Engaging resources for La Corrida de Toros Unit

I love it when I have tons of engaging resources for a unit! For my "Corrida de Toros" unit these are the resources that we will use (I will use them in this order):

• A Cortometraje: Ferdinando El Toro 
• An easy Presentación from Martina Bex: La Corrida de Toros
• A more challenging informational Video from VideoELE (not super engaging, but very informative! See below.) 
• A Movie: Ferdinand 
• Another cortometraje: Mirror Mirror (from Arianne Dowd)
• A book: Bianca Nieves y los siete toritos
• Another Movie: Blancanieves

Here is the UbD unit doc if you are interested in the Essential Questions, Enduring Understandings, and "I can" statements.

One thing that I have struggled with in the past with this unit is introducing La Corrida de Toros. I have used infografías and a video in English, but this year Martina Bex's easy (for this level) presentation will be a great way to start.

Also, I came across tons of resources on this VideoELE site and decided to use some of what was shared there. I took the transcript for the video below and made this Interpretive reading/listening doc to go along with the video. Students will do the following:

• Write what the words in the word bank mean. Some they will know and some they will have to look up on wordreference.
• Read with partners/groups and fill in the blanks.
• Answer the questions in English. This will show that they understand what they are reading.
• Listen to the video and review answers together as a class.
• Play Quizlet Live to review the information.
• Watch the video... and hopefully understand the majority of it! 
• Write a summary in Spanish of the information in the video.

Textivate to review stories

I am loving reading A Natural Approach to the Year, which is a follow up to A Natural Approach to Stories by Tina Hargaden and Ben Slavic. If you are looking to teach CI starting in level 1, these books are essential readings! The second book, A Natural Approach to the Year, has so many concrete examples for teachers, specifically they have 30 "Instructional Sessions" that teachers can do throughout the year. As you many know, stories are an integral part of this way of teaching. Stories make class engaging, interesting and compelling!!

So, what to do after the story has been created and/or told?!?! One of the many things that Tina and Ben mention in their book is Textivate. I love Textivate! I have used it in the past as a way to review stories. I like it because it is easy differentiation and students can go at their own pace while reviewing stories.

So far  in Spanish 1 (10 days of 85 minutes so far), I have used Textivate for our two OWIs (my first time doing this and I (and students) LOVE it!): Ricardo El Balón and Carla La Cuchara and for three stories based on music videos/songs. I used the Story Listening technique to tell these music-video-based-stories, then students watched the videos, then we did a variety of activities. See the links below for resources. (I am aware that I need to have some female representation!! Coming soon!)

Textivate - Spanish to English
Textivate - Put in order

Textivate - Spanish to English

Textivate - Put story in order

Textivate - Spanish to English

Textivate - Put in order

Textivate - put in order and sequence - put in order

Textivate - Spanish to English and sequence

For the first time this year, I bought the Premium subscription, which allows me to keep track of student progress. With this premium subscription, I can also set "sequences" of specific activities that students have to do. Students do these activities in class, in TASC (a special enrichment and/or extra help block we have every day), or for homework. I can also see how long the activities took each student and how accurate they were. Here is an example of what I can see (I have omitted the student names):



And here is an example of a the "Details":