This activity goes along with the song "Mi Tesoro" by Jesse & Joy which is readily available on YouTube and iTunes. They will listen to the song and/or watch the video multiple times. Once they are familiar with the song they will engage in several different activities where they are asked to apply their knowledge of vocabulary and grammar. This Lesson Includes: -1 Artist Bio -1 Clozeline Activity -1 Lyric Scavenger Hunt -1 Preterite Tense Tutorial -1 Lyric Identification Activity -1 Lyric Manipulation Activity

This lesson introduces beginning language learners to the legend of El Cadejo (Central America) in a way that promotes using legends to learn about culture in a deep and meaningful way. This lesson asks students to consider some complex ideas and make connections between the products, practices, and beliefs of Hispanics around the world. These activities promote higher-level thinking that would be beyond the grasp of most students in the target language, so the lessons are done in English to make sure they are attainable. These lessons make perfect sub plans as they require no prep and little to no Spanish language production. Students begin by reading the legend of El Cadejo and illustrating the legend to demonstrate comprehension and understanding. Students are then asked to analyze several paintings created by a Guatemalan using the El Cadejo motif and explain the elements that are common to the paintings and the story. Students are then introduced to the Mayan belief of spirit animals. They are given some examples of nahuales (spirit animals) and asked to choose an appropriate animal based on their characteristics. Finally, students will read the lyrics to a song called "El Cadejo" and list words from the song that relate to the legend and support their conclusions with word meanings and rationale. This Product Includes: -El Cadejo Legend (version 1) -Illustration Activity -Art Activity -Mayan Nahual Spirit Animal Activity -Music Lyric Activity

These activities are designed to allow students to observe the use of affirmative tú commands in a context that they will find enjoyable and then practice their use. In addition to the grammatical component, this lesson offers cultural information regarding the evolution of the Kuduro style of music and relationship between the Spanish and Portuguese language. Students will begin by listening to the song "Danza Kuduro" by Don Omar and attempting to fill in missing lyrics in a cloze activity. A link is provided to the song which is readily available on YouTube as well as iTunes. Students will then use the lyrics of the song to make observations about the formation of both affirmative and negative tú commands in Spanish. Once they have deciphered the pattern, they will move on to an activity in which they will add some moves to this dance by using a variety of regular, stem-changing, reflexive, and irregular verbs to form commands directing someone what to do. Finally, students will learn a bit about the evolution of the Kuduro style of music and identify some Spanish-Portuguese cognates that can be found in the small portuguese section of the lyrics. This Product Includes: -Don Omar Biography (in Basic Spanish) -The Evolution of Kuduro Music -Cloze Activity -Spanish-Portuguese Cognate Activity -Informal Command Tutorial -Affirmative Tú Command Dance Move Activity -Answer Keys for all objective excercises

These activities are meant to help students learn vocabulary related to food items in Spanish. These activities go along with the song "Una en un Millón" by Jesse y Joy. This song is readily available on YouTube and iTunes and a link to the song is referenced. These activities may be completed without the music video, so please make sure that the video is appropriate for your students before playing it. Students will begin by reading a brief biography, in Spanish, of the artist. Students will then listen to the song "Una en un Millón" and attempt to fill in some common Spanish food vocabulary words that are missing from the lyrics of the song. Next students will be asked to find several lines of the song based on their English meanings. They will then manipulate those lyrics to include additional food vocabulary while working off the structure of the identified lyrics. Finally, there is a writing / interpersonal speaking activity in which students comment, in Spanish, about how they like various foods (with mustard, without tomato, etc) and exchange information with a classmate. Included in this download: -Artist Biography -Link to the song/video on YouTube -Cloze Activity (Listening) -Lyric Identification Activity (Reading) -Lyric Manipulation Activity (Writing) -Food Vocabulary Writing / Speaking Activity -Answer Keys for all objective activities

