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| Standard: | MLI.IP1 - E
| Level:  | High School / Middle School
| Materials:  | Access to https://www.pocoyo.com/en/pocoyizeyourself
| Activity: | Students will create their very own unique avatar of themselves or someone else and write a short narrative about the person and the culture they come from. Students can make their avatar look as crazy as they would like but the person has to have a story like the Greentail mouse did. The students must save their avatar and put it in a word document where they will write 5-8 sentences about their character. They must first introduce the person then give the reader a background on the character and why they look the way they do (all in Spanish). Like the Greentail mouse, their avatar should have a unique background worth explaining.
| Teacher Note: | Create a Dropbox or submission folder for students to submit their work. Monitor their progress to be sure that they don’t use translators.
| Resources:  | ·      Lionni, L. (2013). The greentail mouse. New York: Dragonfly. ·      https://www.pocoyo.com/en/pocoyizeyourself

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| Standard: | MLI.CU1 – C
| Level:  | High School / Middle School
| Materials:  | New years hats, grapes, YouTube video, materials for jigsaw activity
| Activity: | The teacher will recreate a festival or holiday for the students to experience in the classroom. For this example, we will focus on the New Years in Spain. The teacher will first allow students to complete a jigsaw activity where students will work in stations to learn about different aspects of New Years in different Spanish countries and teach others about it. Then the teacher will then begin a New Years celebration with the students where they will participate in a mock countdown via YouTube and will eat 12 grapes at the stroke of midnight (a tradition in Spain). Through participating in this activity, students will get a better understanding of different traditions and will participate in one firsthand.
| Resources:  | ·      Lionni, L. (2013). The greentail mouse. New York: Dragonfly. ·      https://www.youtube.com/watch?v=G0dgLwfZJx4 (count down at the end)

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| Standard: | MLI.IP2 - C
| Level:  | High School / Middle School
| Materials:  | Information about a festival or event, 5x7 notecards for each student, coloring materials
| Activity: | The teacher will lead a lesson for students about a festival or event in a Spanish-speaking country. For this example we will talk about the running of the bulls in Spain. The students will take the information they learned from the lesson and make a postcard from the perspective of someone who actually attended the event. Students will choose a person to write to and write about what they saw at did at the running of the bulls. The postcard will include the sentences, an address, a stamp (drawn on) and a picture on the front. The teacher will give specific requirements for sentences.
| Teacher Note: | This could be an assignment completed inside or outside of the classroom. Set clear expectations and remind students to check their work against the rubric before turning it in.
| Resources:  | Lionni, L. (2013). The greentail mouse. New York: Dragonfly.

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| Standard: | MLI.IP1 - F
| Level:  | Middle School / Elementary School
| Materials:  |
| Activity: | Students will practice being leaders or followers with a quick game of Simon Says in Spanish. The teacher will start as the leader by telling students in Spanish to do certain things. The commands will be in Spanish and will consist of words that the students should be familiar with. After a round or two, the teacher can pass the leader role to another student who then gets to be Simon. The game goes on until there is a winner. This is a great way to practice listening, vocabulary and commands in Spanish. Students will also enjoy the chance to lead their classmates like Cornelius was a leader among his friends.
| Resources:  | Lionni, L. (1997). Frederick. New York: Knopf.

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| Standard: | MLI.IP2 - C
| Level:  | High School / Middle School
| Materials:  | Access to the website www.toondoo.com
| Activity: | Students will create a comic strip about an animal doing something out of the ordinary like Cornelius. The students will use the two past tenses in Spanish (the preterite and imperfect) to make an original story that fits into the online comic strip format. The story must include animals and must meet the length requirements set by the teacher.
| Teacher Note: | Be sure that students work within their own knowledge parameters and don’t look to translators for help when using the computers. Create a rubric or checklist to score the students against the requirements you set for the assignment.
| Resources:  | ·      Lionni, L. (1997). Frederick. New York: Knopf. ·      http://www.toondoo.com/

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| Standard: | MLI.IP1 - B
| Level:  | Middle School / Elementary School
| Materials:  | Pre-made circle worksheets, vocabulary about emotions
| Activity: | The students will explore emotions in Spanish by creating their own emoji emotions dictionary. The teacher will provide them with a pre-made worksheet with places to draw faces for each emotion on a blank face (a circle). The students will fill in the faces with the emotions listed next to the circle in Spanish and will keep this paper as part of a vocabulary list.
| Teacher Note: |  Encourage students to not just copy the emojis they may see in their phones but to make up their own interpretations of what each emotion may look like.
| Resources:  | Lionni, L. (1997). Frederick. New York: Knopf.

