Our curriculum for Spanish IV says that we are in a chapter that focuses on aspirations (tough vocabulary, abstract ideas) and,…..tons of grammar (preterite of stative verbs, grammatical reflexives, preterite versus imperfect, subjunctive with adverbial conjunctions). So, am I tied to this textbook that we have been given? No! With this post I hope to encourage those of you who have a textbook that may not be the most relevant….meaning that it simply doesn’t have the authentic resources that will tie it to comprehensible input……to take part/some of what the curriculum dictates and create something that does use authentic resources.
For the past three years I have been modifying this chapter, trying to add interest, trying to make it relevant and not so overwhelmingly dry and so heavy, grammatically. Even so, I have not looked forward to tackling this chapter again this year. To some extent, I have had success, but not enough for me to be content with what we’ve done. Therefore, I decided to undertake a complete overhaul of this unit. I’ve created a master plan (backwards design) and have modeled the “look” of the plan on one that I started using after admiring/implementing the work of Kara Jacobs. The name of the unit is now Las metas y los sueños, and it does include many of the elements of the original chapter. Here is the ” BIG PICTURE.”
1. ¿Qué es tu rutina diaria? ¿Cómo te escapas la rutina? 2. ¿Cuáles son tus metas, tus sueños? ¿A qué quieres dedicarte? ¿Cómo han cambiado tus metas /sueños desde tu niñez? ¿Cómo vas a lograr tus sueños? ¿Cómo te enfrentas a los retos, los obstáculos? 3. ¿Quién es una persona que ha superado mucho? ¿Cuáles son las características y/o las acciones de la persona que ha superado mucho? ¿Quién es una persona que admiras?¿Porqué? 4. ¿Cómo presentan los sueños y las metas las canciones y/o las películas populares? 5. ¿Cuál fue la banda sonora de tu infancia? ¿Cuál fue la banda sonora de sus años de escuela secundaria? ¿Qué crees que va a ser la banda sonora de tu futuro?
1. Examen Oral (25 puntos): describe tus metas y tus sueños y cómo han cambiado (6 febrero) 2. Examen escrito (25 puntos): describe a una persona que admiras (11 febrero) 3. Examencito oral (20 puntos): Contesta preguntas sobre tu rutina diaria (14 febrero) 4. Presentación (con compañero, 30 puntos) : Escoge una de las canciones/películas y haz un video/ppt, etc. que refleja el significado (26 febrero) 5. Presentación: La Banda Sonora de tu vida con audio/explicación escrita (25 puntos) y presentación oral de 2 minutos SIN APUNTES (20 puntos) (5 marzo)
I am going to try to post the various materials being used as I use them. As with so many of my Twitter colleagues (so many, but to name a few: Kara Jacobs, Sarah E Cottrell, Cristina Zimmerman, Kristy Placido, Mike Peto, Bethanie Drew, Cynthia Hitz, Carrie Toth, Amy Lenord) the emphasis for providing comprehensible input will come from authentic resources. However, I will say that with the constant weather interruptions, it has been impossible to gather momentum yet!
I introduced the unit with an unusual video: Elvis Presley, singing If I Can Dream in English, with Spanish subtitles.
This was followed by some discussion of his dream and dreams in general. I had pre-targeted some vocabulary, which was on the word wall in Spanish only: metas, intentar, realizar, soñar con, retos/desafíos, and I kept trying to insert the words into our conversation as I pointed to them on the wall. Next I had them work with a partner with a “Twitter” page (modeled after Twiccionario by Zachary Jones). To create your own Twitter page is relatively simple by using the #hashtag with the word(s) desired. In this case I wanted authentic tweets about #metas. Metas day 1 beginning
Day 2 began with several posters from the site desmotivaciones that focused on dreams, goals, challenges, etc. Working with different partners, they worked their way through the 8 posters, trying to derive meaning while adding to their vocabulary. After about 7 minutes, I had them choose two that they either understood well, spoke to them, or were giving them trouble. They then shared with the class. Here are the Metas carteles, and here is a link to them on my wiki (so they could see them in color). Following this, students worked in small groups (3-4) creating definitions for los sueños y las metas and discussing whether a dream is the same thing as a goal. After that, they worked individually to focus on their own dreams and goals in three categories: education, family/love, and profession/future plans. They also began to write briefly about how they would reach these goals/dreams and the challenges they might face. Metas personales
Both days I have had Celebra tu vida by Axel playing as they come to class. I intend to use it extensively this coming week. The plan for Monday is based on a lesson that has gone well for the past 5 years, and one that came from Zachary Jones‘ older site, Actualidades. It includes a lectura, video, and a free write about Kseniya Simonova, an artist from the Ukraine who won the Ukrainian version of America’s Got Talent in 2009. Metas Kseniya Simonova If you have not heard of her, or seen the video, it really is worth watching. Each year my students have been amazed, and very moved. It has led to some rich discussion and some interesting free writes.
We also will be looking at parts of the famous speech by Martin Luther King, I Have a Dream, using the Spanish text. (This idea came from something that Zachary Jones posted on MLK Day, what an incredible resource he is for Spanish teachers!!!!) We will watch small parts of this videoWe will use this lectura based on the speech. Metas MLK
Both the work with Kseniya and Martin Luther King are activities designed to support the oral assessment of dreams and goals as well as the written assessment on a person that they admire. Since this is a work in progress, I would really appreciate any ideas, suggestions, comments that you might have.