Posted in beginning of the year

Details: Part III, Unit I Spanish I Introductions and Activities

Details Part III, Unit I Spanish I: Introductions and Activities

This is my fourth post about my first unit that I have planned for level 1.  You can find my preliminary post here, the first set of details here, and the third post here.

I am making my way through my first unit.  I just gave my first interpretive assessment on Friday.  It went well!  I want to continue to work on the purpose of the article.  Also, I want to start working with students on identifying where they found information in the article.  I did not do that before, so I am marking that for the next interpretive reading assessment.  I also stuck a free write in the plans to start working on students’ writing.

The last can do focuses on dates and time- while still recycling likes.  We have been discussing the dates throughout this unit.  We also did a quick review of the months with Quizlet Live.  I have a few activities bookmarked to continue to practice dates.  I also found this authentic resource talking about school dates in Argentina  (last few pages).  We will be able to compare when we start school versus the trimester dates of Argentina.  Also, as always Zachary Jones has some great resources about comparing schedules in many different countries including Argentina.  I mentioned this resource about Independence dates that I used years ago.  I like this because it is also timely with Hispanic Heritage Month as a way to explain why it is from September 15-October 15.  Also for times and dates, I like to look at TV schedules like this one.  Students can also discuss what they like or dislike on TV.

Using this awesome MovieTalk database, I found this clip about an annoyed penguin.  I will start the week with this short video.  It is easy to use penguin because it is a cognate.  We can also work on the phrase- No le gusta/n.  Also, this will allow us to work with ¿cómo está?

My outline for the MovieTalk consists of:

Hay un pingüino grande.  Hay tres pingüinos pequeños.  Hace frío.  Está nublado.  Al pingüino grande no le gustan los pingüinos pequeños.  Los pingüinos pequeños saltan mucho.  Saltan muchas veces.  Al pingüino grande no le gusta saltar.  Tampoco le gusta el entusiasmo.  Está mal.  Está frustrado.  Los pingüinos pequeños saltan.  Finalmente, el pingüino grande lanza un pingüino pequeño.  Hay una ballena grande.  Es posible que la ballena coma el pingüino.  ¿Qué hacen los pingüinos pequeños?

I plan on drawing this as I explain it which is a bit more like some of the story listening techniques.  I did the same thing with the first chapter of Frida Kahlo, and it seemed much more engaging for students.

As we continue to work through students’ likes and dislikes, I will do a 1-3-5 free write (a variation of 1-3-10.)  When we do free writes, I like to have students write on a piece of paper then I can have students upload a picture to Seesaw.  Also, to help students improve their writing, I am going to have them read a lot of summaries about their classmates’ likes and dislikes.  Since their final assessment will be a version of a free write, I will focus my efforts here.  Going forward, we can focus more on a variety of aspects of language.  Initially, I just want students to put down what they can.  Their final assessment will involve writing what they like to do based on a schedule (like the TV schedule or class schedule) and also a free write of what their peers like.

As I continue to work with this unit, I will update this and finally, I will reflect on any changes that I want to make at the end of the unit.  Hope this helps you if you are doing a similar unit.  If you have done something similar, also let me know the activities that you planned!


Posted in beginning of the year

Details Part II: Unit I Spanish I Introductions and Activities

Details Part II Unit I Spanish I Intro and Activities

This is the third post about my preliminary plans for my first unit in Spanish I this year.  You can find the first post including my final objectives for the unit here and the first days here.

My other objective for this section is:

  • Focusing on how to discuss likes and dislikes

For the next day, I plan on working with likes and dislikes.  When students enter, they will read the following infographic.  (Me gusta mucho)  I will then use PearDeck’s polls to have students vote on which ones they like and do not like.  The nice thing is that I can set PearDeck to student paced mode, so students can move at their own pace throughout the questions.  Once we have done this, I can lock their answers and we can view and discuss everyone’s favorites.  After this, we can go through the date and weather as well.

As I plan to start with interpretive reading, I will provide students a practice reading activity with Yahoo Respuestas.  I will give students the print out to read and mark up.  Then students will move around and write on large papers cognates, words that they have learned in the first week and items that people identify that they like from their reading.  Throughout this unit, students will be able to keep a list of important and useful words that they find.  While we will have a list of main words for them to know, they will be able to put together a list of words that would be important to them.  When they are done, they can move around and include any new words that they learned on their list.  Then, we will answer some questions in English about the reading together.  Finally, we will play a game of Kahoot about the reading.  Once the Kahoot is done, we will continue to work with talking about students in the class.

