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6 Ways to use Grid Puzzles in Spanish Class

Ashley mikkelsen.

• September 23, 2019
• All Blog Posts

This post contains some affiliate links, which means that we make a small commission off items you purchase at no additional cost to you.

Grid puzzles are a great option for both teachers and students. They keep students engaged in a fun format that challenges them and forces them to use critical thinking skills! These can be used to provide your students with more input as they read to put the puzzle together! Let’s look at all of the ways you can use Grid Puzzles in Spanish class!

Some of the links in this post are affiliate links. This means if you click on the link and purchase an item, I will receive an affiliate commission at no additional cost to you. Thank you!

Why Use Grid Puzzles in Spanish Class?

• Challenge your students and encourage them to persevere.
• They’re hands on.
• Encourage critical thinking skills.
• Students read and re-read as they pair the edges of the puzzle.
• They’re fun!

When Do You Use Grid Puzzles in Spanish Class?

• Individually
• Partner Work
• Small Groups
• Stations/Centers
• Sponge/Fast Finisher Option

How Do You Use Grid Puzzles in Spanish Class?

When you create puzzles, you can set them up in a variety of ways. Let’s look at a few of the options and get those creative juices flowing!

• Translation
• Match Spanish to images (example above!)
• Review structures within sentences
• Story Sequencing – find the piece that comes next!
• First half / Second half of a sentence
• Question/Answers

These are great for reading and re-reading with a story! I include versions of these puzzles in my El Elefante High Frequency Verbs Unit to give students a chance to interact with the text as they read and put the pieces together!

I can see using this in a lot of ways! If you use Brandon Brown Quiere un Perro in class, how fun would it be to use this poop puzzle to review chunks of the story?! In fact, my friend Heather has a whole bunch of puzzles in fun shapes! Check them out by clicking here !

Do you use grid puzzles in your class? How do you use them? Drop a comment to share how you use them with your students!

Want to get started using these puzzles in your classroom? Click here to check out my editable templates!

Looking for More?

• El Toro Review Game
• Mi Lapiz Game
• Meme Game for World Language Class
• 10 Ways to Use Maze Games in Spanish Class
• ¡Corre en Círculos!

Hi, I'm Ashley. I'm so glad you're here! I love helping secondary Spanish teachers with engaging activities and ideas for their lesson plans. I can't wait to support you with no and low prep activities to help reduce your workload!

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Hexagonal Thinking Ideas for Your Spanish Language Classes

Hexagonal thinking is a thinking strategy inspired by the business world, but it is now used by many classrooms.

Hexagonal thinking involves students recording ideas, questions or facts on hexagonal tiles and arranging them so that related tiles are next to each other, essentially building a web of connections.

Benefits of Hexagonal Thinking in the World Language Classroom

There are so many benefits to bringing hexagonal thinking to your Spanish class (or any language class):

• Concept Visualization: It helps students visualize and organize concepts.
• Interconnected Ideas: Encourages students to connect ideas like puzzle pieces.
• Critical Thinking: Promotes critical thinking by deciding where and why to connect hexagons.
• Engagement: Keeps students engaged through a hands-on, interactive approach.
• Versatility: Applicable across various language teaching approaches, themes, and forms input.
• Debate and Discussion: Sparks debate and discussion about idea connections.
• Creative Learning: Fosters creativity and problem-solving skills.
• Web of Knowledge: Builds a web of knowledge in the classroom.
• Concept Retention: Enhances concept retention through visual learning.
• Student Collaboration: Can be used for group activities, encouraging collaboration.
• Adaptability: Can be adapted for different proficiency levels.
• Active Participation: Encourages active participation.

Hexagonal Thinking Ideas for the Language Classroom

1) Hexagonal connections through the use of personalized questions and answers. 

I blogged about this particular way of integrating hexagonal thinking in the world language classroom previously. You can read all the details in this blog post and see how it comes together in the following image.

2) Identity Maps with Canva and/or Paper

This is a very simple yet powerful hexagonal activity that can be done with Canva (and even with paper) to get to know learners and to continue to strengthen your class community. 

