8th grade Spanish students began MovieTalk part II with an episode called "Presto." The strategies that I used to keep the kids engaged are the same ones that CI teachers use when interpreting any text: asking questions and personalizing the information. You can ask circling questions about the obvious (The car is blue. Is the car blue or is the face blue?) or ask inferential questions (Why is he bald? What does she say to the man?). To personalize the information, connect what you’re describing on the screen with students in the class (He’s wearing shorts. Who in the class is wearing shorts? Why is (student) wearing shorts in the middle of winter?). I try to not let the discussions get too long before bringing them back to the movie clip.
7th grade Spanish students had a week of intensive writing. They have taken what they have learned about agreement, and have been really challenged to put comprehensible sentences together using adjectives, and the two verbs we have been working the most closely with, "Tener: To Have" and "Ser: To be."
6th grade Spanish students did two "Rincón cultural" (Culture Corner) activities this week. We read about interesting manners and customs that are practiced by people of hispanic/Spanish heritage; we learned about how they eat their meals, how they tell time, view time, spend their leisure time, and about their important sports and events. This was a wonderful segue from learning about food because mealtimes and family were the focus of this Culture Corner, but also a good transition into La Tomatina and the Running of the Bulls since we will be learning exclusively about how Spaniards celebrate.
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