Second Grade, Lesson 9 Questions

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1 SECOND GRADE, LESSON 9 QUESTIONS 1 Second Grade, Lesson 9 Questions Vital Information Grade / Level: Second Grade (2) Subject: Spanish Language Topic or Unit of Study: Questions Lesson Title: Story-telling Author: LISD Volunteer Spanish Language Committee Date: Created on February 28, 2012 Language Objective(s): Summary Description: Time Frame: Review terms: English She is eight years old. Mother Father Brothers Big Eyes Green Sunday Summary Students will be introduced to the TPR or story-telling method. Students will react to factual statements and answer questions regarding a story introduced to them. 1 class session of 30 minutes Vocabulary Spanish Ella tiene ocho años. La mamá El papá Hermanos Grande Los ojos Verde Domingo New terms: English She is a girl. Her (mother, father, brother) She lives in Mexico with her family. She is a student. She has. She goes to the movies. She eats popcorn. Her favorite brother is. Spanish Ella es una niña. Su (mamá, papá, hermano) Ella vive en México con su familia. Ella es una estudiante. Ella tiene. Ella va al cine. Ella come palomitas de maíz. Su hermano favorito es.

2 SECOND GRADE, LESSON 9 QUESTIONS 2 Materials and Resources (Including Technology, Links, and Attachments) Copy of the passage located at the end of this lesson, for your reference Copy of the factual statements located at the end of this lesson, for your reference Whiteboard and dry erase markers Learning Plan PREPARATION: 0. Print the passage and bring it with you to class. STORY TIME [30 MINUTES] 1. Welcome the students to Spanish class using the term Bienvenidos. 2. We will be using the TPRS, or story-telling, method which includes a factual statement followed by a positive question, then an either/or question and finally a negative question. Each time, the answer will be followed by a positive reiteration of the fact. Notes: It is advised to refer to the whole class as clase when asking questions to encourage everyone s participation and check for understanding. You can find more information regarding this method of teaching on the following site: 3. Invite a female student volunteer to the front of the class to be the first character in the story provided in the passage. (This student will be Maria.). Make sure you gesture towards her as you present the facts. Please note that you are not going to read the passage, but instead you are going to introduce it through factual statements. 4. Tell the students you will be telling a story and they should respond to factual statements with an upbeat sound (Example: Ohhh,) and they should respond to questions with the answer to the question. This is to differentiate how students should respond to statements vs. questions. For example: Introduce the student to the class by saying the first fact: Ella es una niña (Point to the student volunteer.) The class should respond Ohhh. (Reaction to the factual statement.) Then ask a question that will have a positive answer making this sentence true: Clase, es ella una niña? The class should respond with the answer to the question, in this case Si. Then you reinforce the statement: Si, ella es una niña. Now, ask an either/or question such as: Es ella una niña o un niño? The students should respond: Ella es una niña. (or just una niña ) Then you reinforce the statement one more time: Si, ella es una niña. Now ask a question that would have a negative answer:

3 SECOND GRADE, LESSON 9 QUESTIONS 3 Clase, es ella un niño? Then the class should respond No. You then re-emphasize the statement: No, ella no es un niño, ella es una niña. Note: As you are presenting a statement, if the students don t seem to understand the vocabulary, write the word or words in question as well as their translation on the board. For example, if they don t know what niña means just write on the board niña=girl and then move on. You can continue with the same fact using the three types of questions until the students show clear understanding. Then move on to the next fact. Second fact: TEACHER La niña se llama María (statement) La niña se llama María? (positive) Si Si, la niña se llama María. (reinforcement) La niña se llama María o Lupita? (either/or) María Si, la niña se llama María. (reinforcement) La niña se llama Lupita? (negative) No No, la niña no se llama Lupita, la niña se llama María. CLASS 5. Continue with this format as you present all the statements from the passage. Invite other students up to the front as you add additional characters (Ana, Juan, Tomás, Pedro and José.) getting through as many statements as possible before the end of class. 6. Praise the students for their participation and tell them you will see them next week (Hasta la próxima semana.)

4 SECOND GRADE, LESSON 9 QUESTIONS 4 Passage María es una niña. Ella tiene 8 años. María es una estudiante. María vive en México con su familia. Su mamá es Ana y su papá es Juan. María tiene 3 hermanos muy grandes, Tomás, Pedro y José. Su hermano favorito es Tomás. María tiene los ojos verdes. María va al cine los domingos. En el cine María come palomitas de maíz.

5 SECOND GRADE, LESSON 9 QUESTIONS 5 Factual Statements about the Passage Ella es una niña. La niña se llama María. Ella tiene ocho años. María es una estudiante. Ella vive en México. Ella vive con su familia. Su mamá se llama Ana. Su papá se llama Juan. Ella tiene tres hermanos. Sus hermanos son muy grandes. Sus hermanos se llaman Tomás Pedro y José. Su hermano favorito es Tomás. María tiene los ojos verdes. María va al cine. María come palomitas de maíz.