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Watching other teachers in class

Bring more CI voices into your classroom

I love watching other teachers teach. An absolutely-no-prep end-of-the-year activity that I enjoy is finding videos of other teachers and spending ten minutes watching and commenting on it with my students. I was telling my students, “es como el Matrix donde podemos entrar en (mimic opening a door) otra realidad“. One corrected me, saying, “actually Mr Peto it is more like Inception where 20 seconds of their time stretches into 10 minutes in our world”. I love how everyone gets a little punchy in the last month of school.

It all started one day with a video of Eric Herman doing a movie talk of a Volkswagen commercial. Unfortunately I cannot find the clip, but we got hung up on a portion in which Eric is asking one of his students if she has pets and she says no, so he starts listing the pets that she might want but does not have. I found this hilarious and, since only a few of my students agreed, I decided to pull one up to act out the ludicrous scene with dramatic relish.

Thus was born a segment that I call, “¡¿Qué está pasando en otras clases?!“.

Click on photo to see Alina’s video
At the beginning of the year my students are assigned seats which are placed within taped boxes, but by the end of the year kids are grabbing pillows and sprawling out on the floor. As long as they are paying attention, they own the classroom. So I thought it would be fun to watch one of Alina Filipescu’s videos that highlight her amazing classroom management skills. It took us seven minutes to watch about 30 seconds of video as I described the various gestos that her students were making, all in unison. The interesting thing for me was that I do not normally ask students to do gestures… okay, I never ask for gestures. Bringing Alina in through video taught my class the entonces gesture. Nice!

Click on photo to see the video of Jason
A few days later I pulled up a clip of Jason Fritze teaching younger kids using TPR. This was fun because not only did my students have to adjust to hearing a different voice, but they had to react quickly to the video. I told my students, “es un baile moderno…un baile supermoderno… y el coreógrafo es el señor Fritze… tenemos que hacerlo perfectamente“. Half of my late-May-fried-teaching-brain was freed up as I sat in the back with my students and simply obeyed his instructions, raising my hand whenever I observed students off-track. One of my students sitting at the computer rewound the video (at times cruelly to the beginning) so that we could perfect our performance.

Click on the photo to visit Pablo’s Youtube channel

A few days later we watched a video made by Pablo Pankun Román on his youtube channel “Dreaming Spanish”. This is a great end of the year activity because it moves students in the direction of finding their own comprehensible input. It is very much scaffolded by a native speaker, but it was almost entirely comprehensible to my students.

Cameron Taylor
I have also released several videos of myself doing story listening lessons. Last January on Tea with BVP Bill Van Patten suggested that hearing good comprehensible input on video can be as effective as live interaction. Cynthia Hitz wrote a blog post detailing how she uses these videos for substitute lesson plans (which in fact was the reason that I made several of those videos). Ironically, while I was absent, I had lunch with Cameron Taylor in Tokyo, one of the other teachers that Cynthia highlights in her blog post. It is a very small CI world! I definitely recommend that you check out both Cynthia´s blog as well as Cameron´s youtube channel and his blog where he explores teaching Spanish and also his experiences acquiring Japanese.

Here are links to several videos of me telling stories that I have on my vimeo site. There are also more, including longer ones when I am teaching with a class. Click on any of the images and you will be brought to the video:

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Your heritage speaking students think you are weird

Advice for teachers new to teaching heritage speakers

Imagine being an American high school student placed in a basic literacy class. You need this class. Perhaps you are aware that your writing is full of errors. You may even recognize that this could be good for you. However, there is one major problem: your teacher is British. how brit sound to americans Nobody in your world speaks like her, not even educated adults. Sometimes you do not even understand her! A kind and progressive educator, she never corrects your dialect, but there it is every time she opens her mouth. Would you imitate her? Would you try to figure out which part of her speech to imitate and which part to discard? Or would it just be way too weird?

Unless you share the cultural background of your students, you are weird to them. Probably very weird.

