AP Spanish Supplemental Activities Packet Outline
Activities based on: El arte y la belleza by Miguel Ángel Padilla Moren
A set of 14 words, derived from the article, are presented with their definitions. Students can repeat words, make flash cards, and discuss synonyms and/or antonyms. Teacher can discuss the context/theme within which words will be encountered in the reading.
Students can search for word to complete each sentence. Teacher can assist class within a whole class activity.
III. Students make sentences with vocabulary words. Teacher can model additional sentences or students can work with a partner or independently.
In the section ‘Ilustraciones de vocabulario, students select 3 words from the word list, draw a picture reflecting the meaning of each and write a short sentence with the word underneath each box.
IV. Introducción al cuento: Section IV includes elected sentences from the article where students using a copy of the article and/or teacher guiding the class through a display of segments of the article can fill in missing words. Teacher can highlight words or fill them in on an enlarged, displayed page for the class. This activity provides an excellent opportunity for the teacher to provide insight, background and connections related to the reading material.
V. Preguntas de comprensión: Students answer comprehension questions independently, with a partner or through a whole
class activity with guidance from the teacher. Answers can be
highlighted or written out as students read along on a copy of
VI. Preguntas/Respuestas originales: Students develop original questions and answers related to the article. Students may help one another and teacher can use opportunity to model and reinforce appropriate syntax and critical thinking approaches. (Check my TPT page for critical thinking packet.)
VII. Apuntes de Reflexión (Video link & / Summary Notes provided): Students take notes on the video related to the article. The teacher can pause the video, drawing students’ attention to subtitles when available or provide notes for the students. The video, related to the theme of the article, can be presented before or after the introduction of the vocabulary. Students can use the teacher’s notes or write their own based on information presented in the video. Finally, students can share their video notes with one another in partners or in front of the class.
Additionally, the teacher can develop questions based on the video. The video can also be used as a springboard for further study through the internet and partner or whole class sharing.
Translated article: The article can be presented to students with the annotations or after removing them, with the Spanish only. Students can use the article to complete vocabulary activities, answer comprehension questions, and to augment sources used for an essay reflective of the topic.