Goosechase: a scavenger hunt for today’s world

goosechase freeze frame2This image is a “freeze frame” mission from Bianca Nieves y los Siete Toritos by Carrie Toth, using the app Goosechase. The team pictured was recreating the scene in which El Julí  gets gored by the vicious bull, Sábado, complete with reaction from the crowd.  Does it appear that these boys were “into it?”  I think so!!!

I first read about the app Goosechase in Maris Hawkins’ blog and Arianne Dowd’s blog last May. Last week, at the iFLT 2017 conference in Denver (which I vicariously attended through Twitter), Arianne mentioned Goosechase again in conjunction with a session by Darcy Pippins and referenced my use of the app. tweet

Since I had posted quite a few of my students’ completed missions from the last few weeks of the school year on Twitter and Facebook, they suggested I might blog about the experience.  Additionally, I participated in a small part of a 10 day cultural exchange program with 49 middle school students from China last week.  I used Goosechase with them successfully….after overcoming some language and tech hurdles!

When Maris blogged about Goosechase she was studying directions and city vocabulary; Arianne used it with the novel La Hija del Sastre.  The first time that I used it was with the novel that I wrote called Amigos, Abrazos, Aventura: Argentina. It was the end of May, our weather had been uncharacteristically cool and rainy for weeks, the kids were “blah”, just waiting for school to be over….I needed something new and instantly engaging. Goosechase was an immediate hit with my juniors and they requested to do it again. But, as Carol Gaab frequently says, “The brain craves novelty.” so, while Goosechase is a great activity, it is ONE strategy to go into the basket with all of the other strategies! I would recommend using Goosechase perhaps once a semester, certainly no more frequently than once a marking term.  The second time I used it as one of the final activities with the novel Bianca Nieves y los Siete Toritos. Again, it proved to be an instantaneous success with my sophomores who also requested to do it again. The third time that I used it (last week) was to review all of the activities that the Chinese students had participated in over the week:  visiting Assateague, the Ward Wild Fowl Museum, the Salisbury Zoo, a K9 presentation, etc. For most of those students it was a positive, enjoyable experience, but for several, the language was not comprehensible for them.

The free app is easy to use.  Students divide into teams (or you can designate teams). One team member has the app on his/her device (phone, tablet), logs in and searches for the name of your game. Once he/she finds it, a password is entered (optional, but I used one to make sure that only my students were progressing through the Goosechase), the students determine a team name (and can upload an image if desired….some do), and the missions become visible to them.  The students can work through the missions in order or, as I did, they could randomly choose which to do first.  The teacher assigns the point values for the missions, therefore if random is an option, some students might opt to work on the higher valued missions first. Goosechase bills itself as “a scavenger hunt for the masses.” I can see how it would be an excellent tool on a field trip to a museum, neighborhood, restaurant, etc.  For me, I used it as review and reinforcement of material that we have covered….providing yet another repetition of comprehensible Spanish. I love that using the device, the students click “submit” and a video or photo is submitted in real time and I can view it as they are submitted. I can determine whether it meets the requirements and let the points remain (instantly added by the app) as stated, or delete the submission because it doesn’t meet the requirements OR add extra points if the submission is above or beyond what I expected. I love that there is a leaderboard that is being projected on my device (and that students checked frequently). There is also an activity feed, which shows the submissions in chronological order as well as a submissions page, where all submissions are gathered to be viewed in their entirety by points or by team.

goosechasegoosechase2

goosechase3

The free edition of this app allows for just 5 teams, which worked fine for me. I had students make teams of 4-6 students and that covered the class.  Since I have multiple sections of each class, I just created the game two – three times, depending on how many classes.  It sounds like a lot of work, but it really took less than 3 minutes to recreate the game once it was made.  All of the mission that you create are stored in a “mission bank”, so it is merely a matter of going to the bank and clicking the missions you wish to include. There also is a master list of missions from the site itself and other users, but they aren’t really useful for me right now. Below are the missions that I used for my Argentina novel and then for Bianca Nieves.

goosechase4goosechase5

As I’ve already stated, my students really enjoyed the activity.  They loved the novelty of it, the “escape” from the classroom, working with partners of their choosing, recreating what they had learned, and the competing to finish as much as possible in the time limit imposed upon them.  The time limit is something that you set (and can adjust as needed during the game). Once time is ended, students are no longer able to submit missions and return to class.  A colleague of mine used the Bianca Nieves Goosechase with her students and had similar success with one exception.  She had a team of boys who decided to merely goof off during the Goosechase.  This team accomplished one mission! She therefore had to “grade” the Goosechase, reflecting the fact that all other teams completed many missions to the one mission of these boys.

