Mini Assessments for Robo en la Noche

Time is simply flying by this school year!  We have dealt with some pretty unusual circumstances….9 snow days during the reading of the novel, 16 days of PARCC testing (do not even ask me how I feel about this!), and I have missed some time due to surgeries that I had hoped could wait til summer (wasn’t possible).  Therefore, finishing the novel Robo en la Noche  by Kristy Placido. was a bit chaotic. I opted for 2 mini assessments at the end of the book, both of which were completed by students when I was not in school.  That makes the results, for me, even more amazing.

The first mini assessment was called Análisis de Carácter.  Students had to choose a character from the book and an adjective/noun/emotion that depicted how that character acted or felt: enojado, asustado, tonto, bruto, triste or feliz,. Their task was to find ten supporting sentences or phrases (dialogue or action)  that supported that character and adjective choice.  They had one 45 minute class period to do this.  Here are some examples:

The second mini assessment that started in class on a Friday, and it was due when I returned on Tuesday.  There were four options for them, and they can be found in this document mini pbt choices revised. Here are some examples of the work that I received, from obviously artistic students as well as others for whom stick figures rock!

I can not emphasize enough how fulfilling it is to use these novels.  The students enjoy them, they feel good about what they are able to do, they feel successful, and their growth is obvious.  Comprehensible input is definitely, for me, an excellent methodology.  I am going to order the sequel to Robo en la Noche, Noche de Oro, because so many of them want to know what happens to the characters….who DID say Pura Vida at the end of the novel, what happens to Dr. Parker and Ines, what does Makenna do….?.  Because I will have many of them in Spanish IV next year, their opportunity to read the novel as part of our curriculum is not available (we read La Llorona de Mazatlan, Vida y Muerte en la Mara Salvatrucha, and hopefully La Hija del Sastre in level 4)….but free reading choice is!!! Our thoughts for Level 3 next year include repeating Esperanza and Robo en la Noche as well as adding Blanca nieves y los siete toritos.

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).

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!

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.

Esperanza….the final assessment(s)

It has been a whirlwind of a fall!  It is difficult, on one hand, to believe that I have not been able to blog since August.  On the other hand, it seems like August was just last week!  I continue to teach Spanish III and IV this year, but, as always, changes abound.  Since I do not use a text book (and haven’t now for years), I find myself creating material each year to match my students, their interests, and also, to match where I am going professionally.  I can say one thing unequivocally…enhancing CI with novels written specifically for that purpose is probably the best thing that I have ever done in my teaching career (with the exception of leaving the textbook behind, and always incorporating music).

I began this school year using Esperanza by Carol Gaab with Spanish III, and La Llorona de Mazatlán  by Katie Baker with Spanish IV.  My intentions/goals for those two books were my last posts in August….prior to the beginning of school!! With this post, I am only going to address Esperanza.  Two important observations:  my students thoroughly enjoyed this book, and it took much longer to finish that I expected!  However, it took longer because they enjoyed it so much!! There was just so much to do with the story and all of the possibilities that emerged as we went along!  You can see my entire 7 weeks of lesson plans here. I owe so much to the phenomenal Martina Bex, as it was her lessons that initially guided my planning, and I continued to refer to her during the entire journey.

We concluded this opening unit of Spanish III with this PBT Esperanza:

PBT Esperanza
Choose one of the following options to complete as your formal assessment. Pay close attention to the description, many of them contain multiple parts.
Guidelines:
• Work days are Wednesday and Thursday IN CLASS, that work is part of the grade.
• All PBT’s are due on Friday. (Work turned in late will be accepted, but for reduced credit).
• The PBT is worth 45 points.
1. Choose two characters from the book. With another person, role play a scene from the book featuring these two characters. You must create your own script. You cannot use the dialogue in the book. The script must contain at least 10 lines per character. The dialogue will be performed in class, and a copy of the script will be turned in. ***This is the only option with a partner. ***
2. Retell a part of the book from the point of view of Ricardito, Beto or Lucy. You must use at least 20 sentences.
3. Draw at least 3 full size comic strips that highlight three important events in the book. Make sure the dialogue is realistic for the characters and does NOT come from the book.
4. Create a graffiti drawing or mural about the book. The drawing should illustrate the MAIN events in the book. Graffiti/murals contain sentences and words, make sure you have at least 5 sentences in the picture.
5. Design a poster advertising the book, include at least 5 interesting details about the book that would make others want to read it.
6. Create song lyrics and music to tell the story of the book. Use the book title as the song title. Perform for the class, live, or record your song and bring it in. Alternately, you could adapt a song that already exists.
7. Draw relevant pictures for either Esperanza OR Alberto and write at least 10 facts that the reader learns about him or her.
8. Imagine that you are a character in the book and create a diary or a blog. Describe at least 5 events that happened in the story and YOUR reaction to them. Each entry must have at least 5 sentences.
9. Put together a collage for the book using at least 10 magazine pictures or color images from the computer. On a separate paper describe how at least 5 of the pictures relate to the story.
10. Make a timeline sequencing 10 important events that happened in the book. Each event must have a picture and a description.
11. Write a poem about one of the characters in the book. The poem should include at least 20 lines that illustrate the role of the character in the book.
12. Create the documents that Esperanza would have found to be the necessary evidence for political asylum. Include a letter stating why she qualifies for asylum. Include a newspaper clipping with picture that discusses violence in Guatemala.

Rubric checklist
_______ Meets the criteria of the description (5 points X 2)
_______ Demonstrates comprehension of the book (5 points X 3)
_______ Class Time used effectively and wisely (5 points X 2)
_______ Evidence of effort and creative work (5 points X 2)

I have 44 students in Spanish III this year, and every option available in the “lo tech” PBT was used by someone. The results were amazing as far as what the students took with them from the book and our activities.  Additionally, it should be readily apparent that there is a very wide span of proficiency with these assessments. NONE of these students came to be with a CI background, and 1/3 of them arrived in Spanish III from a miserable Spanish II experience with a person who is no longer in the profession. I will let the images below speak for themselves.  I can hardly wait to start our next book……here comes the end of January!!

 

New Unit: Immigration

Thanks to the addition of another unexpected day at home (snow day #6), I’ve been able to devote quite a bit of time to the next unit that Spanish IV is going to explore:  Immigration in the United States.  Before I go any further, I must say that I am indebted to the great, original work of Kara Jacobs @(karacjacobs) and the additions of Pilar Munday (@mundaysa) and @cristinaZimmer4. Next, I would like to say that while this is a unit that I will be using with my Spanish IV students, I think that there is material here that can be used with all levels of proficiency, including novice.  I’ve created a database for 29 songs that deal with immigration,  17 videos that deal with immigration and 35 links on the web for authentic resources both in Spanish and in English.  This is my Pinterest board, where I have been collecting resources for the past several months. Here is the link to the daily lesson plans from my wikispace, El Mundo de Birch which are in development and will be added to on a daily basis for the next month that I am in this unit. As of this writing, there are three full days of lesson plans, with the outline for the next six days.

PREGUNTAS ESENCIALES (2-5 Kara Jacobs)

1     Define la diferencia entre “emgirar” y “inmigrar”. ¿Qué es el Sueño Americano? ¿Ha cambiado el Sueño Americano? Explica tu respuesta.

2     ¿Por qué emigran ilegalmente muchas personas a los Estados Unidos? ¿De dónde es la mayoría de los inmigrantes indocumentados? ¿Cómo llegan algunos? ¿Por qué vienen ilegalmente y no legalmente? ¿Cuál es el proceso de entrar legalmente en los EEUU?

3     ¿Qué pasa ahora con la reforma migratoria en los EEUU? ¿Qué es el DREAM Act?

