{"results":"
\n\n
\n
\n
\n
Instructional Video4:02
\n\n\n\n\n\n\n
2
\n\n\n\n\n\n\n\n2\n\n\n\n\n
\n
\n
\n\"Introduction\n\n
\n
\n
\n
\nNational Academies of Sciences, Engineering, and Medicine\n
\n

\nIntroduction to Tools for Supporting Emotional Wellbeing in Children and Youth\n

\n
\n\nFor Students\n\nPre-K - 12th\n
\n
\n
\nA short video introduces \"Tools for Emotional Wellness,\" two series of lessons; one designed for younger children and one for older youths. The video explains how thoughts, feelings, and behaviors are interconnected.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video6:31
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Supporting\n\n
\n
\n
\n
\nNational Academies of Sciences, Engineering, and Medicine\n
\n

\nSupporting Emotional Wellbeing in Youth: Catch, Check, and Change Your Thoughts Part 1\n

\n
\n\nFor Students\n\n3rd - 12th\n
\n
\n
\nIntroduce young learners to three C's with a short video that describes how catching, checking, and changing their thoughts can improve how they respond to difficult situations.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"State\n\n
\n
\n
\n
\nCurated OER\n
\n

\nState Parks: A Spanish Vocabulary Lesson\n

\n
\n\nFor Teachers\n\n9th\n
\n
\n
\nNinth graders create a PowerPoint about state parks using Spanish vocabulary. In this Spanish lesson, 9th graders work in groups to research about area recreational facilities. Students use information collected on-line to create and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Greetings\n\n
\n
\n
\n
\nWordpress\n
\n

\nGreetings - How and Where Might We Greet Someone Using Spanish?\n

\n
\n\nFor Teachers\n\n3rd - 6th\n
\n
\n
\nUse the Total Physical Response (TPR) strategy to practice Spanish greetings as well as where and who question prompts. Comprised of five days, this short unit is taught completely in Spanish with call-and-response exercises,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"El\n\n
\n
\n
\n
\nCurated OER\n
\n

\nEl subjuntivo con expresiones de emoción\n

\n
\n\nFor Students\n\n9th - 11th\n
\n
\n
\nThe subjunctive is used in different cases. Introduce your Spanish speakers to the subjunctive when it's used to indicate emotion. There's a helpful chart that introduces the expressions of emotions and a short practice activity that...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Interactive
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Expressing\n\n
\n
\n
\n
\nGoodwill Community Foundation, Inc.\n
\n

\nExpressing Yourself\n

\n
\n\nFor Students\n\nK - 12th\n
\n
\n
\n¿Cómo estás? ¿Estás feliz? ¿Tiene calor? Beginning Spanish speakers practice expressing their physical feelings, state of mind, and confusion with a helpful vocabulary exercise.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Spanish\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSpanish Drama: Latin America\n

\n
\n\nFor Teachers\n\n8th - 12th\n
\n
\n
\nStudents explore Hispanic countries.  In this Hispanic culture and language activity, students choose an Hispanic country to research.  Students explore given websites and prepare a dramatization incorporating the facts they...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Using\n\n
\n
\n
\n
\nCurated OER\n
\n

\nUsing the Interactive Model to Explore an Authentic Written Text\n

\n
\n\nFor Teachers\n\n9th - 10th\n
\n
\n
\nBring literature to your Spanish classroom! Small groups will read one of the selected texts from Cuentos De Eva Luna. After analyzing the text, learners will create mini-quizzes for their classmates and create a presentation discussing...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Study of the Spanish-Speaking People of Texas\n

\n
\n\nFor Teachers\n\n5th - 8th\n
\n
\n
\nYoung scholars analyze photographs from an historical perspective. They examine photos on the Study of Spanish-Speaking People of Texas website, complete a worksheet, and write an essay.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Spanish\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSpanish Country Report\n

