miércoles, 19 de junio de 2019

Pre-watching and Episode 1 resources for Go! Vive a tu manera

Many Spanish teachers use TV/Netflix series in the classroom. Why? Because:

  • they are highly engaging
  • create class culture
  • expose students to an authentic resource
  • give us plenty to discuss
I have used both El Internado and Gran Hotel (sadly those guides no longer available) in the classroom and they have always been a big hit. But, I do have to skip some parts in both of those shows and the language in El Internado is a bit much sometimes. So, as you may have seen from some of my other posts, the Netflix series Go! Vive a tu manera is rated PG and totally appropriate

It is also totally cursi and some students will not like it. For me, it is all about setting expectations - keep them low when it comes to this show - I said, "Well, this show is pretty cheese and for tweens, but we are going to use it in class to learn Spanish." Then, they will think it is a learning tool... but will (hopefully) end up really liking the show. My AP students are loving it (I am still in school and will be until June 25th). 

Warning: The songs in this show will be stuck in your head and drive you crazy!

Check out the trailer here:

When watching a TV series, it is important to remember that the language acquisition is not necessarily coming from the show, nor is it coming from simply doing comprehension questions about the episodes #GoBeyondComprehensionQuestions! It is coming from everything that they teacher does with the show, like pre-watching activities, pausing and discussing while watching, and post-watching readings.  It is also important to go S   L   O   W   L   Y when watching a TV series ----> It takes me a LONG time to get through one episode.

So, I created the slideshow below (if you want access to copy and adapt, to here on TPT) that I am going to use before we even start watching the show. I would recommend spending several days with these readings and activities and then starting to watch the show. Slides 38-52 could be used after watching sections of the show. The purpose of those is to get repetition with some high frequency verbs. Also, you will notice that on those slides, I have put GIFs from this website to help with those verbs.

In addition to this slideshow, I am going to create lecturas for the episodes. The episode lecturas will be al estilo Mike Peto (see my and Bethanie Drew's guides for El Internado). My episode lecturas will be for mid-late Spanish 1 and Spanish 2, so they will be in the present tense. However, just because that is the target audience doesn't mean you can't use these reading guides for any level to comprehensify, extend, and discuss this wonderful authentic resource! Reading below students' level gives them reinforcement with high frequency words and confidence.

Click here if you would like to purchase: 

  • access to the slideshow above 
  • a list of the important vocabulary for the pre-watching readings with a chart for students to write the words
  • a very comprehensive pre-watching guide that includes all of the text from the slideshow, but as guided notes
  • a lectura for episode 1 (7 pages with 2 pages being song lyrics for two songs) - This is the key for the CI and language acquisition! 
  • possible assessments (including a conversación simulada) for the pre-watching and episode 1 readings
  • activities to do with the Mochila Challenge playlist on YouTube

sábado, 8 de junio de 2019

Otra ideas para Go! Vive a tu manera

I still have two weeks left of school, but things are moving along and I am enjoying my classes. My AP students are just finishing up (Tina Hargaden's) End of Year Book Project and their products are awesome! It was a perfect way to end that class.

In addition to working on that, we have been watching Go! Vive a tu manera (see post about this new appropriate series here) for about 20-25 minutes a day. We watch in Spanish with Spanish subtitles. I pause once in a while and we discuss. It is such a cursi show, but students kinda love it! My seniors leave on Tuesday, but then I still have juniors for 8 more days, so we will be watching Go! Vive a tu manera and continuing to do different activities related to the show.

We have been using Charlala DrawRoom with DrawSets to review what happened in the show the previous day. Here is an example of a DrawSet:
If you haven't used checked out Charala yet, put it on the top of you list! It is AMAZING! Check out Cynthia Hitz's two posts here and here to see all the possibilities. It will be wonderful if teachers can share DrawSets in the future!

Next week, we are going to use this Quizlet set to play Quizlet Live. The set is a ¿Quién lo dijo a quién? set, which means I took direct quotes from the show and students have to figure out who said it to whom. It should be fun and give them some good, advanced input.


