Using octapodi in class

This week we did a movie talk with oktapodi.  In addition to the movie talk, I came up with some supplementary activities to go with it.  I have included what we did as a pdf.  Feel free to download and use:

oktapodi teacher’s suggestions & oktapodi student handout

Here is what we did:

Monday: I presented the video and we did a movie talk.  There is a great video on youtube where Ana Filipescu uses Octapodi as a movie talk.  It’s a great thing to watch if you’ve never done a movie talk before. Ana’s video lasts about 15 minutes, but mine ended up being closer to 25 minutes. One of the key structures that I am hitting hard is ‘estaba’.  My video script has a lot of ‘estaba’ being utilized.  The students really liked it, but after viewing carrot crazy a few weeks ago, they asked me if all movietalks would have a bird at the very end.  (To which I replied…maybe)

After the movietalk and brainbreak, I used one of Carol Gabb’s ideas.  It’s called freeze frame. Martina Bex gives a great tutorial on the freeze frame.  I selected 7 sentences that described the scenes from octapodi and had students take pictures of their “scenes”.  They sent those to me and I included them in a slide show.

Tuesday: I decided to stick a little longer with the oktapodi theme.  At the beginning of class, we “reviewed” the story presented in the video by looking at the pictures they had taken the day before.  We discussed the pictures and I circled the statements making sure that estaba got a lot of repetition.  I ended up spending about 10 minutes circling and talking about the pictures.  Students also enjoyed seeing their pictures up on the board.

After a brain break, I passed out an extended reading that I had created based on oktapodi.  Normally, I would spend an entire class period making sure that we all knew what the words mean (and getting reps) but since students already know this story, I am using one of Susie Gross’s ideas a la Michele Whaley. This comes directly from her blog.  Quick explanation: students select a sentence from the reading.  On the outside of a folded piece of paper, they draw a picture to match the sentence.  On the inside they write the sentence in Spanish. Then they have to work various partners by looking at their picture and trying to the say the right sentence in spanish.

What do you do when you see an octopus on your window?

What do you do when you see an octopus on your window?

There was a homework activity that students took home to finish.  This is also in my teacher’s suggestion pdf.

Until next time!


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