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Title: Resources for Cinco de Mayo
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Teacher and blogger Spanish Mama writes, "Cinco de Mayo is a weird day if you’re a Spanish teacher. On the one hand, you might recoil at the mass production of stereotypes: sombreros, margaritas, and moustaches will undoubtedly abound May 5th. ... On the other, hand, there’s huge interest in the day in general. It’s a great chance to bust common myths and stereotypes, and guide your students to authentic Mexican culture. You can make sure your students understand it’s not Mexico’s independence day (that’s September 16), and teach some of real history behind the day."
Read her full blog post for links to historical background, authentic resources, ideas, songs, and more: http://spanishmama.com/cinco-de-mayo-activities-for-spanish-class/
Here are some additional resources curated by Larry Ferlazzo: http://larryferlazzo.edublogs.org/2009/04/10/the-best-sites-for-teaching-learning-about-cinco-de-mayo/
Source: Various
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Title: Activity Idea: Micro Role Play
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From https://teachinggamesefl.com
Mike Astbury shares some role-playing cards for English learners and suggestions for how to focus on particular structures while using the role plays in this short post: https://teachinggamesefl.com/2018/04/04/micro-role-play-2-challenging-and-creative/
Source: TeachingGamesEFL
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Title: Games for English Learners
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Sheilamary Koch describes several games that she finds helpful for English learners (Jenga, Guess Who, and What's Missing?) in this short article: http://exclusive.multibriefs.com/content/games-are-memorable-teaching-tools-for-esl-learners/education
Source: MultiBriefs
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Title: Peer Review Informed by Students
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From https://writerswhocare.wordpress.com
Adam Loretto, Sara DeMartino, and Amanda Godley share a two-part series with great information and ideas for using peer review in your class, based on feedback from high school students about their experiences with peer review.
First, read what high school students have to say about peer review: https://writerswhocare.wordpress.com/2018/03/19/what-do-high-school-students-think-about-peer-review/
Next, read how you can apply their perspectives to your application of peer review in the classroom: https://writerswhocare.wordpress.com/2018/04/02/incorporating-students-perspectives-in-the-design-of-peer-review-activities/
Source: Teachers, Profs, Parents: Writers Who Care
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Content Type: 1
Title: Brain Break: Apple, Banana, Orange
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From http://palmyraspanish1.blogspot.com/
Brain breaks get your students calling on fresh cognitive resources so that they can re-charge for more demanding tasks. Here's a simple brain break that can be done with very novice learners and that gets everyone moving: http://palmyraspanish1.blogspot.com/2018/04/brain-break-apple-banana-orange.html
Source: Teaching Spanish w/ Comprehensible Input
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Title: Activity: Two Steps Forward, One Step Back Activity for Weekend Discussions in the TL
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From https://sradentlinger.wordpress.com
Elizabeth Dentlinger shares a low-prep activity that's good for establishing rapport with students, especially after a long weekend or vacation when people want to share what they did. The teacher describes what he or she did, and students who did the same thing take two steps forward, while those who didn't take a step backward. She writes, "The student furthest ahead had the spring break most like mine and the student closest to the starting line had the least like mine!"
For a full activity description and some reflection, go to https://sradentlinger.wordpress.com/2018/04/10/two-steps-forward-one-step-back-activity-for-weekend-discussions-in-the-tl/
Source: La Clase de la Señora Dentlinger
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Title: Lead with Languages Scholarships for Concordia Language Villages
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Concordia Language Villages is once again awarding twenty-five $1,000 Lead with Languages Scholarships to be put toward attending a two-week or four-week summer youth immersion program at Concordia Language Villages in Minnesota this summer.
Programs are available in 15 languages, including:
Arabic, Chinese, Danish, English, Finnish, French, German, Italian, Japanese, Korean, Norwegian, Portuguese, Russian, Spanish & Swedish.
To enter the competition, participants ages 7-18 must submit a video of up to 30 seconds that answers the question: “Why is learning [insert the specific language you are interested in] important to me?”
Selection of the most compelling videos will be paired with demonstration of financial need. Applicants must be registered and pay a deposit for a 2018 two-week or four-week summer youth session. All applications will be considered. 2017 Lead with Languages Scholarship recipients are not eligible for the 2018 competition.
The deadline to submit your application is April 25, 2018.
For full details go to http://www.leadwithlanguages.org/2018/04/04/summer-immersion-opportunity-win-scholarship-concordia-language-villages/
Source: Lead with Languages
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Title: Create Interactive Sorting Activities in the Smithsonian Learning Lab
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From https://learninglab.si.edu
Smithsonian Learning Lab is an interactive website for the discovery and creative use of the Smithsonian's digital collections and tools – more than a million images, videos, texts, audio recordings, and activities. The Learning Lab is rich with multimedia resources and tools to aid users in customizing the content for personalized learning experiences. It is also a community of experts and users, both within the Smithsonian and across the world, who collaborate, create, and share with each other new resources for learning.
Tess Porter, Education Support Specialist at the Smithsonian Center for Learning and Digital Access, writes, "Sorting activities are not only a simple—and interactive—way to engage students with resources, the acts of sorting and classifying also develop skills essential to analytic thinking and problem solving. For young students, sorting teaches how to differentiate, notice patterns, and make connections between resources. As students get older, sorting with more complex resources and ideas helps deepen their relational thinking and problem solving skills so that they can more easily apply previously learned concepts to new situations. At all ages, sorting activities also provide valuable opportunities for class discussion.
"Using the Learning Lab’s Sorting Tool is a simple way to create these types of activities right within the platform. The tool enables the creation of an interactive activity where students can sort resources into several categories (for example, animal habitats, coniferous vs. deciduous trees, etc.) or in linear order with labeled endpoints (for example, 1950 to 2000, largest to smallest, etc.). These activities can be completed by students independently, in small groups, or as a full class—it’s up to you!"
Read the full article about sorting activities and access them at https://learninglab.si.edu/news/create-interactive-sorting-activities
Learn more about the Smithsonian Learning Lab at https://learninglab.si.edu/
Source: Smithsonian Learning Lab
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Title: Ideas for Road Signs and Car Parts
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An FLTEACH listserv user recently asked for ideas for her lessons concerning road signs and parts of a car. Read her query at https://listserv.buffalo.edu/cgi-bin/wa?A2=ind1804&L=FLTEACH&P=R214&I=-3&d=No+Match%3BMatch%3BMatches. Then click on "Next" by "By Topic" to see other listserv users' ideas and resources.
Source: FLTEACH
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Title: Podcasts for Language Teachers
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If you're looking for podcasts about language teaching, here are two that you can try out.
Ashley Uyaguari's new podcast series, Inspired Proficiency, features interviews with different exciting classroom teachers and tried-and-tested classroom activities. Access the podcasts at https://itunes.apple.com/us/podcast/inspired-proficiency/id1347742440?mt=2#
Becky Morales' Language Latte podcasts look at research and talk with teachers all over the world about methods, materials, and tips. Access these podcasts at https://itunes.apple.com/us/podcast/language-latte-a-podcast-for-world-language-teachers/id1344558889?mt=2
Source: Various
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