And finally, for my junior AP Students, their final exam will be based on Go! Vive a tu manera. Click here to see it. It will be a fun final for them to take and enjoyable for me to correct. #WinWin Feel free to make a copy and adapt. Another note about Charlala, I will be using it for la Conversación Simulada (see script in doc) of the exam. Here is what it looks like from the student view. 


I am pretty sure that some people are working on resources for lower levels, so I am considering using this series next year with my lower levels too. One thing that I love about this show is that I don't have to worry about any content or language!




viernes, 24 de mayo de 2019

Resources and Edpuzzles for the "Food Unit"



I am currently teaching a "food unit" in Spanish 3. This unit, originally based on a Realidades 2 chapter, has gone through many revisions! This time around, we are focusing on learning about Spanish and Mexican foods and comparing them to food from our culture. See the Essential Questions and the Metas on slides 2 and 3.

To start the unit, students did a few Edpuzzles (see slide 4 for links) to get input with food vocabulary. Right now, Edpuzzle is really a wonderful tool because we have one month of school left! And I love Pablo from Dreaming Spanish (support him here is you use his videos a lot). 

Then, we used this video: Our Favorite Mexican Food to learn about five Mexican foods. As a class, we created the descriptions and students took notes. I added the Google images so students could see the foods. Then they did two more Edpuzzles with authentic videos (see slide 12 for links).

After we spent some time with those Mexican foods, we used three other Dreaming Spanish to learn about some common Spanish foods. Again, we watched the videos together, wrote up the descriptions as a class, and students took notes. See slides 13-27. 

Today we will play Quizlet Live or Gimkit to review the foods and get more input. Students will also do two more Edpuzzles related to Spanish food (see slide 29). The Edpuzzle for "How to make Spanish Omelette" will be an interpretive evaluación (the other Edpuzzles were classword grades).

After we have spent some time learning about the foods, students will do two more evaluaciones:
  • a reading activity in which they have to read descriptions and identify the foods (will post soon)
  • written Comparación Cultural as a presentational assessment
Note: I did not make all of these Edpuzzles... I made most and then put them all together for the unit!

viernes, 17 de mayo de 2019

A new *appropriate* series: Go! Vive a tu manera

Want something to talk about with students!?! Check out the series Go! Vive a tu manera on Netflix. 

It is super cursi, but also pretty engaging. My AP students and I are (very slowly) watching it now and we are kinda love-hating it (well, at least I am!). 

It is set in a boarding school, St. Mary, that has a special program for the arts called Go!. The school is in Argentina, so my students are hearing and seeing (Spanish subtitles) a ton of that Argentinian accent and the voseo (which I love because I studied abroad in Buenos Aires). 

And it is rated PG! There are no swears and no nudity! Yay! Check out the trailer here.

So, we are watching, pausing (a lot), and discussing as we watch each day. We have been spending 20-30 minutes a day doing this and it is going very well. After each episode, they will fill out this sheet (feel free to make a copy and adapt) and we will discuss that as well. 

I am considering using this show with my Spanish 3s at the end of the year (I am done June 25th). With them, I will probably do "Write and discuss" each day and then do Textivate with the text that we create. I might also use this sheet (slightly adapted from the one above).

viernes, 10 de mayo de 2019

La graduación = La libertad

Have you seen Álvaro Soler's new song/video "La libertad"? I love it and here is why:
  • Álvaro Soler sings it and students like everything that he does.
  • It has a great message.
  • It is catchy.
  • It is super repetitive.
  • It is pretty comprehensible.
  • The vocabulary that is not comprehensible is excellent for students to acquire: aguantar, hogar, picaba, parar, olvidé, más allá, acaba de... among others. 
  • The video is very appropriate (with the exception of a few quick shots of some drinks that may or may not be alcoholic).

I am currently teaching my AP Spanish class with some special seniors (four that I have had for this full year for 85 minutes a day, four that I traveled to Ecuador with this past summer,  and one that I have had for four different classes) and some special juniors too... so when I saw this song, I thought it would be a perfect connection to graduation... because:
  • Graduation from high school = (some) FREEDOM! 
So I wrote up a little story (it is very basic and possibly kinda lame) that incorporates some of the lyrics from the song. I also made a few activities with the song lyrics. You can find it here, make a copy and change it to fit your school. 


martes, 30 de abril de 2019

Jumping on the Kitipun bandwagon!

