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TPRS Pobre Ana Chapter 1

SWBAT Demonstrate understanding of story Retell the story orally and in writing using vocabulary and present tense verbs

Essential questionCan you understand and retell Pobre Ana Capítulo 1?

Essential concepts (content and language)This is one of the very first stories that students will be able to read in their second language. The goal will be for students to be able to comprehend a story written completely in Spanish.

Final Performance AssessmentDescribe how they will tell the story and what others will be doing while they tell it.

Students will draw pictures of the events that happen in the story. They will also write captions and perhaps text bubbles in the pictures they draw.

Sets of questions1. ¿Ana es una chica?2. ¿Ana es una chica o un chico?3. ¿Quién es Ana?

1. ¿Ana tiene problemas? 2. ¿Ana tiene problemas con sus amigas? ¿Con su familia?3. ¿Con quién tiene problemas?

1. ¿Ana tiene catorce años?2. ¿Tiene catorce o quince años?3. ¿Cuántos años tiene Ana?

1. ¿Ana es muy alta?2. ¿Es muy alta o no es muy alta?

Cierto o falso:1. Ana tiene pelo corto.2. Ana tiene el pelo largo.3. Ana tiene el pelo castaño.4. Ana tiene ojos verdes.5. Ana tiene el pelo corto.6. Ana tiene ojos negros.7. Ana tiene ojos azules.

1. ¿Ana vive in Paris?2. ¿Ana vive en Hermosa Beach o en Saint Paul?3. ¿Ana vive en California o en Minnesota?4. ¿Dónde vive Ana?

Cierto o falso1. La familia es normal.2. Ana tiene una madre y un padre.3. Ana tiene tres hermanas. 4. Ana tiene dos hermanos. (¡OJO! Puedes explicar que hermanos quiere decir hermanos y hermanas)5. La casa de la familia es verde.6. La casa de la familia es azul.7. La casa de la familia es grande.8. La casa de la familia es pequeña. 9. La casa de la familia es normal.

1. ¿Ana asiste una escuela en Minnesota?2. ¿Ana asiste una esuela en Saint Paul o en California?3. ¿Dónde está la escuela de Ana?

1. ¿El padre de Ana se llama Juan?2. ¿El padre de Ana se llama Juan o Robert?3. ¿Cómo se llama el padre de Ana?

1. ¿El padre trabaja en un hospital?2. ¿El padre trabaja en un parque o un hospital?3. ¿Dónde trabaja el padre de Ana?4. ¿Qué hace el padre de Ana de el hospital?5. ¿Cómo se llama el hospital?

1. ¿La madre de Ana se llama Cindy?2. ¿La madre de Ana se llama Cindy o Ellen?3. ¿Cómo se llama la madre?

1. ¿La madre trabaja en un parque?2. ¿La madre trabaja en un parque o un hospital?3. ¿Dónde trabaja la madre de Ana?4. ¿Qué hace la madre de Ana en el hospital?

Cierto o falso:1. El hermano de Ana se llama Robert.2. El hermano de Ana se llama Don.3. La hermana de Ana se llama Paula.4. La hermana de Ana se llama Patty.5. Don tiene quince años.6. Don tiene catorce años.7. Patty tiene cinco años.8. Patty tiene once años.

1. Ana tiene problemas con su madre porque su madre grita. ¿Cierto o falso?

2. ¿La madre grita o canta?3. ¿Por qué Ana tiene problemas con su madre?

1. Ana tiene problemas con su padre porque quiere dinero. ¿Cierto o falso?2. ¿Ana tiene problemas con su padre porque quiere una mascota o dinero?3. ¿Por qué Ana tiene problemas con su padre?

1. El padre no da dinero a Ana porque él es pobre. ¿Cierto o falso?2. ¿El padre no da dinero a Ana porque es pobre o porque no quiere?3. ¿Por qué no da dinero a Ana?

1. Ana tiene problemas con su hermano porque no le ayuda buscar el libro. ¿Cierto o falso?2. ¿Ana tiene problemas con su hermano porque no le ayuda buscar el libro o porque quiere dinero?3. ¿Por qué Ana tiene problemas con su hermano?

1. Ana tiene problemas con su hermana porque Patty toma la camisa de Ana. ¿Cierto o falso?2. ¿Patty toma la camisa de Ana o no le ayuda? 3. ¿Por qué Ana tiene problemas con su hermana?

