More BBCmundo links for "Las noticias"

For any who are interested, here are six more links to bbcmundo.com articles (most with video) that I found in the past couple of weeks and plan to use in class during the month of January.

This one I used this past week, and my students loved it.  The little boy they interview is so cute, and when he names off the instruments, students can totally understand him.

http://www.bbc.co.uk/mundo/video_fotos/2012/12/121228_video_cultura_acapulco_orquesta_juvenil_.shtml

Others I haven't used yet...

http://www.bbc.co.uk/mundo/noticias/2012/05/120519_video_republica_dominicana_elecciones_voxpops_lav.shtml

http://www.bbc.co.uk/mundo/noticias/2012/12/121226_video_cuenca_ecuador_inmigrantes_bueno_pea.shtml

http://www.bbc.co.uk/mundo/noticias/2012/12/121227_video_manzanas_estados_unidos_cuba_pea.shtml

http://www.bbc.co.uk/mundo/noticias/2012/12/121227_economia_motor_vehiculos_suv_irm.shtml

http://www.bbc.co.uk/mundo/noticias/2012/12/121228_salud_noticias_2012_men.shtml

25 Ideas for Extending the Learning With Each Story

Just received a question from a friend via email asking if I had  written a post about ideas to extend the learning/practice the language more with stories. Which made me think, well, I haven't written a specific post about strategies that would be used more than once with different stories,  but maybe I should.  Here was my response:  

To extend learning and language acquisition in general, I simply keep adding more vocab sets and telling more stories (of gradually increasing language complexity and sophistication.)  If you want to give students more practice with the same stories, here is the most complete list I can think of right now for what can be done with a single story:

1. Tell story with actors

2. Ask questions about the story with choral response

3. Ask individual students questions about the story

4. Do verbal fill-in-the blank with choral response

5. Do written fill-in-the-blank by making the story into a cloze exercise (blanking out some of the key words)

6. Have students tell the story to a partner

7.  Have students tell the story Round-Robin style in groups

8.  Have individual students tell part or all of the story

9.  Do Whole-Class Acting where class stands up and acts the story out as you re-read it aloud

10.  Have students put sentences of the story in order (you have to pre-make sentence strips for this) - they can either do this on their desks, with a partner or individually, or as a whole-class Line Up

11.  Have students arrange pics of the story and then tell story to a partner

12.  Have students arrange pics of the story and then write the story

13.  Have students think through and complete a graphic organizer about the story (I have a gazillion different graphic organizers copied in the file cabinet handy)

14.  Have students write a different version/different ending for the story

15.  Have students reenact their version or ending for class

16.  Send a translation (Spanish to English) version of the story home for homework (double-spaced, size 12-14 font, so they can write under each line)

17.  Have students translate a paragraph of the story (written) in five minutes

18.  Have students read the story with a partner, switching off after 1 minute intervals (translating out loud into English, usually, although I sometimes have them read out loud in Spanish and then ask them questions in Spanish to check comprehension)

19.  Have students make a video of the story and turn it in as a project for a film festival

20.  Have students write a new story using the same target vocab

21.  Have students write a children's book using the target vocab (this can also be a project)

22.  Have students fill in a Mad Lib version of the story

23.  Have students write T/F quizzes for each other about the story

24.  Daily matching vocab quizzes with the most recent target vocab

25.  "Vocab Bowl" game where students translate each vocab unit for points for their team

Some of these things work better with middle school classes, others with differing levels of high school Spanish; some of them depend on the size of your class and how much they can move around.  Almost all of them are included at some point in my lesson plan books along with a set of vocab and a story that I think they compliment well.

The activities above that I use pretty much daily in Spanish 3 and 4 are #1, 2, 6 or 11, 18, and 24.

The activities that I use frequently are #16, 17, and 22.  I would say that as a rule, you want to focus more class time on actual reading, writing, speaking, and listening than on things like the Vocab Bowl (which I mainly used in level 1 as a way to review for a test.)  Everything else for me is once in a while, although now that I've made this list, I'm inspired to shake up my routine a bit this Spring.

