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.

thumbnail_IMG_1062Cho

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:

b7

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.

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.

Esperanza, year two……

So many people have been acknowledging the tremendous benefits and relevance of teaching with novels and CI, that there is no need for me to say more….other than I am 100% convinced that, for me, this is the way to teach.  I can not emphasize enough the phenomenal value of the TPRS novels and the novels being selfpublished (Mike Peto) as well as the original stories by people like Martina Bex.

This is my second year teaching with the novel Esperanza (written by the fabulous Carol Gaab) in my Spanish III classes. Last year, both the majority of my students and I loved this book and I wrote two posts about some of the things that we did: Esperanza y Gaby Moreno and Esperanza….the final assessments. However, this year I am even more pleased with what we have done so far…..and I am a little more than 2 weeks slower than I was last year!! Yes, it has taken me twice as long to cover the same material this year that I had covered last year at this point in time.  When all of those wise TPRS teachers and leaders say that “slower is better” and “make it personal”, they are oh, so right!  I know now that I did not do justice to the novel last year, nor to the great ideas in the teachers guide.

I am fortunate to be teaching Spanish III with a terrific colleague, Megan Matthews. We make a pretty good team, if I do say so! Between the two of us, we have 137 students in 5 sections of Spanish III, and we really try to plan and create together.  This year, we took many days to explore Guatemala: music, geography, history, etc.  We decided to really focus on La Guerra Civil before we began the actual book.   So far, it has really paid off. We have read, viewed, talked and used manipulatives to really understand the background of the book. Here are some of the things that we have used:

A brief “lectura”

Matarom a más de 200.000 personas.
Empezó en 1960. Duró por 36 años.
83% de las personas matadas fueron personas indígenas (mayas)
Los EE.UU. tenían intereses en Guatemala…..tierras de frutas, café, etc.
Los EE.UU. querían controlar la tierra. No querían a una persona comunista como presidente.
En 1960, los sindicatos empezaron a luchar por una vida mejor y los derechos de los mayas y los trabajadores.
General Efrain Rios Montt empezó los años más violentos. Mató a muchas personas en las montañas de Guatemala.
La Guerra Civil terminó en 1996 pero la lucha y la violencia siguen (continue).

La Guerra Civil Guatemala images

 

 

A Kahoot game

More information on General Efraín Ríos Montt, including a SMART presentation and more work with the vocabulary from the lectura (wordpress does not allow uploading this type of file).  Some of the things in the file are:

smart 1 smart 2 smart 3 smart 4 smart 5 smart 6

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Another game, called Game Gritalo facts about civil war, where the class is divided into 2 teams.  Each team receives an identical set of cards (answers to the questions I will ask).  Each person receives at least one card.  I read the question or fact, and they had to recognize the answer, stand up and shout it! Noisy but a lot of fun.

Additionally, we have spent significant time talking about public transport, bus drivers and strikes.  All of this because Alberto, in the book, is a bus driver and we wanted our students to understand the significance of this, why it would be dangerous to be a bus driver (and why it continues to be dangerous) and why Esperanza and her mother have the feelings that they do about him/the job. Martina Bex has a useful product for the chicken bus in Guatemala and we used one of the readings from it. We also prefaced the entire situation with many personal questions about our students’ experiences with busses, whether they could identify the bus in Guatemala as the same school bus that they ride to school, etc. It was a very rich discussion in Spanish. We referenced articles that are relatively current that deal with continuing bus issues in Guatemala, such as this one. We used several videos: Just a bit of this one:

And finally, we have talked extensively about the crying of the baby due to hunger, the whining of Ricardito due to hunger, and their vomiting. We have discussed hunger (and vomiting due to crying and hunger) quite a bit.  I realize that I am taking liberties with the text, but I don’t feel that it is out of line.  We have talked about tortillas, bread and the staples of life for different cultures.  We have wondered and guessed why Esperanza was going to a tortillería in Chapter 2.  Would they eat just plain tortillas? What does a plain tortilla taste like? Would they add salt to it, such as in the documentary “Living on One“? On Monday, we are going to eat plain tortillas, salted tortillas, etc…..and they won’t be the American version “white flour tortillas.”

I hope these ideas may be beneficial to those of you who are also teaching with Esperanza. I’d love to hear more about what you are doing.

Vazquez Sounds

vazquez

One thing that has remained a constant in my 33 years of teaching is music, and the place that I feel that it holds in teaching a world language.  From the years of those old vinyl 45’s and 33’s  when I used to have to listen to a song a million times (slight exaggeration) to get all the lyrics, to 2014 when all the lyrics are right at our Google fingertips, I have consistently used music as a “hook” in my WL toolbox.  While styles, genres, and tastes in music have all evolved over the years, and are constantly in a state of flux, I can usually (but not always) identify an artist that will appeal to my students.  Not quite three years ago, I became acquainted with Vazquez Sounds, a trio of siblings from Mexicali, Mexico.  At the time, they were 9, 12 and 15 years of age, and they had done a cover of Rolling in the Deep that became a youtube hit, it now has over 135,000,000 hits!!  I played it for my students and they were fascinated.

