Day 1 - Play a quick game of Quizlet Live to introduce some of the vocabulario importante.Do a listen and draw activity and then watch the video.
Day 2 - Do the cloze activity with the song. Go over the translation of the song. Review the story with student drawings. Start the Textivate sequence (could be homework).
Day 3 - Try to sing the song. Continue the Textivate sequence (could be homework).
Day 4 - Try to sing the song. Continue and finish the Textivate sequence (could be homework).
Day 5 - Try to sing the song. Do a cierto/falso quiz about the story.
OR if you want to do extend the song for more than a week (these would take 5-15 minutes of each class):
Day 1 - Play a quick game of Quizlet Live to introduce some of the vocabulario importante. Do a listen and draw activity and then watch the video.
Day 2 - Do the cloze activity with the song. Go over the translation of the song. Review the story with student drawings.
Day 3 - Try to sing the song. With partners or as a class, read the story together and translate it. Start the Textivate sequence (could be homework).
Day 4 - Try to sing the song. Play the marker game with the cierto/falso statements (below). Continue the Textivate sequence (could be homework).
Day 5 - Sing the song. Play around the world with song lyrics or sentences from the story (say a Spanish chunk and students have to translate) Continue and finish the Textivate sequence (could be homework).
Day 7 - Sing the song. Divide students into groups of 2-4. Give them sentences from the story. They need to act out the sentence(s) and take a "Freeze Frame" picture. Have students send all pictures to you.
Day 8 - Sing the song. Use the pictures from the previous day to retell the story.
Day 9 - Sing the song. Share favorite lines of the song. Play this Kahoot Jumble.
Day 10 - Sing the song. Do a cierto/falso quiz (see two options below) about the story.
I am looking forward to presenting about story/song of the week this fall at TCI Maine, MaFLA, and NHAWLT!
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.
Have you seen the video Pescaíto by Carlos Vives? I love it! I (and some of my Spanish 3 students) might be a bit obsessed with Carlos Vives lately! His music is really good and appropriate!
If you want to make it a song of the week, here is a doc with a cloze activity and a "translate some lines" activity for the song. I really wanted to comprehensify and extend this authentic resource. So, I created an entire story unit based around the song. The story is called "El Día Perfecto de Carlos Vives"and you can see it in the slideshow below. The words in italics are song lyrics and/or words from the song, so when students hear the song, they will already know many words. The unit will help students to understand and communicate about what they and others would do. And they will also learn about Colombia a bit. Below is the slideshow (without links to the unit packet and cultural readings to extend the unit). If you want more, click here (link to TPT)and see below for what the unit includes. Click here if you want to make a copy of the slideshow and adapt it. If you feel like this is something useful, it saved you some time, and you want to give back, click here.
The unit packet has a ton of links and activities to comprehensify and extend the song/video!
Here are some more details about the unit, what it includes and a possible order for the unit. This unit is for late Spanish 2 and above. If your students have not heard of Carlos Vives (a famous Colombian singer), they might not be as enthusiastic about this unit. Before this unit, my students did two story units based on songs by him: “Robarte un beso” and “La Bicicleta”. Carlos Vives sings “La Bicicleta” with Shakira, so that might help to show your students how famous he is.
This story unit focuses on exposing students to the conditional tense and acquiring some verbs in the conditional so that they are able to say what they and others would do.
In addition to afocus on the conditional, the unit is also wrapped around the song and video "Pescaíto" by Carlos Vives. The description of Carlos Vives' "día perfecto" is written using in the yo form (from Carlos Vives’ perspective) with vocabulary from the song and is illustrated with screenshots from the music video.
There are also several cultural readings and/or activities that explore some of the cultural Products, Practices, and Perspectives in the video. These are all linked in the presentation and in the Pescaíto folder. These are the cultural readings:
Introduce the Essential Questions, Metas, and the Evaluaciones for the unit.
Briefly explain conditional tense (slide in presentation). I do not recommend focusing on this too much or having students take notes. They will acquire it through the repetition in the unit.
I no longer use vocabulary lists because I have found that students acquire the words that are most important to them throughout the unit. But there are some teachers and students who want and/or need a vocabulary list, so I have included two possible vocabulary pages at the end that you may want to use:
A blank vocabulary sheet where students can fill in words as they go through the unit. They could also make a Quizlet with those words.
