The document outlines a project that aims to enhance language learning through video clips and cultural interactions, emphasizing the importance of comprehensible input in language acquisition. It provides a structured approach for educators to design activities around videos, including comprehension exercises and creative storytelling. The content also highlights various resources and tips for implementing these strategies effectively in the classroom.

1. MINING FOR
(elementary)
GOLD
leveraging language and culture in authentic #earlylang video
CSCTFL 2017
a project of musicuentos.com

2. Sara-Elizabeth Cottrell
musicuentos.com
@secottrell
facebook.com/musicuentos
¡Hola!
2

3. What can you do?
Let’s lay out some goals
3

4. “Do not confuse comprehensible
input with total comprehension.
-Donna Clementi & Laura Terrill,
The Keys to Planning for
Learning
4

5. Let’s get mining
You’ve selected a video clip.
Now what?
5

6. 6

7. STEP ONE: Identify
7
language:
vocab/structure
perspectiveproduct /
practice

8. NEXT: Design your CI.
Build targets into a
comprehensible
introduction strategy, like
a story or game or PQA.
8

9. BRAIN
BREAK!
9

10. THEN: Watch x1
▪ What I heard and understood:
______________________
▪ What I think is going on:
______________________
10

11. Intro the clip
with “fist-to-five” show of
comprehension
AND NOW...
11

12. The cookie tells the prince,
“You’re a monster!”

13. 13
The prince tells
the cookie, “I’m
not a monster!
You are!”

14. 14
The prince
wants to know
where the others
are.

15. 15
Gingy will tell because
he doesn’t want to lose
his buttons.

16. 16 Gingy says, “Do you know the
muffin man?” The woman hiding his
friends is married to the muffin man.

17. THEN: Watch x2
▪ What I heard and understood:
______________________
▪ What I think is going on:
______________________
17

18. NEXT:
Follow up with scene
comprehension.
18 Complete the story.
The (cookie, sandwich)
tells the (prince,
grandma) that he is a
(lawyer, monster).

19. Don’t leave yet...
▪ cloze: “____ not a monster! You ____!”
▪ comprehension: “What does the prince want to
know?”
▪ questions outside the story: Who has more friends,
the cookie or the prince?
19

20. FINAL INTERACTION:
Create your own story
on the model.
20 Complete the story.
The ______ (thing) tells
the ______ (person) that
(he/she) is a ________
(thing).

21. Just one more thing...
▪ How will students
interact with cultural
products, practices,
and perspectives?
▪ In the TL?
21 mastersimage.com

22. Products / practices
What is the nursery
rhyme?
Why are nursery rhymes
popular?
And what about the culture?
Perspectives
Why does DreamWorks
use a nursery rhyme
here?
22

23. What does the
“muffin man”
mean in other
cultures?
Place your screenshot here
23
Elsewhere...

24. Great. Where’s the gold?
▪ Commercials
http://bit.ly/1LzKxQ8
▪ Cortometrajes
https://www.pinterest.com/salegarec/español-cortometrajes/
▪ Channels
https://www.youtube.com/plazasesamo
https://www.youtube.com/canalpakapaka
https://www.youtube.com/elreinoinfantil
https://www.youtube.com/dokihome
▪ Film/TV
Pocoyó, Peppa Pig, El Chavo animado, Dino el dinosaurio, Spid el coche,
Doctora Juguetes, Tom la Grúa
24

25. 25
Mining in practice:
“Lola Aventuras”
Ministerio TIC Colombia

26. Tips from Bryan Kandel
http://bit.ly/2cghkQ9
Elena López
http://aprendemosjuntos.weebly.com/
Kara Jacobs
http://reflecciones-kj.blogspot.com/
26
Spanish Playground: 26 Tips for Video
http://www.spanishplayground.net/video-
activities-language-class/

27. 27
ANY QUESTIONS?
You can find me at @secottrell & musicuentos.com
Thanks!

28. Credits
Special thanks to all the people who made and
released these awesome resources for free:
▪ Presentation template by SlidesCarnival
▪ Photographs by Unsplash
28