This week my Spanish IV classes are starting the novel, Frida by Kristy Placido. I’m posting very quickly (and probably with some errors! :)) how I am beginning it for the second time. I decided that one of the first activities that we would do would be to work with the song, Soy Yo by Bomba Estéreo. Kara Jacobs has a great unit on her blog for Level I Spanish students with additional materials available on TPT (Sherry Nesbitt also has some materials here.). I took her basic google presentation or powerpoint and revamped it for Spanish IV. It is available for download (free) below.
Here is my three day plan:
- I used Kara’s original story and rewrote it for an upper level class. I am not sharing it because it is part of her unit that is available on TPT. Students read it aloud with a partner, answered questions, identified vocabulary. (I had previously assigned them a quizlet with key words from the song).
- We watched the video.
- We brainstormed what “belleza” meant. In groups of three, they had 10 minutes to prepare a powerpoint (as a group) of things/people that are beautiful. We did a quick gallery walk to view the finished products. Each group then wrote a definition of beauty. It is my hope to return to these powerpoints later and see if they would change anything.
- I used the powerpoint for Soy yo by Bomba Estéreo (Bomba Estereo – Soy yo – revised for blog). We took the time to discuss the slides throughly. When we got to slide 6, with the message from the group about the song, “No hay nada mejor que ser tú” I began to tie it into Frida. I referenced a poster of her in my room, and we talked in general terms about when she was born, what was happening in the world during her lifetime, the “unibrow” and facial hair, why she might want to look like that (in historical terms) and what people might say about her. Slides 9 – 11 were crucial in continuing the discussion.
- Next, I gave each group of 2 students a set of cut up lyrics (printed on card stock and cut out) soy yo lyric arrange strips For my own sanity, each set was printed on a different color in case any strips were dropped on the floor (!) they would be easily identified as to what group was missing the strip. Within the first 10 seconds of the music, students identified how very difficult it was going to be to put the strips in order….but that was a great challenge that they really enjoyed. I had to play the beginning three times before they got the order correct for the first 4 – 6 strips. As we did it in sections, we also talked about what the lyrics were saying (quizlet came in handy!). Finally we had the entire first verse and chorus done. I had them “make meaning” with their partner of the lyrics, and we checked our thoughts. Then……we tried to “rap” it! Such a blast!!! We did it several times.
- We worked with the first part of the Zamba: Excursión al Museo de Bellas Artes, Frida Kahlo. We watched it and shared what we saw and heard. There were MANY questions about it; I encouraged the questions but didn’t give answers yet.
- Finally, we played quizlet live with our Soy yo lyrics.
- I plan to open with a cloze of Soy Yo. Soy yo cloze day 2 The document also contains a space to write a 25 word summary of the message of the song. I’m pretty sure we will have to sing again!
- We will work with the Zamba video again. Kara Jacobs has a great activity for this. Arianne Dowd also has a terrific unit on TPT for Frida and the Zamba video!
- We will read chapter 1 of Frida
Looking ahead, we will begin working with Caótica Belleza on days 4/5. See my blog post from last year here. Additionally, I hope to add this song in later chapters: Yo Soy Así by Redimi2 and Funky. I’ve already had it playing in the background and they are very “into” it. When I get it done, I’ll post it here or on my wikipage. A sampling of the lyrics:
pero no quieras cambiarme
Sé que mi estilo de vida
no se parece a tu vida pero
que le puedo hacer
Yo soy así
Yo no voy a hacer
lo que todos hacen
aunque me rechacen
conmigo mis amigos
no se complacen
pero no la hacen