Five in One Spanish - Lugares Divertidos - A week of distance/in-person lessons

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CI Liftoff

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Grade Levels

Not Grade Specific

Subjects

Foreign Language, Spanish

Resource Type

Thematic Unit Plans, Activities, Graphic Organizers

Standards

CCSSRI.9-10.1

CCSSRI.9-10.2

CCSSRI.9-10.4

CCSSRI.9-10.7

CCSSRI.9-10.10

Formats Included

$12.80

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Description

Download 14 weeks of free curriculum and preview the Free Year of Curriculum we have produced for Spanish, English, French, and German, and the Free Semester of Curriculum in Latin and Italian (and three free lessons in Chinese, too!)

Five in One Bundle of Lessons - Lugares Divertidos

Use this bundle of resources to support five or more days of instruction that engage students in discussions about fun places, such as the cinema, amusement park, natural areas, and places in your town.

There are SO MANY resources (plus excerpts from Stepping Stones Year One and Beyond to explain how you can use them) that it literally took me thirteen minutes just to open them all and show them to you in the product video preview!

✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️✏️❤️

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What's included:

Five class activities designed for in-person or distance learning, to introduce vocabulary about places using engaging visual support, engage students in personalized discussions about them, fillable PDFs that align with the contents of the lessons, and to re-use that vocabulary over and over throughout the topic study, to reinforce and review the new words and concepts.

(1) Class Discussion Starters Slideshow and Fillable Class Yearbook Pages

Use a different slide as an opener each day to elicit students' answers. Use the slideshow or save as PNG graphics to insert into another response format (e.g. Padlet or other Learning Management System). Then, conduct a lesson to use the remaining discussion graphics. The information from the graphics aligns to the yearbook pages and Kid Grid. The yearbook is a Shared Writing activity in which you can summarize what students have learned about each other, after each lesson or as a review to synthesize information learned throughout the lesson series.

(2) Visual Survey & Extra Vocabulary and Fillable Graphic Organizers

Use the Google Slideshow to describe the places (COPIOUS supplemental vocabulary is included for teachers who wish to learn content-specific words related to the images) and then lead a class survey to tabulate students' preferences.

(3) Class Survey

Interactive Google Slideshow with slideable "ballots" is designed for students to vote in in-person classes by raising their hands or conducting a discussion, and can be used in 1:1 schools or distance learning classes for students to slide the "ballots" and vote on their preferences. For asynchronous classes, have students watch you explaining the slides and place their vote so that at a pre-determined time after they vie the lesson, you can tabulate and report back o their responses. Make an editable copy of the slideshow for each class and save the original as your template. To use, you will share the link to the editable slideshow with all students. With teacher guidance, students slide graphics to indicate their preferences as the teacher discusses the questions and graphics in Spanish.

(4) Kid Grid

Periodically, and/or at the end of the lesson sequence, use the Kid Grid (a Google Spreadsheet) to record information on students. This Kid Grid contains headers that align to the information from the Class Discussion Starters and other lessons in this sequence.

(5) Review Games: Kid Grid Mini-Jeopardy and the Mysterious Person Game

Periodically, and/or at the end of the lesson sequence, use the Mysterious Person Game to review and reinforce information on students. At the end of the lesson sequence, use the Kid Grid Mini-Jeopardy and the included question cards and prizes to review as a closure to the topic study. You can choose (or let your students vote) to play for cookie points, more game time or class celebration time, dollars, euros, or Yay Points (which can be redeemed for anything you choose...or for nothing at all). I recommend that the entire class play together, trying to accumulate the maximum prizes AS A CLASS, to build group spirit and decrease the hyper-focus on individual achievement and "winning" by being "the best one," and get your students focused on working together as a team for the inherent satisfaction of learning.

You could use these resources to teach a LOT of lessons on fun places to go, and make some real memories with your students on pretend trips to these fun places.

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Standards

to see state-specific standards (only available in the US).

CCSSRI.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSSRI.9-10.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSSRI.9-10.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

CCSSRI.9-10.7

Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

CCSSRI.9-10.10

By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

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