L1 Spanish: Multimodal Reading and genre-based approaches within constraints of conventional syllabus design
In this worksheet lexical acquisition is embedded in analysis of cultural artifacts, thereby advancing cultural knowledge and multimodal reading skills. The lesson involves reading and comparison of the UNAM's and Yale's coat of arms.
Here is a second worksheet that shows how a multimodal, genre-based approach can be taken even within the constraints of a synthetic, coverage-based syllabus design. 
L3 Spanish: Adjectival clauses and negative and affirmative expressions through film
In this worksheet, the objectives include (1) reviewing a grammatical structure, (2) reading and analysis in community, (3) learning about film genre (e.g., animated films), and (4) providing a structured activity in which students can creatively apply their learning. For a sample of student response, see the October 26 entry in th​​​​​​​e shared course notebook. Click on the button below to access the worksheet.
L3 Spanish: The future tense and the environment through the genre of comics 
Like the other ones, this worksheet is part of a larger assemblage of learning materials, including in this case an interactive multimedia presentation, reading aloud, textual analysis, and gaining an understanding of the genre of comics in Hispanophone cultures. The worksheet consists of a comic strip template I created, using stills from a silent short film on the topic of environmental crisis.  Prior to writing their texts, students identified the common elements of the comic strip genre. Working in pairs, they drafted their work on a Jamboardthereby allowing them to work in real time, as well as enabling me to view their work and provide oral and written feedback. (Students drafted their texts in two breakout room sessions.) ​​​​​​​To see some of the student work, click here.
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L4 Spanish: The Present Perfect Subjunctive through Spanish Political Ads 
Students applied their theoretical understandings of grammar in a discussion of ads from Spanish general election campaigns of 2019. Through this (pre-pandemic) worksheet and a brief presentation, I introduced students to the political discourse of various Spanish political parties, including Podemos, a controversial left-wing populist political party. In subsequent classes,  students viewed ads by other political parties, including the PSOE, the Partido Popular, and VOX, a far right political party. This general topic is fascinating to Yale students, some of whom have worked in U.S. political campaigns or who plan on a career in politics. By tapping into their interests and creating structured activities that invite them to articulate their viewpoints, students were motivated to use their knowledge of Spanish to understand Spanish culture and to comparatively reflect on politics in the U.S. Other activities that generated interest, and excitement, included a mock vote using PollEverywhere, as well as an analysis of VOX propaganda in a political ad that makes extensive use of "If" clauses. The analysis centered on the rhetorical effects of the use of the clauses. Click here to view the transcription of the ad. Click on the button below to access the worksheet.
L4 Spanish: The uses of the infinitives through Christopher Columbus
This (pre-pandemic) worksheet serves two purposes: properly contextualizing Columbus' letter and teaching the functions of the uses of infinitives. Working with the textbook explanations of the uses of infinitives, students identify the explanations that justify the use of infinitives in the text. A review of student responses follows, along with oral reflection on the content of the reading. Click here to view the Keynote presentation into which I incorporated the use of this worksheet.   
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