This past year Spanish III spent most of fourth quarter reading La Llorona de Mazatlán by Katie Baker. A large majority of what we did was from the amazing teachers guide by Carrie Toth. Some of the main cultural elements that can be expanded from this book are México, fútbol y leyendas. Since this particular class had spent a large amount of time on soccer the year before with a World Cup unit, we decided to focus more on legends instead. The supernatural legends fit nicely with our Friday watching of El Internado. If you are looking for soccer resources, check out all of these by Zachary Jones.
Introducing the novel
I happened to be sick the first day of the unit, so instead of starting like I had planned, students completed this La Llorona activity by Martina Bex. It was originally designed as an assessment, but worked great as a sub plan, where students read about the legend and answered questions. It gave students a good overview of one version of the legend, which could later be compared with the legend as shared in chapter 13 of the book.
For introducing the novel and the first two chapters, I used a lot of Señorita Barragan’s ideas. This included using :30-1:10 of this video as a teaser.
New ideas (2019)
During the novel
|Embarrassing moment Twitter feed
Assessing the novel
- Most enjoyed the book, but wished there was more action and more to do with the legend of La Llorona. Many had interesting suggestions about which characters they would have liked to see more of and who they believed should have ended up together romantically. There is a lot of teenager dating drama, which many students could relate to.
- Those who had thought of questions in advance were obviously more prepared and successful at asking questions, but they still had to negotiate meaning and respond to unknown questions. I have also done this type of assessment where pairs or groups talk and I just circulate around the room listening. If time allows, pairs is definitely preferred.