I discovered the story, “Miguel tiene que estudiar” (available on TPT) last year with my Spanish 1 students. They absolutely loved it. The raved about it for ever! As I read each slide to them, each fragment of the story was met with visceral reactions as this the main character prioritizes playing games over learning. Then, he disrespected his teacher, which garnered stares (some high-fives) because they know they could not talk like that to me! The story is cute, compelling and comprehensible, but most important it is relatable: a kid who does not like to study but rather play games. What a concept!
For context, I have Spanish I class three classes a week for 48 minutes (Spanish IV on the other days).
This year, since we have been online, I decided to reinstitute the story. I worried about reading it online because with the mute function, I would hear the spectrum of their reaction. But as always, I had a plan for that too! I ended up making this story into the week’s lesson, here is how I used it and it went beautifully. This resource was easily adapted to the online platform. Here is what I approached it:
This was a fun activity! You can get this story on Teacherspayteachers.com. It is by Spanishplans.
Other stories on the topic of school
Picture talk- this is a CI staple in the classroom and is just as versatile online.
For every mini-activity (such as picture talk), I assign questions. I normally single out 3-5 students (beforehand). I let them know that they are going to respond to the following questions about the picture projected on the screen:
¿Cómo se llama el estudiante?
¿Qué tiene que hacer el estudiante?
¿Cuál es el conflicto?
¿Qué juego le gusta jugar?
¿Qué juego te gusta jugar?
¿Lo juegas todos los días?
¿Qué es más importante, jugar o estudiar?
¿Cuántas horas al día se debe jugar los videojuegos?
I read the first 4 slides of the story and asked students questions. They then had to read the rest of the story and respond to these comprehension questions first. The next day, we did the Conversation Circle. I wanted them to understand the story and feel confident in responding, which is why I gave them the comprehension questions first.
The next class, we had conversation circle: I asked students these questions for the Conversation Circle. It went pretty smooth.
Comparison: Miguel y yo (this activity was the last question on the comprehension questions). Students compared themselves with Miguel. No surprise here, they all prefer playing video games to studying!
Over the past couple of years independent reading in the world language classroom, or Free Voluntary Reading (FVR), Free Choice Reading (FCR), Sustained Silent Reading (SSR), has become more prevalent as more teachers tap into the power of reading, and witness the fruitful results. Years ago, I learned the importance of Free Voluntary Reading from Mike Peto on his blog, My Generation of Polyglots. Mike made a compelling case for reading, in addition to providing teachers with tried-and-tested ideas and scaffolds. Likewise, Justin from Spanish plans is also a huge proponent of this acquisition-friendly practice. In addition to his stories that highlight targeted vocabulary, he has developed many strategies that keep his students focused. Justin has also influenced me a great deal in bringing FVR to my level 1 students in the first semester. I am so glad I followed his advice, and the fruits of his mentorship can be gleaned in this present post. You can listen to my interview about Free Voluntary Reading & Beyond on Inspired Proficiency Podcast by Ashley Uyaguari (Click here to listen to interview ).
Before we delve into Free Voluntary Reading activities that can GALVANIZE your class, I’d like to share the incredibly valuable benefits that this practice has afforded by students:
Differentiation & Personalized Learning
1. Free Voluntary Reading is both differentiated and personalized learning. Students get to choose books whose covers, topics, and/ or storylines interest them. They are also encouraged to choose books that are at their level, which is a segue to my next point: FVR is a confidence booster.
2. Reading time has been a huge confidence builder for my students. Most of my students who had been walking around with the “I am bad at Spanish” luggage, suddenly found a place in class. I saw their writing grow at the same rate as their confidence, and they really enjoyed the class.
3. Free Voluntary Reading also affords students to learn about different places, cultures, and the hardships of the people without direct instruction. My students learned about the effects of the hurricane María, from “La madre perfecta” by Rachel Emery. They learned about “La isla peligrosa” in Uruguay by John Sifert. They traveled to Argentina, and peered into the past with “Secretos” by Jennifer Degenhardt, while also learning about the plight of Transgender teens. They gained insights about aspects of Colombia culture & teen-friendly themes about relationships in “Papacito” by Craig Klein from Spanishcuentos.com and “Cómo salir de la zona de amigos” by A.C. Quintero.
