Resources for teaching with novels in Spanish Class. All of Mis Clases Locas Blog posts for teaching with novels.
I’ve been compiling resources for Robo en la noche on my Robo en la noche board on Pinterest, and in an effort to successfully pin the link to Sharon Birch‘s amazing Wiki page (“it has no pinnable images”), I am going to post the link HERE and then pin THIS post to my Pinterest board! Ha!…
In level 3, we are teaching the book Robo en la noche by Kristy Placido. For most of my students, this is the first time that they are reading a novel in Spanish, and they seem to understand it we…
I’m all about keeping life simple and that means one of my teaching secrets is I try to do the same activity for al my levels (but with different vocabulary or degrees of difficulty). So tha…
Time is simply flying by this school year! We have dealt with some pretty unusual circumstances….9 snow days during the reading of the novel, 16 days of PARCC testing (do not even ask me how…
Allison Wienhold recently posted about using stations with Robo en la noche and it reminded me that I had created some based off of some interesting things I found from Sharon Birch. Her blog is tr…
This is the third time that my fabulous colleague, Megan Matthews, and I are teaching Robo en la noche by Kristy Placido. The first time was two years ago and we rushed through it in the final week…
The last few days my students have read chapters 11, 12, and 13 in the TPRS Publishing, Inc , book, Robo en la noche, by Kristy Placido ...
Use this fun, free, game to review after reading the first half of Robo en la noche by Kristy Placido! The novel is available at https://fluencymatters.com/products-page/featured-novels/robo-en-la-noche/ Be sure you check out the teacher's guide materials too?
I remember when "graphic organizers" was the buzz word and at the school district in which I worked, if the teacher had "g.o." on his/her lesson plan, the principal was happy. I didn't like them at that time because they were basic and generic. Boring blocks or circles with spokes coming out of them that looked like bicycle wheels. The dull graphic organizers of the past are gone. I now see their value and use them often when reading novels with my students, and create ones that are specific to the text. When I start reading a new book with my students, my goal is to help them fully understand the characters, the problem, the tensions, etc. When that information is pulled together in a graphic organizer, it helps the students to connect to the characters and draws them into the story. Below are examples of graphic organizers that I use for the first chapters of several books. (my disclaimer: My artistic skills are challenged and the idea in my mind always looks better than what ends up in the paper.) FIESTA FATAL Download HERE LA GUERRA SUCIA Download HERE Robo en la noche Download HERE Vida o muerte en el Cusco Download HERE Robo en la noche (ch1-3) FInd the download HERE La vampirata Download HERE Two additional graphic organizers I use are from Martina Bex found on the link below: El nuevo Houdini - chapter 1 esquema Esperanza - chapter 1 esquema Information on many of the books listed above is used with permission by TPRS Publishing, Inc.
I am preparing my students to test over the novel “Robo en la noche” this week. We have read it in the past tense in my level 2 classes and they will take a test that involves listening…
Introducing Robo en la Noche in Spanish class with stations.
This is the third time that my fabulous colleague, Megan Matthews, and I are teaching Robo en la noche by Kristy Placido. The first time was two years ago and we rushed through it in the final week…
This week I tried something new! Right now Spanish 1 is in the middle of reading Tumba and Spanish 2 is working on Robo en la noche. I have really made an attempt to vary our pre-reading activiti…
Completed activity mentioned in #4-6 below. My Spanish 2 students are currently reading Robo en la noche , a book written by Kristy Plac...
I am preparing my students to test over the novel “Robo en la noche” this week. We have read it in the past tense in my level 2 classes and they will take a test that involves listening…
An authentic reading task designed based on Appendix D of Implementing Integrated Performance Assessment. Geared to Intermediate Low Spanish learners. Includes answer key.This is a great to go with a sustainability unit or with Robo en la Noche. It is just one section of the full IPA - buy the bundl...