3) Hexagonal Thinking for Essential Questions and CAN DO Statements

Students can also unleash their creativity with CANVA and create visual hexagons to answer essential questions and show what they have acquired and what they can do with the language. 

4) Class Novel Processing & Reviews

There is a variety of ways this thinking strategy can work with class novels that provide further processing opportunities. Additionally, this thinking strategy can be used as a way to review the entire novel prior to the final test as in the example below.

5) Hexagonal Thinking As A Form of Assessment

My favorite, and in my opinion, the most powerful way to use this strategy in the language classroom is to use it as a form of assessment. This can be done toward the end of any unit. You will have to guide your learners through it, but it is a beautiful process as they will explain their connections in spoken or written form. This can be done individually, as a group, or a mix of the two. 

Ready to Ramp Up The Way You Do PQAs, Support, Assess learners, and Promote Critical Thinking Without Leaving the Target Language?

If you are more of a visual learner, in my latest YouTube video, I walk you through two of these hexagonal thinking ideas (PQAs and Assessments) with detailed examples.

If you are wondering…

• Where do I start?
• What type of templates do I need?
• What kind of structures/instructions should I prepare to support my students through these activities
• How do guide my students through making these connections?
• Should I assign these hexagonal thinking activities individually or a a group?
• How can I guide my learners through these activities digitally?
• What type of scaffolds do I need to do this with all levels?
• How do I grade these activities?

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Spanish with Stephanie

Ideas from one Spanish teacher to another

Teaching critical thinking skills in Spanish

My personal mantra has always been: I teach kids, not Spanish.

Part of teaching kids is incorporating lessons of empathy and humanity into the everyday. I look for ways to do this while still teaching Spanish, reading, writing, and critical thinking skills.

Currently, my 8th graders are studying a daily routine and hygeine .  They had tons of opportunity to talk about their own routines, but I also believe that it’s important to expose students to life outside their bubble. I wanted them to be aware of all the craziness happening in the Spanish-speaking world as well. My solution was to create an activity for students to practice their critical thinking skills and use our vocabulary in context. ( Click to open in Google Drive! )

Overall, I was happy with the assignment. It asked students think critically about topics like economics, math, and social studies, which also allowed us to use our intended vocabulary in a meaningful way.

Reflections and tips

While this was a meaningful activity, it was by no means perfect.

Not all websites were easy to navigate in Spanish, forcing students to default the the American sites at times.

A lot of the reflecting had to be done in English because the 8th graders just didn’t have enough language to write enough in Spanish. This didn’t bother me because I knew they had done the majority of the activity in Spanish. I don’t care what language the deeper thinking occurs in, as long as it takes place =).   However, I could see students in Spanish III and up gaining a lot from this activity. It would also be a good activity for AP Spanish students under global challenges or family and communities as well.

Adapting to modern times

The lead in scenario could be easily changed to reflect the most current world events.

Teaching during Coronavirus: focus on the scarcity of toilet paper. Ask students to research and compare prices around the Spanish-speaking world.

Click here for other webquest ideas !

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How to Say Critical Thinking in Spanish: A Comprehensive Guide

Are you looking to expand your Spanish vocabulary and express the concept of critical thinking? Whether you need to have a formal conversation or a casual chat, knowing how to articulate “critical thinking” in Spanish can be incredibly useful. In this guide, we will explore different expressions for “critical thinking” in both formal and informal contexts. We’ll also provide you with helpful tips and examples to ensure you can effectively communicate this concept. So, let’s dive in and enhance your Spanish language skills!

Table of Contents

Formal Expressions for Critical Thinking

When engaging in formal conversations, such as interviews, academic settings, or professional presentations, it’s crucial to be familiar with appropriate expressions for critical thinking. Consider the following options:

1. Pensamiento Crítico

The most direct translation of “critical thinking” in Spanish is “pensamiento crítico.” This phrase is widely understood and commonly used in formal contexts, particularly in academic and intellectual discussions. For example:

Profesor: En este curso, es fundamental desarrollar habilidades de pensamiento crítico. Translation: Professor: In this course, it is essential to develop critical thinking skills.

