All activities shown with a have been fully developed and are available for purchase.
 

 



 
 

don Quijote Cultural Readings


 
 

http://www.donquijote. org/spanishlanguage/ literature/library/

 
 

This website is a treasure trove of many things Spanish. There are ‘Words of Today’, jokes in Spanish, grammar lessons, Verbs of the Week (conjugations, specific (in-depth) uses, pitfalls), encyclopedic culture information, literature resources (books & authors), and recipes. While the website leans heavily towards Spain, especially for the literature component, the website offers information for at least twelve Spanish-speaking countries.

 
Interpretive: Students make the sound associated with the word defined from the word of the day ‘Léxico relacionado con los ruidos I’. For example: the verb ronronrear can be imitated with its onomatopoeia characteristics. These responses can be recorded (iPads, phones, computers, handheld recorders, etc.).

Interpersonal: Students prepare an improvisational skit implementing the selected verbs of the week. Students begin the skit and every 30 seconds (or every time they hear a bell) the students must pull a verb from an envelope and incorporate it successfully into the skit.

Presentational: Students read three or four of the poems from the literature section. Students then write a poem using one of the poems for inspiration or as a model for their poem. Their poem must be accompanied by an illustration.

 
     
 
 
 

Mitos y leyendas


 
   
 
This site offers a nice collection of myths, legends and fables. There is also a good explanation of each on the site.


 
 


Interpretive: After reading the definitions given on the site for myths and legends, students are given very short excerpts and need to hold up cards "M" for "mitos" or "L" for "Leyendas".

Interpersonal:
Students are paired up and read two different stories under "Historias y cuentos". They then, need to explain to their partner in 10 sentences or less what the story was about.
Their partner will then report out about what their partner read in 5 sentences or less to the class.

Presentational: After students read a myth or legend from this site, they need to create a chart of similarities and differences between this reading and one that they remember having read when they were younger. They should focus on storyline, structure, style, and other traits specfied by the teacher.

 


 


 
 

Culturas populares indigenas

 
 
http://www.culturaspopulareseindigenas.gob.mx/cp/
pdf/antologia_cuentos_indigenas_de_guerrero.pdf


 
 
A pdf containing twenty-one stories collected from Guerrero, Mexico. The stories are presented in an indigenous language, usually náhuatl, and Spanish. In addition, numerous riddles are included.

 
 
Interpretive:
Students are given two or three of the riddles in the indigenous language and Spanish. As a group, they have to write down a few key words in the indigenous language and their definition in Spanish. If this task it too difficult, students can draw lines between the two languages to show connections.

Interpersonal: Students are given one of the indigenous stories that include a picture. The pictures are intricate and interesting. In pairs, they are asked to spontaneously create a dialogue between two of the characters.

Presentational: After reading one of the stories, students illustrate a cover for a selected story. The cover should capture the main idea/moral of the story. As an extension, the covers may be used by other groups (who have not read the story) to make predictions.