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Spanish 5 AP - Video on the situation for the Guna community living on islands that affected by climate change.

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Spanish 5 AP - Video on the situation for the Guna community living on islands that affected by climate change.

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Create free response questions and multiple choice questions as options for students using Magic Bus!

¿Cómo describe Delfino Davies la situación actual de la isla Gardi Sugdub y qué cambios ha experimentado la comunidad en los últimos años?
1. ¿Cuál fue la razón principal por la que la comunidad de Gardi Sugdub tuvo que abandonar la isla?
a. La falta de recursos naturales
b. La reubicación planificada por el gobierno
c. El aumento del nivel del mar
d. La llegada de nuevos colonos

2. ¿Qué herramienta utiliza Delfino para mantener su museo limpio?
a. Un trapo
b. Una escoba
c. Un aspirador
d. Un balde

3. ¿Cuántas familias fueron trasladadas de Gardi Sugdub a Isberyala?
a. 150
b. 300
c. 1,000
d. 500

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La comunidad de Panamá que tuvo que abandonar su isla ante el riesgo de ser tragada por el mar

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Stations: 1-3) have two to three reading stations with activity to process the reading, 4) video or listening activity where students draw or answer questions, 5-6) writing station where students practice a grammatical structure and/or summarizing a prior reading, and 7) a collaboration or speaking practice where students work with various interpersonal conversation skills. Optional station is for students who feel like they need to meet with the teacher directly for extra support (but this prevents teacher from rotating)

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Una revista escrita por estudiantes de español, para estudiantes de español

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I will use AI to develop 2-3 levels of questions for the same reading. After reading out loud for the class, have different groups of students answering questions to their own level. Also, have the groups rotate so the instructor can spend time with each group and help each one process the information.

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Spanish Level 3/Unit 3: Tú Commands Blooket (Teacher-created)

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Provide Gamifying Experiences to Support Learning

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Provide Gamifying Experiences to Support Learning

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Here is a link to a Choice Board I created for Spanish 3-Que haces para estar en forma- focus on nutrition and health 

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Here is a link to a Choice Board I created for Spanish 3-Que haces para estar en forma- focus on nutrition and health 

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I started to add images to help students with the general idea of each section. This is an alternative to a version without images for specific students that can pick up on cognates/context more quickly.

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Assessment Final as a Product PSA Announcement

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Assessment Final as a Product PSA Announcement

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Unidad 3 Español 3 ¿Qué haces para estar en forma?

Objetivo del proyecto

Crear un anuncio de servicio público (PSA) para educar a la comunidad hispanohablante sobre un tema de salud.

1. Video PSA Tradicional (WeVideo u otra herramienta similar)

2. Podcast

3. Animación o Presentación Digital Narrada

4. Historieta digital

5. Cartel publicitario físico o digital

6. Reportaje tipo “noticiero”

7. Canción o jingle de salud

8. Juego interactivo (digital o físico)

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We made a lesson to introduce reflexive verb conjugations, students must show what they learned by choosing one option to present the information

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Activity designed to have students listen to high frequency words/phrases. I found the free images on TPT and broke the activity into different sections to better support my group of students. Students see, hear, and interact with the content in different formats.

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1. Comida Saludable (Matching) - Match food items with their health benefits

2. Rincón Creativo - Create a short infografía about a healthy habit using provided templates OR write a short journal entry or letter advising someone on maintaining a healthy lifestyle.

3. Role-Playing: La Consulta del Nutricionista - One student is the nutritionist; the other is the patient. Practice giving advice.

4. Podcast en Español: Escucha y Responde - Listen to a short podcast about healthy habits and answer comprehension questions.

5. Cultura y Cocina - Watch a short clip about a healthy dish from a Spanish-speaking country and write down key ingredients and benefits.

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Here's a written task for Level 2 French, with differentiated prompts and sentence starters for beginner, intermediate, and advanced intermediate learners. Each level includes one example to illustrate the type of response.

Level 2 Written Task: Topic – Les Loisirs et les Activités (Hobbies and Activities)

1. Beginner

Prompt: Quel est ton loisir préféré et pourquoi ?

Instructions: Write a short paragraph describing your favorite hobby and why you like it. Use the sentence starters from the list below.

