superlatives express the highest or lowest degree of comparison when comparing two or more things. The difference between superlative and comparative is that the superlative goes one step further. It compares one fact not to only one other fact but to all other facts. There are 2 main ways to express a superlative idea. Its construction is similar to that of the comparative form. Spanish superlatives are formed by placing the definite article before the noun being compared, and note that the words más and menos do not change with gender or number. In these instances, only the article determines the gender and the number of the subject.

Spanish Superlative

Es la chica más guapa de todos. (She is the cutest girl of all).

Este edificio es el más grande de la cuidad. (this building is the biggest in town).

Estos árboles son los más antiguos del aldea. (These trees are the oldest in the village).

Nadia es la más delgada en la casa. (Nadia is the skinniest in the house)

Las Islas Canarias son las más atractivas en España. (Canary Islands are the most attractive in Spain).

Superlatives are also formed by simply adding the suffix -ísimo (-a, -os, -as) to an adjective or an adverb after taking the adjective ending -o/-a away: Spanish Superlatives

Note that the (o) of alto and viejo is omitted because of the í of ísimo since the í has priority. And also note that this kind of superlatives agrees in gender and number with the noun it modifies.

Maria es guapísima. (Mary is extremely cute). Mario es altísimo. (Mario is very tall).

Gloria y Mona son inteligentísimas. (Gloria and Mona are extremely intelligent)

THURSDAY, MARCH 13
B see comparative sheet (above) for homework
FRIDAY, MARCH 14

A comparatives, superalatives with SER (yo soy, tú eres, ella es, nosotros somos, ellos son)

MONDAY, MARCH 17
B comparatives, superlatives with SER
TUESDAY,MARCH 18
A Comparatives, superlatives with ESTAR (yo estoy, tú estás, ella está, nosotros estamos, ellos están)
WEDNESDAY, MARCH 19
B Homework (tarea)

Using comparatives, write about Rigoberta Menchu

1. use comparatives (muy, mas, el mas)

2.use "la mas"

3. use "mas..... que"

4. use "tan.... como"

5.use "...isimo"

THURSDAY, MARCH 20
A Rigoberta Menchu questions
FRIDAY, MARCH 21
B Rigoberta Mencho questions
MONDAY, MARCH 24

A Rigoberta Menchu Draft + SER/ESTAR

Rigoberta Menchú

Rigoberta Menchú Tum (b. January 9, 1959, Chimel, Quiché, Guatemala) is an indigenous Guatemalan, of the Quiché-Maya ethnic group. Menchú has dedicated her life to publicizing the plight of Guatemala's indigenous peoples during and after the Guatemalan Civil War (1960-1996), and to promoting indigenous rights in the country. She was the recipient of the 1992 Nobel Peace Prize and Prince of Asturias Award in 1998. Menchú is a UNESCO Goodwill Ambassador. She is the subject of the testimonial biography I, Rigoberta Menchú (1983) and the author of the autobiographical work, Crossing Borders.

On February 12, 2007, Menchú announced that she would form an indigenous political party called Encuentro por Guatemala and that she would stand in the 2007 presidential election. Had she been elected, she would have become Latin America's fourth indigenous president after Mexico's Benito Juárez, Peru's Alejandro Toledo and Bolivia's Evo Morales, and the second Nobel laureate after Costa Rica's Óscar Arias to become president. She would also have become Guatemala's first female president. On September 9, 2007, Menchu received 3% of the vote.

Rigoberta Menchú was born to a poor Indian peasant family and raised in the Quiche branch of the Mayan culture. In her early years she helped with the family farm work, either in the northern highlands where her family lived, or on the Pacific coast, where both adults and children went to pick coffee on the big plantations.

Rigoberta Menchú soon became involved in social reform activities through the Catholic Church, and became prominent in the women's rights movement when still only a teenager. Such reform work aroused considerable opposition in influential circles, especially after a guerilla organization established itself in the area. The Menchú family was accused of taking part in guerrilla activities and Rigoberta's father, Vicente, was imprisoned and tortured for allegedly having participated in the execution of a local plantation owner. After his release, he joined the recently founded Committee of the Peasant Union (CUC).

