sábado, 7 de abril de 2018

Another story... "El Novio Reggaetonero"


Confession: I love reggaetón music and I love Ozuna's music. My running playlists are full of it! But so much of it is totally misogynistic and inappropriate. And the videos... ay, ay, ay, don't even get me started on those, like this one "Que va"... all the women on the boat just seem like objects, but I love the song! And I love "Cásate conmigo" (not really reggaetón, I know), but felt the same way about that video, so I made up a story that flipped that and made the women the providers.

So, with all that in mind, I wrote up a story: "El Novio Reggaetonero" to go along with Ozuna and Wisin's new video "Quisiera alejarme." The story incorporates some of Ozuna's life, some of the lyrics, and is loosely based on the video. I made up some more activities to go along with the song, but the story and cloze activity will stay open and free.

I recommend telling the story before watching the video, in a Story Listening way

Also, I am just realizing that this might be perfect to do after "Usted". I am pretty sure that these two songs could totally be intertwined and connected... future project!

If you have any suggestions, please let me know. Or if you see any mistakes, let me know. I wrote this up pretty quickly this morning.

Also, if you want to learn more about Reggaetón, check out this episode of AltLatino: Reggaeton In The Age of #MeToo. It has some fantastic perspectives.

Update 4/8/18: If you would like additional activities to give students more input, including these below, click here:
- a story called "El Novio Reggaetonero" based on the song "Quisiera Alejarme". The story is divided into two parts.
- a parallel story to co-create a similar story with the class
- a cloze activity for the song "Quisiera Alejarme"
- a translation of the song "Quisiera Alejarme"
- links to two Kahoot Jumbles to review part one and part two of the story
- a link to a Quizlet for Quizlet Live to review lines from the song
- a Quizizz with comprehension questions for part one of the story
- a link to Quizlet for Quizlet Live with comprehension questions for part two of the story
- a cloze activity for the story
- a cierto/falso activity for listening and/or reading
- a ¿Quién lo diría? ¿Quién lo haría? - Students use the conditional to create sentences and have the class guess which character they are talking about
- a reflection and opinion activity
- AND a RECOMMENDED ORDER to do all of these activities!


martes, 3 de abril de 2018

Vendo pan, vendo pan, vendo pan...


This song is so ridiculous, but I love it! It is a parody of "Getcha Grades". Just kidding! It is a parody of "Gucci Gang" (another absurd video/song that many students will know). 

The video has some great cultural products (conchas, cuernitos, atole, y triciclo con canasta), practices (vendedores ambulantes, eating fresh bread, community), and perspectives (parody, fresh bread is delicious, community is important, and others). 


Also, this song will definitely get stuck in you and your students' heads!

My son and I wrote up a (kinda ridiculous, but free) story that will be great to tell before watching this video. It will be a good one to do for a food unit. Enjoy!

Note: The story has some U.S. cultural references (Fortnite and some paralells with Lil' Pump, who sings Gucci Gang - he says he went to Harvard and some students believe he did...).


And this song "Pan con Queso" (a parody of "Black and Yellow") might be a great follow up to explore some Dominican food culture.

domingo, 1 de abril de 2018

A Story for Intermediates: "Una Ruptura Mala"

Usted - Juan Magan y Mala Rodríguez

Mala Rodríguez has always been a favorite of mine, but I can't really use her music, and certainly not her videos, in class. So, I was excited to see this new song, "Usted," by her and Juan Magan, and to realize that I can use this song!

I wanted to use it with Spanish 1 for Story Listening, but I just couldn't simplify it, especially because the video doesn't really show much of a story. So instead, I used the lyrics from the song to make a dialogue-heavy story that could be used with Intermediate students. The story is called "Una Ruptura Mala." There are so many shifts between and usted, so I tried to incorporate those into the story too. 

I also created some preguntas personales to start with and a parallel story script that I will use with my students to co-create a similar story. It is almost like a Mad Libs activity and it should be a fun way to start with some of the structures of the song.

After the two stories and a few other accompanying activities, students should be able to understand the song. I have a feeling this will be a hit! 