I then had to find more information about them, and we explored what was available.  Periodically over the next year, I updated about them with my students, and then I forgot about them.

Well, they have exploded onto my radar again with new videos, including an original instead of just covers. Ángela is even the Spanish voiceover for Disney’s new Tinker Belle movie (El Secreto de las Hadas). In 2014, Abelardo is now 18, Gustavo is 15 and Angie is 12…..ages that will definitely appeal to a broad spectrum of our students, and their music/musicality is GOOD!!! I think that there are many activities, applicable to novice and intermediate levels of Spanish, that could be developed from studying them and their music.  Their official website could be explored by students; novice students might look just for cognates or words that they could pick out that are related to music. The information about the siblings could be used by intermediate students for reading comprehension and an assortment of activities related to that.  It is of high interest, and extremely “readable”.  All of the music that they have released over the past three years is on the site, too.  Intermediate students could listen to Angie in an interview on Primer Impacto; there is also a great video that is labeled as Biografia from which different activities could be developed.

Then there are the two new original videos released this year.  The first one is Te soñaré.  So much could be done with these videos for novice or intermediate: infinitives, past tense, high frequency vocabulary words…..


The one just released a few days ago is Me Voy, Me Voy

Without a doubt I will be developing activities to go with these videos.  I’d love to hear from you…what ideas and suggestions do you have?

Follow them on Twitter @ vazquezsounds

 

La Copa Mundial 2014

FIFA 2014 official logo   I have been collecting resources for La Copa Mundial 2014 for almost a year on my Pinterest board…..and now it’s almost here.  I’ve also followed the incredible Zachary Jones, as he  has created activities for La Copa, and of course, the fantastic work of Kara Jacobs. I will be starting my World Cup unit in two weeks (really it is a unit on several World Cups and soccer in general), and have created a page on my wikispace with my essential questions (similar to Kara’s) and all of the resources now divided by category: essential questions, informal and formal assessments, videos to support the essential questions and soccer in general, focus songs, additional songs, and useful links to articles, infographics, etc. During the next two weeks, I will be creating activities and worksheets to go with my focus songs and the songs that I will be comparing/contrasting (such as the multiple versions of La Copa de Todos/The World is Ours and Shakira’s 2010 Waka Waka with her 2014 LaLaLa), and also for several of the videos that will support my essential questions.  All of the activities that I will create will be posted on that wikipage as I finish them and get ready to use them.  I’m really looking forward to sharing the excitement with my students, and I welcome any additional material you might like to share!

 

Unexpected additions to the Immigration unit

My Spanish IV students have been working in the Immigration unit for the past four weeks.  As I wrote in that earlier post, the basic framework of the unit is based on the great work of Kara Jacobs and Pilar Munday, with additional songs, readings and materials from me. It is taking a bit longer than I expected due to four snow days that have really interrupted the flow of the lessons, and also a few twists in the unit that I didn’t expect.  We spent quite a bit of time with the movie Which Way Home, much discussion, a wonderful Free Write, and a great search to see where the featured children from the movie are today (we found most of them!). We also spent some time talking about the American Dream:  what it means to Americans, to them as students, what it means to different nationalities, how it has changed, etc.  They wrote definitions of the American Dream, illustrating them and posting them in the classroom, and then modified them after watching these videos:

We talked quite a bit about the Statue of Liberty and what it represents. Because they really didn’t know much about the Statue of Liberty, and I felt that the symbolism was important to the overall unit, I used a modified reading Inmigracion Estatua de Libertad.  I discovered that we really had to work through the Emma Lazarus poem as the English language was difficult for them!  We watched this video and we also practiced reading the poem dramatically, which I believed really helped them to understand the significance of the Statue of Liberty.


We’ve explored Green Cards, Visas, the Dream Act, and related topics as I expected to do. We have used a lot of music, which brings me to the next unexpected addition.  One of the songs that we were scheduled to study indepth is Bandera by Aterciopelados.  We began by talking about what flags represent in general.  Since there are 10 flags hanging around my room, we had a lot with which to work. flags Again I was surprised about how little they knew about their own U.S. flag. Since they had done some preliminary work with a partner about the symbol on the Mexican flag as well as the Virgen de Guadalupe, I almost felt like they knew more about that flag! We watched the video several times, over the span of 4 days, working with different aspects of it.  We talked about what they saw in the video, what they heard in the video, and how they felt.  They completed a cloze activity as well as activities with specific lyrics, translating, ordering, etc. They read about the band and why they made the video Aterciopelados reading.  And of course we sang it! Next, I used information from The World Factbook to give them more background material on the symbolism of individual flags. After reading about the flags of Mexico, Guatemala, Honduras, Venezuela, Colombia, Ecuador and the United States, they had small group discussions about what flags have in common, what information is available about a country based on its’ flag, and when flags may change and why.  I then asked them to create their own flags (keeping in mind the lyrics to Bandera) with the condition that the flag could not represent one country and they had to write a description of the significance of  the colors and symbols of the flag created.  I gave them 20 minutes.  To me, the results were quite impressive. Here are some examples of that work, unedited….so the descriptions are as they wrote and printed them.

