Spanish · Spanish 2

SEL activities for Realidades 2

34 RoseThread Connect activities matched to the chapters of Realidades 2 (Pearson (Prentice Hall)). Each one teaches the chapter's content and builds one Social and Emotional Learning (SEL) skill in about 20 minutes.

We look only at each book's table of contents (chapter titles and topics) to suggest activities that fit the flow of your course. We don't use or reproduce any textbook content, and your edition's chapter order may differ slightly. RoseThread Connect is not affiliated with, sponsored by, or endorsed by these publishers.

Para empezar

• ¿Quién soy este año? Self-awareness · Spanish 2Students reintroduce themselves with stem changing verbs and write one thing they want from this year.
• Nunca, siempre, a veces Self-management · Spanish 2Using "siempre" and "nunca", students notice all or nothing thinking about school and soften it with "a veces".
• Lo que soy y cómo estoy Self-awareness · Spanish 2"Ser" and "estar" show students that a hard day, "estoy triste", is a state and not who they are, "soy fuerte".

Capítulo 1A: ¿Qué haces en la escuela?

• Las reglas que nos cuidan Responsible decision-making · Spanish 2Students compare school rules in Mexico and California and decide which class agreements protect everyone fairly.
• ¿Quién soy este año? Self-awareness · Spanish 2Students reintroduce themselves with stem changing verbs and write one thing they want from this year.
• Nunca, siempre, a veces Self-management · Spanish 2Using "siempre" and "nunca", students notice all or nothing thinking about school and soften it with "a veces".
• Estoy aprendiendo Self-management · Spanish 2The present progressive lets students describe skills they are still building, "estoy aprendiendo", instead of skills they lack.

Capítulo 1B: ¿Qué haces después de las clases?

• Tan fuerte como tú Self-awareness · Spanish 2Students compare their activities without comparing their worth, using "tan como" to see strengths side by side.
• ¿A quién conoces? Relationship skills · Spanish 2Students use "conocer" for people and "saber" for skills to interview a classmate about a talent they did not know.
• Me interesa, me molesta Social awareness · Spanish 2Students share what interests and bothers them in movies and practice respecting opinions that differ from their own.

Capítulo 2A: ¿Cómo te preparas?

• Mi rutina, mi energía Self-management · Spanish 2Students narrate their morning routine with reflexive verbs and add one small habit that helps them start the day calm.
• Me puse nervioso Self-management · Spanish 2Students use "ponerse" to name how emotions show up in the body and pair each warning sign with one calming step.
• Nunca, siempre, a veces Self-management · Spanish 2Using "siempre" and "nunca", students notice all or nothing thinking about school and soften it with "a veces".

Capítulo 2B: ¿Qué ropa compraste?

• ¿Qué compraste y por qué? Responsible decision-making · Spanish 2Students narrate a past purchase in the preterite and reflect on whether a feeling or a need made the decision.
• Este estilo es mío Social awareness · Spanish 2In "a mercado" role play, students notice how clothing expresses identity and comment on each other's style with respect.

Capítulo 3A: ¿Qué hiciste ayer?

• ¿Adónde fuiste ayer? Self-awareness · Spanish 2Students tell where they went yesterday with "fui" and name one moment when they felt good.
• Lo hice por ti Relationship skills · Spanish 2Students use direct object pronouns to describe favors they did for family, "lo hice", and practice thanking people out loud.
• ¿Qué compraste y por qué? Responsible decision-making · Spanish 2Students narrate a past purchase in the preterite and reflect on whether a feeling or a need made the decision.

Capítulo 3B: ¿Cómo se va...?

• ¿Cómo se va? Social awareness · Spanish 2Giving and following directions around Indio, students practice checking that the listener understood before moving on.
• ¡Ten cuidado! Responsible decision-making · Spanish 2Students write irregular "tú" commands for walking and driving safety and decide which advice they would actually follow.
• Lo hice por ti Relationship skills · Spanish 2Students use direct object pronouns to describe favors they did for family, "lo hice", and practice thanking people out loud.

Capítulo 4A: Cuando éramos niños

• Cuando era niño Self-awareness · Spanish 2Students describe what they were like as children in the imperfect and notice which parts of that child still live in them.
• Las historias de mis abuelos Social awareness · Spanish 2Students imagine childhood in the old Coachella Valley from an elder's point of view and write interview questions with le for a grandparent.
• Nos ayudábamos Relationship skills · Spanish 2Students use reciprocal "nos" to describe how friends and family used to help each other and name who they can count on now.

Capítulo 4B: Celebrando los días festivos

• Celebramos juntos Social awareness · Spanish 2Comparing "Las Posadas", "Día de los Reyes", and Coachella Valley celebrations, students learn how others make meaning of holidays.
• Nos saludábamos con un abrazo Relationship skills · Spanish 2Students compare greeting customs across Latin America and practice asking what kind of greeting someone is comfortable with.
• Nos ayudábamos Relationship skills · Spanish 2Students use reciprocal "nos" to describe how friends and family used to help each other and name who they can count on now.