Using “pensamiento crítico” allows you to express the concept clearly and concisely, making it an ideal choice for formal situations.

2. Análisis Reflexivo

Another formal expression for “critical thinking” is “análisis reflexivo.” This phrase refers specifically to reflective analysis and is frequently used in scholarly or philosophical contexts. Let’s see an example:

Investigador: El análisis reflexivo de la evidencia nos permitirá llegar a conclusiones fundamentadas. Translation: Researcher: Reflective analysis of the evidence will allow us to reach well-founded conclusions.

“Análisis reflexivo” emphasizes the introspective aspect of critical thinking and is suitable when discussing theories, complex arguments, or abstract concepts.

Informal Expressions for Critical Thinking

In more casual or everyday conversations, you might prefer to use informal expressions to convey the idea of critical thinking. These options are suitable for chats with friends, colleagues, or in informal discussion groups.

1. Pensar Críticamente

An informal way to express “critical thinking” is by using the verb “pensar” (to think) followed by the adverb “críticamente” (critically). This phrase is widely understood, versatile, and commonly employed in everyday speech. Here’s an example:

Amigo: Me parece importante que aprendamos a pensar críticamente antes de tomar decisiones apresuradas. Translation: Friend: I think it’s important for us to think critically before making hasty decisions.

“Pensar críticamente” allows you to express the act of critical thinking more informally, making it suitable for friendly discussions and personal opinions.

2. Reflexionar Sobre el Tema

To convey the sense of critical thinking in a relaxed conversation, you can use the phrase “reflexionar sobre el tema” (to reflect on the topic). While this expression doesn’t include the exact term “critical thinking,” it effectively conveys a similar meaning. Take a look at this example:

Colega: Necesitamos tomarnos un momento para reflexionar sobre el tema antes de tomar decisiones apresuradas. Translation: Colleague: We need to take a moment to reflect on the topic before making hasty decisions.

“Reflexionar sobre el tema” acknowledges the importance of thoughtful consideration and serves as an appropriate alternative in informal contexts.

Additional Tips and Examples

Now that you are familiar with both formal and informal expressions for “critical thinking” in Spanish, let’s explore some additional tips and examples that can help you deepen your understanding of this concept.

• Use these expressions naturally and contextually, adjusting your choice based on the formality and type of conversation.
• Improve your critical thinking skills by engaging in debates, reading thought-provoking literature, and practicing self-reflection.
• Expand your Spanish vocabulary by learning synonyms and antonyms related to critical thinking.

To illustrate how these expressions can be used, let’s provide a few more examples involving both formal and informal contexts:

Conferencista: El pensamiento crítico es una habilidad esencial para el desarrollo profesional. Translation: Speaker: Critical thinking is an essential skill for professional development.

Compañera: Creo que deberíamos pensar críticamente antes de aceptar esa oferta de trabajo. Translation: Colleague: I think we should think critically before accepting that job offer.

By using these expressions and examples effectively, you can confidently express the concept of critical thinking in Spanish across various contexts and conversations.

With this comprehensive guide, you are now equipped with various ways to say “critical thinking” in Spanish, both formally and informally. Remember to adapt your choice based on the context and audience, striving for clear and effective communication. Keep practicing, expanding your vocabulary, and nurturing your critical thinking skills. ¡Buena suerte! (Good luck!)

Related Guides:

• Guide on How to Highlight Critical Thinking on Your Resume
• Guide: How to Highlight Good Critical Thinking on Your Resume
• Mastering the Art of Expressing Your Critical Thinking Skills
• How to Say You Have Good Critical Thinking Skills
• Guide: How to Say “Critical Thinker” on Your Resume
• How to Say “Not Critical” – A Comprehensive Guide
• Guide: How to Say “Very Critical” in Different Ways
• Tips on How to Say “I Was Thinking” in Spanish

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5 Ways to Boost Critical Thinking in World Language Classes

One way to raise students’ engagement is to ask them to do more work—meaningful work with authentic materials from the target culture.

As teachers, we’ve all experienced lessons that fell flat. The students were uninspired or disengaged, and wore blank, expressionless faces. While these moments can feel disappointing and discouraging, they help us learn and improve by honing our instructional choices.

These experiences have provoked me to think differently about my lessons—what could I do differently? Where was I going wrong? I realized that part of the reason my students seemed uninspired in these moments was likely because I was not asking them to do much. They were not thinking critically, making cultural comparisons, or problem-solving. This realization led me to boost the levels of rigor and critical thinking in my world language classes.

5 Ways to Increase Students’ Critical Thinking

1. Evaluate the questions you’re asking: Are your questions crafted to produce detailed, in-depth responses, or do they lead to one-word answers? Do they allow students to draw on their personal experiences or offer their opinions? Do they inspire students to passionately debate, or to engage in an exchange with a peer? Are students answering these questions enthusiastically? Let’s look at an example of a flat question versus a dynamic one.

“Why is global warming a serious issue?” is an important question, but it doesn’t require students to offer details about their thoughts or opinions on the matter, and it is unlikely to result in an enthusiastic response. Changing it to, “How could the effects of global warming impact or change your future life, and how does this make you feel?” directly solicits students’ perspectives. This question gets students thinking about their own lives, which can heighten their engagement.

2. Place culture at the core of your lessons and units: Language teachers are not solely responsible for teaching a language—we should also be exposing our students to the culture(s) associated with the target language. Our students often make deeper connections with cultural aspects of the language rather than with the linguistic ones. Embrace this!

If a Spanish teacher, for example, is teaching a unit about foods, they can focus on the Mediterranean diet in Spain and make a connection to healthy lifestyle practices. If they’re teaching a unit about the environment, they might focus on why Costa Rica is a leader in sustainability and ecotourism. Weaving cultural points into essential questions adds another layer of rigor to our units of study.

Try requiring that students make cultural comparisons between their native culture(s) and the target one. This gives them the opportunity to think critically about their own cultures and allows them to recognize that not every culture is the same, guiding them to be more culturally competent global citizens.

3. Plan lessons and design activities with Bloom’s Revised Taxonomy: Some powerful verbs featured in Bloom’s Revised Taxonomy —such as recall , interpret , infer , execute , differentiate , critique , and produce —draw attention to the skills we want to develop in our students.

For example, we want our students to interpret authentic resources such as infographics or podcasts. We want them to infer the meaning behind the titles of news articles or short stories. We want them to differentiate between cultural practices in the target language country and the United States. We want them to critique statements or texts that we present to them, and we want them to produce well-executed pieces of writing or oral presentations.

Let these verbs guide your methods and lesson planning. Engaging in the acts of recalling, interpreting, inferring, executing, differentiating, critiquing and producing will aid your students in accomplishing more rigorous tasks.

4. Incorporate authentic resources: There’s no better way to expose students to culture and higher-order thinking than with authentic resources—real-life materials from the target country, including infographics, articles, songs, films, podcasts, commercials, written ads, and so on.

Authentic resources need not be reserved for higher-level classes—they can be used at any level. Adapt the task—not the resource—for the appropriate level. Level one students often need an authentic resource to pique their interest in the language and culture. For example, when teaching novice students about foods and eating habits in the target country, incorporate an authentic menu for them to examine and analyze. Create a basic task like a graphic organizer for them to complete with the menu. They don’t need to understand every word in order to complete the task. Intermediate level students can likely interpret an authentic resource with little to no assistance.

Using authentic resources can entice students to continue on their language learning journey, igniting their curiosity. Such resources also present an increased level of rigor and challenge. Students are required to evaluate and analyze an authentic cultural product when evaluating these resources.

