Music new to me

I know that some of you follow my Pinterest music board, and some might have my old database for music. But, today is a snow day, so I thought I’d take advantage of it and share some of my newest music interests, spanning Colombia, Mexico, Argentina, Uruguay, Venezuela, Chile and Morocco. So, in no particular order, and just for fun, here are some current songs in rotation, or will be in rotation soon.

  1. 190110-juanes-single-cover-na-606p_25f12d5459b80df8b1a38a3fbe8658f0.fit-360w Juanes:  La Plata ft. Lalo Ebratt  I will admit that although I have been a huge Juanes fan since 2003, I was beginning to despair (after the past 3 years with the exception of Besos en Guerra) that I would find another appropriate song (for high school) that I could share with my students with the impact or “catchiness” of A Dios le Pido, Fotografía, Segovia, Minas Piedras, La Camisa Negra, Nada Valgo sin Tu Amor, Mala Gente, Fuego, La Luz, etc. etc. etc.  At age 46, I was beginning to wonder if he would remain relevant.  This song, featuring Colombian reggaeton/trap artist Lalo Ebratt,  blends Colombian vallenato with a bit of reggaeton and makes me really anticipate the release of his newest album. It is a fun, light hearted, catchy and basically school appropriate song about getting over heartbreak. Filled with cultural images (Colombian police vehicles, spiritual folklore, Colombian flag colors, la plata, el acordeón, etc.), the video rewinds events about spending all his money on his special girl. The very catchy, repetitive chorus goes:Si yo te quiero con el alma (Alma)
    Si yo te quiero hasta los hueso’
    Mi corazón no es sólo tuyo (No es sólo-sólo)
    Pero por hoy yo te lo presto (Oye)
    Mi corazón no es sólo tuyo (¿Ah?)
    Pero por hoy yo te lo presto
  2. 51wwa3achll._ss500Los Polinesios and RedOne:  Festival  I must admit I knew nothing about them, but the group Los Polinesios and the producer/writer/singer RedOne have quite the following on youtube platforms and the Latin music world. Los Polinesios are three siblings from Mexico: Rafa, Karen, Lesslie. According to Lesslie, the message of the song is “Disfruta la vida porque la vida es un festival.” RedOne was born Nadir Khayat in Morocco and has worked with Enrique Iglesias, Lady Gaga, Shakira, Jenifer Lopez, Pitbull……. With it’s English/Spanish chorus, it is one addictive rhythm:                                                                                                                                                                                                                 Baby here we go 
    Esta noche no va a terminar 
    flylight oh oh oh ueh ohh 
    que la vida es un festival                                                                                                              happy-happy-cover-oficial-400x400
  3. Nacho ft. Los Mendoza:  Happy Happy Fans of the old Venezuelan duo Chino and Nacho will be happy to see Nacho ( Miguel Ignacio Mendoza Donatti) with three of his sons (Diego, Miguel and Santi known as Los Mendoza) promoting this upbeat song. Another mixture of English/Spanish, what’s not to like about lyrics referring to the Venezuelan ice cream (grape flavored, I think) bati bati that comes with chicle at the bottom?                                                                                                                     Happy happy
    Happy happy happy
    No sé qué me hiciste pero te amo de gratis 
    Yo soy el chicle de tu bati bati 
    And all I want is to make you happy

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4.  LIT Killah ft. Agus Padilla:  Tan Bien  When Laura Sexton shared her post about top songs for 2019, she included one by Uruguayan Agus Padilla called Ni Tu Amiga Ni Tu Amante. I was not familiar with her music and looked her up and discovered this collaboration between her and Argentinian LIT Killah (both of them are 18 years old!) My kids did not respond well to her individual song, but they LOVED Tan Bien, and asked for it everyday last week.  A female empowerment song, she liked him when she was young and awkward but the feeling was not reciprocated.  Now grown up, he likes her but she’s not interested.  With a vintage Latin sound of trumpets and piano fused with rap style lyrics,  this is one appealing song!                                                                               Hey, ¿Qué paso?
Ahora tú eres la que me dice que no
Y en el pasado fui quien te rechazó
Pero ahora la cosa cambió y esa mujer se reveló
Me dio la espalda y me enteré que soy yo
El que se dio cuenta de lo que perdió

mi_deseo

5. Américo feat. Silvestre Dangond: Mi Deseo  This collaboration between Chilean Américo and Colombian Silvestre Dangond features a fusion of musical styles between cumbia, vallenato and urban in a love song in which they are saying goodbye to the love of their life, wishing her happiness even with another man…..but we discover in the beginning that it is his daughter he is sending off to the man she is marrying!!! What a sweet video (and what uses of subjunctive)!

