The Engaged LOTE Classroom

Check out balancingmodes.wordpress.com

5/22/2017

Hello all! Just so you know, I haven't been updating this website or blogging here as I now use the website www.balancingmodes.wordpress.com

I will be leaving this website active as it has a great blog posts on Esperanza novel, Global Challenges and Beauty and Aesthetics activities and more!

Hope to see you over at my new website as well!

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Launching www.balancingmodes.wordpress.com

6/19/2015

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I am happy to be launching a NEW website www.balancingmodes.wordpress.com with my coworker and friend, Irene. The focus on this new website is to share our journey of creating a proficiency based classroom to help all educators reach their full potential of creating an engaging, fresh, authentic, and balanced classroom environment.

We have already been fortunate to do several presentations and have a few more presentations coming up this summer specifically about the 3 modes of communication and creating balanced lessons using backward design principles and ACTFL Can Do Statements.

I will be starting to blog on www.balancingmodes.wordpress.com more often than this website, so please be sure to check it out and set up to receive blog updates from that blog as we post our experiences and resources.

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Region 13 LOTE Institute

4/8/2015

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I have been meaning to blog about this all month and finally getting to this!
My coworker , Irene, and I had the pleasure of presenting at the Region 13 LOTE Institute on March 3rd. There was such a wonderful group of LOTE teachers from all over the region and it was so great to attend a few sessions and present!

In the morning, we attended Tina Dong's session on Interactive Notebooks. I loved how she broke down the right and left side of the notebook and gave many examples for activities specifically for second language class.

Next, we attended Brooke Maudlin's session on Circling It Up! I loved how she modeled putting students in a circle to open up communication and the ideas to get the kids communicating and transitions to keep them focused. Many teachers from our district have had the opportunity to go to a Organic World Language Workshop and it has inspired Brooke to incorporate these strategies.

In the afternoon, Irene and I presented two sessions back to back on Balancing the Modes. This year Irene and I have started our journey of creating lessons focusing on balancing the 3 modes of communication while using the ACTFL Can Do Statements as objectives. We shared our experiences, activities, authentic resources and technology tools as well as shared in detail two lessons we planned and implemented this year.

If you missed our presentation, check it out here.

Click here for handouts for entire Region 13 LOTE Institute.

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Granito: How to Nail a Dictator

3/21/2015

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Last year I showed the documentary Cuando las Montañas Tiemblan as a intro to the novel Esperanza. This year I decided to instead show Granito: How to Nail a Dictator. It actually is from the same flimmaker, Pamela Yates. She released Cuando las Montañas Tiemblan in 1983 which was live footage of what was going on during the Civil War.
Granito was released in 2011 and includes footage from the 1983 but also the aftermath of the Civil War. It is in English and Spanish (with subtitles). You can buy it from YouTube.

Prior to the students watching the documentary, they read the Guerra Civil reading in the Esperanza Teacher Guide and played this Kahoot (thanks to my coworker Christie). If you haven't tried Kahoot, try it! The kids love it! Also it is easy to share with your coworkers so if one creates the activity and you need to modify your version slightly, no problem.

Then students watched Granito: How to Nail a Dictator. As students watched the video I had them write down 20 things that they learned about Guatemala and the Civil War and then respond to these essential questions.

¿A qué problemas políticos y sociales se enfrentó Guatemala? (What political and social problems faced Guatemala?)
¿Cuáles son los orígenes de estos problemas? ¿Cómo pueden solucionarse? (What are the origins of these problems? How can we solve them?)
¿Qué derechos y deberes debe tener un guatemalteco como ciudadano? (What rights and duties should a Guatemalan have as a citizen?)
¿Qué derechos y deberes tiene el gobierno de Guatemala? (What right and duties does the government of Guatemala have?)

The students wanted to know about Rios Montt and the trial since at the end it talks about it In May 2013 he was convicted, but then it was overturned and the new trial was set for this year 2015. Here is the recent news update from CNN I shared with my students that occurred just a few months ago January 8, 2015.
I actually only had time to show about the first 60 minutes of this documentary and then jumped to the end to show the rest. It was powerful for the students to watch and helped them understand better what Esperanza and her family were going through.

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La Pobreza y El Basurero en Guatemala

3/20/2015

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It's that time of the year again and I'm teaching the Global Challenges unit and using Esperanza novel as a way to get my students learning and talking about many of these deep themes.

I was able to purchase the Esperanza Teacher Guide this year and I am absolutely loving the readings on the issues such as La Guerra Civil, El Basurero, El Sindicato, La Huelga, etc. These allow us to keep these discussions on tough issues in Spanish and are a great model for how we as teachers can help guide discussions on serious issues in the TL by simplifying the language & questions.

As part of a pre-reading activity for Basurero reading in the Teacher Guide, I found this video below about niños pobres en el basurero that helped them visualize the reality. They watched it and answered these questions. There is also a good PowerPoint slide in the Teacher Guide showing pictures from el basurero and a blurb in basic Spanish.

