Setting the Stage for Bianca Nieves y los Siete Toritos (Carrie Toth)

We are beginning Bianca Nieves y los Siete Toritos by Carrie Toth very soon. It will be my second time using it and there are AWESOME resources out there for it. Check out Kara Jacobs, Carrie Toth, Cindy Hitz, Allison Weinhold, Kristy Placido and Dustin Williamson. There are also some great bullfighting resources from Elizabeth Dentlinger. I will use ideas and resources from all of these wonderfully creative people, but I’ve also created some of my own that I will share. Of course, there is also the great teacher’s guide!!!

This year, my Spanish III students have been immersed in Guatemala via Esperanza, Costa Rica via Robo en la noche and Colombia, which is my own unit which I hope to put on Teachers Pay Teachers this summer.  Since my Spanish III students have had very little exposure to Spain, I knew that I wanted to begin with a “look at Spain.” The very first thing that we did was a game about Spanish culture.  I put the students in groups of 4, gave each team a whiteboard/markers/eraser and projected questions in 4 categories.  There were 8 questions in each category and they wrote their answers to all 8 questions before we exchanged boards and checked the responses.  Each team scored a point for each correct response.  The first category is just general knowledge, the second is famous people from Spain (with their faces distorted), the third category is multiple choice cultural trivia and the fourth category was preliminary knowledge of bullfighting (they know nothing!). The power point is something that I discovered somewhere many years ago and I unfortunately no longer know where it came from. I have modified and changed it significantly, but I would still like to credit the original.  If you know, let me know! The students really enjoyed this opening activity and it was successful in triggering interest in Spain.Intro a Espana Spanish game teams 2017 short version

We next worked with a preliminary map of Spain Spain first look map 2017 and some general knowledge of Spain.  To do this, I used a lot of pictures in a SMART notebook presentation, lots of videos, and had students work with a partner in a timed activity to discover specific items (such as churros y chocolate, paella, currency, pipas, the Osbourne bull, etc.). This turned out to be a wild activity that led to enormous interest and questions from the students.  We got sidetracked quite a bit but I did not mind at all since their interest was so high. Qué sabes de España 2017 If you have access to SMART and would like to see the notebook, just email me and I will send it to you. Opening.JPG

I also introduced flamenco to them using a lectura that Kara Jacobs originally created but that I modified and added to. We looked at flamenco from a Spanish, Arabic and Hindi perspective with several videos (here are a few of the links, but not all: flamenco India ComparingComparing 2) Most of the students were very interested. Flamenco lectura 2017flamencoThis led to David Bisbal and the famous Bulería.  I created this powerpoint, David Bisbal, to introduce him. The next day we reviewed what we knew and began to work with the lyrics in a brief cloze, which of course led us to singing! Bulería David Bisbal first cloze We will continue to work with this song periodically eventually discussing the bullfight/fight imagery.

To review all of the work we had done, I made this Salad Bowl game. For directions on how to play, check Carrie’s post.  Here is a quick Assessment que sabes of what we were exploring.

This next week, a week that is destroyed by PARCC testing, we will be working with Ferdinando via Kara. I can’t start the actual novel yet because of all of the disruptions due to testing, but I can continue the front loading of information with Ferdinando and extension activities! One significant difference from last year will be that I will reserve actual discussion of the parts of the bullfight, additional readings and activities until we are at least through chapter 5 of the novel.  I’m doing this because the pre discussion of that material led my students last year to believing that we were going to immediately be immersed in bullfighting when we started the novel. Of course, that wasn’t true. This year I will spend much more time on activities from the teachers guide, particularly the Picasso plates and the fan activity as well as our own creations.

Some early chapter 1 material:

Quizzz created by Dustin Williamson

Kahoot

Opening Quizlet

Preguntas preguntas 2.JPGchapter 1

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!

An outlet for art

art I have written extensively about using music in my classroom, especially the past two years. More infrequently I may write a post about student projects or PBT’s. However, today, day 5 of summer break, I started thinking about the past school year and what I did to help my students remember the year and to be able to appreciate what we had covered. The last week of school, I created a “year in review” presentation for both my Spanish III and Spanish IV classes. While I was not surprised by the amount of music that we had incorporated into our units and into our opening routine each day, I was surprised by the amount and variety of their expressions in art.  In my individual “end of the year” evaluation of the course, just about every single one of those 110 evaluations indicated music as a major way that they had learned Spanish and enjoyed class.  Most of them now have Spanish music in their personal playlists. Also mentioned in those evaluations was the additional learning, exploring and enjoyment that was derived from other artistic endeavors.  From Martina Bex’s “freeze frame” to Allison Weinhold’s “Baila viernes” to the creation of original songs and artwork to showcase and express what we were studying, art was everywhere.

Since I have posted many student created PBT’s from the novels that we have read (Esperanza, Vida y Muerte en la Mara Salvatrucha, Robo en la noche, and La Llorona), I am going to focus on other works from this past year.

Esperanza:  Freeze Frame and the results the next day here:  Ch 4 retell period 2 Ch 4 retell period 3

 

Colombia/Juanes :Interpret a song

Bandera de Manos b1

Minas Piedras

Vida y muerte tattoos: What did the tattoo look like that Anonymous received after his first mission?

Frida: Using one of the “color me” pages available online, show me what you have learned about the life and art of Frida

Metas: Take one or more of the songs we have studied in our goals and dreams unit and interpret it for your life.  Songs were:  Vivir mi vida, Creo en mi, La lista, No me doy por vencido, and No creo en el jamas.

Narcoviolencia:  Show me, in a visual fashion, what you know about las pandillas principales in Mexico.  They used their visuals to then complete an oral assessment.  The idea was to have minimal writing on the visual, but that the visuals would help them remember items to talk about, representing what they had learned.

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Robo en la noche: Choose the six most important scenes of the chapter.  In this case, they had a choice of chapters 11, 12, or 13.

Immigration: Choose two of the three principal songs in the unit to illustrate key phrases, statements, commentaries, opinions,etc. about immigration.

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Bianca Nieves y los 7 toritos:

Poems:

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Freeze Frame

Just like I did at the end of the school year, I found myself wishing that I had taken more pictures of what they created.  It’s on my list of “things I need to do better” for next year.  I would love to learn about the “art”creations that your students have done.