Tengo que entender, que tú te irás
que va a llegar el día y me vas a dejar 
por que tu no eres mía y tengo que aceptar 
la realidad 

Ay que seas feliz feliz feliz, aunque estés con otro 
que seas feliz feliz y yo con el corazón roto 
que seas feliz feliz feliz, pero muy feliz feliz feliz
ese es mi deseo, es lo que más deseo 

I’m stopping with five, but there are a lot more on my board.  What are you listening to?

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Noche de Oro, a work in progress

As I mentioned in my last post, this is our first year working with Noche de Oro by Kristy Placido, so I’m on a learning curve with my students.  My awesome colleague, Megan Matthews, and I have discovered that this book is a more challenging read for many of our Spanish III students.  We have worked hard to come up with a number of reading support activities that will help our weaker readers and still engage the stronger ones.

Chapter 3

  1. We took several sentences from the chapter to work with before reading. We asked students to try to determine the meaning of the underlined sections based on context.  It was a struggle at first, and so we did what they could the first time through.  The second time, I added English suggestions to choose from.
    1. Carolina se dio la vuelta y se encontró cara a cara con un hombre joven y guapo.
    1. Era un buen indicio de que él estaba tomando su posición en serio.
    1. Ella dirigió al chofer a una de las casas que no estaba ocupada.
    1. Creo que no pudo resistir mi increíble personalidad.
    1. Ella no conocía a él.
    1. No sabía si le gustaba la idea de confiar tanto en él.
    1. Jacques la saludó con dos besos.
    1. El chofer dejó las maletas hace una hora.
    1. Los ojos le brillaban con la sonrisa.
    1. Me avisó que él iba a vivir con su hijastro.
    1. Carolina se preguntaba cuántos años tendría este hijo…..
  2. We spent some time talking about judging people by their appearance.  I googled some images to show the same people from different perspectives and we had some fun, useful conversation.
  3. We also used the Venn diagram from the TG.
  4. We played Kahoot for chapter 3 only.
  5. If you use gimkit, here is one I made for Chapters 1- 3.

Chapter 4

  1.  We listened to chapter 4.  I strongly encourage the purchase of the audio CD if your funding allows for it. It is a nice change and can be used with or without the book, depending on your purpose.
  2. We prepared a list of statements that we used for two different activities.  First, in small groups of 2-3 students, the students received all of the statements and the following categories:  Martin, Jacques, Carolina, las cajas, la casa. The task was to match the statement to the category.  For the second activity, only the teacher has the list of statements.  The students had the category cards. I would read a statement and they grabbed or touched the appropriate category.  Each group kept their own score.  For my class that was still encountering difficulty, I turned this into at third activity with 4 teams (this is my smallest class).  Each team sent a member to the front of the class to sit with a whiteboard and marker.  I read the statement and they wrote the appropriate category.
    1. Le gustaba mucho la mirada misteriosa
    2. lo que dejó el chofer
    3. no está muy limpia
    4. Era una sorpresa para Carolina
    5. hablaba de una manera informal
    6. tenía 20 anos
    7. tenía cabello desordenado
    8. dirigió el chofer hacia una de las casas que no estaba ocupada.
    9. eran iguales
    10. tenía una sonrisa genuina
    11. Tenían una palabra extraña estampada en un lado.
    12. Estaba sonrojándose un poco al ver a Jacques.
    13. Tenía una mirada misteriosa y peligrosa
    14. Eran grandes y nuevas
    15. Era joven
    16. Iba a llamar al servicio de limpieza.
    17. tenía tres tatuajes
    18. Saludó a Carolina con dos besos.
    19. Hablaba de una manera informal.
    20. Donde puso el chofer las cajas.
    21. Oyó la discusión entre Jacques y Martín
    22. Caminó a la casa de Jacques y Martín
    23. Sentía una intensa curiosidad sobre las cajas
    24. Dijo que su madre era una tica tonta
    25. Tenía papeles, CD’s, una laptop, memorias y la palabra OROTEC
    26. Dijo que si quiere el dinero, tiene que cerrar la boca y trabajar.
    27. No quiere que Jacques la vea y esconde detrás de una caja.
    28. Está 15 minutos de la oficina de Carolina.
    29. Donde están las cajas
    30. Donde Jacques hizo las llamadas telefónicas
    Carolina
    Jacques Martín
    Las cajas La casa