4     ¿Quiénes son algunos cantantes que cantan sobre la inmigración? ¿Cuáles son sus perspectivas? ¿Cómo son diferentes y/o similares las canciones y los videos? ¿Qué opinas tú de las canciones?

5     En tu opinión, ¿hay una solución al problema? ¿En qué consiste?

EVALUACIONES FORMALES

1. Evaluación Oral, basada en Pregunta Esencial #2 (el 17/18 marzo) 25 puntos
2. Free Writes
   1.  Which Way Home (10/11 marzo) 20 puntos
   2. 30 Days Inmigración (13/14 marzo) 20 puntos
3. Compara y contrasta dos o tres de las canciones en cuanto a sus perspectivas de la inmigración illegal. (I.C.E./Bandera/Pa’l Norte/Pobre Juan) En tu opinión, ¿qué es el mensaje de la canción ? ¿Estás de acuerdo con el mensaje? ¿Por qué sí o no? Apoya (support) tu respuesta conlíneas de la canción. (25 marzo) 30 puntos
4. Evaluación Oral, basada en Pregunta Esencial #3 después de leer el artículo de CNN       Google Voice response (20 marzo) 20 puntos
5. Interpretación dramática de una de las canciones ( I.C.E. por La Santa Cecilia, Bandera por Aterciopelados, Pobre Juan por Maná, Pa’l Norte por Calle 13)

• a. grupos de 3-4 personas
• b. escriben una “obra” (play) sobre la canción
• c. presentan la “obra” en clase (sin apuntes)
• d. 31 marzo, 1 abril,  guión (script) 20 puntos, presentación oral 25 puntos

The initial target vocabulary for this unit: (Quizlet)

• 1. cárcel
• 2. castigo
• 3. ciudadanía
• 4. ciudadano
• 5. cruzar
• 6. discriminar
• 7. dispuesto a trabajar
• 8. echar de menos
• 9. el derecho
• 10. en busca de
• 11. extranjero
• 12. frontera
• 13. igualdad
• 14. leyes
• 15. mudarse
• 16. país natal
• 17. población
• 18. preocuparse por
• 19. prosperidad
• 20. seguir las leyes
• 21. ser testigo (de)
• 22. tratar (de)

Metas y Sueños, some final thoughts

Like all things in the teaching world (and in life, in general), things don’t always go as you have planned…even when you have spent a long time planning!  This new unit that I began creating in the “snow days” of January has been much of what I planned, but has certainly evolved into things that I simply could not anticipate.  What began like this:

Preguntas Esenciales

1. ¿Qué es tu rutina diaria? ¿Cómo te escapas la rutina?

2. ¿Cuáles son tus metas, tus sueños? ¿A qué quieres dedicarte? ¿Cómo han cambiado tus metas /sueños desde tu niñez? ¿Cómo vas a lograr tus sueños? ¿Cómo te enfrentas a los retos, los obstáculos?

3. ¿Quién es una persona que ha superado mucho? ¿Cuáles son las características y/o las acciones de la persona que ha superado mucho? ¿Quién es una persona que admiras? ¿Porqué?

4. ¿Cómo presentan los sueños y las metas las canciones populares?

5. ¿Cuál fue la banda sonora de tu infancia? ¿Cuál fue la banda sonora de sus años de escuela secundaria? ¿Qué crees que va a ser la banda sonora de tu futuro?

