sábado, 3 de octubre de 2020

Bingo Musical + Canvas + Remote Day (or in class)

Whoa! What a school year so far... and somehow I am only three weeks in (with students)!

My school has a hybrid schedule with two cohorts. 
  • Cohort A is in school Monday and Tuesday and does asynchronous work on Thursday and Friday. 
  • Cohort B does asynchronous work on Monday and Tuesday and is in school on Thursday and Friday. 
  • On Wednesdays, we are all remote and we meet with our classes  - both cohorts at the same time - for 30 minutes. Then, they have 30(ish) minutes of work to do after. 
  • Cohort B will always be two days behind cohort A... which makes our Wednesdays a bit tricky!
Since, cohort B is two days behind, we can't "continue with our unit" on Wednesdays.

So, thanks to Samara Spielberg and Bethanie Drew, I have an excellent solution: Bingo Musical! 

NOTE: This something I would actually use in ANY teaching situation - normal - remote - hybrid - bla bla.

Here is an example:

So, basically we Meet (can't use Zoom in my district anymore) and play two rounds of Bingo Musical. Students watch and listen to the music video twice. They type "bingo" in the chat as they win... there are lots of winners.

Then, they go and do a cloze (auto-graded!) activity, a translation (auto-graded!) activity, and give their opinion in Canvas. 

Here is why I love this activity:
  • We are definitely hitting this standard --> Communities: Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
  • Also, students are seeing and hearing an authentic resource from the Spanish speaking world. They are seeing a ton of cultural products, practices, and perspectives.
  • It is fun! 
  • They are getting to translate the song in an easy way (see video above).
  • It is auto graded!
  • It solves my "What the heck to I do with the whole group on Wednesdays when half of them are a day behind the other half?!"
Below are the five Bingo Musical slideshows that I have made so far. Feel free to make copies and adapt. The links to the Canvas "Quizzes" are also in the slideshows.


jueves, 27 de agosto de 2020

Song/Story of the week: Tan bien

 I used this catchy song in January of 2019 at the end of my Cultura y Civilización course.


I wrote a story to go along with it and incorporated lots of structures and vocabulary that are in the song lyrics (arrepentido, rechazar, enterarse, olvidar, luce, lastimar). That story is good, but a bit too advanced for my students in September! 

So, I wrote a simplified version of the story. It is in the present tense with basic structures (for the start of level 3+). You can find the text version here and the presentation here. There is also a cloze and translation activity for the song lyrics in the doc. Feel free to make copies and adapt! But, if you do, PLEASE share any enhancements or improvements that you make!


I also created these:

I start school next week, but students don't start until the 14th. We have a hybrid model with two cohorts. One going to school on M/T and the other going on Th/F. Wednesday is remote for all with synchronous lessons. Some of these song/story activities will be done face to face, some on Wednesdays on Zoom/Meet, and some asynchronously. 




miércoles, 5 de agosto de 2020

Street Foods: Latin America

Have you seen the Netflix series "Street Food: Latin America"? If not, I highly recommend it!

I still don't know my back to school plan is, but it seems like it will be a hybrid plan, with lots of challenges for planning. I am not going to double plan each day because that will be very difficult and time consuming.

I will have units for each of my courses (still not sure about that either, but each course will be a combination of my own units (here and here), units based around readers (Fluency Matters and others), and Nuestra Historia units.

But, some days, for planning purposes, students will be taking a "break" from the unit. That way I will be able to keep the cohorts on similar schedules, with one cohort a day behind the other (imagining an AB schedule with Wednesdays every other week).

So, on those days, I will have students watch Street Food: Latin America or listen to a Duolingo podcast

I worked with Bethanie Drew and Maris Hawkins to create guides for Street Food: Latin AmericaThey did most of the work! I only did the Bolivia guide, which will pair well with the Fluency Matters reader El Ekeko: Un misterio boliviano (for level 2). Click here to see the guides for the five episodes and some post-viewing-two-episodes activities.

For the Duolingo podcast days, I have a template and some guides.