In 1979, Rigoberta, too, joined the CUC. That year her brother was arrested, tortured and killed by the army. The following year, her father was killed when security forces in the capital stormed the Spanish Embassy where he and some other peasants were staying. Shortly afterwards, her mother also died after having been arrested, tortured and raped. Rigoberta became increasingly active in the CUC, and taught herself Spanish as well as other Mayan languages than her native Quiche. In 1980, she figured prominently in a strike the CUC organized for better conditions for farm workers on the Pacific coast, and on May 1, 1981, she was active in large demonstrations in the capital. She joined the radical 31st of January Popular Front, in which her contribution chiefly consisted of educating the Indian peasant population in resistance to massive military oppression.

In 1981, Rigoberta Menchú had to go into hiding in Guatemala, and then flee to Mexico. That marked the beginning of a new phase in her life: as the organizer abroad of resistance to oppression in Guatemala and the struggle for Indian peasant peoples' rights. In 1982, she took part in the founding of the joint opposition body, The United Representation of the Guatemalan Opposition (RUOG). In 1983, she told her life story to Elisabeth Burgos Debray. The resulting book, called in English, I, Rigoberta Menchú, is a gripping human document which attracted considerable international attention. In 1986, Rigoberta Menchú became a member of the National Coordinating Committee of the CUC, and the following year she performed as the narrator in a powerful film called When the Mountains Tremble, about the struggles and sufferings of the Maya people. On at least three occasions, Rigoberta Menchú has returned to Guatemala to plead the cause of the Indian peasants, but death threats have forced her to return into exile.

Over the years, Rigoberta Menchú has become widely known as a leading advocate of Indian rights and ethno-cultural reconciliation, not only in Guatemala but in the Western Hemisphere generally, and her work has earned her several international awards.

Martin Luther King, Jr.

Martin Luther King, Jr. (January 15, 1929 – April 4, 1968), was one of the pivotal leaders of the American civil rights movement. King was a Baptist minister, one of the few leadership roles available to black men at the time. He became a civil rights activist early in his career. He led the Montgomery Bus Boycott (1955–1956) and helped found the Southern Christian Leadership Conference (1957), serving as its first president. His efforts led to the 1963 March on Washington, where King delivered his “I Have a Dream” speech. Here he raised public consciousness of the civil rights movement and established himself as one of the greatest orators in U.S. history. In 1964, King became the youngest person to receive the Nobel Peace Prize for his efforts to end segregation and racial discrimination through civil disobedience and other non-violent means.

King was assassinated on April 4, 1968, in Memphis, Tennessee. He was posthumously awarded the Presidential Medal of Freedom by President Jimmy Carter in 1977. Martin Luther King Day was established as a national holiday in the United States in 1986. In 2004, King was posthumously awarded a Congressional Gold Medal.

Date of birth:                 January 15, 1929(1929-01-15)

Place of birth:               Atlanta, Georgia, USA

Date of death:                April 4, 1968 (aged 39)

Place of death:              Memphis, Tennessee, USA

Movement:                    African-American Civil Rights Movement and Peace Movement

Major organizations:    Southern Christian Leadership Conference

Notable prizes:             Nobel Peace Prize (1964)

Presidential Medal of Freedom (1977, posthumous)

Congressional Gold Medal (2004, posthumous)

Major monuments:        Martin Luther King, Jr. National Memorial (planned)

Religion:      Baptist

Influences                     Howard Thurman, Mahatma Gandhi, Henry David Thoreau, Bayard Rustin, Jesus Christ

Influenced                     Coretta Scott King, Jesse Jackson

PREGUNTAS:

1. What were significant moments in their upbringing that affected their view on racial equality?
2. Discuss why the Nobel Peace Prize was awarded?
3. What controversies arose around their fabricating information during their careers?
4. How did war play a part in their life?  
5. Define the differences in the wars each experienced and how these wars changed their country.
6. What is their lasting legacy?

Outline for Paper:  Write a 3 page paper using the outline below.  Choose whether you support the argument that Riboberta Menchu IS or IS NOT like Martin Luther King, Jr.

Thesis: Choose is or is not

Rigoberta Mencho is or is not similar to Martin Luther King, Jr..

