Spanish II can almost taste their trophies! The skit group has been running lines and building props (the campfire looks awesome), and they've started blocking. The music group finally came to a decision pretty much everyone feels happy and confident with (we're going with one song off of Kalimba's latest album; sorry Beyoncé), and they're ready to spend their spring break memorizing.
But before the break, they get one last IPA to see how far their skills have come, what with all of their rehearsals and independent group work.
For the reflective aspect, I'm trying to get them to imagine themselves in the competition, first as the contestant in this video and then when we're actually at the festival. The goal is to get them to examine their strengths and weaknesses, maybe set a few goals here in the home stretch.
|What will the judges say?|
Once again I created an EDPuzzle quiz for the listening portion, using this video from México tiene talento.
I've learned it's also a good idea to provide post-its or paper for students to take notes on too. As much as I lovelovelove EDPuzzle, I kind of wish they could save their answers if they rewatch (copying and pasting to a Google Doc before rewatching has worked for most, though.)
A couple of other things I'm switching up since my first EDPuzzle attempt:
- Using a more accessible videoIt's a good thing I did comments on the last one, and I'd do that again if I found a really useful video. But I think I've selected a video with plenty that should be familiar even to novices this time: the familiar talent show context, the Mexican Spanish (as opposed to peninsular), and the overall familiarity and simplicity of the vocabulary are working in their favor.
- Using multiple choice to parse vocabulary
Taking a cue from Mme. Shepard again, I built in some additional questions for 5 of the 7 to see if students could infer the meaning of some different vocabulary. Strictly speaking, it might have been more of a scaffolding step than a means of gauging proficiency, but c'est la vie.
Again, students are using a partner--preferably from their own festival group--to create a 1-3 minute video. Last time, I had to remind students to actually greet each other and do the usual polite things to start a conversation. This time, the emphasis will be on ASKING QUESTIONS. The conversations with "me gusta..." and pensive responses of "sí...sí..." were wearing thin and not advancing their proficiency.
One thing I learned from the last IPA was to emphasize the AAPPL rubric criteria again ahead of time. Or heck, during the IPA too. So I included my summarized version for each mode (see my overall Google Doc here) ON the assignment itself on Google Classroom, as well as a link to the actual AAPPL rubric.
*BE SURE TO ASK YOUR PARTNER'S OPINION BEFORE GIVING YOUR OWN!*ARE the judges positive with the contestant?
Imagine you are Ana Brenda and the judges are talking to you: how do your respond?
Do you LIKE what they say?
Do you LIKE how they say it?
CAN you imagine what the judges are GOING to say to your group if they respond like these judges?
How are you GOING to react if judges ARE positive?
How are you GOING to react if judges ARE negative?
Again, I learned a lot from previous IPAs, so not only did I include my condensed "quick rubric" in the assignment, but I also copied and pasted the Presentational Writing table from my AAPPL Doc PLUS a link to the original AAPPL rubric into a Google Doc copied to each student via Google Classroom for their individual submissions.
Write a brief acceptance speech (a paragraph or so) for when you or your group wins a prize at the festival. Explain some of the problems from your project and the solutions you have that help you win the prize.