Spanish I-AP Spanish IV

(and everything in between)Samantha Wilson and Rachel Acuff

Juego: Reacción en cadena- Each student will have a card with a Spanish word on one side and an English

word on the other side.

- These words will NOT be translations of each other.

- There will be two students with a star on one of their sides. These will be the first and last students to say their words.

- If you want your students to review their vocab from English to Spanish, start with the star with the English word on the other side, and vice-versa if you want to go from Spanish to English.

- Play one round and time your students and time them. After each round they will switch cards.

- The goal of the game is to beat the previous round’s time. Each round they beat the previous time, they can earn a peso, candy, a minute of free time, etc. (Variation: Sentence Completion)

PESOS

Sam’s Method

The following is on my middle school syllabus (I don’t put it on my high school syllabus because they are used to pesos by that time):

“Your participation grade for this class (and every Spanish class through Spanish V AP) will consist of earning pesos. You can earn pesos through answering questions correctly or being a volunteer for an activity. You can get pesos taken away by talking while someone else is talking, being off task, or being late to class. At the end of every 4 ½ weeks, Señora Wilson will take up the pesos and take a class average. The class average will be the grade that the pesos are taken out of. If you have more than the average, that will count as extra credit. Speaking is crucial to learning Spanish but there isn’t always time for every student to be tested individually; pesos are a way for there to be a consistent speaking grade.”

PESOS

Rachel’s Method

Spanish I and II (regular)- Students start each 4 ½ week grading period with 50

pesos. By the end of the 4 ½ weeks, they must earn 50 more to have 100. There are 4 peso grades per semester.

Spanish I and II (honors)- Same as regular, but 125 instead of 100 each 4 ½

weeksSpanish III and IV AP- Students start with 50 and must earn 100, but the

grading period is 3 weeks instead of 4 ½ weeks.

Variation By Class

Helpful Hints- There is a learning curve for the

students and for the teacher. Feel free to change the format to fit your needs.

- When you first start using pesos, keep a tally sheet of students’ progress so that you’ll know if you are handing out too many or not enough. (double peso days, etc.)

- Explain to the students from day one that this is a lesson in responsibility. Take ownership of your success!

Anuncios / Noticias-first half of set EVERY DAY (takes 5-10 minutes depending on class size-students come into class already thinking about what they can talk about in Spanish-any topic, any grammar point; great way to incorporate interrogative words-can work for Spanish I through AP -students can earn pesos or a grade for this depending on teacher preference-Great for interrogative words

Ejemplo: Estudiante: “Yo fui al cine anoche.”Profesora: “¿Qué viste? ¿Con quién fuiste? ¿Te gustó la película? ¿Por qué sí, o no?”

Canciones y Videos de Noticias-after noticias EVERY DAY (takes roughly 5-6 minutes)-list of songs in Samantha’s packet (no particular order)-extensive database and list of Rachel’s favorites on her website

-news videos: www.bbcmundo.com, www.univision.com (go to uvideos, then to Primer Impacto for the best selection), http://cnnespanol.cnn.com

“Bellringers”

Spanish I and II•Contraseña

-Common Core

-Pronunciation

-1-on-1 interaction

•Palabra del Día

-“fun” Spanish

-Relation to Grammar

•Frase que Paga-Promotion of Language

Use

Spanish III + •Diario- relevancy to current topic

- range of difficulty

- individual formative assessment

•DOL- based on diario from the day before

•Palabra/Frase del Día- “fun” Spanish

Examples:

Diario:“Di unos consejos a un amigo quien va a salir con una chica por la primera vez este sábado.”

DOL: (<--For the next day)“Sugiero él ser tu mismo y no besar ella en la primer cita.”

Palabra/Frase del Día“Por el amor de Dios”

Social Media

Instagram and Twitter @mhhsespanish

-Privacy- don’t follow students- private account (students

must request to follow)

-Interaction- State Standard 5.1 : Use the

language both within and beyond the school setting.

-Accessibility- anyone with a smartphone- share posts in class

-Uses- showcase other famous

people’s social media accounts

- send reminders- spreading cultural

knowledge/awareness- FUN!!!

