domingo, 27 de octubre de 2019

#Cacerolazo (for Intermediates)

I saw this video by Ana Tijoux (who I LOVE, particularly because of her social justice lyrics)...


  Note: The version above is an edited version. If you use the original, 
you might want to start video at :06 or just ignore first 5 seconds. 
Supposed to be directions from Waze, but it has an inappropriate word.

Update: About an hour after I posted this, I saw this longer version, but my resources only focus on the shorter version.

and was inspired to create a lesson to lead up to it.



 and then
I watched this video to get a handle on what exactly was happening in Chile:


And then, Arianne Dowd sent me this infographic from @Pictoline

  • Essential Questions
  • Enduring Understandings
  • Discussion Questions (which give input for further exploration of the topic)
  • Palabras clave (more input)
  • An activity to do with the infografía (more input)
  • An activity do with images of the massive protests on October 25th
  • An adapted version of the article "¿Dónde se originó el cacerolazo y por qué se usa para protestar?"
  • The song lyrics for #Cacerolazo
  • Some questions about the song #Cacerolazo
  • And this slideshow (see here or below) to help guide students through the unit



viernes, 25 de octubre de 2019

Evaluación: Go! Vive a tu manera

Resultado de imagen para go vive a tu manera temporada 1In my Spanish 1 class, we have watched up to minute 14:49 of episode 2 in the series Go! Vive a tu manera. We have spend a lot of time watching, reading (guides here and here), and talking about the show, so now it is assessment time. Since, we have spent so much time on the show, I wanted to have an assessment that weighs a lot. And I also wanted to make sure that I am hitting lots of modes of communication.

I am sharing here in case anyone can use and/or is curious about what an assessment for a TV Series might look like. So, here is my assessment and an explanation of the parts.


Part 1 is interpretive reading. Students read quotes (not actually from the show, but rather comprehensified versions of what characters said) and fill in the blank: __________ lo dijo a __________ for each quote. Students have seen these quotes (in slideshow here and in their reading guides).


For Part 2 is interpretive listening and reading. This Edpuzzle is very similar to what we have been doing in class before we watch. Students did this Edpuzzle earlier in the week. The video is me describing a section of the show that we have not seen yet (slides from this slideshow). You will notice that the questions are almost all multiple choice (21 total questions) and really, I am tricking them into getting more CI.


For Part 3, students will do things. First, they will identify the characters from the show. They will see this slideshow and write the name of each person.

Then, they will write about one character. 
This slideshow is something that we did in class to help prepare them for that part.


For Part 4, students will do this Edpuzzle. This section is not worth a lot.


And finally, Part 5 addresses the ACTFL Communities Standard:
Students will answer these questions:

If you have read this far, I hope this has been helpful! And if you have any suggestions, please comment below. In the future, on another assessment, I hope to include slides with screenshots and have students write about what happens in each. 


martes, 22 de octubre de 2019

An excuse to re-watch the Víctor trilogy...

Me Llamo Victor Graphic NovelI was fortunate to get an advance copy of Sr. Wooly's new graphic novel Me llamo Víctor Parte 1. Before receiving this copy, I had already ordered a class set of this book because I know how wackily engaging the three videos are. Students weirdly love all three: Guapo, El secreto de Víctor and Feo... and so do I! My favorite is definitely Feo, with Sarah Breckley, who goes all out (on another note, this video of hers is awesome). 

Here is a description of the book:

Anyways, Sr. Wooly sent me the book and asked that I be totally honest and share my thoughts about the story, good or bad. So, here are some of my thoughts...
  • My younger son, 11, was super excited when I told him about the book. So, we watched the trilogy together the other night to get ready for the book. I will definitely do this with my older students when I get my class set of this book. This will be an excellent pre-Thanksgiving break activity for us. Then, they will get to read the book during SSR. This book is a perfect excuse to re-watch those three videos.
  • My son and I read the book together this evening and we both thoroughly enjoyed it. 
  • The book (as would be expected) is engaging, suspenseful, and intriguing (my son's adjective).
  • My son and I found ourselves signing as we read a few times. #MuyMuyMuyMuyGuapo
  • I think a lot of students will be able to relate to young Víctor... and for a variety of reasons, from his life to the people and things he encounters at school. Some examples:
    • Cringy school assemblies that go a bit overboard
    • Mean girls
    • The "favorite" teacher
    • Nagging parents
    • An overachieving sibling
  • There are also some connections to a classic horror novel, which many students will recognize. 
  • The illustrations by Juan Carlos Pinilla are outstanding. I am sure that when I read it again, I will notice more and more things. 
  • There is definitely a hidden message in the book! (See below)
  • It also left me wanting more. Parte 2 comes out in early 2020 and I will definitely be getting that book as well.



Note: I do not work for Sr. Wooly. I did not even have to write this up. But, I will say that Sr. Wooly (and his nuggets) is an integral part of my Spanish 1 curriculum and I appreciate what Jim and his team do so much. They are passionate about offering engaging content for our students, so I am happy to support them!