miércoles, 13 de diciembre de 2017

Two Resources for Exploring Food: Dreaming Spanish Videos & Tasty Recetas

I love the YouTube Channel: Dreaming Spanish! The videos are so comprehensible and easy to understand. Many of my students use the videos for their Tarea Semanal and they really like the videos too, especially the cultural ones (check out these two: Castellers and La Tomatina).

I haven't been using the videos for whole class activities yet, but I am going to try it out. In Spanish 3, we are doing a food unit. These are our Essential Questions:

  • ¿Cómo es la comida de los Estados Unidos similar y/o diferente de la comida en algunos países hispanohablantes?
  • ¿Cómo se prepara la comida de otros países hispanohablantes?

So, in order to explore Spanish food, students will watch three videos from Dreaming Spanish and they will do this worksheet as they watch. Feel free to make a copy and adapt.





Another resource that students will be exploring is the YouTube Channel Tasty Recetas. This is an Authentic Resource and will be much more challenging for students. They will have to watch two videos and fill out this table. Feel free to make a copy and adapt.

jueves, 7 de diciembre de 2017

More lotería resources...

I have blogged a lot about my lotería unit lately! But it is just sooo good with so many engaging resources!! And now there are a few more things from Arianne Dowd:


Also, a few people have asked me about the lotería resources. So, below, I have posted the three free slideshows (with links to make copies) and previews of the Carmina and Danielle slideshows.








miércoles, 6 de diciembre de 2017

Song of the week: Lupita's Taco Shop

I love using music and music videos to explore Cultural Products, Practices, and Perspectives! And the song "Lupita's Taco Shop" is fantastic for that! It is also a fun song to try to sing. I created a cloze activity and you can access it here (free).

The song is basically a list of Mexican foods and it is not comprehensible for students. So to understand the song, I gave students certain foods from the song to investigate. They had access to edit this blank slideshow (feel free to make a copy) and they had to briefly describe it and put a picture of the food on their designated slide. The slideshow below is the end product. This was a good way for students to see the diversity and richness of Mexican cuisine.

Click here if you would like to make a copy. Since this is student created, there are definitely mistakes, but they go their message across!

lunes, 4 de diciembre de 2017

Reposting: Ferdinando el Toro / Ferdinand the Bull

Before I share what I have created, Aianne Dowd has created some amazing resources to do an entire unit about Ferdinand and bullfighting! Like Coco, she has extracted lots of Cultural Ps from the trailer and done some amazing stuff! Click here to see them

Ferdinando el Toro / Ferdinand the Bull is coming out December 15th. I am very excited about that and definitely want to use it. I love using the orignal 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!

I have crated a slideshow that tells the story of Ferdinando in Spanish 2+ CI Spanish and I will definitely use that before watching the new movie.

The 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:
  • 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 drewimages to represent each segment. 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.
  • Click here for a doc (created by @jenny68100 ) with pics to help with a retell and/or listen and identify picture activity.

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

viernes, 1 de diciembre de 2017

A different type of "assessment"...

My school is going through the NEASC Accreditation process and I am on the Assessment committee, so I have been thinking and reading a lot about assessment! 

In my Cultura y Civilización class, we are currently doing a unit that revolves around the movie "Ocho Apellidos Catalanes"(totally free here) (before our lotería unit... is the extraterrestre a representation of los catalanes?!?) and I wanted to do a different evaluación.

So how to assess a unit with these Preguntas Esenciales (unit packet)?
  • ¿De dónde vienen los estereotipos/tópicos? ¿Son buenos o malos los estereotipos/tópicos? Explica.
  • ¿Cómo es la cultura española diversa? ¿Cómo son similares y/o diferentes algunos productos, prácticas, y perspectivas culturales de las diferentes comunidades autónomas de España?
  • ¿Cómo son similares y/o diferentes algunos estereotipos/tópicos de España con algunos de los Estados Unidos?
I came up with 16 different things that students can choose from. These could definitely be used for any movie and for any level! 

They have to do one of the choices after each part of the movie (I have divided it into six parts). You can see the choices that students have for la evaluación here (or scroll down to the bottom of this post). The rubric (linked here or scroll down) includes a couple of strands from our School Wide Rubric (SWR). In my grade book, this assessment will go into two categories: Communication and Comparisons/Culture/Connections.

And here are some examples of what some students have done so far for the first two parts. I will be adding more as we continue the unit. I love "correcting"  these and I love to see their reactions and their creativity! I really love the "Movie Snaps"!


