Sunday, September 8, 2013

Reading to Students - Part 2

I read the first 3 chapters of Brandon Brown quiere un perro to my Spanish 2 classes during the first week of school. (see earlier post "Reading to Students" for information on how I read the first 3 chapters of the book).

After a four-day weekend due to Labor Day, I wanted to review the events in Chapter 3 before continuing with the next chapter with the following activity.

Chapter 3 
I organized sketches of the main events of chapter 3. The easiest way to do this if you do not want to make the sketches is one day before this activity give the following slips of paper to 9 of your students. (Hint: Use a standard piece of copy paper and divide it evenly into 9 squares - like a tic tac toe board; then when you piece it together again, you won't have to resize the sketches to fit onto one paper.) Write the following sentences in the TL and give them to students, or in English if you think that is needed.
-  Brandon says goodbye to his mother and leaves on his bicycle
-  Brandon sees Jake and his dog outside of Jake's house
-  Brandon and Jake leave Jake's house on their bikes
-  There are many people and dogs in the park.
-  A little dog passes in front of Brandon and Jake on their bikes.
-  Brandon picks up the little dog and talks to it.
-  Brandon picks up the dog and rides to his house with the dog.
-  Brandon enters the house with the dog.
-  Brandon is in the bedroom with his dog and he is happy.

Collect the sketches and tape them together but NOT in the correct order that they appear in the book. Write a,b,c,d,e,f,g,h,i on each of the sketches.
Write sentences in Spanish that will match each of the sketches.

The following day, project the sketches onto the board with a document camera (or copy a sheet for each student). Talk about the sketches, especially if the students' artwork may not be as clear as you would like. Describe a sketch and students say which sketch you described.

Then hand a reading review sheet on chapter 3 and let the students work in groups of 3 to complete the review.  Below are my instructions and the first few sentences of my worksheet.

I went over the answers on the left first, followed by the answers on the right. 

Chapter 4
I wrote the following words on a large piece of paper (white butcher paper):
se despierta, se hace muchos ruidos, se duerme, recoge, lleva, de nuevo, está nervioso, (la cama) está mojada, ve, tiene vergüenza, observa, cierra
Together the students and I decided on a motion for each of the words and then we practiced them TPR style, adding a new word after I felt each word and motion was solid.

Then the students formed a circle with their chairs and I asked for 2 volunteers for each word.  I instructed them to stand up and do the motion when they heard the word(s) while I was reading Chapter 4. I used the document camera when reading chapter 4 so students could follow along as I read and both listen and look for the word so they could do their motions. The reading kept the class engaged and they even helped out their classmates if I paused after a word and the students assigned didn't hear or read it right away.

After the reading, I distributed a paper with questions and multiple choice answers to review what they read.  

An example of questions on my handout is:

1. ¿Quién se duerme rápidamente?     Brandon       el perrito       Brandon y el perrito

2.  ¿Cuándo se despierta Brandon?      a las 7           a las 6             as las 5

The multiple choice questions gave them reading practice to go along with the verbal input they have been receiving on the book. 

Chapter 5
I chose the following structures to practice from chapter 5. I put the verbs in the past tense since I am slowly adding past tense into our warm-up discussions.

se llamaba ______
vivía solo en una fortaleza
quería comer con 

I story-asked a story about a boy that lived alone in a fortress that wanted to go out to eat with someone. I had a powerpoint to go along with the story to rule out who the boy did not want to eat with, which included capitán Crunch and el presidente, in order to have them become familiar with those cognates that are used in chapter 5. The powerpoint also had places where the boy did or didn't want to eat with the other person. 

Because the vocabulary was introduced with the past tense, I wanted to make sure the students got an abundance of reps of the past tense, therefore we didn't have time to read any part of Chapter 5. We'll continue with that tomorrow.

1 comment:

  1. This is great. I plan on reading Brandon Brown quiere un perro to my level 2, 3, and 4 Spanish classes. Thank you for the useful resources.