sábado, 8 de diciembre de 2018

La Rutina Diaria... otra vez

In Spanish 2, I am tied to certain units and one is the Daily Routine, but instead of the long vocabulary list with tons of reflexive verbs, I have used five stories (and blogged about it here).

This semester we are focusing on one story: "No voy a levantarme". We will use an embedded reading and students will do all the nuggets.

I am not going to spend a lot of time on the other stories. I will quickly do a "Listen and Draw" for one or two or them, probably in the past tense. Students will listen and draw, watch the videos, and then do a Textivate to read the text.

This year I am adding three Edpuzzles (with Pablo from Dreaming Spanish) and a BVP style Task to the unit. Students did the first Edpuzzle to learn about Pablo's day and to get lots of CI! Sharing them here in case anyone can use them!

And then they did this Task (make a copy here). Recommended: Read more about BVP's Tasks here.



Students will also do these two Edpuzzles (here and here) where Pablo's friend Adrià talks about his daily routine. One, or both of these, will be Interpretive Listening Assessments.






martes, 4 de diciembre de 2018

Pre-AP Conversación Simulada en Flipgrid

One of the most challenging, and awkward, parts of the AP test is the Interpersonal Speaking section. A Conversación Simulada is a great way to practice for that section of the test and to assess Interpersonal Speaking, which is challenging and oftentimes not assessed.

Arianne Dowd created this Conversación Simulada for my Perú unit and it was went really well. And they will be doing another one at the end of our lotería unit. I set it up on Flipgrid and thought I would share how to do that and what it looks like, so I made  a basic, and a bit rambling, 6 minute video below about how to make a Conversación Simulada with Flipgrid.

If you teach pre-AP or AP, this an excellent way to prepare students for that Interpersonal Conversation that is worth 12.5% of the exam. It is so tricky and strange, and students need a lot of practice. I have an AP workbook (Temas) and my students will be doing most of the practices in there before the exam. But, when it is in the context of a unit like this one or this one, it is much more natural... fun! Also, for grading, I recommend using a table like this, going question by question, and taking notes for each student.



Also, a few thoughts about AP... I love teaching it! But is is a difficultacademic test and students need to practice certain parts. I love that many students can earn college credit and save some $$ and/or possibly take one less class when they study abroad. Is AP for all? No, it is not, but do I see value in it? ABSOLUTELY!


domingo, 2 de diciembre de 2018

Dreaming Spanish Christmas Edpuzzles

Edpuzzles are really good for Interpretive Listening. And these Dreaming Spanish videos contain lots of information about Spanish cultural products, practices, and perspectives. They will be an excellent accompaniment to my lotería unit (small unit on here TPT and bigger unit here on TPT). 

My students will be doing some (or all) of these during the next three weeks. These will also be perfect for a Blizzard Bag day or a sub day... or a we-all-need-some-quiet-time-day!

I am sharing them here in case anyone wants to use any of them. 

Some are very basic, so really good for Novices.

After the fourth Edpuzzle (Xmas Sweets), I am going to give students some turrón and Ferrero Rocher!

If you put your mouse on the Edpuzzle, you can copy and edit it to use it in your Edpuzzle account (here is a 26 second video to show you how to do that).








viernes, 30 de noviembre de 2018

El Tió de Nadal (and another Edpuzzle from Pablo!)

Ay, Pablo from Dreaming Spanish... how I love his videos!! If you do too, consider supporting him on Patreon.

One reason I love his videos is that they are comprehensible and my students get Comprehensible Input from another voice besides their teacher!

I am starting my lotería unit (small unit on here TPT and bigger unit here on TPT) on Monday and the Essential Question for the unit is:
¿Cómo son mis tradiciones relacionadas con los días festivos similares y/o diferentes de una de España y/o de otros países del mundo hispanohablante?

So, I start the unit with this wonderful slideshow (see below or click here to make a copy) that I adapted from Annabelle Allen (who adapted it from Jim Tripp's script).  Slides 2-6 are my traditions (and pictures of my boys when they were younger... I particularly love slide 2 and wish they still wore matching pajamas, but alas, there is no way my thirteen year old would agree!).