It is my own voice, my own dialect, that dominates my classroom. Even when working with authentic resources, it is my voice that scaffolds materials used in class. One quick & rough way that I assess literacy on the very first day of school is simply by observing the eyes that glass over the moment I start speaking Spanish. The top third often can adjust, whereas the least literate third of my class often shut down when first confronted with a different dialect. I suspect that this is not limited to non-heritage speaking teachers; I have a Salvadorian friend who once told me that his first week on a scholarship in Spain was immersed in depression because he could not understand his professors. You could try adapting your dialect to your target population, but if you are a Spanish teacher you will quickly see how futile that can be. While most of my heritage speaking students are Mexican-Americans, this year I also have kids in my class whose families come from Peru, Guatemala, Colombia, Costa Rica, El Salvador, Argentina, Nicaragua and Puerto Rico. Even the kids from Southern Mexico sound weird to the kids from the North! There is a reason why they hesitate to speak Spanish among themselves until they have developed solid friendships. To put it bluntly, you simply have to prepare to be the Brit teaching American English.

One way to prepare is to plan on using a lot more scaffolding than you think they need. Don´t be bullied by the top third of the class who forcefully indicate that they understand. Watch for glassy eyes and antisocial behavior. Those are signs that the student is lost, or has been lost for years. Be clear that every student is going to earn a good grade in your class. Not “can earn” a good grade; is going to earn a good grade. My experience with heritage learners of Spanish is that they bond and will eventually react positively to community goals. State that goal from the very beginning, and repeat it as you stop the lesson to make a graphic organizer to explain an authentic resource. Repeat it as you write what you just said on the board because you want everyone to observe the spelling. Repeat it whenever a student is tuning you out.

Heritage learners also need to hear a huge variety of dialects, but forcing that on them is a hard sell. Some of my heritage learners are so deeply immersed in a relatively homogeneous community that they do not differentiate between what is regional dialect and what will be widely understood universally. The idea that eventually, for example in college, they will need to be able to communicate with people from many regions is rarely a convincing approach. Too far away. Students need to be interested in hearing a different dialect now. That is why we start the year watching El Internado and not El señor de los cielos. Students need to feel that people they know, not just their teacher, speak different dialects of Spanish.

My main strategy is to explicitly and repeatedly invite them to join a larger community of Spanish speakers. Soon after they become addicted to El Internado I begin to introduce other videos and audios that expand upon the dialects (and registers) that they have been hearing. Enlarging their language community through reading and videos is the only way I manage to address the issue without communicating inappropriate value judgments about their language. As Jody Noble pointed out recently on a facebook discussion, the identities of heritage learners are often wrapped up in their language. For adolescents with few secure anchors (feeling like outcasts both here and in the country of their parents), their language will not change until they want it to change. Here are some sources I use to help expand my students´ language community:

Sources for human interest stories (videos and audios)

(1) Radio Ambulante is kind of like the NPR radio program This American Life, but in Spanish and focusing on Latin Americans. Lots of interesting episodes; my favorites include El náufrago and Instrumentos de guerra. Barbara Davis has a collection of processing worksheets on her TpT store that accompany some of the episodes. They ask students to focus on specific details while listening and are great for post-listening discussion. I do not collect these as a grade; instead we use them as a framework for listening & discussion, often followed by a quick write that I do collect and grade.

(2) AJ+ español has a small but very interesting collection of Spanish language videos supported with Spanish subtitles. I have used them in my advanced non-heritage learners classes as well; my favorites include La Cholita Luchadora de Bolivia and La Velocista Ciega.

(3) Although the language in the articles at Veinte Mundos tends to be too advanced for my students I often peruse their articles for human interest stories. They often come with a short video, or a quick google search will uncover a video related to the subject of the article. So many interesting pieces; students have enjoyed learning about Biblioburro, La Música que sale del basurero, and Ecobici.

