Classroom Objects and Plurality

Transcripción

1 Classroom Objects and Plurality Objectives 1. Students will be able to recognize and recall the objects in the classroom. 2. Students will be able to recognize, respond to, and use the plural forms of different nouns. Vocabulary el borrador la tiza el diccionario el mapa el escritorio la luz la mesa el papel el pupitre el reloj el texto la goma la regla la cinta de adhesiva el cuaderno el cartel la ventana la silla el bolígrafo el lápiz el libro la puerta la carpeta la pizarra la mochila la calculadora las tijeras la grapadora Materials two large pictures of classrooms with classroom objects rule for plurality pictures of classrooms structured input worksheet for descriptions bingo cards covers for bingo cards small white boards dry erase markers structured output worksheet with classroom drawings structured output worksheet for signature activity structured output worksheet for paragraph Procedures: Input 1. I will do comprehensible input using the context of two different classrooms. I will do a comparison and contrast between the Spanish classroom and the English classroom. I will be introducing the plural forms of nouns. After every couple of items, I will do

2 comprehension checks to be sure that the students recall the vocabulary. For example, Esta es una silla? Sí o no or Hay una mesa en la clase de inglés? Sí o no. APPROXIMATE TIME: 15 minutes 2. After doing all the comprehension checks, I will ask the students what they noticed when I talked about more than one object in the classroom. For example, los libros, los lápices, los borradores, etc. This will lead to the discussion on how to make nouns plural. I will explain how to make words that end in a vowel and/or a consonant plural. Also, I will explain how to make words that end in a z plural. I will give the students examples for each different case. I will also do a very brief discussion of hay. Then, I will do more comprehension checks on the story to be sure that the students understand the rule. APPROXIMATE TIME: 10 minutes 3. I will distribute the first input activity. There will be various pictures of classrooms on the board. The students will read a description from their worksheet and choose which picture corresponds to each description. I will give the students these instructions and tell them to work individually. To summarize this activity, I will reread the descriptions and ask student volunteers to tell me what picture corresponds to the descriptions. APPROXIMATE TIME: 10 minutes 4. I will distribute the bingo cards. I will instruct the students that I will pull a description from a hat. I will read each description two times (son lápices, es una mesa, etc.), and the students should cover the square that matches my description. The first person to have five in a row will be the winner. To summarize and to make sure that the student is correct, I will make him/her tell me the squares that they have covered. We will play the game more than one time. APPROXIMATE TIME: 15 minutes Procedures: Output 1. I will instruct the students to get into pairs and I will distribute the white boards and markers. Then, I will give each student an envelope with two pictures of different classrooms. The students should take turns describing one of the classrooms in their envelope to their partner. Their partner should draw the things that are described on the whiteboard. After finishing one description, the student who is drawing should show their partner the picture. Their partner should check and be sure that the student has drawn everything that was described. APPROXIMATE TIME: 10 minutes 2. The next activity is a signature activity. The students will be comparing the things that they have in their locker with the things that their classmates have in their lockers. First, the students will write five different things that are in their lockers using the expression hay. Then, the students will get up and walk around the room to find out if their classmates have the same things in their lockers. The student will read their sentence to the other person and that person must sign under the appropriate column. If their partner

3 does not have the same item in their locker, their partner must write something that he/she does have in their locker in the space provided. The students must get five different signatures. To summarize, I will use a grid to take a poll in order to see what the majority of the students have in their lockers. APPROXIMATE TIME: 15 minutes 3. For the final activity, the students should write a comparison and contrast paragraph about what they have in their lockers and what their classmates have in their lockers. The students can use their signature activity for reference. The paragraph must be at least five sentences long and include all of the following connector words at least one time: y, pero, and también. If there is time to summarize, I will collect some of the student s papers and read them out loud. I will ask student volunteers to come to the board and draw the different things that they hear in the paragraph. Then, I will ask the class if they drew everything from the paragraph. If there is not time for the students to finish, I will tell them to finish it for homework. APPROXIMATE TIME: 12 minutes

4 Una clase diferente Instructions: Read the following descriptions of some very strange classrooms. Choose the classroom from the board that matches each description. Write the corresponding letter from the board in the space provided. 1. En este salón de clase, hay muchos pupitres azules. También, hay un reloj, dos cuadernos amarillos, y los lápices rojos. Hay una pizarra verde, unos borradores morados, y un cartel, pero, en esta clase, no hay una puerta. 2. En este salón de clase, hay una pizarra verde y unos lápices. Hay un reloj blanco, pero no hay un reloj negro. Hay muchos pupitres, los cuadernos, y un mapa, también. Hay un diccionario y una silla rosada. También, hay una ventana amarilla. 3. En este salón de clase, hay una puerta y un cuaderno amarillo. Hay una ventana, un reloj y los lápices rojos también. Los pupitres son azules y el libro es verde. En la clase, hay un escritorio y dos sillas. 4. En este salón de clase, hay una puerta y una mesa. También, hay un reloj blanco y una ventana morada. Los lápices son rojos y hay dos cuadernos. Finalmente, hay un cartel rosado, pero no hay un diccionario.

5 Nuestros armarios: Parte 2 Instructions: Write a paragraph that compares and contrasts the items that you have in your locker with the items that the classmates that you interviewed have in their locker. You may use your signature activity to help you remember what items your classmates have in their locker. Your paragraph must be at least five sentences long and include all of the following connector words at least one time: y, pero, and también. You may use the model below as an example. Modelo: En mi armario, hay tres lápices, pero, hay tres libros en el armario de Julia. En mi armario, hay ocho grapadoras y hay ocho grapadoras en el armario de Ricardo también. Hay doce diccionarios en mi armario, y hay doce diccionarios en el armario de Pedro también.

6 Nuestros armarios: Parte 1 Instructions: Step One Write 5 sentences, on the lines below, that describe some of the things that you have in your locker. You must include the exact number of each item. Modelo: En mi armario, hay tres lápices Yo también. Yo no. Step Two Walk around the room telling your classmates the things that you have in your locker. Your partner will sign their name on your paper under the appropriate column according to if they have or do not have that item in their locker. If your partner has the same exact items as you, he/she must sign their name under the appropriate column. If your partner does not have the same item as you, your partner must sign the appropriate column and write something that he/she does have in their locker in the right hand column. You must have five different signatures. Follow the model below. Modelo: 1. En mi armario, hay tres lápices. Julia Hay tres libros en mi armario. Step Three We will take a poll to see what the majority of the class has in their lockers.