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Integrating Culture into the LOTE Classroom


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Integrating Culture into the LOTE Classroom

  1. 1. Integrating Culture into the Classroom My Website: My Email Address:
  2. 2. Today’s Schedule • 9:00-9:10 – Introduction • 9:10-9:20 – Scavenger Hunt • 9:20-10:30 – Día de los Muertos • 10:30-10:40 – Break • 10:40-11:00 – Día de los Muertos continued • 11:00-11:30– Día de la Independencia • 11:30- 1:00 – Lunch • 1:00 – 1:30 – Milagros • 1:30-2:00 – Día de Tres Reyes Magos • 2:00-2:30 – Cinco de Mayo • 2:30-3:00 – Food and Culture • 3:00-3:30 – Other Cultural Activities (Molas and Incorporating Culture into Grammar Lessons)
  3. 3. Spanish Scavenger Hunt • This scavenger hunt makes for a great level 1 project at the beginning of the year but really would be great for ANY level where you want students to see that Spanish is everywhere around them. • It is assigned to be done completely outside of class. • They try a Spanish beverage and food, talk with someone who uses Spanish in their job, buy a Spanish magazine and newspaper, discover Spanish restaurants, businesses, streets and cities and mucho más! • I assigned this project within the 2nd week of Spanish 1 and gave them a month to complete. I reminded them weekly to work on it a little at a time.
  4. 4. Scavenger Hunt Highlights
  5. 5. Scavenger Hunt Highlights
  6. 6. Scavenger Hunt Highlights
  7. 7. Scavenger Hunt Highlights
  8. 8. Scavenger Hunt Reflections from Students
  9. 9. Scavenger Hunt Reflections from Students
  10. 10. Scavenger Hunt Reflections from Students
  11. 11. Día de los Muertos • There are great hands on activities that can be done on this holiday and it is an extremely interesting holiday for students to understand and compare with Halloween. • Today you will make calaveras and a simple ofrenda, learn about an activity that allows the students to share their Spanish cultural knowledge to the community and a way to bring a taste of this holiday to the classroom (pan de muerto).
  12. 12. Calaveras
  13. 13. Ofrenda
  14. 14. Showcasing in the Hallway
  15. 15. Pan de Muerto
  16. 16. Hoy es lunes, el 24 de octubre  Calentamiento: Agarra dos papeles de la mesa – contesta las preguntas en oraciones completas de Capítulo 1 Turn in $1 for Pan de Muerto by viernes  TAREA:  Hoy:  Termina (Finish)  Pan de Muerto Hoja de capítulo donation request 2y3  Lee capítulo 2 y 3
  17. 17. Día de la Independencia • With this holiday you can not only discuss Mexican Independence Day, but also Independence of several other countries that occur around the same time. • We will discuss celebration of various countries, watch a YouTube video of El Grito, act out a story of the history of Mexican Independence Day, and make papel picado
  18. 18. El Grito • Watch El Grito on YouTube
  19. 19. Converting Videos using Real Player • YouTube is blocked at school but you found a great video clip you would like to show your students in class. • Real Player has one click video download that allows you to download the video to your computer. You can also convert the videos to other file types (MP3, WMA, WMV etc.)
  20. 20. Vocabulario para El Cuento • TPR Story – students act out • sacerdote – priest • juntar – unite • españoles – Spaniards • lucha – fight • mexicanos – Mexicans • contra – against • quiere – want • independencia – • suena – sounds/rings indepencence • la campana – bell • gana – win • iglesia – church • muere – die
  21. 21. Communities • Once students have drawn the story, have them take their stories to the community and share with other students (not in Spanish class), teachers and family. • Students get signatures on Community worksheet
  22. 22. Papel Picado • You could incorporate papel picado for any holiday – Independence Day, Día de los Muertos, Semana Santa, etc.
  23. 23. Milagros • Students learn about milagros and watch a short 1 minute video. • Students will create a milagro to symbolize their desire for either how they want their future job to be, how they want their future love to be or what they want their family, friends and themselves to do this summer. • They write 3 sentences using the subjunctive and 3 different indicators.
  24. 24. Día de Tres Reyes Magos • For this holiday you can explain all of the celebrations that occur in December and January. • You will be watching a YouTube clip, talking about Rosca de Reyes and making shoes and letters for the Reyes; all activities that are great to do with your students
  25. 25. Rosca de Reyes
  26. 26. Shoes and Letters
  27. 27. Cinco de Mayo • This is a good holiday to discuss with your students so they don’t make the common mistake of thinking it is Mexican Independence Day • It is a good holiday to celebrate as you focus on celebrating the traditions and heritage of Mexican Americans • We will be making cascarones, but these of course can be done for Semana Santa or any other fiesta.
  28. 28. Cascarones Video • Show a short clip from YouTube showing tradition of Casacrones
  29. 29. Cascarones
  30. 30. Cascarones
  31. 31. Cascarones
  32. 32. Food and Culture • Students love food! Why not tie in cultural understanding of Spanish speaking countries and food at the same time? • Ideas: – Country Fair – Holidays and Food Project – Animoto Country Commercial
  33. 33. Country Fair • In this project students take the roles of travel agents for a particular country and set up a booth with an informative posterboard, brochure and offer samples of a traditional food • You can invite other classes to visit the booths or if that isn’t possible you could split groups in half. Having half of the groups presenting while the other half are the visitors. Half way through class the groups switch roles.