A vocabulary sheet with keywords from the story. There is also a Quizlet with this vocabulary. A great quick way for students to become familiar with the words is Quizlet Live. I highly recommend it!! That could be done before the story
Explain who Carlos Vives is and maybe show a video of his. "La Bicicleta" is a good one because Shakira is in it. (On that note, Arianne Dowd created a wonderful story and unit to go along with that song and you can find it here.)
Do the "Cuatro Esquinas" activity to activate what students would do on their "día perfecto".
Use the presentation to tell the story of "El Día Perfecto de Carlos Vives."
Possibly use Flipgrid to do the Interpersonal Speaking evaluación with the personalized questions. OR just use those to have conversations with the class throughout.
Do the Quizlet Live activity for parte 1 to give more repetition and CI to students.
Continue the parte 2 of the story and do the same.
Do the cloze activity with the song. Listen and try to sing the song everyday throughout the unit.
Have students reread the story and illustrate it.
Do the translations from the song.
Do some of the cultural readings throughout the telling of the story. The readings are linked throughout the presentation.
Play "Agárralo" in pairs. Each pair has a pen/pencil/marker between them. I say cierto or falso sentences about the story. Students have to grab a pen/pencil/marker if the sentence is true. The first person to grab it, earns one point. If a student grabs it when I say a false statement, s/he loses two points. This is a fun game!
Have students do the matching activity about the cultural readings from the video.
Do the Quizizz activity as an in class activity, a homework, and/or a quiz. Students can do this activity more than once.
Play Backatcha. This game is a great way to get students speaking spontaneously!
Have students do the Presentational Speaking Assessment - Prepare and present what they would do on their "día perfecto". This can be done in groups of four and recorded on Flipgrid. There is a description of this assignment and a rubric at the end of the packet.
Have students do the Presentational Writing Assessment - Identify the cultural Ps in the video "Pescaíto" and compare them to your own.
Here are some possible Essential Questions, Metas para la unidad didáctica, and Evaluaciones:
Preguntas Esenciales:
¿Cuáles son las partes que más adoro de mi comunidad? ¿Por qué son importantes para mí?
¿Cuáles son unos productos, prácticas, y perspectivas culturales que se ven el el video "Pescaíto"?
¿Cómo son similares y/o diferentes unos productos, prácticas, y perspectivas culturales que se ven el el video para "Pescaíto" con los míos?
Metas:
I can talk about what I would and/or would not do on my "perfect day".
I can interpret a story about someone's perfect day.
I can compare what I would do on my "perfect day" to what someone else would do.
I can answer questions about what I would do on my perfect day.
I can identify and describe some cultural products, practices, and perspectives of the neighborhood Pescaíto in the city Santa Marta, Colombia.
Evaluaciones:
Interpersonal Speaking (on Flipgrid): Answer personalized questions (sprinkled in the presentation) related to the story: "El día perfecto de Carlos Vives". OR This could also be Interpersonal Writing and students could write answers during the presentation.
Interpretive Reading/Listening: Answer questions about the story: "El día perfecto de Carlos Vives"
Presentational Speaking: Present to your grupito what your your perfect day would be like. Include pictures. (See description at end of packet.)
Cultural Comparisons/Connections: Identify the cultural Ps in the video "Pescaíto" and compare them to your own.
**Update 2/7/15** I have changed this unit a bit to include the movie Machuca and the song "Somos Sur" by Ana Tijoux. At my school for re-certification, we have to do an Action Research Project during a three year period, mine is the development and improvement of a course that I created called Cultura y Civilización. Technically it is a Spanish 4 class, but it is open to anyone after level 3. It was developed to encourage our non-AP students to continue their study of Spanish, but in a more engaging, more communicative, more interdisciplinary, non-grammar way.
As my three year cycle ends this year, I am going to be posting a summary and reflection of each unit that I teach. I will also be sharing this with my administrators and department head. So, these posts will be lengthy and detailed. This is my first detailed post about a unit. (Here is the first "starter" unit that I blogged about)
We just finished a unit called "El Movimiento Estudiantil en Chile". I thought maybe the unit might be a little outdated, but the essential questions are still poignant, the song is still very engaging to students, and the authentic resources are rich and varied.
