Some Chile resources...

After Christmas break, in my Cultura y Civilización (4/5/6) class, I will be teaching a unit about Chile. I have used the movie Machuca before and I will be using it again. Previously, the unit was called "Chile: Los movimientos sociales y la importancia de la educación pública". I used Machuca and then focused on the student protests that started in 2011. Students learned a ton about Ana Tijoux and we focused on her song "Shock". I love that unit, but this year (or really next - 2020 is 11 days away!), I am going to change it up a bit and I will be sharing new resources here as I create them. I think the new unit will be called "Chile: #Cacerolazo". The two main resources will be the movie Machuca and the song Cacerolazo by Ana Tijoux (resources here).

One thing I want to do before I get into the history of 1973 and Machuca, I want to share some basics about Chile with my students. I want to students to learn (in a very basic way) about the geography, the food, and the language of Chile. So far, I have compiled these videos:

This doc has some activities to do with that first video and this Chile Travel website. This Youtube playlist is also an option for students to explore.

And I hope to develop something using the information here about the food of Chile.

I love this video to learn about Chilean slang, but I need to cut it at 3:40... hopefully I can figure that out!

This video (broken up into parts) will be excellent to show the indigenous people of Chile. Thanks to @TWSteacher for sharing that resource. Can't wait to develop some activities with those little clips. I think I will start with Natalia: una niña mapuche (0:00-5:42).

I LOVE Radio Ambulante! If you haven't listened to it, start now! They tell so many good stories from all over the Spanish speaking world. I have created this listening guide for the 15 minute episode called "El Equipo Fantasma". Students will listen to this after they watch Machuca. 

I will also be using a few resources from Nuestra Historia:

• A biography of Ana Tijoux (level 4)
• A biography for Michelle Bachelet (level 3)
• Story: Las arpilleras modernas (level 3)
• Story: Los poemas escondidos (level 4)
• Tip: If you get the the "Teacher Resource Only" for $100, you will get an AMAZING amount of quality resources. You can search a specific country, find stories or other resources and accompanying activities and boom, done! 
  

More to come soon...

And if you have any Chile resources, please share! 

Spotify: "Your Top Songs 2019"

I listen to a lot of Spotify🎶when I run🏃🏻‍♀️, so it was so interesting to see the playlist "Your Top Songs 2019" (see above) on Spotify. I listened to to it today on my (cold🥶) run (see above) and realized so many of these top songs are songs that I made resources for. I usually listen to songs on repeat and come up with ideas while I run. So many of these songs reminded me of things I have created this year for my students and for other Spanish teachers, so I am sharing them again here in this post. Most of these are free, and if not, I link to the TPT page.

• Atrévete (free) - A story based on the music video and song for Spanish 1, but can be used at any level. Along with the story is a presentation, a Quizlet (for Quizlet Live), and a textivate link.
• Bailo la pena (TPT) - An entire unit revolving around a story based on the music video and song.  
• Tan Bien (free) - A story based on the music video and song for Intermediates. I love this story! Along with the story is a presentation, a Quizziz, and two Quizlets.
• La Libertad (free) - A story based on the music video and song for Intermediates, perfect for the end of the year at graduation time. 
• Kitipun (free) - Some activities to do before listening to this fun song
• Un año (free) - Some resources to make predictions and to use some subjunctive.
• Yo no sé (free) - A story based on the music video and song for Spanish 1. This is the favorite song so far this year! Includes an evaluation with a Texting Story video.
• Other thoughts... 
• I listened to a lot of Rosalía, but still haven't pulled something together for class yet. And when I do, I will use this Edpuzzle.
• I need to get more WOMEN on my Spotify!
• I listened to a lot of Bad Bunny. I love his voice and his music, but I will not be using his music in class.
• I really like Paulo Londra and want to create some stories for some of his songs, in particular for the song/video Tal vez.
•  I love the Lumineers (English) new album so much.
• I am not sure how Plata Ta Tá isn't on this list because I think I listened to it 8 times in a row the other day. Also, not appropriate for class, but I love it. 
• My favorite song of all time "This must be the place". 
• Some of the songs on the list: I have no recollection of listening to 😂 .

Do you use Spotify? If so, what is on your "Top Songs of 2019"?

Looking for to go into a totally calm zone: Watch this video for Holocene by Bon Iver. Also, that song was voted #1 on The 2010s: NPR Listeners Pick Their Top Songs Of The Decade.

Running dictation and/or Pear Deck to explain la Lotería de Navidad

We are on day 3 of our Lotería unit and I just love it so much! Yesterday, we saw our first two (of 7) stories (actually commercials). We watched the 2013 commercial (free reading here and more activities here).

And we also watched my favorite El Bar de Antonio. I just set this one up before we watch and they get it at the end. That on was during la crisis económica in Spain, so we assume that Manuel was struggling economically.

But, before getting into our stories (AKA the commercials), students have to learn about la Lotería de Navidad de España. So, after doing this Edpuzzle (with Pablo from Dreaming Spanish) to learn about the lotería, I explained it again, in particular, I explained the billete (€200) and décino (€20) and how frequently they are shared among family, friends, compañeros de trabajo and other groups. It is a bit complicated!

Then we watched the students of San Ildefonso singing the numbers. If you aren't familiar with what is happening, there are two bombos, one with the prizes (there are a lot of prizes) and one with the ticket numbers. So, one of the students is singing (kinda yelling) the prize amount and the other is singing the winning ticket number.

Then students did this a Running Dictation with these cierto/falso sentences (the correct answers are on the last page here):

1. La Lotería de Navidad es una lotería nacional de México organizada todos los años desde 1763 (o 1812).
2. La lotería de Navidad es considerada la lotería más pequeña del mundo.
3. El premio más grande se llama "El Gordo" y tiene un valor de 4 millones de dólares.
4. Cada año, el sorteo es el once de diciembre.
5. Es una lotería especial porque hay pocos premios.
6. Muchas personas comparten un décimo con familia, amigos, y/o compañeros del trabajo.
7. Hay dos bombos. El grande es para los números de los billetes y el pequeño es para los premios.
8. Los niños del Colegio de San Ildefonso gritan los números de la lotería.
9. El lema del sorteo de la Navidad es "El Mayor Premio es Compartirlo."

The Running Dictation was a bit of a rush to finish, so to start the next class, we started with this Pear Deck presentation (if you haven't tried Pear Deck, it is an excellent formative tool!):

If you would like to see how Pear Deck works, here is a 3:27 video that I made to demonstrate:

Netflix Series (& Movies) Transcripts in TWO languages!!

Nicole Louderback Barrett shared the coolest thing on the Facebook page for Teaching with Gran Hotel! If you use the Google Extension Language Learning with Netflix with Netflix, not only can you get the subtitles in two languages, but you can also print out the entire transcript to the show (and movies too) in TWO languages! Here is an example: Episode 1 Go! Vive a tu manera.

This will be so useful! Obviously, I will not be using the entire transcript with students, but I will be using this for a variety of activities in the future.

And here is a short (1:07) video to show you how it to get the transcript: