¡Hola, amigos! Here is another Choice Board with activities to help you to practice Spanish. This will be my last post before the start of the school. year. As always, don't feel like you have to, but if you want to share any of your final products with me you can send an email: [email protected]. Have fun!
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Hola, amigos! I have created a Choice Board below to help you practice body parts in Spanish in different ways. You can choose where you start and which activities you do. You do not have to do all of them, this is totally about what you like to do and how you want to practice! If you do an activity and would like to show me what you've done, you can send an email or a picture to [email protected]. You do not HAVE to send me anything, but I would love to see how you are practicing! Click HERE for a list of body part words.
Gus on the Go
Stories by Gus on the Go |
| Duolingo is a very popular app for language learning. The only reason it's not usually my first recommendation is because it isn't necessarily designed for an elementary-aged learner. However, if your child is older and is at a more advanced level with Spanish, this might be a good way for him/her to gain additional practice and enhance their language skills! |
¡Feliz miércoles, amigos!
Please go to SeeSaw for today's activity!
¡Hola, amigos! ¡Feliz Lunes!
Goodness, I miss your smiling faces! Are you ready for our eLearning adventure?
It's going to be different, but we will make it work together!
Goodness, I miss your smiling faces! Are you ready for our eLearning adventure?
It's going to be different, but we will make it work together!
Here are your tasks for today:
- First, watch this video introduction. It has some very important information!
- Now, it's time to do your very first Palabra del Día! I hope you wrote it down, if not - go back and watch the video again. And remember to follow the directions that I gave you. I can't wait to read your sentences!
Have fun!
This week we have really started working on communicating activities that we do and how often we do them. This requires some verb conjugation in Spanish, which is not a difficult task, but does take some getting used to.
In order to use verbs in Spanish, the endings need to be changed in order to match the subject of the sentence. For example, the word bailar means to dance. However, if I want to say I dance, the word changes to Yo bailo. Like I said, it's not difficult but it usually take a bit of practice before it becomes a habit.
I have been really impressed so far with the kids' understanding of this new skill and we have been able to do some fun activities this week!
For a little bit of extra practice at home, have your child combine some of the words below to share how often they do certain activities. Don't let them forget to use the -o ending on those verbs!
bailar nunca
cantar no
nadar a veces
jugar.... muchas veces
mirar.... todos los días
correr siempre
leer por la mañana
pintar por la tarde
hablar por la noche
comer
In order to use verbs in Spanish, the endings need to be changed in order to match the subject of the sentence. For example, the word bailar means to dance. However, if I want to say I dance, the word changes to Yo bailo. Like I said, it's not difficult but it usually take a bit of practice before it becomes a habit.
I have been really impressed so far with the kids' understanding of this new skill and we have been able to do some fun activities this week!
For a little bit of extra practice at home, have your child combine some of the words below to share how often they do certain activities. Don't let them forget to use the -o ending on those verbs!
bailar nunca
cantar no
nadar a veces
jugar.... muchas veces
mirar.... todos los días
correr siempre
leer por la mañana
pintar por la tarde
hablar por la noche
comer
This week the students worked on finishing their graphic novel pages to retell the Batman story. The kids did such a great job retelling the story! They were so creative with the sentences they wrote and also with the illustrations - so many of their pages cracked me up!
Once everyone was finished, I was able to take pages from each part of the story that students had created and put them together to retell the entire story. Here are a few examples of their work:
Once everyone was finished, I was able to take pages from each part of the story that students had created and put them together to retell the entire story. Here are a few examples of their work:
This week we have been working on 'dissecting' the Batman story that we heard before break. We talked about how every story we've had in Spanish class has had the same 6 parts:
1) Main Character Introduction
2) Problem
3) Place 1
4) Place 2
5) Place 3
6) Solution
Then, we worked together to recreate sentences from the story. Ask your child to share a sentence or two from each part of the story with you!
After recreating the story as a class, each student was assigned to a different part of the story and worked to re-create it 'graphic novel style'. The kids are having a great time re-creating the story with both sentences and illustrations. I will post some pictures of our finished products next week!
1) Main Character Introduction
2) Problem
3) Place 1
4) Place 2
5) Place 3
6) Solution
Then, we worked together to recreate sentences from the story. Ask your child to share a sentence or two from each part of the story with you!
After recreating the story as a class, each student was assigned to a different part of the story and worked to re-create it 'graphic novel style'. The kids are having a great time re-creating the story with both sentences and illustrations. I will post some pictures of our finished products next week!
This week has been all about reflection and growth. For our first activity, I passed back all of the work students had completed during our Identity Unit. Each student got a folder and placed all of his/her work inside. I gave students a few minutes to look through their work and enjoyed hearing them comment on how much they had written, notice how much their work had improved, and giggle at silly mistakes they now realize they had made.
