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 slowly! Click 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!
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.