changed to eliminate question #5, added significantly to #3 and included several days on the goals and dreams of the people of Venezuela.  With the elimination of essential question #5, I also had to eliminate a final evaluation (the sound track of their lives, and a review of preterite/imperfect). But, with the addition of the Venezuela component, I believe that the unit became even more authentic.  To question #3, about people who have overcome obstacles to achieve goals and dreams, I had planned on using Martin Luther King, Jr.,Kseniya Simonova, and Charlotte and Jonathon from Britain’s Got Talent.  The section on Charlotte and Jonathon I got from tweets from Axel (from Argentina), as I looked for more information to include in the study of his song “Celebra la vida“.  Metas celebra tu vida We spent quite a bit of time with the song, with various activities, including drawing the lyrics and acting the lyrics.  Our discussion of the tweets and then the follow up with the Charlotte and Jonathon story, including updates through December 2013, was certainly very worthwhile.  I decided, after the reaction of my students, to add another person to our study of overcoming obstacles: Malala Yousafzai Metas Malala  and with the BBC video, Metas Malala BBC Mundo video.  I was amazed that so few of my students knew who she is.  We spent several days with the reading taken from BBC, talking in small groups, working with the Spanish captions in the video, and talking about and contrasting their views of education with hers.  We also watched a Diane Sawyer interview with her (in English) as well as her appearance on The Daily Show with Jon Stewart.

I’ve already posted about our work with Venezuela, and I’ve also posted a few of the final evaluations.  However, there was one student who did not have her project ready in class yesterday.  She told me she was having some difficulty with the final editing and uploading of her project, and promised that I would have it by last night.  Well, she carried through with her promise, and, in my opinion, it demonstrates her total comprehension of this unit, interpreted through the words of Juanes in his inspirational song, No creo en el jamás.  I wish that @Juanes could view it.  Please watch her video here.

Our work with the song began with Metas No creo en el jamas Juanes revised. The five songs that I selected to use with the unit were mostly successful.  There were three that my students really enjoyed:  Celebra tu vida (Axel), No creo en el jamás (Juanes) and No me doy por vencido (Luis Fonsi).  ( By enjoy, I mean that by the end, they were singing the songs at the top of their lungs!) The songs No hago na’ ma’ (El Gran Combo) and the new version Echar Pa’lante were received with a mediocre reaction, and Bonito (Jarabe de Palo) was a song with which they were already familiar. I also used, to lesser degrees, Vivir mi vida (Marc Anthony), Solo soy (Doctor Krapula) and So What (Sie7e).

The entire scope of this unit, how it went day by day, with additional materials can be viewed here. Next week, we move on to the Immigration unit with materials from the amazing Kara Jacobs (@karacjacobs) and Cristina Zimmerman (@CristinaZimmer4), as well as my additions.  To start the unit, we are going to use the documentary Which Way Home, making the transition from dreams and goals to immigration via the dreams and goals of the dreaming children in the video.

 

Metas y Sueños…..culminating student projects updated 2/28

Spanish IV has spent almost 5 weeks in this unit.  This week, in addition to the activities for #SOS Venezuela, students have been working on their PBT (performance based task).  The task was to choose one of the five songs that we studied in detail and “reinterpret” it.  They were free to use any visual means to do this.  Many of them chose Powerpoints and PhotoStories because that is what they are most familiar with, but several branched out into different territories.  The actual presentations of the projects will be tomorrow and I will be posting several examples of them, but one was submitted today, and it just blew me away.

These two young men chose to interpret the Juanes song, No creo en el jamás, using iMovie.  While the parameters of the assignment are listed below this post, briefly they were:

• show me your understanding of the lyrics of this song, in terms of goals, dreams, obstacles, using a visual format
• do NOT put the actual lyrics in your presentation, instead use our active vocabulary to create your own statements

Here is the link to their presentation.  I would love to hear your feedback (please ignore the error with the verb encontrar in their presentation…grammar is not the focus), and as I said, I will update this post this weekend.

Metas Presentacion de las canciones sobre metas y suenos-1

Here are a few more of their projects. The music probably won’t play in them because of the formatting, but you will get the idea (hopefully). I wish I could share the Powtoon and the Scratch videos that were made, but they are user/password protected. And, as always, gentle with the grammar errors….for me, the content is more important!

