It's important before I begin talking about my bullfighting unit I taught in Spanish III recently that I recognize and thank the amazing creators that shared before me, because without their bravery and consistency in sharing I wouldn't have been spending SOO much time creating things for this unit, so a HUGE thank you to Elizabeth Dentlinger for the materials and mapping of her bullfighting unit, as well as Carrie Toth and Allison Wienhold for sharing on their blogs, so that I didn't loose my mind trying to teach something new. That being said I will be linking things from their blogs as I go!
DISCLAIMER: I teach on 90min blocks and I see my students every day, so my lesson/day plans may seem extensive. YOU may need to break up days to make them work in your room or get rid of less "essential" activties.
I used the KWL idea from Sra. Dentlinger and just made my own so that it said my own name you can edit THIS ONE. I liked this because it gave me a really clear idea of how little my students knew about bullfighting and especially Spain.
We watched a short youtube video of Northern Spain (because that's where I lived and went to university) while they filled out the first two sections. They then handed them back into me.
Then I used Sra. Dentlinger's PQ+As for bulls and bullfighting. Because I am doing this as our first unit/novel in Spanish III , I just added some more questions that asked students to use a little more language since they had that ability.
Then students read this short non-fiction informational reading about Spain and bullfighting (volleyball translation style) with a partner and completed the activities on the back individually. I like incorporating these kinds of readings at the beginning to help set the scene and to just get in more of that kind of reading and language for my students. It's how they learn 'limita' 'frontera' 'notre, este, sur, oeste' etc.
For extension/fast finishers: I assigned an EdPuzzle about the geography of Spain.
I handed back the KWL sheet and had students add anything they learned about Spain and Bullfighting so far to the L section and the re-collected them.
I then had students read the Torero Reading from Sra. Dentlinger individually. We went over them as a class. We did this before watching Blood Brother's on Youtube so students understood the different rolls of different toreros.
I read about the 60min documentary on Somewhere to Share and looked everywhere for the full documentary everyone talked about being free in their blogs. It's not any more, boo! But I did find this 15min excerpt from Youtube and had students watch and answer these questions as they watched. We then went over the questions as a class.
Then my students worked on Sra. Dentlinger's El Traje de Luces worksheet.
We did a Kindergarten 'Read'/Picture Talk of the book Ferdinando el toro. Kindergarten Read is exactly what it sounds like. I like students grab pillows and folding chairs and the sit on the floor in front of my stool criss-cross-applesauce and I read them a book. This time I used this Youtube video (because I am not a native speaker and I like to get them exposure to as many accents/native speakers as possible) and I paused and would do some circling with the images.
I then had students decorate a pair of bull horns in pairs of 2. They could decorate them however they wanted and they put their names on the horns. This is because we then went on to play 'Pin the horns on the bull'.
I drew this picture of a bull on a jumbo sticky note pad , but you could easily project a photo of Ferdinand the Bull from the movie, too.
Students then had to direct their partner to put their single horn using Spanish directional words. The whole class would yell 'Olé' when they were done and we voted on who got the closest as a pair and they got candy. It was VERY fun. Everyone was super engaged and it was truly one of those connection over curriculum moments or 'memory making' moments.
Then students worked individually on this Anatomy of a Bull worksheet. I had to make my own version of Sra. Dentlinger's, because the link to the website her students used doesn't work anymore. SO here's mine. I don't love the website I found to replace her's , but it "worked" fine for this activity. If you find a better version let me know!
I wrote the bod y parts of the bull on paper and we taped them to the picture of the bull I drew to review/check the worksheet from the day before. I just wrote the one large post it's and we stuck them on.
Then we listened to the Duolingo Podcast El torero de hoy and students completed this worksheet as the listened.
Our final day students came to class prepared to debate for or against bullfighting and we did this fishbowl style.
They then wrote a letter tell someone about bullfighting and giving their opinion on the tradition. Here's my assessment .
Now we're moving on to reading Bianca Nieves y los 7 toritos by Carrie Toth and I can't wait to share that journey, too!
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