flags 1flags8

flags 2flags 3flags 4flags 5flags 7We have moved on, completing a few days with ICE by La Santa Cecilia, among several other songs.  We have watched 30 Days, done another Free Write, and have had two oral evaluations.  I believe that my students have remained engaged most of the time.  This coming week I plan to work with Pa’l Norte by Calle 13 and Pobre Juan by Mana as well as have them create infographics about the Dream Act/the Dreamers.  I anticipate being in this unit 7 – 8 more days.  Here is the unit plan, and here is the daily plan.

 

 

 

 

New Unit: Immigration

Statue of LibertyThanks to the addition of another unexpected day at home (snow day #6), I’ve been able to devote quite a bit of time to the next unit that Spanish IV is going to explore:  Immigration in the United States.  Before I go any further, I must say that I am indebted to the great, original work of Kara Jacobs @(karacjacobs) and the additions of Pilar Munday (@mundaysa) and @cristinaZimmer4. Next, I would like to say that while this is a unit that I will be using with my Spanish IV students, I think that there is material here that can be used with all levels of proficiency, including novice.  I’ve created a database for 29 songs that deal with immigration17 videos that deal with immigration and 35 links on the web for authentic resources both in Spanish and in English.  This is my Pinterest board, where I have been collecting resources for the past several months. Here is the link to the daily lesson plans from my wikispace, El Mundo de Birch which are in development and will be added to on a daily basis for the next month that I am in this unit. As of this writing, there are three full days of lesson plans, with the outline for the next six days.

PREGUNTAS ESENCIALES (2-5 Kara Jacobs)

1     Define la diferencia entre “emgirar” y “inmigrar”. ¿Qué es el Sueño Americano? ¿Ha cambiado el Sueño Americano? Explica tu respuesta.

2     ¿Por qué emigran ilegalmente muchas personas a los Estados Unidos? ¿De dónde es la mayoría de los inmigrantes indocumentados? ¿Cómo llegan algunos? ¿Por qué vienen ilegalmente y no legalmente? ¿Cuál es el proceso de entrar legalmente en los EEUU?

3     ¿Qué pasa ahora con la reforma migratoria en los EEUU? ¿Qué es el DREAM Act?

4     ¿Quiénes son algunos cantantes que cantan sobre la inmigración? ¿Cuáles son sus perspectivas? ¿Cómo son diferentes y/o similares las canciones y los videos? ¿Qué opinas tú de las canciones?

5     En tu opinión, ¿hay una solución al problema? ¿En qué consiste?

EVALUACIONES FORMALES

  1. Evaluación Oral, basada en Pregunta Esencial #2 (el 17/18 marzo) 25 puntos
  2. Free Writes
    1.  Which Way Home (10/11 marzo) 20 puntos
    2. 30 Days Inmigración (13/14 marzo) 20 puntos
  3. Compara y contrasta dos o tres de las canciones en cuanto a sus perspectivas de la inmigración illegal. (I.C.E./Bandera/Pa’l Norte/Pobre Juan) En tu opinión, ¿qué es el mensaje de la canción ? ¿Estás de acuerdo con el mensaje? ¿Por qué sí o no? Apoya (support) tu respuesta conlíneas de la canción. (25 marzo) 30 puntos
  4. Evaluación Oral, basada en Pregunta Esencial #3 después de leer el artículo de CNN       Google Voice response (20 marzo) 20 puntos
  5. Interpretación dramática de una de las canciones ( I.C.E. por La Santa Cecilia, Bandera por Aterciopelados, Pobre Juan por Maná, Pa’l Norte por Calle 13)
  • a. grupos de 3-4 personas
  • b. escriben una “obra” (play) sobre la canción
  • c. presentan la “obra” en clase (sin apuntes)
  • d. 31 marzo, 1 abril,  guión (script) 20 puntos, presentación oral 25 puntos

The initial target vocabulary for this unit: (Quizlet)

  • 1. cárcel
  • 2. castigo
  • 3. ciudadanía
  • 4. ciudadano
  • 5. cruzar
  • 6. discriminar
  • 7. dispuesto a trabajar
  • 8. echar de menos
  • 9. el derecho
  • 10. en busca de
  • 11. extranjero
  • 12. frontera
  • 13. igualdad
  • 14. leyes
  • 15. mudarse
  • 16. país natal
  • 17. población
  • 18. preocuparse por
  • 19. prosperidad
  • 20. seguir las leyes
  • 21. ser testigo (de)
  • 22. tratar (de)