My goal is to have their interpretive reading quiz the following day.  Of course, I will have to determine how the previous day goes.  I will also provide students a study guide.  The study guide will be another Yahoo Respuestas question.  It will be different from the one that they will eventually get on the quiz.  I realize that many teachers like to have unannounced quizzes and they do not like to give as much information up front as I do.  While that may give you a better idea of the level of your students, I like to build up the confidence in my students.  I have many nervous students (and parents), and I want them to feel capable and able to study for their task.  Also as ALL of you have searched for authentic resources before, you know that there is a very slim chance that students can find the same authentic resource that you have.

After the quiz, we will switch it up to practice some listening with these video clips from Zachary Jones.  I love that he uses clipart to help novice students decipher what the words mean in Spanish.  This also allows me to have a full lesson plan based on how long it takes the students.  There are many different video recordings for students.

The following day, we will start Señor Wooly’s Puedo ir al baño as our input in the beginning.  After the weather, I will give students a list of questions including introductions and likes/preferences.  Each student will get one question and practice using quiz-quiz-trade.  They each ask their question then trade questions with their partner and find a new partner.  I will circulate to note which questions are difficult to students to highlight in the next few days.

Once they are done, they can add another entry to their Seesaw journals using these guiding questions:

  • ¿Prefieres octubre o mayo?
  • ¿Prefieres el océano o las montañas?
  • ¿Prefieres el té o el agua?
  • ¿Prefieres la música pop o rock n roll?

I want them to add a picture to their entry and find someone else in the class that prefers some of the same things that they do.

The next day, we will start with a Quizizz about what students have learned about the likes of their classmates based on our talking with cards/circling with balls at the end of each class.  Then, we will do the weather and date.  Students will then go on a linguacafe talk using some guided questions to again reiterate and practice introductions and likes/dislikes.  We will play a quick glob game before reading.  I made this reading about an Argentinian tennis player who is number one in the world for wheelchair tennis.  I included questions about it and a video that we can watch as a class.  I also included a reading about the Argentinian women’s field hockey team with questions and a video to watch.

The following day, we will complete an interpersonal interview.  I will interview each student.  As I am interviewing each student, the other students will be working on Señor Wooly nuggets from Puedo ir al baño.  At the end of class, we will complete a free write for students to brainstorm everything that they have learned.  Once I look at their free writes in addition to their speaking practice, I will determine how to finish practicing before their final writing assignment.  I will be finishing up this week with more ways to focus on writing in addition to focusing on when events occur.

Posted in beginning of the year

Details Part I: Unit I Spanish I Introductions and Activities


Details Part I Unit I Introductions and Activities

Earlier this week, I started to plan for my first unit.  I started to collect a variety of resources to complete it next.  I also had to decide what order made sense to tackle the can do statements.  The first few days I will work on “I can introduce myself and I can identify cognates.”  I will also start to work on weaving in “I can talk about my likes.”  You can find my first day of school plans here.

For the second day, I will start by defining what a cognate is then we can review some of the cognates that they brainstormed the previous day.  Then, I will have students visit this website (or you can take screenshots.) At each table group, I will challenge them to find as many cognates as they can while they explore the website.  We will compare the number of cognates that they can find.  After this, we will start the calendar and weather introduction.  We will have a quick brain break where we introduce ourselves asking what is your name then tossing a soft ball to another classmate and asking his/her name.  At the end, we will continue the circling with balls/card talks that students started the day before.  This starts to reinforce the likes/dislikes ideas.

For the third day, we will continue with these ideas.  First, students will set up their Seesaw account.  Then, students will be able to answer the following questions:

¿Prefieres el parque o el café?
¿Prefieres las hamburguesas o la pasta?
¿Prefieres la televisión o la computadora?
¿Prefieres la clase del arte o la clase de ciencias?

I will provide students with the word “prefiero” to add to the beginning of the sentence.  I also want students to add a picture to their post to play around with using Seesaw.  I will again reiterate that these words are all cognates.  After this, we will start the calendar and weather.  Then, we will watch this video that reviews introductory phrases.  It is an awkward video, but I think we can stop it a few times and ask questions- like if we think that the two characters will finally dance together.  Then, we will do a quick round of rock, paper, scissors a la Maestra Loca.  Finally, we will continue to work through the circling with balls.  I will write up a few of the previous class stories for students to read as well.  These are preliminary plans, so I hope that you can take these ideas and modify them for your own use!