I would suggest that you notify staff and administration well in advance of the Goosechase activity.  Since students may be all over the school grounds during a regular class period, it helps that others understand what is happening.  It might also be advisable to have each group carry a hall pass from you, the teacher.

When I use this strategy again, I will probably try incorporating more of a “breakout” type environment, where students will need to finish missions in order and solve puzzles or riddles (upload the evidence) in order to advance in the “game.”

Below are some images from the two games.  Unfortunately, I can not upload videos to this “free” version of wordpress anymore. I wish that I could upload the speaking missions, because I was really impressed with what my students could express “off the cuff.” And I REALLY wish I could upload the videos where they sang, danced or acted out (freeze frame or actions) scenes from the novels.

I hope this helps give you a visual for this app.  I would love to know what you might do or create with it!

Bodymapping Argentina (first two), Spain

goosechas body mapping A goosechase body Arg

goosechase body mapping

Drawing Missions: food from Argentina, clothing from Bianca Nieves, ranch in Bianca Nieves, the letter A in the Argentina novel. Below those, imitating and honoring from Bianca Nieves

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Take 3….Vida y Muerte en la MS 13

One of my favorite things about the Fluency Matters novels is the variety available. Spanish IV has read La Llorona de Mazatlán by Katie Baker and Frida by Kristy Placido this year, bringing the total of novels that they have read in Spanish to six. They have been exposed to the culture of Mexico, Guatemala, Costa Rica, and Spain, and they have read, among many topics, about immigration, Civil Wars, environmental issues, cultural traditions, bullfighting, polemic issues, legends, soccer, and art. They have read lighthearted topics and serious topics, but with everything that they have read, they have been exposed to compelling comprehensible input that I can mold according to the needs and interests of each class.  Additionally, with our FVR on Fridays, they are being exposed to more of these novels that THEY choose to read.

A few weeks ago, we started Vida y Muerte en la Mara Salvatrucha 13 for my third time. As with every time that I begin a novel, the one constant is that nothing stays the same and I always am revising, adding and crafting new materials, trying to get that “just right” level. I always feel that I am under some pressure to get through material in a timely manner in my 50 minute classes, and it is always in the back of my mind, as Carol Gaab has said so many times, “slow down, slow down, slow down.” Such a battle!!! However, slower has definitely been better this time around.

For four weeks prior to beginning this unit, we were in a unit about their dreams and goals. Their final visual assessments are all over the wall fo the room, as I wanted that visual representation of their hopes to be a constant reminder as we began to explore the hopes and dreams of the youth of El Salvador during the Civil War. We started with a terrific reading from Martina Bex about La Masacre de El Mozote. This was the first year using this reading, and it definitely helped to prep the students for what we were plunging into. I also took Martina’s reading and created a powerpoint with many additional pictures (25 slides ) and followup explanations and materials for El Mozote. After two days using some of the materials that Kara Jacobs created for the “pre work” about El Salvador and the Civil War, we moved into the movie Voces Inocentes, the true story of a young boy growing up in the midst of the Civil War. I was very careful this year to make sure that we continued to contrast their hopes/dreams with youth in entirely different circumstances. In previous years, I pushed to get through the movie in three days, always wanting to spend more time discussing what we watched (but not doing so), but also feeling pressure to get to the novel.  I can not tell you how much better it was to spend SIX days (double the time) on this movie this year. We watched about 20 – 25 minutes each day and spent the first part of class talking about, discussing and refining what we had watched the day before. One day we did this with a partner, another day in a group of four, another day as a whole class, etc. I used some of the questions from Kara’s guide to the movie, some from a guide put together by Carmen Herrero and Ana Valbuena, and combined these with some of my own material: voces-inocentes-post-viewing-day-1-2017, voces-inocentes-post-viewing-from-day-2-2017, voces-inocentes-post-viewing-day-3-2017, voces-inocentens-post-viewing-day-4. The day after day 5, when we finished the movie, each class spent a considerable amount of time working through their reactions and questions concerning some of these (varied by class):