Ocho Apellidos Catalanes

Después de ver cada parte, tienes que hacer una de estas cosas para mostrar tu entendimiento, para reaccionar, para reflexionar, para opinar, para interpretar, y/o para mostrar lo que has aprendido. No puedes repetir. Pondrás todo en la presentación en Google Classroom. 

  • __________  Haz un Snapchat (no lo tienes que poner en tu historia) o post de Instagram (no lo tienes que poner en tu historia) como si fueras un personaje de la película y compártelo con la clase.
  • __________  Haz un Snapchat (no lo tienes que poner en tu historia) o post de Instagram (no lo tienes que poner en tu historia) explica algo, es una reacción a algo, compara algo cultural y/o muestra algo cultural (3 Ps).
  • __________  Di una reacción a algo. Puedes hacer esto con otra persona y será como una conversación.
  • __________  Escribe un resumen de la parte que vimos.
  • __________  Escribe una predicción sobre lo que va a pasar.
  • __________  Describe algunos productos, prácticas, y/o perspectivas culturales que viste en esta parte de la película. 
  • __________  Investiga un producto, práctica, o perspectiva cultural que viste en esta parte de la película y escribe lo que encontraste.
  • __________  Dibuja algo que puede ser una decoración para la clase.
  • __________  Escribe 3-5 preguntas sobre la parte de la película.
  • __________  ¿Qué cambiarías de la parte que vimos?
  • __________  ¿Qué harías tú si fueras un personaje de la película?
  • __________  Escribe una entrada del diario de una persona.
  • __________  ¿Qué quieres que un personaje de la película haga?
  • __________  Escribe una cita importante que un personaje dijo y describe porque es importante.
  • __________  Escribe unas palabras nuevas y/o interesantes mientras miras la película.
  • __________  Dibuja el ojo de un personaje y lo que ve y/o dibuja la cabeza de un personaje con globos de texto de lo que piensa.
  • __________  Otra idea tuya...




Exemplary
Proficient
Devloping
Emerging
Use of Language
- Your vocabulary and grammar are excellent for the level you are in.
- Vocabulary and grammar pages show lots of evidence of growth and/or reflection.
- Your vocabulary and grammar are good for the level you are in.
- Vocabulary and grammar pages show some evidence of growth and/or reflection.
- Your vocabulary and grammar are very basic for the level you are in.
- Vocabulary and grammar pages show very little evidence of growth and/or reflection.
- Your vocabulary and grammar are extremely basic for the level you are in.
- Vocabulary and grammar pages do not show evidence of growth and/or reflection.
Content/Depth of Knowledge
(SWR)
- Exceptional depth of knowledge of each part of the movie demonstrated.
- Masterfully utilizing the information in the part of the movie to summarize, reflect, compare, contrast, give opinions about, and analyze. (**Even if what you choose does not specifically tell you to do this**)
- Proficient depth of knowledge demonstrated, appropriately accessing  the information in the part of the movie to summarize, reflect, compare, contrast, and analyze.
- Uncomfortable command of knowledge demonstrated, with limited and/or disconnected use of  the information in the part of the movie to summarize, reflect, compare, contrast, and analyze.
- Confused and/or disinterested grasp of knowledge with limited capability to use the information in the part of the movie to summarize, reflect, compare, contrast, and analyze.
Creativity/
Use of Other Materials
- Uses a wide variety of tools to communicate a depth of understanding of each part of the movie.

- Uses these materials in a thoughtful, "out of the box" way to demonstrate meaning.

- Each page is visually appealing (adding pics and/or videos to explain and illustrate) and tells the "story" in an original way.
- Uses a variety of tools to communicate a depth of understanding of each part of the movie.
- Uses these materials in a thoughtful, "out of the box" way to demonstrate meaning.
- Each page is visually appealing and tells the "story" in an original way, but tools may be used in a repetitive way.
- Uses some tools to communicate an understanding of each part of the movie.
- Some tools don't communicate meaning, but rather are random "decorations" not necessarily related to the book.
- Most pages are visually appealing and tell the "story," but it may be repetitive.
- Uses a limited amount of tools to communicate a limited understanding of each part of the movie
- Some tools don't communicate meaning, but rather are random "decorations" not necessarily related to the book.
- Some pages are visually appealing and tell the "story," but it may be repetitive.
Management of Time
(SWR)
Highly effective use of class time and strong evidence of effort outside of class with work submitted on time.
Appropriate use of class time and evidence of effort outside of class with work submitted on time.
Use of class time and out of class time needs improvement with work only partially submitted on time.
Inappropriate use of class time and little to no evidence of out of class time with work submitted late.

lunes, 27 de noviembre de 2017

TPT Sale - Cyber Monday and Tuesday!