Posted in beginning of the year, Proficiency

Unit I for Spanish I: Introductions and Activities

Unit I Spanish I: Introductions and Activities

I am so excited to teach Spanish I this year!  One reason is because one of my main goals (that Laura reminded me of!) was to let all of the students know that they are capable of learning another language and progressing in that language.  Then the rubber hit the road planning this summer, and I realized that I had to come up with a first unit from scratch… as I am not using a textbook and students are only going to really have the language that I teach them to use on any assessment!  And I had to assess them AND come up with an IPA so soon.  Luckily, I had some ideas and tweeted out for some more!  First, I decided on a few things that I didn’t want:

  • I don’t want to start immediately on the textbook basics: date, time, weather, school, descriptions, greetings, alphabet etc.  It isn’t super engaging and there is only so much that you can do with this language on an IPA.
  • I want to figure out how to intertwine most of these ideas throughout the class as we are progressing throughout the year. I really don’t ever want a full school unit.  So many classes are cognates, and we can discuss the items that we use in class easily without devoting a whole unit to it.
  • Many textbooks make the mistake of isolating some topics and wanting to teach all of the ideas of a topic.  I don’t need a whole unit of descriptions with most of the words when I can intersperse them throughout a variety of units.  Same thing goes with other topics like the weather.  We are lucky in Maryland to have four seasons.  Therefore, I can wait to introduce the word snow until right before a snow day.  It is much more engaging that way.

I decided that I did want to make sure that I covered the basic topics though.  I have heard of many teachers including a review of the calendar, weather and time at the beginning of  each class.  Our classes rotate, so the time review is relevant.  (Otherwise, you would just say the same time- every single day!)  I also want to incorporate one country per unit into this time.  That way, we can discuss a variety of times and weathers.  I want to start with Argentina.  As I wrote in my authentic resource blog post, it can be easy to take a screenshot of the weather that day to use in each class.  I will do this after our introduction activity.

Then I thought about what different units that I wanted to teach throughout the year.  I came to the conclusion that it made sense to me to talk about likes along with activities and sports from the beginning.  I came up with a list of what I wanted them to be able to do by the end of the unit:

  • Interpretive Reading: Students will read a Yahoo! Respuestas (like this) that will be edited about what sports or activities that a variety of people like.  Students will have to identify sports and who likes them in addition to a variety of cognates.  I plan to edit them not only because many of the answers end up with errors but also to minimize the text that my beginning students have to read.  (Also someone on Twitter recommended Yahoo! Respuestas to me, but I can’t find the original tweet!)  I may also add another reading assessment a little later of a TV schedule of ESPN like this to discuss the date and times of different sporting events.  I believe that reading can be assessed much earlier than some of the other skills.
  • Interpersonal Speaking: As much as I love group interviews, I will have to ask all of the questions in the first interpersonal interview because my students would have trouble carrying the conversation.  I plan on asking my students some of the questions that we were reviewing throughout the chapter including how to introduce themselves and which sports/activities they like and do not like.  Also, I will ask them when to continue to work on dates/times.  Wendy helped me learn that I can assess their answers on a smaller scale initially.  I will just give them a score for each question/answer on a scale from 1-4 based on if they were able to answer the question and if they pushed themselves to give a more complex answer.
  • Presentational Writing: Since they are still trying to figure out how to write more, I will provide them with heavy prompts about what they like that they will have to answer in Spanish.  I will leave it open for students to express much of what they have learned in the first few weeks.  It also will imitate a free write where the students can explain what they said about themselves and other students during the first few days.

After I had decided the end goals, I was able to write down some can do statements for my students.  It was a little tricky because at first, I came up with a LOT that students could say about this topic.  I wanted to use the simple future to talk about who will win or lose and teach querer and preferir.  I pared it down to make it easier and more doable for all of us.  I am using these can do statements:

  • I can introduce myself.
  • I can say activities/sports that I like.
  • I can say activities/sports that I do not like.
  • I can tell when an activity takes place.
  • I can identify cognates.