Metas Celebra D & J

Metas Celebra S & N    this one doesn’t have transitions in it, you will have to click through it

Metas No me doy E & M     no transitions, click through it

Metas Bonito H & W  no transitions. click through it

Venezuela……Metas y Sueños…….and the power of Twitter

I’ve posted a couple of times now about this unit on goals and dreams that my Spanish IV students are doing (we’re almost done).  I have lots of activities to add to what I’ve already posted about, but something is happening that has interrupted and enriched the unit:  Venezuela.  Thanks to the power of Twitter, I have been able to incorporate the explosive situation in Venezuela into a very real, immediate, authentic source for Metas y Sueños.   If you have followed this blog for a while, you may remember that I have a huge unit that is loosely called Social Awareness through music; I use this unit in Spanish III.  About two thirds of my Spanish IV students were in my Spanish III classes last year, and therefore have some background knowledge of Venezuela.  Last year we followed the death of Hugo Chavez and the subsequent election between Maduro and Capriles.  So, last Friday, February 21, after having seen the Twitter activity with #SOSVenezuela, I had my students pull out their cell phones (Twitter is blocked at school) to begin reading the tweets with #SOSVenezuela.  We also had laptops out, so they could google Venezuela and find out information to answer their questions.  We spent most of the class “discovering” and talking.  What was happening in Venezuela? Why?  What were the goals and dreams of the students?  The goals of Leopoldo Lopez and his supporters?  The goals of Nicolas Maduro?  It was the best of helpful technology, high interest, situational immediacy, and the inquisitive minds that teenagers can exhibit.

After having followed the situation all through the weekend, I knew that I had to incorporate it into my lesson plan for this week, which was going to throw my timing off for the entire unit, and ultimately has made me do away with the last original Essential Question and evaluation for the unit (la banda sonora de tu vida).  We spent Monday viewing videos that had been tweeted about on Twitter, and working through many, many images, memes and posters.  I put all of the images on a SMARTboard presentation so that they could see them in color and very large.  The vocabulary was an amazing tie in with our active vocabulary for this unit (rendirse, darse por vencido, metas, sueños, vale la pena, alcanzar, etc.)

I followed this exploration with a “Free Write”.  I asked them to take the point of view of one of the following:

• a student in Venezuela
• Leopoldo Lopez
• Nicolas Maduro
• a musical artist that we have studied (Juanes, Carlos Baute, etc.)
• an average citizen in Venezuela
• an average citizen in the U.S.

For five minutes, they were to write about what was happening in Venezuela, using as much of our active vocabulary as possible. As with all of our free writes, grammar counts very little, content is most important.  This free write was 15 points content, 5 points grammar.  The results were impressive, as were the different points of view.

Here is a sampling of some of the sources of information that I used (most of them came directly from Twitter):

• Why you should use social media to spread the word of Venezuelan protests
• Venezuela, A la calle!
• Efecto Eco
• U.S. support for regime change in Venezuela is a mistake
• Can Venezuela’s socialist government survive wave of protests CNN
• The World with Venezuela
• What’s going on in Venezuela
• Chino y Nacho en solidaridad, aceptando Premio Lo Nuestro
• Venezuelans march for peace
• Venezuela’s protests are dividing South America
• Is Venezuela burning while the world watches Ukraine?
• Senator Marco Rubio on the House Floor, Analysis of Venezuela

We also revisited song of the songs that we had used in Spanish III by Carlos Baute, including this one that has a new video using images from the current situation.

As WORLD language teachers, I can not emphasize enough how valuable Twitter is for us.  It continues to be one of the most valuable tools that I have.

Las Metas y Los Sueños…..part 2

In the last post I included the activities for the first 4 days of the unit.  This post includes the plans for Days 5, 6 and 7 (my class periods are just 45 – 50 minutes long).

Day 5

Neil Jones has a great blog with wonderful resources and ideas for Spanish teachers.  In 2012 he posted an activity:  El sueño y el orgullo, that will fit nicely in this unit.  It has many of the vocabulary words that I am targeting, reflexive verbs and subjunctive.  It is a good cloze listening activity that I will expand into conversation and reading.

