Posted in Authentic resources, Teachers Pay Teachers

Supplemental CI and authentic resource activities for a textbook

supplemental ci and authres activities for a textbook

I am not a big jumper- in fact I frequently advocate for small change.  I admire people who ditch their whole curriculum and textbook and make sweeping changes.  I had been playing around with comprehensible input, teaching with novels and teaching for proficiency for about seven years before I ditched my textbooks completely.  I also work in a department with other teachers who like to teach more grammar and vocabulary lists than I do.  I need to make sure that my students are prepared for their classes.  Therefore, my class is always evolving, but I try to make my students successful in my class and hopefully in their next class as well.  As I continue to think about what I want to do here on my blog, one of my big goals is to help teachers who are transitioning from a textbook or who work in a department where their colleagues still use more traditional approaches who were just like me.  I also believe that it is possible to combine both proficiency style methods and CI methods as well.  So much so that I explained how I did this in a video earlier this summer.  After the video, I went over a series of lessons that I would do to combine both.  But this can also seem daunting- and I know that.

Recently, I have been working on a project to make both CI and proficiency resources for textbook units.  I currently have finished two: clothes and house.  These are all supplemental activities to help teachers who still use a textbook.  For both resources, I wrote three articles.  They aren’t current events, but I include some relevant news with a biography of a famous Hispanic person associated with the theme.  I then wrote pre-, during and post reading activities to accompany these readings, so teachers will have activities to accompany them.

I have also included one other CI activity (Clipchat/MovieTalk or a story to tell/draw) in each packet.  Then, I included an interpretive reading activity from an authentic reading and a listening activity.  Finally, I included puedos to incorporate into the unit.  I would love feedback on if this works for you in your classroom.  I hope that teachers can find ways to work these into their existing textbook series.  Then, as they become more confident and comfortable, they can continue to make more changes.  I hope that you will find these useful!  Let me know if there are other units that I should tackle.

If you are interested, wait until Tuesday, August 21 to buy these units!  My whole store will be 25% off!

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Posted in Authentic resources, Integrated Performance Assessment, Spanish 5

Level 5 unit on El Paquete Semanal in Cuba

Unit on Cuba and El Paquete Semanal

This year, I allowed my Spanish 5 students to vote on our curriculum from January on.  Many students wanted to discuss Cuba at the end of the year, and as we continued to look at Cuba, I learned about El Paquete Semanal.  Both my students and I enjoyed learning more about it.  The end of the year was so hectic that I never blogged about my unit.  While I used this in Spanish 5, you could easily use this with a level 4 class as well.

  • One of the first activities I did was give students articles about the replacement for Raúl Castro and have them create an infographic based on what they had learned.  I used this article from El Tiempo, this article from BBC Mundo and finally this one from El Nuevo Herald.
  • I also had students watching some promotional videos and listening to a song about Cuba as well.  Then they answered these questions on each slide.
  • Students got to explore what was on El Paquete from this website then they listed what they saw on Padlet.  We discussed it as a whole group.
  • We watched this video as an introduction.
  • Students completed this EdPuzzle with information about how the internet works in Cuba.
  • We also watched this video which compares Cuban TV with El Paquete.
  • Although this just happened, it would be an interesting article to include in this study.  This article discusses how the Cuban government can even censure El Paquete.

At the end of the year, my students completed an IPA on this unit.  They answered questions about a video that explained the pros and cons of el Paquete.  Then they discussed what they would include on El Paquete for an interpersonal assessment.  (It went really well!)  Finally, they completed a presentational writing looking at a variety of topics in Cuba based on their own interest.

Posted in Authentic resources, Novel

More resources for El Ekeko

More Resources El Ekeko

I have loved reading El Ekeko this year!  Of all of the Spanish 1 books that I have used, I found that this one was the richest in culture.  I feel that I too learned a lot about Bolivian culture.  Previously, I mentioned how I introduced the book to give some background.  I also included how I planned a Google Tour and used Google Slides to practice speaking as well.  Here are some more of my resources that I used with the book:

  • On my May 7th news, I included information about a theater festival in La Paz.  This would be great for an introduction as well.
  • Also, I did some PictureTalks with pictures from this Instagram account.  (It is awesome!)  I also was thinking about it in retrospect that I should have searched for the #alasitas2018 hashtag on Instagram to get more pictures for the festival!
  • I used this video with Alasitas to discuss it.  Then, I had students create a miniature item that they would make for the festival with Play-doh.
  • Here are the puedos that I used with my students.  I also had them comparing the first book (Piratas) and El Ekeko.
  • Also, I was going to be out one day, and I left the book at school.  I came up with this general reading guide.  It can be used for any chapter of any book.
  • I used this Quizizz game around Chapter 9.

