8th Gr. Sp. 1 Lesson 11: Beautiful Women Everywhere & The Woman and Cow

Teacher: Dr. Stephanie L. Perry

Unit/Session: Sp. 1 #11 There are beautiful women everywhere and when the man sees them, he instantly falls in love Story-asking

Sp. 1 #11 Ask - Beautiful Women Everywhere

L 11 Slides: Woman and Cow

Date of Instruction:  1/24-28

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: You should be well-acquainted with the Super 7 Verbs, and now we are going to add new structures to our stories. 

DIRECT INSTRUCTION: Today our story uses these structures. Make sure you notice my gesture to help you remember them.

lo ve - s/he sees it (point to eyes w/ two fingers and then point to object)

NEW VOCABULARY:

besaba - he kissed

lo hacia todos los dias - he did it every day

podia hacerlo - he could do it

besó - he kissed 

fue a otro pais - he went to another country

lo hizo - he did it 

no lo querían besar - they didn’t want to kiss him

la vio - s/he saw her

Se enamoró - he was in love 

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 hablarle - s/he could talk to her

dieciocho - 18

VIDEO:

Sp 1 #11Ask - Beautiful women 

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 (antecedente/antecedent)

4. Attempt to solve the problem (unsuccessfully)

5. Solve the problem (argumento/argument)

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 if we don’t have time the first day to complete the story.

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. 

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 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 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?

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.