Day 6

I wish I remembered where I read the following idea, but I don’t…if you recognize the idea, please let me know and I will credit the source!  Five to seven students will volunteer (depending on class size, my largest has 26, the smallest 20) to stand in front of their peers.  I will give each of those students 2 pictures that the rest of the class will not see.  The class will receive a grid with potential jobs listed.  Their task is to ask questions to their classmates standing in front of them, trying to determine who has which job.  The students standing in front with the pictures may only answer yes/no.  Every student must ask a question, with the “winning student” being the first student to match his classmate with the job correctly. This may have to be adjusted!  Following this whole class speaking/listening activity, I will give a picture to each student in the class and have them respond to this prompt:

Eres la persona en la foto. ¿Cómo llegaste allí? ¿Cuáles eran tus sueños/metas? ¿Cuáles eran tus retos o desafíos? ¿Cómo lograste tus sueños? ¿Cómo conseguiste tus metas? ¿Siempre creías/pensabas que tenías éxito? ¿Tenías miedo o duda alguna vez? ¿Cómo puedes usar tu posición para el bueno, para cambiar algo en el mundo? ¿Cómo vas a alcanzar nuevas metas?

Here are the pictures and the student grid: Metas Tus Trabajos del Futuro

Day 7

The Axel song, Celebra tu vida, which has been playing several days as students enter the classroom, will be the focus of today.  Students will complete a cloze activity of the first part of the song, which we will then discuss (vocabulary) and will take a brief glance at the subjunctive being used.  I will then place the students in small groups, 3-4 students to a group, and I will assign each group one of the remaining verses.  Their task will be to illustrate their part of the song and share it with the class. Next, we will look at several tweets from Axel that use several of our targeted vocabulary words about goals, dreams, reaching the goal/dream, etc.  The last tweet that we will examine is about an unlikely duo that auditioned for the X-Factor in England, which will lead us to viewing that audition and responding, first with conversation and then in writing.  The resources for today are here: Metas Celebra tu vida Axel

Additional note:  I will be speaking individually with several students over the span of several days, working toward the first evaluation in which they are to describe their own dreams and goals to me.

Thoughts and comments, suggestions, etc. are always welcome!!!

“Demanding” the Subjunctive!!! Or…additional ways to use a song to enhance a grammar concept

Songs continue to be one of my favorite authentic resources to introduce, reinforce or enhance a grammatical concept.  While this post is about a song that I used for work with the present subjunctive, the actual activities are applicable across the spectrum.

My three Spanish IV classes are about 8 days into intense work with the present indicative and present subjunctive.  We have used many songs:  Quizas( Enrique Iglesias), De Todo el Mundo (Enrique Bunbury), Azul (Natalia Lafourcade), La llave de mi corazon (Juan Lulis Guerra), Mi Princesa (Victor Cruz), and Inevitable (Samo).  We have used authentic “clippings” from current events, exercises of rote practice, lots of picture prompts of incredible, bizarre or interesting situations, and even more speaking/listening prompts.  Up next: another song, this time, Exigimos (We demand) by Doctor Krapula (from Colombia).

Exigimos was the song that was playing in class on Tuesday when the students were entering.  I had also used it as “background” music while working on other activities last week.  After the bell rang, we took a preliminary look at the lyrics for Exigimos and then quickly moved to something else. On Wednesday, I placed the students in groups of two and gave each group sentence strips (in vibrant colors) for the first verse of the song.  They listened one time to the verse, putting the strips in the correct order.  Next, they quickly discussed the meanings of the lyrics, identified the subjunctive verbs and the reason for the subjunctive verbs, and also the infinitive for each verb.

