I unexpectantly conducted an interesting experiment today that resulted in a powerful learning experience. I was subbing in a middle school class, and during student "flex" time (they can go to a classroom of their choice to work on thigns), a student didn't have anything to do. I happened to have my "Pobre Ana" with me, so I said "Let's read a story together. You're going to read in Spanish." And with that, I sat down and read "Pobre Ana" with her - I started translating and paused on proper nouns and cognates letting her translate - she was generally translating at least a few words per sentence. By the end of the chapter, I was also pausing on other frequent words that were completely new to her, like "escuela", "chica", "ropa", and "libro". Keep in mind, this is a student that hasn't EVER had any Spanish instruction. She loved it, and can't wait to read more!
For her, this was:
Completely unexpected.
Entirely voluntary.
Engaging enough that she wants to do it again.
A successful experience.
And the kicker? I'm subbing in the Extended Resource Room and one of the aides informed me later that she was a "particularly low" student.
There are so many things that I took away from this, but one thing in particular stuck out to me: I've been trying to plan my curriculum for this fall and was having trouble figuring out when my students would be ready to begin the novel. This experience answered that question for me - they're already ready. The leveled novellas have been so well thought out and written to make our students successful. Of course, students will pick up on and comprehend different things depending on what they've already learned (I even learn things when I read them!), but when it comes down to it, middle and high school students are interested and ready to read them without any prior Spanish experience as long as they have an attentive guide.
Showing posts with label Pobre Ana. Show all posts
Showing posts with label Pobre Ana. Show all posts
Monday, April 22, 2013
Tuesday, April 16, 2013
Chapter Glossaries
Many of the novellas from Blaine Ray and TPRS publishing have glossaries in the back. One interesting feature of these glossaries is that they are often arranged by chapter, enableing teachers and students to review any "new" words before reading the chapters. Unfortunately, the Pobre Ana does not come with glossaries arranged by chapter - so I'm going to make my own! Before reading each story, I'll hand out a packet with the chapter glossaries for the entire book, and we can review each chapter's "new words" before reading each time. I plan to put "fair game" words that may show up in context on future assessments - such as the common "little" words like "todos" (all/everyone) and "cada" (each) - in bold, so students can focus on these first. This works especially well for me since I can draw attention to the most important words as well as work around structures students should already know.
Thursday, April 11, 2013
More curriculum Ideas
I'm trying to figure out what and when I want to do certain structures and readings, and how it will all tie together, so here is my current plan...
Structures:
Structures:
- Week 1
- Structures:
- había
- era
- quería
- fue
- Reading:
- LICT 1.1
- Week 2:
- Structures:
- vivía
- estaba
- tenía
- Reading:
- LICT 1.3
- Pobre Ana Ch. 1 (pages 1-5)
- Week 3:
- Structures:
- le gustaba
- le dio
- le dijo
- Reading
- LICT 1.2
- Pobre Ana Ch. 2 (pages 6-9)
- Week 4:
- Structures:
- quería tener
- buscó
- elefante con Jacuzzi
- Reading
- LICT 2.1
- Pobre Ana Ch. 3 (pages 10-14)
- Week 5:
- Structures:
- sabía que
- vio a
- lo llevó
- Reading:
- LICT 2.2
- Pobre Ana Ch. 3 (pages 14-18)
- Week 6:
- Structures:
- no sabía hacerlo
- podía
- no hicieron nada
- Reading:
- LICT 2.3
- Pobre Ana Ch. 4 (pages 19-21)
- Week 7:
- Structures:
- tan rápido como
- buscando
- tenía que
- Reading:
- LICT 3.1
- Pobre Ana Ch. 5 (pages 22-25)
- Week 8:
- Structures:
- decidió comprar
- pasaba tanto tiempo
- sabe bailar
- Reading:
- LICT 3.2
- Pobre Ana Ch. 6 (26-29)
- Other:
- directions
- Week 9:
- Structures:
- le parecía
- tenía que
- lo encontró
- Reading:
- LICT 3.3
- Pobre Ana Ch. 7