Sentence Starters (Beginner)

1. Mon loisir préféré est...
Example: Mon loisir préféré est la lecture.

2. J'aime... parce que...
Example: J'aime lire parce que c'est relaxant.

3. Le week-end, je...
Example: Le week-end, je vais au parc avec mes amis.

Example Response (Beginner):

Mon loisir préféré est la lecture. J'aime lire parce que c'est relaxant. Le week-end, je vais au parc avec mes amis et nous discutons de nos livres préférés. C'est amusant et ça me détend.

2. Intermediate

Prompt: Décris une activité que tu fais après l'école ou pendant le week-end.

Instructions: Write a short composition (about 120-150 words) about an activity you do after school or on the weekend. Use the sentence starters from the list below.

Sentence Starters (Intermediate)

1. Normalement, après l'école, je...
Example: Normalement, après l'école, je vais à la salle de sport.

2. J'aime beaucoup...
Example: J'aime beaucoup faire du vélo avec mes amis.

3. Parfois, je...
Example: Parfois, je regarde des films sur Netflix.

4. C'est une activité...
Example: C'est une activité qui me permet de me détendre après une longue journée.

Example Response (Intermediate):

Normalement, après l'école, je vais à la salle de sport. J'aime beaucoup faire du vélo avec mes amis parce que c'est une activité amusante et bonne pour la santé. Parfois, je vais aussi au cinéma pour voir un nouveau film. C'est une activité qui me permet de me détendre après une longue journée de travail.

3. Advanced Intermediate

Prompt: Quel rôle les loisirs jouent-ils dans ta vie ?

Instructions: Write a composition (about 180-200 words) explaining the importance of hobbies in your life. Discuss how your hobbies contribute to your well-being, relaxation, or personal growth. Use at least 5 sentence starters from the list below.

Sentence Starters (Advanced Intermediate)

1. Pour moi, les loisirs sont importants parce que...
Example: Pour moi, les loisirs sont importants parce qu'ils m'aident à me détendre après une semaine chargée.

2. Il est essentiel que...
Example: Il est essentiel que l'on trouve du temps pour ses hobbies afin de maintenir un bon équilibre mental.

3. D'une part, je trouve que...
Example: D'une part, je trouve que la musique est un excellent moyen de relaxation.

4. En plus, faire des loisirs avec des amis...
Example: En plus, faire des loisirs avec des amis renforce nos liens sociaux et nous aide à créer des souvenirs communs.

5. Cela permet aussi de...
Example: Cela permet aussi de développer des compétences personnelles, comme la créativité ou la discipline.

Example Response (Advanced Intermediate):

Pour moi, les loisirs sont importants parce qu'ils m'aident à me détendre après une semaine chargée. Il est essentiel que l'on trouve du temps pour ses hobbies afin de maintenir un bon équilibre mental. D'une part, je trouve que la musique est un excellent moyen de relaxation. J'aime jouer de la guitare pendant mon temps libre, ce qui me permet de me concentrer sur autre chose que mes études. En plus, faire des loisirs avec des amis renforce nos liens sociaux et nous aide à créer des souvenirs communs. Cela permet aussi de développer des compétences personnelles, comme la créativité ou la discipline. En somme, les loisirs jouent un rôle crucial dans mon bien-être et ma croissance personnelle.

Task Overview

Beginner Level: Simple description of a favorite hobby. The focus is on basic vocabulary and sentence structures.

Intermediate Level: Describes an activity done regularly, with more complex sentences and reasoning.

Advanced Intermediate Level): Discusses the importance of hobbies in life, with more abstract ideas, a variety of sentence starters, and a deeper exploration of personal experiences and growth.

Tips:

For Beginner Level: Focus on simple sentences and use the sentence starters to help guide the structure of your response. Keep it short and clear.

For Intermediate Level: Use a mix of simple and compound sentences. Include reasons for why you like your activity and give a little more detail about your routine.

For Advanced Intermediate Level: Expand on the role of hobbies in your life with more complex sentences. Try to include a variety of sentence structures and connect ideas logically.

This task allows students at different levels to engage with the topic of hobbies while using sentence starters that match their proficiency, helping them create well-organized, clear, and thoughtful responses.

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Easy/low prep games! Students have their own preferences so they can choose their preferred way to study :)

Memory: match words in English and the target language

Bingo: fill a board with vocabulary

Simon Says/Charades

Quizziz & Blooket & Kahoot: many different games with vocab sets already made

I Spy: find and make an image with many of the words or use items around the room

Pronoun dice: each side has a different pronoun and students conjugate based on where the die lands (ex. Yo, ella, nosotros, ustedes, etc.)

