Sp. 1 & Intro - Story - There was a boy who wanted an animal

Teacher: Dr. Stephanie L. Perry

Unit/Session: #7 Ask - A Boy Wanted an Animal 

A Boy Wanted an Animal

Date of Instruction:  9/1

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:

[ ] translate new and recycled vocabulary.

[ ] listen to and comprehend statements, questions, and exclamations (with at least 80% accuracy).

[ ] participate in the class story.

[ ] read a story using the new and recycled vocabulary.

[ ] write for 5 minutes non-stop.(Sp. 1 only)

[ ] speak to the class for 30 seconds non-stop so the class can comprehend what you are saying. (Sp. 1 only)

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. We will continue to focus on the Super 7 Verbs. hay (place fist on upturned, open palm), es (hold index fingers on opposite hands together in an = sign), está (hold index fingers on opposite hands bent together in an = sign), tiene (hold fist in other hand and bring to chest), quiere (hold hands together in a heart and bring to chest), va a (make arm move/going), le gusta (two thumbs up) 

DIRECT INSTRUCTION: Let’s start by reviewing the gestures for the Super 7 verbs: hay (place fist on upturned, open palm), es (hold index fingers on opposite hands together in an = sign), está (hold index fingers on opposite hands bent together in an = sign), tiene (hold fist in other hand and bring to chest), quiere (hold hands together in a heart and bring to chest), va a (make arm move/going), le gusta (two thumbs up) 

VIDEO: (11mins.)

There was a boy who wanted an animal

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, I ask students personalized questions to make them familiar and relevant. Asking a story is a 5-step process. We will do the first 2 on Day 1: 

1. Introduce main character

2. Introduce secondary character

3. Set up the problem

4. Attempt to solve the problem (unsuccessfully)

5. Solve the problem

new vocabulary to know and practice:

un poco desorganizado - a little disorganized

siempre lloraba de todo - he always cried about everything

estaba enojado - s/he was mad

¡Estás loco! - you are crazy

cuándo comían - when they were eating

contó un chiste - s/he told a joke

¿Qué haces?- What are you doing?

¿Quieres nadar conmigo? - Do you want to swim with me?

rizado - curly

le dio - s/he gave to him/her

Nadó - s/he swam

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Story-asking is a collaborative effort between students and teacher. We complete the first two steps on the first day of a story and the last three steps on the second day.

1)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.

Students continue to review the following vocabulary:

había - there was/were

era - s/he was

estaba - s/he was feeling/located

tenía - s/he had

quería - s/he wanted

fue a - s/he went to

le dijo - s/he said

le gustaba - s/he liked

se llamaba - s/he was called

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 flash cards 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.

Some structures used during this story are: Super 7 past tense: había, era, estaba, fue a, tenía, quería, le gustaba and new ones are:

quería tener/s/he wanted to have, quiero tener/I want to have, tiene Ud./you have, tenemos/we have, quieres/you want, cuánto cuesta/how much does it cost, vendedor/seller, siguiente/next

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.