Sp. 1 #11 Story Strip -A Woman Cannot Talk Because She has a Cow in her Mouth

Teacher: Dr. Stephanie L. Perry

Unit/Session: #11 A Woman Cannot Talk Because She has a Cow in her Mouth Story Strip 

Sp. 1 #11 Story Strip - Woman Can't Talk Because of Cow in Mouth

Date of Instruction:  1/19

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 strip.

Success Criteria: Students can listen to and comprehend statements, questions, and exclamations about a story strip 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 or after we tell our class-story and read about it, we can do a comic version of our story using the week’s targeted structures and get in even more repetitions. 

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.

When using a story strip to review structures, I follow the same steps as I do when asking an oral story with actors: introduce main character, introduce any secondary characters, set up the problem, attempt to solve the problem, and then solve the problem.

VIDEO:

Sp. 1 #11 Story Strip - Woman Can't Talk Because of Cow

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. 9,10

GUIDED PRACTICE:  Throughout the story strip, I check for comprehension, asking the class or individual students questions until everyone understands.

NEW VOCABULARY: lo vio - s/he saw it

le da -s/he gives it

le dio s/he gave it

puede hablar - s/he can talk

podía hablar - s/he could talk

dieciocho - 18

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Since this is the final day of using our targeted structures, students may well be able to re-tell or write the story individually, in pairs, in groups, or collaboratively as a whole. 

Some PQA (Personal Questions and Answers) in the first person present are:

1. ¿Qué ves?

2. ¿Qué le das a tu mamá para su cumpleaños?

3. ¿Qué le das a tu papá para su cumpleaños?

4. ¿Qué le das a tu amigo mejor para su cumpleaños?

5. ¿Qué te dieron tus padres para tu cumpleaños?

6. ¿Quién puede hablar?

7. ¿Quién en la clase puede hablar mucho?

8. ¿Puede hablar un perro, papagayo?

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.