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| Standard: | MLI.IP1 - E
| Level:  | High School / Middle School / Upper Elementary School
| Materials:  | Copy paper, coloring materials
| Activity: | The students will use their colors to create an original picture in Spanish. The teacher should set up guidelines for how many colors they must include. After drawing their picture, the teacher may ask the students to write a certain amount of sentences about their picture. They will use their knowledge of colors in Spanish, creativity and grammar to complete this activity. An example is shown here:  https://s-media-cache-ak0.pinimg.com/564x/fb/5b/bb/fb5bbb9bd94038146ac1f4cf63bb2b4f.jpg
| Teacher Note: | The sentence writing extension is encouraged to allow students to practice adjective and noun order in the target language.
| Resources:  | ·      Lionni, L. (2016). A color of his own . New York: Alfred A Knopf.

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| Standard: | MLI.IP1 - E
| Level:  | Elementary School
| Materials:  | A colorful classroom
| Activity: | After introducing the colors in Spanish, the teacher will begin this activity by having all student stand in the middle of the classroom. The teacher will then say a color in Spanish and require students to find that color somewhere in the classroom and put their hand on it. For example, a teacher may say, “Rojo!” and all students would scatter around the room to find something red to put their hand on. Once all students have found an item, the teacher could extend the activity by calling on a student to tell him/her in Spanish, what the item is that they have their hand on (in Spanish, of course). The teacher could scaffold this type of response for the students by pointing out what students are touching before asking them to tell her in Spanish. She could say, “Muy bien, Antonio. Tocas el cartel rojo.”, then ask Antonio what he is touching that is red.
| Teacher Note: | If this activity is too energy charged for your students, you could slow it down by breaking students into groups and having them send a rotating representative to find the colored object so that there aren’t 20+ little ones running around.
| Resources:  | Lionni, L. (2016). A color of his own . New York: Alfred A Knopf.

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| Standard: | MLI.IP1 - E
| Level:  | Elementary School
| Materials:  | Multiple items of different solid colors, colored paper plates or paper, a bag to put all the items in
| Activity: | The teacher should introduce the Spanish colors to the students and have them repeat the pronunciation for each one. Once the students seem to understand the colors, the teacher will lay out different colored plates on the floor in the middle of the students in a circle. The teacher will then pass around a bag of items around the circle of students, the students will state the color of the item then place it on the correct plate in the middle of the circle. The bag will be continually passed around until all items are categorized in the middle of the circle.
| Teacher Note: | For variations visit this website: http://musicandspanishfun.blogspot.com/2015/10/fun-ideas-for-teaching-colors.html?spref=pi
| Resources:  | ·      Lionni, L. (2016). A color of his own . New York: Alfred A Knopf. ·      http://musicandspanishfun.blogspot.com/2015/10/fun-ideas-for-teaching-colors.html?spref=pi

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| Standard: | MLI.P1 – A
| Level:  | High School / Middle School
| Materials:  | Pre-created mab libs for students (about 2-3 versions) that follow the Inch by Inch story
| Activity: | The teacher will create 2-3 different mad libs in Spanish about the story of the inchworm. There should be blanks that require students to use their knowledge of parts of speech to fill in the blanks with a partner. This is a way the students can use descriptive language and measurements (even if it turns out funny) like those that were used in the story. In the end, students will end up working on their reading, measurements, vocabulary and understanding of Spanish parts of speech.
| Resources:  | Lionni, L. (2012). Inch by inch. New York: Alfred A. Knopf.

