sábado, 28 de marzo de 2020

No te vayas (de tu casa)

Teaching online is challenging! One of my main goals is to give my students to get engaging input at this time. (I also want to make connections with them too!)

I surveyed my students yesterday and asked if they would like to continue with story/song of the week. I wasn't sure what they would answer, but the overwhelming answer was yes!

So, for my Spanish 3 class, I am working on activities for the song/video "No te vayas" by Carlos Vives. I love Carlos Vives! And this video is totally appropriate and fun.

So far, I have created this slideshow. My students will know most of the "vocabulario y estructuras importantes". These are my honors students and they sometimes like to have "vocabulary lists". However, they will acquire this vocabulary, NOT through studying it, but rather through lots of INPUT with the story.

I will be working on creating online input-driven activities in the next week, but wanted to share these few things in case anyone can use it. 

I will be creating a Screencastify video of me saying the story in the slideshow. And I will put that in Edpuzzle. 

I also did something new. I created this Edpuzzle that shows the music video and has the text of the story. Students would do that after hearing me tell the story.  

This doc (still a work in progress!) has some other ideas and links. If anyone wants to help with any of this, let me know and I can give you editing access.

And how sweet is this version!?!

viernes, 20 de marzo de 2020

One little part of my online plan --> Pregunta(s) del Día

Update - 3/26/20 - This is going very well! Here are the questions, videos and answers that I have done so far (click here or see below). And here is the rubric. This is a lot for me to grade, so I am giving them Fridays off.
Whoa! What a week (or two really) this has been! I had my first day of online learning today and I think it went pretty well.

I will be sharing more about my plan in the week(s) to come, but today, I am sharing one little (and kinda basic) thing that I plan on doing every day.

I really want my students listening, reading, and communicating. In particular, I want to have individual "interactions" with them. I plan on meeting face to face every day on Google Meet and to have lots of videos so they are getting input, but having one-on-one conversations might be tricky.

So, I have decided to have a "Pregunta(s) del Día" every day. Here is my plan:
  • Students will watch a video of me saying the question and my answer. They will also see the text of what I say. I underlined some structures in my answer to help them with their answer.
  • Students will upload a video of themselves answering the question. I loved seeing their videos today. I am not a super-sappy person, but I realized that I missed seeing them more than I realized. 
  • They will also submit their answer in a Google From that looks like this (see below). I have some extra questions in there the first day, but normally it will just be the "Pregunta(s) del Día". 
  • Then, the next day, during out Google Meet, I will choose some answers (easily collected in the Google Form) and share them (verbally) with the class. I will have them guess who said what. Students will get more input that might be about them (which = more engagement). Of course, I will be careful not to share anything too personal that they share in their videos.
  • Here is the slideshow of the questions that I will be asking. Any suggestions for future questions?!?!

sábado, 14 de marzo de 2020

Google Meet as a screen recording tool

I LOVE Screencastify and use it a lot! I pay for it and create videos to tell stories, to give instructions, and for a variety of other things.

I particularly have been loving creating videos and uploading them to Edpuzzle.

Here are a few examples: here is me giving login instructionshere is me telling a story (Edpuzzle), here is me introducing a unit and giving instructions (Edpuzzle),

As we prepare for a possible move to online learning (my school, as of now, is still on for Monday), I wanted to share a free alternative to Screencastify --> Google Meet. Google Meet is used to meet with students live (which I will definitely be doing), but it can also be used like Screencastify.

Here is a video to explain:

And here is the video that you get for students when you record in Google Meet:

jueves, 5 de marzo de 2020

Conversación Simulada... before AP

Note: Even if you don't teach AP or have it in your school, this post will be helpful because it is basically about Spoken Interpersonal Communication and some ways to assess it.

If you teach AP and your lower levels are not specifically prepping kids for that test, it can be shock when all of a sudden, students have to prepare and practice for this section of the AP exam!
Screenshot from College Board AP Central

This section is challenging for a variety of reasons:

  • It is odd to interact interpersonally without seeing the person... our students are not having a lot of phone conversations! 
  • Students have to try to fill up 20 seconds of time five or six times.
  • It is very possible that a students says something and then the next questions asks about that very thing. That can freeze up many students!
  • Students have to put themselves in the shoes of someone else. 
  • Students have to think on their feet and be creative.
  • Students have to understand the prompt and pay attention to how to respond. For instance, these are things they might have to do: salúdala, explica, sugiere, invítala, comenta, responde negativamente, despídete etc.
  • Students also have to show off some advanced vocabulary and advanced grammatical structures. 