Hope these extra resources help you as you plan to teach this book!

Posted in Authentic resources

Super Bowl Infographic and Activities

Adobe Spark (1)

The Super Bowl is coming up this Sunday!  While some of the ties are not obvious, there are plenty of Spanish speaking articles and infographics that you can find.  Many of my students like to read and discuss football, so that also helps engagement.  Recently, I found this infographic about this upcoming match-up.  (I love to see the different ways that Super Bowl is translated!)  Here is the sheet of questions that I created for the infographic.

Also, I created a Slides with a few polls using Poll Everywhere.  (You have to make a copy and use your own polls!  This is more to serve as inspiration.)  This interviews students on their preferences.  Will they watch the game?  Do they just watch the commercials?  I included an infographic, so they could learn a few more words about food that is eaten.  Although beer is included on the infographic, I didn’t include it as a list item.  Also, you could make this low tech and have students get up and move around the room.

(Thanks to Emily, she converted my Slides to Nearpod if you use that!)

Here is my post from last year with some other ideas.  If you are looking for some readings, I have some here in the past.  Unfortunately, there wasn’t a lot of information to update on this front.  Zachary Jones also had a great video with accompanying activities on his website!

 

Posted in Authentic resources, Presentational, Speaking

House resources for novice mid students

House resources for novice mid students

I have started my house unit with level 1.  Another benefit that I have found with dropping the textbook is that I feel like I can integrate previous activities and units more.  With the house unit, I wanted to integrate describing what they were seeing in a house with activities that they did in each room.  One interesting conversation that we had as a result of this topic is to hear how many of my students can cook!  Since they are in 9th grade (and I never cooked that young!), it was fun to discuss what my students could or could not cook.  Here are some of the activities that we have used throughout this unit:

  • On Friday, we did stations.  For the reading activity, I used this article.  (Remember to use Print Friendly to get rid of all of the extra material!  I also deleted a few paragraphs that they didn’t need.)  For the listening activity, I did the simplified version of this site.  When I send it to students, I make sure to download it, so they don’t see the transcript.
  • After that, this week, my students are putting together a short small group presentation on their house.  My speaking activities are both based on ideas from Laura Sexton: her small group presentation and puedos.  I put both here.  The first page has some can do speaking statements and the presentation with the rubric is one the second page.  To prepare, they also did a Flipgrid about different rooms in their house as well.
  • I was trying to find a good “house tour” video for my level 1.  They were all a little too detailed (15 minutes!) or the person spoke too fast.  Then, I stumbled upon this video of a house tour of a Barbie house, so I made this EdPuzzle.
  • Edited to add!  I forgot to include my study guide for the interpretive reading assessment.  While I don’t like to add my actual quiz, my quiz is very similar to this study guide.  And here is the PDF: airbnb_es-2_Dormitorios_2_Duchas_Apartamento

Let me know your favorite resources/ideas for working with the house!

Posted in Authentic resources, Technology

Five authentic resources for novices and how I used them in class

Five authres for novices

I was so excited the other day!  I had actually pinned these videos earlier, and they were PERFECT for my unit!  They are the MasterChef Junior contestants introducing themselves in Spanish!  Each one is between 30 seconds to a minute long.  Instead of putting them into EdPuzzle, we watched them as a whole class.  Students had time to list words that they heard and understood and any facts/information that they understood as well.  I like to have open ended prompts like this from time to time because it really does highlight what students can do- instead of me trying to listen as a novice listener trying to pick out items that they should hear.  If you look on the side of the video, they have a ton of suggested videos that are all the same!  Also, many of my students really like MasterChef in general.

I shared this on my Facebook page recently, but I loved this Coca-cola ad.  I typed up a transcript with some help from the #langchat group to find a word.  We also discussed the phrase “¿cuál elegirías?” where I gave them two options before watching.  This helped scaffold the difficult part at the end.  Students listened twice to focus on the words then watched the video, and I discussed it in Spanish.  Then we went back through and highlighted the descriptions of everyone.

For my unit on activities and how we spend our time, I like this infographic!  I used this to introduce the topic and had students answer questions on this, but you could easily have students create their own schedule on the same chart and compare it to each country.  It doesn’t involve a lot of writing either.

