Michelle Rosario

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United States - Wisconsin
Michelle Rosario
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Students explore menus of fast food restaurants in Spanish speaking countries and compare the food and drink options to those in the United States. This activity has students look at McDonald's, Taco Bell, and Telepizza (a pizza place in Spain).
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4.0
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Students create their own "platos" using the government's new food "pyramid." They not only identify foods in each category to make a meal, but must also defend their choices using expressions such as "deber."
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5th, 6th
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3.9
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Notes on the 3 ways to form questions in Spanish and Interrogative Words. A little song is at the end to help students remember interrogative words.
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4.0
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This is a webquest in which students explore a mall in Bogotá, Colombia via a virtual tour. Then, head to the Corte Inglés site to go shopping. The document guides students through the two sites. Then, students will create an outfit from the Corte
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4.0
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The first page of this packet are notes on how to conjugate stem-changers (boot verbs). Then students will have 15 verbs that are commonly used to conjugate to practice.
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4.0
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Students read about a situation and must respond with affirmative and negative commands to tell that person what to do and not do. It is very open ended and students have a lot of fun with this activity!
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1 rating
3.5
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With so many Spanish-speaking countries and so many topics, it is difficult to sort through what students should learn! Why not let students become the experts and research a topic to present to the class? In this project, students chose their own
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This presentation explains the rules of how to form affirmative and negative tú, usted, and ustedes commands. Acronyms and other useful tips are given to help students remember the irregulars. It includes a practice for students during the notes
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After a group project, it is important to reflect on the group's performance. This is a reflection form for students to fill out after the final product is complete. It asks for students to reflect on the performance and contribution of each member
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4.0
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Spanish I students make a digital ofrenda and describe a loved one in Spanish.
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Cut the paper into strips and hand out one strip to each student. Students take turns reading their sentence in numerical order to learn about the Day of the Dead. There are 25 strips however, it can easily be turned into more as some have 2
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Guided notes on how to tell time in Spanish.
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Students create a paper twitter page. They describe themselves in Spanish and create 5 tweets complete with hashtags!
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Students write guided sentences describing clothing. A partner will ask students questions about the article of clothing and students will respond. The partner will take notes on their responses.
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Students use the template to cut out shapes and create their own Calavera and decorate it for a loved one that has passed.
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Students learn how to use the Spanish to English dictionary. This activity guides students through how the dictionary is set up, the symbols for part of speech, vocabulary use in different countries, and how compounded words are in the dictionary.
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Powerpoint presentation on how to form sentences using Gustar, Encantar, and Gustaría.
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In this powerpoint presentation, students have an interactive experience while learning how to ask and answer 3 types of questions with Gustar: 1) yes/no questions, 2)either/or questions and 3)open-ended questions. There is space for students to
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Learning how to use all the forms of Gustar can be difficult for someone first learning Spanish. Not anymore! These notes break down the Gustar formula into manageable chunks and offers a quick resource for students to look at later. Are some of
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