Are you sick of your students asking to have a party for Cinco de Mayo when they have no idea what they would be celebrating? In this interactive lesson, students take on the role of Benito Juarez as he makes critical decisions in history that lead to the Battle commemorated by Cinco de Mayo in this "Choose Your Own Adventure" inspired Power Point Presentation. Extra emphasis is put on the difference between Mexican Independence Day and Cinco de Mayo to try and correct this common misconception. Included in the Product: -20+ slide interactive Power Point Presentation -Video links to a clip of the Cinco de Mayo parade, a re-enactment of the Battle of Puebla, and a Jimmy Kimmel segment

Do you want to celebrate Thanksgiving free form word searches and crossword puzzles? These activities go along with the song "Gracias a Ti" by Wisin y Yandel which is readily available on YouTube and iTunes. In this activity, students listen to the song and complete the missing lyrics. Then, students will use their knowledge of basic Spanish vocabulary to match the Spanish lyrics with their English meanings. This will give them a good idea as to what the song is about (being thankful). They will then use these newly learned words and phrases from the song to write 4 brief "thank you" notes (in Spanish) to friends, family, or teachers. There is also a cultural reading about the celebration of Thanksgiving in Puerto Rico. After reading it, students will complete the included Venn Diagram to compare and contrast the holidays in Puerto Rico and the U.S. This Product Includes: 1. Artist Biography (in Spanish) 2. Clozeline Activity 3. Lyric Matching Activity 4. "Thank You" note writing activity 5. Thanksgiving in Puerto Rico Reading 6. Venn Diagram Activity 7. Answer Keys for all objective exercises

Present Tense Irregular verbs like Dar, Ser, and Ir can be hard for students to master, but with these song activities, your students will learn them in a context that will help them remember them for a long time. These activities go along with the song "Complemento" by Los Aterciopelados, a Grammy nominated Colombian alternative rock group. This song is readily available on YouTube and iTunes and a link to the song is referenced. 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 verbs dar, ir, and ser, including their meanings and present tense conjugation. Students then are asked to find and copy certain verses of the song. Students then use their new understanding of these three verbs to manipulate the meanings of those verses. Finally, students are asked to complete a writing activity that deals with the theme of their "complemento" and what that person is like (ser), where they go (ir), and what they give (dar). Included in this download: -Aterciopelados Artist Bio -Clozeline Activity -Dar, Ir, Ser Present Tense Tutorial -Lyric Identification Activity -Lyric Manipulation Activity -Writing Activity (¿Qué haces para las personas que les amas?) -Answer Keys for all objective activities

This activity goes along with the song "Me Voy" by Julieta Venegas which is readily available on YouTube and iTunes. In this activity, students listen to the song and complete the missing lyrics. They are then asked to complete additional activities that require them to use their knowledge of the present tense and form yes or no questions in Spanish. Included in this download; 1. Artist Biography (in Spanish) 2. Clozeline Activity 3. Follow Up Song Activity 4. Julieta Venegas interview activity 5. Answer Keys for all activities

This activity goes along with the song "Hasta Que Salga el Sol" by Don Omar 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 various weather expressions. The lesson also includes a short artist bio. Students will practice listening, reading, and writing in this lesson.

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

These activities go along with the song "Pura Vida" by Don Omar which is readily available on YouTube and iTunes. The video for this song is wonderful and sends a great message about not giving up and working hard to accomplish your goals. Students will begin by watching the video and responding to some yes or no questions about the video in Spanish. Then, students will listen to the song again and attempt to fill in some of the missing lyrics. Once the missing lyrics are identified, students will work on identifying several lines of the song with the help of a picture dictionary. They will then use these lyrics and change the word order and verb form to create yes or no questions and respond to some of them. Finally, students will write their own original yes or no questions in an exit ticket activity. These activities are scaffolded, working students through activities that demand less language ability and moving towards activities that demand more use of Spanish. This Product Includes: 1. Artist Biography (in Spanish) 2. Answering Yes or No Questions (Based on Video) 3. Clozeline Activity 4. Lyric Identification Activity 5. Lyric Manipulation Activity 6. Answering Yes or No Questions (Based on Lyrics) 7. Exit Ticket Activity 8. Answer Keys

Thirty 8 1/2 x 11 posters, each one featuring a letter of the Spanish alphabet and a corresponding word. These would make a great classroom border, word wall, or "I have, who has" game cards.

These activities will allow students to learn about the history and celebration on Mexican Independence Day while acquiring new vocabulary in the target language, strengthening reading skills, and using higher-order thinking skills. The following is included with this download: -QR Code and URL links to two videos showing the President's Independence Day "Grito" and a portion of the parade. -3 Scaffolded Reading Activities with Answer Keys -1 Compare/Contrast Activity -1 Creative Writing Activity & Graphic Organizer

This is a great report framework that your students can use to create a visually interesting country report while using the target language. It can be completed digitally or the good old-fashioned way! This is my go to assignment when I have a student who is missing school for a family vacation. It allows them to be accountable for learning without the hassle of trying to modify assignments that we will be doing in class while they are gone. Students will explore the cities, foods, cultures, and products of the chosen country while also incorporating practical information like flight details and distances. This report comes in two file formats - an editable Power Point file, and a Google Slide format. If your students are learning to use Google Drive or Google Classroom, this project can instantly be shared with them using the link provided. This project has 5 slides, the details of which are below; Slide 1 - Title Slide (students provide name, class period, etc) Slide 2 - Flight information, Postage Stamp design, Map Slide 3 - Postcard Design and Writing Activities Slide 4 - Suitcase Decoration Activity, Packing list, Souvenir Info Slide 5 - Travel Diary including country facts, cities, typical dishes, and tourist attractions When the project is finished, it is easy for students to present it to the class with Power Point or Google Slides. It also makes great visuals for a bulletin board or other display of student work.

