Spanish can be very difficult for beginning speakers to develop and master. This is because the sentence structure, grammar, and conjugation of verbs is often different than in English. It is important to get students creating and using their Spanish in context, so that they can master the language. With Storyboard That, you can leave the creation up to the students with these great activities below!
By the end of this lesson your students will create amazing storyboards like the ones below!
During language acquisition, students must first master the basics of personal conversation, learning words and phrases like hello, goodbye, and how are you?, as well as mastering the appropriate responses. One activity to reinforce these basics, is creating a storyboard of an interpersonal dialogue to practice new language acquisition. Teachers can start by creating a storyboard or template, and ask students complete it by placing the appropriate dialogue in the text bubbles. Alternatively, students can create their own from scratch. Either way, getting students to create and use these new phrases will enhance their practical knowledge and fluency.
Suggested Focus Areas
Describe yourself, and tell about some of your likes and dislikes.
Find out what other people are like, and what they like to do.
Compare yourself to other people's likes and dislikes.
In the example below, the student has created a storyboard that shows their knowledge of standard greetings. An important part of the teacher's lesson for the conversational Spanish unit is discussion of the etiquette and politeness in Spanish culture. It is always important for there to be a response of 'thank you' or 'you as well' when answering a basic greeting.
Spanish Vocabulary is necessary for students to memorize so that they can begin to use these new words in a dialogue. Whether, it is Los pasa tiempos, ¿Adónde vas a ir de vacaciones?, or ¿Qué haces en tu casa?, with Storyboard That, students can aid their learning in a variety of ways. Using our storyboard cells, students or teachers can create visual flashcards that have a picture of the word and its name in Spanish. Another great idea is to create scenes and have students find and circle the item like a scavenger hunt! Or Students can create a storyboard that uses the word in the dialogue, for practice. The options are endless!
For this example, the teacher has created a template that students will fill out using the vocabulary from the word bank for household items.
A major undertaking in language acquisition is correct verb knowledge and usage. For a beginner Spanish students, it not enough for them to memorize the word and its definition; they must also know how it changes when used with a pronoun. This concept is strange to English speakers; most of our verbs change with tense, but not with person or number.
The best place to start in Spanish is with regular -ar, -er, and -ir ending verbs. It is essential prior knowledge for students to memorize the common endings for each subset of words. Once students learn the conjugation methods for pronouns, they can begin to describe and explain more accurately.
Students should memorize the following:
Ar Verb Endings
Er Verb Endings
Ir Verb Endings
Tú/ Usted (You/ You Formal)
Él /Ella (He/She)
Vosotros/as (You Pl. Spain)
Ustedes/Ellos/Ellas (Masculine/Feminine Plural)
Using Storyboard That, students can practice their conjugation by creating and writing scenarios using present tense verbs. Again, the teachers can start by creating a storyboard or template, and ask students to complete it by placing the appropriate dialogue in the text bubbles, or students can create their own from scratch.
A common activity in Spanish class is for students to create a family tree or presentation. A great way to get them started is with a family map. Using stock characters as a before activity, students can fill out this character map to get in the habit of using the vocabulary of family members, descriptions, likes, dislikes, age, and gender. Having them fill out this information prior to completing their family tree engages the student, aiding in accurate language acquisition. Students could also choose to complete a family tree project using the storyboard creator. With the upload images feature in the toolbar, they can add pictures of their family members!
This activity is focused on learning to ask for, and get, what you want. To reinforce students learning, have them create a storyboard that shows the dialogue of a person going back-to-school shopping. For inspiration, students can depict their experience. Teachers can model this by creating a storyboard of their own, then ask the students to complete their own. To keep students on track, it is a good idea to provide a list of exactly what you expect them to use for vocabulary from the chapter. Either way, getting students to create and use the vocabulary, conjugation, and phrases will enhance their practical knowledge and fluency.
Suggested Focus Areas
Describe the color, fit, and price of clothes
Ask about and buy clothes
Tell where and when you bought clothes and how much you paid for them
For this example, the student would fill in the yellow text bubbles using the vocabulary from the chapter on clothing. The idea is for them to discuss the needs and likes of the person shopping, and pick out the appropriate gender-related clothing for Raquel and Carlos.
Raquel needs new clothes for school. Pick out the following items for her:
Una Blusa Una Falda
Carlos needs new clothes for school. Pick out the following items for him:
For an advanced project, have students create a storyboard that they will later turn into a video! They can storyboard their script about an accident or injury, and diagnosis. Or they can use this activity to show their fluency by practicing conjugation, vocabulary use, and gender knowledge.
For this assignment, here are suggested areas for students to focus:
Describe how you are feeling
Tell what parts of your body hurt
Suggest things you or others can do to feel better
For this example, the teacher intends to have students act out this storyboard. Having students storyboard their script beforehand will enable them to get their thoughts on paper, and to practice their dialogue before taping.
Storyboard Text Example
Ayuda que he caído en el agujero.
¡Tengo dolor en la pierna! Tengo que ver al médico.
¿Me puede decir dónde le duele?
Me duele todo el pie, caí y ahora está de color morado.
¡Necesitará terapia física , descanso , y no deportes!
Un mes más tarde...
Ya estoy mejor. Gracias doctor.
De nada José. Buena suerte en su juego de fútbol!
Me gusta el fútbol estoy feliz que puedo jugar otra vez.
Help I've fallen into the hole.
I have pain in my leg! I have to see the doctor.
Can you tell me where it hurts?
It hurts all over the foot, I fell and it is now purple.
You will need physical therapy, and no sports!
A month later...
I'm better. Thank you, Doctor.
José, you're welcome. Good luck in your soccer game!