Using Children’s Literature In The World Language Classroom Marlene Knobbe Guardian Angels Elementary 408 E. Walnut West Point, NE 68788 mknobbe@gacatholicschool.org

Be not afraid of growing slowly, be afraid only of standing still. Chinese proverb

Oso Pardo TPRS verbs colors animals

Oso Pardo (Bill Martin Jr. / Eric Carle) Listening, sequencing and story booklet activities The teacher instructs the students to color the animals according to the story Oso Pardo. Ex. “Coloreen el caballo de azul.” After coloring, the students cut out the different story characters, mix them up and then sequence the story based on the retelling by the teacher. For the final step, the students glue the animal drawings into their story booklet. Visuals available at: http://www.dltk-teach.com/books/brownbear/index.htm

Oso Pardo – Booklet Bill Martin Jr. / Eric Carle

(The teacher redistributes the right side) Oso Pardo – Communicative Activity Students . . . color the animals on both sides of the paper the same color. cut apart the two sections. keep the left side of the paper and give the right side to the teacher. (The teacher redistributes the right side) 4. converse with classmates to find who has the other side of their paper. Ex. “¿Tienes el oso verde?” Once the student finds someone with the same color of “oso,” they should inquire about the other animals to make sure they all match.

Oso Pardo – Communicative Activity 2. Students keep the left side. 3. Teacher randomly redistributes the right side. 1. Students color the animals and then cut the paper here.

Nebraska Elementary Linguafolio – Portfolio Assessment Oso Pardo Nebraska Elementary Linguafolio – Portfolio Assessment Rubric from: http://www.nde.state.ne.us/forlg/elementary/brownbear.pdf

Greet your partner and then tell your partner 3 things about Feelings Exchange Activity Greet your partner and then tell your partner 3 things about yourself, portraying the emotion indicated on your feelings card. (Example on following slides.) You may NOT tell your partner the feeling listed on the card. Carry your feeling card, handout and a pencil with you but do NOT show the feeling card to your partner. Use only body language, facial expressions, and tone of voice to convey how you are feeling. After the greeting and brief conversation, take turns guessing how the partner is feeling. Once you have guessed the correct feeling or have attempted to guess the feeling at least twice, write the name of your partner next to the appropriate feeling, switch feeling cards and find a new partner. Continue until time is called.

Emociones/Sentimientos Triste Disgustado/a Muy triste Muy enojado/a Emocionado/a Enojado/a Sorprendido/a Confundido/a Malhumorado/a Culpable Frustrado/a Distraído/a Avergonzado/a Orgulloso/a Contento/a Tímido/a Celoso/a Nervioso/a Impaciente Cansado/a Asustado/a Apreciado/a Aburrido/a Contento/a Irritado/a Feelings Exchange Activity

Emocionado/a Enojado/a

Grade 2 “Emotional Foods” Booklet

Scott Foresman Reading Series

www.carmenlomasgarza.com

Cascarones Students prepare the egg shells at home by making a small hole at the top of the egg with a needle. enlarging the hole until it is about the size of a dime emptying the raw egg, rinsing it well and setting it out to dry At school, the students fill the eggs with small bits of colored paper or confetti cover the hole with a small piece of masking tape dye the eggs break the eggs

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