So, what can we do in lower levels to get them ready for this? Or forgetting about the AP test, how can we get them ready for interpersonal communication in general in the real world? The answer is pretty simple: have them do conversaciones simuladas throughout all levels. 

But... how do we do that?!?

In my Spanish 3 class, which started about a month ago, my students have done two conversaciones simuladas. One was related to the story/song "Bailo la pena"(TPT link) and the other was based on the (free) song/story "Sigo buscándote." My Spanish 2 class did one based on the (free) song/story #Idiota. And I plan on doing another one related to the book Berto y sus buenas ideas. Another (free) unit that has a conversación simulada is this unit called "Carlos explora Lima, Perú" (a student favorite!).  And another unit is the 2018 lotería unit (TPT link).

Basically, students have the conversation as if they are a character in the story and/or as if they are talking to a character in the story. 

However, there are a lot of differences from the AP Exam (obviously!):
  • For the first couple of conversaciones simuladas, students do them at home (or in our TASC block) and they can listen to the prompt as many times as they want. Eventually, I will put them on a time limit and do it in class. 
  • We go over the situation together in English... trying to lower that affective filter.
  • They have lots of time to look at how they have to respond.
  • They can re-record as many times as they want. I do explain what interpersonal communication is though and I tell them that I want this to be rather quick with, ideally, one recording.
  • They don't have to fill up 20 seconds! I do tell them that eventually, that is the goal, so some might try.
  • It is actually kind of fun and easier because it is related to something (a story) that we have spent a lot of time on.
  • The voice they are hearing is me, so it is also easier.
  • The rubric is a bit simpler than the AP one.
Here is an example for the story/song "Sigo buscándote". Depending how you set up your recording, you can do two things: give students this document (click here or see below) and use Flipgrid to record (click here for post about how to do that) (or any other platform that you use) or just put all that information on the recording platform that you use.

I use the Voces Digital platform (much easier than Flipgrid!), which has its own curriculum, but you can add things to it that have nothing to do with what is in there! The student view looks like this:

And this is what the teacher correcting page looks like:

Here is the teacher script. It might only really make sense if you read the story for "Sigo buscándote". The teacher records his/her voice saying the prompts.

As we move forward in the class, students will do more of these and they won't be hearing my voice. For example, we will a unit in Nuestra Historia 3 (Voces Digital) called "En los tiempos extremos". After reading (and doing lots of activities with) a story called "La esperanza entre los escombros", they will have to do this conversación simulada (which won't be my voice):

domingo, 1 de marzo de 2020

Scaffolding and Support for a Comparación Cultural w/ Stories

If you read my blog, you know that I love using stories based on music videos. But some might say:
  • "Yeah, that is fun and engaging, but what about the ACTFL Standards and the three modes of communication!?!"
  • "Yeah, that is fun and engaging, but I teach AP... how will this prepare for my students for AP!?!"
This is the first in what I hope to be a series of posts addressing those two questions.

With stories based on authentic resources (such as songs and music videos), it is easy to hit those standards and do pre-AP assessments. 

The cultural comparison of the AP test is one example of what you can do with stories based on songs/music videos. That cultural comparison is challenging. Students have to speak for two minutes and compare their own culture with something of the Spanish speaking world. They need to start preparing for this in lower levels. And, also, with the cultural comparison we are hitting these Standards (so it isn't just to "get ready for the AP test"):

And, of course (as always) we are hitting the Communication Standard with Presentational Writing and/or Speaking.

So, how to do this with stories based on songs/music videos?!

In my level 3 class, this is a presentational writing assessment, not presentational speaking, as it is on the AP test. Writing is easier and eventually, they will be saying their cultural comparisons... but not to start! #Scaffolding #Support

Students don't know what culture is, so it is important to explain that culture = products, practices, and perspectives. They also (in my experience) have a hard time defining and identifying their own culture. So, how do we get them there?