- Week 10:
- Structures:
- iba a bailar
- para hacerlo para ella
- pensaba mucho en
- Reading:
- LICT 4.1
- Pobre Ana Ch. 8-9
Patricia Va a California
- Week 1:
- Structures:
- creía que debía entrar
- sigieron buscando
- salieron
- Reading:
- LICT 4.2
- PVaC Ch. 1 (p. 1-3)
- Week 2:
- Structures:
- estaba muy preocupada
- había buscado
- llegó
- Reading:
- LICT 4.3
- PVaC Ch. 2 (p. 4-8)
- Week 3:
- Structures:
- tenía que hacer un plan para conocerla
- si tuviera lecciones, podría bailar bien
- si bailara bien, iría a Las Vegas
- Reading:
- LICT 5.1
- PCaC Ch. 3-4 (p. 9-13)
- Week 4:
- Structures:
- se los dio
- le importaba mucho
- volvió
- Reading:
- LICT 5.2
- PVaC Ch. 5 (p. 14-18)
- Week 5:
- Structures:
- iba a costar
- conoció a una chica
- me gustaría comprar
- Reading:
- LICT 5.3
- PVaC Ch. 6 (p. 19-23 )
- Week 6:
- Structures:
- tomó otra decición
- se puso muy contento
- le encantaría
- Reading:
- LICT 6.1
- PVaC Ch. 7 (p. 24-28)
- Week 7:
- Structures:
- se ensució
- lo dejó
- no observaba lo que estaba haciendo
- Reading:
- LICT 6.2
- PVaC Ch. 8 (p. 29-33)
- Week 8:
- Structures:
- no podría venderselo por poco dinero
- volvió a casa
- podría ganar dinero
- Reading:
- LICT 6.3
- PVaC Ch. 9-10 (p. 34-39)
- Week 9:
- Structures:
- None - Review
- Reading:
- PVaC Ch. 11-12 (p. 40-45)
Friday, April 5, 2013
Pobre Ana: Story 8 - Making an impression
Structures:
- New Structures
- tenía que hacerlo
- estaba (-a/iendo verb) bien
- estaba sorprendida
- Recent Structures
Story:
Había una chica que se llamaba Isabel. Quería un novio. Le gustaba Brad Pitt, pero a Brad Pitt no le gustaba Isabel. Isabel tenía que hacer algo.
Isabel fue a la casa de Brad Pitt. A Brad Pitt le gustaban chicas que bailaba. Isabel nunca bailaba. Pero, tenía que hacerlo. Isabel bailó mucho en la casa de Brad Pitt. Brad Pitt la miró. Brad Pitt estaba sorprendida porque Isabel estaba bailando en la cabeza. Isabel no estaba bailando bien. A Brad Pitt, no le gustaba Isabel. Isabel estaba triste. Tenía que hacer algo diferente.
Isabel fue a la casa de Brad Pitt. A Brad Pitt le gustaban chicas que cantaban. Isabel nunca cantaba. Pero, tenía que hacerlo. Isabel cantó mucho en la casa de Brad Pitt. Brad Pitt la miró. Brad Pitt estaba sorprendida porque Isabel estaba cantando como Shakira. Isabel estaba cantando bien. A Brad Pitt le gustaba Isabel. Isabel estaba contenta. No tenía que hacer algo diferente.
Pobre Ana Series
I just finished reading the Pobre Ana series for Spanish 1!
I really like the Pobre Ana series for "required" reading that we do as a class because it sticks to common phrases and vocabulary that I can easily teach through telling TPRS stories. Since they're all about life in general, they stick to the most common words, getting progressively more complex which each level. Moreover, it brings in a lot of culture - each book takes place somewhere different and has a lot of really good themes we could focus on. These are books I could easily center a curriculum around!
"Amigos Detectives" is a little different as it focuses on a science and biology theme. I found myself stopping more frequently to look up words in it more than any of the other books because I didn't know words for animals and other specific vocabulary. I think it would be a good "extra" book that uses the most frequent vocabulary and structures in new ways. If we had time, or we just wanted to read a book "for fun" I would use it, but feel that teaching the vocabulary needed to read the book without looking in the glossary often would be difficult. If it was read out loud as a class, this wouldn't be so much of an issue since I could just translate those words for them, but I feel there's power in reading a book that the students feel they can read without my assistance, especially if it's a central part of our curriculum. Plus, I will likely want to vary how students are reading, including independent, and I don't want them to get discouraged or frustrated. Checking the glossary every now and again is ok, but I felt I had to do it so much that it disrupted the flow of the book.
Just my two cents so far. I'm excited to read the other books - 6 down, 14 to go!