I believe that whatever unit you do, you should include cognates in your first unit.  They will be extremely helpful as students navigate their first authentic resource or reading that I write.  In addition to these can do statement, I also really like how many teachers include some reach objectives for some students.  The three that I have decided upon are:

  • I can say which activities I prefer.
  • I can say what I love to do.
  • I can say if a team will win or lose.

Once I have decided upon these skills and the can do statements, I start fleshing out some activities which I will share in the upcoming week.  I hope that this post helps you understand how I plot out my units and get started without the guide of a textbook.  Have you done something similar?  What is your first unit for the beginning of the year?

Posted in beginning of the year

First Day of School activities (and my goal!)

First day of school plans (and a goal)

Now that August has hit, it seems like everything is falling back into place.  As usual, I have been inspired with a lot of back to school resources by other bloggers, and I have been inspired by taking a shower (as per usual!)  The first day of school we have shortened classes.  Our schedule hasn’t been released yet, but I have tentative plans that I can lengthen or shorten based on our actual schedule.  Here are my ideas so far:

For all of my classes, I plan to be by the door with Spanish music playing in my class.  I also will be able to make sure that they are all in the correct place- especially my freshmen students!  I also always want to reiterate that even though I RARELY orally take attendance especially as the first thing, that is ALWAYS the first thing I do on the first day of school.  I would hate for a student to sit through the majority of my class to find out that they had me for a different block or were supposed to be next door!  I always explain this to them at the beginning of class, and I believe that it goes a long way to establish that I care about them.

For Spanish I, I want to start with the presentation from Creative Language Class.  After that, I will have a few big pieces of paper for them to brainstorm in small groups any words that they already know in Spanish.  This will give them a nice break from listening to me (and all of their other teachers on the first day!)  After this, I will have them make name tags with a few items that they like, so we can start discussing this.  This is based on Ben Slavic’s circling with balls that Scott Benedict also does a good job of explaining.

For Spanish II, I plan on keeping most of my same plan from last year.  I will do the Soy Yo activity along with the play doh activity on Seesaw.  It was a lot of fun, and it sets a good tone for the class.

I will be honest.  Spanish V was a hard one to tackle.  Everyone discusses the early levels because that is what most teachers teach.  In addition, I have taught the majority of my students before, so I didn’t want to do anything too much like an icebreaker either.  Most of these students know each other as well since I will not have any new to our school students.  Finally, it hit me!  I plan on creating a Pear Deck with the following information.  I want to show a picture of me when I was a junior/senior in high school which is their current age.  That always breaks the ice because everyone likes to see old pictures.  I plan on sharing why I started taking Spanish (it was the only foreign language that they would let me take in 7th grade… I really wanted to take Latin!) and why I kept taking it (pretty much, so I could major in Spanish in college, so I could study abroad for a semester in Spain.)  Sometimes, it would seem that we are so different from our students.  While I definitely loved speaking a foreign language, I didn’t keep taking it for the pure love of grammar structures.  Also, I can share that awkward feeling of when your parents try to force you to speak Spanish in any restaurant that they believe has someone else who speaks Spanish in it.

After explaining that, I want to give them the opportunity to anonymously share why they decided to take the course via Pear Deck and what they hope to get out of the class.  Pear Deck is great because I can see why all of the students are taking the class, but their responses are anonymous.  Also, this gives them some think time to start writing in Spanish instead of expecting them to speak right away.  Spanish V is obviously an elective for all students as they could have stopped taking a language a long time ago.  I want to know why they decided to sign up for it when they had a lot of options.  Finally, I plan on giving each student a sticky note to write one goal that they have for the end of the year or something that they want to improve.  I want them to display this on the bulletin board.  This can serve as a reminder why they are in the class throughout the year.  The second day, I want them to craft an introduction to me via Seesaw.  I am interested in learning their proficiency levels of Spanish as many students are coming to me from different classes.  By looking at their writing, I can start crafting ways for them to improve.

Finally, while I have a lot of goals for my school year, I have a BIG one for my first day of school.  Even though this will be my 11th year teaching, I always get really nervous before my first day of school.  I have crazy nightmares (starting in July) where I cannot find my own class.  I also do not sleep well the night before school starts.  My goal this year is to focus on relaxing and looking forward to seeing my students.  I am really excited to teach some of my same students as juniors and seniors that I taught when they were in 8th grade!  I want to focus on my excitement with being able to work with these amazing students again and not worry too much about the details!  Hopefully if I am conscious about it, it will happen for me!  Do you have any first day of school goals?  Plans?  Share away!  I can’t wait to hear them.