I might also have them write up something about what happened before and/or after the story.


I am sharing all of this for FREE, but if you think this (or anything else that you got on my site for free) is useful and has saved you some time, you can buy these resources here or feel free to give back here in Radiohead style (click here to see what I mean by Radiohead style)


sábado, 31 de marzo de 2018

New Story: "Alvaro tiene un problema"



I am on a roll with these Story Listening scripts! I love telling students a story based on a song/music video and then letting them watch the video as a reward for good listening. (And I am also showing them the diversity of the Spanish speaking world and exposing them to lots of cultural Ps.) It is such a good way to give my students input. And it is a fantastic way to start class on a Monday

You can find my next story, and accompany activities, based on the new song/video "La Cintura" by Alvaro Soler here on TPT (or just find the script and a cloze activity for free here). I am sure this one will be a hit! And I am sure many boys will be able to relate to Alvaro ;) 

In Spanish 1, we have done one of these activities for the first seven weeks that we have had class. You can find the story scripts and links to other activities here (we have done the first seven). I have told the story on Monday and then we do other activities throughout the week (I have 85 minute classes, so this is one of the many things we have going on.) My Spanish 1 students are doing so well with this routine of activities. They are engaged and acquiring a ton of Spanish! 

After we do the Story Listening activity, I follow it up with a variety of other input activities throughout the week, including
  • Quizlet Live with Vocabulario Importante
  • Textivate! 
  • Reading Activities with the story script (fill in the blanks, comprehension questions, read and draw)
  • Translate parts of the story (for shorter stories, and always Spanish to English)
  • Cloze activity with the song lyrics
  • Agárralo with cierto/falso statements (AKA "the marker game")
  • Quizizz
  • Listen and act
  • Kahoot Jumble
  • Other reading activities like: Who is it? Who would say it? or Cierto/Falso
Update (4/2/18): I created this slideshow to tell the story with some visuals. The videos on certain slides are set to just show certain parts that illustrate the text. Also, the text shows up after a click, so you can say the story and then they can see the text if/when you want them to. It also includes some recent videos from Instagram! You can get access to make a copy and edit this presentation here.


Update 4/6/18 - One of my students made this video that has the subtitles to we can watch the video and sing and dance all at the same time

miércoles, 28 de marzo de 2018

Un Besito Más... again


What a powerful and heartbreaking video! As a runner (whose mom still supports her at races) this video really struck me. Arianne Dowd and I created some free resources (here) and I used it in my Cultura y Civilización course last semester in my immigration unit. 

But, now, I am in the middle of my inmigración unit in Spanish 1, so I have made something for Novices. I wrote up a basic story about the video. You can find the story, a basic cloze activity, and a translation of the song here for free. 

I will probably use this story for a Story Listening Activity first, and then do the activity sheet and some of these activities: Textivate and Quizizz.

I love doing this unit in Spanish 1. This is a mostly freshmen class and they really don't know much at all about immigration. By using engaging CI stories IN SPANISH (with some facts in Spanish along the way), my big goals for this unit are the following:
  • I want students to understand that immigrants (documented and undocumented) come to the U.S. for a variety of reasons, including: for work, for family, for more opportunities, for safety, and for many other reasons. 
  • I want students to have empathy for undocumented immigrants.
  • I want students to know that immigration is very complicated and it is not possible to "deport them all" (a common comment).
  • I want students to understand that most undocumented immigrants are contributing to our society and our culture. 
So, how to do this??? I am using three stories: ICE El Hielo, Un Besito Más, and The Other Side; and one movie: La Misma Luna. And sprinkling in some factual information throughout the unit... all in Comprehensible Spanish! So, yes, it is possible to teach this in the TL.


I am sharing all of this for FREE, but if you think this (or anything else that you got here for free) is useful and has saved you some time, feel free to give back here in Radiohead style (click here to see what I mean by Radiohead style). 

sábado, 24 de marzo de 2018

ICE El Hielo... again

I have blogged about using the song and video "ICE El Hielo" a lot because I think it is such a good song to include in an immigration unit. It shows a lot of cultural practices and perspectives related to immigration and it, usually, leads to students having empathy for undocumented immigrants. 

