Spanish-GroupingStudents

Paises - This is an idea on how to organize pairs of students for group work in Spanish class. I received the idea from Jen Carter at Mason High School. It is a blank map of Latin American countries with lines pointing to each country. This is how it works. Within the first couple weeks of school, pass out this blank map. First, students reference a map of Latin America and color-code the map and make a key of the Spanish-speaking countries they color-coded on the back. They DO NOT write the names of the countries on the blank lines. Next, during a class when all (or most) students are present, students receive about 20 mintues of class time to fill-in the blank lines of their map with their classmates' names. They get up and walk around the room and ask each other, for example, "Seras mi Costa Rica/Will you be my Costa Rica?". If both students have Costa Rica blank, then each student fills in the blank line with the other student's name. After about 10 minutes, the teacher can instruct the students to start "doubling up" on countries if they need to. This means that students can start to repeat their classmate's names. The goal is to make sure that all students have as many different classmates as possible on their Paises sheet. At the end of the activity, all students should have their color-coded map (with the key of which countries are which on the back of the map) with all their classmate's names filled-in on the blanks pointing to the countries on the front. Students are to keep this sheet readily available at all times during the school year. We recommend that students get a 3-ring binder for the class and slip this Paises sheet into the plastic cover. When the teacher wants students to do any activity in pairs, all the teacher has to do is say, "Clase, ahora trabaja en pais __(say the name of a country here)__." When I know I have a lesson coming up with pair work required, I schedule which pais students will work with ahead of time, and I work my way from the north to south so that I don't repeat paises. This way, students learn which countries are which and get to work with a variety of students throughout the semester. user:rachelklomp

This "alternative ending video project" idea is great for getting students to work in groups, use the TL creatively, and to showcase their talents with technology (digital cameras, etc...). In my Spanish IV class, I divided the class into three groups of seven students. Each group was to work together, come up with a plan for an alternative ending to the book "El Ultimo Secreto". Each student must submit a handwritten script that includes everyone's lines in it, with "El Ultimo Secreto"'s vocabulary words highlighted and numbered, they must follow the group work deadlines, and interact in class with their peers in order to complete the project. I allotted 2 1/2 class days for them to work on their project as a group, and gave them two weekends (total of two weeks) to complete the project. In addition, I set out a set of deadlines for them to follow so that the progress can be monitored and trouble areas addressed. Here is my rubric for the project:


 * Name:**
 * Título del Video:**
 * Grupo #**

The purpose of this activity is to get you to think outside the box and to manipulate the Spanish language in order to create a video project that would offer an alternative ending to “El Último Secreto”. Your video project should meet the following criteria: Be at least 10 minutes long, use at least 20 vocabulary words from your “El Último Secreto” vocabulary lists, and have EVERY PARTICIPANT speak no more than FIVE words in English.
 * Video Project**
 * 50 points**
 * Project Deadlines:

March 7 Planning and Idea per group approved _ March 10 turn in handwritten script _ March 14 turn in corrected, handwritten script _ March 17 Video Presentation Due _ Your project will be graded as follows:


 * **//Appropriate grammar and vocabulary (15 points)//**
 * Each student needs to write their handwritten script at the same time, and submit it at the beginning of their video presentation.
 * Each individual script must have each vocabulary word **__highlighted and numbered (at least 20 total)__** ||  ||
 * **//Presentation (15 points)//**

Pronunciation, volume, fluency, enthusiasm ||  || user:GabyButcher
 * **//Speaking at least one minute (per individual) (10 points)//** ||  ||
 * **//Props (5 points)//** ||  ||
 * **//Following the deadlines (per individual) (5 points)//** ||  ||
 * * **//Extra Credit for memorization (5 points)//** ||  ||