Dylan Barnes

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 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.

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.

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

Brief historical contexts of various countries so that students can include historical context in their facilitated discussions.

Notes for the resources for the example discussion.

This is a powerpoint I use to introduce my indigenous history unit to get my students thinking about the overall historical context.

I used this plan to do a 1-2-week unit on contemporary Latin America following our historical revolutions unit. This handout outlines the process students will follow to find a current event and summarize it in their own words. This is designed for a Spanish 3 class to get them practice using exclusively the Spanish they have learned to express complex ideas.

Quiz on the countries and capitals of Central and South America. There are a blank quiz and a map for studying with all the countries and capitals.

Spanish 3/4 vocabulary quiz #1

Guided note-taking for students while their peers are presenting on their indigneous group's history.

Verse by verse translation of "Bonito".

Evaluation rubric for the partner indigenous group project. Evaluates for content, presentation style, and grammar.

Spanish 3/4 vocab quiz with preterit v. imperfect, conditional tense, and future tense evaluation. I suggest pairing with a review game of Dame Lapiz.

Spanish 3/4 vocab quiz with present tense, preterit tense, and ser v. estar grammar evaluation. I suggest pairing with a review game of Dame Lapiz.