So, as I am about to start my immigration unit in Spanish 1 (it mostly revolves around the short PBS film "The Other Side" and the movie "La Misma Luna"), I have created a Story Listening script to tell the story of "ICE El Hielo". I will tell students the story in a "Story Listening" style (so that means, I won't pre-teach vocabulary before I tell the story, but rather, I will make it comprehensible while I tell the story) and then they will watch the video. You can find the script and activities here (of here if you think this is all worth $2.00 :) ). 

(Side Note: I have been having a lot of success with Story Listening in Spanish 1! I highly recommend it! Also, I am not an expert and I am pretty sure teachers might not have "scripts" when they are doing this, but it has helped me as a beginner.)

In addition to the Story Listening script, I have created some other activities to do with the story after I have told it in a "Story Listening" style. These are the follow up activities that I have created:
Also, if you are looking for another really good song about immigration, "Un besito más" is excellent (and you can find free resources here).

Story Listening Script for "ICE El Hielo"
Hay una mujer. Se llama Eva. Tiene treinta y siete años. Ella es de El Salvador, pero vive en California. Eva trabaja en un restaurante. Todos los días se despierta temprano, prepara el desayuno para su hija, sale de su casa, y va al trabajo.

Hay una chica. Se llama Marta. Tiene quince años. Ella es de El Salvador, pero vive en la California. Es la hija de Eva. Es una estudiante muy buena. Todos los días se despierta temprano, come el desayuno, sale de su casa, y va a la escuela. Sueña con asistir a la universidad.

Hay un hombre. Se llama José. Tiene cincuenta años. Él es de México, pero vive en California. José tiene dos trabajos. Es jardinero y trabaja en un restaurante. Los jardines donde José trabaja son como Disneylandia, son muy bonitos. Trabaja en el mismo restaurante de Eva. José tiene esposa, pero ella vive en México. Todos los días se despierta temprano, come el desayuno, sale de su casa, y va a su primer trabajo. En México fue taxista. José monta en bicicleta mucho porque no tiene su licencia, pero también tiene una troca vieja (no es nueva). Maneja su troca vieja sin licencia.

José, Eva, y Marta tienen vidas buenas en los Estados Unidos pero todos tienen un problema: Vinieron a los Estados Unidos sin documentos porque querían una vida mejor. Eva llevó a Marta a los Estados Unidos cuando Marta tenía dos años. Vinieron de El Salvador, un país muy peligroso. Marta quería que Eva tuviera una vida mejor con menos peligro y más oportunidades. José vino porque quería una vida mejor también. Él le manda dinero a su familia en México todos los meses y quiere vivir en México, no en los Estados Unidos.

Un día, cuando Eva prepara el desayuno, ella ve la televisión y ve "Continúan las redadas." Eva tiene miedo porque no quiere ser deportada. Hay muchas redadas.

Hay otro hombre. Se llama Paco. Paco vive en California también. Paco tiene una familia: tiene una esposa y una hija. Es un padre bueno. Y también es un esposo bueno. Todos los días, Paco se despierta temprano, habla y juega con su hija, sale de su casa, y va al trabajo. Tiene un trabajo bueno, pero es difícil. A veces a Paco no le gusta su trabajo porque tiene que separar a las familias. Un día Paco trabaja y entra el restaurante de José y Eva con otros hombre de su trabajo. Es un problema para José y Eva. ¿Qué será su trabajo?




I am sharing all of this for FREE, but if you think this (or anything else that you got here for free) is useful and has saved you some time, feel free to give back here in Radiohead style (click here to see what I mean by Radiohead style). 

jueves, 8 de marzo de 2018

Upper level resources for Coco

Image result for coco
Update: Here is a (free) doc with some very basic cloze activities, along with translations, for five of the songs in the movie.

Okay, so if there isn't a glut of resources for the movie Coco, I am sure there will be soon! Ha! It is such an amazing movie!

