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\n\"Que\n\n
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\nCurated OER\n
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\nQue te gusta comer? What Do You Like to Eat?\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders examine their preferences concerning foods, beverages and eating habits during different meals. A variety of exercises in listening, speaking, reading and writing will be provided to ensure that students discuss their...\n
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\n\"Hay\n\n
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\nCurated OER\n
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\nHay un Chico Mexicano\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nStudents explore Hispanic challenges. In this introductory Spanish lesson, students read structured narratives pertaining to Hispanic children. Students discuss the narratives in order to better understand the lives of Mexican immigrants.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Banking Mouse\n

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\n\nFor Teachers\n\n1st\n
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\nFirst graders learn about another culture and its language.  In this Spanish lesson, 1st graders listen to a Cuban folktale.  Students identify the Spanish words. Students reread the story independently. Students listen to a...\n
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Printables
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\n\"Notifying\n\n
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\nPACER Center\n
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\nNotifying the School About a Bullying Incident—Using a Template Letter\n

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\n\nFor Teachers\n\nPre-K - 12th\n
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\nA pre-made letter is ideal for parents to use if their child is being bullied. The template comes with a brief overview for implementation, as well as two separate 504 and IEP templates to address bullying instances. Use the...\n
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\n\"La\n\n
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\nCurated OER\n
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\nLa cocina del mundo hispanohablante\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders chose a Spanish speaking country. They research the cuisine of that country. They find recipe which they word process the recipe in both English and Spanish before adding it to a class recipe book.\n
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\n\"Agreement\n\n
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\nCurated OER\n
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\nAgreement In Spanish\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders engage in a lesson that is about the use of adjectives in advertising to communicate to the public. They look at advertisements and identify the different adjectives used in the text while determining the effectiveness of...\n
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\n\"Friends,\n\n
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\nK20 LEARN\n
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\nFriends, Romans, Countrymen, Lend Me Your Emotions: Julius Caesar\n

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\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
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\nScholars, high schoolers, class members! With the help of this lesson, you too can identify the three persuasive appeals (ethos, pathos, and logos) the characters in William Shakespeare's tragedy Julius Caesar used to convince...\n
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\n\""Asking\n\n
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\nCurated OER\n
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\n\"Asking for Tourist Information\" (Italian)\n

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\n\nFor Teachers\n\n9th - Higher Ed\n
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\nStudents explain and use verbal directions, recognize the prepositions used in a conversation, explore Italian art, and acquaint themselves with tourist services in Italy.\n
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Instructional Video3:56
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\n\"Episode\n\n
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\nCisco\n
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\nEpisode 2.1: The Storm\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nWhen a hurricane strikes Tampa, Florida, who will help? The first episode in a seven-part series follows the Global Problem Solvers as they embark on a new mission. The team's main line of communication with Tampa gets severed, leaving...\n
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\n\"Pasatiempos\n\n
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\nCurated OER\n
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\nPasatiempos en Venezuela\n

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\n\nFor Teachers\n\n6th - 9th\n
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\nStudents discuss pastimes in our country and Spanish speaking countries. They listen to a cassette of interviews; identify and explain pastimes of native speakers and create or find material outside of the classroom related to pastimes.\n
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\n\"Pasatiempos\n\n
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\nCurated OER\n
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\nPasatiempos Interviews (Speaking Lesson)\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars interview a partner in Spanish. They create a Venn diagram chart to organize their information and present the information to the class.\n
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\n\"Canaima\n\n
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\nCurated OER\n
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\nCanaima\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents analyze the meaning and uses of definite articles in Spanish. They read a pamphlet on the national park in Canaima, Venezuela, and discuss the similarities and differences between national parks in the U.S. and Venezuela.\n
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\n\"Tell\n\n
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\nCurated OER\n
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\nTell Me A Foreign Language Story\n

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\n\nFor Teachers\n\n6th - 9th\n
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\nStudents practice retelling a simple story representative of the country where the target language is spoken: French, German, or Spanish. Given a worksheet with story details, students fill in missing details and rearrange details to...\n
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\n\"Animals\n\n
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\nCurated OER\n
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\nAnimals\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nYoung scholars identify the names of animals in Spanish. Using plastic models, they point, touch and view the animal. They practice counting and stating the color of the animal as well. They make the sounds their favorite animal makes.\n
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\n\"PowerPoint\n\n
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\nCurated OER\n
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\nPowerPoint Comes to \"El Mundo Hispanico\"\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nStudents learn about important persons throughout the history of the Spanish speaking world. Then in small groups (3-4) will research\ninformation about the individuals that they select; their time period, their\nsurroundings and their...\n
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\n\"Family\n\n
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\nCurated OER\n
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\nFamily Terms\n

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\n\nFor Teachers\n\n6th - 9th\n
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\nStudents complete sentences using appropriate family names and terms in a target foreign language: French, German, or Spanish. Using a fill in the blank worksheet, students give the appropriate noun to complete a sentence about familial...\n
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\n\"Digan\n\n
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\nCurated OER\n
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\nDigan Queso\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents work in groups with the assigned roles of either a photographer or a family member. The photographer gives commands in Spanish designating family members to follow where to stand for a family photo.\n
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\n\"Travel\n\n
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\nCurated OER\n
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\nTravel Project\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents work in groups, researching, planning and presenting a 7-10 day excursion to a Spanish speaking country. This lesson emphasizes internet research culminating in an oral presentation of each trip.\n
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\n\"Muslim\n\n
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\nCurated OER\n
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\nMuslim Arab/Spanish Connection\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders watch the video, 'El Cid.' They participate in teacher-led discussion about the beliefs, customs, goals, and heroes of both Spaniards and Moors. They create and present an artifact to the class showing the results of their...\n
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\n\"HIV/AIDS\n\n
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\nCurated OER\n
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\nHIV/AIDS in Our Spanish-Speaking Community and the World\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents study the HIV virus and how it has impacted the hispanic community.  In this infectious disease lesson students discover how HIV/Aids is found all over the world, what misconceptions are out there and what kinds of...\n
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\n\"Review\n\n
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\nCurated OER\n
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\nReview of Adjectives\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nThe easiest way to learn how to use adjectives is through practice, practice, practice! Print out pictures of people and various objects, and have pairs attempt to describe the items together. This plan suggests providing laminated index...\n
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\n\"Couriers\n\n
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\nCurated OER\n
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\nCouriers in the Inca Empire: Getting Your Message Across\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents examine how the Inca communicated over large distances. They locate the Inca Empire on a map, define key vocabulary terms, play the game, 'telephone,' and create a quipu to show the year they were born.\n
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\n\"Fun\n\n
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\nCurated OER\n
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\nFun Along the Way: Technology and the Teaching of World Languages\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents record themselves saying basic biographical facts about themselves: : what their names are, where they live, how old they are, what languages they speak, and what activities they like to do. They practice their presentational...\n
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\n\"Exploring\n\n
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\nCurated OER\n
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\nExploring Strategic Competency\n

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\n\nFor Teachers\n\nHigher Ed\n
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\nStudents practice using the English language to help them in instances where they have differing opinions. They practice paraphrasing language.\n
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