Niños Pobres del Basurero

¿Qué es la triste realidad que habla el reportero del basurero?
¿Qué hace el primer niño en el basurero? Sí o no, ¿él quiere un juguete para Navidad? ¿Cuántos años tiene?
¿Qué quiere el segundo niño en el video? Sí o no, ¿el niño ha encontrado (has found) juguetes de carro? ¿Cuántos años tiene?
¿Cuántos hijos tiene la mamá en el video?¿Por qué las familias y los niños tienen que vivir en el basurero?
En tu opinión, ¿Es una justicia o injusticia que ellos viven en el basurero? ¿Por qué?

After students watched this video and did the reading in the teacher guide, I showed the students this awesome documentary: Living On A Dollar. Some of my kids already had seen it because it is on Netflix. The kids really liked this documentary. You can buy a digital copy here and see clips here.

I had students write down 20 things they learned about La Pobreza y Guatemala while watching this documentary and respond to these essential questions:

¿A qué problemas sociales se enfrenta Guatemala? (What social problems face Guatemala?)
¿Cuáles son los orígenes de estos problemas? ¿Cómo pueden solucionarse? (What are the origins of these problems? How can we solve them?)
¿Qué derechos y deberes debe tener un guatemalteco como ciudadano? (What rights and duties should a Guatemalan have as a citizen?)
¿Qué derechos y deberes tiene el gobierno de Guatemala con respeto a la pobreza? (What right and duties does the government of Guatemala have in regards to poverty?)
How can individuals help people living on $1 a day? How can YOU help? Brainstorm some ideas.

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Spanish Conversation Reactions Starters Connectors

1/19/2015

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As my level 2 students partook in Interpersonal Communication, I wanted to give them vocabulary to help them react to one another using culturally acceptable expressions and to give their own opinions while talking.

I created this vocabulary handout that includes vocabulary for reactions/starters and connectors including giving reason, opinions, clarifying, extending the conversation, expressing disbelief, happiness, sympathy, disgust, reconcile, exasperation, clarify, express doubt, non interest and answering yes/no question (beyond just sí and no).

Start using these expressions in level 1 to help students build a foundation that will later help them not only in the real world but for the AP Spanish exam.
Have them practice using these every time you do interpersonal activities. When someone says something to them, have them express their emotion with one of these expressions.
Also get students to state their opinion and extend the conversation.

Students have lots of fun expressing themselves with these expressions!

The AP Spanish Language and Culture Curriculum Framework learning objectives for spoken interpersonal speaking include:

The student states and supports opinions in oral interactions.
The student understands and uses a variety of vocabulary, including idiomatic and culturally appropriate expressions.

The Achievement Level Descriptions for Spoken Interpersonal Communication include:

Interaction. Students at Achievement Level 5 initiate, maintain, and close conversations on familiar topics in a culturally appropriate manner most of the time. They understand and usually use culturally appropriate expressions and gestures.
Opinions. They state opinions and demonstrate some ability to support opinions on topics of personal interest.

Click here to access the source of the above information on the AP Spanish Language and Culture Curriculum Framework learning objectives.

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Cellphone Collection Policy

11/10/2014

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This year I started a new policy from day one and it has been a success. I collect cellphones at the beginning of the period, lock them up and distribute them back at the end.

If we do something that requires phones (Kahoot, Socrative, etc) then I try to schedule these at the beginning or towards the end of the period.

This has greatly reduced students being distracted and honestly students have been very accepting of this policy. Many have even admitted liking it because they admit they are addicted to their phone and it is just too tempting otherwise.

At the beginning of the year if a student said they didn't have a phone I had a form for them to fill out and said I would contact parents just to confirm this was true. I had a few kids who once I said that quickly handed me their phone. I did of course have a few who challenged me but I explained honestly and openly that this is my policy so they had to follow along but also that it was a distraction and temptation. I am now 7 weeks in with this policy and it has been working great and no resistance from students.

A few things to help:

1) I bought a calculator holder and long strips of Velcro and folded it in half and velcroed over hanger.

2) I put a laminated number card in each numbered holder and numbered all desks. The desk corresponds to the slot the kid gets.

3) At the beginning of class students work on a writing or listening to authentic video and answering questions type of warmup and I tell everyone to place cellphones on desk.

4) I quickly walk around and hand out a numbered card and they give me their phone and I place in the corresponding numbered slot. (Many even say "thank you" which cracks me up)

5) I lock them up in the cabinet. For a class of 32 I am too nervous to hang them as of the weight so I fold it back and forth and place at bottom of closet which I lined with bubble wrap. It is important to the students that they are locked up.

6) Five minutes before class ends I grab the holder and stand up at the front and students come to me with their numbered card and in exchange grab their phone and replace with their card. If they are finishing up something I walk around to the desks and give phone for card.

No more confiscating phones, students being distracted during our conversation time, and more active participation and them really engaging with their classmates. I still do several activities that require their phones but I have clear expectations of when it is okay to use or not because if they don't need them they are locked up!

I only hang it up front like this when empty.

