miércoles, 13 de diciembre de 2017

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

I love the YouTube Channel: Dreaming Spanish! (If you love them too, support Pablo here.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.