Swap+Shop


 * //Please post the most current activity on top.//**

=Swap Shop 2008=

Here's a lesson that worked well in the beginning of the year (I forgot to post it). You need a few different flags (Canadian, French, Spanish, whatever.) It's comprehensible input and the students like being involved. user:armst156
 * Teaching masculine and feminine/nationalities**

I used this poem, Chanson, by Jacques Prévert for a lesson during the week of Valentine's Day. Because I'm in a TPRS class, we had not learned the "nous" (us) form of verbs yet. We read the poem line by line, with the students doing most of the translating. I wrote a few extra vocabulary words on the board and the phrase, "when you love someone....you...." and the students completed it. We then wrote our own "nous" poems using verbs we already knew to describe a loving relationship. With 5 minutes left at the end of class, we had a few students give us a dramatic reading of the poem "Chanson." Hilarious. Imagine black berets and finger snapping. user:armst156
 * Valentine's Day/nous verb form**

Here is a writing/speaking activity that I used with French I when they were reading Pauvre Anne chapters 1-3. The students are asked to fill in their side of an argument they're having with their mother based on her responses. I was very impressed with their answers! user:armst156
 * Pauvre Anne chapters 1-3**

"Taps"**
 * Sponge activity/relationship builder
 * Turn the lights off. Everyone puts their head on their desk and closes their eyes as if to play Heads up 7-up (or 6-tappers as it is known in Detroit).
 * You say, "If you get tapped on the head, you will get up and be a tapper. If you get tapped on the shoulder, you just feel warm and fuzzy." (At first they won't get it.)
 * While everyone's eyes are closed, select a few students to be your initial tappers by tapping them on the head.
 * Read or say a series of statements such as "I think this person has a beautiful accent. This person makes French class fun. This person always makes me laugh. This person is a wonderful friend. When I've had a bad day, I know I can talk to this person. This person will be very successful in life, etc..."
 * Read slowly, giving time for the tappers (and YOU) to tap people on the shoulder
 * Signal to initial tappers to sit down and continually select new ones (Remember, head = tapper, shoulder = warm and fuzzy)
 * As the teacher, it's your responsibility to make sure that everyone gets tapped and feels warm and fuzzy!
 * End with, "I want to get to know this person better." (this is your chance to tap students you don't know very well!)
 * We played this twice a year at my sorority...it sounds silly but warm and fuzzy feelings will abound! My French classes loved it. :-)
 * user:armst156

Fun with PlayDough! Buy playdough (off brand of course!) at the dollar store. (You can buy 8 mini ones for $1 at the Dollar Tree, so I bought 40 for only $5!!!) Give every student a small pack, and call out vocabulary words. The students have to then mold out of playdough the word you call. For a more advanced game, you can even do "pictionary" where students pick a word out of a basket and have to mold it, and then mold the vocabulary word with the playdough. user:cartierm

This is a Treasure Hunt project that I did with my Spanish III classes to practice formal commands and review ser/estar. They had a lot of fun with it! user:AmyBas

Raps user:blitzsar =Internet Lesson= Here's my lesson plan. It's a great way to bring culture in (and just in case you need some sort of "filler day" too!) user:senorastafford (Carolina)



I have students practice telling time using TPRS. I stand up front and tell them a time in the TL. "Il est huit heures" Students use their arms as hour and minute hands of a clock to show the time. I can imediately see who isn't getting it and I can also provide instant feedback by showing them with my own hands. (Make sure you're facing the right direction!) user:mllegibbs
 * __Telling time with TPR__**

