Simple Stories in Spanish: Feliz Navidad

Season 10, episode 14

Isabel wishes she were home for Christmas instead of all alone in a big city. She knows that other people in her apartment building are also alone, so when the electricity goes out, she decides to spread light and joy through candles and song.

This story is in the third person and the present tense. Important vocabulary in the story includes: “siente” (feels),“vecinos” (neighbors), “velas” (candles),“caja” (box), “Navidad” (Christmas), “Nochebuena” (Christmas Eve, and “villancicos” (carols).

Feliz Navidad

Isabel es una muchacha simpática. Ella vive muy lejos de su familia. Le gusta pasar tiempo con ellos y típicamente va a casa para celebrar la Navidad. Sin embargo, este año no tiene ni el tiempo ni el dinero para viajar a casa por Navidad.

El 24 (veinticuatro) de diciembre, Isabel camina por la ciudad donde vive. Piensa en todas las cosas que estaría haciendo en casa con sus padres, hermanos y familia extendida.  Pasarían mucho tiempo afuera: jugarían en la nieve, construirían un muñeco de nieve, tirarían bolas de nieve, bajarían en tobogán y patinarían sobre hielo. 

También harían muchas cosas en casa. Cocinarían una cena grande para la Nochebuena. Harían galletas de Navidad. Cantarían villancicos mientras llevaban las galletas a los vecinos. Escucharían cuentos de sus abuelos sobre las Navidades pasadas. Irían a la iglesia para una reunión especial de Nochebuena. Abrirían regalos y estarían muy felices.

Isabel pasa una iglesia. Hay un nacimiento grande con figuras de María, José y el niño Jesús. Una gran bandera dice: «Feliz Navidad». Isabel pausa para observar la escena. Escucha el sonido de un coro practicando villancicos para la Nochebuena. La música y la escena le hacen sentir un poco mejor, y continúa a su apartamento.

Cuando llega a su apartamento hay una caja frente a su puerta. Es de su mamá. Isabel abre el paquete y encuentra una carta dentro.

Querida hija, Lamento que no estés con nosotros para la Navidad este año. Espero que con las cosas en la caja te sientas más cerca de nosotros. Feliz Navidad, Mamá

Isabel se siente triste y sola. Extraña mucho a su familia y no siente que sea una Navidad feliz. Mira las cosas en la caja. Hay una bolsa de galletas de jengibre, sus favoritas. Hay bombones caseros y una variedad de chocolates. Hay pequeños regalos y muchas velas.

Isabel toma los regalos y abre uno. Es un burro, como el que llevó a María a Belén. Isabel pone el burro en su mesa y abre otro regalo. Este contiene un joven pastor. Isabel piensa en los pastores que escucharon el canto de los ángeles y luego buscaron al niño Jesús.

El próximo regalo tiene una figurita de María. Isabel piensa en la fé absoluta de María y en la responsabilidad de ser la madre de Jesucristo. Isabel siente una gran admiración por María. El siguiente regalo es José. Isabel piensa en la confianza que José puso en Dios. 

Isabel sigue abriendo los regalos. Hay un ángel, una vaca, los tres reyes magos, otro pastor y un cordero. Pone las figuritas en la mesa para formar el Nacimiento, pero falta la figurita más importante: ¿dónde está el bebé Jesús?

Isabel busca en la caja otra vez, pero solo encuentra las velas. Es una tradición en la casa de Isabel cenar en Nochebuena solo con la luz de las velas, sin ninguna luz eléctrica. Es una tradición que le gusta mucho, pero son demasiadas velas para una cena para una sola persona. Debajo de las velas hay una nota de su mamá que dice: «Ilumina el mundo».

De repente, la electricidad se apaga. Isabel mira por la ventana y ve que toda la ciudad está a oscuras. Isabel se siente muy triste y sola. No es una Nochebuena perfecta como cuando está en casa.

Isabel está triste y sola, pero ella sabe que hay otras personas que también se sienten tristes y solas durante la Navidad. Mira la caja de velas y tiene una idea. 

Enciende una vela y camina con la caja al pasillo. Toca a la puerta de su vecino. Cuando su vecino, un hombre mayor, abre la puerta, Isabel canta.

La primera Navidad un coro se oyó; a humildes pastores el cielo cantó, y un ángel les habló, rodeado de luz, anunciando la Natividad de Jesús. Noel, Noel, Noel, Noel. Hoy ha nacido el Rey de Israel.

Isabel enciende una vela y pasa la vela al hombre. Él acompaña a Isabel al próximo apartamento. Tocan a la puerta. Una mujer y su hija abren la puerta e Isabel y su vecino cantan.

Venid, adoremos, con alegre canto; venid al pueblito de Belén. Hoy ha nacido el Rey de los ángeles. Venid y adoremos, venid y adoremos, venid y adoremos a Cristo Jesús.

La mujer y su hija toman velas de la caja. Encienden sus velas y caminan con Isabel y su vecino al próximo apartamento. Una familia de seis abre la puerta. Isabel y su grupo de vecinos cantan.

