sábado, 16 de noviembre de 2019

La Lotería de Navidad... versión 2019

Oh how I love teaching with stories! And I particularly love the seven stories that I can now choose from for my La Lotería de Navidad unit!

Last year, I used four stories, but this year I am adding three more. Wait... can I do that? Will I have time? I think I will! I have decided that I am going to spend the three weeks between Thanksgiving and Christmas break to do the unit.

To start and introduce the la Lotería de España, I am going to use this Edpuzzle (or here is Novice version). Then, we will do a running dictation to review the information (in TPT product). I might have them look at two infografías and do these (free) activities. Then, we will do this BVP style Task. That "Task" is designed to give students input, so they can output and we can discuss the preferences of the class.

Then, we will get into our stories! I will probably start with Justino (thank you Martina Bex!), then 250th aniversario, then 22 otra vez, and then Carmina. And, then we will do the three stories from this year's ad campaign. Finally, (time permitting) we will do Danielle. This TPT product has resources for the 250th aniversario, or Carmina, Danielle, 22 otra vez and this year's 3 stories: Pilar y FélixEmilio y Gloria, and Ramón y José.

So, this year's stories are unique from all the other stories, in that no one wins. In all the other stories, there is a winner (well at least Carmina thinks she is a winner). The lema for this year is "El sorteo que nos une" and the hashtag is #UnidosPorUnDécimo... so the message is not really focused on winning lots of money, but rather on sharing.

There are actually four stories in this ad campaign, but I am only using three, because the fourth one, Carmen y Víctor, is a bit too sad for me to use.

This slideshow has a preview of what I am planning on doing with the three stories. If you would like to use the entire unit, you can purchase it here on TPT. Or buy resources, activities, and readings for a whole bunch of Lotería de Navidad stories here on TPT.

I set the slideshow up with Peardeck slides, but you don't have to use them. But for those of you who do use Peardeck, how convenient!


Pilar y Félix



Emilio y Gloria

Ramón y José


domingo, 27 de octubre de 2019

#Cacerolazo (for Intermediates)

I saw this video by Ana Tijoux (who I LOVE, particularly because of her social justice lyrics)...


  Note: The version above is an edited version. If you use the original, 
you might want to start video at :06 or just ignore first 5 seconds. 
Supposed to be directions from Waze, but it has an inappropriate word.

Update: About an hour after I posted this, I saw this longer version, but my resources only focus on the shorter version.

and was inspired to create a lesson to lead up to it.



 and then
I watched this video to get a handle on what exactly was happening in Chile:


And then, Arianne Dowd sent me this infographic from @Pictoline

  • Essential Questions
  • Enduring Understandings
  • Discussion Questions (which give input for further exploration of the topic)
  • Palabras clave (more input)
  • An activity to do with the infografía (more input)
  • An activity do with images of the massive protests on October 25th
  • An adapted version of the article "¿Dónde se originó el cacerolazo y por qué se usa para protestar?"
  • The song lyrics for #Cacerolazo
  • Some questions about the song #Cacerolazo
  • And this slideshow (see here or below) to help guide students through the unit



viernes, 25 de octubre de 2019

Evaluación: Go! Vive a tu manera

Resultado de imagen para go vive a tu manera temporada 1In my Spanish 1 class, we have watched up to minute 14:49 of episode 2 in the series Go! Vive a tu manera. We have spend a lot of time watching, reading (guides here and here), and talking about the show, so now it is assessment time. Since, we have spent so much time on the show, I wanted to have an assessment that weighs a lot. And I also wanted to make sure that I am hitting lots of modes of communication.

I am sharing here in case anyone can use and/or is curious about what an assessment for a TV Series might look like. So, here is my assessment and an explanation of the parts.


Part 1 is interpretive reading. Students read quotes (not actually from the show, but rather comprehensified versions of what characters said) and fill in the blank: __________ lo dijo a __________ for each quote. Students have seen these quotes (in slideshow here and in their reading guides).


For Part 2 is interpretive listening and reading. This Edpuzzle is very similar to what we have been doing in class before we watch. Students did this Edpuzzle earlier in the week. The video is me describing a section of the show that we have not seen yet (slides from this slideshow). You will notice that the questions are almost all multiple choice (21 total questions) and really, I am tricking them into getting more CI.


For Part 3, students will do things. First, they will identify the characters from the show. They will see this slideshow and write the name of each person.