With Spring semester starting in a couple of days, it's a perfect time to sit down and generate some creative ideas, so I appreciated this prompting from my friend.  Wishing you all a fun, productive semester...

Spanish 3B up for sale!

My Spanish 3B (second semester level 3) book went up on my website as of an hour ago available for purchase (thank you web guy.  I still owe you some homemade clam chowder...)  It's actually been finished since August and sitting on my worktable in manuscript form waiting for the final, picky little touches on the 3B final exam before being hauled to the printer.  I'm going to be needing it soon, can't wait to use it, and hopefully those of you who are using 3A feel the same way.

I just have to say that it floors me how much more Spanish I can teach in a given amount of time when the lessons are all planned out and everything written.  My threes are miles ahead this semester of where last year's threes were by this time.  Miles and miles ahead.  They know more usable vocab, can write, read, and speak better, and know more grammar, believe it or not.  We've been working on Future Tense and Conditional over the past couple of weeks, and I've got several students who already have them both down pat.  My 3B book rehashes all the complicated 3A tenses again (as well as adding a touch of Past Subjunctive at the very, very end,) and I'm hoping to have even more students who are grammar wizards by then.  I love how I was able to work the tenses into the stories and conversation topics as well to reinforce actual contextual usage of the different tenses.  That's always been a struggle for me in teaching grammar--how to get it in context "on cue" while I was teaching the rules.  Otherwise, the rules go in one ear and out the other pretty quickly with no actual gain in proficiency.

Right now I have plans to write 4A and B summer 2013, mostly because I desperately need something better (more targeted, purposeful, efficient, and results-producing) than the materials I'm using now in level 4.  I feel like my fours are actually starting to lag behind the threes now, simply because I don't have materials written for them yet and I'm not great at teaching with textbooks or novels.  My level 4 needs to be a direct stepping stone into AP Spanish Language and Culture as we flesh out our fledgling 5-year Spanish program with level 1 starting in 8th grade for some students ( those who elect to do so.)  And when I say "direct stepping stone," I mean that they need to be learning AP level vocab and grammar and using it fluently in speaking, listening, reading, and writing, as well as getting very familiar with past and present Spanish Speaking World affairs.  So that will be my focus in writing my level 4 books.  I'd love to just teach Spanish literature and art in level 4, but unless the lessons specifically target AP vocab and skills, in my situation I'd be wasting my time.  (AP vocab for me = the 900+ words listed in the back of Pearson Prentice Hall's AP Spanish prep book by Diaz, Leicher-Prieto, and Nissenberg.) 

Level 4 teachers, please chime in about what the ideal level 4 program needs to do in your opinion. Unless you just trust me to work it out. :-)

Doing "Las noticias" - Part 2

Okay, right after I posted the other day about my great idea for how to do "Las noticias" in levels 3, 4 and AP consistently and really work in the language, culture, etc. I morphed it again.  Here is my latest method.  (You need to be able to project from your computer onto a screen to do it this way.)

1.  Go to bbcmundo.com (this site is my new best friend in the upper level classroom)
2.  Specifically look for articles/news bits that have a video (either by looking for "Lo más visto" usually on the right hand side off the home page, or, if nothing there suits, go to either the América Latina tab or some other tab and just start searching the lists of articles for those that have a white "play" sign on the picture.)
3.  Copy and paste the first paragraph or so of the article's text onto a Word document, make it huge font, save and title it "Las noticas Oct 23" or something along those lines.
4.  When the class comes in, project the Word document on the screen and question through it with the question words as described before, talking about unfamiliar vocab, etc.
5.  Follow up with the 1-2 minute video, sometimes with some prepping of what they should expect to hear in advance (my students seem fascinated by these videos and really do listen and try to understand.)
6.  Pause the video a couple of times to see what words anyone picked up (if desired)

The awesome thing about the videos to go with the news bit of the day is that my students are hearing different accents from all over the Spanish-speaking world.

