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Spanish group 1

(Experienced at TPRS)This group will go first.

Procedures personAnnounce the three procedures.

A. When I make a statement, you will respond chorally by saying, “Ohhhhhhh”. (Ok everyone, let’s practice, “OHHHHH”.)

B. I will ask a question of which you know the answer and you will answer chorally in the target language. If it is a “yes” answer then say, “sí”; if it is a “no” answer say, “no”.

C. Finally I will ask a question of which you don’t know the answer. If you don‘t know the answer you will make it up (guess): But:a. You must guess in Spanish because it is a Spanish story.b. You can use proper nouns. c. When you guess, surprise me. (If you don’t surprise me, I will surprise you.)

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First Person (Background information. Monday of a typical week.)You will start the story. Use the following verbs: (These need to be on a PowerPoint.)

Había un chico (una chica) (TPRS® is typically done in the past with the ask-a-story. The extended reading is done in the present.)

There was a boy - El/ella Era/estaba

He/she was - Choose a student actor for your character.

Introduce the first line by saying the words slowing and pointing to the words.

Había … una….chica

¿Había una chica o dos chicas?

¿Había dos chicas?

¿Qué había?

You will also add that the person was a girl.

Ella era una chica.

(You will also add details about where she was. You add a detail by asking a question like, “Where was the girl?” You could add the state she was in, followed by the town, and followed by a proper noun like Denny’s.)

You will script out the rest of your questions.

Remember to pause after a statement and let the class say, “Ohhhh”. If they forget, just act like you are leading the choir.

Verify the detail with your student actor. ¿Tú eres una chica? (This should be on your PowerPoint or your can write it on the white board.) S/he will answer, “Sí, soy una chica. (This also will be on your PowerPoint or white board with a translation.)

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Second Person (Background information. Monday of a typical week.)Start by reviewing the facts already established. Script out questions like, ¿Había una chica o dos? ¿Qué había? ¿Era una chica o chico? ¿Quién era la chica? ¿Dónde estaba?

Add a second character. (Choose a second student actor and have him/her sit up front.)

Add parallel information about this second character. Use the same words that have already been introduced but add different proper nouns.

Script out your questions to compare and contrast the first character with the second.

Verify the detail with both characters. Ask questions like, ¿Eres una chica o chico? ¿Dónde estás?)



If there are other members of your group, have the next person add an animal with the animal’s name and where he was. This would be the girl’s cat or the boy’s penguin.

If there is another member of your group, have him add another animal.

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Third Person (Story- Tuesday of a typical week)Introduce the problem. Start by reviewing the facts already established. Script out questions like, ¿Había una chica o dos? ¿Qué había? ¿Era una chica o chico? ¿Quién era la chica? ¿Dónde estaba?

Add a problem. Be sure your student actor is in front.

Your story. A girl wanted a burrito. She didn’t have a burrito. She had a taco but not a burrito.

Script out your lesson:

Clase, la chica tenía un problema. ¿Quíen tenía un problema?

Be sure to circle and verify the detail with your student actor. Ask questions like, ¿Quieres un burrito o un taco? ¿Qué quieres? ¿Tienes un burrito? ¿Tienes un taco? ¿Donde estás?)

Remember to pause after a statement and let the class say, “Ohhhh”. If they forget, just act like you are leading the choir. Remember to circle.

Fourth Person (Story- Tuesday of a typical week)

Make an unsuccessful attempt to solve the problem. Use dialogue.

Start by reviewing the facts already established. Script out questions like, ¿Dónde estaba la chica? ¿Tenía un burrito? ¿Tenía un taco? ¿Qué tenía? ¿Quién tenía un taco? ¿Quién quería un burrito? ¿Qué quería la chica? Ask more questions.

Have your student go someplace to try to get the burrito. Have him/ her talk to someone in an attempt to get the burrito.

Script out your lesson. Be sure to circle and verify the detail with your student actor. Ask him/her questions like, ¿Quieres un burrito o un taco? ¿Qué quieres? ¿Tienes un burrito? ¿Tienes un taco? ¿Dónde estás?)


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Fifth Person - (Story- Tuesday of a typical week)

Solve the problem. Use dialogue.

