Here’s a quick activity that has students shop for clothing in Spain to replace their lost luggage. After “shopping” online in stores that our exchange students have recommended, they prepare a brief video telling what they bought (similar to a haul video). Click here to download the file: Lost Luggage
What a pleasure it has been to be back in the land of good food (Portillo’s, Culver’s Gino’s East, Potbelly, Cafecito, Garretts‘), amazing friends (too many to name!), amazing radio (WXRT), efficient public transportation that works, and my home state of Illinois.
Thanks for visiting, y’all.
You will find the resources from my session on Social Justice in the Intermediate Spanish Class here.
I recently had an idea that Shutterfly made easy to try out: what if I used jigsaw puzzles to introduce art works? I used a picture of Guernica, had a free code, and gave it a spin. It came out great (even though Shutterfly sent me a warning that the image quality low)! Encouraged by this, I started to explore other options. Meninas puzzle? Yes, please!
I also discovered their memory games. Again, armed with a free code, I tried out one of these with pictures of family members as a gift for my primary school aged niece. They came out beautifully! So then back to art for class… I chose 12 iconic art pieces and made a memory game with them, and then made another one with characters from El Internado.
So while it’s fun to make these things, it’s even better using them in class. We started El Internado in class last week, and so we used the Internado memory game to remind students who was who. We can extend this as the series goes on by adding that students must say something about the characters that they draw in TL. Students also suggested playing Go Fish–so now I think we have a plan for next week!
I introduced Guernica before with a paper puzzle I made from cutting a print of the artwork apart. I asked students to put it back together in a team, but without telling them what it should look like. While this worked, and most importantly, got students really looking at the image and the elements of the work, I’m excited about the prospect of using an actual jigsaw puzzle with them to do this.
One of my goals this year is to intentionally inject more fun into what we do, all while continuing to push students’ growth and proficiency. Nothing spurs their growth more than being curious about what we are studying, and these two tools have helped to do just that.
Here’s a really cool thing: Shutterfly is running a promo right now where the memory games and puzzles are on deep discount. Use deals4u as your promo code to get the sale price (under $10 each). **I have no connection with Shutterfly other than being a superfan.**
Another really cool thing: I’ll be at Central States in March, and the conference hotel is just steps away from a world class art museum, The Art Institute of Chicago. It’s at this museum that I had the chance to study, explore, and develop art-based curriculum tailored to language classes many years ago. It’s an amazing place! I had planned to deliver an art integration workshop at the conference this year that would include a trip, but it didn’t work out. Nonetheless, I’m planning to go while I’m in Chicago. If you will be at the conference and want to join in, let me know 🙂
Walking at least part of El Camino a Santiago is a bucket list item for me, and every time I see the movie The Way (also on Netflix) the desire to walk it increases even more. In recent years I’ve been using the film as a centerpiece around a travel unit that hopefully taps into students’ curiosity of the world around them. It’s a smart, funny, touching film, and I love all the culture we can pull out of it. It also adds an intriguing twist to the travel unit as it gives us reason to consider why people travel, not just the logistics of it.
That said, they need background to understand many of the nuances of the film and how walking El Camino is often more than just a long walk or a vacation. This year we are using an infographic and reading activity to build that foundation and to spark some interest before watching the film. If you would like the activity, you can get it here: camino-a-santiago-infographic-mini-ipa
Thanks for reading!
Welcome FLANC participants! Here are links and resources to help you include social justice issues in the classroom.
Social Justice Through Film:
El Regalo (The Present): video
También La Lluvia (available on Amazon & Netflix [as Even the Rain])
Social Justice Through Reading:
Robo en la Noche: buy book/TG, resources on other blogs
Carta Abierta a mi Nieto por Juan Gelman
Listening comprehension task from Martina Bex
Universal Declaration of Human Rights–which is the most important to you?
Social Justice Through Action:
Tejidos textbook LOVE the section on Global Citizenship to lay a foundation on the topic of social justice
(not social justice–but interesting to NC Spanish teachers: Cris in the USA video blog)
In 2014 I had the delight of presenting at ACTFL’s fall conference with Sara-Elizabeth Cottrell and Laura Sexton on the topic of personalizing instruction and assignments for students. You can see our presentation and handouts from that session here.
Since then I changed schools to an innovative, forward thinking renaissance school where we are given the challenge, the latitude, and the support to rethink school and how we conduct our classes. It is very hard work, but the rewards of our efforts are starting to show. Last year was the first year for the school and a lot of effort was focused on just getting through each day. This year has been better in that regard, and it has allowed me the ability to update and edit some ideas and practices that got set aside in last year’s survival mode.
One of those things is Choose Your Own Adventure, a personalized, student voice & choice assignment that asks students to use their developing language skills outside of class. In my novice and intermediate classes I generally don’t assign homework–maybe twice a month–unless it’s by student request to have more time to work on something. The exception to this “no homework” guideline is Choose Your Own Adventure. Students select their task for the week, complete the requirements, document their work on a Google form, and then on Fridays they share what they did with a small group of classmates. They are strongly encouraged to invent their own adventures, and even more if it includes family and friends. We are starting this week, so I’ve updated the packet which you can find here. To save paper, all of this will be run through Google Classroom this year. Yay technology! Many thanks to Laura & Sara-Elizabeth for their ongoing editing and suggestions.