__**Ooshop.com**__ It's a french website for grocery shopping. It shows quantities and prices as well as nutrition information. I created a list of foods for students to find. They searched the website and identified the foods by the photos. They also had to write the prices of each item. They used this list later as an informational guide in their project where they bought and sold food.user:mllegibbs = = = = = = =Matamoscas Grammatical Variation= So today we played our __first__ game in my class! It went very well. This activity could be adapted for any level and grammatical structure but I used it in my Spanish 2 class. We are reviewing the tenses, when to use each one (Present, Preterite, Imperfect, Future) and what adverbs of time generally evoke each tense. We have been working with this for a while and so now it was time to have some real fun. The students are separated into 2-3 teams and they then choose a representative to be the first swatter. On an overhead I had a bunch of verbs written in multiple tenses (for example como, comi, comia, etc). I would then read a sentence in english such as, Yesterday, I ate 5 tacos for dinner. The students then scrambled to find the correct (in this case preterite) verb and swat it first. I played it that the rest of the team could yell out to help the student at the board but that the first word they swatted was considered their final answer. The team to swat the correct answer got a point. To add challenge, after a team got the correct answer, the players went back to their team then had thirty seconds to write the entire sentence in spanish for an extra point. (I only repeated the sentence once, to make sure they paid attention). The team with the most points wins! user:srtabainbridge

 **Sentence/Dialogue Strips** -Buy bright colored sentence strips at Holcomb’s Learning Store or other teacher's store. -Create dialogue/conversation on 6-8 strips of the same color (One sentence/card). -Separate class into teams (1 team/color dialogue). Teams have to put dialogue in logical order the fastest. -After teams finish, go over right answers and switch up dialogues (each color has a different conversation). At the end, the goal is that every team completes each dialogue. user:blitzsar

On the **Subjunctive** page, I posted 5 different documents from a unit on the present subjunctive. This includes a song, practice and teaching. user:emilylewis
 * Subjunctive Activities (present subjunctive)**

I used this activity recently with my Spanish III classes to practice ser/estar and location words (to the left, right, next to, in front of, etc.). Each student brought in a picture from home of their family, friends, or whoever. The only requirement was that it had to have at least five people in it, and that they were preferably facing the camera. I had magazines available on the day of the project for students that forgot to bring pictures. Then for each person in the picture, they had to describe where they were in the picture in relation to the other people (estar, location), then describe them physically using at least 3 phrases/adjectives (ser), and then finally write a sentence about how they were feeling (estar). After they had written their descriptions, they had to leave the written portion at their table and take their picture and describe to someone else who is in their picture, where they are, how they are, etc. This activity could certainly work well with lower levels, I used it just as a practice activity with my Spanish III classes.
 * Ser/Estar practice -- Describing people in a picture user:AmyBas**

I posted a game under "Spanish resources - games" that is a fun alteration to a game that my family and I play at holidays with quarters. Obviously this game is gamble free! It gets students to think fast and on the spot with vocabulary user:burgeramy
 * Card games with vocabulary lists**

This is an activity to practice vocabulary. Make a ppt of pictures and words from your vocabulary list. Put students in groups of two. One of the partners should face the white board, and one partner faces away from the board. The person facing the board with look at the board and try to draw the first picture/word shown on the ppt slide. They are trying to get their partner to guess what the vocabulary word is in Spanish. They are not allowed to use symbols or words, or speak! When their partner guesses correctly that group raises their hands - to let you know when everyone has drawn/guessed that word. This is an activity that asked students to recall the meaning of the words AND to create a visual representation that they connect with that word. this activity can be found here: Dibujar y Adivinar user:emilylewis
 * Dibujar y Adivinar**

