Taking Robo en la Noche out of the classroom

This is the fourth year that my Spanish III classes have read Robo en la Noche by @Kristy Placido.  (It will also be my last time teaching it since we are moving it to Spanish II next year, but then I get to teach Noche de Oro in Spanish III!) I finally feel that we “almost” got it right, this, the fourth time!

I live in a relatively small town on the Eastern Shore of Maryland. My students are not, for the most part, world travelers. Many of them have rarely ventured off of our peninsula.  The concept of a rain forest is a foreign concept (pun intended). How to make a rain forest “real” for them? I love the idea of creating a rain forest in the classroom…I’ve seen that in several posts by great teachers. However, our classrooms are shared, and used every period of the school day. Therefore, that wasn’t really a viable option. In the second year with the novel, I got the idea, almost at the end of the novel, to visit the National Aquarium in Baltimore.  It has a rain forest, parrots, monkeys, etc. By the time we visited, we had been out of the novel for weeks and the possible power of the moment was lost. The third year in the novel, I revisited the idea of the Aquarium, got the timing almost right and was almost satisfied with the visit. This time, the fourth time with the book, we visited the Aquarium in conjunction with Makenna, Inés, and Dr. Parker traveling to Curú. That was, in my opinion, the time to go!

Having visited the Aquarium myself many times, and using the detailed website, I was able to create a scavenger hunt for my students. This has been part of the visit each time. Last year, in addition to the pictures that students had to take as part of the hunt, I added a video component. However, it was difficult for the students to send me their videos due to board of education restrictions, phones, and length of videos.  This year, they did about 30 seconds of character interpretation or a quick scene in the “selva”. They had a blast, for the most part, doing them and I was pleased with the results.

Here are the parts of the scavenger hunt. They were working in small groups of their own choosing ( 3- 6 students in a group).

I.  Animals: We have been adding animals to our active vocabulary as we have progressed through the novel.  I have used songs such as What Does the Fox Say? in Spanish, El Pollito Pio (with an inventive paper from Zachary Jones/Zambombazo from several years ago), Save the Americans, Costan Rican Animals for the Overworked, some previous things that I had created to go with an old “Animal” unit, and Lion King materials from years ago. We have had many conversations about animals, pets, exotic animals, etc. Therefore, I had them create a list of animals that they saw in the Aquarium that they knew how to say in Spanish.

II.  The Rain Forest: I had them list what they could see and hear as they visited this wonderful part of the Aquarium.

rana-azul

mimi

ibis-escarlata

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

III. FOTOS! Who doesn’t like selfies and group photos???

 Las fotos que necesitan (efectos especiales son buenos!)
1. la rana venenosa azul o verde del árbol
2. Su grupo con una vista (view) del Inner Harbor
3. Con un loro amarillo y verde del Amazonas
4. Su grupo con su animal favorito del acuario                                                                          5. De un pez sierra                                                                                                                     6. De un boa esmeralda
7. Una persona del grupo tocando una medusa de luna O un cangrejo herradura O una estrella del mar en el lugar “Living Seashore”. ¡Si tienes más de un animal, puedes substituir para otra foto! This last part, new this year, was a huge hit! They loved taking their pictures touching these.

tocando

 

 

 

tocando-3

 

tocando-4

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

IV. Random Information:
1. ¿Qué esqueleto está cerca del techo en el acuario?
A. dinosaurio B. ballena C. tiburón
2. ¿Cómo se llaman dos “rayas” que están en Blacktip Reef?
3. ¿Qué animal es “la mascota” del acuario?
4. ¿Qué animal tiene electricidad en el acuario?
5. ¿Qué tipo de animal es Feliz?
6. En la selva tropical, busca información sobre el papagayo/loro: ¿Dónde puede vivir? ¿Quién es el “predator” de estos pájaros/aves?
7. ¿Cómo se llama el réptil que está en la exhibición de Tidal Marsh ? (Es el réptil oficial del estado de Maryland, y de la universidad de Maryland)
V. The Video en la selva!!! We made a breakfast stop when we were about an hour and a half away from the aquarium. After we got back on the bus, I gave them the scavenger hunt paper which included the directions for the video. They had the time, if they chose to use it, to begin thinking and talking about the video that they would create. If I were going next year, I would not give the option of a “scene” from the book in the rain forest. I would make all of the videos character representations in the selva. However, here were the directions for this year:
• Una persona es Inés, una persona es Makenna, una persona es Dr. David Parker, y otras personas como Cecilio o Juan Carlos.
• Tienen que imaginar que Uds. están en Curú (la selva tropical).
• Tienen que usar muchas de estas palabras:
1. Aves                                                                                                                                     2. Soga
3. Loro o papagayo                                                                                                                   4. Huevos
5. Selva                                                                                                                                     6. Árbol
7. Volar                                                                                                                                   8. Plumas
9. Soltar                                                                                                                                10. Patas o alas
11. Cuidar                                                                                                                               12. Pierna rota
• Cada persona tiene que hablar. El video debe durar 30 – 45 segundos, NO MÁS!!!!
Since I can’t upload any videos on this free wordpress site, I am posting some action shots from their videos below!