I found this website with a ton of infographics about Thanksgiving in the US.  This is my exam theme for my level 2 class because our exams are right before Thanksgiving.  Plus, it combines many of the themes from level 1 and the beginning of 2.  In addition, when I traveled to Spain, I had to answer a lot of questions about Thanksgiving!  (My favorite was when my friend mistakenly said “polvo” instead of “pavo” and her host family asked if she went to the backyard to gather it!)  Many times, I plan an activity to go with it, but I just opened a blank PearDeck and kept adding questions as I was going.  It was easy to prep on the fly- and I could cover all of the different types of questions.  You could also use some of these for level 1 because students are aware of the celebration, and there are many cognates.

This infographic also discusses families.  I had students look at a word cloud with all of the words ahead of time.  Many of them could start to see the topic before they saw the actual infographic.  Then I had them identify facts that they understood.  Everyone was able to identify at least 4-5 facts, and they also made good observations as they were able to focus on what they could understand.

Edited to add! If you are interested in PearDeck, here is how I set it up if you want to ask questions on the fly.  I set up a PearDeck slide and add a blank slide.

Screen Shot 2017-11-12 at 9.24.30 AM

Then I click the green start presenting button.  Once my students are in and my slideshow has started, I can just click on the add a question.

peardeck.png

You have to hover over the bottom of the screen for these choices to appear.  Then this screen will pop up, and I use ask a new question.

Screen Shot 2017-11-12 at 12.58.56 PM

Here are your choices.  I think the drawing part is part of my premium subscription, but I know that you can choose the other choices.

Screen Shot 2017-11-12 at 12.59.05 PM.png

If I put text answer, the screen looks like this and all students can put in their answers.

Screen Shot 2017-11-12 at 12.59.14 PM

Many times, I will also write a question on the board to help them if needed.  The beauty of PearDeck if you haven’t used it is that you can display all students’ answers.  Then we can review them all as a class.  It gives everyone a good amount of processing time as well.

Posted in Authentic resources, Video

YouTube videos to use in Spanish class

YouTube Videos to use in Spanish class

Recently, I found myself down a YouTube wormhole with a few purposes.  I want to start to find some more videos for my Spanish 1 and Spanish 5 classes next year.  I have also found a ton of female vloggers (including one of my favorites).  I want to find some more videos with males, so they are not all female focused.  Here are some of the videos (and some EdPuzzles that I have created) that I have found to share with you:

  • Cocinemos juntos has some great cooking videos.  He speaks slowly and clearly and the visuals are wonderful.  He also has some Nicaraguan food videos including one on tacos.  It would be great to have students compare Nicaraguan tacos with Mexican tacos.
  • I really like this fashion vlog for men.  I watched a video about different trends for men.  It is easy to come across these for women, so I would like to assign two different videos for the girls and boys in my class.  I also found this video about outfits to wear when you return to classes when it is cold for boys.
  • This YouTube channel has a lot of pop culture (which I love!)  I could see this video about 9 movies to see to be perfect to inspire a conversation about what students want to see or not.  They also have a who wore it best after awards ceremonies.
  • I love some of the themes that many of the vloggers start.  I would use clips of the 50 things about me to get my students started with authentic resources in the beginning of the year (Spanish 2).  I love Tag 20 canciones.  They have some really great conversation topics.  It would be fun to start with two questions each day in the beginning of the year- like what song do you love in secret and what song do you know all of the words to.  The good thing about these themes is that many vloggers post about them, so you have many choices.
  • Kevin Karla y la Banda has some great covers of English songs.  Check out Laura who covers other English songs including Beauty and the Beast! (My son loves this Maroon 5 song!)
  • My students love Starbucks!  This would be perfect for a more advanced group– tips on what to order and what not to order in Starbucks.
  • Looking to spice up your technology unit and not talk about fax machines?  This girl talks about what is on her iPhone and how to edit photos on Instagram.  Maybe it is just because I love technology, but I really enjoy hearing what apps others use.  This is another topic that includes a TON of videos about what teens have on their iPhone.

Hope my journey on YouTube has helped you find some new videos to try in class.

Posted in Authentic resources, Reading

Comics in Spanish

Comics in Spanish

Comics are a great way to incorporate easy language into the classroom.  They are also easy to describe in Spanish as well as continuing a conversation.  Part of the difficulty is finding the perfect one when you need it.  I have been searching on this website while I watch Law and Order SVU.  I have also saved all of my favorite comics here on Pinterest that I can use in the classroom.

These would be perfect to use at the beginning of class.  You could start by describing the comics in Spanish by asking students different questions about all of them in a PictureTalk style.  Then students could answer the questions below.  It starts with some easy comprehension questions then moves to some personal questions.

