Take a look at the navigation bar to the left and check out the new Internado resources available. Can I say that I am really proud of the finished product? Well, there it is! Not only is there an unprecedented amount of comprehensible reading for your students (there is a paragraph-length description for just about every 2-3 minute scene), but I have changed the format to make this easier for the teacher to navigate as well. In the left margin there are timings for each scene (timings taken from Netflix) as well as notes to the teacher to direct you to any supplementary activities that you might use to teach the scene. This includes the widely-praised set of graphic novels power points that I made to help preview scenes that students find truly difficult. There is also a link, written into the study guide, that directs you straight to a Kahoot! game.
Before class begins I often quickly read the description of the next scene so that I can describe what we are about to see. Initially I intended to include suggested target structures along with the description of the scene. However, since I have heard that students from levels 1 through AP are using these guides I decided to leave space so that the teacher can take notes about the structures targeted. Feel free to target an advanced structure that does not show up in the reading guide (click here for more thoughts on using target structures with El Internado). We watch the scene and afterwards I ask circling questions focusing on the target structures. Then we might act out the scene, occasionally adding our own spin. Finally we have been reading the guide together, projected against the screen. Of course you can print off a copy for each student (especially if you have a final assessment that requires them to demonstrate an in-depth understanding of the plot), but I have been satisfied with an approach that combines listening and reading with a lot of acting and questioning.
With my Spanish 1 students we occasionally work together to create a written summary on the board. The key to this activity is to make sure that virtually all of the suggestions come from your students, not from you. Lots of reading should precede any writing, so be sure to place the activity towards the end of the sequence. I usually start with the name of a character and I let them volunteer. This is an effective way to gently model Spanish sentence structure. I provide transition words, and I rephrase so that what is written on the board is correct, but the ideas all come from the students. Here is an example of a finished product (it actually extended across three boards, but I am just going to describe how we wrote the first board):
At first I just wrote the word “Paula”. If no one can finish that sentence then I know we have a lot more talking, questioning and reading to do before I push them into writing and speaking.
“hace pipi”, says one student.
I write on the board, “hace pipi porque” and then ask, “¿Por qué hace pipi Paula?”
“tiene miedo”, says a different student.
I write, “tiene miedo cuando”, and you can see how these sentences are developed.
Keep in mind that these are Spanish 1 students. They are still observing how complex sentences are structured. All of the words used on the board were words that we circled extensively. I think that many students really benefit from this guided writing approach.