This week is our spring break. So we are traveling throughout the city via car and social distance. I am also prepping for next week. I wanted to share my general plans for my classes. Luckily, I was able to give out our end of the year books to my 6th and 8th grade classes. They are reading Bianca Nieves and Felipe Alou. My plan is to start with a week of an introduction to the countries, an introduction to the vocabulary and then we will start reading. However, you can use these plans even if you are not going to read the books. Or if you have decided to take advantage of the AMAZING offer from Fluency Matters, then you could do this after you read the books.
***Disclaimer: so many tech companies are offering so much now. Please remember them when you are back in school and get your budgets! We want to be able to support the companies who have supported us during this time.***
Back to the plans! These are made for mostly 1:1, but the reading assignments could be done without a computer. Part I: Spain
Goal for Spain (and my level 2/3 students): I can compare Spain and the United States using audio and reading sources on a Venn Diagram.
Day 1: Students watch this EdPuzzle video on the Natural Wonders of Spain. Disclaimer: I did not make it, but found it on EdPuzzle (thanks to the original creator!) I love it because it is mostly multiple choice questions, so it is self-correcting. After students watch this video, they write down 5 important facts in Spanish.
Day 2-3: I am going to give students 4-5 articles from last year’s El Mundo En Tus Manos. It is on sale for $10 now if you do not have it. (If you don’t have it, then you can also find some nonfiction articles about Spain in the non-fiction library!) The students can choose 1 article per day and then complete an activity. I like giving students an option, but it can also be overwhelming for some students to decide. I have published a spreadsheet that explains the topic and country in the EMETM folder. The issues that include articles from Spain: 09/03, 10/01, 10/15, 11/26, 12/03, 01/07, 03/04, 04/29, 05/05, 05/27. I plan on choosing 4 articles and letting students choose 2.
Then, students can choose 1 activity to complete with the articles. I am limiting this to four choices as well:
- Pick out main idea and three supporting facts of the main idea. Rewrite them.
- Highlight the text: people in green, places in blue, action words in yellow and descriptions in pink.
- Draw something that represents the text and label it in the target language. Include at least 4 labels and two pictures.
- Look at the title and make 3-4 predictions about what will happen in that article in English. In the end, did it happen?
I also want students to choose 5 important facts about Spain from each source. Now, they should have 15 facts.
Day 4: I love Google maps and to “walk” around the cities! Many of my students love it as well. I am combining this with Google Arts and Culture (which I never use as much as I should!) Students can visit the Museo Reina Sofia. I have my students completing this in Spanish, but you could have your students write this in English if you prefer. I am going to have my students complete the following list on a Google Doc:
- In Spanish, describe your favorite picture. Why do you like it?
- Walk around the museum using Google Street View. Write down a list 4 things that you see in Spanish.
- Then, walk around Barcelona using Google Street View. Write down a list 5 things you see throughout Barcelona in Spanish.
I purposely kept the output low because I want them to really explore and enjoy exploring! Then, at the end, I want students to decide on the most important facts that they are going to use in their Venn Diagram.
Day 5: Using your notes, organize them into a Venn Diagram. You should include at least 7-8 facts. If you are working digitally, you can use this template from Matt Miller. I encourage my students to use phrases that they learned from the articles or video.
Ok Part II: The Dominican Republic:
(Confession: I totally wanted to find some great recipe videos where they show the ingredient and food at the same time, and I looked for about 45 minutes without finding anything. I should have revised this earlier. So if you have gone down the rabbit hole looking for resources- you are NOT alone!)
Goal for my level 1: I can choose, list and illustrate my favorite foods and activities based on authentic resources in the Dominican Republic.
Day 1: A tour of the Dominican Republic via EdPuzzle. FYI: You may have to edit some questions. I included some questions about our previous units to provide links. (This is a bit short, but I am going to have my students also do an activity from Revista Literal.)
Day 2-3: I will do the same ideas with the articles from El Mundo en Tus Manos. The articles from last year were published on: 02/04, 03/04 and 04/15. (If you don’t have a subscription, I have some older articles here.) Then, students can complete the same list of activities from above.
Day 4: Students will explore a restaurant in Santo Domingo. Using the TripAdvisor website, students will list the following items:
- 4 specific things in Spanish that they see in the photos
- Two phrases from good reviews in Spanish and English that explains why the reviewer liked it
- Two phrases from bad reviews in Spanish and English that explains why the reviewer did not like it
Then, students can visit the restaurant website. Students should find a plate that they think they would like. They should list the ingredients in Spanish and English. Then at the end, they should reflect if they would like to visit the restaurant and why in Spanish. I am going to give my students sentence starters like Quiero comer or no quiero visitar and remind them of other important phrases to use like “me gusta” and “prefiero.” I hope that this will discourage them from using an online translator.
Day 5: Students add a Google slide to our class presentation with a list of where they would like to go in the Dominican Republic, what they would like to eat and any other interesting cultural facts. I will give them the sentence starters again and encourage them to add just short sentences and pictures to express understanding. Finally, I plan on using Google slides because they can see and comment on their peers’ work. At the end, I can ask them who they had the most in common with and who they didn’t have much in common with.