You may have seen and/or heard about the song Kitipun by Juan Luis Guerra. I read about it on the Creative Language Classroom blog and then on Carrie Toth's blog... and now, I have finally jumped on the Kitipun bandwagon! Watch and listen here:

There are 39 objects listed in this song and most of them are pretty basic words. And the song and video are sweet and appropriate - yay!

Here is what I did yesterday with one of my classes:
  • Reviewed the list of objects mentioned in the song (see slide 2 below) to make sure they knew what all the words meant. All students had a copy of the list.
  • I cut up the sheet with all the objects and put little slips of paper in a bowl.
  • The class was divided into two teams. The teams alternated turns with a timer of thirty seconds. One team member had to do the following:
    • Choose a slip of paper at random.
    • Describe the object with words only to the team. There was no acting, since this is an advanced class, but it could be done with charades for lower level classes.
      • Another option for lower level classes would be for the teacher to write out and/or say definitions and have the students guess the words.
    • Choose another slip of paper and repeat as many times as possible for thirty seconds.
    • The number of objects guessed correctly = the number of points.
  • After that game, I showed slides 3-5 to review the objects again. This could be done in a variety of ways: ¿Qué es esto?, this or that?, cierto/falso, matamoscas, preguntas, etc.
  • We did a cloze activity with the lyrics.
  • Then we watched the video - which is so cool because after the variety of input, they can understand so much of it and make the connection between hearing the objects and seeing the objects!
  • Then we watched some of the videos about the Kitipun Challenge.
  • And, because this class is a wonderful, fun group of students, we danced!
  • We will sing the song for the rest of the week and enjoy the video too!
Here are some links, in case you want to adapt for your own use:

jueves, 28 de marzo de 2019

Thinking about summer PD already?!?

What are your summer PD plans? 

I love doing PD in the summer - why!?! Because you actually have time to process it and think about it, instead of rushing back to school, figuring out what students did or didn't do with the sub, and catching up!

I am presenting my one-day (possible two, if there is interest) workshop "Transitioning from Traditional with CI Stories" on July 31st, in Wolfeboro, New Hampshire. This workshop is limited to 25 people. Last summer, there was a waiting list of 10 people, so if you are interested, sign up soon! Click here or on the pic below to see the details and to sign up.

4/6/19 ---> Update, I have added a second day, on August 1st. Click here for details and registration. 

I am so excited to be attending and presenting at Comprehensible Cascadia in Portland, Oregon. I am also am going to attend Tina Hargaden and Mike Peto's pre-conference workshop. If you have the opportunity to see either of them, I highly recommend it.

Last summer, I went to the iFLT and it was EXCELLENT! I highly recommend it. This year it will be in Jacksonville, FL. 

The previous summer, I went to the Express Fluency week in Vermont. That was also excellent, and kinda like a mini-iFLT.

I highly recommend conferences like Comprehensible Cascadia, iFLT, and Express Fluency because you can WATCH expert CI teachers teach REAL classes --- it is especially powerful if you it is a language that you DON'T speak!

There are so many amazing opportunities this summer and Mike Peto created this map of CI Workshops this summer.

jueves, 21 de marzo de 2019

3 Bellezas... con un recurso MUY especial

Resultado de imagen para tres bellezasIn the past, I have blogged about using the movie 3 Bellezas in AP Spanish in the past and shared these free resources:
...but I am writing about it again because the coolest thing happened!! And I have permission to share it here for other teachers and students.

But first, a little about the movie. I LOVE the movie period. I also LOVE for the theme of "La belleza y la estética". It is a dark comedy and definitely not for everyone. I would only use it with older students and you definitely have to skip some parts!  However, if you frame the movie as a dark comedy and learn about the context of the movie (by reading authentic articles about concursos de belleza in Venezuela - in unit packet), students will like the movie too... but you definitely have to prepare them ---> it does not have a Hollywood ending.

