Lotería de Muertos

Includes:

—Tables

—Cards

—Several readings to just hit play and have Spanish Language Learners play as they make progress toward language and cultural proficiency.

Enjoy!

TpT Link: https://www.teacherspayteachers.com/Product/Loteria-de-Muertos-11524519 

Language learners will be able to make progress towards Language and Intercultural Proficiency by being active participants in the following Project-Based and Arts-Integrated assignment: The Botero Challenge.

In Actividad 1, a virtual guest speaker will talk about Botero’s life and accomplishments. Students will need to write down the questions provided by Profe. Espinoza and answer those questions. As students do this activity, they will also need to circle cognates and underline crossover words.

In Actividad 2, two students from Baltimore, Maryland, will read an article published in the New York Times regarding Botero’s unfortunate passing. Students will need to follow along and write the questions provided by Profe. Espinoza provided and answer those questions. Additionally, they will need to document where they got their answers (page numbers, paragraphs, etc.).

In Actividad 3, students will need to draw and color their original version of one of Botero’s artworks. Several examples are provided in this TpT Packet.

In Actividad 4, students will use a photo/video editing app to do a voiceover to effectively share their “artist statement” about their original version of one of Botero’s artwork. That is, students will use a photo/video editing app to share with others details about the drawing they created. Profe. Espinoza provided novice-intermediate phrases; Spanish Teachers can modify, if needed. Several exercises are included to have students communicate with proficiency.

In Actividad 5, students will draw and color one of Botero’s most famous works: The Mona Lisa.

In Actividad 6, students will learn about the verbs JUGAR and TOCAR. They both mean “to play.” In this activity, students will learn when to use one verb over the other one, and their respective conjugations.

If you plan to take your students to see an original Botero piece, Actividad 7 has questions that students can work on during this extracurricular activity.

I have included a Grading Rubric as well.

Students will be actively engaged for two (2) weeks with activities that stimulate all language modalities!

Enjoy!

TpT Link: https://www.teacherspayteachers.com/Product/The-Botero-Challenge-10799881 

A gluten-free diet is necessary for people with celiac disease: an autoimmune response to gluten that causes the body to attack the small intestine, causing belly pain, nausea, bloating, or diarrhea.

People with celiac disease can’t tolerate gluten in any form and need to follow a gluten-free diet for the rest of their lives.

This challenge, The Gluten-Free Tostadas Mexicanas Challenge, helps Language Learners make progress towards Language and Intercultural Proficiency… but also brings AWARENESS to celiac disease and the NEED for more gluten-free dishes.

The Gluten-Free Tostadas Mexicanas Challenge is Project-Based and Arts-Integrated assignment. Using Media Arts and Food Education Standards, students will be given the opportunity to incorporate Presentational Communication skills at a novice-low to novice-high level of proficiency, at least, to share with others how to make one of Mexico’s easiest and healthiest dishes: Tostadas Mexicanas.

TpT Link: https://www.teacherspayteachers.com/Product/-The-Gluten-Free-Tostadas-Mexicanas-Challenge--8799258 

Language learners will be able to make progress towards Language and Intercultural Proficiency by being active participants in the following Project-Based and Arts-Integrated assignment:

Día de San Valentín en América Latina

(Valentine’s Day in Latin America)

Using the target language (Español), students will have the opportunity to:

• Bellringer Question – Investigate and draw conclusions about how our LGBTQ Community remains largely missing from traditional media when it comes to finding images and representations of themselves as romantic and loving couples.

• Before Viewing Activity – Explain how Valentine’s Day is celebrated throughout Latin America and compare/contrast how two (2) Latin American countries celebrate Día de San Valentín.  Additionally, read/interpret the legend behind Popocatépetl and Iztaccíhuatl.

• During Viewing Activity – Watch the legend behind Popocatépetl and Iztaccíhuatl and list respective crossover words and cognates.

• After Viewing Activity (Arts Integration / Standard: “Use observation and investigation in preparation for making a work of art” [VA:Cr1.2.1a]): In this AI Activity (Will you by my Valentina? Challenge), students will be given the opportunity to make their own  Will you by my Valentina? Card. They will learn/use respective Adjetivos Calificativos (Qualifying Adjectives) to write something meaningful to a special someone on this special day! Tutorial included.

TpT Link:

https://www.teacherspayteachers.com/Product/Dia-de-San-Valentin-en-America-Latina-5242933