I’m always looking for creative ways to get my students using the material we have been learning and practicing in class. One of the ways I have tried and liked is to create a mad libs activity for them.
I created this activity for my Spanish 1 students who were practicing the following concepts:
Here’s what my students filled out on the front:
Here’s what the story looked like once they plugged in their answers from the front:
I heard lots of giggles and laughs when they were reading how their stories turned out. I let my students work in pairs, but the one or two kids who preferred to work alone did just fine by themselves.
In the attached file, you will find two different stories. I did this to just add some variety to what they were writing.
I find that each year I teach interrogatives I try to find new activities to help practice this difficult concept.
Here’s a new one I used this year:
I had students grab a notecard. On their notecard, they had to create an original question using an interrogative we’ve been practicing. They also had to draw a quick illustration of that question. Then, I had them tape their card outside of my room next to the interrogative word they chose to use in their question.
Here’s an oldie but a goodie:
This is a fun way to help kids remember the interrogatives. It’s sung to the tune of Jingle Bells. (Ignore the colors; I teach interrogatives in two chunks)
This chapter, my students are learning about Mexico. One of the topics we discuss is Frida Kahlo, a famous Mexican artist. This year I did what I did last year, which was to come to class dressed up as Frida. I told my classes about “my” life and art, and I even managed to stay in character the entire class. After learning about “my” life as an artist, we painted.
In preparation for this day, I went in search of age appropriate videos or activities to share with the kids in Spanish. During my search, I came across two really great resources:
- Zamba: Excursión al Museo de Bellas Artes
- This was a cute video which nicely explains Frida in just under 4 minutes.
- La Casa de Frida
- This was a great, interactive website, in Spanish, that allows students to investigate into Frida’s house, La Casa Azul.
Last year, I posted about a few new things I used in class for the 2014-2015 year. You can see those ideas here. My favorite of those new ideas I implemented last year was the entiendo/no entiendo chart. I really LOVED being able to get a quick glance of how the kids felt after class was over, and they really easily got into routine and would even move their magnets when they had a sub. Check it out if you haven’t seen it yet.
Here’s what’s new for me this year:
- New room = new wall
For this school year I moved into a new room. The only bad thing about that new room is that it doesn’t have windows. Every time I would walk into the room, all I saw was dull, blah colors. I was trying to ponder ways to bring some life and creativity to the room, and one of the solutions I came up with was to paint windows on the back wall. After getting administration’s approval, I worked with the art teacher to recruit some of my kids/her art students to volunteer to come in and paint something for me. I thought that painting windows would be a creative fix, but I left what was actually painted up to the students themselves. I am really impressed with how everything turned out.
Original window-less wall
The outline of where the windows will be painted.
Squares with primer.
2. “I see Spanish” wall.
As part of my students’ homework for week 1, I asked them to bring in a label/instructions/sign that they found around their house that is written in Spanish. Since it’s only day two and not all students have turned in their homework yet, the picture below just reflects a few items. I will update in a week or two with another picture.
I See Spanish
Fun with Verbs! It’s not often that I can say that with a straight face, but in this case, my students really are having fun with verbs. Last chapter my students learned how to conjugate -er and -ir verbs in the present tense. Since they already had an understanding of how to conjugate -ar verbs, I wanted to create an activity to build on their knowledge of verb conjugation and to apply the new rules. So here’s what I created:
I created this coloring activity for my students. I titled sections with colors (rojo, verde, etc.) and they had to color the verb according to the conjugation.
Here’s what I like about this activity:
1. Good with any verb tense: While I used this for the present tense, you could easily adapt this for the future, past or whatever.
2. Repetition: While doing a big list of verb conjugations can get boring, this helps spice up really good repetitive practice.
Here’s the activity: Unidad 6 Una foto misteriosa with all verbs
Here’s a blank one: Una Foto Misteriosa – blank
Wow. This has been a great year for blogging for me. When I started my blog in the beginning of the year, I didn’t anticipate having so many people visit my blog and so many followers. I am overjoyed each time I get a new follower notification, like or comment on any of my posts. Huge thanks to you all for your support. It means A LOT.