But I have created something to add to that glut! Specifically, this resource will be useful for upper level teachers if you want to go really slowly through the movie and watch it in Spanish with Spanish subtitles

In the fall I used Arianne's amazing resources and some others to learn about Día de Muertos and many of the cultural products, practices and perspectives related to it. All of those resources made the movie sooooo much more meaningful for my students when we saw it in the theater. But, now that they DVD is out, I am really looking forward to watching it in Spanish with my upper level students!

So I have created a 31 page document that includes cloze activity readings (divided by scenes) with word banks, along with108 comprehension (and a few other types of) questions, and four cloze activities for four of the songs in the movie. Did it take me a while to do this!?!? Yup!! The readings include lots of language and dialogue from the movie so that students will read, listensay, and write the same language that they will hear when we watch.


It also includes the following:
  • The same reading with questions and lines to answer (but not cloze) (27 pages)
  • The same reading with questions (but NO lines to answer) (20 pages)
  • Just the reading (17 pages) (also serves as answer key to the cloze)
  • A doc with just the questions and song activities
My plan for these resources:
  • Students will read segments (out loud in groups or as homework) of the movie before watching the movie.
  • As they do the cloze activity, they will most likely have to look up some words and be exposed to some new vocabulary.
  • They could answer the questions before or after watching, but I will have them answer them before watching so that they have more input to the language that they will hear (by looking back at reading and writing it and saying it as we go over it).
  • We will also do some cloze activities for four songs that are in the movie.
  • *Note* One frustrating thing is that the subtitles and the audio frequently don't match! In the readings, I have mostly written the language that they will hear, not the language of the subtitles.
And on another note, I am sure that Martina Bex's resources will the ones to go to for Novices! Or maybe Mis Clases Locas too (haven't purchased those yet!)

Also... I am working on a BONUS: a presentation with screenshots and the readings. Here is a glimpse of it in video in Edpuzzle.

miércoles, 21 de febrero de 2018

Engaging resources for La Corrida de Toros Unit

I love it when I have tons of engaging resources for a unit! For my "Corrida de Toros" unit these are the resources that we will use (I will use them in this order):

Here is the UbD unit doc if you are interested in the Essential Questions, Enduring Understandings, and "I can" statements.

One thing that I have struggled with in the past with this unit is introducing La Corrida de Toros. I have used infografías and a video in English, but this year Martina Bex's easy (for this level) presentation will be a great way to start.

Also, I came across tons of resources on this VideoELE site and decided to use some of what was shared there. I took the transcript for the video below and made this Interpretive reading/listening doc to go along with the video. Students will do the following:

  • Write what the words in the word bank mean. Some they will know and some they will have to look up on wordreference.
  • Read with partners/groups and fill in the blanks.
  • Answer the questions in English. This will show that they understand what they are reading.
  • Listen to the video and review answers together as a class.
  • Play Quizlet Live to review the information.
  • Watch the video... and hopefully understand the majority of it! 
  • Write a summary in Spanish of the information in the video.

jueves, 15 de febrero de 2018

Textivate to review stories

Image result for textivate
I am loving reading A Natural Approach to the Year, which is a follow up to A Natural Approach to Stories by Tina Hargaden and Ben Slavic. If you are looking to teach CI starting in level 1, these books are essential readings! The second book, A Natural Approach to the Year, has so many concrete examples for teachers, specifically they have 30 "Instructional Sessions" that teachers can do throughout the year. As you many know, stories are an integral part of this way of teaching. Stories make class engaging, interesting and compelling!!

So, what to do after the story has been created and/or told?!?! One of the many things that Tina and Ben mention in their book is Textivate. I love Textivate! I have used it in the past as a way to review stories. I like it because it is easy differentiation and students can go at their own pace while reviewing stories.

So far  in Spanish 1 (10 days of 85 minutes so far), I have used Textivate for our two OWIs (my first time doing this and I (and students) LOVE it!)Ricardo El Balón and Carla La Cuchara and for three stories based on music videos/songs. I used the Story Listening technique to tell these music-video-based-stories, then students watched the videos, then we did a variety of activities. See the links below for resources. (I am aware that I need to have some female representation!! Coming soon!)
 
