jueves, 20 de julio de 2017

Un besito más...

Do you teach about immigration? Want to address immigration reform? The video for "Un besito más" by Jesse y Joy is excellent, and heart wrenching. If you haven't seen it yet, check it out below! 

I will be teaching an immigration unit in my Cultura y Civiliación (4/5) class this semester and I think I will use this on the very first day before I even tell them what the unit is about. It will be an excellent "hook"

The amazing Arianne Dowd and I created some activities to use with the song/video. We are sharing them for free. They are all linked here in this doc (free on TPT). And here is a possible order to use them:
  • The first presentation (linked in doc, feel free to make a copy and adapt) can be used to introduce the song without revealing what it is about (immigration). The presentation is meant to be a teacher-facilitated discussion and a great way to review some basic structures. Students should also be encouraged to be creative in their answers, hence the "Imaginemos y hablemos" slide.

  • The second presentation (linked in doc, feel free to make a copy and adapt) can be used before and/or after seeing the video. With this presentation, students can do several things: put the pictures in order and discuss, listen to the teacher and identify the picture, and/or retell the story with the pictures. It can also be used as a final writing activity or assessment.

  • Listen to song and put it in order.
  • Two short reading activities related to the video.
    • "¿Quién lo dijo, la madre o el padre?" to review what is said when the fire is happening.
    • "¿Probable o improbable?" This activity will help to clarify some things for students.
  • A cloze activity to hear and read the song.
  • Put the lyrics in order and reveal an important message.
  • Draw illustrations of parts of the song.
  • A short Kahoot to review the factual information presented in the video.
  • A few short answer questions about the song/video. These could be used as an assessment.
  • And again, the activities in the second slideshow could also be used as an assessment.
  • Teachers - Please feel free to make a copy of any of this and adapt as you want, but please give us credit and don't sell our work! (Yup, this has happened.)

I will also be using the song ICE El Hielo by La Santa Cecilia. But the major part of the immigration unit is the movie "Ladrón que roba a ladrón". It will be a bit lighter than some of the other immigration movies out there! And these two songs (with a couple of others) will be the heavier parts of the unit. I am using these two resources from Arianne Dowd: her film guide and her Breakout EDU activity. 

Side-note: I am a runner; I love to run; I think a lot when I run. My parents supported me tremendously in that sport; and my mom still goes to my races to this day! (I am 41 years old, haha!) I think that is one of the reasons that when I saw this video, I immediately had to create something to use with it in class. If you have any runners in your class, they might really be able to identify with this girl (as would anyone who thinks about not having their parents or loved-ones there when they are working hard and achieving their goals).

miércoles, 7 de junio de 2017

One of my favorite stories: Ferdinando el Toro

You may have seen that Ferdinando el toro is being made into a movie. I am very excited about that and will definitely use it in the future, but in the meantime, I love using the Disney short film to start my unit about Bianca Nieves y los siete toritos, a novel by Carrie Toth. I blogged about it a couple of years ago, but wanted to share the Ferdinando materials again because I just used them and it went to well with my Spanish 2 students. Also, I LOVE this story!! And I think students do too!

This slideshow is basically what I did during one and a half days of class (85 minute class periods). And this is the quiz they took the third day. I have taken a TPRS/CI approach to Spanish 2 this year, so I have been working hard all semester to pull it all together. When I previously taught Spanish 2 (three or four years ago), my students would have had a very hard time with this lesson, but now we breezed right through it with success and confidence, mostly because my version of the story is told with lots of high frequency vocabulary that they know! I have not "taught" them the imperfect yet, but they are very comfortable with it because they have seen it in stories. I have "taught" them the preterite, and by that, I mean: I used it in stories, used verbs in the preterite as "vocabulary words," then used Martina Bex's guided notes.

So, here is what we did (click here to make a copy of the slideshow):
  • Reviewed previously learned vocab (slides 2-3)
  • New vocab: repeated and acted out new vocab, played Quizlet Live (best way to introduce new vocabulary!) with it, answer questions with images, and translated sentences with new vocab  (slides 4-8)
  • The Story, Questions, and Watch segments: I told them the story of Ferdinando with the slides. Students saw pictures and listened as I read to them. After 1-4 slides, there are questions about what I said. Students answer on white boards. They could answer in English, Spanglish, or Spanish. They could answer in complete sentences or in one word answers. Students held up white as they finished. (This is great fantastic differentiation and formative assessment.) Throughout this process, I am writing words on the board as well. (slides 9-74). Students also got to watch short segments as I told the story.
  • For homework, students did rewrote the new vocabulary and re-read the story and drew images to represent each segment (pages 2-5 in the unit packet). I also recommended some textivate activites (slide 76).
  • Before the quiz, we did a dictado activity (slides 75-86). Students did so well during this activity!
  • There is another listen and draw activity in the unit packet on page 7, but we did not do that.

  • If you are looking to use this story with a higher level class, here is the transcript.

martes, 23 de mayo de 2017

Cien Latinos Dijeron

Image result for cien latinos dijeron
What to do with those days when a third of the class is gone and it is approaching the end of the school year?? It is always a challenge! Today, in my AP class (after doing FVR and working on our Kiva presentations), we played and watched Cien Latinos Dijeron (basically Family Feud in Spanish).

I used this episode (saved here in Google Drive in case it disappears). Before watching a segment with one question, we played with that question in class. This doc has all the questions and answers and I am sharing it here in case anyone needs an authentic, engaging, go-to, fun, easy, low-prep activity!

A few things about this activity:
  • This show repeats so much! So, if you tell students the questions ahead of time, they will know the context and be able to hear the questions several times.
  • It might be a good idea to let students answer in English and then translate because they might not have the necessary vocabulary to answer some of the questions.
  • This is a great show for students to see because it is in the United States and the 100 latinos that said something are from the U.S.. The contestants are from the U.S. and/or a variety of Spanish speaking countries.
  • Students are familiar with the format, so it is easy for them to understand what is happening.
  • Watching this show has been a favorite choice for Tarea Semanal... what a fun way to increase interpretive listening proficiency!