I look for articles that aren't overly controversial or upsetting.  (I want them to focus on the Spanish, not on screaming at each other about the results of the latest presidential debate.)  I look for articles that will feature cultural facts, places, famous people and leaders from Spanish speaking countries because that will contribute to AP knowledge nicely.

Here are some articles with videos I've used recently in class and really liked:

Art and Culture - Picasso exhibit in New York, et al.:
http://www.bbc.co.uk/mundo/noticias/2012/10/121011_video_movida_cultural_10oct_jg.shtml

Cuba's new law eliminating the need for permission to travel abroad (video has "Key Questions" that are written out on the screen for your teaching/reading pleasure):
http://www.bbc.co.uk/mundo/noticias/2012/10/121016_ultnot_cuba_permisos_viaje_extranjero_jmp.shtml

"Latin Beats" with some Chilean band that has really fun music and an interview with the lead singer:
http://www.bbc.co.uk/mundo/video_fotos/2012/10/121015_latin_chico_trujillo_aston_pea.shtml

How to Do "Las noticias" daily using the Question Words

Okay, I'm finally doing "Las noticias" every day at the beginning of the block (in levels 3, 4, and AP) in a way that seems to be working consistently and meeting my objectives of speaking more Spanish in class, talking about current events, teaching real-life vocab that might not otherwise come up on textbook vocab lists, and using authentic resources.  I've been looking up articles on BBCmundo.com (especially under the "America Latina" tab) and taking headlines or opening lines from them to write on the board before the class comes in.  I spend about 5-7 minutes on this first thing when I get to school, and that prep time has been well worth it.

When class starts, I start pointing at the "News" and saying, "Clase, mira las noticias.  ¡Mira!" until everyone is looking at it.  I may or may not confirm their understanding of key words, unknown words, and/or the entire news bit, depending on how I feel like working with it that day, but either way, I ask whole-class questions about it in Spanish.  I have my Question Words posters on the wall directly above this whiteboard, and I go down the list of Question Words asking questions about the "noticias."

Example of Las noticias questioning:
"Clase, ¿Quién anunció que no disputaría el Abierto de Estados Unidos?"  (Rafael Nadal.  If no one answers, I give choices.  "¿Andy Murray o Rafael Nadal?")
"¿Quién es Rafael Nadal?"  (un tenista español)
"Por qué él no va a disputar el Abierto de Estados Unidos?  ¿Alguien sabe?"  (Here we talked about Rafa's "rodilla izquierda" that's injured, etc., information I got from skimming the BBCmundo article.)
"¿Cuándo es el Abierto de Estados Unidos?  ¿En septiembre o agosto?"  (agosto)
"¿Qué fecha?  El..." (27 de agosto.  If they answer in English, I say, "¡En español!")

I'm spending about 5-7 minutes at the beginning of class on this whole Noticias/question and answer session, maybe 10 when we get off on a tangent (like talking about Hidalgo, etc. from the Noticias this past week: "El presidente de México dio el "Grito" de independencia el domingo, el 16 de septiembre, desde el balcón del Palacio Nacional.") I'm finding it reasonably easy to hold their attention on the Spanish sentence as well as my Q&A, possibly because I act so interested myself in the "news" and then act really impressed when they understand it as well as respond.  I'm re-teaching saying numbers, dates, and of course the Question Words as I go, but all of that is needed (to a highly fluent/natural level) for the AP Spanish Language and Culture exam.  The "noticias" are also good for highlighting names and details of important Hispanic figures, some cultural info, current events in Spanish-speaking countries, etc. without spending much time on it or doing time-consuming, class-time-wasting projects.

