Lesson Plan
- Date: March 10, 2013
- Class: Spanish 1
- Lesson #: 1.1.2 – PQA and Story
- Objectives: Converse using structure-based questions, answers, and responses. Listen to a story and respond accurately to comprehension questions.
- Evaluation: Students will respond correctly and appropriately as well as illustrate the story told in class.
- Resources/Technology: Structure Cards, ¿Adónde vas? music video, Props and Costumes
- State Standards: WL1.1.1.1: Comprehend basic vocabulary in isolation and in context.; WL1.1.1.2: Capture essential information from everyday conversations and short passages; WL1.1.2.2: Express preferences, desires, opinions, and feelings.
Posted Agenda:
Lesson Plan:
- Pruebita (10 minutes) - take attendance during this time
- On page 12 of your IN (Interactive Notebook), copy and translate these sentences:
- Se llama Jessica.
- Jessica es una chica.
- Tiene tres perros.
- Correct and graph your score in your IN.
- Story 1.1.2 (65 minutes)
- Post new structure cards on the board and translate. Students copy onto page 23 of their IN. (5 minutes)
- PQA (25 minutes)
- Ask a Story (35 minutes)
- Closure (15 minutes)
- Review the entire story and write it on the board. Students copy the story onto page 22 of their IN.
- Draw two lines page 22 that divide the remaining blank part of the page into 4 squares. In the squares, draw illustrations that represent what happened in the story in order.
- Monitor and assist
Structures: These are in past tense in order to facilitate more "natural" storytelling and exposure to a variety of verb tenses.
- New Structures: Structures that will be introduced in this story. I intended these to be the "notes" for the day as students copy them down as well as their translations. I limit these to three per story. If more are necessary, I create a new story with those.
- había [un(a)]- There was/were (a)
- quería - wanted
- fue a - went to
- Recent Structures: Structures that have been introduced in previous stories, but will likely need to be reviewed. These will be included in the actual storytelling to build upon vocabulary and structures that have already been acquired and/or need more repetitions.
- se llamaba - him/erself called s/he (he called himself)
- era - (S/he) was
- tenía - had
PQA:These are in present tense to facilitate normal conversation.
- Hay un(a): Structures that do not lend themselves to the various forms listed below are worked into personalized questions in other ways which are noted.
- action - hand over eye and point to something An action is added to most important words through the TPR method and used throughout stories and communication to facilitate comprehensible input
- 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:
- Action - palms up wiggling fingers
- Question/responses:Most structures are manipulated into a present tense question (you form), a correct response pattern (I form), and how I will report student responses to the class (3rd person). I write the following on the board, model them, and translate them briefly with the class.
- ¿Qué / quier/es? = What/want/you? (What do you want?)
- Shouting/calling to someone I add a chant or song to the question so that the entire class can ask it together. I recommend repeating the phrase at least twice so students can join in on the second one if they miss the first time.
- Quier/o________. = Want/I _______. (I want...)
- Quier/e_______. = Wants/ s/he ______. (S/he wants...)
- Through a process of adding a chant/song to the question and allowing the entire class to participate, students are asked the question, allowed to create a personalized response, and the response is then reported to the class. The class responds chorally to what the person said. For example:
- Chant the question (¿Qué quieres?) two times, and point to a student. Ask "¿Qué quieres?"
- Student responds: "Quiero...."
- Report to the class: "(name) quiere...."
- Class responds
- Va a:
- Action: sweep hand away with "V" fingers
- Question/response
- ¿Adónde vas? = To where go you?
- Watch Señor Wooly's "¿Adónde vas?" Occasionally, I will include resources I find helpful for teaching these phrases.
- Sing (like Señor Wooly video): "¿Adónde vas? ¿Adónde, adónde vas?"
- Voy a_____. = I go to...
- Prompts: "Voy a WalMart/McDonald's/Disneylandia."For when students get stuck trying to respond, I model "sample" answers they can either copy or manipulate
- Va a______. = S/he goes to...
Story: This is a story template limited to only the structures students have already learned. Rather than telling this exact story, I “ask” the story and students personalize the details. Then, “circling” questioning techniques are used to review the details and get in many repetitions for students. English translations are in italics after each paragraph. Again, these stories are in past tense so that students are exposed to all verb tenses. We shelter vocabulary, not grammar!
Había un elefante. El elefante se llamaba Tiny. Tiny era un elefante muy, muy grande. Había un problema. Tenía dos bikinis azules, pero quería un bikini rosado. No tenía un bikini rosado. Era un problema grande.
There was an elephant. The elephant called himself Tiny. Tiny was an elephant that was very, very big. There was a problem. He had two blue bikinis, but he wanted a pink bikini. He didn't have a pink bikini. It was a big problem.
Tiny fue a Alaska. En Alaska, había un gato. El gato se llamaba Whiskers y era un gato pequeño. Whiskers no tenía un bikini porque no había bikinis en Alaska. Tiny quería un bikini. Había un problema.
Tiny went to Alaska. In Alaska, there was a cat. The cat called himself Whiskers and was a little cat. Whiskers didn't have a bikini because there weren't bikinis in Alaska. Tiny wanted a bikini. There was a problem.
Fue a California. En California, había un perro que se llamaba Clifford. Clifford era un perro grande y rojo. Clifford tenía bikinis, pero no tenía bikinis rosadas. Tenía bikinis negras. Tiny quería un bikini rosado. Había un problema.
He went to California. In California, there was a dog that calls himself Clifford. Clifford was a big, red dog. Clifford had bikinis, but he didn't have pink bikinis. He had black bikinis. Tiny wanted a pink bikini. There was a problem.
Fue a Hawaii. En Hawaii, había una chica que se llamaba Suzie. Suzie era baja, pero muy bonita. Tenía muchos bikinis. Tenía bikinis negros, azules, rojos, y rosados. Tiny quería un bikini rosado. No había un problema. El fin.
He went to Hawaii. In Hawaii, there was a girl that called herself Suzie. Suzie was short, but very pretty. She had many bikinis. She had black, blue, red, and pink bikinis. Tiny wanted a pink bikini. There was not a problem. The end.
