Descriptive Spanish Vocabulary Teacher Resources

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Students practice using descriptive words in Spanish. They listen to and repeat words that would be used in introducing a friend during the practice session. They play a game with flash cards before introducing a partner to the class using the new vocabulary.
Grammar rules in all languages, but that doesn't mean it's the same from English to Spanish. This informational webpage describes the similarities and differences between English and Spanish for the following: periods, commas, question marks, exclamation points, quotation marks, capitalization, and various other less common symbols. There is at least one example for each punctuation mark and capitalization exception.
Students research and write about the origins of the ingredients in candy bars. They taste them and describe what they are tasting. They use descriptive words to write a paragraph describing the candy bar. They research ingredients in their candy bars and map their origins on a world map. c
Students in a Spanish class are introduced to the techniques of creative writing. In groups, they focus on the pre-writing section of creative writing and keep a folder of their works throughout the lesson. They end the lessons by using new vocabulary to write either a short story or a descriptive paragraph and share with the class.
In the context of reading Pumpkin, Pumpkin by Jeanne Titherington (or any pumpkin reading), young editors explore correct punctuation by listening to a short reading with no punctuation. They indicate whether a period or question mark should end unpunctuated sentences by holding up appropriate sticks.
Students in an ESL classroom review family vocabulary using more advanced descriptive words to talk about their extended family. They create a PowerPoint presentation of a fictitious family by downloading clips from the internet or scanning magazine pictures or drawings. They identify and describe the family members using vocabulary from the lesson, problematic words and correct grammar.
Learners study the HIV virus and how it has impacted the hispanic community.  In this infectious disease lesson students discover how HIV/Aids is found all over the world, what misconceptions are out there and what kinds of treatments are needed. 
Basic adverbs and descriptive words are reviewed in this crossword puzzle. The clues are written in Spanish, and each clue is clear and easy to understand. It's a great review for beginning Spanish speakers! 
Students discover the multicultural contributions to New Orleans gumbo through participation in cross curriculum activities. In this multicultural diversity and New Orleans history instructional activity, students shade regions of a map according to a color code representing the countries that contributed ingredients to the gumbo recipe. Students listen to jazz and creole folk tales. Students follow a gumbo recipe and write a critique of this "melting pot" dish as if they were a food critic.
Amy Tan tells the story of Sagwa, The Chinese Siamese Cat. This story, written by Tan, has beautiful pictures and descriptive words that make it an engaging experience. As part of a discussion of reading appreciation, a teacher could read this story and have the class discuss what they like about it. The Sesame Street characters do a great job of modeling how to interact with text to make it meaningful.
Students comprehend that Mexico is a country. They identify two types of regions in Mexico. Students comprehend that many people in Mexico speak Spanish. They use three Spainsh words. Studnents begin to relate simple words with corresponding pictures.
Students explore Carnival. In this Puerto Rico Carnival lesson, students discover the history of the cultural celebration as well as the significance of the elaborate masks worn for the festivities. Students create their own Carnival masks.
Students explore Carnival. In this Puerto Rico Carnival lesson, students discover the history of the cultural celebration as well as the significance of the elaborate masks worn for the festivities. Students create their own Carnival masks.
Students analyze art pieces of Picasso and Diego Velazquez to consider artists self-portraits using their work tools. In this art analysis lesson, students complete introductory and image based discuss to consider how an artist chooses to share information about their art process. Students read an excerpt from John Keats and define beauty. Students participate in a debate for the lesson.
Who are the members of your extended family, what are their personalities, and what are the relationships among them? Have your Spanish-speakers brainstorm related vocabulary and conduct internet research to create a large extended family. As a fun extension, consider creating a family description of a fictional character and having them draw the family tree as you read the description. Can they place each family member in the correct position?
Learners explore language arts by reading a story in class. In this Spanish culture lesson, students read the book In My Family and discuss the characters, plot and settings. Learners analyze the voice in the story and write their own short stories based on a personal experience.
Students analyze portraiture with a focus on the work of Pablo Picasso. For this portraiture analysis lesson, students explore the conventions of portraiture and the elements of pose, gesture, expression, costume, and setting. Students examine three distinct styles that Picasso used. Students work in groups to create a sketch of an object and then create a portrait on their own.
Elementary schoolers listen to a read aloud of Brenda Z. Guiberson's, Cactus Hotel before acting the story out using the proper sequence of events. Using a graphic organizer, they determine the beginning, middle, and end of the story. Finally, as an assessment they write a summary, poem or narrative from the cacti' point of view.
Young scholars write and illustrate a story based on the story Skippyjon Jones. For this Skippyjon Jones lesson plan, students read the book, talk about the Spanish words, and write their own book based on what they read.
Students review the vocabulary terms solid and liquid. They also review that adjectives tell what kind, which one, and how many. The teacher introduces a "Oobleck" after reading "Bartholomew and the Oobleck" by Dr. Seuss. The students write adjectives describing the Oobleck which are combined on a class chart.

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Descriptive Spanish Vocabulary