ONE PAGER-AVID STRATEGY Here is an engaging and creative strategy to review grammar concepts, short stories, books, articles, poems, etc. About six years ago, I incorporated One Pagers and Interactive Notebooks into my Spanish classes and it was a success . My students enjoyed... yes enjoyed this fresh approach to showcase their understanding with a zoom-out effect between each grammar concept.
What's a ONE PAGER? A one pager is a single white one page response to a reading, novel, chapter book, poem or grammar concept in a world language class or other classes. It is a way for students to communicate their knowledge of any material in a unique way. Why do I use them? A one pager allows students to respond to their understanding of any grammar concept, poem, song, short story, etc, by using their imagination and creativity. What is the purpose or function? To document student progress towards Proficiency! In my Spanish I class, students learned about gender of articles and nouns in Spanish and they took notes . Then, to process these grammar concepts they created a personalize ONE-Pager. Students worked individually to express their understanding of articles and nouns in the Spanish language. Each student created their own One-Pager for their Interactive Notebook. What they look like? Example 1 Articles and Nouns One-Pager Requirements: 1. Use unlined white paper 2. Title the One-Pager appropriately (Articles and Nouns) 3. Use colored pens, pencil, or markets. The more visually appealing it is the more you will learn. 4. Fill the entire page. 5. Be purposeful about the arrangement of your One-Pager. For example, have a reason for using a certain color or for placing an object in a certain place. 6. Write at least four grammar rules from your notes on articles and nouns. Use the proper grammatical format. 7. Use two or three visual images, either drawn or cut out from magazines, to create a central focus to your page. If you use a computer image, personalize it to make it your own. 8. Place five essential vocabulary words/phrases around or next to the images. These terms/words/phrases should express the main ideas, your impressions, feelings, or thoughts about what you have learned. 9. Write the main idea of the grammar concept. 10. Write two higher level questions and answer them. Level 1- Define articles and nouns Level 2- Elaborate on the similarities and differences of gender and number in the Spanish language. Level 3- invent/create (write a new story) 11. Put a symbolic colored border around the edges of the page. 12. Write your name on the back. Example 2 You should include the following: Stem Changers 1. Use unlined white paper. 2. Title and symbolic border represents theme (stem-changing verbs). 3. Use colored pens, pencils, or markets. The more visually appealing it is, the more you will learn. 4. Fill the entire page. 5. Include at least 3 illustrations to create a central focus to your One Pager. 6. In order, list all -ar, -er and -ir ending (you may create a chart). 7. Explain. How to conjugate regular verbs? 8. Explain. How to conjugate stem-changing verbs? Elaborate on the process and the differences with regular verbs. 9. Mention the exceptions when conjugating stem-changing verbs in the present tense. 10. List at least five verbs from each group (except for jugar). Refer to your notes. Color code stem changers by groups. For instance all O to UE could be green. 11. Write one sentence using one verb from each stem-changing group. 12. Questions: Answer the following question using complete sentences in English.
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EL DIA DEL AMOR Y LA AMISTAD Here are some activities I accumulated to ZOOM into the culture. Let's explore how Valentine Day is celebrated in Latin America and a bit of history. Essential questions: 1. What traditions are practiced in Spanish-speaking countries vs USA for this celebration? 2. How is the culture a reflection of its people? 3. How are a culture’s values reflected in its celebrations? Introduction: Quick Write: Individually, students answer the following question in Spanish or English according to their level. ¿Qué significa "amor" para ti? or ¿Cuál es el proposito del Día de San Valentin?
