Guernica- The Art of War- Resources for teaching Guernica

 

The Art of War 

The Art of War is my unit title for teaching about Guernica. I started this unit a few years ago as a middle school teacher, and now that I am at a high school, it blossomed considerably. Our finale to the Spanish Civil War unit, for which you can access information here, was this mini-unit on Guernica, which includes a PBL action component. After learning about the reasons undergirding this powerful piece of protest art, students had to dig deep and find a cause that was Guernica worthy and start the creative process of bringing awareness to their issue. Guernica was our inspiration or muse for the resultant personal projects (collages are below, but this is only the first part). You can see the planning documents and the first part of the projects below. 

Starting with Guernica

To pique students’ interest in Guernica, I used a few videos on the subject from Youtube, one being this awesome trailer of Guernica to the left. Although students had some familiarity with the topic, due to our unit on the Spanish Civil War unit, they were very interested in this trailer, and of course, they wanted to watch the movie (maybe just to pass the time in class).


Click here for Trailer 

Guernica 3D video 

Prior to the video that is highlighted below, I projected the painting of Guernica and had students jot down what they observed. Students could readily identify the following: 

  • El toro
  • Las personas
  • La luz

We discussed how the painting portrayed the atrocity of Guernica, and students responded accordingly.  I asked them to list and to add an interpretation of each of the items they pointed out.

Side note, the last time I implemented this unit, I had the Guernica Image painting enlarged. I had 15 printed and students gathered around in groups to view, more microscopically, the elements of the painting. This year, I had a different approach. I found this really nifty video on Youtube video that showed the painting three-dimensionally. The room was silent as students were so tuned-in to the slow moving pieces parading across the screen. 


 Short Expository Video about Guernica 

Click here for the video 

We watched this quick video about Guernica in Spanish. It supported the first video, because it give an interpretation of the events.  The video does not have subtitles, but I stopped periodically and asked questions such as: 





1. ¿Quién estuvo en París?  

2. ¿Qué hacía el hombre en París?

3. ¿Cuáles fueron las ciudades bombadeadas? 

4. ¿Qué significa la bombilla? 


After learning about Guernica and the causes that compelled Picasso to denounce the Fascist campaign. Students had to develop their own artistic “campaigns” that were “Guernica worthy.”  Below is the first page of the packet that recapped “el siniestro” and led-in to their project.  

Here is what followed (this was done over two 90- minute classes, I think): 

1. Students read the prompt, which discussed Guernica in Spanish (more comprehensible input).  They then paired up with a partner and thought 5 global issues that Picasso would take on, this is part of the packet. 


2. After thinking and discussing the issues, I gave them this article that I compiled and modified from sources online. It is from the #Niunamenos Campaign, decrying the violence against women in Spain. I listen to Radio National every morning, and this was central to much of the reporting.



3. Students read the article, responded to the questions (the usual). 


4. They were given the prompt below, which was a collage I put together on the issue of #Niunamenos, to give them an example of a powerful issue (this was to weed out topics such as “Call of Duty is the best game ever!). For this collage, students had to choose 6-7 powerful images that would visually depict their topic. The goal was to: 

-Create a visual portrayal of their issue, much like Picasso did

-Conduct preliminary research on their issue

-Present the collage to the teacher first, for an oral interview. 



PBLL Connection 

The collage is one of several assessments and products we are producing.  Students will eventually create a presentation of their issue to create awareness of other learners of the language (some class time was devoted to research, which was carefully scaffolded through the packet information). Stay tuned so your students can check them out!


Discussing collages 


Side note: prior to speaking about their collage, they had a quick write (best idea ever!). For this quick write, they could discuss any part of their project that choose. It was not graded but will give them feedback right in time for the next writing assignment. 


Below are some examples of student collages. Today they had their interview, where they explained their problem, causes and effects and solutions that have been attempted in solving the issue. 


Since they have been working on this for a few classes, I was really impressed with how knowledgeable students were when presenting their problems. Students who struggled with fluency in the beginning of the year had grown leaps and bounds from the structure and constantly revisiting their research. 


