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Spanish Countries Capitals Flags Breakfasts Southamerican Lapbook-sub plans-PBA

Spanish Countries Capitals Flags Breakfasts Southamerican Lapbook-sub plans-PBA
Spanish Countries Capitals Flags Breakfasts Southamerican Lapbook-sub plans-PBA
Spanish Countries Capitals Flags Breakfasts Southamerican Lapbook-sub plans-PBA
Spanish Countries Capitals Flags Breakfasts Southamerican Lapbook-sub plans-PBA
Spanish Countries Capitals Flags Breakfasts Southamerican Lapbook-sub plans-PBA
Spanish Countries Capitals Flags Breakfasts Southamerican Lapbook-sub plans-PBA
Spanish Countries Capitals Flags Breakfasts Southamerican Lapbook-sub plans-PBA
Spanish Countries Capitals Flags Breakfasts Southamerican Lapbook-sub plans-PBA
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Product Description
Eight days of pre-class activities with movie clips featuring how to make different breakfasts/visit different countries and three days of cut and paste activities: to make a lapbook – leading up to a speaking assessment and interactive game:. Click on the link below to go to my blog for more information and pictures and video clips.


Lapbook/Game for Spanish-speaking countries, capitals, and breakfast foods may be used as a three day sub plan, as a home-school lapbook, or be used to keep students engrossed during individual oral performance-based assessments.

I use Pam Kaatz’s song of the countries and capitals of South America and focusing on the eight Spanish-Speaking countries in South America in the order of her song. Pam has graciously and lovingly allowed me to use this version of her song and it is included. For more information on her store, go to Color Connection

For eight days the students fill in the graphic organizer as they watch a video on how to make the breakfast food associated with the country and watch a brief travel video on the country. They write down the name of the food, the capital, and what they would like to visit in the country.

We started this project during days 18 – 26 of the school year as more of a cultural unit but with the oral interview counting as their first big oral assessment.

Students loved watching the brief travel videos and the food preparation videos. Students also learned about gusta versus gustan and about adjective agreement without going into more than a five minute explanation of ‘el’ words and ‘la’ words e.g. masculine and feminine. This was quite a bit of grammar in a non-grammar way – supported in an interesting way by the three interior flip books.

Students learn this dialogue:
¿Cómo se llama(n)? Se llama(n) . . .
¿Son típicos de Panamá? No, de X.
¿Te gusta (n)? Sí, a mí, me gusta(n) mucho
No, no me gusta mucho.
¿Por qué? ¡Son (Es) ric(os/as/a/o)!
¡Qué asco!

After eight days of pre-class activities we spent three days assembling – one day with a substitute teacher and two days of my individually assessing my students’ speaking performance of the Performance Based Assessment.

When completed, in groups of two, students spin the wheel, read the food selected on the wheel, put the puzzle piece of the food on the appropriate country and name the country and capital. If they are wrong, they can’t put the puzzle piece on the map and it is their partner’s turn. To check answers, students lift up the matchbook of the country to reveal the capital and food as well as the flag of that country.

You will need to provide
 a folder
 butterfly pin and paper clip
 scissors
 colored pencils or crayons
 copies of handouts.


If you want to assess on the oral presentation, you can either print on labels or print and glue on to index cards the pictures of the foods. I provide this in a document.


This product includes:

8 powerpoint presentations for 8 days of “pre-class” activities leading up to making the lapbook.
(You teach your regular curriculum for the rest of the period.) I could easily check homework, update make-ups, and take attendance as the students were fascinated with the brief videos. I combined Argentina and Uruguay when I taught it but include them as two separate ones if you want to extend to nine days. New and previous paired practice of dialogue with visual support are provided in the daily PPT.


As a bonus, I included a PPT with just the summaries for review through out the year.


8 links are provided for students to watch a video about the country.

9 links are provided for students to watch a video on how to prepare the food.

Graphic Organizer – During each pre-class, students record on their graphic organizer which places they want to visit and the capital.

1 powerpoint slide of the flags.

3 class periods of cut , paste, color and play with their lapbooks - perfect for enaging students while individual students come up to your desk for an oral assessment related to this activity or something else.

     • Students color in flags of each country outlined on ‘matchbook’ and color and attach suitcase to front of folder. (Flags are very light so students can use colored pencils to make them sharp.)

     • Students cut and paste three “flip books” to help learn when to use llama/llaman- rico/rica/ricos/ricas and típicos/típicas/típico/típica. Homemade video of how to make them is provided.

     • Students cut and create a spinning wheel with different foods listed.

     • Students cut out foods in the shape of a country which correspond to the map provided.

     • Students color countries on map and on ‘matchbook’ to match.

Quizlet Link fo practice with pictures, captials and countries

Textivate Link for practice with reading about countries and capitals and food dialogue. Homemade Video on how to use Texivate.


True False Quiz Listening Assessment


True False Quiz Reading Assessment


PDF/Word If you want to assess on the oral presentation, you can either print on labels or print and glue pictures on to index cards.


Ellen’s blog with more photos on how to use this package
Total Pages
14 pages
Answer Key
N/A
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$14.00
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