Noche de luz, noche de paz; reina ya gran solaz do el niño dormido está, mensajero del Dios de verdad. Duerme, niño, en paz; duerme, niño, en paz.

El grupo sube un piso y toca a la puerta de otro apartamento. Una mujer mayor con un bastón abre la puerta. Isabel y su grupo de vecinos cantan.

Cantan santos ángeles con celeste entonación; las montañas eco dan como fiel contestación. Gloria a Dios en lo alto. Gloria a Dios en lo alto.

La mujer con el bastón no puede caminar con el grupo, pero Isabel le da una vela para iluminar su apartamento. El grupo de vecinos va a la próxima puerta y canta.

Escuchad el son triunfal de la hueste celestial: Paz y buena voluntad; salvación Dios os dará. Cante hoy toda nación la angelical canción; estas nuevas todos den: Nació Cristo en Belén. Escuchad el son triunfal de la hueste celestial.

El grupo sigue por los pasillos del edificio de apartamentos cantando villancicos y pasando velas a los vecinos. Algunos vecinos deciden unirse al grupo mientras que otros, como la mujer con el bastón, se quedan en casa. Algunos vecinos tienen su propias velas, mientras que otros vecinos toman velas de la caja de Isabel.

Después de cantar en el último apartamento, Isabel tiene un grupo bastante grande. No quieren simplemente regresar a sus apartamentos solitarios, así que deciden reunirse en un salón grande en la planta baja del edificio. Van a sus apartamentos a buscar comida para compartir en su improvisada fiesta de Navidad.

Isabel se sienta en el salón iluminado por velas y come con sus vecinos. Ahora no siente sola ni triste, pero siente que algo falta.

Piensa en la mujer con el bastón. Ella no está en el salón porque no puede bajar las escaleras, y el elevador no funciona por la falta de electricidad. Isabel llena un plato de comida y camina al apartamento de la mujer.

Cuando toca a la puerta, la mujer la invita entrar. Isabel se sienta y habla con ella. Aprende que los hijos de la mujer no pudieron venir a casa este año por trabajo y que era su primera Navidad sin familia. Ella se sentía muy triste y sola hasta que escuchó la música de sus vecinos. Ahora su Navidad es mucho más feliz.

Luego, Isabel regresa a su apartamento con su caja vacía. Cuando entra, tira la caja a un lado, pero escucha algo. La caja no está completamente vacía. Dentro de la caja hay un regalito más. Isabel abre el paquete y encuentra la figurita del niño Jesús. Pone la figurita con el resto del Nacimiento y canta su villancico favorito.

¿Qué niño es este que, al dormir

en brazos de María,

el cielo hoy le rinde honor

y el pastor vigila?

Él es el Cristo Rey;

mirad la gloria descender.

Ved, ved al Salvador,

al hijo de María.

El fin.

You can also watch a video of this story on YouTube!

¡Muchas gracias por escuchar! Thank you for listening, and a HUGE thank you for your support. I really enjoy creating and sharing simple, comprehensible stories in Spanish. If you would like to help me in that endeavor, consider buying me a taco!

You can download a printer-friendly PDF of this story. Looking for the English translation? I have a PDF for that too! Read a paragraph in Spanish and then read the English translation to see what you understood.

Beyond Popcorn Reading: Engaging Story Time Activities

Popcorn reading (one student reads and then “randomly” calls on a classmate) is a common practice among teachers. People seem to either love it or hate it. I am not personally a fan and something I read recently reinforces how I feel about this practice.

“It’s crazy to try to assess children’s reading abilities by simply asking them to read aloud. They might do it successfully yet have no understanding of the text at all, and that’s not reading! We need to chat with them about what they’re reading to ensure they comprehend what’s happening in the story, to find out if they’re in the “world” of the story, to discover if they’re really reading or not.”

Mem Fox (2008). Reading Magic, p. 107

This quote is found in “Hi-Impact Reading Strategies” by Bryce Hedstrom. If you are a language teacher (including ELA), YOU NEED THIS BOOK! Bryce walks through 4 important components of reading in the classroom. He includes multiple quotes and evidence backing each of his strategies. There are even student handouts and project ideas.

When I was student teaching, I taught a novel and would have the students read aloud. My wise mentor teacher taught me that when students are speaking, they are focusing on their pronunciation, not their comprehension. When they read something for the first time, the focus should be on their comprehension, not their pronunciation.

So, how do we use stories in class? How do we move beyond popcorn reading? I have a few ideas for you. You will notice that quite a few of my activities involve the teacher reading. That is because I think it is imperative for teachers to read to their students. Why? Because the teacher knows. YOU know the story. YOU know the highs and lows. YOU know how to pronounce the words.YOU know the parts you want to emphasize. YOU know the sections they will need help with. READ TO YOUR STUDENTS!

“The soul is contained in the human voice.”