I'm leaving the same "noticias" sentence there for 2 days (all A and B blocks) and using it in all 3 levels (3, 4, and AP,) although I might add something to it for AP at times.  So really, I only have to look up a new news bit every other day, and like I said, it's meeting a lot of my goals for things I wanted to include this year.

If you have my 3A book you'll notice I mention talking about "Las noticias" approximately every other lesson, but I'm actually doing it every single lesson now since I figured out exactly how I wanted to do it (using the list of Question Words, by rote.)

Happy teaching...

Getting Actors part 2

Okay, new method for getting actors this fall that is going really well for me:

1. Write a list of characters needed on the board (Chico 1, Chico 2, Chica 1, etc.)
2. First day - ask a confident, bossy student to choose all actors.  Write their names in the list on the board as he/she picks them.  This works best if the choosing student is popular; other kids want to be picked by that person.  (Fair or unfair, just telling you how it is.)
3. After first day - whoever played the main character (Chico 1) in the last skit chooses all actors for the new skit.
4. Variation - whoever played the main character (Chico 1) chooses the main character for the new skit, then that (new) person chooses Chico 2.  Chico 2 chooses Chica 1, and so on.

Getting actors for skits has suddenly gone from big Argument/Whine Time to pretty fun, actually.  Mine really like getting to choose actors, and everyone else in the class seems to enjoy waiting to see who they are going to pick.

Going back to my previous post about getting actors and how students will get up to act as long as they are being "forced" to do it (NOT volunteering on their own)--being chosen by other students is probably the best "forcing" method I've found because they like the attention from each other.  So far this year, I've only had one student beg not to act after being chosen by classmates, complaining he had already acted a lot (which was true) and that he didn't feel good that day.  So, I let him choose someone to take his place, and that person acted willingly.

Another fun thing to do with the board list is add a few story details to it, like "Coche, Animal," etc. and ask for those up front as well.  I owe that idea to my friend Jennifer Noonan who taught with me a couple of years ago here in Colorado, now moved on to Chicago.  (Hi Jenn!)

Roger el Romántico y La Sra. Doubtfire

My door faces my colleague Alexis' door, and she usually teaches with her door open, which offers me a clear view of her acting area and her students' engaged postures as they sit in their desks, leaning forward, fascinated with the lesson.  At the moment, they are in the midst of the Roger el Romántico stories (that teach greetings, introductions, and goodbyes) and it has been such a joy and delight for me to spy from a distance.  Or sometimes up close, because every so often a smiling Roger, complete with purple velvet hat, invades my room to give me silk flowers.

This is her second year to teach through the 1A stories and she's really pulling them off well.  I always found that my second year through the same set of stories goes better as I have more confidence, get more ideas about what props to use, etc.  That is true for me right now with the 3A stories for sure.

Alexis came over yesterday after school to show me a music video one of her classes made to the song "Call Me Maybe" starring Roger and La Sra. Doubtfire.  I wish I could post the video, but unless the kids themselves do it, I can't put their faces on the internet.  I am still smiling this morning just thinking about it.  This is the first time I've taught right next to someone who is using my stuff, and I just can't tell you guys how gratifying and fun it is to see my stories that I wrote coming to life and bringing such fun to someone else's classroom.

And of course, I love getting flowers from Roger el Romántico.  Who doesn't????

Advice for New Teachers and Teacher Voice

As school is starting (for some - I started with kids this past Tuesday) I'm getting some last-minute requests for advice.  Here is a response to one email:

Advice for first year teacher - feeling lost and overwhelmed is normal - I still feel that way in the first few weeks of school (and sometimes later) even after 12 years of teaching.  The way I handle it is putting in the hours to make sure I have good lesson plans ready for class.  Even then, you have to stay flexible in class and accept the fact that some activities will flop badly, others will surprise you in how well they go, sometimes you run out of activities; sometimes you run out of time.  Stay flexible and accept the improvisational aspects of this job as part of the deal.  I recommend getting a good Spanish soap opera off Amazon to fill in the dead spots in class so you can regroup.  However, if you show videos "too much," you'll get a bad rep that way, so use judiciously.

