You have what I want!

DAY ONE

Objective: Students can compare what they have with what they don’t have and what they want.

Campanada: Students complete the following sentence starters using descriptive Spanish when they arrive.

  1. Yo tengo..
  2. Yo no tengo…
  3. Yo quiero tener…
  4. Yo no quiero tener…

Discussion/PQA:

  • Ask students to share their Campanada answers.
  • Circle each student’s answers, remembering to ask for more details.

Song Intro: “Lo que yo no tengo”  – Son by Four

  • Explain that this is a salsa song, and Son by Four is a group from Puerto Rico.
  • Listen to the song twice, trying to fill in the missing lyrics on the handout.
  • Go over the correct answers to the listening activity (fill-in).
  • Circle the lyrics, establishing meaning for all students. FOCUS on the lines in the chorus.
  • Teach students how to salsa, if you haven’t already done so this year. Get everyone to dance as you listen to the song again!! If you feel incompetent, try showing this basic salsa steps video.

**I TRY TO NEVER MAKE SINGLE-SIDED PHOTOCOPIES. IT IS WASTEFUL!! I have the song lyrics activities on one side of a paper and tomorrow’s grammar notes on the other (I didn’t use page 2 of grammar notes since they are already contextualized in the story). I tell students that if they are very good at keeping things, they may keep them. For everyone else, collect them and re-distribute the papers the next day. Another option is having hanging file folders for all of your students (I had them for most of the year), but the traffic jams at the beginning and ends of the period wasted our valuable class time.**

DAY TWO

Objective: Students can engage in conversation about what they have, don’t have, and want.

Campanada: Students complete the following sentence starters using descriptive Spanish when they arrive.

  1. En mi casa, yo tengo…
  2. Los estudiantes de Clark Middle School tienen…
  3. En Alaska, nosotros tenemos…
  4. Un día, yo quiero tener…

Discussion/PQA:

  • Ask students to share their Campanada answers.
  • Circle each student’s answers, remembering to ask for more details.

Communicative Activity

  1. Ask students to divide a piece of paper into four quadrants.
  2. In each quadrant, ask students to write one of these four prompts: yo tengo, yo no tengo, yo quiero tener, yo no quiero tener (I have, I don’t have, I want to have, I don’t want to have).
  3. Ask students to QUICKLY draw the picture of something that would logically complete each of the prompts that is true for them. Give them no more than five minutes. Emphasize that it must be something that they know how to say in Spanish. They can use their answers from yesterday or new answers.
  4. Each student will try to find two other people that match each of their individual prompts (ex: two other students that want the same thing). The other students do not need to have the same picture on their poster, they just need to agree. When a student finds someone that agrees with one of his/her prompts, that student should sign the box with that prompt. A student is finished with the activity when s/he has eight DIFFERENT signatures (two per box).
  5. Have students share their findings with the class in Spanish: “Yo quiero tener un pulpo, y Carlos y Carla quieren tener un pulpo también.”

Extended Grammar Pop-Up: Stem change verbs

  • Listen to “Lo que yo no tengo” with lyrics on the Promethean Board (at least have the words to the chorus posted somewhere in the room!) and encourage students to sing along.
  • Complete e-ie stem change notes…I copied page one of the notes on the back of the lyrics worksheet). Collect students’ worksheets so that you can use them again tomorrow. Point out the forms of “querer” and “tener” in the song that have a changed stem, and also the irregular “yo” form of tener. I did not use page 2 of the stem change notes (“La playa”) since students are already seeing the verbs in context in the songs.

Song break: “Lo que yo no tengo”: DANCE!!

DAY THREE

Objective: Students understand a story about a person that is searching for something that s/he wants but doesn’t have.

Campanada: Students answer the following questions using complete sentences in Spanish when they arrive.

  1. ¿Qué quieres pero no tienes? – What do you want but don’t have?
  2. ¿Qué tienes pero no quieres? – What do you have but don’t want?
  3. ¿Qué no quieres ni tienes? – What do you neither want nor have?
  4. ¿Qué quieres y tienes? – What do you want and have?

Discussion/PQA:

  • Ask students to share their Campanada answers.
  • Circle each student’s answers, remembering to ask for more details.

Song break: “Lo que yo no tengo” – Salsa, baby!! Make sure lyrics are posted.

Storyasking: Buscando gafas

  • Get as far as you can in the story.
  • STOP with three(ish) minutes left in class and let students know you will finish tomorrow.

Listening Assessment

  • Give students a formative listening assessment.
  • Ask several yes/no questions about the story, and have students raise their hands if the answer is yes or leave them down if the answer is no. You can gauge how well you were monitoring your barometer student very quickly and see how you need to adjust your pace for the next day.

DAY FOUR

Objective: Students understand a story about a person that is searching for something that s/he wants but doesn’t have.

Campanada: Students answer the following questions using complete sentences in Spanish when they arrive.

