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!

More important than Spanish?

My school is currently getting ready to go our NEASC accreditation self-study, so we have all been thinking about how we incorporate our 21st Century Learning Expectations in to our curriculum, assessment, and instruction. Our next step is to ensure that we are purposefully teaching these things in our classrooms. So... how to do that? One easy (and fun!) way is using Breakout Edu activities.
Image result for breakout edu
I have done a few Breakout Edu activities from Martina Bex (Carmina (after this favorite unit), Cuba o casa after reading the book Casa Dividida, and Escape con abuela) and they all went very well. Students really liked them and I love to watch them work together and see those light bulbs light up! All three of those are regular Breakouts with the physical locks and the lockbox and I highly recommend them both!

But, this past Friday, my Spanish 2 class and my AP class did a Digital Breakout (free here, thanks Nelly!), made by Nelly Hughes and it was even better! This Breakout was perfect for a Friday Fun Day activity. I broke the classes up in to groups of 4-5 students and they had to work together in small groups to solve the problems. 

The most important thing for me to do before the Breakout activity is to explain why we are doing this and what this activity should look like (this is the teaching of those 21st CLE). In order to do this, I have put together a rubric that uses four of my school's School Wide Rubric strands (click here to see it):
  • Collaboration and Cooperation
  • Problem Solving
  • Perseverance and Self-Advocacy
  • Transfer of Knowledge
We go over the rubric before they start and I explain (teach) what these things look like in the Exemplary column. The language in the rubric is general, so I explain in simplified terms. I told them that these things might be more important than Spanish (gasp! ;) ). I also emphasize that they might not solve all the puzzles and that is okay, as long as they are working in the "Exemplary" or "Accomplished" columns! After doing that, I release them to get to work.

I was so impressed with my students during this Breakout. They were mostly "Exemplary".  I would expect that from my AP students, but I was particularly impressed with my non-honors Spanish 2 students; they were amazing working together! So many of them said that they loved it and definitely want to do it again.

I hope to find (or maybe create this summer) some more Digital Breakouts and do this once a month next year. 

Also, if you haven't started following Nelly's store on TPT, I recommend it!

And, Arianne Dowd has just started a TPT store as well! She has free Breakout for Ladrón que roba a ladrón that I hope to do next year. Also, you can search "Breakout" on her site and find some others!

Want to learn more or find other ones? Check out this post from Fluency Matters.

martes, 9 de mayo de 2017

TPT Sale!

Download for your TpT Store Page Leaderboard - 720 × 90

Here are some of the items that I have in my store, with links to a more detailed description of them.

  • Diamantes Negros - This is an awesome movie that can be used in upper levels. It shows a different perspective of immigration in the world of professional soccer in Europe. Click here to read more about the unit and click here to read about a socratic seminar that could be done after.
Diamantes Negros - Pre AP or beginning AP unit
  • This movie is also awesome!! Fantastic for upper levels - 3 Bellezas. Click here to read more about the unit.
3 Bellezas - A unit packet for Spanish 4, 5, or AP
Soy yo - a story/song mini unit for Spanish 1 (or above)
Inmigración para español 1 (The Other Side and La Misma Luna)
A pre-AP unit based around the song Sicario by Rubén Blades
Canela - Movie Guide
Image result for gran hotel

viernes, 5 de mayo de 2017

Alba y la maniquí

Image result for barbie mannequinIf you use the cortometraje Alma (click here to see how I use it in the past tense), this story, "Alba y la maniquí" will be great to do before you get into Alma! The doc (free, click here) includes the story, space to illustrate the story (students did that as they read it, after they listened to me tell it), questions in English to check for comprehension, a link to a Quizlet Live activity for the story, and a verdad/mentira activity. It is the third of four stories in my current Spanish 2 unit. I use two others, one from Cynthia Hitz and another from Elena López. This unit is fun, engaging, and, for people tied to "teaching the preterite in Spanish 2," students get a good first glimpse of talking about actions in the past!