Some of our favorite digital tools aren’t allowed, such as Quizlet and Conjuguemos. Many of the digital tools don’t allow you to log in through Clever

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Daily Routine Comic strip Project

1. Give vocabulary of daily routine

2. Conjugation of reflexive verbs

3. Sentence starters

Por la mañana .... le matin

Por la tarde .....L'après midi

Por la noche ..... Le soir

A las # de la mañana ...à (nb) heures

Durante ____Durant

Visual: Create a comic strip with drawings OR create a power point/google presentation to visually demonstrate your daily routineFrequency words:

A menudo .... Souvent

Siempre .... Toujours

Nunca ..... Pas du tout

Frecuentemente.... Fréquement

A veces..... Parfois

4. Choose a weekday in your life to talk about from sunrise to sunset where you use 10 Reflexive Verbs, Ser vs Estar, ( être) Possessive Adjectives Before Noun, only Spanish words, or ( French Words) no spelling errors, use Present Indicative Tense

include times

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Tejidos: Unit 1-Familias y Comunidades- Laura Land

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A framework called the TIM or Technology Integration Matrix was referenced in the reading that provided examples of how tech can support differentiation. I found a video that explained the elements of the TIM which seems like an interesting set of guidelines to consider when leveraging digital tools for DI. 

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A framework called the TIM or Technology Integration Matrix was referenced in the reading that provided examples of how tech can support differentiation. I found a video that explained the elements of the TIM which seems like an interesting set of guidelines to consider when leveraging digital tools for DI. 

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Introduction to the Technology Integration Matrix - Dr. James Welsh

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By incorporating a choice board into differentiated assessment, we can create a flexible, engaging, and equitable framework that meets diverse needs while fostering creativity, independence, and meaningful learning. Choice boards can be used for both ongoing learning checks and final evaluations. For example: the final product can be a fake social media response, letter response, picture story, or even a picture talk, etc.

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By incorporating a choice board into differentiated assessment, we can create a flexible, engaging, and equitable framework that meets diverse needs while fostering creativity, independence, and meaningful learning. Choice boards can be used for both ongoing learning checks and final evaluations. For example: the final product can be a fake social media response, letter response, picture story, or even a picture talk, etc.

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E3- Coordinating with the Special Ed teachers and their specific IEP plans, selecting material according to every students needs, the most effective learning strategies and modifications, in addition to communicating with parents so they can support us at home. Students will use classroom time to follow up in learning coordination and implementation

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E3- Coordinating with the Special Ed teachers and their specific IEP plans, selecting material according to every students needs, the most effective learning strategies and modifications, in addition to communicating with parents so they can support us at home. Students will use classroom time to follow up in learning coordination and implementation

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Methods for demonstrating comprehension include: making visual representations of vocabulary and/or plot, retelling the story in a different time, creating and alternate ending, retelling the story from your own perspective or retelling the story by falsifiying everything. Question techniques include identifying main characters, important events in a story, identifying themes/messages and being asked to describe how you would feel if you were a character in the story. You can also ask students to identify character flaws and adapt it to a modern day setting. I am about to teach a short film called Éramos pocos to my level 4 students because we have been exploring mental health as part of the Advances in medicine and well-being unit. I will pre-teach a few vocab terms, the students will watch the video and answer questions while watching, they will discuss their written answers and discuss a few more questions. At the end, I have asked them to imagine that they were one of the characters in the short film and discuss why she left, and what her family must do if they want her to come back.

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The product for the virtual project "Family Spotlight Show" is a talk show-style video created by the students. This video serves as a creative and engaging presentation where they introduce their family members in Chinese, role-play different characters, and incorporate virtual design elements like backgrounds, props, and subtitles. Unlike traditional written or oral reports, the product is a multimedia creation that combines spoken language practice, cultural understanding, and technical skills, showcasing students' creativity and ability to use Chinese in a real-world-inspired context.

Tier 1: A simple video introduction with basic sentences for each family member.

Tier 2: A moderately detailed talk show video introducing three family members.

Tier 3: A comprehensive and engaging talk show video with in-depth descriptions and cultural integration.

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As an end of unit assessent, students can summarize the unit by creating a news broadcast. The students can choose what roles they would like to fill such as interviewer, news broadcaster, on the scene reporter, or take part in a commercial. The digital production will incororate the chapter vocabulary as well as any of the chapter grammar.