You’ll notice that most collages have words around them. I had the research 15 words related to their topic and post around the boards of the collage. When they had their interviews, most incorporated these words naturally into their discourse. Some of the topcis were: 


Racismo ambiental 

Matrimonios forzadas 

La pobreza entre los veteranos 

El blanqueamiento de la comunidad Latinx

(the packet they received walked them through every aspect of the research!)

Gracias for checking out my blog post!



Stay tuned for Las Sombras (sci-fish series).  

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Fostering dialogues and conversation at the lower rungs of the WL continuum

 

Flipped reading

Fomentando diálogo en la clase de Español puede ser una tarea monumental especialmente en las clases inferiores como las del Español I y II. Algunos de los impedimentos son:

El limitado uso y conocimiento de los estudiantes

– El ” hay que enseñar” tantas cosas– El gasto físico y emocional de planear y estar en todas partes y todo momento. 

Después de una lección bomba, me di cuenta que una hora más tarde que los nenes ni siquiera habían utilizado el idioma.  Yo dije “borrón y cuenta nueva” con mi planificador de lecciones. Durante el verano tuvimos una valiosísima sesión con Bryce Hedstrom acerca de incorporar las entrevistas personales al curso. Empecé con eso, unos cinco estudiantes a la vez.

Me percaté de como esta metodología había cambiando el ritmo de la clase. Los estudiantes hablan, hablan y hablan. Pues, me fui muy avariciosa con la idea y quise más.  Por bueno que fuera, no me daba tiempo con todos los estudiantes (creo que él lo hace con todos, tiene un sistema súper).  Sé que por lo visto parece ser una meta inalcanzable, estratoférica pero dije “si hay cupo para cinco, lo hay para treinta.”  Con esta actitud me fui diseñando la clase alrededor de los objetivos de comunicación y cada actividad les brindaba a los estudiantes una oportunidad de hablar y para mi la misma para evaluar. Todavía estoy trabajando en eso pero doy un ejemplo de plan de clase y que tal me fue.

La lección- La clase/ La escuela (como la quiera llamar)

Nótese que con cada actividad estoy enfocando en un estudiante distinto. Si la actividad es por 5 minutos, alcanzo interactuar con uno o dos estudiantes.

Actividades comunicativas a continuación (una lección que hice el otro día practicando este modelo- 90 minutos de clase). 

1. El calentamiento (Bellringer)- esta parte de la lección es crucial. Yo siempre empiezo la clase con un estímulo de qué hablar ya que sea una foto o una pregunta. Durante este momento pesco 3 estudiantes. Les hago preguntas a veces básicas o espontáneas (de carácter básico o de desafío). Ya puedo tener un perfil de tres de mis estudiantes.


2. La preguntadera-La práctica de los verbos-Ar. Los estudiantes ya tenían conocimiento de las preguntas interrogativas.  Les mostré como construir las preguntas y empezamos a hablar. Les hice preguntas sencillas como – Tú bailas en la casa o en la escuela- siempre pidiéndoles más información Las pregunticas tonticas como éstas son muy divertidas y los estudiantes hablan, hablan y hablan. Cuando ya hayan cogido la  confianza, ellos empiezan a hacerse preguntas los unos a los otros (proporcionando una oportunidad más).  Por fin,  les pregunto en clase, generalmente hablo con cinco estudiantes. Cuando ya están en grupos hablo con 4-5 estudiantes.

3.  Silla caliente–  Ya que lo hemos practicado, les pido un tributo (para valerme de la terminología distópica) para la silla caliente. Aquí puedo evaluar tanto el estudiante que responde como sus interrogadores.

5. Actividad Audiovisual- Usé este video ” Turn it up– Los materiales escolares .  Aviso, la chica en este video tiene mucha energía y es muy caliente. Algunos de mis estudiantes varones ya han inscrito en su página. Les enseño el video dos veces y después hablan de él. Yo les hago preguntas como:

1. ¿Cuáles son los materiales escolares que ella tiene?

2. ¿Son diferentes o similares a los que tú tienes?

