• Review the characters using puppets by asking, "Who is this?" (¿Quién es?) about them.
• Then, using a pocket chart, have the students match the puppets with phrases about what they are doing in the story. For example, match the picture of the woman (la señora) with the story strip, "feeds the bird" (le da comida al pajarito). As a class, put the strips in order following the storyline, asking for volunteers to read the "story" after each sentence is read.
• Next, cut apart the sentence strips provided and give each student one part (make more strips if necessary). Have each student find the other student in the class with the strip that completes her or his story sentence. The students will need to be ready to find their partner by asking questions such as, "Do you have, the monkey?" (–¿Tienes el mono?–), or "Who is sick?" (–¿Quién está enfermo?–).
• Have each pair of students read its sentence in the order it occurs in the story.

Assessment:
Observe the students. Can they answer the "who" questions and identify the story characters or do they need more practice with "either/or" questions? Are they reading the sentence strips with good/ fair/ hesitant pronunciation and intonation? Are they asking questions in Spanish in order to find their partners or are they speaking English?

Objectives: TLW participate in making the web and/or respond to questions about it. TLW understand and respond to the names of the characters. TLW understand and respond to the actions of the characters in the story.

Language in Use: ¿Quién es?, el doctor, el avión, la señora, el pájarito, el gato, la ventana, la puerta, la ropa, el hombre, la mujer, el circo, el mono, el tambor, el payaso, las bolas, la hermana, complete story text, and sentence strip text, questions for find someone activity, Tienes el mono?,. ¿Quién está enfermo?

Materials: Puppets, story strips, pocket chart, chart paper and markers, pair sheet.

Standards:
Communication 1.1: Students engage in conversations and provide information about the characters in the story when they answer questions about them.
Communication 1.2: Students understand and interpret written and spoken language on the roles of the characters in the story when they read and match the story strips.
Communication 1.3: Pairs of students present information about the story when they read their sentences to the class.
Connections 3.1: Students reinforce and further their knowledge of other disciplines by practicing the language arts skills of story sequencing.