Un millón como tú ….and Vida y Muerte

I first heard the song Un millón como tú by Lasso (Venezuela) and Cami (Chile, Camila Gallardo) on February, 2.  I immediately sent a message to Arianne Dowd, a fellow creator/collaborator who also likes Lasso.  She responded immediately suggesting that she might use it with the novel Vida y Muerte en la MS 13. Brilliant idea! And…..oh no!! I’m going to add MORE music to this novel!  (see these posts! and this one, too).  I can’t help myself! The novel has been a favorite with my Spanish IV for the past 5 years, consistently being cited on end of the year evaluations as one they will remember, one that impacted them, and one in which the music was loved. And now, there is this absolutely perfect song for expressing how Analía’s family and Los Salvatruchas felt about their relationship (with a little imagination).  The song has been an absolute HIT with my students, many of them singing it by heart! Combined with No hay nadie más by Sebastián Yatra, they create the perfect background for chapters  6 – 8 in the novel.

Step 1

I felt like my students needed to make some vocabulary/phrase connections. So, I targeted specific lyrics, found images to represent them and had students match the lyrics to the images as they read through the lyrics. un millon images

Step 2

A. Find lyrics from the song that will support these lines from the novel:

A veces era un poco difícil estar juntos porque teníamos que salir a escondidas.  Nadie estaba de acuerdo con nuestra relación, ni la familia de ella ni la mía, los Salvatruchas.

Sample answers: Y mis amigos me dicen que buena noticia que ya tú no estás
Dicen que ya no te llame; Todos opinan igual , Serás fácil de olvidar; y mis amigas
celebran felices que ya tú no estás

B. Find text from the novel to support this lyric from the song:

Debe ser que tú al final, si eras muy especial

(Additionally, the above text/lyric support activities actually complement English Language Arts standards for writing in grades 11 – 12!)

Step 3

Listen to the song and complete traditional cloze Un millon cloze

Read through the lyrics in English, then sing this much of the song.  We then read through the remainder of the lyrics, where, after questioning why he/she can’t sleep, eat, etc. the opposite is declared: Tú al final eras muy especial and Tú al final eras el más especial.  My angst driven teens just loved it! What a connection was made when they realized the twist in this love song AND when they began to realize, or question, that something is going to happen in the next chapters just as tumultuous with our narrator and Analía.

Step 4

Create a conversation:

Elige una:

  • Toma el papel (role) del narrador y escribe una conversación entre sus compañeros o Pedro. Usa letras espécificas de la canción. Usa también tu imaginación y otras palabras.
  • Toma el papel (role) de Analía y escribe una conversación entre sus compañeras o abuela. Usa letras espécificas de la canción.  Usa también tu imaginación y otras palabras.

Usa tu propia papel. Por lo menos 8 líneas.

Of course, this song would be appropriate in many different situations, not just in this novel.  The video is completely appropriate, the lyrics are comprehensible, the melody is memorable, and the song is absolutely “singable”.

Today I read how Andrés Vicente Lazo Uslar, known as Lasso, did, in reality, break up with his girlfriend, of 7 years, Sheryl Rubio, in September 2018.  There has been great drama, with much of it played out on Twitter. See this article, and this one, and finally, this one. This could add another dimension to the song!

I’d love to hear from you if you use the song or create additional activities!

 

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An outlet for art

art I have written extensively about using music in my classroom, especially the past two years. More infrequently I may write a post about student projects or PBT’s. However, today, day 5 of summer break, I started thinking about the past school year and what I did to help my students remember the year and to be able to appreciate what we had covered. The last week of school, I created a “year in review” presentation for both my Spanish III and Spanish IV classes. While I was not surprised by the amount of music that we had incorporated into our units and into our opening routine each day, I was surprised by the amount and variety of their expressions in art.  In my individual “end of the year” evaluation of the course, just about every single one of those 110 evaluations indicated music as a major way that they had learned Spanish and enjoyed class.  Most of them now have Spanish music in their personal playlists. Also mentioned in those evaluations was the additional learning, exploring and enjoyment that was derived from other artistic endeavors.  From Martina Bex’s “freeze frame” to Allison Weinhold’s “Baila viernes” to the creation of original songs and artwork to showcase and express what we were studying, art was everywhere.

Since I have posted many student created PBT’s from the novels that we have read (Esperanza, Vida y Muerte en la Mara Salvatrucha, Robo en la noche, and La Llorona), I am going to focus on other works from this past year.

Esperanza:  Freeze Frame and the results the next day here:  Ch 4 retell period 2 Ch 4 retell period 3

 

Colombia/Juanes :Interpret a song

Bandera de Manos b1

Minas Piedras

Vida y muerte tattoos: What did the tattoo look like that Anonymous received after his first mission?

Frida: Using one of the “color me” pages available online, show me what you have learned about the life and art of Frida

Metas: Take one or more of the songs we have studied in our goals and dreams unit and interpret it for your life.  Songs were:  Vivir mi vida, Creo en mi, La lista, No me doy por vencido, and No creo en el jamas.

Narcoviolencia:  Show me, in a visual fashion, what you know about las pandillas principales in Mexico.  They used their visuals to then complete an oral assessment.  The idea was to have minimal writing on the visual, but that the visuals would help them remember items to talk about, representing what they had learned.

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Robo en la noche: Choose the six most important scenes of the chapter.  In this case, they had a choice of chapters 11, 12, or 13.

Immigration: Choose two of the three principal songs in the unit to illustrate key phrases, statements, commentaries, opinions,etc. about immigration.

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Bianca Nieves y los 7 toritos:

Poems:

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Freeze Frame

Just like I did at the end of the school year, I found myself wishing that I had taken more pictures of what they created.  It’s on my list of “things I need to do better” for next year.  I would love to learn about the “art”creations that your students have done.