“‘Do you want something to drink?’ is like a textbook, it’s not me. But, ‘Want something to drink?’ is like I’m actually saying it. That’s like my image now. Like…it’s me.”
“I fell [feel] the language has changed from just what I study to my OWN language”
(Sampson, 2012)
The previous quotations are from English language learners I found in my literature review that struck me as key insights to the connection between language learning and identity. The students felt the language had changed from just something they study, to something they use and incorporate into their own identity or self image. I want my students to make this transformation in their own identities to motivate language learning.
Guiding Principles for Phase 2
- Teacher provides scaffolding for students to interpret and personalize songs in Spanish
- Students transform and expand their own identities to appreciate, internalize, and share with others.
- Students will be motivated to practice and prepare for a performance to an audience
Project overview
Students would continue to sing and interpret the meaning and history of 3 songs, Guantanamera, Cielito lindo, and Maria Isabel. After taking a deeper look into the songs, students will create an original verse to each that relates to them personally, connects with themes of the song, or relates to the theme of the teen health project. After students create verses individually, the class will help choose and combine them for a collaboration verse. This will be the final verse of each song performed at exhibition. Different groups of students will rotate to perform the songs in three different locations during exhibition night.
Students would continue to sing and interpret the meaning and history of 3 songs, Guantanamera, Cielito lindo, and Maria Isabel. After taking a deeper look into the songs, students will create an original verse to each that relates to them personally, connects with themes of the song, or relates to the theme of the teen health project. After students create verses individually, the class will help choose and combine them for a collaboration verse. This will be the final verse of each song performed at exhibition. Different groups of students will rotate to perform the songs in three different locations during exhibition night.
Action Plan
Cycle 1 Interpretation
In this cycle students would learn more about the history and the meaning behind each song. They had already discussed the translation of each lyric when the song was introduced but they only made simple drawings and translated a few key words on their lyric sheet. Now they would have another sheet where every line would be translated and we would discuss the symbolism, message, and personal interpretations of certain verses.
Learning activities
Cycle 1 Interpretation
In this cycle students would learn more about the history and the meaning behind each song. They had already discussed the translation of each lyric when the song was introduced but they only made simple drawings and translated a few key words on their lyric sheet. Now they would have another sheet where every line would be translated and we would discuss the symbolism, message, and personal interpretations of certain verses.
Learning activities
- Discuss origins of Guantanamera and Cuban poet José Martí
- View video of the song filmed throughout Cuba
- Translate entire lyrics in groups
- Discuss metaphor and message behind certain lyrics
- Sing as a class
Each of these activities would be repeated and slightly modified according to the song.
Cycle 2 Transformation
Now that the students had a better understanding of the meaning behind the lyrics, they could begin to find personal connections to them. This would prepare students for Cycle 2. Now students would create original lyrics to each song further personalizing it, transforming knowledge for deeper learning, and ideally incorporating a piece of it into their identity.
Learning activities
Now that the students had a better understanding of the meaning behind the lyrics, they could begin to find personal connections to them. This would prepare students for Cycle 2. Now students would create original lyrics to each song further personalizing it, transforming knowledge for deeper learning, and ideally incorporating a piece of it into their identity.
Learning activities
- Analyze rhyme, rhythm, and repetition within the songs.
- Discuss elements of Spanish that naturally rhyme.
- Create original lyrics.
- Share and discuss student lyrics.
- Decide on final collaborative verse for exhibition.
- Sing as a class.
Cycle 3 Exhibition
In this cycle, students will take what they have incorporated into their identity and share it with the community. They will perform the songs with original collaborative verses to three different audiences, their friends and family, the Padres Unidos group, and finally a random mix of families and students from other grades.
Learning activities
In this cycle, students will take what they have incorporated into their identity and share it with the community. They will perform the songs with original collaborative verses to three different audiences, their friends and family, the Padres Unidos group, and finally a random mix of families and students from other grades.
Learning activities
- Practice singing new collaborative verses as a class.
- Practice in different locations and in smaller groups.
- "Dress rehearsal" for elementary and middle schools.
- Perform on Exhibition night.
Assessment Plan
In order to assess motivation and language gains throughout the Phase 2, I would:
- Informally check for understanding of lyrics by having students call out translations before singing as a class.
- Include two questions on weekly quizzes about meaning of song lyrics.
- Collect original song lyrics.
- Informally assess participation and accuracy when singing and practicing new lyrics before and during exhibition.
- Have student share a written reflection on the following prompt: How have your grown in Spanish 2 class with regards to intellectual curiosity, perspective, cooperation, or community connection.
Rationale
Music taps into emotion and brings us together in ways that nothing else can. Again, my hope was that it could be a sort of portal for students to incorporate a part of the language and culture into their own identity. If they had something they related to, appreciated, and wanted to share with others, I would see that as a change in their identity that could lead to further value and motivation in language learning.
In this phase, I also wanted to revisit the idea of how learning might be pushed by a certain amount of tension, discomfort, and desire to connect. We saw this kind of tension in Phase 1 with communication barriers between students and parents. In Phase 2, we'll examine it in the context of the tension and nerves before a performance that push us to prepare for a practice to better connect with our audience.
In order to assess motivation and language gains throughout the Phase 2, I would:
- Informally check for understanding of lyrics by having students call out translations before singing as a class.
- Include two questions on weekly quizzes about meaning of song lyrics.
- Collect original song lyrics.
- Informally assess participation and accuracy when singing and practicing new lyrics before and during exhibition.
- Have student share a written reflection on the following prompt: How have your grown in Spanish 2 class with regards to intellectual curiosity, perspective, cooperation, or community connection.
Rationale
Music taps into emotion and brings us together in ways that nothing else can. Again, my hope was that it could be a sort of portal for students to incorporate a part of the language and culture into their own identity. If they had something they related to, appreciated, and wanted to share with others, I would see that as a change in their identity that could lead to further value and motivation in language learning.
In this phase, I also wanted to revisit the idea of how learning might be pushed by a certain amount of tension, discomfort, and desire to connect. We saw this kind of tension in Phase 1 with communication barriers between students and parents. In Phase 2, we'll examine it in the context of the tension and nerves before a performance that push us to prepare for a practice to better connect with our audience.