Start by reviewing the facts already established. Script out questions like, ¿Dónde estaba la chica? ¿Tenía un burrito? ¿Tenía un taco? ¿Qué tenía? ¿Quién tenía un taco? ¿Quién quería un burrito? ¿Qué quería la chica? Ask more questions.

Have your student go another place to try to get the burrito. Have him/ her talk to someone in an attempt to get the burrito. Script out the dialogue. He/she will get the burrito and the story will end.

Script out your lesson. Be sure to circle and verify the detail with your student actor. Ask him/her questions like, ¿Quieres un burrito o un taco? ¿Qué quieres? ¿Tienes un burrito? ¿Tienes un taco? ¿Dónde estás?)


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Spanish group 2


D. When I make a statement, you will respond chorally by saying, “Ohhhhhhh”. (Ok everyone, let’s practice, “OHHHHH”.)

E. I will ask a question of which you know the answer and you will answer chorally in the target language. If it is a “yes” answer then say, “sí”; if it is a “no” answer say, “no”.

F. Finally I will ask a question of which you don’t know the answer. If you don‘t know the answer you will make it up (guess): But:d. You must guess in Spanish because it is a Spanish story.e. You can use proper nouns. f. When you guess, surprise me. (If you don’t surprise me, I will surprise you.)

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Había un chico (una chica)

There was a boy

Él/ella Era/estaba

He/she was

Él/ella se llamaba

He/she called herself/himself

Choose a student actor for your character.

Introduce the first line by saying the words slowing and pointing to the words.

Había … una….chica

¿Había una chica o dos chicas?

¿Había dos chicas?

¿Qué había?

You will also add that the person was a girl.

Ella era una chica.

(You will also add details about where she was. You could add the state she was in, followed by the town, followed by a proper noun like Denny’s.)



Verify the detail with your student actor. ¿Tú eres una chica? (This should be on your PowerPoint.) S/he will answer, “Sí, soy una chica. (This also will be on your PowerPoint with a translation.) ¿Cómo te llamas? She will answer, “Me llamo”.

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Second Person (Background information. Monday of a typical week.)Start by reviewing the facts already established. Script out questions like, ¿Había una chica o dos? ¿Qué había? ¿Era una chica o chico? ¿Quién era la chica? ¿Dónde estaba? ¿Cómo se llamaba?


Add parallel information about this second character. Use the same words that have already been introduced but add different proper nouns.


Verify the detail with both characters. Ask questions like, ¿Eres una chica o chico? ¿Dónde estás? ¿Cómo te llamas?



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Third Person (Story- Tuesday of a typical week)Introduce the problem. Start by reviewing the facts already established. Script out questions like, ¿Había una chica o dos? ¿Qué había? ¿Era una chica o chico? ¿Quién era el chico? ¿Dónde estaba?

Add a problem. Be sure your student actor is in front.

Your story. A boy wanted an elephant who speaks Spanish. He had five elephants but not one of them spoke Spanish. .

Script out your lesson. Be sure to circle and verify the detail with your student actor. Ask your actor questions like, ¿Quieres un elefante? ¿Tienes un elefante? ¿Qué quieres? ¿Quién tiene un elefante? ¿Qué tipo de elefante quieres?




Start by reviewing the facts already established. Script out questions like, ¿Dónde estaba el chico? ¿Tenía un elefante? ¿Tenía un elefante que hablaba español? ¿Qué tenía? ¿Qué quería el chico? Ask more questions.

Have your student go someplace to try to get the elephant. Have him/ her talk to someone in an attempt to get the elephant. Maybe the man has an elephant that speaks French but not one that speaks Spanish.

Script out your lesson. Be sure to circle and verify the detail with your student actor. Ask him/her questions like, ¿Quieres un elefante? ¿Qué quieres? ¿Tienes un elefante? ¿Tienes un elefante que habla español? ¿Dónde estás?


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Start by reviewing the facts already established. Script out questions like, ¿Dónde estaba el chico? ¿Tenía un elefante? ¿Tenía un Toyota? ¿Qué tenía? ¿Quién tenía un elefante? ¿Quién quería un elefante que habla español? ¿Qué quería el chico? Ask more questions. Circle.