We finished our visit through the Aquarium with the “delfines” which was enjoyable for all and then made our way to The Cheesecake Factory for a late lunch….that, too, was definitely a hit! Since we could not go to Costa Rica, this field trip was a good way to bring the rain forest and the environment of Robo en la Noche to them. Even though we live in an area where the humidity is pretty bad in the summer, most of them really complained about how warm and humid it was in the rain forest area of the Aquarium.
I’m not sure how many readers might have access to a zoo or an aquarium in their regions, but it certainly is worth looking into. It is a way to make the action and the setting much more relevant and believable for the students.

miaalastair-owenbrimanal

 

 

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!

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.

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.

 

Argentina

My colleague Megan Matthews and I have had such great success with the TPRS Publishing  novels the past two school years, and we would love to be able to use more of them.  Unfortunately, in our school district we are plagued by financial issues and there simply isn’t enough money for us to purchase more at this time. We have, for the past 10 years, taught a unit on Argentina that is derived from chapter 10 in the textbook (that we do not use, but we are obligated to follow the curriculum).  While we have tried to incorporate some of the vocabulary from that chapter, some of the grammar (the ongoing past tense development, the introduction of the present subjunctive and the present perfect), and some of the cultural differences between Buenos Aires and Washington, D.C., we were missing the structure, the fun, and the wonderful support of a novel.  Over the years I had developed activities for that chapter that I liked, that the students enjoyed, and that served a definite cultural purpose, I was missing that reading and comprehensible input component. So, what happened?  I got pneumonia! And I missed a lot of school! And I was bored! So, what did I do? I started to write a novela about Argentina! I wrote the first two chapters and sent them to Megan, she wrote chapter three, I then wrote chapters four and five, she wrote chapter six, I wrote chapters seven and eight, we collaborated on nine, and I finished the book with chapters ten and eleven.  What excitement!! So what I’m going to do now is share the beginning of this with you! Please keep in mind that I am no expert in the culture of Argentina, nor am I a native speaker. I began to write this novela “Amigos, Abrazos, Aventura, ARGENTINA!” to fit a definite need and purpose for my Spanish III students.  The grammatical focus was specifically a continuation of the past tense, an introduction to the present subjunctive and an exposure to some present perfect.  The cultural emphasis was on similarities/differences between Buenos Aires and Washington, D.C.(which is just a little over 2 hours from us), the geography of Argentina, the food of Argentina ( we tasted a lot of it!), and specific areas (Iguazu, Ushuaia, las Pampas), el tango (we learned the basic steps to the dance and they LOVED it!) and a bit of soccer (although we ran out of time for this). The novela has a lot of dialogue (good for acting out the story), a bit of romance, a lot of mystery and an ending open to interpretation. I was able to include bits and pieces of my students’ favorite themes from throughout the school year, and the students came up with their own decisions as to what actually happened at the end….or maybe I left it open for a sequel!

These were the “I can” statements for this unit:

1. Puedo identificar los países de Las Américas.
2. Puedo identificar ciudades, lugares geográficos, y fronteras de Argentina
3. Puedo hacer comparaciones entre Buenos Aires y Washington, D.C.
4. Puedo hablar sobre varios lugares en Argentina:
· Buenos Aires
· Las Cataratas de Iguazú
· Ushuaia
· Las Pampas
5. Puedo hablar sobre unos aspectos culturales de Argentina
· El tango
· El fútbol
· La comida
6. Puedo escribir sobre viajes.
7. Puedo hablar y escribir en el pasado
8. Puedo reconocer y entender frases con “quiero que, es importante que, espero que, recomiendo que, aconsejo que, sugiero que” 

As always, we began the unit with some pre knowledge activities, some conversation, and some map and geography exploration. With a partner, we discussed:
1. ¿Qué te gusta hacer o ver en la ciudad o el lugar en que vives? ¿Por qué?
2. ¿Qué te gusta ver cuando visitas una ciudad nueva? ¿Por qué?
3. ¿Qué te gusta hacer cuando visitas una ciudad nueva? ¿Por qué?
4. ¿Qué es una ciudad que visitaste en el pasado? ¿Qué hiciste en la ciudad?
We followed that with Qué sabes de opening activity 2015 To complete this activity (with a partner), I also gave them the answers to the questions on a SMARTboard slide. que sabes answers
We worked with our maps. La Argentina primer trabajo del mapa 2015 Finally, we were ready to begin the first chapter of the novela. After reading the first chapter, we used a series of images to share information with our partner and to retell parts of the first chapter. chap 1 retellchap 1 retell 2   chap 1 retell 3We also answered some questions and worked with the verbs. Ch 1 preguntas and repaso verbos, intro verbos
Below, I am including the first chapter of this novel, which doesn’t include a lot of dialogue, but the dialogue really develops after the first chapter.  I would really appreciate your feedback on it.  Specifically, I welcome your criticism! I am thinking of perhaps pursuing having it published, even if I do it through something like TpT.  I know that I would have to replace all of the pictures, but that is not too much of a problem because I did have my students draw pictures for specific chapters.  If you find this interesting or worth pursuing, I would love to know.  Thank you in advance for your feedback and time.
chap 1-1 chap 1-2 chap 1-3

