sábado, 16 de noviembre de 2019

La Lotería de Navidad... versión 2019

Oh how I love teaching with stories! And I particularly love the seven stories that I can now choose from for my La Lotería de Navidad unit!

Last year, I used four stories, but this year I am adding three more. Wait... can I do that? Will I have time? I think I will! I have decided that I am going to spend the three weeks between Thanksgiving and Christmas break to do the unit.

To start and introduce the la Lotería de España, I am going to use this Edpuzzle (or here is Novice version). Then, we will do a running dictation to review the information (in TPT product). I might have them look at two infografías and do these (free) activities. Then, we will do this BVP style Task. That "Task" is designed to give students input, so they can output and we can discuss the preferences of the class.

Then, we will get into our stories! I will probably start with Justino (thank you Martina Bex!), then 250th aniversario, then 22 otra vez, and then Carmina. And, then we will do the three stories from this year's ad campaign. Finally, (time permitting) we will do Danielle. This TPT product has resources for the 250th aniversario, or Carmina, Danielle, 22 otra vez and this year's 3 stories: Pilar y FélixEmilio y Gloria, and Ramón y José.

So, this year's stories are unique from all the other stories, in that no one wins. In all the other stories, there is a winner (well at least Carmina thinks she is a winner). The lema for this year is "El sorteo que nos une" and the hashtag is #UnidosPorUnDécimo... so the message is not really focused on winning lots of money, but rather on sharing.

There are actually four stories in this ad campaign, but I am only using three, because the fourth one, Carmen y Víctor, is a bit too sad for me to use.

This slideshow has a preview of what I am planning on doing with the three stories. If you would like to use the entire unit, you can purchase it here on TPT. Or buy resources, activities, and readings for a whole bunch of Lotería de Navidad stories here on TPT.

I set the slideshow up with Peardeck slides, but you don't have to use them. But for those of you who do use Peardeck, how convenient!


Pilar y Félix



Emilio y Gloria

Ramón y José


domingo, 27 de octubre de 2019

#Cacerolazo (for Intermediates)

I saw this video by Ana Tijoux (who I LOVE, particularly because of her social justice lyrics)...


  Note: The version above is an edited version. If you use the original, 
you might want to start video at :06 or just ignore first 5 seconds. 
Supposed to be directions from Waze, but it has an inappropriate word.

Update: About an hour after I posted this, I saw this longer version, but my resources only focus on the shorter version.

and was inspired to create a lesson to lead up to it.



 and then
I watched this video to get a handle on what exactly was happening in Chile:


And then, Arianne Dowd sent me this infographic from @Pictoline

  • Essential Questions
  • Enduring Understandings
  • Discussion Questions (which give input for further exploration of the topic)
  • Palabras clave (more input)
  • An activity to do with the infografía (more input)
  • An activity do with images of the massive protests on October 25th
  • An adapted version of the article "¿Dónde se originó el cacerolazo y por qué se usa para protestar?"
  • The song lyrics for #Cacerolazo
  • Some questions about the song #Cacerolazo
  • And this slideshow (see here or below) to help guide students through the unit



viernes, 25 de octubre de 2019

Evaluación: Go! Vive a tu manera

Resultado de imagen para go vive a tu manera temporada 1In my Spanish 1 class, we have watched up to minute 14:49 of episode 2 in the series Go! Vive a tu manera. We have spend a lot of time watching, reading (guides here and here), and talking about the show, so now it is assessment time. Since, we have spent so much time on the show, I wanted to have an assessment that weighs a lot. And I also wanted to make sure that I am hitting lots of modes of communication.

I am sharing here in case anyone can use and/or is curious about what an assessment for a TV Series might look like. So, here is my assessment and an explanation of the parts.


Part 1 is interpretive reading. Students read quotes (not actually from the show, but rather comprehensified versions of what characters said) and fill in the blank: __________ lo dijo a __________ for each quote. Students have seen these quotes (in slideshow here and in their reading guides).


For Part 2 is interpretive listening and reading. This Edpuzzle is very similar to what we have been doing in class before we watch. Students did this Edpuzzle earlier in the week. The video is me describing a section of the show that we have not seen yet (slides from this slideshow). You will notice that the questions are almost all multiple choice (21 total questions) and really, I am tricking them into getting more CI.


For Part 3, students will do things. First, they will identify the characters from the show. They will see this slideshow and write the name of each person.

Then, they will write about one character. 
This slideshow is something that we did in class to help prepare them for that part.


For Part 4, students will do this Edpuzzle. This section is not worth a lot.


And finally, Part 5 addresses the ACTFL Communities Standard:
Students will answer these questions:

If you have read this far, I hope this has been helpful! And if you have any suggestions, please comment below. In the future, on another assessment, I hope to include slides with screenshots and have students write about what happens in each.