This year's Lotería de Navidad plan

If you search "Lotería" on my blog, you will see A LOT of resources (maybe too many!). I have been teaching about and creating resources about la Lotería de Navidad for ten years now. It is one of my favorite things to teach and I always do something new and/or different.

I haven't created anything to go along with this year's add (the one above), but I'm sure if there isn't already, someone will make something to go along with it! 

This year, in Spanish 3, I will be using the 2018 commercial titled "22 otra vez" (free resources here). I have done that unit several times and students (and I) always enjoy it.

This year, I am also teaching a an advanced, post-AP, film class. It is a phenomenal group of very strong students, so I am going to try something new with them. They're interpretive listening skills are very strong and they don't need as much input, so they are going to create their own anuncio or cuento para la Lotería de Navidad that combines elements of some of the 16 anuncios that we will watch. You can find a rubric (created with ChatGPT's help) in the unit packet.

Crea un anuncio o un cuento para la Lotería de Navidad que combina elementos de varios anuncios que hemos visto. Debes incluir los siguiente:

• Personajes, lugares, citas, temas y/o cultura de 4 (o más) de los anuncios

• El lema: El mayor premio es compartirlo y/o El sorteo que nos une

Some of these students just did a similar assessment, but they had they had to combine elements from: Diario de Motocicletas, El libro de la vida y Lorena. The stories were super creative and so fun to listen to (and grade!).

First, they will review (or learn) a bit about la Lotería de Navidad. Some of these students have seen Pablo's video (Dreaming Spanish) 1-3 times, so I found a new video (see below) and created these questions.

To learn about the history of the anuncios, students will also read this article, "Del Calvo de Navidad a Rufino, todos los anuncios de la Lotería de Navidad desde 1998" and they will have to do a short Interpretive Reading activity.

After that, this is the plan:

1. En clase, todos juntos, miramos los 16 anuncios de lotería

2. En clase y/o para tarea, escriben sobre seis de los anuncios (Un resumen breve, citas, lugares (investiga), personajes, cultura, y temas)

3. En clase, con los grupos, miran todas sus notas de los varios anuncios y escogen cosas que les gustaría incluir.

4. Escriben el guión/cuento.

5. Repasn el guión/cuento con Kara.

6. Graban el anuncio o crea una representación visual.

7. Presentan el anuncio o el cuento con la representación visual.

---

• 1 día para explicar la lotería y lo que vamos a hacer

• 3 días para ver varios anuncios de lotería 

• 3 días para escribir el guión/cuento (script) y para filmar O para escribir un cuento y crear una representación visual 

• 1 día para tener un “festival de anuncios”

These are the anuncios that we will watch:

Día 1 (14ish minutos)

1. 250° aniversario (2:44)

2. Justino (4:05)

3. Carmina, una maestra jubilada (4:53)

4. El Bar de Antonio (2:32)

Día 2 (14ish minutos)

5. 22 otra vez (5:40)

6. 2019: Ramón y José (1:30)

7. 2019: Pilar y Félix (1:30)

8. 2019: Emilio y Gloria (1:30)

9. 2020 (1:30)

10. 2021 (1:30) 

Día 3 (15ish minutos)

11. 2022: Three Orchids (1:30) 

12. 2022:Vika (1:30) 

13. 2022:The journey (1:30) 

14.  2023 (3:38)

15.   Julián (1:39)

16. Décimo enmarcado (5:04)

I can't wait to see what they produce! 

(Free) Stories based on songs/music videos to start the year

Resharing this post (originally from 2023) after talking with Claudia Elliot:

I am starting at a new school this year and I am very excited! 

I am thinking a lot about how to start the year off with my new students in a new setting that is pretty different from the one I have been at for the last 18 years. 

These are some of my goals for the first few weeks (and beyond really):

• I want my students to LIKE and ENJOY Spanish class.
• I want to ENGAGE students.
• I want to give students LOTS of INPUT.
• I want students to feel SUCCESSFUL.
• I want students to ACQUIRE some language.
• I want to have JOY in the classroom.
• I want to create COMMUNITY.
• I want students to understand that the GOAL of the class is to improve their COMMUNICATION skills in another language and to develop INTERCULTURAL COMPETENCE. 
• I want my students to see and hear some people/voices from the Spanish speaking world #authres!