3.¿ Te gusta el video?

4. ¿Qué pasa en el video?- Aquí los estudiantes usan los verbos en tercera persona para describir lo que hace ella.

5. Describe a ella

6. Describe su personalidad

7. ¿Crees que ella puede tener muchos amigos aquí en …….?

Actividad de extension

Otra actividad que me encanta para practicar los materiales escolares es “Qué tienes y qué hace con ello?

La clase se divide en dos grupos. Un grupo saca todos sus materiales escolares inclusive el teléfono. Como si estuvieran en un mercado los estudiantes curiosean por los pupitres preguntándoles ‘

Qué es..

Qué hace con ….

Para qué clase necesita…

A qué es la clase…

Quién es el profe….

Puede ser un poco cursi al principio pero los chicos hablan y usan el español limitado que tienen.

 

El Internado: Using Spanish-language Series in class to increase input and creative output!

¿Quieres increase input, output and “enchular” tu clase de Español! Sigue estos pasos con  una serie que vale de pena!

El Internado Series is now available on Netflix!

The Internado is back on Netflix!!!!

       I am a true Telenovelera y de pura cepa. Despite having a packed schedule and busy life like most of my fellow soldiers out in the  trenches of academia, I still make time for my most beloved pastime- Telenovelas. While washing dishes or preparing meals, I have my iPad tuned to Netflix where I have access to the vast array of drama-land. Consistent with the Comprehensible Input theory, 

I realized that watching these 40 minute drama-drenched conundrums my vocabulary had improved both dramatically and incidentally. I learned a host of new expressions from other countries and now I am “weird” one speaking at home (Spanish is my second language but my husband’s family is from Colombia).  I often have slip ups of rarely used word and phrases and I am puzzled as to “where did that come from”. So, this got me to thinking more seriously about the relationship between the use of media and one’s receptive and productive vocabularies. Furthermore, if these content rich series have produced this native-like outpouring of language in my own life, couldn’t the result be same for my students?   I put this theory to the test!

 

Everyone is watching El Internado and so should you!
       Every one is watching the Internado nowadays. If you are not, then you should be! The boarding school series laced with drama was hook, line and sinker for my Spanish 4s this past year. I actually stumbled upon it on Pinterest and decided to check it out the summer before presenting and then- I was hopelessly hooked. I was going to bed thinking “Pobrecitos, que serán de Marcos y su hermana.” This series had me on the edge.  I started showing it in class, having given students a peep at the Gran Hotel the semester before. They were immediately enamored with the plot and its Ronan like twists and turns. However, I did not know quite what to do with this.  I swam in the vast ocean of the internet and found some very promising blogs. To my surprise, there where other Internado life forms out in the blogosphere. I’d like to share a few blogs I consulted and then one way in which I have totally absorb this new resource into my curriculum.

Internado- This Is How I roll 

So to fully integrate the Internado into my class, I made sure to align the episode with our thematic lessons and grammar focus for the unit.  Here is the run down:

1. First I show them this PPT of the main characters. We talk about where they live and the students make predictions of that they think the show is going to be about. I got this PPT online at some point, but cannot remember where. Since I start in the beginning of the year, this is a pivotal time to lightly review descriptive adjectives and all of the indicative tenses. There is a lot here you can do in the first viewing of the characters:

– Compare and contrast the groups of friends with your group

-Compare and contrast the school setting with yours

-Judge a book by its cover- based on the character’s appearance determine a list of personality traits.

Reparto del Internado

2. Then I pass out this Character Grid for watching the Trailer. It has the main reparto of characters. I cooked this up really quickly before one of my classes. As students watch they have to make annotations about the relationships between the characters. They use this as we view the trailer. Click here for the Internado trailer.

Character grid.

