Sp. 2 #12 Story-asking, There is a Bear in the Woods

Teacher: Dr. Stephanie L. Perry

Unit/Session: #12 Story-asking, There is a Bear in the Woods 

Sp. 2 #12 Ask - Bear in Woods 

Date of Instruction:  1/26

Standard/s:MLII.INT1A Identify main ideas and essential details when reading and listening.

MLII.INT1D - Demonstrate Novice-Mid to Novice-High proficiency in listening, viewing, and reading comprehension.

MLII.INT2D - Demonstrate Novice-Mid to Novice-High proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics.

Learning Target/ Teaching Point: Students will be able to listen to, participate in, and translate reviewed and new target structures/vocabulary in a story.

Success Criteria: Students can listen to, comprehend, and speak in response to statements, questions, and exclamations 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: Listening is the foundation of ALL communication.I establish meaning by writing target structures on the board with the translation and by gesturing in order to evoke muscle memory (a powerful way for students to kinesthetically remember vocabulary). These structures contain meaningful grammar to illustrate how the language works - not merely a list of vocabulary words. The Super 7 Verbs are used in EVERY story and should be used with ease by now.

DIRECT INSTRUCTION:  I introduce students to the new vocabulary used in our class story:

Es tan grande como - it’s as large as

Busca entre la cama y la pared - s/he looks for between the bed and the wall

Está dentro del clóset - it’s inside the closet

Cada noche - each night

Antes de acostarse - before going to bed

Miedosas - scary 

De repente - suddenly

No lo creia - s/he didn’t believe him

No te preocupes - Don’t worry

Yo lo vi - I saw it!

Nos quiere comer - He wants to eat us!

No lo encontró - he didn’t find it/encounter it

Se paró - he stopped 

VIDEO (8 min.):

Sp. 2 #12 Ask - Bear in Woods

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:  After establishing meaning on the board and with gestures,. 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

Integrated into story-asking is PQA (Personal Questions and Answers - a more complete explanation is in the lesson plan below this lesson plan). Questions asked for this story include, but are not limited to:

¿Qué está dentro de tu clóset?

¿Qué buscas entre tu cama y la pared?

¿Cuál es tan grande como un elefante?

¿Cuál es tan pequeño como un ratón?

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Story-asking is a collaborative effort between students and teacher. We usually complete the first two steps on the first day and the last three steps on the second day, but sometimes can complete a story in one day. I introduce main character: Bring a student actor to play themselves or a fictitious character. Start by making a statement, “There was a boy/girl.” Adjust statement to describe first character: what do they look like?, how old are they?, what was their name?, what are their hobbies? After establishing a fact about the character, I verify that information directly with the actor in the present tense. If they can’t produce the first person themselves, I assist them by having them read it from the board, repeating after me, or speak for them in a funny voice. When I talk about the character to the class, I speak in the past tense. I follow the same steps with the 2nd character. 

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 can use their flashcards to check their understanding.

Formative Assessment: Easier YES/NO questions, moderate EITHER/OR and WHAT/WHERE/WHEN/WHO questions, and more challenging WHY/HOW questions.

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. Practice writing the story. 

Teacher: Dr. Stephanie L. Perry

Unit/Session: PQA - Personal Question & Answer

Date of Instruction:  

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

MLI.INT2B Recognize basic non-verbal cues.

MLI.IP1D Ask for clarification.

MLI.IP1E Give simple descriptions.

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 target structures/vocabulary in a story.

Success Criteria: Students can listen and comprehend statements, questions, and exclamations 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: I remind/review the structures from the previous day or introduce them to new structures. Instead of telling/asking a story, this is more like an ordinary conversation about the students. PQA are personalized questions and answers that use the vocabulary to get to know my students, like a mingling at an event.

DIRECT INSTRUCTION: After establishing meaning on the board and with gestures, I ask students personalized questions to make them familiar and relevant.  I will ask a willing student to be the first to talk about themselves. I will ask ordinary questions like “How are you, How old are you, Where do you live, When is your birthday, What do you like,” etc., and the beautiful thing about this is that it can go anywhere the students take it immersing them in real language. 

PQA is a collaborative effort between students and teacher.

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:  These conversations can ebb and flow between the students and previous stories or present stories, just like a real conversation. I will always gesture, point to translations and help them along the way.Here are the steps:

1 Ask a general question using vocabulary to identify students. For ex. “Who has a dog?”

2 Once a student is identified, ask a follow-up question about the topic and repeat the answer to the class

3 Now talk to the class about what the student said as if the class didn’t hear - yes/no, either/or, question-word questions.

4 When I can’t think of any more questions, I go back to the student to ask another follow-up question to get another detail

5 Report this new detail to the class like before

6 Go back and forth until there is a lull in the conversation. At this point, I choose another student and follow same steps.

7 Now I have two students with whom to compare information.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: After a while, students will become more confident

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.