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In level 3, we are teaching the book Robo en la noche by Kristy Placido. For most of my students, this is the first time that they are reading a novel in Spanish, and they seem to understand it we…
Chapter 12 of the Spanish reader Robo en la noche is a long chapter compared to the others. I searched the Teacher's CD guide for ideas and it suggested a jigsaw activity to divide the chapter among the students. I decided to assign the students the jigsaw activity with a bonus incentive to understand and fully share their section of the text to their group members. How? With an informal quiz, that combines all the scores for one group, worth a bonus point for the group with the highest score. See the explanation below. 1. I wrote the list (on the right) on the board. I told students there needed to sign up for 1 of the 6 groups but also cautioned them that the groups are not what they may think they are. 2. Before class, I wrote the following information to show each group what section of the chapter they had to read. The students sat with their group and read their section of the chapter. When they were finished I collected the books. 3. Students moved to their letter group, so in the A group there was a student that read section 1 (1A), another student that read section 2 (2B), etc. Starting with 1A (or 2A, 3A, & 4A in the other groups), the student explained to their group what happened in their section of the text. Then 2A explained the next section, and so forth. 4. Students returned to their assigned seats. They (individually - not a group quiz) took a 13 point multiple-choice quiz on information from chapter 12, recording their answer on a Quick Key scantron sheet. (This can be done without the Quick Key app, but if you want to grade their answers quickly to find a group total, Quick Key is definitely the way to go!) 5. I called Group A and they brought their Quick Key scantron sheets to my desk. I scanned them using my iPhone and the Quick Key app, tallied the total of the 6 scores, and wrote their total on the board. I tallied the other 3 group scores in the same manner. 6. The group with the highest total received credit for 1 bonus point on their next quiz. Two additional comments: - Before they got into their number group (their first group), I stressed that it was VERY IMPORTANT for them to fully understand what they read because they were going to be quizzed on it for extra credit. Only after they moved into their letter groups, did I tell them they their letter group was the group that was going to work together for points. (My tricky way of mixing up the groups. As I had predicted would happen, when the students signed up for the number groups, they signed up to work with their friends. When they moved the 2nd time to their letter groups, it was a different mix of students, allowing them to work with others they may not have chosen on their own - a nudge to help them with their social skills.) - After I had tallied the scores and found the winning group in one class, a student raised her hand and said she was confused about what happened in the second half. (Several people in her group had spent more time talking in their # groups instead of fully understanding the text.) I chose the winning group to explain each section to the class to clear up any misunderstandings. They didn't mind being called out on that because, after all, they were the winning group.
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If you are looking for a Spanish reader for your students that also includes culture of a Spanish-speaking country, you may want to consider Kristy Placido's (@placido) book, "Robo en la noche" which takes place in Costa Rica. My Spanish 2 students are reading "Robo en la noche", which is the third book for the semester. We read chapters 1 and 2 last week, and chapter 3 yesterday. Since there are now 5 main characters that have been introduced in the first three chapters, I wanted to provide a quick activity with the goal to review the characters and their role in the story. To do this, I listed the five characters and then took sentences directly from the book that gives information about the characters. Students need to read the sentences and match the character to the description. As the students were completing the paper in class, I heard some of the students clarifying which woman was the mother and which was the daughter, and discussing the role that Cecilio played in the story. Because I know this information plays an important part in the rest of the story, I wanted to make sure that the students had this information in order so they could relate it to what happens in the upcoming chapters. The paper is available HERE. Since the lines are taken directly from the book, I asked and received Kristy's permission to make the paper available here.
Time is simply flying by this school year! We have dealt with some pretty unusual circumstances….9 snow days during the reading of the novel, 16 days of PARCC testing (do not even ask me how…
I remember when "graphic organizers" was the buzz word and at the school district in which I worked, if the teacher had "g.o." on his/her lesson plan, the principal was happy. I didn't like them at that time because they were basic and generic. Boring blocks or circles with spokes coming out of them that looked like bicycle wheels. The dull graphic organizers of the past are gone. I now see their value and use them often when reading novels with my students, and create ones that are specific to the text. When I start reading a new book with my students, my goal is to help them fully understand the characters, the problem, the tensions, etc. When that information is pulled together in a graphic organizer, it helps the students to connect to the characters and draws them into the story. Below are examples of graphic organizers that I use for the first chapters of several books. (my disclaimer: My artistic skills are challenged and the idea in my mind always looks better than what ends up in the paper.) FIESTA FATAL Download HERE LA GUERRA SUCIA Download HERE Robo en la noche Download HERE Vida o muerte en el Cusco Download HERE Robo en la noche (ch1-3) FInd the download HERE La vampirata Download HERE Two additional graphic organizers I use are from Martina Bex found on the link below: El nuevo Houdini - chapter 1 esquema Esperanza - chapter 1 esquema Information on many of the books listed above is used with permission by TPRS Publishing, Inc.
