ME GUSTA unit – Where are my students?

If you haven’t checked it out yet, my first unit ME GUSTA is available on Teachers Pay Teachers. I have been amazed by the interest, and I hope that all of you who have started the year with ME GUSTA, your year has started smoothly.

I started my new Kindergarteners in this unit and used it as a review for my 1st graders. I wanted to check in to let you know where I am in the unit. (NOTE- We started school AUGUST 3rd.)

KINDERGARTEN

It is funny how every year I forget how slow Kindergarten goes because of the NEWNESS of everything. So where am I with Kindergarten?

  • I finished LA CAJA MAGICA – name game the first day. (AWESOME!)
  • We finished the Comprehension Draw on Class 2 & sent it home with the first parent letter.
  • I changed ¿Qué hay en la bolsa? from Class 3 to further in the unit because I wanted it closer to the actual story. We just did that last week, and will look at the resulting bar graph this week.
  • We are still working through their drawings of what they like and don’t like. I do about 2-4 drawings a class time based on their attention span.
  • We looked at “I’m lovin’ it” commercials in English and Spanish. (Ba da ba da daaa ¡Me encanta!)
  • We have done both Simple Spanish videos. (BIG HIT!)

What did I change?

  • Considering I have had Kindergarten for 11 classes based on my unit you would think I was done. Nope! Why? delays like class field trips, fire drills, taking my time and reading the engagement of the room, class earned Spanish fun day, and this week as I write, I am out of school due to hurricane Irma. Do I wish we were further? NOPE because I paced it to them. They are still engaged and are learning. I am spending the time in class on compelling Comprehensible Input so NO REGRETS!

What is next?

  • Speaking of delays, besides the two days off for hurricane Irma, I am in charge of assembly this Friday. (an hour at the end of school on Fridays that the whole school gets together and watches a special presentation, celebrates weekly birthdays and reflects on the week) My Kindergarteners are doing the interactive dance. (Note- They are not memorizing the song. We are doing the motions and will have the words on the screen for everyone to see. Plus it is a song they know in English.)
  • This week I plan to look over the Starburst bar chart, finish the last name card drawings and practice the song below for assembly.
  • Then next week (after assembly- Whew!) we will start the story which I have made some changes. (see below in 1st grade) which is Class 6 (HA HA- I gotta figure out a different format so I don’t give the impression that these classes are true to the time I spend doing these activities- IDEAS? ANYONE?)

1ST GRADE

This unit was a review for 1st grade. I did simular activities and stories with them at the beginning of the year but I wanted to do this specific story. They know ¡Qué asco!, Me gusta, Me encanta, tengo hambre, and other words. So where am I with 1st grade?

**My Kindergarteners have lunch RIGHT after Spanish so one of the first phrases they learn is “Tengo hambre.” I usually teach it the first time a Kindergartener says that he/she is hungry (about the first 5 minutes of the first Spanish class.). We all stop, grab our stomachs and say “Tengo hambre.”

  • We didn’t do La Caja Mágica activity because I was using it to learn names. I already know all their names so the purpose behind it was lost on me. HOWEVER looking back I could have done it with them because 1st graders would have loved the game too.
  • I wasn’t planning to do ¿Qué hay en la bolsa? with Starbursts but the kids saw the Starburst wrapper chart and wanted to do it again. So I did ¿Qué hay en la bolsa? with Starbursts with them and added it to the chart for Kindergarten.
  • We did the story and IT WAS AWESOME!! I changed it a little as we got into it.
  • After completing the story, they videoed it with partners. I will upload the videos as unlisted to Youtube and send parents a link.
  • NOW I am working with them to tell the story in assembly tomorrow.
  • Here is the story in 1st grade in slideshow format.

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So where am I headed now?

  • Kindergarten will finish ME GUSTA then onto my next unit to write up which includes the activities from the blog post I wrote on “Soy una pizza.”
  • 1st grade will move on to TIENE MIEDO which is about what scares us and describing and creating different monsters (non-scary of course). The plan is to write this unit up also but that will be down the road.

 

 

 

Back to school “SOY YO”

If you took a vacation under a rock then maybe you have not heard of Bomba Estéreo’s AWESOME song “SOY YO”

In fact I know I am late to the game creating plans for this song

Sometimes I start the year with the same lesson plans for 6th-8th grade with little modifications between classes. It is unifying for them across classes, and makes an easier beginning of the year for me. This year I choose to start the year with the song “SOY YO.”

So what did I do?

First few days:

I projected Niki Tottingham story of the music video. 

  • I went through each slide. If I had a new student with NO SPANISH experience then at the end of each slide we translated the whole slide into English. Otherwise I would spot check a few words here and there. I focused on the phrases:
    • soy yo
    • no se preocupa

I didn’t get through the whole story in one lesson because I had administrative beginning of the year stuff to do with them. Also I didn’t want to rush it. They started to lose interested after 5 slides so I would stop and move to something else.

  • At the end of each story reading session, I would show the video (and to avoid mutiny.)
  • When I finished the whole story we watched the video again.
  • I passed out the lyrics to the chorus. One side had the lyrics in Spanish and the other side was blank. As a class we translated the chorus into ENGLISH and wrote it in the blank box. I started the translating with what they knew. Then I translated the rest for them.
  • We listened to the video again. Students had to sing along during the chorus OR follow along with their finger on their sheet as they listened. (I sang…loudly…with dance moves)

Soy Yo CHORUS

PDF version of image above HERE

  • Lastly I had students discuss in groups how they would translate the phrase “SOY YO” into English not literally but in the message the artists wanted to communicate. We discussed these translations and wrote them on cards for my bulletin board later.

 

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NEXT…

  • I had students draw their name on a half sheet of card stock. They had to incorporate 2-3 things that described them. It could be a hobby, interest, or a favorite food/book/movie. It could be ANYTHING they wanted their classmates and I to know about them. (Learned this from Ben Slavic And Tina Hargaden- CARD TALKS)
  • I showed them my example first. (I quickly explained what I choose to incorporate but I didn’t do a long presentation in Spanish. That is for later.)

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  • Then the class got to work on their own drawings while we listened to music. I walked around asking questions and commenting on their work. Students could use technology to look up how to draw different things if they wanted.
  • ON THE BACK- they had to translate (using a online dictionary- after a quick lesson of how to use dictionary for good and not evil) their 2-3 things. They could write it in complete sentences -I like sushi.- OR just the important part –videojuegos = video games- (This made my job easier when we discussed the cards later.)

 

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What now?

  • Then we discussed the cards one by one. (I started with my own to give them an example.) I chose one student at a time and asked them questions about what they drew. I had 2 student jobs during these interviews
    • Summarizer- This student wrote down the information that we discussed in class in English, Spanish OR a mix of the two.
    • Quiz Maker- I had a student write True/False statements with the answer at the end of the statement. I had the student write 10-12 person knowing I wouldn’t use all the statements.
  • The day after we finished an interview I either…
    • had the students read independently or in partners the information typed up in Spanish by me beforehand.
    • OR I had groups write in English or Spanish what they remembered about that person’s interview then I wrote/typed up the information in Spanish to then give them to put in their folder.
  • I am trying something new this year. Not sure yet if I will like it. I have groups pick 3-5 vocabulary words/phrases from the information to add to their dictionary in their folder. It has to be IMPORTANT words/phrases to the student interview reading AND words/phrases that we don’t know well or are brand new. I use Martina Bex’s dictionary page on TPT HOWEVER I use it differently than her plans.
    • The students write the word/phrase in SPANISH and ENGLISH
    • In the first box they write a sentence from the student reading that uses the word/phrase.
    • The second box is an illustration of that sentence.

** See Martina’s blog post with FAQs for more information on her approach)

  • I gave them a TRUE/FALSE quiz after every 2-3 student interviews.

Finally – OPTIONAL Bulletin BOARD

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  • I make color copies of the students name drawings and staple to the bulletin board along with the cards the students used to describe their group’s translation of the phrase “SOY YO.”
  • Here are the large SOY YO letters from my bulletin board which I printed on card stock, cut out and laminated.

** These interviews were inspired by Bryce Hedstrom’s “La Persona Especial”

 

Me gustan los colores. ¿Sabes porqué?

I use Martina Bex’s curriculum for 6th-8th grade. In Unit 8 one of the target structures is “sabes.” I use a song called ¡Colores Colores! with my little students, and it fits well with this unit. It is a children’s song written for a younger audience, but I created resources to use the premise of why you might like a color.

The packet includes:

  • Lesson plans (2-3 days of class)
  • Lyric activity (match the color to the profession in the song)
  • 2 readings- The first reading is about a child asking their family members why their grandmother likes the color purple. Each family member gives a different reason, and then questions the reader which one of the reasons seems correct. The second is the grandmother giving her reason.
  • Creative writing activity where students write their own verse

You can purchase the plans and resources HERE.

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(**Side Note- This is based on a true story. My grandmother LOVES the color purple. So when I was thinking of a story to go along with this song, I immediately thought of her. I had to call her to ask because I had never asked why. It was because she remembers as a child going to church all the ladies who wore beautiful hats. Her aunt would come to visit and she had a big purple hat that was so beautiful next to her white hair.)

NEW & UPDATED Señor Wooly March Madness Bracket

Because of the AWESOME videos released during SEÑOR WOOLY WEEK, I updated my bracket to include the new videos along with adding Me Duele which was not included in the original.

Get the NEW & IMPROVED BRACKET here.

1) Each of the students fill out their own bracket (just like a March Madness tournament bracket).
2) Each day we watch the videos from that round, and then the students vote by secret ballot.
3) We call out the votes, and reasons for each vote.
4) Each class votes and the video with the most votes moves on to the next round, and is added to the large classroom bracket.

For more information and examples of teacher’s who have done the same with popular music see previous post.

How did I divide the songs?

1) I divided 24 videos into 4 subcategories: Older videos, Newer Videos, Animated Videos and Wild Cards
2) There were 6 videos in each category. I chose my favorites and/or favorites from previous years in each category, and they got an immediate pass to the second round.

