6th & 7th Gr. Intro Sp.: Elefante Story

Teacher: Dr. Stephanie L. Perry

Unit/Session: Lesson#4 There is an elephant that wants a smaller nose.

Lesson 4 Elefante

Elefante Story Video

Date of Instruction: 5/2-6

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 acquainted with the Super 7 Verbs, and now we are going to add new structures to our stories. 

Super 7 Verbs Past-tense

1. había - there was/were (Había un elefante.)

2. tenía - s/he had (Loki tenía una naríz grande.)  

3. estaba - s/he was (feeling/located) Estaba en la tienda/Estaba triste.

4. era - s/he was (permanent characteristics) (Loki era muy grande!)

5. quería - s/he wanted (Loki quería una naríz más pequeña y un pico más pequeño.)

6. fue a - s/he went to (Loki fue a Party City.)

7. le gustaba - s/he liked (Loki le gustaban narices pequeñas.)

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

Elefante Vocabulary

le dijo - s/he said elefante - elephant

se llamaba - s/he was called     nariz - nose

se fue - s/he went out/away

quería ser - s/he wanted to be  bonita - pretty

cacajuates - Peanuts                 feo - ugly

eres - you are tienda - store

hacia -  it was tiempo - weather

tienes - you have tengo - I have

porque - because lloró - s/he cried

medico - doctor                 triste - sad

también- also

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 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.

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

1. ¿Qué haces?

2. ¿Qué es el personaje principal?

3. ¿Qué piensas?

4. ¿Qué tiene el elefante?

5. ¿Quién puede hablar?

6. ¿Quién es hermosa?

7. ¿Puede leer un elefante?

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.