jueves, 25 de enero de 2024

A reader for Spanish 1: Arroz con cosas

Have you seen the book Arroz con cosas? If not, I highly recommend it!

I just finished it with my Spanish 1 students and they will be getting ready for the assessment soon. Students really enjoyed the book and I did too!

In addition to enjoying the story, my Spanish 1 students acquired LOTS of great vocabulary and grammatical structures.

There isn't a Teacher's Guide (yet?), so I am sharing what I created to use with book: click here. I don't have as much time as I used to (new school!), so I hope to add to it the next time... or have others add, enhance and share back!

There are LOTS of opportunities for cultural extensions with this book. One excellent accompaniment is the Max show José Andrés in Spain: Valencia... or just show the clips below. They are in English, but provide great visuals and emphasize some of the themes of the book.

And this video is excellent for when Remei starts to cook the paella for 400 people:

One thing I do wish was a bit different was that Remei's face was a bit more playful during the whole ¡Cataplán! chapters. It seemed a bit violent, but I just told students that she was like a playful grandmother.

domingo, 21 de enero de 2024

Una canción de alegría y amistades de Ana Tijoux

 I LOVE Ana Tijoux and her music and have for a long time. 

My sixth blog post on this blog in 2013 (!) was about a unit that centered on her song "Shock" and that evolved tremendously to include the song "Cacerolazo". 

I also love to use "1977" to quickly teach students some numbers (just have students sing "mil novecientos setenta" many times and they won't stumble as much on some of those big numbers!)

Well, she is (finally back) with this amazing song and video:

The lyrics are so positive and joyful! I hope to use it soon, so I created a few activities to use with the video and song. You can see them here (for free).

domingo, 22 de octubre de 2023

Bad Bunny, gentrification and clothing as part of identity

Update 11/4/23: I added these questions about the documentary. If they are going to talk about it, they need that INPUT!

I LOVE Bad Bunny (not as much as Dr. Vanessa Díaz, the woman who created this amazing course, but a lot!) and have been a fan since his first album in 2018. But, I haven't used any of his songs because there is always something that makes me say, "Oh, nope, not this one!" If you feel the same way, but really want to teach an upper level class something about Bad Bunny, read on! If not, thanks for checking in :) 

I watched Bad Bunny's documentary "Aquí vive gente"(don't use the music video at the beginning in class) last year when it came out last year and really wanted to use it, but never got anything togetehr. But then, I found Carrie Toth's Gentrificación en Puerto Rico Huellas Freeform Spanish Mini Unit and Sub Plan, which is based on the documentary, so I combined that with some other things (see here) . I am very excited to teach about Bad Bunny and delve into these Essential Questions:

  • ¿Cómo afecta la vivienda la calidad de vida?
  • ¿Cómo puede usar su poder y su influencia una super-estrella para ayudar al mundo? 
  • ¿Cómo se puede equilibrar el crecimiento económico, la vivienda asequible, y la cultura de un lugar que pasa por la gentrificación?
  • ¿Cuáles son los impactos de la gentrificación en Puerto Rico?
  • As part of the unit, I finally found a song that I am going to use: "Yo visto así"! It does have one bad word in it, but I am going to just put #$%^ for that word. While it isn't my favorite (I definitely could not use my favorite in class!), it has an excellent message and I think it will resonate with students. This will be a great jumping off point to talk about clothing and identity. Also, some of the repeated structures are excellent ones to have in my students' brains: Lo que digan, no me importa, yo visto así, no me voy a cambiar.

    What else will they do in the unit?