My Spanish 2 students are practicing body and hospital vocabulary and also the different past tenses and uses. To practice body vocabulary, I engaged students in a whole TPRS body part identification game, and ultimately playing “Simon Says”. The next activity was for students to take out their ipads and I described a “monster” to them. I described the monster saying “the monster has four arms, and six eyes, and three eyes are red” (in Spanish). Students then drew what they heard on their ipads for listening comprehension practice.  Once that was finished, students were to create their own monsters at home, and draw and describe in sentences “My monster has five legs…” etc.

Once all of the students created their monsters, I divided them up into their family groups of four, and they worked together to create a story, with their original monsters, and other vocabulary from the chapter. The results were entertaining, and the girls had a great time creating their stories and drawing their monsters. Interestingly, I found that many of their stories were based on monsters feeling “alone” and that they didn’t have any friends. It’s definitely something to consider and how some of my students may be feeling trying to navigate through high school.

This was a great activity for kinesthetic fully body response, listening comprehension, creativity, artistic skills, practicing vocabulary and collaborating with classmates.

Here are some of the pages taken from their stories: