Posted on

My favorite blog post that I wrote in 2013

Here is my favorite post that I wrote in 2013. I had not been blogging for very long, so perhaps you haven´t seen it yet…  

yougetoutwhatyouputinIt is the beginning of March and it is high time to reflect on where we are going in our classes, how far we´ve come and how far we can sail before summer vacation. A bitter colleague recently said to me, “hey, you get out what you put in” to explain the failing students in her classes. It´s the kind of comment that is a cry for help, both for the teacher and her students.

Here is the truth to that comment (a secret that more language teachers need to hear): you DO get out what you put in… you get OUTput if you put in comprehensible INput. This was shockingly revealed to me today as I reviewed the quick writes that Spanish 2 students did in class the other day. We had spent the week talking about whales (a unit that I will post later, once I have fixed a few things). After a few days of non-fiction I gave them a writing prompt (“There was a boy that hid a whale in the bathroom of his house”, but I actually wrote the prompt on the board in Spanish). Take a look at Klynn´s 10 minute quick write:

10 minute quick write 2

I am so incredibly proud of Klynn. Her choice of verb tense is not always accurate… but did I mention that she has been speaking this language for only a year and a half?! Last year “hola” was confusing to her. Look at what she´s doing now!!!

I have met teachers with all sorts of reasons to explain why Comprehensible Input is not right for “their teaching style”. Some don´t like to dance (um, not a required CI skill). Some think it´s too goofy (also not required). Some believe it might be good for younger kids, but not their own students (if this is you then you HAVE TO check out this free sample of the first five pages of one of Bryce Hedstrom´s AP lessons for super-complex structures like “Si yo lo hubiera visto, lo habría ayudado”).  In the past I have even fought back, saying that “in order to learn to write, children must write”, entirely ignoring that what comes out (the writing) is profoundly shaped by what went in beforehand (all of the reading and listening that was comprehensible and interesting enough to grab the attention of the student).

You do get out what you put in.

p.s. Honestly, I do not have a second job in the Bryce Hedstrom sales department, but  HERE is the link if you want to purchase the entire lesson from Bryce… scroll down to El cuento trágico de Mark. It is a good one with a lot of instruction on how to teach an advanced class through Comprehensible Input.

(note added in December, 2013: you can see the entire whale lesson that Kylnn was writing about by clicking HERE )

Posted on

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.

Posted on

Heritage speakers lesson on accentuation, part 2

esdrujulaIn my Spanish 1 for native speakers class we spent a part of last week preparing for this lesson by teaching students to recognize the sílaba tónica, or the stressed syllable in each word. If you missed it then click here to go back to that lesson .

This week, in addition to silent sustained reading (we read for twenty minutesllana straight today!), we also read a biographical sketch of Simón Bolívar´s life and we discussed the geography of Latin America. Whenever I wrote a new word on the board I tried to remember to ask the class if the word was aguda, llana or esdrújula.

With so much practice I think that they are now ready to learn the basic rules of accentuation, presented on  this beautiful fun sheet that you can download by clicking here  . On the back I left a big space in each box so that they can write down three of their own examples of each type of word.aguda

Posted on

My parents embarrass me: a sort of final exam

This is the last short story of the year and focuses on two structures: se ponen en ridículo and le da vergüenza.

embarrassingBefore students read the story I introduced the structures and themes through a full class period of conversation. That included this powerpoint (which you can download by following this link):  vergüenza y ridículo powerpoint .  If you use it  you´ll probably want to remove the reference to Señor Peto in the first slide. I was surprised that none of the students would admit that their parents have ever embarrassed them (of course, they didn´t want me to embarrass them). Since that line of questioning was going nowhere, I changed the phrase to mis padres nunca me dan vergüenza. I suppose the real theme of the day should have been mi profesor de español me da vergüenza as I came up with silly situations that never occur such as Los padres de Julieta nunca besan al perro cuando sus amigas vienen a su casa. ¿Verdad Julieta? Julieta emphatically denied that her parents EVER kiss their dog. «Entonces… ¿ellos no te dan vergüenza?» A few times we came up with weird situations that never happen (I swear!) and it was a compelling enough mental image to make students laugh. When we laugh in Spanish then I know that they are really learning the vocabulary.

The following day students read this story that you can download by following this link: Mis padres se ponen en ridículo: STORY WITH QUESTIONS . I graded their responses to the back side as the last two big grades of the semester, which is pretty much a final exam since I would not actually have the time to evaluate all of those writing samples in the limited final exam period that we have. The reading comprehension questions are designed to assess their understanding of some big picture points, like did they acquire the difference between iba and fue? I graded the second writing section with a more holistic grading rubric emphasizing the comprehensibility of their writing. Superior students should be able to respond with our so-called advanced structures and wow me with their creativity, but fully intelligible, simple answers with minor errors that answer the question easily earn a grade of B.

Next week, following the advice of Blaine Ray, my students will be giving oral presentations on a topic of their choice. Lots of output, but they have been well-prepared (pat myself on the back) and I am certain to enjoy this coming week.

Posted on

You get out what you put in

yougetoutwhatyouputin It is the beginning of March and it is high time to reflect on where we are going in our classes, how far we´ve come and how far we can sail before summer vacation. A bitter colleague recently said to me, “hey, you get out what you put in” to explain the failing students in her classes. It´s the kind of comment that is a cry for help, both for the teacher and her students.

Here is the truth to that comment (a secret that more language teachers need to hear): you DO get out what you put in… you get OUTput if you put in comprehensible INput. This was shockingly revealed to me today as I reviewed the quick writes that Spanish 2 students did in class the other day. We had spent the week talking about whales (a unit that I will post later, once I have fixed a few things). After a few days of non-fiction I gave them a writing prompt (“There was a boy that hid a whale in the bathroom of his house”, but I actually wrote the prompt on the board in Spanish). Take a look at Klynn´s 10 minute quick write:

10 minute quick write 2

I am so incredibly proud of Klynn. Her choice of verb tense is not always accurate… but did I mention that she has been speaking this language for only a year and a half?! Last year “hola” was confusing to her. Look at what she´s doing now!!!

I have met teachers with all sorts of reasons to explain why Comprehensible Input is not right for “their teaching style”. Some don´t like to dance (um, not a required CI skill). Some think it´s too goofy (also not required). Some believe it might be good for younger kids, but not their own students (if this is you then you HAVE TO check out this free sample of the first five pages of one of Bryce Hedstrom´s AP lessons for super-complex structures like “Si yo lo hubiera visto, lo habría ayudado”).  In the past I have even fought back, saying that “in order to learn to write, children must write”, entirely ignoring that what comes out (the writing) is profoundly shaped by what went in beforehand (all of the reading and listening that was comprehensible and interesting enough to grab the attention of the student).

You do get out what you put in.

p.s. Honestly, I do not have a second job in the Bryce Hedstrom sales department, but HERE is the link if you want to purchase the entire lesson from Bryce… scroll down to El cuento trágico de Mark. It is a good one with a lot of instruction on how to teach an advanced class through Comprehensible Input.