Posted in beginning of the year

Syllabi changes and tentative plans

Adobe Spark (21)

I have been mulling over this post all summer.  Now that August hits, I finally kick into high gear (and hopefully this burst of energy will keep me going throughout the month).  Luckily for me, we do not go back until after Labor Day.  I wanted to share a few things that I have been getting together.  While I will not start with the syllabus on the first day, I like to decide on that first before I make my first day plans (although these are coming together nicely as well recently.)

First, I have updated my syllabi.  (This was my syllabus from last year inspired heavily by Wendy.)  I have used Piktochart again because I liked it so much last year.  Next year, I am teaching Spanish I, Spanish II and Spanish V.  I updated a few things.  First, I changed my grading policy.  Last year, I felt too much pressure to turn certain parts of an IPA into a test to put it in that traditional category.  It was also hard to always discern an area where a student was struggling due to having only categories like quiz and test.  I decided to make three separate categories for interpersonal, interpretive and presentational.  In addition this year, I minimized my homework and classwork percentage.  I cannot completely distance myself from giving a portion of the grade for these assignments, but it was too big of a portion of their grade in previous years.  For both Spanish I and Spanish II, I did:

  • Homework and classwork 15%
  • Exam 20% (department policy)
  • Interpersonal 21%
  • Presentational 22%
  • Interpretive 22%

I believe that interpersonal is the hardest for novice students, so that is how I ended up with a slightly lower percentage.  I dropped the homework and classwork percentage for Spanish V.  The percentages will look like this:

  • Homework and classwork 10%
  • Exam 20%
  • Interpretive 23%
  • Presentational 23%
  • Interpersonal 24%

Since they are older and many of them really want to work on their ability to speak spontaneously in Spanish, I upped the interpersonal category slightly.  I am excited to see how it works out.  I thought about lumping them all into one category, but I worry that that may be more intimidating.  I know that it will force me to make sure that I balance out all modes when I am assessing.  I also won’t have to grade as much at once when I had to give a “test.”  This will allow me to give better feedback each time.

In addition to updating my grading policy, I provided a list of topics to cover since we will be textbookless.  I think this will give them a better idea of what to expect and to see that we do have a plan and a guide that I plan on covering.  I did leave it slightly open since that is the beauty of not having a textbook.  We can afford the liberty of not having to make it to chapter 10 or the like.  Here is my rough outline of topics for each class.

In Spanish I, my plan is:

  • Sports and activities
  • Clothes/descriptions
  • Family/descriptions
  • Piratas y el mapa secreto novel
  • Food
  • House
  • El ekeko un misterio boliviano novel

I am hoping to weave both weather and time in the beginning of class as well as school unit because the classes are all cognates.  I figure that I can sprinkle the objects in the class throughout with a little TPR as well.  My rough end of the year IPA idea is to have some sort of introduction to a family during a study abroad.

In Spanish II, my plan is:

  • Netflix unit from last year (somewhat of a review)
  • Daily routine
  • City
  • Billy y las botas graphic novel
  • Vacation
  • Restaurant
  • Airport
  • Blanca Nieves

I am hoping to find some time to teach Señor Wooly’s newest graphic novel, too!  The end of the year IPA will involve planning a trip as well.  I also may put Blanca Nieves a bit earlier in the year if it ends up working that way.

Finally, my Spanish V is the most loose plan because I am going to go with some of the students’ ideas for topics.  I do know that we will start with the novel Frida Kahlo by Kristy Placido and art then move from there.  My tentative list is:

  • Frida Kahlo and art
  • Legends
  • Lucha libre
  • La calaca alegre
  • Gastronomy
  • News

Whew!  I am exhausted and excited thinking about all of this planning for the upcoming year!  I love any feedback that you have with your classes as well or any changes about your grading policy.

Posted in beginning of the year

Back to School Night 2016

Back to School Night!

This year, I wanted to shake up my back to school night routine.  I always give parents access to their child’s Seesaw account.  This allows them to see what their child is doing in class.  However, I believe that many parents cannot realize how school is for their child now that our school is one to one.  As I have discussions with my mom and my husband, they cannot believe the educational technology that exists now.

