The novel: Vida y Muerte en la Mara Salvatrucha 13

Oh my!! Can I just say again how much I absolutely LOVE the novels from tprstorytelling? In Spanish IV, we are now finishing Vida y Muerte en la Mara Salvatrucha.  . For additional resources, I have been using the teachers guide (great activities) and also the incredible Carrie Toth’s (@senoraCMT) blog, Somewhere to Share. This is my first time teaching this novel, and the conversations it has prompted in class have been beyond my expectations.  I’ve been using a variety of picture prompts to encourage individual response, partner responses, and small group responses.  Sometimes I have listened to each group, sometimes they have recorded their sessions, and sometimes we have talked as a class.  I’m posting 4 different examples here.

chapters 8 - 10 vocabulary Chapters 8 – 10 pictures and words   chapters 8 - 10These are pictures that I laminated, cut out and put in a baggie for each group.  The words were also laminated and cut out, but in a separate baggie. In groups of two, the students first looked at the pictures, identifying what the pictures represented for the chapters. Next they matched the words with the pictures (multiple correct ways to do it), and retold the story of those chapters. Then, they removed the words and placed the pictures in order, identifying why they were arranging them in the order they chose.

chap 11

 

 

 

 

 

chap 11 repaso fotos  This was done with a partner, retelling chapter 11 using only the pictures.

 

chapters 11 - 14Chap 11 – 14 in pictures  This they recorded with a partner on Google Voice as they talked about what each picture represented over the span of these three chapters.

 

end 1

 

 

 

 

end 2remordimiento y perdon This culminating activity will take place tomorrow after we read the final chapter.  I already know from previous discussions that there will be several students in each class who will not believe that the grandmother is able to forgive the narrator.  I hope that these pictures will guide our thinking and discussion.

 

 

And finally, Carrie Toth and Kara Jacobs (@karacjacobs) had already identified several songs to use with this unit about El Salvador/Voces Inocentes and the novel Vida y Muerte. I added one more to their list:  Así crecí by Farruko.  I had the students look at the Spanish lyrics first without using the video, (although they had heard the song playing in the background as they worked several times).  I put the Spanish lyrics on cardstock, and I made strips in English that they tried to match up with some of the Spanish lyrics.  I only selected lines that focused on things that we had discussed in the unit or vocabulary that we had targeted.  When they had finished matching, I had them read the English strips out loud.  That gave them a real sense of the meaning of the song, and was actually quite powerful.  Next, they listened to the song as they looked at their lyrics.  There also is cloze that I created but only had time to use with one class. I will apologize for errors in advance, the song is filled with slang and I did the best I could do at the time!!!    Asi creci Farruko cloze    Asi creci Farruko       asi creci sentence strips in english  Corrections and suggestions will be welcomed!!!

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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!

Unexpected additions to the Immigration unit

My Spanish IV students have been working in the Immigration unit for the past four weeks.  As I wrote in that earlier post, the basic framework of the unit is based on the great work of Kara Jacobs and Pilar Munday, with additional songs, readings and materials from me. It is taking a bit longer than I expected due to four snow days that have really interrupted the flow of the lessons, and also a few twists in the unit that I didn’t expect.  We spent quite a bit of time with the movie Which Way Home, much discussion, a wonderful Free Write, and a great search to see where the featured children from the movie are today (we found most of them!). We also spent some time talking about the American Dream:  what it means to Americans, to them as students, what it means to different nationalities, how it has changed, etc.  They wrote definitions of the American Dream, illustrating them and posting them in the classroom, and then modified them after watching these videos:

We talked quite a bit about the Statue of Liberty and what it represents. Because they really didn’t know much about the Statue of Liberty, and I felt that the symbolism was important to the overall unit, I used a modified reading Inmigracion Estatua de Libertad.  I discovered that we really had to work through the Emma Lazarus poem as the English language was difficult for them!  We watched this video and we also practiced reading the poem dramatically, which I believed really helped them to understand the significance of the Statue of Liberty.


We’ve explored Green Cards, Visas, the Dream Act, and related topics as I expected to do. We have used a lot of music, which brings me to the next unexpected addition.  One of the songs that we were scheduled to study indepth is Bandera by Aterciopelados.  We began by talking about what flags represent in general.  Since there are 10 flags hanging around my room, we had a lot with which to work. flags Again I was surprised about how little they knew about their own U.S. flag. Since they had done some preliminary work with a partner about the symbol on the Mexican flag as well as the Virgen de Guadalupe, I almost felt like they knew more about that flag! We watched the video several times, over the span of 4 days, working with different aspects of it.  We talked about what they saw in the video, what they heard in the video, and how they felt.  They completed a cloze activity as well as activities with specific lyrics, translating, ordering, etc. They read about the band and why they made the video Aterciopelados reading.  And of course we sang it! Next, I used information from The World Factbook to give them more background material on the symbolism of individual flags. After reading about the flags of Mexico, Guatemala, Honduras, Venezuela, Colombia, Ecuador and the United States, they had small group discussions about what flags have in common, what information is available about a country based on its’ flag, and when flags may change and why.  I then asked them to create their own flags (keeping in mind the lyrics to Bandera) with the condition that the flag could not represent one country and they had to write a description of the significance of  the colors and symbols of the flag created.  I gave them 20 minutes.  To me, the results were quite impressive. Here are some examples of that work, unedited….so the descriptions are as they wrote and printed them.

flags 1flags8

flags 2flags 3flags 4flags 5flags 7We have moved on, completing a few days with ICE by La Santa Cecilia, among several other songs.  We have watched 30 Days, done another Free Write, and have had two oral evaluations.  I believe that my students have remained engaged most of the time.  This coming week I plan to work with Pa’l Norte by Calle 13 and Pobre Juan by Mana as well as have them create infographics about the Dream Act/the Dreamers.  I anticipate being in this unit 7 – 8 more days.  Here is the unit plan, and here is the daily plan.