Free Voluntary Reading Social: Making Reading Enjoyable
This year when I introduced Free Voluntary Reading into my level 1 class, I was reluctant to do so for the following reasons:
Had we done enough reading for them to be able to handle a novel? We had not read our first novel, which is usually, La clase de confesiones that ties into our School & Relationships unit, then followed by Agentes secretos, a book about Pablo Picasso’s masterpiece: Guernica. I felt that students needed to read both novels as a class first prior to “reading on their own.” Justin from Spanishplans.org was quick to point out my “logical fallacy.” He demanded I do it and do it fast. So I obliged.
How I Got Started
I ordered books from both established companies such as Fluency Matters, Teacher’s Discovery as well as really compelling reads by Indie Authors. Click here to see the list of compelling Indie books.
Once I got my library going for my level 1 students, we dove right into FVR! If you don’t have the budget to get novels, consider getting short stories from a variety of sources online. Many teachers have really affordable stories (self-included) in their TPT stores. I have included some of those links below:
Since my library is color-coded. I grabbed all the yellow-dotted books, that were conducive to level 1 in my class. I allowed students to browse the collection. Afterward, I did the following:
Students browsing the books
Explained to them that we were going to be reading their chosen book during our “sesíon literaria.”
I read the first two pages to them and then proceeded to ask questions. Since I had a lot of copies of “Brandon Brown Quiere Un Perro” by Carol Gabb, to give them an instant confidence boost (they understood everything). See Video below:
I had them read in pairs; both students choose the same books and sat down to read.
How did they read in pairs?
I tried to give students space and different options. I also wanted to make sure that the reading was not stale, and that they had a chance to really talk about what they had read. We read for a total of 30 minutes (we have 90 block-periods, and I interspersed this time with activities).
Activities while reading:
1. Take turns reading aloud to your partner.
2. The partner then summarizes in English what was read (thy implemented this comprehension-checking strategy one paragraph at a time). MY NEWEST STRATEGY IS HAVING THEM SHARE OUT IN CLASS. IT IS PRETTY SIMPLE. THEY READ FOR 6-8 MINUTES, THEN SHARE SOMETHING THAT HAPPENED IN THE STORY. MY RUBRIC IS A NO-BRAINER:
0- points for not sharing (students get multiple opportunities during class to share. They don’t have to share only during FVR)
1- point for sharing verbatim from the book
2- points for summarizing what you’ve read.
The sharing can be as simple as “Camden está en un avión y hay una explosión” – La isla más peligrosa by John Sifert.
4. Read for 10 additional minutes, and then tell the class about what you read (this was a whole class book talk).
During this time, I walked around the class and heard students making comments about the books:
“ I feel so smart, can’t believe I am reading in Spanish”
“I can literally understand everything”
“This book is crazy, they’re stuck on an island!”
After reading, we huddled up in a circle, and each person shared something from their book. I knew that the next time we did FVR, I wanted to ask students to share more, however, this first go was an exercise in getting their feet wet. When sharing as a class, I did notice that students were using new words they had just encountered in the book. One student talking about his book had told the class that “El padre muere.” I inquired further but did not think he was going to tell me the cause of death in Spanish, but he responded to my question saying, “El padre se muere de diabetes.” Another student commenting on a character in her book said: “Ella no tiene mucho dinero y no puede comer chocolate”, etc. I felt like my first FVR in level 1 was a resounding success!
Second Time Is A Charm!
The second time we did FVR, I taught them literary elements so they could talk about the characters, places, and general conflict/problem in the story. I have them do the same time as before:
They had 10 minutes to read, and then they did “read & discuss.”
The second 10 minutes they read and jotted down information to be shared in literature groups.
Students could be in groups of no more than 4 people. Each person had to share about their book:
El personaje más importante es…
el problema es…)
El lugar de la acción
El personaje secundario
We had actually practiced with our class novel, “El Jersey.” Check out the demo above. In the second part of the video, you will see the students actually asking each other questions.
After literature circles, we reconvene as a group, and students share out as a class.
Discussing books read for FVR could totally be a valid speaking assessment! However, I would not assess students the first few times, as they are getting to know the characters, and getting comfortable with the books. Once students have finished their novels, the teacher may wish to do a Conversation Circle, similar to the one we did in Spanish IV below. Or, this could be a time to read and talk. You decide! Now, let’s take a look at how my FVR looked this year in my upper-level courses!
