Spanish 1 story (vocab: Chapter 2--LICT)

This is a story for Spanish 1.  The vocabulary is as follows:  she has a house (tiene una casa), she looks for a house for him (le busca una casa), he is wet/dry (está mojado/seco).  I am introducing the past tenses, so I used green for imperfect, blue for preterit, and yellow for present.  I used orange to point out the indirect object pronouns.  As I go through the story, we notice the verbs, but only to think about what's used when. 

Había una chica muy bonita.  La chica también era muy pobre.  No tenía una casa.  La chica quería una casa, pero no tenía dinero. Por eso, ella siempre dormía en la calle.

There was a very pretty girl.  The girl was also very poor.  She didn't have a house.  The girl wanted a house, but she didn't have money.  So she always (used to sleep/was sleeping) in the street.

Un día, un chico caminaba en la calle. Vio a la chica y le dijo --¿Por qué estás durmiendo en la calle?—La chica le dijo –Duermo en la calle porque soy pobre.  No tengo una casa.  El chico le dijo –Oh, pobre chica.--  El chico se fue (went away).

One day, a boy was walking in the street.  He saw the girl and said to her, "Why are you sleeping in the street?  The girl told him, "I sleep in the street because I am poor.  I don't have a house.  The boy told her, "Oh, poor girl."  The boy went away.

El chico caminaba en la calle otra vez.  Vio a la chica otra vez.  La chica estaba mojada.  --¿Por qué estás mojada?—le dijo.  –Porque un chico malo me tiró agua.  Ahora estoy mojada.--  --Pobre chica—le dijo el chico.  El chico se fue.

The boy was walking in the street again.  He saw the girl again.  The girl was wet.  Why are you wet?  He said to her.  "Because a bad boy threw water on me.  Now I am wet."  "Poor girl," the boy said to her.  The boy went away.

El chico caminó a la iglesia.  Le dijo al Padre Bob –Padre Bob, hay una chica pobre.  La chica no tiene una casa.  Está mojada.  Por favor, la chica necesita una casa.--

The boy walked to the church.  He told Father Bob, "Father Bob, there is a poor girl.  The girl doesn't have a house.  She is wet.  Please, the girls needs a house."

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Padre Bob le dijo –Hay una casa que se llama Casa María.  Es para las chicas pobres.--  El chico le dijo –Gracias—y fue a buscar una casa para la chica.   Había una casa muy bonita.  El chico estaba contento.

Father Bob said to him, "There is a house called Casa Maria.  It's for poor girls."  The boy told him, "Thanks!" and went to look for a house for the girl.   There was a very pretty house.  The boy was happy.

El chico buscó a la chica.  Estaba en la calle.  Le dijo—Hay una casa para ti.  Se llama Casa María. – La chica le dijo –Gracias—y buscó la casa.  Ahora la chica vive en Casa María y es muy feliz. Nadie le tira agua, y ella siempre está seca.

The boy looked for the girl.  She was in the street.  He told her, "There is a house for you.  It's called Casa Maria.  The girl told him thanks and looked for the house.  Now the girl lives in Casa Maria and is very happy.  Nobody throws water on her, and she is always dry. 

Story about 9/11 Chapter 1 despega, aterriza, empieza a volar, vuela

Era un día ordinario.  Miles de personas se subieron a los carros, a los autobuses y al metro y llegaron a sus empleos en Las Torres Gemelas.  Cientos de personas se subieron en cuatro aviones.  Los aviones despegaron y empezaron a volar de Nueva York, Nueva Jersey, y Washington DC hacia Los Ángeles y San Francisco.  Nunca aterrizaron.
 
Mientras volaban los aviones, unos terroristas de al-Qaeda dominaron los aviones y empezaron a volarlos. Los aviones empezaron a volar hacia dos ciudades: Nueva York y Washington, DC.  Dos de los aviones  se estrellaron contra Las Torres Gemelas.  Más de dos mil quinientas personas murieron en las torres. Casi 300 también murieron en las calles.  En los cuatro aviones doscientos cuarenta y seis personas murieron.  Nadie sobrevivió. Otro avión voló de Washington DC hasta el Pentágono.  Ciento ochenta y cinco personas murieron.  No murió más gente porque el Pentágono era muy fuerte.
 

Aunque todos murieron en los cuatro aviones, la gente en un avión tuvo una actitud muy diferente.  El avión despegó de Nueva Jersey, con destino a San Francisco.  Había mucho tráfico, y por eso los terroristas no pudieron despegar a tiempo.  Los pilotos sabían que había otros aviones que estaban volando hacia Las Torres Gemelas.  De repente, las terroristas tomaron control del avión, y el avión empezó a volar hacia La Casa Blanca o posiblemente el Capitolio.  Los pasajeros sabían que eran parte de un plan de terrorismo, y ellos decidieron luchar.  Sabían que no podían vivir, pero querían luchar.  Ellos lucharon tanto que los terroristas decidieron estrellar el avión en Pensilvania en vez de Washington DC.  Los pasajeros son héroes.

 

Mucho ha cambiado desde los ataques.  La seguridad es más estricta.  Hay muchas reglas que controla lo que puedes llevar contigo en el avión.  El mayor cambio, yo creo, es que Los Estados Unidos no es inocente ahora.  Sabemos lo que puede pasar.  La inocencia del país desapareció con los eventos del once de septiembre, 2001.

Spanish 1--PQA for those who don't do PQA

Okay, first of all, this isn't "official" PQA.  It's more along the lines of getting the kids used to answering and volunteering.

