Update to Metas unit: goals and dreams

metas-2017I have done a unit on “goals and dreams” since 2010. Each year it takes on a different shape…sometimes shifting considerably. I haven’t posted about the unit since 2014, before I knew that I was going to be teaching Vida y Muerte en la Mara Salvatrucha as the next unit following “metas” (This year will be the third time reading that novel). A unit on goals and dreams is perfect to do at the beginning of January, when goals/resolutions/promises may prompt our attention. I think that it is an appropriate unit to do with any language, but obviously, I teach Spanish, so my resources are going to be in Spanish but I believe that they could easily be adapted.

Preguntas Esenciales
1. ¿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?
2. ¿Cómo presentan los sueños y las metas las canciones populares?
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? (This question we did not cover adequately this year due to snow days, exam schedule)

Las Canciones

  1.  La Lista (Aldrey, Venezuela)
  2. Vivir mi vida (Marc Anthony, U.S)
  3. De Tú a tú (Lasso, Venezuela)
  4. Creo en mí (Natalia Jimenez, Spain)
  5. No creo en el jamás (Juanes, Colombia)
  6. No me doy por vencido (Luis Fonsi, Puerto Rico)
  7. El Ganador (Nicky Jam, U.S.)
  8. Celebra la vida (Axel, Argentina)

Las Historias

  1. Las doce uvas de la suerte, La Nochevieja (to start our resolutions, goals, and cultural comparison), purchase here from Martina Bex
  2. Campbell Remess, (a young boy who sews bears for sick children) a “freebie” that Martina Bex posted in late December/early January?
  3. A visual story that I created about multiple people who have overcome physical challenges (including Frida, who we had just studied and read about in December)
  4. Jennifer Bricker, Todo es posible (acrobat born without legs), purchase here from Martina Bex.  Leads into the song Vivir mi vida
  5. A story and powerpoint created by Arianne Dowd for De Tú a tú; I added background information for the current situation in Venezuela
  6. A story that I adapted from Zachary Jones  (and have rewritten four times) about sand artist Kseniya Simonova. I originally read about her back in 2009 (I think) in a post in the original Zachary Jones blog! Leads into the song Creo en mi
  7. A story that I wrote for Malala (based on a BBC article that I read).  Leads into the song No me doy por vencido
  8. A story that I wrote about Juanes and his personal struggles following his rapid successes from 2000 – 2006 (based on his autobiography, Persiguiendo el Sol).  Leads into the song No creo en el jamas
  9. An oral history of the life of Nicky Jam and why his new album is called “Fenix”.  Leads into the song El Ganador

Assessments

  1.  Quizlet
  2. Lyricstraining (choose two of the songs that we covered)
  3. Free writes
  4. Mixed media presentation that tied at least two songs with at least five lyrics to each students’ personal life, philosophy, goals and dreams
  5. A multitude of partner and small group informal assessments from discussions, questions, reading interpretations, etc.
  6. Individual and partner creation and translations of tweets about #metas # propósitos #sueños #nomedoyporvencido #retos, etc.

Many of the materials above are available, free, on my wiki. I would just ask that you not claim the work as yours when using it, if that is what you choose to do. Several of the files are too large to load on the wikispace, such as the SMART files, but I am willing to share via email if asked. Please do not ask me to share Martina’s fabulous work that I purchased, or Arianne’s creations that she freely shared with me.  You may purchase them or contact them.

We will wrap this unit up tomorrow.  The surprise of the unit was the release of the song by Nicky Jam (El Ganador), which occurred yesterday! I knew as soon as I heard the lyrics that it was going to be an awesome conclusion to the unit.  The song is essentially the life story of Nicky Jam and how he overcame some major obstacles to rise, like the proverbial phoenix, to success.  I had virtually no time to prepare it and went into the lesson today with what I knew about his life, supplemented with the song.  I showed the video first, they were hooked (it is essentially trap music….which is huge in this area right now).  Next, I orally told the story of his life, supplementing it with pictures I pulled up as I was talking and prior Nicky Jam songs that we have studied (Hasta el amanecer won our December bracketology).  I then replayed the video for El Ganador, stopping every few seconds to talk about what he was saying.  The students could understand it so well! Next year I will prepare, probably, a much more formal lesson/reading to go with it, but for today, it was a great success.