I am having a sale in TPT store for Cyber Monday... and Tuesday

Make sure you enter the Promo Code: CYBER17!

I really love my most recent products. I loved comprehensifying and extending these four authentic resources and they will make super engaging units that incorporate the 5Cs and the three modes of communication.

There are lots of other good deals in my store too! 

And be on the lookout for these stores to see if they have a sale... probably starting tomorrow on Cyber Monday:





domingo, 26 de noviembre de 2017

Nueva Unidad Didáctica: Ocho Apellidos Catalanes

I am so excited for this unit! It revolves around the movie "Ocho Apellidos Catalanes" (which may or may not be appropriate for your school; I will definitely skip some parts).

The movie is on Netflix and it is called "Spanish Affair 2".


I am excited about this unit because of the following:

  • Cataluña has been in the news a lot lately and this will help students to understand it a bit more. 
  • The movie is a romantic comedy and is very engaging with some funny characters.
  • I, along with a little some crowd sourcing help from Isabel Irizarry (@profe_irizarry), have comprehensified the movie so that students can read about it before and then watch in Spanish with Spanish subtitles. We will probably spend about 5 days watching the movie.  
  • I have created some different assessments for students to show their learning and reflections.
  • The activities that they do leading up to watching the movie will be fun, engaging, and make them think about stereotypes.
You can find the unit packet here (for free) or, if you use Google Classroom, you can find it dividided into parts here.
 Preguntas Esenciales (unit packet):

  • ¿De dónde vienen los estereotipos/tópicos? ¿Son buenos o malos los estereotipos/tópicos? Explica.
  • ¿Cómo es la cultura española diversa? ¿Cómo son similares y/o diferentes algunos productos, prácticas, y perspectivas culturales de las diferentes comunidades autónomas de España?
  • ¿Cómo son similares y/o diferentes algunos estereotipos/tópicos de España con algunos de los Estados Unidos?

Evaluaciones:



jueves, 23 de noviembre de 2017

Crowd Sourcing for a Spanish 4+ unit: Ocho Apellidos Catalanes

Update 11/26/17: This project is pretty much done, unless someone wants to proofread it! Please feel free to do so... I did this very quickly! You can find the unit packet here (for free) or, if you use Google Classroom, you can find it dividid into parts here.

Have you seen the movie "Ocho Apellidos Catalanes"? It is available on Netflix. It is funny and full of Spanish cultural products, practices, and perspectives. (Note: This might not be appropriate for all school settings and I will definitely skip one of the first scenes!)

The movie is on Netflix and it is called "Spanish Affair 2".


I plan on using this movie next week. After this movie, we are going to get into our Lotería Navideña unit. Because there are some toques catalanes in the Danielle commercial this year, this movie will be a good way to delve into Spain and its comunidades autónomas and learn more about Spain. 

This movie is the sequel to "Ocho Apellidos Vascos." You can click here to see Bethanie Drew and Karen Goering's ACTFL 2017 presentation about that movie. I got some good ideas for my unit from them and I am sharing them for free here

I really want to show this movie in Spanish with Spanish subtitles, but it is definitely challenging! So, in order to prepare my students to do that, students will read about parts of the movie before watching it. Then they will watch the movie in segments and do some follow up activities (see below). I have started writing about the movie and also including some quotes from the movie (you can see what I have done so far on page 12 here).  I don't think I will have the time and energy to do this for the whole movie...

So, here is the crowdsourcing part... I am looking for teachers to help write out parts of the movie (similar to what I have done so far). This doc is open for anyone to edit. If you are interested, please jump on the doc and help out! If you do help out please leave your name and email in the doc and I will send you my lotería stuff for free (or anything else from my TPT store).

