These activities go along with the song "Me Gustas Tú" by Manu Chao which is readily available on YouTube and iTunes. In the first activity, students listen to the song and complete the missing lyrics. In the second activity, they are asked to locate certain lines of the song and copy them. In the third activity they will manipulate those lyrics. The manipulation of the lyrics requires them to use a variety of "backwards" verbs like gustar. The final activity is an extension activity where students write a verse for a make-believe song called "Me Disgustas Tú" using the same lyrical pattern and rhyme scheme of this song. The lesson also includes several higher-order thinking questions for discussion. Students will practice listening, reading, and writing in this lesson. This Product Includes: 1. Questions for Discussion 2. Clozeline Activity 4. Lyric Identification Activity 5. Lyric Manipulation Activity 6. Extension Activity 7. Answer keys for all objective exercises

These activities help students learn the basics of Spanish phonics with scaffolded activities that focus on a variety of letter sounds in Spanish. Often taken for granted, instruction in phonics is a great way to jumpstart the listening and pronunciation skills of beginning learners. Each activity targets a different set of letter sounds, beginning with sounds that are easy for native English speakers and progressing to sounds that are more difficult to identify or easy to confuse. Students will listen to the pronunciation of 12 words within each of the 7 activities and are asked to insert the correct letters that are representative of those sounds. Included with each word is also a picture definition so that students can begin to acquire some basic vocabulary. When the activities are complete, they may be added to a notebook or binder as a picture dictionary for students to keep. This Product Includes: -Consonant Sounds Activity 1 (D, F, K, M P, T) -Consonant Sounds Activity 2 (C, H, CH, L, LL) -Consonant Sounds Activity 3 (R, RR, N, Ñ) -Consonant Sounds Activity 4 (G, J, S, Z, B, V) -Vowel Sounds Activity 1 (A, O, U) -Vowel Sounds Activity 2 (E, I) -Vowel Sounds Activity 3 (Diphthongs) -Answer Keys For All Activities

This inductive grammar lesson leads students to discover the rules behind using reflexive verbs in Spanish. Students will follow a 4 step inductive process to make learning grammar more meaningful. Step 1: Students will see examples of correct usage and create rules based on what they observe. Step 2: Students will test those rules against additional examples of correct language usage. Step 3: Students will make adjustments and additions to their rules based on more observations. Step 4: Students will apply the rules while producing their own language. These scaffolded activities promote higher order thinking skills and represent the method of grammar instruction that is recommended by national organizations like ACTFL.

This inductive grammar lesson leads students to discover the rules behind using the verbs SER and IR in the preterite tense in Spanish. Students will follow a 4 step inductive process to make learning grammar more meaningful. Step 1: Students will see examples of correct usage and create rules based on what they observe. Step 2: Students will test those rules against additional examples of correct language usage. Step 3: Students will make adjustments and additions to their rules based on more observations. Step 4: Students will apply the rules while producing their own language. These scaffolded activities promote higher order thinking skills and represent the method of grammar instruction that is recommended by national organizations like ACTFL.

This inductive grammar lesson leads students to discover the rules behind the correct usage of definite and indefinite articles in Spanish. Students will follow a 4 step inductive process to make learning grammar more meaningful. Step 1: Students will see examples of correct usage and create rules based on what they observe. Step 2: Students will test those rules against additional examples of correct language usage. Step 3: Students will make adjustments and additions to their rules based on more observations. Step 4: Students will apply the rules while producing their own language. These scaffolded activities promote higher order thinking skills and represent the method of grammar instruction that is recommended by national organizations like ACTFL.

The activities included in this unit will help students to both understand and give driving directions in Spanish. Also included are several activities to teach or review describing the location of a place using directional phrases. Following this unit, students should be able to meet the following ACTFL progress indicators for Novice-High learners: -Ask for directions to a place -Tell someone how to get from one place to another -Tell someone where something is located -Give simple directions to a nearby location -Understand if someone is asking for directions This unit includes recommended vocabulary as well as 8 different activities centered around the included town maps. The activities focus on all modes of communication including interpretive listening/reading, presentational writing/speaking, and interpersonal speaking. Many of the activities are hands on and allow students to manipulate visuals as they learn. The materials included can be used in a variety of ways throughout many levels of Spanish coursework. This product includes: -Guide for Educators -Vocabulary List -2 Maps -Map Cards -2 Reading Activities -2 Listening Activities -2 Writing Activities -2 Speaking Activities -Answer Keys for all Objective Activities -2 Interactive Power Point Activities