La estrella de ‘Hannah Montana’, Mitchel Musso, fue arrestada por robo e intoxicación pública. Pasó la noche tras las rejas y fue liberado tras pagar una fianza de mil dólares.
El anarquista Alexandre Marius Jacob tuvo una vida inusual. Junto a un grupo denominado por la prensa como "los trabajadores de la noche", puso patas arriba la Francia de la Belle Époque con numerosas expropiaciones a las familias más acaudaladas del país, tras las que dejaban mordaces notas explicando que no lo hacían para llenar sus bolsillos, sino para repartirlo entre quienes más lo necesitaban y para tratar de derribar aquella falsa sociedad. Antes de todo ello, siendo aún un niño, recorrió el mundo trabajando como marinero en varios barcos. De esta experiencia extrajo una cosmovisión personal y fuertes convicciones anarquistas. Odiando, desde entonces, la injusticia y la hipocresía. Su compromiso político lo llevará a la cárcel y a no poder seguir trabajando, teniendo que recurrir irremisiblemente al robo como forma de vida y acción política. Después de un juicio contundente, donde insulta a los jueces y al jurado, que será amenazado de muerte por sus cómplices, es condenado a terminar con sus huesos en la prisión de la isla de Cayena. Pero, contra todo pronóstico y gracias a su lucha y la de sus compañeros, conseguiría encontrar el camino de vuelta. Sincero e íntegro, inteligente y generoso, vehemente y sensible, Alexandre Jacob es una figura que fascina y seduce, antes y ahora, llegando a ser inspiración del personaje de ficción Arsène Lupin. Es la historia épica de un hombre entrañable y único, reflejo de una época pasada, pero cuyos ecos siguen resonando en el mundo actual.
In my original curriculum plan for this year, I was going to start the year in Spanish 3 with the novel Robo en la noche. Since I have a student who read Robo another year in her Spanish class, I deci
La exnovia de los reguetoneros Nicky Jam y Maluma cuenta cómo fue pasar la noche en prisión por una acusación de robo de relojes de lujo
When I read a mini-novel with my students, we are not always able to read a chapter each day. For the times when more than one day has passed between reading chapters, I plan a quick review to review what has previously happened in the book. Below are plans and resources I made and used for chapters 6 and 7 of Kristy Placido's book Robo en la Noche. Verbal Review before reading Chapter 6 of Robo en la noche 1. ¿En qué país están Makenna y su padre? 2. ¿Por qué fueron ellos a Costa Rica? ¿De vacaciones? ¿Para visitar a la madre de Makenna? 3. ¿Cuál es la ocupación del Dr. David Parker? 4. ¿Quién es Cecilio? 5. ¿Qué es la relación entre Margarita e Inés? 6. ¿Cuántos años tiene Inés? 7. Si Inés tiene cuarenta y tres años, ¿cuántos años piensan Uds. tiene Margarita? 8. ¿Quién es Ricardo? 9. ¿Es Ricardo el primer esposo de Margarita? ¿el segundo? 10. ¿Qué pasó a su primer esposo? ¿Fue a Puerto Rico? ¿Salió Costa Rica para trabajar en otro país? 11. ¿Por cuántos años vivió Inés con su padre? (Trick question) 12. ¿Ricardo adoptó a Inés? 13. ¿Quién es Juan Carlos? (Es el hermano de Cecilio? ¿Es el amigo de Makenna? ¿Es el hijo de Ricardo?) Chapter 7 of Robo en la noche 1. I recorded myself reading chapter 7 because I did not want to read it 3 times (I have 3 Spanish 2 classes this semester.) 2. As students listened to the reading, they completed the worksheet below I made the second version of the worksheet with additional prompts that I posted to our Edmodo group for those students that were not in class. I also could use the second version in an effort to differentiate learning in my classroom. 