(4) Azteca noticias has a recurring part of their broadcast called El Otro México which focuses on some aspect of the Mexican experience. Check out this one on el oficio del afilador. A simple google search for “el otro México tv azteca” will turn up lots of 5-6 minute videos. While I love watching these, I have a harder time making a graphic organizer on the fly for these. Perhaps that is a project for the future…

(5) I always get a lot of mileage from these short, pleasing videos called 6 grados de separación. Each video traces the cultural appropriations that have led to objects and practices that are considered typically Mexican, such as horchata, rebozos and La Virgen de Guadalupe. The graphic organizer is easy: print off a blank world map and have students fill it in as you watch. Since this goes fast we watch it once without writing, and then again stopping at each spot to give students time to write notes and help them find the right place on the world map. You can find a list of all of the videos here, where I blogged about using these videos with non-heritage speakers.

(6) I use RTVE sparingly because if I am going to make lesson plans around a video I want to be able to download the video to my computer and be sure that the video will be available in the future. Sometimes I can manage to download a news item from RTVE, but it is hit and miss. Nonetheless I do like to occasionally show the first ten minutes of one of their documentaries, which will often take us twenty or more minutes to actually watch because these tend to be more challenging for my students. Every thirty seconds or so I will stop it to check for understanding. If the video does not work, sometimes you can find it on youtube.

Please feel free to recommend more sources for short human interest stories in audio & video. I have just barely scratched the surface, but while I am sliding down the chute of an academic school year I rarely have time to search the internet for new sources. Having a source that routinely publishes new articles is invaluable!

What about speaking and writing?

I have written so much about reading that you might think that my classes are mostly receptive skills: reading and listening. You would be correct. Or rather, the writing they do is to verify their comprehension and work out the ideas that they are processing. I rarely comment on spelling, word choice, grammar, sentence structure or anything that is not connected to understanding the message that they are trying to communicate. I am convinced that students learn to write by reading, although there are good reasons to do some writing with your heritage learners especially if the input was challenging (read pages 30-32 of that paper closely). I also believe that they learn to speak by listening. Although there is speaking in my classes, there are even stronger reasons never to insist on it.

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Koi-Zora (movie talk for Span 1)

A video suitable for movie talk and a follow-up reading with comprehension and creative response questions

Koi-Zora 2Coming back from Thanksgiving Break next Monday I am going to start using past tenses regularly with my Spanish 1 students. At the beginning of this school year I had not taught level 1 for a few years and I wanted to limit the amount of new structures. After observing Blaine Ray earlier this month and watching videos of other TPRS teachers I started integrating past tenses into my circling in class and realized that it is much more important that my students hear and comprehend a more natural speech rather than a forced version in the present tense. During the next two weeks between now and midterm exam week I am going to focus on circling the principal foundation verbs that I have posted on the wall of my classroom in both present and past tenses. I am going to maintain the focus on meaning and I will not go out of my way to use conjugations that are lesser frequency (i.e. yo quería is higher frequency than quise, and I am not going to bend stories for the purpose of contrasting preterite and imperfect usage).

Starting on Monday I am going to work through this short video called Koi-Zora , combining the movie talk technique of carefully planned narration with questioning student actors à la Blaine Ray. Today I prepared by pre-watching the video and I wrote a script, which served as the basis for the class reading that follows. Also I am going to explain the process to my students: when I speak to my student actors I will use the present tense ( ¿Quieres ir al campo? ), but then speaking to the class I will speak using past tenses ( Sí clase, ella quería ir al campo ). This is going to be a fun activity for the student actor who plays the role of the fish.

Wanting, having and putting are the main foundational verbs that will be used over and over. I will introduce parallel characters in the middle of the movie to emphasize these three verbs so that quería, tenía, ponía and also puso are circled effectively. I am going to use subió instead of fue when she goes to the roof, because it is more natural and they already know subir, and also because there will be better opportunities to really nail fue later. In fact I am going to avoid mentioning that she goes anywhere so that I can simply focus on the four verbs quería, tenía, ponía and puso.