This activity goes along with the song "Bailando" by Enrique Iglesias which is readily available on YouTube and iTunes. In this activity, students listen to the song and complete the missing lyrics. They are instructed on the formation of gerunds and asked to locate 6 gerunds 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 Present Progressive Tense. Finally students will use what they have learned to write simple sentences using the Present Progressive Tense to explain what different people are doing in the music video. 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. Gerund Tutorial & Practice 4. Lyric Identification Activity 5. Lyric Manipulation Activity 6. Writing Activity 7. Answer Keys for all Activities **Note: Please preview all music videos to ensure that they are suitable for the age and maturity level of your particular group of students. **

These activities were designed to allow students to become acquainted with food words in Spanish and to use them reflect on their eating habits in real life. This product contains a reading activity in the form a typical dialogue that might take place in a restaurant. Students are asked to infer meaning and respond to comprehension questions on the reading. The second activity is a vocabulary sort where students are asked to recognize the meanings of common food vocabulary well enough to place them into self-identified categories based on meaning. This product also contains a food log where students can use their food vocabulary to record what they eat over a 5 day period. There is also a follow-up sorting activity where they sort the foods they have eaten into a food pyramid in order to answer some questions, in Spanish, about their diet. These activities are great for paving the way for a classroom discussion about food and eating habits. This Product Includes: -Restaurant Conversation Reading Activity -Food Word Sort -Food Log -Food Pyramid Activity

Your students will work alongside La Catrina to prepare for and celebrate Día de los Muertos by learning important information about the holiday and completing 5 different activities to demonstrate their understanding. In this 13 page packet, 8 pages are completely in Spanish, 4 pages are Spanish language activities with directions in English, and 1 page has discussion questions in English to accommodate teachers who may be using it with lower level classes. Created for flexibility, this lesson can easily be broken down into smaller parts to use over several days or it can be used as one large 2 day lesson. It can be used individually, in groups, stations, or in a jigsaw format. There are many possibilities to suit every classroom situation. This is a "ready to go" lesson, perfect for use with a substitute or to enjoy along with your students. Included in this download: -Día de los Muertos intro with La Catrina -Information on the products & practices of Día de los Muertos -Real photos of the Mexican celebration -5 Activities -Questions for Discussion (Higher Order Thinking)

These activities are meant to help students learn the names and locations of Spanish-speaking countries. These activities go along with the song "La Gozadera" by Gente de Zona and featuring Marc Anthony. This song is readily available on YouTube and iTunes and a link to the song is referenced. First students will complete a pre-viewing activity which will ask them to recall the names of Spanish-speaking countries with some supports. Following that, students will read a short biography, in Spanish, of the group Gente de Zona. After viewing the video, they will begin completing the cloze activity which focuses on their interpretive listening skills and ability to hear the names of Spanish-speaking countries within the song. Finally, students will take a closer look at the lyrics of the song and complete a map activity and respond to some culture questions that ask them to think about what it means to be Latino or Latin American. Included in this download: - Educator's Guide - Spanish-speaking country pre-viewing activity - Artist Biography of Gente de Zona - Link to the song on YouTube - Cloze Activity - Map Activity - Cultural Questions for Discussion - Answer Keys for all objective activities

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 4 activities will give beginning Spanish students an understanding of cognates and false cognates. In addition to learning about cognates, these activities will help students build skills like pattern recognition, logic, deductive reasoning and problem-solving. These skills are crucial to second language study. In the first activity, students sort cognates according to their endings and use their observations to make "rules" that apply to many of the most common Spanish-English cognates (oso = ous as in famoso, dad = ty as in universidad). In the second activity, they use the rules that they developed to write the Spanish versions of English words like precious (precioso) or fabulous (fabuloso). The third activity introduces students to 12 false cognates, then asks them to consider whether they are being used in the correct context when inserted in some English sentences. The final activity asks them to use what they have learned to decode some basic reading passages that are filled with cognates and answer some questions in English based on what they read. This Product Includes: -Cognate Sorting Activity -Cognate Writing Activity -False Cognate Activity -Reading Activity -Answer Keys for all Activities

This resource contains seventeen 8 1/2" x 11" signs based on common classroom requests and situations. They can be used as a bulletin board set, word wall, or displayed anywhere in your classroom. These signs contain many of the expressions that your students will need to operate in the target language from Day 1. Even beginning level classes can learn to make requests quickly and easily with these signs serving as a reference. Each sign has a phrase or question, in Spanish, as well as a visual to help students remember the meaning. Included Phrases & Questions: -¿Puedo ir al baño? -¿Puedo tomar agua? -¿Puedo ir a mi armario? -Necesito ir a la oficina -¿Me prestas un lápiz? -¿Puedo ir a la enfermera? -¿Puedo llamar a mi madre? -¿Cómo se dice _____? -¿Qué significa _____? -Repita, por favor. -¿Tienes una hoja de papel? -¿Cuándo es el exámen? -¿Puedo escuchar la música? -¿Cómo se escribe _____? -No entiendo -Explique de nuevo, por favor. -¿En qué página estámos?

These 5 puzzles offer a twist on the traditional color by number by utilizing conjugated verbs in place of the numbers. Students use the key to color the picture according to the verb endings. This helps improve recognition of vocabulary and verb tenses. In addition to the color by verb activity, each puzzle also contains an application or synthesis activity in which students must tell the meanings of conjugated verbs or fit them into sentences. This Product Includes Puzzles & Synthesis Activities for: -Regular AR Preterite Tense Verbs -Verbs ending in CAR GAR ZAR in the Preterite -Regular ER & IR Verbs in the Preterite -Stem-Changing Verbs in the Preterite -Irregular Verbs in the Preterite

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.

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.