Señor Wooly: Billy y las botas online book activities

I taught Billy y las botas to my Spanish II students in person many moons ago! This year, I decided to teach it to my fourth graders since the website now has the graphic novel in a variety of proficiency levels!! (This is one of the reasons that it is so amazing!). I came backContinue reading “Señor Wooly: Billy y las botas online book activities”

Diverse MovieTalks/Clip Chats

A recent conversation that Dorie Conlon Perugini started on Twitter about CI being inherently equitable reminded me of something I noted at the end of the year. All of my MovieTalks feature white characters or animals. ALL OF THEM. While I really pay attention to many of the visuals that I present in class, theContinue reading “Diverse MovieTalks/Clip Chats”

Teaching novels online

Teaching online has been more difficult for me than I thought. I had done this before, and I knew what I wanted to do- but then I started questioning everything. I saw what others were doing, and I started doubting what I was doing. I typically know that everyone has strengths and weaknesses, people highlightContinue reading “Teaching novels online”

A week of online plans: Spain and the Dominican Republic

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.Continue reading “A week of online plans: Spain and the Dominican Republic”

How to deliver CI to an energetic class

No matter how many years you have taught with comprehensible input, all teachers have had an energetic class or two that causes you to tear your hair out to figure out how to give them comprehensible input. It can be due to the time of the day that your class meets (right before lunch onContinue reading “How to deliver CI to an energetic class”

Part IV: How I plan without a textbook; Comprehensible Input and Authentic Resources

This post is part of a series about how I plan without a textbook. The first part discusses how I decide what to teach, then how I decide on goals and finally assessments. Today, I will look how I plan a unit to include both comprehensible input and authentic resources. I believe that as teachersContinue reading “Part IV: How I plan without a textbook; Comprehensible Input and Authentic Resources”

World Series: Spanish presentation

Ahem- Go Nats!  My school this year is a mile away from the Nationals stadium.  Every day, a student or teacher is wearing some Nationals gear.  (I actually saw a group of boys at a nearby school playing baseball with water bottles today!)  I have even ordered a shirt to support the hometown team!  IContinue reading “World Series: Spanish presentation”

MovieTalk: El mono necesita las bananas

I am continuing to develop the curriculum within each of my classes.  In Spanish 5, we started out by discussing the fires in the Amazon.  I introduced Señor Wooly’s song No lo tengo to talk about school and classes.  I wrote up a small summary about schools in the Amazon.  I decided that I wantedContinue reading “MovieTalk: El mono necesita las bananas”

Comprehensible Ballet: Part I

My colleague Trudy Roddy has been working on a great idea to incorporate both the target language and the ballet.  Teaching in DC, we have opportunities to go to the Kennedy Center to see ballet.  However, as we are working up to this unit, we have made the story comprehensible in Spanish and French.  AsContinue reading “Comprehensible Ballet: Part I”

Viewing guides and extension activities for Argentinian tween series

If you follow Kara’s blog, you have heard about Go! Vive a tu manera.  As a mom of a five and a half year old, I find it hard to “binge watch” anything.  I officially binge watched both season 1 and 2!  I am hooked!  It is definitely cheesy but in a fun way.  IContinue reading “Viewing guides and extension activities for Argentinian tween series”