First, this essential question should be a focus of the story/unit:
  • ¿Cómo son los productos, las prácticas, y las perspectivas culturales en la canción y el video de ___(fill in the blank)___ similares y/o diferentes de los tuyos? 
Share this question with students at the beginning of the story/unit. Tell them, they will be writing a cultural comparison essay that answers that question. In order to write a 4-5 paragraph essay, they will need lots of guidance and support.

Then, spend some time with the story, the video and screenshots of the video. They will see and hear lots of cultural products, practices, and perspectives!

For the first cultural comparison (in Spanish 3), as a class, we made lists of all of the cultural products, practices, and perspectives from the video "Bailo la pena" (unit here on TPT).

After that, with the help of our lists of cultural Ps, students worked together and filled out this grid:
They could use this grid when they wrote their cultural comparison.

But, I knew they still needed more support. This is the first two weeks of Spanish 3 after having 9-12 months away from Spanish. So, I gave them this big support:
The final results were excellent! The next time they write a cultural comparison, I will give them less support. The goal at the end of the semester is to do a spoken cultural comparison

This week, I am going to have them do a cultural comparison about Sigo buscándote.

Stay tuned for a post about interpersonal speaking and the simulated conversation... that too can be focus and end goal when using stories based on songs/music videos.

martes, 25 de febrero de 2020

Webinar: Music: Beyond the Cloze

 Presentation with LOTS of links!

If you are interested in my other webinar about using TV Series in the WL classroom, click here.

domingo, 9 de febrero de 2020

New song/story of the week: Sigo buscándote

Updates (2/14/20): 
  • I created this little quiz "¿Cuál es tu nivel de perseverancia?" to do before the song. It is for my Spanish 3 students and lots of reps of good language!
  • I also created this Edpuzzle. It is me saying the story with the slideshow and it has lots of questions. It was part of my sub plans... sharing in case anyone needs some good sub plans!
  • I will be giving a webinar about using songs in the classroom on Tuesday, 2/25/20. See details here.

I know this song will be a hit! 

And the the chorus and the line "Sigo buscándote" (which both repeat a lot) are pretty comprehensible. 

The video is sweet, cute, and appropriate (especially if you use my story, in which all the drinks are actually non-alcoholic Venezuelan fruit drinks). 

It is actually supposed to be like the movie "50 first dates", but I wrote up an alternative version of the story... and I think it makes sense!

I will read the story to the students from the slideshow with the images and then we will watch the video.

I will also have students answer some comprehension questions in the doc.

And, we will do a cloze activity and translate some of the song... and then we will sing it every day for a week or two! 

Feel free to make copies of the slideshow and/or doc and adapt, but please keep my name on it as the writer of the story! And if you make it better, please share back!

viernes, 7 de febrero de 2020

Teaching "quisiera" (and also... representation matters!)

What a sweet video and song... and with a non-hetero crush and a twist at the end!

Thank you @MsAbeja for sharing this video on Twitter.

So much of Actually, almost all popular music and music videos that feature "relationships" (physical and/or emotional) feature male-female hetero relationships.

I mean, think about some of the March Madness brackets out there - ugh, many of the songs objectify women and all (of the ones I have seen) are male-female relationships.

How do our LGBTQ students feel if they are never seeing any representation of themselves? 

So, anyways...  those are some of the reasons that I love this 👩‍❤️‍👩 ❤️ video.

 "The more I learn about this band the more I love them" !

 I wrote up this little story (and a textivate) to use before I show the video. You can see it below or click here (format looks better here).

Also, if you are looking for another good story/music video/song with some representation, check out Vaina loca here.

**NOTE** The translation of the song needs some work, please feel free to comment! 

lunes, 3 de febrero de 2020

TPT Sale - Units with a Plan and more!

Download for Facebook - 740 × 400

There is a TPT sale tomorrow and Wednesday. All of my resources are on sale fo 25% off. Use the code: FEBSALE

Below are some of my favorite resources on TPT. I highlighted three of my absolute favorites!

