Today was an 83 minute day. Click here to see what I did Days 1 & 2 (Intro and Chapter 1 of Esperanza)
Many ideas came from Martina Bex's blog so be sure to check there too!
(25 min) TPR Vocabulary for Ch 2: espera, llora, regresa, está contento/a, duerme and recycle/review Ch 1 vocabulary. See Chapter 2 and Intro Ch 3 PowerPoint.
(15 min) Free Reading: Students read Ch 2 on own and complete a four square story map (from Martina Bex) as they read the book. After free reading, have students hold up find 0-5 for comprehension.
(12 min) Choose 2 actors – teacher reads the story and plays the mom (Esperanza) while the two play the kids. Provide a copy to the actors with their lines highlighted. (If no volunteers then have ALL students act it out at their seat with a partner – one be Liliana and the other Ricardito and they have to say lines to partner) while teacher reads the narrator portion and acts out mom. This wasn't an issue for my classes! They were excited to see it acted out but just in case. :)
(5 min) Descanso Cerebral: Juego de Vasos. See my PowerPoint above.
(15 min) Hand out envelopes of the Martina Bex's Ch 2 timeline activity and students assemble the timeline with partner. Raise hand and receive a stamp for finishing. Martina has it where students cut and glue to the page but I just made a class set and put in envelopes and had them just place on without gluing.
It was a successful day! Great novel thanks to Carol Gaab and great activities thanks for Martina Bex!
Day 4: Chapter 3 and 4
Today was a 90 minute period. Chapter 3 has a scene in regards to Huelgas (strikes) and made for a perfect was to work on the essential question in regards to Global Challenges: ¿Qué derechos y deberes tienes como ciudadano?
(15 min) Quickly TPR the new words written and practiced yesterday and go over the PQA if didn’t get to it
(15 min) Teacher reads Ch 3 – clarify and explain pieces of the story that need clarification.
(15 min) Post Reading – students complete esquema for Ch 3 (from Martina Bex)- put worksheet in a page protector and have students complete with thin dry erase marker. They can reread and complete by discussing with partner. Go over answers and give stamps.
(5 min) Descanso Cerebral: Juego de Vasos – show clip first without cups and having students follow along with hands.
Students go to pg 15 when talks about the huelga and reflect and write 3 things they think the huelga signs might have said using a dry erase marker and writing on paper that is inside page protector (put frases útiles from PP up to help). Call on volunteers to share for stamps.
Ask students: ¿Qué derechos tienes como ciudadano? Students choose a right they think is experiencing oppression and write what would be on their signs at the huelga on the right front side. After giving time to think and write, have them choose their favorite saying and using the back side of the worksheet (in page protector), have them write the phrase big and draw an image to represent cause.
If time, have students stand up and walk around speaking out about their cause (saying the things from their signs) and holding their paper up. Could have them write one of their sayings big on the back side of sheet protector and hold up that one sign. They try to find people with same cause as theirs and join together as a group. There might be all different causes or people demonstrating for the same rights.
(10 min) Read outloud Ch 4 to students – while students listen they fill out Martina Bex's esquema for Ch 4 in sheet protector with a thin dry erase marker. Go slowly so students can number each event as it happens, have them label the places first. Clarify along the way, PQA along the way if needed. Go over answers and give stamps after #1 & #2. Did not get to #3 section of chapter. Will finish next class.
Today was another successful day and got to look big picture at their rights as citizens. After we had our "strike" I asked them "Do you believe citizen's have the right to go on strike?" Of course no right or wrong answer....just wanted to get them thinking about what rights all individuals should have.