©Sarah B. Svatos, 2012 1€¦ · ©Sarah B. Svatos, 2012 6 1 Practicamos con el Vocabulario...

©Sarah B. Svatos, 2012 1 ©Sarah B. Svatos, 2012

©Sarah B. Svatos, 2012 2

La Familia Actividades para los Estudiantes de

español.

Included in this packet you will find activities to help you teach La Familia in

Spanish presented in ways that help students practice the all important reading,

writing, speaking and listening Spanish skills.

Suggestions for use:

You can use every activity in this packet with your students. Everything necessary

to learn family vocabulary is included.

Pick and choose which activities make sense for you to use in your classroom. Use

some of these activities to supplement your curriculum.

Have this packet ready for emergency substitute plans. There are many different

kinds of activities that a substitute teacher would be able to guide your students

through.

Use some of the activities as take home work for your students to help them prac-

tice outside of school.

Set up stations for a differentiated learning experience for your stu-

dents! (Instructions for set up included on pages 4 & 5)

©Sarah B. Svatos, 2012


La Familia

Set up for Stations / Differentiated Instruction ………………………………….4

Tips for Stations / Differentiated Instruction…………………………………….5

Tic-Tac-Toe Station Choices……………...……………………………………….6

La Familia Unit Tracking Sheet…………………………………………………..7

estación 1 Practicamos con el Vocabulario cover page........................................8

Spelling Practice...............................................................................................9

Vocabulario y unas Preguntas..........................................................................10

¡Adivina Que! ¿Quién es? ………………………………………………………...11

¡Adivina Que! ¿Quién es? teacher key …………………………………………..12

Mi familia (double sided)………………………………………………………13-14

Matching Squares - FamilyVocabulary….………………………………………15

estación 2 Practicamos con las Preguntas cover page.......................................16

Firma, Por Favor………………………………………………………………….17

La Familia de Anita…………………………………………………………....18-21

Una Entrevista……………………………………………………………………22

Family Survey…………………………………………………………………….23

estación 2 Practicamos con la Lectura cover page............................................24

La Familia de Josefina………………………………………………………….25-28

Caperucita Roja………………………………………………………………...29-32

estación 2 Escoge un Projecto cover page........................................................33

Cultura en la Cocina Project………………..……………………………………34

Notes on Family Tree Project……………………………………………………35

Family Tree Project…………………………………………………………….36-37

¡Feliz Cumpleaños! Invitation Project…………………………………………..38

ACTFL alignment information………………………………………………..39-40



Place a copy of each Station Cover Page on the front of

a binder or file folder.

Place a copy of each worksheet or ac-tivity on the front of each folder or page

protector.

Place the folders in their corresponding binders.

Classroom Set up:

Choose 4 locations around the classroom to place each learning station.

Choose 1 teaching table. This is where you will sit, students will know they

can approach you for individual instruction (any questions they might have)

when you’re at this table. Students can also approach you here to check off

their work so they can move on to the next task.

Group leftover desks in clusters around the classroom. Students will be able

to go to any cluster to do their work.

Make enough copies of each

activity for each of your students and place in their

corresponding binder sections or file folders.

Set up for Stations / Differentiated Instruction


Remember-- this is NOT “free time” for you to correct papers or lesson plan.

Your students need you during this time.

Make sure you have a Teaching Table where students can approach you for

help.

Have an “inbox tray” for completed work.

Home-based seats. To provide students with a sense of stability, make sure

students sit in their assigned seats at the beginning of class, and have students

wrap things up and go back to their assigned seats right before the end of

class.

Teach students to rearrange the desks. Tape off on the floor where desks, ta-

bles, chairs should be

When not seated at your Teaching Table, carry a clip board and post-it notes.

Write encouraging notes on post-its and stick them to students desks where

they’re working.

Enforce an “Ask 3 and then ask Me” rule to help cut down un unnecessary

questions that take your time away from truly important tasks.

Displaying a timer on the overhead projector helps students stay on task and

prioritize their work.

Have Anchor Activities prepared if students finish quickly.

Anchor Activities are activities students automatically move to when a

required task is finished. (Please see my TeachersPayTeachers store for

Boggle Bulletin Board sets and Fast Finishers Bulletin Board sets, these

are great examples of Anchor Activities.)