After those slides, the slideshow describes el Tió de Nadal, a tradition from Cataluña and Aragón. It is funny and the students get a big kick out of it!


And, of course, Pablo has a video in which he talked about el Tió! I was hoping there was already an Edpuzzle made with this video, but, surprisingly there wasn't! So, I made this Edpuzzle. I love Edpuzzle for homework, in class, and frequently as an assessment.

If you haven't given Edpuzzle a try, I highly recommend it! And this could be a fun way to start!

miércoles, 28 de noviembre de 2018

Free Lionel Messi Resources

Below are some resources to use if you want to teach about the life of Lionel Messi. I am currently wrapping up with these resources in my Spanish 2 class. They are based on a text that I wrote up based on this commercial:



These resources could make for good sub plans too!
And below are some possible assessments. My students will be taking the test tomorrow.

martes, 27 de noviembre de 2018

Inspired Proficiency Podcast

Inspired Proficiency PodcastI had the pleasure of talking with Ahsley Uyaguari (follow here on Facebook and/or Twitter) and being on her podcast "Inspired Proficiency"(listen here). If you haven't listened to any of her episodes, I highly suggest you do so! I really liked these epidsodes: Martina Bex, Tina Hargaden, María Datel, Joshua Cabral (2 episodes),  and Samara Spielberg

When I talked with Ashley, we talked about the presentation that I gave three times this fall. It is about using Story and Song of the week. You can hear the podcast here and below is the presentation. 


Here are the (free) resources for El Mismo Sol that I talk about in the podcast.



And here are some story/song of the week options:
A few other things that I mentioned on the podcast:

domingo, 25 de noviembre de 2018

TPT Sale - Cyber Monday and Tuesday!

Download for Facebook - 740 × 400I am having a sale in TPT store for Cyber Monday... and Tuesday

Make sure you enter the Promo Code: CYBER18!

I really love comprehensifying and extending authentic resources! And below are some of my (and my students') favorites. These are super engaging units that incorporate the 5Cs and the three modes of communication.

  • 22 Otra Vez - A unit about the new Lotería Navideña ad, this includes a Novice and an Intermediate version
  • Four Stories for la Lotería Navideña + more - A BIG unit for Intermediates
  • Álvaro tiene un problema - A really fun Novice unit based on an awesome song. If you have been wanting to use a CI Story Unit, this is a good one to start with!
  • Soy yo - A very Novice CI Story unit... students love this song!
  • Internacionales - An Intermediate CI Story unit, excellent for that travel unit.
  • Cásate conmigo - An Intermediate CI Story unit and just a fun song! 
  • Story/Song of the week - This contains 18 CI Stories for Novices (or Intermediated too!) and activities to do with them. The stories are based on authentic songs and music videos.
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:




jueves, 22 de noviembre de 2018

New (free) Unit: Puebla y Barcelona

The starting point of this new unit is a story based on the song "Puebla" by Álvaro Soler... so it sure to be a hit! From that story, which incorporates Barcelona and Puebla, students will go on to learn about Barcelona and Puebla, delving into authentic resources, related to food, travel, architecture, and a legend... all also very engaging! See below (or here) for the Essential Questions, Enduring Understandings, "I can" statements, and possible evaluations. 

If you don't want the whole unit, you might just want to use the story and the song. Click here to access the unit. Feel free to make a copy and adapt it to your needs! If you find this useful (or anything else that I share for free on my blog) consider supporting my work on Patreon.
Essential Questions:
  • ¿Cuáles son algunos productos, prácticas, y perspectivas culturales de Puebla, México, y Barcelona, España?
  • ¿Cómo son algunos productos, prácticas, y perspectivas culturales de Puebla, México, y Barcelona, España similares y/o diferentes de los míos?