My other big advice for new teachers:  Develop and use Teacher Voice.  You may want to practice this at home until you get a volume and a tone that sounds right, and practice going from normal conversational tone to instant Teacher Voice.

Teacher Voice is:

- loud (able to be heard over a classroom of 35 kids who are talking)

- firm, authoritative without sounding angry

- positive, expectant

- sure of what you want to happen ("OK, I need everyone to go back to their seats now.")

- bossy but with an undertone of affection

Now, not everything you say in class has to be delivered as loudly as you need to get to be heard over 35 voices, but you need to be able to hit this volume in an instant when needed.  A lot of times kids aren't necessarily being disrespectful, they simply can't hear the teacher, and/or they aren't sure you REALLY need them to listen now because you aren't commanding attention.

Okay, Ven Conmigo - I know of it, but I haven't studied the vocab lists or grammar topics enough to know how closely aligned my 1A book is, but I'd be willing to bet that it starts with greetings and introductions, then goes on to numbers, school supplies, family, house, colors, numbers, activities/hobbies, clothes, food, places around town, etc. like every other Spanish 1 textbook does.  If you need to compare vocab lists, my 1A list is at the very back of my book broken down by lesson.

Best of luck to you - let me know how the first day or week goes!  And let me know if you need anything else.

Anyone else who wants to chime in on advice for new teachers, feel free to comment.  Okay, back to the rush of Monday morning getting ready for school...

Gestures to Teach Vocab

Getting a lot of questions like this one from my friend Glen Irvin up in Minnesota:
Hi Jalen,
I think I've asked you this question, but I'm not sure of your response so here it goes again. Do you have a description of the gestures you use for your vocabulary in your Level 1 and 2 new books? I also believe that gestures really work, but maybe I'm not creative enough, but I can't seem to think of anything good for some of the gestures. I have had the kids make stuff up on occasion but this sometimes distracts from the learning of the vocabulary and becomes all about the gestures. If you have suggestions or if you have something down I would be interested in hearing it.
Thanks!!

My response:
Hi Glen, I've been meaning to write a post about this but I've been swamped with trying to finish 3B and processing fall book orders (a happy problem...)

The short answer is...no, I don't have a list of gesture descriptions.  I don't worry too much about whether the gestures we come up with are "good" or not...it doesn't seem to matter, as long as they do a gesture when I say a phrase.  We use the same gesture for several things, like thumbs up with a goofy smile means a jillion different things, depending on which vocab set we're on.  As long as the 5 or so gestures of the day are different, it works.  So if I made a list of gestures, you'd look at it and go, wow, those are all lame. : - )

The point is, they are doing a movement that we agreed on beforehand would represent that word or phrase, and their brain makes the connection.  I repeat, the gestures do not have to be "good," there just has to be one for each phrase.  (Or sometimes it's a couple of movements for the phrase, if the phrase is long.  Example from 3A:  Joe le mintió a su hermana = cross your fingers then point at Jade, who we all just now decided looks like Joe's hermana)  Also, I draw quick stick figure drawings of stuff on the board for them to point at if we can't gesture it.  (These also do NOT have to be "good.")

Yes, sometimes this process of coming up with gestures takes away from the focus more than I'd like, but that is mostly just in the first class of the day, because after that I use their gestures unless the following classes jump in with a better idea, which they sometimes do.

And there is more to say about gesturing, but that's all I have time for at the moment!  Back to work.  I'm on Lesson 17 in 3B.

My Spanish 3A is Online Ready to Purchase Now

I turned in the first print run for my Spanish 3A Lesson Plans yesterday afternoon!  What a great feeling.  It turned out to be a little fatter than 1B (I set those two manuscripts side by side to compare) and jam packed with lesson plan goodness just waiting to be used in class this fall. 


