Capítulo 1 - TPRS Publishing

Transcription

Capítulo 1 - Bianca Nieves y los 7 toritos
Before Reading Chapter 1
(These suggestions are applicable for all of the proceeding chapters of the novel.)
Discuss some of the topics you will encounter in the chapter with your students. Prereading questions are provided below (and in each of the following chapters) to help facilitate class
discussion and to set a context for the reading. If necessary, pre-teach vocabulary that students
may not know and that is needed for discussion. Display a short list for students, and don’t be
afraid to add to a ‘secondary enrichment’ list as you go.
For a successful discussion to take place, students must be engaged in the topic and they
must be able to understand. Speaking in the target language is not enough. Teachers must assure
that students comprehend the message and that they are tracking with the discussion. Take time
to stop and enjoy a moment chatting in Spanish with some individual students. Use dramatic
pauses or voice inflection to increase interest (just as you would if you were reading a story to a
young child or telling a story around a campfire). Focus first on gaining their interest and
understanding and second on the “curriculum at hand.” Due to the personal nature of the novel (a
young girl having trouble with a step-mother) and the death of the father, pay close attention to
students who might be sensitive to these topics/situations. If there are certain situations that hit
‘a little too close to home’ or topics that upset students, focus more on the history of the bullfight
rather than on making personal connections to the text.
The internet provides a wealth of additional resources that can enhance this novel and the
activities in this Teacher's Guide. Although this guide can stand alone as a resource to help you
teach this novel, there are additional web-based resources that can also enhance your lessons. As
you know, many online resources are temporary, but rather than omit the information/resource
because it may one day expire, we have included several URLs that are/were active at the time of
publication of this guide. These URLs are only listed as a courtesy in hopes that you will be able to
benefit from them before the host removes the information. We apologize for any broken links
and again, have only included them for your convenience. We hope you enjoy the novel and
benefit from the multitude of activities and information included in this guide.
Remember to go SLOWLY and continually check comprehension. For some really helpful
techniques in leading class discussions, you may wish to read the book ‘PQA in a Wink’ by Ben
Slavic, available at www.tprstorytelling.com.
copyright © 2015 TPRS Publishing, Inc. • 800-877-4738 • www.tprstorytelling.com
Pre-Reading Activity
The week prior to reading chapter one of the novel, take a picture of each student reaching up
with clasped hands above his or her head.
Cut out each picture and laminate it.
Cut around the picture leaving a small border of laminate so that it does not separate.
Use a hole punch to make a hole where the hands meet.
Cut a piece of yarn 12 inches long.
Fold the yarn in half, push the fold through the hole and then loop loose ends through the fold to
create a knot.
Now each student can mark pages with a personalized bookmark!
Pre-Reading Activity
Share “The Story of Ferdinand” by Munro Leaf with your students. For beginners with little
proficiency in the language, choose the English version of the story. Read each page and ask
students questions in the target language about the illustrations. There is a Spanish language
version available as well. It works well with intermediate level students.
Background knowledge about the original Ferdinand the bull will be an excellent way to connect
students to Ferdinando in the novel.
Vocabulario: Capítulo 1
You may choose to pre-teach the following vocabulary.
This list is in the back of the novel for easy reference.
Note to teachers: Do not feel pressured to teach all of these words before reading. Your students
may already know some or all of this vocabulary depending on their level. Even if they do not
know the words, you may opt to simply read the book with them, helping as you go. If you feel
strongly about not speaking English in the classroom, you may also wish to put some key
vocabulary on the board and refer to it as you read. If students are reading independently, you
