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