The TPRS storytelling unit <<LAS CHICAS NO JUEGAN AL FÚTBOL AMERICANO>> created by Martina Bex contains some fantastic cultural tasks such as activities on the football related songs No hay 2 sin 3 and Waivn' Flag, infographics, and an interesting video about basketball in Mexico. She has also found articles online about sport in the Hispanic world and adapted the texts to make them accessible to beginner learners. I have adapted the authentic text about baseball in the Dominican Republic to use as a formative assessment for criteria B. To use alongside this assessment I found the video below and plan to show the first 45 seconds of this video with the gap fill activity. To differentiate, I always fold the words under so that the students try and first complete the activity without looking at them before using them for support.

In the text provided by Martina Bex about baseball there is reference to the street game where children use plastic bottles and sticks to play their own version of baseball. After a little investigation I found out that this game is called Vitilla and has made it over to the States as a sport. See the video below to learn all about it.

On my MYP category 3 course that I did this weekend, the course leader provided us with this excellent website of resources for visual thinking activities in the classroom. I decided to use the "I see, I think, I wonder" activity with my Spanish Phase 1 students who are currently studying the topic of sport. My students often struggle to recognise the conventions of an spoken and visual text, and it's true that this is something quite new to the students this year. I decided to show the students a TV advertisement for Gol Televisión. I explained the "I see, I think, I wonder" activity by modelling the activity provided to use on the course. We looked at the picture below and discussed what we could see, what assumptions we could draw from what we could see, and any questions that it prompted us to ask about the photo.

We watched the SIN GOL NO HAY FÚTBOL advertisement without sound and the students completed the activity using post-it notes under the titles...

• Veo...
• Pienso que...
• Quiero saber...

It became clear to me after discussions with the students that by not hearing the sound, they were able to make careful observations and thoughtful interpretations of the images and gain a deeper understanding of the message and how the visuals help deliver the message to the audience. The students identified that people in the video were mad and that the company were taping into peoples emotions as a way to sell their product. Following this, the students completed the gap fill activity. Students were able to identify from the text that the goal was being personified. See the advert and gap-fill activity below. The text has been copied onto the document 3 times to save on printing.