Back in March I read this blog post which had this brilliant idea of doing a musical ‘March Madness’. Well… I was way to busy and there was too much testing going on! But I really wanted to do this! SO….the past few weeks we’ve been working on a song every day. Then every other day we vote on our favorite. Each new round we have a new activity. I switch it up constantly so that it’s a variety of activities which work on listening, reading, and comprehension skills. As we get farther into the ‘Madness’ the students are really falling in love with the songs. They constantly come in singing them, asking for more, or telling me how they sang them all weekend long.
Next week we will finally be finishing it up! Which means, I’m starting to get new songs and activities on my teachers pay teachers! Because not every song makes it all the way- I haven’t yet developed all the activities for all 16 songs. BUT- today my son decided to take a 3 1/2 hour nap…which means I have two songs completely done!
Two of the four remaining songs are ‘La Gozadera‘ by ‘Gente de Zona’ ft. Marc Anthony and ‘Me Voy Enamorando‘ by Chino & Nacho. My students LOOOOOVE these songs! And the videos are vibrant and (in my opinion) school appropriate! I especially love how you can link ‘La Gozadera’ to a unit about Spanish Speaking Countries and Capitals.
Click here to check out my lessons for both ‘La Gozadera’ and ‘Me Voy Enamorando‘!
For those who know me, you may see this title and say…Oh that’s May 24th! … Back story, many many moons ago sitting in 10th grade study hall, I decided that May 24th would be my favorite day. It had nothing to do with holidays or birthdays. On this day, I wear my favorite colors, eat my favorite foods, hang out with my favorite people, and do my favorite things. Over the years it’s evolved into ….a big deal. Everyone who’s anyone celebrates! …..But I’ve digressed….
If I had to pick another favorite day it would be that magical moment in class when all the INPUT…starts to click. I remember experiencing that moment while studying abroad. But even more exciting is seeing your students experience it. It’s so awesome to see them excited to be able to manipulate the language even when grammar has NEVER been taught (exception: pop up grammar).
Today I asked my students…”If I wanted to say, ‘They think that’ how do I change ‘piensa que’.” …several students responded “add an N”. And when they responded…. others caught on. Someone raised their hand and asked “So if I want to say ‘they’ are doing something I add an ‘N’ don’t I!?
Yes Yes Yes!!!!!
Besides seeing my students ‘get it’. I also love this day because it is affirmation that CI works!
…And it works well!
My name is Ami …and I have an addiction….to movie talks.
I love them!
Kids love them!
They’re SO engaging!
…and they learn and acquire SO MUCH!
I am constantly astonished how much they can reproduce after frequent structure repetition and circling.
I was on maternity leave for 5 months so in the last 3 months I’ve been trying to squish in as much Comprehensible Input as possible. This week we were reinforcing the words: Pone, Tiene, Lleva, Quiere. We did this through a unit I created based on the youtube video “Carrot Crazy”
I started the unit by pre-teaching some new words such as: Conejo, trampa, zanahoria, suelo, bosque and mochila. Then we circled the story. We reinforced the story daily through circling and supplemental activities I created. One (which perhaps I’ll call…descriptive walk around) students were each given a different picture. They had to walk around the room, find 4 students to describe the picture, and have them sign their paper. It was interesting listening to students give output. Some were extremely impressive. Of course listening to other students provided me with feedback as to which students needed additional scaffolding and which structures I needed added repetition.
All in all…it was a success and gave me warm fuzzy feelings watching my students acquire new structures and phrases!
I love this day! 1. What a great way to discuss the “cultural” aspects about the Christmas story. 2. Who doesn’t like a innocent prank?
I used this news clip in combination with Martina Bex’s materials. I started by telling the students “this is one of my favorite holidays. The history of this celebration is tragic, however now a days the celebration is a lot of fun.”
I gave them the tasks to watch this clip and figure out:
1. The name of the celebration.
2. The date of this celebration.
3. The history
4. How it is celebrated presently.
I was thoroughly impressed that even my Spanish 1’s were able to figure out these facts.
After we watched this clip, did some other activities, we made our own monigotes to prank the “innocent” victims.
Songs are a fabulous way to incorporate authentic materials! Every year I use Juanes song La Camisa Negra in my Spanish 1 classes. This year I revamped my follow up activities.
On the first day I briefly introduced the song, students really liked it (and thought it was a happy/jolly song!)
The second day, the students followed along with the Spanish version to get visual and audible input. Then we read through it together and discussed the “true” meaning of the song.
Day 3, I gave them a cloze copy of the song. They listened to the song approx. 4 times. This is great because they start identifying and making connections between the different sounds and words.
On the fourth day we reviewed the Cloze activity. Then students worked on a worksheet where they had to illustrate vocabulary from the song. They also had to match pictures with vocabulary and then choose four words from the vocabulary to create Spanish sentences.
Day 5 -I plan on discussing reading strategies and then reading an article about Juanes (the famous Colombian singer!)
The kids REALLY enjoyed this! I caught some of them singing it in the hallways!
What are YOUR favorite songs to use in the classroom?
How can you go wrong with Mr. Bean???
This week my Spanish 2’s were working on using reflexive verbs with the goal of being able to discuss their daily routines. To do this…. we created a narrative to the Mr. Bean video where he was late for the dentist. This allowed us to use vocabulary such as “shaved his nose hair, brushed his teeth with windshield wiper fluid, got dressed, put on his shirt, etc etc etc.
One of my favorite things about Comprehensible Input is when I actually introduce the grammatical concept – the kids already understand it!!! I told them “You already use these, you just don’t know the technical formula for these.” A quick explanation and waaalaaaaah! They get it!
We also used the awesome “reflex your verby” video to help us understand reflexive verbs.
With Mr. Bean, PQA, CI, and these worksheets…. my kids are rockstar reflexive verb geniuses!
I was reading through some of my favorite blogs and discovered that On October 2 there was a GIANT squid that was discovered on a beach in Spain! (Um…cool!)
What a fun random thing to talk about in class! This gave me the perfect opportunity create materials from an Authentic Resource to incorporate in my classes.
After the students read, discussed, and answered questions about the “Monster” in Spain we used THIS MONSTER-Y MOVIE to further our discussion. Together we wrote a narrative to go with this movie. It allowed us to practice reflexive verbs and prepositions. The students were very engaged in this. One thing I LOOOOOVE about Movie Talks- student’s forget that they are learning and not speaking English. Oh so Fabulous!