TPRS year 5 - Mi mascota es _____.

Here's a video/song to get you to talk about your students' pets and also get a little brain-break and music all in one.

While it might seem silly, yes I would probably do this in a high school class because in my opinion, high school students are often nostalgic for those activities they used to do in classes as kids.


Step 1: PQA (Personalized Questions and Answers)

Depending on the level of class, here are some Spanish 1 questions I would consider asking to practice some basic structures... in upper levels, you could use more complicated language:

¿Quién tiene una mascota?
¿Cómo se llama?
¿Es pequeño/a, grande o mediano?
¿Es bonito/a o feo/a?
¿De qué color es?
¿Te gusta tu mascota?
(maybe target action word you could ask about: what does it eat? / why is it special? /etc)


This last question could be to prep words from song or practice animal words interesting to students:
¿Qué mascota quieres tener? (una vaca, pollito, lechuza, caballo, tatú (armadillo grande), araña, monstruo)

¿Qué hace [animal]? (this could be a good question to teach some of the different sounds of animals in Spanish)



Step 2: Pre-teach lyrics
Mi mascota es un Pollito (2x)
y el pollito pío, los pollitos pío, los pollitos pío, los pollitos pío, los pollitos pío, los pollitos!? (pío!).
Mi mascota es una Gallina (2x)
y la gallina (có!), los pollitos pío, los pollitos pío, los pollitos pío, los pollitos pío, los pollitos!? (pío!)

Mi mascota es una Lechuza (2x)
y la lechuza (búh!), la gallina (có!), los pollitos pío, los pollitos pío, los pollitos pío, los pollitos!? (pío!)
Mi mascota es un Caballo (2x)
y el caballo (ijijiji!), la lechuza (búh!), la gallina (có!), los pollitos pío, los pollitos pío y los pollitos (pío!)
Mi mascota es un Tatú (2x)
y el tatú (...), el caballo (ijijiji!), la lechuza (búh!), la gallina (có!), los pollitos pío y los pollitos (pío!)
Mi mascota es una Araña (2x)
y la araña (tzi!), el tatú (...), el caballo (ijijiji!), la lechuza (búh!), la gallina (có!) y los pollitos (pío!)
Mi mascota es un Monstruo (2x)
Y el montruo (argh!), la araña (tzi!), el tatú (...), el caballo (ijijiji!), la lechuza (búh!) y la gallina (có!)

¿Y los Pollitos?

Los pollitos píó, pío, pío. Los pollitos pío (3x)



Step 3: Watch video

Have students get up and dance along (brain break). Movement is great to refresh the brain.

Watch, move, sing, repeat (as needed)


Step 4: Extra lyrics? Does your class want to add a new verse + a gesture?
Brain storm as a class for another animal (maybe school mascot) + a gesture

Then practice the song with the new lyric(s) + gesture(s) as a class.


Extra time: 
If you have extra time:
*Here is the original version of the song (no gestures):

Or evidently there is a version of this one with gestures (but it's practically incomprehensible)

Still, could be fun to have a contest for students in class... or just an opportunity to erupt in laughter since no one can do it right...

Edit: Here's another video that was kind of fun!

*to be fair, the original version is actually in Italian. This is the original translated version.
*Edit:  I did the activity in my Spanish 1 classes and made them dance and most of them enjoyed it (or at least the kinesthetic part of it), which was all I was hoping for.