Marcos, simbolismo de la galleta
La reacción de Kella y Abuelita al ver que Chava no está
¿Por qué Ancha?
Cuando Chava recogió el rifle, empezó a disparar y paró….por qué
Simbolismo del arma que dejó caer Chava
El grito de “NO” al ver el fuego en la casa
El regreso de Kella, buscando a Chava (el amor que no cesa)
Cuando Chava tomó la cara de Kella en sus manos…(ahora, sí, es el hombre de la casa)…agarra su mano y dijo “Vámonos de aquí)
Vendió la máquina de coser para el viaje de Chava a los EE.UU
La reacción de Kella cuando Ricardito dijo “Ahora soy el hombre de la casa.”
Chava, no quiere ir a los EE.UU…dijo: “Pero si me quedo me van a acabar matando.”
La escena al final cuando Chava está manejando por los techos
Why was the story left up to Chava to tell? “Pero me tocó a mí”      

Finally, on day 6, we played a “game” that I have always called Levántate y Cambia, but I saw recently somewhere (I can’t remember, where!!  I’m sorry! Help!) with the name Quiz, Quiz, Change. voces-inocentes-levantate-y-cambia I took questions and vocabulary from the movie,  ran them off on cardstock and gave a card to each student.  They got up, asked a partner their question, the partner answered it, then asked his/her question, was answered, they switched cards and moved to someone else.  We then immediately went into an untimed free write, where they were free to write about their choices of symbolism in the movie, character growth/development in the movie, the effects of the Civil War, the most powerful scene, etc.  Many of their free writes were in depth and quite moving.

Another thing that I did differently with the movie this year was to preteach two of the powerful songs from Voces Inocentes:  Casas de  Cartón and Razones. Mike Peto had blogged about the impact that Casas could have if the students know it prior to the first of three times that it is used within the movie, and, boy, was he correct! My students in the past always grew to like the song AFTER the fact; it was entirely different when they understood the lyrics from the first time it occurs in the movie.  By the third time it plays in the movie, several of my students were in tears. It was equally successful to preteach Razones by Bebe (just using 1:32 of the song); the rawness of her voice, the lyrics and the moment that it plays in the movie all converged to make a very powerful moment.

Yet something else that I added this year, still prior to beginning the novel, was a study of Oscar Romero.  Since we had been exposed to the activity of priests in the movie, and we had read a bit about Oscar Romero in our prework for the Civil War, I added a reading that I wrote (oscar-romero, with a reminder that I am not a native speaker and there most likely are errors) and a study of his last address/sermon. We also watched a few clips from the movie, Romero, and one for the last sermon.

This time around, as we begin to get engrossed in the compelling biography of the narrator in Vida y Muerte, I didn’t want them to forget the Civil War in El Salvador, why so many came to the U.S. and how these teenagers (parents of the narrator) had hopes and dreams just like they have. Since The novel begins with the initiation of the narrator into the gang life, one of the first pieces of music that I have used in the past is “Gangsta” by Kat Dahlia.  It’s always a song that the students really respond to, but I wanted to push it further this year. So, before we began, we had some small group discussion, followed by a class discussion about “Gangstas.”  Side note: my students find it really, really humorous to hear me (the older teacher) say “gangsta”!  I created this document to guide their discussion: gangsta

The final step, prior to beginning the novel was the work with the song. First exposure was with lyric strips (the first 12 lines) that two students had to order as they listened. Printing the lyrics out on colorful cardstock, cutting them out and putting them in a baggie, makes it possible for this activity to be done multiple times, multiple years. dices-ser-un-gangsta-first-part-strips-for-ordering  Once they had determined the correct order, they attempted to apply meaning to the lyrics with their partner. We read the lyrics in English and Spanish, we sang them multiple times, and they were hooked. We followed that activity with a traditional cloze. This week I will use the song yet again with a second part of lyric strips from later in the song. gangsta-second-part-sentence-strips

We are now, four weeks into the start, on chapter 5 of the novel.  We’ve watched clips of movies, played Kahoot and Quizlet, worked with SMART presentations that I’ve created for Los Angeles and specific chapters, done multiple partner activities, class discussions, and Smash Doodles.It’s going to be a long time to the finish.  Last year, I went through the novel and immediately went into an Immigration unit.  HEAVY MATERIAL! This year I am breaking up the intensity/seriousness of the material by doing 4 days with the novel (Monday through Thursday) and having Friday devoted to FVR and El Internado.  So far, it is going well.  This week will bring activities with another song that has been successful with students and this novel, Así Crecí by Farruko (entire post about that song from last year here) and the creation of our own tatuajes (to go with the narrator getting his first one).