Remember!

There are several different ways to do Differentiated Learning. Read through all

of the examples before deciding.

Tips for Stations / Differentiated Instruction


1 Practicamos con el

Vocabulario

Spelling Practice Grid

2 Practicamos con

las Preguntas

Firma, Por Favor

3 Practicamos con

la Lectura

La Familia de Josefina

4 Practicamos con

las Preguntas

La Familia de Anita

5 Practicamos con

la Lectura

Caperucita Roja


Vocabulario

Vocabulario y unas Preguntas


Vocabulario

Matching Squares Puzzle


Vocabulario

¡Adivina Que! ¿Quién es?

9 Practicamos con

las Preguntas

Mi Familia

Choose 3 boxes to form a tic-tac-toe. Complete the activities from the box-es you choose. The boxes I chose are # _________, #________, #________ Signature ________________ Class ___________ Period ________

Tic-Tac-Toe Station Choices


La Familia Unit Tracking Sheet “C” level _____Spelling Practice Grid (Station 1) _____Mi Familia worksheet (Station 1) _____Firma, Por Favor (Station 2) _____¡Adivina Que! ¿Quién es? (Station 1) _____Mi familia worksheet (Station 1) _____Survey (Station 2) _____Feliz Cumpleaños(Station 4) “B” level Complete all required items from “C level” and: _____ La Familia de Anita (Station 2) _____ Una Entrevista (Station 2) _____ Caperucita Roja (Station 3) “A” level Complete all ítems from “C level” and “B level” and: _____ La Familia de Josefina (Station 3) Choose one of the following: ______Cultura en la Cocina (Station 4) ______El Árbol de mi Familia (Station 4)

nombre: fecha: hora:


estación 1 Practicamos con el Vocabulario



In the grid provided, write the vocabulary words listed forwards then backwards. example: libro orbil

el abuelo la abuela el esposo la esposa el hermano la hermana el hermanastro la hermanastra el hijo la hija los padres el padre la madre el padrastro la madrastra el primo la prima el tío la tía la familia

Nombre: Fecha: Spelling Practice


1. h

r m n o / / / / /

2. i j o / / / / / / / /

3. m d r / /

/ / / / /

4. p a r e / / / / / / /

5. b u e o / / / / / /

6. t o / /

/ / / / / /

/

7. p i m o / / / / / / /

8. f a m i a / / / / /

9. e p o o / / / / / /

10. h r m a n a s r a /

Nombre: Fecha:

Fill in the blanks with the missing letters:

Answer the following questions in complete sentences in Spanish: 1. ¿Cuántas personas hay en tu familia? ____________________________________________________________ 2. ¿Cuántos hermanos tienes? ____________________________________________________________ 3. ¿Cuántos tíos tienes? ____________________________________________________________

Vocabulario y unas Preguntas


Nombre ______________________________________________________ Hora ______________ ¡Adivina Que!

¿Quién es?

Guess which family vocabulary words complete these sentences:

1. El hijo de mi padre es mi ___ ___ ___ ___ ___ ___ ___.

2. Mi ___ ___ ___ ___ ___ es la hija de mis abuelos.

3. Mi ___ ___ ___ es la hermana de mi madre.

4. El hijo de mis tíos es mi ___ ___ ___ ___ ___.

5. El esposo de mi tía es mi ___ ___ ___.

6. Mi ___ ___ ___ ___ ___ ___ es la madre de mis padres.

7. Mi ___ ___ ___ ___ ___ ___ es el padre de mi madre.

8. Las hijas de mis tíos son mis ___ ___ ___ ___ ___ ___.

9. Mi hermano es el ___ ___ ___ ___ de mis padres.

10. La ___ ___ ___ ___ ___ ___ de mi padre es mi madre.


Nombre ______________________________________________________ Hora ______________ ¡Adivina Que!

¿Quién es?

