viernes, 16 de noviembre de 2018

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

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).

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. See the doc below and/or click here to make a copy of it.

And on the lotería note, I am working on creating resources for the new anuncio that came out yesterday!

miércoles, 14 de noviembre de 2018

La Lotería Navideña... otra vez

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.