    3.  We used the star puzzle as well as the prueba in the TG.

Chapter 5

  1.  To prepare to read Chapter 5, we developed these five “mini stations” to use.  Students were working with a partner with this document: Chap 5 mini stations. About every 5 minutes, I called “time” for them to move to a different part of the document.  I also spent 5 minutes with each of my desk pods (I have 5 pods of 4 – 6 desks each) to do the oral piece (station #1) with that group.  On each pod of desks was a laptop so that they could watch the assigned video.  The entire activity went very well and really prepared them for what they would encounter in chapter 5.
  2. As we read chapter 5, each student had a copy of this document: student copy for chapter listening.  On the board, via a SMART presentation (which I can’t upload on wordpress) were projected questions and possible answers. They read, listened and selected answers as we read.                                                                                                   Samples:                                                                                                                                    In response to the question  ¿Cómo era Gabriel?                                                        1.  Hay 3…
    amable bruto moreno rubio
    cómico joven misterioso alto
    peligroso aburrido inteligente divertido                                                                                  In response to:     2. ¿Qué lo llamaron los estudiantes de Gabriel?                                   a. Señor Ording b. Gabriel c. Profesor                                                                                   In response to:  3. ¿Que estudiaron los estudiantes que llevó Gabriel a la hacienda?   a. El impacto de las actividades de los humanos en el medioambiente
    b. El impacto de temblores en Costa Rica y la necesidad para reforestacion.
    c. El impacto de las aves y iguanas en el medioambiente

3.  We used the TG assessment pictures as practice and I added some matching statements to the 6 main characters.

4.  We did a free write on Jacques/Martin.                                                                                        ¿Qué sabes sobre Jacques Mauvais?
¿Cómo es?
¿De dónde?
Descripción física
Descripción de su personalidad/carácter
Su familia
¿Dónde vive?
¿Qué quiere? ¿En qué tiene interés?
¿Qué sabes de Martín?
¿Cómo es?
¿De dónde?
Descripción física
Descripción de su personalidad/carácter
Su familia
¿Dónde vive?
¿Qué quiere? ¿En qué tiene interés?

Chapter 6

  1. We used the audio guide again with this chapter.  Students used this document:  ch 6 worksheet for audio guide with SMART  to answer these questions (projected on a SMART presentation)                                                                                                             Párrafos 1/2
    1. ¿Qué pensaba Alex sobre Martín?
    Párrafos 3/4
    2. ¿Cómo estaba Martín cuando vio el microbús?
    Párrafo 5
    3. ¿A dónde fueron para comer?
    4. ¿Quién era el mejor bailador/bailarín?
    Párrafo 6
    5. ¿A dónde quería ir Makenna?
    6. ¿Cómo estaba Makenna después de bailar?
    Párrafo 7
    7. ¿Dónde decidieron sentarse?
    8. ¿Quién pensaba en besar?
    Párrafo 8
    9. ¿A dónde tuvieron que ir Makenna y Martín?
    10. ¿Cómo estaba Makenna?
    Párrafo 9
    11. ¿En qué pensó Makenna?
    12. ¿Cómo fue Martín cuando su padrastro le gritó sobre el trabajo?

By this point of the book, two of my three sections did not need to be so “guided” during reading, but my third section, the group with the greatest range of abilities (from exceptionally weak to above Spanish III), really appreciated the additional support, as indicated by asking them to respond anonymously to the question “Did this help?” student response to working through chapter

2.  We used the Reader’s Theater in the TG.

3.  We did an “order the chapter” activity in groups of two (each group had sentence strips on cardstock to order). Additionally we read them aloud and I had random groups do some translating of the sentences. Chap 6 order the chapter  

4.  We played Kahoot for chapters 5/6.

Chapter 7

  1.  We spent some time talking about “Odiar” using a detailed SMART presentation.  Here are some samples from it:

2.  We explored some of the vocabulary in the chaptervocab.PNG

and we made some predictions based on these words: prediction

3.  We played the marker game (Cynthia Hitz). I used the true/false statements from chapter 7 with an additional 15 that I wrote.

4.  We used this  Review through 7  twice.  The first time, in small groups of 2 – 3, they sorted through all of the cards placing them in categories of their creation (I had 8 or 9 sets printed on cardstock and cut out).  The second time, in teams of 4-5, we played the Reading Game. I read a statement, the team member wrote the answer, and if correct, drew a card.  See the post for scoring information.

Chapter 8

  1.  Chapter 8 is a short, fun read.  I assigned each of my desk pods a sound effect to produce as we read.                                                                                                         Sonido: make sounds
    Moto: Vroom Vroom Vroom
    Cataratas: Swooshhhhhhh
    Martín: ¡Pura Vida!
    Makenna: ¡Bésame!
  2. If you have gimkit, here is a gimkit I created for chapters 5 – 8.

