ASI CRECI FARRUKO FREE DOWNLOAD

Students formed groups of and decided on categories for the words. Below are links to some things that I have created to complement the comprehensible input or to work on vocabulary in a game format. I had the groups present their creations the next day, and I was very pleased with what they had done together. We have continued to add resources to the novel as we ourselves expand our knowledge of TPRS and CI techniques to complement some traditional methods. For me, the results were pretty amazing.

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February | | elmundodebirch

I hope that something in this post may be useful to someone else. Chapters Chapters 5 — 6 pictures for oral assessment smaller version I tried some variations with these picture cards to be printed in color and laminated. By continuing to use this website, you agree to their use. Students formed groups of and decided on categories for the words. To find out more, including how to control cookies, see here: If you are using this book, I would love to hear some of your ideas.

You are commenting using your Facebook account. This is not the easiest of songs and I do not claim to understand all of the slang in it, but I do feel that it may accurately enhance what the narrator has gone through in his life as portrayed in the novel.

It was relatively easy for me to circulate and listen to their conversations to give them an informal speaking assessment. Some game breaks Chapter 7 Speed match Verb review PacMan repaso Class Tools review, assorted farruio I hope that something in this post may be useful to someone else.

Vida y Muerte en la MS 13 elmundodebirch Pingback: One of the great things about their presentations was how engaged they were listening to the other groups…. Teaching Vida y Muerte for the second time has given me more time to develop additional resources to accompany the already tremendously helpful teachers guide. This site uses cookies. We are currently getting ready to move into Chapter 6, so I hope to add more. Since the narrator is nine years old in Chapter 5 and then 16 in Chapter 6, it may help to provide a background context for how he has grown up.

I then grouped them in and gave them about 15 minutes to create a poem or rap based on those lyrics, adding anything else that we have talked about or heard in the novel. Here is an sample of their creations. This is not the easiest of songs and I do not claim to understand all of the slang in it, but I do feel that it may accurately enhance what the narrator has gone through in his life as portrayed in the novel. At the end, the winner was the person with the most cards.

When finished, they moved to view the sorting of the words of another group and tried to guess their categories.

Vida y Muerte en la Mara Salvatrucha….. Chapter 6 in a song

The first person to grab the correct card kept it. In addition to a traditional cloze Asi creci Farruko aswe have also used an activity where the students match English lyrics that I decided were the most important to the Spanish. The second time was last year crcei the rhythm of teaching was disrupted multiple times by many snow days and the intrusion of PARCC testing that disrupted our schedules for weeks.

I gave them about 4 minutes, and they shared it with the class, using their pictures to illustrate what they were saying. Sometimes my students need a break from the seriousness of the topic.

I have used several songs with this book already: This year Megan and I are really focusing on verbs and target structures. It also serves to foreshadow the upcoming action in the novel. These are their original works. We are going to be starting chapter 9 this week.

Then, each working with a different colored dry erase marker the boards were laminatedI said one of the structures in English.

To find out more, including how to control cookies, see here: Here are some samples from that: Notify me of new posts via email. The first time was two years ago and we rushed through it in the final weeks of school, relying heavily on the terrific resources from Cynthia Hitz. Once they decided their own groups, they worked together to create a farryko about their category.