Music without the cloze……..

Yesterday, one of my Twitter colleagues remarked how much she enjoys using music in her Spanish classroom.  She continued by asking what else could she do with a song other than have students complete a cloze activity.  It’s very hard to give an answer to that question within the 140 character limit. Therefore I am going to share some of the ways that I have used a song recently. My Spanish III classes have just begun a Colombia/Juanes/Social Awareness unit and my Spanish IV classes have just finished the novel Vida y Muerte en la Mara Salvatrucha.

An oldie, but a goodie…..La Historia de Juan (Juanes).  Everyone has heard this song and knows that it is filled with preterite verbs.  There are several activities that I do with this song, but one of the newest is this document La Historia de Juan que representan las fotos (see the pictures below).  After we have worked with the songLa Historia de Juan retell, I will have the students first identify what the pictures mean in relationship to the song; next I will have them attempt to recreate a line from the song; finally, they will have to attempt to put the pictures in some order, with lyrics, that will make sense.  It may not necessarily be the same order as the song.

For another old song, A Dios le Pido, BEFORE my students had any exposure to it, I gave them 12 strips for the first part of the song.  Working with a partner, they read through the lyrics, in whatever order they got them, and tried to understand as much as possible.  We shared this in class and then made guesses as to what the song might be about. A Dios 1 A Dios 2

Their guesses ran basically along these lines:  someone is in love, someone is sick, someone has Alzheimers, etc.  Without watching the video while we listenend, they next tried to put the 12 strips in order.  I recommend having the students derive some meaning before ordering, otherwise trying to order an unfamiliar song can be a bit daunting.  It took two times listening, and they had the order.  Then we watched that part of the video.  It didn’t take much discussion to determine that the song was about more than they had originally thought.  The second day with the song I did a type of go/stop activity (similar to MovieTalk) with the video as we identified what it was that we were seeing.  We then listened again, identifying, by circling, which word was in the song (despertar, despiertan, despierten; recuerde, recuerda, recordar) A Dios part 2. A Dios le pido day 2 Next, I had them,without looking, attempt to write down 5 things that Juanes had asked for in the song.  They shared with a partner, and together, as a class, we listed as many as we could.  We looked at the lyrics again and I asked them if they noticed anything different about the verbs that we had circled (brief foray into the world of present subjunctive, and I do mean brief: they have “opposite endings” and there is a “que” before them). Finally, the students determined what three things they might ask for.

Enrique Iglesias and Nicky Jam released the official video for “El Perdon” last Wednesday.  It was a song that had been on my radar for about a month, as I waited to see what the video would be like to determine if I was going to use it.  The video is mostly decent, there are a few things that might be inappropriate depending on your school situation and level. I played it for my students as the opening music last Thursday, and predictably, they really liked it.  Sara Elizabeth Cottrell posted some wonderful ideas for this song on her blog Musicuentos and I strongly encourage you to explore her blog!  I did something else with the song. First, we identified every word that they knew after only listening once.  We listened again, and added to the list. It was great because we have certainly been working with “estaba buscando, gritando, matando, tomando etc.”  They really felt good about what they understood after just those two times. Then, I had them listen to the way Enrique and Nicky pronounced words, asking if they were the same.  Of course, they are not.  This led to a good discussion about the difference in Spanish from Spain and Spanish from the United States (Nicky Jam was born in Boston) when your parents are from the Dominican Republic and Puerto Rico. Their listening was intense as the picked up on the “decir” of Enrique Iglesias; the e’taba bu’cando of Nicky Jam, etc.

Finally, one of the songs that I used with the book Vida y Muerte en la Mara Salvatrucha (from TPRSPublishing, was Tu Carcel. I had read about the song in another blog, and I’m really sorry that I can’t remember where (if you know, please tell me and I will credit that source).  In the book, the anonymous author will eventually go to jail, but even before that happens, he is imprisoned in a jail that is of his own making/or of the gang.  While the song is technically a love song, it was really easy to reinterpret the lyrics so that they applied to the narrator, the disappearance of his father, the death of his mother, etc.  And that is exactly what we did with those lyrics.

So, there you have it, 4 different activities that are not cloze activities, that I have used in the past 2-3 weeks.

Whoops…updating…..

Spanish IV started the Immigration unit three days ago.  I introduced it with the very popular song, Wake Me Up, from last year.  It was done originally by Aloe Blacc and Avicci.  Aloe Blacc (whose parents are from Panama), made an acoustic version of the song with Immigration as the video context.  It was an immediate hook for my students because it was a song in ENGLISH that they already knew quite well…..but, they had never seen it from the perspective of immigration.  The lyrics are the same as the original version, but they take on a completely different meaning in the context of the song.

We also work very early in the unit with the Statue of Liberty. I adapted an English article to Spanish Inmigracion Estatua de Libertad 2015, added the poem by Emma Lazarus, and finished our brief survey with this music:

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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!