Chapter 9

  1.  We used the suggested “emoticon” activity in the TG. I projected 9 emoticons, we practiced the pronunciation and generally had some fun with them. We then took 3 sentences from the chapter (this is prior to reading chapter) and determined meaning and pronunciation.  I then passed out an “emoticon” card to everyone (yes, there were duplicates and triplicates). We practiced reading the sentences with our seat partners. Then, we got up inner/outer circle and  I then said “Sentence 1”. They read the sentence based on the emoticon and their partner guessed which emoticon it was. They exchanged emoticon cards and the outer circle shifted one person to the right. This was a FUN activity. emoticons
  2.  We played charades/pictionary with short sentences and vocabulary from chapter 9.
  3. We used the suggested assessment in the TG with some additional questions.

Chapter 10

  1. We used the TG powerpoint (with additional images) to talk about our fears. I also added many slides of dangerous bridges to our SMART presentation for this chapter (with appropriate scary, anxious music).
  2. As we read chapter 10, I used lighting and music to amplify the “drama”.
  3. We used the suggested post reading questions in groups of three.

When our break is over, we still have 3 chapters to read.  I’m a bit apprehensive that the students will have forgotten some of what we have done, but we are determined to wrap the book up in the first week after break.  We then will move on to Felipe Alou!

I’m really interested in what you may have created for this book by Kristy Placido.  Also, if you use any of these activities, I’d love to know how they go for you. Finally, I conclude this post by saying I am NOT a native speaker.  I’m sure there are errors which I will gratefully correct if pointed out!

 

Name That Tune!

name that tuneIt’s the end of the year.  We’re still in school! The days seem endless and the students are not very motivated.  What to do? Fall back on the one thing that has connected us from the very beginning:  music! When I start thinking about how much music my Spanish IV students (who have had me for 2 years) have been exposed to, it’s a bit overwhelming.  They LOVE music.  There is no other way to put it.  Even the most hardened, most resistant, most determined to not like anything student has connected with some song.  I really don’t know how many of my students maintain Spanish playlists that they listen to on their own time, but it is a lot! They love being able to rush to me on Mondays and ask me if I have heard the latest from…. Sometimes they discover new songs before I do! So, I decided that I would try a version of a game that I loved a long time ago:  Name That Tune! Of course, I have modified it for my purposes and it probably doesn’t resemble the original very much.  Additionally, if I had more time (and more motivation), I could have made it a lot better and added categories for specific items (sports, individual artists, individual countries, individual genres, etc.).  However, I didn’t (and don’t), so I’m going to give this format a try. If you’d like to try it, I’d love to hear from you.  If you have the time/initiative and you add to it, please let me know.

Step 1

I created a master list of songs that my students should/may know.  I put them in three different categories: easily recognized, a little more difficult, and difficult.  It looks like this:

Name that tune 1Name that tune 2

Step 2

I decided that there would be four rounds.  I will have the students form teams (3 -4 students).  Each team will have a white board, markers and an eraser. (For my students, I have opted not to use paper, but that certainly could be done).  With the white board, I can instantly assess which teams are correct. Each round will be different. All of my information is on a SMART presentation.

I have placed each round on a separate page on my wikispace (Yes, I know, wikispaces are going away forever, but I still have this month before I figure out how I’m going to switch!!!).  In rounds one and two, the songs start near the beginning with the opening words.  In round three, the songs begin mid song. In round four, they start all over the place! The songs that I selected alternate between songs that were tremendously popular with almost everyone, songs that were popular with specific groups of students, songs that were “anchors” for our units and songs that will be recognized but they will need to really think.  Each round is progressively more difficult ( or so I think).  The students will NOT see the wikispace page as I play their selections.

Links to the page for each round:

Round ONE    Round TWO    Round THREE    Round FOUR

First round:  In this round, each team will have the opportunity to select 2 different songs (depending on how many teams are playing).  The selecting team has the opportunity to score more points than the other teams if their answer is correct.  All teams with correct answers will score 2- 3 points.  The selecting team may score an additional 7 points if they answered correctly in 1 second.  I will check their answer separately after the selected number of seconds.  If they are not correct, they will be able to listen to the remainder of the available seconds with the other teams to still be able to score 2 – 3 points. Name that tune 3

The red X has been cloned on my SMART board, so that I can easily mark each song as it is chosen.

Second round:  In this round, each team will have the opportunity to select 2 different songs (depending on how many teams are playing).  The selecting team has the opportunity to score more points than the other teams if their answer is correct. Any other team may “challenge” saying that they can name that tune in fewer seconds.  All teams with correct answers will score 2- 3 points.  The selecting team, or winning challenging team,  may score an additional 10 points if they answered correctly in 1 second.  I will check their answer separately after the selected number of seconds.  If they are not correct, they will be able to listen to the remainder of the available seconds with the other teams to still be able to score 2 – 3 points.  Wrong answers carry a two point penalty deduction.

