Wednesday, April 11, 2012

Los Pompillos (un programa de Perú)

Today (Tuesday) was the first day back from Easter break and the first day that I took back 25-35 minutes at the end of my two Spanish 4 classes. (I have a student teacher and I am gradually taking back classes to allow her time to finish a project for her college, but more so because I WANT to teach my students. This is definitely the hardest part of having a student teacher - handing over my students and not being able to interact with them throughout the class period.)

I had originally planned a TPRS story for today, but then I saw the lyrics paper for this song sitting on the corner of my desk. I found this song two weeks ago and when I saw it used the subjunctive, which is what Spanish 4 is studying now, mixed with a catchy tune, I was hooked. I enjoy using songs in class, but I am not disciplined at regularly adding them into my classes.

The music video can be found HERE and the lyrics are HERE:

The steps I followed are basic:
1. Give examples of how you can use "que" with the subjunctive (I compared it with "ojalá que...")
2. Students listen to the song one time through to enjoy it - no filling in the blanks.
3. Students fill in the blanks as they listen to the song.
4. Go over the answers together - pop-up grammar as needed
5. Divide class into 4 groups. Make sure the students in each group are seated in close proximity. Give each group a letter "A, B, C, & D". Group A is assigned the first line in each stanza. Group B the second line in each stanza, etc.
6. Allow a few minutes for the groups to practice their lines.
7. Tell the students the 3rd time you play the song, they should practice saying the lyrics in their heads, silently. Play the song the 3rd time.
AND FINALLY, you're ready for some entertainment...
8. Play the song the 4th time. When it is Group A's turn to sing the lst line in the first stanza, they stand up and sing it, along with the music video, and then they sit down. Group B stands up as they sing the 2nd line in the first stanza, and then they sit down. Group C stands up as they sing the 3rd line in the first stanza and then they sit down. Group D stands and sings the 4th line in the first stanza and then they sit down.
Since each stanza is repeated, the groups get a second chance to sing the same line.
7. Continue this for the remaining stanzas. Everyone can sing the last 3 lines "La lluvia bendita, La lluvia bendita, ¡LA LLUVIA!"

I confess the student's favorite part was the break in the middle of the song when the little blue puppet sings "eh, eh, eh", but their participation in singing was more than acceptable and full of energy. Not bad for high schoolers, not bad at all!

This was incentive to remember to add a new song at LEAST every other week.

1 comment:

  1. Super fun song activity!! I'll have to add this to the toolbox!