I love using music in class. Every time, I think about the value of using music in class, I run into students who recall listening to music in my class and talk about their favorite song. Or one of my students tell me that they have added a song to their playlist. My students really do love listening to music. Throughout the year, I have been playing with how I use music and have blogged about it periodically. Now, I am putting them all together for this post because I finally feel like I have a direction on what I am doing with music. While I keep the cloze activity while my students listen to the song, I have been evolving my post and pre-listening songs.
As I wrote before, I really like using some of the activities that Elizabeth Dentlinger shared for her songs of the week. Each song can be thought of as an interpretive listening activity. However, how can this be identified with songs? With interpretive listening activities for songs, I like to include:
key word identification
main idea identification with supporting details
inference of lines (this is easiest to do with songs because they use more poetic language)
any cultural points
In addition to doing some post-work, I have also started to add more input before the song. For example with my favorite song Yo te esperaré, I created this PearDeck. My students and I love PearDeck because we can all work at the same time, and students can also see each other’s work on the projector. Plus everyone can respond at the same time to the same question. I can also click on a student’s answer to highlight it. If you do not use PearDeck, you could easily have students answer these same questions/drawings on a whiteboard.
To start deciding on the pre-song activities, I describe the meaning and background of the song. As the teacher, you can start to think about the message of the song. For example, this song is about a fight between a couple and how the boy will continue to wait for the girl to come back. This started my structure of the story. You can highlight any parts that you are going to put in the cloze worksheet in your story to review ahead of time. For this song, I included “si te vas no vuelves-” if you leave do not come back because that is a big line in the song, and it is easily understood by many of my students. Be sure to focus and recycle any other parts of the song that you used before in class. For example, my students still struggle on the differences with ser and estar. I try to always highlight location and feelings with estar when I do these songs. After we complete the pre-story, we listen to the song and watch the video. I have also stopped the song to talk about different aspects of the song- or we just watch the video.
Then post song, I love having students act out parts of the song and caption this in Spanish. We did this with Te Veo, and students wrote a caption in Seesaw. This helps them summarize the video and recreate it. It also allows them to provide some output after the input of the story and the song. How do you like to engage students with music in class?
I wanted to give two small updates of what I am doing day to day in my classes. A few years ago, I shared song activities that I created the song Me Voy by Vazquez Sounds. I wanted to update it this year for a few reasons. First, their ages are off by three years now! Second, I am loving what Elizabeth Dentlinger has been doing with her songs as interpretive listening activities. I didn’t add as many activities as she has done per song, but I started to incorporate more parts into this song. I will be honest, part of me wants to move away from the cloze activity; however, I like that it helps with discrete listening. Here is my updated packet. The video also would be great to discuss as it is playing.
Second, I really liked how Laura introduced the imperfect to her classes. I rewrote this story about Douglas Tompkins. He was the founder of NorthFace and Patagonia. He bought parts of Chile, and after his death, he donated them back to Chile to form a huge park system in Chile. I tried to use a lot of imperfect throughout the story to highlight with students. This year, I am focusing a bit on translation with both preterite and imperfect to teach the differences. In addition, after reading the story, I showed this video of one of the parks in Chile. Hopefully, this will demonstrate a different part of the country that my students hadn’t thought about. Hope these two activities help you in your classes as well.
I just saw this video which is perfect to discuss in Spanish! It is the music video for Eres la persona correcta en el momento equivocado! I am a sucker for a good romantic video, but this video kept me on the edge of my seat. What will the girl finally decide?! Who will she choose?!
I made a cloze activity with the song. It would be good to discuss this theme before. Have they ever seen a movie or video with this theme? (My Best Friend’s Wedding anyone?) Then, you can watch the video, pausing it in key moments to discuss. What just happened? What did that note say? What would you do? Who should she go to?
Finally, I saw a fun activity to do at the end. The students will take a selection of words from the box and write either a story or a conversation with those words. It is a nice extension activity to the song. Check out the video!
Note! In class, I noticed a shot where you can see part of her bra. This may or may not be appropriate for your class, but check it out before showing it.
I was inspired by Kara Jacobs’ blog! I made up my own slideshow for Tú tienes razón to introduce the song to my students. I found a lot of information from this interview with Gusi. Gusi has a version the song in bachata, pop and urbana. The practice goes with the urbana version. Enjoy!
On FLTeach and MoreTPRS, some people shared the Casi Creativo YouTube site. In particular, they shared the café video which is truly my life. The creator (Fred Lammie) has so many awesome videos on there! There are many that could be used in the Spanish classroom including a great one about eating your vegetables. (There are also some inappropriate ones, so I would not give my students the whole channel.)
I am starting to develop a unit about daily pop life for my Spanish 2 students. I decided that the selfie stick video would be perfect for my unit (that is still developing in my head!) I learned a lot at NTPRS about how to really use a song. This is a result of the lessons.
First, I would start with PQA. My main words are llevar and mejor. Here are some of my questions that I would use as a warm-up and for PQA (Personalized Questions and Answers).
¿Cuáles son los mejores sitios en los EEUU/Washington DC etc?