can instruct them to view the glossary in the back of their novel.
accidente
actúa
actores
admiraba
adorables
al
años
bien
blanca
bravos
cabeza
caminó
cómo
comentó
como
compasión
con
contenta
copia
corrió
cuando
cuidaba
cuidando
cuidar
cuidarlo
cuidarlos
día
dijo
domesticado
enorme
entonces
entrar
entusiasmo
era
eran
eres
es
ese
especial
especialmente
estaba
establero
establo
están
excelente
exclamó
famoso
fantástico
favorito
fue
gritó
gusta
gustaba
gustaban
había
hacia
hay
hija
historia
hombres
honor
honrarla
hora
horrible
imita
imitaba
importante
impresionada
impresionado
increíble
inteligente
llamar
llamarlo
llegaban
llegando
llegaron
los
madre
me
mi
miró
mira
momento
movimientos
más
mucho
muerte
muerto
muy
necesita
necesitamos
nombre
normal
nuevos
observó
obsérvalo
ocurrió
otros
padre
papá
para
particular
pasaron
pequeños
perfecto
pero
persona
porque
problema
profesional
qué
que
quería
rancho
raro
recordar
respondió
responsabilidad
resto
seleccionaron
sentó
ser
sido
situado
sólo
son
talentosa
también
tenía
tenían
tocó
todo
torero
torito
toro
total
tragedia
tráiler
triste
un(a)
va
veo
ves
vivía
voy
voz
ya
Key Words: Capítulo 1
Reading Chapter 1 will be a breeze if students know these words well!
cuidan, nombres, se llama, toro/torito, tiene _____ años
Stories are a powerful way to connect students to classroom content. One possible way to pre-teach these
words is through a classroom story. If you feel uncomfortable asking a story, you can use the story script below
to get your story started. For more information about asking a story, visit:
TPRS Publishing http://tprstorytelling.com/free/free-downloads/
Bryce Hedstrom http://www.brycehedstrom.com/wp-content/uploads/2011/09/THE_BASICS_OF_TPRS2.pdf
Katya Paukova and Donna Tatum-Johns
http://www.ntprs.org/ntprs.org/Downloads_2011_files/BeginningHandout2011.pdf
Story Script: Capítulo 1
Hay un chico. El chico se llama José. José tiene 14 años. A José no le gusta su nombre. Hay muchos
chicos que se llaman José y José quiere un nombre diferente.
Un día, José ve a otro chico. El chico cuida elefantes. José le dice:
-
Hola, me llamo José. Tengo 14 años. ¿Cómo te llamas?
El chico le responde:
-
Me llamo Lavapiés. Tengo 15 años.
A José no le gusta el nombre Lavapiés. Le grita adiós y sale corriendo.
Al día siguiente, José ve a otro chico. El chico cuida perros. José le dice:
-
-
Me llamo Mataflores. Tengo 13 años.
A José no le gusta el nombre Mataflores. Le grita adiós y sale corriendo.
José está muy triste. No le gusta su nombre y quiere otro. De repente, ve a un chico. El chico cuida
toritos. José le dice:
-
-
Me llamo Josecito. Tengo 12 años.
A José le gusta el nombre Josecito. Ahora se llama Josecito. Le gusta su nombre y está muy contento.
Keys to Planning/UbD
NCSSFL-ACTFL Can-Do Statements: NOVEL
With any unit, a key to great student results is to plan well. Planning backward, whether through Wiggins and
McTighe’s Understanding by Design or ACTFL’s Keys to Planning (http://www.actfl.org/the-keys-series), is a
great way to ensure that students are hitting the learning targets you have set for them. With any backward
plan, it is important to begin with your assessment in mind. What will be sufficient proof that students have
acquired the language necessary to be successful on your final project? Download ACTFL’s planning app here:
https://itunes.apple.com/us/app/actfl-unit-and-lesson-planner/id744831885?mt=8
Looking ahead, the suggested final assessments for the novel study are:
Presentational Writing
Create a foldable book review for the novel. Create the tabs shown above or use your own to have students
summarize, in their own words, the events of the novel. Be sure to include a comparison/connection to
students’ own families or community life to get them thinking deeply and applying their acquired language to
a new situation!
Interpersonal Speaking: You be the jury!
As a class, create a mock trial for Salomé. Have students play the parts of Marcos, Salomé, the ghost of El
Julí, Ferdinando, the arresting officer, and the jurors. Determine whether Salomé is guilty or not guilty!
NCSSFL-ACTFL Can-do Statements: Unit Study (Novice High/Intermediate Low & Mid)
http://www.actfl.org/sites/default/files/pdfs/Can-Do_Statements.pdf
Interpersonal Communication
Novice Low (NL), Novice Mid (NM), Novice High (NH), Intermediate Low (IL)
I can answer a variety of simple questions (NM)



