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).  

Advertisements

Infuse problem-based thinking in your Spanish class with this project

pic of kid with technologyHow to infuse problem-based thinking into your world language classroom

A few year back when I was teaching in an International Baccalaureate middle school, I started the year dreamy-eyed with this cool social media project.  I could not wait to implement it.  Coming off a summer of PD around the Personal Project, a design cycle research project for students, I was sure this was going to be the year that we do big things and tackle relevant themes such:

  • How do we interact with social media? 
  • What digital footprints are we leaving on the world? 
  • How to use social media thoughtfully and responsibly?

I’d walk my students step by step in the target language. Then it happened. My hopes were dashed.  This critical and awe-inspiring week was met with three challenges:

  • We had no working technology in school
  • We had no access to computers 
  • We could not use the textbook 

This was not going to work because the whole  crux of my plan was to get them to design their own websites of something of import to them; then it hit me:

  • How am I teaching them problem-solving skills when I am vexed with a problem like this? 

Limited connectivity, no problem!

Stone-Age-Man So I had this paper website idea. The idea was for students to create a futuristic social media outlet dissimilar in style and purpose from the ones we have today. Essentially, they could not rebrand Facebook.  My 6th graders had to include the normal suite of buttons such as upload, download and the like (see activities below). They also had to think of a novel idea for the media outlet and a purpose it would serve- in basic Spanish. We charted our course with these essential questions:

If I could design a website in the future, what will it look like? 
How will it be useful? 
Who will be my targeted audience

For the final product (more to come on the brainstorming sessions and planning documents), they had to include the following on their paper website all in the target language:

  • Title (creative title in Spanish)
  • About me section (Descriptive adjectives, gustar, family)20131003
  • Tabs and links (vocabulary for technology use)
  • Picture or description of service
  • Testimony (very simple) (persuasive writing)
  • Email links
  • URL

 

The assessment for this activity as a presentation of their website to the class. I neglected to mention that students worked in pairs.

(I will be doing this again this year, so stay tuned for the final format)

How did we prepare? 

To prepare, we work with the vocabulary beforehand. Students used something similar to this Vocabulario para la tecnología sheet to familiarize themselves with the verbs. Students used activities such as   This activity helped students to:

  • Practice core verbs needed to discuss how they use technology 
  • Familiarize themselves with core vocabulary such as redes sociales, aplicación, etc. 
  • Engage in conversation about their social media usage. 
  • Share about their favorite sites and usage. 

An expansion of these activities in all including but not limited to reading texts, debates and student experiences with social media in the target language are included in my social media school unit.   I actually spread these throughout and because this was the middle school we used only use the reading and for the short debates the story Yo no puedo vivir sin mi celular. This text is about a boy who:

  • Talks about his phone 
  • His use of technology 
  • Why cellphones should be used in school  

The second story is  “El uso de celular destruyó mi vida is more for Spanish 2 (or the end of Spanish I as it has some preterit).  This story narrates the negative side of technology, cyber bullying, and students’ insensitive behavior.

If you are interested in combing your love for technology with a crime thriller, this short story may satisfy your fancy… oh, and did I mention the Teacher’s Manual was absolutely free? 

Click here for Freedom!

1
Click here to enter into a labyrinth of suspense 

Infographics on the use of technology

Eres adicto al celularEres adicto al celular

This was a tesoro that I found online and I am considering using this as an interpretive assessment.  Stay tuned for more activities!

How do you infuse technology into your class? 

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!