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!!

Stories in K-2 classroom (Building Blocks for how I plan a K-2 lesson)

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.

BUILDING BLOCKS

Methods that I continually use throughout a lesson.

Story-asking

Story-asking is a very big part of Teaching Proficiency through Reading and Storytelling (TPRS). If you have had training in TPRS at conferences like NTPRS or iFLT, then you know the method.

Here are some blogs that explain it better than I can. Some of these links include DEMO videos.

Martina Bex: Story-asking

Julie Baird: Story-Asking

TPR stories: Story-asking

(AWESOME resource for LOTS of information)

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EVERY TEACHER HAS HIS/HER OWN STYLE.

Here are the differences:

TIME/ATTENTION- Most story-asking in my upper elementary and middle classes last for 20-30 minutes. I do not attempt this with my younger students. I started to take stories and divide them into mini-stories that can be combined into 1 BIG story. I gave an example in my post El Rey no tiene una boca of how I divided that story. These mini-stories take between 5-10 minutes. The rest of the class, I do CI activities like songs, games, PQA, TPR etc.

FEWER OPTIONS- When I do story-asking with my older students, I ask for lots of details. I, also, ask more open ended questions or questions that need a longer answer. Why does the character do this? What does the character say? Where does the character go?

With my younger students, I don’t ask as many questions. I ask for a name sometimes. Many times, especially in Kindergarten, I ask an EITHER/OR question. Did the character go to Pizza Hut or Dominos? I stay away from open-ended questions and long answers because most students don’t have the language yet to express that kind of answer. I also keep to a tighter script with fewer details. Lots of times “story-asking” can be more “story-telling” like you will see in the example below. I start a story by telling students the set-up.  Then, they get to choose the details in the next parts of the story.

PROPS/VISUALS- I try to do this with all my classes but I am very deliberate about providing visuals for my younger students. There are student actors or puppets for everything. If I have a mask or wig to help then I use those, too. If the character is moving to a new location, then that student actor or puppet must move. Reoccurring structures (quiere, tiene, va a, le da etc.) all have a gesture that I do and have the class do with me when telling the story. I have a set of location posters that a student will hold up during the story. I also will take pictures or have a student worker take pictures as we tell the story for students to see when retelling the story another day.

CLASS PARTICIPATION – I like to have all my students participate during a story. I like to have my students mimic the characters. One character begs for the other character’s pizza. First, I have the actor do it. Then, I have another student beg in the same way. Then, the whole class begs. Anytime I use a frequently used structure the whole class does the gesture and says it with me.

  • My older students have jobs while telling a story (drawing the story, summarizing the story, taking pictures,  etc.). When you have time, check out Bryce Hedstrom and Ben Slavic posts about classroom jobs.

VOTING – This goes along with class participation because it includes the whole class in a story. At the end of a story, I give students two options for the ending. I will put a motion to the ending. Then one by one each student votes for the ending using Spanish (points for using Spanish) OR they can just do the motion. I will repeat back their answer for the class. It is very similar to what I described in the LE DA game I learned from Leslie Davison.

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EXAMPLE

This is going to be very detailed, so consider yourself warned!
I am sharing my style with you. It is not the only way it can be done.

 

STORY SCRIPT (Part 1 of “El Rey no tiene una boca.”)

Hay un rey. El rey tiene un problema. No tiene una boca. ¡Qué lástima! No puede comer. No puede hablar. No puede cantar.

There is a king. The king has a problem. He doesn’t have a mouth. What a shame! He can’t eat. He can’t talk. He can’t sing.

TELLING THE STORY IN CLASS (what actually happens)

“Clase, hay un rey.” I write “el rey” on the board and translate because it is a brand new word. I choose a male student, and I have a crown for him to wear. Then, I gesture and say “Siéntase,  rey” for him to sit on the teacher stool as a place of honor. “La clase dice -Hola, rey.-” The class responds. “Oh clase, más formal” Es un rey. La clase dice –Hola  rey-” We bow formally to the king and say -Hola- in our most snobbiest accents.

“Clase, El rey tiene un problema.” The class responds with the automatic response we established earlier in the year. “DUM DUM DUUUMMM,” I whisper dramatically and slowly for effect. “Clase, el rey tiene un secreto.” I make sure everyone is engaged. I might call on individual students to ensure everyone is listening. “Eric, el rey tiene un secreto.” Then,  I list all the things that the king has. “El rey tiene ojos. Los ojos son cafés.” “El rey tiene una nariz.” “El rey tiene pelo. Tiene pelo rubio.”