  34. 34. Country Fair
  35. 35. Country Fair
  36. 36. Holidays and Food Project Ponche Navideño Torrijas • This is great if you are doing a unit on holidays in general. • Groups are assigned to a holiday in a Spanish speaking country in which they need to find a popular food prepared for the holiday. • Students prepare the food and everyone brings in their dish on a specified day along with table tent describing food. • Prior to everyone eating, the groups share important information about their holiday and discuss the dish that is eaten on the holiday. Pan de Pascua
  37. 37. Animoto Countries Commercials • Students research about an assigned country and answer 10 questions in Spanish • Students create commercials using Animoto highlighting important things about their country and include pictures • Students prepare a traditional dish for the country and prepare samples and bring supplies to serve (plates, napkins, etc.) • On commercial day, students tell class what they brought. Then at same time everyone distributes their samples to desks. Then students sit and enjoy their samples while watching the commercials.
  38. 38. Animoto Setting Up How To • Create a free Educator Animoto account and they will send you a promo code. This allows students to create videos longer than 30 seconds. • To be sure you can monitor all activity, create a gmail account (example: . • Assign the students the email address but with a + and then number. For example:,, etc. • You can have the students register the accounts on Animoto website by entering the email address you assigned and using the promo code. • All activity at Animoto under these accounts will be sent to your original, derivative e-mail ( This way, you'll be able to give each student a unique Animoto account, while also being able to monitor their account's activity
  39. 39. Getting Commercial to You • Once students complete their commercial they publish it. Then they email you the link. • I created a word document prior listing all pairs. As soon as I got a link, I copied and pasted it into my word document under the correct names. • Prior to the period beginning, I click on all links from word document opening in new tabs and pushed play on all to get them buffered (make sure your mute button is on!) • By the time students shared about food and distributed samples, all the commercials are buffered and ready to play one right after the other with no interruptions!
  40. 40. Student Examples
  41. 41. Molas
  42. 42. Molas on Display
  43. 43. Kuna Yala Montage • Show this YouTube video while students are creating their Molas. They hear traditional music and see authentic video.
  44. 44. Incorporating a Little Cutlure in a Grammar Lesson • Find a song that uses the grammar construction you are teaching and use this to introduce the grammar point. • Introduction: Talk about artist, type of music, etc. • Listening: Do a fill in blank activity as students listen a few times, could then show the music video if appropriate. • Pre Construct: Could use the song as an introduction to a grammar point – have students look for the pattern they see and explain it. • Extension: Get students writing and talking or get the students moving! If using a song that has a traditional dance (salsa, merengue, cha cha, etc.), take some time to have students move desks to edges of class and teach students the dance moves – you can find simple instructional videos on YouTube to teach the basic steps so you can teach your students or you could just hit play and have the video teach! • has GREAT worksheets focusing on various grammar points. The music videos are already imbedded for you AND answer key provided! Awesome! Great idea for assigning listening homework. Students watch video at home and completes worksheet.
  45. 45. Another Idea for Incorporating Cutlure into Grammar Practice Tapas Project with Usted Commands • Students are assigned to be in groups of 2-3 • They choose a traditional tapa to make at home • They document their group making the tapas step by step and create a PowerPoint or Snapguide of the pictures • In class, they show presentation while verbally stating the commands for making recipe • Afterward, they distribute samples of their tapa
  46. 46. Another Idea for Incorporating Cutlure into Grammar Practice Commands with Simple Recipe • Perhaps you want to do something more simple with commands. • Choose a traditional simple recipe like guacamole, Cuban sandwich, Salvadorian street food that can be made in class • Have students break into groups of 2-3 and assign who will bring what ingredients • Either give recipe in English prior and assign for homework to translate or give recipe day of in Spanish – on food day, students bring their ingredients and following the instructions (with Spanish commands) and then enjoy
  47. 47. Another Idea for Incorporating Cutlure into Grammar Practice Fiesta de San Fermín • This is such an exciting holiday that you can do a lot with it while focusing on grammar. • Lower levels you can teach the Uno de enero song to practice saying dates, focus on simple descriptions using various adjectives • Upper levels you can focus on preterite, imperfect, future and commands
  48. 48. Gracias por venir Thank you and I hope you enjoy integrating even more culture into your class!

Notas del editor

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