The video clip is only a minute and a half long. Nonetheless, with all of the student actors, the parallel characters, the new verb tenses and slowly pointing and saying the verb each time we say the new tenses, I suspect I will just barely have enough time to complete viewing that clip with my classes on Monday (we have 55 minute classes). On Tuesday we will read the following reading and students will translate it in pairs before we go over it together. Only after that is done will students be allowed to turn the reading over and complete  the questions on their own (which should be easy at that point). Click here to download the .pdf of the reading or, if you want to change it for your class, click here to download the .docx version (which may be oddly formatted because I used text boxes to position the pictures).

If you look at the reading you´ll see that there is quite a bit of vocabulary that will come up in the video that my students don´t yet know. Without the movie I would rewrite the story to make it more comprehensible, but with the movie I have found that I can include a lot of details into my narration and remain comprehensible, as long as the narration clearly refers back to what is projected on the screen. My objective is to teach those four verbs, so I have provided footnotes and embedded photos for the out-of-bounds words contained in the reading.

Even if it is engaging, is this a good idea to include so many out-of-bounds words? Well, first let me clarify that it is always comprehensible (all out-of-bounds words are written on the side boards). My students also know that the target structures are on the center board, and those are the only ones that I want them to write down. Anything else they might acquire is frosting on the cake… but frosting in large quantities is not really that good for you! As I improve my teaching in the years to come I expect to pair down my stories to the essentials so that there will be less out-of-bounds vocabulary, while improving my storytelling skills so that it remains highly engaging.  

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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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6 Grados de Separación: Cultures in comparison

la charreriaHave you seen this series of 1 minute cartoons published by Canal 11 (Mexico)? They are beautifully illustrated, well-researched and engaging. Each short video starts with a cultural product that is generally considered a significant part of Mexican national identity (such as charrería or horchata). In the course of one minute the video traces back through the historical roots of the product, uncovering cultural exchanges that have been hidden by the passage of time. The producer of the segments, Cuitláhuac Ibáñez, said in an interview that each segment takes about a year and a half to produce with the collaboration of around a hundred people… well worth it in my opinion.

How to adapt this to a world language classroom, especially a comprehensible input classroom? I have a few ideas.

First, don´t play the video!! Sure, you could play the video as a warm-up and ask students to “get the gist”, but you´ll be wasting a marvelous opportunity in exchange for hearing a few words that they already know (caballo, México). And once you play the video it is over, it is no longer a question of discovery (encouraging curiosity) but mere explanation (understood as drudgery). Don´t gallop ahead.

I want to rein myself in so that everything remains comprehensible. Honestly I am more interested that they use the phrase viene de, or perhaps that they acquire the phrase proviene de if this is for a more advanced class. Before class I am going to watch the video again and make a list of three new structures that are crucial to discussing the video but also transcend it, that will be useful far beyond this one particular context. That is the list of structures that I will have written on the board when they enter class. Before teaching this I am also going to make a brief power point to help structure our class conversation, using pictures to drive home the idea that culture is products and techniques, as well as perspectives. The power point will also have words next to pictures for vocabulary that I don´t intend students to acquire, such as riendas, los estribos and silla de montar

Don´t miss a great opportunity to personalize the classroom. I know that I have students who love to ride horses, and others who wish they could have the opportunity. In Jason Fritze´s words, go for the tragedy! PQA with the kid who wants to ride but cannot. Transform it into a TPRS story… perhaps his older brother goes to Kazakhstan to learn to ride and becomes a wonderful jinete, but our student has to stay home to clean the bathroom. His younger sister goes to Persia and becomes an expert jinete, but our student has to stay home because he has algebra homework to complete. Even his grandmother goes to el Desierto de Sahara and returns with her own Arabian stallion. This summer, however, our student is going to Mexico where he will become known as El Charro Negro… perhaps you should preview the video if you are wondering why I am throwing in some seemingly random locations.

The above story may be a bit too pre-planned, but it is much better than my first attempt at a lesson plan. Here is what I originally wrote:

If the subject of the video has an analogous place in the student´s culture, such as charrería, then I may begin the conversation there. Where do cowboys come from? Starting with the idea of cowboys is a great way to introduce the notion of cultural icons. I have never met a cowboy and an hour on a horse makes my inner thighs ache for days, but I still recognize the cowboy as an American icon. How delicious it is for a Spanish teacher in the U.S. to be able to talk about where cowboy culture comes from… (click here to read a brief article).