This set of activities will help your students learn to understand descriptions of clothing and learn to talk about what they and others are wearing. These activities serve as a basis for practicing clothing through listening, reading, speaking, and writing modes of communication. Students will begin by using the included charts to flip a coin to determine the clothing items that the included paper doll will wear. They will then use the included task cards to practice successfully identifying people with the articles of clothing described. A guide for educators is also included that gives ideas as to how to use these same drawings for simple, no prep activities, that cover all modes of communication. This product includes: -Guide for Educators with lesson ideas -Flip a Coin Drawing Charts (two versions) -Fabio Paper Doll Template -30 Task Cards -Task Card Response Sheet

These listening, reading, writing, and speaking activities accompany the cortometraje (short) "El Regalo" (link included). 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 "Selfie Cat". 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 speaking prompts are designed to move students from asking/answering basic questions in Spanish to responding to increasingly complicated prompts around the theme of Family (La Familia). 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 unit was created to increase students' cultural awareness of both The Running of the Bulls and the Spanish tradition of bullfighting. Amidst the culture, there are also opportunities for students to apply Spanish vocabulary and grammar concepts in a variety of activities. One of the highlights of this unit is the Corrida de Toros board game which serves as a summative activity to the unit and tests students cultural knowledge. The readings and activities in this unit can be used with a variety of levels and in a variety of ways. Jigsaws, stations, extension learning, substitute lesson plans, and classwork/homework are just a few ways in which this unit could be delivered. This cultural unit aligns with the ACTFL indicators for cultural knowledge. There are also activities that align with the Novice or Intermediate indicators for language indicators. Activities are on separate pages so that you can print the ones you like or are most appropriate for your level of Spanish student. This Product Includes: 1. Usage Guide for Educators 2. Links to Internet and Video Resources that compliment this unit 3. La Corrida de Toros: Overview Reading 4. Reading Schedules & Telling Times Activity 5. Los Corredores Reading 6. Verb Tense Review Activity 7. Giving Advice Activity 8. Las Reglas Reading 9. Affirmative & Negative Commands Activity 10. Los Toros y Sus Matanzas Reading 11. Comparisons of Inequality Activity 12. El Encierro Map & Reading 13. La Plaza de Toros Reading 14. Body Part Vocabulary Review Activity 15. The Controversy Reading 16. Research Activity 17. Student Game Directions 18. Game Board, Pieces, and Cards

These Spanish sub plans can be carried out by any sub while you are out of the classroom. Even better, you won't have to feel guilty that your students aren't learning while you are gone! This set includes 5 full classes of lessons based on various festivals that take place in Spain. Each on is ready to print & go, requires no technology, do not require the sub to produce any Spanish, and can be differentiated for any level of Spanish class. Each lesson walks students through important and interesting information related to a different Spanish festival and asks them to use higher-order thinking skills, problem solving, and critical thinking skills to understand the culture behind that tradition. Spanish Festivals in these lessons include: -La Tomatina (Buñol) -Las Fallas (Valencia) -Semana Grande (Bilbao) -Cristianos y Moros -Bizarre Spanish Festivals Students will work step by step to learn about each celebration through a series of activities that ask them to use what they have learned and apply it to the present day, make cultural inferences about the purpose and origin of these traditions, and compare these events to events in their own culture and others. Each lesson asks students to think about the festival in the larger cultural context as they make observations and consider some thought provoking questions. These lessons are fully aligned with the ACTFL cultural competencies for world language learners and also can be used to address several of the culture themes found on the AP Spanish test.

This inductive grammar lesson leads students to discover the rules behind adjective agreement in Spanish. Students will follow a 4 step inductive process to make learning grammar more meaningful. Step 1: Students will see examples of correct usage and create rules based on what they observe. Step 2: Students will test those rules against additional examples of correct language usage. Step 3: Students will make adjustments and additions to their rules based on more observations. Step 4: Students will apply the rules while producing their own language. These scaffolded activities promote higher order thinking skills and represent the method of grammar instruction that is recommended by national organizations like ACTFL.

