NUEVO BRAVO BRAVO ACTIVITIES 3 [PAGE 1] [TITLE 1] Unidad 1: El planeta Rueda Teacher: Provide each student with a vocabulary word corresponding with the following objects in el parque de los juegos: laberinto, fuente, puente, carro, canoa, bicicleta, avión, rîo, montaña rusa. Have each student research their word on the Internet and have them print out a picture of the object assigned to them. Have students label the pictures, and place them on a poster board as a group activity. [TITLE 1] Unidad 2: En la Tierra Teacher: Provide students with a list (in Spanish) of places/businesses in the community (Example: supermercado, tienda de discos, etc.). Have students research online or use a phone book and create a list of store names that correspond with the list of businesses in the area. [TITLE 1] Unidad 3: Amigos Teacher: Have students bring in pictures of their family members and a posterboard. Students will create a family tree and label all relationships in Spanish. [PAGE 2] [TITLE 1] Unidad 4: De compras Teacher: Give students a shopping list and a list of possible Internet websites that are in Spanish or Spanish speaking countries. Have students role-playing go shopping and print out their “shopping cart.” [TITLE 1] Unidad 5: ¡Feliz Compleaños! Teacher: Explain different foods and meals Have students cut out pictures of foods and have them work in pairs to create meals. Mark four different meals on a posterboard. Example: El desayuno, El almuerzo, La cena, and Almuerzo en un parque. Have them put the pictures onto a posterboard. Ask students to put their pictures of meals onto the posterboard that is most appropriate for the meal they created. [TITLE 1] Unidad 6: Dos estudiantes nuevos Teacher: Provide students with links to art galleries that are in Spanish speaking countries or feature Spanish art. Ask students to research the Internet and print out a description of an artist or a specific painting to bring to class and share. [PAGE 3] [TITLE 1] Unidad 7: ¿Extraterrestres? Teacher: Divide students into two groups. Have the first group search the Internet and find pictures of people doing specific occupations, and have the second group search for places were people work. Ask students to print out the occupations and workplaces and label them in Spanish. Ask students to find their workplace by asking the person: ¿Quién trabaja aquí?. Have students on the occupations team repeat this until they find their place of work. [TITLE 1] Unidad 8: El tren de las nubes Teacher: Have students create a replica of Machu Picchu with cardboard, construction paper and markers. Ask them to label different parts of the city using toothpicks and paper labels. [TITLE 1] Unidad 9: ¡Qué sorpresa! Teacher: Have students plan a trip to a Spanish speaking country and ask them to research the tourist destination using the Internet. Then, have them create a tourism brochure for the country with their findings. [PAGE 4] [TITLE 1] Unidad 10: Paisajes de América Teacher: Decorate the room like a beach scene and tell students they need to demonstrate things they can do at the beach. Divide students into two teams and have each team act out a verb written on a card. (Example: Tomar el sol. Student would recline on a beach towel and another student would hold a picture of the sun over them.) If the other team guesses the verb correctly they receive a point. Provide a prize for the winning team (beach balls or sunglasses) [TITLE 1] Unidad 11: ¿Dónde están? Teacher: Have a students keep a handwritten journal for three days of their activities using Spanish in the present tense. At the end of the week, ask students to type their activities in the past-tense verb into an online journal, email or word processing document. (Example: Viernes: Voy a la Playa (handwritten). Viernes: Fui a la playa (typewritten). If possible, have students email their journal for the week to your email or submit to your school’s online paper submission site (if available). [TITLE 1] Unidad 12: Unidos Teacher: Have students divide into two groups. Have one group design a menu of what they want for lunch. For the second group, ask them to go to the Internet to search for pictures of what they want for lunch, to print them out and label them in Spanish. Bring the groups together and use a posterboard to make two columns: one for the written menu and another for the pictures. [PAGE 5] [TITLE 1] Unidad 13: Jugando al escondite Teacher: After teaching the Buena salud subject, ask students to search the Internet for items they think are good for health and things that are not, and ask them to print them out things. Then, ask students to place their pictures on a posterboard and label each activity in Spanish. [TITLE 1] Unidad 14: El rescate Teacher: Have students keep an hourly log in Spanish if all the activities they do are reflexive. Have them label the time and if it was Por la mañana, Por la tarde or Por la noche. Ask them to type their schedule and submit it electronically by email, disk or online submission, if available. [TITLE 1] Unidad 15: Bienvenidos a Rueda Teacher: Locate a school in a Spanish speaking country and make contact with a teacher. Then, ask students to write to a pen pal in Spanish. Have students (if possible) write an email to their new friend, describing themselves and where they live.