KIVA Project: "A Sauce for a Cause"
Inspired by our school's "Vision for Learning", 4th and 9th grade students joined forces to create a unique salsa inspired by a Kiva story. This project highlighted the use of the 5 senses in Spanish as students described their "salsa" creations to the judges using present tense conjugation and correct application of descriptive adjectives commonly spoken in daily life activities. Students defended their cause as they shared their arguments about real people' stories and needs pursuing the judges to chose their story for a $25 KIVA micro loan donation.
Main activities required students to:
Create: a salsa recipe inspired by a KIVA story
Collaborate: research ethnic ingredients, Spanish speaking countries, and real stories aiming to reach a common goal
Communicate: apply the target language to create and promote a product and a story
Develop Character: Inspire confidence, compassion, and mindset to be an active agent of change for those in need
Think Critically: compare and contrast people's needs and define strategies to best defend a cause.
Main activities required students to:
Create: a salsa recipe inspired by a KIVA story
Collaborate: research ethnic ingredients, Spanish speaking countries, and real stories aiming to reach a common goal
Communicate: apply the target language to create and promote a product and a story
Develop Character: Inspire confidence, compassion, and mindset to be an active agent of change for those in need
Think Critically: compare and contrast people's needs and define strategies to best defend a cause.
Chaplin-Inspired Videos and The Five Senses
La Ventana de Mi Alma
A creative and personal activity to utilize all the senses in writting, students analyzed folk and modern art. Their oral interpretation required the usage of verbs learned such as "ver" (to see) and "parecer" (to resemble) in addition to abstract nouns (felicidad, tristeza, amistad, naturaleza, paz). Inspired by these pieces, students created their own "ventana"... a window that represents their soul.
Los Sentidos: Review
Using the Sense of Sight to Describe a Silent Movie
Charlie Chaplin (1889-1977)
Charlie Chaplin was an English comedian, actor, and director, and one of the biggest stars of the silent film era. Famous for his character "The Tramp," the sweet little man with a bowler hat, mustache and cane, Chaplin captivated audiences with his talent. A hard working man that started working early in life as a news vendor and toy maker to help support his family. This clip is from The Gold Rush (1925), a movie Chaplin wanted to be remembered by. |
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The Mayans and Chitchén Itzá: Google Expeditions
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Sentido de la Vista- Sense of Sight
Los Comerciales
Proyecto: El Comercial
Create a 5-8 sentence commercial using the verbs “Oler”, “Saber”, and/or “Sonar.” Make sure you use a variety of adjectives to convince your audience that your product is the best (El MEJOR!). Use:
¡Yummm que rico huele el perfume! Huele a flores y huele muy fresco. Huele mas rico que el perfume de mi mamá! Me gusta el perfume “Flores Rosas” Compra el perfume “Flores Rosas” hoy! El perfume huele dulce y muy suave. Solo cuesta cinco dólares en las farmacias “Hermanos Garcia” |
Recetas Típicas
Practice for the Test - Quizlet
¿Como Huele? Skits...
Sentido del Olfato: Proyecto en Grupo
Sentido del Olfato
Comparatives "more than" and "less than"
Las Mascaras...The Masks...
Students practiced to describe themselves and others using common adjectives. They use connectors and comparatives to make more complex sentences. See below how 4th grade used famous characters' masks to create skits using the required vocabulary.
Yo soy...(bonito/a, inteligente, atletico/a)
El/Ella es...(alto/a, musculoso/a, divertido/a)
Connectors and Comparatives:
"Yo soy mas atletico que Buzz pero Buzz es mas gordo que yo."
Yo soy...(bonito/a, inteligente, atletico/a)
El/Ella es...(alto/a, musculoso/a, divertido/a)
Connectors and Comparatives:
"Yo soy mas atletico que Buzz pero Buzz es mas gordo que yo."
Dictado Corrido
Students practiced the use of adjectives as they reviewed units about "La Family" and "La Casa" with a running dictation activity. A member of each group would read a story and tell it to their group members so they would rewrite the story in Spanish. When activity was completed, students edited each other's stories.
Fuerte=Strong Valiente=Brave Chistoso=Funny Alto(a)=Tall Bajo(a)=Short Inteligente=Intelligent Guapo/Bonita=Handsome/Pretty |
Nearpod/Vocabulary review Activity
Interrogatives:
Quien=Who
¿Quien tiene sed? Who has the thirst (who is thirsty) In Spanish we use the verb "to have" (tener) to describe feelings (being cold, hungry, scared, lucky, etc...)
¿Quien tiene hambre?
¿Quien tiene frio?
¿Quien tiene suerte?
¿Quien tiene calor?
¿Quien tiene miedo?
Donde=Where
¿Donde está Sra. Garcia?
Cuando=When
¿Cuando tienes hambre?
Cuantos=How many
¿Cuantas manzanas verdes hay?
Que=what
¿Que es esto?
Quien=Who
¿Quien tiene sed? Who has the thirst (who is thirsty) In Spanish we use the verb "to have" (tener) to describe feelings (being cold, hungry, scared, lucky, etc...)
¿Quien tiene hambre?
¿Quien tiene frio?
¿Quien tiene suerte?
¿Quien tiene calor?
¿Quien tiene miedo?
Donde=Where
¿Donde está Sra. Garcia?
Cuando=When
¿Cuando tienes hambre?
Cuantos=How many
¿Cuantas manzanas verdes hay?
Que=what
¿Que es esto?