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!!

Me gustan los colores. ¿Sabes porqué?

I use Martina Bex’s curriculum for 6th-8th grade. In Unit 8 one of the target structures is “sabes.” I use a song called ¡Colores Colores! with my little students, and it fits well with this unit. It is a children’s song written for a younger audience, but I created resources to use the premise of why you might like a color.

The packet includes:

  • Lesson plans (2-3 days of class)
  • Lyric activity (match the color to the profession in the song)
  • 2 readings- The first reading is about a child asking their family members why their grandmother likes the color purple. Each family member gives a different reason, and then questions the reader which one of the reasons seems correct. The second is the grandmother giving her reason.
  • Creative writing activity where students write their own verse

You can purchase the plans and resources HERE.

Screenshot 2017-03-06 18.51.57

(**Side Note- This is based on a true story. My grandmother LOVES the color purple. So when I was thinking of a story to go along with this song, I immediately thought of her. I had to call her to ask because I had never asked why. It was because she remembers as a child going to church all the ladies who wore beautiful hats. Her aunt would come to visit and she had a big purple hat that was so beautiful next to her white hair.)

El Pollito Pío- VIRAL VIDEO

So I have followed Annabelle Allen  in provided DANCING brain breaks. SO MUCH FUN!! I want to share some of the songs I have been using. One is the Viral Video – El Pollito Pío. (This song has been translated into 20 different languages!)

 

I use this song as a Brain Break as well as an addition to “Los Pollitos Dicen”. It is a song about animal sounds. It also uses “hay- there is/there are“.

PLUS- They are so many different videos to show your kids and there are MOTIONS!! YAY! I like to switch it up and show them different videos to keep it special.

I have resources I made for this song below that go along with DICE unit 1 of Martina Bex’s Spanish 1 curriculum.-

El Pollito Pío Lyric Sheet

El Pollito Pío Resource Packet.

screenshot-2016-11-14-19-43-33

Motions video

SLOWED DOWN VERSION (for learning the motions and lyrics first)

Videos with lyrics

 

Funny lip-sync version

¡Pokémon Go! What I am doing in my classroom?

I learned at iFLT 2016 that using the interests of your students goes a LONG way to providing compelling input and building community. So I knew I wanted to do something with Pokémon Go. Here is what I have been doing in class and my future plans.

  • After the first few days of asking ¿Adónde fuiste? (Where did you go?) I went digging for Pokémon Go fanatics. Honestly it came up pretty naturally when I asked about their weekend. I found those who went Pokémon hunting.
  • I introduced vocabulary using Martina Bex’s dictionary page (I make one change by only having one box instead of two because I have my younger students just draw a picture)
    • busca- he/she looks for
    • ve- he/she sees
  • Then I projected some of their pictures from the dictionary page and ask questions. For example, one girl drew herself looking for her iPod but her little sister took it. Then I asked about other brothers and sisters that take things. Do you take things? I had a student that took their parent’s cellphone to play Pokémon Go. (HELLO! Brandon Brown dice la verdad!!)
  • I introduced MI AVENTURA- a PowerPoint of my adventure looking for Pokémon around the school (Circling and personalizing throughout the presentation). I told the story as if I didn’t know that Pokémon weren’t living in the real world and went looking for REAL Pokémon. I took pictures with me going into their classrooms and other rooms in the school. I used the PAST tense version for my older students and the PRESENT tense version for my little kids. Below are some slides I used. (If you are interested in the full PowerPoint then email me.) amitchell@berry.edu

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  • The next class time we went hunting for Pokémon with my iPad. I gave the students a map of the school and the grounds. They had a green and red color pencil to mark where we would find Pokémon. I realized pretty soon we needed to mark Poké Stops and Gyms too. As we walked around we watched Pokémon Go and marked when we found something and whether or not we caught Pokémon. Some students wanted to write the names of the Pokémon and others wanted to draw them. Some just wanted to mark a green check mark or a red X. See below my hunt with 4th grade.

  • So now students have a map that is marked with Pokémon, Poké Stops and Gyms. We  will project the map and talk about it. (I plan to use buscamos- we looked for, vimos- we saw and  había- there was/were but you could use encontrar or capturar) We will talk about where we saw different things, how many and describe the different Pokémon.
  • I haven’t gotten to this yet but my next plan is to write up a summary of the events that we read and possibly draw pictures. In the older classes we might write the summary together then illustrate.
  • Lastly I plan to use a Pokémon Go infographic to look for words we know and discuss the game.
  • I would also like students to log in to their Pokémon Go accounts on my iPad to show off their Pokémon collections. (Our school secretary is OBSESSED. So I would love for her to come show off her collection.)

What are you doing in your class? Here is a post by  SraSpanglish with her great ideas. Kristy Placido has a FREE reading for older students.

 

 

 

¡PARA!- review game

I got this idea from Keith Toda when he wrote about a post reading activity called Stultus. He got the idea from James Hosler, a fellow CI Latin teacher in Ohio.

I took his idea and changed it to fit my K-8 Spanish classroom. There are two versions.

REVIEWING A STORY (Listening)

  • After telling a story in class, the teacher retells the story with actors (same kids or different) BUT……
  • As the teacher tells the story he/she purposely makes mistakes and changes the story.
  • As soon as the students hear the wrong information, they yell “¡PARA!” (he/she stops) or ¡PARE! (Stop!) Throwing up their hands with the motion to STOP!
  • Then students raise their hands to “fix” the mistake.
  • The teacher restates the correct sentence and then continues.
  • Sometimes I keep points. One point for the class for catching my mistake, and one point for me and the actors for getting a mistake by without them noticing.

** This is an AWESOME “game” to play after you have retold the story but want more repetitions.  ESPECIALLY if you are working with pre-literate or emerging readers because they depend on the oral story more. (My 2nd graders LOVED yelling at me!)

** I like to ask the actors to help me so if they hear me say the wrong information they just do the wrong action to “throw off” the class. This makes them listen extra hard too. (ex. I say the character dances with the pizza instead of eating it.)

REVIEWING A STORY (Reading)

  • After reading the story in class, the teacher retells the story as it is projected or the students have the story in front of them.
  • As the teacher reads the story he/she purposely makes mistakes and changes the story.
  • As soon as the students hear the wrong information, they yell “¡PARA!” (he/she stops) or ¡PARE! (Stop!) Throwing up their hands with the motion to STOP!
  • Then students raise their hands to “fix” the mistake.
  • The teacher restates the correct sentence and then continues.