jueves, 16 de enero de 2020

Perspectivas Culturales: La canción es protesta


If you follow my blog, you know that music is by far my favorite authentic resource to use in class. Why?
  • Songs are engaging!
  • Songs have music videos = authentic images = more engagement!
  • Who doesn't love to sing in class? (Okay, lots of students might not, but lots of mine do love to sing!)
  • Songs are cultural products.
  • Songs share cultural practices.
  • Songs reveal cultural perspectives.
  • Songs are culture.
As part of my "Chile 1973 y 2019/20" unit in my Cultura y Civilización class (Spanish 4/5/6), I am using three songs: "Luchín" by Víctor Jara (and a remake by Ana Tijoux), "#Cacerolazo" by Ana Tijoux, and "La canción es protesta" (see above) by Yorka.  

For the song "La canción es protesta", I really like what I have created and I am sharing so others can use it too. See the doc here or see below.

There are lots of cultural products, practices and perspectives in this song! 
Thanks to Françoise @TWSteacher and Luis Deocares @ldeocares for helping me 
better understand the song and the culture. I have put links and comments to help others as well.

Here is what students did (and will do - still working with it):
  • Listen to the (beautiful) song and do the cloze activity (AKA fill in the blanks).
  • Read the Spanish aloud with a partner and fill in the blanks for the translation
  • Match the lines of the song to simplified sentences (in Spanish) that convey the same meaning. 
    • Instead of matching, students could write the simplified sentences (in Spanish) next to the song lines. I have provided options for both in the doc.
  • Read a list of cultural perspectives (that I wrote up in comprehensible Spanish) and answer this question: ¿Cuáles de estas creencias podrían ser (could be) unas perspectivas de la cantante? 
    • I really like this activity and I hope to do it more with other songs. 
    • Cultural perspectives are so hard for students to come up with, so I think this will help.
  • Choose five of the cultural perspectives and write the lines from the song supports their answers. #LiteracyActivity
  • Answer these cultural comparison questions: 
    • ¿Tienes tú algunas de las mismas perspectivas? ¿Por qué sí o no? Si tienes algunas similares, ¿cuáles son?
    • ¿Tienen algunas personas en nuestro país las mismas perspectivas? ¿Por qué sí o no? Si tienen algunas similares, ¿cuáles son? Explica.
  • Watch this interview with the singer (they will probably need to slow it down to .75 speed) and take some notes about what she says. Compare her to an artist that they know about.
  • Finally, I think some of my students would love to illustrate this song or perhaps some lines from it. So, I am offering that for weekly homework.


Teaching Tolerance Social Justice Standards for this Chile: 1973 y 2019/2020 unit:

  • Identity #5: Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces.  
  • Diversity #8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way
  • Diversity #10: Students will examine diversity in social,cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
  • Justice #12: Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).
  • Justice #13: Students will analyze the harmful impact of bias and injustice on the world, historically and today.
  • Justice #14: Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.
  •  Justice #15: Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world. 
  • Action #16: Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias.
  • Action #17: Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice.

sábado, 11 de enero de 2020

Social Justice in Spanish 1: Inmigración

I have been trying to reflect on which of the Teaching Tolerance Social Justice Standards I am hitting in certain units. And, in this immigration unit with Spanish 1 (but could be used with any level!), these are the ones, I think I hit on... or perhaps in some cases, at least touched upon:
  • Diversity #8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way
  • Diversity #10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
  • Justice #12: Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).
  • Justice #13: Students will analyze the harmful impact of bias and injustice on the world, historically and today.
  • Justice #14: Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.
  • Justice #15: Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world. 
  • Action #16: Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias.
How is that possible in Spanish 1 you ask!?! With compelling authentic resources that have been comprehensified. Here are the resources that are the focus of this unit. 








I just finished the unit and I am so proud of few things:
  • the language that my students acquired in the unit through three stories and a reading about the movie that we watched
  • the authentic cultural products, practices, and perspectives that my students saw in this unit
  • the final reflections that they did (in English) about how their view on immigration and undocumented immigrants have changed
  • focusing on Social Justice in a novice class
In this unit, students acquired a ton of language, in particular through reading and interacting with these texts:
  1. a story based on the song/music video "ICE El Hielo" - here is a Quizizz to see some of the text
  2. a story based on the PBS short film "The Other Side," which has a fantastic, unexpected twist at the end - here is a Textivate to see a shortened version of the story
  3. a story based on the song/music video "Un besito más" - here is a Quizlet to see part of the story
  4. a reading about the movie "La misma luna" - Students still love this movie!

viernes, 20 de diciembre de 2019

Some Chile resources...

Resultado de imagen para chileAfter Christmas break, in my Cultura y Civilización (4/5/6) class, I will be teaching a unit about Chile. I have used the movie Machuca before and I will be using it again. Previously, the unit was called "Chile: Los movimientos sociales y la importancia de la educación pública". I used Machuca and then focused on the student protests that started in 2011. Students learned a ton about Ana Tijoux and we focused on her song "Shock". I love that unit, but this year (or really next - 2020 is 11 days away!), I am going to change it up a bit and I will be sharing new resources here as I create them. I think the new unit will be called "Chile: #Cacerolazo". The two main resources will be the movie Machuca and the song Cacerolazo by Ana Tijoux (resources here).

One thing I want to do before I get into the history of 1973 and Machuca, I want to share some basics about Chile with my students. I want to students to learn (in a very basic way) about the geography, the food, and the language of Chile. So far, I have compiled these videos:

This doc has some activities to do with that first video and this Chile Travel website. This Youtube playlist is also an option for students to explore.

And I hope to develop something using the information here about the food of Chile.

I love this video to learn about Chilean slang, but I need to cut it at 3:40... hopefully I can figure that out!

This video (broken up into parts) will be excellent to show the indigenous people of Chile. Thanks to @TWSteacher for sharing that resource. Can't wait to develop some activities with those little clips. I think I will start with Natalia: una niña mapuche (0:00-5:42).

I LOVE Radio Ambulante! If you haven't listened to it, start now! They tell so many good stories from all over the Spanish speaking world. I have created this listening guide for the 15 minute episode called "El Equipo Fantasma". Students will listen to this after they watch Machuca. 

I will also be using a few resources from Nuestra Historia:
  • A biography of Ana Tijoux (level 4)
  • A biography for Michelle Bachelet (level 3)
  • Story: Las arpilleras modernas (level 3)
  • Story: Los poemas escondidos (level 4)
  • Tip: If you get the the "Teacher Resource Only" for $100, you will get an AMAZING amount of quality resources. You can search a specific country, find stories or other resources and accompanying activities and boom, done! 

More to come soon...

And if you have any Chile resources, please share!