DAY ONE Objective: Students will correctly identify the Spanish verbs "ríe" (laughs) and "llora" (cries). La Campanada (Bellwork): Students write their responses in complete sentences in Spanish.
- ¿Quién en la clase está feliz?
- ¿Quién en la clase está triste?
- ¿Cómo está la profesora de español?
- ¿Cómo estás tú?
- Discuss answers as a class.
PQA
- Write the words "ríe" (laughs) and "llora" (cries) on the board (you could also add "is crying" and "is laughing" as long as you won't confuse your students!)
- Show funny clips from several Youtube videos of people laughing and crying. It's very easy to find them...just search "laughing" or "crying" with adjectives like "funny" or "weird". Since Youtube is blocked at our school, and so as to not use up precious bandwidth, I download all Youtube videos that I use ahead of time with the Firefox Easy Youtube downloader. It's an add-on that can be found and installed in Firefox's "Tools" menu.
- After each clip, ask circling questions: Is the girl laughing? Is she crying? Is she laughing because she's happy or because she's sad? Does she laugh weird or normal? etc.
Introduce Song: Ríe y llora by Celia Cruz
- Give students a little background on Celia Cruz...just enough to let them know that she's a big deal!
- Pair up students and have them decide who is #1 and who is #2
- Assign the word "ríe" to #1s and the word "llora" to #2s. Have all #1s practice acting out "laughing" together, then do the same for #2s and "crying". The cheesier, the better!
- Play the song (not the video). #1s must act out "ríe" every time they hear it, and #2s must act out "llora" every time they hear it. Give out Cheese Awards for excellent acting.
- Play the song again, this time switching words: #1s listen for "llora" and #2s listen for "ríe". Instead of acting, this time have the students count the number of times that they hear their word.
- Ask students what the overall emotion of the song is: happy or sad? something else? Do they expect the video to be happy or sad? Will Celia be laughing or crying?
- Talk about the phrase "vive tu vida y gózala toda", and write it on the board.
- Listen to the song one more time, and have students draw a sketch while they listen: it could be abstract or realistic; whatever the song makes them feel. Wait until tomorrow to show them the video! Collect the drawings.
Objective: Students will identify new vocabulary terms and use them to interpret the story "El lobo hambriento". La Campanada (Bellwork): Students write their responses in complete sentences in Spanish.
- Cuando una persona está triste, ¿la persona ríe o llora?
- Cuando una persona está feliz, ¿la persona ríe o llora?
- ¿Con quién ríes tú? ¿Tus amigos? ¿Tu familia?
- ¿Con quién lloras tú? ¿Tus amigos? ¿Tu mamá?
- Discuss answers as a class.
Song: Ríe y llora
- Before class, scan in the sketches that the students made yesterday. Open them in iPhoto, and play them as a slideshow set to the song "Ríe y llora". As students watch the slideshow, have them raise their right hand when they hear "ríe" and their left hand when they hear "llora". Have the chorus written up on the board for those students that want to sing along a bit more.
- Next, show the class the actual music video for "Ríe y llora". You could talk a little bit more about Celia here if you want, or just leave it at what you said yesterday. After viewing the video, discuss students' reactions--they are sure to have some!
Storyasking: El lobo hambriento
- Write the following terms on the board: el lobo (the wolf), come (eats), está triste y llora (is sad and cries)
- Teach and rehearse gestures for each of the three terms
- Circle the terms "el lobo" and "come", since presumably they are new.
- Choose actors and begin asking the story, "El lobo hambriento"
- With five minutes left in class, stop and do an up/down formative listening assessment
DAY THREE
Objective: Students will understand the story "El lobo hambriento"
La Campanada (Bellwork): Students write their responses in complete sentences in Spanish.
- Escribe las palabras que faltan en los espacios:
- (Name of wolf) es un ______ bueno. (Name of girl) es una chica ______. Un día, (Name of wolf) _____ a (restaurant) y _________ (food). ¡Pero (Name of girl) toma (the food) y la come! (Name of wolf) está _______ y ________.
- Discuss answers as a class. (lobo/mala/va/come/triste/llora). If you think that your students need a word bank because you weren't able to spend too much time circling the story yesterday, please give it to them!