Here are my top five most popular posts this year:
1. Monstruo: One of the many easy games I use in class.
2. Canción de la semana: “Mi Persona Favorita” por Rio Roma: Great song with lyrics.
3. Canción de la Semana: “Waka Waka” por Shakira: Classic.
4. Canción de la Semana: “ángel cruel” por CD9: Just like One Direction.
5. Los Colores: Neat way to practice the colors.
Thanks again and I’ll be back in 2015 with some more ideas and songs!
I love teaching colors. While most of my students know a lot, if not all, of the colors before they come into the class, I find so much excitement in using colors to describe things, like clothes. Of course, I also love giving my artistic students the chance to really shine.
In the past I have used color-by-numbers to practice colors in Spanish, but last year I started something different. Take a look at this!
The idea behind this activity is that instead of coloring their picture, they write the Spanish name for the color IN that color. For example, the student who did the drawing above wanted blue waves, so instead of shading in blue, she wrote “azul” in blue.
I love how creative some of my students were with this, and that, as opposed to a color-by-number, THEY got to choose what they wanted to draw.
While I never read Maze Runner, I did love Hunger Games, and I know that a lot of my eighth graders have read and enjoyed these novels. I stumbled across this activity to compare two Maze Runner trailers: one from Spain and another from Latin America.
Please check out the link for a comparison activity to do with both trailers. Very cool!
I was given a challenge by Island Teaching Adventures to think of which teacher from my past I would like to sit down and chat with. Here’s the challenge:
I immediately knew who I would pick: Mr. Peppercorn. He was my high school physics teacher who had become an educator later in life. Although I am not much of a physics fan, he really made class wonderful. He was so nice, and really believed in me and my classmates, even though the class was far from easy. He always told us that he would support us in any way if we ever decided to become engineers. I thought that was particularly powerful, because I went to an all girl school, and there are far fewer female engineers than male. Also, he mentioned once that every morning he gets to school, looks at all of his seating charts and says a prayer for us to have a good day. I was, and am still, so touched that he would take the time to think about us and wish for our happiness.
Finally, in 2004 when I was a junior in high school, technology was not as frequently used as it is today. However, he used his own money each year to fund a webpage for the class. He would put homework info, extra help, and contact icons on his webpage. He told us that if we sent him a message, he would answer it within thirty minutes. Even today with my email hooked up to my phone, I am not sure I could make that promise! I would want to sit down and thank Mr. Peppercorn for inspiring me to go the extra mile for my students.
Who would you pick?
Back in April, I went to the OFLA conference and came back with a TON of ideas I wanted to incorporate into my class. However, since the conference took place close to the end of the year, there was only so much I could/wanted to incorporate immediately. Over the summer, I started getting things ready for what Ms. Smith and Ms. Stidham talked about at the conference: reading!
I started by collecting a lot of books in Spanish. I already had some, but I got the rest on Amazon. Most of the books were a penny, although shipping and handling cost a bit more. Also, my colleague purchased several books to add to the pot, which is a good way to share the expense.
Then, I labeled the books with stickers: pink, orange and green. What the colors represent is depicted below in the picture.
Here are a few of the labeled books:
I’m planning to set aside just 5-7 minutes every Wednesday for reading. Students will have the opportunity to choose a book and just read. They aren’t going to write anything or take notes while reading; they’ll just simply read and absorb.
Then, at the end of the 5-7 minutes, I’m going to have them record the following in a chart I will provide:
- book level (pink, orange or green)
- page number/s (so they can pick up where they left off if they want to)
- new word/phrase I learned
- what I think it means
Sometime after the reading session and before the next session I will review their words/phrases they learned and give them some feedback. I’ll let them know if they are right or what the correct definition is, but I’m not going to deduct points if they got the definition wrong. Also, I can check to see what level of books the students are reading by reviewing their log. This way I can make suggestions if I think they need to read more advanced books or more basic books.
I’m hoping that this will get my students excited about reading!