martes, 17 de octubre de 2017

CI Movie Slides for "Perspectivas de la Inmigración"

I love using "CI Movie Slides" to "comprehensify" movies! I am currently using "Ladrón que roba a ladrón" in my Cultura y Civilización class for our "Perpsectivas de Inmigración" unit. Here is a partial unit packet (I can't share it all because some of it is purchased material from Arianne Dowd's store). In the unit packet, you will find free resources to use for two songs, information aboutDACA, a possible evaluación for for those resources, and a preview of what we do after we go through the "CI Movie Slides" and watch segments of the movie.

The three main resources of the unit are two songs: "Un besito más" and "ICE El Hielo" and the movie "Ladrón que roba a Ladrón." 

My new, revised Essential Questions are the following:
  • ¿Por qué vienen algunas personas como inmigrantes indocumentados a los Estados Unidos?
  • ¿Cómo es el proceso de inmigrar a los Estados Unidos legalmente?
  • ¿Qué pasa ahora con la inmigración y las leyes en los Estados Unidos?
  • ¿Cuáles son algunos productos, prácticas, y perspectivas culturales relacionados con la inmigración que se ven en el entretenimiento? (new question) 
See the partial unit packet for Enduring Understandings and evaluaciones.

Arianne's slideshow "Ladrón que roba a ladrón" (get it for free in this post) has really helped to "comprehensify" the movie. Here is what we do with the slides:
  • Students see screenshots of movie.
  • Students read slides out loud in groups (in lower levels (Canela y La Misma Luna), I read to them). 
  • I explain any new words and/or clarify anything that might be confusing.
  • Students answer questions throughout  and discuss.
  • Then, we watch a 5-10 minute segments. 
  • For homework (or could be done in class), students read the movie summary from the slideshow and circle the correct words and/or fill in the blanks with the English. (See last pages of partial unit packet.)
  • We play Quizlet Live to review segments of the movie. Here is an example.
  • It will take us 3-4 days (85 minute classes) to finish the movie. 
We are able to watch the movie in Spanish with subtitles in Spanish and the comprehension rate is very high. Also, they are hearing and reading authentic Spanish and understanding it ---- so good for their confidence! 

Students should be ready to discuss the movie in the Seminario Socrático (specific for "Ladrón que roba a ladrón" in Arianne's materials) at the end of the unit! 

domingo, 15 de octubre de 2017

Excitement, engagement, suspense, and anticipation... La Casa de la Dentista!

Have you seen the new movie "It" yet? I did! It was scary, but very engaging

Wouldn't it be fantastic if we could bring that type of excitement, engagement, suspense, and anticipation into our classrooms?!? The movie "It" would be totally inappropriate for school and for Spanish class... but maybe with Sr. Wooly's new graphic novel La Casa de la Dentista, we can bring some of that excitement, engagement, suspense and anticipation (that those teenage brains love and craveinto our Spanish classrooms! I just got the book and read it to my nine year (may not be good for all nine year olds) old son and we both loved it! It is suspenseful and full of surprises (I won't give anything away here), but you can see a preview of the first 18 pages here.

Not only is it a good, suspenseful story, but it is beautifully illustrated, which also adds to the engagement factor! 

As I read it, I thought of so many possibilities for this book! Since it is a graphic novel, I will be free to add a ton of vocabulary and questions that are geared towards the proficiency level of my students. I am going to use it with Spanish 1 second semester, but I am also going to use it with my Sobrenatural unit (which needs some revamping) in my Cultura y Civilzación (4/5/6) class this semester.  

I am still making my way through Sr. Wooly and Carrie Toth's "How to teach a graphic novel?" which will be super helpful as I try to teach with a graphic novel for the first time. Also, since I bought 30 copies, I will get the Teacher's Guide too. That will be another big help!

I have mentioned Sr. Wooly's site (and the wonderful nuggets that students learn from and like so much that they ask for more) before, but I want to recommend again that people get a subscription. It might be the best deal ever for Spanish teachers!! The amount of things that you get on that is site is unbelievable. And it is a fantastic bridge if you are starting to do more CI. Arianne Dowd and I are presenting a workshop at MaFLA on October 26th and here is one of our slides (we will share the rest later) that illustrates some units you could use Sr. Wooly materials for:

jueves, 12 de octubre de 2017

(Free) resources for "Un Accidente" unit

I am teaching Spanish 3 this year (after not having taught it last year... and having continued to evolve a lot in my CI style of teaching). In my department we are still tied to Realidades, so I am trying to use more CI and compelling resources (Sr. Wooly nuggets and other things instead of the textbook!) and make real world connections with all the things that we do in there! 

