Embedded Reading

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01 Mar 2019

Now What? Base Reading and Activities

So you have an embedded reading, and you want to use it with students…Now What?!!!

Well, let’s first look at WHY you want to read this particular piece with students. If you haven’t read “Why Read The Last Version?”, please do! If you know where you are headed with an embedded reading, everything else is easier!

The best place to start when making Now What? decisions is to determine your goals:

1. The Base Reading

Let’s use this base reading in English as an example:

Students are uniting to draw attention to a very important issue. The movement has inspired events in a number of countries. One student in particular has received a lot of attention for her actions. Politicians are not sure how to respond to this movement.

1A. Your first goal for the base reading should always be complete and total comprehension. It’s the core of every other level and so we want to make sure that it is understood. The following can be very helpful:

  • Illustration: Using a blank storyboard, students illustrate each sentence of the base reading. You can then have them compare drawings and add necessary details, or use a picture you have taken of student work/use a document reader to project student work to discuss using the base reading.
  • Gestures: If there is a lot of “gesture-able” vocabulary in the text, students can gesture the meaning of sections of the text as you read it. (ie. uniting, inspired, has received, are not sure)
  • Acting: If the reading lends itself to this, you can use student actors to act out the text as you read/narrate. You can also have students get into pairs or groups, with each student “taking the part” of a character. The teacher reads/narrates and in small groups each student character acts out the sentence read. (For the reading above, after reading for meaning, give small groups 3 minutes to decide how to act it out as you read!)

Regardless of what you choose, the goal and focus of the activity is on understanding the meaning of the text as completely as possible!

1B. Your second goal for the base reading is for it to be interesting!! You are going to try to convince a group of students to read and reread text….there must be something compelling in the base reading that pulls them towards the next level.

Here are some suggestions:

  • This topic may be something students already know something about. Ask students to share (in the TL or in L1 and you restate/rewrite in the TL) what they already have heard/read/seen about the topic. Keep this list to compare to the following versions so students can see their own knowledge appear!
  • Because this reading is just the beginning, a great activity is to create questions about what students DON’T yet know! The first few times you do this, I suggest that you do it together with students as a class activity. Imagine that you are writing to the author/reporter of the base reading and form questions asking for specific information about what might be in the next reading!
    Ideas based on the base reading above:

         What is the important issue?
         Why is it important?
         What kind of events are taking place?
         In which countries are they taking place?
         Who is the student who is receiving a lot of attention and where is she from?
         How are politicians responding?

        Are students in the U.S. participating in this movement?

  • This is also a great place to brainstorm predictions!! Again, model this first by doing this as a class activity. Ideas:

         More and more countries will be involved.
         Politicians will criticize the students.
         Students from the U.S. will be interested and want to be included.

These activities will all work with simple texts and stories!!  There are more, but we will look at those in the next post!!

 

Posted in Base Readings/Base stories, Examples of Embedded Reading in English, Tips for Success, Using Readings With Students, Using Songs | Leave a comment
28 Feb 2019
2 Comments

Why Read The “Last Level”?

This is a fundamentally great question. An embedded reading is a scaffolded series of readings. So, why are we reading all of the versions in the series? It is a question that, once we know the answer, can help us figure out what to do with the readings that we have!!

The base reading is important. That is pretty easy to understand. If students understand this version of the reading, everything else falls into place. It’s the “trailer” or the summary of the piece. As students read the subsequent versions, they will “attach” all of the new details and insights on to this clear and uncomplicated version.

The second version brings the reading to a new level. There will be new details, new information and the story or text becomes a) better understood and b) even more interesting.

But after that???? Now what ?? That is what our students will want to know so we should know as well. So I offer you the TOP ________ REASONS TO READ THE LAST VERSION OF AN EMBEDDED READING !!

Reason #5: Because we have to. (Bear with me, they get better!!)

Not the best reason, but sometimes it’s the most obvious one. Occasionally we are required to have our students “read” a particular piece. The department says so, or the district says so, or maybe even the state we teach in says so. So we make sure they read it. As teachers, using embedded readings to get students to better understand a piece that even we may not see as compelling makes perfect sense. Our students may not be as appreciative, so hopefully we will not have to use this reason too frequently.

Reason # 4: Because it is a beautiful piece of literature.

This is a teacher favorite. We are often well-read and have at our disposal an enormous array of beautiful pieces that we want to share with our students. Prefacing the reading of an entire text with more comprehensible versions can make this literature much more interesting and appealing to our students. We love certain pieces so much that we feel that we are shortchanging our students if we don’t share these pieces with them.

My opinion on this one is only an opinion, but I think that it is worth considering. The best version of beautiful literature is one that students will understand. If the “last” version that we have prepared is above their level, it isn’t valuable yet. The next to last version will be the one that resonates with them, that resides in their hearts and will open the door, down the road, for a deeper and longer-lasting experience reading the original version of the piece.

The one time this does work, is in our upper level classes (usually levels 4 and up) when the final version is lyrics to a song. In beginning classes, even intermediate years, when I use a beautiful but difficult song, we will focus only on the truly comprehensible pieces of the song, usually the chorus and the first verse. However, in upper level classes, the entire song, because it may be hear over and over again afterwards is a worthwhile version to work through.

Reason # 3: Because students wrote the details in this level.

This is a truly compelling reason for students!! One of the delightful uses of an embedded reading is to ask students to suggest embellishments, improvements or information to an existing version. Students LOVE to read their own ideas in a text!!! There are several ways to bring this about. Here are a few:

Provide students with a text electronically and ask them to enter new information or change existing text. Ask them to highlight or change the text color so that their changes are easy to find. This can be done by individual students or pairs. Students then can share their new versions with you. Next, take their suggestions and ideas to combine them with the existing text to make a new and original version !!!
After reading a text with students, ask students to submit ideas for new information, language, or ideas on a slip of paper and collect them. Use these ideas to create a new version of the text.
With a longer text, print one copy and cut it into smaller sections (1-2 paragraphs). Give each section to a small group of students and have them add (by hand) new language or information to their section. Combine the sections and share with students.

