TPRS year 5 - Cultural reading - los niños no acompañados

I realize that for our students, things that are novel are more interesting.  I'm also aware that one of the best experiences I had with my classes (ever) was being real with them in Spanish about a discussion where I was prepping their understanding of the words "las cosas pequeñas"(the small things) before listening to a song, "Las cosas pequeñas" by Prince Royce. (see blog entry)

While we prep our Spanish 2 students to be able to read Noches Misteriosas en Granada by the wonderfully talented Kristy Placido.  

And so a friend and I had decided to create a breakdown of new vocabulary per chapter for the novels so we would know how to pace ourselves and what/when to pre-teach structures.

This has been very helpful to determine which words we could teach through different contexts.

TPRS year 5 - Movietalk - Simon's cat - Scary Legs

I am trying to do storytelling this year, but also to add in another component after every story or two: an extension (commercial, song, video, movietalk, cultural connection, etc).  This way I can further recycle the structures from our stories, but bind them in a new way for better acquisition.

Our Spanish 2 students will be reading Noches misteriosas en Granada 2nd quarter this year and we are pre-teaching them structures from the book to be successful.

One of our first stories was:

• sigue ___ndo (s/he keeps __ing)
• se va para (s/he leaves for [place])
• "tienes que ayudarme" (you have to help me)

Then I had done Total Physical Response (TPR) during brain breaks for some other words:

• aplasta (s/he squishes)
• [se] sube (s/he climbs/goes up)
• muere (s/he dies)

And for fun, I also went over the song: la araña pequeñita