The current unit is "Un Accidente,"which I actually find to be a very useful unit! I really realized that when I had to go to a clinic and a hospital with a student in Costa Rica and he was able to communicate about what happened to him!

 I thought I would share in case anyone can use some of the resources for a health related unit. This is a work in progress and definitely still a hybrid/bridge unit!! 

These are the "Essential Questions"
  • How do I explain what happened if someone (including myself) has an accident and/or needs medical assistance?
  • What are some cultural products, practices, perspectives in the song “La Curandera”?
  • What are some common illnesses that people have to be aware of in Latin America? 

And these are the "I can" statements:
  • Listen to and understand a story, “Ya está muerto,” about a time when someone was in the hospital. 
  • Explain what happened in the story,  “Ya está muerto”.
  • Describe what happened if someone (including myself) has an accident and/or needs medical assistance.
  • Interpret and explain information about a common illness in some parts of Latin America from infografías and PSA. 
  • Compare and contrast the cultural products, practices, and perspectives in the song “La Curandera” with my own cultural products, practices, and perspectives.
  • Use the preterite, imperfect, reflexives verbs, and indirect object pronouns with more accuracy.

Resources (free):
I am sharing all of this for FREEbut if you think this (or anything else that you got here for free) is useful and has saved you some time, feel free to give back here in Radiohead style (click here to see what I mean by Radiohead style). 

jueves, 5 de octubre de 2017

Internacionales por Bomba Estéreo

I love Bomba Estéreo (of "Soy yo" fame) and last week I used "Internacionales" as our canción de la semana (free basic doc). Many students liked it, but some did not. I LOVE it, so I was so happy when I saw the new video that was released today! It is fun and appropriate, with a great message to explore the world.

After watching the video, I created a simple story called "La Agente de Viajes (que nunca ha viajado)". I have created a slideshow with screen shots and a packet with lots of activities for this mini unit. Click here to see what is included and/or to purchase it ($6.00).

Here is some of the slideshow:

sábado, 30 de septiembre de 2017

Puerto Rico - some updated unit resources...

A few updates about what I am doing in my Spanish 3 class about Puerto Rico (more información here)
  • The first unit of the year with my Spanish class, was this fabulously engaging unit based around the song "Robarte un beso." So yesterday in class, students were very surprised and excited (and emotional) to see this video that made a connection between our current unit about Puerto Rico and that one. I love it when they see pop stars using their fame to help educate people... and hopefully bring help to them too! Here is the transcription of the short clip.

  • I created this Quizlet to play Quizlet Live (super fun way to give more CI) to review the information about Puerto Rico.
  • After talking about (in CI Spanish for level 3 based on this doc) what is happening in Puerto Rico, taking notes, discussing, and viewing lots of pics and videos, students took an assessment. It was a simple dictation in which I said 10 sentences that were true or false. Students had to write what I said, write cierto or falso, and then correct the falso statements. It is on page 3 of the notes doc.
  • There is also another possible assessment for the information on page 4. It is a cloze activity with the same sentences from the Quizlet Live.
  • Here is a basic information sheet that other teachers will hang in their classrooms during next week as we fundraise.
  • This Google Doc Folder has all the docs that my students created to make this bulletin board educating the school about the situation in Puerto Rico. (I am fortunate to have a "poster making machine" that made the docs bigger.) We are kicking off our fundraiser next week for the week of homecoming. Classes (freshmen, sophomores, juniors, and seniors) will be competing to see who can raise the most money.
  • And here is Beyoncé helping out too! (Full song is definitely not school appropriate!)
  • And here is Dvicio singing in support.

lunes, 25 de septiembre de 2017

Puerto Rico y el Huracán María

9/30/17 - Click here to see some updates and more resources. 

The devastation in México from the terremoto was awful and it is getting a lot of coverage in the news. In my Spanish 3 class, we talked a lot about that last week (click here to see free resources). If you want to do more with this, check out the always amazing Martina Bex's stuff.

