Wildebeest for Spanish 2 Past Tense

I repurposed the Wildebeest MovieTalk to review high frequency structures in the past tense with Spanish 2.

Target Vocab:
– había/ there was
– dijo/ said
– quería(n) saber /(they) wanted to know
– pienso que/ I think that
– (agarró)
– (tocó)
– (miró)

Drive Folder Contains:
Link to the Folder

7 days of slides
Screenshots to PictureTalk
The video
A six-frame to draw the story
Screenshot cards ready to print
Fan N Pick cards ready to print
Reading
Reading Quiz
Script

Day 1:
TPR the new vocabulary
PQA: ¿Qué quieres saber?
– Discuss what they want to know: to speak Spanish? if aliens exist? do you want to know the future? do you want to know what people think about you?

Practice TPR words like mira, agarra and toca, with body parts. Mira el dedo, toca el dedo, agarra el dedo, agarra dos dedos, besa el dedo, etc.

(Picture Talk Brad Pitt in the movie Seven… “What’s IN THE BOX??”)

Put random prizes and silly things in a box.
Ask them: ¿Quieres saber qué hay en la caja? Circle that question.
Prompt them to use “Pienso que…” by dividing the class into teams. If you give an answer, your team gets 1 point. If you answer using pienso que… that’s 2 points. If you answer using “pienso que” and you’re right, you get the keep the object!

Day 2: 
Show screenshots of the Wildebeest story. PictureTalk the screenshots. Name the two Wildebeests. Ask them who they think is smart. Ask them what they think is in the water. Ask them what they think will happen.

Script:
Había dos animales. Los animales se llaman ñus. Los dos estaban en la playa. Querían saber qué había en el agua. El primer ñu miró el agua y dijo “Pienso que es un cocodrilo.” El segundo ñu dijo “Pienso que es un tronco de un árbol.”

El primer ñu agarró una roca y la tiró. La tiró porque quería saber qué había en el agua. El segundo ñu repitió “Pienso que es un tronco de árbol.” El primer ñu repitió “Pienso que es cocodrilo.” El primer ñu agarró una rama. Agarró la rama porque quería saber qué había en el agua. El primer ñu miró la cosa y saltó encima de la cosa. De repente, la cosa comió el ñu.

El segundo ñu pensó: “Era un cocodrilo.”
El tercer ñu dijo: “Pienso que es un tronco.”

Ask them to predict the ending, then show the video. After the video, have students read and draw the story.

Day 3:
Shoimage2w the video again

Fan N Pick Activity
Fan N Pick cards ready to print in the Drive Folder
Student 1 fans out the cards.
Student 2 picks a card and reads it in Spanish/shows it to the group.
Student 3 translates the card to English.
Student 4 writes down the translation on a separate sheet of paper.
Then rotate jobs.

When they finish, have students put the cards in chronological order.

Exit ticket: Look at 4 sentences on the board, put them in order of the story.

Day 4:
Reading and Quiz
1st time reading: Project the reading. Read, circle, clarify. As you read it, one side of the class plays the part of the the 1st ñu. The other side plays the part of the 2nd ñu. They say their lines as a group.
2nd time reading: You read, they do the gesture
3rd time reading: Students volleyball translate with their partner, as you coach.
4th time: Chorally read as a class

Then give students the quiz. It is very similar to the previous day’s exit ticket.

Day 5:
image3
Students take one screenshot card. They have one minute to think about how to describe it. If they are not ready, come around and coach them.

Then, they tell it to their neighbor. They speak for 30 seconds, their neighbor speaks for 30 seconds.

Then, students stand up and form 2 lines facing each other, or inner/outer circle.
Inner circle has 30 seconds to describe their card.
Outer circle has 30 seconds to describe their card.
Say “buen trabajo.”

Switch cards.

Switch partners. Keep going.

Free-Write: When they are done with that activity, students will write their own version of the story for 5 minutes. Screen Shot 2017-09-18 at 11.08.48 AM

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