5. Give students independence: While it’s sometimes tempting to lecture students and control the entirety of the class period, releasing some control can be empowering. Let students think independently and design some of their own tasks. Require them to problem-solve. Give them choices. Let them own their learning and take an active role in it. Giving students time to work independently fosters a rigorous environment in which students are able to think critically without constant assistance.

Rather than providing questions immediately after reading an article with your students, allow them to come up with the questions. Identify key vocabulary by asking students which words they associate with the given topic instead of providing a list. And instead of leading every class discussion, assign students different jobs in group discussions, or allow them to take turns facilitating a whole-class discussion. When students are given a chance to lead, they generally rise to the occasion, which can lead to deeper learning.

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Translation of pensamiento crítico – Spanish-English dictionary

Pensamiento crítico.

(Translation of pensamiento crítico from the PASSWORD Spanish–English Dictionary © 2014 K Dictionaries Ltd)

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to move something by pulling it along a surface, usually the ground

Treasure troves and endless supplies (Words and phrases meaning ‘source’)

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COMM 200: Critical Thinking and Speaking

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What Are Primary Sources?

Primary sources are firsthand information or data from people who directly experienced an event or time period. Because something is a "primary source" because of its relationship to the original participant, they can come in all kinds of formats, including:

• Oral histories
• Photographs, films, and sound recordings
• Government documents
• Newspapers from the same time period as the hidden figure
• Physical objects (like what you'd find in a museum)

In contrast, secondary sources  comment on or analyze primary sources. For instance, if someone writes a book comparing the diaries of women who lived in the 1800s, that book would be a secondary source.

Primary sources aren't just historical -- they're being generated at every moment! If someone wanted to study your life right now, what primary sources would tell them the most about you?

Where To Find Historical Primary Sources

Many historical primary sources are carefully preserved and stored in  archives. Check out an archive if you want  content that comes directly from a historical event or person .

In contrast to libraries, you can't borrow materials from archives, and because digitizing content requires a lot of time and investment, most items can only be viewed in person at an archives building. However, primary source material is really helpful for understanding people in their contexts, and there is still plenty available in digital form.

Below are some digital libraries and physical archives where you can find primary sources.

Tip: Search your hidden figure's name or an associated historical event to see if there is relevant material for you.

• University of Maryland Special Collections You can access material from the UMD Special Collections and University Archives by visiting the Maryland Room in the Hornbake Library. Learn more about planning your visit. The collections are especially strong in certain areas, including University of Maryland history, State of Maryland history, labor and unions, TV and radio broadcasting, and postwar Japan.
• University of Maryland Digital Collections A small fraction of our special collections have been digitized. You can explore them here.
• Library of Congress
• U.S. National Archives The National Archives and Records Administration is the official depository for United States government records.
• Smithsonian Institution Archives
• Digital Public Library of America Over 51 million images, texts, videos, and sounds from across the United States
• Internet Archive
• Historical magazine and newspaper databases Explore our many databases for different historical (pre-1990) newspapers. Useful if you're looking for information from a particular location or about a specific group of people
• Speeches (research guide) Visit this research guide to learn more about how to find the text of speeches

Example Sources

Federal correctional institution special progress report for bayard rustin, jan. 1945.

Source:  National Archives. Image shared in  Bayard Rustin: The Inmate that the Prison Could Not Handle  by Shaina Destine (National Archives blog post, Aug 2016)

Located in National Archives website

Oral history interviews with Bayard Rustin, 1984-1987 (audio recordings + transcript)

• Source:  Columbia Center for Oral History, Columbia University
• Located via Google search: bayard rustin oral history

Transcript selection:

Questions To Ask

Use  SOAPS  to interpret primary sources:

• Subject: Who or what is the source talking about? 
• Occasion: When and where was this source created or found? 
• Audience: Who is it for?
• Purpose:  Why was it created? Why do I care? 
• Speaker:  Who is speaking or who created it? 
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Title: enhancing critical thinking in education by means of a socratic chatbot.

