Today I started by passing back their reading questions for Ch. 2 and asked them to look in their books to find the exact sentence to answer the question¿Cuándo es el cumpleaños de Brandon? We talked about the importance of close reading and how most people got this one wrong. Then I wrote 5 statements on the board and asked them to translate them on the back of their paper to hit home the point that there is no “apostrophe S” in Spanish. I normally hate doing translation, but this is such a hard concept for them. The 5 statements were:
Before reading chapter 2, we scanned the chapter and reviewed the idea that Spanish uses dashes (-) to indicate a new speaker instead of quotation marks. We also looked at the words Ji,ji,ji on p. 6 and talked about what this meant and why it was spelled that way. The kids got a real kick out of relating it to texting.
Right before winter break, we began reading Brandon Brown Quiere un Perro by Carol Gaab in my Spanish B class. This is my second year with this group of mostly 7th graders, and I have been noticing that they understand what they read fairly well, but have a difficult time producing their own logical sentences.We ended 6th grade by reading Pobre Ana, so this book was kind of taking a step backwards to review. My goal was to use this as a vehicle for teaching the grammar points that a lot of them had not yet mastered. I want them to take away a better understanding of word order in a sentence, specifically how adjectives come after the thing they are describing. I kept detailed notes while we went through it and decided to post them here to help out fellow teachers! I also created a reading packet for my students.