Exigimos parte 1 verse one in order

I then gave them verse two with 12 verbs on separate pieces of paper.  The first thing that they did was divide the verbs into two columns: present indicative and present subjunctive.  Again they quickly determined the meaning of the verbs.  I then had them orally change the subjunctive to indicative and vice versa.  I then played the second verse of the song (two times) and they placed the verbs in the correct places on the paper. Once again, they determined what the second verse was singing and the reasons for the subjunctive verbs.

Exigimos parte 2 subjunctive verb in blank

As a class, we had a discussion about why the group would be singing about “demands” for Colombia.  I taught about two thirds of these students in Spanish III, so they had a good background for discussion based on a big unit we did on Colombia in Spanish III.

The third part of working with this song involved the spoken part of Exigimos.  The students definitely struggled with the first two lines in this part, so I had them determine for everything else first. As a class, we then worked with those first two lines.  Individually, they completed the four questions based on this section.  The last part of this marathon with the song was a Free Write that was completed as the song was playing again.  Prior to beginning the Free Write, I told them that I expected to see subjunctive in their writing…that they could “bullet” items if they wanted to do that, but that subjunctive had to play a role in their writing.  When the song was finished, they exchanged papers and had a peer read it, with the option of circling the subjunctive verbs they saw.  I gave them an additional moment to correct or add anything.  Finally, they completed a shorter Free Write (about 3 minutes) on the reverse side.  This dealt with applying cultural knowledge to the song.  I collected the paper and scored it for content (15 points) as well as subjunctive use (5 points).  As a whole, almost every student scored well with the content assessment, and I was pleased with what they knew and were able to say.  The use of the subjunctive was more uneven, with students who did really well, and others who did not. Below are some of their responses.

Exigimos parte 3 la parte hablada y Free Write

There will be another part of this lesson tomorrow as I will ask students (in small groups) to come up with a list of “demands” that they could create as students in our school.  I will then ask them individually to write seven demands:  Exigo que…..

Art in the Spanish Classroom, continued…….

The amazing journey continues!  After the preliminary introduction week (necessary vocabulary, what is art, etc.), a week with the art/music/history of El Dia de los Muertos, a week with Dali (see previous post), we moved into a week (+ a day) for Picasso.  We started with a SMARTboard that I made (on my wikispace) and continued with a ”  Picasso Lectura “  that I found here and used Picasso lectura mis reacciones for their reactions and incorporation of vocabulary. I also had them do some preliminary exploration of the Spanish Civil War, using La Guerra Civil de España and these websites: History Home, BBC Bitesize, and History Learning Site. Yes, all the sites are in English with the “discovery sheet” mostly in Spanish.  The point of this exploration was to gather information quickly, and personally, to be able to move into a study of Guernica.  I also found this great powerpoint:  La_Guerra_Civil_Española_Lesson_1 and used parts of it as a followup.

When studying Guernica, I used another SMARTboard presentation again, and resources about 10 symbols (a source that I can’t find anymore!) 10_SÍMBOLOS_en_El_Guernica-_juego_en_blanco-2 and 10_SÍMBOLOS_en_El_Guernica-_juego-1  Also, I used this great website for a puzzle that I copied and put on card stock . We watched several videos, but by far, this one is the favorite:

I’ve done 2 mini oral assessments with each student.  The first one allowed them to tell me anything about Picasso in one minute.  The next day I did another minute assessment in which they could tell me anything about  either Guernica or The Hallucinogenic Toreador. While I was doing these individual assessments, the students were working on their Picasso heads and their cartoon or super hero Cubist figures.  In the Dali week, they had created surrealistic pictures based on elephants.  The inspiration for that came from smART Class.

This short week (pre-Thanksgiving), we will complete a formal performance based assessment using iPads and the Educreations program.  Students will choose one Picasso, one Dali and one student created work to analyze.  PBT and the file for the artwork that I have printed in color and posted in the classroom is located on my wiki.

My students are “regular” students, meaning that a few of the are artistically gifted, but most of them are not…….Here is some of their original art work.