 

 

 

 

New Unit: Immigration

Statue of LibertyThanks 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 immigration17 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)

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!!!

And the curriculum guide says………

para alcanzar tus suenosOur curriculum for Spanish IV says that we are in a chapter that focuses on aspirations (tough vocabulary, abstract ideas) and,…..tons of grammar (preterite of stative verbs, grammatical reflexives, preterite versus imperfect, subjunctive with adverbial conjunctions). So, am I tied to this textbook that we have been given? No!  With this post I hope to encourage those of you who have a textbook that may not be the most relevant….meaning that it simply doesn’t have the authentic resources that will tie it to comprehensible input……to take part/some of what the curriculum dictates and create something that does use authentic resources.

For the past three years I have been modifying this chapter, trying to add interest, trying to make it relevant and not so overwhelmingly dry and so heavy, grammatically. Even so, I have not looked forward to tackling this chapter again this year. To some extent, I have had success, but not enough for me to be content with what we’ve done.  Therefore, I decided to undertake a complete overhaul of this unit.  I’ve created a master plan (backwards design) and have modeled the “look” of the plan on one that I started using after admiring/implementing the work of Kara Jacobs. The name of the unit is now Las metas y los sueños, and it does include many of the elements of the original chapter. Here is the ” BIG PICTURE.”

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 y/o las películas 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?

Evaluaciones

1. Examen Oral (25 puntos): describe tus metas y tus sueños y cómo han cambiado (6 febrero)                                                                                                                                   2. Examen escrito (25 puntos): describe a una persona que admiras (11 febrero)                                                                                                                                   3. Examencito oral (20 puntos): Contesta preguntas sobre tu rutina diaria (14 febrero)                                                                                                                                    4. Presentación (con compañero, 30 puntos) : Escoge una de las canciones/películas y haz un video/ppt, etc. que refleja el significado (26 febrero)                                                  5. Presentación: La Banda Sonora de tu vida con audio/explicación escrita (25 puntos) y presentación oral de 2 minutos SIN APUNTES (20 puntos) (5 marzo)

I am going to try to post the various materials being used as I use them.  As with so many of my Twitter colleagues (so many, but to name a few: Kara Jacobs, Sarah E Cottrell, Cristina Zimmerman, Kristy Placido, Mike Peto, Bethanie Drew, Cynthia Hitz, Carrie Toth, Amy Lenord) the emphasis for providing comprehensible input will come from authentic resources. However, I will say that with the constant weather interruptions, it has been impossible to gather momentum yet!

I introduced the unit with an unusual video:  Elvis Presley, singing If I Can Dream in English, with Spanish subtitles.

This was followed by some discussion of his dream and dreams in general.  I had pre-targeted some vocabulary, which was on the word wall in Spanish only: metas, intentar, realizar, soñar con, retos/desafíos, and I kept trying to insert the words into our conversation as I pointed to them on the wall.  Next I had them work with a partner with a “Twitter” page (modeled after Twiccionario by Zachary Jones).  To create your own Twitter page is relatively simple by using the #hashtag with the word(s) desired.  In this case I wanted authentic tweets about #metas.  Metas day 1 beginning

Day 2 began with several posters from the site desmotivaciones that focused on dreams, goals, challenges, etc. Working with different partners, they worked their way through the 8 posters, trying to derive meaning while adding to their vocabulary.  After about 7 minutes, I had them choose two that they either understood well, spoke to them, or were giving them trouble.  They then shared with the class. Here are the Metas carteles, and here is a link to them on my wiki (so they could see them in color). Following this, students worked in small groups (3-4) creating definitions for los sueños y las metas and discussing whether a dream is the same thing as a goal.  After that, they worked individually to focus on their own dreams and goals in three categories: education, family/love, and profession/future plans. They also began to write briefly about how they would reach these goals/dreams and the challenges they might face. Metas personales

Both days I have had Celebra tu vida by Axel playing as they come to class.  I intend to use it extensively this coming week. The plan for Monday is based on a lesson that has gone well for the past 5 years, and one that came from Zachary Jones‘ older site, Actualidades.  It includes a lectura, video, and a free write about Kseniya Simonova, an artist from the Ukraine who won the Ukrainian version of America’s Got Talent in 2009. Metas Kseniya Simonova If you have not heard of her, or seen the video, it really is worth watching.  Each year my students have been amazed, and very moved.  It has led to some rich discussion and some interesting free writes.

We also will be looking at parts of the famous speech by Martin Luther King, I Have a Dream, using the Spanish text. (This idea came from something that Zachary Jones posted on MLK Day, what an incredible resource he is for Spanish teachers!!!!) We will watch small parts of this video 

  We will use this lectura based on the speech.   Metas MLK

Both the work with Kseniya and Martin Luther King are activities designed to support the oral assessment of dreams and goals as well as the written assessment on a person that they admire.  Since this is a work in progress, I would really appreciate any ideas, suggestions, comments that you might have.

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.

art2art3art4art5art6