HIGH SCHOOL: Learning Spanish With Stories Throughout each grade, and part of our curriculum, we use stories to learn Spanish. In 9th grade , we started reading a book called “Peter va a Colombia” (Peter goes to Colombia). Each grade learns about a different country and culture of the Latin American world. The students learn Spanish in a communicative way by focusing on the events of the story, instead of the grammar of the language. This focus helps the students communicate in the language from the start, as the words appear in context. We study new vocabulary before reading using Quizlet and printouts, so that the students understand the stories better. After studying the vocabulary, we read aloud, sometimes in groups or by themselves, and once we finish reading the chapter, the students answer comprehension questions using the target language. We also use Kahoot to answer comprehension questions about the reading. Finally, we summarize each chapter. We also make drawings to practice listening comprehension and to retell the stories. As a result of instruction, students will be able to: • improve and learn Spanish vocabulary. • improve reading comprehension. • learn about customs and traditions in Colombian culture. • compare and contrast Colombian culture with their own. • make connections between the influences of different genres of music. Observations: The students are increasing their Spanish vocabulary. They understand words in context and they can respond to comprehension questions in Spanish. The repetition used in storytelling helps them remember and memorize full sentences and vocabulary. MA Standards: Interpretive communication: In straightforward texts and conversations on very familiar, everyday topics, relying upon practiced or memorized words or phrases supported by visuals and gestures, students: Identify words, phrases, and basic information. (NL.Com.Ipv.1.b) Interpersonal Communication - In straightforward conversations on very familiar, everyday topics in highly predictable, common daily settings, using practiced or memorized words or phrases and with the help of visuals and gestures, students: Respond to culturally diverse interlocutors, products, practices, and ideas by expressing curiosity and empathy. (NL.Com.Ipl.2.a) Cultures - In straightforward interactions in highly predictable common daily settings, using the target language exclusively (or almost exclusively), with appropriate linguistic scaffolding, students minimally but consistently: Identify typical products and practices to help understand perspectives within the diverse cultures of the target-language communities. (NL.LC.Cul.5.a)
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