I am in chapter 2 of LICT.  My words were "he is walking in the street" "the cow is happy", and "he is sleeping in the street".

I start out by having the students draw a 6-frame cartoon on the top half of their paper and then numbering 1-6 below the box.  I start by drawing a cow in the first box.  Then I get my victim cards.  I ask some questions whole class--Class, what is in the cartoon?  A cow.  Is the cow happy? etc.  Then I go to a victim.  One by one, I ask the following questions to victims--one question per victim.  What is the cow's name? Where is the cow (I give them lots of examples from the place cards that are around the room--the city, the country, the store, etc)?  What is the cow doing (easy--look at the vocab list--walking.  Is the cow walking in the street?

We go to the second frame and I draw the cow with a thought bubble.  Victim cards:, what does the cow want?  A friend (these are the answers that were given).  Does the cow have a friend?  Yes.  Is it a giraffe or a burro?  A burro.  Draw a burro in the thought bubble.

Next frame.  Where does the cow go?  To the burro's house.  Where does the burro live?  In the country (notice that there was nothing in the frame--they are filling it in).  Where is the burro?  In his house in the country.  Draw it in.

Next frame.  Where is the cow walking? (This is similar to the last frame.  In the last frame, the cow began to walk.  Now the burro walks to the house.)  Where is the burro?  He is sleeping.  Where is he sleeping?  In the street.

Next frame:  the cow is beside the burro.  What does the cow want?  He wants a friend.  Does he have a friend?  Yes, the burro.  Is there a problem?  Yes, the burro is sleeping.  What does the cow do?  He says, "Hi burro" (talk bubble with Hola Burro).

Last frame:  How does the cow feel now?  Why?  She is happy because she has a friend.

After this, I ask questions such as, Class, where is the cow?  What is she doing?  Where is she walking?  etc.  Then I go to the first frame and ask the students to work with their partners and write a minimum of one sentence per frame.  Then I call on individual students to read their sentences.  I write them down.  Then I ask for volunteers to add on if they have something different.  When that's done, I ask them to remember back when they did their placement writing sample.  Remember when you said you couldn't write any Spanish at all?  Wasn't that less than a month ago?  See big smiles all around.

The thing that's nice about this is that it gives them ownership of the story, while at the same time allowing me to guide it.  Plus, you get reading and writing and speaking all for the price of admission!

Two recent oral stories--Spanish 2

I have recently done 2 stories with my students.  The first was asked; the second was not--I'll explain why in a bit.

Vocab for the first story:
hace un viaje, se sube, se baja (he takes a trip, he gets in, he forgets).  I also reviewed "olvido"--he forgot.

Before the story, I wrote the following instructions on the board (in Spanish).

A family takes a trip.  Where are they going?  Why?

What does the mom forget?  Where are they?

What does the dad forget?  Where are they?

What does the daughter forget?  Where are they?

What does the son forget?  Where are they?

This leads the students to think that there are four family members, but I actually only call 3 students up.  I could have called four, but I don't want that many.  You can call as many as you like. 

After the students have written their answers, I get out the victim cards and get started.  The three students are a family.  Julie, (my first victim), where is the family going?  She reads the answer from her paper.  New York.  Why?  She gives me the reason.  To see the city.  So the family gets in the car.  Then the mom says "Oh no!! I forgot..." Tom (my next victim), what did she forget?  He reads the answer from his responses.  This first time, I don't ask where they are--they're still at home.  I ask--do they all get out, or does the mom get out?  The mom gets out.  Then she returns, gets in the car again and they take their trip. 

As they're going to New York, the daughter says, "Oh no!"  Peggy (next victim), What happened?  and so on.  You can keep this going as long as you want, or until it's no longer funny.  Be sure and find out where they were on each subsequent "forgetting".  For example, Peggy had the girl realize that she forgot her makeup in Compton.  Then you ask the valid question--class, why were they in Compton if they started from Tucson and were going to New York?  Volunteers can answer that question.  (The dad wanted to visit a friend on the way).

You can end this any way you want.  What I did was have the family make it to New York when the mom cries Oh no!! What did she forget?  That she had another daughter!!  So the family gets in the car and drives back to Tucson.  They never got to see the city.

The other story I did (oral) was not asked, it was told.  The simple reason was that I have a hard time teaching on 9/11.  I needed something that I knew I could focus on and make sure that I didn't go off into something I didn't want to deal with.

I found 3 pictures of yachts:  a big fancy one, a smaller but still luxurious one, and a boat that was disgusting and obviously not seaworthy.  My vocab:  he is lucky, it sinks, he drowns.  I also included "to sail" and "port", just on the board.  I have the first yacht ready on the smartboard and change the picture as we tell the story.

A boy is not very lucky with the girls.  But one day his dad, who is very lucky, says that he one a yacht from his friend.  He likes a girl who loves to sail on yachts, so he asks her if she wants to sail with him.  She says okay, and they go to the port.    At the port, there is a beautiful yacht, and she wants to get on.  He says, "Wait--my yacht is smaller."  She gets off and they start to walk again.  She sees another yacht.  She says "This is smaller but still pretty."  She starts to get on and he says, "Wait, my yacht is a little older."  She gets off and they walk a little further.  They get to his yacht and he says "this is my yacht".  She says, "This is ugly.  I don't want to get on."  He says, "Don't you want to sail"?  So they get on and start to sail.  As they're sailing, she says, "Why is there water in the boat?"  Oh no! The boat is sinking!  They get off the boat, and nobody drowns.  The girl swims to another boat.  The boat starts to swim, but a shark sees him and eats him.  What an unlucky boy!