I was actually pleased with how all of my rounds went. While there was certainly room for improvement, I felt like the language and content objectives were met in all three rounds.

Round 1-

I was initially nervous about this round it was all built around NAFTA, a treaty that was signed before any of my students were born. So contextualizing the content was an issue I took seriously. That being said the students all wrote good sentences, for the bellringer, which showed their mastery of comparative and superlatives as well as an understanding of the free trade agreement. During the game, all of the students were able to complete the activities, even the cross-curricular math activity. Finally the EZLN slogans, were also a success. While the students had a hard time coming up with a slogan initially, the purpose of the exercise was to force them to think differently and to prime them for the next topic, which I believe it did.

Round 2-

This round was a lot of fun, we not only reviewed our sports vocabulary and verbs, but we also got to design our own luchador masks / personas.  This activity went well, although I think I could have scaffolded some of the activities better, or perhaps added more stipulations to the group activity to encourage more collaboration. I think the different stages of the game went well: The sentences reinforced personal pronouns, sports vocabulary, and verbs. The sentence strips were a kinesthetic way of engaging grammar, and the plotting of the luchador mask was a simple cross-curricular link. My final reflection on the activity is that next time, I will have the students plot the image until they can guess the image, not until all points have been plotted as that was a little unnecessary and some students were running out of steam.

Round 3-

Round three was also a success. While I ran out of time to play “Heads Up!” at the end. I was able to play a vocabulary bell game, do a mapping activity that illustrated the similarities geographically between food deserts and obesity rates within the US, did a CSI reading on food deserts, and finally did a grocery shopping activity barrier game. I think I could have scaffolded the reading more, or perhaps provided a translated version for some of my students. I also think next time I will have them focus more on the maps, and discussing the map more generally. That being said, I was pleased with the students retention and critical thinking, especially after April vacation!