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!

Spanish 1 story-- se llama, es, quiere tener, está

Un chico que se llama John es muy alto.  Es muy guapo.  Es muy inteligente.  Pero John tiene un problema.  John quiere tener una novia.  Cuando está en el cine (the movies), no está contento porque no tiene una novia.  Cuando está en un restaurante, no está contento porque no tiene una novia.  John decide que necesita una novia.

            John va a la misa.  Hay muchas chicas en la misa.  Una chica es muy bonita.  Se llama Julie.  Es muy inteligente. Es muy cómica.  Pero hay un problema.  Julie es muy baja.  No quiere un novio muy alto.  John quiere Julie de novia, pero Julie dice –No--.  John no está contento.

            John va a la escuela.  Hay muchas chicas en la escuela.  John quiere una novia, pero hay un problema.  ¡Es una escuela de grados 1-6!  Las chicas son jóvenes (young).  ¡No hay una novia para John!  John no está contento.

            John va a un partido (game) de basquetbol.  Hay muchas chicas bonitas.  John quiere una chica bonita.  Las chicas son inteligentes.  John quiere una chica inteligente.  Y---¡Hay muchas chicas altas!  John quiere una chica muy alta.  John está contento porque ahora (now) tiene una novia.

Spanish 1 story--corrected version

Vocab:  Hay, tiene, quiere, va

 

Hay un chico.  Se llama Ralph.  Ralph quiere un perro azul.  Hay un problema.  Ralph no tiene un perro azul.  Ralph va a su mama y le dice  –Mamá, quiero un perro azul.  ¿Tienes uno?-- Mamá le dice –No tengo un perro azul.  Tu abuela tiene muchos perros.  ¿Tiene un perro azul ella?—

Ralph va a la casa de su abuela.  La abuela tiene perros grandes y perros chiquitos.  Tiene perros negros y perros blancos.  Tiene perros bonitos y perros feos.  Pero no tiene un perro azul.  La abuela  le dice a Ralph—Hay perros azules en Walmart.

Ralph va a Walmart.  Va a Walmart porque quiere un perro azul.  En Walmart hay muchos perros. Hay perros rojos y perros blancos.  Hay perros verdes y perros anaranjados. Los perros son de plástico.  También (also) ¡hay dos perros azules!  Hay un perro azul muy grande y un perro azul muy chiquito. 

Ralph mira los perros.  ¡Son fantásticos! Ralph tiene dinero (money) y compra (he buys) el perro grande y azul de plástico.  Ralph está contento.

 

 

Just a short post today, with a request.  I am currently putting together a book of my short stories.  It will be only in Spanish, but I will also be putting another book out there in English (same book, just different translation).  I'm putting it together to give you an option for SSR.  At this point, I'm just thinking of putting together the stories in chapters according to the vocabulary lists that I use.  I will have the vocabulary list first, then the stories.

My question is this:  what would you like to see in an SSR book besides just the stories and the lists (so that you can know the vocabulary used at a glance)?  I'm thinking that this is something you can use for your students--can you think of something else that I should include?

Please comment if you have any suggestions.  Thanks!

2nd year story--vocabulary: más que, tan como, se queda, tiene la culpa

Había un par de gemelos idénticos.  Se llamaban Rocky y Randy.  Rocky era mayor por tres minutos, y siempre molestaba a su hermano.
--Randy, recuerdes, soy más alto que tú.
--Rocky, no es verdad.  Soy tan alto como tú.
--¡No!, soy más alto que tú.  También soy más inteligente que tú.
--¿Por qué me dices eso?  Mis notas son tan buenas como las tuyas.
--Sí, pero tú estudias más que yo.  Yo no estudio, pero todavía tengo notas tan buenas como las tuyas.
Eso es lo que pasó, día por día.  Rocky siempre le decía que era más guapo, más fuerte, y podía hacer todo mejor que su hermano.

Un día, los padres fueron a una conferencia en Denver, y los gemelos se quedaron en casa porque tenían que ir a la escuela.  Como siempre, Rocky empezó a molestar a su hermano.

