Tag: culture

My first attempt at Story Listening

My first attempt at Story Listening

On Monday this week, Cécile Lainé and Claire Walters came to our local TCI group meeting and demoed the Story Listening technique that Beniko Mason has developed. Having Cécile demo the story of Romeo and Juliet in German, which no one in our group speaks, really helped to put me in my students’ shoes and show how compelling this technique can be. I had to try it, and Romeo and Juliet just so happens to fit perfectly with the first pre-colombian legend in my Mitos y Leyendas de Latinoamérica unit: Iztaccíhuatl y Popocatépetl.

In the past, I have had students read and discuss the legend of the Toltec princess and Chichimeca prince who fell in love and married in secret, only to die tragically when their families found out. Only after reading the legend did we ever discuss the parallels it had to Romeo and Juliet.

With Story Listening, I flipped this process. I told the story of Romeo and Juliet first, highlighting key characters and phrases along with illustrations of the main action. My class was engaged with the story the whole time, and afterwards they used my pictures to re-tell the story in Spanish with a partner. (With younger students or a less familiar story, I would have the retell in English, but these were juniors and seniors in Spanish IV and they did beautifully.)

Only after putting in the work of telling the familiar story did I give them the legend to read. I think we’ll have a richer discussion of the text tomorrow!

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Patricia va a California

I have a soft spot in my heart for Blaine Ray’s Patricia va a California. It’s not the newest TPRS novel out there. The story is simple and a little clunky at times, the resolution comes too quickly, and the ending reads like an after-school special. There are no pictures, and the teacher’s guides that are out there lean heavily on comprehension questions and true/false quizzes. Yet I teach it every year. I value the contrast between American and Guatemalan cultures as well as the book’s sweet message of acceptance. For some of my students, this book has been the first time they had to confront their own preconceived notions about Latinos. Here are some of the activities I do with my students.

They even give away the pivotal scene on the front cover! Talk about taking away suspense.

Chapters 1-3

I created a digital breakout to pre-teach Guatemalan geography and culture. In the past, I have also used Martina Bex’s reading about Guatemalan geography as a hook for my students.

I have my students do graphic organizers to represent Patricia’s house, family, and mealtimes, and we do lots and lots of PQA comparing and contrasting in this section. There’s not a lot of story or plot going on here, but we just go slowly here and use it as a jumping-off point to talk about my students’ lives.

I also have incorporated Martina Bex’s chicken bus resources in this section of the book, when it talks about the dad taking the bus to work because they don’t have a car. It’s a fun break from the novel!

Chapters 4-7

I have my students listen and draw a story map to represent the action in chapter 4, since there’s a lot of movement as Patricia travels from Panajachel to Los Angeles. In chapter 5, they did a similar family tree and house drawing for the American house, and we focused our conversation on comparing Patricia’s Guatemalan house to her American one. I make a pretty big deal about all the technology and appliances mentioned in the text (COLD WATER? From the FRIDGE?!) to further emphasize the disparity between a rich nation and a poorer one. This might also be a good time to show all or part of the English-language documentary Living On One in class. Even though Patricia’s family doesn’t seem to have a lot compared to us, the reality is that they are comparatively well-off.

The antagonist Debbie Martin also gets introduced in chapter 6, and she is so cartoonishly mean that I can’t help but pronounce her name dramatically every time it comes up in the text.

I have my students draw storyboards of chapters 6 and 7, and we have lots of rich discussion and PQA comparing Patricia’s school, the California school, and our own school, as well as the role sports play in Latin American schools.

Chapters 8-11

Chapter 8 is THE PIVOTAL scene of the book, the one where Debbie Martin turns it around. We made sure to dramatically re-enact the car-jack scene using the Readers Theatre technique, and we discussed whether or not we would be so forgiving of a girl like Debbie. We then do a 5-Finger Retell of the chapter: students trace their hands and write a “Who, What, Where, When, and How” in each finger space. In the palm, they write their own reaction.

Chapters 9-11

The book winds down with Patricia and Debbie becoming friends and Debbie visiting Guatemala. By this point, my students are really comfortable with the text and I relax the graphic organizers and illustrations. We just read, discuss, and enjoy!

To review the whole book, I have my students match chapter titles (there are no official ones, so I made some up!) and then illustrate or write the key events from each chapter.

I also have developed a Socratic seminar for this novel, in which we circle up and discuss the cultural differences between Guatemala and the United States, the similarities we share, and whether or not it is important to visit another country. It’s a great way to finish up the novel and help students think about their own travel goals in the future!

Digital Breakout: Guatemala

I have a new obsession. It started with Breakout.edu and all the fantastic breakouts that are coming out from Martina Bex. I tried the Agentes Secretos breakout in class with great success and had grand plans to create my own breakout activity. That is still in the works to go along with the novel Robo en la noche, but over spring break I allowed myself to go down the rabbit hole into the world of digital breakouts.

It’s appealing because all you need is an internet connection, a computer, and a logical brain. Solving many (too many) of the digital breakouts posted gave me lots of inspiration to tackle a digital breakout of my own. My Spanish I class is about to read Patricia va a California, and the first couple of chapters deal with Guatemala and the culture there. I tried to incorporate as much of that as possible, and here is the result: Escape: Guatemala. Take a look around and try to solve the puzzles!