Name that tune 4 1Name that tune 42

Third Round:  In this round, each team will be able to select two songs (depending on number of teams).  If the team that selected the song is correct, they are the only team to receive points.  If they are not correct, the other teams may receive the points.  In this round, there is a three point penalty deduction for incorrect answers.name that tune 7

Round 4:  Final Round ALL IN    All teams have the same amount of time to listen to each song. All teams may score points in this round.

Name that tune 6

Locura de marzo 2018

My students have been looking forward to March since we finished the December commercial madness from Dustin Williamson. Also, for many of my Spanish IV students, this is their 4th time with a “madness” activity (I taught many of them last year in Spanish III)!  And, for that reason, I promised them that I would allow them to produce half of our song entries.  While I already knew that I have many students who LOVE Latin music and maintain Spanish playlists on their devices, I was not prepared for the sheer volume of their suggestions. We had to vote from their  list to get it narrowed down to their top 10 choices….and it wasn’t easy!  For some of them, it was sheer agony!  I gave each student 8 votes…..they could vote for 8 songs and even then it was difficult as they tried to weigh which song they like better than another!  What was even more satisfying for me, in addition to their passionate pleas about what needed to be included, was the diversity of their selections.  Here is their original list that they submitted to me:

Vote for NO MORE than EIGHT (8). If you vote for more than 8, your votes will not count.
_____ 1. Me Soltaste (Jesse y Joy)
_____ 2. Desencuentro (Residente from Calle 13)
_____ 3. Gangsta (Kat Dahlia)
_____ 4. No hay nadie más (Sebastián Yatra)
_____ 5. Robarte un beso (Sebastián Yatra y Carlos Vives)
_____ 6. Súbeme la radio (Enrique Iglesias y Gente de Zona)
_____ 7. Dile que tú me quieres (Ozuna)
_____ 8. Mientes (Camila)
_____ 9. Vivir mi vida (Marc Anthony)
_____ 10. Sofía (Álvaro Soler)
_____ 11. Sigo extrañádote (J. Balvin)
_____ 12. Mi gente (J. Balvin y Willy William)
_____ 13. Cómo yo (Silvestre Dangond y San Luis)
_____ 14. Livin’ la vida loca (Ricky Martin)
_____ 15. Corazón Espinado (Maná y Santana)
_____ 16. La Bamba (Richie Valens)
_____ 17. Me Equivoqué (CD9)
_____ 18. El Ganador (Nicky Jam)
_____ 19. El Amante (Nicky Jam)
_____ 20. La Bicicleta (Shakira y Carlos Vives)
_____ 21. Cásate conmigo (Nicky Jam y Silvestre Dangond)
_____ 22. Échame la culpa (Luis Fonsi y Demi Lovato)
_____ 23. El Perdón (Enrique Iglesias y Nicky Jam)
_____ 24. Lumbra (Cali y El Dandee)
_____ 25. Animal (Álvaro Soler)
_____ 26. El Mismo Sol (Álvaro Soler)
_____ 27. Como la flor (Selena)
_____ 28. Bailando (Enrique Iglesias, Gente de Zona, y December Bueno)
_____ 29. Soy yo (Bomba Estereo)
_____ 30. Caótica Belleza (Esteman)
_____ 31. Me enamoré (Shakira)
_____ 32. Chantaje (Shakira y Maluma)
_____ 33. La Cucaracha (traditional)
_____ 34. Black Magic Woman/Gypsy Queen (Santana)
_____ 35. Reggaetón Lento (CNCO)
_____ 36. Hey DJ (CNCO y Yandel)
_____ 37. La Gozadera (Marc Anthony y Gente de Zona)
_____ 38. Cuando me enamoro (Juan Luis Guerra y Enrique Iglesias)
_____ 39. A Dios le pido (Juanes)
_____ 40. La La La (Shakira)
_____ 41. La luz (Juanes)
_____ 42. Despacito (Luis Fonsi/Daddy Yankee)
_____ 43. Odio (Romeo Santos/Drake)
_____ 44. Fruta Fresca (Carlos Vives)
_____ 45. Se preparó (Ozuna)
_____ 46. El Farsante (Ozuna/Romeo Santos)
_____ 47. Dura (Daddy Yankee)
_____ 48. Odio por Amor (Juanes)

Many of the songs were songs that we had been introduced to in class, either as the “entry to class music” or accompaniments to our units; however, several others are songs that they have discovered themselves…..because they really like Latin music.  The only artist that I told them was off limits for ANY song was Bad Bunny, and I refused to include any of his music on their list.  I’m happy to say that I didn’t have to make that choice with Despacito because even though it was wildly popular last year, it didn’t make the cut for their top music!!