\n
\n\nFor Teachers\n\n8th - 11th\n
\n
\n
\nStudents select a Spanish-speaking country they would like to visit. They gather information and present it in Spanish in the form of a written and oral report.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Ser\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSer y Estar\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nStudents describe the physical characteristics of animals or people, using the correct form of ser and estar. They draw pictures of people expressing different emotions and write sentences describing the emotions, using the correct form...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Cat Came Back\n

\n
\n\nFor Teachers\n\n1st - 5th\n
\n
\n
\nStudents are read the story \"The Cat Came Back\". Using Spanish, they communicate the context of the story with each other. They practice using new vocabulary, identifying main characters and putting the events into order. They use the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Banking Mouse\n

\n
\n\nFor Teachers\n\n1st\n
\n
\n
\nFirst graders learn about another culture and its language.  In this Spanish lesson, 1st graders listen to a Cuban folktale.  Students identify the Spanish words. Students reread the story independently. Students listen to a...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Spanish\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSpanish Colors and Clothing\n

\n
\n\nFor Teachers\n\n4th - 8th\n
\n
\n
\nYoung scholars practice Spanish words for colors and clothing through a variety of activities. The clothing that they are wearing becomes a medium for vocabulary review and part of the instructional activity's content.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"No\n\n
\n
\n
\n
\nCurated OER\n
\n

\nNo is No, Si is Yes\n

\n
\n\nFor Teachers\n\n3rd\n
\n
\n
\nThird graders match the body part words in Spanish to a picture. They receive a picture of a human with lines coming from its feet, hands, and arms. Students use a word bank, to write the Spanish word that corresponds to the picture. ...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Preterite vs. the Imperfect\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents write their own original studenT story in the past in Spanish using the imperfect and the preterite after watching the teacher present the provided Power Point presentation on the differences in the uses of the two.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Handout
\n
\n
\n
\n\"Using\n\n
\n
\n
\n
\nCurated OER\n
\n

\nUsing Ser and Estar\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nWhile ser and estar both mean to be, they are each used in different situations. This is often confusing for Spanish language learners. Clarify these verbs for your class with direct instruction. The information included on...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Preterite\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents practice one of the past tenses in Spanish called the preterite after the teacher presents the provided Power Point presentation.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"El\n\n
\n
\n
\n
\nCurated OER\n
\n

\nEl Imperfecto\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nYou class can learn all about how to form the imperfect with -ar and -er/-ir verbs. The slides do cover the only verbs that are irregular in the tense and the situations for which you use the imperfect (plus examples). Go over the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Looking\n\n
\n
\n
\n
\nCurated OER\n
\n

\nLooking At A Department Store\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents discuss the types of department stores they have visited. Using the internet, they take a virtual tour of a spanish department store and answer related questions. They practice using new vocabulary and navigating through the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Spicy,\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSpicy, Hot Colors\n

\n
\n\nFor Teachers\n\nK - 1st\n
\n
\n
\nStudents demonstrate an understanding of colors. For this visual arts lesson, students read the text Hot, Spicy Colors and name their favorite colors. Students complete a bar graph to show the data. Students discuss how each color can...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
2
\n\n\n\n\n\n\n\n2\n\n\n\n\n
\n
\n
\n\"First\n\n
\n
\n
\n
\nCurated OER\n
\n

\nFirst Day of School\n

\n
\n\nFor Teachers\n\n1st - 2nd\n
\n
\n
\nPrimary learners complete pre reading, writing, during reading, and interdisciplinary activities for the book First Day of School. They will  complete journal entries, answer short answer questions, have discussions, and much...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Types\n\n
\n
\n
\n
\nCurated OER\n
\n

\nTypes of Tranportations\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents practice saying the different types of transportations. They review personal pronouns and write sentences about a form of transportation.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Imperfect\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nHigh schoolers practice the concept of the other past tense, the imperfect via the provided worksheet and the suggested web site.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}