A Unit Around Reading
Last year, was my first time implementing FVR in my Spanish IV classrooms. Because the class was small and very close-knit, I knew that I had to add some social components to the reading (this is where I got the idea for level 1). So, I broke up the reading into 4 segments:
Choose a book- this was a very social time. They’d compare books and acted almost like an outlet for the more fidgety students.
Sit in the hallway and read the book for 10 minutes- this was like going on a field trip. We have desks –parlimentary seating in our wing of the building so– so it was nice to change the scenery a bit.
Talk to a partner about the book
Read for 10-15 minutes/ share a passage from the book with another student.
I took a different path for my upper-level students with regards to FVR. Their language skills are more developed, they are more mature, and the discussion and writing are much deeper at the upper-level. I decided to make reading a book for FVR into a unit. In a nutshell, students chose a book, and they read it over 4-6 classes. I interspersed the readings with mini-discussions on the books (see packet questions), pop-up grammar lessons (imperfect subjunctive- connected to one of their questions). During each reading session, they respond to one of the questions.
My goals for implementing this unit were:
Introduce students to literature that was comprehensible and at their level
Develop a consistent habit of reading
Encourage students to use more complex structures of the target language
Be introduced to a variety of culture/teen perspectives
Discuss stories using proper literary elements
This unit would be a precursor to our next few units as they delve into our upcoming film unit.
Here is how I planned the unit:
I pre-determined the vocabulary words they’d need in order to discuss books/movies (plot, characters, twists, types of conflicts, etc).
These words were taught both explicitly & implicitly as most of them are cognates.
I provided them with a Quizlet list of the vocabulary words in Spanish and English. You can click on the list here: Quizlet vocabulary
I created this detailed reading log that was integrated into all further lessons. The reading log has six sections. Each section corresponded to an aspect of the book, each built on each other in terms of complexity. Click here for the Word Version.
I choose an interesting book to read to the class to kick off our session, and then read that one chapter as the opening act. Last year it was, “Superburguesas” by Mike Peto, and they loved it. This year, I read “El armario” by A.C. Quintero, mainly because the sequel, “Las sombras,” was on the horizon and we’d go right into that! See sample schedule below:
Day 1: Pick Out Your Book
Read the chosen book to students. I have them listen and then summarize what they heard at the end with a partner.
Allow time book browse. I placed books on my whiteboard ledge and new book rack. I gave them 10 minutes to look around, find a book, and then sit down with their packets.
Write the title of the book and author.
The first activity on the packet is to discuss the front cover of the book. The wrote why the choose the book, what caught their attention
Optional: Students can share with others why they choose to book and make predictions
Read the first chapter of the book.
Day 2: Associating Literary Vocabulary
Review Quizlet set for 15 minutes
Mi Media Naranja Activity (doc will be linked). This is a vocabulary activity that I developed to help students think about the words, collaborate on co-constructing a definition, and matching words.
Read for approximately 15-20 minutes
Complete the first question on the reading log (Describe the first few scenes of the book/exposition)
Day 3: Read, Draw & Discuss
Campanada: Choose one character from your book and discuss with a partner.
Read for 15-20 minutes
Draw what happens in the first few scenes of the book
Share in groups of 4
Conversation Circle: Questions about setting & characters (emergent personality traits).
Day 4: Reading & Chat Stations
Station 1: Read through the uses of the past subjunctive (presentation online), and take notes. Complete “Subjunctive” activity sheet as for practice. Click here for the teacher’s author’s resources from TPT:
Station 2: Read selected novels for 10 minutes, responding to any pertinent questions
Stations 3: Work on “Imperfect Subjunctive Forms”: Click here for the Teacher author’s resource:
Station 4: Unit vocabulary- a matching game
Station 5: Read book for 5 minutes, share for five minutes in a group
Station 6: Aunque Tu no Sepas
Day 5: Character Analysis
Read for 20-25 minutes and write about the point of view, narrative style, main characters (dynamic/flat), and how they propel the narrative forward.
Exit slip: Describe your character, and what hurdles they have to overcome.
Day 6: Developing A Creative Hook For Writing
Read & finish the packet. Respond to questions about the conclusion and what you would have done if presented with the same situation as your characters.
