Noche de Oro, the beginning

It’s been a long time since I last shared anything! This is year 40 for me, and in all probability, my last year teaching full time in high school. I have struggled with a myriad of emotions, ranging from “I can’t wait” to “Am I sure?” to “Do I have anything of value left to contribute?”

In Spanish III this year, I’m working with 2 new books this year: Noche de Oro by Kristy Placido and, in the spring, Vector by Carrie Toth.  The teacher’s guides are great and I will be using them extensively.  In the event that perhaps some additional material might be useful to others, I’m sharing what I’ve done so far (we are only getting ready to start chapter 2).

Day 1

I opened with the adorable video from Costa Rica about saving the Americans/Canadians. We briefly discussed what we remembered from having read Robo en la noche last year and what we learned about Costa Rica.  (Noche de Oro follows the story of Makenna and her family as well as introduces new characters and new problems.) Next, we did map work (review); some videos and accompanying “worksheet” and a gimkit that I created for the opening of Costa Rica with a very basic review of Robo en la noche by Kristy Placido.  I wanted to activate their prior knowledge!  During our pre-discussion, they were able to give me so many of the details from the Robo story AND they definitely remembered that the last two words in “Robo” were “Pura Vida!”  If you have a gimkit subscription, I’d be happy to share my link with you.  Map of Central America and videos REVISED is the opening map and video work (the videos are linked in the document). We worked with the map and the first video and talked about the animals.

Day 2

FVR (free reading); Baila Viernes.  We then listened (they did NOT have the books) to the Prologue on the Audio CD.  I strongly recommend purchasing the audio CD as it gives students another voice to listen to.  I stopped frequently, assessing their understanding.  We then spent about 20 minutes doing various textivate (example activity here ) activities based on part of the text of the Prologue.  (I used the text from the Prologue because it is readily available from fluencymatters as a sample download.)

Day 3

Fin de semana (writing this week).  We then did page 2 of the packet from day 1,working with the animal video and the final video.  I also had a large SMART presentation (lots of pictures, infographics, etc) that we used periodically on the opening three days.  Following this, we played the game SEIS! (document: SEIS) You probably are familiar with it, I think that it was created by a Latin teacher a few years ago but I don’t remember the name 😦

  • small groups of 4-5 students, each with their own paper but only ONE pencil for the entire group;
  • each group has one die which is constantly being rolled
  • when someone rolls SEIS!, they yell SEIS! and grab the pencil and begin to fill in as much information as they can on their sheet of paper
  • when the next person rolls a six, they grab the pencil from the former student and they begin writing
  • game can be done with a time limit, or you can let each team try to get one person to complete their paper.  I prefer the time limit so that they don’t get bored.

Days 4 and 5, into day 6

We played quizlet with the vocabulary from chapter 1 and then read chapter 1.  I had a SMART presentation that pulled various sentences from the text that used subjunctive or conditional and they had to find the corresponding text with a partner.  We have been listening to music from two Costa Rican groups: Percance and Los Ajenos.  We did a cloze activity for Pura Vida! and of course sang the chorus multiple times! Pura Vida Percance   I made another gimkit for chapter 1 vocabulary and questions.  Again, if you have a subscription, I can share it with you.  We also did the following activities:

  • Picasso Plates (original idea from Kristy Placido or Cynthia Hitz?) Chap 1 Picasso Plates
  • The Marker Game.  I like to play with everyone standing up, partners facing each other with a marker between them.  I read a statement, if it is true they grab the marker; if it is false, they shouldn’t touch it. I keep track of the score by “inner circle” and “outer circle”.  I have them rotate partners after several questions. Chap 1 Marker Game
  • Slam it! Partner activity.  Each person has his own paper and pencil. I project a statement on the board and they quickly write the answer, slamming the paper down when done.  If the first “slammer” has the correct answer, he scores a point.  If he is incorrect, the partner gets the point.  SLAM it!

If you are interested in following our progress through the novel, my brief outline of activities with videos, etc. can be found at elmundodebirch.com  My pinterest board for Noche de Oro. My youtube playlist for Noche de Oro is here. 

 

 

Advertisements

2 thoughts on “Noche de Oro, the beginning

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s