I can answer questions about what I am doing and what I did.
I can answer questions about where I’m going or where I went.
I can answer questions about something I have learned.
I can make simple statements in a conversation (NM)




I can tell someone what I am doing.
I can say where I went.
I can say whom I am going to see.
I can express a positive reaction, such as “Great!”
I can ask some simple questions (NM)


I can ask who, what, when, where questions.
I can ask questions about something I am learning.
I can exchange information using texts, graphs, or pictures. (NH)

I can ask about and identify familiar things in a picture from a story.
I can ask and answer questions on factual information that is familiar to me. (IL)

I can ask and answer questions related to subjects such as geography, history, art, music, math, science,
language, or literature.
I can exchange information about subjects of special interest to me. (IM)


I can talk about artists from other countries.
I can talk about historical events.
Presentational Speaking
I can state the names of familiar people, places, and objects in pictures and posters using words or memorized
phrases. (NL)

I can name famous landmarks and people.
I can present simple information about something I learned using words, phrases, and memorized expressions.
(NM)

I can talk about animals, colors, foods, historical figures, or sports based on pictures or photos.
I can present information about my life using phrases and simple sentences. (NH)


I can describe my family and friends.
I can compare my family to others’.
I can tell about a familiar experience or event using phrases and simple sentences. (NH)


I can tell what I do in class or at work.
I can tell what a character does as part of his/her daily routine.
I can present basic information about a familiar person, place, or thing using phrases and simple sentences.
(NH)



I can talk about my favorite musical group, actor, or author.
I can describe a landmark, vacation location, or a place I visit.
I can talk about a famous person from history.
I can present information about others using phrases and simple sentences. (NH)



I can talk about others’ likes and dislikes.
I can talk about others’ free-time activities.
I can give basic biographical information about others.
I can present basic information about things I have learned using phrases and simple sentences. (NH)



I can present a topic from a lesson based on pictures or photos.
I can present information about something I learned in a class or at work.
I can present information about something I learned in the community.
I can express my preferences on topics of interest. (IL)


I can give a presentation about a famous athlete, celebrity, or historical figure.
I can express my thoughts about a current event I have learned about or researched.
Presentational Writing
I can write about a familiar experience or event using practiced material. (NH)

I can write about a website, a field trip, or an activity that I participated in.
I can write about people, activities, events, and experiences. (IL)




I can describe the physical appearance and personality of a friend or family member.
I can write about a school, workplace, famous place, or place I have visited.
I can write about something I have learned.
I can write about what I plan to do next in my life.
I can prepare materials for a presentation. (IL)



I can write out a draft of a presentation that I plan to present orally.
I can write an outline of a project or presentation.
I can write notes for a speech.
I can write about topics of interest. (IL)


I can write about a movie or a television show that I like.
I can write about a famous athlete, celebrity, or historical figure.
I can write questions to obtain information. (IL)


I can post a question for discussion or reflection.
I can develop a simple questionnaire or survey.
Interpretive Listening
I can understand the basic purpose of a message. (IL)

I can understand when and where an event will take place.
I can understand messages related to my basic needs. (IL)

I can understand teacher announcements about when an assignment is due.
I can understand questions and simple statements on everyday topics when I am part of the conversation. (IL)


I can understand questions about my family life and hobbies.
I can understand questions about my likes and dislikes.
Interpretive Reading
I can understand the main idea of what I read for personal enjoyment. (IM)


