1 week language camp plan – Are you a picky eater?

So this past week I taught at a Gifted Program Academic 1 week camp. I had an hour and a half with 10-12 upper elementary kids for a week. I was SUPER nervous since this was new territory for me.

PQA- So I started with food which is a PQA activity that I feel very comfortable using. The activity was “Draw your favorite food & your least favorite food.”

**NOTE- Martina Bex has this activity as a part of a FOOD UNIT she describes on her blog.

Then, I had a student come up, and I reveal the two foods they drew. Next, each student voted on which food is they thought was the student’s favorite. In the process I asked others if they like that food. Finally, (after a drum roll, of course) the student revealed their favorite food. (Lots of repetitions of “me gusta”, “no me gusta”, and “¡Que asco!¡BLEH!”)

I continued to use these papers throughout the week (2-3 students a time).

I also used these two videos below to discuss other food combinations, stopping to discuss each food and food combination. At the end of each video, we discussed if they had to eat one combination, which one would they choose?

 

INVISIBLES- We sang a few rounds of “Cabeza, Hombros, Piernas, & Pies”. I used this song for a brain break. Each time, we took out a word as we sang it and replaced it with “LA LA” until the whole song was replaced.

Invisibles are pretty new for me. We created a monster. I had a bag of Mr. Potato parts. As each kid took a turn pulling out a body part, we discussed each body part. How many? What color? What size? I had a high school student helper to draw it for us.

STORY- Below is the story I told with actors. The only part students created in the story was what the family ate and what the monster wanted. I was thinking the monster would want a toy or special item, but the kids chose the BABY and the DOG. (LOL, gotta love kids!)

**NOTE- I had students with some Spanish and others with none, so to make it engaging for all, I told the story in PAST TENSE.

Había un niño. El niño era quisquilloso. Un día la familia tenía ________. La mamá comió _______ . El papá comió ________ . Y el bebé comió ______ . El perro comió _______ . Pero el niño no comió ________ porque no le gustaba. El niño dijo -¡NO ME GUSTA ______ ! ¡Qué asco!- La mamá estaba triste. El papá estaba furioso. Le dijo –Niño, ¡Come!- Pero el niño no quería _______. No le gustaba. Le dijo –NO- El papá le dijo –Tú eres quisquilloso.-

De repente, el niño vio a un monstruo. El niño tenía una idea. El niño le dijo -¡Come, Monstruo! El monstruo tuvo una idea. El monstruo le dijo – Yo quiero tu ______ . –  El niño estaba nervioso. Quería su _____  pero no le gustaba ______ . El niño le dio su  ____ al monstruo. El monstruo comió ____ . El niño estaba feliz porque no comió _____ . El monstruo estaba feliz porque tenía ________

Al día siguiente, la familia tenía ________. La mamá comió _______ . El papá comió ________ . Y el bebé comió ______ . El perro comió _______ Pero el niño no comió ________ porque no le gustaba. El niño dijo -¡NO ME GUSTA ______ ! ¡Que asco!- La mamá estaba triste. El papá estaba furioso. Le dijo –Niño, ¡Come!- Pero el niño no quería _______. No le gustaba. Le dijo –NO- El papá le dijo –Tú eres quisquilloso.-

De repente, el niño vio a un monstruo. El niño tuvo una idea. El niño le dijo -¡Come, Monstruo! El monstruo tuvo una idea. El monstruo le dijo – Yo quiero tu perro. El niño estaba nervioso. Tenía un perro fabuloso pero no le gustaba ______ . ¿El niño le dio el perro al monstruo?

Here is the story with some activity pages to match.

Screenshot 2017-06-20 19.50.25

I based the story on a book I read my boys called… (link to ENGLISH version)

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**Fun Fact- This author came to our school to speak and said that he worked on the children’s program SALSA for GPTV which my students watch. If you haven’t checked that out then you need to try it out! http://www.gpb.org/salsa/term/episode

AFTER THE STORY- So after telling the story, I had students act it out as I read it from the screen Next, we filmed it and watched the video later. Then, they each got a sentence strip, and after making sure everyone understood their sentence, they had to put themselves in order. If I had had time, I would have had them switch sentence strips and put themselves in order again, timing them each time to compete against themselves.

