Descriptions and LA ORUGA MUY HAMBRIENTA
PRELITERATE (K-2)
Lesson Plan/Micro Teaching
Alex Draughan
OBJECTIVE: SWBAT describe the color(s) of an object using the structure NOUN + ADJECTIVE.
Standards for Foreign Language Learning: 1.1 Students engage in conversations, provide and obtain information, 1.2Students understand and interpret spoken language on a variety of topics,1.3Students present information to an audience of listeners (closure),3.1Students reinforce and further their knowledge of other disciplines through the foreign language (science), 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own (many will already be familiar with the English version of the text), 5.2 Students show evidence of becoming life-ling learners by using the language for personal enjoyment and enrichment.
ACTIVITY / DESCRIPTION OF ACTIVITIES AND SETTING / MATERIALS AND SUPPLIES / TIME1. FOCUS AND REVIEW /
- Students will already be able to name days of the week, identify colors and say color names, and students can count to thirty. They know How many? They are able to recognize and say the names of basic fruits and foods (possibly not all that are in this text). Students have not yet used their knowledge of colors as adjectives to describe objects in the structure NOUN + ADJ., they can only say NOUN ES ADJ. Students are familiar with the book The Very Hungry Caterpillar.
- Picture walk through the Spanish version of the book, LA ORUGA MUY HAMBRIENTA.
S: caterpillar
T: What colors are there on this page? What colors do you see? What colors do you see on the caterpillar? (pointing to the caterpillar and to the areas where there are different colors)
S: green, red, blue
T: Yes, I see blue here. The antennas are blue. Yes there is red. The face is red. Yes, green is there. What is green? The caterpillar is green. What things do you see?
S: Fruta,fresa, manzana, etc.
T: yes there is una fresa, una manzana, el queso, los postres, etc. / Children’s book: LA ORUGA MUY HAMBRIENTA
By Eric Carle / Approx. 3-5 min.
2. STATEMENTS OF OBJECTIVES / T: What color is the fruit? What color is the apple? What color is the _____? Etc.
Now use fake fruit to demonstrate the link between noun and adjective (color) through description. What color are the grapes? They are moradas. They are uvas moradas. What color is the pear. It is green. It is a green pear (pera verde). Y miran. Tengo dos peras. De color son? Son peras rojas? No, son peras verdes. Etc. Vamos a leer el libro y describir las cosas.
(Now they know by the end of the picture walk and use of fake fruit that they are focusing on things and colors…they will later learn how to put these things together to describe. They are listening to the story with an objective staged.) / Children’s book: LA ORUGA MUY HAMBRIENTA
By Eric Carle / Approx. 3 min.
3. TEACHER INPUT / Read book LA ORUGA MUY HAMBRIENTA. While reading the book the adjectives to describe the fruit that the caterpillar is eating. A description of the leaf is already written into the story. / Children’s book: LA ORUGA MUY HAMBRIENTA
By Eric Carle / Approx. 8-10 min.
GUIDED PRACTICE / As a class picture walk through the book again. Use either/ or: (Is it red? No it is not red. Is it green? No it is not green. It is blue.
T: How many red apples does la oruga eat?
S: un manzana
T: Ella come una manzana roja? Solamente una?
S: sí
T: Y cuántas peras verdes come? Come una pera verde?
S: no
T: come diez peras verdes?
S: dos peras
T: dos peras rojas?
S: no
T: dos peras aszules?
S: no
T: dos peras verdes?
S: sí
T: De verdad? Y después, cuántas ciruelas azules come?
S: tres
T: cuantas?
S: tres
T: come tres peras verdes? O come tres manzanas rojas?
S: tres ciruelas
T: y las ciruelas son verdes, no?
S: no, son azul
T: son azules?
S: si
T: claro hay tres ciruelas azules. Repiten tres ciruelas azules
S: tres ciruelas azules
T: Y que tipo de fruta es?
S: fresa
T: si son fresas…y de que color?
S: roja (s) (some use plural others don’t)
T:si son fresas rojas. Y cuantas fresas rojas hay? Hay dos fresas rojas?
S: cuatro
T: hay cuatro que?
S: fresas rojas
T: sí, claro hay cuatro fresas rojas
Etc. / Children’s book: LA ORUGA MUY HAMBRIENTA
By Eric Carle
Cards with the numbers of the fruit the caterpillar ate written on each. Large crayons or watercolor paint may be used to color. / 5-8 min.
INDEPENDENT PRACTICE (very similar to objective) / Teacher guides class into coloring activity using these descriptions along with commands about coloring the worksheet. Teacher will guide students into listing the fruits eaten by the caterpillar, how many were eaten, what colors they are (in three columns). Students will receive cards with the numbers on them and they will be asked to draw the fruit and color them on the card. They will be told that they are doing this activity to use later acting out the story in front of the class.
T: How many red apples did the caterpillar eat? Yes he ate one red apple. Where is the apple? Color the apple red. Now it is a red apple. Etc.
As long as students seem to have a grasp on the activity they can continue coloring independently as long as they have a model to look at on the board. Teacher can go around the room asking about fruit. Students are expected to be able to use the structure in the objective, however some may still need guidance. / 15-20 min.
6. CLOSURE/ASSESSMENT / Students have cards to hold up during presentation (these can have holes punched in them with rings to make a small booklet to share with parents or friends or for later use). Teacher uses green caterpillar sock puppet and the story is recreated and retold using the students as the fruit. They fill in the blanks with the new structure whenever that place in the story is approached (una manzana roja). The story is acted out repeatedly until each student has a turn to be a fruit and use the structure in front of the class. / Fruit signs, caterpillar sock puppet / 10-20 min. (depending on student engagement)