Reason # 2: Because without it, the text/story is incomplete.

Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! Just as a trailer to a movie can give the viewer a glimpse of the film, but not the entire picture, an embedded reading can give a great deal of information or the good part of a story without giving away the ending. Reading the last version to see how it ends is very satisfying!!

Reason #1: Because the BEST STUFF IS IN THE LAST VERSION!!

This is the best reason to read the last version!! It doesn’t always happen, but when it does, BOOM!! That’s the really good stuff! Every reader loves a good plot twist and whether or not it is anticipated, keeping the plot twist for the final version is key!!! These already occur in so many “authentic” resources and as writers, it is a wonderful way to motivate students to read!! I want to give a shout out to Justin Slocum Bailey for talking about this in his blog post “Creating Twisted Embedded Readings”

When we know WHY we want students to read a “final version” it becomes so much easier to decide HOW we want to read that version (as well as previous versions) of a text. And that is the topic of the next post….so stay tuned….

Posted in Using Readings With Students, Using Songs, Using Students' Ideas
05 Feb 2015
4 Comments

A few ideas..for any level…for any reading

Many of you, particularly Spanish teachers, are familiar with the song/video Camarero.  (If not, and you are in the mood for a fun trip back to the 80’s, check it out!)   We posted an Embedded Reading by MB to go along with the song/video not too long ago.    The timing was perfect, as I had been waiting for the right moment to do the song with my Spanish 3 students.

For three decades I have taught this song to freshmen.   It’s catchy, it’s goofy and it has a lot of very useful phrases:  Queremos beber (we want something to drink),  Dese prisa (Hurry up!),  Me muero de sed (I’m dying of thirst), not to mention the easiest way to get students to remember the word for waiter (camarero).    Here are some of the activities I’ve done with the song/video that could easily also be done with the readings:

  • Gestures :  The majority of the song is easy to gesture!
  • Mural :  The students are in small groups, each with a large piece of paper and draw a mural of as many things in the song/reading that they can fit on the paper.   We hang them up around the room and they point out each item as I (or a very confident student) read the song/story out loud.  Then they move to the next mural and repeat!!!!
  • Flash cards :  Key phrases are illustrated and put on flash cards. (Sometimes I draw and Xerox, sometimes students draw their own, or I “commission” an artist to draw them.)  Students put the flash cards out in random order on their desks and put in order as I (or a very confident student) read the song/story out loud.
  • “Readers’ Theater” :  In small groups, students identify which lines each will act out as the song/story is read.  Groups can perform for each other or for the entire class.
  • Rewrites (Advanced) : Students rewrite the song changing “Camarero” to a different profession/person and any other elements that then need revising.

Because I haven’t taught freshmen for several years now, neither my Spanish 2s nor my Spanish 3s were familiar with the song.   We could have done any of the activities above, but we had actually just finished a different song (Jueves by Oreja de Van Gogh) and had done several of those activities with it.

So….I used MB’s reading and here is what we did:

1.  I created a PP to use to ask questions of the class using new vocab and structures.   For example:  La playa no se ve.  I simply had two pictures, one of a beach covered with people and one that was empty of people.  I asked them, in the target language, in which picture the song probably took place, which type of beach they preferred to be at and why, which one represented our local lake spots in the summer/winter etc.   There were about 5 phrases that were new to them and I made sure that we had used each in personalized conversations with the class before handing out lyrics and listening to the song.

2.  The video has lyrics on it, so simply watching the video was worthwhile!!

3.  We also then did a “Movie Talk” lesson with the sound muted, discussing, in the target language, what else we saw in the video, naming different individuals, giving them backstories etc.

4.  The base reading of the story was done as a simple translation.  I wanted to see how much they understood from the very beginning.

5.  The second version looks like this:

Había un chico que se llamaba Enrique. A Enrique le gustaba bailar.  Bailaba mucho.  También a él le gustaba ir a la playa.  En la playa hay mucha gente y el sol está brillando.   A Enrique le gustaba bailar a la playa.

Un día, Enrique fue a la playa.  No llevó su traje de baño.  Él estaba bailando en la playa todo el día y tenía sed.  Enrique quería algo para beber.  Enrique vio a un camarero y le dijo, “Me muero de sed.  Por favor, dame algo para beber.  ¡Dese prisa Ud.!”

El camarero salió y regresó con un vaso de agua encima de una tortuga.  Enrique todavía tenía mucho calor.  Enrique le pidió “Llévame al agua” a su amigo.  Su amigo lo llevó y lo tiró en el océano.  Enrique estaba contento.

I typed up with a Side A and a Side B so it looked like this:

Side A:                                                                                             Side B:

Había un chico que se llamaba Enrique.                                 A Enrique le gustaba bailar.

Bailaba mucho.                                                                             También a él le gustaba ir a la playa.

En la playa hay mucha gente y el sol está brillando.            A Enrique le gustaba bailar a la playa.

Un día, Enrique fue a la playa.                                                  No llevó su traje de baño.

Él estaba bailando en la playa todo el día y tenía sed.         Enrique quería algo para beber.

You get the idea.   I cut the papers in half and half of the students received a Side A and the others a Side B.

Partner A started and read the first A sentence out loud.  Partner B read the first on his sheet.   They continued to read through the story.  Then, they switched papers, found a new partner and repeated the process.   When everyone was finished, they put their papers aside and I read the story with random errors ( Habia un presidente que se llamaba Timoteo.    No llevo sus sandalias.  etc.)  