Class lesson: How to develop a creative hook.
Write hooks, share with classmates. Think about: How can I make this more engaging?
Mock conversation circle
Day 7: Book Report: I did not allow students to use notes.
I had the privilege of speaking to yet another CI author, who is flipping the script in Spanish and in French! Theresa Marrama is a French CI teacher, who has been working with authors such as Jennifer Degenhardt and A.C. Quintero on adapting their books from Spanish to French. What I did not know, is that Terri had some compelling stories herself! She debuted her first novel last year, Une obsession dangereuse, available at fluencymatters.com. Her debut novel was the first, but not the last we’ve heard from her. Her quill has not gone dry; this year has seen a record number of books from Terri in both Spanish, and French. And, watch out German teachers, she is also coming for your classroom library as well! Check out her author’s page here, to see for yourself.
Who is Theresa Marrama?
Theresa Marrama is a dynamic French teacher who has been in the trenches for more than 11 years. She has been holding down the fort, teaching French in Northern New York. Her students span from levels 1 to 4, from grades 7 to 11. Three years ago, Terri took another bold step in her teaching career (teaching is the first!), she joined the Comprehensible Input (CI) corps of teachers; she’s a been a fierce advocate of the approach. This year, she went from practitioner to literary contributor, as you will see as your read on!
Reading As The Cornerstone
Like most CI teachers, her favorite teacher-input activities are movie talk and picture talk, however, the cornerstone of her curriculum is reading. She places great emphasis on reading with her classes and allowing time for students to soak up this practice and regularly explore her Free Voluntary Reading Library (FVR). Well, now we have the opportunity to have her books in our library as well!
What Is FVR?
Note: FVR , for those of your hearing this term for the first time, a classroom library comprised of chapters books that are written at the students’ level. These book present a host of topics, and storylines yet told with very limited unique vocabulary that allows for reading comprehension, a low cognitive load, and can greatly facilitate language acquisition. You can visit Mike Peto’s blogs for more information FVR. He also wrote a book on Pleasure Reading! You can see a picture of my FVR library below if you are unfamiliar with this concept. Also, check out the twitter accounts of teachers such as @lovemysummers, @karajacobs, @janina_hanson to see how they structure their classroom libraries.
Theresa started writing CI novels about three years ago. She had begun to use more comprehension- based readers in her classes, and immediately witnessed the impact they had on her students’ language acquisition. She wanted to contribute more readers to her own classroom library, as there were not as many readers in French. So, she picked up a pen. Theresa confessed that she loves writing about mysteries, culture, and heartfelt stories that everyone can relate to ( we definitely have that in common! I am a mystery girl myself)! Because of Theresa’s penchant to flip the script and contribute to the growing body of comprehensible literature, we can now line our libraries with new, compelling mysteries, in French, Spanish, and German. Let’s take a look at what Theresa has to offer, and why YOU DON’T WANT YOUR KIDS TO MISS OUT!
Theresa has authored the following books: Une obsession dangereuse – Françoise’s obsession with alligators is a bit concerning, but when she plans a face-to-face encounter, it becomes downright dangerous. As she and her friend Monique secretly venture out into the bayou for an alligator encounter, they discover that both alligators and the bayou are much safer when viewed on TV ! Françoise finds herself in a life-or-death situation, and her only hope for survival rests on the wits of a 13- year-old girl.
Une disparition mystèrieuse – It has been a week since Alice’s best friend Dominique disappeared. Since that day, Alice’s world has turned upside down, and her life has begun to spiral out of control. Will Alice see her best friend again? Did Alice pay enough attention to the details leading up to her friend’s disappearance? Will an old Louisiana legend come to life? Will she discover a far greater mystery that has haunted the marshes of Louisiana for years? REVIEW OF BOOK :
***Also available in Spanish*** Una desaparición misteriosa-It has been a week since Ana’s best friend Daniela disappeared. Since that day, Ana’s world has turned upside down, and her life has begun to spiral out of control. Will Ana see her best friend again? Did Ana pay enough attention to the details leading up to her friend’s disappearance? Will an old Peruvian legend come to life? Will she discover a far greater mystery that has haunted the children of Peru for years?