So, in addition to Card Talk and Write and Discuss for the first couple of weeks, I think I am going to teach a story based on a music video/song. I will be teaching Spanish 1 and Spanish 3, so I started sifting through my song/story resources and thought, "Geez! I have created and shared A LOT over the years!" (see "Archivo del blog" to the right). I am not sure which stories/songs I am going to use, but I thought I would share some FREE resources for others to use for the same reasons that I stated above. Some of these I sell on TPT, but I am kinda done with that, so I am just sharing them for free here.

If you feel like buying me a coffee, click here.

These could all be used with Novices:

• Atrévete
• Yo no sé (just use the story/song or do the entire unit)
• La estudiante diferente
• El padre estricto
• ¿Qué tiene?
• To' my love
• Animal
• Ella 
• El mismo sol
• Héroe Favorito
• Soy yo (just use the story/song or do the entire unit)
• Vendo pan
• Azul
• No soy como tú crees
• La Cintura (just use the story/song or do the entire unit)
• Juan y Clara/#Idiota (just use the story/song or do the entire unit)
• Shakira Dis track (just use the story/song or do the entire unit)

These are a bit more advanced and could be used with Intermediates:

• Tan bien
• Bailo la pena  (just use the story/song or do the entire unit)
• Mañana  (just use the story/song or do the entire unit)
• Puebla  (just use the story/song or do the entire unit)
• Cásate conmigo (just use the story/song or do the entire unit)
• Sigo buscándote
• Internacionales (just use the story/song or do the entire unit)
• Quisiera
• Usted
• Quisiera alejarme
• Vaina loca
• Pescaíto (just use the story/song or do the entire unit)

New post-AP-Film class --> First unit: Diarios de Motocicleta

 For a variety of reasons, I am so excited for this school year! It is my third year at my current year (after 18 years at the same school 💚 and 24 years in public) and I am excited to be teaching and creating a new course for our post-AP (or heritage speakers or native speakers or Intermediate High students). This is the description of the course:

This course is for students with an Intermediate High or above proficiency level in Spanish. Through authentic films, students will learn about a variety of cultural products, practices and perspectives from a variety of Spanish speaking countries. In addition, students will learn about the history, politics, arts, and music of a variety of Spanish speaking countries. This class will be conducted entirely in Spanish. Assessments will be widely varied and will be in the three modes of communication. Discussion based classes will be frequent and will be student-led.

I use lots of films in AP, but I have always wanted to develop this course. In particular because I won't have the pressure of test prep ---> writing argumentative essays, teaching multiple choice strategies, etc.

For the first unit, I am going to use a movie that I haven't used in years: Diarios de Motocicleta. When I was in Segovia on a fab PD experience, one of the teachers - Justine! - reminded me of it. While the film has a few issues and a couple of scenes that I will skip, I think it will be an excellent, nuanced film to start the course... and I LOVE Gael García Bernal (we will also be doing a unit with También la lluvia, an all time fave!).

I have created resources here (still a bit of a work in progress): unit packet and slideshow that walks through the unit. I got a lot of help from ChatGPT throughout - saves SO MUCH TIME!!

Some things that the unit includes:

• Preguntas Esenciales
• Assessment ideas with rubrics
• See-Think-Wonder activities
• Word-Phrase-Sentence
• Tea Party with two versions of character descriptions (ChatGPT!), Quizlet to review and a Canvas Quiz (in the Commons) to review them as well
• I LOVE this activity and so do students (and teachers :) ) Thanks Rita Barrett and AnneMarie Chase!
• A Google Map with all the places
• A biography of Che (ChatGPT!) and a Quizlet to review
• PQA to do before each of the SIX parts of the movie
• After each section of the movie, students will write AND share the next day with a partner/group:
• Un momento impactante y/o importante
• Una cita importante (they can re-watch to find this)
• Una pregunta y/o comentario que tienes
• Una conexión a tu vida
• Una predicción
• I am sure I will add more for something after each part of the movie, like: put in order, who said it, who did it, questions and answers, etc. - stay tuned!
• In the slideshow, I have also included a couple of ¿Héroe o villano? videos about Che. 