Storyasking: El lobo hambriento
- Project yesterday's script onto the board, as far as you got, and read it aloud, circling and checking for comprehension as you go.
- Pair up the students, and have one be the wolf and one be the girl.
- Read it again and have all of the pairs act it out simultaneously as you read.
- Call up your actors from yesterday and finish the story.
Whiteboard Storyboard
- Divide your board into nine boxes.
- Read these nine scenes to your class
- Have one student per scene come up and QUICKLY sketch it in one of the nine boxes.
- El lobo va a (place #3) y come (food #3)
- El lobo pone (trick item) en (food #3)
- La chica toma (food #2) y la come.
- El lobo va a (place #1) y come (food #1)
- La chica toma (food #3) y la come.
- El lobo va a (place #2) y come (food #2)
- La chica toma (food #1) y la come.
- El lobo está triste y llora.
- El lobo no llora: ¡el lobo ríe!
- Now, point to each square and have the students tell their shoulder partner what is happening in that scene.
- Then, have students put them in the correct order.
- Review it as a class by soliciting answers with the question, "¿Qué pasa primero?" (What happens first?). You could continue using all ordinal numbers or by saying "What happens next?" depending on what vocabulary you'd like to focus build.
Ríe y llora: watch video and sing along with the chorus.
DAY FOUR
Objective: Students will be able to apply target vocabulary from "El lobo hambriento" to a new context.
La Campanada (Bellwork): Students write their responses in complete sentences in Spanish.
- Escribe el cuento "El lobo hambriente" (Write the story "El lobo hambriento")
- Have students share their work, one sentence at a time so that many students can participate.
Listening assessment: First, Second
- I've written these questions for the pair version of the assessment, so that the odd numbers are for one student and the even numbers are for the other.
- (A) El lobo va a (place #1), (B) El lobo va a (place #2)
- (A) El lobo va a (place #3), (B) El lobo va a (place #2)
- (A) La chica come (food #1), (B) El lobo llora
- (A) La chica come (food #3), (B) El lobo ríe
- (A) La chica come (food #3), (B) El lobo va a (place #2)
- (A) La chica come (food #2), (B) El lobo va a (place #1)
Pair Write: El lobo hambriento transformed
- Have students work in pairs or groups of three. Pairs usually work better, but use your discretion.
- Tell the students that they will write a new version of the story that has a different main character, a different villain, a different problem, different settings, and a different solution. Remind them that our main character was the wolf, the villain was the girl, the problem was that the girl was bad (or that she takes the food), the settings were...., and the solution was....
- The problem should still have something to do with food so that the story is still related to the original.
- Give students these guidelines and tell them to write a new story. Give suggestions in each category with which your students are familiar.
- Decide where the story will take place: el restaurante, la casa, la escuela, el bosque
- Decide who the main character and villain will be: el gato, el perro, el elefante, el estudiante, la profesora, el chico, la chica
- Decide what the problem will be: ___ es gordo, __ es flaco, a __ no le gusta...
- Decide on a solution.
- Words that you MUST include at some point in your story: come, está triste, llora, ríe
- Have students write out a rough draft and show it to you for a proof-read, then they can make a storyboard with pictures only on the front, and bullet points for the storyline on the back.
- You'll probably need most of the day for students to finish.
DAY FIVE
Objective: Students will apply target vocabulary from "El lobo hambriento" to a new context.
La Campanada (Bellwork): Students write their responses in complete sentences in Spanish. - ¿Tú comes hamburguesas? ¿Dónde y cuándo?
- ¿Tú comes ensalada? ¿Dónde y cuándo?
- ¿Tú comes crema de maní? ¿Dónde y cuándo?
- ¿Tú comes fruta? ¿Dónde y cuándo?
- Discuss answers as a class.
Finish pair write
- Give students time to finish writing their stories with their partner.
- Have students present their stories using the simultaneous presentation format.
ALTERNATIVE ACTIVITIES:
- Here is a fill-in-the-blank lyrics sheet that you could distribute and use for Ríe y llora: Ríe y llora. Activities that you could do with it are here.
- Here is a nine-square activity that you could use for the story: El lobo hambriento ninesquare. Directions are here.