(Dramatically) “El rey … no tiene … una boca.” I pause. I act shocked and repeat it a couple times either to the whole class or addressing individual students to fish for dramatic reactions

“Clase, ¡Qué lástima!” This is usually already posted as a rejoinder, but if not, I write it on the board to introduce or remind students what it means. “La clase dice -¡Qué lástima!” The class responds.

If I haven’t posted “puede” and “no puede” before, then I write them on the board now and translate. These are not new words to my students because I have introduced them at the beginning of this unit. I have a stack of signs/flashcards of infinitives that students recognize. (They know “come” means “he/she eats” so I have a sign with “comer” and someone eating.)

“Clase, ¿El rey puede comer?” (holding sign of COMER) The class responds “NO.” One student might say “¡Qué lastima!” If they don’t then, I prompt them by saying it myself. “Clase, el rey no puede comer.” I act shocked and repeat dramatically with examples. “Caroline, el rey no puede comer… chocolate.” SHOCKED “Toby, el rey no puede comer…pizza.” SHOCKED “Clase, el rey no puede comer… ¡EL HELADO!” SHOCKED. “Clase,¿el rey está contento o está triste?” The class responds and I have my actor be sad.  I also compare students who can eat chocolate or pizza to the king. I have those students act out what they can do.

I then go through a sign or two of actions he can do.  “Clase, ¿El rey puede escribir?”(holding sign of ESCRIBIR)  The class responds. “Sí clase, el rey puede escribir porque tiene… “The class responds “manos, brazos, dedos etc.”  I have the actor playing the king act out by pretending to write or really writing something on the board. I might have other students write. The whole time I am narrating. “El rey puede escribir. Caroline puede escribir. etc.”

“Clase, ¿El rey puede bailar?”(holding sign of BAILAR)  The class responds. “Sí clase, el rey puede bailar porque tiene… “The class responds with different answers “piernas, brazos, manos, etc.” I will have my actor dance then, I will have other students dance and then the whole class. “La clase puede bailar. Toby puede bailar. Yo puedo bailar.”

“Clase, ¿El rey puede hablar?” (holding sign of HABLAR) The class responds “NO.” One student might say “¡Qué lástima!” If they don’t, then I will prompt them by saying it myself. “Clase, el rey no puede hablar.” I act shocked and repeat dramatically with examples. “Caroline, el rey dice -Hola- “No, porque no puede hablar.” “Patrick, ¿El rey dice -Tengo hambre.-” “No, porque no tiene una boca… No puede hablar.” I try to keep asking and giving examples until the class is finishing my sentence. “El rey … NO PUEDE HABLAR.”  Each time it makes sense, I will throw in a “¡Qué lástima!”  Hopefully, students are starting to do that for me. I will continue to compare students who can eat chocolate or pizza to the king. I will have those students act out what they can do.

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Then, I am done for the day. I don’t go any further than this. Sometimes I will even break this story up with a brain break or other activity if it is going on for too long. I don’t always extend each part if I feel like I need to keep it moving. If the class is responding well, then I will extend it.

When the story is done, I usually do an up and moving activity because, for the most part, students have been sitting through this activity.

The next class time I will review part one and continue the story into part two.

El Rey no tiene una boca

ONE OF MY FAVORITE STORIES comes from the “Elementary Awesomeness” session with Leslie Davison at iFLT 2016 in Chattanooga. I originally heard it from her at NTPRS 2014 in Chicago. My version is a little different. You can see her version at the end of this post.

** Note- I never tell a full story in one class time with 1st graders. It would take too long. So I divide the story up into mini-stories that make one big story. Sometimes I have 3 parts, sometimes 4. It just depends on my little people and what they can handle. I like to divide this story into 4 parts because I introduce the word PUEDE in the story. So when I establish the main character and their problem I introduce PUEDE, and we spend time on what he can and can’t do.

1st grade Target structures:

tiene una boca– he/she has a mouth

no puede– he/she can’t

escribe- he/she writes

Here is the my version of the script without the circling and personalization. I used actors and props. All the details are from my 1st graders.

PART 1- Hay un rey. Se llama Felipe. Felipe tiene un problema. Tiene pelo. Tiene una nariz. Pero no tiene una boca. ¡OH NO! Felipe no puede comer. No puede comer pizza, tacos, o chocolate. No puede hablar. No puede cantar. ¡Qué lastima!

PART 2- Felipe busca la boca. De repente ve a George Washington. ¿Felipe habla con George Washington? ¡NO! Porque no puede hablar. George Washington no comprende y le da una hamburguesa a Felipe. A Felipe no le gusta la hamburguesa. No quiere la hamburguesa porque no puede comer. ¡Qué lastima!