For the first few days of this week, we are going to focus on Puerto Rico, which is getting much less coverage in the news. For Puerto Rico, I don't want my students to just learn about it, I want my students to hopefully feel sympathy for our fellow Americans and then do something about it! So, my plan is this:
  • Today, I am going to talk about what is happening in Puerto Rico. I am going to do this in Spanish, using CI. These are the notes that I am going to use (these notes include lots of links to articles that I have read). I will write lots of things on the board, show some videos, and show some pictures (links at bottom of notes). Students will copy some of the notes. I will probably also do a summary dictation activity as a short assessment.
  • Then, I will end with the question, ¿Qué podemos hacer para ayudar? (Artículo: How to Help Victims of Hurricane María). I hope that they will feel inspired to do something!
  • For the ones that are interested, I am going to have them work on a few things during our TASC block (this is a 45 minute enrichment/extra help/work period that we have every day).
    • Create a bulletin board in our World Language hallway to inform the school about what is happening.
    • This bulletin board will include information in Spanish and pictures that illustrate the information.
    • There will also be a small section of the bulletin board that has the English translation so that students who do not know Spanish can be informed.
    • I will have a collection box in my classroom (and hopefully the other World Language classrooms too). 
    • Some students will investigate the best organization for us to give to.
    • Hopefully, students will think of other ways to raise money to help Puerto Rico.

domingo, 24 de septiembre de 2017

Una nueva unidad didáctica: Cásate conmigo

What a nice video with a cute twist at the end! When I saw this, I first thought that this would be a perfect song for the week leading up to when Héctor says to Elsa, "Cásate conmigo," (here is a cloze activity for the song( free) if you just want to do that) but then I decided to develop some materials (sold on TPT) to use with it.

I created a story (in which the women are not just eye candy) to go along with the video and a variety of activities to go along with that. This is part of the slideshow:

If you used my Soy Yo stuff, it is very similar, but for probably for later in level 2+.  Here is what is included:

sábado, 23 de septiembre de 2017

Recursos para enseñar sobre los desastres naturales

Quick, short post... I am sharing some activities to teach about the terremoto that happened this week in México. There is an article (adapted from the NY Times to be more comprehensible for Spanish 3ish, a dictation activity, an infografía activity, and a PSA activity. Click here to see them. Feel free to make a copy and make changes.

Also, here are some similar activities for un incendio, un huracán, and un incendio. Click here to see them. Feel free to make a copy and make changes.

I hope to write up something about the effects of Huracán María on Puerto Rico for my class on Monday. I plan on doing a fundraiser and will share that plan as well!

lunes, 11 de septiembre de 2017

What does a fantastic, authentic PD experience lead to?

Professional Development is so important and it can be in so many forms. Some of my frequent favorites are:
  • going to conferences and making connections
  • reading a book in Spanish or a teaching-related book, like my most recent language-teaching related book: A Natural Approach to Stories
  • listening to podcasts in Spanish, my favorite is Radio Ambulante, which is back with a new episode this Tuesday
  • watching television shows in Spanish (I have the always cursi "La Rosa de Guadalupe" on in the background right now)
  • listening to music in Spanish, click here to see my summer running playlist 
  • blogging 
  • reading other blogs
  • #langchat-ing
  • talking to other language teachers
  • collaborating with other language teachers... usually  many states away for me!
  • and finally, my all time favorite PD... TRAVELING to Spanish speaking countries. During the past two years, I have gone to Costa Rica (with students EF Tours), Panama (with my family), Puerto Rico (with my family) and Ecuador (with mi amiga Carrie Toth and other teachers).

Me and Carrie on the Ecuator
Happy George
This summer, I did an amazing Professional Development experience! I traveled with EF Tours to Ecuador for 11 days with a fantastic group of teachers (click here to see what we did). It was organized by ICTFL, with the amazing Linda Egantz at the helm. We were also accompanied by George Stewart, who works for EF Tours, is a former Spanish teacher, and just an overall interesting, kind, open minded, knowledgeable person.

During and after this wonderfully, authentic Professional Development experience, I had a lot to process. I had a lot of questions and more learning to do when I returned. And then, I really wanted to bring some of the wonders and diversity that I experienced and learned about back to my students. Many of my students won't travel (although I am taking a group of 24 on this EF Tours Ecuador tour this June), but I wanted to show them the ways that travel and learning can enrich their lives and change their perspectives.

An authentic resource, especially if it is a song with a great video, can really be mined to hit the 5 Cs: Communication (in the 3 modes), Culture (3 Ps), Comparisons, Connections, and Communities in an engaging way for students. So, on July 28th, when I saw this promotional video for Ecuador (click here to read about it), I knew that I had to start with this for my "Ecuador" unit in my Cultura y Civilización unit.

I am so excited to share the unit, with tons of resources (click here to get it for free). 

I collaborated with Carrie Toth and Arianne Dowd, and Nelly Hughes edited the unit... what a trio of amazingness!  

I started my Cultura y Civilización with this unit and it has been a big hit! I hope that you can use it and that you will see what traveling for Professional Development can lead to! A big thanks to Linda Egantz and George Stewart for organizing such an amazing trip! And for Carrie Toth for being the best travel buddy and collaborator.

