Unit 1, Challenges in Teen Life proficiency assessment (culminating project for the unit - found in important docs) was a mixed bag. In many ways it was a success because the students all worked together to create a project in the target language. They worked over the course of the unit, but the last two weeks were the most intense. It was great to see the students working together, watching other commercials in the target language and creating posters, PowerPoints and videos.
As with most big projects, I realized at the end that I need to explain a few things better. I told them to create "campaigns" for the teen problem, such as "Don't Drink and Drive". However from many I got something that more closely resembled a report on drunk driving. Clearly I need to include a "slogan" portion of the assignment and we should watch examples of these types of commercials before they begin working. Sometimes, explanation just isn't enough. Overall, they were good, and they chose great teen issues and learned tons of Spanish. Next year, I just need to help them a little more with what I am envisioning. I need to give them choices, but still show more examples of what I think it should look like.
On to Unit 2, Fairy Tales and Legends! This is always a popular unit. Again, since the Spanish 2 teacher gave overviews of some of the elements I teach in 3, I still have some students that don't want to do the video instruction, because they "know" the concepts. However, this time I changed the way I did the grammar. It is in three small parts over the course of 3 class days. So, I have had the opportunity to catch those not taking notes, fix problems with irregulars, and then the students have still had another opportunity to practice the work again.We have our first Benchmark Assessment on Monday/Tuesday, and I am hoping that this will help them to do better.
Since last week was Homecoming Week, I had given the kids short Fairy Tale skits to work on in groups, learn and then present. I make the kids memorize their lines, bring costumes, props, etc. They grumble, and some just can't do the memorization, but the skits are loads of fun, and the students really enjoy doing them and watching the other groups. It is one of the activities I never had class time to fit in, that now I can enjoy with my students.
Here are some samples of the posters I received. (Imagine them as billboards!)
Here is a link to a great video that another group of students did.
Flipped Class progress - I still feel as though this year's classes are not getting as much out of the flip as we did last year. I am adding more fun activities to help them practice, for example we did Scattegories and Speed Dating. However, I am still having trouble getting the students to open up and interact with each other and me. Too many are content to be in their own zone and try to never say a word. I have to change this....but how?? I have been thinking about it for a few weeks, and think I have finally come up with some ideas.
First, I am going move away from the word of the day for a while and give them a speaking prompt of the day. They will need to have at least five minute conversation in pairs at the beginning of every class period. I am going to make each group record their conversation on a hand held recorder. I don't know that I will listen to them all the time (or at all), but it is my experience that if the students think I am recording it they will take it more seriously. I can usually get a good feel for the conversations as I am walking around the room. As far as I am concerned, if they are in the target language and trying, that is good enough for me.
Second, in the next unit, I am moving away from the short stories and going to introduce the readers. My focus here is going to be for students not to translate every word, but to read a few lines, a paragraph, or a section, and then in their group do a quick conversation to make sure they are keeping up with the story. I want to create some type of reading log to have them keep track of this. (Not sure yet exactly what this will look like.) Last year, we began with level 2 readers, and for many of the students, they were too hard. This year, we are beginning with the level 1 readers for the majority of the students. I will start the higher level students in some of the level 2 books. (I love reading because it is so easy to differentiate!) As we have been reading the short stories, I have been talking to the students about how they felt about each of the stories, and the reading groups are almost forming themselves.
Third, we are finishing the planning of the cross-level shopping project. The upper level students will create "booths" in the plaza, and the level 1 students will "shop". One of my biggest worries for some of the upper level students is that they get so caught up in some of the more advanced vocabulary and grammar structures, that they forget how to do the simple things, like ask how much something costs. I am also hoping that these types of projects will help encourage students to continue learning the language because they will know some of the fun things that go on in the other levels and look forward to them.
