jueves, 8 de marzo de 2018

Upper level resources for Coco

Image result for cocoOkay, so if there isn't a glut of resources for the movie Coco, I am sure there will be soon! Ha! It is such an amazing movie!

But I have created something to add to that glut! Specifically, this resource will be useful for upper level teachers if you want to go really slowly through the movie and watch it in Spanish with Spanish subtitles

In the fall I used Arianne's amazing resources and some others to learn about Día de Muertos and many of the cultural products, practices and perspectives related to it. All of those resources made the movie sooooo much more meaningful for my students when we saw it in the theater. But, now that they DVD is out, I am really looking forward to watching it in Spanish with my upper level students!

So I have created a 31 page document that includes cloze activity readings (divided by scenes) with word banks, along with108 comprehension (and a few other types of) questions, and four cloze activities for four of the songs in the movie. Did it take me a while to do this!?!? Yup!! The readings include lots of language and dialogue from the movie so that students will read, listensay, and write the same language that they will hear when we watch.

It also includes the following:
  • The same reading with questions and lines to answer (but not cloze) (27 pages)
  • The same reading with questions (but NO lines to answer) (20 pages)
  • Just the reading (17 pages) (also serves as answer key to the cloze)
  • A doc with just the questions and song activities
My plan for these resources:
  • Students will read segments (out loud in groups or as homework) of the movie before watching the movie.
  • As they do the cloze activity, they will most likely have to look up some words and be exposed to some new vocabulary.
  • They could answer the questions before or after watching, but I will have them answer them before watching so that they have more input to the language that they will hear (by looking back at reading and writing it and saying it as we go over it).
  • We will also do some cloze activities for four songs that are in the movie.
  • *Note* One frustrating thing is that the subtitles and the audio frequently don't match! In the readings, I have mostly written the language that they will hear, not the language of the subtitles.
And on another note, I am sure that Martina Bex's resources will the ones to go to for Novices! Or maybe Mis Clases Locas too (haven't purchased those yet!)

Also... I am working on a BONUS: a presentation with screenshots and the readings. Below is a glimpse of it in video form. I will use this video (oops about that scratchy parts at the beginning!) to make some Edpuzzles. I will probably break it up a bit.

Here is the first Edpuzzle. It mostly had open ended questions, many that ask students personalized questions related to the movie.

miércoles, 21 de febrero de 2018

Engaging resources for La Corrida de Toros Unit

I love it when I have tons of engaging resources for a unit! For my "Corrida de Toros" unit these are the resources that we will use (I will use them in this order):

Here is the UbD unit doc if you are interested in the Essential Questions, Enduring Understandings, and "I can" statements.

One thing that I have struggled with in the past with this unit is introducing La Corrida de Toros. I have used infografías and a video in English, but this year Martina Bex's easy (for this level) presentation will be a great way to start.

Also, I came across tons of resources on this VideoELE site and decided to use some of what was shared there. I took the transcript for the video below and made this Interpretive reading/listening doc to go along with the video. Students will do the following:

  • Write what the words in the word bank mean. Some they will know and some they will have to look up on wordreference.
  • Read with partners/groups and fill in the blanks.
  • Answer the questions in English. This will show that they understand what they are reading.
  • Listen to the video and review answers together as a class.
  • Play Quizlet Live to review the information.
  • Watch the video... and hopefully understand the majority of it! 
  • Write a summary in Spanish of the information in the video.

jueves, 15 de febrero de 2018

Textivate to review stories

Image result for textivate
I am loving reading A Natural Approach to the Year, which is a follow up to A Natural Approach to Stories by Tina Hargaden and Ben Slavic. If you are looking to teach CI starting in level 1, these books are essential readings! The second book, A Natural Approach to the Year, has so many concrete examples for teachers, specifically they have 30 "Instructional Sessions" that teachers can do throughout the year. As you many know, stories are an integral part of this way of teaching. Stories make class engaging, interesting and compelling!!

So, what to do after the story has been created and/or told?!?! One of the many things that Tina and Ben mention in their book is Textivate. I love Textivate! I have used it in the past as a way to review stories. I like it because it is easy differentiation and students can go at their own pace while reviewing stories.

So far  in Spanish 1 (10 days of 85 minutes so far), I have used Textivate for our two OWIs (my first time doing this and I (and students) LOVE it!)Ricardo El Balón and Carla La Cuchara and for three stories based on music videos/songs. I used the Story Listening technique to tell these music-video-based-stories, then students watched the videos, then we did a variety of activities. See the links below for resources. (I am aware that I need to have some female representation!! Coming soon!)

For the first time this year, I bought the Premium subscription, which allows me to keep track of student progress. With this premium subscription, I can also set "sequences" of specific activities that students have to do. Students do these activities in class, in TASC (a special enrichment and/or extra help block we have every day), or for homework. I can also see how long the activities took each student and how accurate they were. Here is an example of what I can see (I have omitted the student names):

And here is an example of a the "Details":