I can understand tweets on familiar topics.
I can understand the main idea of a biographical interview with a celebrity.
Warm Up: Capítulo 1
Anticipation Guide: To get students interested in reading the novel, you can use the included anticipation guide.
In this activity, students will answer 10 True/False questions based on what they think might happen in the
book. They should keep their anticipation guides until the end of the novel so that they can see how much
they’ve learned.
Anticipation Guide: Capítulo 1
Look at your novel. What do you see on the cover? What can you learn from the
back cover? Before beginning to read the novel, anticipate what will and won’t
happen by marking the following statements true or false. Keep this paper until
the end of the unit so you can see how many you guessed correctly.
T
F 1. The main character, Bianca, will participate in a bullfight.
T
F 2. Bianca will learn a secret about her father.
T
F 3. Bianca’s father is a famous bullfighter.
T
F 4. Bianca’s step-mother will be cruel to her.
T
F 5. Bianca will have 7 pet bulls.
T
F 6. Bianca will have a best friend who helps her through bad situations.
T
F 7. Bianca’s pet bull will die.
T
F 8. Bianca’s family will lose their ranch.
T
F 9. Bianca will have to live with her grandmother.
T
F 10. Bianca will save someone’s life.
Pre-Reading Discussion Questions: Capítulo 1
Any or all of these questions may be asked and discussed before reading the chapter. The purpose of the
questions is to begin setting the context for the events of the chapter and to help students to make personal
connections to the content. The questions may also be completed in writing by the students using the
blackline master on the following page.
1. ¿Tienes un gato o un perro? ¿Tienes otro animal?
2. ¿Hay un animal perfecto para todas las familias? ¿Cuál? ¿Por qué? ¿Por qué no lo
hay?
3. ¿En qué trabajan tus padres?
4. ¿Te gusta jugar con animalitos?
5. El título de la novela es “Bianca Nieves y Ferdinando.” En tu opinión, ¿qué va a
ocurrir?
6. La novela se basa en España. ¿Qué significa España? ¿En cuál continente está?
¿Qué lenguaje hablan los españoles? ¿Dónde está en el mapa?
7. Pablo Picasso es un español famoso. ¿Quién era?
Pre-Reading Discussion Questions: Capítulo 1
Nombre: __________________________
Fecha: _______________ Hora: _____
1. ¿Tienes un gato o un perro? ¿Tienes otro animal?
2. ¿Hay un animal perfecto para todas las familias? ¿Cuál? ¿Por qué? ¿Por qué no lo hay?
3. ¿En qué trabajan tus padres?
4. ¿Te gusta jugar con animalitos?
5. El título de la novela es “Bianca Nieves y Ferdinando.” En tu opinión, ¿qué va a ocurrir?
6. La novela se basa en España. ¿Qué significa España? ¿En cuál continente está? ¿Qué lenguaje
hablan los españoles? ¿Dónde está en el mapa?
7. Pablo Picasso es un español famoso. ¿Quién era?
During/Post-Reading Discussion Questions: Capítulo 1
Any or all of these questions may be asked and discussed during or after reading the chapter. The purpose
of the questions is to check for comprehension of the events of the chapter and to help students make
personal connections to the content. The questions may also be completed in writing by the students using
the blackline master on the following page.
1. Bianca ve el tráiler y está muy contenta porque le gusta cuidar de los toros. ¿Cuándo estás muy contento?
2. Marcos es un amigo de Bianca. Ella lo admira mucho. ¿Tienes algún amigo a quién admires mucho? ¿Por
qué?
3. El padre de Bianca es el torero más importante y famoso de la historia de España. ¿Quién es el actor más
famoso de los Estados Unidos? ¿Quieres que sea tu padre? ¿Por qué sí o por qué no?
4. El rancho de Bianca está situado a una hora de una ciudad enorme: Madrid, España. ¿Vives en una ciudad o
en el campo? ¿Te gusta donde vives? ¿Por qué sí o por qué no?
5. Marcos quiere ser un torero como “El Julí.” ¿Qué quieres ser tú? ¿Quién tiene la carrera que quieres?