Then, they will write about one character. 
This slideshow is something that we did in class to help prepare them for that part.


For Part 4, students will do this Edpuzzle. This section is not worth a lot.


And finally, Part 5 addresses the ACTFL Communities Standard:
Students will answer these questions:

If you have read this far, I hope this has been helpful! And if you have any suggestions, please comment below. In the future, on another assessment, I hope to include slides with screenshots and have students write about what happens in each. 


martes, 22 de octubre de 2019

An excuse to re-watch the Víctor trilogy...

Me Llamo Victor Graphic NovelI was fortunate to get an advance copy of Sr. Wooly's new graphic novel Me llamo Víctor Parte 1. Before receiving this copy, I had already ordered a class set of this book because I know how wackily engaging the three videos are. Students weirdly love all three: Guapo, El secreto de Víctor and Feo... and so do I! My favorite is definitely Feo, with Sarah Breckley, who goes all out (on another note, this video of hers is awesome). 

Here is a description of the book:

Anyways, Sr. Wooly sent me the book and asked that I be totally honest and share my thoughts about the story, good or bad. So, here are some of my thoughts...
  • My younger son, 11, was super excited when I told him about the book. So, we watched the trilogy together the other night to get ready for the book. I will definitely do this with my older students when I get my class set of this book. This will be an excellent pre-Thanksgiving break activity for us. Then, they will get to read the book during SSR. This book is a perfect excuse to re-watch those three videos.
  • My son and I read the book together this evening and we both thoroughly enjoyed it. 
  • The book (as would be expected) is engaging, suspenseful, and intriguing (my son's adjective).
  • My son and I found ourselves signing as we read a few times. #MuyMuyMuyMuyGuapo
  • I think a lot of students will be able to relate to young Víctor... and for a variety of reasons, from his life to the people and things he encounters at school. Some examples:
    • Cringy school assemblies that go a bit overboard
    • Mean girls
    • The "favorite" teacher
    • Nagging parents
    • An overachieving sibling
  • There are also some connections to a classic horror novel, which many students will recognize. 
  • The illustrations by Juan Carlos Pinilla are outstanding. I am sure that when I read it again, I will notice more and more things. 
  • There is definitely a hidden message in the book! (See below)
  • It also left me wanting more. Parte 2 comes out in early 2020 and I will definitely be getting that book as well.



Note: I do not work for Sr. Wooly. I did not even have to write this up. But, I will say that Sr. Wooly (and his nuggets) is an integral part of my Spanish 1 curriculum and I appreciate what Jim and his team do so much. They are passionate about offering engaging content for our students, so I am happy to support them! 



sábado, 19 de octubre de 2019

Resource for Episode 2 - Go! Vive a tu manera

We finally finished episode 1 of Go! Vive a tu manera in Spanish 1. It took us a long time because we did a lot of work before watching and then went very slowly through the first episode with lots of comprehensible reading (see more in this post or see webinar video below). Students are really liking it and acquiring a ton of Spanish.

We will be starting episode 2 this week and I will be using Abbie Theberge and Leah Silipo's resources. They made excellent comprehensible readings for Novices. Their readings are very similar to mine. See their resources here on TPT - worth the price and such a time saver!

I used the screenshots that Leah made and created comprehensible dialogue bubbles throughout. And there are also two Texting Story videos with fake text messages between Lupe y Juanma. I will probably use them (in very small chunks). Then, we will watch (with Spanish subtitles). Then, we will do the readings together as class. There will be lots of personalization throughout and there will be lots of pausing -- which my students are now accustomed to and actually appreciate.

Another option, I created a doc (click here or see below) with all of the speech bubbles and students will guess who said what to whom.






martes, 15 de octubre de 2019

Webinar: Using TV Series in the CI Classroom

Thanks to Teacher's Discovery, I recently presented a webinar about using TV Series in the CI Classroom. I am sharing the recording of it below in case anyone is interested in watching.

I am using Go! Vive a tu manera in my Spanish 1 class right now and it is going very well!

viernes, 11 de octubre de 2019

Perspectivas de la Inmigración... otra vez

In my Cultura y Civilización class, we started our “Perspectivas de la Inmigración” unit.

I LOVE the Essential Questions, the resources (two songs/videos and two movies), and the assessments (comparison essay, caja de identidad, and Socratic Seminar) for this unit.

