1st Day of Spanish 2, 3, 4 Plans

Before 1st Day of  Spanish Class – Which Resource & Version to Use?

1st Day of Spanish 2 Activities

• For the first day of Spanish 2, I would now use this Find Someone Who instead. It only has one verb, went (fue), so it would be much better for supporting new Spanish 2 students. All you need to introduce or review is fui, fuiste and fue. Instead of or in addition you can use the same questions again in small groups using the fue Question Cards.
• Update – I now have the same 1st day of Spanish 2 activities in my website store as well. First Day of Spanish 2 Activity ¿Fuiste? Find Someone Who & 1st Day of Spanish 2 Conversation Cards

First Day of Spanish 2 Activity ¿Fuiste? Find Someone Who

1st Day of Spanish 2 Conversation Cards for Preterite Ir – Fuiste

1st Day of Spanish 3-4 Activities

• Depending on your situation you might want to use a mix of these Mi verano preterite activities.
  • UPDATE You now have the choice to get the same activities from my website store or on TPT. 
  • Mi Verano Find someone who TPT OR Mi Verano Find Someone Who in my store
  • differentiated Mi Verano question cards OR Conversation Cards Mi Verano in my store 1st
  • Mi verano editable Google Slides activity.
  • Get all three in the Mi verano bundle & spend a few days reviewing preterite. 

• For the first day of IN-PERSON Spanish 3 & 4, when you print find someone who you will want to decide which of the differentiated versions to use. I always pick an A questions side & copy it double-sided with a B and write about another side. When in doubt about Spanish 3, go with more support of pages 1-2, that way students will have a prompt to help answer with the correct I form. (Remember the last 2 school years have not been “normal”) With Spanish 4 or AP, you could use pages 3-4 or 3,5.
  • 1 – A – questions with yo form of the answer provided – most basic
  • 2 – B – write about friends with the support of s/he forms included – most basic
  • 3 – A – questions (without yo form)
  • 4 – B – write about friends & self with the support of a word bank
  • 5 – A – write about friends & self – most advanced

• IN-PERSON Spanish 3 & 4 – option 2 question cards (TPT). If you need something to mix it up, or for an extension to use the same questions with small groups, I have similar activity, but now with differentiated question cards (from my store).
• Print the large ones and post them around the room & have students sign under them. Then use the small cards for partners or conversation groups to help support the flow of conversation. 

• ** DIGITAL/DISTANCE Spanish 3 & 4 – If you or a few students are fully digital or need/want to exclusively use digital resources, I have a brand new Mi verano editable Google Slides activity.
• Use these slides to post each day of the 1st week to get the conversation going in any mode of teaching. Or you can assign a mix of the slides for reading, speaking, and writing practice as a first-day digital activity for Spanish 3 or 4. 

First Day of French 2-4 Activities

• For the first day of French 2-4, I have the Find Someone Who. You can use a similar process as above to decide which version is best. 
• If you do not think your French 2 is ready for the past tense, another great option is the French Super 7 get to know you Find Someone Who. 

1st day of Spanish 2-4 Plan (or for French)

Using the Find Someone Who on the 1st day of Spanish 2-4

• Then, pass out the find someone who sheet of your choosing. Students will get a chance to look through the possible questions and make sure they know what everything is asking.
• Next with a clipboard (or binder), sheet, and pencil, students will go around asking each other the questions in Spanish. To be kind to their summer mush brain, and to build confidence, I have the yo form of the verb already listed. They will add elaborating details and sign each others’ sheets. 
• Finally, once they have all squares signed, students will practice the s/he forms by writing about what their class did. They will also write about what they did using the I form.

Optional Extensions

• Discuss as a class or in small groups who did what. 

• Make a giant Venn Diagram comparing and contrasting students, or the teacher and a student. (This would be a good way to add in the plural forms).

• Students draw what a classmate did. Put these up around the room or project with a document camera and guess who the picture is describing. 

• Have students draw what they did. These could be used to have them describe to each other in Spanish or have the teacher use them to describe what they did. 
• Play 2 Truths and a Lie (students write two things they actually did and one lie. The teacher then reads these and the class guesses who it was and what their lie was). 
• Do a free write where students write what they did and what a classmate did. (This has been my baseline assessment**)

• Use the question cards of your choice to get students to ask the same questions in partners or small groups. You could also post the big ones around the room and have students sign under them as they enter the room the next day. 

Other 1st Week Ideas

Later in the week, do a couple of stations for administrative purposes. This will include students reading through the syllabus and writing down questions, filling out my start of class Google Form, getting set up with the LMS & Sr. Wooly account, and reviewing the proficiency puzzle. I like to wait for this administrative stuff and actually get them using Spanish day 1 instead. For my plan for the rest of the year, here is my tentative curriculum plan