“@queboletaoficial”

-find on Instagram or Twitter (I would NOT recommend following)

-students can send in pictures for extra pesos-for a “descanso” in class, use this!

PinterestPinterest Board for Students to Follow- Porque hablo español

Advantages- displays diversity in the

language- entertaining / memorable- easy!

Be careful!- Make sure that any of your

public boards are “student-friendly” or make your own teacher account.

Juegos y Actividades

Baloncesto con conjugaciones y frases

-child’s basketball goal-two teams (or even four-six depending on class size)-one team is shooting the basketball-other team is either conjugating a verb, writing out a sentence, etc. on the whiteboard-points are won by how many baskets are made before other team has everything conjugated/written perfectly

Saludos en Segundos-Teach one conversational phrase per day.-Students create a dialogue.-Students add the new phrase to their dialogues each day.-Use partner sheet.-Call out a country.-The student finds his/her partner and has a conversation.-The students move on to their next partners when you call the next country. -Use ¡1, 2, 3 no inglés!

Cerditos/Patitos -Two students sit side by side with a “cerdito” paper (or whatever animal!) in between them. -They have different colored markers or colored pencils. -Each cerdito has a vocabulary word, verb conjugation, etc below it. -Call out the translation; whichever student finds the cerdito first, they color it in. -Whoever has colored in the most cerditos at the end wins. -If there is a tie, I tell them to tear the paper in half, and the first one to write the translation of whatever I say wins.

Papa Caliente-Hot potato!-Required materials: a plastic (dodgeball-sized) ball-Students stand in a circle and pass the ball to one another.-When a student catches the ball, he/she must say a vocabulary word or verb conjugation. (Works for anything!)-After a few seconds of not saying a word, I pronounce the student “quemado” or “quemada.” -Repeat until one is left standing.

Pregunta del día

-Ask 2 students a (separate) “question of the day” (it can be over anything!). -If they get it correct, without notes, they get 2 pesos and 2 “tiros” (at the basketball goal). -If they need to use their notes, they get 1 peso and 1 “tiro” . -If they make the basket, the whole class gets a peso.

Interactive Sentences-Write down five or six sentences in English and Spanish.-Write or print each word on a piece of paper in large font. -Give each student a paper (or multiple papers depending on class size) with a Spanish word on it.-Give the class an English sentence aloud.-The students with the words that make up the Spanish translation of the sentence will come to the front of the room and make the sentence. -Works well for pronouns, question formation, and different verb tenses.

Preguntas y Discusión

¡Gracias!

Cancionitas-Use little songs to teach vocabulary and content.

Examples:Numbers → 1, 2, 3 (or 10, 20, 30) burritosDays of the Week → to Are You Sleeping, Brother John?Subject Pronouns → to Doe, A Deer

¡Avalancha!-My students’ favorite game!-Verb conjugation relay race-The first team to conjugate the verb correctly gets a point.-The team with the most points wins pesos!-I usually give a consolation peso to the losing team.

Row Races-Essentially the same concept as ¡Avalancha! but more mellow-Each row is a team. -Students conjugate on a small whiteboard or piece of paper passing the paper down and back up the row. -Students may correct others’ work.-When the team thinks they are finished, they pass it to the teacher to approve.

Dice Conjugation-Break students into pairs.-Give each student a di (<-- you need a lot of dice for this!)-One student has the subject pronouns (1 = yo, 6 = ellos)-The other has the verbs (2 = abrazar, 4 = comer)-The must roll the dice until all 6 verbs are conjugated.-Student 1 rolls a 2 (tú) + Student 2 rolls a 4 (comer) = comes

-Monitor closely to make sure they are following rules.

Pat-A-Ke-Ke-This works for all verb endings/conjugations/tenses/moods!-Pat-A-Cake with a partner-Start with the infinitive in Spanish and English.-Conjugate from 1st singular to 3rd singular (3rd singular is said 3 times to signify él, ella, Ud.)-Turn around to switch from singular to plural.

Vocabulario Visual