I really like the Pobre Ana series for "required" reading that we do as a class because it sticks to common phrases and vocabulary that I can easily teach through telling TPRS stories. Since they're all about life in general, they stick to the most common words, getting progressively more complex which each level. Moreover, it brings in a lot of culture - each book takes place somewhere different and has a lot of really good themes we could focus on. These are books I could easily center a curriculum around!
"Amigos Detectives" is a little different as it focuses on a science and biology theme. I found myself stopping more frequently to look up words in it more than any of the other books because I didn't know words for animals and other specific vocabulary. I think it would be a good "extra" book that uses the most frequent vocabulary and structures in new ways. If we had time, or we just wanted to read a book "for fun" I would use it, but feel that teaching the vocabulary needed to read the book without looking in the glossary often would be difficult. If it was read out loud as a class, this wouldn't be so much of an issue since I could just translate those words for them, but I feel there's power in reading a book that the students feel they can read without my assistance, especially if it's a central part of our curriculum. Plus, I will likely want to vary how students are reading, including independent, and I don't want them to get discouraged or frustrated. Checking the glossary every now and again is ok, but I felt I had to do it so much that it disrupted the flow of the book.
Just my two cents so far. I'm excited to read the other books - 6 down, 14 to go!
Sunday, March 31, 2013
Pobre Ana: Story 7 - Transportation in Africa
Structures:
- New Structures:
- tomaba el ______ e iba a ______
- se subió a(l) ______
- se bajó de(l) ______
- Recent Structures:
Story
Había una chica que se llamaba Jane. Trabajaba en McDonalds en Africa. Cada día tomaba su tigre e iba a su trabajo. Antes del trabajo, se subía a su tigre, iba a McDonalds, y se bajaba de su tigre. Después del trabajo, se subía a su tigre, iba a su casa, y se bajaba de su tigre. Pero, había un problema. El tigre quería comer a Jane. Necesitaba otra manera de transportación.
Tenía un hipopótamo. Jane siempre tomaba el tigre e iba a McDonalds. Nunca tomaba el hipopótamo e iba a McDonalds, pero se subió a su hipopótamo, fue a McDonalds, y se bajó de su hipopótamo. Después del trabajo, se subió a su hipopótamo, fue a su casa, y se bajó de su hipopótamo. Pero, había un problema con el hipopótamo. Era muy, muy odoroso y Jane estaba triste. Necesitaba otra manera de transportación.
Tenía una girafa. Jane siempre tomaba el tigre e iba a McDonalds. Nunca tomaba su girafa e iba a McDonalds, pero se subió a su girafa, fue a McDonalds, y se bajó de su girafa. En la tarde, se subió a su girafa, fue a su casa, y se bajó de su girafa. No había un problema. La girafa estaba perfecta y Jane estaba contenta. No necesitaba otra manera de transportación.
Saturday, March 30, 2013
Inklewriter Story!
I created my first Inklewriter story, complete with personalized details and circling! Once I got the hang of it, it's pretty easy to use and brilliantly designed. This goes with Pobre Ana: Story 1 - María the Theif. Check it out!
"The Theif" Inklewriter Story
Some possible uses for these:
"The Theif" Inklewriter Story
Some possible uses for these:
- Out of class reading activity
- Make-up for students who miss the story
- Help with storytelling in-class (you could add additional details and circling, act it out, etc)
- In-class reading activity
And I'm sure there are many more applications!
Just a tip: Decide what you want to circle and personalize carefully. Each detail that is circled or personalized adds more work!
Pobre Ana: Story 6 - A Dress for Helga
Structures
- New Structures:
- le gustaba ______
- no podía pagar
- iba a pagar con
- Recent Structures:
Story
Había un hipopótamo que se llamaba Hugo. Hugo quería un vestido para su novia, Helga. A Helga, le gustaba un vestido azul con patos verdes. Vestidos azules con patos verdes estaban en JC Penny, El Gap, y Marina Vieja de Guerra. Había un problema. Hugo no tenía dinero. No podía pagar con dinero. Pero, tenía 428 iPods. Tenía iPods verdes con diamantes, iPods rosados con flores, y un iPod de oro. Iba a pagar con los iPods.
There was a hippopotamus that called himself Hugo. Hugo wanted a dress for his girlfriend, Helga. To Helga, to her was pleasing a blue dress with green ducks. Blue dresses with green ducks were in JC Penny, The Gap, and Old Navy. There was a problem. Hugo didn't have money. He couldn't pay with money. But, he had 428 iPods. He had green iPods with diamonds, pink iPods with flowers, and an iPod of gold. He was going to pay with the iPods.