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 unit: 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 unit (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!

miércoles, 29 de enero de 2020

EQs and EUs for students coming from a "Traditional" class

I am starting new classes on Monday. I will be teaching Spanish 2 Honors and Spanish 3 Honors. The majority of those students are coming from very traditional Spanish classes - Realidades and Así se dice - with the traditional pattern of learning:
  • Vocabulary - learn and practice - quiz
  • Grammar - learn by taking notes and practice - quiz
  • Test on grammar and vocabulary
  • Focus on accuracy and filling in the blanks
  • Not a lot of "communication" focused activities
  • Lots of English 
I have had this in the past and I always get some resistance from students because I don't give vocabulary lists and I don't give grammar notes. I ask for feedback the first few weeks and I frequently get "You need to give more notes". It is extremely frustrating for me and them and causes friction with me and the students, particularly the high-achievers/compliers. This new way of "learning" is frustrating because sometimes there is no right answers and they have to think outside the box. I don't want to have conflict with students, so I am trying to figure out how best to explain to them from day 1 what we are doing in my classes:
  • Communicating
  • Acquiring the language
  • Lots of stories
I just finished Spanish 1 and I did a better job explaining to them what language acquisition is and what it looks like. These are the non-honors students who were not successful in middle school -- they don't like notes and they also aren't the "compliers" -- one of the reasons I love them! One thing that I have in my classroom is this poster from Grant Boulanger (purchase it here):
I frequently referred to that poster with my Spanish 1 students and they got it. I will continue to that with my new students.

So, what is my plan with these new students? How can I convince them that this is a better way? 

In both classes, I am starting with units revolving around stories based on music videos and Estrella del Día (this semester's questions). That is an easy hook with students because who doesn't love a good song/music video and it is authentic/real. 

For Spanish 2, I am using the story based on the song #Idiota (free updated unit packet here). And for Spanish 3, I am using the story based on the song "Bailo la pena".

My big focus is presenting, on day 1, these Essential Questions and Enduring Understandings. (I have to have these for all my units.)  
Preguntas Esenciales:
  • What is the difference between learning a language and acquiring a language? Which will help me to be able to communicate?
  • Do songs/stories help me to acquire the language? If so, how and why?
  • (Spanish 3) What helps me to alleviate and overcome sorrow? 
  • (Spanish 2) What effects can social media have on a relationship?
  • How are the cultural products, practices, and perspectives  in the song/story "Bailo la pena" or "#Idiota" similar and/or different to mine?
Enduring Understandings (Students will understand that):
  • Acquiring a language feels easier compared to learning a language.
    • Acquiring a language involves lots of listening, which then leads to → reading → writing → and finally speaking. 
    • Acquiring a language will lead to communication. 
    • However, language acquisition is slow, piecemeal and different for everyone.
  • In order to acquire high frequency structures and vocabulary, a lot of repetition and input are required.
  • An engaging story, images, and acting help me to acquire the language in an enjoyable way. 
  • (Spanish 3) There are a variety of ways to alleviate and overcome sorrow. One way, as illustrated in the song/story "Bailo la pena" is through music, dance, community, and helping others. 
  • (Spanish 2) Social media can have a variety of impacts on a relationship, both positive and negative.
  • The cultural products, practices, and perspectives in the song/story "Bailo la pena" OR "#Idiota" are similar and different to mine.
I will also explain the evaluaciones, which do not involve filling in the blanks with vocabulary words and/or the correct verb conjugations. Nor is there is there a big focus on accuracy!

Both classes will have similar evaluaciones during the units:
  • Interpretive Listening and Reading AND (some) Presentational Writing: Edpuzzle (example)
  • Interpretive Listening: Listen to parts of story and identify the picture.
  • Interpersonal Writing: Answer questions about yourself (related to story)
  • Interpretive Reading: Cierto/Falso about story
  • Presentational Speaking: Oral retell with pictures to help.
  • Presentational Writing: Write an original story with similar themes, vocabulary, and structures.
  • Interpersonal Speaking (Spanish 3 only): Simulated conversation 
  • Presentational Writing: Cultural Comparison
I am also explaining my expectations for class -- Students have to respond to me and interact during the class. They don't have to "talk" a lot, but they do have to "communicate" with me. They cannot just sit and absorb! 