I used this for a unit on Impressionism in which we covered clothes vocabulary, colors, and adjective agreement. However, it might also be adapted when you want to incorporate art history into any unit. Every student gets a blank piece of paper and a handful of crayons. (I just dumped piles on each 2-person desk.) You have selected a famous (and hopefully culturally relevant) work of art that the students would find easy and interesting to draw. (I used Renoir's The Swing, because it's relatively easy to draw...but I wouldn't use The Luncheon of the Boating Party because there are just too many things in it.) You describe the picture to the students, but you don't show them. (On the right, there's a woman, she's wearing a white dress and she's happy...etc) They draw while you talk. It's important to stress that this is a "silent activity" and that they may only ask YOU questions (in the language, of course. It might be helpful to have "I didn't hear. Could you repeat that? etc." on the board. When you're done, put the picture on the overhead for the students to see and compare their pictures with. My class loved this project, even if they were wary at first because they "were not good at art." If you've been studying the painters, why not ask the class who painted the picture before you reveal the artist? This was designed as a scaffolding activity, building up to one where the students describe famous impressionist works to each other. user:armst156
 * The artist inside...**

Building Cities- After city and building vocabulary, the students created their own cities. Looking back on the project, I would have expanded on this more, pushing them to think about the design of cities and how it effects lifestyles. This was a project for level 1 students, but if used in a higher level, could easily be adapted with harder vocabulary and more complex syntax. user:cartierm

Marinonetas (Puppets)- I had students create a paper puppet, then they had to write about them, what they do, what they like, where they are from etc. I used this for a level one, but could EASILY be adjusted for a higher level. I also had them use this activity to write questions as if they were going to interview another puppet. They did this and had fun with it. A good way to review a lot of old vocabulary and question formation. Sorry Non-Spanish people, it's in Spanish, but I if you have questions just ask. user:cartierm

A funny activity to incorporate culture, and grammar (especially preterite tense) user:AmandaGSpanish

//// user:AmandaGSpanish
 * __Vocabulary Dominoes--getting in shape...a great way to teach in shape vocab__**

user:AmandaGSpanish
 * __Student Interviews: A Great way to get students talking about themselves in SPANISH!__**

Fun with Gustar: Who doesn't love this verb?? Helps students visually see how gustar works and works with new vocab user:AmandaGSpanish

Put students in pairs, with one partner facing the front and the other with their back to the front. Put school supplies into a backpack (or take them out of a backpack if you don't want them to worry about remembering). The partner facing you will tell (in TL) the other what you are putting in (or taking out). The partner facing away from you will write down (in English) what is going into the backpack as their partner tells them. Switch. If you want to you can give points for the team with the most correct, or you can even focus on spelling. If you need clarification let me know!user:mllegibbs
 * __School Supplies (Recognizing, speaking, listening, writing)__**

**__Song of the week – yo form focus__ user:senorastafford** -- in class, we have a song of the week. This one ended up being a great way to focus on the "yo" preterite form. (Other preterite forms can also be found in this song.) - Put OHT with song and song words copied, with the first three song words defined on it uncovered ( te amé, te entregué, yo extendí) - Let students know that this song was written in both the “yo” form and the “tú” form in the past. - Tell them that for now, we’re going to focus on the “yo” form in the past. Ask for trends with the “yo” form from students for pesos.

**__Short story in nosotros form activity__ user:senorastafford Part 1 -- fill in the blank**

- Hand out story. Unfamiliar vocabulary defined on sheet. To work on it independently at first. - Then, go over story together. I’ll read along, and then have students fill in along with me asking them to spell it along with me. (for pesos) - Room for cultural note on Ché Guevara – an Argentine revolutionary who helped Fidel Castro with the Cuban revolution. **Part 2** – **short story processing** (10 min) - Then at end, ask what was learned about some similarities and differences. Ask them to make comparisons. Give them the example: En Cuba los estudiantes (use of ellos), y en los EEUU nosotros (use of nosotros). Students will refer to the reading.

