Spanish 2 Week 2 Plans to Build a Community

Spanish 2 Week 2 Plans to Build a Community | Shared by Elizabeth Dentlinger

Spanish 2 Week 2 Plans to Build a Community | Shared by Elizabeth Dentlinger

This semester I’m tackling Spanish 2 by really focusing on building a community of language learners.  Last week, I shared my Spanish 2 Week 1 plans and now I’m sharing my Spanish 2 Week 2 plans.  The short version is that we finished studying La Lista por Aldrey, learned some more about each other by playing two truths and a lie and then finished up the week by playing Mala Suerte with the information we learned from playing two truths and a lie.  If you want to know the more detailed version, read the details below:

Day 1 – Block period of 60 minutes:

  • Shake hands at door a la Capturing Kids Hearts
  • Beginning of Class Routine – Hangman was a phrase that included lunes (Ex: lunes es el peor día de la semana).
  • Activities 2 & 3 out of La Lista packets
  • Introduced my version of two truths and a lie.  I called it Tres verdades y una mentira (three truths and a lie) because I wanted students to work with four levels of preference: Me encanta, me gusta, me disgusta, and odia.  I did one for me as an example and then gave students time to work on their own using a template I created in a Google Slide.   I recommend making each student their own slide ahead of time so they’re not typing over each other and deleting others’ details. Another idea: go in to correct some grammar on their slides before students present so that students reading and listening will have more correct input – but it’s still the presenter’s words/content!
  • Goodbye saying – borrowed and adapted from Bryce Hedstrom’s

Day 2 – Block period of 70 minutes

  • Shake hands at door a la Capturing Kids Hearts
  • Beginning of Class Routine – Hangman was a phrase that included lunes (Ex: lunes es el peor día de la semana).
  • Activity 4 out of La Lista packets
  • Got through the first half of Tres verdades y una mentira (three truths and a lie) presentations.  Before beginning, I provided students with three sentence starters: Yo sé que… (I know that), Yo creo que… (I believe that), and Yo pienso que… (I think that).  I also included some sentence finishers (… es la/una verdad and …es la/una mentira) for them.  I also added some other phrases (¡Es obvio!, ¡Te lo juro!, ¡No me digas!, Sí, te lo digo).  
  • Goodbye saying – borrowed and adapted from Bryce Hedstrom’s

Day 3 – Block period of 70 minutes

  • Shake hands at door a la Capturing Kids Hearts
  • Beginning of Class Routine – Hangman was a phrase that included lunes (Ex: lunes es el peor día de la semana).
  • Expanded on Activity 4 out of La Lista packets by having students share the vocabulary they had looked up with their row groups.  If the student didn’t have the vocab term, they were supposed to write it down in the free space on the same page as Activity 4.
  • Got through the second half of Tres verdades y una mentira (three truths and a lie) presentations.  I reminded them of the phrases that we used the day before.
  • Goodbye saying – borrowed and adapted from Bryce Hedstrom’s

Day 4 – Block period of 70 minutes

  • Shake hands at door a la Capturing Kids Hearts
  • Beginning of Class Routine – Hangman was a phrase that included lunes (Ex: lunes es el peor día de la semana).
  • We played “who am I”?  I wrote students’ names on a star shaped sticky note, stuck it on students’ backs, and then they described what the person was like and what they liked/didn’t like to do based on what we had learned about them… until the student guessed who they were.  One class was allowed to walk around and mingle and I found students just went to their friends (so this took 3 minutes or so), but the other class was asked to work in their row groups and this took a little longer (maybe 7 minutes).
  • I provided students with a printed out copy of the class’ slides (the lies crossed off) and asked students to compare themselves to others in the class.  Questions: Who is similar to you and why?  Who is the most different to you and why?  Are you more alike or more different from Sra. Dentlingerand why?
  • Students compared videos for La Lista (Video Oficial) with La Lista (Lyric Video Oficial) 

Day 5 – Block period of 70 minutes

  • Shake hands at door a la Capturing Kids Hearts
  • Beginning of Class Routine – Hangman was a phrase that included lunes (Ex: lunes es el peor día de la semana).
  • Students completed the Interpretive Assessment for La Lista.  This took up a substantial chunk of time – around 35-45 minutes.
  • I asked students to free read when they got done with the assessment.  I gave some recommendations, and after a while I went around and got visual recommendations to post on our school Twitter account.  I was pleasantly surprised at how well this went!  Many students said they understood decent portions of the books they were reading (some Clifford and Disney, others had magazines or leveled readers).  A student who struggled in Spanish 1 was seen reading aloud IN SPANISH (eek!) to another student.
  • Students played Battleship (focused on the alphabet and numbers 1-5) in Spanish.
  • Goodbye saying – borrowed and adapted from Bryce Hedstrom’s

Can’t wait to share week 3 when we start reviewing!

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3 thoughts on “Spanish 2 Week 2 Plans to Build a Community

    • Capturing Kids Hearts (of the Flippen Group –> http://flippengroup.com/education/capturing-kids-hearts-1/) is a program that my school has had in place the last two years or so. As a newbie this year, I finally went to the training in December. Some key elements of the program are shaking ALL kids hands at the door when class begins, sharing good news at the beginning of class, creating and adhering to a social contract, writing affirmations to students and other staff members for positive things, and you give them a launch (a saying, friendly reminder, etc.) as they leave. These are a lot of things that many TPRS/CI teachers suggest doing. Let me know if you have more questions! 🙂

  1. Pingback: Spanish 2 Week 3 Plans | La Clase de la Señora Dentlinger

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