If you're a Spanish teacher and you haven't heard about Revista Literal yet, then I'm here to introduce you to this incredible resource. Revista Literal is the brainchild of Martina Bex, a language curriculum specialist and also the founder of The Comprehensible Classroom, the SOMOS curriculum, Garbanzo language website, and creator/writer of endless resources on TeachersPayTeachers (not to mention a national presenter and keynote speaker. I stated above, it is a FREE resource. According to the Revista Literal website, "Revista Literal is a monthly publication for beginning Spanish language learners written by Spanish language learners. Each month, readers submit short, original stories for publication."
After students submit their stories, Martina invites native Spanish speakers to proof the stories and then she adds glossaries for the stories and volunteers add the English translations to the glossaries. After the stories are proofed and have glossaries, Martina places the stories in an online format, creates a title page listing the stories for the month, and adds graphics to the stories. She credits the writers of the stories using the students' first name and town and state, and credits the volunteer proofers and glossary writers. Then she publishes the stories online as a free resource for Spanish teachers.
Then, voila, you have a free resource that comes to you each month to use with your students. Some of the stories are written in the present tense and others in the past.
Here are 10 ways to add the stories to your lesson plans.
1. Partner Reading. Students pair up with a partner and read the stories to each other for X number of minutes. This even works for your novice readers because of those beautiful glossaries for each story.
2. Extra Reading Resources. If you have students or parents asking what is available for a student that is struggling, or on the other end of the spectrum, a student that wants to continue learning beyond the classroom, tell them about Revista Literal. I download the resource (yes, you can download it if you prefer to read it on paper) and add it to our learning managagement system so it is always available to students.
3. Bell-ringer. Project a story from Revista Literal and ask comprehension questions for students to answer. Last week I projected the story "EL LABORATORIO" and alongside where it was projected I wrote the following questions for my Spanish 1 students to answer in English.
ANSWER IN ENGLISH:
1. Write 2 descriptions for Dave.
2. Write 3 facts about his job.
3. List 4 things about Karen.
Although I only asked for 2 descriptions for Dave, when I went over the answers with the class and a student responded with 2 of the descriptions, I asked what other descriptions were mentioned. I did the same with #2 and #2, Then we read the end of the story together.
4. Sub Plans! Use your imagination on how you can make your life easier when you need to be absent from work. Revista Literal will continue to provide comprehensible input to your students during your absence.
5. Running Dictation. Read Martina's explanation of Running Dictation here. If you want to put a new spin onto running dictation, use an online crossword puzzle creator and make a crossword puzzle of information from the story. You'll get double-whammy of reading out of the story because students read the story from Revista Literal (in the hall or wherever you have it posted) and then have to read the crossword clues at their "home base" in the classroom.
6. Chronological Order. Pull some sentences out of the story that can easily conform to a timeline and have the students predict the order of the story. Obviously, do not read the story with the students before this. If you want to do this as a group, show (tape to the board) 2 of the sentences and ask students which one is first in the story, then add another sentence and students decide the placement of the third sentence. Add another and continue; students can change the order as new sentences are added and the story order becomes clearer (or they think it becomes clearer).
7. Find It. Project the story, read it together with the students, then play Find It with flyswatters as explained here.
8. Mosaic Story(a). Do this before reading the stories with the students. Pull sentences from 3 different stories from Revista Literal and list the sentences on one paper in random order. Write a brief description of each of the stories (brief!-brief!-brief!) in English (don't mention any of the characters in the story by their name in the story), and the students' task is to determine which sentences go with which story.
9. Mosaic Story (b). Again, do not read the story with the students before completing this task. Pull sentences from several stories and have the students create a story using the sentences. You could tell students they can omit X number of sentences and/or you can tell students to add sentences to make the story flow. The Mosaic Story (b) activity will provide your novice high and intermediate students an opportunity to create with the language.
10. Go crazy! Students use any sentences from the entire monthly issue to create a short story. Limit the students to 10 sentences or whatever number works best for you. Come to think of it, THIS would be a good emergency sub plan to have available when you need it.
Obviously, since Revista Literal has stories, there are a boatload of possibilities.
Thank you Martina for making teaching a bit easier. ❤️
One of my least favorite tasks as a teacher is to write substitute plans. I can take the easy way out and have the students watch a movie. Movies have a variety of value: there are movies in the target language that students don't understand, movies in the target language with English subtitles, and movies that are in English but are culturally rich.
What other options are available? What will keep the CI flowing even when the substitute doesn't speak the language you teach?
Why not have a Spanish teacher in another part of the United States be your sub? Wait...What? Thanks to teachers that are recording themselves telling stories in the target language and making a concerted effort to keep the information comprehensible, language teachers now have another option for substitute plans. Use the videos of other language teachers telling stories that are on YouTube and Vimeo videos, and voila, that teacher can be your substitute for the day!