Have your student go another place to try to get the elephant. Have him/ her talk to someone in an attempt to get the Spanish speaking elephant. Script out the dialogue. He/she will get the Spanish speaking elephant and the story will end.

Be sure to circle and verify the detail with your student actor. Ask him/her questions like, ¿Quieres un elefante o un tigre? ¿Qué quieres? ¿Tienes un tigre? ¿Tienes un elefante que habla francés? ¿Qué tienes?


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German group 3

Procedures person(If your group doesn’t have 5 teachers, you can have people do more than one role.)

Announce the three procedures.

G. When I make a statement, you will respond chorally by saying, “Ohhhhhhh”. (Ok everyone, let’s practice, “OHHHHH”.)

H. I will ask a question of which you know the answer and you will answer chorally in the target language. If it is a “yes” answer then say, “sí”; if it is a “no” answer say, “no”.

I. Finally I will ask a question of which you don’t know the answer. If you don‘t know the answer you will make it up (guess): But:g. You must guess in Spanish because it is a Spanish story.h. You can use proper nouns. i. When you guess, surprise me. (If you don’t surprise me, I will surprise you.)

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There was a boy

He/she was

Choose a student actor for your character. Before you start you need to write the French words and the translation on a PowerPoint.

Introduce the first character by pointing to the words and saying:

There was a boy. Was there a boy? Was there a boy or a girl? What was there?

Who was the boy? (Class guesses a name.)

No, he was Bufford. (A name of your choice.) Was the boy Gary? Was he Arnold? Who was the boy?

Where was he? Add that the boy was in a state, then add a city, then add a proper noun like Denny’s.)



Verify the detail with your student actor. Are you a boy? (This should be on your PowerPoint.) He will answer, “Yes, I am a boy.” (This also will be on your PowerPoint with a translation.)

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Second Person (Background information. Monday of a typical week.)Start by reviewing the facts already established. Script out questions like, Was there a boy? Was there a boy or a girl? What was there?

Who was the boy? Was the boy Gary? Was he Arnold? Who was the boy?

Where was he? (Ask other review questions.) What was the boy called?


Add parallel information about this second character. Use the same words that have already been introduced but add different proper nouns. Add a different city, state and proper noun.


Verify the detail with both characters. Ask questions like, Are you a boy? Are you a girl? Where are you?



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Third Person (Story- Tuesday of a typical week)Introduce the problem. Start by reviewing the facts already established. Script out questions like, Was there a boy? Was there a boy or a girl? What was there? Who was the boy? Was the boy Steve? Was he Urkle? Who was the boy?

Where was he? (Ask other review questions.)

Add a problem. Be sure your student actor is in front of the class.

Your story. A girl wanted a Big Mac. She didn’t have a Big Mac. She had a cat but not a Big Mac.

Script out your lesson with the previous sentences. Be sure to circle and verify the detail with your student actor. Ask questions like, Do you want a Big Mac? Do you want a mouse? What do you want?

Ask similar questions to the class about your character. Class, does he want a Big Mac? What does he want? Does he want a cat?




Start by reviewing the facts already established. Script out questions like, Was there a boy? Was there a boy or a girl? What was there?



Have your student go someplace to try to get a Big Mac. Have him/ her talk to someone in an attempt to get the Big Mac.

Script out your lesson. Be sure to circle and verify the detail with your student actor. Ask him/her questions like, Do you want a Big Mac? Do you want a Whooper? What do you want?


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Start by reviewing the facts already established. Script out questions like, Was there a boy? Was there a boy or a girl? What was there? What did he want? Who wanted a Big Mac? Did he want a Whooper? Where was he? (Ask other review questions.)

Have your student go another place to try to get the Big Mac. Have him/ her talk to someone in an attempt to get the Big Mac. Script out the dialogue. He/she will get the Big Mac and the story will end.

Script out your lesson. Be sure to circle and verify the detail with your student actor. Ask him/her questions like, Do you want a Big Mac? Do you want a pizza? What do you want?

Class, who wants a Big Mac? Class, what does the boy want?