  1. ¿Qué quiere hacer _____ (main character)? – What does ___ want to do?
  2. ¿Cuál es el problema? – What is the problem?
  3. ¿Con quién habla _____ (main character)? – With whom does ___ speak?
  4. ¿Qué tiene ____ (character #2) que no quiere _____ (m.c.)? – What does ___ have that ___ doesn’t want?

Storyasking, continued

  1. Project the script thus far onto Promethean Board and read it chorally.
  2. Point out target structures
  3. Review the Campanada answers by circling the information and make sure that all students understand what happened yesterday.
  4. Finish the story.

Partner quiz – listening assessment

  1. Students turn to their shoulder partner
  2. You make a statement about the story
  3. Student A says whether it is true or false in a complete sentence, restating it if it’s true and correcting it if it’s false. Ex: Teacher “John quiere leer”. Student A: “Cierto. John quiere leer.” or “Falso. John NO quiere leer.”
  4. Student B transcribes Student A’s answer.
  5. Repeat two more times, then switch so that each student has answered and recorded three responses. Make sure that each student gets an easy, medium, and challenging question.
  6. Each student needs to look over what the other person has written and confirm that they transcribed it correctly before handing it in.

Class Storybook Illustration

Song: “Lo que yo no tengo”

DAY FIVE

Objective: Students can use target structures in a new context.

Campanada: Students answer the following questions using complete sentences in Spanish when they arrive.

  1. ¿Cómo se siente _____ al principio del cuento? – How does ____ feel at the beginning of the story?
  2. ¿Cómo se siente _____ cuando habla con _____? – How does _____ feel when s/he talks to ___?
  3. ¿Cómo se siente _____ al fin del cuento? – How does  ____ feel at the end of the story?
  4. ¿Cómo te sientes cuando pierdes algo importante? – How do you feel when you lose something important?

Discussion/PQA:

  • Ask students to share their Campanada answers.
  • Circle each student’s answers, remembering to ask for more details.

Song break: “Lo que yo no tengo”

  • Give back lyrics/grammar notes worksheet to students. Have them fold the paper in half lengthwise so that the right-side set of song lyrics with the boxes is showing.
  • Listen to the song twice and ask students to quickly sketch a picture of the missing word in the box. I got this idea from Laurie Clarcq when she came to the AFLA conference last year.
  • This is a formative listening assessment. I don’t want to put it in the gradebook because it doesn’t actually test listening comprehension, since students could have already memorized the lyrics. More than anything, it’s a way to create (the illusion of) accountability for participating with active minds when we do songs.

Story transformation/Writing assessment

  • I’ve given two options for differentiation. You can assign one option or the other, or you can let students choose which one they want (if you do this, obviously don’t tell your version to the students first as it says to do under Option Two).

OPTION ONE: Descriptive Writing Assessment

  1. Project the “Justin Bieber canta Baby” handout on the Promethean Board OR print out the storyboards for your students (this uses lots of paper, though!): Justin Bieber canta %22Baby%22
  2. Ask students to write out the story, paying attention to the changes. The script should end up looking something like this, in L2: Justin Bieber wants to sing “Baby”, but he doesn’t have a microphone. He talks to his friend Usher and says, “I want to sing “Baby”, but I don’t have my microphone. Do you have my microphone?” Usher says, “No, I don’t have your microphone, but I have a dog. Do you want it?” Justin says, “No, I just want my microphone.” Justin talks to his friend Michelle Obama and says “I want to sing “Baby”, but I don’t have my microphone. Do you have my microphone?” Michelle Obama says, “Yes, I have your microphone” so Justin and Michelle sing “Baby” at the White House.
  3. Since the important thing here is that students get the structures and not that they decipher the pictures, make sure that kids know what is going on in the scenes on the storyboard. You could even give them vocabulary like “to sing” or “microphone” because you are not assessing the students’ knowledge of those words. Not knowing them will be a hang up for some kids and they’ll never write down the structures that they are expected to know.

OPTION TWO: Creative Writing Assessment

  1. Project the story onto the Promethean Board
  2. Read the new version of the story to the students, pointing to the images as you go along
  3. Have students write their own new version of the story

5 comments

  1. I was also going to change the story a little bit for more input using direct object pronouns. Trying to think of creative ways to do the grammar lessons I have to from the book/curriculum. Thanks for your great ideas!

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  2. […] Speaking: I then gave out “Justin Bieber canta Baby” handout which Martina Bex created and asked students to tell the story to each other in pairs. We first reviewed the key structures and I also wrote on the board the vocabulary they would need to tell the story like like “to sing” or “microphone”. My students thought the story was fun because it involved celebrities they know! You can read how Martina Bex used this handout as well as “Buscando Gafas” and a song “Lo que yo no tengo” here: https://martinabex.com/2011/03/26/you-have-what-i-want/ […]

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