After whetting their appetites with the  Internado trailer, I have them get into small groups and discuss the questions below (after the few ideas):

Few ideas to do with the questions: 

  • Students can respond individually and then get into groups
  • Place questions throughout the class and have students walk around. When the music stops they have to sit and speak with a partner.
  • Chat Stations- I got this idea in general from the Cult of Pedagogy.  I type out the questions 1 by 1 in 70 size font. I print those copies and then each one is taped to a  8X16 piece of construction paper and spread throughout the room.
  • Power Point- I also just enlarge the questions and flip through the PPT. They can move around or sit in a group and discuss. At the end, I also cut the questions (regular size additional copy) into strips and then these are exit tickets. Each student has a different question.

Internado Preliminary Questions 

1. ¿Te gustaría vivir en un Internado?  


2. ¿Cuáles son las ventajas o desventajas de vivir en un Internado?  ¿Para los estudiantes? ¿Para los profesores?


3. ¿Cómo serían las relaciones entre los estudiantes y profesores en un Internado?


4. ¿Por qué crees que los padres ponen(ingresan) sus hijos en los Internados? ¿Crees que son familias con medios o personas de clase media?  


5. ¿Cómo serían las relaciones entre los estudiantes?


6. ¿Por qué crees que los Internados son muy apartados de la sociedad?


7. ¿Cuáles son algunas situaciones locas que podrían pasar en Internado que no podría pasar en una escuela regular?


8. Las drogas hoy en día es un gran problema en las preparatorias y las universidades. ¿Crees que este problema sería más controlado en un Internado?

Critical Thinking and Making Predictions 

Questions and those similar to these get students to think about implications of attending a boarding school and prepares them for the input.

I’d love to have a whole year dedicated to watching and analyzing El Internado as the content definitively stretches. One of the most important things I do is to bend its content to fit with our thematic unit. This makes watching a movie fun. It also helps them to make connections.  During the first viewing, we were working on our Las Relaciones unit so naturally, the first two episodes centered on Relaciones.  We used the content of the Internado to:

1. Describe relationships and people

2. Discuss love and relationships

3. Jealousy (Ivan and Marcos)

The grammar point emphasized throughout this unit was the present subjunctive so many of the questions and how they engaged gave them an opportunity to use this language function. This  language function was a good fit.  I created this contextualized activity for chapter 2.

Part of the chapter 2 activity
Students use the subjunctive to describe how everyone wants life to be.

The use impersonal phrases as well.

Students used the questions in groups. Although the activity is in the form of a worksheet, I usually write the questions in big form, spread them throughout the room and students engage in a 1 minute speed dating activity. This last class loved it. They could not wait to get to the Internado. In fact, I had one students who had missed a unit assessment. The only day she could take it was the day we’d watch El Internado and she decided to come after school. She said “There is no way I am missing the Internado.” I thought her priorities were interesting, but this series will do that to you!

Looking to use the Internado Long term, check out Mike’s work around the themes: it is exhaustive!

The Internado Specialist 

My Generation of Polygots a fellow educator, Mike Peto, has spent quite a lot of time crafting activities the first season of the Internado. The vocabulary along with other worthwhile activities can be found on TeacherPayTeachers.  Although the bundle is approximately $7, it is totally worth it for the first episode as it sets the tone and primes students to engaging in this cultural phenomena. Click here to see his product.  He has up to season 4. Interested in Mike’s insights about the series, you can also click here for his blog.

*Please note that  I will be uploading more bits and pieces throughout the year. The bulk of the content created really came later in the year once I realized its potential. I am still formatting (to enhance the quality) the vocabulary lists, expressions list, PPT and dynamic Chat Stations that revolutionize my class and my relationship with my students.

Check out the series. It is available on Netflix. Until we meet again!

 More to come- stay tuned!

Top 5 Reasons why you should add Desconexión to your curriculum!

5 reasons_desconexion .png

For the past two years, my upper level Spanish class has been captured by the short film- Desconexión by  Yecid Johanan. The film tells the harrowing story of a father who tries to save his son’s life, but is challenged in doing so from a series of compounding missed step in his journey.  This of course is the surface story. The upper story points to societal vices, mindsets and other paradigms that prevent people from progressing. This film was produced by a father and son team from Bolivia. Although the film highlights stumbling blocks relevant to that society, it could be applied to any place in Latin America and abroad.