These are the Essential Questions for the unit:
¿Qué está en el otoño de 2011 en Chile? ¿Por qué están protestando los estudiantes?
¿El gobierno debe tener la responsibilidad de proveer educación gratis para todos los estudiantes en todos los niveles de educación?
¿Quién es Ana Tijoux? ¿Cómo refleja la realidad su canción "Shock"? ¿Es la música una buena manera de protestar? ¿Por qué?
¿Con cuáles otras protestas se puede comparar esta protesta en Chile?
The focus of the unit is the song Shock by Ana Tijoux. We sang this song and saw the video everyday during this unit. The daily homework was also singing the song and watching the video. This song is the hook to engage the students.
The first day of the unit was actually a "Blizzard Bag" day, so students did these activities the first day. They watched this video for an older song called "Me gustan los estudiantes" by Mercedes Sosa (written by Chilean Violeta Parra). The images in the video are from the 2011-2012 student protests in Chile. We did not spend a lot of time with this song, but there was a option to compare and contrast the two songs on the written assessment at the end of the unit.
From there, students learned about Ana Tijoux using these authentic resources:
Article about how Ana Tijoux was inspired to write Shock because of the student movement in Chile
These three interviews. In the first one, she is speaking English, but it is great to show students that you don't have to speak a second language perfectly and you can still get a message across!
Some of the things they learned (and were able to talk about) from there are the following:
how to say 1977 (using that is song is the fastest, most enjoyable way to teach students how to say numbers over a thousand, particularly useful when talking about history!)
that there was a dictator named Pinochet in Chile
that people, including Ana Tijoux's parents, went in to exile because of Pinochet
Ana Tijoux is a really cool, very political, strong female, pregnant rapper ;)
Part of the speaking assessment was to talk about all that they learned about Ana Tijoux. Within this class there is a very wide range of abilities, probably ranging from novice-mid (students who took Spanish 3 CTP) up to intermediate-mid (students who took Spanish 4 Honors). The speaking part involves very basic questions: ¿De dónde es? ¿Cómo es? ¿Qué es algo interesante de la cantante? among other questions.
Next, students translated the song. This song is very challenging to translate! It is like translating a poem with many analogies and references to politics and history. Many might not agree with doing translations, but it does fit under the Comparisons strand:
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
After students translated the song, I explained (in extremely basic terms) what the Shock Doctrine is. I am fortunate to have a husband who is an Economics teacher and he explained it to me!
From there students investigated what the Movimiento Estudiantil en Chile was all about. They learned about why students were protesting, what their demands were, and how they protested... and they were able to talk about all of those things. These are the authentic resources they used to find this information:
The video for Shock has lots of information about how students protested, including: la toma de varias escuelas, protestas masivas, and una huelga de hambre
These videos also showed different ways that students protested:
1800 horas - Estudiantes corriendo La Moneda
En protesta, estudiantes bailan Thriller de Michael Jackson
Cientos de estudiantes chilenos particpan en beso masivo
There is so much to talk about with these videos. (*Note: we briefly watched the last one and read the headline) In the first video, it actually sounds like an American student doing the interview. In the second video, the newscaster is talking very fast, but we viewed it a few times and some students were able to pick out words. Even if students cannot understand what is being said, that is ok, as long they can talk about what they see. The second part of the speaking assessment was to answer questions about the student movement in Chile and about how they protested.
From there, we did this worksheet from the amazing Zachary Jones: Mensajes sociales en los grafitis de Shock. I love this activity and how it teaches Media Literacy. The language in the graffiti is rich and varied, and students of all proficiency levels can do this activity. Analyzing graffiti is not something students do in class everyday and it is an engaging way to get to students to read, think, and analyze.
Students did a variety of speaking and short writing assignments during the unit. Here is the unit packet. We even compared these protests to protests in the United States. There was a lot of class discussion and then breaking off in to pairs to repeat the same conversations... repetitive, yes, but students were speaking and able to talk about real things.
Overall this unit was excellent for these basic reasons:
It was engaging to students! This is one of the most important points for me in this course. I developed this course with one of the main goals being getting students engaged and excited about learning Spanish. I decided that using songs and music videos to do that was the best way... and it seems to be working.