What to do with a sub?!?!
I found this great website that will create a bunch of different word puzzles for FREE! I used this one when I had a sub and it was great -- it kept the kids busy and QUIET! The website is [|www.puzzlemaker.com] user:kristynd

A little bit 'o culture, a ton of fun!
When in our unit on Spain, my students had a hard time getting excited...that is until I showed this Power Point on Pamplona and San Fermin. The kids are now officially obsessed with The Running of the Bulls! user:kristynd

Verb Sandwiches -Teaching negatives (ne... pas)
Students had already learned je n'aime pas (I don't like), ca ne va pas (It's not going well), and je ne sais pas (I don't know) so they had been exposed to it already without it being explicitly taught. I revisited this and asked them if they notice any patterns. They notice the **pas** more than anything and some of the caught on to the **ne** part. I told them it's the same for other verbs and we make a **verb sandwich**. The verb is the meat and the ne and pas are the slices of bread. We did some examples and had them tell me where to put the ne and the pas in the sentence to make it negative. A great practice activity was sentence building. I wrote out on large index cards the pronouns, verb STEMS, verb endings and the ne and pas. I actually drew the ne and pas as pieces of bread and made the verb stems and endings look like slices of meat. That way when they were building the sentences they were actually building verb sandwiches. user:mllegibbs

=Monster Project= This is a project that my spanish 2 class did in place of a chapter exam. You can tweak it however you want to fit what you are studying. This example is for body parts, past tense (preterite), and commands. For this, students rolled the dice to see how many body parts thier monster would have and then they woud write the number in a word and write the body part out. Make sure the students pluralize words correctly. This was my example monster. I'll post a picture of him later.

Students were expected to present their monster in groups and to create a visual on large paper that was anatomically correct according to thier body part list. They really enjoyed this activity! user:amandabainbridge


 * Possessive Adjectives activity**

Materials: 10 pieces of construction paper (one color), 40 pieces of construction paper (2nd color), markers

Prep: Write out 10 possessive adjectives in Spanish - //mi, mis, tu, tus//, etc.; Write out 40 nouns - //casa, casas, apartamento, abuelos//, etc.

Procedure: 1. After teaching lesson on possessive adjectives, ask for 10 volunteers and pass out construction paper with possessive adjectives on them. The rest of the class gets 2 pieces of the other construction paper (with the nouns on them). 2. Call out a possessive adjective and a noun - my house - in English and the students with those 2 piece of construction paper must go to the front of the class. 3. Ask the class, does that work or no - //si o no//? The class decides if the possessive adjective agrees with the noun - //mi casas// wouldn't work.

This was a great lesson today and all of the students had to be on their toes not knowing who was going to be called!

Familly Tree Info Gap Family_vocab (activity using famous families and another version of using sentence strips) user:blitzsar


 * Gustar Like Verbs/Syntax in Any Language**

Solicit Burger King crowns from a local Burger King. Then find different colored paper to write the different parts of speech on it. For Spanish, this works well with the "backwards" verbs" (gustar, parecer, fastidiar, molestar, fascinar, encantar etc) but can be adapted easily to show how sentence structure works in any language. Make several possible sentences, and in upper levels, you can even use a combo of tenses. Split them into groups, half wearing a crown, and half directing the others where in the sentence they belong. Then you can have them translate, make new sentences, etc. I suggest making enough cards so that each student has at least 2 and wear the crown at least once and direct at least once. It's good for kids who have a hard time with sentence structure, and who are very visual learners.user:cartierm

= = We put pcitures around the room of different celebrities. We put a notecard with each picture. Students were to go around and write one single phrase for each picutre, using the adjectives they had learned. Then we collected the cards and read them aloud, so students could guess which person it was. This was nice because it incorporates writing and listening. We also go through their mistakes after they have guessed the people.user:mllegibbs
 * Adjectives**

This is how we do basic vocab lists in our classroom. My mentor teacher showed this to me and I think it really works so I wanted to share it with you. The teacher fills in the column labeled "en espanol" (this can easily be adapted to french and german) using vocab from the chapter and creates copies for the students. The students then fill in the "en ingles" (in english) section. Then they practice with the words with partners by asking each other, "Que significa..... en ingles" (what does... mean in english) and "Como se dice..." (how do you say... in spanish). After practicing orally with a partner, at home, the students fold the paper, like an accordian where they cover the spanish column so they can't see it. At this point, the paper should be folded so that the student can see what they wrote in english and the 3 practice columns. Students then complete practice 1 with the words in the TL in blue or black ink. If they are unsure about a word, they skip it and leave it blank for the time being. Once finished with the column, the students take a bright color (red, orange, purple) pen, uncover the "en espanol" words and correct the words they misspelled or didn't know. They then memorize practice 1 (the bright colors should help them to memorize the ones that were difficult for them). Next they fold the paper to now cover both the "en espanol" column and the 1st completed column. Students complete practice 2 column the same way they did column 1. The practice continues until the students no longer need to correct in a different color.I know this is a lot of directions but it's really simple after you've done it once. If you want me to show you in person, just ask! // user:amandabainbridge//
 * Vocab Study Sheet (Acordeon)**

Conjugation Review Game
A really fun way for the students to review verb conjugation. It's especially great because the students self-police and, therefore, learn more completely by teaching others. My kids loved it! user:kristynd


 * Music and Instruments**

A fun and culturally authentic activity to learn instrument vocab. (My textbook had a bunch of instruments in the chapter about hobbies). I used one classical song, one techno, one rap, and one hard metal (Ramstein) - the students had to write down what instruments they thought that they were going to hear (based on the composer) and then they wrote down the instruments they did hear as they listened. Then we discussed the type of music we had just heard. We all really had fun.

user:fraucote1

=**AR verb maze**= user:AmandaGSpanish

=**Creative way to teach/practice differences between ser and estar**= user:AmandaGSpanish

**Spanish Activity for practicing Direct Object Pronouns**
I wrote a detailed description of this activity on the DIrect Object Pronoun page...my classes really got into "one-upping" each other! This could definitely be adapted to use in German or French. Direct Object Pronouns (first activity) user:AmyBas

Holocaust Lesson Plans
I've done a lot of work with these lesson plans and I think that they can be powerful. Obviously, this works well in my German classes, but could also work well in history classes or the same ideas could be applied for other events in other countries (many countries have genocide in their history and many of the lessons focus on propaganda which is used all over the world).

Propaganda lessons [|Lesson Plan - Propaganda] [|PowerPoint - Propaganda] [|Comparing American &amp; German Propaganda]

Nuremberg Trials [|Role Play Nuremberg]

Final project for this unit involves groups doing research on genocides in other countries around the world. user:fraucote1

__Bridget- TPRS[| TPRS Demo- TE 804.docx] For Word 97-03 [|Bridget TPRS demo.doc]__
 * TPRS lesson**

__1.22.08: **A Framework for Understanding Poverty** (Ruby K. Payne, PhD) Yesterday for an inservice on MLK, Jr. Day, our district had the privilege or hearing Dr. Payne speak about understanding poverty and differences in class. She focused on how this an relate to education and our role as educators. One of her key points focused on the different "unspoken rules" of the upper class, middle class, and those who live in poverty. She discussed how these rules and the resources people have can change intereactions with the teacher (e.g. some students may find it dishonest to work for a teacher they do not like). Dr. Payne also discussed that the two things that can move people out of poverty are education and relationships, and stressed the importance of teachers building relationships with their students. There is A LOT more to mention, and I have more info if anyone wants it. A lesson idea that came out of this is to encourage all of your students to have a "future story" about where they see themselves in 5 years...students who have a story are much more likely to do well in school and graduate. This could even be accomplished in the TL and be great practice for any number of grammatical structures. Other things to remember are that sometimes our "class clowns" are students who have been raised in a culture where entertainment holds a HUGE value. I realize this isn't a typical "swap shop" posting, but I thought it was really relevant to what most of us do each day. **user:decortem**__

=My Town= __Here is the rubric for a project that I used as an assessment for directional location words, names of places around town and the conjugation of the verb "ir." It worked really well for my students and it was especially beneficial for my visual learners as well as my LD students. user:kristynd__