After watching parts of the movie (still not sure how I will divide it), students will have to do the following:

Reacciones, interpretaciones, y otras cosas - Después de ver cada parte, tienes que hacer una de estas cosas. No puedes repetir.
  • __________  Haz un Snapchat o post de Instagram como si fueras un personaje de la película y compártelo con la clase.
  • __________  Haz un Snapchat o post de Instagram explica algo, es una reacción a algo, y/o muestra algo cultural (3 Ps).
  • __________  Escribe un resumen de la parte que vimos.
  • __________  Escribe dos verdades y una mentira sobre la parte.
  • __________  Escribe una predicción sobre lo que va a pasar.
  • __________  Investiga un producto, práctica, o perspectiva cultural que viste en esta parte de la película y escribe lo que encontraste.
  • __________  Dibuja algo que puede ser una decoración para la clase.
  • __________  Escribe 3-5 preguntas sobre la parte de la película.
  • __________  ¿Qué cambiarías de la parte que vimos?
  • __________  ¿Qué harías tú si fueras un personaje de la película?
  • __________  Escribe una entrada del diario de una persona.
  • __________  ¿Qué quieres que un personaje de la película haga?
  • __________  Escribe una cita importante que un personaje dijo y describe porque es importante.
  • __________  Escribe unas palabras nuevas y/o interesantes mientras miras la película.
  • __________  Dibuja el ojo de un personaje y lo que ve y/o dibuja la cabeza de un pesonaje con globos de texto de lo que piensa.


lunes, 20 de noviembre de 2017

Infografías de la Lotería y Danielle

Teach about la lotería navideña de España? If so, here is are two basic (and free) activities to do with two inforgrafías about la lotería. These would be great to use before you get into the ads/stories. Click on the images below to see the infografías.

      


Also, Elena López, Arianne Dowd, and I have compiled the Danielle (the 2017 Spanish lottery ad) resources and you can purchase them here! There is a ton of stuff in there!





domingo, 19 de noviembre de 2017

Thoughts on being dogmatic

Image result for dogmatic
Image source: https://thesaurus.plus/related/biased/dogmatic
I love my job, especially since I shifted away from the textbook to do more CI and using stories. I teach at a fantastic school in New Hampshire. My students are awesome. I work with good people. I also coach cross-country and I love that. I love working with teenagers. I love teaching Spanish. I love delivering interesting cultural content to my students. I love to see my students process the Cultural Ps and reflect on their own lives. I love it when they can understand something or say something spontaneously in Spanish. I love having conversations with them in Spanish. I love to see so many of them go on and minor (and a few major) in Spanish. And I love seeing "non-academic" students be engaged and successful. I love "comprehensifying and extending" authentic resources. I also love professional development; I am kinda a nerd about it. I listen to SLA podcasts. I love reading books about teaching (see below for some suggestions). I love going to conferences and learning from others. I also love presenting. I love trying to come up with good "I can" statements for units. I love trying to incorporate the 5 Cs. I love collaborating with others and have developed relationships and even friendships with lots of teachers throughout the country through #langchat. And I love sharing and trying to help others, especially teachers who are on the same journey to shift their teaching. And I love traveling and bringing back what I learn to the classroom. I also love traveling with students.

But, lately, I have been feeling a bit discouraged (and perhaps I need to take a step back from social media!). I have noticed a lot of dogmatic (and sometimes aggressively and cultishly preachy) language teachers. I am seeing more and more teachers who have an attitude of 
  • "our way or the highway"
  • "moral obligation" to teach this way 
  • "I listen to... and you are doing it wrong
  • "So and so says..., so you have to do it that way" 
  • "I am a language teacher, I don't teach about culture"
  • "Authentic resources should never be used because..." 
  • "You should never teacher grammar." 

Wow, this dogmatic attitude is not helping teachers! And it certainly not going to encourage teachers to shift their teaching! So, after a few recent conversations and a weird tweet exchange on #langchat about #authres (which ended with someone blocking me), I realized that I have to make sure that I am not being dogmatic! I have this blog because I want to share and help others. And, fortunately, I have had a lot of people who have contacted me and thanked me and/or shared back... and that keeps me going!

So, let's respect each other and value each other's journey... and maybe be a little less dogmatic.

On the note of being a bit of a nerd when it comes to PD and being an informed and educated language teacher, here are some of my favorite books, podcasts, and YouTube videos that I have read/listened to/watched in the past few years. I have taken a lot from these... and I have also not taken some things.



sábado, 18 de noviembre de 2017

La Lotería de Navidad 2017... 250th, Justino, Carmina & Danielle

Update 12/7/17: Click here.

My students LOVED our Lotería de Navidad unit last year. Justino was definitely the favorite (free resources here, thanks to Martina Bex), but Carmina and the 250th anniversary commercial were highly engaging stories too.  And Martina's Breakout Box for Carmina was the perfect last day activity before break.






