Story 1.1.1: Descriptions

Structures:

• se llamaba - him/erself called s/he (he called himself)
• era - (S/he) was
• tenía - had

PQA:

• se llama:
• Write on board: ¿Cómo te llamas?/Me llamo ______./Se llama_______.
• Translate with the class on the board and add actions (box on shirt like a nametag)
• ¿Cómo te llamas? = How yourself call you?
• Me llamo ______. = Myself call I_______.
• Se llama_______. = Him/erself calls s/he_______.
• Watch "¿Cómo te llamas?" song
• Chant "¿Cómo te llamas? ¿Cómo te llamas? ¿Cómo te llamas tú?", and point to a student.  Ask "¿Cómo te llamas?"
• Student responds: "Me llamo..."
• Report to the class: "Se llama...."
• Class responds
• es:
• Write on board: ¿Eres tú un(a)______?/Soy un(a) ______./Es un(a) ________.
• Translate with class on board and add actions (point to person you're referring to)
• ¿Eres tú ______?  = Are you _____?
• Add chant (Are you sleeping?)
• Soy ______. = I am
• Watch "Yo Soy tu Gummy Bear" and/or "Mexicano (Barrio Zumba)"
• Es un(a) ________. = S/he is a_______.
• Chant ¿Eres tú? ¿Eres tú? the question two times (pointing to a student on "tú") and add on noun to complete the question (tell the students what you're asking if s/he is before and invite them to ask the complete question with you)
• Student responds: "Sí, soy un(a)______." OR "No, no soy un(a)______"
• Prompts: "¿Sí o no?"
• Report to the class: "(No) es un(a)..."
• Class responds - follow up to find out more
• finding out what they are, including "¿Qué eres?"
• finding out more detailed descriptions of what they are by adding color with yes, no, or what questions
• tiene
• Write on board: ¿Tienes tú un(a)______?/Tengo un(a) ______./Tiene un(a) ________.
• Translate with class on board and add actions (grasp something and pull it toward you)
• ¿Tienes tú un(a)______? = Have you a _______? - 
• Tengo un(a) ______. Have I a _______.
• "Tengo la camisa negra (Juanes)"
• Tiene un(a) ________. Has s/he a ________.
• Chant ¿Tienes tú? ¿Tienes tú? with class and add on noun, point to a student to respond
• Student responds: "Sí, tengo un(a)______." OR "No, no tengo un(a)______"
• Prompts: "¿Sí o no?"
• Report to the class: "(No) tiene un(a)..."
• Class responds - follow up to find out more

Story:

This one doesn't have a full story, but rather sets us up for describing different people.  Get creative with descriptions!  Add in colors, sizes, and other adjectives.  Compare/contrast characters and add relations.  For example:
Había un chico.  Se llamaba Nacho.  Nacho era un chico guapo.  No era famoso.  Tenía una novia.  La novia se llamaba Taylor Swift.  Era una chica alta y famosa.  Tenía dos perros.  Los perros se llamaban Clifford y Spot.  Cifford era rojo.  Spot era blanco y azul. (etc.)

There was a boy.  He called himself Nacho.  Nacho was a handsome boy.  He wasn't famous.  He had a girlfriend.  The girlfriend called herself Taylor Swift.  She was a tall and famous girl.  She had two dogs. The dogs called themselves Clifford and Spot.  Clifford was red.  Spot was white and blue. (etc.)