Hugo fue a JC Penny. En JC Penny, había un gato que se llamaba Gloria. Gloria tenía el vestido azul con patos verdes. Quería $2,793 para el vestido, pero Hugo no podia pagar con dinero. Iba a pagar con los iPods verdes con diamantes, pero a Gloria no le gustaban los iPods. Hugo no podía pagar.
Hugo went to JC Penny. In JC Penny, there was a cat that called herself Gloria. Gloria had the blue dress with green ducks. She wanted $2,793 for the dress, but Hugo couldn't pay with money. He was going to pay with the green iPods with diamonds, but to Gloria to her weren't pleasing the iPods. Hugo couldn't pay.
Hugo fue al Gap. En El Gap, había un pero que se llamaba Pepe. Pepe tenía el vestido azul con patos verdes. Quería $678 para el vestido, pero Hugo no podia pagar con dinero. Iba a pagar con los iPods rosados con flores, pero a Pepe no le gustaban los iPods. Hugo no podía pagar.
Hugo went to The Gap. In The Gap, there was a dog that called herself Pepe. Pepe had the blue dress with green ducks. He wanted $678 for the dress, but Hugo couldn't pay with money. He was going to pay with the pink iPods with flowers, but to Pepe to him weren't pleasing the iPods. Hugo couldn't pay.
Hugo fue a Marina Vieja de Guerra. En Marina Vieja de Guerra, había una ballena que se llamaba Beluga. Beluga tenía el vestido azul con patos verdes. Quería $781 para el vestido, pero Hugo no podia pagar con dinero. Iba a pagar con el iPod de oro. A Beluga le gustaba mucho el iPod de oro. Hugo podía pagar y tomó el vestido azul con patos verdes para su novia.
Hugo went to Old Navy. In Old Navy, there was a whale that called herself Beluga. Beluga had the blue dress with green ducks. He wanted $781 for the dress, but Hugo couldn't pay with money. He was going to pay with the iPods of gold. To Beluga to him was pleasing the iPod of gold. Hugo could pay and took the blue dress with green ducks for his girlfriend.
Friday, March 29, 2013
Pobre Ana: Story 5 - A Boyfriend for Linda
Structures:
- New Structures
- pasaba poco tiempo ______
- le dio un boleto
- llevó el boleto
- Recent Structures
Había una chica que se llamaba Linda. Quería un novio alto y guapo. Pero, había un problema. Pasaba poco tiempo con chicos. Necesitaba pasar más tiempo con chicos para tener un novio. Su mamá le dio a Linda cinco boletos del teatro en Broadway. Eran para "La fantasma de la ópera." Linda llevó los boletos a la escuela.
There was a girl that called herself Linda. She wanted a tall and handsome boyfriend. But, there was a problem. She passed/spent a little bit of time with boys. She needed to pass/spend more time with boys to have a boyfriend. Her mom to her gave to Linda five tickets to the theater on Broadway. They were for "The Phantom of the Opera." Linda took the tickets to the school.
Llevó cinco boletos a la clase de historia. Frankie estaba en la clase. Frankie era alto, pero no era guapo. Linda pasaba poco tiempo con Frankie. Le dio un boleto a Frankie.
She took five tickets to the class of history. Frankie was in the class. Frankie was tall, but not handsome. Linda passed a little bit of time with Frankie. To him she gave a ticket to Frankie.
Llevó cuatro bolets a la case de matemáticas. Chucky estaba en la clase. Chucky era alto y guapo, per era un chico malo. Linda pasaba poco tiempo con Chucky. Le dio un boleto a Chucky.
She took four tickets to the class of math. Chucky was in the class. Chucky was tall and handsome, but was a bad boy. Linda passed a little bit of time with Chucky. To him she gave a ticket to Chucky.
Llevó tres boletos a la clase de ciencias. Victor estaba en la clase. Victor era guapo, pero no era alto. Linda pasaba poco tiempo con Victor. Le dio un boleto.
She took three tickets to the class of science. Victor was in the class. Victor was andsome, but not tall. Linda passed a little bit of time with Victor. To him she gave a ticket to Victor.
Llevó dos boletos a la clase de español. Jeffrey estaba en la clase. Jeffry era una girafa muy, muy alta y guapo. Linda pasaba poco tiempo con Jeffry. Le dio un boleto a Jeffrey.