After that, we went outside (on a BEAUTIFUL DAY) and instead of each student drawing their sentence strip on paper, each student got a block of sidewalk and chalk to draw their sentence strip and then write their sentence above it. Again, if I had had time, then I would have called out sentences and students would run to the right drawing.

OVERALL, it was a great week, and I can’t wait to do it again next summer!!

How I plan a K-2 lesson… Building Blocks- After the story

So, how do I plan a lesson for my Kindergarten – 2nd grade class?

Here is my first post about Building Blocks of my lessons- TPR.

Here is my second post about Building Blocks of my lessons- PQA.

Here is my third post about Building Blocks of my lessons- STORIES

BUILDING BLOCKS 

Things that I continually use throughout a lesson.

So the story is over…now what?

Well, if it was a good storytelling day, then make the most of it.

If it wasn’t (and we have all been there), then we can still salvage it. Call it STORY REHAB.

There are lots of activities to choose, but here are some of my favorites. You can choose just one, 2 of them or all. It just depends on your goals.

Number 1 —  DRAW THE STORY

As you retell the story, students draw the story on their paper. I use a simple 4 box storyboard.

4 box storyboard

I like to draw with them so that as I draw I can describe what I am drawing. And, many kids don’t know how to draw certain things like speech bubbles, expressions, and adding details. The very creative kids draw their ideas, and kids who need some extra support can look at my drawings to guide them.

What is great about this activity is all the extra repetitions the students hear, and it is a less stressful time for students to ask questions.

After you have the drawings, you can retell the story as students point to their drawings. You can then do it out of order to check listening comprehension. You could have some of the students try and tell about one frame in Spanish or all of them. I always make this optional and worth classroom points. (For more information on classroom points, see my observation notes of Annabelle Allen La Maestra Local)

Number 2 —  Character Study

Which character?

If your story had 3 or more characters, then you either have students draw the characters separately or create a document quickly with google images or images free of copyrights on pixabay.com. Students then cut them out, or you can cut them out ahead of time.

Screenshot 2017-06-06 18.58.09Download PDF of the image above – Character Study Butterfly

Once students have all the images, you describe the character. For example, tell something they might say or something they do in the story to the class. Students listen and raise the picture or pictures of the characters matching your description.

Variations:

  • Put pictures of the characters around your room and students walk to the picture of the character you are describing.
  • Take the activity outside! Students draw the characters on the sidewalk with chalk, and then as you describe the character, they can jump on top of their drawings.
  • Now take those same images and students act out the story as you retell it. Or, as you retell the story, they hold up the character you are talking about at that time and switch throughout the story.

Number 3 —  Parallel Story 

I like to make a PowerPoint of a story that I can use year after year that is similar to the story I know I will tell or we will create as a class. Sometimes I have the story written out on the slides, or sometimes it is just the images. You can also check Storyteller’s Corner on TeachersPayTeachers for GREAT stories. I love to tell her stories in class and print them for my classroom library.

Below is a sample of one of the PowerPoints I have made.

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Number 4 —  Act out the story again

Something great about little kids is they will love to act the the story. You can have another set of actors to act out the story, OR you can put the kids in groups and have the groups act out the story at the same time as you retell it. (All the World’s a Stage)

Number 5 —  Musical Story Review

I love to turn on the music. It can change things enough to make it novel. So, turn on your favorite Spanish song. Students walk around the room. Then, when you stop the music, they listen for a sentence from the story that they then act out. For example, (stop music) “The butterfly flies to México” or “The snake says -I like the desert-” Of course you do this in the target language.

Number 6 —  Drawing

I love this one when I have an unexpected 5 minutes left after telling a story.

Pass out half sheets, and have students draw:

OPTIONS

  • their favorite scene from the story. You can have requirements like there have to be 2 characters and/or the setting around the characters.
  • what happens next in the story OR maybe draw a spin-off scene (like in the story of “The King doesn’t have a mouth” the students draw HOW the king lost his mouth).
  • a story ending. Cut the story off before you end it. Your students draw the ending. For example “The boy opens his present, and it is ______ .”