For the third version of the story, I gave the students options.  (Remember, these are Level 3 and 4 students)

  • Create a stick figure story board with 25 boxes, each box including a sentence from the story.
  • Write 10 multiple choice questions (with 3 responses each) about the story in Spanish.
  • Add 10 sentences with interesting details that fit well with the story.  Write the sentence that precedes it or follows it from the story and then your new sentence.
  • Write a 15 sentence story in Spanish about Enrique’s dancing career, beginning with “So You Think You Can Dance”

Hope that these ideas can help you design activities to go along with other songs and Embedded Readings!

All content of this website © Embedded Reading 2012-2015 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

Posted in Spanish Embedded Readings, Teachers Talk About Embedded Reading, Tips for Success, Using Readings With Students, Using Songs
07 Jan 2015
6 Comments

Camarero

Here is an Embedded Reading created to accompany the “classic” music video “Camarero”  Thank you to our friend MB for getting this started and for sharing!

I.

Había un chico.  Se llamaba Enrique.   A él le gustaba ir a la playa.  En la playa hay mucha gente y el sol está brillando.  Un día, él estaba caminando en la playa y tenía mucho calor.   Enrique vio a un camarero y le dijo, “Me muero de sed.  Deme algo para beber.  ¡Dese prisa Ud.! ”

El camarero regresó con un vaso de agua.   Enrique todavía tenía mucho calor.   Enrique le pidió a su amigo “Llévame al agua. “ Su amigo lo llevó y lo tiró en el océano.  Enrique estaba contento.

II.

Había un chico que se llamaba Enrique. A Enrique le gustaba bailar.  Bailaba mucho.  También a él le gustaba ir a la playa.  En la playa hay mucha gente y el sol está brillando.   A Enrique le gustaba bailar a la playa.

Un día, Enrique fue a la playa.  No llevó su traje de baño.  Él estaba bailando en la playa todo el día y tenía sed.  Enrique quería algo para beber.  Enrique vio a un camarero y le dijo, “Me muero de sed.  Por favor, dame algo para beber.  ¡Dese prisa Ud.!”

El camarero salió y regresó con un vaso de agua encima de una tortuga.  Enrique todavía tenía mucho calor.  Enrique le pidió “Llévame al agua” a su amigo.  Su amigo lo llevó y lo tiró en el océano.  Enrique estaba contento.

III.

Había un chico que se llamaba Enrique.  Enrique vivía en una isla tropical.   A Enrique le gustaba bailar.  Bailaba mucho.  Tenía mucho talento y quería participar en el programa “So You Think You Can Dance”   Necesitaba practicar mucho.

También a él le gustaba ir a la playa.  En la playa hay mucha gente y el sol está brillando.   Todos los días la gente está nadando y tomando su café allí porque es una isla tropical.   A Enrique le gustaba bailar a la playa.  Tenía la oportunidad de practicar sus bailes enfrente de muchas personas.

Un día, Enrique fue a la playa para practicar.  No llevó su traje de baño.  Decidió llevar su ropa de baile para practicar.  Él estaba bailando en la playa todo el día y tenía mucho calor y mucha sed.  Enrique quería algo para beber.  Enrique vio a un camarero y le dijo, “Me muero de sed.  Por favor, dame algo para beber.  ¡Dese prisa Ud.!”

El camarero salió y regresó con un vaso de agua encima de una tortuga.  Es un servicio especial a esta playa.  Enrique bebió el agua pero no fue suficiente y  todavía tenía mucho calor.  Enrique le pidió “Llévame al agua” a su amigo.  Su amigo era un hombre bastante fuerte.   Su amigo lo llevó y lo tiró en el océano.  Parecía imposible, pero su amigo era el hombre más fuerte de la isla.   Enrique, salpicando y jugando en las olas, estaba contento y ya no tenía calor.

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

Posted in Spanish Embedded Readings, Using Songs, Videos for Embedded Readings
23 Apr 2014
1 Comment

No Voy a Levantarme by Sr. Wooly and Sara C

Fresh from the OFLA conference, Sara C. chose to create an Embedded Reading from Sr. Wooly’s great song and video:

No Voy a Levantarme.    Sr. Wooly and Sara both gave us permission to share!!

 

Señor Wooly – No Voy a Levantarme

#1

A las seis me despierto pero no me levanto porque hace mucho frío

No me levanto porque no quiero ir a la escuela

Mi madre me dice: —¡Necesitas levantarte!

Pero…

¡No voy a levantarme! ¡No voy a cepillarme los dientes!

 

#2

A las seis de la mañana me despierto pero no me levanto

porque no quiero ir a la escuela.

Porque hace mucho frío y viento también.

Y me duermo me despierto pero no me levanto porque no quiero ir a la escuela

Pero mi madre me grita: —¡Necesitas levantarte!

Pero no me levanto Mamá, te prometo que mañana iré

¡No voy a levantarme! ¡No voy a cepillarme los dientes!   ¡No Voy!

#3

A las seis de la mañana me despierto pero no me levanto

porque no quiero ir a la escuela.

Porque hace mucho frío y viento también.

Y me duermo me despierto pero no me levanto porque no quiero ir a la escuela

porque no he terminado mi projecto de inglés.

No voy a levantarme  No voy a ducharme

Pero mi madre me grita: —¡Necesitas levantarte!

Pero no me levanto Mamá, te prometo que mañana iré

¡No Voy!

#4

A las seis de la mañana me despierto pero no me levanto

porque no quiero ir a la escuela.

Porque hace mucho frío y viento también.

Y me duermo me despierto pero no me levanto porque no quiero ir a la escuela

porque no he terminado mi projecto de inglés.

No voy a levantarme  No voy a ducharme

No voy a cepillarme los dientes    No voy a vestirme

Pero mi madre me grita: —¡Necesitas levantarte!

Pero no me levanto Mamá, te prometo que mañana iré

¡No voy a levantarme! ¡No voy a cepillarme los dientes!  ¡No Voy!