One final thing about the unit.  In one of my three sections of Spanish IV we had an intense discussion about school/education versus the joys of learning. For that class I used this video the following day Alike.  I highly recommend it.

Our next unit is Vida y Muerte en la Mara Salvatrucha and the goals and dreams unit provides a wonderful foundation for the extended vocabulary/rich discussions that we will have as we read the book.  We talk about the goals/dreams of the narrator, the challenges/obstacles that he may overcome, etc. We can compare their goals and dreams with those in the book because their mixed media presentations will be hanging all around the room.

 

 

Frida and Caótica Belleza

My Spanish IV classes finished the novel Frida, by Kristy Placido right before our Christmas/winter holiday break. It was the culmination to a large art unit that expanded due to the interest of this years’ students.  Originally I had planned to spend just a few days on the art for Día de Muertos, Salvador Dalí and Pablo Picasso before moving into the novel Frida and a study of some of her art.  However, my students, for the most part, were really interested in Pablo Picasso and Guernica as well as Salvador Dalí and the painting The Hallucinogenic Toreador.  I created many additional materials to go with our study, including two stories that I wrote for them (always keeping comprehensible input in mind!!!) as well as several SMARTboard presentations. What I intended to cover in just over a week morphed into three weeks, really cutting into my time for the novel Frida.

I originally thought that Soy Yo by Bomba Estéreo with great activities from Kara Jacobs was going to be a main focal song for Frida.  I thought that the fierce affirmation of “I am who I am” from that song would go well with the personality of Frida.  I did use the song, but minimally, as I discovered Caótica Belleza by Esteman featuring Natalia Lafourcade, at the end of October, just as I was beginning the art unit.  The song immediately struck a chord with me and my focus changed.  The video is sweeping, beautiful and mesmerizing, and the lyrics are profound. For me, the declaration in the lyrics celebrating diversity, individuality, and Latin American culture simply tied the song to Frida.   “Hoy puedo ver lo que yo fui, de donde soy de donde vengo”  and “Hay cosas en la vida que no se pueden cambiar” just resonated as part of the identity of Frida. Since we started our study of Frida with a discussion and defining of beauty, we were able to carry on that discussion/identification with this song called Chaotic Beauty. Most of my students enjoyed the song and internalized the lyrics. I even placed the song in our “Locura de diciembre” music contest in which it was a semifinalist, losing to the eventual winner, Hasta el amanecer.

Prior to exposure to Caótica Belleza we had briefly worked with the Lasso song “Como te odio” which included the lyric: “hay cosas en que uno se puede superar” (there are things in life that one can overcome)  which we were able to directly compare with the lyric “hay cosas en la vida no se pueden cambiar” (there are things in life that one can’t change) from Caótica Belleza. (The ever wonderful Kara Jacobs created some great things to go with the Lasso song.) Our first activity with Caótica Belleza was a partner organization of the first 10 lines of the song as we listened.  I gave each group of 2/3 a set of sentence strips that they ordered as we listened.  This was a very easy activity. I always run off the strip sets in different colors so that it is easy to match a stray lyric to the proper set.  After the students successfully ordered the lyrics, they worked to apply meaning to the lyrics. By this time they had quite a background knowledge of Frida from the Zamba video as well as the first few chapters in the novel.  The second day that we worked with a traditional cloze and then compared Spanish/English lyrics as well as how the lyrics might apply to Frida. Here is the order activity and the cloze activity, if you are interested: caotica-belleza-cloze-and-sentence-ordering-2  The third activity with the song, a few days later (when many had already downloaded and memorized parts of the lyrics) was another order activity, but as a large group.  I divided the class in half and gave each group a set of individual strips with the lyrics from the last verse.  Each person received at least one strip, some, depending on the size of the class, got two strips.  The groups listened to the song and attempted to create a single file line with their lyrics in order.  This was harder to do as I did not let them talk…only listen and push each other to the proper place 🙂  When they had the order we had a contest to see which group could get the meaning of the lyrics first.  I allowed them 2 minutes to discuss, but then they had to resume their line and each person was responsible for the meaning of the lyric strip that they held.  If that person stumbled, or couldn’t complete the lyric, the “game” passed to the other half of the class.  It took some time to actually get through this, too! I then gave them 30 seconds to memorize the lyric strip that they held.  They had to put it away, and each half of the class attempted to recite the lyrics, in order, in Spanish, with each person responsible for his/her individual strip.  Difficult, but fun, plus it helped to cement the lyrics/ideas/meanings in their heads…..turning it into comprehensible input!  Here are the strips for that activity: caotica-belleza-last-verse-group-ordering

Last item, here is a link to my youtube channel with music for the Frida unit, typically played while working on other things in class!

