Zines: ¿Por Qué Aprender Idiomas?

I haven't kept up with blogging this year. Even though my schedule is a lot more reasonable (I'm only teaching 5th-8th!) somehow there still isn't time for much other than just teaching. However, we just began our 2 week holiday break, and before jetting off to the Midwest I took some time today to gather some student zines to donate to a local zine library. That was a reminder of a project I've been meaning to share here - our zine project in September!

Proyecto: Mi Lotería Personal

We just started a project in 6th grade that has already been a lot of fun, using La Lotería Mexicana. I already knew I wanted to use it as a way to reinforce articles and the gender of nouns in a fun and hands on way, but while muddling through the PBL project design process and trying to connect that to the expensive curriculum that was just bought for me this year I realized this could be a good way to wrap up some of the curriculum objectives from Avancemos 1 into a project - specifically, Unit 1 objectives from Avancemos 1. After beginning this project, I already know I need to connect Lotería to more lessons and projects. It's been great to see the student engagement, from both my native speakers and others who have played this game with their families. (Here in San Diego, there's even a local brewery that has Lotería nights instead of Bingo nights.)

Here's our project so far. You can also see my project overview here: tiny.cc/proyecto-loteria-6

1. We played La Lotería in class using this bilingual student version: Bilingual Bingo / Lotería Bilingue. It's nice for my mixed level class because we can read the rhyme out loud, and anyone who can understand it (usually my native speakers) can call out the word in Spanish. (¡La luna! ¡El sol!)
   
   
   
   
   
2. We looked at a selection of creative Lotería sets in class to glean examples of different types of words. Most of my students were sorting nouns by gender and by type of word (person, animal, etc.) but my native speakers were categorizing words by their stressed syllables. (We've been looking at sílabas tónicas in order to help with correct accents. It's the first time this year I've heard these kids whining that the work is too hard, so I think I've finally manged to find a task at their level!) Here are the Loterías we looked at - albeit selectively. Your use of these Loterías may depend on how comfortable you and your students are with the human body, alcohol use, and racial commentary.)
   
   
1. A traditional set of Don Clemente Lotería cards from a local Mexican supermarket
2. Lotería Clemente Jacques, 1930s (México)
3. Lotería Clemente Jacques, 1960s  (México)
4. Lotería de Posada (Arte de José Guadalupe Posada, 1852-1913) 
5. Lotería Moderna de Teresa Villegas (This project was a great excuse to buy her gorgeous Loteria book.)
6. Lotería los Compadres (Moderno de México)
7. Lotería 50 nombres para la muerte (Erik de Luna, México)
8. Lotería Huasteca (Art of the Huastec people, Alec Dempster & Arturo Castillo Tristan)
9. Lotería Star Wars (Chepo Peña)
10. Lotería de Fotografías de México (Jill Hartley)
3. We'll also be reading this book, which is a sweet bilingual story. I would start the project with this book normally, but I ordered it right after beginning the project.



4. We will be creating our own Lotería cards that share something about ourselves. Students will choose objects that represent something about themselves, and the "hints" on the back will be sentences about themselves, using the language skills we have been practicing. I've created some examples, like this card that features a baby teacher with her baby cat.

I can't wait to see what my students come up with! 

(Disclaimer: Links to Amazon products are provided via Amazon's Associates program. I receive some money if you end up buying these products through the ads on this page. I'm grateful for this opportunity through Amazon, but also through their Prime shipping which allowed me to come up with this project and pretty immediately get the books and games I needed  to start it right away with my students!)

Caprichos Modernos: A cross-curricular Spanish project

One of my resolutions this year was to be more intentional about work/life balance. (Spoiler alert: I resolve this every year.) Starting in January I began using the Tracking Time app to start tracking how much time I was spending on various tasks outside of actual teaching - lesson planning, after school meetings, parent and student emails, grading, updating our gradebook, updating our school website, interpreting IEPs, etc. I don't think I've necessarily spent any less time on school, but I've been able to see where my time is going. (I love getting nerdy with data, so the ability to sort and track data actually acts as a motivator to get things done. This is the only way I convince myself to exercise, too.)