Jorge Luis Borges

Here are some of my favorite activities:

This is a good activity when I don’t feel like being energetic. I can sit down with my paper under the projector. I very rarely teach from my desk, so this activity feels like a guilty pleasure. If you want to try it out, here is a blank template for you!

Cornell notes are a big deal in my school. Every department has to include them in some way. So, I use them with reading! I have a blank document that I can use with any story. I go over what I expect them to write in each section and we come up with annotation marks they are expected to use to connect their notes to the text. You can use my blank template too:

These are certainly not the only strategies out there. I also suggest Running Dictation (Comprehensible Classroom has an excellent explanation.) This activity is a hit with every level!

While not necessarily classroom reading activities, the following activities are fun for post-reading comprehension checks.

If you have any questions or activities to add to this list, drop me a comment below!

Producing Poetry in High School Language Classes

When I was younger, I did not like poetry. But now I do, not because I understand it any better than I did in High School, but because I have discovered that it is a wonderful way to help students express themselves.

I teach a college-level composition class in high school (my students are in 11-12 grades). My final unit is a poetry unit and I have discovered that every one of my students is capable of writing profound poetry.

Students need time to think and be creative. In class we create multiple poems in multiple styles. Then we choose our favorites and spend time finding ways to work in symbolism and create imagery and emotion.

I begin the unit by introducing 5 types of poetry: lyric, sonnet, free verse, visual, and acrostic. Throughout the unit we will spend time creating each kind of poetry. First, I present an example and then we make a poem as a class, followed by 1-3 student practices (individually or in groups).

The fist poem we practice with is acrostic poetry.

Starting with acrostic poetry is low stakes and approachable. Students can find quick success and discover that poetry is attainable. This is also a fun one to do as a class. You can pick the word and then assign the letters to groups in the class. When they are done, write their lines on the board.

Acrostic Poetry – student example

I introduce free verse poetry with “Oda al tomate”. Then we write our own odes to foods. Students tend to have a lot of fun with these poems as they always like to talk about their favorite foods. These are also fun poems to write in groups so there are more minds to think of metaphors.

Free Verse – Student example

Visual poetry is very fun as it creates an image with words. It can be hard to think of the image you want to create, but this allows students to think outside the “poetry box”.

Visual Poetry – Student example

Every year my students amaze me with their creations during the poetry unit. There is no real focus on grammar and students are free to focus on their imagination. I hope you try out poetry with your students!

Describing Childhood with the IMPERFECT

Childhood goes hand in hand with the imperfect tense. Here is a spin on the typical classroom activities!

Last week I explicitly taught the Imperfect past tense to my Spanish 2 students. It was not the first time they had been exposed, but it was the first time I explained the various verb endings.

This week was a difficult one with state testing. I needed something light and entertaining. Over Spring Break, I gave my students the homework of sending me a picture from their childhood. So, this week, I put those pictures to use.

My goal for this activity is for the students to be able to answer the questions ¿Cómo era? and ¿Qué hacía? (What were they like? and What did they do?). So, to start the activity, I write those two questions on the board. Then I ask students to Think, Pair, Share adjectives that especially describe childhood personalities. After time to think and time to share with a partner, I tell students to just shout them out and I write them on the board as fast as I can.

The next question pertains to activities in the past. Once again, students Think, Pair, Share childhood activities. I tell them to keep the activities in the past, and they do well remembering what verbs in the imperfect should sound like based on last week’s lesson. I also write these on the board.

I use the @ symbol to remind my students that these adjectives will end in ‘o’ when describing a boy and ‘a’ when describing a girl.

Now comes the fun part. Remember those pictures of my students? I organize them in folders for each class period. Then, I project them on the board.

First we try to guess who it is in the picture (some are obvious and some are more difficult – especially the baby photos). Then, I start describing them. I completely make it up, flying by the seat of my pants. If you have trouble improvising on the spot, you may consider writing a short description for the pictures you want to spotlight.

Project the photo and make up a story about it! Write words on the board that the students might need to make your story comprehensible.

I like to have fun with it. If I have a shy student, I talk about how social she or he was as a child. Her parents had to tell her to be quiet so often that now she is just quiet! If I have a loud student, I expound on how annoying he or she was, how they stomped and yelled all the time.

In the pictures, I try to take the opportunity to teach words like pesad@ (annoying), mimad@/consentid@ (spoiled), egoísta (selfish), and bien/mal educad@ (well/poorly mannered). I add these words to the board as I use them.

After each story, I would ask students to answer the two target questions of the day. Then I would ask the whole class the questions and get a choral response from them. To keep students awake, after each picture, they had to change seats and sit by someone new.

My students were impressed at times with how spot-on some of my impromptu stories were and they laughed at the ones that were obviously out in left field. At the end of it all, the most fun part was seeing classmates as kids and remembering our childhoods.

I did this lesson for two days that were divided by a day of state testing. It was a nice break from sitting and testing. I got through 8-10 pictures each day, depending on how much I elaborated. I didn’t get through all of the pictures, but that’s okay! Next week I will use them to review the target questions and possible have them as options for a timed write.

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