Introduction Paragraph Argument:

1. Winning the Nobel Peace Prize is similar?
2. War had a similar influence on their work?
3. Fought for “indiginous” (mayan or african american) people in similar ways?

Paragraph 1:  Winning Nobel Peace Prize similar?

• Argument 1
• Argument 2
• Argument 3

Paragraph 2:  War had a similar influence on their work?

• Argument 1
• Argument 2
• Argument 3

Paragraph 3:  Fought for “indiginous” people in similar ways?

• Argument 1
• Argument 2
• Argument 3

Conclusion:  Conclusion of paragraph 1+2+3 = …. (i.e., the passion shown by these two shows how two nations prepared to change need the courage and leadership of a unique individual to make profound change OR these two are examples of significantly different situations and outcomes in their respective countries) Come up with your own conclusition that makes sense.

TUESDAY,MARCH 25

B Rigoberta Menchu Essay Outline

WEDNESDAY, MARCH 26

A Rigoberta Menchu  Outline

THURSDAY, MARCH 27

B Rigoberta Menchu  Outline due

FRIDAY, MARCH 28

A Rigoberta Menchu Outline due

MONDAY, MARCH 31

B Rigoberta Menchu Draft #1 due

Review Ser

TUESDAY, APRIL 1

A Rigoberta Menchu Draft #1 due

Review Ser

WEDNESDAY, APRIL 2

B Rigoberta Menchu Draft #2 due

Review Estar

THURSDAY, APRIL 3

A Rigoberta Menchu Draft #2 due

Ser y Estar Review

FRIDAY, APRIL 4

B Rigoberta Menchu Final Paper due

Ser y Estar Review

MONDAY, April 7

B Rigoberta Menchu Final Paper due

Ser y Estar Review

TUESDAY, APRIL 8

A Rigoberta Menchu Final Paper due

Ser y Estar Review

WEDNESDAY, APRIL 9

B Ser y Estar Quiz

THURSDAY, APRIL 10

 A Ser y Estar Quiz

MONDAY, APRIL 28

1. ¿Qué son las estaciones del año en español? / ¿Cuáles son las estaciones del año?

Las estaciones son:

• el verano
• el invierno
• la primavera
• el otoño

2. ¿Qué tiempo hace? - what's the weather like?

• Hace sol - it's sunny
• Hace calor - it's hot
• Hace buen tiempo - it's great weather
• Hace frío - it's cold
• Hace fresco - it's cool

3.  ¿Qué hacen en julio en Vermont?

Vamos a …

• Jugar el tenis  - to play tennis
• Nadar en la piscina – to swim in a pool
• Nadar en el río – to swim in the river
• Hacer el buceo – to snorkle, skin dive
• Ir a la playa – to go to the beach
• Hacer la plancha de vela – to wind surf
• Hacer el esquí acuático – to go waterskiing
• Tomar el sol – sun bathe

4. ¿Qué necesitan en el verano?

• El traje de baño - swimsuit
• La loción bronceadora / la crema protectora - sunscreen
• La toalla playera -  beach towel
• Los anteojos de sol / las gafas de sol -   sunglasses

El Verano

El verano en Vermont es el tiempo más perfecto del año.  Hace mucho sol.  No hace mucho frío.  Hay muchas cosas que hacer.  Uno se puede ir a la piscina, tomar el sol, hacer la plancha de vela, o hacer el esquí acuático.

En el lago Champlain, hay un monstruo del lago.  El monstruo se llama Champ.  Es un monstruo que parece como el monstruo de Loch Ness.  Son similares. 

Yo creo que Champ come los niños en las playas del lago en el verano.  Cada año, muchos niños desaparecen en el lago Champlain.  Creo que es una posibilidad que Champ les come.  Es posible que Champ le gusta comer a los niños.  Es posible que los padres quieren que Champ come a sus niños.  Es posible que los padres llevan sus niños al lago Champlain para que Champ les come.  ¿Qué les parece?

Escribir una respuesta:

TUESDAY, APRIL 29

WEDNESDAY, APRIL 30

THURSDAY, MAY 1

FRIDAY, MAY 2

MONDAY, MAY 5

MONDAY, MAY 12

Review - Repaso