My website www.waltmania.com has it available to order in the shopping cart and on the printable order form, but doesn't have any write-up/samples/"selling" information (Update - 3A samples are up - click on Samples and scroll down until you see 3A under levels 1 and 2) about it yet because I need to develop that when 3B is ready. I'll cut and paste some things here about 3A, including a partial vocab list.  The first 4-5 weeks of lessons include a lot of grammar review, but starting with Lesson 9 I explicitly introduce the subjunctive, and the other "new" tenses mentioned below follow shortly after that.  Also, you only see some of the conversation topics on the vocab list below, but every lesson has a conversation topic for the kids to discuss with each other in small groups and then with whole-class.  (The ones that made the actual vocab list are from my curriculum vocab list, involving phrases or words that I am expected to teach.)

3A Features:

·        Follows the order and expectations of most Spanish 3 textbooks

·        Focuses on developing conversational, spontaneous speech and expository writing

·        Purposefully builds toward my AP Spanish Language class, by including Spanish conversation/discussion questions and journal writing prompts to go along with the vocab and grammar topics

·        All of the stories and readings are brand new, none repeated from any of my older books

·        Includes several “Mad Lib” story scripts in the second half, when kids get whiny about stories and I need to shake it up a bit

·        Includes explicit grammar instruction, with homework for each grammar topic (including Preterit/Imperfect review, Ser & Estar review, Subjunctive, Future, Conditional, Present Progressive, Past Progressive, and Present Perfect tenses—whew!)

·        Includes 3 “Mini-pruebas,” a Midterm, and a Final Exam

·        Final Exam is loosely modeled after the AP Spanish Language Exam with AP-inspired rubrics for speaking and writing

·        Native Spanish speakers edited my Spanish

First Day Lesson

¿Qué hiciste el verano pasado?

Joe no aguantaba al perro

Le mintió a su hermana

Pescó en el lago

Mientras pescaba, observó la naturaleza

Lesson 1

¿Qué te pareció la película___?

Lo/la encontré muy interesante

Había una tormenta en el bosque

Empezó a llover a cántaros

Había truenos y relámpagos

Claire se enamoró con Jordan

Quiso hablarle de sus sentimientos

Direct object pronouns

Lesson 2

Hizo una caminata

Corría una brisa, y estaba fresco**

No vale la pena

Ella resolvió el rompecabezas

Indirect Object Pronouns

**Other past weather phrases:

Hacía calor/frío, había sol/viento

Lesson 3

¿En qué será diferente este año escolar?

En el pasado, siempre…

Este año voy a…

No se quedó en casa

Remó por el río

La temperatura alcanzó a los 115 grados Fahrenheit/46 centígrados

El disco quemó porque hacía tanto calor

Preterit 

Lesson 4

Era fanático de Taylor Swift

Era bueno para la oratoria

Ellos conversaron

Sin embargo, es imposible acercarnos a ella

¿No te acuerdas que ayer su guardaespaldas casi nos mató?

Lesson 5

¿Cómo debe ser un/a buen/a amigo/a?

Un/a buen/a amigo/a debe apoyarte y…

Debe ser…no debe ser…

Amigable

Atento/a

Confiable

Leal

Solidario/a

Desleal

Inseguro/a

Joe tenía una novia muy terca

Joe confiaba en Tyler porque él guardaba los secretos

Joe y Holly se rompieron

Mariah es un poco maleducada

Joe y Holly hicieron las paces

Imperfect

Lesson 6

¿Qué buscas en un/a novio/a?

Busco un/a novio/a que sea…

Tenían mucho/algo/nada en común

Sí, me la paso preparando sándwiches

A mí no me interesa preparar sándwiches

¡No vayamos a la costa!