Enduring Understandings:
  • Songs, music videos, and stories are an excellent way to acquire language and use the language for enjoyment, enrichment, and advancement (ACTFL Communities: Lifelong Learners standard).
  • The cultural products, practices, and perspectives of the Spanish speaking world are not monolithic (i.e. Spain and Mexico do not have the same culture). The cultural products, practices, and perspectives are extremely diverse and, although there are some similarities because of historical connections, there are many differences.
  • Puebla, Mexico, and Barcelona, Spain, are two cities in the Spanish speaking world. 
  • Puebla, Mexico, and Barcelona, Spain, have diverse cultural products, practices, and perspectives.
  • The cultural products, practices, and perspectives in Puebla, Mexico, and Barcelona, Spain, are similar and different to those in the United States.

"I can" statements:
  • I can understand a story and song, and show that I understand it in a variety of ways.
  • I can interpret readings about cultural products, practices, and perspectives in Puebla, México, and Barcelona, Spain.
  • I can explain how the Spanish speaking world is diverse.
  • I can read and listen to authentic resources and do the following: identify the main ideas; identify the cultural products, practices, and perspectives; identify key words, infer meaning; and identify the purpose of the resource (inform, persuade, influence, teach, etc.).
  • I can identify, compare, and contrast cultural products, practices, and perspectives in Puebla, México, and Barcelona, Spain do my own.

Evaluaciones Posibles:
  • Interpretive Listening: Listen to statements about the story  "Piérdete en el momento" and identify if they are cierto or falso. OR Listen to questions about  "Piérdete en el momento" and write the answer.
  • Interpretive Reading: Read statements about the story  "Piérdete en el momento" and identify if they are cierto or falso. OR Read questions about  "Piérdete en el momento" and write the answer. (Quizizz)
  • Presentational Writing: Write a similar story to "Piérdete en el momento". Use vocabulary and structures from the story.
  • Presentational Speaking: Say a summary of the story "Piérdete en el momento" using your drawings and key words to support you.
  • Presentational/Interpersonal Speaking: Have a discussion with a classmate about Barcelona, España.
  • Interpretive Listening: Listen to statements about cultural products, practices, and perspectives and identify if it is Barcelona, España, or Puebla, México.
  • Interpersonal Writing: Read and respond to an email from a friend requesting advice about where to go on vacation. Recommend either Puebla, México, or Barcelona, España. Explain why using information that you have learned in the unit.
  • Presentational Writing: Compare and contrast the cultural products, practices, and perspectives of Puebla, México, and Barcelona, España. You can use the Venn Diagram that you prepare ahead of time.


domingo, 18 de noviembre de 2018

Parallel Story for "22 otra vez": El Sr. Indiferente

I saw this video posted in a Facebook group and thought it would make an excellent parallel story to "22 otra vez".  

So, I wrote up a basic Novice script that tells the story of the video. I tried to use some of the vocabulary from the Novice version of "22 otra vez".  Students could do a Listen and Draw activity or a Read and Draw/Summarize activity or both. After doing one or both of those, students would watch the video.

Here is a basic slideshow with screenshots (click here to make a copy):


See the present tense story script below and click here to make a copy.

And click here for the story script in the past tense . If you have Spanish 2, this is a fantastic way to give them input with the past tense in an easy way, because the story is still pretty easy with basic verbs. (Note: I used "find and replace" to change the verbs to the past tense, so there might be some errors...)

sábado, 17 de noviembre de 2018

Novice AND Intermediate Unit: La Lotería Navideña 2018

I have worked very hard the last few days (thanks to a snow day!) to create a Novice AND an Intermediate units for the new Lotería Navideña ad "22 otra vez." And I am very excited for what I have come up with! You can purchase it here on TPT. (Also, Maris Hawkins and Arianne Dowd will have another version, soon! It will be in between my two versions.)

If you haven't seen the commercial yet, here it is:


Here are some examples of assessments (I have included 6-8 assessments in all modes of communication for both Novice and Intermediate):
And here are previews of the two versions of the story:

Preview of NOVICE version
Preview of INTERMEDIATE version


viernes, 16 de noviembre de 2018

La Lotería: Dreaming Spanish Edpuzzle and a preview of resources!