 

For the first time this year, I bought the Premium subscription, which allows me to keep track of student progress. With this premium subscription, I can also set "sequences" of specific activities that students have to do. Students do these activities in class, in TASC (a special enrichment and/or extra help block we have every day), or for homework. I can also see how long the activities took each student and how accurate they were. Here is an example of what I can see (I have omitted the student names):



And here is an example of a the "Details":


miércoles, 7 de febrero de 2018

Simple, repetitive stories with a reward for listening!

Image result for listenI posted a bit about this last week, but I want to share something that I am very excited about! I am working on writing very basic, repetitive stories for my Spanish 1 class in this doc. This will be an ongoing project that I hope to develop a lot this semester (and would love some more collaborators). 

All of the "stories" are based on music videos. These stories are for Spanish 1, but could also be a great way to start a Spanish 2 class or for sub plans (or really any level any time). The doc has the stories and links to other activities too. These stories could be used in a variety of ways. Here are some possibilities:
  • Tell students the story in a "Story Listening" style. This is new to me and I am still learning, but I have realized that (for me), I really need to explain to my students: what the Story Listening process looks like  and why we are doing this (#acquisition). For me, this process takes a lot of energy and thinking! I am drawing a lot and going slowlyClick here to watch Mike Peto doing Story Listening. 
  • After doing the story listening activity, show them the video. This is a fun reward for being good listeners! Also, the music videos are Cultural Products in themselves, but students will see a ton of Cultural Products, Practices, and Perspectives in these music videos.
  • For homework or in class, students can translate the story to English
  • Students could listen and/or read the story again and illustrate it.
  • Students could listen and/or read the story again and act it out.
  • Students can also do Textivate Activities (linked in doc) to get more input. I have a 45 minute TASC block (for extra help, homework, and/or enrichment), so this is perfect for that block. I am trying to include two types of Textivate activities for each story: put the story in order and translate.
  • For another listening activity, students could play "¡Agárralo!" For this activity, students do the following:
    • Sit in pairs with a marker between them.
    • Listen to the cierto/falso statements about the story that the teacher says.
    • Grab the marker if it is a true statement. The first student to grab it earns one point.
    • If a student grabs the marker and it is false, s/he loses two points.
  • The same cierto/falso statements could be used for a listening or reading assessment.
  • Some of the stories have (or will have) cloze activities for the song too. I am working on those, but hope to have a cloze activity and the English translation for most of the songs. I find that students enjoy the songs much more if they know what it is saying! 
Why am I sharing this all for free?!? To help others! And to maybe make Spanish class more enjoyable, engaging, relevant, current, and fun for us teachers and for our students! But, if you feel this doc and all the other linked docs/activities are useful and these activities are saving you some time, consider giving back here.

Also, if you want to help out with this project, please comment in the doc and I will add you. Thanks to Marcia Vera and Jennifer Zimmer who have already helped out! And to Isabel Irizarry, who is also going to collaborate.

Below are three examples of songs/music videos that I am using. Click on the name of the song for the docs, which include the story, a translation worksheet, a cloze activity for the song, two links for textivate, and cierto/falso statements. They are also linked in the original doc.

miércoles, 31 de enero de 2018

Starting off anew in Spanish 1... Personalization, ICR, Story Listening and OWI

Day 2 Spanish 1:


I don't often teach Spanish 1, but I am teaching it this semester. I have 24 students the last block of the day. I am excited to share some of the things that I am going to do for the first few weeks.