Abstract: While large language models (LLMs) are increasingly playing a pivotal role in education by providing instantaneous, adaptive responses, their potential to promote critical thinking remains understudied. In this paper, we fill such a gap and present an innovative educational chatbot designed to foster critical thinking through Socratic questioning. Unlike traditional intelligent tutoring systems, including educational chatbots, that tend to offer direct answers, the proposed Socratic tutor encourages students to explore various perspectives and engage in self-reflection by posing structured, thought-provoking questions. Our Socratic questioning is implemented by fine and prompt-tuning the open-source pretrained LLM with a specialized dataset that stimulates critical thinking and offers multiple viewpoints. In an effort to democratize access and to protect the students' privacy, the proposed tutor is based on small LLMs (Llama2 7B and 13B-parameter models) that are able to run locally on off-the-shelf hardware. We validate our approach in a battery of experiments consisting of interactions between a simulated student and the chatbot to evaluate its effectiveness in enhancing critical thinking skills. Results indicate that the Socratic tutor supports the development of reflection and critical thinking significantly better than standard chatbots. Our approach opens the door for improving educational outcomes by cultivating active learning and encouraging intellectual autonomy.

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The debate opened voters’ eyes in suburban Philadelphia and Harris is getting a closer look

In Bucks County, a critical area in a critical swing state, the debate is producing a lot of hard thinking about what to do in November. (AP Video: Tassanee Vejpongsa)

Christine Desumma, of Bristol, Pa., pauses while speaking during an interview, Wednesday, Sept. 11, 2024, in Bristol, Pa. (AP Photo/Matt Slocum)

Melissa Apsche, of Bensalem, Pa., pauses while speaking during an interview, Wednesday, Sept. 11, 2024, in Bristol, Pa. (AP Photo/Matt Slocum)

Melissa Apsche, of Bensalem, Pa., speaks during an interview, Wednesday, Sept. 11, 2024, in Bristol, Pa. (AP Photo/Matt Slocum)

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BRISTOL, Pa. (AP) — The presidential debate this week was the final affront to Rosie Torres’ lifelong Republicanism. She said her allegiance to Donald Trump, already strained by his stand on abortion, snapped in the former president’s “eye opener” encounter with Kamala Harris.

It’s time to put “country before party,” Torres, 60, said Wednesday in Bristol, a riverfront town in suburban Philadelphia. Trump left her frustrated after his appearance recently at Arlington National Cemetery when a member of his staff pushed a cemetery official , she said.

“I still was willing to vote for Donald Trump,” Torres said. “But you know, I think that what he did at the cemetery for the veterans — that was very disrespectful. I feel like our country is being disrespected.”

In Bucks County, a critical area in a vital swing state, the debate is producing a lot of hard thinking about what to do in November. Millions of Americans elsewhere have made up their minds but in purple Pennsylvania, plenty of voting choices are still in play.

In interviews in Bristol and Langhorne, another longtime Republican came away from the debate intrigued but not sold on Harris, a young first-time voter is going for Trump, and a Democrat is still trying to shake the image in his head of people eating pets after Trump’s “moronic” talking point on that subject Tuesday night.

A closer look at what voters in a key part of the country are thinking after what could be the only presidential debate:

She’s still shopping

There’s Mary Nolan, 70, of Bensalem, a registered Republican for 50 years who voted for Hillary Clinton in 2016 and Trump in 2020. She has more thinking to do after a debate in which Harris both impressed and frustrated her.

“I wasn’t happy with Biden-Trump,” she said of the options before President Joe Biden abandoned his reelection campaign. “I didn’t feel we had any good choices. And I’m still not sure we do. We might. But I still want to see more about Kamala Harris.”

She said she and her husband, who’s registered as a Democrat, split their party registrations so they could have a say as a family in primary elections. Immigration, the economy (she said she had just paid $6 for a pound of butter) and the infrastructure bill that Biden signed into law were her top issues.

“I like that Kamala Harris does say I am going to be the president for everyone,” Nolan said. “I don’t think our politicians say that often.”

She figures she’ll make her voting decision by the end of October, just days before the election. Meantime, she’s aggressive about collecting information.