The first time I showed this 20 minute short film, one of my students got up and left the room. He was so angered by the outcome of the film-not me for showing it-but his response was cathartic in nature. The ending has a mega twist that kept my class talking for days.

I used this litany of pre and post viewing activity. The mini unit is culminated with a film critique. These documents are par of my film unit. That said, once students get to the film critique that is attached they’ve had a pretty good idea of what I am looking for in terms of the writing.

Check out this teacher’s Movie Packet. I purchased it and use it every time I watch a movie.

The Devil’s Miner is another great film that highlights Bolivia. My colleagues and I showed to our Spanish III students and it was a hit. The movie is spoken in Spanish but has English subtitles. Bolivian Spanish is so incredibly beautiful and very easy to understand. Click here for the English packet to the movies by http://cdn.itvs.org/devils_miner_discussion.pdf. Click here for the Spanish packet for the movie by http://www.todoele.net/actividades_mat/cine/DEVILS.pdf.


Cortometraje Eres

 Interpretive Mode Visual Literacy

This year I used a ton of Latin American short and long feature films associated with a particular theme. One of my favs is the short film “Eres” which, is aptly named because all the friends of the protagonist preface every interaction with  ” Eres.”  This is the second year I have used this film, available on here on Youtube.

The film is superior to touching on the Identity and even self-esteem. However, the dialogue can be difficult to understand when you add the speed of light pace of the conversations and other nuances.  To facilitate listening and to lower the filter,  I created some listening, viewing and reading activities to offset the language barrier. The cool thing is that most of the vocabulary that I have included  is in very clear sound bites through the film.

My students really loved the film because they really saw how other people form our identity. Many students think they are “themselves” but this film points out our nature to conform as well as how to preserve our own identity- at least that was the lesson I got. Please enjoy and consider giving me a rating. If you have any questions, please send me an email at profesoraquintero@gmail.com

One more thing…

The film is more of an PG-13. It is about 10 minutes and my students have liked it for the past two years (or 1.5 years). There is no nudity although there is a 5 second showing of two of the characters kissing while falling onto the bed.

Conversation circle, film interviews and debate: 7 activities to broaden students cultural knowledge through film

El niño- cartel

Spanish Cinema delivers with El Niño

Before talking about the pedagogical merits of  El Niño , I have to say that I absolutely love the protagonista (Luis Tosar) and antagonist (Jesús Castro). I have seen their work in other films and series and they are the real deal!  I have become a fan of Spanish Cinema as I find the films to be refreshingly real, costumbrista and very gutsy. This film not only delivers on action, but it does on thematic content, storyline and romance!

Te llamas el Niño, por qué te gusta jugar…

    This month I got to introduce some of my favorite short and full feature films and series from Latin American and Spain. The goal was to get students talking in Spanish much like they do in their English classes.

          El Niño is an action-packed 1 hour and 40 minutes film. ¡Ojo! it does have two scenes that I usually censure. Prior to this film, I do a mini lesson on Spanish-Africa, we watch a video on Ceuta and Melilla as the film takes place at the crossroads of the two cultures.  The film explores the themes of illegal immigration, oppressive governments, corruption, unemployment and the selling of contraband- all these things really mesh together to create the storyline.  Many students were completely unaware of the presence of Spanish Africa, the Moors and the confluence of Spanish, African and Arabian culture. The love interest and tension between the Spaniard and a muslim girl from Africa, kept them on their edge of their seats and gave us some meaty morsels for class discussion.

    One of the best activities I did associated with this was the Film Interview. We compiled a list of themes presented in the film. I called five students out randomly and facilitated a discussion with them highlighting  one of the themes. I tossed one catalyst question and they just went at it. Of the comments made, it was encouraging to hear them use their accountable talk phrases to agree, disagree and when they struggled they relied on circumlocution, much like they would in a more authentic context with native speakers.  They added  new perspective to the film that I had not even noticed (I annotated them for the following year). However, students noticed an interesting detail in the film; possessors where criminalized more than consumers of contraband. This dichotomy surfaced as those who shipped, grew and sold  contraband were relentless pursued by police, while those who topping the  “demand” aspect of the chain  aspects brillaban por su ausencia. This led to several dynamic discussions. I had to extend interviews because se calentaba la mesa de conversación.