Like I have in the past, we did a Seminario Socrático to discuss the movie and it went very well. I am so proud of my students and their ability to think deeply and communicate their ideas. One student, who had done a Seminario Socrático in the past, said that she thought 3 Bellezas was excellent for the Seminario Socrático because there was a lot to talk about.

So, here is the cool thing that happened... I reached out to Carlos Caridad, the director/writer of the movie, and he responded and answered my students' questions! You can see more in this slideshow. He has given me permission to share this with other teachers. It will be a perfect addition at the end of the unit!

We watched four of the videos today and will continue to watch them tomorrow and into next week. Some parts were a bit challenging for my students, but I also saw bright, sudden smiles when they realized they could understand big portions of his answers!

Feel free to make a copy here. The questions are more like notes for me, so you might want to adapt them.


miércoles, 6 de marzo de 2019

New Unit for Intermediates! ~ Bailo la pena ~


I LOVE the new Macaco song/video "Bailo la pena".  The song has a fun, positive message and the video is excellent. It is somewhat similar to "Soy yo," but I might like it a little bit more!

So, I wrote up a story and (update 3/23/19)  created an entire unit --- > see a preview below or find the entire unit here on TPT

I read this article and it mentioned Stranger Things, so in the story I mentioned that in the story.




lunes, 4 de marzo de 2019

Los 3 Ps relacionados con la salud: a Task and a Song/Story


I have used the song "La Curandera" by Elastic Bond many times. Students usually like it and there are a lot of health related cultural products, practices, and perspectives in the song, so it can lead to students doing una comparación cultural as an evaluación. If you have AP at your school, this is a good one to do in level 3!

I am using "La Curandera" again to start my health unit in Spanish 3, but this time I have a story to go along with thanks to Mike Farkas, who shared a story to go along with the song. Then, I took what he gave me and together, we came up with this slideshow. He also made this activity for the story.

However, before we get into the story, to start the unit, we are going to start with this BVP-style Task (see theses posts to learn more about what I am referring to) to talk about our cultural products, practices and perspectives related to health.


Then, I am going to tell the story and then have students read and illustrate. I want them to just listen and see images first. You will see that they text fades in on the click, so I can just tell them, but then use the text if I want to. After that, they will work with the text and do some of these activities.



Students will also learn about dengue with some infografías and a PSA. Click here to find those free resources.

domingo, 3 de marzo de 2019

Una canción para "La belleza y la estética": Chicas de revista

What a perfect song for the AP Theme of La belleza y la estética! I am starting that AP unit tomorrow and this song will be a great way to start. 

Students will explore the People en español: Ponte bella site and then do some pre and post questions related to the song. You can find the activities here for free.


lunes, 25 de febrero de 2019

Kitbull: A story of compassion, fears, stereotypes, and friendship

Have you seen Kitbull yet? If not, you should check it out!


I think students will really like it and subliminally, there are some fantastic messages about friendship, compassion, fears, and stereotypes.

I took (too many) screenshots and put them into a presentation (see below or click here) to tell the story to students. And I also wrote up a story script (click here or see below) that could be used with intermediates. Feel free to adapt for your own use and/or make improvements or additions to it. There are probably some mistakes, as I whipped this up this morning. Please make comments if you see anything that needs to be fixed. Thanks!

There are a number of ways you could tell this story to students:
  • Show the presentation and read the story. Ask questions along the way.
  • Project this doc and tell the story to students. Students can see the text and the pics. Ask questions along the way.
  • Read the story and draw (also in doc). 
  • Read the story. Do some follow up activities (like Martina Bex's Textivities).
  • THEN, show the video! 
You could also use this little reading to set the stage about cats and the city of San Francisco. It is about how much people in San Francisco love cats (For the record, I made that up... I have no idea if people in San Francisco love cats!!) It is based on this article: "The Beloved Store Cats of San Francisco"I also made this Tour Builder if you want to do the reading that way... for my rural New Hampshire kids, this is a good way for them to see the city.

And a possible evaluation after: Escribe un resumen.




Click on the map below to go to the Tour Builder.




domingo, 17 de febrero de 2019

Radio Ambulante Listening Guide: Éxodo

I love the podcast Radio Ambulante! If you haven't listened to it yet, I highly recommend you check it out - it is excellent story telling from all over the Spanish speaking world!