She took two tickets to the class of Spanish. Jeffrey was in the class. Jeffry was a very, very tall and handsome giraffe. Linda passed a little bit of time with Jeffrey. To him she gave a ticket to Jeffrey.
Tenía uno más boleto para ella misma.
She had one more ticket for herself.
En la noche, fue a Broadway. Llevó el boleto al teatro. No había nadie en frente del teatro. Así, pasaba poco tiempo en la fila. Le dio el boleto a un hombre del teatro y fue al show. En el teatro estaba Jeffrey la girafa. Pasó mucho tiempo con Jeffrey y eran novios.
In the night, she went to Broadway. She took the ticket to the theater. There wasn't anybody in front of the theater. So, she passed a little bit of time in the line. To him she gave the ticket to a man of the theater and wen to the show. In the theater was Jeffrey the giraffe. She passed much time with Jeffrey and they were boyfriend and girlfriend.
Pobre Ana: Story 4 - Chucky's Chocolate
Structures:
- New Structures:
- le gritaba
- siempre comía ______
- buscó el ______ pero no lo encontró
- Recent Structures:
Story:
Había un chico malo que se llamaba Chucky. Siempre comía chocolate. Siempre le gritaba a su mamá: "¡Quiero chocolate!" Siempre le gritaba a su papá: "¡Quiero chocolate!" Siempre le gritaba a su maestra: "¡Quiero chocolate!" Nunca comía otras cosas.
There was a bad boy that called himself Chucky. He always ate chocolate. He always yelled at his mom: "I want chocolate!" He always yelled at his dad: "I want chocolate!" He always yelled at his teacher: "I want chocolate!" He never ate other things.
Un día, Chucky fue a su mamá y le grito: "¡Quiero chocolate!" porque siempre comía chocolate. Pero, su mamá no tenía chocolate. Chucky buscó el chocolate en la casa, pero no lo encontró. Encontró un calcetín. Nunca comía calcetines, pero tenía hambre y lo comió. No estaba contento.
One day, Chucky went to his mom and to her yelled: "I want chocolate!" because he always ate chocolate. But, his mom didn't have chocolate. Chucky looked for the chocolate in the house, but didn't find it. He found a sock. He never ate socks, but he had hunger and ate it. He wasn't happy.
Chucky fue a su papá y le grito: "¡Quiero chocolate!" porque siempre comía chocolate. Pero, su papá no tenía chocolate. Chucky buscó el chocolate en su carro, pero no lo encontró. Encontró dinero. Nunca comía dinero, pero tenía mucho hambre y lo comió. No estaba contento.
Chucky went to his dad and to him yelled: "I want chocolate!" because he always ate chocolate. But, his dad didn't have chocolate. Chucky looked for the chocolate in his car, but didn't find it. He found money. He never ate money, but he had much hunger and ate it. He wasn't happy.
Chucky fue a su maestra y le grito: "¡Quiero chocolate!" porque siempre comía chocolate. Pero, su maestra no tenía chocolate. Chucky buscó el chocolate en el baño, y lo encontró. Encontró chocolate raro y largo. Lo comió. Nunca comía chocolate otra vez.
Chucky went to his teacher and to her yelled: "I want chocolate!" because he always ate chocolate. But, his teacher didn't have chocolate. Chucky looked for the chocolate in the bathroom (or trash can) and found it. He found strange and long chocolate. He ate it. He never ate chocolate again.
Pobre Ana: Story 3 - Frederick's Marvelous Hat
Structures:
- New Structures
- lo necesitaba para ______
- nunca compraba nada
- vio a la policía
- Recent Structures
Story:
Había un dragón. Se llamaba Frederick. Quería un sombrero maravilloso. Lo necesitaba para la fiesta de Justin Beiber. Vio muchos sombreros maravillosos en las cabezas de personas famosas, y quería el sombrero perfecto. Pero, había un problema. Frederick nunca compraba nada porque no tenía dinero.
There was a dragon. He called himself Frederick. He wanted an marvelous hat. He needed it for the party of Justin Beiber. He saw many marvelous hats on the heads of famous people, and he wanted the perfect hat. But, there was a problem. Frederick never bought anything because he didn't have money.
Fue a Deseo Bueno. En Deseo Bueno, vio muchos sombreros maravillosos. Había un sombrero azul con diamantes. Era perfecto. Lo necesitaba para la fiesta de Justin Beiber. El precio era $2,000, pero había un problema. Frederick nunca compraba nada porque no tenía dinero. Había otro problema. Frederick vio a la policía en frente de Deseo Bueno. Así que, no lo tomó.