Therefore, I decided to have my parents play a game of Kahoot!  It is fun and interactive and gives parents an idea of what students are doing in class.  We complete this after I review the class content and introduce myself.  This year, I used a Spanish cognate Kahoot since it is easy for everyone to play.  It would also be fun to do a Geography Kahoot.  My friend who teaches math created a Kahoot based on what she explained earlier in the class.  I tried this last week with the Upper School Back to School Night, and it went well!  One parent even said- what happened to just raising your hand?!  I could explain how now ALL students were answering instead of just the one who raised his or her hand.  Have you used technology for Back to School night?  What works for you?

Posted in beginning of the year, Interpersonal, No Prep Required, Speaking

Take three icebreaker/brain break


Take Three IcebreakerToday, our wonderful Assistant Principal shared an awesome icebreaker.  I enjoyed it, and it could easily be done in levels 2-3 or higher in the target language.  Here is how it worked:

  • Students are in groups of 3-4 people.
  • Everyone says “take three.”
  • One person gives a category to another person in the group.  For example, they could say “favorite foods.”
  • The next person lists their top three foods.
  • Everyone says “take three.”  Then the person who lists his favorite foods gives another category like “favorite classes” to a new group mate.  That person will list their top three classes.

This would keep going until you call time.  For earlier levels, you could put categories on the board to help keep kids in the target language.  That will also give students time to think about their answers.  You could also combine this with Zachary Jones’ Como eres activity where musicians describe themselves in three words.

Posted in beginning of the year, Technology

Updated syllabus for Spanish II

Spanish II syllabus

Since I wanted time to work on my syllabus, I decided to complete it over the weekend, so I wouldn’t stress next week.  I decided to create my own template with Picktochart, and it really was easy!  In the past, I had used the template and while it was better than a Word document, it still wasn’t too fancy.  It helped that I had Wendy’s ideas to reference.  I really like how Wendy listed activities that students would do.  That would actually make me excited to be in a class… instead of just reading about course goals.  I got rid of my course goals!  (Don’t worry, they are still on my website!)  Here are a few tricks that I discovered while developing my syllabus:

  • Under tools, you can create a chart for your grading policy.  Under settings, you can turn off the “legend.”  This way, you can make the chart easier to read.  Then, I placed the title category over the bar.  This was much easier to read.
  • I decided that two fonts look better than sticking with one.  Also, I tried not to go add too many fonts, or I think it is hard to read.
  • Under graphics, I stick with icons instead of images.  To me, they look more streamlined for an infographic.  With icons, you can change the opacity or the color.
  • If you move any box, Picktochart has great guidelines that appear.  This really helps me because I can barely line up my bulletin boards!

Do you have any Picktochart advice?  I am so excited to show this to my students!

Posted in beginning of the year

First two days of school: My lesson plans

First Days of School Lesson Plans

I wanted to lay out some of my back to school lesson plans.  I say this with a bit of an aside.  My first day has VERY short classes (about 15 minutes).  Then my second day has a longer class, but the following two days we go away for experiential education.  In addition, this year, I am teaching Spanish 2, so you may have to adapt my plans to fit your schedule.

For my first day, I am going to stick to my schedule from last year.  I will take attendance, introduce myself, and play Soy Yo.  In addition, I want to give students this form to complete on Google Forms.  I found this on the TPRS group on Facebook.  I have used surveys before, but it can be time consuming to go through all of them.  I feel that Google Forms will allow me to reference the information faster.

My second day is a longer class.  I try to get students into the groove that each day, we start with a warm-up activity.  I have wanted to try this warm-up activity for awhile!  I will give each student a small tub of play-doh and about three minutes to create a figure.  Then, they will create a Seesaw account.  Once they have created this, they will dive into describing their figures on Seesaw.  Since they have all taken Spanish classes before, I want to see how much they remember and what they can do with the language.  I will provide them with a few questions: What is his or her name?  Is he tall or short? etc for those students who need the support.  I want to challenge students to go beyond what I write.  This also gives me a basis for asking questions in Spanish about their figures while others are finishing up writing.

After this, I plan on ending class with a song.  Have you seen Zachary Jones’ Top 5 songs?!  He highlighted verbs that are used throughout many songs such as hay, ser, querer etc.  I want to use these to really drive home the emphasis on these popular verbs.  Plus there are some of my favorite artists like Prince Royce and Cali y El Dandee!  As you plan on your classes back to school, I hope this helps you.  (Allison also shares her back to school plans here!)