Review of the book:
L’île au trésor: Première partie: La malédiction de l’île Oak –
Daniel is a typical teenager who just wants to spend his summer vacation with his friends. Unfortunately, he must spend another summer in Canada, where his father works. Will his summer be as boring as the last, or will he manage to make the most of it in the absence of his friends? Will he find adventure and excitement in the long days ahead?
Review of Book :
La ofrenda de Sofía-It has been nearly a year since her grandfather has passed away. Sofía is not coping very well with his death or her recent move to Mexico. The Day of the Dead celebration is approaching and Sofía’s mom is persistent in her efforts to get her to participate. Will Sofía learn things about her grandfather that she didn’t know? Will she learn the true meaning of the Day of the Dead celebration?
Review of book:It’s full of suspense and heart. Ooooh! It’s a page turner!! Pick it up for your classroom libraries!!
Léo et Anton –
Anton is different – a mouse that isn’t afraid of cats who lives in the Parc du Bois-Beckett forest in Quebec, Canada with his mom and dad. But, Anton is not happy. He doesn’t have any friends, and he is not allowed to explore the forest alone as his father fears he will get attacked by a cat. Will Anton venture alone into the forest against his father’s will? Will Anton ever be able to make any friends? Will Anton’s courage get him into trouble? Sometimes it is our differences that not only set us apart from others but make us exactly the same.
Luis y Antonio –
Antonio is different – a mouse that isn’t afraid of cats who lives in the Arrayes forest in Argentina with his mom and dad. But, Antonio is not happy. He doesn’t have any friends, and he is not allowed to explore the forest alone as his father fears he will get attacked by a cat. Will Antonio venture alone into the forest against his father’s will? Will Antonio ever be able to make any friends? Will Antonio’s courage get him into trouble? Sometimes it is our differences that not only set us apart from others but make us exactly the same. Review of the book:
This story (Léo et Anton) will soon be available in German as well. Theresa has 2 more stories in the works! Please stay tuned 🙂 You can find all of her books and audio book CD’s for her books at her website : www.compellinglanguagecorner.com
Theresa Marrama’s book are becoming a staple for teachers looking for compelling comprehensible literature. I have several of her books, and will be adding more to my classroom library. If you want to find out more about Theresa, check out her website and her Amazon’s author’s page.
The world of reading in the target language just got bigger, adding more intriguing layers with the new novel, Caras Vemos, from Theresa Jensen. Over the summer, we saw a record number of teachers, picking up the pen with the goal of enriching our literary experiences, and upping the acquisition factor. Some of the books featured this summer were La última prueba by Jennifer Degenhardt, La ofrenda de Sofía by Theresa Marrama, Alice, La liste by Cecile Laine, and El mensaje by A.C. Quintero. Jensen added to this working body of student-friendly literature with the highly anticipated, Caras vemos (corazones no sabemos). In this post, you will get to know Theresa, what compels her to write, and why you should get her new book! Best of all, she has just published a teacher’s manual, so if you are thinking about this book for a classroom novel, go for it! She’s got you covered!
This summer, I had the opportunity to speak withTheresa, and I learned that she is very letrada! She has been teaching for a total of 20 years! She currently teaches Spanish level 3. Her knowledge of curriculum spans the gamut, as she teaches in both the AP and IB programs. Adding to the mix of thematic and skill-based learning, she is celebrating her 10th year as a TPRS practitioner. The these experiences have enriched her grasp on language acquisition, and guided her on her first CI reader: Caras Vemos. See the transcript of our conversation below:
A.C: What is your favorite aspect of teaching with CI/TPRS? What changes have you seen when you started experimenting with this approach?
TJ: My relationship with my students is different than it ever has been, as the focus is on them. I feel like before I was more of a taskmaster, more focused on the curriculum. Now I am 100% about helping each individual student achieve his/her potential. I always wanted that, but the different methods brought about by CI-based instruction have helped me connect more with students and reach even my less invested students. My absolute favorite part about CI is the sheer JOY it brings to my classroom.
A.C: Do you have a favorite CI/TPRS resource?
TJ: Currently Señor Wooly is just about my favorite discovery.
A.C. Free Voluntary Reading has really taken off these last few years. I remember learning about it from Mike Peto, and although I was an author, at that point, I had only read some novels, both mine and others with my students and some short stories. I had not started with FVR reading. Once I did, I was amazed! What role has FVR reading have in your curriculum?