He went to Goodwill. In Goodwill, he saw many marvelous hats. There was a blue hat with diamonds. It was perfect. He needed it for the party of Justin Beiber. The price was $2,000, but there was a problem. Frederick never bought anything because he didn't have money. There was another problem. Frederick saw the police in front of Goodwill. So, he didn't take it.
Fue a Walmart. En Walmart, vio muchos sombreros maravillosos. Quería el sombrero rojo con gatos. Era perfecto. Lo necesitaba para la fiesta de Justin Beiber. El precio era $42, pero había un problema. Frederick nunca compraba nada porque no tenía dinero. Pero, Frederick no vio a la policía en frente de Walmart. Así que, lo tomó.
He went to Walmart. In Walmart, he saw many marvelous hats. He wanted the red hat with cats. It was perfect. He needed it for the party of Justin Beiber. The price was $42, but there was a problem. Frederick never bought anything because he didn't have money. But, Frederick didn't see the police in front of Walmart. So, he took it.
Había un dragón. Se llamaba Frederick. Quería un sombrero maravilloso. Lo necesitaba para la fiesta de Justin Beiber. Vio muchos sombreros maravillosos en las cabezas de personas famosas, y quería el sombrero perfecto. Pero, había un problema. Frederick nunca compraba nada porque no tenía dinero.
There was a dragon. He called himself Frederick. He wanted an marvelous hat. He needed it for the party of Justin Beiber. He saw many marvelous hats on the heads of famous people, and he wanted the perfect hat. But, there was a problem. Frederick never bought anything because he didn't have money.
Fue a Deseo Bueno. En Deseo Bueno, vio muchos sombreros maravillosos. Había un sombrero azul con diamantes. Era perfecto. Lo necesitaba para la fiesta de Justin Beiber. El precio era $2,000, pero había un problema. Frederick nunca compraba nada porque no tenía dinero. Había otro problema. Frederick vio a la policía en frente de Deseo Bueno. Así que, no lo tomó.
He went to Goodwill. In Goodwill, he saw many marvelous hats. There was a blue hat with diamonds. It was perfect. He needed it for the party of Justin Beiber. The price was $2,000, but there was a problem. Frederick never bought anything because he didn't have money. There was another problem. Frederick saw the police in front of Goodwill. So, he didn't take it.
Fue a Walmart. En Walmart, vio muchos sombreros maravillosos. Quería el sombrero rojo con gatos. Era perfecto. Lo necesitaba para la fiesta de Justin Beiber. El precio era $42, pero había un problema. Frederick nunca compraba nada porque no tenía dinero. Pero, Frederick no vio a la policía en frente de Walmart. Así que, lo tomó.
He went to Walmart. In Walmart, he saw many marvelous hats. He wanted the red hat with cats. It was perfect. He needed it for the party of Justin Beiber. The price was $42, but there was a problem. Frederick never bought anything because he didn't have money. But, Frederick didn't see the police in front of Walmart. So, he took it.
Pobre Ana: Story 2 - Tiny the Elephant
Structures:
- New structures:
- vivía en ______, pero estaba en ______
- estaba (feeling)
- tenía ______
- Recent structures:
PQA:
Story:
Había un elefante. El elefante se llamaba Tiny. Tiny era un elefante muy, muy grande. Vivía en Hollywood, CA. Estaba en la playa y estaba triste. Había un problema. Tenía dos bikinis azules, pero quería un mini bikini rosado. No tenía un mini bikini rosado. Era un problema grande.
There was an elephant. The elephant called himself Tiny. Tiny was a very, very big elephant. He lived in Hollywood, CA. He was on the beach and he was sad. There was a problem. He had two blue bikinis, but he wanted a pink mini-bikini. He didn't have a pink mini-bikini. It was a big problem.
There was an elephant. The elephant called himself Tiny. Tiny was a very, very big elephant. He lived in Hollywood, CA. He was on the beach and he was sad. There was a problem. He had two blue bikinis, but he wanted a pink mini-bikini. He didn't have a pink mini-bikini. It was a big problem.
Así que, Tiny fue a Alaska. En Alaska, había un gato. El gato se llamaba Whiskers y era un gato pequeño. Whiskers vivía en Alaska, pero Tiny no vivía en Alaska. Vivía en California, pero estaba en Alaska. Estaba triste. Whiskers no tenía un mini bikini rosado porque no había bikinis en Alaska. Tiny quería un mini bikini rosado. Había un problema.