These speaking prompts are designed to move students from asking/answering basic questions in Spanish to responding to increasingly complicated prompts around the theme of Making Plans. There are 4 categories of prompts that ask students to move between different levels of communication including the presentation of facts, opinions, feelings, and towards complete openness in social situations. Category A – Yes or No Questions, Either/Or Questions Category B – Additional Information Questions Category C – Expressing Opinions and Feelings Category D – Situational Speaking Prompts & Extended Response You may approach these prompts by moving students through them from Categories A-D in a sequential manner, or you may use them as an opportunity for easy differentiation between the various proficiency levels of Novice to Intermediate learners that may be present in your classroom. Although these prompts have been designed as speaking prompts, they can also be used as writing prompts for individual practice, homework, or assessment. Ideas for Usage: -Pair students for one on one practice. -Form small groups and have students interview a student. -Invite a guest speaker or native speaking student to your classroom and have students select questions to ask them during a Q&A session -Have students write additional prompts or variations of existing prompts on the blank cards provided -Pull 1 prompt from each category for a challenging oral proficiency assessment -Have students develop role plays based on the situational prompts This Product Includes -Guide for Educators -15 Category A Prompts -15 Category B Prompts -9 Category C Prompts -6 Category D Prompts -Blank Cards to allow for creation of additional questions if desired

These activities go along with the song "Decidiste Dejarme" by Camila which is readily available on YouTube and iTunes. Students are asked to listen to the song several times and fill in the lyrics that have been removed. Then, students are given an overview of the formation of the yo and tú forms in the Preterite Tense as well as it's common usage. Students then are asked to recognize verbs within the song lyrics that are conjugated in this tense. Students then use their new understanding of the Preterite Tense to manipulate several verses of the song and change it's viewpoint. Included in this download: -Camila Artist Bio -Link/QR Code for the Official Music Video -Clozeline Activity -Preterite Tense Tutorial -Preterite Tense Recognition Activity -Lyric Manipulation Activity -Answer Keys for all Objective Activities

In this activity, your students will travel to Mexico City on business where they must find appropriate restaurants to meet with 4 very picky clients. They will use a popular website (in Spanish) to search for restaurants that fit their clients lifestyles and preferences. Then, after recording some information about each of the restaurants they research, they will decide which one will be best and explain why (in Spanish). This is a fun activity that uses real life skills that students will need. It also aligns with the ACTFL progress indicators for both Interpretive Reading and Presentational Writing. This activity can be done in class or assigned for homework. It will work perfectly for a day you have a substitute as well! This Product Includes: -Step-by-Step Student Instructions -Profiles, in Spanish, for 4 clients -4 Different Restaurant Questionnaires -Summative Writing Activity

In this interactive reading activity, students decipher clues to a hidden treasure and make choices based on their comprehension. Only students who understand the clues will find the hidden treasure! Students will test their recognition and retention of a wide variety of vocabulary topics including colors, places, animals, nature, numbers, and many more. This activity is suitable for all levels of Spanish and covers almost all standards involving interpretive language. A guide with technology and lesson tips is included for educators. If available, this activity can be used with an interactive whiteboard/ Smart Board.

These activities are meant to help students learn and practice Spanish sentences that have double verbs. They will observe the grammatical rules and structure that apply to such sentences and learn some verbs that commonly serve as helping verbs (also called auxiliary or modal verbs) in Spanish. These activities go along with the song "Que Tengo Para Ofrecerte" by Radial, a Puerto Rican indie rock group that has recently migrated to Los Angeles. This song is readily available on YouTube and iTunes and a link to the song is referenced. Also referenced is the bands official website for students who would like to learn more. Students are asked to listen to the song several times and fill in the lyrics that have been removed. Then, students are given an overview of the concept of double verb sentences and helping verbs. Students then are asked to find and copy certain verses of the song. Students then use their new understanding of this grammatical structure to manipulate the meanings of those verses. Included in this download: -Radial Artist Bio and link to their official website -Clozeline Activity -Helping Verb/Double Verb Tutorial -Helping Verb Identification Activity -Lyric Identification Activity -Lyric Manipulation Activity -Answer Keys for all objective activities

This colorful bulletin board set will help your students understand the different language proficiency levels from Novice-Low to Intermediate-High. In addition to the visuals needed to create the bulletin board, there are ideas for how to incorporate the bulletin board and proficiency levels into classroom activities from the very first day of school. Best of all, if the visuals get worn out, you will always have access to this file to print new ones for years to come. You will also have access to updates and/or additions to this resource. This Bulletin Board Set Contains: -Instructions for assembling -Picture of assembled bulletin board -6 Proficiency Parrots on Branches -6 Speech bubbles with text corresponding to proficiency levels -6 Proficiency level leaf tags (Novice-Low to Intermediate-High) -Hibiscus Flower Markers