Capítulo 5A: Un acto heroico

• Un acto heroico Social awareness · Spanish 2Students narrate a real or imagined rescue story and recognize that everyday heroes often feel afraid and act anyway.
• Oí, leí, creí Responsible decision-making · Spanish 2Students contrast "creí" and "leí" to separate what they believed from what they actually read in a news report.
• ¿Qué estabas haciendo? Self-awareness · Spanish 2Students describe what they were doing when a strong emotion arrived and notice what that emotion was telling them.

Capítulo 5B: Un accidente

• Un accidente Self-management · Spanish 2Students role play a clinic visit after an accident and practice calm breathing before explaining what happened.
• ¿Qué estabas haciendo? Self-awareness · Spanish 2Students describe what they were doing when a strong emotion arrived and notice what that emotion was telling them.
• Oí, leí, creí Responsible decision-making · Spanish 2Students contrast "creí" and "leí" to separate what they believed from what they actually read in a news report.

Capítulo 6A: ¿Viste el partido en la televisión?

• El partido Self-management · Spanish 2Retelling "a fútbol" match, students describe how players "se enojaron" or "se calmaron" and plan their own reset after a loss.
• Tan fuerte como tú Self-awareness · Spanish 2Students compare their activities without comparing their worth, using "tan como" to see strengths side by side.
• Me interesa, me molesta Social awareness · Spanish 2Students share what interests and bothers them in movies and practice respecting opinions that differ from their own.

Capítulo 6B: ¿Qué película has visto?

• ¿Qué has logrado? Self-management · Spanish 2Students list what they have already achieved in Spanish with the present perfect and set one goal they have not reached yet.
• Me interesa, me molesta Social awareness · Spanish 2Students share what interests and bothers them in movies and practice respecting opinions that differ from their own.
• Oí, leí, creí Responsible decision-making · Spanish 2Students contrast "creí" and "leí" to separate what they believed from what they actually read in a news report.

Capítulo 7A: ¿Cómo se hace la paella?

• Se prepara con cariño Social awareness · Spanish 2Learning how "dátiles", tamales, and mole "se preparan" in the valley and in Mexico, students honor the hands behind the food.
• En la cocina Relationship skills · Spanish 2Following a family recipe in pairs, students give kind negative commands and fix misunderstandings without blame.

Capítulo 7B: ¿Te gusta comer al aire libre?

• Al aire libre Responsible decision-making · Spanish 2Students write "ustedes" commands for a Joshua Tree hike that keep the group safe and protect the desert.
• Por la comunidad Responsible decision-making · Spanish 2Using "por" to explain reasons, students choose one action they will take "por la comunidad" and explain why it matters to them.

Capítulo 8A: Un viaje en avión

• Espero que tengas un buen viaje Relationship skills · Spanish 2Students write wishes for a classmate with "espero que" and practice giving encouragement in Spanish.
• Es importante que te cuides Responsible decision-making · Spanish 2Students give advice for a trip to Oaxaca with "es importante que" and weigh which choices protect their wellbeing.
• ¡Ten cuidado! Responsible decision-making · Spanish 2Students write irregular "tú" commands for walking and driving safety and decide which advice they would actually follow.

Capítulo 8B: Quiero que disfrutes de tu viaje

• Espero que tengas un buen viaje Relationship skills · Spanish 2Students write wishes for a classmate with "espero que" and practice giving encouragement in Spanish.
• Es importante que te cuides Responsible decision-making · Spanish 2Students give advice for a trip to Oaxaca with "es importante que" and weigh which choices protect their wellbeing.
• Hasta luego, no adiós Relationship skills · Spanish 2Students write thank you notes in Spanish to classmates and wish them well with "quiero que" for next year.

Capítulo 9A: ¿Qué profesión tendrás?

• Hasta luego, no adiós Relationship skills · Spanish 2Students write thank you notes in Spanish to classmates and wish them well with "quiero que" for next year.
• ¿Qué has logrado? Self-management · Spanish 2Students list what they have already achieved in Spanish with the present perfect and set one goal they have not reached yet.

Capítulo 9B: ¿Qué haremos para mejorar el mundo?

• Por la comunidad Responsible decision-making · Spanish 2Using "por" to explain reasons, students choose one action they will take "por la comunidad" and explain why it matters to them.
• Al aire libre Responsible decision-making · Spanish 2Students write "ustedes" commands for a Joshua Tree hike that keep the group safe and protect the desert.

RoseThread Connect activities are drafted with the help of AI and shaped by educators. Students never have to share anything personal. Our five SEL skills are informed by CASEL's SEL Framework; RoseThread Learning is not affiliated with or endorsed by CASEL.