6. Bianca y Marcos pasan el día jugando con los toritos. ¿Cómo te gusta pasar todo el día? ¿Prefieres pasar
tiempo con amigos o solo?
7. A Bianca le gusta mucho el nombre Ferdinando porque había sido el nombre del toro domesticado de su
madre. ¿Tienes el nombre de uno de tus familiares? ¿Hay alguien en tu familia que tenga el nombre de
alguno de tus familiares?
8. El padre no necesita un toro domesticado en el rancho, necesita toros bravos. ¿Tienes animales en casa?
¿Son animales domesticados? ¿Tienes animales que hagan un trabajo?
During/Post-Reading Discussion Questions: Capítulo 1
Nombre: __________________________
Fecha: _______________ Hora: _____
1. Bianca ve el tráiler y está muy contenta porque le gusta cuidar de los toros. ¿Cuándo estás muy contento?
2. Marcos es un amigo de Bianca. Ella lo admira mucho. ¿Tienes algún amigo a quién admires mucho? ¿Por
qué?
3. El padre de Bianca es el torero más importante y famoso de la historia de España. ¿Quién es el actor más
famoso de los Estados Unidos? ¿Quieres que sea tu padre? ¿Por qué sí o por qué no?
4. El rancho de Bianca está situado a una hora de una ciudad enorme: Madrid, España. ¿Vives en una ciudad o
en el campo? ¿Te gusta donde vives? ¿Por qué sí o por qué no?
5. Marcos quiere ser un torero como “El Julí.” ¿Qué quieres ser tú? ¿Quién tiene la carrera que quieres?
6. Bianca y Marcos pasan el día jugando con los toritos. ¿Cómo te gusta pasar todo el día? ¿Prefieres pasar
tiempo con amigos o solo?
7. A Bianca le gusta mucho el nombre Ferdinando porque había sido el nombre del toro domesticado de su
madre. ¿Tienes el nombre de uno de tus familiares? ¿Hay alguien en tu familia que tenga el nombre de
alguno de tus familiares?
8. El padre no necesita un toro domesticado en el rancho, necesita toros bravos. ¿Tienes animales en casa?
¿Son animales domesticados? ¿Tienes animales que hagan un trabajo?
Reading Comprehension: Capítulo 1
situado
bravos
tráiler
actores
torero
I. Choose the word that best completes the sentence.
1. Los toritos llegaron en un ________________.
2. El rancho estaba _______________ a una hora de Madrid, España.
3. Marcos quería ser un ______________ como El Julí.
4. En España, los toreros son más famosos que los _____________.
5. El padre dijo que necesitaban toros ____________ en el rancho, no toros domesticados.
II. Verdadero o Falso. Based on Chapter 1, are the following statements true or false?
_____ 6. Seis toritos nuevos llegaron al rancho en el tráiler.
_____ 7. Bianca tenía 13 años y Marcos tenía 16 años.
_____ 8. A Bianca le gustaba el nombre Ferdinando porque había sido el nombre de su madre.
_____ 9. Todos los toros son inteligentes y raros.
_____ 10. El padre de Bianca era el torero más importante y famoso de la historia de España.
Shake it Up: Capítulo 1
After students have read Chapter 1, consider this activity:
Happy Hangman: Create a non-traditional hangman game. Draw a stick person on the
board with his arms raised. In his hands, he should hold the strings of 10 balloons.
Beneath the picture, write the alphabet and draw lines indicating each letter of your
sentence. As students guess incorrect letters, erase one balloon. When his balloons
are gone, or they solve the puzzle, move to a new sentence.
Example clues:
Bianca vive en España.
Hay siete toritos nuevos.
El torito raro se llama Ferdinando.
Bianca y Marcos cuidan los toros.
Ferdinando imita a Bianca y Marcos.
Prueba - Quiz: Capítulo 1
Nombre: __________________________
Fecha: _______________ Hora: _____
Just the facts: Acting as a person being interviewed by a reporter, answer these Who, What, When, Where,
Why questions about Bianca based on Chapter 1.
1. ¿Quién era Bianca?
2. ¿Quién era el padre de Bianca?
3. ¿Qué llegó al rancho?
4. ¿Qué quería ser Marcos?
5. ¿Dónde vivía Marcos?
6. ¿Dónde estaba situado el rancho?
7. ¿Cuándo decidió Bianca llamar al torito Ferdinando?
8. ¿Cuándo ocurrió la muerte de la madre de Bianca?
9. ¿Por qué dijo Bianca que el torito era inteligente?
