In my Spanish 1 and 2 classes, I always start the day with a bellringer that I call my ‘principio’. I like to use bellringers for a variety of reasons: we only have 2 minute passing periods, so students don’t really have time to get a drink or use the bathroom. It helps students get started right away with something to do in Spanish. It gives me time to wrangle the absentee slips, attendance, and all that other day-to-day stuff we have to manage before we can get to the teaching parts of our days. They have evolved over the years – last year, they mostly took the form of a few PQA questions to get our day started. They were great for that purpose, but doing them 5 days a week was kinda blah.
Enter Allison Wienhold, who uses música miércoles and baile viernes in her classroom. I won’t give you the full explanation here, as she’s already done a wonderful job. (And if you don’t read her blog already, you should.) I incorporated these into my principios this week, and here’s how things went:
Spanish 1 música: Tengo Tu Love by Sie7e. Spanish 2 música: Celebra la Vida by Emir Sensini. Spanish 3 música (even though they don’t do a principio, I wanted to do a song that day for funsies): Pura Vida by Don Omar. AP Spanish, ironically, ended up studying some precolombian music as we prepped for our unit on precolombian cultures, so it was a very musical day in my classroom.
I picked Tengo Tu Love for my Spanish 1s since it’s the first week and Tengo Tu Love has a lot of references to brand names in English, and the chorus is Spanglish. As I am remembering very quickly, it is also REALLY important to have students to have a task to complete while listening to the song. If you just say ‘listen to the song’… they will not. But if they have a task to do, then they have to listen to the song in order to accurately complete the task. So I had them count how many times they heard the word ‘amor’. Amor is a high frequency noun, especially in songs, so it was worth the repetitions. I think the students enjoyed the song (the freshmen are still giving me a honeymoon period so it’s hard to read their mood) and I am really digging Tengo Tu Love and Sie7e’s songs in general – I can’t believe this is the first year I’ve used it!
I chose Celebra la Vida by Emir Sensini because he is the Justo Lamas Group‘s new singer, and we will be attending one of his concerts in October. Last year, I found out about the concert about 3 weeks before the show and tried to cram 5 or 6 songs into 2 week’s worth of lessons. Bad idea – kids like music, but they don’t want to do it every single day in the exact same way. (Mediocre teaching on my part.) This year, I wanted to get an earlier start so that they can enjoy the concert more. The song starts off a little slow but then picks up – the chorus is really catchy. I had students decode the chorus and we talked a little bit about what it means to celebrate life. I then used the song as a lead-in to a couple of days learning about quinceañeras. (I used Martina Bex’s awesome plans/level 2 reading for this – she includes an activity for the students to do while completing the reading which I chose not to have my students do… bad idea. That’s when I remembered that they ALWAYS need to have a task, as mentioned above. It was a rough day.)
For the Spanish 3s, we did Pura Vida because I like the song and the chorus is very easy to understand. I copied the lyrics and deleted words/phrases that were familiar to my students (baila, todo el momento, la vida, etc.) and the entire chorus. Then we filled them back in as we listened. I think it’s important when doing these kinds of activities to only delete words students have already acquired – unless they’re native speakers, trying to get their ears to hear the correct sounds if they don’t already know the word only ends in frustration. I know this because it happens to me, and I’ve been listening to native speaker Spanish for over a decade.
Baile viernes went… okay. I did The Ketchup Song as advised by Allison. My classes were pretty split. I normally will only do this for Spanish 1 and 2, but I offered it up to my 3s as well. (I don’t want my students to feel like they got into Spanish 3 and then there’s no fun anymore, especially since Spanish 3 is now ‘Pre-AP’ in my brain.) So I had 2 classes where I had about half participation, 2 where I had no participation, and 2 where I had half-hearted participation from 1 or 2 students. The ones that participated were fun and we had a good time. The others, well, it’s kinda weird dancing by yourself in front of a group of 10 kids. Peer pressure is a huge thing – if one kid could get their friend to do it, then I’d get a whole bunch. I also had to have a quick conversation on gender.. shaming? I don’t know what to call it. But I think I’m going to have to pull some of my male students aside and have a serious talk on why it’s offensive to use ‘does [X activity] like a girl’ as an insult.
In the end, I will keep doing música miércoles (and if I’m awesome, be able to tie it to my lesson for the day) and baile viernes. I hope that in time, I can get some more kids to participate in the dancing. Not only is dancing fun, but it’s good for both body and brain.