For each new set of vocabulary, I had a skeleton story, and the students helped to fill in the details.. My skeleton story for the above words (day 4 of the new semester) there was a guy that ate garlic all the time & everywhere because he was afraid of vampires. Then we worked on how to solve the person's bad breath problem. (click HERE for the students' story & my story) In one class, a boy said, "He went to the dentist". That comment reminded me of a short film that I saw several months ago but had never used in class.
The following day I chose new vocabulary that was used in the video. (era = he was, quería ayudar = she wanted to help, and no sabía que = he didn't know that. Instead of telling another story, I used the new vocabulary as I narrated the film, pausing throughout the video to ask students questions.
Below is the list of activities that I used in conjunction with the video:
1. The students watched THIS VIDEO (found on YouTube, "Vampire's Crown" by HM3DAnimation) and I asked many, many questions about it.
2. The second day we watched the video the second time, but without sound, and I asked questions again.
3. I used three embedded readings to ease the students into reading the full version. (see Laurie Clarcq's site for an explanation of Embedded Readings)
Click HERE to download a copy of the embedded readings.
Version A - I read version A in Spanish and after each sentence the students verbally translated the sentence to English.
Version B - Students worked in groups of 2 or 3 to read the story. They had to stand (no sitting!) with their partner somewhere in the room to read.
Version C - Before I gave them the last version, I instructed them to move with their partner to make a large circle around the circumference of the room. Then one person in each group had to move counterclockwise to the next group. (This provided them an opportunity to work with someone they may have not otherwise chosen.) They read the story in English with their new partner. I was in the middle of the room so I could easily help anyone with a word they did not know.
Inserted new message from March 2017 - I share these materials without cost to my readers. When you download my work and it is labeled "CC" that means you are free to use them but you must keep my name on the documents. I googled the script today and found PDFs that teachers made of the script and NO credit was properly given. I even found a Prezi by a teacher that put my story on different slides, as well as the follow activities. So please, show your appreciation by leaving my name on the materials that I have created that you use in your classrooms and ESPECIALLY when you use my materials in a presentation.
4. Collage - I said a sentence from the story and the students said which number matched the sentence, or if it happened before (antes de) or after (después de) the photo. (Download the collage HERE.).
5. Notebook activity (available through email only) w/ the Epson Smart Projector. Students put the pictures in order. After placing each one, the student or someone the student chose, had to say a sentence in Spanish that matched the picture. Students were permitted to look at their Embedded Readings if they didn't know what to say.
6. I gave students in groups of 3 a copy of the Collage used in #4. A member of the group pointed to one of the 9 photos and the other two students said a sentence in Spanish.
7. Antes de/Después de worksheet. (to download)
8. Group writing activity. (click on link for explanation - scroll to #3 at that post)
9. Freeze frame activity - as per Carol Gaab's session at ACTFL. (click on link for explanation of how I used this activity in the previous semester.)
10. CLOZE activity (found HERE or use Laura Avila's version below)
11. At the end of the week I will give the students a 5 minute timed writing in which they can choose to write about this video.
As a follow up, I may decide to show the Señor Wooley's "La Dentista" video. There is a lot of vocabulary in that video that my students don't know yet and haven't been exposed to, but I think the music, animation, and story will grab their attention. It will be a nice reward for sticking with me for all the above activities!
Update: For information and materials on an interactive reading of the story that I used to prepare for this video (in Fall 2015), check the blog post HERE.
UPDATE: In August 2013, Laura Avila contacted me to say she had also made two readings (which can be used for level 3) based on the reading I created for my Spanish 2 students. She has generously offered to share her work on my blog so others can benefit from her efforts. THANK YOU Laura!!!
Below are the two readings.