PART 3- Felipe busca la boca y de repente ve a un minion. ¿Felipe dice “¡Hola!”? ¡NO! Porque no puede hablar. Pero Felipe tiene una idea. Felipe puede escribir. Felipe escribe “No puedo hablar. Quiero una boca.” Pero hay un problema. El minion no puede leer. ¡Oh no! El minion no comprende y le da una banana a Felipe. El minion dice “BANANA” A Felipe no le gusta la banana. No quiere la banana porque no puede comer. ¡Qué lastima!

PART 4- Felipe busca la boca y de repente ve a Pikachu. ¿Felipe dice “¡Hola!”? ¡NO! Porque no puede hablar. Felipe puede escribir. Felipe escribe “No puedo hablar. Quiero una boca.” ¿Pikachu puede leer? ¡Sí! Pikachu puede leer y le da una boca a Felipe. La boca es muy pequeña y anaranjada. Felipe puede hablar. Felipe le dice “¡MUCHAS GRACIAS! ¡TENGO UNA BOCA!” Felipe puede comer. Felipe come la hamburguesa y la banana. Felipe puede cantar. Felipe canta “Cabeza, Cabeza, La cabeza tiene pelo. Pelo, pelo, pelo la cabeza.”

EL FIN

Here is Leslie Davison’s version that she shared with “Elementary Awesomeness” group at iFLT 2016. (with her permission)

screenshot-2017-01-31-10-48-12

 

The Story of Art

I came across this idea from a blog. (I think…) I cannot for the life of me remember where I saw this so if you are the creator or know who had the idea PLEASE email me or put in comments below so I can give them credit. Also I am doing this for the first time this year so I will probably alter this after I try it.

  1. Choose 4-5 famous paintings- (can be from one country, one person or just random) I am choosing Spanish artist because I want to talk about where they are from. (Picasso’s Don Quixote, Picasso’s The Old Guitarist, Velázquez’s Las Meninas, 
  2. Choose 1 painting to project to the class and lead a discussion about the painting in the target language. (What do you see? Where is this? How does the person feel? Why do they feel this way? etc.)
  3. (Optional) Create a story with your class about the painting using all the information the students can gain from looking at the picture WITHOUT telling them the actually story or history behind it.
  4. Divide class into groups- each group gets a different painting. Now they have to list what they see. There are options to scaffold this for a novice class
    1. Give them the out-of-bounds vocabulary they may need on a separate sheet.
    2. Give them a cloze passage with very basic sentences describing what is in the picture with the blanks being words they know.
  5. Groups create story about their painting.- you can put a minimum on this, make it an assessment or give them only a certain amount of time. That’s your call.
  6. Create a PowerPoint with student’s stories and the art- Each group shows their art and then reads their story. (The other students have to use their “You confused me” gesture for when they don’t understand a word.)
    1. You could project the story for the group to read, or make it a listening activity, and students just see the art and listen to the story.
    2. You could have a listening activity for the students like they have to write so many sentences about the story or they have to write three questions about the story, or they have to draw a part of the story. Or they just listen and enjoy.
  7. After each group presents show a short reading in target language about the creator and the real story behind the painting- This is were you get to read and personalize the information about the creator (Where are they from? Are they dead? Interesting facts etc.) and the real story about the painting (Who are they? Is it a political statement? Interesting facts about the painting.)
  8. Optional: A Gallery Walk where students get to read at their own pace the stories and the facts about the creator.
  9. Optional: Create sentence strips from each story and students have to match it to the correct painting. (This could even be a relay race.)

Have another idea to extend this activity or to make it better. LIST IT BELOW!! I can’t wait to try this. Let me know if you try it and how it goes!!

COMMENT BELOW- If you can think of a painting that would work well with this activity.

Story with Señor Wooly song titles

SO EXCITED!! I am at iFLT 2016 in Chattanooga. That means lots of ideas, learning and free time to work on school.

I was SO excited to be in a Fluency Fast class this past weekend for Advanced Spanish with Jason Fritz. He did something in class that I have planned for the first week back for my 8th graders.

In class this weekend we discussed a famous Spanish director Pedro Almodovar. After a video that lists Almodovar’s top ten movies, Jason led the class to create a story that inserted the titles into the story. While I might watch one of Pedro Almodovar’s movies, I can assure you that I WILL NOT be showing his movies in class. But…

My students LOVE Señor Wooly! They know his songs sometimes better than me. So why not do the same thing with them to review as we get back in the grove. I have heard from many teachers to start the year not with a syllabus but with Spanish. Here is my plan:

  1. Upon entering 1st day: Students name as many Señor Wooly songs they know. (¿Puedo ir al baño?, ¡Qué asco! etc.) After 3 minutes we discuss the list. Who named the most? Do we have a Señor Wooly expert?
  2. PQA- What is your favorite Señor Wooly song? Why? Do you like the video? general discussion or a poll/vote
  3. Review the SUPER SEVEN verbs (Terry Waltz)- My students are familiar with these verbs and this is NOT the first time seeing them. Go over verbs listed on board to review.
  4. Challenge: Tell a class story that uses the titles of the Señor Wooly. The titles have to be inserted in the story. (probably the rest of the class time)
  5. Next day: Beginning activity- (Martina Bex Textivate activity) Draw a picture from the story and add 2 dialogue bubbles. Share with table and share 1-2  with class.
  6. Write the story together:  Review the story by writing in PAST TENSE the story from yesterday in a storyboard sheet. (Teacher asks questions and writes on overhead as students write on their own copy. Another Jason Fritz idea!)
  7. Students add dialogue bubbles and draw story. (rest of class)

This is the first time my kids will see these verbs in past tense. My Goal for the year is to discuss what they are going to do on the weekend the Friday before in class then discuss in past tense the following week. This is my introduction to the SUPER SEVEN in past tense. This will be a super simple retell of the story in past tense.

What is next??? – On Monday we will share drawings of the story together and I will introduce the song “La Cumbia de Batman” to introduce va a + infinitive. My goal is for them to be able to use this structure on Friday to discuss what they will do on the weekend. Then the following Monday we can check in with students to see if they did those things.

 

The boy who can’t catch- 1st grade story

I am rethinking my K-2 curriculum to focus more on Terry Waltz’s SUPER SEVEN. One of the verbs I wanted to include was “PUEDE” I used this story in 1st and 2nd grade as a part of our SPORTS unit.

I broke the story down into 2 parts.

PART ONE: There is a boy who likes baseball. He wants to play baseball. He goes to a baseball expert. He throws the ball and the expert catches the ball. The expert throws the ball but the boy does not catch it. The boy can’t catch. He is sad.

PART TWO: The boy can’t catch. The expert tells him to practice. The expert and the boy practice a lot. But the boy cannot catch. The expert has an idea. The expert tells him to use his mouth. The expert throws the ball. The boy catches ball with his mouth. The boy can catch with his mouth.  Now the boy plays professional baseball for the Atlanta Braves.

This is a basic script that I had in mind but the details were up to the class. What is the boy’s name? How many times did he throw? Who is the expert? (Usually the baseball fanatic in the class) And of course, (the most fun) what body part he catches with?

Here is a drawing one of my 1st graders did after the story.

 SCAN0175

**My 1st graders loved this story! They were engaged and invested in the story. We acted it out with an invisible ball and the class got to participate too. I used Karen Rowen’s “All the World’s a Stage” so that all the students got to pretend to miss the catch and then pretend to catch the ball with their mouth. When the boy finally caught the ball everyone cheered and was so excited.

The invisible ball

So when I really start losing my students I stop and have everyone stand up. (Brain Break!) I hold out my hands as if I am holding a ball. I describe the ball. I go to other students and have them look at the ball. They tell me if they like it or not. If they don’t like it I may cry or get angry. If they like it I might dance or jump and have them do it with me. Then I call on someone, and I throw them the ball. Then they choose to throw the ball to someone else. I have the students throw and catch the ball anyway they want. Along the way I narrate in the target language-

Asa has the ball. He looks for someone. He sees Brennan. Asa, are you throwing it fast or slow? Asa throws the ball fast to Brennan. Brennan catches it! Brennan has the ball. He looks at the ball. He is looking for someone. He sees Anna…etc.

When I am ready to move on to the next activity then I have the last person “keep” the ball. They can put it in their pocket or just hold it. If class isn’t over then I may check in with them throughout the next activity to make sure they still have it. I make a big production of becoming frantic if the student can’t “find it.” Then when I am ready to play again I have that person start.

Adaptations

  • I can make this an quick activity or if my students are into it then I keep it going. My goal is for them to listen to my narration so if they stop listening, I stop playing. Sometimes I delay the actions just so students remember that they are responding to my narration not just what they think will happen next.
  • I could have a student pretend to have something in his hands. The student has to describe it to the class by answering my questions. Then we can throw/pass to another student.
  • I use “la pelota” because I was doing it as a part of a Sports Unit. But I could use other things too. Anything that can be thrown or passed to other students. Lots of options to match the vocabulary I am targeting. For example, something breakable to get repetitions of “Did it break?” “Oh no it broke.”
  • I make the ball invisible for multiple reasons. First, it adds a little magic into the class. It is fun to pretend. Second, I am not athletic and not all my students are either. The students decide if they catch the ball or throw it super fast. Third, I prefer not to break anything in my room.
  • I have used this with my 1st and 2nd graders but I think it could be used in older grades.