Y me duermo A las seis y veinticincco me despierto cuando mami me golpea

con su zapato

Pero no me levanto porque no quiero ir a la escuela

(porque hay un payaso dentro de mi lóquer }

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

Posted in Spanish Embedded Readings, Uncategorized, Using Songs, Videos for Embedded Readings
13 Dec 2012

Fame via Youtube…in Spanish

As a follow up to Matt Harding, we’ve been discussing the phenomenon of Youtube and how this part of the Internet has changed our lives.  Here is an Embedded Reading in Spanish from a blog about singers who have found their “fame” on youtube!!

(I keep trying to find the exact url again, but haven’t had much luck…as soon as I find it I’ll post it!!)

I wrote two “summaries” or Resumenes because when I used this with my Level 3 students, it was too difficult for them to go from the summary to the first level of the reading.    (It was perfect for my Level 4’s.)  So I added an additional “layer”.

El Resumen A Cantantes en la web

 

YouTube los lanzó a la fama

*********************************************************************************************************************************** Fenómenos de YouTube se convirtieron en estrellas.

 

Puede ser  una estrella.

 

 YouTube se convirtió en la manera para mostrar su talento.

 

Justin Bieber usó la web.  

 

Su voz alcanzó a las personas importantes musicales famosos. 

 

La historia de Justin ahora es la historia de otros estrellas ambiciosas.

 

Justin cantando “Bebe”

 

El Resumen B  Cantantes en la web

 

YouTube los lanzó a la fama

*********************************************************************************************************************************** Fenómenos de YouTube se convirtieron en estrellas.

 

Puede convertirse en una estrella.

 YouTube se convirtió en la manera para mostrar su talento.

Justin Bieber usó la web.  

Su voz alcanzó a empresarios musicales bien conocidos. 

La fama sólo fue cuestión de tiempo.

Su historia se ha repetido.

 Justin cantando con letra

Versión   1  Cantantes que se dieron a conocer en la web

YouTube los lanzó a la fama

Subieron videos y se convirtieron en estrellas. Hablamos de la historia de estos fenómenos de YouTube.

 

 

Con una cámara,  el Internet y talento puede convertirse en una estrella.

 

No es exageración.   En los últimos diez años, YouTube se convirtió en la manera para mostrarle al mundo su talento.

 

Justin Bieber y Arnel Pineda son músicos que usaron la web.   Cantaban canciones y su voz alcanzó a empresarios musicales o miembros de bandas reconocidas por todos. Fue cuestión de tiempo para que alcanzaran la fama.

 

A Bieber y Pineda, la fama les llegó hace unos años, pero, su historia se ha repetido.

 

Xuso Jones y Greyson Chance son dos recientes famosos nacidos en el portal de videos.

 

El éxito tocó a Pablo Alborán, quien grabó una canción, recibió el apoyo de una cantante famosa, y lanzó su primer disco.

 

También Alexis Jordan, eliminada en del concurso Americas Got Talent, subió sus canciones a YouTube y llamó la atención de Jay Z, quien decidió contratarla.

 

Por último, Kim Yeo-kee,  o Applegirl, cantando hits de Beyoncé y Lady Gaga, que recibieron millones de visitas. La artista de 22 años, lanzó su disco (Don’t Fall in Love) y ha grabado dos videoclips.

Arnel

Versión 2:  Cantantes que se dieron a conocer en la web

 

YouTube los lanzó a la fama

 

***********************************************************************************************************************************Subieron videos en Internet y se convirtieron en estrellas. Repasamos la historia de estos fenómenos de YouTube que hoy dan alegría a miles de fans

***********************************************************************************************************************************

Estos son días en los que tenga una cámara,  el Internet y talento puede llegar a convertirse en una estrella.

 

No es exageración.   En la última década, YouTube se convirtió en la manera para que varios cantantes le mostraran al mundo su talento.

 

El canadiense Justin Bieber y el filipino Arnel Pineda son músicos que usaron la web.   Interpretaban canciones y su voz alcanzó a empresarios musicales o miembros de bandas reconocidas por todos. Fue cuestión de tiempo para que alcanzaran la fama.

 

A Bieber y Pineda, la fama les llegó hace más de cinco años, pero, su historia se ha repetido en varias ocasiones.

El español Xuso Jones y el estadounidense Greyson Chance son dos recientes de esa lista de famosos nacida en el portal de videos.

 

El éxito tocó a otros, como al español Pablo Alborán, quien grabó una canción en su casa y, tras recibir el apoyo de una cantante famosa, lanzó su primer disco.

 

También está la estadounidense Alexis Jordan, eliminada en del concurso Americas Got Talent, subió sus canciones a YouTube y llamó la atención de Jay Z, quien decidió contratarla.

Por último, está la coreana Kim Yeo-kee,  o Applegirl, con cuatro iPhones y su voz estremeció YouTube cantando hits de Beyoncé y Lady Gaga, que recibieron millones de visitas. La artista de 22 años, lanzó su disco (Don’t Fall in Love) y ha grabado dos videoclips.

Xuso Jones

Pablo Alborán

Versión   3       Cantantes que se dieron a conocer en la web

 

YouTube los lanzó a la fama

 

***********************************************************************************************************************************Comenzaron subiendo videos en Internet, pero terminaron convertidos en estrellas. Repasamos la historia de algunos de estos fenómenos de YouTube que hoy dan alegría con su voz a miles de fans

***********************************************************************************************************************************

Estos son días en los que tenga una cámara de video,  el Internet y talento musical puede llegar a convertirse en una superestrella.

No es exageración.   En la última década, YouTube se convirtió en la manera perfecta para que varios cantantes le mostraran al mundo su talento.

El canadiense Justin Bieber y el filipino Arnel Pineda son dos músicos que usaron la web.   Interpretaban canciones de otros artistas y su voz alcanzó a grandes empresarios musicales o miembros de bandas reconocidas mundialmente. Fue cuestión de tiempo para que alcanzaran la fama.