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| Standard: | MLI.CCC1 – B
| Level:  | High School / Middle School
| Materials:  | Pre-cut cards with length measurements
| Activity: | The teacher will provide pre-made matching cards with measurements in the imperial system and metric system. After explaining to students that Spanish speaking countries and most countries around the world use the metric system, they will learn how to convert measurements. The teacher will then give pairs or groups sets of matching cards to put together. This will reinforce their learning and allow them to connect to other cultures that do things differently then themselves. They may also learn how to say the different measurements in Spanish (centimeters =  centimetros, etc.) and use them with the measurements they work with.
| Teacher Note: | To make the activity more exciting, you may want to make this activity a competition among the groups. You many also use these cards to have students in groups hold up the correct conversion card when prompted by the teacher. For example, the teacher could say “5 pies (feet)” and the students would race in groups to hold up the card that says “1.5 metros (meters)”.
| Resources:  | Lionni, L. (2012). Inch by inch. New York: Alfred A. Knopf.

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| Standard: | MLI.CCC1 – B
| Level:  | Elementary School
| Materials:  | Paper ruler or real ruler, graph paper, paper to record measurements, pen/pencil
| Activity: | Students will use their rulers to measure various items around the classroom and record the measurements on their paper. Students should write the numbers for the measurements in Spanish. When students have measured and recorded 10 items, the teacher will demonstrate how to create a graph with the information. The graph will help students compare the lengths of different items they found and determine which one was the largest and the smallest.
| Teacher Note: | Create a pre-populated paper with Spanish items written in so that students have to know the Spanish vocabulary in order to know what items to measure. See example below:
| La silla | ___________________ inches
| La puerta | ___________________ inches
| La ventana | ________________ inches
| Tu mano | ___________________ inches
| Resources:  | Lionni, L. (2012). Inch by inch. New York: Alfred A. Knopf.

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| Standard: | MLI.IP1 - H
| Level:  | Middle School / Elementary School
| Materials:  | Butcher-block paper per group
| Activity: | The teacher should write the characters names from the book on the board for the students to use. They will use these characters to write 10 comparative sentences in Spanish. They will write the sentences on the butcher-block paper and will be able to paste their creations on the walls around the room when finished. The sentences should follow the sentence structures for comparisons in Spanish: “más… que”, “menos… que” and “tan…como”. As an extension for lower level classes, the teacher may ask students to illustrate their comparisons on the paper as well. Students will have the chance to use their grammar, vocabulary and comparing/contrasting skills in the target language through this activity.
| Teacher Note: | This can also be an individual activity to be completed on paper. Encourage students in lower levels to engage their listening skills during the reading of the story so that they will know how to compare the characters at the end.
| Resources:  | Lionni, L. (2010). Tico and the golden wings. New York: Knopf.

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| Standard: | MLI.CCC5 – B
| Level:  | High School / Middle School
| Materials:  | List of issues to be solved, access to research tools
| Activity: | Tico’s friends were generous to him when he had no wings and Tico was generous to the basket maker when he gave away his golden feathers. The students will use problem-solving skills to show how they could be generous outside of the classroom. The teacher will provide a list of worldwide problems that affect Spanish-speaking countries. In groups, students will choose a problem and be asked to formulate a plan on how to solve it (reasonably). Some students may talk about starting a program where students donate old school supplies to students who can’t afford them or talk about raising money to build a well in another country. The teacher should set guidelines so that students don’t try to create far-fetched plans that could never be carried out in today’s world. The students would present their work to the class through a poster, presentation tool, or video.
| Teacher Note: | Create a clear rubric and share it with the class in order to clarify the expectations. Allow students to research the issue and possible solutions and remind them that they cannot copy a similar solution that has already been done. Encourage students to think outside the box to be creative and inspire change.
| Resources:  | Lionni, L. (2010). Tico and the golden wings. New York: Knopf.

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| Standard: | MLI.IP1 - E
| Level:  | High School / Middle School
| Materials:  | White copy paper, markers or colored pencils and scissors
| Activity: | Students will create the a “fortune teller” to practice the subjunctive tense as it pertains to wishes and hopes. Students will use the Spanish words for colors and numbers to create the outside of the paper creation. On the inside, students will create 8 original sentences about a wish or hope (i.e. “I hope you have a great day!” “You wish you had a date to prom”). After creating the product each student will share his or her work with another student. This sharing and playing can be repeated as many times as desired. Through this activity students will practice colors, numbers, vocabulary, grammar and pronunciation skills in Spanish.
Example: https://i.ytimg.com/vi/rbA29zfEAZk/maxresdefault.jpg
| Teacher Note: | An example should be provided for student understanding of where to write the numbers, colors and hopes/wishes
| Resources:  | Lionni, L. (2010). Tico and the golden wings. New York: Knopf.