Students learned about something relevant to their lives. They are juniors and seniors and will be paying a lot of money very soon for education.
Students were exposed to a wide variety of authentic resources. Some might have understood very little, some might have understood parts, and some may have understood a lot... but whatever they were able to understand, they were able to to talk about what they saw.
Students learned about economics (a little), history, and government.
At the end of the unit, students spoke and wrote about facts and their opinions related to the facts with much greater fluency.
I love correcting the "tests" at the end of the unit. Students have the link to the test during the entire unit, so it is not a surprise when they get it. They know the learning goals and know what I want them to know and be able to write about at the end of the unit. I also feel that the speaking part for this unit is excellent. These students are of a very wide variety of abilities, but all of them showed growth and were able to explain things in Spanish. They used the present, preterite and imperfect tenses, but didn't even realize it. This course is so refreshing to teach and truly interdisciplinary. I love teaching it!
This unit is for a non-AP Spanish 4 class, but this would be a perfect unit for AP Spanish. There would have to be some more readings added, but the essential questions, the base of the unit and the authentic resources could all be used. These are some of AP themes and recommended contexts that this unit touches upon:
Theme: Global Challenges / Los desafíos mundiales
Recommended Contexts:
Economic Issues / Los temas económicos
Social Conscience / La conciencia social
Theme: Contemporary Life / La vida contemporánea
Recommended Contexts:
Education and Careers / La educación y las carreras profesionales
Social Customs and Values / Las tradiciones y los valores sociales
Theme: Personal and Public Identities / Las identidades personales
y públicas
Recommended Contexts:
National and Ethnic Identities / La identidad nacional y la
identidad étnica
Personal Beliefs / Las creencias personales
Theme: Families and Communities / Las familias y las comunidades
Recommended Contexts:
Customs and Values / Las tradiciones y los valores
Education Communities / Las comunidades educativas
Theme: Beauty and Aesthetics / La belleza y la estética
Recommended Contexts:
Defining Creativity / Definiciones de la creatividad
Language and Literature / El lenguaje y la literatura
Visual and Performing Arts / Las artes visuales y escénicas
Also, if you are interested in seeing more related authentic resources, go to Zambombazo ---> panorama temático ----> and ctrl + f "reformas educativas" Any suggestions or comments? Please share your thoughts and/or additional resources.
I am going to try something different for my Spanish 4 Final Exam this year. Last semester, I gave them a choice of three things: make a video for Latinoamerica by Calle 13 (like this or this) ; take a traditional "exam" that was 50% oral and 50% written; or make a movie titled "De Donde Venimos Nosotros". The results were good and it was great to give students a choice.
But, this semester, I have decided to something a little different (see below for detailed description). Basically, students will choose a song/video from these, and they will learn a variety of things with the song being the focus point. They will share what they have learned on a blog post, share with the class, and create an activity for their classmates to do. Zachary Jones has made excellent worksheets for all of the songs/videos. I would do entire units with all of these songs if I had the time! :)
I am excited about this final exam for several reasons:
Students will choose from some great songs/videos with lots of culture and/or a great social message.
Students will explore and be exposed to lots of authentic material:
a song
a video
an article
an interview
images
a variety of websites
Tweets from the singer/band (if they have a Twitter account)
The "exam" includes all of the ACTFL 21st Century Skills:
Here is the detailed description (presented to students in a Google Doc):
Cultura y Civilización
Final Exam
(To be presented the week of 6/18):
Since this entire course has been based on songs, your final exam project will be based on one of the songs/videos found here. After you choose your song, you will sing it, analyze it, translate it, watch the video, describe it, analyze it, learn about the band/singer, learn about the city/country/region the singer/band is from, share what you learn with the class on your blog, and create an activity for the class to do on the day that your present. You will have two weeks of class time to work on this and during finals week, everyone will share what they have learned.
Your blog post should include the following:
evidence of completion of all of the “TASKS” below
video
text
pictures
audio of you talking (iMovie, Photo Peach, of some other web 2.0 tool)
important links (including links to all of your resources)
a link to the activity for your classmates to do
a link to the self assessment
TASKS:
___________ Read this entire list and make a plan for the next two weeks. Perhaps, you could put a day next to each line.
