Sp. 2, #6 Ask Una serpiente en el inodoro/A Snake in the Toilet

Teacher: Dr. Stephanie L. Perry

Unit/Session: Sp. 2, #6 Ask Una serpiente en el inodoro/A Snake in the Toilet

Date of Instruction:  10/9

Standard/s: MLI.INT2A Differentiate among statements, questions, and exclamations.

MLI.IP1G Ask questions and provide responses based on suggested topics.

MLI.PIH Use sequenced information meaningfully.

Learning Target/ Teaching Point: Students will be able to listen to, participate in, and translate questions and statements about a story.

Success Criteria: Students can listen to and comprehend statements, questions, and exclamations about a story with at least 80% accuracy.

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

INTRODUCTION/CONNECTION: Before and after we tell our class-story and read about it, we will discuss a comic version of our story using the week’s targeted structures to get more repetitions. 

Asking a story is a 5-step process: 

1. Introduce main character

2. Introduce secondary character

3. Set up the problem

4. Attempt to solve the problem (unsuccessfully)

5. Solve the problem

DIRECT INSTRUCTION: As always, I am going to get details from the students to make the story more relevant to them, but because the pictures cannot change, there is more control with a story strip.

I introduce main character, introduce any secondary characters, set up the problem, attempt to solve the problem, and then solve the problem.

VIDEO:

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  Throughout the story-asking, I check for comprehension, asking the class or individual students questions until everyone understands. Students will use these phrases:

había - there was/were

le gustaba - s/he liked

era - s/he was

estaba atascada - It was stuck

tenía que ir al baño  - s/he had to go to the bathroom

quería escaparse- s/he wanted to escape

le dijo - s/he said

se fue corriendo - s/he went running

se fue llorando - s/he went crying

se llamaba - s/he was called

tenía tanto miedo - s/he was really scared

se hizo pipí en el piso - s/he peed on the floor

estaba reptando - it was wrapped around

ni tampoco - neither

¡Socorro! - Help!

nadie le ayudó - no one helped him

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: After asking the story, students may be able to re-tell or write the story individually, in pairs, in groups, or collaboratively as a whole.  After asking the story, students will answer the following questions:

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING: Students will write for 10-minutes without stopping, not worrying about spelling, all they can remember about the story.

Formative Assessment: Use scaffolded easier YES/NO questions, moderate EITHER/OR and WHAT/WHERE/ WHEN/WHO questions, and more challenging WHY/HOW questions throughout the story and as a summary.

Homework

Study flashcards of phrases and words that were difficult during the story-asking.You can use a mirror or literally switch places and practice conversing.