Something else I am doing (but will eventually not do): Give them a "vocabulary list" and a Quizlet (these students really think they need one!) but we never really go over it. At the end of the unit, take out the "vocabulary list" and ask, "How did we acquire all of these structures?" Hopefully, they say, "through communication and interacting with the text in a variety of ways!" 

I am hoping I can win these students over earlier than I usually do! 

sábado, 25 de enero de 2020

Chile: Teaching Spanish through the lens of social justice

Resultado de imagen para no son 30 pesos son 30 años chile        Resultado de imagen para cacerolazo cHile
Warning ⚠️ : Long post!

In my Cultura y Civilización class (Spanish 4/5/6), we just finished our Chile: 1973 y 2019/20 unit. This unit is so rich with culture, history, and engaging authentic resources... some of this is CI, some is not.

And I definitely think that with this unit, 

These are some of the Teaching Tolerance Social Justice Domains and Standards that I think I touched on with this unit:
  • Identity Standard #3: Students will recognize that people’s multiple identities interact and create unique and complex individuals.
  • Diversity Standard #7: Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups.
  • Diversity Standard #8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.
  • Justice Standard #14: Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.
  • Justice Standard #15: Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world. 
Note: This unit is for intermediate students. I will be sharing more details about an immigration unit that I did with my Spanish 1 class soon.

After recently purchasing a unit on TPT, and being a bit lost and disappointed and I couldn't figure out why. There were tons of excellent activities, really good resources, and detailed explanations of how to use everything, but when discussing with a colleague, we both realized that we were having a hard time with it because we couldn't see the big picture - Where are going in this unit!?!?

So, one thing that is very important to me when designing and implementing units is knowing where I am going! What are my Essential Questions and Enduring Understandings? What are my "I can" statements? What are my assessments? I also share all of that with my students on Day 1 of the unit and in the unit packet (I actually just added the Enduring Understandings, but they did have the EQs).

Here are the Essential Questions and Enduring Understandings:
  • ¿Cuáles son los desafíos sociales y políticos que enfrentan la sociedad en Chile en 2019/20? ¿Cuáles son los orígenes de estos desafíos?
    • Desde octubre de 2019 ha habido manifestaciones por todo el país. Empezaron cuando hubo un alza en la tarifa del metro en a inicios de octubre de 2019. Muchos jóvenes protestaron en el metro y hubo enfrentamientos entre la policía y los manifestantes. Después de eso, el gobierno estableció un toque de queda y sacó a los militares a las calles. El presidente también dijo, ""Estamos en guerra contra un enemigo poderoso". El enemigo a que se refiere es el pueblo chileno. El 25 de octubre, ocurrió "La marcha más grande de Chile" con 1,2 millones de personas que manifestaron en Santiago. La gente no solo protestaban el aumento del precio del metro, sino por la desigualdad que existe en Chile, la educación, las pensiones, la salud, y otras cosas. Muchos de los problemas por los cuales protestaron existen por la Constitución de Pinochet. Hace treinta años que Chile volvió a ser una democracia, pero con la Constitución de una dictadura.
  • ¿Por qué son los movimientos sociales importantes en una democracia?
    • Los movimientos sociales son importantes en una democracia porque a veces llegan a tener resultados. Por ejemplo, en Chile, por las manifestaciones, habrá un plebiscito (voto) en abril de 2020 en que los chilenos votarán por una nueva constitución. También, decidirán quién escribirá esa nueva constitución: los ciudadanos o los legisladores y los ciudadanos. 
      • Además de las manifestaciones, los cabildos son parte de este movimiento social en Chile. Los cabildos ha dado voces a varios grupos en Chile. En los cabildos, los ciudadanos chilenos están hablando sobre lo que quieren en una nueva constitución.
  • ¿Cómo puede ser la música una forma de protestar y/o de educar?
    • Se puede utilizar la música como una forma de protestar y educar. Dos ejemplos de esto son las canciones "La canción es protesta" por Yorka y "#Cacerolazo" por Ana Tijoux.
    • Por esas dos canciones, se puede ver muchos productos, prácticas y perspectivas culturales relacionadas con el estallido social en Chile.
  • ¿Cómo se comparan y se contrastan los movimientos sociales de Chile con unos de nuestro país?
    • Los movimientos sociales de Chile (de 1973 y 2019/20) son similares y diferentes con varios movimientos sociales de nuestro país. 
    • Se puede comparar y contrastar los movimientos sociales de Chile con varios movimientos sociales de nuestro país.
  • ¿Qué es importante para mí en la sociedad? ¿Protestaría yo contra una injusticia o por una causa? ¿Qué? ¿Cómo?
    • Para tener una sociedad justa, es importante que todos los ciudadanos participen, que les importen ciertas cosas y que se levanten y actúen cuando ven injusticias. 
Here are the "I can" statements for the unit:
  • Puedo describir algunos movimientos sociales en Chile, específicamente en el año 1973 y 2019/20.
  • Puedo explicar por qué son importantes los movimientos sociales en una democracia.
  • Puedo explicar cómo la película "Machuca" refleja la realidad de Chile en el año 1973.
  • Puedo identificar y explicar quiénes son algunas figuras importantes de Chile.
  • Puedo interpretar la canciones "La canción es protesta" y  "#Cacerolazo" y explicar el propósito y el mensaje de cada canción. 
  • Puedo comparar y contrastar los movimientos sociales de Chile con unos de nuestro país.
And here are the evaluaciones:
The unit is broken into four parts. First, we talked about "2019 = El año del manifestante callejero". Second, I gave students a very general introduction to Chile. Third, students learned about Chile in 1973 and we watched the movie Machuca. And fourth, we jumped to present day Chile, starting in October and leading up to now.