Here are the resources that I will use for the unit. Some are free and some are paid:
Our Essential Question for that unit was: 
  • ¿Cómo son mis tradiciones relacionadas con los días festivos similares y/o diferentes de una de España? 
And our "I can" statements were:
  • I can describe a the products, practices, and perspectives of a holiday tradition in Spain.
  • I can demonstrate that I understand four stories about a holiday tradition in a variety of ways.
  • I can compare and contrast my cultural products, practices and perspectives related to a holiday to those of a holiday tradition in Spain.
I am excited to do this unit again (adapted a bit, since I have a student who is repeating the course as Culture and Civilization "part 2") and really excited to add the 2017 Anuncio de la Lotería de Navidad:  Danielle to the unit! 

The wonderful Elena López and I have been continuing to work on the Anuncio de la Lotería de Navidad: Danielle! It is a commercial, but really it is like a short movie (almost 20 minutes long). I wrote the story in Comprehensible Spanish (probably for level 2 or 3+) and created a slideshow (with 121 slides!) with the text of the story and screen shots. Here is a preview of the slideshow:


Elena and I have divided the story up into four parts and created some activities to go along with each part. So far, we have created (all of which is linked in the presentation):
  • four Quizlet Diagrams
  • two Quizlets with comprehension questions
  • Cierto/Falso sentences 
  • Picture slides to do re-tells, listen and identify pic, and/or cierto/falso
  • one Quizlet with fill-ins and matching for parts of sentences
  • a Quizizz (click here to see it)
  • "¿Quién lo dijo? ¿Quién lo hizo? ¿Quién lo pensó?" activities for each part
  • Update - 11/23/17 - A lot more has been added ----> see here.
Arianne Dowd is also working on exploring some of the Cultural Products (caga tió!), Practices (cava, adeu), and Perspectives in the ad/movie. See below for some things that I have encountered.

And here is an interesting perspective that could be talked about! 


martes, 14 de noviembre de 2017

Danielle - El Anuncio de la Lotería de Navidad 2017

Update: Click here.  Or you can buy the Danielle resources here.

Have you seen the new anuncio for the Lotería de Navidad? It is a long one, but I love it. Like Carmina and Justino, it is a bit sad at times, but overall full of joy, hope and love!



I am going to add this "story" to my Lotería de Navidad unit, a unit that my students absolutely LOVED last year. 

I have created a 107 slide Google presentation with screenshots and text that tell the story of the ad. I am also working on adding more activities to a doc, which I will share soon! Here is a part of it:


You can purchase them here or I have added these Danielle resources to the Carmina TPT, so if you bought that, you should re-download it to get full access to the presentation and the doc. I will be adding a lot more soon and selling it separately soon! 

miércoles, 8 de noviembre de 2017

El Día Perfecto de Carlos Vives ~ A story/CI unit for the conditional

Have you seen the video Pescaíto by Carlos Vives?  

I love it! I (and some of my Spanish 3 students) might be a bit obsessed with Carlos Vives lately! His music is really good and appropriate! 


If you want to make it a song of the week, here is a doc with a cloze activity and a "translate some lines" activity for the song.

I really wanted to comprehensify and extend this authentic resource. So, I created an entire story unit based around the song. The story is called "El Día Perfecto de Carlos Vives"and you can see it in the slideshow below. The words in italics are song lyrics and/or words from the song, so when students hear the song, they will already know many words. 

The unit will help students to understand and communicate about what they and others would do. And they will also learn about Colombia a bit. Below is the slideshow (without links to the unit packet and cultural readings to extend the unit). If you want more, click here (link to TPT) and see below for what the unit includes. Click here if you want to make a copy of the slideshow and adapt it. If you feel like this is something useful, it saved you some time, and  you want to give back, click here.




The unit packet has a ton of links and activities to comprehensify and extend the song/video! 

Here are some more details about the unit, what it includes and a possible order for the unit. 

This unit is for late Spanish 2 and above.  If your students have not heard of Carlos Vives (a famous Colombian singer), they might not be as enthusiastic about this unit. Before this unit, my students did two story units based on songs by him: “Robarte un beso” and “La Bicicleta”. Carlos Vives sings “La Bicicleta” with Shakira, so that might help to show your students how famous he is.

This story unit focuses on exposing students to the conditional tense and acquiring some verbs in the conditional so that they are able to say what they and others would do.  

In addition to a focus on the conditional, the unit is also wrapped around the song and video "Pescaíto" by Carlos Vives. The description of Carlos Vives' "día perfecto" is written using in the yo form (from Carlos Vives’ perspective) with vocabulary from the song and is illustrated with screenshots from the music video.