I have developed questions about two comics.  I love the first one because it is about weather, and it could be easily used in the first few weeks of class!  The second one could be used with technology or restaurants.  Since I personally love Yelp, I laughed with this one!

Posted in Authentic resources

Why not edit the text?

Why not edit the text?

Many teachers tout the phrase edit the task not the text from the book by Shrum and Glisan.  I know the meaning behind it, and I believe that it can be valid.  First, I want to evaluate why teachers want to use authentic resources in class.

  • It can be very powerful for students to use authentic resources which are designated for native speakers.  They give a real world purpose to speech since they are used by native speakers.
  • These resources are also valuable because they have culture embedded in them.  They can also be current and relevant.
  • In addition, I have been able to teach more literacy skills via many of these authentic resources.
  • These can also be good models for presentational writing.
  • Finally, I like that authentic resources use more “authentic” vocabulary instead of the neutral vocabulary that our textbooks use.  For example, our textbook uses lavaplatos.  All of the resources that students saw used “lavavajillas.”  While some students will stick with lavaplatos, some of my students who notice this will remember both terms.

In addition, I would propose that there are very basic authentic resources that can be used in the very beginning levels.  I enjoyed using a TV schedule when students were using days of the week due to the number of cognates in TV show names.  You can check out this as an example.  As many teachers state, infographics are also a great use of authentic resources for beginners due to the use of pictures and text.

However, there are some problems with using authentic resources:

  • Students can quickly become overwhelmed with the amount of text that they do not understand.  Many teachers have noted this especially when they switch to authentic resources after not using them.  This can quickly cause students to become disengaged.
  • Not all vocabulary is always relevant or would be used for beginners.  If you want to support all of the article, you may have to teach too much irrelevant vocabulary.
  • Some of the sections may be relevant for students whereas other sections are superfluous and too difficult.
  • If you are using an authentic resource, it may have a lot of good information, but it may end up being really long.  I found this when I was using the AirBnB website for a travel housing unit.  With only some sections of the website, it was still five pages long!
  • Unless you are going to dissect it over many days, you can’t cover everything, so your questions would not address the whole prompt.  Therefore, a large part of the authentic resource isn’t even needed by students to do the interpretive activity or to do something with it.  I know that I can be guilty of this!

Instead of eliminating authentic resources or continuing to frustrate students, there is another solution!  EDIT the TEXT.  Why?  I believe that students can still get all of the benefits from an authentic resource and eliminate a lot of the disadvantages that also exist.  Using my new, current top favorite authentic resource of AirBnB, you could easily use different sections for different levels:

For a novice level, you could give them the charts.  There are images and a chart:

AirBnB #1

 

In a more advanced level, you could look at the description:

Description

Studying more about vacations and the city?  Include information about the area around the apartment:

AirBnB 3

Checking out how to write reviews?  There are plenty here!

AirBnB 4

In reality, there are 192 reviews.  You can easily pick a few that your students can understand.  I believe that from these small clips of the text, you are getting all of the benefits of an authentic resource.  If you look at the rubric for the interpretive mode, you are also able to evaluate a students’ work.

What do you think?  Do you ever edit the text?  What are the disadvantages of editing the text for novices and even intermediates?

 

 

Posted in Authentic resources, Technology

Webquest: Furniture shopping!

Webquest: Furniture Shopping

I love to shop!  When I studied abroad, I loved to wander around stores and supermarkets.  It was so interesting to see what each store had.  Since we don’t have time to pop over to Argentina and wander around stores, webquests are one of my favorite things.  When students navigate a website, they see that sometimes certain countries use different words then what we learn.  We always have a conversation about price.  In addition, websites have so many pictures that support comprehension.

I found this website for the store Falabella in Argentina.  I used this for furniture, but you could use it for clothes, sporting goods, beauty etc.  I created these questions about the website for my students.  We are going to discuss a few things about them tomorrow like what items they wanted to add to their house specifically.  However, with this website you could find so many ideas for other units!

  • You could also give each student a room to decorate and a budget then have them pick out designs for the room.
  • You could have students come up with outfits from the website.  You could even review clothes when you talk about sports because they have a huge list of athletic clothes.
  • They also have a link with job descriptions.  This would be perfect for upper levels.
  • Students could compare the technology that we have with the technology from this store.  What is similar and different?
  • If students look at their Facebook page, they can see some back to school promotions (and discuss why they are going “back to school” now).
  • Too much reading?  Check out their YouTube page for videos on gift ideas, fashion tips and commercials.