Beyond the basic clothing unit….with 3 CI stories

Spanish III this year has read Esperanza and studied Guatemala.  This was followed by an extensive food unit that I hope to blog about soon. According to the county curriculum, the food unit is followed by a clothing unit with a preterite/imperfect focus which has only been referred to as past tense….never separated.  There were three weeks between Thanksgiving and Christmas breaks….perfect to do the clothing unit.  This is NOT the basic, introductory unit that most students are exposed to in Spanish I or II.  It is greatly expanded, and for the past several years, I have let the students dictate where the bulk of our vocabulary is going to come from, based on their interests and questions.  Additionally this year, I decided that I was going to continue with the comprehensible input stories, and so I had to create stories to go with the unit.  (I also did this for the extensive food unit).  The inspiration for the stories came from the current popularity of Selena Gomez and Enrique Iglesias, a song by Selena Gomez (The Heart Wants What the Heart Wants) that was covered by Kevin, Karla and the Band, and the natural affinity of teenagers for shopping (or not) and the “love interest of the week.” When I wrote the first two stories (for the first two weeks of the unit), it was my intention that the students were going to create the conclusion…but they practically begged me to finish the story (hence story number 3).

Slide1

While I used many activities and creations from the past few years of this unit, such as the great song ¿Qué me pongo? by Mango Punch Qué me pongo Mango Punch 2014, a fun group creation activity with La Camisa Negra, lots of partner activities, etc. (as can been seen here), the primary focus was the stories, the repetitions, and a myriad of activities that went with the stories.

The story began: Había una chica que se llamaba Sofía. Sofía tenía 16 años y le gustaba ir de compras. Le gustaba ir de compras muchísimo!!! También había un chico, un chico de 16 años que se llamaba Enrique. A Enrique, no le importaba mucho la ropa….pero necesitaba la ropa confortable.   I introduced the story for the first week with this powerpoint version Ropa part 1 The student copy for the rest of the week is Ropa part 1 We read it multiple times, using various methods and ended the week with a “practice” free write that was completed with a partner then exchanged with another group who read it, underlined the words used and gave it a score. Practice Free Write

Week Two featured the second part of the story. Ropa part 2 and another version with many images replacing the vocabulary Ropa part 2 with multiple images.  We also used these story cards Sofia 2nd part story cards to retell the story (run off, cut and laminated) with a partner. The cards also lend themselves to a multitude of activities: vocabulary identification/description, sequencing, teacher read description with student “grabbing” of the correct card, etc. Part of the fun this week was the designing of the outfits that the students thought that Sofia and Enrique had worn to the dance.

Dibuja las prendas de ropa que llevaban Enrique y Sofía. Cada persona necesita tener 4 prendas de ropa y 2 accesorios. ¡Incluye los colores! ropa maleropa female

This was a multiple day activity…the creation of the outfits, the description of the outfits to a partner, and then an inner/outer circle activity where they received and exchanged and described multiple creations that were not theirs. There was also an assessed free write for this part of the story Sofia second part free write

 

Week Three brought the conclusion of the story. Ropa part 3, Sofía queria ir verb completion activity an acting competition, playing Kahoot with the story and also Triple Trouble Triple Trouble game.  Triple Trouble is played with groups of 2/3 students (each with their own color marker).  The teacher asks a question, and the first student has 10 seconds to tell/write the answer for his/her partner.  If correct, he/she colors in one circle, with the goal of getting three in a row as many times as possible.  Naturally, we also had to work with the song What A Heart Wants as covered by Kevin, Karla and the Band.

We ended the week with an Educreations project  Educreations 2014 for blog which really showed how much vocabulary they were using as well as a pretty natural use of the past tense.

Beginning the school year…….

cover la llorona

I’m getting ready to teach La Llorona de Mazatlan by Katie Baker for the very first time, and I intend to begin working with material associated with it during the first days of school. While I will be using videos with the MovieTalk method to introduce MéxicoMazatlan, and  the legend of La Llorona, I also will need to assess and identify what these new students know or remember.   I don’t want to “review” in the traditional sense of review, but I know that I need to wake those summer brains so that they remember present tense and past tense.  AND, I need to make sure that those verbs that are so crucial for storytelling are cemented in with the new groups of students. I am only going to know about 20 of my 115 students this year, and they will be coming from many different Spanish instruction styles.  Looking at the Super Seven and Sweet 16 list that Mike Peto posted in this blog entry, I found a song that has many of them.  Additionally, the song will eventually fit in with one of the storylines in La Llorona, although in a slightly different way.

