The Immersive Classroom
  • Home
  • About
  • Lessons
    • Teaching with Music >
      • Song warm-up lesson plans, setup, procedure, and exams
      • How to teach "Tú sí sabes quererme" by Natalia Lafourcade
      • How to teach "La Carretera" by Prince Royce
      • How to teach "Latinoamérica" by Calle 13
      • How to teach "Prohibido Olvidar" by Rubén Blades
      • How to teach "Traidora" by Gente de Zona
      • How to teach "La Bicicleta" by Shakira and Carlos Vives
      • How to teach "Culpa al Corazón" by Prince Royce
      • How to teach "Déjà Vu" by Prince Royce and Shakira
      • How to teach "Amor de Mis Amores" by Natalia LaFourcade
      • How to teach "Despacito" by Luis Fonsi and Daddy Yankee
    • Teaching with TPRS >
      • Using TPRS in the World Language Classroom
      • Valentine's Day Lesson
    • Teaching with Tech >
      • Why Duolingo
      • Duolingo In Curriculum
    • Teaching with Film >
      • Rebelión en Oaxaca: Film Resource
      • Blossoms of Fire - A Film Resource
    • Teaching Social Justice >
      • Problems and Solutions in Our Baltimore Community
      • Resources for teaching students about the Oaxacan Uprising of 2006
  • Service Learning
    • The Advocacy Project >
      • Teaching Social Justice: My Background and Context
      • Inspiration for "The Advocacy Project"
      • Providing opportunities for volunteering during "The Advocacy Project"
      • How are students graded while participating in "The Advocacy Project"?
      • Student Reflections on "The Advocacy Project"
  • Travel
    • Cuba >
      • Pedro Pablo Oliva and "The Great Blackout"
      • Patio del Pelegrín Community Project
      • El Tanque - Casa Cultural Comunitaria
      • A Lecture with Cuban Academic Jorge Mario Sánchez Egozcue
    • Mexico >
      • Oaxaca: Mazatec and the language of whistling
      • Oaxaca: Monte Albán and a Oaxacan lunch
      • Oaxaca: Monte Albán and Atzompa
      • Oaxaca: Yanhuitlan
      • Oaxaca: Danza de las Plumas in Teotitlán del Valle
    • Spain >
      • Madrid
      • Sevilla
      • Feeling at home
  • Resources
  • Tutoring
  • Blog
  • Contact

Updates

A New Series: Comprehensible Classics

7/8/2019

0 Comments

 
Picture
Today, I am excited to announce a new series of comprehensible input resources from The Immersive Classroom. The series, Comprehensible Classics, is a set of resources that will help the Spanish language teacher to guide students through the stories and contexts of Spanish and Latin American literature's great works. 

The first of the series, Fuenteovejuna by Lope de Vega, provides teachers with 9 days of lesson plans which center around the story, the author, and the context of this great dramatic work from the Golden Age of Spain. 
​
In this unit, students will learn about the play Fuenteovejuna, the life of Lope de Vega, and the Golden Age of Spain, completely in the target language. This comprehensible unit will provide students with resources completely in the target language, through readings, activities and exams written in the preterite and imperfect tenses. This 30-page resource includes day-by-day lesson plans and instructions, as well as all readings, worksheets, activities and exams needed to complete the unit.

Picture
I chose Lope de Vega's Fuenteovejuna not only because of the play's fame in the canon of Hispanic literature. I think that this is a play all students should know because of the incredibly strong female lead, Laurencia, who is featured prominently throughout the play. 

In this unit, students will have an opportunity to analyze one of Laurencia's most famous speeches in the play, and will develop an appreciation for Lope de Vega's strong and independent female characters.

I hope you enjoy this unit as much as my students and I did! Check out the resource by clicking here. 

Stay tuned for the next Comprehensible Classics unit, coming in the next two weeks!

Hope you are enjoying your summer, whether you are teaching summer school, traveling, or taking a much deserved break from the classroom. 

xoxo,
​Katherine
0 Comments



Leave a Reply.

    HEY THERE! NICE TO MEET YOU!

    Picture

    I'm Katherine Lupton: language teacher and author. I live in the lovely state of Oregon. My favorite things include my energetic dogs, music and books (both reading and writing them).

    ​
    Learn more. --> 


    Subscribe

    Blogs I follow
    (and you should, too!)


    ​Creative Language Class
    Cynthia Hitz
    ​El Mundo de Birch
    Fluency Matters
    ​Kristy Placido
    ​Martina Bex

    ​Somewhere to Share
    ​
HOME
ABOUT
BLOG
CONTACT

Visit My Teachers Pay Teachers Store

This website is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for us to earn fees by linking to Amazon.com and affiliated sites.
  • Home
  • About
  • Lessons
    • Teaching with Music >
      • Song warm-up lesson plans, setup, procedure, and exams
      • How to teach "Tú sí sabes quererme" by Natalia Lafourcade
      • How to teach "La Carretera" by Prince Royce
      • How to teach "Latinoamérica" by Calle 13
      • How to teach "Prohibido Olvidar" by Rubén Blades
      • How to teach "Traidora" by Gente de Zona
      • How to teach "La Bicicleta" by Shakira and Carlos Vives
      • How to teach "Culpa al Corazón" by Prince Royce
      • How to teach "Déjà Vu" by Prince Royce and Shakira
      • How to teach "Amor de Mis Amores" by Natalia LaFourcade
      • How to teach "Despacito" by Luis Fonsi and Daddy Yankee
    • Teaching with TPRS >
      • Using TPRS in the World Language Classroom
      • Valentine's Day Lesson
    • Teaching with Tech >
      • Why Duolingo
      • Duolingo In Curriculum
    • Teaching with Film >
      • Rebelión en Oaxaca: Film Resource
      • Blossoms of Fire - A Film Resource
    • Teaching Social Justice >
      • Problems and Solutions in Our Baltimore Community
      • Resources for teaching students about the Oaxacan Uprising of 2006
  • Service Learning
    • The Advocacy Project >
      • Teaching Social Justice: My Background and Context
      • Inspiration for "The Advocacy Project"
      • Providing opportunities for volunteering during "The Advocacy Project"
      • How are students graded while participating in "The Advocacy Project"?
      • Student Reflections on "The Advocacy Project"
  • Travel
    • Cuba >
      • Pedro Pablo Oliva and "The Great Blackout"
      • Patio del Pelegrín Community Project
      • El Tanque - Casa Cultural Comunitaria
      • A Lecture with Cuban Academic Jorge Mario Sánchez Egozcue
    • Mexico >
      • Oaxaca: Mazatec and the language of whistling
      • Oaxaca: Monte Albán and a Oaxacan lunch
      • Oaxaca: Monte Albán and Atzompa
      • Oaxaca: Yanhuitlan
      • Oaxaca: Danza de las Plumas in Teotitlán del Valle
    • Spain >
      • Madrid
      • Sevilla
      • Feeling at home
  • Resources
  • Tutoring
  • Blog
  • Contact