Update: This unit is done! It is for Intermediates and you can find it here on TPT.

Maris Hawkins, Arianne Dowd and I are working on some great stuff for the new Spanish lotería commercial: 22 otra vez. If you haven't seen it, check it out:

We are working on readings and other activities for Novices and Intermediates and we will be sharing soon-ish!

To start this unit, I am going to have my students do this Edpuzzle to learn about the Spanish lotería. Thanks to Pablo for making this video!

After that, they will do the Task Talk with students and as a whole class discussion.

Then, we will delve into the reading, other activities (¿Quién lo dijo/hizo?, Quizlet Live, Gimkit, Kahoot Jumble, Quizizz, and more), and then finally watch the commercial!


And here a preview of what we are working on. This is the Intermediate version. We have broken the commercial into four parts. This part of the slideshow has the beginning activities and the reading for part 1 (up to 1:13). You will see that the text fades in when you click, that is so teachers can do picture talk if they want or read to students (hear first, read later).

Preview of INTERMEDIATE version


Preview of NOVICE version

jueves, 15 de noviembre de 2018

BVP Style Task Talk for La Lotería Navideña

Resultado de imagen para while we're on the topicI have blogged about Bill Van Patten's book While We're On The Topic before. I, again, highly recommend it! One thing that I really like are what BVP calls "Tasks". BVP explains the difference between Exercises, Activities, and Tasks in detail in his book, but I super-simplified it in this post.

I also shared two examples of Tasks: one for Weekend Talk and one for ¿Jugamos más deportes ahora o jugábamos más cuando éramos niños? These Tasks, in addition to being communicative, are also giving lots of INPUT and building community in the class because of the wrap-up class discussion where they share about what they learned about their classmates.

I like Tasks so much, that I decided to create one to use as starter activity at the beginning of my Lotería unit (or this smaller unit with the new "22 otra vez"). See the doc below and/or click here to make a copy of it.




miércoles, 14 de noviembre de 2018

La Lotería Navideña... otra vez

Update: You can find a Novice AND an Intermediate unit for the new lotería commercial here on TPT and a preview here.

I LOVE the anuncios for la lotería navideña! They tell wonderful, heart warming stories and they are the perfect basis for a CI Story Unit that is full of cultural products, practices, and perspectives! Students LOVED this unit last year and it was the perfect way to spend the two weeks before Christmas break!

(If you don't know much about this Spanish Christmas tradition, check out this podcast from 99% Invisible. Also, if you want a reading for Intermediates, I translated that post form 99% Invisible and you can find it here for free.)

The ad for this year just came out this morning and here it is:


And here are my favorites that I have used in class. And here is a link to article with even more!







I have created a unit packet with resources for three commercials (and I also use Martina Bex's resources for Justino): the 250th anniversary, Carmina, and Danielle. See below for free resources and previews of Carmina and Danielle. I will be adding resources for the new commercial to that bundle soon!

I also created some free activities to go along with these two infografías:

      





lunes, 5 de noviembre de 2018

More Álvaro Soler!

Pablo from Dreaming Spanish has just made a video about Álvaro Soler! I think it will be a very popular one!

I am out of school on Wednesday and starting a new unit, so I made up this Edpuzzle (click here or see below) for my Spanish 2 students to do. It is pretty basic and easy because I really want them to watch the video, understand it, enjoy learning more about Álvaro, and feel confident that they can watch a ten minute video ALL in Spanish and understand it!

My Spanish 2 students already know a lot about Álvaro and love his music, because we have done story/song of the week with three of his songs (the Edpuzzle isn't linked in these resources yet, but I will link it soon):
If you and/or your students love Pablo's videos, you should consider supporting him on Patreon! And here are a few other resources to use with some of his videos: here and here.

domingo, 4 de noviembre de 2018

A BVP-style "Task": Weekend Talk Task

Resultado de imagen para while we're on the topicI am finally reading Bill Van Patten's book While We're on the Topic and it is excellent and making me think a lot! I highly recommend it. It is definitely a paradigm shift.

