Jim Nailon
By PresenterMedia.com
Presentation Objectives
Participants will:
1.
2.
3.
Describe the benefit of music in
Thematic-Based Units (TBUs).
Acquire the resources to teach a
complete TBU on classroom objects.
Learn how to make their own music
videos with PowerPoint and Movie
Maker.
Session Outline
Background & Research
Thematic Based Unit
Example: Mochila roja
Making your own video
Resources&
Questions
Thematic Units
Thematic units are designed using
content as the organizing principle.
Vocabulary, structures, and cultural
information are included as they relate
to the themes in each unit. For an
excellent example of theme-based units,
see the Nebraska Foreign Language
Education Web site in General
Resources.
http://www.learner.org/libraries/tfl/key_terms.html#
Evolution of Music in
Spanish at STM
1.
2.
3.
4.
Singing accompanied by guitar.
Recorded music.
Simple music videos.
Part of thematic-based units.
Supporting Research
Songs, like poetry, are one of the most
powerful combinations in helping the
learner commit limited phrases and word
combinations to memory, to be put into
active service at a later time in
communication. Songs often contain the
elements of repetition, rhyme and rhythm
that facilitate quick memorization and
easy imitation of the original text material.
(Garza, 1993-1994)
Supporting Research
Music videos can also be most effective in
teaching pronunciation and intonation.
Several major studies over the past decade,
such as Price (1983) and Garza (1991)
strongly suggest a positive correlation
between the addition of target-language
captions to video materials and
increased comprehension.
(Garza, 1993-1994)
Supporting Research
Illustrations seem to boost the effects of
music, yet, could additional extralinguistic
support, beyond that supplied by
illustrations, further maximize music? Both
Cohen (1968) and Elley (1989)
demonstrated that the addition of followup-activities or illustrated oral story
readings resulted in greater vocabulary
acquisition.
Medina (1993)
My rationale for music in TBUs
1.
2.
3.
4.
Singing songs is a powerful tool for
learning language.
Captioned videos engage both audio
and visual learners. (Music  kinesthetic
learners?)
Related extension activities extend the
lesson and give new vocabulary a
context.
Performance assessments that
emphasize comprehensible input
motivate students to understand and
use their new language.
Selecting a music video
1.
2.
3.
4.
Useful video must contain the linguistic
material desired for instruction.
It should be thematically interesting and
culturally relevant.
It should be multi-layered; that is, they
should be able to maintain student
interest in the face of repeated viewing.
Visual images are no less important than
the lyric: they depend on each other for
complete comprehension of the text.
(Garza, 1993-1994)
TBU: Mochila roja-4th grade
TBU: Mochila roja - 4th grade
Objectives:
1.
2.
3.
TLW demonstrate knowledge of Spanish
classroom vocabulary.
TLW use first person singular verb
conjugation, infinitives and adjective
agreement.
TLW collaborate to prepare and give a
short presentation in Spanish.
Day 1: Dictionary Word Search & the Song
En mi mochila roja
Crossword puzzle for home work.
Day 2: Conjugation
1.
2.
3.
4.
I demonstrate mochila items like they
will do in their presentations.
Teach short lesson on conjugation.
Help class get started on HW.
Repeat song with props.
Remove the ending (either –ar, -er, or –ir) from the infinitive
to make the verb stem.
comprar (to buy) 
comer (to eat)

abrir (to open)

compr___
com___
abr___
Add the ending (o) to the verb stem that matches the subject
pronoun, (yo, I). (Other pronouns have different endings.
Well learn those later.)
Day 3: Apply verbs to script
1.
2.
3.
4.
Correct HW as review.
Explain the Guia de presentación.
Model the script pattern and help
students complete their 3 sentences.
No HW if done.
1) En mi mochila ___________ yo tengo __________________.
2) Con _____ _______________ yo puedo ________________.
3) _________________________________________________.
Day 4: Make mochilas
1.
2.
3.
4.
Have some students share their 3
sentences as review.
Color, cut out and construct mochilas
and contents.
Assemble mochilas and complete WS:
Las cosas en mi mochila.
No HW if done.
Day 4: Make mochilas
Day 4: Make mochilas HW
En mi mochila ____________, yo tengo:
una hoja ________________________________.
un lapiz _________________________________.
una goma _______________________________.
un bolígrafo _____________________________.
unos crayones ___________________________.
una regla ________________________________.
unas tijeras ______________________________.
un pegamento ___________________________.
un cuaderno _____________________________.
unos libros ______________________________.
Day 5: Presentation work day
1.
2.
Review presentation requirements from
the Guia de presentación (day 3).
Go over rubric (Time Management, Mochila,
Presentation, Script, Comprehensible Input)
3.
4.
and assign partners.
Partners select 2 more items and write 3
sentences for each item on script. (Script
has total of 4 items.) I check their work.
No HW if script done. May start practice.
Day 6: Presentation work day
1.
2.
3.
4.
5.
Review using props to create
comprehensible input during
presentations.
Show a video example of presentation.
Students craft and rehearse their
presentations.
I check scripts and give suggestions.
One or two volunteer groups may
present at end of class, if ready.
Day 7: Presentations
1.
2.
3.
Review rubric.
Give 5 minutes for final prep.
Groups present while I record videos of
each presentation for grading and
feedback.
Day 8: Feedback
1.
2.
3.
Pass back graded rubrics.
Show and discuss videos.
Celebrate. No HW.
Student example
Make your own video
1.
2.
3.
4.
Make a PowerPoint (PPT) with lyrics and
supporting images.
Enter the PPT images into Movie Maker.
Add a music sound file.
Adjust timings and save your movie.
Additional Resources
1.
2.
3.
4.
Presentation Zen, by Garr Reynolds.
My YouTube videos and my website:
www.liturgicalguitarist.com/links.html
Songs for Teaching
www.songsforteaching.com for a wide
variety of topical songs for teaching
second language.
George Washington University TRED 251
assignment for thematic unit.
¿Preguntas?