=C'est Dommage (Too Bad)= __Courtesy of Nancy O'Boyle at Saint Johns High School

Print out vocabulary words/ phrases in TL on different colored paper. (1 set of vocab for each sheet) Laminate and cut up so there is one word/ phrase on each little slip of paper. Include a slip of paper (or two or three) that says "Too bad" in your TL.__

__Play a couple rounds, giving less time for each round. user:mllegibbs (Also listed under vocabulary activities)__
 * __Students are in groups of 3 or 4.__
 * __Give each group a set of vocab and a paper bag (sets are kept separate by color coding).__
 * __The vocab goes in the bag and the round starts.__
 * __The first player takes out a slip of paper and has to give the English meaning for the word on the slip of paper.__
 * __If they get it right they get to keep it as a point.__
 * __If they get it wrong they have to put it back in the bag.__
 * __If they get the "Too Bad" slip of paper they have to put all of the slips they've won back in the bag.__

=Jigsaw= //**courtesy of Nancy O'Boyle/ Patricia Neibauer**//
 * Create a square grid made of smaller squares (looks like a bingo sheet)
 * In each square write a vocab word in the TL on the edge (not on outer edges though)
 * On the facing edge write the vocab word in English
 * Do this until all edges have a word in the TL and its English equivalent
 * Make enough copies for the class
 * Cut them up (or have your students do it) and put it in envelopes.
 * (You may want to have them laminated so that they last longer)
 * Pass out to students
 * They must match up the edges with the TL and English vocab words so that they recreate the original grid.
 * You can make this into a contest to see who is done fastest.
 * - [|mllegibbs]** [[image:http://www.wikispaces.com/user/pic/mllegibbs-sm.jpg width="16" height="16" caption="mllegibbs"]]

=Swap Shop 2007= &gt; Get them laminated if you can, they will last longer. I tried this game last Friday with my group, it was interesting to see the natural leaders rise up to the role of organizers, the faster students rushing to the form their train, and the whole group having a fabulous time. It is important to remind students not to get too loud, not to say what word they need because the opposite team has to form the same sentence (let them figure it out on their own!), not to write on the cards, and not to hide the other team's cards. This fantastic activity was my mentor's idea. It can also easily be changed to accommodate new vocabulary, and new tenses.
 * TL Train Wreck (Group Activity)**
 * 1) Write out several (approximately 25 different sentences) in the TL utilizing current chapter vocabulary and tense form on large index cards (one word per card). Make two different sets of the same sentences, one in black ink and the other in red ink. Make sure to split verb roots from tense endings. Example: Ellos comieron en el restaurante. (6 cards, one color each, com &amp; ieron form two separate cards).
 * 1) Instruct students that they will need to remove everything from the floor. Make sure to split the room into two equal teams.
 * 2) Have a person from each team distribute the cards to the members of each team in equal numbers. I would start with three cards per student and keep handing them out until gone.
 * 3) The student must become familiar with his/her cards. Give them a minute to organize them in front of them (on the desk so that everyone can see what they have)
 * 4) Read the sentence aloud in English. Have the students that have the sentence parts line up either in front (red team) or on the back of the room (black team). Should a student have more than one part of the sentence, have them hand it out to a team member so that he/she could join the TL Train Wreck. Only one student per word/tense.
 * 5) As the students line up, make sure to tell them that when you see the completed sentence correctly that that team will win the point. This is easy to do by simply stating "Problem" in TL as they line up. Then ring the bell when one of the teams has formed the right sentence.
 * 6) Keep going until you run out of time or you have used up most of the sentences. This is a great 20 minute activity to do when kids seem restless and need to stretch out. It also helps them review vocabulary and tenses without you explicitly doing so-Their peers take care of that!

Gaby Butcher user:gabybutcher

Hope it helps!