So, Tiny went to Alaska. In Alaska, there was a cat. The cat called himself Whiskers and was a little cat. Whiskers lived in Alaska, but Tiny didn't live in Alaska. He lived in California, but he was in Alaska. He was sad. Whiskers didn't have a pink mini-bikini because there weren't bikinis in Alaska. Tiny wanted a pink mini-bikini. There was a problem.
So, Tiny went to Alaska. In Alaska, there was a cat. The cat called himself Whiskers and was a little cat. Whiskers lived in Alaska, but Tiny didn't live in Alaska. He lived in California, but he was in Alaska. He was sad. Whiskers didn't have a pink mini-bikini because there weren't bikinis in Alaska. Tiny wanted a pink mini-bikini. There was a problem.
Así que, fue a Florida. En Florida, había un perro que se llamaba Clifford. Clifford era un perro grande y rojo. Clifford vivía en Florida, pero Tiny no vivía en Florida. Vivía en Californa, pero estaba en Florida. Estaba triste. Clifford tenía bikinis, pero no tenía mini bikinis rosados. Tenía mini bikinis negros. Tiny quería un mini bikini rosado. Había un problema.
So, he went to California. In California, there was a dog that calls himself Clifford. Clifford was a big, red dog. Clifford lived in Florida, but Tiny didn't live in Florida. He lived in California, but was in Florida. He was sad. Clifford had bikinis, but he didn't have pink mini-bikinis. He had black mini-bikinis. Tiny wanted a pink mini-bikini. There was a problem.
So, he went to California. In California, there was a dog that calls himself Clifford. Clifford was a big, red dog. Clifford lived in Florida, but Tiny didn't live in Florida. He lived in California, but was in Florida. He was sad. Clifford had bikinis, but he didn't have pink mini-bikinis. He had black mini-bikinis. Tiny wanted a pink mini-bikini. There was a problem.
Así que, fue a Hawaii. En Hawaii, había una chica que se llamaba Suzie. Suzie era baja, pero muy bonita. Suzie vivía en Hawaii, pero Tiny no vivía en Hawaii. Vivía en California, pero estaba en Hawaii. Estaba contento. Suzie tenía muchos mini bikinis. Tenía mini bikinis negros, azules, rojos, y rosados. Tiny quería un mini bikini rosado. No había un problema.
So, he went to Hawaii. In Hawaii, there was a girl that called herself Suzie. Suzie was short, but very pretty. Suzie lived in Hawaii, but Tiny didn't live in Hawaii. He lived in California, but he was in Hawaii. He was happy. She had many mini-bikinis. She had black, blue, red, and pink mini-bikinis. Tiny wanted a pink mini-bikini. There was not a problem.
So, he went to Hawaii. In Hawaii, there was a girl that called herself Suzie. Suzie was short, but very pretty. Suzie lived in Hawaii, but Tiny didn't live in Hawaii. He lived in California, but he was in Hawaii. He was happy. She had many mini-bikinis. She had black, blue, red, and pink mini-bikinis. Tiny wanted a pink mini-bikini. There was not a problem.
Thursday, March 28, 2013
Pobre Ana: Story 1 - Maria the Theif
Structures:
- New Structures
- era un(a) ______
- había un problema
- quería un(a) ______
- fue a ______
- Recent Structures:
PQA
- 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
- Hay un(a):
- Write "hay un(a)" on the board, translate, and add action (cover eye and point to something)
- Have students stand up and tell them "Hay un(a) chic@."
- After this is done a few times, ask it as a question: "¿Hay un(a) chic@?" and students reply with "Sí" or "No." Model correct answer in a complete sentence.
- Expand to ask ¿Qué hay? and have students respond with "chic@" or "Hay un(a) chic@." Model correct response.
- Expand to other easy objects (cognates/basic words) with props or pictures (dog, cat, elephant, banana, etc., first asking yes or no questions and progressing to open-ended questions.
- Quiere:
- Write on board: ¿Qué quieres?/Quiero________./Quiere_______.
- Translate with the class on the board and add actions (palms up wiggling fingers)
- ¿Qué / quier/es? = What/want/you? (What do you want?)
- Quier/o________. = Want/I _______. (I want...)
- Quier/e_______. = Wants/ s/he ______. (S/he wants...)
- Add chant to "¿Qué quieres?"
