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.

 

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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

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:

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)

Luis Fonsi! No me doy por vencido AND Corazón en la maleta

My Spanish IV students are almost done with our Metas y Sueños unit, and this week we were really focusing on the Luis Fonsi song: No me doy por vencido.  It was the perfect song to continue our work with goals, challenges, obstacles, and not giving up! Additionally, since reflexive verbs are part of the curriculum at this point in time, it also neatly helped in that regard, too! Initially, most of them didn’t think that they liked it very much, but after several days working with it, they had changed their minds and were singing enthusiastically:  Yo, yo no me doy por vencido….. yo quiero un mundo contigo…..”

I did not use the video with them until the third day.  We listened to it, did a cloze activity, practiced reading it, did some whole sentence direct translation to assist with the next step: partner work to determine meaning, identified reflexives, etc. Metas no me doy por vencido   On the third day, when the lyrics were very familiar for them, and immediate comprehension was possible, I allowed them to watch the video.  After watching, in small groups they discussed what they thought the video meant, what the three “stories” were in the video, etc.  We continued using it all week (playing as they were working on other things, singing it when entering class, etc.). This song is also one of their five choices for their performance based task to create a visual representation of how the lyrics fit into the Metas y Sueños unit.

No me doy por vencido was such a success that I was thrilled to see (via Twitter @luisfonsi) that Luis Fonsi was releasing a new song.

My Spanish III classes have been in a travel unit.  The new song that Luis Fonsi released is called Corazón en la maleta and has many of the vocabulary words/phrases that we have been targeting, such as:

  • quedarse
  • en avión
  • por tren
  • por mar
  • maleta
  • firmar
  • sube/baja
  • recordar
  • cambiar

And, it has lots of present indicative and preterite verbs!  Perfect for my Spanish III classes.  (Additionally, it has lots of reflexives, and I’m going to use it with the Spanish IV classes this coming week!  I’ve already been playing it in class, so they will recognize it.)

I had played the video for two days as students were entering the classroom, therefore, when I began to seriously work with it, the music was familiar for them.  I used this worksheet for two days with them: Corazon en la maleta Luis Fonsi

The first activity was for them to read the boxes in the first half of the paper and to then identify as many of them as possible, with a partner.  I told them that some of the words were in the song that we were going to listen to, and I asked them to check the ones that they heard or that they saw in the video.  I did not tell them that EVERY box was in the video, but every box is.  After a first listen, I asked them to share a few that they heard.  We then listened again, and shared some more.  Based on what they had checked on their papers, what they heard and what they saw, I asked them to make some guesses about what the song was about.  The next day, I had them review the boxes with a partner, and then they worked through the 8 true/false statements for meaning only.  We watched the video again, and they marked the true/false and tried to come up with the transportation words.  There are only three in the song, but I included lo que sea because it is a phrase I want them to begin understanding/using, and it was used in context with “whatever transportation means necessary”.  Individually, they completed the verb section of the paper.  We did not have time to finish the synonym/ antonym section, but I will pick it back up briefly on Monday.

Premio Lo Nuestro aired on Thursday night, so I shared the live performance/premiere of Corazón en la maleta. It also served as a beginning discussion about that awards show, and the situation in Venezuela that many of the artists referred to.

I hope this gives you some new ideas for ways to incorporate music into your lessons.  As always, I would really be interested in activities that you may be using with music.