Activities for viewing the film 

1. Conversation Circle 

To introcomunicacion-iconduce the lesson, we discussed favorite books and movies. These lively conversations inevitably led to words and ideas that would comprise our vocabulary list. I used activities such as these to engage them in the begging stages. From there I created a simple vocabulary list.  The list was used as a point of reference and also provided students with vocabulary for describing, analyzing and writing about films.  Vocabulary for Flim unit 

I’d also like to put a plug in for this amazing Movie Sheet  I got from one of the teachers on TPT. This sheet saves my life every time I am in a bind. If you ever show a movie or even a Telenovela, just have a view of these handy to avoid students annoying asking ” Do we take notes? What do we do?

Preliminary input and interest 

2.  To get students excited about the unit in addition to providing them with resources they could view on their own beyond the four walls of the class,  I featured a few trailers of Spanish-speaking series. Most of the series are from Spain (I have A3series- a new channel offered on RCN).  However, it also highlights Spain’s dominance in this particular market. Series such as Gran Hotel and El Internado are also popularly viewed by both Spanish-Speaking and non Spanish-Speaking audiences. Since we had been working on the subjunctive in this particular class, I organized activities to include that grammatical point. This activity Hoja de actividad worked the vocabulary and grammar.

Trailers o Avances to the series. 

El principe 

https://www.youtube.com/watch?v=K_BHRKwrUVI&list=PLuHasT3Ww6UdvlsIenVN-CsV8JCObWpsg&index=15

El barco 

https://www.youtube.com/watch?v=91YNyeENQ0w&list=PLuHasT3Ww6UdvlsIenVN-CsV8JCObWpsg&index=14

El Mar plastico 

https://www.youtube.com/watch?v=H5z87AaAi1Y&list=PLuHasT3Ww6UdvlsIenVN-CsV8JCObWpsg&index=12

3. As we begin to discuss how to analyze film. we looked at camera angles and shots in terms of their importance in bringing the story alive.  Here is the activity with the video that I used to help students get a sense of the language used to describe angles in addition to their importance. This is the second year I’ve included the angle shots. The first year I had introduced them was disastrous as I assumed that students had some familiarity with photography (we have AP Photo at my school). Lesson learned! This year we covered all but only emphasized a few.

Film shots in Spanish (the url of the video is embedded in the document).

https://drive.google.com/a/cps.edu/file/d/0B2Nr2F00fm_yT2hXUWxSazd2R3M/view?usp=sharing

4.  Film Carrousel

This was something different I did this year. We have 90 minute block periods so this worked perfectly for one class. I selected three films. The vocabulary as well as questions front loading some the films content and themes were included in the anticipatory set prior to seeing the film (see the PPT).  The order was as follows:

– Complete previewing activities

– View cortometraje and jot down new vocabulary words

– Turn to a partner to discuss the themes, characters, plot and overall impression of the film (next year I will include the camera shots)

– Engage in a class discussion about themes.

Power Point used to launch the film carrousel activity

https://drive.google.com/a/cps.edu/file/d/0B2Nr2F00fm_yMkEtSlcwLXJyUTQ/view?usp=sharing

Activity sheets for students

https://drive.google.com/a/cps.edu/file/d/0B2Nr2F00fm_yc0JmR3BTQjZ0V0E/view?usp=sharing

Useful websites

Film Vocabulary in Spanish

http://www.brighthubeducation.com/learning-spanish/42396-going-to-the-movies-vocabulary-expressions/

http://www.muchomasquecine.com/biblioteca/vocabulario-de-cine/

http://www.uhu.es/cine.educacion/cineyeducacion/glosariocine.htm

!Más actividades por delante! Please share your favorite films!  

Join the ACTFL Cinema SIG page on Facebook where we discuss and share film ideas!