Overall, the majority of my Spanish IV students found the novel Frida by Kristy Placido an easy, very comprehensible read, and just as important…..they enjoyed it.  I can’t wait to teach it/share it a second time!

Esperanza…..4th time!

This is the 4th year that I have used the TPRS Storytelling novel, Esperanza (Carol Gaab) with Spanish III as the first novel of the year.  Although it may sound ridiculous, I am loving this novel more than ever! However, the point of this post is not to detail all of the things that I am doing the same as well as differently. Rather, I am going to share, once again, a favorite song that I use with the novel and the updates that I have done with it.  The song is Ave que emigra by Gaby Moreno (from Guatemala).

The previous three years the song was a hit with most of the students in my classes, but this year it became a guiding piece of pre-teaching as well as a continuing presence during the novel.  Additionally, there is a new Gaby Moreno song out called Guatemorfosis that will provide a hopeful focus as we finish the novel.

This year, in conjunction with my “Intro to Guatemala” cultural component, I used a story that I wrote that was based on the song.  We started this one the very first day of our Guatemala study.  I literally used the lyrics that Gaby Moreno wrote in the song to create the story, incorporating some of them directly into the story.  The results were wonderful. I spent 2 days with the story prior to introducing the song. Here is the story: ave-que-emigra-reading-2. The first activity with the actual song is to watch about a minute 10 seconds of the video, just checking what they see.  We briefly talk about the images that they have seen. ave-1  We then listen to the first part of the song, putting the first 7 lines in order. After that, we talked about what those lyrics meant. This year, there was no need to elaborate on new vocabulary or to explain what “Guate” was. The ave-2students knew exactly what the lyrics were saying because of the story that we had read.  Students answered some basic questions about the singer and the song, completed a simple cloze, worked with synonyms and antonyms, and did a personal reflection about what they thought the ave-3title of the song meant and what it might mean in terms of the novel that were going to be reading. We also did a partner ordering of the song lyrics on another day, using big sentence strips on cardstock. An additional homework assignment was to illustrate their choice of three lines of the song. I brought the song back again in chapter 4, as the family prepares to leave for Chiapas (we spent quite some time on Chiapas and its’ relationship historically with Guatemala/Mexico), using an interview with Gaby, a close look at the lyrics (especially Cansados de estar corriendo    En tiempos de cacería ) and the official video for the first time.

I was so excited this summer to discover that Gaby, as part of a Pepsi campaign in Guatemala, had released a new song. There is an entire site devoted to Guatemorfosis: El cambio #YosoyGuatemoforsis, with many stories from people in Guatemala who are creating change for the country.  The song is a HUGE hit in my classes. The kids love the music and her voice.  It is a really catchy tune! I have not yet worked with the lyrics with the classes yet since I want to keep this as an end activity when they know that the family has made it to the United States. I will use the song to bring the focus to present day Guatemala and the hopeful state of mind that is beginning to emerge after the decades of Civil War and the troubling years after that. One activity that I know I will use once the students have learned the lyrics will be this matching activity guatemoforsis-through-images. I will run off sets of the pictures for groups of two. They will be cut and placed in a baggie.  I will play the song and the students will arrange the pictures to go with the lyrics of the song. There will be other activities, I just haven’t gotten to that point yet!