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French group 4

Procedures person (If your group doesn’t have 5 teachers, you can have people do more than one role.)

Announce the three procedures.

J. When I make a statement, you will respond chorally by saying, “Ohhhhhhh”. (Ok everyone, let’s practice, “OHHHHH”.)

K. I will ask a question of which you know the answer and you will answer chorally in the target language. If it is a “yes” answer then say, “sí”; if it is a “no” answer say, “no”.

L. Finally I will ask a question of which you don’t know the answer. If you don‘t know the answer you will make it up (guess): But:j. You must guess in Spanish because it is a Spanish story.k. You can use proper nouns. l. When you guess, surprise me. (If you don’t surprise me, I will surprise you.)

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There was a boy

He/she was

Choose a student actor for your character. Before you start you need to write the French words and the translation on a PowerPoint.





Where was he? (Where is hard in French for Spanish speakers so be sure to point and pause.)

Add that the boy was in a state, then add a city, then add a proper noun like Denny’s.)




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Your story. A girl wanted a Mercedes. She didn’t have a Mercedes. She had a Cat but not a Mercedes.

Script out your lesson with the previous sentences. Be sure to circle and verify the detail with your student actor. Ask questions like, Do you want a Mercedes? Do you want a Ford? What do you want?

Ask similar questions to the class about your character. Class, does he want a Mercedes? What does he want? Does he want a Cat?







Have your student go someplace to try to get a Mercedes. Have him/ her talk to someone in an attempt to get the Mercedes.

Script out your lesson. Be sure to circle and verify the detail with your student actor. Ask him/her questions like, Do you want a Mercedes? Do you want a Ford? What do you want?


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Start by reviewing the facts already established. Script out questions like, Was there a boy? Was there a boy or a girl? What was there? What did he want? Who wanted a Mercedes? Did he want a Chevy? Where was he? (Ask other review questions.)

Have your student go another place to try to get the Mercedes. Have him/ her talk to someone in an attempt to get the Mercedes. Script out the dialogue. He/she will get the Mercedes and the story will end.

Script out your lesson. Be sure to circle and verify the detail with your student actor. Ask him/her questions like, Do you want a Mercedes? Do you want a Jeep? What do you want?

Class, who wants a Mercedes? Class, what does the boy want?


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Chinese group 5(If your group doesn’t have 5 teachers, you can have people do more than one role.)


M. When I make a statement, you will respond chorally by saying, “Ohhhhhhh”. (Ok everyone, let’s practice, “OHHHHH”.)

N. I will ask a question of which you know the answer and you will answer chorally in the target language. If it is a “yes” answer then say, “sí”; if it is a “no” answer say, “no”.

O. Finally I will ask a question of which you don’t know the answer. If you don‘t know the answer you will make it up (guess): But:m. You must guess in Spanish because it is a Spanish story.n. You can use proper nouns. o. When you guess, surprise me. (If you don’t surprise me, I will surprise you.)

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First Person (Background information. Monday of a typical week.)Chinese is going to go much slower for this group of teachers. You will have to point and pause more and go slower.

You will start the story. Use the following verbs: (These need to be on a PowerPoint.)

There was a boy

He/she was

Choose a student actor for your character. Before you start you need to write the Chinese words and the translation on a PowerPoint. Romanize the words for this group.





Where was he? Add that the boy was in a state, then add a city, then add a proper noun like Denny’s.)




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Where was he? (Ask other review questions.) What was the boy called?







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Your story. A girl wanted a pizza. She didn’t have a pizza. She had a ipod but not a pizza.

Script out your lesson with the previous sentences. Be sure to circle and verify the detail with your student actor. Ask questions like, Do you want a pizza? Do you want a mouse? What do you want?

Ask similar questions to the class about your character. Class, does he want a pizza? What does he want? Does he want a cat?







Have your student go someplace to try to get a pizza. Have him/ her talk to someone in an attempt to get the pizza.

Script out your lesson. Be sure to circle and verify the detail with your student actor. Ask him/her questions like, Do you want a pizza? Do you want a Whooper? What do you want?


