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Lesson 2-Activities
- Show the first picture (title page) in the book, Por fin es carnaval, to the students on an overhead transparency.
- Ask the class a few questions about the scene. (If necessary, create a TPR series to introduce new vocabulary.
- Begin to list the students' answers in words, phrases, or sentences on the S part of a SQA (sabemos, queremos saber, aprendimos) chart about the picture.
- Divide the class in pairs to finish describing the picture and complete the chart.
- Have the pairs share one word, phrase, or sentence to the class.
- Complete the Q> part of the chart with the class.
- Confirm that the people in the story are of Inca descent and they live in Peru. Tell them that the scene is an applique picture and is called an arpillera, the name for burlap in Spanish.
Assessment
- Use post-it-type notes to record short narratives of individual students' participation in the pair activity. Are they attempting to use Spanish, mixing Spanish and English, or are they speaking in English during the activities. Does their list include 5-6 sentences, 3-4 sentences or 1-2 sentences? Is the syntax correct in the sentences? Are there few to no spelling errors?
- Use a check sheet to record if the students are participating often, sometimes, or never in the creation of the chart.
Additional Activities:
- Ask the students what they know about llamas. Tell them they are in the camel family. Alpacas and vicuñas are their cousins. Explain that before the Spanish came in the 1500s the Inca people didn't have horses, cows or sheep. They did their work cultivating crops and building walls and homes by hand. Llamas provided the people with meat, clothing, and transportation along the steep paths in the Andes mountains. They can carry heavy loads and don't need water for long periods of time. The Inca women spin the wool of the llamas and the alpacas. The alpaca wool is the softer than that of the llama. In the past, the Inca emperor was the only one who could wear clothing made of vicuña wool, the softest wool of all.
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Objectives Students will:
- look closely at a picture and identify any aspects of it to the class;
- discuss the picture and complete a SQA chart with a partner;
- report information from the chart to the class.
Language
- ¿Quién es este muchacho? El muchacho cuida los animales. ¿Qué tiene en la mano? Tiene una flauta. ¿Dónde está? Está en las montañas. ¿Qué animales hay en la escena? Hay un pato y llamas en la escena. ¿Qué plantas hay? Hay cactus en la escena. ¿Qué más ven en la escena? Hay una casa en la escena. ¿Dónde piensan ustedes que la escena tenga lugar? Pienso que tiene lugar en América del Sur. ¿Por qué? Porque hay llamas en la escena.
- O, señalen/a el pato. Toca el riachuelo. Traza las montañas con el dedo. Cuenten las llamas. Es el árbol, ¿sí o no? ¿Es la llama blanca o la llama negra?
- Vamos a completar una gráfica de lo que sabemos de la escena, lo que queremos saber, y después, lo que aprendimos. Una gráfica de SQA. Voy a escribir, Hay un pato en el riachuelo en la gráfica. ¿Qué más sabemos?
- Ahora en parejas, describan la escena y completen la parte de la S de la gráfica.
- ¿Quién puede compartir una descripción para la gráfica?
Materials
- Overhead transparency of the first picture (prepare overheads of all pictures for future activities)
- SQA chart on chart paper and individual copies for the students
Standards Students will:
- Communication 1.1 engage in conversations in pairs as they are describing the picture; provide information when they answer questions;
- Communication 1.2 understand the spoken information from the teacher and their partner and interpret written information on the SQA chart;
- Communication 1.3 present information to the class about their descriptions.
- Comparisons 4.2
- Connections 3.1 reinforce their knowledge of creating a SQA chart.
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