I had the opportunity to sub for a colleague who was going on a weeklong camping trip with the entire 7th grade. The plan was that I was going to teach her 6th grade Spanish class. In order to minimize what she needed to do, I also offered to write my own lesson plans for the week because I wanted to try out some of the great lesson plans I have seen others posting and have had kicking around in the back of my head. Also, I have developed an obsession with Bomba Estereo and wanted to teach Soy Yo. Since one day of the week would be taught by a non-Spanish speaking sub, I had to write out plans for that, but for rest of the week I was going to wing it. I mean, I had a loose plan. But it was very vague.
|I spent a week in Moab!|
So we had a sub for a sub, and no lesson plans. I threw together a plan in between packing knowing that the sub's sub spoke Spanish.
The feedback I got when I returned was that it was an awesome 3-day plan. (Oops- I hoped it would be four days. Oh well.) She strongly recommended that I teach it in my other classes and had nothing but good things to say.
So, I will teach it to my others (probably my 8th graders, with some modifications), but I thought that I would share it with the world as I am pretty proud of it. Scroll down for credits, as I borrowed and adapted lots of great resources from other people.
Day 1 -INTRODUCTION to SOY YO
Show first slide and demo circles.
Students WRITE NAMES ON PAPER, draw circles of care.
Lead discussion. -who is in your circle? (Can do in small groups too- whatever feels right.)
2) Qualities of people we admire.
Show slide two. Students can write or think.
Lead brief discussion.
3) List of qualities (that have easy Spanish cognates!) in our circle of care
Show side 3
Students will add the qualities they admire to the people in their circles of care.
They can add qualities that are positive that are not included on the slide.
4) Share with partners or groups of three.
"The qualities that I admire..."
Then maybe whole group share.
5) Independent work
Pass out activity. Students fill in - there are key structures at the top, and word lists at the bottom. Help them to understand every word.
6) Soy Yo activity. (movement)
Show slide 4 -
Explain directions- it is about moving if the statement applies to them, not just standing up if it applies to them.
Read the statements in Spanish. Translate if they are confused. (Translation is better than charades.)
7) If time, have them turn the worksheet over and follow instructions. (Slide 5)
DAY 2 MOVIETALK
Materials: soy yo embedded reading(script for movietalk)
soy yo song lyrics
Slideshow Slideshow (Movietalk from Sr. Jordan) video linkMovietalk this video using either the slideshow or video.
Be sure and let them watch the whole video a couple of times through! -If you have extra time, you can pass out the song lyrics and watch the video or just listen to the song.
Vocabulary to focus on:
se va- leaves
les debo enseñar mi talento- I should show them my talent
Script- use either version of the Embedded Reading for a script.
Here is a description of what movietalk is if you want more info. Basically, you narrate what is happening using vocabulary that students comprehend. You ask them lots of yes/no or either/or questions.https://martinabex.com/teacher-training/movietalk/
Materials ¿De dónde eres? slideshow Soy yo embedded reading
Read the embedded reading- read version 1 together, then version 2.
Reading activity options:
- You could do a volleyball translation (one kid reads the spanish, the other translates to english then reads the next one in Spanish, then the other translates. They are familiar with it.) Or, go straight to version 2.
- With whiteboards or blank paper, each kid picks a moment from the reading and draws it (but no words). Put the drawings around the room and in pairs, kids wander and use the reading to decide which sentence from the reading best describes the picture. Play the video. Stop at key moments and have kids in pairs decide what sentence best describes the action.
Write soy de - I am from and soy- I am on the board, and eres- you are, eres de- you are from on the board
Read some of the the De donde es…slideshow together. The focus is on nationality and where people are from, and work in adjectives from day 1 in your discussion. PQA!
Day 4- Writing
Materials- Soy yo activities and slideshow from day 1 I was thinking that the first line is Soy yo, then three lines, then last line is soy yo.
Soy YoSoy yo.
Soy interesante y creativa
soy de Colorado
Soy una maestra.
They can illustrate them and make them pretty them on blank paper.
Other ideasLyrics training- lyrics training? https://lyricstraining.com/play/bomba-estereo/soy-yo/HTX6w0ZWzT#b7wRead about the special flute Saraí uses in the video- https://es.wikipedia.org/wiki/Gaita_colombianaA video of the band singing the song for NPR live- http://www.npr.org/event/music/551210935/bomba-estereo-tiny-desk-concert
CREDITS: I have taken a variety of free resources and adapted them for my needs. I have asked permission for use and re-posting if the resources were not freely posted in public forums. Copyright is important!
- Lyrics to song- posted by Donna Graham Rubio (found in the files of the IFLT/NTPRS/CI Facebook group)
- Original embedded reading- created and posted by Jeremy Jordan. (Here are all his great resources including the original)
- Soy yo screenshots for Movietalk- also by Jeremy Jordan
- Diversity-positive attributes and circles of care activity by Rachelle Adams Jackson (Elevate Education Consulting) and Anna Gilcher, PhD.
- Original Soy Yo activity that I modified, by Leslie Van How Phillips (found in the files of the IFLT/NTPRS/CI Facebook group)
- ¿De dónde eres?... slides posted by Sara Shreiner (found in the files of the IFLT/NTPRS/CI Facebook group)
- Soy Yo movement activity, adapted from Alina Filipescu