Cierto o falso:1. Ana tiene tres amigas buenas.2. Una de las amigas se llama Elsa.3. Elsa tiene pelo castaño.4. Estudia español.5. Elsa es pobre.6. Elsa tiene un Ford Mustang.7. Ana tiene un Ford Mustang.8. Una de las amigas es Sara.9. Una de las amigas es Patty.10. Sara tiene ojos verdes.11. Sara tiene pelo rubio.12. Sara no es una estudiante buena.13. La familia de Sara es pobre.

Day 1: Introduce Vocabulary (nouns)Time frame Pre-Activities, Anticipatory Set, Warm-up Objectives

TargetedMaterials

10 mins. Brainstorm as a class a list of ways to describe someone. At this point, the students know very few words in Spanish so they can list in English. Some descriptions might be:Where they liveWhere they workWhere they go to schoolWhat they look likeWhat their family is likeEtc.

This book is filled with

easy descriptions of people: where they live, what

they do, what they look like, what

their families

White board markers

These are all very important things in describing a person. Therefore, they are very important things to know in a second language. We are going to read a story about a girl named Ana. In chapter one, we will find a description of some of these aspects of her life. But before we can read, we should first learn some of the words from the story so we can understand them when we come to them.

are like, etc, yet it is

accessible for even very beginning learners.

Time frame During-ActivitiesThis usually will take more than one day

Objectives Targeted

Materials

10 mins.

10 mins.

10 mins.

1. We will start out will a picture slide of the nouns from our vocabulary list. I will show a picture of the word, then say the word in Spanish. The list includes the following words.

Pelo Cocinero Secretaria Suelo Ropa Comida Camisa Dormitorio Zapatos Carne Permiso Carro2. For each of the words, we will come up

with an action that goes with each word. These actions will be the actions that we use for TPR later. When the students are given an opportunity to give their input in creating the actions, they will feel more responsible for their own learning.

3. Next, we will do modified TPR with the actions. I will say a word from the list, and the students will do the action associated with the noun. It is modified because I am not giving them a command, but rather saying a word, and asking for a pre-planned association. This L2 word to action association will be better than L2 word to L1 word because it removes the translation crutch from the very beginning. The goal for L2 reading is not translating in the mind, but rather, word recognition and understanding without thinking in the

Build Vocabulary

Vocabulary(Structure

input)

Vocabulary(Structured

input)

Powerpoint slide show

10 mins.

20 mins.

20 mins.

L1. I will do this activity repeatedly.4. Next, I will do the reverse. I will do an

action, and the students will work in pairs to think of the word. When the pairs think of the word, they raise their hands. When the majority of students have it, they can say it out loud. If their pronunciation is bad, I will repeat it the right way, but not correct it. This way, the focus of the activity remains on communication, not pronunciation.

5. The next activity is what I would call a student-centered TRP circle. I will put the entire list of words on the board or in a place in the room that is visible for all students. Then I will have the students find a partner and choose between the two which one will be a One and which will be a Two. The Ones form a circle. The Twos form a circle around the Ones. The Ones will choose a word from the board to do the action for. The partner then guesses the word based on the action. Then they switch roles, the Twos will choose a word from the board to do the action for. The partner then guesses the word based on the action. Then the students rotate partners. The outer circle rotates while the inner circle stays in their place. Students do this until the teacher notices they are bored.

6. Now is time to switch gears a bit. The school where I will be student teaching has a language lab where the students can break up their 100 minute block periods. We will not use the language lab to explore a culture concept. Unfortunately there is not a ton of options for such limited proficiency students to explore authentic materials. This is one of the downfalls of Pobre Ana. It is at the students’ reading level, but has little or no aspects of culture incorporated in the story. This is why it must be fortified with other culture activities. This TPRS unit will be accompanied by a simple group webquest. It would be ideal to have a culture activity that was connected to the story, but there is not much to off of in the story. Because of this, I chose a webquest

Vocabulary(Structured input and output)

Vocabulary(Input and

output)

Culture activity

on the Quinceañera. The webquest can be counf at http://questgarden.com/143/29/1/120418135433/ .

Time frame Post-Activities & Lesson Closure; wind down Objectives Targeted

Materials

10 mins. 1. Output time! Now students will have a chance to do an output activity. Students will be seated at their desks. They will each have a whiteboard and dry-erase marker. I will describe a situation in English. They will write the word I am thinking of (An article of clothing you wear on your feet etc.). This will give me an idea of how much the students have learned today. It will also serve as an informal assessment.

