lunes, 31 de julio de 2017

TPT Sale - August 1st and 2nd

Download for your TpT Store Page Leaderboard - 720 × 90

Updated post (8/2)...

In addition to my on-sale materials below, I highly recommend scooping up some resources from these (sale ends today!):
Lots of teachers are having a sale on August 1st and 2nd and I am joining in! 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! 3 Bellezas is a dark comedy set in Venezuela. If you are looking to explore the AP topic of Beauty and Aesthetics, this unit is excellent!  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
  • Free... If  you missed it, Arianne Dowd and I created some awesome stuff to go along with the song, Un besito más by Jesse y Joy. Click here to read more.
Image result for gran hotel

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).

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