After students played a few rounds, each time with a different team, we talked about what they learned from the game. I also referred to my site with additional information and a video (although in English). I don't think that my students will be inclined to ask for a Cinco de Mayo party in the future!
I've seen many posts lately about Quizlet Live. Typically I think of tools such as Quizlet, Quizizz and Kahoot for practice, review or even for assessment. Kristy Placido's post about using it to establish meaning really spoke to me. As I was thinking about tweaking my Cinco de Mayo lesson, I thought this would be a great way to start the class. First I created a Quizlet study set for Cinco de Mayo. You can find it HERE. As you can see, I kept the language as simple as possible; my students range from 6th grade to 8th grade Spanish 2 (novice mid to intermediate lows). Then I decided to throw caution to the wind and play Quizlet Live. I love that it automatically forms groups -- and changes the team names to Spanish! The first round was a little frustrating for students, but after the second (and third in some classes) they seemed more confident with what they learned. It was fantastic to see the collaboration among team members, the excellent reading strategies being used, the high level of engagement. In one class a student who had forgotten his iPad volunteered to run the games. He would also peek over his classmates' shoulders so he could also participate in the game.
After students played a few rounds, each time with a different team, we talked about what they learned from the game. I also referred to my site with additional information and a video (although in English). I don't think that my students will be inclined to ask for a Cinco de Mayo party in the future!
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Over the past few years, I have made the unit more CI-friendly. First, I use TPR to introduce high-frequency vocabulary and PQA to personalize the vocabulary. Since I have some HILARIOUS students this year, they wanted to talk about the process they go through to get their perfect hairstyle. We created stories and shared them with the other sections of Spanish 2.
Last year I added the element of Movie Talk to the unit. I borrowed ideas from my favorite TPRS/ TCI teachers and looked to Mr. Bean videos for inspiration. Here are links to my two Movie Talks for daily routine:
So today, half of my Spanish 2 class was in Gettysburg while the other half was with me. We reviewed a Mr. Bean Movie Talk using preterite, imperfect and reflexive verbs — although they don’t know that. I observed them speaking using all of this good stuff — even correctly.
I had a few minutes left and together we did a traditional grammar plug and chug activity for fun. Of course, they panicked, froze, didn’t understand, etc. Why? I asked what the difference was, and they “got it”; it doesn’t make sense if everything is random sentences. |
MEEducational Maverick. Teacher. Learner. Dreamer. Collaborator. I choose joy & positivity. Willing to try anything - twice. Constantly asking "Why not?" Archives
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