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Updates

And... we have a winner! Despacito - Luis Fonsi and Daddy Yankee

4/6/2017

1 Comment

 
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We have a winner! The La Locura de Marzo activity, otherwise known as March Madness, was a huge success. My IB Spanish 2 classes include quite a few basketball players, as well as music aficionados, so the activity was quite a hit. We included sixteen songs in our Locura de Marzo bracket, which made for stiff competition and heated discussion once we reached el Úlitmo Cuatro or Final Four. 

These four teams, highlighted below in bold, made it to the tense vote for el Último Cuatro, with our final ganador selected by class vote.

March Madness selections: IB Spanish II (Sweet 16)
  • Deja Vu (Prince Royce, Shakira)
  • Sofía (A. Soler)
  • Tu Calor (Venegas)
  • Eres Para Mi (Venegas)
  • Rosa Pastel (Belanova)
  • Vente Pa 'Ca (R. Martin)
  • El Amante (Nicky Jam)
  • Bajo El Mismo Sol (A. Soler)
  • Bajo la Tormenta (Salsa Giants)
  • Despacito (L. Fonsi)
  • Hermosa Ingrata (Juantes)
  • Una Adventura (Grupo Niche)
  • Amárrame (Mon Laforte)
  • Piensas (Pitbull, Gente d' Zona)
  • Algo Contigo (Gente d' Zona)
  • Más Macarena (Gente d' Zona)

We had a few broken hearts, but overall a successful round of La Locura de Marzo.  I have a feeling I may have to teach a few more of our Úlitmo Cuatro songs before the year ends!

If you're interested in teaching the extremely popular Despacito by Luis Fonsi and Daddy Yankee, please follow the link here.

For instructions on how to run La Locura de Marzo in your classroom, click here.

For instructions on how to teach the song warm-up activity to your students, click here.

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1 Comment
Nicole Short link
2/15/2021 02:54:28 am

Greaat read thanks

Reply



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    I'm Katherine Lupton: language teacher and author. I live in the lovely state of Oregon. My favorite things include my energetic dogs, music and books (both reading and writing them).

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  • Home
  • About
  • Lessons
    • Teaching with Music >
      • Song warm-up lesson plans, setup, procedure, and exams
      • How to teach "Tú sí sabes quererme" by Natalia Lafourcade
      • How to teach "La Carretera" by Prince Royce
      • How to teach "Latinoamérica" by Calle 13
      • How to teach "Prohibido Olvidar" by Rubén Blades
      • How to teach "Traidora" by Gente de Zona
      • How to teach "La Bicicleta" by Shakira and Carlos Vives
      • How to teach "Culpa al Corazón" by Prince Royce
      • How to teach "Déjà Vu" by Prince Royce and Shakira
      • How to teach "Amor de Mis Amores" by Natalia LaFourcade
      • How to teach "Despacito" by Luis Fonsi and Daddy Yankee
    • Teaching with TPRS >
      • Using TPRS in the World Language Classroom
      • Valentine's Day Lesson
    • Teaching with Tech >
      • Why Duolingo
      • Duolingo In Curriculum
    • Teaching with Film >
      • Rebelión en Oaxaca: Film Resource
      • Blossoms of Fire - A Film Resource
    • Teaching Social Justice >
      • Problems and Solutions in Our Baltimore Community
      • Resources for teaching students about the Oaxacan Uprising of 2006
  • Service Learning
    • The Advocacy Project >
      • Teaching Social Justice: My Background and Context
      • Inspiration for "The Advocacy Project"
      • Providing opportunities for volunteering during "The Advocacy Project"
      • How are students graded while participating in "The Advocacy Project"?
      • Student Reflections on "The Advocacy Project"
  • Travel
    • Cuba >
      • Pedro Pablo Oliva and "The Great Blackout"
      • Patio del Pelegrín Community Project
      • El Tanque - Casa Cultural Comunitaria
      • A Lecture with Cuban Academic Jorge Mario Sánchez Egozcue
    • Mexico >
      • Oaxaca: Mazatec and the language of whistling
      • Oaxaca: Monte Albán and a Oaxacan lunch
      • Oaxaca: Monte Albán and Atzompa
      • Oaxaca: Yanhuitlan
      • Oaxaca: Danza de las Plumas in Teotitlán del Valle
    • Spain >
      • Madrid
      • Sevilla
      • Feeling at home
  • Resources
  • Tutoring
  • Blog
  • Contact