8th Gr. Sp. 1 Lesson 12: Bathroom

Teacher: Dr. Stephanie L. Perry

Unit/Session: #12 Story-asking, Child needs to go to the bathroom, but the bathroom is occupied 

Sp.1#12Ask-Child Goes to Bathroom

Lesson 12 Slides -Bathroom

Date of Instruction:  1/31-2/4

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

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

MLI.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 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:

tiene que ir al baño - s/he has to go to the bathroom

tenía que ir al baño - s/he had to go to the bathroom

el niño toma agua - the boy drinks water

el niño tomó agua - the boy drank water

vuelve otra vez - s/he returns/goes back again

volvió otra vez - s/he returned/went back again 

comía mucho - s/he ate a lot 

tampoco - neither

tengo que ir - I have to go

No podia esperar - he couldn’t wait 

Se hizo pipi en los pantalones - he went pee in his pants 

VIDEO (8 min.):

Sp. 1 #12 Ask, Child Needs Bathroom, but it's busy

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:

¿Quién toma agua?

¿Tomas mucho o poco agua?

¿Toma un camello mucho o poco agua?

¿Prefieres tomar agua o otra bebida?

¿Cuál es tu bebida preferida?

¿Tomas mucho o poco ____?

¿Cuándo tomas _____?

¿Tomas ____solo/a?

¿Con quién tomas ____?

¿Tomas ____con un elefante?

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 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.

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.