The top 10 songs, according to their votes, make up one half of the bracket and my own 10 choices complete the brackets.  I put all of their choices on one side (the left side below), and mine on the other (the right side).  I had just as tough a time choosing as they did.  I’m still not completely happy with my 10 choices and really wish I could add at least 4 more.  However, there are not enough days in March to cover more than the 20 songs.  Here are the brackets as they stand today:

Locura de marzo 2018 brackets

Still in the running for me, and maybe replacing Tu foto (Ozuna) and one of the HA-ASH songs are:

CNCO – Mamita
Nuestro Secreto – Carlos Vives
La Estrategia Cali y el Dandee
Princesa – Río Roma/CNCO
Esperándote – MTZ Manuel Turizo
Un poco loco/Recuérdame from Coco
Danza de Gardenias – Natalia Lafourcade

This year I will follow basically the same plan as last year:

  1.  Introduce 2 songs at the beginning of the period.  I use just a minute or minute thirty seconds of the song, making sure I include the chorus.  I do use the music video (unless it is entirely inappropriate), so for some songs, I have to be selective in which parts I choose.
  2. I give them a brief intro to the artists, where they are from, etc. and we look at the meaning of the chorus.
  3. Then we vote.  The whole process does not take more than 5 minutes initially.
  4. This year, I will do 2 songs from “their selections” one day and the next day I will do 2 songs from “my selections”.
  5. When we are ready for round two, I will use lyric videos for the songs moving on.  We will establish more meaning for those songs. For this stage, we probably spend about 7 – 8 minutes with the songs.
  6. When we are ready for round three, I will use the original music video and we will sing the choruses.  (This is NOT to say that we haven’t been singing all along….)  For this stage, we will be spending close to 10 minutes with the songs.
  7. For the final round, we will look at the lyrics again and watch the entire official video (as may be appropriate).

As Carrie Toth posted a few days ago, I don’t do anything fancy with the brackets.  I print the song titles/artists on card stock and devote an entire board to posting them.  Each day I put the final vote tally beside the card stock, and move the winning song over to the next bracket.

I’m looking forward to looking at the brackets of many of your classes!  A huge, grateful THANK YOU to @spanishplans for creating this hugely popular activity!

Adding to the wealth of resources for Felipe Alou

Although the fluencymatters novel, Felipe Alou by Carol Gaab, has been available for years, this is my first time using it. Fortunately, there are many, many generous bloggers who have shared their resources, supplementing the useful teacher’s guide that is available from fluencymatters.   I am particularly indebted to Dustin Williamson, Cindy Hitz , Martina Bex , Wesley Hilliard, Nelly Hughes and Allison Weinhold. To share the wealth, and to pay it back or forward, I’m going to quickly list a few things that I’ve adapted or created to go with the novel to date.

  1.  As suggested by several teachers, after working with the Mirabal Sisters and In the Time of the Butterflies, we moved into baseball, and made our own gloves.  First we did this reading Guantes de Cartón rev. 2018 rev, which I adapted from Wesley Hilliard, and then we made our gloves and played.  FUN!
  2. Chapter 1:  A “guante” wordle with qualities that may or not be reflected in a leader.  Students have 2 different colored markers and highlight positive/negative qualities. guante leader wordle guante
  3.  Chapter 3:  Story cups tower (an idea that I got somewhere….I’m sorry, I don’t remember from whom!!! Now I know…..Nelly Hughes via Arianne Dowd!!!) Story cups tower    Morir soñando, idea from Cindy Hitz. Most liked it, but as you can see, not all! 

    Reread chap 3 and find the false statements, based on a Martina Bex original idea. Reread chap 3 find the false statements     

  4. Repaso of 1 -3 Dictation, prior to moving to chapter 4.  I read each of the sentences several times as they wrote.  I then projected the sentences for them to correct.  Homework could be illustrating a few of them.  Believe it or not, most of the students really enjoyed this activity.  Dictation repaso of chapters 1 – 3 before beginning chap 4
  5. Chapter 4:  Had students illustrate ONLY 3 important scenes for them from the chapter.  The next day that shared their drawings with a partner and described the scene.  Partner did the same.  They next found a new partner and described what they saw on THE PARTNER’S paper.  Partner did the same.  They found another partner, and this time, they wrote what the partner had drawn. Capítulo 4 Felipe llama la atención internacional
  6. Pre chapter 5   I decided before we even began the book that in addition to adding much material for Trujillo and the Mirabal sisters, we would focus on Civil Rights during the time that Felipe arrived in the U.S. and the subsequent decade.  I knew that my students were going to need that background.  I used this slide (cropped from my SMART presentation) to get them to guess the decade and what the pictures represented. civil rights intro slide I followed it with this slide: civil rights intro what do we knowWe then did some brainstorming as a class, using this slide: civil rights brainstorming The next day I put them in groups of three and gave each group a large baggie that contained the three time periods (antes de, en el medio de and después de) and many events for each category.  Their task was to sort the events into the time period they thought they belonged.  I will not lie, this was difficult for them, and after about 7 minutes we regrouped and talked about what we had for before or after.  Several days later, we tried it again with more success.  I strongly feel that it was beneficial, but that, of course, is just my opinion.  Post reading timeline and prep for Chap 5 (small version for teacher) and Post reading timeline strips BIG large version for students.  It was a LOT of work to run them on cardstock, then cut all the strips and then bag them for each group.  But, now I have them!
  7. Chapter 5   To reinforce the main points of chapter 5, I decided on 7 principal sentences and created a rebus for each one.  With one class, they had all of them at one time on their individual papers; with another class I projected them one at a time.  I think I preferred that way. Chap 5 post reading rebus rebus 1 and 2
  8. Chapter 6   Dictogloss for review that I created based on the description on classroomtapas.com 
  9. Chapter 7  Based on a GREAT idea from Cindy Hitz, I made what she called “Game Smashing”.  Here is my description, with cloze sentences and word clouds to choose from.  Chap 7 game smashing I’ve always used wordles, or word clouds for partner work, and this one uses two steps:  identifying of words with their partner, and then finding the appropriate word to finish a sentence that is projected.  I can’t upload the powerpoint, but here is what the first slide looks like after projecting the answer: word smashing example