Before introducing vocabulary I go over some of the differences and make connections to what they already know. EXAMPLES:
PASO UNO Read about how Valentine's Day is celebrated around the world. Explore more about the history of Día del Amor y la Amistad in the Spanish speaking world. 1) Vocabulario de la gráfrica 1. celebración 2. epoca 3. firmo 4. matrimonio 5. sacerdote 6. parejas 7. dulces 8. enamorados 9. creencia 10. pájaros 11. elegían 12. cucharas 13. madera 14. talladas 15. casaderas 16. asomarse 17. solteros 18. rechaza 19. amar (la ama) loves her 2) Para leer: Tradiciones de San Valentín En El Mundo I found this info-graphic but I don't know who created it so that I can give credit to the owner. PASO DOS: Discuss and make cultural comparisons: Complete a Venn Diagram in small groups comparing/contrasting El Día de San Valentí in Latin America with Valentine's Day in the USA. PASO TRES: Real Life- Application: Write Love Letters or create Valentine's Day Cards. 1) Love Letters or Create Valentine's Day Cards Create a Valentine letter or card to a friend, family member or teacher. The card or letter’s tone can be sweet, romantic or hilarious. Frases para tarjetas de San Valentin:
a) Speed- dating activity - Para conocernos mejor b) Música- Escuchar un poco de música romántica en honor del Día del Amor y la Amistad. La Bachata- originalmente de la Republica Dominicana. Es un baile romantico. Vamos a escuchar algunas canciones de este genero musical. ¡Escucha! ¿Cuál te guta más? Saludos de San Valentín
DÍA DE ACCIÓN DE GRACIAS Thanksgiving is right around the corner, so I have organized some resources and ideas to ZOON into the culture. Students will be able to explore, describe, and discuss Harvest Celebrations in Spanish speaking countries and their own community. Here are some questions to reflect on: What are the reasons for these celebrations? What traditions are practiced for the different celebrations? Students will understand cultural perspectives on these celebrations and/or special events. Also, describe ways in which their family's traditions and customs may differ from those of other students in the U.S. and/or Spanish-speaking countries. Essential questions: 1. How are people a reflection of their culture? 2. How is the culture a reflection of its people? 3. How does language influence interactions between groups of people? 4. How are a culture’s values reflected in its celebrations? 5. Do celebratory practices reflect the true meaning of the holiday? 6. What role do family members play in cultural celebrations? I can statements: I can say what I’m thankful for. I can say what I love, like and hate to eat on Thanksgiving. I can talk about traditional activities. To begin, students will complete a quick write or another pre-activity. For each subsequent skill, they must complete each task for Día de Acción de Gracias which will give them the necessary resources to master and complete the mini-unit. Of course my goal is communication in the target language and make cultural connections and students learn more about their own culture. Pre-Activity Individually, students can do a quick write in Spanish for upper levels and English for lower Spanish. Quick Write: Write a paragraph describing how you celebrate Thanksgiving, including which family members are present, the foods served, and traditional activities you participate in. Escribir: Individually, I asked students to answer the following questions in Spanish and include family members present, the food served, and traditional activities they participate in.
Comprehension and Reflection Activities 1) Estoy agradecido por Nota de agradecimiento Individually, I asked students to think of five things that they are thankful for. Then, student share with the class. As they listen, students take notes.
To end the activity, I asked the students write 5 sentences about what 5 of their classmates had said, they write for what they were thankful.
If you don't have time to prep or time in your schedule make some changes and have fun with the following activities. 2) Create Storyboard StoryboardThat -Actividades de Acción de Gracias 3) Color, Describe and Create Puppets Pilgrim and Native Americans Puppets 4) Carta de agradecimiento Individually, I asked students to write a thankful letter to a family member or person at school that they are thankful for. La correspondencia informal En todas cartas y correos electrónicos informales, se incluyen un saludo, el texto y una despedida.
