Be on the look out for these useful resources:
¡Hay algo para todos!
For you amantes de Frida, you will love the “Arte Sin Limites.” These resources features a creative twist on teaching her art and persona. It includes (mostly free) PowerPoint, readings and a mini art project.
Teaching the Spanish Civil War or Guernica? The Guernica PBLL Unit will be just right for you.
Wondering how to incorporate interesting comprehensible informational texts in your Spanish 1 or 2 class? The Spain PBLL Spanish +1 unit will tickle your fancy. A brief history of Spain, Flamenco Dancing, vocabulary lists, dialogues and two PBLL components served up as the final dish. All for Spanish 1, I have seen my students speaking skills soar!
Internado Aficionados- Be on the look out for S2: E1 mini lesson on drugs and other teen issues.
Novelas- we can’t live without them!
For students who like suspenseful, slightly mafioso stories, well “Casi me mata el celular” packs in a treat for them! This story is for Spanish 2+
Last, but not least is the third installment to the series “El muerto en el armario.” Although this book is part 3 of the series, it could actually be read as a stand alone. There are enough flashbacks to the drama in Las apariencias engañan and El muerto en el armario to set the stage for the next frontier. It is the quasi-sci-fi finale.
Bueno, I hope those piqued your interest. Now, let’s get started on El Internado!
CSI Laguna Negra
It is no secret (if you have read my other blog posts), I love El Internado, and so do my students. I have seamlessly interwoven this intriguing series into the fabric of my curriculum by exploring pertinent themes presented in more depth. This has allowed my students to make personal connections, discuss real world issues and expand their language skills repertoire (S2: E1 mini lesson on drugs and other teen issues, hits the spot!)
For example, during the beginning of the year, while we were exploring the construct of “Identity,” we used the first few episodes of El Internado (available on Netflix) to discuss teen identity. Likewise, once we embarked on our Relationships unit, well, El Internado gave us a lot of fodder. We engaged in vibrant discussions, and debates about topics such as “what is the appropriate ‘dating’ age for teens.” there were lots of opinions there. These activities really enlivened the class.
For this past viewing session (we see watch it on a biweekly basis), El Internado delivered, yet again. For the first episode of the second season, students learn about the death of Cayetano during the first 20 minutes or so of the episode (S2: E1).
After watching the initial 20 minutes, we had to pay our respects to Cayetano. I gave students the activity sheet to the right. Students then formed groups of 4 to express their thoughts, condolences and wrote positive messages to the first student causality of the series; he is the first of many.
Then, we turn our gaze to a more investigative lens: Who killed Cayetano?
This activity can immediately follow the RIP one listed above. While they are in a state of shock, give them this activity. This activity not only allows them to learn vocabulary for processing a crime scene, but it serves also as a way to review from on episode to the next. If you are like me, I usually show them a few weeks apart, so this came in handy. They will:
- review the previous episode by reviewing the crime scene,
- discuss the victim
- think through the line-up of mysterious characters at El Internado.
Here it is how it all went down
1. Students watched the first 25-30 minutes of the episode. Here they learn which students have died as chapter 6 leaves off on a suspenseful cliff.
2. Distribute activity to students and have them work through describing the events surrounding his death. With the many mysterious occurrences in El Internado, encourage them to think outside the box and name some suspects. Looking through this lens, Fermín could be a suspect.
3. For the Informe Policiaco, I had my students use the subjunctive (last part) to write a recommendation on who investigate and why. They used structures such as “es necesario que investiguemos muy rápido” and the like when pressuring their “jefe de policía.”