10. ¿Por qué no quería “El Julí” un toro domesticado?
Ferdinando el Toro: Capítulo 1
Share any or all of these YouTube videos with your students to help them get acquainted with Ferdinand the
bull. Because the Internet is constantly changing, these links may eventually fail. At the time of publication, the
videos were available online. Should you have trouble with the links below, do a quick search of YouTube for
“Ferdinand read aloud,” “Disney’s Ferdinand the Bull,” or “Disney’s Ferdinando el Toro.” You should have no
trouble finding more!
Ferdinand read aloud in English: http://www.youtube.com/watch?v=t9DBqdJBTFQ
Ferdinando read aloud by storyteller in Spanish: http://www.youtube.com/watch?v=9mTt43iSdYw
Disney’s Ferdinand video in English http://www.youtube.com/watch?v=IbrixKrBpxg
Disney’s video in Spanish: http://www.youtube.com/watch?v=XjN2Ly2VhH4
Follow-Up Activity: Capítulo 1
A YouTube video link is available in the Helpful Links section at
www.TPRStorytelling.com.
Nombre: __________________________
Fecha: _______________ Hora: _____
Read these excerpts from the YouTube video “Hacienda El Cordobés” and answer the follow-up questions.
1. What was the real name of “El Cordobés”?
2. Where was he from?
3. Describe his house.
4. What animals did “El Cordobés” care for at his ranch?
5. What’s the most popular dance in the region of Spain where “El Cordobés” lived?
6. What type of music represents this dance?
ANSWER KEY
Reading Comprehension: Capítulo 1
situado
bravos
tráiler
actores
torero
I. Choose the word that best completes the sentence.
1. Los toritos llegaron en un
2. El rancho estaba
situado
3. Marcos quería ser un
tráiler .
a una hora de Madrid, España.
torero como El Julí.
4. En España, los toreros son más famosos que los
5. El padre dijo que necesitaban toros
actores .
bravos en el rancho, no toros domesticados.
II. Verdadero o Falso. Based on Chapter 1, are the following statements true or false.
F
6. Seis toritos nuevos llegaron al rancho en el tráiler.
T
7. Bianca tenía 13 años y Marcos tenía 16 años.
F
8. A Bianca le gustaba el nombre Ferdinando porque había sido el nombre de su madre.
F
9. Todos los toros son inteligentes y raros.
T
10. El padre de Bianca era el torero más importante y famoso de la historia de España.
ANSWER KEY
Prueba – Quiz: Capítulo 1
Nombre: __________________________
Fecha: _______________ Hora: _____
Just the facts: Acting as a reporter, answer these Who, What, When, Where, Why questions about Bianca based
on Chapter 1.
1. ¿Quién era Bianca?
Bianca era la hija de un torero famoso español.
2. ¿Quién era el padre de Bianca?
Su padre era “El Julí.”
3. ¿Qué llegó al rancho?
Siete toritos llegaron al rancho.
4. ¿Qué quería ser Marcos?
Marcos quería ser torero como “El Julí.”
5. ¿Dónde vivía Marcos?
Vivía en el rancho de “El Julí.”
6. ¿Dónde estaba situado el rancho?
Estaba situado a una hora de Madrid.
7. ¿Cuándo decidió Bianca llamar al torito Ferdinando?
Decidió llamar al torito Ferdinando cuando el toro imitó los movimientos.
8. ¿Cuándo ocurrió la muerte de la madre de Bianca?
Ocurrió cuando Bianca tenía 6 años.
9. ¿Por qué dijo Bianca que el torito era inteligente?
El torito imitaba todos sus movimientos.
10. ¿Por qué no quería “El Julí” un toro domesticado?
No quería un toro domesticado porque para el rancho, necesitaba toros bravos.
At the time of publication of this teacher’s guide, the following YouTube video was available online: “Hacienda
El Cordobés”. http://www.youtube.com/watch?v=J4WVSFUGkmU. You will also find the URL for “Bianca Nieves:
Hacienda El Cordobés” on the Helpful Links page under RESOURCES FOR NOVELS at www.tprstorytelling.com
This URL is provided as a courtesy and is not necessary for completing any of the activities in this guide or for
reading the novel. If still available, it may simply provide a helpful supplement to your study.

Capítulo 1 - TPRS Publishing

Transcription

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