 * Speed Dating**

Students are in pairs, desks lined up in rows. "B" partners all face one way, and "A" partners face the other way. "A" partners are trying to guess who "B" partners are. "B" partners each have a new identity- they are celebrities. Students have one minute to talk with the person- asking "are you " and "do you like to " in order to guess who the person is. For example, person A says, "Are you blond? Person B says "Yes, I am blond." A: Are you ugly?" B: No, I am pretty. A: Are you tall? B: I'm not tall but not short. A: Do you like to sing? etc. until they can guess who the person is. This also helps them practice adjective endings because if they ask if the person is "rubio" and it's a girl, they will answer "no."

This is how I set it up- there were 3 different sets of celebrities, and three rows of paired desks. Each student talked to 5 different celebrities, and had a sheet with 6 possibilities, so they could narrow it down. After one minute, they all rotated within their row to talk to the next celebrity. To assign the celebrities, I had a picture of the celebrity in a folder, and used 3 different colors of folders- one for each row. The partner guessing has to keep their sheets a secret too- I made it a game, so that the person who figured out all 5 celebrities won. I attached the worksheet I used, and I found all the pictures on googleimages. Sorry if this is confusing, I will explain more in class!

user:richa521

Here is the PowerPoint that I will use as a ¡Ven Conmigo! Chapters 1 and 2 review. I found the template on-line through this site.

user:kristynd


 * At the end of our clothing unit, I decided I wanted to give students an opportunity to use what they had learned to do something that would help the community. We held a clothing drive, and our Spanish I students created the posters to advertise the clothing drive. They had one day in class to complete the task. [[file:Vamos a Crear Un Cartel.doc]] [[file:Rubric for Cartel.xls]] user:decortem

___

Si le das una galletita a un raton**

I used this book to help teach **future tense**. I spent one class period (73 mins). So it is possible to stretch it out.

1. I showed them a picture from the book. The part where the raton says he is thirsty (I made sure to cover the text). The picture looks like he is choking so I have students answer this question "Que pasara al raton?" What will happen to the mouse. I underlined the ending and because they were familiar with the ending they shouted out the meaning in english. 2. Have students predict what will happen to the mouse before they read the store and have them share with the class in spanish. You end up getting very creative responses because the picture that I had chosen could be interpreted in so many different ways. 3. I wanted to make copies of parts of the story and pass them out so as I read students would see their parts and read out loud. Unfortunately, the copy machine wasn't working so I decided to have then write down the words they heard/saw that were formed in the future tense. (Most of these words they already knew so it was a matter of adding "he will..." to their understanding) 4. After finishing the book I had students answer the question "Que haras si un raton te pide por una galletita?" I pointed out that haras was irregular by putting hacer in parenthesis.

This worked for my 9th graders but not so well for my 10-12 graders.It may be the book that I had chosen or the class dynamics. It was really fun and the next day they knew how to use the future tense.user:sherm118

This is a part of a unit I did with Spanish 5s. They were studying revolutions in spanish speaking countries and I had them explore the appearance of those themes in artwork. Below is a link to the entire unit. There is also a link for a internet investigation activity that led into their unit project (another handout included here). user:sherm118

This is a scavenger hunt for the Detroit Institute of the Arts of Spanish artists. At the end of the hunt students end in the Great Hall which houses the mural of the city of Detroit by Mexican revolutionary artist Diego Rivera. Attached to the clues and worksheet for the scavenger hunt is a sheet that guides students reflection about the mural. It's all in Spanish!

user:sherm118

Bingo ideas user:burgeramy

-I posted a direct object pronoun practice on the direct object page. -On the food page I added a PowerPoint and some websites I used to talk about nutrition. -On the food page I added a PowerPoint with a Domino's menu in Spanish, and a dialogue about Pizza. -On the food page I added an article about the history of chocolate and questions to go with it. (It's in English.) -On the food page I added an info-gap activity to practice me gusta, fruits, and vegetables. user:richa521