And one more thing, if you haven't yet, I highly recommend traveling with students, it is Professional Development and experiential learning with your students. George wrote a fantastic piece here and when I travel in June with my students, I am going to have them follow George's structure for travel DIVE. Click here for the details.

And here are some of the highlights from one of the best Professional Development experiences I have had...





lunes, 4 de septiembre de 2017

Adding DACA to the Perspectivas de la Inmigración unit

My second unit in my Cultura y Civilización course this semester will be "Perspectivas de la Inmigración." This is what I have done in the past, but I am changing quite a few things!

One thing I am going to add is DACA. I created this doc (feel free to make a copy and use it) so that students can understand what DACA and Dreamers are.

My anchor for the unit will be the movie Ladrón que roba a ladrón. I think students will enjoy the movie. If you haven't seen it, check it out! It has a great ending.

I am also going to use the song "La Bestia" by Kinto Sol. Arianne Dowd has been creating some excellent resources to go along with this song and I will definitely use those! And here is a messy doc with two embedded readings and some activities that will help students understand the song. I may or may not end up using that!

sábado, 26 de agosto de 2017

*Otra* leyenda ecuatorian: El Kuychi

Yup, another Ecuadorean legend here! (See here and here for two others.) This one could be used as part of a legends unit or with a health unit because two of the main characters are curanderos

The name of it is "El Kuychi," which according to the video below, is "el arcoiris blanco que aparece en el invierno." That mean looking guy below is el diablo Supay. 

Click here to get the free resources. Feel free to make a copy and make changes, but if you enhance activities and/or create new ones, please share back! 

Included in the folder are links to the following:

I am sharing all of this for FREE, but if you think it is useful and has saved you some time, feel free to give back here in Radiohead style (click here to see what I mean by Radiohead style). 

And if you want another legend with very similar resources, click here for Las Guacamayas or click here for a more in depth unit about El Kichwa en el Ecuador.

lunes, 21 de agosto de 2017

Otra leyenda ecuatoriana: El nacimiento del Río Amazonas

I traveled to Ecuador this summer through ICTFL with EF Tours and it was amazing! I am very excited to teach about Ecuador this year. So, recently in my quest for engaging Ecuador resources, I discovered this YouTube Channel Zonacuariotv and I love it! It is from Ecuador and geared towards children. I found it when I was creating this unit: El Kichwa en el Ecuador. I love the wawa kichwa videos series to learn kichwa and I incorporated some of those videos into that unit. 

From there, I stumbled upon a whole bunch of leyendas ecuatorianas that I am really excited to use. They are engaging, authentic, pretty, and diverse. Within Ecuador, there is a wide variety of geography and people and these legends seem to show some of that diversity. Each of the legends is from a different place and has different indigenous roots. These are some of my favorites that I plan to develop:

Arianne Dowd and I have already created some resources to go along with "Las Guacamayas," (sold on TPT and some free stuff here), but I am sharing (for free) resources to go along with "El nacimiento del Río Amazonas." I love this legend. It could be used for a lot of different units. It could definitely be a part of an environmental unit. Check it out here:
Click here to get free access to the resources. The resources includes:
  • a short reading about the waoraní (indigenous people from Ecuador) 
  • a slideshow (see below) that walks through the embedded readings and has other activities
  • a sequencing activity for after the second embedded reading (with answer key)
  • a matching text to picture for after the embedded reading (with answer key)
  • a ¿Quién lo dijo?/¿Quién lo hizo? activity for after the second embedded reading (with answer key)
  • a cloze activity for the final audio of the authentic video
  • a doc with the final transcript and two embedded readings (that leave out the certain parts of the ending) that lead to that final, authentic transcript

I am offering all of this for FREE, but if you think it is useful and has saved you some time, feel free to give back here in Radiohead style (click here to see what I mean by Radiohead style). 

And if you want another legend with very similar resources, click here for Las Guacamayas or click here for a more in depth unit about El Kichwa en el Ecuador.

domingo, 20 de agosto de 2017

Embedded readings that lead to text with AUDIO and VIDEO

Image result for simplify
I love embedded readings that lead to an authentic text, especially when it has authentic AUDIO and VIDEO! If you want to learn more about embedded readings, click here to go Laurie Clarcq's blog.

I recently created two embedded readings that will lead students to understand the audio in this video below. You can see the second version linked here in Arianne Dowd's post (free). You can see the first version and other activities for  the whole thing here (or here in this bigger unit about kichwa in Ecuador).

