After listening to some of the students read their Hispanic Heritage paragraphs to the class, the kids used the magnetic visual cards to compose and read sentences on the board. This was done at first individually, then in pairs, and finally as pairs racing against each other. This activity was later extended into writing when the students combined words for people, verbs, objects, connectors and location words, to write logical sentences. I was so impressed when I saw how much fun the kids had making longer and more elaborate sentences to present to their classmates!
In order to create a sense of ownership in my students, I asked them to come up with a new name for the visual cards. After much discussion and voting, the students have decided to call them “Creativity Cards.”
Thereafter, the kids sang the "Noviembre" song and I began reading my translation of the book “The Madrid of the Asturias as told to Children.” This is a children’s book I picked up in Spain last summer, which uses fantasy to teach young people about Velazquez’ famous painting “Las meninas (The Ladies in Waiting),” and to also teach the history of Spain’s capital. You may want to ask your child about the whereabouts of the dog “Salomón” from the painting…
Most recently, I’ve given the students four unusual pictures to use as illustrations for a story that they are writing in Spanish. The students have been asked to write an introduction, a body and a conclusion to their story which they will also present to the class.
The kids have also been given Question Word cards to put stickers on when they use question words in class. These words are:
Qué
Quién
Cómo
Dónde
Cuándo
Por qué
Our next unit will be on words for different places in our community and how to ask and say where one is going. ¡Hasta la vista!
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