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Experiencing los hipopótamos colombianos with level 3

54101194283378668127593My Spanish 3 class just finished a week of non-fiction storytelling about the hippopotamuses that were living in the wild in a region of Colombia. The strange story of how a large African animal invaded an ecosystem thousands of miles away allowed us to take our discussions in several directions:  we spoke about science, of course, drug trafficking, we contrasted the worldview of campesinos versus city dwellers and ended our exploration discussing the role of government in protecting citizens. What an interdisciplinary lesson!

The centerpiece of this unit was an article published by Veinte Mundos. I really like what Veinte Mundos is doing for advanced students, but my students need a lot more structure in order to make sense of the articles on their website. Here is my lesson, with links to their original resources as well as my own.

Day 1: prior knowledge

imagesJust like the unit on ballenas that I published last year, I like to start this unit with imagesCAX6QP4Sa brainstorming session in small groups to establish everything that we happen to already know about hippopotamuses. Depending upon the class this might be greeted with a revelation that they already know quite a bit. untitledAfter five minutes in small groups I draw two columns images2on the board, one labelled La ciencia and the other column labelled su representación en la cultura popular. The first column will eventually include things such as son de África and son mamíferos. Several details will flow from that, so be sure you know how to say they give life birth and the mothers nurse their babies with milk. I avoid technical terms like vivíparos in favor of phrases like las crías nacen vivas.  Click here for a website to review characteristics of mammals in Spanish . The second column is a bit tricky but I think it is useful for high school students to recognize that the representation of an object in popular culture is distinct from their reality, so I showed some pictures like those along the side of this post. My purpose is to elicit the reaction that hippos are often portrayed as lovable, fun animals. It may be surprising to some students that hippos are ferocious man-killers!

Having already read the article that they will read tomorrow I am extremely sensitive to the information that will appear in class tomorrow.  I carefully circle relevant facts so that what may have been the odd bit of trivia known by one student becomes common knowledge (and in Spanish no less).  When I write circle, I mean circle in the specialized jargon of TPRS teachers… not literally circling the words on the whiteboard. If you have not been exposed to this powerful technique then take a look at Martina Bex´s explanations: first a link to her circling worksheet for teachers and second a link to her blog post describing how she introduces vocabulary . While I do not do it exactly as she does, what we do have in common is that presenting the vocabulary phrases is a long process that delivers many repetitions of the target structures in comprehensible utterances so that students develop a natural, automatic response.

Day 2: first exposure to the article

This year I didn´t exactly follow what I wrote above. In fact, I shortchanged day 1, cutting it short and rushing straight into day 2… what a mistake! If they had a full day of preparation with a lot of circling rather than just a fifteen minute brainstorming session then what I am about to describe may have been disconcerting, but it would not have deflated them.

I gave them a copy of the article  (scroll down to the bottom and click on PDF; I cut and paste so that it fits on one piece of paper, double sided). I played the recording provided by Veinte Mundos (downloaded beforehand so that it plays smoothly, it is the MP3 at the bottom of the article) and I asked them to follow along at the speed of the recording. I do this because I need to start preparing them for AP next year, when they´ll hear texts read by native speakers without any preparations.  Once we heard the article I wrote a spider diagram on the board with the name of the article in the middle and the following four topics branching off: en la naturaleza, Pablo Escobar, el peligro, las protestas. In pairs they reread the article and filled in the rest of the graphic organizer, adding at least four points to each branch. I moved around helping individual groups.

Day 3: breaking the article down

The next day students entered the class unsure that they really understood the article (because I did not properly introduce the vocabulary through day 1). To develop their self-confidence I created this vocabulary builder activity which reviews the main points of the article . Students first did it alone, so they could honestly assess their own understanding, and then we reviewed it together. When we reviewed the answers I could sense the tide turning as students felt empowered that they could understand this difficult article.

I now went straight back to the article and started circling the hard parts of the text, clarifying through questions the most dificult sections so that the entire reading became clear as water. Through this process I became aware of some surprising misunderstandings. I had assumed that my students in level three understood who campesinos were; it wasn´t until I was on the back of the reading and asked ¿dónde viven los campesinos? that I realized that I needed to explore the difference between la ciudad y el campo. If I had not maintained my focus on the text I would have missed that opportunity.