--Mamá me dijo que yo puedo comer tu postre (dessert) porque necesito más comida que tú.
--No es verdad.  Yo necesito tanta comida como tú.
--Y también, tú necesitas limpiar toda la casa, porque tú tienes que trabajar más que yo, porque soy lo mayor.
--Rocky, ¡no es verdad!  No voy a hacer tus quehaceres (chores).
--Tienes que hacerlos.  Soy más fuerte que tú.  Si no los haces, ¡te golpearé mucho! (I'll beat you up)
--Rocky, soy tan fuerte como tú.  No puedes golpearme.
--No es la verdad.-- Y su hermano lo pegó.

Rocky y Randy empezaron a pelearse (to fight each other).  Se peleaban en la casa, ¡mala idea!  Mientras peleaban, Randy quebró una lámpara y Rocky rompió las cortinas.

De repente, la puerta abrió. ¡Mamá!
 --Olvidé mi maletín (briefcase), chicos...¡Rocky!  ¡Randy!  ¿Qué están haciendo?

Los chicos gritaron --Mamá, ¡Randy tiene la culpa!  --No, Mamá, ¡Rocky tiene más culpa que yo!  ¡Me dijo mentiras (lies)!

Los padres estaban muy enojados con los chicos--pero más con Rocky que con Randy, porque sabían que Rocky siempre molestaba a su hermano.  Randy recibió tres semanas confinado a casa (grounded) y Rocky recibió un mes.

Randy fue al dormitorio de Rocky y le dijo --Rocky, recibiste más tiempo que yo.  Pero ¿sabes qué?  Estoy bien con eso.--  Randy se rió, pero Rocky no le dijo nada.

Review story #2--he took off, however/nevertheless, shouldn't (you shouldn't do it)

This story is part of a unit we do before we start "Look, I Can Talk More."  As always, corrections are welcomed.  I'd especially like comments on the punctuation.  Thanks!

Clark Kent estaba enamorado de Lois Lane, pero Lois estaba enamorada de Superman.  No debía ser un problema, porque Clark era Superman, pero sí había un problema.  Superman era una identidad secreta, y Lois no sabía que Clark era el Hombre de Acero.  Por eso, cuando miró a Clark, vio a un hombre tímido con gafas.  Y cuando miró a Superman, vio a un hombre superguapo con músculos y sin gafas.  Nunca se dio cuenta de que el uno era el otro.

Clark Kent was in love with Lois Lane, but Lois was in love with Superman.  It shouldn't be a problem, because Clark was Superman, but there was a problem.  Superman was a secret identity, and Lois didn't know that Clark was the Man of Steel.  So when she looked at Clark, she saw a shy man with glasses.  And when she looked at Superman, she saw a superhandsome man with muscles and without glasses.  She never realized that the one was the other.

       Un día, Clark decidió invitar a Lois a un restaurante elegante—en su disfraz de Superman.  Los dos llegaron y empezaron a comer.  Lo pasaban muy bien, sin embargo, Superman estaba nervioso.  Él quería revelar a su identidad a la chica.  Una voz interior le dijo—No debes hacerlo…--pero no lo escuchó. 

         One day, Clark decided to invite Lois to an elegant restaurant--in his Superman costume.  The two arrived and began to eat.  The were having a really good time; nevertheless, Superman was nervous.  He wanted to reveal his identity to the girl.  An inner voice said to him  "You shouldn't do it--but he didn't listen to it.

--Lois—le dijo Superman.  –Tengo algo muy importante que decir. 

"Lois", said Superman.  "I have something very important to say.

--¿Sí?—

"Yes?"

--Lois, mírame.--  La chica lo miró.  Superman se puso las gafas.

"Lois, look at me."  The girl looked at him.  Superman put on his glasses.

--¿Quién soy?—

"Who am I?"

--¡Pareces a Clark!  ¡Qué broma!—

"You look like Clark!  What a joke!"

Se quitó las gafas.  – ¿Y ahora?

He took off the glasses.  "And now?"

Lois se rió.  –Ahora eres  mi Superman otra vez.  ¡Qué cómico!—

Lois laughed.  "Now you are my Superman again.  How funny!

Pobre Superman.  Lois no se dio cuenta de que él era Clark.  Todavía estaba enamorada solamente de Superman.  Superman estaba contento, pero Clark estaba triste.  ¡Qué difícil cuando el uno era el otro!

Poor Superman.  Lois didn't realize that he was Clark.  She still was only in love with Superman.  Superman was happy, but Clark was sad.  How difficult when the one was the other!