A Bieber y Pineda, la fama les llegó hace más de cinco años, pero, su historia se ha repetido en varias ocasiones en todo el planeta.

El español Xuso Jones y el adolescente estadounidense Greyson Chance son dos de las más recientes de esa lista de famosos nacida en el popular portal de videos.

El éxito tocó a otros cantantes, como al guitarrista español Pablo Alborán, quien grabó una canción en la sala de su casa y, tras recibir el apoyo de la cantante Kelly Rowland, lanzó hace poco su primer disco.

También está la estadounidense Alexis Jordan, eliminada en las semifinales del concurso Americas Got Talent, empezó a subir sus canciones a YouTube y llamó la atención del productor Jay Z, quien decidió contratarla.

Por último, está la joven coreana Kim Yeo-kee, conocida como Applegirl, quien con cuatro iPhones y su extraordinaria voz estremeció YouTube versionando hits de Beyoncé y Lady Gaga, que recibieron millones de visitas. Ahora, la artista de 22 años, lanzó su primer disco (Don’t Fall in Love) y ha grabado dos videoclips.

 Greyson Chance

Alexis Jordan

 Version   4   Cantantes que se dieron a conocer en la web

YouTube los lanzó a la fama

***********************************************************************************************************************************Comenzaron subiendo videos en Internet sin pretensiones, pero terminaron convertidos en estrellas. Repasamos la historia de algunos de estos fenómenos de YouTube que hoy deleitan con su voz a miles de fans

***********************************************************************************************************************************

Estos son días en los que tenga a su disposición una cámara de video, una conexión a Internet y una dosis de talento musical puede llegar a convertirse en una superestrella.

No es exageración. En la última década, YouTube se convirtió en la manera perfecta para que varios cantantes le mostraran al mundo su talento.

El canadiense Justin Bieber y el filipino Arnel Pineda son dos de los casos de músicos que usaron la web.   Interpretaban canciones de otros artistas y su voz alcanzó los oídos de grandes empresarios musicales o miembros de bandas reconocidas mundialmente. Fue cuestión de tiempo para que alcanzaran el estrellato.

A Bieber y Pineda, la fama les llegó hace más de cinco años, pero, desde entonces, su historia se ha repetido en varias ocasiones en todo el planeta.

El español Xuso Jones y el adolescente estadounidense Greyson Chance son dos de las más recientes incorporaciones a esa lista de famosos nacida en el popular portal de videos.

El éxito tocó a otros cantantes, como al guitarrista español Pablo Alborán, quien grabó una canción en la sala de su casa y, tras recibir el apoyo de la cantante y compositora Kelly Rowland, lanzó hace poco su primer disco.

También está la estadounidense Alexis Jordan, quien tras haber sido eliminada en las semifinales del concurso Americas Got Talent, empezó a subir sus canciones a YouTube y llamó la atención del productor Jay Z, quien decidió contratarla para su sello discográfico.

Por último, está la joven coreana Kim Yeo-kee, conocida como Applegirl, quien con cuatro iPhones y su extraordinaria voz estremeció YouTube versionando hits de Beyoncé y Lady Gaga, que recibieron millones de visitas. Ahora, como era de esperar, la artista de 22 años, lanzó su primer disco (Don’t Fall in Love) y ha grabado dos videoclips.

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

Applegirl

Posted in Ideas, Spanish Embedded Readings, Using Songs, Videos for Embedded Readings | Leave a comment
03 Dec 2012

Student-created story from David: In Latin and in English

Here is a message and embedded reading from David Maust who teaches LATIN!!  He and several colleagues have found great success.  We’ll try to post more from them!  Thank you David for sharing this !

I had a lot of fun with this “bottom-up” embedded reading activity today. Wanted to share:

Today I tried an alternative to the regular “PQA-Ask the Story” routine. Instead I used Laurie Clarcq and Michelle Whaley’s “Bottom-Up Embedded Reading” format that they presented at NTPRS. It was very successful. The kids were very engaged for a whole block period (with a couple brain-breaks) and I got high reps on the structures. There was also not too much dead-time or English use that happens sometimes during the “Asking the Story” format because the details were already decided ahead of time (but still all chosen by the students).

I first gave the kids a short English story script the day before with blanks to fill in like a Matava or Tripp script. They did this on pieces of notebook paper. It took about 5 minutes. The story went like this:

_____ and ______made a trip to _______ because they wanted to ________. When they arrived, they said, “______!” They said that because _________. Then they began to ______.

The Key Structures were:

  • -iter fecerunt – made a trip
  • -cum pervenissent – when they arrived
  • -tum coeperunt – then they began…

I also ended up adding the structure convivari – to party, because that was in my final story I chose.

For the block period (100 minutes) I got:

  • 79 reps – iter fecerunt – made a trip
  • 67 reps- cum pervenissent – when they arrived
  • 78 reps – tum coeperunt – then they began…
  • 59 reps – convivari – to party

So after I got the suggestions from the kids, I reviewed them at home and put together a 3 location story script. Then I put each location into a powerpoint slide that would let me add in one sentence at a time.

I asked for the suggestions on Friday before Thanksgiving Break and presented the story on the Monday following the break. I presented it without any PQA; I just put up the first sentence, translated the new words, gave them the ASL signs, had them do the signs and started circling the sentence. It was great and comprehension was high. Then I did the same routine through the first location, taking about 45 min. to do this. I included actors about half-way through and we added a couple details just for fun, but I would actually not do the detail adding again – it was a little distracting. Just keeping to the script was plenty of input by itself.

I also added into my circling some of the other kids’ suggestions orally. This was a good way to use some of the material that didn’t make it into the official written story, but was still funny stuff and supported getting reps on the key structures.

After we had the first location well done and probably about 50 reps on each structure (I checked in with my rep counter), I had the actors sit down and we did a choral translation of the first location.