As more teachers are sharing their recordings online, I have been replacing old substitute plans with the new ones. Below are a few examples of how to write substitute lesson plans that will keep the CI flowing during your absence. The examples are of Spanish, but you can use the ideas for any language as long as you can find videos in your language.
1. Mike Peto! @mike_peto on Twitter
Have you seen Mike Peto's videos on Vimeo? If not, click HERE for his Vimeo account page for a list of his videos. In the videos he tells fables or stories that he wrote using high frequency words. He uses any tense that is needed to tell the story, but no worries - he is a genius at making it comprehensible and he uses his /or actions in the story. At times, he writes the Spanish word and its English translation on the board. Some of his videos he recorded during the actual lesson with students, so you can observe his comprehension checks with the students. There are other videos that Mike made without any students in class because he made them specifically for an absence this month.
The story I chose for my substitute plans on Monday (I will be attending my daughter's graduation to see her get her doctorate in physical therapy - yeah! - proud mom here) is "El cuervo tonto".
First, my sub will hand out a paper with questions (see page 1 of 2 below) so students can read the questions to give them a heads up on the specifics they need to listen for.
Then my sub will play the video and pause it when Mike instructs the students to sketch each part of the video. Students will answer the short questions during the story and complete the English translations as Mike explains them.
I need to add that I don't always have questions for the students to answer. Two weeks ago I was out and my students watched Mike's video "la señora" and their only task was to listen to the story because we were going to discuss it the following day. When I returned the next day, I drew the same sketches as Mike did and paused throughout to ask students questions about the characters and what happened. So...questions are not necessary, but for some students it helps to keep them focused on the story.
Click HERE if you would like to download the pdf of the questions for the "El cuervo tonto" story - 2 pages of questions/area to sketch and the answer sheets.
2. Pablo Román, @langdreamer on Twitter
Pablo is cranking out videos about Spanish festivals and holidays, legends, and most recently, interviews with other Spanish speakers at the rate of almost one a day. Click HERE for his YouTube channel and check out his blog, Dreaming Languages.
In the videos, Pablo is in the bottom corner and the rest of the screen he uses to sketch while he speaks to the listener. At times he inserts video clips to show a few seconds of an event that he is describing.
Below is a sample of how to add reading after viewing a video. This is based on his video "St. Jordi". I used this video on a day when I was NOT absent, but with the paper attached below, you could leave it as a sub plan.
1. Watch the video. I paused the video at the end where you can see all of the sketches, and the students and I discussed and retold the story. If this is your sub plan, skip the retell until the day you return.
2. Distribute the paper and students will match the sentences to the screenshots of the sketches.
3. Distribute the script below for the students to read.
The documents for this lesson are HERE.
(To be clear, these lessons were NOT planned in collaboration with anyone, but rather I saw the videos online and then created lessons from the online videos that I can use in class.)
3. Cameron Taylor @Profe_Taylor
Cameron is a Spanish teacher in Japan. His YouTube channel is HERE and his most recent (I think) video is "Habla demasiado". His technique is very similar to Mike Peto's, in that he tells a story and makes it comprehensible due to the vocabulary he chooses and the sketches. Please note that Cameron's purpose of making the videos was to share with others HOW he does "storytelling" with his students. It is was not shared with the intent to have other teachers use it for sub plans, but I quickly saw the possibilities in providing CI for a substitute plan with this, and other of his, videos.
I do not have a specific document created for the story "Habla demasiado", but my students will read the story script after watching the story.
Two variation on the story scripts (the written text)
a. Omit a few details of the story in the script on a document you create and replace it with lines. Then together as a class, you can fill in the missing information and write it on the lines on the document.
b. Ten Errors (or however many you choose). When you write the script, make 10 minor changes to the details. After the students have watched the video and after you have discussed it or acted it out, distribute the document with the 10 errors. The students' task is to find the erroneous information and replace it with the correct information. (i.e. - if the story said he had two dogs, change it to 3 dogs or to 2 cats.)
4. BookBox
BookBox is a website with children's stories in the target language with subtitles. It has many books for Spanish, as well as a few stories for other languages such as French, Italian, Urdu, and more. This website also provides PDFs for you to download.
I made a very basic story listening document with questions for my students to complete while listening and watching the story online. (The screenshot does not show the entire document. If you would like the document, click HERE.)
OPTION: Instead of having students answer questions, the students could listen to the story one time. As they listen/watch it the second time, have them sketch the story that you can use as a retell using a document camera later in the class or on another day.
These generous teachers, and the Bookbox website, are my new go-to lesson plans for substitute teachers. Feel free to download any of the documents that may be useful to you. They are available at no cost. HOWEVER, what I would like to ask in return, is if you like these options and create something to be used with a video similar to the story videos above, please share it with me. :-)
3. Bell-ringer. Project a story from Revista Literal and ask comprehension questions for students to answer. Last week I projected the story "EL LABORATORIO" and alongside where it was projected I wrote the following questions for my Spanish 1 students to answer in English.
