miércoles, 27 de junio de 2018

More than just Song of the Week...

Many teachers do "Canción de la Semana," and many do "Artista/Cantante de la Semana" too (click here for some older free resources), but this past year in my Spanish 1 class, I did a combined "Cuento/Canción de la Semana," and it was very successful!

All of the "stories" (some are more like descriptions) are based on popular music videos. Students acquired a lot of language, were engaged, and saw a lot of cultural products, practices, and perspectives.

Here is an example for the song "To' my love" that I am going to start with this coming year. I think it is going to be a hit! 

I have bundled 16 of the stories and a ton of resources to use throughout a Spanish 1, 2, or even 3 class. You can find them here on TPT.

These are the songs that are included. There are two immigration songs because we did a big immigration unit. Those two songs could be used at separate times during the semester.



Here is what I did almost every week with my Spanish 1 students:
  • Monday: 
    • As students enter, play the song (do this every day all week), but don't show the video yet!
    • Tell students the story/description in a Story Listening fashion (or read more about it here) , meaning just have students listen. Communicate meaning by drawing, acting, and/or writing in English. By doing this quiet listening, students are learning to make meaning of sounds.
    • Show the video.
    • If time (and if there is a cloze activity for the song), listen to the song, do a cloze activity, and go over the translation of the song in English. I have found that students will be much more engaged with songs if they get the gist of what it is saying! 
  • Tuesday:
    • Listen to the song, read along, and try to sing the song. 
    • Students read the text of the story/description and translate it together as a class or in partners.
    • If there is a slideshow, 
    • Start Textivate Sequence (due at end of the week). These are usually translations (Spanish to English) and Put the Story in Order.
  • Wednesday:
    • Work on Textivate Sequence (due at end of the week).
    • Other activities, such as: Quizlet Live, listening and acting out the story, Agárralo (AKA The Marker Game), listen and draw, and listen and identify picture.
  • Thursday:
    • Work on Textivate Sequence (due at end of the week).
    • Other activities, such as: Quizlet Live, listening and acting out the story, Agárralo (AKA The Marker Game), listen and draw, and listen and identify picture.
  • Friday:
    • Textivate Sequences are due.
    • Quiz - usually cierto/falso about the story.

2 comentarios:

  1. Hi Kara, I will be starting my first job as a teacher in August. I love your blog and appreciate so much all the resources that you create and share! I noticed that your school uses Realidades, which I will use as well (Autentico 1). I am going through the chapters to pick the activities that I like and complement with lots of other authentic and CI resources. I wanted to ask you how you go about integrating the textbook with all your great resources. Which parts of the textbook do you like best? Do you have to use the workbook? Do you have any units on teacher pay teachers that speak directly to any textbook chapter? Thank you so much and I will keep following you on twitter and on your blog. - Ana.

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    1. Hi Ana,

      I am just seeing this, so sorry for the late reply! I no longer use a textbook and have moved far away from Realidades (with the exception of Spanish 3, where the units are somewhat related: desastres naturales, la salud, la comida, el entretenimiento, un viaje).

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