Guess which family vocabulary words complete these sentences:

1. El hijo de mi padre es mi h e r m a n o .

2. Mi m a d r e es la hija de mis abuelos.

3. Mi t i a es la hermana de mi madre.

4. El hijo de mis tíos es mi p r i m o .

5. El esposo de mi tía es mi t i o .

6. Mi a b u e l a es la madre de mis padres.

7. Mi a b u e l o es el padre de mi madre.

8. Las hijas de mis tíos son mis p r i m a s .

9. Mi hermano es el h i j o de mis padres.

10. La e s p o s a de mi padre es mi madre.


Mi Familia


Answer the following questions. 1. Me llamo _______________________________. 2. Tengo __________________ años. (I am _________ years old.) 3. Yo tengo ________________ hermanos. (I have _______________siblings.) 4. Yo tengo ___________________ tíos. (I have _____________ aunts & uncles.) 5. Los nombres de mis tíos son: 6. Los nombres de mis tías son: 7. Los nombres de mis abuelos son: 8. Los nombres de mis padres son:

Mi familia nombre: fecha:


cou

sin (m

.)

dau

ghte

r la hija

el p

adre

el

tío

un

cle

la h

erm

anas

tra step

-sister

el h

erm

ano

bro

ther

gra

nd

ma

la abuela

el p

rim

o

el abuelo

grandpa

el esposo

el año

year

la madrastra

step-mom

el hijo

son

la tía

aunt

la hermana

sister

la prima

cousin (f.)

los padres

parents

el h

erm

anst

ro

el pad

rastro

wife

la e

spo

sa

tener

la madre

mother

grande

big

pequeño

small

Matching Squares Print on cardstock so you can reuse these each year. Cut along the lines, shuffle and place into labeled envelopes. These are a great tactile way for students to connect with vocabulary.

to h

ave

family

la

fam

ilia

step-b

roth

er

father

step

-dad

husband


estación 2 Practicamos con las Preguntas



¿Cómo te llamas?

¿Cómo se llama tu madre?

¿Cómo se llama tu abuelo?

¿Tienes hermanos?

¿Te gusta sacar fotos?

¿Tienes un gato?

¿Tienes un perro?

¿Te gusta decorar para las fiestas?

¿Tienes muchos tíos?

¿Cómo se llama una de tus tías?

¿Cómo se llama uno de tus tíos?

¿Tienes muchos primos?

¿Cómo se llama uno de tus primos?

¿Te gusta romper las piñatas?

¿Cuándo es tu cumpleaños?

¿Te gusta recibir regalos?

Ask a partner the following questions. Record their answers (one or two word responses, in Spanish) in the boxes provided.


You and your sibling are at a family reunion, and it has been a long time since you’ve seen your distant relatives. The two of you are discussing your cousin, Anita, and trying to remember how

people in Anita’s family are related. Ask your partner the following questions and fill in the blank’s in Anita’s family tree.

(Alternate asking questions with your partner).

____________ ____________ ______ años 68 años

Judith Julio ____________ Lorenzo 47 años _______ años _______ años _______ años

Felipe Marta Jimena _____________ Anita 11 años 19 años 15 años 16 años ______ años

La Familia de Anita Estudiante A


La Familia de Anita

Estudiante A

Las Preguntas para Estudiante A Ask your partner these questions. Fill in the blanks of Anita’s family

tree with the answers you receive!

1. ¿Cómo se llama la abuela de Anita? 2. ¿Cuántos años tiene la abuela de Anita? 3. ¿Cómo se llama el abuelo de Anita? 4. ¿Cómo se llama el sobrino de Julio? 5. ¿Cuántos años tiene el tío de Marta? 6. ¿Cuántos años tiene la sobrina de Julio? 7. ¿Cómo se llama la tía de Marta? 8. ¿Cuántos años tiene Julio?


You and your sibling are at a family reunion, and it has been a long time since you’ve seen your distant relatives. The two of you are discussing your cousin, Anita, and trying to remember how

people in Anita’s family are related. Ask your partner the following questions and fill in the blank’s in Anita’s family tree.

(Alternate asking questions with your partner).

Carola Armando 74 años _____ años

____________ Julio Eva _____________ _____ años 53 años 40 años 40 años

Felipe Marta ____________ Guillermo Anita 11 años 19 años _____ años _____ años 4 años

La Familia de Anita Estudiante B


La Familia de Anita

Estudiante B

Las Preguntas para Estudiante B Ask your partner these questions. Fill in the blanks of Anita’s family

tree with the answers you receive!

