My Spanish II class is currently reading Piratas del Caribe y el mapa secreto by Mira Canion. As I was absent from school on the day students were finishing up Chapter 2, I had them finish the chapter by reading along with the audio CD. After reading, I asked students to fill out a google form to gauge their comprehension, as I was not there to monitor and adjust as I normally would. I found that students did not comprehend as much as I expected they would. So, I needed a resource that would send them back to the text.
In the teacher’s guide (which I recommend buying), Mira provides a sentence sequencing activity for Chapter 2. She also recommends several ways that this activity could be used in class, but I wanted something a bit different than the options provided, as I felt many of the variations rely on a higher comprehension rate than what my students currently had. Enter the Jigsaw method. First, I photocopied the the strips in three different colors, as I knew I would have three large groups. (Luckily, I have pretty small class sizes - 14). I then divided the sentences into three sections. I gave the “pink” group the first five sentences. The “blue” group the second five, and the “yellow” group the last five. In order for this to work, the sentences must NOT be in chronological order when you copy them. I also made sure each student had their own set of five of sentences. Students then cut the sentences apart. As a group, they put the sentences in the chronological order of events in Chapter 2. Since each student had their own set of sentences, they were able to work together, but still have their own set, which is essential for the next part of the activity. Now, the jigsaw. I assigned each member of the “pink” group a number 1-5, each member of the “blue” group a number 1-5, and did the same with the “yellow” group. Students rearranged themselves into new groups, based on their assigned numbers. There were now 3 members in the “1” group - one with pink sentences, one with blue, and another with yellow. The same was true of the “2, 3, 4, 5” groups. These students now worked to combine all their events into chronological order. As they already had their own set in chronological order, combining the three groups together was not as hard as ordering all 15 sentences from the beginning. This activity got the students to go back to the text and discuss the chapter, thereby aiding in comprehension. It also has the benefit of cooperative learning and a bit of movement. After the jigsaw, all students were at 80% comprehension for the chapter, with many at 90% or above!
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Jessie Oelke
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