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As an end of unit assessent, students can summarize the unit by creating a news broadcast. The students can choose what roles they would like to fill such as interviewer, news broadcaster, on the scene reporter, or take part in a commercial. The digital production will incororate the chapter vocabulary as well as any of the chapter grammar.

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D2 Choice board Das Haus und die Hausarbeiten

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Differentiated Text :  Petit Nicolas, Le football

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Differentiated Text :  Petit Nicolas, Le football

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Petit Nicolas - Le football - Differentiated

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Differentiated Products by Tier- for a Dia de Los Muertos lesson. 

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Differentiated Products by Tier- for a Dia de Los Muertos lesson. 

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Tier A (Novice)

• Activity: After watching the videos, students create a labeled poster or infographic showing key elements of one festival (e.g., images of barriletes, ofrendas, or guaguas de pan with simple Spanish descriptions).

• ACTFL Proficiency Level: Novice Mid to Novice High

Tier B (Intermediate)

• Activity: Students choose between:

1. Write a comparison chart or table highlighting the similarities and differences between the two festivals.

2. Creating a short video or slide presentation explaining one festival and how it compares to a tradition in their culture.

• ACTFL Proficiency Level: Intermediate Low to Intermediate Mid

Tier C (Advanced)

• Activity: Students select one of the following:

1. Write a blog post or short essay analyzing the cultural values reflected in all three festivals, using examples from the videos.

2. Designing a mini-documentary or podcast episode where they explain the significance of one festival and interview a family member or peer about a similar tradition in their culture.

• ACTFL Proficiency Level: Intermediate High to Advanced Low

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Station 1- Kinesthetic sentence-creation station in groups of 3-4. Each student has scaffolded sentence starters about classrooms/school supplies/schedules and tries to create the longest, most descriptive sentence out of their group. Ideally you want something for student to jump to as they speak the words in their sentence (row of 10 lily pads/ row of 10 squares from an old yoga mat etc.) so as students speak they can make passes up and down the row to help them keep track of how long their sentences are.

Station 2-Groups can play 'ladrón" with precut cards. The dealer/first ladrón will place 6-7 cards face up with the picture of the word and Spanish word for students to study. Ladrón says close your eyes and removes one. open eyes then first person to successfully guess the missing word in the TL is the next ladrón.

Station 3-Students sit back to back and describe their ideal classrooms in Spanish using prepositions, color, other descriptors using scaffolded sentence starters. Student/partner draws what is being dictated to them to see if it matches the speaker's ideal classroom. (Ideal classroom drawings could be done day in advance for this one)

Station 4- Read a short story and highlight all new vocabulary words and answer comprehension questions in groups.

Station 5- Create a short TikTok-like video describing the contents in your backpack.

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E1- Small group

Students work together in their teams solve a mystery in the target language. They are handed a folder with resources (Report, pictures, etc) and as a team, piece together who they think did the crime. The resources will be placed in the middle for all to use. Each team will have a different bundle of resources to match their level.

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Students can write a story or conversation incorporating new vocabulary, create a comic strip or image flashcards. A group activity creating a comic strip with each person choosing which part to produce depending on their skills. This type of activity could also be used for assessments! Students can see a phrase/word/description in Spanish and draw to show comprehension and add other vocabulary to the drawing to show comprehension.

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Differentiated content: a reading for French 2 adapted to three different reading proficiency levels

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Differentiated content: a reading for French 2 adapted to three different reading proficiency levels

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Station 1: Interpersonal Speaking (info gap activity related to class schedules)

Station 2: Interpretive Reading (Reading a TL story about a student's favorite classes)

Station 3: Presentational Writing (writing a letter to a student in another country explaining what a typical school day looks like)

Station 4: Interpretive Listening (Watching and listening to TL interviews related to students' preferred classes)

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Welcome to our activity Padlet! Please follow the instructions below to complete the activity. If you have any questions, please ask your teacher for help.

• Find your selected differentiated instruction technique in the columns below.

• Work individually or with your group to complete your selected task. Post at least one relevant creation/ modification/analysis/ reflection (assignment, activity, lesson plan, image, video, or resource) to demonstrate your work.

• Review other individual/ group's posts and provide comments on at least 2.

• Use the "like" feature to acknowledge posts that you found particularly insightful.