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| Standard: | MLI.IP2 - C
| Level:  | High School / Middle School
| Materials:  | Pre-created list of words to project for students (30-50), mini white boards or paper
| Activity: | The teacher will project a list of words in Spanish that came from the story of Frederick. The students will, individually or in pairs, create 3-5 sentences using these words alone.  The sentences have to make sense grammatically but can be silly or nonsensical. The students will write their sentences on their boards or papers and will be asked to present them to the class. The class will most likely enjoy hearing from their classmates and should find some hilarity in what their peers came up with. The teacher can have students choose their best sentence to share to save time. Through this activity, students will engage with the text through the words pulled from it and will practice their vocabulary, grammar and sentence building.
| Teacher Note: | The words chosen from the book should not make an exact sentence from the text. The students will most likely just copy it in that case.
| Resources:  | Lionni, L., & Marcus, L. S. (2017). Frederick. New York: Alfred A Knopf.

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| Standard: | MLI.P1 – A
| Level:  | High School / Middle School
| Materials:  | Paper/pencil
| Activity: | Students will create a rap, song or poem about a grammatical concept in Spanish. The students will be able to choose a subject covered throughout the semester and create a unique description of it. The piece created should include the name of the grammar concept, how it is used and some examples. The presentation of this project can take on many forms and can be as free or restrictive as desired. English should be used to describe the grammar and the examples should be in Spanish.
| Teacher Note: | This is a good activity to try at the end of the school year when all the grammar is coming up again in review.
| Resources:  | Lionni, L., & Marcus, L. S. (2017). Frederick. New York: Alfred A Knopf.

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| Standard: | MLI.CCC2 – B
| Level:  | High School / Middle School – Can de adapted for upper elementary school as well.
| Materials:  | Chalk or tape to create a life-sized Venn diagram on the ground inside or outside, cardstock or cut up poster boards for students to write on
| Activity: | After studying work and school schedules among many Spanish-speaking countries in class students will become part of a large Venn diagram. In pairs, students will be asked to write about an element of American or Latino work/school schedules on their poster/cardstock. For example, one group may write about the typical months students are in school in America and another group may write about the holidays many Latino cultures have off of school. After the posters have been completed, the class will come together to create a Venn diagram where students will physically move to the appropriate portion of the diagram with their partner and their poster.
Students would take an active role in learning by discussing with their classmates where each pair and poster should go in the Venn diagram structure. Students should understand that over-generalizations should not be made with the practices of cultures. For the purpose of the diagram, many countries are grouped together to represent “Latino” culture in general but not all follow the same rules or practices.
| Resources:  | Lionni, L., & Marcus, L. S. (2017). Frederick. New York: Alfred A Knopf.

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| Standard: | MLI.IP1 - E
| Level:  | High School / Middle School
| Materials:  | Paper, pen/pencil, premade MASH boards with blanks for students
| Activity: | Students will play the childhood game of MASH (mansion, apartment, shack, house) in Spanish to predict their futures. Students will fill in the categories on the hand out. Categories include, trabajo (job), hijos (# of kids), esposo/a (husband/wife), carro (car) and cuidad (city). Students will use the process of elimination to find out what their “future” holds. When finished, they will write 5 sentences using the future tense about their future lives.
| Resources:  | Lionni, L. (2012). The biggest house in the world. New York: Dragonfly.

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| Standard: | MLI.IP1 - E
| Level:  | High School / Middle School
| Materials:  | Cell phones or cameras, access to padlet.com
| Activity: | Students will focus on the visual aspects of the book by going on a scavenger hunt around the school or classroom. They will be searching for colors they can write in Spanish and shapes. They will be applying the concept of adjective/noun agreement as it relates to Spanish as well as their knowledge of shapes and colors. Students will take pictures of the items they find and write descriptive sentences about the item in Spanish. The pictures should be posted to the online bulletin board on padlet.com to be shared with the class.
| Teacher Note: | The teacher should closely monitor the Padlet website to assure students as using it appropriately.
| Resources:  | Lionni, L. (2012). The biggest house in the world. New York: Dragonfly.

