Spanish I is continuing to read Tumba by Mira Canion. The teachers guide and audio book can be purchased here. Previous posts include introducing the novel, Chapter 1 & Chapter 2.
Chapter 3 is focused on the alters created for Day of the Dead. Before starting the chapter we did the following activities related to las ofrendas and los altares.
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Video – Ofrenda
Altar infographic
We used this infographic last fall during our Day of the Dead mini unit. Students used their computers to view the infographic, while answering reading comprehension questions English. It could also be printed, or posted in the room to do a similar activity. To review for this chapter, I projected it, and we discussed in Spanish what elements are typically included. We also discussed what they would put on an alter of a loved one.
Creating an altar
If we had not already done this in the fall, after reading chapter 3 would be a great time to have the students create altars for someone they know, or a famous person who has passed away. These could be drawn on paper and described, or actually created in class.
Instead, after I read and discussed chapter 3, we listened to the audio book of the chapter and students drew out the altar that is described, as well as the other people and events in the chapter. They then explained their drawings to a friend, once again reviewing the chapter.
More Resources for Altars
Anatomy of an Ofrenda Infografic
Next Chapter 4!
You can find all resources for Tumba here.
You can find more resources for the Day of the Dead Here.
Wany to learn more about teaching with novels?
Before you start…
- Research & Find Funding for novels in Spanish class
- Organize your novels
- 5 Tips for Teaching with Novels
- How to teach your 1st novel
- Teaching a Novel 101 – SSS
Teaching Whole-Class Novels
- how to teach a novel – a typical day.
- 20 activities for teaching with novels.
- post-reading ideas
- Mix it Up! Reading TPRS novels as a class
- Spice up your novel
- How to Assess a Novel
Other Ways to Teach with Novels
Ideas for specific Whole-Class Novels
(Sorted from easiest to hardest)
- El capibara con botas.
- Brandon Brown quiere un perro.
- Tumba
- Peter va a Colombia.
- El Silbón de Venezuela.
- El Ekeko.
- Esperanza.
- Fiesta Fatal.
- Bianca Nieves
- Robo en la Noche
- Noche de Oro.
- Felipe Alou
- Frida Kahlo.
- Problemas en Paraíso.
- La Llorona de Mazatlán
- Vidas Impactantes.
- Vida y Muerte en la Mara Salvatrucha.
- Vector.
- La Calaca Alegre.
- Cajas de Cartón
Thanks for sharing these ideas! Gracias 🙂
I hope you find them useful!
How long have you spent on each chapter? I know you've been blogging it, but I'm trying to figure out timing for this book with my classes next year. How long are your class periods and how many class periods have you used for each chapter?
Morgan, Our class periods are 45 minutes(30 on Wednesday). I usually plan for 2 days per chapter. One day to intro chapter with personalized questions, I read to class, and some kind of discussion questions. Day 2 for expanded culture of chapter, activity, and some kind of retell of chapter (listen to audio & draw, reader's theater, re-read with partner or alone, etc). Sometimes it takes longer the first couple of chapters to get going, and then faster at end once they understand the story better. You could go a lot faster if you were just focusing on the story and not expanded culture, or make it even longer with more in depth outside expansion.
Let me know if you have any more questions! Allison
Muchas gracias!!! Mi ortografía en inglés es horible!!