I velcroed with long Velcro strips the calculator holder around two hangers. Since this has 35 slots, I put 1, 2 and 4 cards in 33, 34, 35 as these top pockets weren't as stable and number 4 is folded over.

The desks each have a number and this is the same numbered slot I put their cellphone in.

In the cabinet lines with bubble packing I lay it back and forth like this gently and careful no cellphones slide out. I think the weight it too much to hang with cellphones in it. Maybe if I used a stronger hanger?

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Día de los Muertos

10/23/2014

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Here are some of my favorite things to do for students to experience Día de los Muertos culture.

1) Calaveras - Sugar Skulls – Click here to see step by step instructions and where to buy the molds to do this fun activity where students make their skulls by putting sugar mixture in the mold and then next day they decorate them!

2) Ofrenda Diorama – Altar – Click her to for an informative PowerPoint with the diorama instructions, clip art, and a community assignment. Students create a foldable diorama out of one piece of paper and create an ofrenda. They bring a picture of a family member or famous person who has passed away to include on it. They include all components typically on an ofrenda. Before gluing the diorama together students can keep folded in binder and pop up when presenting to people for the community outreach activity. For folding instructions, click here. and go to page 7. Do step 3 if you are having them pop up and show others in the community and complete step 4 (cut off the triangles and glue) before turning in to you.
Teachers can print out the clip out on various colored paper and pass around and students cut out what they need to include on their ofrenda as well as a photo of the person and any additional items required.

This is my FIRST paid Teachers Pay Teachers, thanks for your support!

3) Pan de Muerto – Day of the Dead Bread – Collect a $1 donation from students and buy bread from a local panadería. I usually start asking a week before I need to make the order asking each day and send out a little email to parents as well. I buy loaves that are pretty big so I just need 5 loaves a period which is $5 a loaf. On Día de los Muerto we talk about the significance of this bread, they eat it and it ties in nicely with them doing the ofrenda diorama as they get a real taste of the culture. When I worked in a city with no panadería, I had students make Pan de Muerto and bring in to share and we voted for the best pan.

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Donations for TPRS Novel

9/4/2014

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I really wanted to have my students read La Llorona de Mazatlan this year but our department doesn't have the funds to buy a class set of books. I decided to turn to the parents and ask for donations. I have about 170 students and if only 32 parents donated I would have enough!
So I put a PayPal button on my website and also took cash and check. A third of my donations came from PayPal so parents getting to pay with their credit card was a plus. It worked!

I included the following on my website and sent an email directing parents to my site:

TEACHER WISHLIST:
$6 donation for a class set of the Spanish novel: La Llorona de Mazatlan that will help students build their Spanish vocabulary while keeping their interest:. You may donate with cash, a check or click Donate button to pay with credit card or with PayPal account. (If you do not have a PayPal acount you can still pay with credit card).

If I can get 32 parents to donate $6, I will be able to get a class set
of this novel so EACH child can read own copy in class! THANK
YOU!!

Photo from: tprsstorytelling.com

La Llorona de Mazatlan - Laney Morales’ dream of playing soccer in Mazatlan, Mexico soon turns into a nightmare, as she discovers that the spine-chilling legends of old may actually be modern mysteries. Friendless and frightened, Laney must endure the eerie cries in the night alone. Why does no one else seem to hear or see the weeping woman in the long white dress? Laney must stop the dreadful visits, even if it means confessing her poor choices and coming face to face with…La Llorona.
Unique high frequency word count:
290Total word count: 10,000

The moral to this post? Give it a try! You never know by asking the parents if you can get the resources you want!

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Antonio Berni & Global Challenges

6/25/2014

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This was a great activity I did during the Global Challenges unit in my level 2 class to address the essential questions:

¿A qué problemas políticos, sociales y ambientales se enfrentan las sociedades mundiales? / What political, social and environmental problems face global societies?
¿Cuáles son los orígenes de estos problemas? ¿Cómo pueden solucionarse? / What are the origins of these problems? How can we solve them?

Prior to starting collages, students were told to bring clean recycled goods/clean trash - 4 items with diferrent texture that were small enough to glue on paper or able to cut with scissors. Magazines were good. I showed them a few pictures of Antonio Berni's work so they could get a sense of what they would be doing.

Antonio Berni Artwork Examples and Instructions - PowerPoint and activities I did the day before students completed the collages so they could have a better understanding of Antonio Berni.

Antonio Berni Collage Brainstorm/Project Worksheet - The day before we actually began this project, the students completed the first page, the brainstorm side so they had an idea of what they wanted to do. That way the day of making their artwork they could begin right away. The backside was completed once the project was completed. When I graded the projects, I cut off the top half and included next to the pieces of artwork when placing out in the hallway.

Antonio Berni Reading - prior to showing the Antonio Berni creando Juanito Laguna video, I had students read about Antonio Berni which is a direct transcription from the video.

After each period, if students had extra items they didn't mind letting other students use, they put it in a pile in the classroom and the following periods could use anything from that pile as well as what they brought. I provided the students with the paper, glue and scissors. I also had collected some trash prior just in case I had a few students who didn't bring their supplies.