3. My original plan was to put students in pairs and have them write questions that a policeman would ask Makenna regarding the robbery of the birds and what she saw the next day. Then I was going to have them record their conversation and email the file to me. Ten minutes into the activity I realized this was a bad decision on my part and after thirty minutes, I collected the papers and ended future work on this. For my afternoon class, we wrote 6 possible police questions in the "tú" form together and then answered them as if we were Makenna (using the "yo" form.) 4. After my failed plans in #3, I decided to use the paper found HERE to basically do the same thing I was attempting to do before (give students more exposure to the tú form and answer in the "yo" form). Hopefully it will be more useful than the #3 activity. **updated/corrected thanks to comments left by an anonymous :) reader. I always welcome corrections from my readers but I would ask that you be respectful when leaving comments about the corrections. I continue to be a "student" of the language and enjoy growing in my knowledge when it is presented in a considerate and respectful manner :-)😉 As a wise friend says, "Always take the high road. It may not be the easiest, but the view is always better!"
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El robo en el Banco del Bienestar fue reportado al servicio telefónico de emergencias 911 durante la noche del jueves por dos empleados.
Descarga esta foto de Fondo La Hacker Hackeando El Firewall De Seguridad Tarde En La Oficina Hacker Hackeando El Firewall De Seguridad Tarde En La Oficina Foto Fondo, Ataque, Delito, Agrietamiento tomada por nuestros fotógrafos profesionales. Consulte nuestra gran colección de fotos de archivo y utilícelas con licencia de derechos de autor.| 2217419
When I read a mini-novel with my students, we are not always able to read a chapter each day. For the times when more than one day has passe...
Although “pura” means “pure” and “vida” means “life,” the phrase “pura vida” can be translated in many ways such as “full of life,” “this is real living,” “this is the life,” “awesome” or even a greeting or goodbye. It’s a simple phrase that is used constantly in the country of Costa Rica. If you know […]
This semester I will be doing a rainforest unit with my younger Spanish students. It will be an opportunity to learn nouns and adjectives related to animals and to learn how to do comparatives and superlatives in Spanish. {Affiliate links used. Thanks for supporting this blog.} Here is a look at what I have rounded up... These books: Un Recorrido por la Selva El loro tico tango El Gran Capoquero: Un Cuento de la Selva Amazonica I am using these resources from Teachers pay Teachers... La Selva Tropical Rainforest Math Game {For the game I laminated the cube, then cut along the black lines before putting it together with Zots Clear Adhesive Dots. This made the cube sturdier to use with multiple kids.} Here are some of the other activities we will be doing...a few have links for free printables: -Using a map of South America color in the area of the rainforest. Also, my older students will have to label and memorize the Spanish-speaking countries. -The vocabulary list we will use. -We will use these rainforest stickers and the outline picture of a forest (see La Selva Tropical unit) to review prepositions. I will call out an animal sticker and tell them where to put it on the picture in relation to items and animals on the picture. -Roll and draw a parrot -Teach comparatives and then call out two rainforest animals. Can the students create a sentence comparing them like "El mono es menos perezoso que la serpiente."? -Teach superlatives. Give the students a group of animals and have them create sentences like "La mariposa es el menos grande de los animales." -With the book El loro tico tango use these graphics to make cards to play Memory or Pesca (Go Fish) with. The students have to match the correct animal with the fruit it had in the book. With Memory students are supposed to say the words of the cards they pick up each time in order to learn them better. -Use Spot It Junior Animals at the end of the unit as a fun review game. NOTE: Not all these animals are from the rainforest, but this game is so worth it. My students ADORE it!