Then I went through the other two locations more quickly, but still pausing to circle and do comprehension and translation checks. Then we chorally translated each new location, but reading was faster since we had practiced the structures some already. Attention started to wane some on the last location, but this was understandable. Maybe next time I will save the other location(s) for the next day.

The kids gave me positive feedback at the end of the activity and I could tell it was a change of pace that helped hold attention. We’ve done about 5 scripted stories so far this year in addition to mini-stories at the beginning of the year and I felt like they needed a change of routine, especially on the first day back from Thanksgiving break.

Plus, I found that the energy that I needed to deliver in class was less in terms of trying to craft the story on the spot. This was nice for me, especially on the day back from vacation – just having a script there to follow that still had input that kids came up with. And if I did it again, I may only do one or two locations. I found that by the third location attention was starting to wane so it may be better to add in the third location on the following day in an embedded reading instead of doing them all in one day. For a non-block schedule, I think one could easily do one location in one day and still get great reps. I notice I loose a lot of time when you’re asking the story and deciding it, but with this model the asking was done the day before on paper and it only took about 5 min. (but took me about 45 min. at home to put the story together).

My plan for the rest of the week is to present one or two more versions of the base story as embedded readings with added details, titles, dialog, etc. The base story is below.

Laurie and Michelle! Thank you so much! I’m going to do this all the time! – David

STORY:

English version:

Luis and Steve made a trip to Sea World. Luis and Steve wanted to party with the ladies! When they arrived at Sea World, they said, “Woo-woo!” They said that because they saw a lot of ladies. Then Luis and Steve began to play Tactical-Monopoly-Supreme with the ladies.

—

The next day, Luis and Steve made a trip to Middle Earth. Luis and Steve wanted to party with the Hobbit ladies! When they arrived at Middle Earth, they said, “This is stupid!” They said that because they saw Gandalf bobble-heads. Then Luis and Steve began to play softball with the Hobbit ladies.

—

The next day, Luis and Steve made a trip to “Build-a-Bear Workshop” with the Hobbit ladies. The Hobbit Ladies said, “We like Build-a-Bear!” When they arrived at Build-a-Bear Workshop, they said, “O.M.G.!” They said that because they saw a stuffed panda with a jar of peanut butter.

Then Luis and Steve and the Hobbit ladies and the stuffed panda with a jar of peanut butter began to make a trip to Middle Earth because everybody wanted to party in Middle Earth.

Latin version:

Luis et Steve ad Sea World iter fecerunt. Luis et Steve cum feminis convivari volebant! cum ad Sea World pervenissent, dixerunt, “Woo-woo!” hoc dixerunt quod multas feminas viderunt! tum, Luis et Steve Tactical-Monopoly-Supreme cum feminis ludere coeperunt.

—

postridie, Luis et Steve ad Middle Earth iter fecerunt. Luis et Steve cum feminis Hobbitis convivari volebant!!! cum ad Middle Earth pervenissent, dixerunt, “HOC EST STUPIDUM!” hoc dixerunt quod Gandalf Bobble Heads viderunt. tum Luis et Steve cum feminis Hobbitis molipila ludere coeperunt.

—

postridie, Luis et Steve cum feminis Hobbitis ad Build-A-Bear Workshop iter fecerunt. feminae Hobbitae dixerunt, “Build-A-Bear nobis placet!” cum ad Build-A-Bear Workshop pervenissent, dixerunt, “O.M.G.!!!!” hoc dixerunt quod Stuffed-Panda-cum-Peanut-Butter-Jar viderunt. tum Luis et Steve, et feminae Hobbitae, et Stuffed-Panda-cum-Peanut-Butter-Jarad Middle Earth iter facere coeperunt quod omnes in Middle Earth convivari volebant!

I wanted to clarify one point – the above reading was only the base reading (with the three locations). I was trying to give the kids a format they were familiar with, and that is the typical stories we create from scripts in class, but I just wanted to make it in a different way. And I agree with some of your first impressions: it gave me a chance to use some great ideas from some of the shy kids who never volunteer in class, and it gave me the chance to intentionally use some info from kids who I wanted to engage in a special way by using THEIR details.

So, this was my base reading and then the next day I presented a second embedded reading which I’ve pasted below. When we read this in class I chose the following method:

1. first we read the base reading again and I circled and asked some comprehension and translation questions.

2. I had the kids hold their papers in front of them and said: “We are now going to have a experience much like you might in your English class with Silent Reading, but I am going to be helping you some. I am going to read a paragraph or two out loud and I want you to read silently along and try to create a movie in your heads of what I am reading. You will know most of the words, but there may be a few you don’t recognize. Don’t worry about this. Just keep reading and enjoy the story. After I read a paragraph or two, I will translate them in English. Most of you will not NEED the translation, but if there were any words you were unsure of, the translation will likely clear them up. Just enjoy the reading – I made this reading for you to give you a pleasurable reading experience in Latin, much like you would have when you read an English book.”

So that’s what we did with the second reading and as I read in Latin I noticed that kids actually laughed at appropriate times and seemed to enjoy it. When we were done I asked for some feedback and the kids said that the comprehended a lot and enjoyed it.

Some new elements I added were: title and subtitles, dialogue, Latinized names (the names were Anglicized in the first version, but the Latinized names give me the ability to more accurately inflect them according to how Latin grammar works).

Here’s the second reading below:

English Version:

Alovisius and Stephanus Make a Trip

The Trip to Sea World
One day, Stephanus and Alovisius were in Frances’s Bar. Alovisius said to Stephanus, “Stephanus, it pleases me to make a trip to Sea World. Does this please you?” Stephanus said to Alovisius, “Alovisius, why do you want to make a trip to Sea World? Do you want to see Shamu?” Alovisius said, “No way! Shamu is stupid! It pleases me to party with the ladies in Sea World!” Stephanus said, “Me too!”