With that said, I could tell you exactly what I've been doing other than updating this blog, and it's mostly been project planning. At my school we've been digging into Project Based Learning pretty intensively during our professional learning time. I already shared my quick translation project that I did with 7th and 8th grade. Recently we've just started another bigger project that I'm pretty excited about. It's a cross curricular advertising project that 7th grade students will be working on in English, History, Spanish, and Math classes (with a heavy dose of Art thrown in as well.) After examining and analyzing messages in Spanish and English advertising campaigns, students are working in marketing teams to create publicity about something they want to change in their community or society. In Spanish class, we are also examining messages expressed through art, with examples ranging from Goya's Caprichos criticizing the corruption and chaos of Spain in the late 1700's to a Tumblr created much more recently questioning the suspicious disappearance of 43 Mexican students in 2014. We'll have a public exhibition for parents and community members at the end of this month. I've already had so much fun looking at ads and art with my students, and can't wait to see what they come up with.

Since I've spent approximately 40 hours to date planning this project (thanks, nerdy app!) I wanted to share it with as many people as possible. I'm gradually adding more links and resources and tweaking the rubric as I go along, but this is where I'm at currently.

Please feel free to use any of this in your own classes! Since this is a new project, I would appreciate any feedback you can give. I've got two other big projects either in progress or about to start (in 8th and 6th grade) so maybe I can share those soon, too.

Proyecto: Caprichos Modernos (7º)

• Project Overview: tiny.cc/caprichos-modernos
• Rubric

Paso 1: Anuncios en español



Paso 2: Mensajes por el arte



Paso 3 y 4: Mi Capricho 
This is my first time doing this particular project, but in during student teaching I used Goya in a cross-curricular unit where students also created their own modern versions. Here are some of those student Caprichos which I'll be showing as examples:

A quick translation project and a long reflection

At my school we've been working hard on Project Based Learning (PBL) and how to implement it effectively in our school. There are plenty of school-wide challenges, like constructing quality projects within the constraints of fairly traditional schedules and staffing, and a national educational climate that still requires focus on specific national standards measured by high-stakes tests.

As a language teacher, I've been struggling with PBL and how that fits with what I know about developing language proficiency. Within the constraints of my schedule (two 40-60 periods per week, depending on grade level) I feel like I constantly have to choose my focus:

• Teaching entirely in the target language or creating student-driven, inquiry-based lessons
• Project based learning vs. language immersion
• Creating decent lessons for 6 different grade levels vs. creating a few great lessons

I know I'll get better at this with time, and it helps to be collaborating on PBL with others. I think for now I need to accept slow progress - which is hard for me. I've been averaging 60 hours per week just inside the school building (plus more at home) just planning and grading work that I know is subpar, from a language proficiency perspective. Compromising professional work quality for any kind of work-life balance is nothing new, but I do feel fortunate that I work with administrators who understand our constraints (rather than just creating more) and who are willing to give teachers space to grow within those constraints - there are definitely places where that is not the case. 

All of that to say: I've been thinking a lot about meaningful projects, and getting discouraged because they seem beyond my grasp.

However, one quick project I did with 7th and 8th grade this month was a bright spot... especially because it was the product of a spark of an idea while driving home one night and a few frantic hours of preparations in order to start the next morning!

This year some parents and staff at my school collaborated with a local charitable organization to collect donations of socks and toiletries for those in need in our community. Ideal projects address a real need in the community - which is tricky when it comes to unit planning, since sometimes real community needs don't fit into curriculum maps. I figured that an opportunity to create something real world and authentic was more worthwhile than spending our last class periods wrapping up weather review and holiday-related cultural lessons. So I threw together a translation project that could fit into two class periods. I'm pretty happy with the results - more so than some projects that have taken far more planning and class time.

This is what we did, how I would change this for the future, and maybe even some ideas for you.

Middle school Spanish grades: Big picture musings and small scale plans

It's August! Not only that... it's the end of August! Teacher week starts tomorrow. I meant to post more during the summer. I have been doing a lot of planning and reflection this summer, but none of that translated into blogging. We've also been moving into our brand new building, which is very exciting (and very time-consuming!)

I've been meeting with the middle school team this summer to plan for the year. We have several new teachers on the team, a brand new building, and a lot of new changes to plan for. We've been talking about grades, and I've been trying to figure out how to align our school-wide policies with my Spanish class policies.

My big-picture grading philosophy can be narrowed down to the following:

Grades should show students, teachers, and parents what students have learned and what they need help on.

That's it! Despite our educational system today which is very focused on numbers and scores, I don't believe students should be narrowed down to static numbers. My teaching shouldn't be narrowed down to numbers. And yet so much of my time is spent on numbers. During those marathons of final grades, I lose myself as a teacher and even as a human, and become GradeBot - typing numbers into little boxes. I want to make sure those numbers are at least meaningful.

GradeBot is usually fueled by coffee. So much coffee.

