An outlet for art

art I have written extensively about using music in my classroom, especially the past two years. More infrequently I may write a post about student projects or PBT’s. However, today, day 5 of summer break, I started thinking about the past school year and what I did to help my students remember the year and to be able to appreciate what we had covered. The last week of school, I created a “year in review” presentation for both my Spanish III and Spanish IV classes. While I was not surprised by the amount of music that we had incorporated into our units and into our opening routine each day, I was surprised by the amount and variety of their expressions in art.  In my individual “end of the year” evaluation of the course, just about every single one of those 110 evaluations indicated music as a major way that they had learned Spanish and enjoyed class.  Most of them now have Spanish music in their personal playlists. Also mentioned in those evaluations was the additional learning, exploring and enjoyment that was derived from other artistic endeavors.  From Martina Bex’s “freeze frame” to Allison Weinhold’s “Baila viernes” to the creation of original songs and artwork to showcase and express what we were studying, art was everywhere.

Since I have posted many student created PBT’s from the novels that we have read (Esperanza, Vida y Muerte en la Mara Salvatrucha, Robo en la noche, and La Llorona), I am going to focus on other works from this past year.

Esperanza:  Freeze Frame and the results the next day here:  Ch 4 retell period 2 Ch 4 retell period 3

 

Colombia/Juanes :Interpret a song

Bandera de Manos b1

Minas Piedras

Vida y muerte tattoos: What did the tattoo look like that Anonymous received after his first mission?

Frida: Using one of the “color me” pages available online, show me what you have learned about the life and art of Frida

Metas: Take one or more of the songs we have studied in our goals and dreams unit and interpret it for your life.  Songs were:  Vivir mi vida, Creo en mi, La lista, No me doy por vencido, and No creo en el jamas.

Narcoviolencia:  Show me, in a visual fashion, what you know about las pandillas principales in Mexico.  They used their visuals to then complete an oral assessment.  The idea was to have minimal writing on the visual, but that the visuals would help them remember items to talk about, representing what they had learned.

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Robo en la noche: Choose the six most important scenes of the chapter.  In this case, they had a choice of chapters 11, 12, or 13.

Immigration: Choose two of the three principal songs in the unit to illustrate key phrases, statements, commentaries, opinions,etc. about immigration.

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Bianca Nieves y los 7 toritos:

Poems:

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Freeze Frame

Just like I did at the end of the school year, I found myself wishing that I had taken more pictures of what they created.  It’s on my list of “things I need to do better” for next year.  I would love to learn about the “art”creations that your students have done.

The songs that anchor my units

ship-anchor-red-clipart-1  I have written so many times about music and my teaching.  I literally have been using music in my classes for the past 37 years!  Yes, I know, I’m ancient. What doesn’t ever get ancient is the music.  This post is going to be a bit different.  I’m trying to consolidate; instead of writing a post about a specific unit I am going to simply list all of my units and the music that anchors each of them.  There is NOT ONE unit that doesn’t begin with music, not one. Music is always part of my “hook”.  It may not be the only hook, but it always is one of the hooks and the music “plays” on throughout the entire unit.

Spanish III

  1. Esperanza, the novel, written by Carol Gaab

2. La comida (Puerto Rico), story and unit developed by Sharon Birch

3. La ropa, story and unit developed by Sharon Birch and Megan Matthews

4. Robo en la noche, the novel, written by Kristy Placido

5. Colombia, Juanes y Los Colores de la Montaña, stories and unit developed by Sharon Birch

  • A Dios le pido, Juanes
  • La Historia de Juan, Juanes
  • Segovia, Juanes
  • Minas Piedras, Juanes
  • Sueño Libertad, Juanes
  • Bandera de Manos, Juanes
  • Odio por amor, Juanes
  • La Tierra, Juanes
  • No queremos minas, Yerson y Stuard
  • Los Caminos de la vida, Los Diabolitos

6. Bianca Nieves y los siete toritos, the novel, written by Carrie Toth

Spanish IV

  1. La Llorona, the novel, written by Katie Baker

2. El Arte (Frida Kahlo, Diego Rivera, Picasso,Dalí), stories and unit developed by Sharon Birch     I hope to add the novel, Frida, written by Kristy Placido

3. La Comida de México y Perú, stories and unit developed by Sharon Birch, original ideas from Kara C. Jacobs  and Cristina Zimmerman

4. Las Metas y los Sueños, stories and unit developed by Sharon Birch

5. La Guerra Civil en El Salvador y Voces Inocentes, stories and unit developed by Sharon Birch, original ideas from Kara C. Jacobs

6. Vida y Muerte en la Mara Salvatrucha 13, the novel, anonymous

7. La Inmigración, unit developed by Sharon Birch

8. La Narcoviolencia, unit developed by Sharon Birch, original ideas from Kara C. Jacobs, Cristina Zimmerman and Zachary Jones

9. Bianca Nieves y los siete toritos, the novel, written by Carrie Toth     I taught this in Spanish III and IV this year due to some extenuating circumstances (having to pick up a 6th class in March, no more funding for a new book, etc.)  Next year I hope to have the novel Felipe Alou, Carol Gaab, here.

 

Lágrimas, much more than simply a song, by Camila

If you are a follower of this blog, you know that I teach with music all of the time.  I recently started teaching the Narcoviolencia unit for the fifth time.  I owe a tremendous debt of gratitude to Kara Jacobs and Cristina Zimmerman for everything that they have shared with me in the past and this year.  The second half of the school year with Spanish IV has been transformed in the last two years with the addition of the novel Vida y Muerte en la Mara Salvatrucha. That has consequently changed the way I enter the Narcoviolencia unit.  We went from dreams and goals (right after the Christmas break) to the dreams and goals in El Salvador, via a study of their Civil War, the movie Voces Inocentes and then the novel.  This was followed, very logically, by a unit on immigration, which now leads into Narcoviolencia.  The unit this year was enhanced dramatically by two incredibly moving songs that were released in the last year and a half:  La Patria Madrina (Lila Downs and Juanes) and Lágrimas (Camila).  Kara and Cristina have created a spectacular study of La Patria Madrina (which is the second song in this unit). I am going to share how I have used Lágrimas, one of the most powerful, haunting songs I have experienced in Spanish, to make the transition from Immigration to Narcoviolencia.

This was the objective:

Students will identify the viewpoint and the perspectives in the lyrics and the video. Students will continue to add to and to refine their knowledge of immigration issues, roots, causes and impact while beginning to understand the depth of the violence in México and how it impacts the people of México and the United States.

These were the steps that I used:

Day One

  1. I made a Lágrimas with the images from the official video and inserted just the instrumental version of the song.  They did not know the title of the song. I had students watch and listen to it just once and had them react in small groups to what they had seen and how they felt.  We then shared as a class. Disclaimer: the images are NOT MINE.  They are taken directly from the official video released by Camila.
  2. We watched a second time, completing a Lagrimas chart for ppt that listed
  • Places
  • Colors
  • People
  • Feelings
  • Verbs
  • Words they wanted to know how to say
  1. We reviewed their charts.  Working with a partner, they wrote a brief response to the question “¿Qué está sucediendo en esta presentación?” I also asked them to create a title for the song. The results were powerful and impressive: Corazón roto, Quiero quedarme pero voy a huir, Amor traicionado, Involucrado, No hay nada que decir, Dolor que me mata, Tristeza sin palabras, etc.
  2. I intended for the next step to be a “free write”, but with a partner, using the images to create sentence fragments, poetry, or a smash doodle, to express what they saw and felt. However, the discussion over what was happening in the video, and the naming of the song with the resulting discussion, just took more time than I anticipated.                                                                                                                     5.  We then watched the official video.

Day Two

  1. We completed the first cloze (Lágrimas Cloze 1 and Cloze 2) for the song.  Working with a partner or two, each group created their own translation of the lyrics.
  2. We read one of the Lagrimas article and interview about or with, Camila.
  3. We sang the song.

Day Three

  1. We completed a second cloze (Lágrimas Cloze 1 and Cloze 2) for the song.  They worked revising their own translation of the lyrics.
  2. We sang it again.
  3. Working with the lagrimas images 2 from the opening day powerpoint, they selected about five of them and captioned them with detailed sentences using rich vocabulary.

The emotional impact of this song was enormous. Most of my students absolutely loved the haunting melody, and told me that once it was in their heads, they couldn’t get it out.  The imagery from the video and the discussions that we had made Lágrimas, for us, a very fitting, somber way to enter this unit.

Vida y Muerte en la Mara Salvatrucha….. Chapter 6 in a song

Teaching Vida y Muerte for the second time has given me more time to develop additional resources to accompany the already tremendously helpful teachers guide. I have used several songs with this book already:  Casas de Cartón (Los Guaraguao), Gangsta (Kat Dahlia), Soy Raka (Los Rakas) and Tu Cárcel (Enanitos Verdes). I used Así Crecí (Farruko y Los Menores) last year, but I have expanded it quite a bit this year.  In addition to a traditional cloze ( Asi creci Farruko cloze), we have also used an activity where the students match English lyrics that I decided were the most important to the Spanish. asi creci sentence strips in english asi

This is not the easiest of songs and I do not claim to understand all of the slang in it, but I do feel that it may accurately enhance what the narrator has gone through in his life as portrayed in the novel.  Since the narrator is nine years old in Chapter 5 and then 16 in Chapter 6, it may help to provide a background context for how he has grown up. It also serves to foreshadow the upcoming action in the novel. The next step with the song was to use a word cloud that I created with words/phrases that I had specifically selected as important for my purpose.  asi wordle picasi creci wordle

I had students work with a partner to identify all of the words/phrases in the wordle, and to briefly tell the story of the song with those words.  I then grouped them in 3-4 and gave them about 15 minutes to create a poem or rap based on those lyrics, adding anything else that we have talked about or heard in the novel.  For me, the results were pretty amazing.  I had the groups present their creations the next day, and I was very pleased with what they had done together.  Some groups wanted a “beat” playing in the background, some used jazz music with their poems, others performed without any music. One of the great things about their presentations was how engaged they were listening to the other groups….and how much they understood as the groups performed.  I absolutely know that they have added “That’s how I grew up, don’t blame me, survive, and the streets taught me to their active vocabulary. Here is an sample of their creations.  Please note that I have not done any correcting of anything.  These are their original works.

Group #1

No me culpe por mi vida
Así crecí
Caminando en la calle
Eso lo aprendí
Vio por la ventana
Escucha los disparos
Y como se mataban, estaban más que locos
Vio por la ventana
No amigos o brothers
Vio en la refri
No hay nada para comer

Group #2

No me culpe para mi destino
La calle me enseñó como sobrevivir
Los federales están locos
Así crecí
Caminando en la calle
Entre los disparos
Mirando por la ventana
Vendían drogas, armas, almas
Tengo mi pistola y diente de oro
Es el fin de nuestro canción

Grupo #3

Así crecí, así crecí
No me culpe…así crecí
Sobrevivo en las calles
Escondiendo de federales
Eso que lo aprendí
Que están locos, no mí
No me culpe….no tengo comodidades
NO es mi destino, estar con federales
Viendo de ventana
Eso que lo aprendí
Yo sobreviviré
La calle me enseño

Grupo #4

En la calle aprendí sobrevivir y si salgo vivo….
Que tú eres responsible por tu destino
Y si las personas no me creen, están locos
Las personas no me crian, agarran disparos
Y los sueños de los niños, los vendían
No me culpe por las circunstancias
Los federales me buscan pero no se enfrentan
En la calle aprendí, y salgo vivo

Grupo #5

Imaginar un mundo
Donde los federales no están locos
Donde personas están caminando
Sin miedo
Donde todos tenían bien comodidades y circunstancias
Donde puedes mirar por la ventana, no se ve muertes
Donde los niños no tenían que vender para sobrevive
Imaginar un mundo
Donde decide su propio destino
Donde no tienes que decir “Así crecí”
Imaginar un mundo
Que no es responsable para el mismo error como este mundo
Imaginar un mundo con paz

While it may sound crazy, I’m also adding Mi Princesa (Victor Munoz) for chapter 7, when Analía becomes the girlfriend.  I will use the subjunctive in the song as pop up grammar and have students create sentences that they would want in a boyfriend/girlfriend (Quiero que mi novio/novia), and also for what the narrator and Analía want.

Robo en la noche…..third time is a charm!

This is the third time that my fabulous colleague, Megan Matthews, and I are teaching Robo en la noche by Kristy Placido. The first time was two years ago and we rushed through it in the final weeks of school, relying heavily on the terrific resources from Cynthia Hitz.  The second time was last year and the rhythm of teaching was disrupted multiple times by many snow days and the intrusion of PARCC testing that disrupted our schedules for weeks. This year, the third time, we have only had two snow days, and the book is flowing very well. We have continued to add resources to the novel as we ourselves expand our knowledge of TPRS and CI techniques to complement some traditional methods.  Previously, I have blogged twice about Robo, see here and here. Since it is a snowy President’s Day here in Maryland (and I should be grading papers!), I decided to post some of these new resources that might be of interest to others who are using Robo en la noche, also. We are going to be starting chapter 9 this week.

Chapter 2: Chap 2 picture sort and group presentation With this activity, I gave every student a laminated card (took the luxury of printing them in color!), and they had to decide how to group themselves.  The tentative categories were Makenna, Margarita, Costa Rica, Cecilio, etc. My Spanish III classes have between 24 – 28 students, so I needed a lot of pictures! Once they decided their own groups, they worked together to create a presentation about their category.  I gave them about 4 minutes, and they shared it with the class, using their pictures to illustrate what they were saying.  I think that in the future I might follow that with having each group write an individual summary of their presentation.  Note: Some of the pictures could fit into more than one category, it was up to the student to decide where to go.  Prior to their group presentations, I had the class assess whether the pictures were in the correct grouping, and they were allowed to change, if necessary.

Chapter 3:  This year Megan and I are really focusing on verbs and target structures.  We spent a lot of time working on the various forms of casarse, embarazado, pensar, morir and sonreir. We had worked repeatedly with the various forms using a SMART presentation.  Here are some samples from that: 1 2 3

 

 

 

 

 

 

 

 

 

 

 

Our final repetition used this “Toca” board. ch 3 toca vocabulary  4 Working with a partner, students first identified the meaning of all of the structures.  Then, each working with a different colored dry erase marker (the boards were laminated), I said one of the structures in English.  The first to highlight the correct structure scored the point. We wiped the board clean and repeated this several times. By the time we actually read the chapter, all of these structures were easily understood by the students.  There was absolutely no stumbling!

 

Chapter 5: Review bird with all characters  5Working with a partner and different colored dry erase markers, students selected a character and said one sentence about that character, coloring through the character that they selected.  Since the characters are within the bird multiple times, they were able to say many facts about each character without repeating.  This activity lasted about 5 minutes; when they were done, they held up their birds (now colorfully illustrated), and, just for fun, we selected the “prettiest” bird.

Chapters 5-6 Chapters 5 – 6 pictures for oral assessment smaller version I tried some variations with these picture cards (to be printed in color and laminated). The pictures can just be shown to the class, with the entire class adding descriptions to each picture.  The pictures can be given one at a time to a group of 2 – 3 students, who describe the picture with as much detail as possible, and then pass the picture to another group.  Or, using an idea from Carrie Toth, called the yellow brick road, I took the students into the hallway, made a “pathway (yellow brick road)” with the pictures and they worked (in partners) their way through each picture.  I allowed about a minute with each picture before asking them to move one picture to their right/left.  It was relatively easy for me to circulate and listen to their conversations to give them an informal speaking assessment.

Chapter 7 Capítulo 7 Robo en la noche predict the chapter  6Prior to reading chapter 7 and working with a partner, students identified each picture and then selected which pictures they thought would represent what would happen in Chapter 7.  They put an X on the pictures that they thought would not represent action in the chapter.  After deciding, they turned the paper over and wrote 5 sentences about what they expected would happen in the chapter and then presented them to the class.  Their ideas were certainly interesting!! After reading the chapter, we checked the papers/predictions again.

Chapters 7/8:  Some game breaks

I hope that something in this post may be useful to someone else.  If you are using this book, I would love to hear some of your ideas.

 

Creating “breaks” from the novel in novel ways….

I love teaching my Spanish III and IV classes with novels, and I have done several posts about the novels that I use. Currently, I am using Vida y muerte en la Mara Salvatrucha with my Spanish IV classes for the second time. Sometimes my students need a break from the seriousness of the topic.  Below are links to some things that I have created to complement the comprehensible input or to work on vocabulary in a game format.  (We are currently getting ready to move into Chapter 6, so I hope to add more.)

  1.  Quizlet and resources I created to extend the Quizlet practice/games

2.  Super Teacher Tools (this is a quick way to use the questions for the chapter in a game format)  Chapter 5 Repaso This example is using the questions that have been provided as a resource in the teachers guide.

3.  Class Tools.net   PacMan Chapter 5

4.  Kahoot  Chapters 3- 4

5.  Triventy    Vocabulary 1 – 4

 

 

 

Adding (more) Music to La Llorona de Mazatlán

cover la lloronaThere are so many wise and wonderful blogs out there adding activities to the ever growing selection of TPRS/CI novels, and I benefit from each and every one of them.  I so appreciate the tremendous sharing that goes on in our PLC!  I hope that what I will post here will be beneficial to those who may be working with the same novel.

This is my second year teaching La Llorona de Mazatlán ,  and as opposed to going faster since I am more familiar with it, it is very definite that I am going much, much slower! Some of that pacing is coming from the plethora of activities that are possible with each and every chapter and some of it is coming from the music that I have added (on top of what I added the first time around!). As I have stated many times before, when I am planning a unit, I always consider the music (my hook) from the very beginning of the planning stages. Each one of us has a passion to add to this TPRS/CI landscape, and mine is music.  Music has been a constant addition to my teaching for all of my 38 years!

Last year I shared activities for La Llorona with the great song Me equivoqué by CD9. The song was a favorite for my students last year, and it was no different this year.  It just resonates with so many of them. Many of them know the lyrics by heart and have downloaded it into their various music sources. Having previously posted about it, I won’t repeat.  This year I added several more songs, and each of them has been a hit with most of the students. I’ve written about Vasquez Sounds before, but this year I purposely inserted two of their songs into different chapters of La Llorona.  In Chapter 3, Laney leaves for Mexico and in Chapter 4 she has arrived.  I used the song Me Voy for two specific reasons: the past tense verbs and the act of leaving with the accompanying reasons/emotions of Laney.  She thinks that Norman, Oklahoma is dull and boring.  Using the lyrics to the song, I hope to support and help to reflect similar emotions

“Se pinta el cielo gris aquí “;                                                                                               “Me voy como un cowboy “;                                                                                             “Me iré por lo que quiero
Aunque hagan agujeros
En mi sombrero soñador “;                                                                                                 “Me voy con mis botas marrón ” and                                                                                    “Y cruzare el desierto
Veré estrellas sobre mi
Y así más días de color”

I feel that these lyrics accurately reflect some of Laney’s thoughts and feelings, and we were able to make those comparisons.  Additionally, the song lyrics include the idea of a love duel/dispute/figth which is an indicator for what will happen, more of less, in the story. Also, the lead singer (Angie) in Vazquez Sounds is right around the age of Laney! Here is the cloze activity with some verb work that I used  Me voy por Vásquez Sounds but the discussion and comparison was done orally. Here is the video for the song; you will need to skip the first 30 seconds of commercial that they inserted into the song.

My students enjoyed that song (and others from Vazquez Sounds) so much, that I decided to use Buenos días, Señor Sol at the end of chapter 4 (Laney has seen Luis)/beginning of chapter 5 (the sun is shining, it’s a beautiful day for the auditions, she’s feeling on top of the world in beautiful Mazatlan).  Again, there were several reasons for choosing the song: we’ve been “noticing” future tense verbs (there are several in the song), we’ve been focusing on two verbs (seguir/tratar) which are in the lyrics, and the song accurately reflects Laney’s emotions at this stage of the book.                                     Hoy como otros días seguiré tratando ser mejor
Y sonriendo haré
Las cosas con amor
Buenos días alegría
Buenos días al amor
Buenos días a la vida
Buenos días señor sol
Yo seguiré tratando ser mejor
I used this Chap 5 Buenos dias Vazquez Sounds to work with the song and discuss similarities. There are several videos for the song, my students enjoyed these two:

At this stage of the book, Laney has auditioned and the focus of the music switches to soccer.  I used several of the songs and activities that I have posted about previously for the World Cup unit. The songs included, but aren’t limited to, Waka Waka, Lalala, La Copa de Todos, Waving Flag, De Zurda, and La Vida es Tombola. In addition to this music, I try to find music most days that reflects what is happening in the book at that point in time, or that matches the emotions of the characters.

I am in the middle of one of my largest additions, musically, to the book this year. I have always loved the music of Gaby Moreno, and I have used her beautiful Ave Que Emigra to begin Esperanza. I decided that I wanted to do more with the actual legend of La Llorona and I wanted to include other legends, too.  There is a beautiful song, El Sombrerón, that Gaby sings and it is based, I believe, on the Guatemalan legend of the same name.  I feel that it is complementary to the La Llorona legend.  The two share some common elements: night, moon, shrouded faces/eyes, spirits that capture souls, etc. Additionally, it gives a legend with a male character to balance the female La Llorona, and this is a male character who is responsible for creating some misery for the female (some information even states that El Sombrerón comes from Mexico).  This may tie into the male figure that deserts or abandons La Llorona, prompting her actions. I’ve been proceeding slowly with the song, working with just bits and pieces for a few days as we are building up to the books’ version of La Llorona in Chapter 13.  At the same time, we are reading versions of La Llorona that are different from the version that they will get in Chapter 13 (thank you Bryce Hedstrom and Martina Bex ). This is the document that I have used, slowly, over the course of three days: El Sombrerón.  We have spent some interesting, productive time describing our illustrations to partners and creating/sharing sentences based on those drawings.  I have a SMARTboard presentation that goes with this worksheet, and we have only worked through the first two slides, meaning that we will get to the actual legend this coming week (the remaining files). Here are some of them:

Sombreron 1 Sombreron 2 Sombreron 3

Of course, once we read Chapter 13, we will also work with the various versions of the song La Llorona.

As always, if you find errors in my Spanish (I’m definitely not a native speaker), please let me know!! I hope that some of you who are using this great TPRS novel may find some of this interesting and useful.