CD9 is a “boy band” from Mexico, very similar, in my opinion, to One Direction.  The five young men are all between the ages of 17 – 19, and should  therefore be quite interesting to many of my students.  I created a series of seven different activities to be used with their song “Me Equivoqué“.  I first heard the song when they released a really cute lyric video for it a little over a month ago, and knew that I was going to use it this year.  Today they released the official video for the song.  I will probably use the lyric video first, playing it as students enter the room.  I will spend several different days working through the activities for Me Equivoqué por CD9 de México.  Only after we have finished those activities will I use the official video.  It is significantly different in the arrangement or ordering of the song.  Below are the various activities that I will be using,

  • listening for verbs remembered; identifying past/present (without viewing the video)
  • cloze
  • reading comprehension/questions
  • paraphrasing
  • Arrange lyrics in order
  • Pair English/Spanish lyrics
  • Free Write   “Me Equivoqué……”

Me Equivoqué por CD9 de México
I. Escucha sin mirar el video (3 versos) y escribe 7 verbos

¿Presente o Pasado? Identifica tus verbos.
II. Completa
______________________________ otra vez, con la ausencia de tu voz
y ___________________________________, con mis manos tu silueta amor
Si te _______________________ no __________________________,
si te _________________ nunca ______________________________
Nena __________________me una oportunidad
Mis días se _____________________ noches, si no ______________________
Sin ti la vida, ya no __________________________ igual
Te ________________________________ en mis brazos, me ______________________ aceptarlo
Me ____________________________________ie ie ie eh
Mis manos ________________________________ tu calor
Quisiera que escucharas mi canción
Te __________________________________ en mis brazos, me _________________ aceptarlo
Me _____________________________ ie ie ie eh
Me _____________________________
Me _____________________________

III. ¿QUÉ ES CD9?
CD9 es el grupo conformado por Jos, Alonso, Freddy, Alan y Bryan, amigos que unieron sus talentos para formar una gran propuesta musical. Mientras se encontraban desarrollando (developing) su proyecto, no querían que nadie se enterara (find out) de lo que estaban planeando, por lo que implementaron el Code 9, que es un código que se utilizaba entre los jóvenes en los chats, para advertir (warn) que había alguien cerca y que no podían hablar del tema; Code 9 es la manera moderna de decir: “hay pájaros en el alambre”. Así, cuando los chicos hablaban al teléfono o estaban enviándose mensajes o chateando, si alguien se acercaba decían o tecleaban CD9 (que es el acrónimo de Code 9) e inmediatamente dejaban (stopped) de hablar del tema.
Al final, cuando los chicos se encontraban buscando un nombre para el grupo, pensaron en una infinidad de posibilidades, sin darse cuenta (realizing) que el nombre
perfecto había estado allí todo el tiempo. “CD9 refleja lo que somos; cinco chavos que hemos guardado en secreto nuestra música, pero que ahora estamos listos para mostrársela al mundo”, comentan.     Fuente: http://www.cd9.mx/bio
Contesta las preguntas en inglés.
1. ¿Quiénes son CD9? ______________________
2. ¿Qué es Code 9? ¿Por qué lo usaron? ________________
3. ¿Por qué es CD9 ideal para ellos? ___________________
4. What do you think “hay pájaros en el alambre” could possibly mean? _____
5. ¿Qué es el sinónimo para “chicos” que está en esta lectura? ______
IV. En tus palabras, qué significan (quiere decir) ……
A. Desperté, otra vez, con la ausencia de tu voz
y pinté, con mis manos tu silueta amor
B. Si te llamo no contestas, si te busco nunca estás
Nena dame una oportunidad
C. Mis días se hacen noches, si no estás
Sin ti la vida, ya no sabe igual
D. Te quiero en mis brazos,
me duele aceptarlo, Me equivoqué ie ie ie eh
V. Pon las letras en orden (1 – 8)
_______ pero llamo y no contestas, si te busco nunca estás
_______ ¿Te fallé? Y tal vez, no merezca tu perdón
_______ Me duele aceptarlo
_______ Mis días se hacen noches si no estás,
_______ Soñaré que has pensado en olvidar lo que pasó
_______ Nena escucha solo una vez más
_______ Te quiero en mis brazos,
_______ Sin ti la vida ya no sabe igual
VI. Empareja
A. Dejemos todo atrás, volvamos a empezar
B. No sabes cuánto me arrepiento
C. Sin ti no sale el sol, no late el corazón, no
D. La vida ya no tiene color
E. Mis días se hacen noches si no estás
F. Sin ti la vida, ya no sabe igual,
G. Te quiero en mis brazos,
H. Me duele aceptarlo
I. Me equivoqué ie ie ie eh
Me equivoqué Me equivoqué
J. ¿Te fallé?
K. Y tal vez, no merezca tu perdón

_____ 1. I made a mistake
_____ 2. Life is colorless
_____ 3. Without you, life isn’t the same
_____ 4. I made a mistake, I failed you
_____ 5. I want you in my arms
_____ 6. You don’t know how sorry I am
_____ 7. My days become nights without you
_____ 8. Maybe I don’t deserve your forgiveness
_____ 9. It hurts me to accept it
_____ 10. Let’s leave everything behind, let’s start again
_____ 11. Without you, the sun doesn’t rise, my heart doesn’t beat

VII. Me equivoque cuando…………………….. (Escribe un cuento de cinco oraciones)

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.