The main essential question for the unit is:

“What cultural practices and perspectives related to undocumented immigration can we see in forms of entertainment, specifically in the songs “Un besito más” and “ICE El Hielo” and the movies "Icebox"  and “Ladrón que roba a Ladrón”?

This unit is so important right now

My students really have no concept of legal or illegal immigration and this unit is so eye opening. At the end of the unit, my goal is that students have a better understanding of how complicated immigration is (a wall won't fix it). I also hope that they have empathy for undocumented immigrants and more of an understanding of why someone would come here undocumented. And, newly, I want my students to have an awareness of the (more and more privatized) detention centers in the U.S., and specifically that more and more children are being detained. See this article, which states:
I have blogged about this unit, and it’s iterations, a few times. I always add something new and like to share for other teachers to save them some time.

So, this time around I have added a second movie - thanks to Bethanie Drew! The movie is “Icebox” (watch it for free here). Here is the trailer:


Because I just added this movie at the very last minute (like one day into the unit), I haven’t had time to create many resources, but it is so good, that I had to show it! So, what to do to give students some CI related to this movie?!?

(This is nothing revolutionary, but I am sharing anyways.)

Before starting the movie, students read about the movie and the director. I adapted this article “Icebox, la película que se mete en las tragedias familiares de la frontera EEUU-México” and made up a little interpretive reading activity with it.

I am breaking the movie up into 20-25 minute segments. After each segment, students are doing a cierto/falso dictation activity (finishing the last part today). My students are doing this for homework, but it could also be done in class. The dictations are in this document. I record them on Flipgrid (see an example here).

After each dictation, students are responding to a few questions (on Flipgrid) related to what they watch. The questions are in the dictation doc. 

After the dictation students will see the sentences and make corrections.

This movie has been so eye opening for them and they are definitely engaged with the story of Óscar.

sábado, 5 de octubre de 2019

Story/Song of the week: ¿Qué tiene?

I just love this video! So, I made up a little story (see below or click here) for Spanish 1's song/story of the week. We will start with a listen and draw before they see the video! I just love watching my students watch the video after they have created images in their mind. I highly recommend that you, teacher, give it a try too: read the story and then watch the video.

This is the fifth story/song of the week that my Spanish 1 students have had this year and they are so engaged and acquiring a lot! We have done: Atrévete, Yo no sé, La magia, and Bailar (found in this bundle).

If you would like to hear how and what else I do with a song/story of the week, listen to this podcast.

As always, feel free to make a copy and adapt, but please keep my name on the story as the original creator!

Note: The lyrics of this song contain the phrase "vale madre". To some, it means: "I don't give a damn." To some, it is stronger.



jueves, 3 de octubre de 2019

Easy and adaptable sub plans

 If you use stories in the classroom, making sub plans that include input is easy. I am out tomorrow and below is what my Spanish 1 students are doing during our 85 minute class. These plans could be easily adapted to any story! And this could be a sub day or a day for the teacher to relax a bit (for a day similar to what Kristy Placido recently wrote about), but still have students get input.
  • Listen and Read: Students will review the character descriptions from Go! Vive a tu manera. They will do this Textivate Sequence (with (robot-like) audio) about Juanma, Gaspar, Agus, Sofí, Zoe, y Simón. The sequence has 3 activities, one matching English to Spanish and two that put the description sentences in order. You can see the character description sentences here. If you use stories, I highly recommend a Textivate subscription! In addition to excellent sub plans, I use it for weekly homework. 
  • Write: After getting lots of input about the characters, students will write sentences comparing themselves or people they know to five of the characters. I will give them some examples:
    • Lupe es creída y mimada. Yo no soy creída y mimada.
    • Mercedes es inteligente y exigente. Yo también soy inteligente y exigente.
    • Álvaro tiene pelo corto y castaño. Mi hijo también tiene pelo corto y castaño.
    • Zoe tiene un hámster. Yo no tengo un hámster. Yo tengo dos gatos. 

  • Speak: On the same Flipgrid, students will record themselves saying their sentences. I will be the only one who sees their videos (I have set it to moderated so the videos are hideen) and I will respond to all of them, which is so fun!

  • Read and Listen: If students finish all of this in class, they will work on the nuggets for La invitación. I love those nuggets! If you don't have a subscription for Sr. Wooly, I highly recommend it!
Resultado de imagen para sr wooly la invitación

jueves, 19 de septiembre de 2019

Another Story/Song of the Week for Novices

Oh, how I love teaching Spanish 1!

