• Give students the names of the animals written on strips. Students match the animal with its name.
• Students then look at a picture of la casa and of el circo. Teacher says, –El perrito vive en la casa, pero el elefante vive en el circo–. Teacher then asks a student –¿Dónde vive el elefante?–, etc., until students have categorized all of the animals according to la casa or el circo.
• Pairs of students look at the chart and create additional compound sentences similar to, El perrito vive en la casa, pero el elefante vive en el circo.
• Each partner reads a sentence to the class.

Assessment: Can the students say a complete compound sentence such as, El gatito vive en la casa pero el elefante vive en el circo. Can they write additional sentences with the correct animals and habitats and few to no spelling errors? Are they reading clearly with good pronunciation and intonation?

Objectives: TLW be able to categorize animals according to whether they are domestic and live in a house or whether they are found in the circus.

Language in Use: la casa, el zoológico, ¿Dónde vive el/la______?, el gato, el elefante, el perro, el pájaro, el león, el mono, el pajarito, el gato, el caballo, y el tigre, El perrito vive en la casa, pero el elefante vive en el circo.

Materials: pocket chart, pictures of the animals and their names written on sentence strips. (Note: Supply two pictures of each animal that live in more than one place; i.e. el perro, el gatito, el pájaro, el pajarito, y el caballo).

Standards:
Communication 1.1:  Students provide and obtain information about where animals live and whether they are found in the zoo, circus, or are pets.
Communication 1.2:  Students understand and interpret written and spoken language about animals and where they live.
Communication 1.3:  Students read sentences they have written to the class.