Harvest Celebrations around the World or Spanish speaking countries. I tell my students. Van a explorar otras "Fiestas de la Cosecha" alrededor del mundo. Harán una busqueda por la Red y crearán una presentación. Incluyan:
El origen del Día de Acción de Gracias - slide show of pictures with text Día de Acción de Gracias Vocabulario Vocabulario para el Día de Acción de Gracias Porque se celebra el Dia de Accion de Gracias? 6) Cultural Comparison When finished with presentations, I asked students to write a cultural comparison to explore similarities and/or differences between Thanks giving and Harvest Celebration. They should be able to talk about their own Thanksgiving traditions and compare to Spanish speaking country Harvest Celebration. Here is a list of some vocabulary necessary to be successful:
Para expresar similitudes Al igual que – the same as Como-as; like Además; también-in addition; also De la misma manera-in the same manner (way) Del mismo modo-in the same manner (way) Tan+(adjetivo)+como-as (adjective )+as Tanto/a(s)+(sustantivo)+ as mamy/much+(noun)+as Para expresar diferencia A diferencia de-unlike A pesar de-in spite of Aunque-although En cambio-on the other hand Más/menos…que-more/less---than No obstante-nevertheless; however Por otro lado-on the other hand Por el contrario-on the contrary Sin embargo-nevertheless; however 7) Listening Comprehension Individually, students write down all new vocabulary and preparation steps. Also, express likes and dislikes. 8) Music Canción para niños Fonseca- Gratitud
EL DÍA DE LOS MUERTOS
I decided to organize, share resources and ideas as we explore and learn about Día de los Muertos. This post is still a work in progress, but it may help:) Day of the Dead Resources in Spanish class. After years of teaching, I have accumulated many activities, videos and/or ideas about the Day of the Dead to engage students and ZOOM into the culture. I love to share a little bit of my beautiful, rich culture, and as we know, culture is extremely important in a language class. As a teacher, my objective is for students to become global citizens and lifelong learners. In my opinion, students love learning about traditions, customs and let´s not forget that they must be able to make connections and cultural comparisons, starting with level one. Did you know? The Day of the Dead is a Mexican holiday whose complex history is intertwined with the history of Mexico and Mexican culture. The Day of the Dead is celebrated on November 1st and 2nd, during which the graves of loved ones are decorated, special foods like mole and pan de muerto are made, ofrendas are built to honor the dead, and special festivals and processions are held. Pre-Activity ¿Qué es Día de los Muertos? Students can do a quick write or brainstorm in Spanish for upper levels and English for Spanish one or two. Piensa y contesta 1. ¿Qué sabes sobre el “Día de los Muertos”? 2. ¿Cómo conmemoran o recuerdan ustedes a los difuntos o muertos en su cultura? ¿Qué es Día de los Muertos?
Give students about ten minutes to write and share their opinion with the class. Then, watch the following video together and ask students to take notes of their impression of Día de los Muertos. Comprehension and Reflection Activities 1)After Watching-response: Write at least a paragraph-5 sentences. 1. How did you feel when watching the video? 2. Did it make you sad? Happy? 3. What do you think the holiday is really about? Did your initial thoughts change at all? 4. How would you describe Day of the Dead after watching the short film? Día de los Muertos
2) Reflect
Watch some of the following videos and answer all questions using complete sentences in English. 1. What is an altar and for whom is it made? Why is it created? What is generally included? 2. What do families do during cemetery visits? 3. What kinds of flowers are popular? Why? 4. What is the Mexican perspective of death? 3) Cultural comparison Create a Venn Diagram in small groups or individually to compare and contraste El Día de los Muertos with Halloween. Then, another Venn Diagram comparing and contrasting El Día de los Muertos with Memorial Day. Here are some of my favorites videos: Global Wonders - El Día de los Muertos
Day of the Dead Celebration (Celebración Día de los Muertos)
Oaxaca: The day of the Dead
Música
Las Calaveras Salen de Su Tumba Chumbala Cachumbala - Canciones Infantiles de Halloween
La Santa Cecilia - Calaverita
Libro
A Billingual Boo: Escucha a Rosita y Conchita
MEXICO: Celebración del Día de Muertos, Una Tradición Milenaria
Coco - Memorable Moments
Vocabulary: Components of an Ofrenda
VOCABULARY: Tienen que copiar el vocabulario en su cuaderno Alfenique: the sugar paste used to make sugar skulls Altar: altar; shrine Calacas: handmade skeleton figurines. Colloquial Mexican Spanish term for “skeleton.” Calaveras de azúcar: n. sugar skulls Calaveras: skulls Catrinas: handmade, well-dressed, female skeleton figurines Dia de los Muertos: Day of the Dead. Hispanic holiday celebrated at the beginning of November to honor the souls of the dead. Flores: flowers Zempasúchil: marigold- Flower that represents the dead in Mexico Ofrenda: offering Nuestra señora de Guadalupe: Mexican Virgin Mary as she appeared in Guadalupe, Mexico. Pan de Muerto: bread of the dead Papel Pegado: papier-mâché Papel Picado: cut paper Santo: saint Tilma: cloak made of cactus cloth Mole: chocolate and chile souce Tamales: meat and chile or raisins inside of corn meal wrapped in a corn husk
Upper levels or Heritage learners -Activity
What is Political Satire? According to wikipidia satire is the use of clever or humorous text, pictures, or performance to criticize aspects of society. It often focuses on leaders and government in order to point out shortcomings or hypocrisy. This artistic and literary device is an important and effective tool for the public to show their disapproval or outright anger over injustices.