Vocabulary(Output)

WhiteboardsDry-erase markers

Day 2: Vocabulary (Verbs and adjectives) and Grammar (Present tense verbs)Time frame Pre-Activities, Anticipatory Set, Warm-up Objectives

TargetedMaterials

10 mins http://quizlet.com/1481040/pobre-ana-flash-cards/Students will start by reviewing some of the vocabulary from yesterday on computers. This will be fun for diverse learners.

Vocabulary practice

Computers


Objectives Targeted

Materials

10 mins. 1. Now we will work on the verbs, descriptions, and other words from the first chapter of Pobre Ana. We will again, start out will a picture slide of the verbs, adjectives and other words from our vocabulary list. I will show a picture of the word, then say the word in Spanish. The list includes the following words.

Castaño Largo Pobre Rubio Nuevo Tiene Grita Toma

Vocabulary and grammar

(present tense verbs)

PowerPoint slides

http://quizlet.com/1481040/pobre-ana-flash-cards/

http://questgarden.com/143/29/1/120418135433/

http://questgarden.com/143/29/1/120418135433/

15 mins.

15 mins.

10 mins.

Pide Asiste a Vive Levanta Soy Pone Encuentra Busca Ayuda Lleva Se ríe Contesta Dice Después de2. For each of the words, we will come up

with an action that goes with each word. These actions will be the actions that we use for TPR later. When the students are given an opportunity to give their input in creating the actions, they will feel more responsible for their own learning. We will need more time than yesterday because some of the words are more difficult to think of actions and there are more words!

3. Next, we will do modified TPR with the actions. I will say a word from the list, and the students will do the action associated with the verb, adjective, or other word. It is modified because I am not giving them a command, but rather saying a word, and asking for a pre-planned association. This L2 word to action association will be better than L2 word to L1 word because it removes the translation crutch from the very beginning. The goal for L2 reading is not translating in the mind, but rather, word recognition and understanding without thinking in the L1. I will do this activity repeatedly.

4. Next, I will do the reverse. I will do an action, and the students will work in pairs to think of the word. When the pairs think of the word, they raise their hands. When the majority of students have it, they can say it out loud. If their pronunciation is bad, I will repeat it the right way, but not correct it. This way, the focus of the activity remains on communication, not pronunciation.

Vocabulary building/

Structured input


Structured input


Structured input and

output

20 mins.

10 mins.

5. The next activity is what I would call a student-centered TRP circle. I will put the entire list of words on the board or in a place in the room that is visible for all students. Then I will have the students find a partner and choose between the two which one will be a One and which will be a Two. The Ones form a circle. The Twos form a circle around the Ones. The Ones will choose a word from the board to do the action for. The partner then guesses the word based on the action. Then they switch roles, the Twos will choose a word from the board to do the action for. The partner then guesses the word based on the action. Then the students rotate partners. The outer circle rotates while the inner circle stays in their place. Students do this until the teacher notices they are bored.

6. Language Spoons! This game is a modified version of the card game Spoons. It involves a set of pictures and words on cards. In a deck, there are two matching pictures and two Spanish words that signify each picture. The goal of the game is to get all four matching cards (either words or pictures). The game is played exactly like Spoons. Everyone is dealt four cards. The dealer picks up the first card and decides whether or not to keep it or pass it to the next player. Each player can only have four cards at a time. The first player to have all four matching cards yells “cucharas!” and wins the game.


Structured input and

output

Meaning- bearning

vocabulary game

Special set of vocabulary cards


Materials

10 mins. 1. Output time! Now students will have a chance to do an output activity. Students will be seated at their desks. They will each have a whiteboard and dry-erase marker. I will describe a situation in English. They will write the word I am thinking of (An article of clothing you wear on your feet etc.). This will give me an idea of how much the students have learned today. It will also serve as an informal assessment.

Output/Assess

vocabulary

WhiteboardsDry-erase markers

Day 3: Story time!Time frame Pre-Activities, Anticipatory Set, Warm-up Objectives

TargetedMaterials

10 mins http://www.quia.com/rr/257450.htmlStudents will start today by reviewing the vocabulary and grammar from the last two days of class using this website.