I hope there is something here that might be useful for you and your students.  And, as always, feel free to correct or comment…..and to suggest!!

Some of you who have followed my blog for a while might be wondering where is all of the music?????  I have used SO MUCH music with this novel, and created so many activities with it that it will have a separate post…..sometime………

Introducing Vida y Muerte with Voces Inocentes y Casas de Cartón…..again

coverThis makes my 4th year with the superb novel Vida y Muerte en la MS 13 from Fluency Matters.  The novel is the anchor in my largest unit of Spanish IV that encompasses goals and dreams, El Salvador, Voces Inocentes, the novel and Immigration. For the past 3 years, it has been the “favorite” unit of my Spanish IV classes in the end of the year evaluation.  Each year, as is the case with any unit, I have added new materials, deleted others and revised many.  After an introduction to El Salvador and it’s troubled history of the past 80 years or so (thanks to a spectacular presentation from Kara Jacobs), I have used the movie Voces Inocentes.  Focusing on a featured song from that movie, Casas de Cartón, the comprehension of the lyrics of the song significantly increase the emotional connection of the students as well as their awareness of what the Civil War in El Salvador really meant.  Two years ago, I discovered Mike Peto’s brilliant post and activities for the song.  This year due to snow and mandated state testing, the introduction to the novel has been extended.  Therefore, I have had the opportunity to create a very simple introduction to the song and an equally simple, but powerful addition to the study of the song. Below I have detailed how I began the El Salvador/Voces Inocentes part of the unit this year.

Day 1

  1.  Brief talk/discovery of what students know about El Salvador
  2. Kara Jacob’s presentation for El Salvador (I stopped on the slide for Casas de Cartón) with some additional information that I created
  3. I created this presentation to introduce the song Casas de Cartón
  4. Watched/listened to the first 1:42 seconds 
  5. Completed a simple cloze Casas de cartón 2018 (Spanish and English)

Day 2

  1.  Class started with FVR. Students read novels of their choice for 10 – 14 minutes twice a week in Spanish IV.
  2. Grouped students (2-3) with questions on cardstock related to the El Salvador presentation from day 1 (Essential Question #1).  Students answered the questions in the small groups, and then the whole class quickly reviewed/clarified together.
  3. In groups of two with a laptop, used Mike Peto’s matching activity for about 5 minutes.
  4. I created an extended visual presentation of El Mozote, based on Kristy Placido’s La Mascare de El Mozote. (Please do not ask me to share, Kristy’s work is worth the money! I can share what I added, but not the original work.)  Students worked in groups of two to read through the presentation and explore the visual presentation.  They spent about 10 minutes doing this. At the end, we reviewed as a class what they considered to be the most important facts that they learned.
  5. Based on an idea from Martina Bex, the groups of two students created a 25 word summary in Spanish of what they considered to be the most important details.

