Listening assessment – The perfect game

As fate would have it, I was sure I had prepared a great listening assessment only to find out that most of my students failed it. They failed it not because it was too difficult, I mean, I did not think so. They failed it because it was “different” from what they were used to in class.

The original assessment was purely dependent on their listening skills. The modified version, asked the students to listen to me describe the main characters of the movie The perfect game, match their comprehension to a written version, and then select the person or thing that was being described. Needless to say, most students earned a perfect score. I am kind of glad they “failed” my well constructed assessment because it gave me an opportunity to reflect on my point of view and to stay the course in assessing at their level…never higher.

Anyhow, there is the modified version.

_____ Es la persona que escucha los juegos de béisbol en la radio con los chicos.

_____ Es una chica muy hermosa y posiblemente, la novia de César.

_____ Es un equipo profesional de béisbol de las Ligas Mayores.

_____ Es un país donde se habla español.

_____ Es la persona que ayuda a César a organizar el equipo de Los Industriales de Monterrey.

_____ Es el personaje principal de la película y el mejor lanzador.

_____ Es el chico que ama a una chica que se llama Gloria.

_____ Es el chico que conoce a todas las chicas.

_____ Es el entrenador del Equipo de Monterrey.

_____ Es el nombre del equipo de béisbol de los chicos mexicanos.

Students used the same listening assessment in the google docs for the Perfect game, and had this extra visual to help them figure things out.  – On fire –

Happy teaching,

Maestra Reed

Food unit – El juego perfecto

Today, after chatting about our favorite foods with two of my dear friends, I realized that I needed to make a change to the lesson plan on the food unit. I realized that if I wanted my students to buy into this unit, I needed to make it completely relatable. So, below you will find the modified version of the “food unit”, part A of the lesson that is written around  the movie “The perfect game” – El juego perfecto.

Everything else will remain the same.

Go Cardinals 🙂

https://docs.google.com/document/d/15QNDnRvSA4dvzW-Alk_6QgKo4rBPv3Ws7Xpzy6y5avQ/edit?usp=sharing

 

The perfect game – El juego perfecto

Here it is, my last unit plan for the school year. I have never been a fan of any kind of sports because culturally speaking, sports are not meant for females, they are to be played and pursued by males. However, living in a home where the Yankees, the NY Giants, and Chelsea are teams that are constantly watched, whether in person or on television, I have had no choice but to join the party boat. For one, I am now the oddity and the rival in my own house, as I have chosen to follow the St. Louis Cardinals as my ultimate favorite baseball team. Needless to say, this is not good in a Yankee’s house…but, such is life.

Anyhow, the plan you will see here uses the movie The Perfect Game to bring comprehensible input to my students, and in that process, talk about sports, food, sportsmanship, goals, and cultural aspects that are clearly displayed in the movie.

I will use this resource in two different ways: One, to accommodate the “food” thematic unit that is mandated by my district, and two, to bring lots and lots of input to my students. There is an IPA, multiple activities, and several quizzes.

Go St. Louis Cardinals! Go get your perfect game!

https://docs.google.com/document/d/1dPVOrpTUOeER5x4jeeSAB3x_Hn-TMA9KSQKO766ExLg/edit?usp=sharing

https://docs.google.com/document/d/1YpmeZqwAspB1C5DIjh_QqsFLRJCWiyxKeLIi7lpZldc/edit?usp=sharing

 

El camino, The way, El peregrino

The movie called The way, is one of my ultimate favorite movies. I have watched it at least 15 times. I have read the book by Paulo Coelho and yet, every time I watch the movie I learned something new about myself.

Typically, the topic of El Camino de Santiago de Compostela is one left for a level  3 class because…well, I have no clue. It seems to me that everyone has a personal journey, whether you are 10, 15, 18, or 51. A journey is a personal path and everyone has one. So, in honor of Saint James, here is my lesson plan.

Many thanks to Martina Bex for creating some pretty amazing documents which can be found on her TPT page. I will enhance my lesson plan with two of her brilliant ideas. Gracias amiga.

Below is the link to my lesson plan. Hope it inspires you 🙂

Enid

http://tinyurl.com/ms6gp59

 

 

The Odd Life of Timothy McGreen

Teaching grammar is a CHORE…I dislike it as much as my students. So…I used this movie to teach lots of grammar as a concept, in context. We basically watched the movie in scenes and then read what we watched. We read together, in class. We clarified any questions and did “pop-up” grammar reviews, if needed. This is an excellent movie to teach acceptance, tolerance, goals, dreams, and to always strive to love one another, to look at the glass half full or overflowing with blessings.

Attached are the links to what we used in class. Hope it is hopeful to someone.

https://docs.google.com/document/d/1kB2FDGredx7iD_0u2F-aBlqs3-NsplOCkdzDLtAmBg4/edit?usp=sharing

Here is the short quiz that my students took after watching and reading the entire script on Timothy McGreen.

https://docs.google.com/document/d/1KLzDVpc5QAP3jytCqKubAmI81dz1uKIVKc7xWms6feI/edit?usp=sharing

Here is a document on vocabulary on the movie

https://docs.google.com/document/d/14uYDLipGTA9jGByBn8KvDutVWvCF-DsO4tq_1y-f4kM/edit?usp=sharing

 

 

McFarland – Chores, Responsibilities, Family, Unity, Acceptance.

Here you will find the documents I created to teach the unit on chores, responsibilities, family, unity, and acceptance. I basically watched the entire movie, wrote the script to give my students an opportunity to read comprehensible input and at the same time “learn” and “practice” verb conjugations and vocabulary in context. We watched the movie in groups of scenes, immediately followed by reading what we watched. It was a fun and engaging way to teach this thematic unit. I also created an IPA to go along with the unit. My students and I loved the activities and had an opportunity to engage in classroom discussions about how our lives compare to those who are less fortunate than us.

https://docs.google.com/document/d/1y7DLWunOVsJGZi6jRn_0XhYpmAVtjompiMeFmlRNj54/edit?usp=sharing

https://docs.google.com/document/d/1Zm6T2UX6pSjKyonXwBk7QnrwKVlHWBRbRIcXiu5YvWM/edit?usp=sharing

https://docs.google.com/document/d/12hNzpT35cuC5cqPhUosVBaLPiAm3uIBG_-FMDGPE-KQ/edit?usp=sharing

https://docs.google.com/document/d/17d3EnyOTRtFMOI7ZZXX5hJ8nUtHmOPgpf8hnhJI9jhY/edit?usp=sharing

https://docs.google.com/document/d/1dT11XcYDeaczPuNk7MSgp0ncZ2td2tZV5K_sIiCSbSs/edit?usp=sharing