Review vocabulary/Structured

input

Computers


Objectives Targeted

Materials

60 mins. Today we will start reading the story! We will spend most of the day reading the first chapter of the book. Since this is the very first book the students will be reading, I will read it out loud for the class. The students will follow along with their own copies of the book. Perhaps in the next chapters I will have students read sections of the book independently, but for the first chapter, I wanted to provide scaffolding as well as model the types of questions a good reader might ask. I have prepared a list of questions that I will go through with the class as I read aloud. If I notice the class losing concentration or getting bored, I will have the class stand up and do some exercises or something to regain concentration. Student can use white boards to draw what they are picturing in their minds while I am reading, but must continue to answer questions.

1. ¿Ana es una chica?2. ¿Ana es una chica o un chico?3. ¿Quién es Ana?

1. ¿Ana tiene problemas? 2. ¿Ana tiene problemas con sus amigas?

¿Con su familia?3. ¿Con quién tiene problemas?

1. ¿Ana tiene catorce años?2. ¿Tiene catorce o quince años?3. ¿Cuántos años tiene Ana?

1. ¿Ana es muy alta?2. ¿Es muy alta o no es muy alta?

Cierto o falso:1. Ana tiene pelo corto.

Reading in the target language!

A copy of Pobre Ana for each studentWhiteboardsDry-erase markers

http://www.quia.com/rr/257450.html

2. Ana tiene el pelo largo.3. Ana tiene el pelo castaño.4. Ana tiene ojos verdes.5. Ana tiene el pelo corto.6. Ana tiene ojos negros.7. Ana tiene ojos azules. 8. ¿Ana vive in Paris?9. ¿Ana vive en Hermosa Beach o en Saint

Paul?10. ¿Ana vive en California o en Minnesota?11. ¿Dónde vive Ana?

Cierto o falso1. La familia es normal.2. Ana tiene una madre y un padre.3. Ana tiene tres hermanas. 4. Ana tiene dos hermanos. (¡OJO! Puedes

explicar que hermanos quiere decir hermanos y hermanas)

5. La casa de la familia es verde.6. La casa de la familia es azul.7. La casa de la familia es grande.8. La casa de la familia es pequeña. 9. La casa de la familia es normal.

1. ¿Ana asiste una escuela en Minnesota?2. ¿Ana asiste una esuela en Saint Paul o en

California?3. ¿Dónde está la escuela de Ana?

1. ¿El padre de Ana se llama Juan?2. ¿El padre de Ana se llama Juan o Robert?3. ¿Cómo se llama el padre de Ana?

1. ¿El padre trabaja en un hospital?2. ¿El padre trabaja en un parque o un hospital?3. ¿Dónde trabaja el padre de Ana?4. ¿Qué hace el padre de Ana de el hospital?5. ¿Cómo se llama el hospital?

1. ¿La madre de Ana se llama Cindy?2. ¿La madre de Ana se llama Cindy o Ellen?3. ¿Cómo se llama la madre?

1. ¿La madre trabaja en un parque?2. ¿La madre trabaja en un parque o un

hospital?3. ¿Dónde trabaja la madre de Ana?4. ¿Qué hace la madre de Ana en el hospital?

Cierto o falso:1. El hermano de Ana se llama Robert.2. El hermano de Ana se llama Don.3. La hermana de Ana se llama Paula.4. La hermana de Ana se llama Patty.5. Don tiene quince años.6. Don tiene catorce años.7. Patty tiene cinco años.8. Patty tiene once años.

1. Ana tiene problemas con su madre porque su madre grita. ¿Cierto o falso?

2. ¿La madre grita o canta?3. ¿Por qué Ana tiene problemas con su

madre?

1. Ana tiene problemas con su padre porque quiere dinero. ¿Cierto o falso?

2. ¿Ana tiene problemas con su padre porque quiere una mascota o dinero?

3 ¿Por qué Ana tiene problemas con su padre?

4. El padre no da dinero a Ana porque él es pobre. ¿Cierto o falso?

5. ¿El padre no da dinero a Ana porque es pobre o porque no quiere?

6. ¿Por qué no da dinero a Ana?

1. Ana tiene problemas con su hermano porque no le ayuda buscar el libro. ¿Cierto o falso?

2. ¿Ana tiene problemas con su hermano porque no le ayuda buscar el libro o porque quiere dinero?

3. ¿Por qué Ana tiene problemas con su hermano?

1. Ana tiene problemas con su hermana porque Patty toma la camisa de Ana. ¿Cierto o falso?

2. ¿Patty toma la camisa de Ana o no le ayuda?

3. ¿Por qué Ana tiene problemas con su hermana?