Day 3

  1.  I used 2 parts of a study guide from Rachel Hawkes to introduce the movie, Voces Inocentes.  However, when I looked for that guide again online, it did not contain the 2 parts that I used! I suppose it has been updated? The parts that I had are a cloze for the trailer of the movie and an additional cloze that focused on preterit verbs from the trailer. We did both of these prior to watching the actual trailer, and then confirmed our answers when we watched.
  2. Working in groups of two, I gave each group lyric strips (on cardstock) to Casas de Cartón in English and Spanish.  With the music playing softly in the background, they matched the Spanish to the English…..they were not putting them in order. The strips were all randomly ordered. Casas de carton matching
  3. Students then removed the English lyric strips and then put the Spanish lyrics in order as best as they could remember them.
  4. I played the song for them (first 1:42 seconds) and they revised the order as necessary.
  5. With the strips now in the correct order, they looked at the Spanish strips and read through them in English.  Hopefully, this additional background work will make the song even more powerful when we hear it for the first time in the movie.
  6. We briefly went through an introduction (on SMART) to the movie, using these slides (the vocabulary slide is from a larger group of words on quizlet) : Voces 1

Voces 2.PNGVoces 3

7.  We watched the first 20 minutes of Voces Inocentes (in Spanish)

Day 4 (this coming week)

  1.  We will use Mike Peto’s concentration game for Voces Inocentes
  2. We will complete a post viewing review of day 1, using some of the slides from the day 3 presentation and additional comprehension questions.  This will be done in small groups.
  3. We will watch an additional 20 – 25 minutes of the movie.

More to come…….

Starting the novel, Frida

This week my Spanish IV classes are starting the novel, Frida by Kristy Placido. I’m posting very quickly (and probably with some errors! :)) how I am beginning it for the second time.cover I decided that one of the first activities that we would do would be to work with the song, Soy Yo by Bomba Estéreo.  Kara Jacobs has a great unit on her blog for Level I Spanish students with additional materials available on TPT (Sherry Nesbitt also has some materials here.). I took her basic google presentation or powerpoint and revamped it for Spanish IV.  It is available for download (free) below.

Bomba Estereo – Soy yo – revised for blog

Here is my three day plan:

Day 1

  1.  I used Kara’s original story and rewrote it for an upper level class. I am not sharing it because it is part of her unit that is available on TPT. Students read it aloud with a partner, answered questions, identified vocabulary. (I had previously assigned them a quizlet with key words from the song).
  2. We watched the video.
  3. We brainstormed what “belleza” meant.  In groups of three, they had 10 minutes to prepare a powerpoint (as a group) of things/people that are beautiful.  We did a quick gallery walk to view the finished products.  Each group then wrote a definition of beauty.  It is my hope to return to these powerpoints later and see if they would change anything.

Day 2

  1.  I used the powerpoint for Soy yo by Bomba Estéreo (Bomba Estereo – Soy yo – revised for blog).  We took the time to discuss the slides throughly.  When we got to slide 6, with the message from the group about the song, “No hay nada mejor que ser tú” I began to tie it into Frida. I referenced a poster of her in my room, and we talked in general terms about when she was born, what was happening in the world during her lifetime, the “unibrow” and facial hair, why she might want to look like that (in historical terms) and what people might say about her.  Slides 9 – 11 were crucial in continuing the discussion.
  2. Next, I gave each group of 2 students a set of cut up lyrics (printed on card stock and cut out) soy yo lyric arrange strips  For my own sanity, each set was printed on a different color in case any strips were dropped on the floor (!) they would be easily identified as to what group was missing the strip.  Within the first 10 seconds of the music, students identified how very difficult it was going to be to put the strips in order….but that was a great challenge that they really enjoyed.  I had to play the beginning three times before they got the order correct for the first 4 – 6 strips.  As we did it in sections, we also talked about what the lyrics were saying (quizlet came in handy!). Finally we had the entire first verse and chorus done.  I had them “make meaning” with their partner of the lyrics, and we checked our thoughts.  Then……we tried to “rap” it!  Such a blast!!! We did it several times.
  3. We worked with the first part of the Zamba: Excursión al Museo de Bellas Artes, Frida Kahlo. We watched it and shared what we saw and heard. There were MANY questions about it; I encouraged the questions but didn’t give answers yet.
  4. Finally, we played quizlet live with our Soy yo lyrics.

Day 3

  1.  I plan to open with a cloze of Soy Yo. Soy yo cloze day 2  The document also contains a space to write a 25 word summary of the message of the song. I’m pretty sure we will have to sing again!
  2.  We will work with the Zamba video again. Kara Jacobs has a great activity for this.  Arianne Dowd also has a terrific unit on TPT for Frida and the Zamba video!
  3. We will read chapter 1 of Frida

Looking ahead, we will begin working with Caótica Belleza on days 4/5.  See my blog post from last year here. Additionally, I hope to add this song in later chapters: Yo Soy Así by Redimi2 and Funky. I’ve already had it playing in the background and they are very “into” it.  When I get it done, I’ll post it here or on my wikipage.  A sampling of the lyrics:

Acéptame, recházame
pero no quieras cambiarme
Sé que mi estilo de vida
no se parece a tu vida pero
que le puedo hacer
Yo soy así

Yo no voy a hacer
lo que todos hacen
seré diferente
aunque me rechacen
conmigo mis amigos
no se complacen
quieren destruirme
pero no la hacen