1. ¿Cómo se llama la tía de Anita, la mujer quien es la esposa de Julio? 2. ¿Cuántos años tiene la esposa de Julio? 3. ¿Cuántos años tiene el abuelo de Felipe? 4. ¿Cómo se llama el tío de Marta? 5. ¿Cuantos años tiene el sobrino de Julio? 6. ¿Cómo se llama la sobrina de Lorenzo? 7. ¿Cuántos años tiene la sobrina de Lorenzo?


Una Entrevista

Write 8 questions that you could ask someone to get to know more about their family. Then find a partner and ask your questions. Record their responses on the lines provided.

1. Pregunta: Respuesta: ___________________________________________________









Nombre: fecha:

Create a survey to get information from your classmates about their families. (How many brothers, sisters, parents, pets, etc.) Ask 5 classmates your survey questions and record the information you find on your table.

names of the people interviewed: questions: responses:


estación 3 Practicamos con la Lectura



¡Hola! Me llamo Josefina.

Yo soy de España. Vivo en el norte de España, en una ciudad pequeña que

se llama Finisterre. No hay muchas personas en Finisterre- tal vez 4,500 perso-

nas. Finisterre tiene su nombre porque la ciudad es el “Fin de la Tierra.” ¿Sabe lo

que significa? Nuestra ciudad está en la costa… y no hay nada más después de

nuestra ciudad. ¡Es el “Fin del *Mundo!”

En las familias españolas, la *gente está siempre *junta. Para mi familia, los

domingos son muy importantes. ¡Toda la familia va a la casa de abuela durante la

tarde y ella cocina mucha *comida para todos!

Abuela cocina mucho pan y siempre hay muchas bebidas. Y por supuesto,

¡abuela cocina paella porque es el favorito de toda la familia! Finisterre está en la

costa, ¡entonces hay mucho pescado para cocinar paella!

Paella es una comida muy importante en España. ¡Es una comida famosa

de España! Paella tiene arroz, legumbres y pollo o *mariscos. Y el ingrediente

secreto: ¡el *azafrán! El azafrán es un ingrediente especial. El azafrán viene de

una flor, y es parte de la flor. El color de azafrán es un poco rojo y un poco ana-

ranjado. ¡Tiene un *sabor magnífico!

*mundo=world *gente= people *junta=together *comida=food/meal *pescado=fish

*mariscos=seafood *azafrán=safron *sabor=taste

La Familia de Josefina

Read about Josefina and then follow the additional instructions and

answer the questions.


¡Toda la familia viene a la casa de abuela para comer paella! Mi madre y padre

y mis hermanos vienen. Mis tíos y tías y primos y primas están en la casa de abuela

también. Paella es una tradición muy importante para nosotros.

¡Paella es tan importante que a veces los vecinos vienen para comer con noso-

tros también!

1. Where do Josefina and her family live? ____________________________________

Find a map of the country where Josefina lives. Print the map and

color a star on the city where she lives with her family. Cut out the

map and then glue (or staple or tape) the map here:

2. What does the name of Josefina’s town mean in English? ______________________

Why does it have this name? ____________________________________________


3. Which day of the week is an important day for Josefina’s family? ________________

4. Where does everyone in Josefina’s family go on this day of the week?

______________________________________________________________________

5. Why do they all go there? __________________________________________________

6. Find a photo of the special food that Josefina describes. Print the picture, cut it out

and glue it in the box below:

Does it look

delicious to you?

7. Josefina talks about a special spice that is used to cook this famous dish. What is it

called? _____________________________ It is the most expensive spice in the

world! Can you find out why? Tell me here: _____________________________

_____________________________________________________________________

Find a picture of this spice, cut it out and glue it in the box below:


8. Do you have any special family traditions that include extended family members?

Name one tradition, describe it and tell me which family members attend:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

9. Is there a special food involved with this family gathering? What might it be?

__________________________________________________________________

10. Does your family have any “secret family recipes?” If yes, name the food and

tell me who in your family knows how to make it. _________________________

_____________________________________________________________________

11. Families in Spain are very family oriented. Spaniards like to spend a lot of time

visiting with each other. Rarely a day goes by when a Spaniard doesn’t see

at least one person from their extended family.

Do you see any of your extended family members every week?