Update 9/26/19: I have added a Quizlet set with comprehension questions, a textivate, a dictation, some other homework-type activities in the doc, and screenshots to review the story.

I can write up short, basic stories and get so much out of them. I can also get them really liking Spanish class and very engaged... especially with fun music videos and stories.

Step 1: Tell your students that you are going to tell them a story based on a music video. Tell them they will get to see the video after they listen and understand the story.

Step 2: Tell students the story (click here or see below) (which leaves out some key details and the ending). You can do a listen a draw, read it directly to them, read it to them and act it out, project and read together, read alone, or whatever!

Step 3: Watch your students watch the video and see their reactions. So fun! #Engagement

Step 4: Do the cloze activity with the song.

Step 5-??: Do some other activities with the story, such as cierto/falso, re-tells (spoken or written), the marker game, Quizlet Live, Kahoot, comprehension questions, etc.



sábado, 7 de septiembre de 2019

Yo no sé

"Yo no sé" is a song that has been on one of my playlists for a few weeks, but I wasn't sure if I liked it. But then I saw the video, read the lyrics, and thought, "Oh, yes, this will be a hit with students!" My husband also heard it (on repeat) and agreed that it was a good one.

The song is so repetitive and sweet (and appropriate!). So, I wrote up a little story to use with my Spanish 1 students. I also created a basic cloze activity and translated the song. Click here if you would like to use the story or just the cloze activity.


Update 9/19/19: I just created this video and made a little evaluacioncita for it for after the story.

lunes, 12 de agosto de 2019

New (free) Story/Song of the Week for Novices: Atrévete

I really like this new video and song by Nicky Jam and Sech, "Atrévete." It is a sweet, romantic song and a cute video. (Yes, it is another typical hetero-love story video, but I still like it and I think students will too.) Check it out here:
So, I made a slideshow to use for story/song of the week. Click here if you want to make a copy of it for yourself and adapt it. And this doc has the text to adapt if you would like.

There are lots of things that you could do with what I am sharing (listen to the podcast linked here), but here are some recommendations:

  • Go over the goals of this story/song of the week.
  • Play Quizlet Live to give a preview of the important vocabulary (there is also a list in the doc). Note: Students do not need to know all of the vocabulary before the story. They will acquire it as you tell the story and from the activities that they do.
  • Use slides 5-8 to co-create a story with the class. Do this orally.
  • Use slides 9-11 to write out the story with the class.
  • Explain that the story that they will hear is based on a music video (slide 12).
  • Tell the students about the two singers (slides 13-14).
  • Play Quizlet Live to review information about Nicky Jam and Sech.
  • Tell the story. Use the script in the doc
  • After slide 38, ask students to write some possible solutions. Students can write them in English, Spanish, and/or Spanglish. Type some of the suggested solutions on slides 40-41. Discuss each one.
  • Show the video! 
  • Do the cloze activity (in  doc) with the song and go over the translation. Try to sing it for a week or two.
  • Tell the story the next day with the text on the slideshow. Students can translate with partners or as a class.
  • Have students review the text with textivate.


lunes, 5 de agosto de 2019

Bonus TPT Sale - Some of my favorite resources

🎉Back to School Bonus Sale 
Save up to 25% using promo code 
BTSBONUS19

Below are some resources that I will be definitely using this year! All of them are on sale in my TPT store.

Spanish 1:
Spanish 2:
Spanish 3:
Cultura y Civilización (Spanish 4/5/6):
  • Lotería unit - These stories are always a favorite of the course! I will definitely create resources for the 2019 commercial when it comes out in November. TPT link
  • Ecuador: La música popular, el kichwa, y las leyendas - I am starting my CyC course with this unit. We start with Nicky Jam and Wisin, move to learning about bilingual schools (kichwa y español) in Ecuador and then onto three authentic legends from Ecuador. This unit is jam packed with cultural Ps!! TPT link (free) and other pieces of the unit here.
  • Arianne Dowd's resources for La lengua de la mariposa (I love this movie - and there are a lot of parallels with today!) combined with Carrie Toth's novel La Hija del Sastre. This will be a unit in my Cultura y Civilización course.
  • En el tiempo de las mariposas - The movie is in English, but Arianne's film guide is in Spanish. It, like all of her work, is EXCELLENT!
Also, my favorite TPT stores:

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.

Update (7/29/19): If you would like guides for episodes 2-5, check out Abbie Theberge and Leah Silipo's resources here on TPT. 


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!