When creating a embedded readings, here is what I have done (which may not be the exact, correct method, but I am sharing in case it helps anyone):
  • Find an authentic text or an authentic video/audio.
  • If it is a video or audio, transcribe it so that I have a text.
  • I make a table with three (or four) columns. 
  • Put the authentic, final version in the last column.
  • Work backwards and take pieces out to simplify.
  • I make two (or three) other versions in the other two columns. Column one is the simplest version.
  • Simplify the language, but also include some of the authentic langue too.
  • Important: Leave out some of the important details and leave room for predictions! That will help build the anticipation.
  • There are several activities that could be done with each version, depending on the text. Some of the activities could be:
    • basic comprehension questions in English
    • listen and draw
    • listen, write, exchange papers, and draw
    • put in order
    • who said it?
    • cierto/falso
    • matching pics to text
    • read and circle the correct word
    • textivate
    • Quizlet Live with sentences (leave out certain words)
    • retell story with pics
    • cloze activity with final version
These are some of the (free) embedded readings that I have made and used in the past.
Kristy Placido has made some embedded readings for a couple of short stories too:

martes, 15 de agosto de 2017

El Kichwa en el Ecuador

A bilingual (español y kichwa) school in Shuid, Ecuador -
This school visit inspired me to learn more about kichwa.

I traveled to Ecuador this summer on an EF Tours trip with ICTFL (even though I am from New Hampshire). I was fortunate to travel with the wonderful Carrie Toth and we knew that we would have to create something Ecuador-related to use in our classrooms. So, we have been working on a unit based on the video/song "Si tú la ves" and I can't wait to share that soon! 

But, as I have been creating that, I went down a rabbit whole of kichwa (yup "kichwa," not quechua) related resources and I created a unit that could go along with the "Si tú la ves" unit or it could be a stand-alone unit. It is called "El kichwa en el Ecuador" and I am so excited to teach this unit!!

(Or if you just want a new legend to use with a legends unit, click here.)

These are the resources included in the unit:

  • These Essential Questions:
    • ¿Es importante mantener vivos los idiomas y las culturas? ¿Por qué sí o no?
    • ¿Qué es la interculturalidad y cómo y dónde está presente en el mundo?
  • Discussion questions to get students to think about other languages and the concept of interculturality (without really explaining it) 
  • A reading about el kichwa in Ecuador
  • Some short activities to do with Wawa Kichwa videos/activities every day to start class for four days
  • A interpretive reading activity about bilingual (kichwa/español) schools (based on a simplified version of this article). Students could do this alone, in groups or as an entire class.
  • Two embedded readings related to legend "Las guacamayas" with possible assessment ideas
  • A presentation that will lead teachers through the two easier versions and finally to the full audio of the video below
  • A cloze activity with the audio from the video below
  • A short reading about a hip hop band that sings in kichwa
  • Suggestions for a final evaluation on the unit
  • Update: Arianne Dowd created some free resources to go along with the second version of the embedded reading

viernes, 11 de agosto de 2017

Ingredients in the soup

Image result for pozoleDuring the last four days, I have been thinking a lot about all the "ingredients" that we teachers use in our classes. As teachers, we all have our own "soup" that we serve to students. (I'm pretty sure that I read this metaphor on someone else's blog.) Every teacher's "soup" is unique and there is no exact, correct recipe for language teaching. (But yes, some soups definitely "taste" better and are more nourishing!) My soup ingredients have changed a lot and my soup has gotten much better in the six years that I have been sharing on this blog, partially because it is a place of reflection, but just as much, it has helped me to create an amazing PLN that I learn so much from!

I have spent the last four days at the Express Fluency Teacher Training in Brattleboro, VT. During this time, I observed some amazing teachers (Tina Hargaden, Grant BoulangerDustin Williamson, Annabelle Allen -AKA la maestra loca, Elissa McClean, and Justin Slocum Bailey) in classes and learned a ton from them at sessions too. One of the best parts of this conference was observing CI classes (if you can find a conference where you can do that, go!). I spent two days acquiring some French in Tina Hargaden's class. She is an amazingly skilled CI teacher. She made it so easy that at times that I didn't even realize I was sitting in a French class. I feel like I can really implement some of these CI strategies much better now.

Another highlight was that my sons (9 & 12) were able to be in class for four days with Annabelle Allen and Grant Boulanger. They really enjoyed the classes and acquired a lot. My boys even made comments about how this way of learning (really acquiring) Spanish is so easy and fun.

So, as I was at the conference, I got to thinking about what some of the main "ingredients" in my "soup" are, and I came up with these:
After these last four days, I have a some new "ingredients" to add to my soup.
I hope to share more about these new ingredients during the school year!