Reading, Storytelling, and Ideas for Technology use in the Target Language.
After you have introduced your students to Cuba through discussions, photos, and videos, and pre-taught vocabulary that students will encounter in the novel El Escape Cubano, by Mira Canion , you are ready to dive (no pun intended) into the book. (See this post for information on preparing to read a novel and specific ideas for El Escape Cubano.)
Below are a few of the activities I used when reading the novel with my Spanish 2 students. Every teacher has his or her own style of reading a novel with their students - some build entire units around a novel that may take a month or two, and others spend considerably less time. There is not a wrong or right way. Go with what works best for you and your particular group of students.
El Escape Cubano - Chapter 1
I've already mentioned an activity to either introduce or review "se queda" in THIS POST , but the second time I read this book with my students I added another activity:
Explain to the students that one of them (choose one of your students) has a ticket to go to a Beyonce concert and invites another person to go with him, but the night of the concert the invited person does not go along; the invited person stays home. Why? Ask students to brainstorm why a person would not go to a concert and then list the possibilities on the board, each time repeating "(name) se queda en casa porque. "
When I planned this brainstorm activity, I thought the students would think of 5 or 6, but the list grew to more than 14 ideas, all which they expressed in Spanish. An alternate option is to let students sketch a reason the person stays at home if they don't know how to say it in Spanish.
El Escape Cubano - Chapters 1 & 2
Give students a piece of paper and have them fold it into 4 squares and reopen it. In each square of the paper, write one of the following names: Miguel, Yordani, Fabio, and Gloria. The teacher reads chapters 1 and 2 to the students. As you read, the students will write information they learn about the characters. (I use this novel at the beginning of Spanish 2. The students were taught with TPRS and CI in Spanish I and have read two novels in Spanish I. They have had many experiences with similar listening comprehension activities.)
Students share their information with each other in small groups or with the entire group.
(note: I need to create a document for this listening activity before I read this novel with a new group of student s.)
El Escape Cubano - Chapter 2
A listening review to provide input of the YO form in context:
Choose 2 students that are comfortable reading in front of the class. Give each of them a copy of the paper to the right. (The document pictured has the answers highlighted.) Tell the class that the two students in the front are Miguel and that you are going to interview him. Students listen to the two answers and write the letter (a or b) of the correct answer.
El Escape Cubano - Review of Ch1&2
To the right is a powerpoint slide that I use the following day if I want to refresh the students' memories about the main character, Miguel. The students tell me information about Miguel and I write it directly on the board as the slide is projected.
To emphasize what Cubans went through to find a motor for their crafts used to cross the 90 miles to the US, I show the below short clip to after reading chapter 2.
http://www.nytimes.com/2013/08/23/movies/in-una-noche-teenagers-flee-cuba.html
El Escape Cubano - Chapter 3
For those interested in additional repetitions of the YO form, the document to the right is a more traditional paper with questions addressed to Miguel. Students answer as if they were Miguel, referring to the text as needed.
El Escape Cubano - Chapter 4 - TIME TO ACT.
The setting and action in chapter 4 are perfect for Reader's Theater.
props
- a boat shape (borrowed from my church's props)
- a blue sheet with two students holding each end and waving the material to imitate waves in the ocean
How do you bump Reader's Theater up a notch? Include sound effects and lighting!
- I turned off the main lights in the room and turned on a small lamp that I have in the back of the room. This scene takes place at night so I wanted to similate that. (For the photo I had to turn on the lights.)
- I used THIS LINK to play the sound of ocean waves in the background.
The students had fun acting and watching the acting for this chapter. When the text says a big wave pushes the mother back towards the shore, the two students stretch out the sheet out that was the wave and "pushed" the mother away from the raft. ( just wait until you see the student prop for the chapter with the shark!)
A big MUST for Reader's Theater is to coach the actors. Don't settle for mediocre acting! If it says the father yelled, then the actor needs to talk in a loud voice and don't continue until the actor delivers the line appropriately. When I need actors for Reader's Theater, I ask for volunteers. Sometimes the class "voluntold" their friends, but I always check to make sure the students is ok with being an actor. When you find someone that hams it up when acting, your job providing compelling, comprehensible input becomes easy in a snap. After acting, we applaud each of the actors as I say their name. They should be recognized for their contribution to your class!
Predictions - Ask students what are problems that Miguel and the others may encounter while they are on the raft. This is a good time to project a map of Cuba and the United States on the board (again) to remind students of the distance. As students gave suggestions, I wrote them on the board, providing an extra opportunity for students to read in Spanish.
My students said things link: no hay comida; la bolsa rompe; olas grandes; la guardia costera, and then I added a few words if necessary to make complete sentences.
If you haven't told the students any statistics about the number of people that die each year attempting to reach the US in a raft, this would be a great time to introduce that material. I used some facts that Mira had sent me when I was piloting the book. When the teacher's guide becomes available, purchase it - it will save you hours of work!!
El Escape Cubano - Chapter 5
Students worked with a partner for this assignment. I drew a T-chart on the board, with QUIERO and NO QUIERO, and told students to put themselves in Miguel's place and write his thoughts related to what he wants or doesn't want.
After they had a minimum of 4 thoughts on their T-charts, I asked students to share their answers and I wrote them on the board.
Then I handed them the paper on the right and they chose one of the answers on the board, or one they had on their paper, and copied it into the bubbles on the paper.
You can expand the possible answers by not requiring students to use the words QUIERO/NO QUIERO.
I will upload the links to the documents mentioned in this post in the near future when my internet connection is being less contrary. Maybe the mid March snowstorm has something to do with the finicky connection. :/
More to come.
In the next few days I'll share some of my activities for the second half of the novel.