This activity goes along with the song "Eres Mía" by Romeo Santos (formerly of Aventura) which is readily available on YouTube and iTunes. Students will watch the music video and complete an anticipation guy prior to seeing the lyrics in Spanish. Then, students will listen to the song a couple of times to complete the missing lyrics in a clozeline activity. Afterwards, students will be asked to identify certain lyrics of the song given their English meanings and manipulate those lyrics using their knowledge of the verb SER (present tense). Finally, students will complete a writing activity to describe the main characters in the song/video, synthesizing what they have learned and producing comprehensible output. These activities align with the ACTFL interpretive listening, interpretive reading, and presentational writing goals. Included in this download; 1. Educator's Guide 2. Artist Biography (en español) 3. Copy of song lyrics with key words removed (Clozeline activity) 4. Lyric Identification Activity 5. Lyric Manipulation Activity 6. Writing Activity 7. Answer Keys for activities

These listening, reading, writing, and speaking activities accompany the cortometraje "Steadfast Stanley". Similar to MovieTalk, these lessons focus not only on speaking, but on all communicative skills. Students are introduced to 8 key vocabulary words that will help them to talk about the story in Spanish. Prior to watching the animated short, they will consider a couple of questions which can then be discussed with a partner, as a whole class, or reflected on with a written response. After watching the cortometraje, students will engage in listening activities where they must match scenes of the short with description in Spanish, reading activities where they must apply new vocabulary, writing activities where they must describe scenes, and speaking activities where they must retell the events of the story. These are great anytime activities with a lot of comprehensible input that seek to develop all modes of communication. This resource includes: -Link to the Cortometraje -Key Vocabulary -Discussion Activity -Listening Activity -Listening Script for Teacher -Reading Activity -Writing Activity -Speaking Activity -Answer Keys for all Objective Activities

These listening, reading, writing, and speaking activities accompany the cortometraje "La Nube y la Cigüeña".Similar to MovieTalk, these lessons focus not only on speaking, but on all communicative skills. Students are introduced to 8 key vocabulary words that will help them to talk about the story in Spanish. Prior to watching the animated short, they will consider a couple of questions which can then be discussed with a partner, as a whole class, or reflected on with a written response. After watching the cortometraje, students will engage in listening activities where they must match scenes of the short with description in Spanish, reading activities where they must apply new vocabulary, writing activities where they must describe scenes, and speaking activities where they must retell the events of the story. These are great anytime activities with a lot of comprehensible input that seek to develop all modes of communication. This resource includes: -Link to the Cortometraje -Key Vocabulary -Discussion Activity -Listening Activity -Listening Script for Teacher -Reading Activity -Writing Activity -Speaking Activity -Answer Keys for all Objective Activities

This activity goes along with the song "Dile al Amor" by the group Aventura which is readily available on YouTube and iTunes. In this activity, students listen to the song and complete the missing lyrics. Then, they are asked to locate certain lines of the song, copy them, and manipulate them. The manipulation of the lyrics requires them to use negative tú commands. Students will practice listening, reading, and writing in this lesson. Included in this download; 1. Artist Biography (en español) 2. Copy of song lyrics with key words removed (Clozeline activity) 3. Lyric Manipulation Activity 4. Answer Keys for both activities If you like this product, click below to check out some related products also available in this store:

These speaking prompts are designed to move students from asking/answering basic questions in Spanish to responding to increasingly complicated prompts around the theme of Illness & Injury (Enfermedades). There are 4 categories of prompts that ask students to move between different levels of communication including the presentation of facts, opinions, feelings, and towards complete openness in social situations. Category A – Yes or No Questions, Either/Or Questions Category B – Additional Information Questions Category C – Expressing Opinions and Feelings Category D – Situational Speaking Prompts & Extended Response You may approach these prompts by moving students through them from Categories A-D in a sequential manner, or you may use them as an opportunity for easy differentiation between the various proficiency levels of Novice to Intermediate learners that may be present in your classroom. Although these prompts have been designed as speaking prompts, they can also be used as writing prompts for individual practice, homework, or assessment. Ideas for Usage: -Pair students for one on one practice. -Form small groups and have students interview a student. -Invite a guest speaker or native speaking student to your classroom and have students select questions to ask them during a Q&A session -Have students write additional prompts or variations of existing prompts on the blank cards provided -Pull 1 prompt from each category for a challenging oral proficiency assessment -Have students develop role plays based on the situational prompts This Product Includes -Guide for Educators -15 Category A Prompts -15 Category B Prompts -9 Category C Prompts -6 Category D Prompts -Blank Cards to allow for creation of additional questions if desired