I have used it in the past in my AP classes (here and here) and there are lots of ways to use this in class. For instance, Bethanie Drew's Listening Guide and lots from Barbara Davis.

But for my listening guide, which students will do over their February vacation (they need to be listening and reading over that break!), they will listen and read this episode: Éxodo. The episode is about Venezuelan and it is heartbreaking and informative. As students listen, they will fill in the blanks (keeps them reading and listening), answer questions (personal and comprehension), illustrate, translate, and reflect.

If you want to use the guide, click here.

Here are the AP Themes and Subthemes this episodes touches upon:

AP Temas: Los desafíos mundiales, La vida contemporánea, Las identidades personales y públicas, Las familias y las comunidades

AP Subtemas: Los temas económicos, La población y la demografía, Los estilos de vida,La enajenación y la asimilación, La estructura de la familia, La ciudadanía global, La geografía humana

Also, Martina Bex's readings about Venezuela would be an excellent thing to do before this podcast.


lunes, 11 de febrero de 2019

Un año... puede que...

I love this song! It is very comprehensible, appropriate and compelling. 

I had been wanting to write a story for it and use it for a while, but I am working on a big project and haven't had as much time to work on things like this. But, then comes Martina Bex to the rescue! See her wonderful, long, satirical post here (she is brilliant!). So, I am going to use the story that she created, along with Sr. Wooly's Una canción original. 

And then, we will go on to this song, "Un año" by Sebastián Yatra and Reik. The song uses the expression "puede que" (maybe, perhaps) a couple of times, so I decided to make up a little activity with that structure. Students will have to guess what is happening in each of the nine pictures before we watch the video. It will be a fun way to start with this song. The doc also has more screenshots to talk about after the guesses, the song lyrics, a translation, and a cloze activity.





martes, 15 de enero de 2019

A cuento/canción for Intermediates: Tan Bien

Update: 1/28/19 - Laurie DeLand took the story that I wrote and made a slideshow. Click here to access it and/or make a copy or see here:

Laura Sexton and Sharon Birch recently shared new music on their blogs and one song really grabbed my attention: Tan Bien by Lit Killah (what a name...) and Agus Padilla. 

I love the song and I think students will too! 

Stories always make the song much more meaningful and comprehensible. I created this story below (or click here for a better view) for my Intermediate students, but I have run out of steam (due to working a pretty big other project) to create any other activities (like here). But if anyone wants to collaborate and/or help out, let me know... or go ahead and take it and adapt it (obviously don't sell it -- yup, I have to say that!).

Some things I would add (and might end up doing in the future):
The story includes biographical information about the two singers - who are 18 and 17 -- so young that they don't even have Wikipedia pages yet!

I also took screen shots out of order to create the story. And, of course, I included structures and vocabulary directly from the song. So after spending some time with the story, they will better understand the song.

Important note: If you use the story, WAIT to show them the video! Play the song as they enter or the week before, but don't show them the video - it will take away some engagement and joy!




martes, 8 de enero de 2019

Una gran mascota: Chimuelo


Warning: This lesson is not for everyone... for a variety of reasons.

This morning I had a delayed opening and I went down a rabbit hole of #Chimuelo tweets! There are two videos (combined into one here) that went viral and this meme sums up how I (and many others) felt about the videos ------->>>

Basically Chimuelo was the pet of Renato, a 12 year old boy from Chile. Chimuelo had a genetic deformity and couldn't fly, so Renato named the bird after the dragon in the movie "How to train your dragon" (the dragon couldn't fly either). Chimuelo was a very special pet for Renato, but then he died of a heart attack. Renato had a burial for Chimuelo, filmed it, sent it via Whatapp to his family and then it went viral from there.

I thought students would be interested in it... and that it could generate some good class discussions, so I created a little lesson for it.

Below is the presentation (click here to make a copy). It is for Intermediates, but could be adapted and simplified.

I included some links to some articles and other videos and lots of screenshots of tweets to look at after the initial story and video. These could lead to some great class discussions!