Part 1
This doc (do first) and this slideshow helped get us started on the unit. It fit perfectly because there is so much music in there -- direct relation to one of the EQs.

Part 2
I wanted students to get a little idea about Chile, so watched these videos and students did an interpretive activity with the first one (see unit packet). The second video is definitely a commercial!

Part 3
This slideshow explains, in very general terms, a bit of history of Chile in 1973. I went over the slideshow and students wrote down the information. You will see that most slides have short sentences and images to aid comprehension. We also played Quizlet Live to give them more input with the information. Students also reviewed the slideshow with a partner by saying as much as they can with just the pictures (when you present the slideshow, you will see that the text fades in on click).

We also spent some time with the song Luchín by Víctor Jara (see unit packet).

Without that historical knowledge, students would not be able to really understand and appreciate the movie Machuca. I really need to do a better job with what I did with the movie. I basically broke up the movie over 4 days and had a long list of questions that students answered (not CI at all!). Next time, I think I will do Write and Discuss and use that as the text for Machuca.

Also, without knowing about 9/11/73, students would not be able to understand where the protests of 2019/20 led to --> A vote for a new constitution in April.

After that part of the unit (5-6 days of 85 minute classes), students took this evaluación - Chile 1973 y la película "Machuca".

Part 4
We then jumped from 1973 to October of 2019. Before learning about the protests that started, we had a class discussion (see slides 3-4) related to what started the protests in Chile (a rise in the price of the metro).

Then, students did a dictation activity with some important structures related to this infografía: ¿Qué está pasando en Chile? (also on slides 9-10), which is pretty comprehensible. They did an interpretive activity  (p. 30-31 in unit packet).

This slideshow has LOTS of stuff in it. I did NOT use it all... it kinda became a filing cabinet for me.

Then, we got into the song "La canción es protesta" by Yorka. When I originally created part 2 of this unit, I had only used the song "#Cacerolazo" by Ana Tijoux, but I found "La canción es protesta" and I had to use it! Give it a listen here:
I love that my students came to understand all the cultural products, practices and perspectives in this song! See here for what we did with the song.

Then, we got into the song "#Cacerolazo" by Ana Tijoux. The video, combined with the song, is so powerful. (And here is a version without the swear at the beginning.)

Other things (not all CI) that my students did during this last part of the unit:
And, finally, they took this yesterday: Evaluación: Chile 2019/20 y las dos canciones "La canción es protesta" y #Cacerolazo