Spanish Grammar: YouTube Style
1 Hook: Brainstorm & Video
Have students brainstorm the different ways they could learn Spanish outside of class (friends/family, TV/video, music, books/flashcards, Internet, apps, etc). Zero in on the notion of learning by video, specifically Youtube.
Tell students they're going to watch a video that teaches a Spanish concept. They should watch for details such as: what is the concept being taught? how is it taught? what features are included to help the audience? what is appealing as a viewer?
SHOW YOUTUBE Video: Princess of Ser
2 Direct Instruction: Guidelines & Topics
Have students share what they saw/gained from the YouTube video, "Princess of Ser". Reminder: what is the concept being taught? how is it taught? what features are included to help the audience? what is appealing as a viewer?
Explain to the class that THEY will be making their own Spanish YouTube videos to teach a concept. (Cheers and groans will likely ensue). [You might want to specify the format--video must be a song or a rap, poem, etc. However, if you want students to have more freedom, allow them to decide if they're doing a musical video, a tutorial that is straight-forward, etc.]
Lay out your guidelines/expectations for this activity. I have included a VERY basic sample rubric (AR Verb Music Video from Rubistar) to give you an idea, but I highly suggest creating your own checklist or Rubistar rubric so that you can make this match your goals and needs. For example, I would include more emphasis on the concept explanation and would not worry about the props/set as much as the overall quality of the content and its delivery.
After putting forth the expectations (and clarifying any questions), present students with a list of pre-determined topics for their videos. I have done a project like this at the end of the year, so there are plenty of options from which they may choose. This also makes the videos helpful as a review prior to an exam.
Your pre-set topics should make sense for your students' abilities. If you want to open it up to their ideas, that's another good option. Make a list as a class with the key grammar points (or vocab, if you'd like!) that they've learned thus far.
Once you have a list of topics, you can either have students sign up for them OR distribute them as you see fit. I try to allow for student choice as much as possible to make them more invested in the work.
THIS PROJECT IS BEST DONE IN GROUPS. That said, I have had individual students do really great work, as well. The teamwork element is helpful for most students. Depending on the class dynamic, you might allow them to choose their own groups (3-5 people, perhaps) or assign them.
Make sure you generate a final list as a class with topics and who (which group) is responsible for each one!
3 Guided/Independent Practice: Video Workshop Time
This is when the magic starts happening!
I suggest starting with one class period for planning and scripting of the video.
Students should generate their script and clearly show that all group members are involved. I also encourage students to list their responsibilities... who will record the video? whose device will be used (or will they need to borrow one from the school, etc)? who will do the editing? which video tool (app, etc) will be used? if there are props, who will bring them? WHERE will they record? WHEN? (where and when is crucial!)
I often offer a day or two when students can come film in my classroom/hallway area after school. I have students sign up for these days, as sometimes they simply don't need the time. This will vary according to your students' needs. Sometimes this works well for students that need to borrow a device from me for recording.
Workshop days will vary. I might offer 1 or 2 days to get them started and then give a final due date a week or 2 later. If you have enough device access that students could effectively film during your class, that is an option as well, but often tricky since the audio may overlap and you might find yourself running in and out of your room to monitor all of the groups. They are generally very capable of doing this on their own time, but they may need help planning.
MAKE SURE THE DUE DATE IS CLEAR! Have it posted in class, repeat it daily, etc. Students should have plenty of time to do a really great job on this. Check in with any groups that might be struggling.
VIDEOS MUST BE POSTED ON YOUTUBE. (or, if there are issues, make sure students email you the video file OR bring it in on a flashdrive, etc). This will make collection much easier. Students can tell you their video name and title (or show you if needed) and you can CREATE A PLAYLIST so that all of them will be in one spot for easy viewing.
4 Spanish YouTube Video Showcase
Pull up the YouTube playlist you've created (or have students give you their flash drives, etc.). The playlist is great because it's easy for you to access and students enjoy re-visiting these, as well.
Sometimes I allow students to bring in popcorn or small snacks to enjoy while viewing. This depends on the class, though!
Have students take key notes as they view the videos. I often require:
1) Team members' names
2) Topic being taught
3) 3 praiseworthy elements (or 2 praises and 1 recommendation for improvement), something along those lines.
Applaud after each video & have audience members share one praiseworthy item for the video.
As you watch, or afterwards, using your checklist or Rubistar rubric to grade each group. A rubric or list will make grading much easier and uniform.
You may want to do a recap assessment on the elements in the videos, but I usually use this as an assessment itself to see how well students can teach a concept.
These videos can be shared on your class site, students might want to view them for review, AND you may want to reuse the best ones in future years to help teach the concepts.
I hope your students enjoyed showing their knowledge in a creative way and that you enjoyed seeing what they've learned!