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!

 

Updated music database

Music Artists WordleI began my formal music database (meaning in Excel format), three years ago. I created the formal document when I could no longer keep all the music that I was using in my head!  That first document had about 300 songs, organized by artist, title, grammatical point, vocabulary, culture, country and youtube link.  I’ve updated it regularly over the last three years, usually every month or so.  The latest update brings the total number of songs to over 1,080.  I’ve been contacted by several people who say that they can’t find the database.  Hence the reason for this post.  The latest document is available on this page on my wikispace: Spanish Music Database

Also available on that page are links to the workshop that I did for both MFLA and  NECTFL.  Those links have specific activities for using the songs for vocabulary, grammar and culture.  I’ve been teaching a long time, and I have picked up activities from countless people along the way.  I owe them all…..many times anonymously!

As always, I encourage you to add artists!  I would really like to know who your favorites are….who your students enjoy….and how you use their music!

Jesse y Joy…..not what you’d expect!

Jesse y Joy Photo: latinazos.net

Ever since 2007, many of my students have simply fallen in love with Jesse y Joy, a brother/sister duo from Mexico (mother from Wisconsin, father from Mexico).  That first year of my discovery, Jesse was 20 and Joy was 17, and the song was “Espacio Sideral”. There is an official video:

and then there is the video that fascinated my students, that I used because at the time I did not see the official video:

While I also liked the song, I didn’t understand why so many of them were so drawn to the song.  They requested it non stop for weeks.  They learned the lyrics by heart.  They sang the lyrics with and without the song.  Was it because Jesse and Joy were so young? Seriously, Joy at that time was just a year older than most of my students?  Was it because they didn’t look like artists from Mexico?  Was it because the song had references to familiar things?  Was it the pop/folk sound of the music?  I didn’t know, but what I did know was that without any effort at all, they had a grasp on vocabulary that absolutely was not part of our curriculum:  regalar, espacio sideral, proteger, poderes, via láctea, caja, hornear, quisiera….quisiera!

The next year, I had some of the same students from Spanish II in Spanish III, and what was their first request….”Espacio Sideral”.  But, it was the beginning of the year, and we were reviewing preterite and imperfect, so I decided to branch out and try another Jesse y Joy song, “Llegaste tú”.

Hundida yo estaba, ahogada en soledad
mi corazón lloraba de un vacío total
todo lo intenté, por donde quiera te busqué
eras tú mi necesidad

triste y desolada, ya no pude soportar
más deseperada, era imposible de estar
todo lo intenté, por dondequiera te busqué
eras tú mi necesidad, alcé mi rostro y…

llegaste tú, todo cambió
llegaste tú, la esperanza triunfó
llegaste tú, volví a nacer

por tanto tiempo quise encontrar la solución
a ese gran vacío que llevaba en mi interior
todo lo intenté, por dondequiera te busqué
eras tú mi necesidad, alcé mi rostro y…

llegaste tú, todo cambió
llegaste tú, la esperanza triunfó
llegaste tú, volví a nacer

On the first listening of the song, some declared it wonderful, others didn’t like it at all.  No matter, our purpose now was to look at the verbs.  What did they hear?  Obviously they heard llegaste. Most heard lloraba, era, eras, busqué, pude and cambió.  A few heard volví, quise and llevaba, but the unfamiliar verbs intenté, alcé and triunfó were missed. The next day we did a very brief cloze activity with the verbs and talked about why the verbs were preterite or imperfect.  This is an activity with that song that I have now used for three years.  This past year I also used “Somos lo que fue” in that review.

I have to add that Espacio Sideral remained so popular that it has been used in our Cabaret (a multicultural evening displaying the many cultures that make up our student body, featuring song, dance, poetry, etc.).  In 2009, one of our math teachers (of Cuban descent) played the guitar and sang the song with the audience singing along!

In the spring of 2010, I discovered another Jesse y Joy song called “Chocolate” that sparked the same response as the discovery of “Espacio Sideral”.  The students simply could not get enough of it!  Initially, the only video that I had seen was this:

The students liked it because the lyrics were right there, and the action, while minimal, was cute.  In the fall of 2010, I discovered the official video:

and I decided to use it with our beginning of the year “food unit”.  The song and the official video held great appeal for the students, and I was pleased because the lyrics also had many of our new vocabulary words (italiziced).

endulzas mi canción
Le das un buen sabor, a cada situación
Siempre Tú

¿Quién podría ser mejor?
Contigo sale el sol
Sazonas mi interior, siempre

Se derrite el corazón
Tan sólo con una mirada
Son tus besos, es tu voz que tienen mi alma enajenada

Nuestro amor sabe a chocolate
Un corazón de bombón que late
Nuestro amor sabe a chocolate
Oh oh oh oh oh

Uuh uh uh uh uh
uuh uh uh uh uh

Tú, tú mi inpiración
Receta de pasión
Amor sin condición, siempre

Se derrite el corazón
Tan sólo con una mirada
Son tus besos, es tu voz que tienen mi alma enajenada

Nuestro amor sabe a chocolate
Un corazón de bombón que late
Nuestro amor sabe a chocolate
Oh oh oh oh oh

Quien no ha probado y no mas
Verás que te hace volar
El cielo en tu paladar
Así me quiero quedar

And to have a song that uses the idiomatic expression, sabe a, WOW! That’s a tough one to teach, and here it is naturally, repetitively in the song…what could be better?  This past year, I used other Jesse y Joy songs:  “Adiós”, “Volveré” (future), “Y te vas”, and ” Ya no quiero” as my warm up/entering the classroom/let’s switch to Spanish songs, and they were received with varying degrees of acceptance/enjoyment. This year, I think that I will use an idea from EFL Classroom 2.0 to combine the song “Chocolate” with other vocabulary from the food unit.  It’s a game called Mystery Box, which is describe by the creator of the game as “the most exciting powerpoint game I’ve ever used.”  Take a look, save it, and change it to suit your needs! Powerpoint:

MYSTERYBOX La comida

 

According to twitter, jesseyjoyJesse & Joy Oficial  El estreno del “1er Single del nuevo album” sera el dia 4 de Julio. I can’t wait!