___________ Watch the videos on the FINAL EXAM page of our class website and choose the song/video that you are going to focus on.
___________ Watch the video several times (at least once a day during the time you have to work on this final project)
___________ Sing the song at least two times a day.
___________ Do the Zambombazo worksheet for the song (linked above videos).
___________ Translate the song.
___________ Keep a list of the vocabulary words that your learn on your blog. But, instead of an English definition, you must provide a Spanish definition/synonym and/or a picture.
___________ Investigate the singer/band. Answer the usual questions that we have answered about all the previous singers/bands.
___________ Find an interview (video or article) with the singer/band. Summarize what you read/hear.
___________ Follow the singer/band on Twitter and/or Facebook.
___________ Investigate the country where he/she is from.
___________ Find pictures (images and maybe a map) of the place the singer/band is from.
___________ Describe how the song connects to place that the singer/band is from.
___________ Choose your 3 favorite lines from the song. Illustrate them and say them.
___________ Describe and analyze the song and the video (where, when, who, what), and write a summary of its meaning (this is an opinion, so it cannot be wrong).
___________ Create an activity for your classmates to do.
___________ At the end of the project, use the rubric to give yourself a grade and write a short reflection.
44 o menos
45- 54 puntos
55-60 puntos
Use of Spanish
Your control of the language (grammar) is inadequate for the level you are in.
Your control of the language (grammar) is good for the level you are in.
Your control of the language (grammar) is excellent for the level you are in.
To look up words, you used this site. You did not use Google Translate.
6 o menos puntos
7-8 puntos
9-10 puntos
Competion of Task
You did not complete many of the tasks and/or did not post evidence of completion.
You completed most of the tasks and posted evidence of completion.
You completed all of the tasks and posted evidence of completion.
Use of Technology and Problem Solving
If you encountered a problem with technology, you became frustrated, immediately asked for help and/or gave up.
If you encountered a problem with technology, you asked for help before trying to find a solution on your own.
If you encountered a problem with technology, you tried to solve it before asking for help.
You may have helped others solve problems and/or offered assistance to others.
Use of class time
You were frequently off task.
You did not make a schedule and just decided on a new task everyday.
You were on task most of the time.
You made a schedule, but did not really use it.
You were on task at all times.
You made a schedule for yourself and adjusted when necessary.
Blog Design
Your blog is not very organized.
You do not include many of the things mentioned in the excellent category.
Your blog is somewhat organized and interesting.
You include most of the things mentioned in the excellent category.
Your blog is well organized and interesting.
You include: video, text. pictures, audio of you talking, important links. a link to the activity for your classmates to do, and a link to the self assessment.
Have you seen the video Pescaíto by Carlos Vives? I love it! I (and some of my Spanish 3 students) might be a bit obsessed with Carlos Vives lately! His music is really good and appropriate!
If you want to make it a song of the week, here is a doc with a cloze activity and a "translate some lines" activity for the song. I really wanted to comprehensify and extend this authentic resource. So, I created an entire story unit based around the song. The story is called "El Día Perfecto de Carlos Vives"and you can see it in the slideshow below. The words in italics are song lyrics and/or words from the song, so when students hear the song, they will already know many words. The unit will help students to understand and communicate about what they and others would do. And they will also learn about Colombia a bit. Below is the slideshow (without links to the unit packet and cultural readings to extend the unit). If you want more, click here (link to TPT)and see below for what the unit includes. Click here if you want to make a copy of the slideshow and adapt it. If you feel like this is something useful, it saved you some time, and you want to give back, click here.
The unit packet has a ton of links and activities to comprehensify and extend the song/video!
Here are some more details about the unit, what it includes and a possible order for the unit. This unit is for late Spanish 2 and above. If your students have not heard of Carlos Vives (a famous Colombian singer), they might not be as enthusiastic about this unit. Before this unit, my students did two story units based on songs by him: “Robarte un beso” and “La Bicicleta”. Carlos Vives sings “La Bicicleta” with Shakira, so that might help to show your students how famous he is.
This story unit focuses on exposing students to the conditional tense and acquiring some verbs in the conditional so that they are able to say what they and others would do.
