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Isabel Mendoza nació en Cali (Colombia) una ciudad famosa por la alegría y el ambiente festivo de sus ciudadanos. Los colombianos llaman a Cali “la sucursal del cielo” y una de las mayores atracciones turísticas de...
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Anne Smieszny Silva is from Cincinnati, Ohio, where she was a synchronized swimmer for eight years. She began learning Spanish in middle school. She earned Bachelor’s degrees with Honors from the Ohio State...
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Patricia Acosta is from San Juan, Puerto Rico, where at age 8 she began to show her passion for education by teaching math to her (often unwilling) friends, classmates, neighbors and pets with the help...
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Mario A. Nuñez loves Madrid… and when in Madrid, he does what the Madrileños do…eat tapas “con locura”! Somehow he also finds time to go to the museums and cultural sites…
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Angela Padron is originally from Freehold, New Jersey where she grew up in a bicultural household. She had the best of both worlds learning about her mother’s English heritage and her father’s...
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María Treviño loves to travel. Visiting Spanish-speaking countries brings her greatest satisfaction. It’s impossible for her to choose one location as each city has its own special attraction. She loves to...
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Evelyn Silva nació en la pequeña y hermosa ciudad de Cienfuegos, situada en el centro-sur de la isla de Cuba. Amante del olor del mar y del sonido de las olas al chocar con los muros, Evelyn emigró a...

Every year, Americans around the nation get together to celebrate Hispanic Heritage Month from September 15th through October 15th. The contributions Hispanic Americans have made to the United States are endless and inspiring, and they have had a profound and positive impact on our county.

Training Session #1: 8 Steps to a Productive Summer (Step 7) - Free Resources for Spanish Teachers

By Spanish Classroom 3451 Views Leave a comment Go to comments
Aug 20

As the new school year approaches and our summer comes to a close, let's tackle Step 7 of 8 Steps to a Productive Summer! Almost there!

This week, please share with us at least 1 example of a bell work activity. A bell work activity can include any quick, warm up assignment provided to students while you, the teacher, is taking attendance, collecting homework, or just simply preparing for the day. When sharing your bell work activity, please include the following:

  1. What level(s)?
  2. What is the target vocabulary?
  3. What is the target grammar?
  4. What is the cultural element?

This week's example includes a bell work activity taken from our Español Santillana Series, Level 3:

  1. Level(s)- 2, 3, & 4
  2. Target vocabulary- Making phone calls & using mobile phones
  3. Target grammar- General
  4. Cultural element- Youth culture

Let the sharing begin, as all participants will receive a FREE copy of Soñar un crimen, To Dream a Crime by Rosana Acquaroni Muñoz, a title from our Leer en español Collection*.

The BEST example will receive an entire Leer en español Collection, Level 1. This collection of Spanish-language leveled literature includes action thrillers, mysteries, fantasy tales, and adaptions of literacy masterpieces from Latin America & Spain.

Ready, set, SHARE!

*Before you share, you must be registered to win the free prize. If you haven’t registered for our Professional Development Summer Series, please click here!

Share and Enjoy
Marci Gutiérrez August 20, 2012 at 9:38 PM Reply
¡Caliente Su Mente!

Level(s): 2B-3A
Target vocabulary: General
Target grammar: General
Cultural element: Traditional Folk Music

Day 1: Students are provided with a copy of the Spanish song lyrics of “Cielito Lindo” and are instructed to complete the following: (Play audio Only)

a. Como estás escuchando la canción, dibuja una cara sonriente ☺ al lado de las líneas que parecen felices y una cara triste ☹ al lado de las líneas que parecen tristes.

b. En tu opinión, ¿cuál es la idea principal de la canción?

Day 2: Students are provided with a copy of the English song lyrics and are asked to evaluate their own responses from yesterday.

a. ¿Tienes caras sonrientes ☺ y tristes ☹ al lado de las líneas apropiadas?
b. ¿Todavía crees que la idea principal de la canción es el mismo que pensabas ayer?
c. ¿En cuál país crees que esta canción es la más popular? ¿Por qué?

Day 3: TPS activity
a. Share and discuss your findings with a partner.
b. Play the audio w/ visuals of “Cielito Lindo”.

Whole Group Discussion
c. ¿Cuáles líneas son felices? ¿tristes?
d. ¿Qué es la idea principal?
e. ¿En cuál país es la canción muy popular? ¿Cómo sabías?