The song is so new that the lyrics are not available on line yet, so here they are, to the best of my ability (which means there may be errors!):

Hay un camino que nos trajo hasta aquí
No conoce las fronteras esta pasion dentro de mi
Es anhelo el que me empuja cada nuevo amanecer
Con mis temores y ilusiones y los restos de ayer
uuuuuuuuhhhhhhhh
La esperanza nos acompaña
Con ella nada nos puede detener
Yo de tu mano
Tu de la mía
No hay nada que temer
Y río y bailo
Está en mis venas
Y libre sueño
Yo pertenezco aquí

Quién sabe
lo que el mañananos quisiera regalar
Hoy es todo lo que tengo
Y lo voy a atesorar
Poniendo en manifiesto cuanta luz puedo irridiar
Y ser feliz es el remedio
Que todo lo pueden mejorar
Y río y bailo
Está en mis venas
Y libre sueño
Yo pertenezco aquí
Y río y bailo
Está en mis venas
Y libre sueño
Hasta el final seguiré

 

My tentative plan for 2016 – 2017

rtss-475x267WOW!!! This is year 38 for me…….and it still feels brand new! This will be my eighth full year without a specific textbook, and my fifth “full on” CI intentional year (I was transitioning for several years from the grammar based, vocabulary list laden curriculum). Like so many other bloggers, (here are a few of them Allison Weinhold, Dustin Williamson, Kristy Placido,), I thought I would also share what I plan on teaching this year. Our school year is divided into 4 marking terms, with each class between 45 – 50 minutes in length.

Spanish IV

Term 1

  1.  I will kick the year off with some great plans from Carrie Toth, using Atrévete . We will take about 4 days to go through this material, break for Labor Day and come back ready to plunge into the school year.
  2. La Llorona de Mazatlán by Katie Baker. This will be my 4th time teaching it; it has always been a popular novel and I have blogged about it extensively. My students become entranced by the legend, the music and all of the additional cultural aspects. They also really enjoy the “teenage love interest” in the story, although the ending always makes them mad.
  3. Día de los Muertos with some of the elements from this unit a few years ago.
  4. El Arte de Frida Kahlo, Diego Rivera, and, to a lesser extent, Pablo Picasso and Salvador Dalí. I’ve done some considerable blogging about this unit in the past. This will be the 7th time in this unit that has undergone a lot of change since it’s inception. It is now heavier on Frida/Diego and Mexican history, with less time for Picasso and Dali. This year I am excited to be adding the novel Frida by Kristy Placido for the first time.

Term 2

  1.  The novel Frida will carryover into Term 2.
  2. La Comida de México y Perú (and Argentina if there is time) I’ve been teaching this unit for 5 years and it is always a favorite. The original inspiration for this unit came from Kara Jacobs.  Great music such as Mole by Lila Downs, the Cuy ads and songs from Peru as well as the Ñam Ñam Boys and the Anita/Beto ads for Inca Kola.
  3. Las Metas y los Sueños, an important “pre” unit prior to diving into the heaviest, most intense unit. I love this unit as my students explore their own goals and dreams and compare and contrast them with the stories of others (both famous and ordinary). I find that this unit is an exceptionally creative unit for them. Here is an example of what it looked like this past year. It does change from year to year, depending on the current fame of some individuals. The music for this unit is great, with past favorites including Vivir mi vida, No me doy por vencido, Creo en mi, La lista, No creo en el jamas and Celebra la vida.

Term 3

  1.  Vida y Muerte en la Mara Salvatrucha 13 (anonymous) This will be the third time with this novel and it has been a compelling read the past two years.  Along with a background unit on the Civil War in El Salvador, the movie Voces Inocentes and parts of Romero, this is an eye opening, thought provoking novel that my students invest in heavily. It helps that they have just finished exploring their own hopes, goals and dreams as they look at the lives of the characters in the novel. The music in this unit includes Casas de Cartón, Gangsta, part of Razones (Bebe), Tu cárcel, Adentro, Nada Valgo sin tu amor and Así crecí.
  2. Immigration is always a “hot topic” unit where students are challenged by what they think they know and believe.  We start with the Statue of Liberty, it’s history, poem and music and go from there. The music in this unit includes Welcome to America, American Oxygen, Wake Me Up, This Land is Your Land (bilingual version), Bandera, ICE, Pa’l Norte, La Bamba, and La Bamba Rebelde, Movies include 30 Days and Which Way Home.