The going is slow, but it is definitely rewarding.

My YouTube playlist for Vida y Muerte.

My Pinterest page for Vida y Muerte.

My wikispace page for daily plans for Vida y Muerte, a work in progress.

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. 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 students 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 title 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 de 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.

Robo en la noche…..third time is a charm!

This is the third time that my fabulous colleague, Megan Matthews, and I are teaching Robo en la noche by Kristy Placido. The first time was two years ago and we rushed through it in the final weeks of school, relying heavily on the terrific resources from Cynthia Hitz.  The second time was last year and the rhythm of teaching was disrupted multiple times by many snow days and the intrusion of PARCC testing that disrupted our schedules for weeks. This year, the third time, we have only had two snow days, and the book is flowing very well. We have continued to add resources to the novel as we ourselves expand our knowledge of TPRS and CI techniques to complement some traditional methods.  Previously, I have blogged twice about Robo, see here and here. Since it is a snowy President’s Day here in Maryland (and I should be grading papers!), I decided to post some of these new resources that might be of interest to others who are using Robo en la noche, also. We are going to be starting chapter 9 this week.

Chapter 2: Chap 2 picture sort and group presentation With this activity, I gave every student a laminated card (took the luxury of printing them in color!), and they had to decide how to group themselves.  The tentative categories were Makenna, Margarita, Costa Rica, Cecilio, etc. My Spanish III classes have between 24 – 28 students, so I needed a lot of pictures! Once they decided their own groups, they worked together to create a presentation about their category.  I gave them about 4 minutes, and they shared it with the class, using their pictures to illustrate what they were saying.  I think that in the future I might follow that with having each group write an individual summary of their presentation.  Note: Some of the pictures could fit into more than one category, it was up to the student to decide where to go.  Prior to their group presentations, I had the class assess whether the pictures were in the correct grouping, and they were allowed to change, if necessary.

Chapter 3:  This year Megan and I are really focusing on verbs and target structures.  We spent a lot of time working on the various forms of casarse, embarazado, pensar, morir and sonreir. We had worked repeatedly with the various forms using a SMART presentation.  Here are some samples from that: 1 2 3

 

 

 

 

 

 

 

 

 

 

 

Our final repetition used this “Toca” board. ch 3 toca vocabulary  4 Working with a partner, students first identified the meaning of all of the structures.  Then, each working with a different colored dry erase marker (the boards were laminated), I said one of the structures in English.  The first to highlight the correct structure scored the point. We wiped the board clean and repeated this several times. By the time we actually read the chapter, all of these structures were easily understood by the students.  There was absolutely no stumbling!

 

Chapter 5: Review bird with all characters  5Working with a partner and different colored dry erase markers, students selected a character and said one sentence about that character, coloring through the character that they selected.  Since the characters are within the bird multiple times, they were able to say many facts about each character without repeating.  This activity lasted about 5 minutes; when they were done, they held up their birds (now colorfully illustrated), and, just for fun, we selected the “prettiest” bird.

Chapters 5-6 Chapters 5 – 6 pictures for oral assessment smaller version I tried some variations with these picture cards (to be printed in color and laminated). The pictures can just be shown to the class, with the entire class adding descriptions to each picture.  The pictures can be given one at a time to a group of 2 – 3 students, who describe the picture with as much detail as possible, and then pass the picture to another group.  Or, using an idea from Carrie Toth, called the yellow brick road, I took the students into the hallway, made a “pathway (yellow brick road)” with the pictures and they worked (in partners) their way through each picture.  I allowed about a minute with each picture before asking them to move one picture to their right/left.  It was relatively easy for me to circulate and listen to their conversations to give them an informal speaking assessment.

Chapter 7 Capítulo 7 Robo en la noche predict the chapter  6Prior to reading chapter 7 and working with a partner, students identified each picture and then selected which pictures they thought would represent what would happen in Chapter 7.  They put an X on the pictures that they thought would not represent action in the chapter.  After deciding, they turned the paper over and wrote 5 sentences about what they expected would happen in the chapter and then presented them to the class.  Their ideas were certainly interesting!! After reading the chapter, we checked the papers/predictions again.

Chapters 7/8:  Some game breaks

I hope that something in this post may be useful to someone else.  If you are using this book, I would love to hear some of your ideas.