¿Cuál es el mejor equipo de… (fútbol, fútbol americano, béisbol etc.)?
¿Cuáles son las mejores fotos de Instagram?
¿Sacas muchas fotos? ¿Sacas fotos de un paisaje? ¿Sacas fotos de otras personas? ¿Sacas muchos selfies? ¿Qué saca las hermanas Kardashian?
After that, I would introduce the song. The handout has the rest of this information, but I wanted to explain more here. I created a word cloud with the words of the song. I want students to predict a line or a sentence about the song. They can also use the words to write about themselves.
Next, I found a reading about places that ban selfie sticks. I simplified the article. I chose the places, but you could modify the reading if other places will resonate more with your students. I purposely did not add any questions to this. I plan to ask my students if they have visited these places. Also, I have noticed places around DC that ban selfie sticks. I want to know if my students have seen these signs. Also, I purposefully wrote that those two soccer teams are the best in England. I am fully prepared to have some disagreement.
Finally, I included the song with a cloze activity. The video itself has the words below, so the students can watch the video. It also gives a lot of explanation to the words. I included a few follow up questions at the end. I am really excited as to how this lesson develops (along with my whole unit!) I included the handout below.
A last note- the video does include a bleeped out bad word. It is also bleeped out in the transcript. I decided to use it since it is edited out of both with my Upper School students. Right now, I am not planning on using this with my Middle Schoolers. Again, you know your students and school!
Now, it is time to start planning for next year! I felt like for awhile, I hadn’t found any new videos/songs for my students. Then I found Jary Uno en un millón. It is a catchy song, and the video would be appropriate for my students. I made a quick cloze activity with two questions at the end. I will probably use this with my level 2 students, but this article would go great in level 3. Enjoy!
As my students return, I am going to try something new! I have been working on a Spotify station with a lot of music that we listen to in class or I just love… (Ave María by David Bisbal… Laura, I am looking at you!) I am going to invite students to follow my station. I will add a few disclaimers. I did not connect this to my Facebook account. Also, I LOVE Pandora. I do not plan on listening to Spotify other than appropriate Spanish music. Therefore, I should not have random inappropriate music that I am listening to pop up on my students’ feed. I also do not plan on following them back. I will only be adding music to this feed. Does anyone else use Spotify? I know that my students were talking about it, so that is why I decided to give it a try. Your students can also follow my station if they like! I entered it as “SraHawkins.” Have fun!
I found this song via Pinterest yesterday, and I think it is an upbeat, catchy song that my students will enjoy. Also, the intro is cute, and my students keep saying tramposo! They can hear it being used in context. The video is also cute/creepy?! I don’t think that I would just laugh off my boyfriend filming me to project to everyone, so they could sing my song. Perhaps that is why I am a teacher and not a pop star. Anyway, I think it will generate good conversation with my students. Also, quick note about the video- she wear some SHORT shorts- so much so that at a few points I wondered if she had anything on under her shirt. She does! However, if you have students that may react to this, you may want to skip this song. Happy Monday! (Edited to add: I missed a few lyrics the first time, so I added them in now!)
This song is really catchy! Your students will be singing “favor favorita” all day after listening to this song. It is by Renzo who is a group from the Dominican Republic. I just added a cloze activity with “preguntas personales” at the end. The video is also really cute and has some fun dancing. Enjoy!
I have had a goal to use embedded readings for awhile now. I have really wanted to use them with songs because I feel that they can add more understanding to the songs. If you have not heard of an embedded reading, it is a simple reading with different versions that add more details each time. Each time the reading becomes more complex. I felt that it was easy to write this reading because I had the basis of the song- Galería.
Here are the readings that I wrote:
A. Hay una muchacha muy bonita. Ella tiene un novio. Su novio es rico pero tiene otras novias. Hay otro muchacho. Se llama Mario. Mario quiere que la muchacha bonita sea su novia.
B. Hay una muchacha muy bonita. Es más bonita que otras muchachas. Ella tiene un novio. Su novio es rico pero tiene otras novias. Es antipático también. El novio le da muchos regalos buenos. La muchacha quiere un novio que sea simpático. Hay otro muchacho. Se llama Mario. Mario quiere que la muchacha bonita sea su novia.
C. Hay una muchacha muy bonita. Es más bonita que otras muchachas. Es como una obra de arte. Ella tiene un novio. Su novio es rico pero tiene otras novias. Es antipático también. Le gusta que tiene una novia bonita. La muchacha quiere un novio que sea simpático. Es complicado porque le gusta tener un novio que le compra regalos buenos. Hay otro muchacho. Se llama Mario. Mario quiere que la muchacha bonita sea su novia. No tiene bastante dinero como el novio. Canta una canción sobre la muchacha.
After they read each version, I have different questions for them:
¿Quién es una muchacha bonito?
¿Quién es un muchacho guapo y rico?
¿Quién es un muchacho antipático?
¿Qué es un tipo de regalo bueno?
¿Te gustan los regalos buenos?
¿Quién es un muchacho famoso que tiene muchas novias?
¿Quién debe ser el novio de la muchacha guapa?
¿Qué prefieres: un muchacho rico o un muchacho simpático? ¿Por qué?