I’m sure by now you’ve heard about this song and video. If not, you’re gonna love it. Here’s how I recently used it in my class:
1. Students work on “Soy Yo” packet by Kara Jacobs. I used 5 pages: the vocab page, the paragraphs where students write out the Spanish word by pulling the vocabulary from the paragraph, the full story (circle the answer), and the Imaginemos page.
I actually used this as a sub plan and it took a majority of my students almost the entire 40 minute class period.
2. Students watch the video. Hopefully you have youtube unblocked at your school and have access to technology so students can do this at their own time. Otherwise, you will have to show them the video to the whole class.
3. For students who finish early, you can have them practice the vocabulary on Quizlet.
4. The next day, I have students complete an Edpuzzle activity. If you have never used edpuzzle, you will love it.
Sign up for a teacher account. You can create classes. You can even link it to your google classroom account. Students will need an account (or connect their google account). You can create your own or search ones that have been created and edit the questions.
You can insert comprehension check questions at any point of the song. The video will stop playing and they can rewatch the section if they don’t immediately know the answer.
Edpuzzle automatically scores the students’ responses. You can insert open ended questions that students have to type in the answer and you can go in and mark them as correct/incorrect. You can also see the questions that they student answered incorrectly.
The grading is the best part of it! So easy. A easy formative assessment.
You can also use Edpuzzle if you want to assign a video to students and make sure they watch it by disallowing “skips” so they students have to watch to whole video before it is marked as complete.
5. The following day, I did a MovieTalk with the video and story from the Kara Jacob’s packet. As I play the video, I also have student actors. This is a technique I learned from a Blaine Ray conference. One student plays the role of the girl from the video. I use the information from the “Imaginemos” section of the packet to ask students for information such as the name of the girl, the name of the hair salon, the name of the girls/boys, etc.
I play a short section of the video: and then I will narrate it for the class. I ask the class questions and I ask the actor questions through circling. The questions or statements I use with the class are in the third person. I make sure to write on the board the Tu form and Yo form of the verbs with translation.
So, for example:
Statement: Clase, el chico tiene un balón de básquetbol.
¿El chico tiene un balón de básquetbol? (sí) ¿El chico o la chica tiene un balón? (el chico) ¿Quién tiene el balón? (el chico)
To girl actor: ¿Tienes un balón? (No. No tengo un balón). Have your student actors answers respond in full sentences (the class responds in one word). So when I ask them the question, I point to “Tienes – you have” when asking and “tengo- I have” when they are responding.
To boy actor: ¿Tienes un balón? (Sí, tengo un balón)
Use “Soy Guapo” by Señor Wooly, which you can use to talk about personality and description. You can compare the personalities of Victor and the Soy Yo girl.