The next task was to reflect on the work they had done. Each student received a yellow, blue, and purple post it note and they used them to identify individual pieces of work. They placed the yellow post it on the activity they were most proud of, the blue post it on the activity where they felt they put forth their best effort, and the purple post it on the activity that challenged them the most. On each post it, students also wrote a note to me to explain why they had chosen each piece of work for that color.
The final step in our reflection was to reflect on their growth throughout the entire unit as a whole. Students finished sentences such as "One thing I learned this unit was...", "My strengths are...", "One thing I'm struggling with is...", and "One area where I could improve is...". I was very proud of them for the thought they put into their reflection, and their honesty. I am looking forward to reading their responses!
The next task was to reflect on the work they had done. Each student received a yellow, blue, and purple post it note and they used them to identify individual pieces of work. They placed the yellow post it on the activity they were most proud of, the blue post it on the activity where they felt they put forth their best effort, and the purple post it on the activity that challenged them the most. On each post it, students also wrote a note to me to explain why they had chosen each piece of work for that color.
The final step in our reflection was to reflect on their growth throughout the entire unit as a whole. Students finished sentences such as "One thing I learned this unit was...", "My strengths are...", "One thing I'm struggling with is...", and "One area where I could improve is...". I was very proud of them for the thought they put into their reflection, and their honesty. I am looking forward to reading their responses!
I apologize that it's been a while since I have posted here in our blog. This will be a longer post as I have a lot to update you on - we have been very busy in Spanish class! At the end of October we spent some time learning about the celebration of Día de los Muertos. This is a very special and important holiday that is celebrated by families in Mexico. Día de los Muertos translates to Day of the Dead in English and takes place on November 1st and 2nd.
Sometimes this holiday gets confused with Halloween because it is celebrated around the same time of year. However, Día de los Muertos is very different from the Halloween holiday. Mainly because it is NOT a scary holiday at all. Day of the Dead is filled with love, happiness, light, laughter, color, and music, and is all about family. Families in Mexico take time to remember and their ancestors who have died and celebrate their memory. They create ofrendas in their homes and decorate them with orange marigold flowers, candles, food, and pictures of their loved ones. It is an incredibly beautiful holiday filled wth family and love.
We started by doing a reading comprehension activity where students identified some important facts and also compared Día de los Muertos to Halloween. In our discussions about the holiday, we also talked about the movie Coco, which many of the students have seen. We also watched a short video that was made by the creators of the film. It followed them on the research trips they took to Mexico before making the movie in order to learn more about the people and culture. The video gave some fascinating insight into the life of families in Mexico and their celebration of Día de los Muertos. If you haven't seen it yet, the movie Coco is one I would highly recommend as an accurate portrayal of Mexico and its culture. It does a FANTASTIC job representing Mexican families, what this holiday means to them, and how they celebrate.
We then started working on our first round of Centers for the year. Centers are our final activity of the unit that allow students to demonstrate their understanding of and ability to use the vocabulary we've learned in. There are a total of four Center activities for students to complete; one involves demonstrating understanding by reading a passage and finding/identifying information, the second involves communicating with someone orally by asking and answering questions, the third involves using vocabulary to write either a letter, and the fourth is a Día de los Muertos craft. The three language-based activities focus on the goals of our Identity Unit:
Sometimes this holiday gets confused with Halloween because it is celebrated around the same time of year. However, Día de los Muertos is very different from the Halloween holiday. Mainly because it is NOT a scary holiday at all. Day of the Dead is filled with love, happiness, light, laughter, color, and music, and is all about family. Families in Mexico take time to remember and their ancestors who have died and celebrate their memory. They create ofrendas in their homes and decorate them with orange marigold flowers, candles, food, and pictures of their loved ones. It is an incredibly beautiful holiday filled wth family and love.
We started by doing a reading comprehension activity where students identified some important facts and also compared Día de los Muertos to Halloween. In our discussions about the holiday, we also talked about the movie Coco, which many of the students have seen. We also watched a short video that was made by the creators of the film. It followed them on the research trips they took to Mexico before making the movie in order to learn more about the people and culture. The video gave some fascinating insight into the life of families in Mexico and their celebration of Día de los Muertos. If you haven't seen it yet, the movie Coco is one I would highly recommend as an accurate portrayal of Mexico and its culture. It does a FANTASTIC job representing Mexican families, what this holiday means to them, and how they celebrate.
We then started working on our first round of Centers for the year. Centers are our final activity of the unit that allow students to demonstrate their understanding of and ability to use the vocabulary we've learned in. There are a total of four Center activities for students to complete; one involves demonstrating understanding by reading a passage and finding/identifying information, the second involves communicating with someone orally by asking and answering questions, the third involves using vocabulary to write either a letter, and the fourth is a Día de los Muertos craft. The three language-based activities focus on the goals of our Identity Unit:
- I can introduce myself.
- I can communicate where I'm from.
- I can communicate my age.
- I can describe myself.
- I can describe what I like, love, don't like, and hate to do.
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