There are also several cultural readings and/or activities that explore some of the cultural Products, Practices, and Perspectives in the video. These are all linked in the presentation and in the Pescaíto folder. These are the cultural readings:
  • Tras La Perla
  • Carlos Valderrama AKA El Pibe
  • Las Frutas de Colombia
  • El Restaurante en Pescaíto: Lulo
  • Carnaval en Pescaíto
The presentation (linked in the unit packet with links to all readings, etc) will walk you through the unit. I have not divided this into days because I teach 85 minute classes and some people teach 45, 50, or 60, but here are some other suggestions for a possible order of the unit. 
  • Introduce the Essential Questions, Metas, and the Evaluaciones for the unit.
  • Briefly explain conditional tense (slide in presentation). I do not recommend focusing on this too much or having students take notes. They will acquire it through the repetition in the unit.
  • I no longer use vocabulary lists because I have found that students acquire the words that are most important to them throughout the unit. But there are some teachers and students who want and/or need a vocabulary list, so I have included two possible vocabulary pages at the end that you may want to use:
    • A blank vocabulary sheet where students can fill in words as they go through the unit. They could also make a Quizlet with those words.
    • A vocabulary sheet with keywords from the story. There is also a Quizlet with this vocabulary. A great quick way for students to become familiar with the words is Quizlet Live. I highly recommend it!!  That could be done before the story
  • Explain who Carlos Vives is and maybe show a video of his. "La Bicicleta" is a good one because Shakira is in it. (On that note, Arianne Dowd created a wonderful story and unit to go along with that song and you can find it here.)
  • Do the "Cuatro Esquinas" activity to activate what students would do on their "día perfecto".
  • Use the presentation to tell the story of "El Día Perfecto de Carlos Vives." 
  • Possibly use Flipgrid to do the Interpersonal Speaking evaluación with the personalized questions. OR just use those to have conversations with the class throughout.
  • Do the Quizlet Live activity for parte 1 to give more repetition and CI to students.
  • Continue the parte 2 of the story and do the same.
  • Do the cloze activity with the song. Listen and try to sing the song everyday throughout the unit.
  • Have students reread the story and illustrate it.
  • Do the translations from the song.
  • Do some of the cultural readings throughout the telling of the story. The readings are linked throughout the presentation.
  • Play "Agárralo" in pairs. Each pair has a pen/pencil/marker between them. I say cierto or falso sentences about the story. Students have to grab a pen/pencil/marker if the sentence is true. The first person to grab it, earns one point. If a student grabs it when I say a false statement, s/he loses two points. This is a fun game!
  • Have students do the matching activity about the cultural readings from the video.
  • Do the Quizizz activity as an in class activity, a homework, and/or a quiz. Students can do this activity more than once.
  • Play Backatcha. This game is a great way to get students speaking spontaneously! 
  • Have students do the Presentational Speaking Assessment - Prepare and present what they would do on their "día perfecto". This can be done in groups of four and recorded on Flipgrid. There is a description of this assignment and a rubric at the end of the packet.
  • Have students do the Presentational Writing Assessment - Identify the cultural Ps in the video "Pescaíto" and compare them to your own.
Here are some possible Essential Questions, Metas para la unidad didáctica, and Evaluaciones:

Preguntas Esenciales:
  • ¿Cuáles son las partes que más adoro de mi comunidad? ¿Por qué son importantes para mí?
  • ¿Cuáles son unos productos, prácticas, y perspectivas culturales que se ven el el video "Pescaíto"? 
  • ¿Cómo son similares y/o diferentes unos productos, prácticas, y perspectivas culturales que se ven el el video para "Pescaíto" con los míos?
Metas:
  • I can talk about what I would and/or would not do on my "perfect day".
  • I can interpret a story about someone's perfect day.
  • I can compare what I would do on my "perfect day" to what someone else would do.
  • I can answer questions about what I would do on my perfect day.
  • I can identify and describe some cultural products, practices, and perspectives of the neighborhood Pescaíto in the city Santa Marta, Colombia.
Evaluaciones:
  • Interpersonal Speaking (on Flipgrid): Answer personalized questions (sprinkled in the presentation) related to the story: "El día perfecto de Carlos Vives". OR This could also be Interpersonal Writing and students could write answers during the presentation.
  • Interpretive Reading/Listening: Answer questions about the story: "El día perfecto de Carlos Vives"
  • Presentational Speaking: Present to your grupito what your your perfect day would be like. Include pictures. (See description at end of packet.)
  • Cultural Comparisons/Connections: Identify the cultural Ps in the video "Pescaíto" and compare them to your own.