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Internado Episode 3 student guide now posted

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):

writing on 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.

5 thoughts on “Internado Episode 3 student guide now posted

  1. So, I’m trying to get a sense of this summarizing on the board idea…you are writing, and the students are watching and offering suggestions? And then you’re stopping constantly to circle and chat about the sentences? At the end, do you do a choral translation or do the students copy the story out or anything? Or do you just erase the board and start again another day? Thanks for everything here on the blog…super practical stuff.

    1. The summarizing at the board activity is not something I do after every single scene. However, when we do, it often describes the last couple of scenes since last time we did a summary. I will stand at the board and sometimes provide a sentence starter such as “Después de comer…” or “Antes de hablar con María…”, or even simply a character´s name. Then I ask students to finish the sentence. You would not do this until students are capable of some output. I always wait for volunteers; if no volunteers are forthcoming (but they are capable) I will have them all do a 5 minute quick write to jog their brains. A student will often suggest a quick way to end the sentence: “Después de comer Carolina habla con Marcos”. I write the language correctly even if the student does not say it correctly, but I then extend that sentence with a transition word: “Después de comer Carolina habla con Marcos pero…” and another student will volunteer another phrase to extend our sentence. Use a variety of transition words to extend the sentence, it can be tempting to always use “porque” but that often requires a specific answer while pero, y, entonces, mientras are more open-ended. Sometimes I will also add, or ask for, adjectives or adverbs in the middle of a sentence we already created. ¿Cómo habla Carolina? ¿Habla románticamente con Marcos, o habla rápidamente con Marcos? When we finish one long sentence I will often start another with the name of a different character so that we end up describing multiple scenes. Sometimes I have students copy and translate into their notebooks, sometimes they translate and pass it in as a grade (just spot-check) which everyone should earn an A on since they could stop me as we wrote, sometimes we do a choral translation and sometimes I ask individual students to translate. I have kept these on the board for the next class to use as a warm-up (super useful if I have to write an email), and sometimes I take a photo of a particularly good one but I rarely am organized enough to recycle the reading. Often they are just erased.

  2. Thanks to Mike and to Kathy…from Italy :* Acabo de empezar la visión con mis alumnos de 2 y me he puesto en internet buscando ideas y actividades ….y encuentro esta maravillosa página…un tesoro para mí.. Gracias gracias

  3. Thank you for creating these great materials. They have helped me so much. It has taken me a LONG time to get through the 1st episode, but my students have learned a lot. I created this quizizz for part of the first episode:

    1. Thanks for the link! Someday I will go back and insert it into the ep 1 study guide 🙂

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