Sp. 2 #13 Story Strip - There is a boy who was not at all responsible

Teacher: Dr. Stephanie L. Perry

Unit/Session: #13 There is a boy who was not at all responsible

Sp. 2 #13 Story Strip - Boy Not Responsible, Loses Pet Rock

Date of Instruction:  2/1

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

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

MLII.INT2D - Demonstrate Novice-Mid 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 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 (8 min.):

Sp. 2 #13 Comic Strip - Boy Lost His Pet Rock Because He Wasn't Responsible

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: 

no era nada responsable - s/he wasn’t at all responsible

casi pierde su propio rinoceronte allí - s/he almost loses his/her own rhino there

casi perdió su propio rinoceronte allí - s/he almost lost his/her own rhino there

perdía - s/he was losing

viene aquí -s/he comes here

vino aquí - s/he came here

venía aquí - s/he was coming ere

el más raro del mundo - the strangest in the world

setecientos - seven hundred 

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. They will also be able to write for 10 minutes non-stop the story. 

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

1. ¿Quién tiene su propia mascota?

2. ¿Quién ha perdido algo?

3. ¿Qué perdiste?

4. ¿Cuál es tan pequeño como un ratón?

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.