- Chant the question two times, and point to a student. Ask "¿Qué quieres?"
- Student responds: "Quiero...."
- Report to the class: "(name) quiere...."
- Class responds
- Va a:
- Write on board: ¿Adónde vas?/Voy a_____./Va a______.
- Watch Señor Wooly's "¿Adónde vas?" video.
- Translate with class on board and add actions (sweep hand away with a "V")
- ¿Adónde vas? = To where go you?
- Voy a_____. = I go to...
- Va a______. = S/he goes to...
- Sing (like Señor Wooly video) "¿Adónde vas? ¿Adónde, adónde vas?"
- Chant the question two times, and point to a student. Ask "¿Adóne vas?"
- Student responds: "Voy a..." (prompts: "Voy a WalMart/McDonald's/Disneylandia."
- Report to the class: "(name) va a..."
- Class responds
Story:
Había una chica. Se llamaba María. Había un problema. María era una chica pobre. No había dinero en la casa de Maria. Quería mucho dinero.
There was a girl. She called herself Maria. There was a problem Maria was a poor girl. There wasn't money in the house of Maria. She wanted much money.
Así que, fue a Banco de América. Había un problema. Banco de América era un banco pobre. No había mucho dinero en Banco de América. María quería mucho dinero. Así que, no tomó dinero de Banco de América.
So, she went to Bank of America. There was a problem. Bank of America was a poor bank. There wasn't much money in Bank of America. Maria wanted much money. So, he didn't take money from Bank of America.
Así que, fue a US Banco. US Banco era un banco rico. Había mucho dinero en US Banco. María quería mucho dinero. Pero, había un problema. No había dinero en la cuenta de María. Así que, robó mucho dinero de US Banco. Había mucho dinero en la casa grande y nueva de María.
So, she went to US Bank. US Bank was a rich bank. There was much money in US Bank. Maria wanted much money. But, there was a problem. There wasn't money in the account of Maria. So, she robbed much money of US Bank. There was much money in the big, new house of Maria.
Pobre Ana
While reading through Pobre Ana, I made a list of the structures that are used throughout the book. Not all of them are included, but this is a fairly comprehensive list of the most important structures used. I narrowed my list down to what I could tell stories about for approximately a quarter and grouped them together by what made sense for a story as well as a rough order for presentation due to necessity and complexity. I plan to teach these structures using stories and then sum up our learning by reading the book as a class during the final week of the quarter.
Finally, at the bottom, I listed all of the cultural topics I found in the book that students could research and present to the class.
Structures/Stories:
Culture Topics:
Finally, at the bottom, I listed all of the cultural topics I found in the book that students could research and present to the class.
Structures/Stories:
- Story 1: Poor Maria
- era un(a) ______
- había un problema
- quería un(a) ______
- fue a ______
- Story 2: Tiny the Elephant
- vivía en ______, pero estaba en ______
- estaba (feeling)
- tenía ______
- Story 3: Frederick's Marvelous Hat
- lo necesitaba para ______
- nunca compraba nada
- vio a la policía
- Story 4: Chucky's Chocolate
- le gritaba mucho
- siempre comía ______
- buscó el ______ pero no lo encontró
- Story 5: A Boyfriend for Linda
- pasaba poco tiempo ______
- le dio un boleto
- llevó el boleto
- Story 6: A Dress for Helga
- le gustaba ______
- no podía pagar
- iba a pagar con
- Story 7: Transportation in Africa
- tomaba el ______ y iba a ______
- se subió a(l) ______
- bajó de(l) ______
- Story 8: Making an Impression
- tuvo que hacerlo
- estaba (-a/iendo verb) bien
- estaba sorprendida
- Story 9:
- podía vivir con una familia mexicana
- le dijo
- no comprendió nada pero sonrío y les dijo "sí"
Culture Topics:
- Passports and travelling abroad
- Poverty in Mexico
- Transportation
- Mexican states
- addresses in Mexico and other countries
- utilities (power/hot water/etc)
- homes in Mexico
- Tepic, Nayarit
- recreation (exercises, swimming with clothes on)
- food
- money
- music
- dances
- schools
- greetings and gestures
- accents and regionalisms
Patricia Va a California
Culture
- Guatemala
- Panajachel, Guatemala
- Lago Atitlán
- tourists
- volcanoes
- indígenas
- poverty
- school
- huipiles y cortes
- colors of clothing to represent town
- seasons of the year
- work
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