Viajó a la costa sola

Preterit v. Imperfect

Lesson 7

Se mantenía en forma

Se divertía demasiado

Joe iba caminando por la calle

Alyssa lo dejó plantado

Desde aquel día, Joe se mantuvo en forma

Preterit v. Imperfect 2

3A Mini-prueba 1

FD – L7 Vocab

DO pronouns

IO pronouns

Preterit

Imperfect

Questions about Exprésate & Update on Level 3

I'm getting a few emails asking about my stories and how closely aligned they are with Exprésate.  Here is a paraphrased response I just sent to a teacher who wrote me:

Hi R, well you are in luck if you need something that's aligned with Exprésate.  I am in your exact same boat and do not want to use the textbook for anything other than a guideline for curriculum content/goals (and for that I think Exprésate is reasonably good, especially if you have an AP Spanish Language class that you are leading up to.)  For each level, I literally took two chapters at a time (1 & 2, 3 & 4 in the fall, 5 & 6, and 7 & 8 in the spring), mixed the vocab together, made phrases out of it, and created stories using that vocab.  (The vocab is pared down a little bit, but not much.)  I did two chapters at time because I wanted to have as much variety as I could in terms of vocab and grammar structures, but only two chapters so that if we had common midterms and finals, my students would have had all the content a textbook student had by the end of the first 9 weeks.  So that is how closely aligned my stories are with Exprésate.  Very.

The books that are basically aligned with Exprésate are the 2009 Version 1A & B and 2A & B.  I am getting ready to put up 3A for sale this week, maybe tonight or tomorrow if I can get the whole thing printed out, and then I will have 3B ready by August 15th at the latest.  I am teaching levels 3, 4, and AP again this coming year and I WANT JALEN WALTMAN'S COMPLETE LESSON PLANS TO TEACH WITH!  So that's why I'm trying my best to crank out all of level 3 before school starts.  (It's slower going than I had originally hoped...argh, soooo much work taking up soooo much of my dwindling summer!!!)

You can look at my vocab/grammar topic lists online at www.waltmania.com to compare to your curriculum guides if you like, but I wouldn't even bother because for you it's a slam dunk since you're tied to the same textbook that I am. :-)

I would also say that no matter which textbook you are tied to, chances are my vocab lists and grammar topics are a decent fit.  I say that because if you really look at them, how different are the different publishers' Spanish textbooks in terms of vocab and grammar topics anyway?  Not very.  In fact, they haven't even changed that much over time.  The old Dime Uno I had to use 12 years ago teaching level 1 at Norman North HS had basically the same vocab and grammar topics as Exprésate level 1.  Exprésate has more vocab (very, very long lists for each chapter) and includes some technology terms, maybe some recycling/environment stuff, but there is not enough difference to really matter in my view.

The update on level 3 is this:  Yes, Spanish 3A should be up ready to purchase either tonight, tomorrow, or sometime Tuesday July 24th at the latest.  If you can believe it, right in the middle of trying to finish up this "masterpiece" (of which I am now doing the final edit/printing so I can take it to my printer for publication,) I have JURY DUTY tomorrow.  Wow.

I'd like to say that I think 3A is taking forever because it's SO AMAZINGLY GOOD, but it might just be that I'm way too perfectionistic.  I myself can't wait to teach through it this fall having it all completely done and ready to use, because it definitely reflects exactly how I am teaching and what I'm teaching, day by day by day, in painstaking detail.

Spanish 3B will go a lot faster because part of the reason 3A has taken so long is me deciding exactly how I want to format and organize and arrange and what order and how the tests will be exactly and etc. etc.; 3B will overlay on that finely crafted and honed framework (rather than take forever because I'm inventing the wheel.)  However, I decided to go ahead and put 3A up for sale by itself, now, because I know people are waiting for it with baited breath.  (What is baited breath, by the way?  It doesn't sound appealing, does it?)  Plus, that will take some of the pressure off of me trying to also crank out 3B by July 31 so they can go as a set. 3B, Lord willing, WILL be done before I report back to school August 15.  Not for you, for ME, because guess what, this school year I need to get serious about writing publish-able things for levels 4/AP, and I just can't have this project still lingering.