The novel: Vida y Muerte en la Mara Salvatrucha 13

Oh my!! Can I just say again how much I absolutely LOVE the novels from tprstorytelling? In Spanish IV, we are now finishing Vida y Muerte en la Mara Salvatrucha.  . For additional resources, I have been using the teachers guide (great activities) and also the incredible Carrie Toth’s (@senoraCMT) blog, Somewhere to Share. This is my first time teaching this novel, and the conversations it has prompted in class have been beyond my expectations.  I’ve been using a variety of picture prompts to encourage individual response, partner responses, and small group responses.  Sometimes I have listened to each group, sometimes they have recorded their sessions, and sometimes we have talked as a class.  I’m posting 4 different examples here.

chapters 8 - 10 vocabulary Chapters 8 – 10 pictures and words   chapters 8 - 10These are pictures that I laminated, cut out and put in a baggie for each group.  The words were also laminated and cut out, but in a separate baggie. In groups of two, the students first looked at the pictures, identifying what the pictures represented for the chapters. Next they matched the words with the pictures (multiple correct ways to do it), and retold the story of those chapters. Then, they removed the words and placed the pictures in order, identifying why they were arranging them in the order they chose.

chap 11

 

 

 

 

 

chap 11 repaso fotos  This was done with a partner, retelling chapter 11 using only the pictures.

 

chapters 11 - 14Chap 11 – 14 in pictures  This they recorded with a partner on Google Voice as they talked about what each picture represented over the span of these three chapters.

 

end 1

 

 

 

 

end 2remordimiento y perdon This culminating activity will take place tomorrow after we read the final chapter.  I already know from previous discussions that there will be several students in each class who will not believe that the grandmother is able to forgive the narrator.  I hope that these pictures will guide our thinking and discussion.

 

 

And finally, Carrie Toth and Kara Jacobs (@karacjacobs) had already identified several songs to use with this unit about El Salvador/Voces Inocentes and the novel Vida y Muerte. I added one more to their list:  Así crecí by Farruko.  I had the students look at the Spanish lyrics first without using the video, (although they had heard the song playing in the background as they worked several times).  I put the Spanish lyrics on cardstock, and I made strips in English that they tried to match up with some of the Spanish lyrics.  I only selected lines that focused on things that we had discussed in the unit or vocabulary that we had targeted.  When they had finished matching, I had them read the English strips out loud.  That gave them a real sense of the meaning of the song, and was actually quite powerful.  Next, they listened to the song as they looked at their lyrics.  There also is cloze that I created but only had time to use with one class. I will apologize for errors in advance, the song is filled with slang and I did the best I could do at the time!!!    Asi creci Farruko cloze    Asi creci Farruko       asi creci sentence strips in english  Corrections and suggestions will be welcomed!!!

Robo en la Noche

Robo_cover_pic

Snow days, snow days….give me an opportunity to get caught up with lots of things.  Even provides enough time to attempt to write another blog post!

Teaching and planning Spanish III with a great colleague, Megan Matthews, the past few years, and we have really hit our stride. We are currently in Chapter 5 of Robo en la noche, (written by Kristy Placido) and I could not be more convinced that reading, comprehensible input and these TPRS novels are the way to really help our students acquire language easily AND TO RETAIN IT. It’s one thing to say that we are reading a novel in Spanish, but it is just so much more.  This is our second time with Robo; the first time we relied extensively on the wonderful resources of Cynthia Hitz, while creating some of our own. This time around, we have added extensively to our supplementary activities. We have incorporated music, history, geography, culture, manipulatives, listening, speaking….you name it.  This is my wikipage with all of the resources that we have developed. You can click on the menu bar for the chapters; the work is in descending order, meaning that the oldest is on the bottom of the page.

We began our study of Costa Rica with the students NOT knowing where the story would be located.  We used a Primer Dia Opening Activity, combined with a smartboard presentation that we created as well as part of this video (cut so that it didn’t show the words Costa Rica/Pura Vida) , to have students begin to make some guesses as to where we were going and what it might involve. After guessing, correctly, the students then worked with partners and laptops to develop a further base of knowledge with Primer Dia. We also spent time with the song Percance Pura Vida by Percance….a song that they LOVED singing, especially the chorus!

If you visit my wikispace you will have access to the smartboards and other papers developed for the book.  There are links to TOCA boards, Picture retells, Who Said What, Kahoot and vocabulary work. Additionally, I collect resources on my Pinterest board for Robo.  I am sending everything to Carol Gaab for formal approval (hopefully).

Hope this helps some of you who are working with this awesome book!