If yes, who? _______________________________________________________

Which family members do you see less often? Why do you see them less

often? ____________________________________________________________

Why do you think Spanish family members see each other so frequently?

__________________________________________________________________

__________________________________________________________________


Read about Caperucita Roja and then follow the additional instructions and

answer the questions.

Hoy en el *bosque…. Una niña, quien se llama Caperucita Roja, camina por el *sendero en el bosque.

Caperucita Roja siempre lleva una capa roja. ¡Ella nunca *tiene miedo de nada!

Ella es muy valiente y no tiene miedo de los animales del bosque. El padre de

Caperucita Roja trabaja con todos los animales en el zoológico. Por eso ella sabe

que los animales son amigos, no son malos.

Un día la madre de Caperucita Roja *le manda a la casa de su abuelita. “Tu abue-

la es una mujer muy fuerte y no necesita la ayuda de nadie. Pero hoy es el cum-

pleaños de tu abuela y *debes visitarla para decir ‘Feliz Cumpleaños’ a esta mujer

tan importante.” dice la mama de Caperucita Roja.

“¡Sí! Por supuesto. Yo voy a la casa de abuelita hoy. Yo *le traigo unos postres

deliciosos y una carta bonita.” Caperucita le dice a su mama.

“Mi hija,” dice la mama, “Hay más regalos para la abuelita. “Tío Luis le da un

libro a abuelita. Prima Blanca le da un sombrero a abuelita. Tu Tía Azucena le da

un reloj a abuelita. Tu hermano José le da unas flores a abuelita. ¿Puedes tú traer

todas los regalos a la casa de tu abuelita, Caperucita Roja?”

“¡Sí! Por supuesto. Yo voy a la casa de abuelita ahora. Yo *le traigo todos los

regalos,” dice Caperucita Roja.

*bosque=woods, forest *tiene miedo de=scared of *debes=you should

*sendero=path *le manda=sends her *le traigo=I bring her *le da=gives her


Hay un sendero en el bosque entre la casa de Caperucita Roja y su abuela.

Caperucita Roja camina por el sendero en el bosque. Hay muchos animales en el

bosque…. *Pájaros, *conejos, *osos, *ardillas y *lobos están en el bosque.

Caperucita Roja escucha los *sonidos del bosque…. Los pájaros *cantando, los conejos *jugando en la hierba, y ¡un lobo *aullando! “¡Oh no!” dice Caperucita Roja. “¡Un lobo!” Caperucita Roja es una chica muy curiosa. Quiere saber porque el lobo aúlla. Ella camina por el sonido del lobo. Ella *encuentra el lobo. ¡El lobo está *caído en una trampa! ¡Pobre lobo! Caperucita Roja siempre ayuda a los animales. Ella abre la trampa para ayudar el lobo. Caperucita Roja es muy fuerte. Ella lleva el lobo a la casa de su abuela. La abuela dice, “¡Oh! ¡Pobre lobo!” La abuela y Caperucita Roja le llaman al veterinario local. El veterinario viene a la casa de abuelita para *cuidar al lobo. El lobo está mejor muy rápido. “¡Qué día tan ocupado!” dice Caperucita Roja. “¡Feliz cumpleaños, abueli-ta! Tengo muchos regalos para ti de toda la familia!”

“Gracias mi nieta,” dice la abuela. “Un cumpleaños siempre es especial cuando

*podemos estar *juntas.”

*Pájaros=birds *sonidos=sounds *caído en una trampa= *conejos=rabbits *cantando=singing caught in a trap *osos=bears *jugando=playing *podemos=we can *ardillas=squirrels *aullando=howling *cuidar=take care of *lobos=wolves *encuentra=finds *juntas=together


1. Who is Caperucita Roja? __________________________________________

2. Where is Caperucita Roja going today? _______________________________

3. Why is she going there? ___________________________________________

4. Caperucita Roja needs to bring some things with her. Name the things she is

bringing, and who they are from:

a. ________________________________________________________

b. ________________________________________________________

c. ________________________________________________________

d. ________________________________________________________

5. Which animals live in the forest near Caperucita Roja’s house?

___________________________________________________________

6. Which animals does Caperucita Roja hear in the forest?

___________________________________________________________

7. What sound surprises Caperucita Roja?

___________________________________________________________

8. What does she do when she hears the sound?

___________________________________________________________

9. Who does Caperucita Roja bring to her Grandmother’s house? ___________

10. Who do they call? _____________________________________________

Why? _____________________________________________________


Caperucita Roja

Create a cartoon of the Caperucita Roja story you just read.