Celebrating Señor Wooly Week

If you haven’t heard, it is SEÑOR WOOLY WEEK!!!! There are surprises each day for subscribers starting today with the release of the video “NO LO TENGO.”

My students LOVE Señor Wooly, and the subscription to his website is money well-paid! So I thought we would enjoy Señor Wooly week to the fullest at my school.

So I created the SEÑOR WOOLY TOURNAMENT BRACKET which includes the bracket in PDF form, an editable Word document, and ballots for voting.

I got the the idea from the people below who have done this with Popular Spanish Music:

**  Bethanie Drew

** spanishplans.org

**  Mis Clases Locas

How did I divide the songs?

  1. I divided 20 videos into 4 subcategories: Older videos, Newer Videos, Animated Videos and Wild Cards
  2. There were 5 videos in each category, so the math doesn’t quite work. So, I chose my favorite from each category, and it got an immediate pass to the second round.
  3. The second round has a choice of 3 videos instead of 2.
  4. There are technically 21 videos, but my students have never seen Me Duele in my class.  I took that one out because it made the math easier.

Now what…

  1. Each of the students fill out their own bracket (just like a March Madness tournament bracket).
  2. Each day we watch the videos from that round, and then the students vote by secret ballot. **The second round has 3 videos to choose from instead of 2.
  3. We call out the votes, and reasons for each vote.
  4. Each class votes and the video with the most votes moves on to the next round, and is added to the large classroom bracket.
  5. If everything goes as planned, we will have a CAMPEÓN Friday afternoon.

My students are really excited! I can’t wait to see who wins.

 

 

El Pollito Pío- VIRAL VIDEO

So I have followed Annabelle Allen  in provided DANCING brain breaks. SO MUCH FUN!! I want to share some of the songs I have been using. One is the Viral Video – El Pollito Pío. (This song has been translated into 20 different languages!)

 

I use this song as a Brain Break as well as an addition to “Los Pollitos Dicen”. It is a song about animal sounds. It also uses “hay- there is/there are“.

PLUS- They are so many different videos to show your kids and there are MOTIONS!! YAY! I like to switch it up and show them different videos to keep it special.

I have resources I made for this song below that go along with DICE unit 1 of Martina Bex’s Spanish 1 curriculum.-

El Pollito Pío Lyric Sheet

El Pollito Pío Resource Packet.

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Motions video

SLOWED DOWN VERSION (for learning the motions and lyrics first)

Videos with lyrics

 

Funny lip-sync version

How my class fell in love with El Perdón by Nicky Jam

So I have taken the plunge into Teachers Pay Teachers. I have so much more appreciation for those teachers that I have bought materials from on TPT. It is so detailed, stressful and scary to put your stuff out there.

 

I was reading a blog post on Musicuentos about the song El Perdón by Nicky Jam (featuring Enrique Iglesias), and I got so excited to introduce this song to my 8th graders. As I started planning, my mind got rolling with ideas. My students have seen present progressive, but I wanted a way to put it into context for them that would be fun and engaging.

I started by just focusing on the chorus. We looked at the important vocabulary. I used a Word Cloud (made from www.wordclouds.com) We listened and searched for the words. I also used a cloze passage as a listening activity. I started to notice as we continued my students were changing the lyrics to the chorus to make other words with -ando and -iendo. They would sing them in rhythm to the song “Estoy hablando a mi amigo…”  So one day I gave students time to come up with our own lyrics. It was so much fun to hear their versions.

Then I started looking at Nicky Jam as an artist. Did you know he was discovered while rapping on his break at his job in a supermarket by the wife of an executive director of a record label?? What a cool story! So I wrote up a pretend story about a boy who is always singing and rapping at work (using present progressive). Then I had students read about Nicky Jam’s real life experience.

We had a BLAST with this song so I thought I would share. I even played the English version for them at he end. They didn’t like it, and asked me to turn the Spanish one back on. They sing it in the halls and ask for it even now as we have moved on. I hope you can have just as much fun with your class.

The first shorter version of activities is a 3 day activity packet with lesson plans. You can preview and download it for FREE here.

The other packet is a 6-day activity packet with lesson plans. It has the story inspired by Nicky Jam’s real life experience of getting discovered in the supermarket and the reading about Nicky Jam.

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When do I teach this unit ?

 I use Martina Bex’s curriculum I teach this song after Storytelling Unit 08: La comida latina and use it to teach the present progressive tense. I also recommend Martina Bex’s notes and activities for the present progressive tense.

How do I address “tomando” which in the song means “drinking” (implied alcohol)?

In my class we have already learned “toma” which they know to mean “he/she takes” OR “he/she drinks” I go over “tomando” before looking at the lyrics, and I do not mention alcohol. I let them choose which meaning to draw in their dictionary, and we discuss either or both. Later when we go over the lyrics, I tell them what it means in the context of the song. Then, we talk about good and bad decisions for when you are upset. We come up with better ideas. (exercising, talking to a friend, listening to music etc.)  When it comes to“Como un loco tomando” while singing, we switch out the “oh” at the end of the phrase for a more responsible drink like Coca-Cola, leche, jugo or Fanta. It becomes fun to add in a different drink each time we sing.