While we prep our Spanish 2 students to be able to read Noches Misteriosas en Granada by the wonderfully talented Kristy Placido.
And so a friend and I had decided to create a breakdown of new vocabulary per chapter for the novels so we would know how to pace ourselves and what/when to pre-teach structures.
This has been very helpful to determine which words we could teach through different contexts.
Some of the structures we have been working on this year in Spanish 2 so far are: sigue [+ing], se va, piensa, tienes que ayudarme, sale de, qué lástima, etc.
And I wanted to do an extension activity different from the previous movie-talk that we found success with and enjoyed.
I remembered that a much more talented teacher than I (her name is Martina Bex) has blogged about creating cultural texts incorporating the structures from class. I thought this was genius. This also was further nailed home by a presentation at the Central States Conference by Carrie Toth, where she talked about using more Comprehensible Input and cultural relevant information in upper levels.
So I took a stab at it. I remembered this summer in the news that tens of thousands of immigrant children were coming into the US from Central America. I don't know how great of a job that I did with my PowerPoint presentation, but I thought it made for an interesting discussion with my kids and they did pretty well on the translation the following day for their warm-up.
I thought it would be more interesting as a presentation than a reading. And it went quite well. They were definitely not happy and laughing during the presentation, but it wasn't meant to be a normal Spanish class. Someone even broke out in English, "Well this is depressing". But I wanted them to understand the reality. The only thing to add in the future is a "What can we do?" component.