Day 4: Vamos a decir que “Cielito Lindo” es una metáfora de patriotismo, el amor a la patria. ¿Qué representa cada uno de lo siguiente?

a. Una mujer bonita = el país
b. La sierra morena/ los ojos negros =
c. Un pájaro que abandona su primer nido =
d. Un lunar =
e. La madre =
Judy Friesenhahn August 21, 2012 at 6:11 PM Reply
Repaso de Vocabulario
Level: 1
Target Vocabulary: la casa
Target Grammar: Question formation and answers
Cultural Element: Variety of vocabulary according to country for some household items/rooms
-Each student draws a quick sketch of a room in a house that includes furniture, appliances and/or other items on a sheet of paper.
-They fold their papers in half so that a partner can't see their drawings
-In pairs they guess which room their partner drew and what items were included in the drawing.
"Es un comedor?" "Tiene unas sillas?"
-After time is up, find out which pair guessed the most correct items. Discuss and review vocabulary as a class. Several students describe their drawings.
Anita Moser August 21, 2012 at 11:33 PM Reply
Level: elementary(3-5, Spanish 1-2
Target vocabulary: clothing
Grammar: present tense, adjectives, reflexive verbs
Culture: discuss fashion in different countris and famous Latin designers: Carolina Herrera, Silvia Tcherassi, etc.
Activity: Nombra uno, dame uno
Procedure: students draw two columns in a piece of paper: one column named nombra the other dame.
As the time is set, students have to write as many articles of clothing or accesories as they remember. When time is up, students read the lists, if they have the same words, they do not add it to the list, if they do not have it, they write in the column of dame. After that they can describe in simple sentences what to wear for different events and the upper levels can write a routine for what to wear and what to do for a special occasion.
The other activity is to have students name the clothes with the corresponding color and whoever has that item on has to come to the front of the class.
Bradley Donaldson August 23, 2012 at 7:38 PM Reply
Level(s)- 1
Target vocabulary - Personal Identification
Target grammar - Using "ser" to describe oneself and others, word agreement
Cultural element - General

1. Using adjectives they know in Spanish, students should use 3 words to describe themselves in a full sentence. E.g. Soy atlético, amable y muy guapo.

2. Students should use 3 words to describe the person next to them in a full sentence. E.g. Antonia es artística, estudiosa y responsable.
Richard Detwiler August 25, 2012 at 4:38 PM Reply
I have a stack of slips of paper on a small table by the door. Students pick one up upon entry. One side is labeled "Billete de entrada a la clase de español" and has two lines for writing and a line for the student's name. Line one is for writing a translation of the "Frase del día" on the board. Before they come in I write on the board a sentence using vocabulary and grammar structures that they have been learning.
Sometimes I write in Spanish; sometimes in English. The second line is for their "Frase inventada". They write their own sentences using one word from the sentence of the day. When I'm ready to start class, I ask one or two people to share creative sentences, and build a little question-and-answer conversation around their sentences to create repetitions.
The back of the slip is labeled "Billete de salida". Just before the bell rings again at the end of the period I ask them to reflect on their level of engagement in Spanish during the period and circle a letter on a simple rubric. Another version of the Billete de salida asks them to write down something interesting they learned in class or comment on something we did that they thought was valuable. Students deposit the entrance/exit tickets in a tray on their way out the door.

Nombre _______________________________ Fecha: el ____ de ______________________de 2012

Billete de Salida

Today my level of focus and participation in Spanish class was the following, measured by the number of times I
- spoke or called out when not asked to by the teacher,
- chatted with a neighbor,
- did work for another class or
- in some other way disrupted my attention or the attention of others.

A+ (10) A(9.5) A- (9) B(8.5) C(7.5) D(6.5) F(5.5)
100% on task 1x 2x 3x 4x 5x 6x
x = times I lost self-control, went off task, or disrupted or interrupted class.
Spanish Classroom August 27, 2012 at 4:24 PM Reply
Thank you to all who participated, but we can only have 1 winner. Congratulations Marci for providing the best example! Keep an eye out for your Leer en español Collection. Everyone will receive a copy of Soñar un crimen. Happy Monday!
This month on Spanish Classroom

Every year, Americans around the nation get together to celebrate Hispanic Heritage Month from September 15th through October 15th. The contributions Hispanic Americans have made to the United States are endless and inspiring, and they have had a profound and positive impact on our county.

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