And… Alovisius and Stephanus made a trip to Sea World because they wanted to party with the ladies. When they arrived at Sea World they said “Woo-woo!” They said this because the saw a lot of ladies. The ladies were really beautiful and were playing Tactical-Monopoly-Supreme.

“Hello ladies!” said Alovisius and Stephanus. “Hi Alovisius and Stephanus!!! Tee-hee-hee-hee-hee!” said the ladies. Does it please you to play Tactical-Monopoly-Supreme? It’s the best!”

Then, Alovisius and Stephanus began to play Tactical-Monopoly-Supreme with the ladies. They played Tactical-Monopoly-Supreme for seven hours.

—

The Trip to Middle Earth
The next day, Stephanus said to Alovisius, “It was pleasing to me to party with the ladies in Sea World, but today it pleases me to party with the Hobbit Ladies in Middle Earth!” Alovisius said, “Me too!”

and… Alovisus and Stephanus made a trip to Middle Earth because they wanted to party with the Hobbit ladies. When they arrived at Middle Earth they said, “THIS IS STUPID!” They said this because they saw Gandalf-Bobble-Heads.

The Hobbit Ladies said to Alovisius and Stephanus, “Hello Alovisius and Stephanus!!! Tee-hee-hee-hee-hee! Does it please you to play softball? It’s the best!”

The Gandalf Bobble Heads said to Alovisius and Stephanus, “Bobble-bobble-bobble!” Alovisius and Stephanus said, “STUPID!”

Then Alovisius and Stephanus played softball with the Hobbit Ladies. They played softball for seventy seven hours.

—

The Trip to Build a Bear
The next day, Alovisius et Stephanus made a trip with the Hobbit Ladies to Build a Bear Workshop. The Hobbit Ladies said, “Build a Bear is the BEST!” When they arrived they said “O.M.G.!” They said this because they saw a Stuffed-Panda-with-a-Peanut-Butter-Jar. The Stuffed-Panda-with-a-Peanut-Butter-Jar was gigantic.

Stuffed-Panda-with-a-Peanut-Butter-Jar said, IT PLEASES ME IN MIDDLE EARTH TO PARTY!!! I WANT TO MAKE A TRIP TO MIDDLE EARTH!!!”

Everyone was afraid of Stuffed-Panda-with-a-Peanut-Butter-Jar. But… Stephaus was brave. Stephanus said, “Stuffed-Panda-with-a-Peanut-Butter-Jar, you may make a trip to Middle Earh. Come with us to Middle Earth!”

Then everyone said, “Hooray!” Everyone was happy.

Then Alovisius and Stephanus and the Hobbit Ladies, and Stuffed-Panda-with-a-Peanut-Butter-Jar made a trip to Middle Earth because everybody wanted to party! In Middle Earth they partied and played Tactical-Monopoly-Supreme for seven hundred seventy seven hours!

Latin Version:

ALOVISIUS ET STEPHANUS ITER FACIUNT
iter ad Sea World
uno die, Stephanus et Alovisius in taberna Francescae erant. Alovisius Stephano dixit, “Stephane, mihi placet ad Sea World iter facere! placetne tibi?” Stephanus Alovisio dixit, “Alovisi, quare tibi ad Sea World iter facere placet? tu vis Shamu videre?” Alovisius dixit, “MINIME! Shamu est stupidus! mihi placet in Sea World cum feminis CONVIVARI!!!” Stephanus dixit, “ego quoque!!!”

et… Alovisius et Stephanus ad Sea World iter fecerunt quod cum feminis convivari volebant! cum ad Sea World pervenissent, dixerunt, “Woo-woo!” hoc dixerunt quod multas feminas viderunt! feminae erant pulcherrimae et Tactical-Monopoly-Supreme ludebant.

“salvete feminae!” dixerunt Alovisius et Stephanus. “avete Alovisi et Stephane!!! Tee-hee-hee-hee-hee!” dixerunt feminae. “placetne vobis Tactical-Monopoly-Supreme ludere? est OPTIMUM!”

tum, Alovisius et Stephanus Tactical-Monopoly-Supreme cum feminis ludere coeperunt. Tactical-Monopoly-Supreme septem horas ludebant!

iter ad Middle Earth
postridie, Stephanus Alovisio dxit, “mihi placebat in Sea World cum feminis convivari, sed hodie mihi placet in Middle Earth cum feminis Hobbitis convivari!!!” Alovisius dixit, “EGO QUOQUE!!!”

et… Alovisius et Stephanus ad Middle Earth iter fecerunt quod cum feminis Hobbitis convivari volebant!!! cum ad Middle Earth pervenissent, dixerunt, “HOC EST STUPIDUM!” hoc dixerunt quod Gandalf-Bobble-Heads viderunt.

feminae Hobbitae Alovisio et Stephano dixerunt, “salvete Alovisi et Stephane!!! Tee-hee-hee-hee-hee! placetne vobis MOLIPILA ludere? est OPTIMUM!”

Gandalf-Bobble-Heads Alovisio et Stephano dixerunt, “BOBBLE-BOBBLE-BOBBLE!” Alovisius et Stepanus, “STUPIDUM!!!” dixerunt.

tum Alovisius et Stephanus cum feminis Hobbitis molipila ludere coeperunt. molipila septuaginta sepetem horas ludebant.

iter ad Build-a-Bear
postridie, Alovisius et Stephanus cum feminis Hobbitis ad Build-A-Bear Workshop iter fecerunt. feminae Hobbitae dixerunt, “Build-A-Bear est OPTIMUM!” cum ad Build-A-Bear Workshop pervenissent, omnes dixerunt, “O.M.G.!!!!” hoc dixerunt quod Stuffed-Panda-with-a-Peanut-Butter-Jar viderunt! Stuffed-Panda-with-a-Peanut-Butter-Jar erat MAXIMUM!

Stuffed-Panda-with-a-Peanut-Butter-Jar dixit, “MIHI PLACET IN MIDDLE EARTH CONVIVARI!!! ITER AD MIDDLE EARTH FACERE VOLO!!!”

omnes Stuffed-Panda-with-a-Peanut-Butter-Jar timebant. sed… Stephanus fortis erat. Stephanus dixit, “Stuffed-Panda-with-a-Peanut-Butter-Jar, licet tibi ad Middle Earth iter facere. veni ad Middle Earth!”

tum omnes dixerunt, “EUGE!!!!!!!!!!” omnes laeti erant.

tum Alovisius et Stephanus, et feminae Hobbitae, et Stuffed-Panda-with-a-Peanut-Butter-Jar ad Middle Earth iter facere coeperunt quod omnes in Middle Earth convivari volebant! in Middle Earth convivabantur et Tactical-Monopoly-Supreme septingenti septuaginta septem horas ludebant!

—

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

 

 

Posted in Base Readings/Base stories, Creating from the Bottom Up, Definitions and Explanations, Examples of Embedded Reading in English, Ideas, Latin Embedded Readings, Teachers Talk About Embedded Reading, Using Readings With Students, Using Songs | Leave a comment
06 Nov 2012

Introducing a song with Embedded Reading

Here is a story in PowerPoint and in text used to introduce the song Eres Tú (originally sung by Mocedades) We have had a lot of success with this!!  Enjoy!!

Eres tú con Enrique

 

Eres Tú (con Enrique)

Ana es una estudiante  de Marcus Whitman.   Ana está enamorada de Enrique Iglesias.     Ana decide escribir un poema para él.     Lo manda a Enrique por correo electrónico.  Ana espera que a Enrique le guste mucho el poema.

Un Poema Para Enrique

Como una sonrisa eres tú

Tú eres el fuego de mi hogar.

Así, Así eres tú

++++++++++++++++++++++++++++++++++++++++++++++++++

2

Ana es una estudiante  de Marcus Whitman.  Ana está enamorada de Enrique Iglesias.  Cuando la clase mira un video de Enrique, Ana se emocionó.

Ana decide escribir un poema para él.  Escribir la poesía es difícil para ella.  Es un poema corto.  Lo manda a Enrique por correo electrónico.

Ana espera y espera una respuesta.   Ana espera que a Enrique le guste mucho el poema.

Ana no recibe una respuesta.  Decide escribir un poema más largo.

 

Un Poema Para Enrique #2

Como una promesa eres tú

Como una sonrisa eres tú

Como lluvia fresca en mis manos

Como una guitarra en la noche

Tú eres el fuego de mi hogar.

Así, Así eres tú

3…Una continuación de 2

Ana espera y espera una respuesta.   Ana espera que a Enrique le guste mucho el poema. Escribir la poesía es difícil para ella.

Ana no recibe una respuesta.  Espera tres días.  Ana sabe que el poema todavía es corto. Decide escribir un poema más largo.

Ana va a hablar con su amiga Mariah.  Le explica la situación.  Explica que escribir la poesía es difícil para ella.  “Puedes ayudarme?” le pregunta Ana a su amiga.  Mariah y Ana añaden líneas nuevas al poema.  Lo mandan a Enrique por correo electrónico.

Poema Para Enrique # 3

Como una promesa eres tú

Como una maňana de verano

Como una sonrisa eres tú

Toda mi esperanza eres tú

Como fuerte brisa

Como lluvia fresca en mis manos

Como una guitarra en la noche

Tú eres el fuego de mi hogar.

Así, Así eres tú

4 La continuación continua….

Ana y Mariah esperan y esperan una respuesta.   Esperan que a Enrique  le guste mucho el poema. Esperan una semana.  No reciben una respuesta.  Piensan  que el poema todavía es demasiado corto. Deciden escribir un poema  aún más largo.

Ellas van a hablar con su profesora.  Le explican la situación.  Explican que el poema necesita ser más largo.  “Puede  Ud. ayudarnos?” le preguntan ellas a su profesora.  La profesora toma el poema a sus clases y los estudiantes  añaden líneas nuevas al poema.  Lo mandan  el poema  mejorado a Enrique por correo electrónico.

Poema #4  Para Enrique

Como una promesa, eres tú, eres tú.
Como una mañana de verano.
Como una sonrisa, eres tú, eres tú.
Así, así, eres tú.

Toda mi esperanza, eres tú, eres tú.
Como lluvia fresca en mis manos
como fuerte brisa, eres tú, eres tú.
Así, así, eres tú.

Eres tú como el agua de mi fuente
Eres tú el fuego de mi hogar
Eres tú como el fuego de mi hoguera
Eres tú el trigo de mi pan.

Como mi poema, eres tú, eres tú.
Como una guitarra en la noche,
todo mi horizonte eres tú, eres tú.
Así, así, eres tú.

5  …y continua….

Todos los estudiantes  esperan y esperan una respuesta.   Esperan que a Justin le guste mucho el poema. Esperan un mes.  No reciben una respuesta.  Piensan  que el poema  no es impresionante.  Deciden que  Enrique está ocupado.    Deciden que quizás Enrique no es una persona simpática.

Ana decide  el poema necesita algo más personal.  Decide  poner arte al poema.     Dibuja y pinta con programas de la computadora al poema.   Lo manda el poema  mejorado a Enrique por correo electrónico.

Y espera otra vez………

Una mañana Ana se sienta en su clase de español.   Oye una llamada a la puerta y la profesora abre la puerta.    Enrique Iglesias entra en la clase con su guitarra.

“Está Ana aquí? “ pregunta Enrique a la profesora.

“Sí” responde la profesora.

Enrique  empieza a tocar la guitarra.   Ana no puede creerlo.    Enrique  empieza a cantar.  Toda la clase no puede creerlo.     Enrique canta…….

Original words and music by Juan Carlos Calderón

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

Posted in Creating from the Top Down, Ideas, Spanish Embedded Readings, Using Songs | Leave a comment

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