In addition to afocus on the conditional, the unit is also wrapped around the song and video "Pescaíto" by Carlos Vives. The description of Carlos Vives' "día perfecto" is written using in the yo form (from Carlos Vives’ perspective) with vocabulary from the song and is illustrated with screenshots from the music video.
There are also several cultural readings and/or activities that explore some of the cultural Products, Practices, and Perspectives in the video. These are all linked in the presentation and in the Pescaíto folder. These are the cultural readings:
Introduce the Essential Questions, Metas, and the Evaluaciones for the unit.
Briefly explain conditional tense (slide in presentation). I do not recommend focusing on this too much or having students take notes. They will acquire it through the repetition in the unit.
I no longer use vocabulary lists because I have found that students acquire the words that are most important to them throughout the unit. But there are some teachers and students who want and/or need a vocabulary list, so I have included two possible vocabulary pages at the end that you may want to use:
A blank vocabulary sheet where students can fill in words as they go through the unit. They could also make a Quizlet with those words.
A vocabulary sheet with keywords from the story. There is also a Quizlet with this vocabulary. A great quick way for students to become familiar with the words is Quizlet Live. I highly recommend it!! That could be done before the story
Explain who Carlos Vives is and maybe show a video of his. "La Bicicleta" is a good one because Shakira is in it. (On that note, Arianne Dowd created a wonderful story and unit to go along with that song and you can find it here.)
Do the "Cuatro Esquinas" activity to activate what students would do on their "día perfecto".
Use the presentation to tell the story of "El Día Perfecto de Carlos Vives."
Possibly use Flipgrid to do the Interpersonal Speaking evaluación with the personalized questions. OR just use those to have conversations with the class throughout.
Do the Quizlet Live activity for parte 1 to give more repetition and CI to students.
Continue the parte 2 of the story and do the same.
Do the cloze activity with the song. Listen and try to sing the song everyday throughout the unit.
Have students reread the story and illustrate it.
Do the translations from the song.
Do some of the cultural readings throughout the telling of the story. The readings are linked throughout the presentation.
Play "Agárralo" in pairs. Each pair has a pen/pencil/marker between them. I say cierto or falso sentences about the story. Students have to grab a pen/pencil/marker if the sentence is true. The first person to grab it, earns one point. If a student grabs it when I say a false statement, s/he loses two points. This is a fun game!
Have students do the matching activity about the cultural readings from the video.
Do the Quizizz activity as an in class activity, a homework, and/or a quiz. Students can do this activity more than once.
Play Backatcha. This game is a great way to get students speaking spontaneously!
Have students do the Presentational Speaking Assessment - Prepare and present what they would do on their "día perfecto". This can be done in groups of four and recorded on Flipgrid. There is a description of this assignment and a rubric at the end of the packet.
Have students do the Presentational Writing Assessment - Identify the cultural Ps in the video "Pescaíto" and compare them to your own.
Here are some possible Essential Questions, Metas para la unidad didáctica, and Evaluaciones:
Preguntas Esenciales:
¿Cuáles son las partes que más adoro de mi comunidad? ¿Por qué son importantes para mí?
¿Cuáles son unos productos, prácticas, y perspectivas culturales que se ven el el video "Pescaíto"?
¿Cómo son similares y/o diferentes unos productos, prácticas, y perspectivas culturales que se ven el el video para "Pescaíto" con los míos?
Metas:
I can talk about what I would and/or would not do on my "perfect day".
I can interpret a story about someone's perfect day.
I can compare what I would do on my "perfect day" to what someone else would do.
I can answer questions about what I would do on my perfect day.
I can identify and describe some cultural products, practices, and perspectives of the neighborhood Pescaíto in the city Santa Marta, Colombia.
Evaluaciones:
Interpersonal Speaking (on Flipgrid): Answer personalized questions (sprinkled in the presentation) related to the story: "El día perfecto de Carlos Vives". OR This could also be Interpersonal Writing and students could write answers during the presentation.
Interpretive Reading/Listening: Answer questions about the story: "El día perfecto de Carlos Vives"
Presentational Speaking: Present to your grupito what your your perfect day would be like. Include pictures. (See description at end of packet.)
Cultural Comparisons/Connections: Identify the cultural Ps in the video "Pescaíto" and compare them to your own.