You must illustrate at least 6 scenes from the story!

Tell the story with text or speech bubbles!

Make your cartoon ver-sion of the story colorful and fun!


estación 4 Escoge un Proyecto



Culture in the Kitchen!

Plan an authentic Spanish meal for your family! You will prepare a meal that could be served in a Spanish-speaking home. This would not be chips and salsa, tacos (American), or anything from Taco Bell / Taco Johns. It needs to be au-thentic! You will confirm the recipe with me, you will take part in the shopping for ingredi-ents, you will cook the meal, and you will take pictures along the way to show proof of your participation. You will type and print (or photo-copy) the recipes that you cooked to hand in and you will write a half-page reaction paper about this activity.

Follow all steps carefully! Step #1 You will confirm with me and a parent what your meal plan will be. * Make sure you do NOT begin until I have confirmed the recipes!! Step #2 Be involved with the shopping for the meal. Step #3 The student must cook and serve the meal. (Sorry parents, try not to help too much!) Step #4 Take pictures of yourself cooking and a picture of your family enjoying the meal. Step #5 Hand in the typed (or photocopied) reci-pe, the photos and the half-page typed reaction paper on what you learned from this activity.

I (the teacher) approve __________________ to cook this meal. ___________________ Signature I (parent) approve my son / daughter to cook this meal in my kitchen. ____________________


NOTES FOR THE TEACHER: Learning family vocabulary is part of every beginning level Spanish class! Making “family trees” is par for the course, but making the standard family tree is a tired concept. In-vigorate your family tree projects and allow your students to let their imaginations run free! Provided in the next few pages, you will find family tree templates to help get your stu-dents’ thinking creatively about how they can create their own family trees! There are different ways to use this packet. I’m sure you will think of some fantastic things to do with the ideas included in this packet, and here are a few of my suggestions:

Put the first family tree template up on an overhead (or projector of your choice) and explain where each family member is placed in the family tree. The first family tree template is a “standard” family tree template and easy to follow. There is a blank standard family tree on the next page, which you can copy and hand out to your stu-dents to practice the family tree flow if necessary.

When students understand the flow of the family tree charts, introduce the other family tree templates and show how family “trees” don’t have to be “trees” neces-sarily, but they all flow in a similar pattern.

Let students be creative! My students like to come up with other kinds of family trees, but using the correct flow. I’ve had students hand in “My family ice cream cone,” “My family unicycle,” “My family Cyclops,” “My family pirate ship” – they never cease to amaze me with their creativity!

Be aware that students’ families are all unique—Be prepared to field questions like, “But I’m adopted, so…. Who do I include on my family tree? I don’t know who my “real” parents are….” I’ve had this happen several times! My response is always, “ALL families are different. You may not know who your birth parents are, but your family is who YOU consider to be your family!” Students will ask how to include step-family members. I explain the slightly more complicated chart, and that they can “float” step-parents into their charts, and they can also “float” step-sibling into the chart. Usually, explaining this concept to them starts their creative minds working and they hand in something absolutely fantastic! Also, be aware that many students will want to include their pets in their family trees! :)

If a student has some serious issues with creating a family tree that illustrates their true family dynamics, I will offer the option of creating an “Imaginary Family Tree.” In this kind of family tree, the student will pick famous people to be on their family tree and they just need to label everyone correctly in order to receive points. Once again, students are hilarious with these kinds of family trees too! I always require 10 com-plete sentences explaining how everyone is related (in the target language) and it’s fun to read things like: “Barack Obama is my dad. Will Smith is my uncle. Michael Bu-ble is my brother.”

P.S. If you like these family tree templates, they are available in full size in a “Family Tree” packet in my TeachersPayTeachers store!


El Árbol de mi Familia

Create a Family Tree! “Family Trees” don’t have to look like trees, you know….

Take a look at some of these different shapes of family trees. Choose one of these versions or come up with something inter-esting on your own! Just follow the instructions for full points!