TJ: Last year I began a FVR program with my students. I was very concerned they would just pretend to read, but the research was so convincing, I had to try. I did everything I could to fund it. I wrote little books, printed free books online, and bought them with my own money. We did it once a week, and at first it was a little tough for some of my students. They had never read by themselves before. As the year went on, through observation and Google form surveys, I saw that their interest and confidence increased. They were so proud they were reading books all by themselves! They actually looked forward to reading! Then, I brought up the idea for Sociedad Honoraria Hispánica, which I sponsor, to provide a mobile FVR library for our department (9 Spanish teachers). From the start, my colleagues began doing FVR with their classes for the first time, and their students loved it! The library is continually growing, and this year I have a mini library so we can do FVR more than once a week! It has been transformative!
A.C: That is so exciting!!!! Speaking of FVR, let’s talk about your new book, which I love by the way! I actually studied in Cuernavaca, and found the city and people to be very inviting. I love the compelling storyline, and the way the culture has been interwoven throughout the book. The artwork is so supportive of the story, which I love.
TJ: The title is “Caras vemos,” which is short for “Caras vemos, pero corazones no sabemos (or “faces we see, but hearts we don’t know)” explores the idea is that people are sometimes just not as they seem.
Synopsis: A girl wakes up in a park beaten and disoriented with no memory of who or where she is. Every face is unfamiliar, and all have a different story to tell. Who is the mysterious man? What happened to him? The more she learns, the less she knows what to believe or who to trust. The novel is set in beautiful Cuernavaca, known as the “city of eternal spring.” Cuernavaca is the capital of the state of Morelos, Mexico, just south of Mexico City. All of the places and businesses in this book are real. Experience everyday Mexican culture as the search for truth leads you around the city. Join her in a harrowing adventure to discover the secret of her past, and learn the meaning of “caras vemos, pero corazones no sabemos.”
A.C: That is intense! Love it! For those teachers who will consider this amazing story as a class novel, what details could you give us to help them decide?
TJ: This book is intended for novice high to Intermediate level Spanish students, so level 2-3. Word count is just under 8,000. There is a comprehensive glossary, as well as some small culture lessons, both integrated and in boxes on the side, throughout. Teachers can get the book in paperback on on kindle!
TJ: I have a very strong connection with Cuernavaca, Mexico, the setting of the story. I have been to all the places in the story multiple times and am in love with the city. I have been happy, stressed, sad, annoyed, lost, scared, excited, enamored, in wonder, and I believe the characters experience all of these emotions too!
A.C: I have to ask, what motivated you to start writing?
TJ: I’ve always written stories for my students, but never thought about publishing before. Inspiration just struck the end of June! A while back, I began learning Italian off and on just in free time, and after a year of reading when my students did FVR, I thought hmmmm I should practice what I preach! I then bought my first intermediate novel in Italian, “Il segretto di Julia.” I began reading and liked how mysterious it was. It was a first person perspective and only told you enough to intrigue you, but not enough to really know what was going on. I only read one chapter before I put it down to flesh out an idea I had for my own story. I later read the rest of it and I highly recommend it! My book is actually nothing like it, but it inspired a book I am very proud of! Two of my students contacted me about something else and I said hey, want to read a book I wrote? They did and loved it! my favorite message that one (Grant) sent was this:
Shook” lol! I love it! He also wrote the following:
A.C: I love to get messages like this! They really affirm what we’re doing as teachers and writers.
Teachers, thank your for checking out this post and reading about Caras vemos, the debut title from Theresa Jensen. Please check out this book, and don’t just take my word for it, look at the reviews! Also, Theresa’s daughter designed the cover and interior art. I don’t know about you guys, but I can’t wait for another book by Theresa.
If you want to learn more about Free Voluntary Reading, check out these podcasts and websites below!
Confesionistas, this animated book trailer/ Movie Talk has been in the works for a very long time, and I am so excited to be finally launching it! I actually started this project one year ago, and have been so busy with so many other worthy projects (such as publishing El mensaje, and working to teaching materials for Las apariencias engañan, El armario, Las sombras, etc), that I had to put this on the back burner! However, this summer, like many of you all, I was able to settle down, and bring this beautiful project to a close (well, open it for you!). This new resource can be used by ANYONE!. If you have been using La clase de confesiones series with your level 1 or two, this will be a perfect addition! If you are not familiar with the series, but are INTRIGADO BY the animated book trailer, you can use it as a Movie Talk as all the supporting materials are directly related to the video.