I read (and reread) A Natural Approach to Stories and I am going to implement some of the techniques in that book. This is what I have used during the first few days (and what I plan on using for the first 1-3 weeks):
  • Personalization - talking in Spanish about the students in the classroom - Students filled out the Anne Matava questionnaire that is in the Appendix of the book A Natural Approach to Stories. I will talk about 2-4 students each day (in Spanish) and then give a quiz about what I said. The quiz is very basic. Sometimes I will say facts in English and they have to write the name of the student or I will say true or false statements in English.
  • ICR - the Interpretive/Interpersonal Communication Rubric - I am using the rubric (Anabelle Allen's version foundhere) to set expectations and also to assess the students. This will be a big part of their grade for the first few weeks. Students self-assessed on the first day. This is a really good way to set expectations and explain what they need to do to be successful in the class!
  • Story Listening - There is a great explanation of it in the Appendix of the book, but this post explains more about it. Instead of starting with familiar folktales and/or stories, I decided to start with stories based on music videos (and probably some cortometrajes). So, how is this different than Movie Talk? Well, the students don't see any images from the video during the process and there aren't as many questions during this process, as students are mostly listening. Also, there are not necessarily targets. After they have listened to the story, they will get the reward of seeing the music video... which is in itself a cultural product that shows more cultural products, practices and perspectives. It will also serve as a good brain break in our 85 minute class period!
    • On Day 1, we did Story Listening with a story about the song "Corazón" by Maluma. Listening and comprehending a story in Spanish, followed by watching the video and hearing that music on the first day of class was a positive way to start the class!
    • This doc has some of the BASIC Spanish 1 scripts for the Story Listening activities that I will be creating. It also has follow up activities, such as translating to English and Textivate. This is a work in progress and I will be adding and refining it a lot, but I am sharing it now in case anyone wants to use it... or better yet, crowdsource?!
  • OWI - One Work Image - If you haven't seen this in action in a classroom, I highly recommend watching it. I went to the Express Fluency conference and it was very helpful to see Tina Hargaden do this process. There are lots of videos on Youtube of this process. My French teacher colleague also did it throughout last semester and had lots of success. I am looking forward to doing a lot of this during these first few weeks! I hope to share more about that here soon. Update: Here is our first OWI: Ricardo El Balón.
  • I will also still use a lot of  the stories and activities that I did two years ago when I taught Spanish 1. (See here and here.)

viernes, 26 de enero de 2018

La Belleza de la Cultura Colombiana

I am starting this unit: "Las Bellezas y Las Dificultades de Colombia" next week in my Cultura y Civilización class (Spanish 4/5/6/7). I originally started the unit with a story based on the song/music video "Pescaíto", then added La Niña... but now I have added a fantastic introduction piece to Las Bellezas de Colombia.

After seeing this song/music video promoting tourism in Colombia, "Sabrosura" (thanks to David Talone on the Facebook IFLT/NTPRS/CI Teaching Facebook group, Arianne Dowd, and Sharon Birch too), 

I went down a rabbit hole on the website for the tourism advertising campaign called: Colombia: Tierra de La Sabrosura. There are a TON of fantastic resources on that site and I compiled a whole bunch of them in the presentation below. Most of the language is taken right from the website, but some of it I wrote. I will use this to introduce my students to La Belleza de la Cultura Colombiana. Click here if you want to make a copy and/or use it. And here is a basic cloze activity for the song.

I am sharing all of this for FREE, but if you think this (or anything else that you got here for free) is useful and has saved you some time, feel free to give back here in Radiohead style (click here to see what I mean by Radiohead style). 

martes, 23 de enero de 2018

La Niña... más recursos

Image result for la nina reintegraciónAs I wrote about recently, I am planning on using some episodes of La Niña, a Netflix series, in my Cultura y Civilización course (definitely a show for upper levels). So, this morning on my surprise snow (really ice) day, I went down a rabbit hole of links from la Agencia para la Reincorporación y la Normalización.

I learned so much about the Reintegration program that is seen in La Niña! I also created some Interpretitve Reading and Interpretive Listening activities (free here) and an Edpuzzle with the following authentic resources. After doing these activities and these, students should be ready to watch La Niña, with much more knowledge about the context! Feel free to use them and adapt! If you see any mistakes, please let me know and I will fix them ASAP.



Below is part of an infografía, click here to view the entire thing.





I am sharing all of this for FREE, but if you think this (or anything else that you got here for free) is useful and has saved you some time, feel free to give back here in Radiohead style (click here to see what I mean by Radiohead style).