That is great background information for me, and super fascinating as well, but not likely to hook my students. I will review that website before teaching this lesson so that I can seed the story with fascinating tidbits of history and culture, but what will rope my students in is the personalization.

Following the TPRS story I will play the video on mute, and using the slow tool on the VLC player (freely available to download, just google “download VLC player“). Even with the slow tool, I have a student who controls my computer and stops the video whenever I tap the screen it is projected on… with this type of video I would stop it every ten seconds or so as I am circling the material. The second time we watch the video (this time with the sound on) I would still probably slow it down with the VLC player, but not interrupt. CLICK HERE TO VIEW THE VIDEO ON YOUTUBE. Finally I would include some sort of nominal assessment… it could be as simple as asking them to write a single detallito that was surprising or unexpected.

If the subject of the video is something like horchata then clearly I´ll have to explain what horchata is. Actually I cannot imagine presenting the horchata video without having a sample of horchata for my students to try… otherwise it would simply be too theoretical for most teenagers. In any case, if the video is worth watching, then it is worth making it entirely comprehensible. This is not a warm-up!

Here is a list of all twenty of the 6 Grados de Separación videos:

La Barbacoa

Los Buñuelos

El Café

Las Canicas

El Carnival

La Charrería

El Corrido

La Horchata

La Lucha Libre

La Piñata

El Queso Oaxaca

El Rebozo

El Rompope

El Rosario

La Rosca de Reyes

La Sandía

La Serenata

La Talavera

El Trompo

La Virgen de Guadalupe

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Hermanos: surprisingly comprehensible

Scaffolding a high-interest authentic video:

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Hermanos is a 7 minute rant in Spanish by youtube sensation “Hola Soy Germán”. It is surprisinglyholasoygerman comprehensible if you scaffold the video with a short previewing conversation (in Spanish, of course) about brotherhood. I drew a Venn diagram on the board and labeled one side “hermanos mayores” and the other side “hermanos menores“. We brainstormed a bit (common student contributions included fuerte, el jefe & enfadoso for the hermano mayor and mentiroso, bebé and el favorite de mamá for the hermano menor; it was widely agreed that both older and younger brothers cannot be trusted and that they steal from each other). I asked about the stereotypes concerning middle siblings and then verified through a class poll that, a pesar del estereotipo, all of the middle children in our classes are well-loved at home and at school.  🙂

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If your students don´t have words like enfadoso or mandón at the tips of their tongues, but those are the things that they want to say, then write a story to teach the words that they want. My students were excited to learn how to say “no me mientas“, but not so excited to learn “quisiera pagar con tarjeta de crédito“. In fact, although mentir is an allegedly “difficult verb”, the former expression shows up frequently on student quick writes whereas the latter has never EVER been voluntarily regurgitated. I follow my students’ interests because they are much more likely to become life-long learners of Spanish if they can say what they want to say.

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My Spanish 2 students were busting out laughing at this video, and several came up to me afterward to marvel at how much they understood. Very empowering! Just before viewing the video I pulled out an empty can of an energy drink that I had previously consumed and asked how many students drink that kind of stuff. They may not have been able to understand bebida energética without the prop, but with the prop it was just casual conversation. Casual conversation that helped them understand the beginning of the video.

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A few caveats: As you watch this for the first time don´t worry about the first few seconds… he slows down. Also consider not showing the last few minutes when he talks about the brother with an attractive sister…  comprehensible but maybe not school appropriate. If you embed the video into a powerpoint then you can set the timings to avoid the first few disorienting seconds and the last minute or two… and the students won´t ever know what they didn´t see.  Click here to see the youtube video.

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First this happened, and then this…

first this happenedWow! Kara, who blogs on The Creative Classroom, has a great idea for anyone who uses videos with an ongoing narrative (such as El Internado). This could easily be part of CI classroom routine to go over any story, but I love the idea of making Internado specific cards. Here is a link to her post First this happened, and then this….