Here are a few of the big-picture grading questions I've been asking myself:

• How can I make sure my grades allow for and show growth across all language levels in my classes? My classes include a wide range of students - bilingual students who are also biliterate, native speakers with little exposure to the written word, students from immersion schools, students who I had last year, students who are brand new to Spanish, students who are pulled from half or all of my classes due to IEPs, and everything in between. I want my students to grow from wherever they are at, and I want my grades to reflect that. 
• How can I make sure my grades reflect what students know and can do in Spanish, not just completion and effort? Participation, effort, and work completion are all very important in language learning. I think it's important that students are rewarded for hard work. However, when students earn points based just on whether they've attempted, it doesn't give anyone (teachers, students, or parents) a very clear idea of exactly what skills they have mastered. Last year I was doing a lot of research and thinking about Standards Based Grading. I think it's important for grades to show what students can do in Spanish, and SBG seems like a logical way to do that. I also would love to see a shift away from letter grades and percentages to grades that show how well students have mastered specific objectives. (Our elementary grades use the Common Core 1-4 grading scale, for instance.) However, as a team we aren't quite ready to make that jump, at least not this year among all the other big-picture changes that are happening. So in middle school, we'll be using a more traditional point system again.
• How do I make sure assignments are meaningful and not just empty points? Homework in particular is tricky in this sense. I want students to practice outside the classroom, but it's hard to regulate that. If homework or classwork is not meaningful, only the students motivated by those points will do it - and might not be learning much from it anyway.
• How can I make sure grades are easily understand by both students and parents? At the end of last school year a disappointed parent was unhappy that her daughter did not get perfect grades in Spanish. She commented that she thought I must be giving the good grades to "all the Hispanic kids." I'm trying to use my gut-punch feeling as impetus - I want to have a very clear vision and justification for my grading system, that I can share with parents and students. (In reality, as a general group my native speakers had a wildly varying range of grades.)
• How do I best use my grading time? I'll be teaching eleven different classes this year, across grades 3 through 8. We've increased Spanish time in all grades - which is wonderful! - but that means that my schedule is pretty packed. I need to use my grading time wisely. I don't need to grade every single thing my students do. How do I plan out exactly what I will be grading in a smart way that lets us all (teacher, parents, students) know what students can do?
• How do I teach from a textbook in a meaningful way? This is a little bigger than just a grading question. This year is the first year I will be teaching with a textbook in middle school. We just got Avancemos (Level 1) for middle schoolers. I'm excited about the structure and resources it offers - after seven years of making everything from scratch, from curriculum maps to daily lessons to assessments, K-12! However, I want to use the textbook as a tool, not as a crutch.

As I've been pondering these things, I've had some great insight from other language teachers:

• Creative Language Class - How many grades?
• Musicuentos - Meaningful homework incorporating student choice

So how is this going to play out this year?

In middle school, we've agreed on three weighted grade categories:

• Homework/Classwork (30%)
• Assessments (20%)
• Projects (50%)

For me, this is what that will look like in my middle school grade book:

• Homework/Classwork: Participation is so important in a language class - and a tricky thing to keep track of! This year I'm trying to focus my participation grades in two ways:
• Objective Stamp sheet: For each unit I'll have a stamp sheet (again, thanks to the Creative Language Class.) Here's the one I've created for Lección Preliminar in Avancemos. I'll collect it at the end of the unit - I'm not sure yet how long that will take, since the curriculum is new to me.
• Weekly Homework: Inspired by the choice-driven homework at Musicuentos, students will choose from list of options for homework. Here's what that list of options looks like currently.  Edit: Here's how our homework has evolved!
• Assessments: I like that Avancemos has a variety of differentiated assessments for their units. I'm not sure how many of these I'll actually have - I'm still waiting on the curriculum materials. I like that this is only 20% of the grade - I prefer to see what students can do through projects, but it's nice to be able to hone in on specific skills too. This is a good category for students and parents to see a breakdown of specific skills.
• Projects:We are a project based school, though this is definitely an area of growth, especially in middle school. We are still trying to figure out how to create meaningful cross-curricular projects, and I think we'll be spending a lot of our professional development time on this. (We have half days every Wednesday to leave PD time in the afternoon.) I have ideas that I'm excited about, but I'm not sure how much planning time I'll get with other teachers this year. Within middle school Spanish classes, however, I will have a variety of projects. Because this is 50% of their grade, a lot of things will fit under this umbrella:
• Planning activities
• Project check ins (to check student progress throughout the project)
• Final project grades (with a rubric connecting the project to our objectives)
• Presentations
• Reflections

Now... how to put this into a syllabus in a condensed way...