Robo en la noche - ch 6 & 7

When I read a mini-novel with my students, we are not always able to read a chapter each day. For the times when more than one day has passed between reading chapters, I plan a quick review to review what has previously happened in the book.  Below are plans and resources I made and used for chapters 6 and 7 of Kristy Placido's book Robo en la Noche.

 Verbal Review before reading Chapter 6 of Robo en la noche
1. ¿En qué  país están Makenna y su padre?
2. ¿Por qué fueron ellos a Costa Rica? ¿De vacaciones? ¿Para visitar a la madre de Makenna?
3. ¿Cuál es la ocupación del Dr. David Parker?
4. ¿Quién es Cecilio?
5. ¿Qué es la relación entre Margarita e Inés?
6. ¿Cuántos años tiene Inés?
7. Si Inés tiene cuarenta y tres años, ¿cuántos años piensan Uds. tiene Margarita?
8. ¿Quién es Ricardo?
9. ¿Es Ricardo el primer esposo de Margarita? ¿el segundo?
10. ¿Qué pasó a su primer esposo? ¿Fue a Puerto Rico? ¿Salió Costa Rica para trabajar en otro país?
11. ¿Por cuántos años vivió Inés con su padre? (Trick question)
12. ¿Ricardo adoptó a Inés?
13. ¿Quién es Juan Carlos? (Es el hermano de Cecilio? ¿Es el amigo de Makenna? ¿Es el hijo de Ricardo?)

Chapter 7 of Robo en la noche

1. I recorded myself reading chapter 7 because I did not want to read it 3 times (I have 3 Spanish 2 classes this semester.)

2. As students listened to the reading, they completed the worksheet below 

I made the second version of the worksheet with additional prompts that I posted to our Edmodo group for those students that were not in class.  I also could use the second version in an effort to differentiate learning in my classroom. 

3. My original plan was to put students in pairs and have them write questions that a policeman would ask Makenna regarding the robbery of the birds and what she saw the next day. Then I was going to have them record their conversation and email the file to me. Ten minutes into the activity I realized this was a bad decision on my part and after thirty minutes, I collected the papers and ended future work on this. 

For my afternoon class, we wrote 6 possible police questions in the "tú" form together and then answered them as if we were Makenna (using the "yo" form.)

4. After my failed plans in #3, I decided to use the paper found HERE to basically do the same thing I was attempting to do before (give students more exposure to the tú form and answer in the "yo" form). Hopefully it will be more useful than the #3 activity.



**updated/corrected thanks to comments left by an anonymous :) reader. I always welcome corrections from my readers but I would ask that you be respectful when leaving comments about the corrections.  I continue to be a "student" of the language and enjoy growing in my knowledge when it is presented in a considerate and respectful manner :-)😉 

As a wise friend says, "Always take the high road. It may not be the easiest, but the view is always better!"