This resource would be best used in a Spanish level 2 or 3 class where students are learning how to talk about food. In the resource, native Spanish speakers are individually talking about their favorite foods (dishes, individual foods, etc.) and sometimes refer to their origins. Students will be guided through understanding others talk about their favorite foods.

This listening resource of native speakers would be best used in a Spanish level 1 or 2 class where students are learning how to talk about themselves.

Cori Sowers of Danville collected all the recorded Presentations of the Summer 2020 Teaching with Tech Virtual Conference held in Danville.

Patrick Hausammann of Clarke developed this chart to explain the work done by ITRTs and Tech Support personnel. It's a great starter for your own list to share with administrators, teachers, and others.

An online pedagogical reference grammar of the French language that combines authoritative grammar explanations, self-correcting exercises and online audio with surreal dialogues and cartoon images.

Tex's French Grammar combines explanations with surreal dialogues and cartoon images.
Individual grammar items are carefully explained in English, then exemplified in a dialogue, and finally tested in self-correcting, fill-in-the-blank exercises.

A few tips for how to get your group going and keep it healthy.

These are some Spanish tongue twisters covering the FIVE (5) vowel sounds as well as the "ll" and "ñ".

This resource can be used as an anticipatory set to begin a unit on Navidad (Christmas). Ideally, students are familiar with the Spanish speaking countries and where they are located on the map.

Display the image as a warm up activity and have students respond in writing to the following questions:

1) Mira a los platos tipicos de cada pais, ¿Adonde quieres viajar?
2) ¿Qué quieres comer?
3) ¿Cuál país tiene un plato similar a los Estados Unidos?
4) ¿Cómo se llama uno de los platos tipicos de Mexico?

Then, students can pair up to review answers and practice their interpersonal speaking.

Share out as a whole group.

Then, to dive deeper into the image, students can choose a specific dish that they want to research further. Students will answer the following questions:

1) ¿De cuál país es este plato?
2) ¿Es un aperitivo, plato principal, o postre?
3) ¿Cuáles ingredientes hay en este plato?
4) ¿Tu familia come algo similar durante la Navidad?
5) ¿Quieres probar este plato?
6) Describe un plato tradicional que tu familia come en Navidad?

A follow up or culminating activity can be for students to make a dish from a particular country to share with the whole class at the end of the unit.

Tá Falado includes 46 podcast lessons on the pronunciation and grammar of Portuguese, specifically designed to help those who already speak Spanish. The lessons are built around Portuguese dialogs that are repeated in Spanish, providing a direct comparison of the two languages. All lessons include downloadable PDF files with the transcripts and notes, mp3 audio files, and blog discussions. Additionally all of the dialogs present cultural scenarios that illustrate differences between North American and Brazilian culture.

Copyright is important for all teachers, students, and bloggers to know about. And it doesn’t have to be as complicated as you think. We’re here to break down the basics of copyright and other related topics like fair use, public domain, and Creative Commons.

French II Unit “Chez Moi”
I can describe the objects in “La chambre de Van Gogh” and their locations.
I can describe objects in my bedroom and their locations.

Unit is completely in Spanish. Unit includes a Prezi presentation that provides images, videos and a Powerpoint that takes students through what graffiti looks like in Spanish speaking countries as well as its purpose. Artists are interviewed as well as citizens and experts in related fields that study the use of graffiti.
The Unit begins with guiding questions, continues with the presentation and then sets students up to create a final work. Students research graffiti in a country of their choice, answering essential questions. Students then present their findings and are graded by the included rubric.

This video teaches the numbers above 30 in Spanish. Verbatim captions are provided for accessibility. Please note grade levels as the video is not likely to interest younger children. 

This video teaches the numbers above 30 in Spanish. Verbatim captions are provided for accessibility. Please note grade levels as the video is not likely to interest younger children. 

Vocabulary practice "Dans la salle de bain"

Interpretive activity for French I-II students

Students watch a short video on morning routines and conduct a series of exercises (matching, true/false, and complete the sentences.)

This infographic details the influence and changing culture of women in the sport of soccer. It is an empowering graphic that can be used in any level of Spanish with or without support.

If you believe students need support, use the circling technique of asking questions surrounding the information in the infographic. Start with yes/no questions, followed by either/or questions and lastly open ended questions.

From there, students can work alone or in pairs to answer the following questions:

1) ¿Cuál es el propósito de esta infografía?
2) ¿Cuántas más mujeres jugarán en 2019 que el año de esta infografía?
3) ¿Si hoy hay 3 veces más equipos que en 1991, ¿cuántos equipos más crees que habrán en 20 años?
4) ¿Cuántas chicas o mujeres conoces que juegan futbol?

After students report out as a class, have students research women in other sports to create their own infographic in the target language. Once complete, pass out the original infographic and a new one from a classmates and have the pair fill out a venn diagram to show the similarities and differences among women in different sports throughout the world.

Students will analyze the sculpture "Head with Horns" by Paul Gauguin through objective and subjective writing activities and class discussion. They will then consider the meaning of this sculpture and examine the differences between objective and subjective analysis.

Yorùbá Yé Mi is an interactive, communicative, introductory, multimedia program intended to provide college/university students with basic listening, speaking, reading, and writing skills of language learning in Yorùbá. It exposes the learner not only to Yorùbá language in meaningful situations but also to the culture of the Yorùbá-speaking people of South-western Nigeria. It contains effective techniques for teaching and learning Yorùbá including tones, and is user-friendly in its approach.