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| Standard: | MLI.IP1 - E
| Level:  | High School / Middle School
| Materials:  | Paper, pencil/pen, coloring materials
| Activity: | Student will use their Spanish vocabulary to create a floor plan for their ideal house. Students must label all rooms and furniture in the target language and as an extension, teachers may ask students to write additional sentences describing their house or the people who would live in the house. This activity gives students the freedom to make something original and unique to their preferences.
| Teacher Note: | Create a rubric outlining the desired elements to be graded and present it to the students before starting and submitting the final project.
| Resources:  | Lionni, L. (2012). The biggest house in the world. New York: Dragonfly.

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| Standard: | MLI.CCC2 – B
| Level:  | High School / Middle School
| Materials:  | pen/pencil, sticky notes
| Activity: | The fish in Leo Lionni’s book had to open his mind to understand new things and see a new world from his own perspective. Students often struggle to apply this concept when learning a new language and understanding how other people think. This activity is meant as a short exercise at the beginning of the school year to help them recognize these challenges and talk about how to overcome them. Each student should be given a sticky note that they will use to write down one challenge they may face when learning a new language. Examples could be: pronunciation, understanding grammar, vocabulary memorization, difficulty understanding other perspectives, etc. The teacher will then ask students to post their notes on the whiteboard when completed. The notes will go in one of the categories written on the board by the teacher: Personal (embarrassment, motivation, etc.), Cultural (understanding perspectives, comparison, etc.), Technical (spelling, pronunciation, etc.) and Other (anything else). After the students have posted their ideas in the different categories on the board, the teacher should have random students come to the board and read a challenge listed and discuss as a class how to overcome the challenge. Continue this process as long as time permits or until students get the idea that all the challenges can and will be overcome throughout the school year.
| Teacher Note: | Teachers may change or add categories to the board if necessary.
| Resources:  | Lionni, L. (2015). Fish is fish. New York: Andersen Press.

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| Standard: | MLI.CU1 – C
| Level:  | High School / Middle School
| Materials:  | Access to artists’ work, pen/pencil, paper, coloring materials
| Activity: | The students will learn about several Spanish artists such as Fernando Botero, Salvador Dali, Frida Khalo or any other artist with a unique style. They will then apply an artist’s style to another drawing that they create. For example, a student could take Botero’s “round” people and apply it to a picture they draw of their friends. This is an example of Fernado Botero’s work:
| Teacher Note: | You may choose to pick one artist to focus on as a class or have each student choose a different artist. This can be a long or short activity depending on the teacher’s schedule.
| Resources:  | Lionni, L. (2015). Fish is fish. New York: Andersen Press.
Boteros Work: http://www.widewalls.ch/fernando-botero-paintings/

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| Standard: | MLI.P1 – A
| Level:  | High School / Middle School
| Materials:  | A way to find information, access to http://edu.glogster.com/ to create an online poster or a phone to record a video/song, a presentation program (PowerPoint/Prezi), or anther creative medium to present the information.
| Activity: | Students will be assigned the task of researching the benefits of learning a foreign language (economical, social, intellectual, etc.). Students will need to research the information online and report their findings in a unique way. Students can create a presentation, make an online poster with Glogster, write a song, make a video, create a poem, etc. The project should be done in English and have preset criteria for grading and clear requirements for students. The teacher should decide if the students will present the projects or simply turn them in.
| Teacher Note: | Set clear criteria including a rubric. Decide if students will work alone or in pairs/groups.
| Resources:  | Lionni, L. (2015). Fish is fish. New York: Andersen Press. ·      http://edu.glogster.com/

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| Standard: | MLI.CCC1 - C
| Level:  | High School / Middle School
| Materials:  | Student paper and pen/pencil
| Activity: | The students will be asked to explore a part of the school designated by and supervised by the teacher in search for words or items they can translate into Spanish. Students will record their findings on their paper and report back to the teacher when finished. The teacher should set a designated number of words required based on time allotted for the activity.
| Teacher Note: | Set expectations for student behavior. If necessary, this activity could take place in the classroom as well.
| Resources:  | Lionni, L. (2012). The alphabet tree. New York: Dragonfly.

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| Standard: | MLI.IP1 - H
| Level:  | High School / Middle School
| Materials:  | Plastic Easter eggs (numbered), sentence strips cut into words, student paper and pen/pencil
| Activity: | The teacher will take current vocabulary and grammar and create sentences in Spanish. The teacher will then take those sentences, cut them into individual words and place them in numbered Easter eggs for students to open and recreate the sentence based on their understanding. The students can work alone or in pairs (teacher digression) and will record their sentences in numerical order on their paper to be checked by the teacher at another time.
| Teacher Note: | Write numbers on the whiteboard and put the Easter eggs under the correct number so the eggs are easy to locate. I often make two of each egg to make it easier to all students to have one.
| Resources:  | Lionni, L. (2012). The alphabet tree. New York: Dragonfly.

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| Standard: | MLI.IP2 – C
| Level:  | High School / Middle School
| Materials:  | Scrabble tiles or other similar object with letters (I have beans with letters on them), online stopwatch (http://www.online-stopwatch.com/)
| Activity: | With a partner, students will given a set of letters from the Spanish alphabet and will be required to make as many Spanish words as possible in a five minute time period. The students must leave their words out on their desk to be checked by the teacher at the end. No electronics or dictionaries allowed.
| Teacher Note: | To make this more exciting, make it a competition among the teams. Allow the teams with the highest number of words to read them out to the class and let the class be the judge of the legitimacy of the words (i.e. un – should this count as a word?).
| Resources:  | ·  Lionni, L. (2012). The alphabet tree. New York: Dragonfly. ·      http://www.online-stopwatch.com/

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| Standard: | MLI.CCC2 – B
| Level:  | High School / Middle School
| Materials:  | Each student should have a pen/pencil and paper
| Activity: | After learning how seasons are different to those we may experience in the United States, students will play a game to test their knowledge.  The teacher should have a PowerPoint created which has locations on a map highlighted on each slide (focusing on Spanish-speaking countries). Each student numbers their paper 1-20 and answers the first question on the screen (a country is highlighted and the question “¿Qué estación es?” is asked). If the student gets the question right, they move to the next desk in their row, if they get the question wrong, they stay seated. The object is go get around the room and back to your seat by the end of the questions.
| Teacher Note: | Create a PowerPoint as described and make the answers pop up for the students to check their answers. Have students check each other’s work periodically as well to keep them honest.
| Resources:  | Lionni, L. (2004). A busy year. New York: A.A. Knopf.

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| Standard: | MLI.P1 – A
| Level:  | High School / Middle School
| Materials:  | Presentation tools such as PowerPoint or Prezi and the Leo Lionni book, A Busy Year.
| Activity: | Students will work with a partner to choose five illustrations from the book and create an alternate story using the present tense in Spanish.  They will be provided with a digital copy of the text so that they may capture the images on the computer to use in their presentation with their own caption. They will be required to write a minimum of five sentences but they story will need to have a clear beginning and end so more sentences maybe necessary.
| Teacher Note: | Put students in groups of 2 and allow them to use the computer to complete the assignment.
| Resources:  | Lionni, L. (2004). A busy year. New York: A.A. Knopf.

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| Standard: | MLI.CCC1 - B
| Level:  | High School / Middle School
| Materials:  | White copy or drawing paper, markers/crayons/colored pencils
| Activity: | Students will make 2 months of a calendar using their knowledge of the Spanish months and days of the week. Each month will include the days of the week labeled and all days of the month labeled by their number in the calendar grid. Students will include the tree, Woody, in each month’s illustration to demonstrate the seasons. Illustrations should be colored and as neat as possible.
| Teacher Note: | Put students in groups of 6 so that all months will be accounted for and each group will make one full calendar.
| Resources:  | Lionni, L. (2004). A busy year. New York: A.A. Knopf.