Reading this book has been good for two reasons: 1) it is reaffirming a lot of what I do in my classroom and 2) it is challenging me to think deeper about some of the things I do... and make some changes. I am about 87% through the book. I have highlighted a ridiculous amount of passages and will go back and reread those!

You can purchase the book here from ACTFL. (Note: the eBook .mobi version is a not easy to actually get it onto a Kindle, so I would buy the print version.)

One thing that I read about, and have been thinking a lot about, are Exercises, Activities, and Tasks. BVP defines them as the following:
  • Exercises: Not communicative. There is no focus on the interpretation and expression of meaning. The purpose is to practice language.
  • Activities: Partially communicative. Seems to have a focus on the expression of interpretation of meaning, but it lacks purpose other than to practice language.
  • Tasks: Communicative. Tasks involve the expression and interpretation of meaning. Tasks have a purpose that is not language practice.
So, with that in mind and following his "Active or Sedentary?" Task, I am going to have my students do a similar Task, but to talk about the weekend.

Here are the Tasks (see this document for what students will have):

  • Students read 20 activities (in the first person) that they may have done over weekend (I got these from this presentation from Christy Lade) and put a check or an ✘ o ✔ in the column next to each one. Note: This is an input activity. Novices could not do this Task without the input.
  • Then, they will ask their classmates if they did some of the activities. They will have the questions (in the second person) in front of them on the paper. I will set them up in lines or a circle facing each other and then rotate on a 10-20 second timer. They will write down the names of people who did certain activities. I will encourage students to ask a variety of questions throughout this process. Note: This is also an input activity. Novices could not do this Task without the input.
  • Then, I will project the activities (this time in the s/he form) students will share the information about their classmates. We will discuss what the most popular and least popular activities were. We will discuss what type of activities are most popular (tech, active, or sedentary) We will also discuss certain activities and people, including myself, in more detail. Note: This is another input activity. Novices could not do this Task without the input.
This could also be considered Input flood, in which you "saturate your input with whatever you want to push along." As BVP writes, "We know, for example, that the internal mechanisms for language partially respond to frequency... One way, then to push past along is simply to use it more."

And, if use the version with the endings bolded and underlined (see doc), this could also be Input enhancement, which draws the learner attention to more difficult aspects of language by manipulating input. BVP states that one way to "manipulate input is to bold, color code or otherwise "highlight" articular things in written text."

Here is another similar Task:

  • Students will read 20 sports and mark if they if they have never done it ✘, used to do it o ✔P (en el pasado), and/or still do it ✔T (todavía
  • Then they will interview a classmate or classmates. 
  • Then they will share their information and we will discuss and answer the question: ¿Jugamos más deportes ahora o jugábamos más cuando éramos niños? I am interested to see if they are more active now or when they were kids! 
  • This will also be the first time they see and hear the imperfect. You will notice the Input enhancement with the imperfect in italics.
Here is the template in case you want a time saver.



What about LAS atletas!?!


I LOVE that commercial and I have finally found a place to use it: the sports unit (which I teach as part of the Spanish 2 curriculum... more on that in a future blog post).

I have found most of the time, in the sports unit, we mostly talk about males (think baseball and soccer stars). But what about the females!?!? I want my students to learn about famous females athletes and there are four of them in this commercialPaola Morán (corredora), Alexa Moreno (gimnasta), Nayeli Rangel (futbolista), and Mariana Juárez (boxeadora)

I created some readings about women in sports (with a shoutout to Title IX) and some follow up activities. Click here to see them (and make a copy if you would like).

Then students will watch the commercial and then they will do this Edpuzzle.


And here is another Edpuzzle, made by Dr. Meg Dowdy. It corresponds with her school textbook (Exprésate 2, capítulo 4.1)

P.S. I am a strong female athlete, who has run seven marathons, and I have a bit of feminist streak, so that is another reason that I love this commercial.