A calavera poem is a form of satire. It is an imaginary obituary in which someone or something still living is poked fun at. They were very popular during the Mexican Revolution as a way to criticize the government. Calaveras deal with death in a humorous manner. (mexic-artemuseum.org)
Here is an example of one: El perro del vecino me ha perseguido a la casa, Todos los días del otoño. Yo corro lejos cuando estoy solo, Para que él no me muerda el trasero. Adelante pues perrito y rechina tus dientes, Pero algún día tú vas a ser enterrado abajo The neighbor’s dog has chased me home, Every day this Autumn. I run away when I’m all-alone, So it doesn’t bite my bottom. Go ahead little dog and gnash your teeth, But some day you will be buried beneath.
La Catrina por Posada
José Guadalupe Posada worked as an illustrator for various newspapers during the late nineteenth and early twentieth centuries. Drawing skeletal imagery from Day of the Dead, he created powerful calavera representations of people rich and poor, famous and infamous, young and old. He also used his art to make fun of many politicians. Posada’s calaveras became widely popular across Mexico.( mexic-artemuseum.org) Students can write their own calavera poem:) Now it’s their turn!
The Day of the Dead and Mexican Art
Fun Hands On Activities-Making Connections
Manualidades:
Marigolds-La Flor de Cempasúchil Flores represent the brief life of man, and are thus used to decorate altars and graves. Yellow marigolds, known as “the flower of the dead,” are the traditional flower used during Dia de los Muertos celebrations.
1) Make paper flower- Las flores
Create marigolds from tissue paper and pipe cleaners to decorate the altar. Zempasúchil marigold- Flower that represents the dead in Mexico. Flores Supplies: - Green pipe cleaners - Yellow and orange tissue paper - Scissors Procedure: 1. Layer 4 or 5 sheets of tissue paper, alternating colors. 2. Cut tissue paper in to a square, approx. 5 x 5”. 3. Fold the paper in an accordion fold. 4. Wrap a pipe cleaner around the center and twist. 5. Separate the tissue and fluff up to create the petals of your marigold. 6. Wrap one end of the pipe cleaner around the base of the flower to hold the petals together. The other end will be the stem.
2) Make papel picado
Papel picado is a decorative craft made out of paper cut into beautiful and elaborate designs. It is considered a Mexican folk art. The designs are commonly cut from coloured tissue paper using a guide or template and small chisels. Papel picado can also be made by folding tissue paper and using small, sharp scissors. Common themes include birds, floral designs, and skeletons. In Mexico, papel picado is especially incorporated into altars during the Day of the Dead.
