Thank you so much, Mrs. Cowart, for your quick response to my scavenger hunt request!
- Please hang the picture of la granja (farm) on your door so students will know if they have arrived at the right location. (Do you mind putting it in my box later so I can use it again next year?)
- When students arrive at your door they should ask you for the fresas frescas (fresh strawberries). This will be their proof that they followed the directions and found the right place. Make sure they say por favor (please)! If they don’t, keep saying “¿Qué?” until they do. :)
The students will have passes with their names so that you know they come from me. You should have approximately three pairs of students visiting, probably toward the middle of the period.
Thanks for being such a great sport! I think this will be a great learning experience for them since we can’t actually go to Spain and practice finding our way around. :)
Preparing for the Scavenger Hunt:
- Make your own changes to the Official Hall pass. Copy and paste it several times on the two columns of the document. Print the Official Hall pass on red paper. Be sure to talk to the dean and even send out an email to all teachers letting them know that on such-and-such a date your students will be wandering around the building with special red hall passes.
Hall Pass – copy on red paper:
Pase oficial
Para la búsqueda de
Lugares en la ciudad
A-1, Jueves, 26 de abril de 2007
Nombre: ________________________
(Official Pass for the search for places in the city)
Please allow the named Spanish II student to go on
a scavenger hunt during 1st period today as part of
a lesson on following directions in Spanish.
______________
- Now you must plot out 10 to 15 paths, depending on how many pairs of students you will have in one class. On a map of your school, circle and label the volunteer classrooms/offices. Make 10 – 15 copies. On each map trace the halls linking six volunteer classes. On each copy link the locations in a different order, varying the visits. This is for you only, to help you write the directions for each pair.
Now, type out directions for each map in your target language, using as many vocabulary words as possible from your list of ordinal numbers, prepositions, and the verbs that you introduced for following directions. Don’t use classroom numbers or building or hall names, and keep the maps for your own use later.