Un recurso para enseñar sobre la inmigración

I have taught about immigration/migration MANY times, in many levels (scroll through some of my previous posts here). It is can be tricky, but it is also VERY important. 

I just taught a variation of some of those units in my AP class (here is the unit packet). The main resources were the movie Icebox (from 2019, but sitll relevant!), the book Testigo: La historia de Brayan (I was way for four class days, so my students read it on their own) and a wide variety of songs related to immigration/migration. Feel free to check out the Essential Questions and Assessments in the unit packet as well.

In addition to the obvious goals of acquiring lots of language and communicating (interpretively, interpersonally and presentationally) with each other about the topic, a few of my other goals for this unit were for students to:

• Understand how COMPLICATED immigration is.
• Have empathy for people who are undocumented. 
• Learn some facts about things that are happening right now.

My AMAZING students were VERY engaged and learned a TON.

Feel free to peruse what we did in the unit packet (lots of great stuff, including some good input dictados for Icebox), but the main thing I wanted to share is what we did with this  New York Times article "¿Qué derechos tienen las personas migrantes en EE. UU.?".

I made this slideshow and this student sheet to delve into the article and make it interactive (students had to work in groups and guess some of the answers).

Debí tirar más fotos ~ Resources for an AP Unit

Last year, I used Bad Bunny's documentary "Aquí vive gente" in Spanish 3 and it went really well, so I was very excited when his new album came out and some of his songs explored the topic of gentrification and Puerto Rican culture even more!

So, I decided to create a unit for my AP class. The students and I have learned a TON! We are just finishing up this week and it has been a wonderful unit! We have hit all the AP themes and students are making some amazing connections (example: Bad Bunny --> Kendrick Lamar and Jacobo Morales --> Samuel L. Jackson - so cool!).

These are our Essential Questions:

• ¿Por qué es considerada la música de Bad Bunny un acto de resistencia?
• ¿Es la música de Bad Bunny una buena manera de educar, generar conciencia y luchar?
• ¿Qué se puede aprender de la música y otras cosas producidas por Bad Bunny?
• ¿Cuáles son algunos de los desafíos mundiales que enfrenta Puerto Rico?

We delved into all sorts of resources, including:

• This presentation to learn some very basic information about Puerto Rico. There are LOTS of resources linked in there as well (some from another teacher, but I can't remember who - sorry for not crediting!)
• El cortometraje "Debí tirar más fotos" - I highly recommend that students (and teachers) investigate some of the culture in the video BEFORE watching. Here is what I had my students do. Also, this super sweet interaction between Bad Bunny and Jacobo Morales was also helpful to understand the cortometraje better too.
• These two videos that explain the cortometraje: Bad Bunny y la Gentrificación: El Mensaje Oculto de Debí Tirar Más Fotos and  Lo Que No Viste en DeBÍ TiRAR MáS FOToS (Short Film) | Análisis Completo. There is also a Canvas Quiz to review the information from the two videos.
• Three songs: Lo que le pasó a Hawaii, Turista (video just came out two days ago - have to skip a part!) and La Mudanza. They are mostly appropriate, but (obviously) use your own discretion! I have mature juniors and seniors and I decided that they value of the songs superseded some inappropriate language. (I only played the end part of La Mudanza once and ended it early.)
• This article: "Lo que le pasó a Hawaii: el significado detrás de la canción de protesta de Bad Bunny" and some questions about it.
• The documentary "Aquí vive gente" (start at 4:00) and these questions about it.

Here is the unit packet (with assessments). I am really looking forward to create for the Representación Visual assessment! 

Also, if you use Canvas, you can find the entire unit in the Commons:

Alternatively, if you just want to teach "Lo que le pasó a Hawaii", pages 6-12 here could be great! 

This is one of my favorite activities to really delve into the meaning of a song!