This lesson introduces beginning language learners to the legend of La Llorona 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 La Llorona and illustrating the legend to demonstrate comprehension and understanding. Students are then debriefed on the class system that existed in colonial Mexico and serves as a tie in to the legend itself. Students are then asked to reflect on the social hierarchy within their school building to gain a greater understanding of the feelings and motivations of the lover of La Llorona in the legend. Finally, students will read a second and slightly different version of the legend from Texas. They will be asked to compare and contrast the two versions and reflect on the cultural differences between the two groups. This Product Includes: -La Llorona Legend (version 1) -Illustration Activity -Social Class in Colonial Mexico Activity -Social Hierarchy in Schools Activity -La Llorona Legend (version 2) -Venn Diagram Activity

Do you want to expose your students to Spanish language Christmas carols (villancicos) in a way that enforces learned grammar and vocabulary concepts? These activities accompany 3 popular Spanish language villancicos readily available on YouTube or iTunes. Students will listen to each of the villancicos and attempt to complete the missing lyrics, then they will complete a variety of activities with each song that reinforce basic Spanish vocabulary, vocabulary related to the Chirstmas season, and grammar concepts like gerunds, the verb IR, diminutives, and many more. This product focuses on the following Villancicos: -"Rodolfo el Reno" cantado por Thalia -"Mi Burrito Sabanero" cantado por Juanes -"Los Peces en el Río" cantado por los Gipsy Kings This product includes: -3 Cloze Activities -Vocabulary Matching Activity -Description Activity -Grammar Scavenger Hunt -Grammar Review Activity -Lyric Illustration Activity

These activities go along with the song "Vivir la Vida" by Marc Anthony which is readily available on YouTube and iTunes. In these activities, students listen to the song and complete the missing lyrics. They are instructed on the formation of the immediate future tense and asked to locate it as well as some infinitive verbs in the lyrics of the song. 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 the Immediate Future Tense. There is a reading activity to help them internalize the new vocabulary learned with the song and 3 different exit tickets. The lesson also includes a short artist bio. Students will practice listening, reading, and writing in this lesson. This Product Includes: 1. Artist Biography (in Spanish) 2. Clozeline Activity 3. Immediate Future Tense Tutorial & 2 Practice Activities 4. Lyric Identification Activity 5. Lyric Manipulation Activity 6. Vocabulary / Reading Activity 7. 3 Different Exit Tickets 8. Answer Keys

These activities are meant to help students learn how to use the present perfect tense in Spanish. These activities go along with the song "Creo en mi" by Natalia Jiménez, former vocalist of the well-known group "5ta Estación". This song is readily available on YouTube and iTunes and a link to the song is referenced. After reviewing a biography of the artist, 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 the Present Perfect tense and asked to locate and observe it's use in the lyrics of the song. Students then are asked to find and copy certain lyrics frin within the song. Students then apply their new understanding of the present perfect tense to manipulate those lyrics and create new ones. Included in this download: -Artist Biography -Link to the song on YouTube -Clozeline Activity -Present Perfect Tense Tutorial -Inductive Grammar Activity -Lyric Identification Activity -Lyric Manipulation Activity -Answer Keys for all objective activities

This sequential 4 activity sets focuses on introducing students to the difference in usage between the Spanish verbs SER and ESTAR (to be). This product includes the following activities; 1. Concept Attainment Activity - students cut and paste Spanish sentences onto cards explaining the different reasons for the usage of SER and ESTAR. 2. Read, Conjugate, Draw Activity - Students fill in blank sentences with correct forms of the verbs SER & ESTAR, then illustrate the meaning of each sentence to demonstrate comprehension. 3. Side-by-Side Writing Prompt - Students will read a brief story in Spanish about a boy named Pablo who has an evil twin (weird, I know, but they love this stuff). Using the original story as a model, they will change the information to talk about the evil twin and invent his character in Spanish. 4. Open-Ended Writing Prompts - This activity uses two visual images for support as students apply the knowledge they have gained to write their own paragraphs using the verbs SER and ESTAR appropriately.

These listening, reading, writing, and speaking activities accompany the cortometraje "Ratón en Venta". 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

A pair of sayings (mnemonics) to assist students in learning the Spanish-speaking countries of North America, Central America, the Caribbean, and South America as well as labeling them on a map.