Papel Picado
Supplies: - Construction paper - Scissors - Glue - Colorful tissue paper (approx. 8.5” x 11”) - String Procedure: 1. Roll the construction paper into a tube, and secure with glue. 2. Fold paper in half as many times as desired. 3. Make decorative cuts in the paper. 4. Unfold and flatten. 5. Glue the papercuts to the construction paper tubes. 6. Once dry, thread the string through the paper tubes to either create a banner or individual hanging paper cuts. 7. Pin to the classroom altar or hang around the classroom. Contesta What are the differences between Día de los Muertos and Halloween? Let's identify the important aspects of El Día de los Muertos in comparison to Halloween. This Infografia del Día de los Muertos will help. ¿Cuál celebras? How to create an effective curriculum without a textbook Maite Lamberri, LCHS [email protected] Brittany Probst, AFHS [email protected] Daniela Osegueda, LCHS [email protected] Mirna Smith, LCHS [email protected] Objective: To give all in attendance the basic materials, resources, information and confidence needed to go beyond the textbook and develop an task-driven, proficiency-based curriculum for their own classrooms. I. How it all began [5 minutes]
II. What we do in class/resources [20 minutes] Classroom blogs
Interactive Notebooks
III. Student Performance [15 minutes]
Interactive Notebooks Have you ever heard your students say... I can't find my...notes, homework or quizzes... I can't remember what we did in class yesterday. I am sure its in my room....my book bag... Setting Up Interactive Notebooks: How to guide I decided to use Interactive Notebooks for note taking, vocabulary and practice activities. The goal is for students to be organized for the year, prevent work from getting lost, and for students to take ownership of their Spanish Interactive Notebook. So where to begin? After doing some research I modified some of the instruction from Everybody is a Genius blog. I start by having my students create a cover page for their Interactive Notebook. Students create something to personalize their Notebooks with drawings, collages, or photographs representing who they are. We called it "About me". These are the step my students followed as they set up their Interactive Notebook. STEP 1: Front of notebook and first page First page should state student name, class period, teacher name, and have colorful drawings or photos that show what the student is all about. STEP 2: Table of Contents Just like every book out there, there is a table of contents, and we will complete one too! Use the margin lines to create three columns for the date, lesson/title, and page numbers. STEP 3: New vocabulary Four pages were designated for new vocabulary outside from our themes vocabulary. STEP 4: Number all pages Then, students number all pages in their Interactive Notebook. We spent about 30 minutes numbering pages because this step is so important. Otherwise, students become lost and have a difficult time keeping up with their table of contents and left/right side.
Here is an example of the second day of school: Expresiones útiles Students took notes on the right side of their notebooks. Then, on the left side of their Interactive Notebook they drew, color and level three of the most important expresiones útiles they should know in class in Spanish. Here are two examples: Personalizing the vocabulary helped students remember it! I was surprised to see how serious they took this activity and how personal their choices were.
Interactive Notebooks
Why use Interactive Notebooks?
My Top 6 Reasons to Use Interactive Notebooks in a language class: 2.Colorful
3.Easy to understand Notes are taken using
Students can easily look back in their notes to help them solve grammar problems or new concepts 4. Set up using left side and right sides
5.Good communication with students’ parents
6. Great Resource
What do you need to get started?