Day 4: extending perspectives

6620_109339870068_654880068_2636993_3469554_nI had several video clips to play today which explore different perspectives on the issue. I found it useful to review Martina Bex´s graphic on how to use an authentic source in a CI classroom for ideas of how to work these videos so that students get the most out of the experience. If you take a look at Martina´s handout you´ll know why I only had enough time to analyze two videos. If you do a google video search you´ll find plenty of videos; I settled on these two: Militares asesinan hipopótamos and Manifestación . These two allowed me to explore the government´s responsibility to protect its citizens, the perspective of the campesinos endangered by the hippos and the perspective of city dwellers who came out to protest the killing of the animals.

Day 5: assessment and musical extension

As an assessment I asked them to take out a blank piece of paper and simply write about los hipopótamos en Colombia. I warned them that I was grading based on content; of course being able to understand them is crucial, but as long as I could understand I was looking for as many distinct points as possible. The idea of distinct points encouraged them to consider the variety of perspectives through which we explored this issue.

Here is a copy of the quick-write written by one of my middle of the road students. Plenty of grammar errors, some that would impede communication if the reader were not his teacher:

student work 001

But wow… look at what he can communicate. Seriously, he has plenty to say and remember that this was a quick write. No drafts, no time to go back and review. Ten minutes. And if you are really grammar-obsessed then I want to point out something super-interesting: at the end of the first paragraph he wrote  Pienso que el gobierno mataría los hipopótamos. I never taught the conditional tense. That phrase is not in the article. I must have, at some point, circled some question or comment with the conditional, but none of us were paying attention to the endings. We were paying attention to the meaning of the phrase. That´s language acquisition, occurring because he was following a meaningful conversation. It humbles me to see it happen so naturally.

After students finished their quick-writes I projected a website that I have recently rediscovered (now that youtube is no longer blocked from teacher accounts at my school). We opened up lyricstraining.com to my favorite Juanes song . The connection is tenuous… Juanes is Colombian. That´s all I needed. A volunteer came up and, after playing the Juanes game on intermediate,  we then discovered that two currently popular songs have versions in Spanish: Titanium David Guetta & Mey and Si yo fuera un chico by Beyoncé.  By the way, I recommend enlarging the computer screen so that you are looking at just lyrics… that way you don´t have to worry about questionable images from a music video. An enjoyable ending to an exciting week in room 804.

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My Matava scripts

Three original stories:

Lots of beginning CI teachers use Matava scripts, and for a good reason. Anne Matava wrote two volumes of simple stories in English that lend themselves perfectly to the novice who is first learning how to “ask a story”. If you google “Matava scripts” you´ll find plenty of information on how to craft a story (including this masterful post by Martina Bex) and even this link to purchase them from Ben Slavic´s website.

My modest contribution is linked below, which you can download for free. If you are a Spanish teacher using the Matava scripts you´ll want some sort of reading that recycles the vocabulary to maximize acquisition of target structures. Here are a couple of readings that I made to loosely accompany the scripts. I wrote them for a level 2 class; even without the original Matava scripts they would make great stand-alone homework assignments or emergency substitute plans if you want your students to do more reading. Who doesn´t want more reading?

niño charro

Update January 22, 2014: I updated this first story into a three day lesson with a movietalk, PQA, a class story and a tie in to a Beyoncé song. Click here to see the updated lesson

(A) One of my favorite stories that I have written accompanies the story “Try It On!” (page 13). It is about a smart boy who is known only for his stylish clothing. The story comes with many, many questions repeating target structures (mimicking a session of circling) and space for students to draw pictures (which I used the next day for retells under a document camera). The amount of new vocabulary structures presented is too much if you have just presented the Matava story, but just right if the students are further along. My new target structures were tenía puesto, como si fuera, and se dio cuenta. We were recycling se puso and se quitó. Finally I was able to work a piece of cultural knowledge into this reading as the hat that the boy wears is that of a Mexican charro.  Click here to download Try it on.

(B) This half-page story accompanies “The Baby Story” (page 9) and recycles the vocabulary closely. It also includes questions and space for drawings. I believe I used this in class after asking our own version, but it would work as a homework assignment too. Click here to download The baby story.

(C) My very first attempt at writing a story was supposed to accompany “An Important Test” (page 6), but as I look at this I see that I was mostly responding to the needs of my class and giving them lots of reinforcement of the phrases iba, se dijo and le dijo. It is a good enough story that it made my student Trenton a minor celebrity among my classes. I am leaving all of the files as word documents so that you can change them; you´ll definitely want to change the name of the student, teacher and city to make one of your students famous. It comes with questions and space for pictures. Click here to download Trenton wants to skip class.doc