This activity goes along with the song "Niña Bonita" by Chino y Nacho which is readily available on YouTube and iTunes. In this activity, students listen to the song and complete the missing lyrics. Then, they are asked to use the lyrics to help them complete activities on cognates, gender, and the use of subject pronouns. This is a great starter song as the lyrics are simple and very catchy. Your students will love it! Included in this download; 1. Artist Biography 2. Clozeline Activity 3. Cognate Activity 4. Gender Activity 5. Subject Pronoun Activity 6. Answer Keys for all activities

Have fun while recycling vocabulary! Spanishgorries is a game where teams compete to see who can come up with Spanish words that fit into a variety of categories and begin with a certain letter. My students always request this game! This Product Includes: -Complete Instructions for 2 Modes of Game Play -7 Beginner Game Cards / Scoring Sheets -7 Intermediate Game Cards / Scoring Sheets

These activities go along with the song "Me Interesas" by Noel Torres which is readily available on YouTube and iTunes. In this lesson, students are introduced to Noel Torres, a rising star in the world of Mexican norteño music. They will learn some basic characteristics of that style of music as they discuss the impact that where you live has on the type of music that you listen to. Students will then listen to the song "Me Interesas" and fill in blanks to complete the missing lyrics. Afterwards, students will find lines of the song and match them with their English equivalents. Finally, students will use their knowledge of the present tense and common vocabulary to manipulate the lines of the song to mean something slightly different. These activities merge culture, grammar, and vocabulary concepts and are most suitable for second semester Spanish 1 or Spanish 2 students. These activities would also work for a quick review of the present tense beyond this level. Included in this download: -Discussion Questions -Noel Torres Biography / Characteristics of Norteña Music -Clozeline Activity -Lyric Identification Activity -Lyric Manipulation Activity -Answer Keys

These speaking prompts are designed to move students from asking/answering basic questions in Spanish to responding to increasingly complicated prompts around the theme Spanish-speaking Countries & Capitals. There are 4 categories of prompts that ask students to move between different levels of communication including the presentation of facts, opinions, feelings, and towards complete openness in social situations. Category A – Yes or No Questions, Either/Or Questions Category B – Additional Information Questions Category C – Expressing Opinions and Feelings Category D – Situational Speaking Prompts & Extended Response You may approach these prompts by moving students through them from Categories A-D in a sequential manner, or you may use them as an opportunity for easy differentiation between the various proficiency levels of Novice to Intermediate learners that may be present in your classroom. Although these prompts have been designed as speaking prompts, they can also be used as writing prompts for individual practice, homework, or assessment. Ideas for Usage: -Pair students for one on one practice. -Form small groups and have students interview a student. -Invite a guest speaker or native speaking student to your classroom and have students select questions to ask them during a Q&A session -Have students write additional prompts or variations of existing prompts on the blank cards provided -Pull 1 prompt from each category for a challenging oral proficiency assessment -Have students develop role plays based on the situational prompts This Product Includes -Guide for Educators -15 Category A Prompts -15 Category B Prompts -9 Category C Prompts -6 Category D Prompts -Blank Cards to allow for creation of additional questions if desired

This activity goes along with the song "Yo Nunca vi la Televisión" by Belanova which is readily available on YouTube and iTunes. In this activity, students listen to the song and complete the missing lyrics. Then they complete an English translation of the song by demonstration comprehension of key words in Spanish. They must identify both present and preterite tense verbs used in the song and sort them according to when the action is taking place and who is performing it. Finally, students must answer some basic questions in Spanish (in writing or speaking) about their own television viewing habits. This Product Includes: 1. Artist Bio 2. Cloze Activity 3. Translation Activity 4. Present vs Preterite Tense Find & Seek Activity 5. Writing Activity