“I take different opinions from all over. I don’t do any blogs. It’s simply news. Different interest groups like AARP.”

Her political ideology? “I think the world is changing fast, and I’m still in my values from 1960,” Nolan said.

What values?

“Family, home, morals. You know, our kids don’t have the upbringing that you did or I did because the streets are different now. I think if someone would say, you know, this is what I’m going to do to improve life in the United States, I definitely would vote for them.”

She said she thought Harris had a good debate, but dodged some things.

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“I did not like that she avoided questions. She talked around them when they asked her direct questions about abortion. There was one about abortion. There was another about immigration. And there were a couple that said, hey, you’ve been here three and a half years, but you haven’t done those things that you’re saying are so important. Why not? She ran off into her talking points and never gave a direct answer.”

But Harris gave her a good impression. Trump did not.

“I think yesterday, definitely Kamala Harris presented herself very well. She’s dignified. ... She would be a good representative of our country.”

Trump? “I think his policies are good. I just want a more stable, dignified president.” She wants “someone that doesn’t yell and scream and call people names.”

This Democrat saw history unfold

Terry Culleton, 68, of Langhorne, Pennsylvania, is a retired high school English literature teacher and was reading “Autocracy, Inc.” by Anne Applebaum at a cafe Wednesday morning. His support for labor, then for civil rights and human rights, made him a Democrat.

He thought Harris held her own against Trump and articulated her plans well.

But what really stuck with him was Trump’s false comments about immigrants in Ohio eating pets.

“So moronic a thing to say and to repeat that I just can’t get it out of my head that somebody would go on national TV and state that,” he said.

He said he got a sense of history unfolding watching the debate last night.

“I think it’s democracy versus something close to totalitarianism. I think it’s a matter of supporting democratic governments as opposed to supporting the kind of governments that (Russian President Vladimir) Putin is trying to export, which Trump has no problem with, as far as I can tell.”

Inflation led her to Trump

Kelli Surline of Langhorne was at a café with her fiancé and young daughter who wore an Eagles kelly green T-shirt. She described herself as politically unengaged until the pinch of higher prices got to her. She didn’t watch the debate, in part, because she’s made up her mind.

“I’m 28 years old and I’ve never seen the country this bad ever,” she said. “So I made the choice to get my voter’s registration, and I’m definitely voting for Trump.”

She talked about how difficult it has been to get ahead.

“We wanted to get a place together,” Surline said, motioning to Geoffrey Trush, 40, her fiancé. “We’re not able to do that.” Instead, she’s living with her mom. Unaffordable prices make it “a struggle every week.”

He was once a Democrat

Ron Soto, 86, of Levittown, Pennsylvania, is a longtime Trump supporter and retired tractor-trailer driver and Army veteran who left the Democratic Party in the 1990s for the GOP after coming to realize he disagreed with Bill and Hillary Clinton’s positions.

He said he tuned into the debate Tuesday, his hound dog, Sam, by his side, after watching the Phillies game.

Illegal immigration is a major issue for him and Harris didn’t win him over.

“The biggest issue is I don’t like her, and I don’t like Joe Biden.”

Saying he served in the Army from 1955 to 1963, Soto asked: “What the hell did I stick my neck out for? Why? So you can give it away? The Democrats can open the gates, the floodgates, and tell the whole world. You’re welcome. Come on in.” He added: “These people have ruined this country.”

She had her fill of politics

Christine Desumma, 50, a former Trump voter and the owner of a salon on Bristol’s quaint shop-lined street, expressed frustration with both parties and said she won’t be voting at all in November. She said her taxes were lower when Trump was in office and recalled the sting of COVID-19 shutdowns.

She got fed up, particularly with social media and Facebook. Online debates, she said, were driving a wedge within her own family, and she’s washing her hands of it.

“I just made the decision that I’m not going to vote and I don’t want to hear it,” she said. “Now I choose to not watch, not pay attention.” She’s found another pursuit.

“I’m studying yoga,” she said. “I got myself back.”