Spanish Level 4- Activities Designed for Online Instruction
🎬 Spanish Level 4, Activity 10: Un programa nuevo para la televisión / A new television program (Online)
Description: Students will be put into groups to create their own tv show using the vocabulary words provided on the slides.
Semantic Topics: Program, television, show, preferences, plot, theme, programa, televisión, programa, preferencias, tema
Grammatical Structures: Past narration (preterite and imperfect), conditional, past subjunctive, narración en el pasado (pretérito e imperfecto), condicional, subjuntivo imperfecto
Products: Spanish-language television shows, telenovelas
Practices: Families/friends watching telenovelas together
Perspectives: What do telenovelas mean to Hispanic cultures?
NCSSFL-ACTFL World-Readiness Standards:
- STANDARD 1.1 – Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- STANDARD 1.2 – Students understand and interpret written and spoken Spanish on a variety of topics.
- STANDARD 1.3 – Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in Spanish.
- STANDARD 2.1 – Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures.
- STANDARD 2.2 – Students demonstrate an understanding of the relationship between the products and perspectives of the different Hispanic cultures.
- STANDARD 3.2 – Students acquire information and recognize the distinctive viewpoints that are available only through the Spanish language and its many cultures.
Idaho State World Language Standards:
- COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
- COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
- CLTR 2.1 – Analyze the significance of a product (art, music, literature, etc…) in a target culture.
- CLTR 2.2 – Describe the connections of products from the target culture with the practices and perspectives of the culture.
- CONN 2.1 – Access authentic materials prepared in the target language by or for native speakers.
NCSSFL-ACTFL Can-Do Statements:
- I can talk about my interests and hobbies
- I can give reasons for my preferences
- I can give reasons for my preferences I can talk about my favorite TV shows
Materials Needed
Warm-Up:
-
- Begin by opening the Google Slideshow and introducing the Can-Do’s.
Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements. - Then show students clips of different types of telenovelas. After each clip, ask students to react to what they saw in the clip.
¿Qué piensan del video?
Después de ver el clip de la telenovela, ¿la verían? - Show the students the provided examples of telenovelas from different countries around the world and chat about telenovelas/soap operas that are popular around the world. Ask students about their reactions.
Como pueden ver en la diapositiva, las telenovelas son populares alrededor del mundo.
Si tuvieran la oportunidad de ver una telenovela de cualquier país, ¿cuál elegirían?
- Begin by opening the Google Slideshow and introducing the Can-Do’s.
Main Activity:
- For the main activity, you will be working in pairs in breakout rooms creating a story for a television show using different vocabulary words. “Para la actividad principal van a trabajar con un compañero en “breakout rooms” creando un cuento para un programa de televisión usando diferentes palabras de vocabulario.”
- Explain to your students: Ustedes van a tomar turnos agarrando una tarjeta. Tienen que incorporar el tropo que tienes en la trama de la telenovela. El primer estudiante va a empezar el cuento y el segundo va a seguir con el cuento. Es importante que presten atención por qué el cuento debe tener sentido. La persona que tiene la última tarjeta necesita intentar resolver el cuento.
- If there is more time, have each group make their own commercial for the show. Ask students to come up with ideas and share how an ad would look for the show.
Wrap-Up
Wrap-up questions:
- If you had the opportunity to watch your show, would you do it?
- Which one is better, reading a book or watching t.v.? Why?
- What show did you recently watch?
Preguntas para terminar:
- “Si tuvieras la oportunidad de ver tu programa, ¿lo harías?”
- “¿Cuál es mejor: leer un libro o mirar la televisión? ¿Por qué?”
- “¿Cuál es el programa más reciente que has visto?”
Exit ticket
Boleto de salida – acertijos (riddles) para salir:
- “Sólo tres letras tengo pero tu peso yo sostengo. Si me tratas con cuidado, te llevaré a cualquier lado.” Respuesta: El pie
- “Invita año tras año a tus mejores amigos, os coméis la rica tarta y os lo pasáis divertido.” Respuesta: El cumpleaños
End of Lab
- Read Can-Do statements once more and have students evaluate their confidence. (Use thumbs up/thumbs down or download our student cards.)
- Encourage students to be honest in their self-evaluation.
- Pay attention, and try to use feedback for future labs!
NCSSFL-ACTFL Can-Do Statements:
- I can talk about my interests and hobbies
- I can give reasons for my preferences
- I can give reasons for my preferences I can talk about my favorite TV shows
CULTURAL NOTES:
- ¿Qué son las telenovelas? – Un video que explica las telenovelas
- “Las mejores telenovelas a las que vas a engancharte en Netflix”
How to Revise or Remix a Pathways Project Activity
Feeling creative? The Pathways Project needs your help in revising and remixing activities for the K-16 language classroom.
Try taking an activity to the next level by:
- Add new content (something you’ve created or another OER source)
- Contribute additional activity suggestions
- Integrate authentic materials such as videos, infographics, photos, etc.
- Suggest how to implement the activity in the classroom
- Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)
