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 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


jueves, 16 de enero de 2020

Perspectivas Culturales: La canción es protesta


If you follow my blog, you know that music is by far my favorite authentic resource to use in class. Why?
  • Songs are engaging!
  • Songs have music videos = authentic images = more engagement!
  • Who doesn't love to sing in class? (Okay, lots of students might not, but lots of mine do love to sing!)
  • Songs are cultural products.
  • Songs share cultural practices.
  • Songs reveal cultural perspectives.
  • Songs are culture.
As part of my "Chile 1973 y 2019/20" unit in my Cultura y Civilización class (Spanish 4/5/6), I am using three songs: "Luchín" by Víctor Jara (and a remake by Ana Tijoux), "#Cacerolazo" by Ana Tijoux, and "La canción es protesta" (see above) by Yorka.  

For the song "La canción es protesta", I really like what I have created and I am sharing so others can use it too. See the doc here or see below.

There are lots of cultural products, practices and perspectives in this song! 
Thanks to Françoise @TWSteacher and Luis Deocares @ldeocares for helping me 
better understand the song and the culture. I have put links and comments to help others as well.

Here is what students did (and will do - still working with it):
  • Listen to the (beautiful) song and do the cloze activity (AKA fill in the blanks).
  • Read the Spanish aloud with a partner and fill in the blanks for the translation
  • Match the lines of the song to simplified sentences (in Spanish) that convey the same meaning. 
    • Instead of matching, students could write the simplified sentences (in Spanish) next to the song lines. I have provided options for both in the doc.
  • Read a list of cultural perspectives (that I wrote up in comprehensible Spanish) and answer this question: ¿Cuáles de estas creencias podrían ser (could be) unas perspectivas de la cantante? 
    • I really like this activity and I hope to do it more with other songs. 
    • Cultural perspectives are so hard for students to come up with, so I think this will help.
  • Choose five of the cultural perspectives and write the lines from the song supports their answers. #LiteracyActivity
  • Answer these cultural comparison questions: 
    • ¿Tienes tú algunas de las mismas perspectivas? ¿Por qué sí o no? Si tienes algunas similares, ¿cuáles son?
    • ¿Tienen algunas personas en nuestro país las mismas perspectivas? ¿Por qué sí o no? Si tienen algunas similares, ¿cuáles son? Explica.
  • Watch this interview with the singer (they will probably need to slow it down to .75 speed) and take some notes about what she says. Compare her to an artist that they know about.
  • Finally, I think some of my students would love to illustrate this song or perhaps some lines from it. So, I am offering that for weekly homework.


Teaching Tolerance Social Justice Standards for this Chile: 1973 y 2019/2020 unit:

  • Identity #5: Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces.  
  • Diversity #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
  • Diversity #10: Students will examine diversity in social,cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
  • Justice #12: Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).
  • Justice #13: Students will analyze the harmful impact of bias and injustice on the world, historically and today.
  • Justice #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 #15: Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world. 
  • Action #16: Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias.
  • Action #17: Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice.

sábado, 11 de enero de 2020

Social Justice in Spanish 1: Inmigración

I have been trying to reflect on which of the Teaching Tolerance Social Justice Standards I am hitting in certain units. And, in this immigration unit with Spanish 1 (but could be used with any level!), these are the ones, I think I hit on... or perhaps in some cases, at least touched upon:
  • Diversity #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
  • Diversity #10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
  • Justice #12: Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).
  • Justice #13: Students will analyze the harmful impact of bias and injustice on the world, historically and today.
  • Justice #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 #15: Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world. 
  • Action #16: Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias.
How is that possible in Spanish 1 you ask!?! With compelling authentic resources that have been comprehensified. Here are the resources that are the focus of this unit. 








I just finished the unit and I am so proud of few things:
  • the language that my students acquired in the unit through three stories and a reading about the movie that we watched
  • the authentic cultural products, practices, and perspectives that my students saw in this unit
  • the final reflections that they did (in English) about how their view on immigration and undocumented immigrants have changed
  • focusing on Social Justice in a novice class
In this unit, students acquired a ton of language, in particular through reading and interacting with these texts:
  1. a story based on the song/music video "ICE El Hielo" - here is a Quizizz to see some of the text
  2. a story based on the PBS short film "The Other Side," which has a fantastic, unexpected twist at the end - here is a Textivate to see a shortened version of the story
  3. a story based on the song/music video "Un besito más" - here is a Quizlet to see part of the story
  4. a reading about the movie "La misma luna" - Students still love this movie!