This makes my 4th year with the superb novel Vida y Muerte en la MS 13 from Fluency Matters. The novel is the anchor in my largest unit of Spanish IV that encompasses goals and dreams, El Salvador, Voces Inocentes, the novel and Immigration. For the past 3 years, it has been the “favorite” unit of my Spanish IV classes in the end of the year evaluation. Each year, as is the case with any unit, I have added new materials, deleted others and revised many. After an introduction to El Salvador and it’s troubled history of the past 80 years or so (thanks to a spectacular presentation from Kara Jacobs), I have used the movie Voces Inocentes. Focusing on a featured song from that movie, Casas de Cartón, the comprehension of the lyrics of the song significantly increase the emotional connection of the students as well as their awareness of what the Civil War in El Salvador really meant. Two years ago, I discovered Mike Peto’s brilliant post and activities for the song. This year due to snow and mandated state testing, the introduction to the novel has been extended. Therefore, I have had the opportunity to create a very simple introduction to the song and an equally simple, but powerful addition to the study of the song. Below I have detailed how I began the El Salvador/Voces Inocentes part of the unit this year.
- Brief talk/discovery of what students know about El Salvador
- Kara Jacob’s presentation for El Salvador (I stopped on the slide for Casas de Cartón) with some additional information that I created
- I created this presentation to introduce the song Casas de Cartón
- Watched/listened to the first 1:42 seconds
- Completed a simple cloze Casas de cartón 2018 (Spanish and English)
- Class started with FVR. Students read novels of their choice for 10 – 14 minutes twice a week in Spanish IV.
- Grouped students (2-3) with questions on cardstock related to the El Salvador presentation from day 1 (Essential Question #1). Students answered the questions in the small groups, and then the whole class quickly reviewed/clarified together.
- In groups of two with a laptop, used Mike Peto’s matching activity for about 5 minutes.
- I created an extended visual presentation of El Mozote, based on Kristy Placido’s La Mascare de El Mozote. (Please do not ask me to share, Kristy’s work is worth the money! I can share what I added, but not the original work.) Students worked in groups of two to read through the presentation and explore the visual presentation. They spent about 10 minutes doing this. At the end, we reviewed as a class what they considered to be the most important facts that they learned.
- Based on an idea from Martina Bex, the groups of two students created a 25 word summary in Spanish of what they considered to be the most important details.
- I used 2 parts of a study guide from Rachel Hawkes to introduce the movie, Voces Inocentes. However, when I looked for that guide again online, it did not contain the 2 parts that I used! I suppose it has been updated? The parts that I had are a cloze for the trailer of the movie and an additional cloze that focused on preterit verbs from the trailer. We did both of these prior to watching the actual trailer, and then confirmed our answers when we watched.
- Working in groups of two, I gave each group lyric strips (on cardstock) to Casas de Cartón in English and Spanish. With the music playing softly in the background, they matched the Spanish to the English…..they were not putting them in order. The strips were all randomly ordered. Casas de carton matching
- Students then removed the English lyric strips and then put the Spanish lyrics in order as best as they could remember them.
- I played the song for them (first 1:42 seconds) and they revised the order as necessary.
- With the strips now in the correct order, they looked at the Spanish strips and read through them in English. Hopefully, this additional background work will make the song even more powerful when we hear it for the first time in the movie.
- We briefly went through an introduction (on SMART) to the movie, using these slides (the vocabulary slide is from a larger group of words on quizlet) :
7. We watched the first 20 minutes of Voces Inocentes (in Spanish)
Day 4 (this coming week)
- We will use Mike Peto’s concentration game for Voces Inocentes
- We will complete a post viewing review of day 1, using some of the slides from the day 3 presentation and additional comprehension questions. This will be done in small groups.
- We will watch an additional 20 – 25 minutes of the movie.
More to come…….
Are they reading the novel on their own in the independent reading session at the beginning of the class?
Aaahhhhh, I wasn’t very clear, was I? I’ve edited it to clarify. No, they are not reading Vida/Muerte for FVR….they are reading whatever novel they are in the middle of reading. We haven’t even started Vida/Muerte yet, and won’t for another week. This upcoming week we will finish Voces Inocentes, read about Romero and see selected clips and preload some vocabulary. When we do start the novel, we will use a variety of reading methods: whole class, individual, groups, reader’s theater, etc. Thanks again for your fabulous resources….they just add so much!!!
Thank you for sharing each year you’ve taken on Vida y Muerte. This is my 3rd time around, and while my students love it, I always feel like I rush – as you mentioned in a post – and don’t do enough with the text. I saw you put vocab on Quizlet and I was just wondering if you pre-teach the verbs in a typical TPRS manner. Thank you!!!!!!!!!!!!!!!!!!
This time around I have assigned the quizlets WELL IN ADVANCE of reading the chapters. It has really helped. I use various activities for vocabulary reinforcement, but I do not TEACH the words in the traditional sense. Hope this helps!
Thank you so much! That’s exactly what I needed to know.
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