What is the animated book trailer about?
This animated book trailer is an introduction to the novel,”La clase de confesiones.” It sets up the major events, that are central to the storyline. For example, we see Carlos going to school, talking to señor Martín, not having his homework (too busying thinking about Jessica) and realizing that he is head over heels for Jessica (spoiler alert, if you haven’t read the book). The narration ( done by Diego Cuadro) is well-paced. Additionally, you gave access a plethora of activities to help bring this resource to life in your classroom. These resources will provide students ample practice with commonly used structures, school vocabulary, and clothing It is also wildly entertaining!.
OMG, I am starting La clase de confesiones tomorrow, how do I get this resource?
¡Tú tranquil@! There are two ways of accessing the video and all the accompanying materials.
The animated book trailer/movie talk can be used as an introduction to the novel along with the following activities in the manual: Dos confesiones y una mentira, Confesiones. Teachers can use the new character descriptions activities post video as they will help to contextualize the characters a bit more. Or it can be used as a standalone activity. Let’s say that you haven’t even heard of this novel, but the video mola , well, you could simply use it in class as the materials are solely based on the video, and do not make a reference to the book. The 14 additional materials include another cute story about the main character.
Check it out!
Let’s Take A Look
There are 14 activities total. You can click here to read the list of descriptions and to download the preview for on TeachersPayTeachers. The activities range from circling questions, matching activities, pictures/descriptions activity and a new short story: La casa de confesiones. There is also an informational article about wearing uniformes in school in Latin America.
Are you new to the world of “Los confesionistas?” Check out the synopsis below!
Carlos hates Spanish class with a passion but finds the will to survive when he lays eyes on Jessica. She is the reason he “tolerates” his boring class. However, his secret crush is compromised when his teacher decides to “shake things up a bit” in class. A simple writing assignment turns out to be a lethal injection to his social life and by extension his chances with Jessica. First, his nosy teacher tries to “set him up with Jessica,” this plan immediately backfires. Then, the unthinkable happens and Carlos is stunned. This turns into one of the most embarrassing moments in his life. But all is not lost. If Carlos plays his cards right, he could have a winning hand. Carlos invites you to come along on this adventure into “La clase de confesiones” where…”todos tienen una confesión,” even the teacher!
Carlos is having a bad day, and it’s about to get worse. He leaves Spanish class utterly embarrassed. He had no idea that the teacher was going to partner him up with Jessica, the girl he actually writes about in his class essay. Adding insult to injury, the teacher reads his essay in front of the class, even the mean-spirited things he wrote about his teacher. After running into a few more problems in math class, he is faced with the big showdown in the lunchroom. Now, Carlos is between *”la espada y la pared.” However, a short story in Spanish class may hold the key to all of his problems, and may ultimately lead to his biggest confession of all. Find out in part 2!
Where can I get the book? Well, I’m glad you asked!
I am happy to announce the newest addition to the A.C. Quintero collection of novels: El mensaje. The novel delves into issues related to teen life, especially their obsession with their phones, and penchant to believe everything they see. This novel is perfect for FVR or a thematic unit with a relationship/technology focus. In addition to an engaging storyline, students can look forward to the following:
-Present tense with a spattering of past tense phrases (Novice High/Low Intermediate range)
-Spanish-speaking countries and capitals (relevant to the storyline)
– Vocabulary related to geography, technology, relationships & family
-A little bit of poetry from our overly dramatic protagonist
Synopsis (see preview below)
Adán’s life is turned upside down when he gets an unexpected and heart-wrenching text message from a friend. It is a text about his beloved girlfriend, and it’s not pretty. At first, Adán does not think much of the text, as he knows students love to spread rumors and gossip. He would rather focus on his upcoming test on the capitals of Spanish-speaking countries than indulge in petty high school drama. But as he considers the last few days talking to Fiona, a startling picture starts to emerge. Why has she been incredibly secretive and avoiding him like the plague? Adán tries to keep his cool. So, instead of going into full panic mode, he hatches a plan. He may be risking everything to uncover the truth, but he knows that the truth will set him free. Will it be worth it?