The Poster: Your family tree must be at least as big as a half sheet of poster paper. Note-

book paper will not be accepted. Must include at least 10 family members, their names and their relationships

to YOU in Spanish (madre, abuelo, hermano, etc.) Must be creative and reflect your personality. Must be colorful and pleasing to the eye.

The Presentation: You must write 5 complete sentences in Spanish about your family members. Type and print the 5 sentences and hand in the day before the presentation. Review the corrections your teacher makes and then practice pronouncing

the sentences aloud with a partner. Present your family tree to the class. You will read your 5 sentences in front

of the class for a Spanish pronunciation grade. You will also be given the op-portunity to explain your family tree in English if you like.

El Árbol de mi Familia

Creativity and Neatness

Does your project reflect your personality?

Nope 0

Sort of 3

Completely! 5

Does it appear as though time and thought went into this pro-ject?

Nope 0

Somewhat 3

Obviously! 5

Is your project neat-- not thrown together or rushed?

Nope 0

Kinda 3

Totally! 5

Family members included-2 points each, spelling counts! ____/20 _____/15

Was the sentence grammatical-ly correct?

Were the words pronounced correctly?

Sentence 1 0 1 2 0 1 2

Sentence 2 0 1 2 0 1 2

Sentence 3 0 1 2 0 1 2

Sentence 4 0 1 2 0 1 2

Sentence 5 0 1 2 0 1 2

final score: ______/45


¡Feliz Cumpleaños!

It’s time for a FIESTA! Design a birthday party invitation. The birthday party is for a family member-- you decide who. Include the following information on the birthday invitations: who the party is for how old the person will be the date and time of the party activities that will take place at the party (games,

dancing, etc. - be specific!)

Make the invitation fun and colorful! Be creative!


COMMUNICATION

COMMUNICATE IN LANGUAGES OTHER THAN ENGLISH

Standard 1.1: Students engage in conversations, provide and obtain in-formation, express feelings and emotions, and exchange opinions

“Firma, Por Favor,” “La Familia de Anita,” “Una Entrevista,” “Survey,” Standard 1.2: Students understand and interpret written and spoken

language on a variety of topics “Firma, Por Favor,” “La Familia de Anita,” “Una Entrevista,” “Survey,” “La Familia de Josefina y Paella,” “Caperucita Roja,” Standard 1.3: Students present information, concepts, and ideas to an

audience of listeners or readers on a variety of topics. “Proyecto: Arbol de mi Familia,” “La Familia de Josefina y Paella,” “Caperucita Roja,” “Feliz Cumpleanos”

CULTURES

GAIN KNOWLEDGE AND UNDERSTANDING OF OTHER CULTURES

Standard 2.1: Students demonstrate an understanding of the relation-ship between the practices and perspectives of the culture studied

“La Familia de Josefina y Paella,” Standard 2.2: Students demonstrate an understanding of the relation-

ship between the products and perspectives of the culture studied “La Familia de Josefina y Paella,”

The activities in this packet are aligned with the following American Council on the Teaching of Foreign Languages

(ACTFL) 5 C standards:


CONNECTIONS

CONNECT WITH OTHER DISCIPLINES AND ACQUIRE INFORMATION

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language

“La Familia de Josefina y Paella,” “Cultura en la Cocina” Standard 3.2: Students acquire information and recognize the distinc-

tive viewpoints that are only available through the foreign language and its cultures

“La Familia de Josefina y Paella,” “Cultura en la Cocina”

COMPARISONS

DEVELOP INSIGHT INTO THE NATURE OF LANGUAGE AND CULTURE

Standard 4.1: Students demonstrate understanding of the nature of lan-guage through comparisons of the language studied and their own

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

La Familia de Josefina y Paella,” “Cultura en la Coina”

COMMUNITIES

PARTICIPATE IN MULTILINGUAL COMMUNITIES AT HOME & AROUND THE WORLD

Standard 5.1: Students use the language both within and beyond the school setting

“Cultura en la Cocina” Standard 5.2: Students show evidence of becoming life-long learners

by using the language for personal enjoyment and enrichment.

The activities in this packet are aligned with the following American Council on the Teaching of Foreign Languages

(ACTFL) 5 C standards:


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