Teaching Spanish: UbD in the TL Last summer we at LCHS decided to align all levels (Spanish I-IV) with the AP themes and use Project Based Learning and Understanding by Design model for our curriculum. We also ditched the textbook and went paperless. I would like to share my endeavors as I plan and revise/update my thematic units. Throughout the year I have been collaborating with my colleagues to revise and update all of the units for Spanish I and II. I like the idea of the Essential Questions driving or guiding the units. And so this summer I am focusing on Spanish III and IV. My goal is to create thematic and authentic student centered activities, rigorous, and meaningful for the students. Using current research based practices, followed by real-world performance based summative assessment. How to design your own course So where do you start when you have to design your own course from zero? STEP1: Start with the big IDEA- UbD forces me to start with that end result in mind. I always ask myself. “What do I really want my students to be able to do at the end of the unit?” I use the North Carolina World Language standards and the ACTFL "I Can" statements and progress indicators to plan my curriculum. STEP 2: Unit Themes – These themes (Spanish 1-4) are aligned vertically with the AP themes. Students also engage with a relevant, rigorous, meaningful project-based theme. All units are designed to help students advance their communication skills while working toward an authentic purpose to communicate in the target language. As we know, communication is reciprocal and requires a variety of distinct skills. So I design every theme to allow all students to explore all five skills throughout the unit:
Cultural Comparisons – In my planning I ZOOM into the culture because it is extremely important in a language class and part of the AP Exam. My students love learning about our traditions, customs and they must be able to make connections and cultural comparison starting with level one. Technology allows my students to explore, experience and how to understand others perspectives and practices as they become global citizens. Here is an example of Spanish 3 course outline: This course is organized into five instructional units. Each instructional unit focuses on an important aspect of relationships and provides learning activities that will help students develop proficiency. U1: Leccion preliminaria
Novice Low Novice Mid Novice High Intermediate Low Intermediate Mid Intermediate High Advance low These proficiency skill statements can be use to create classroom posters and /or to remind students of their personal goals so they can be responsible for their on learning. STEP 3: Organization of Resources– There are so many good resources out there that sometimes it can be overwhelming to track them. I decided to create boards on Pinterest to organize all my digital resources. I have a board for each theme, culture comparison and grammar concepts that I teach and as I gather resources I keep them there. This allows me to stay organized with easy to find resources, and this keeps my lessons relevant and up to date with current events, etc. You are welcome to follow me on Pinterest to explore and perhaps to begin creating your own boards. STEP 4: Assessment – First I develop the unit Integrated Assessments before creating a daily lesson, always keeping the end in mind. This helps me to stay on track in my lessons and to ensure that I teach what I intended to. Here is an example of a modified UbD unit I developed over the summer: PAPERLESS CLASSROOM RESOURCES My classes are paperless and I use Google Classroom and Google Drive to share documents, assign assessments, activities, give feed back and post grades. Students use Google Drive to collaborate with each other and my blog for daily lessons among other technology resources on a daily basis. I don't know about you, but my students were tired of using technology every day 24/7 in Spanish class. The good news is, at an AVID summer institute I found a great way to interact and stay organized throughout the semester. Even better for my students to take responsibility for their own learning.
The left side of the notebook is for students to process and demonstrate an understanding of the notes taken on the right side. Here are some sample activities:
TEACHER SIDE-RIGHT SIDE-INPUT the right side will be completed in class on this side students can write or tape/glue information from class lesson. Students must write down all notes clearly. Here are some example activities:
I started using Interactive Student Notebooks this year and it has been a great teaching tool for my students. 4 Reasons to Use Interactive Notebook in a World Language Class There are a lot of benefits using Interactive Student Notebooks in a world language class, at any level, and here are a few I've discovered while using/teaching in my classes. 1. Easy to keep organized: Interactive Notebooks are an easy way to get my students organized. I used to have only blinders for my Spanish 1-4, and it can become chaotic for some students to handle and keep them in order. Specially, for my male or my disorganized students, as they always misplace notes, handouts etc. Interactive Notebooks provide a space where everything we do in class is kept in one place. 2. Motivation & Ownership: Most of my students would forget their binder and notebooks on a regular basis, so I decided to keep their Interactive Notebook in the classroom. Now, students are more engaged in class and are constantly asking when they can take their Notebooks home. I include hands on activities, One Pager, Cornell notes, and cultural activities. 3. Good communication with students parents: Notebooks help students keep track of their own learning and exploration of the Spanish language. I use authentic resources when creating activities that are relevant, rigorous, and engaging. On Fridays, students are required to take their notebooks home to share with parents what they have done in class. This helps parents feel more connected with their child's learning and allows the teacher to educate or inform them of current changes in language learning. 4. Great Resource: When the semester is over, students will have a resource they have created and can take home to practice, especially in a block schedule where language classes are not taught back to back or practiced over the summer. |
Hola, yo soy Mirna Smith, profesora de español en LCHS con énfasis en UbD y nuevas tecnologías aplicadas a la enseñanza. ¡Bienvenido a mi blog! Ayuda
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