Term 4

  1. Immigration will carry over into Term 4.
  2. Narcoviolencia, which I’ve been teaching for 5 years (with original inspiration from Kara Jacobs and Cristina Zimmerman), is an ever evolving unit based on what is happening in Mexico with the violence, cartels, drug warfare, kidnappings and repression, etc. I always base the length of this unit on how much more “heavy” topics my students can continue to benefit from and grow. This past year we were only in it about two and a half weeks because we had spent so much time with Vida y Muerte and Immigration. The music in this unit, however, really draws them in: Lágrimas, La Patria Madrina, Have You Heard, México (Instituto Mexicano del Sonido) and La Llorona (43 Lágrimas) which brings us full circle back to the beginning of the year.
  3. If I have funding, I would like to purchase La Guerra Sucia or Felipe Alou.  If not, I will probably do the novel that I wrote 2 years ago called Amigos, Abrazos y Aventura: Argentina.

Spanish III

Term 1

  1.  The year begins with a short 4 day unit from Carrie Toth, actually from a colleague named Paige,  about the Cactus and the Bank. I also plan on using La Persona Especial (as developed by Bryce Hedstrom) with these students, who are all new to me and I’m new to them. I will adjust the questions to a Spanish III level.
  2. Esperanza by Carol Gaab, one of my favorites! Such a rich story with so many cultural components. For me, I think it is the perfect way to ease my Spanish III students  into my style of teaching without any pressure. The story is written essentially in present tense, but lends itself beautifully to past tense retelling. It will also be their first experience with my pretty intense focus on and inclusion of music to not just enhance what we are doing, but to highlight, illustrate and teach. Ave que emigra is the first focus song of the year.
  3. A brief, 2 week Puerto Rico and food unit with stories written by me and my colleague, Megan Matthews. This is a good, light hearted unit and serves as a nice break from the seriousness of Esperanza.

Term 2

  1.  Día de los Muertos with the possible inclusion of Tumba by Mira Canion, dependent on funding.
  2. A short unit on clothing with stories written by me and my colleague, Megan Matthews.
  3. A longer 3 week unit on geography, animals and weather with stories written by me. This unit takes us to the Baltimore Aquarium for a field trip! We skipped this unit last year, and I really missed it.  It will be interesting to see what changes are made to it this time around.
  4. Robo en la noche by Kristy Placido begins as we return from Christmas. Teaching it for the fourth time, this is a great book with so many additional elements with geography, environment, and just fabulous Costa Rica. A favorite song for many students is Pura Vida by Percance.

Term 3

  1.  Robo en la noche continues into Term 3.
  2. Jai-Alai, flamenco, music and sports from Spain come next, preceding the next novel Bianca Nieves y los siete toritos. Two favorite songs from this unit are Buleria (David Bisbal) and Dame Vida (Huecco).

Term 4

  1. Bianca Nieves y los siete toritos by Carrie Toth  I am looking forward to teaching this again and not feeling the pressure of the end of the year creeping up. I plan to use the Ferdinand movie again as well as Blood Brothers. I love the fact that Carrie got the present subjunctive into this book so naturally. Last year the students really enjoyed the bullfighting elements that easily flow from the novel.  They also LOVED Reader’s Theater with this novel, so much that I worried about using it too much!
  2. Colombia and Juanes is a unit that I have been teaching in some form since 2005, and it has really undergone quite the transformation over the years. In its’ early years it also included the Dominican Republic (Juan Luis Guerra) and Venezuela (Carlos Baute) and was called my Social Awareness Unit. As the unit grew, it just became too large, so it got trimmed to just Colombia and Juanes. It is possibly my favorite subject material of all time to teach and was definitely the first unit that initiated my gradual conversion to CI.  I love just about all of Juanes’ music, but the music with social messages is just phenomenal.  In this unit we study the Civil War in Colombia, which just might be over (finally), the impact of drugs, Pablo Escobar, landmines and Juanes’ quest for peace, not just for Colombia, but for the world. I use the movie Los Colores de las Montañas, a beautiful movie. I love the stories that I’ve written for this unit and I love the impact that the unit has on students. On the end of the year evaluation/assessment of the course most students list this unit as their favorite, year after year. I have never taught it as the last unit of the year before, but I want to be able to give Bianca Nieves the chance to not be rushed this year.

So, these are the plans. But, as all plans go, they are subject to change and evolution.  Time will tell!

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.

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.