Cierto o falso:1. Ana tiene tres amigas buenas.2. Una de las amigas se llama Elsa.3. Elsa tiene pelo castaño.

20 mins.

4. Estudia español.5. Elsa es pobre.6. Elsa tiene un Ford Mustang.7. Ana tiene un Ford Mustang.8. Una de las amigas es Sara.9. Una de las amigas es Patty.10. Sara tiene ojos verdes.11. Sara tiene pelo rubio.12. Sara no es una estudiante buena.13. La familia de Sara es pobre.

20 mins culture break! WOW! That was a lot of reading! Well done class! Here, we will take a break from reading and work in partners in the language lab on a cultural topic.

Culture study Language lab


Materials

10 mins What do we remember? Each student is given a piece of paper where they can draw what they remember about Ana from the story. Perhaps they will draw out the physical description of her, or draw all the members of her family. Students can use both words and pictures to tell what they learned about Ana from the story. Then they will share their pictures with a partner. This will be good review AND will help them prepare for the final assessment.

Comprehension check

PaperColored pencils

Markers

Day 4: Group StorytellingTime frame

Pre-Activities, Anticipatory Set, Warm-up Objectives Targeted

Materials

10 mins.

https://sites.google.com/site/sracallahansspanish1a/Home/pobre-anaAt the beginning of class, we will listen to a recording of Pobre Ana chapter one. Students will follow along in their own copy of the book. This will get the students in the mood to practice telling the story!

Story comprehension

Pobre Ana


Objectives Targeted

Materials

25 mins. Written Drafts: Students will not be given the opportunity to practice retelling the story in

Retell story in groups

Computers

https://sites.google.com/site/sracallahansspanish1a/Home/pobre-ana


10 mins.

30 mins.

groups before they are assessed tomorrow individually. Students will be put in groups of four or five students. Students will work together to come up with a written copy of the story. When students have their written copy, they will come to the teacher and get it checked off to start the next step in their retelling.

Next students will find pictures from the internet that go with each of the different parts of the story. Students will compile these pictures and their written drafts for the next sections of this project.

Prezi! To put it all together, students will use a fun and exciting presentation tool called Prezi (www.prezi.com). This presentation tool makes “jumping” presentations. It is easy to use and can be edited to incorporate many features such as pictures, video, and voice. Multiple students can edit Prezi at the same time so there is maximum efficiency in editing and adding to the presentation. Be creative! The final products will look something like this:

http://prezi.com/vqvp4drtd_kg/pobre-ana/



Computers

Computers


Materials

25 mins Present your Prezi! Now students will have a chance to retell the story in front of the class using their Prezis. There is so many different features that each Prezi will be very different. This will act as a review for the final assessment as well as a way of using another of the modalities.

Retell the story in groups

Computers

Day 5: Retell Story (Assessment)Time frame

Pre-Activities, Anticipatory Set, Warm-up Objectives Targeted

Materials

15 mins

Students are given one last chance to read the story independently. Even though it is their first time reading independently, they have had a lot of structured input and scaffolding to allow them to read at an instructional level. Students will use this link to listent to the chapter

Reading independently!

One copy of Pobre Ana for each student

http://prezi.com/vqvp4drtd_kg/pobre-ana/

http://www.prezi.com/



Objectives Targeted

Materials

70 mins.

5 mins.

Students will now have time to write and design a summary of the first chapter of Pobre Ana. They will use the website Comiclife (http://comiclife.com/) to create a retelling of the story. Students will be encouraged to incorporate as many details into their comic as possible. This is the first time using Comiclife for the students so they will need a little extra time to figure out all of the settings. Also, I would like them to have time to have fun with it and be creative. Language is fun!

Congratulate students for successfully reading in a foreign language! Celebrate this step!

Demonstrate understanding of the story; retell story in

writing

Computers


Materials

10 mins Finish up the culture webquest that was started on day 2.

Culture Activity

Computers (Language lab)

http://comiclife.com/



NEW WORDS FOR _________Pobre Ana Chapter 1________________

PEOPLE, PLACES, THINGS TRANSLATION

PeloCocineroSecretariaSueloRopaComidaCamisaDormitorioZapatosCarnePermisoCarro

DESCRIPTIONS TRANSLATIONCastañoLargoPobreRubioNuevo

ACTIONS TRANSLATIONTieneGritaTomaPideAsiste aViveLevantaSoyPoneEncuentra

BuscaAyudaLlevaSe ríeContestaDice

Others TRANSLATIONDespués de

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