Dylan Barnes

All the materials you need to carry out this project on Latin American indigenous groups' histories. Includes: - resources on 11 different prominent indigenous groups throughout Latin America - handout that outlines the unit project (two handouts, one for intermediate and one for advanced) - map quiz with the indigenous groups' territories - an example PowerPoint preso on the Inca - peer presentation note sheets - teacher evaluation rubric

After I facilitate my example discussion, I give them their partners and have them consume these resources and brainstorm how they would facilitate a discussion on them. They then can continue to use one of these resources for the discussion they will facilitate in class or they can look for other resources and themes that interest them more.

This download includes the introduction, chapters 1, 10, 15, 24, and the prologue of Me llamo Rigoberta Menchu y asi me nació la conciencia. For each chapter, there are comprehension questions and at the end students are prompted to answer reflection questions about the work as a whole. There is also a list of relevant vocabulary from the chapters. This was designed for Spanish 7/8 and AP as part of a revolutionary history and activism unit.

All the resources you need to have students facilitate a discussion on a cultural aspect of Latin America and its connection to Latin American history. Included: Project instructions and handout Resources and notes for a teacher-led example discussion 3 combinations of resources as examples for students Brief historical context of various countries

This is my Unit 1 packet for Spanish 5/6. - It asks students to reflect on their own communities and identities (in Spanish) - provides biographies and poems by Elicura Chihualaif and Julia Álvarez along with comprehension questions - "Soy de" poems by Georgia Ella Lyons and Levi Romero about where they come from and how they were shaped as humans - an example of my own Soy De poem - and a prompt for students to complete their own Soy De pome about where they come from. This is used as a first

Comprehension questions for introduction, chapters 1, 10, 15, 24, and the prologue of Me llamo Rigoberta Menchú y así me nació la conciencia, as well as final reflection questions. Also includes a list of relevant vocabulary from the chapters. All in Spanish and designed as part of a Central America revolutionary and activism unit for Spanish 5/6 and AP.

This bundle is all you need to implement a mini-unit on Indigenous Activists. I use this for my Spanish 3 class and it is a great way for them to use the grammar and vocab they have learned in the context of Latin American contemporary issues.

I use this as a culminating project after studying Latin American revolutions. Students choose a piece of art, dance, a poem, a news article, or other form(s) of media. After the rest of the class consumes thier media, students facilitate a discussion using analytical questions they have elaborated as a group/pair. Document includes student instructions, as well as resources for a teacher-led example discussion and a rubric for evaluation.

I use this project as the culminating presentation for a three week LA indigenous history unit. Students identify, in pairs, an indigenous group of Latin America that they wish to learn more about, and follow the project guidelines to prepare a 10-minute presentation on the history (pre-Colombus up to present day) of said group. Emphasis is put on history before the Encounter, during the Encounter, and modern-day life. Starting resources for students are linked in the download.

I use this with my Intermediate Spanish 3 students in our indigenous history and legends units. It provides a great opportunity to take learned Spanish and make that leap from learning language fragments to putting it all together into a comprehensive product. The instructions are in English while student output is in Spanish. Take a look at the individual products for more details.

Students translate the song and then write their own poems about the beautiful things in their lives. This activity focuses on new vocabulary and noun/adjective agreement. Full translation of the song also included.

This is my Unit 1 packet for Spanish 5/6. - It asks students to reflect on their own communities and identities (in Spanish) - provides biographies and poems by Elicura Chihualaif and Julia Álvarez along with comprehension questions - "Soy de" poems by Georgia Ella Lyons and Levi Romero about where they come from and how they were shaped as humans - an example of my own Soy De poem - and a prompt for students to complete their own Soy De pome about where they come from. - includes my poem and

Bundle of five Spanish 5/6 vocabulary and grammar quizzes. Grammar includes: 1. No grammar topics, just vocab2. Pretérito, imperfecto, verbos como gustar3. Pretérito, imperfecto, verbos como gustar, present perfect4. Present subjunctive5. Pretérito v. imperfecto, presente perfecto, futuroEach quiz also includes a review game of Dame Lapiz

Five vocabulary and grammar quizzes for advanced Spanish classes. Each includes a review game of Dame Lapiz for the week's vocabulary and grammar topics. Grammar: 1. Just vocab 2. Pretérito, imperfecto, verbos como gustar3. Futuro, condicional, presente perfecto4. Present & past subjunctive5. Preterit, imprefect, present perfect, future

4 vocabulary and grammar quizzes for Spanish 3/4. Each quiz also includes a review activity of Dame Lapiz. Grammar topics include: -ser v. estar -possessive pronouns -verbs like gustar -present tense and irregular verbs -preterite -preterite v. imperfecto -conditional tense -future tense

I got tired of students arriving at my class with zero knowledge of indigenous groups in Latin America. This map quizzes students on 12 indigenous groups and their ancestral territories. The territory lines are hand-drawn, but are accurate. This is part of a larger indigenous groups class project.

In this activity, students translate the song "Bonito" to work on noun/adjective agreement. Necessary vocabulary list included. After they translate the song, they write their own mini-song about the beautiful things in their lives.

Spanish 5/6 vocab quiz with preterit, imperfect, verbs like gustar, and present perfect questions. Also includes a review game of Dame Lapiz.

Advanced Spanish vocab quiz with preterit v. imperfect, present perfect, pluscuamperfecto, subjunctive, conditional, and future tense grammar questions. Vocab comes from AP curriculum.

I use this project as the culminating presentation for a three week LA indigenous history unit. Students identify, in pairs, an indigenous group of Latin America that they wish to learn more about, and follow the project guidelines to prepare an 6-8-minute presentation on the history (pre-Colombus up to present day) of said group. Emphasis is put on history before the Encounter and modern-day life. Students at the intermediate level are given one specific article (linked in this download) in whi