Tag: writing

Don Quijote: El último caballero por Karen Rowan

.My Spanish III class revolves around the history and culture of Spain, so I was eager to work with Karen Rowan’s version of the classic Don Quijote: el último caballero. The last time I taught this class, I relied on my own episodios from a more difficult student reader, and I was pleased to find that Karen’s book is vastly superior to my own efforts!  Here are some of the things I have done so far, along with what is next:

Capítulo 1:

I introduced key structures with a mini-story, acted out by my wonderful student actors. Changeable details are underlined.

Target structures:

se volvió un poco loco

decidió quemar

llegó volando

Bob es un chico normal que trabaja en Wal-mart. Un día, Bob se volvió un poco loco porque un cliente molesto lo tocaba sin parar. Así que Bob agarró una espada Nerf y atacó al cliente, pero lo mató por accidente. Entonces Bob decidió quemar toda la evidencia. Hizo un fuego grande y se escapó, pero un helicóptero de la policía llegó volando. Bob fue capturado por la policía, pero cuando le explicó la situación con el cliente molesto, la policía exclamó “¡Yo comprendo!” y lo liberó.

Students drew pictures and wrote sentences using the new vocabulary as a follow-up, and we were able to read and discuss chapter one of Don Quijote without difficulties.

Capítulo 2

I used another mini-story to introduce target vocabulary.

Target Structures:

quería buscar a una dama

se enamoró inmediatamente

todos se rieron

Bob quería buscar buscar a una dama. Quería buscar el amor. Vio a una dama y se enamoró inmediatamente. La presentó a sus amigos, y todos se rieron.

This was a super-short story, and I used this creepy granny doll as the dama in question. Any prop that you have to make the dama ridiculous or funny would be a good one!

I followed up the mini-story with a love song in Spanish (“Chocolate” by Jesse y Joy, but there are many apt songs!) since this was right before Valentine’s Day. The next day, I had a sub day and my students read chapter two on their own and drew pictures to show understanding.

Capítulo 3

This was the famous windmill scene, so I wanted to really help students picture it. After writing the structures ejército de gigantes and molinos de viento on the board, we read and discussed the chapter. Students had to draw Don Quijote’s fantasy vs. Sancho Panza’s reality, and then we did a dictation which was a summary of the episode from Don Quijote’s perspective.

The next day, we reviewed stills from the 1979 cartoon of Don Quijote and then did a Movie Talk with the Youtube video:

Capítulo 4

After writing the target structures pastores y ovejas and les tiraron piedras on the board, I read the chapter aloud, throwing “piedras” (some pencil erasers) at students during the story.

Capítulo 5

My students read this chapter first in small groups and drew scenes with dialogue from the chapter. To cement understanding, we acted out the scene with actors perched on their desks and falling off of them. We then discussed why it was necessary to trick Don Quijote instead of just asking him to come home and made predictions about how Don Quijote would react to a year with no adventures.

Capítulo 6

I am going to pre-teach se dio cuenta de que with a PQA discussion about when students realized that Santa/the tooth fairy/the Easter bunny weren’t real. Then, students will read the final chapter individually while I play music from Strauss’s Don Quijote Op. 35. (One of my students remembered playing movements of this in her youth orchestra, and was trying to match what she played with what she was reading. This will be a surprise for her!)

We will then discuss what they read, focusing on whether Don Quijote is a tragic figure or merely ridiculous.

Follow-up

In searching around for related materials, I came across the short film Lila on Zachary Jones’s site.

 

We will Movie Talk the film, then students will complete the activity sheet posted on Zambombozo, separating reality from fantasy. Then students will read the analysis of the video on Zambombazo, showing comprehension by matching the more advanced Spanish of the given text with paraphrased passages in simpler Spanish. After discussing the text, students will have a writing assignment comparing themselves to both Don Quijote and Lila and answering the central question: “¿Es mejor vivir en el mundo real o en un mundo de fantasías?”

Alma

“Alma” is a fantastic animated short that was making the rounds in CI circles last year. It’s perfect for this time of year because of the weather and winter clothing vocabulary. I borrowed several ideas from around the web as I built my lesson plans around the video.

First, I pre-taught some vocabulary. “arriba del estante” and “escribió en la pared” are easy enough to TPR, and then I used PQA to circle the word “muñeca.”

Then, I used a shortened version of the embedded reading from Nina Barber, changed to the past tense since that is what my students have been using all semester, to do a Pictado. Students listened as I told the story and drew pictures of what they heard. I got a lot of repetitions from simply saying the story multiple times, then I circled some questions about it to make sure they understood. Then they used their pictures to practice saying the story back to a partner.

The next day, we reviewed the story by talking about a student’s Pictado drawings. I wrote the essential vocabulary on the board as we went, then added the words “gorra,” “guantes,” and “chaleco.” It happened to be a hat day in my school, so we talked about the different hats people were wearing. Then I copy-pasted version 2 of the embedded reading into IMTranslator, using their TTS Voice service to read the story in Spanish. Students listened to the Spanish and translated it aloud into English. (I love IMTranslator when I want to give my kids a break from hearing my voice!) Then I used the photo collage on Cynthia Hitz’s site as an informal listening assessment, with students holding up their fingers to indicate the number of the photo I was talking about.

FINALLY it was time to watch the film. The first time through, I paused it at different times to talk about what they were seeing in Spanish. I really liked how pre-teaching with the readings helped them understand the final film. I stopped right before she touches the doll and asked for predictions. Then we got to watch the whole thing through without pausing. After discussing the ending, I had them do a timed writing assignment about the story. (If students finished early, I challenged them to continue the story on their own.)

There are so many other different things to do with this video, I couldn’t try them all. Martina Bex even turned it into a midterm exam!

Story Extension Idea

Last week, I used Martina Bex’s script “El amigo simpático” for my 8th graders.  In her script, a nice girl helps three different friends.  Well, we didn’t get to the third friend when telling the story in either of my classes.  This turned out to be a good thing.

When I typed up the reading, I included a third paragraph about a friend who needs help because they can’t eat.  I inserted blanks for the name, the reason they can’t eat, and how the nice girl helps.  Working in pairs, students created new details and illustrated to show understanding.

I then spun this out even further.  I chose five of the better story ideas and re-typed them with correct grammar.  I copied their pictures as well.  The next day, my students paired up and read the other class’s stories aloud to each other.  Then, they got a stack of the pictures.  They had to match the pictures to the stories first, then caption each picture in Spanish.  What a great way to spin out a story and get more reps!

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