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Start by reviewing the facts already established. Script out questions like, Was there a boy? Was there a boy or a girl? What was there? What did he want? Who wanted a pizza? Did he want a Whooper? Where was he? (Ask other review questions.)

Have your student go another place to try to get the Pizza. Have him/ her talk to someone in an attempt to get the pizza. Script out the dialogue. He/she will get the pizza and the story will end.

Script out your lesson. Be sure to circle and verify the detail with your student actor. Ask him/her questions like, Do you want a pizza? Do you want a pizza? What do you want?

Class, who wants a Pizza? Class, what does the boy want?


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Spanish group 6


P. When I make a statement, you will respond chorally by saying, “Ohhhhhhh”. (Ok everyone, let’s practice, “OHHHHH”.)

Q. I will ask a question of which you know the answer and you will answer chorally in the target language. If it is a “yes” answer then say, “sí”; if it is a “no” answer say, “no”.

R. Finally I will ask a question of which you don’t know the answer. If you don‘t know the answer you will make it up (guess): But:p. You must guess in Spanish because it is a Spanish story.q. You can use proper nouns. r. When you guess, surprise me. (If you don’t surprise me, I will surprise you.)

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Extended ReadingHay una chica. Se llama Bertita. No tiene un gato contento. Tiene un gato pero su gato no está contento. Su gato se llama Pablo. Pablo no está contento porque no tiene un iPod con música de gato. Pobre Pablo.

Bertita no está contenta porque su gato está contento. Bertita quiere un gato contento.

Bertita va a un hotel en Honolulu. Hay un chico en el hotel. Se llama Brad Pitt. Bertita va a Brad Pitt y le dice: -Hola. Brad. Tengo un problema. Tengo un gato triste. Mi gato tiene un iPod pero no tiene un iPod con música de gato. Es un problema.

Brad le responde: -Tengo un iPod. Mi iPod tiene música de Lady Gaga. Es perfecto para tu gato.

Bertita le responde: -No. No. No. Mi gato Pablo no quiere un iPod con música de Lady Gaga. Quiere un iPod con música de gato.

Bertita va a otro hotel en Medicine Hat. Es un Hotel Super 8. Lady Gaga está en el hotel. Va a Lady Gaga y le dice: Hola Lady Gaga. Tengo un problema. Quiero un iPod para mi gato.

Lady Gaga le responde: -No hay problema. Tengo un iPod para tu gato. Es un iPod perfecto.

Bertita le dice: -Necesito un iPod con música de gato.

Lady Gaga le responde: -Mi iPod tiene música de gato.

Es perfecto. Lady Gaga le da el iPod a Bertita. Bertita le da el iPod al gato. El gato está muy contento porque tiene un iPod excelente.

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First Person (Background information. Wednesday of a typical week.)

Read the extended reading to prepare. You will add background information about the reading. The main character is Bertha. Add surprise details about her. Choose a student actor for your character.

¿Dónde vive? (state, city, address) (Make the address simple like calle dos or enfrente de Wal-Mart.)

Add more information about the girl. What is her personality like? Does she like animals? What animals does she have? (Talk about animals in the reading and add other animals.)

Verify the detail with your student actor. ¿Tú eres una chica? (This should be on your PowerPoint.) S/he will answer, “Sí, soy una chica. (This also will be on your PowerPoint with a translation.)



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Second Person (Background information. Wednesday of a typical week.)Start by reviewing the facts already established.

Add a parallel character. (Choose a second student actor and have him/her sit up front. The parallel character does not play a character from the reading. He plays himself.)

Add parallel information about the student character. In this story the main character has and likes animals. Add similar details to your parallel character.


Verify the detail with both characters. Ask questions like, ¿Eres una chica o chico? ¿Dónde estás?)

The main thing you are doing is comparing and contrasting one character to the other.


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Third Person ( Extended Reading- Thursday of a typical week)Review the background information already taught.

Read and translate the first paragraph of the reading.

Start asking the facts of that paragraph. ¿Cómo se llama la chica? ¿Tiene un gato? ¿Cómo se llama el gato de Bertita? Ask facts about the paragraph and add more surprise information. Ask for information about the cat.

Read and translate the second paragraph.

Ask more facts about the second paragraph. Add surprise details not in the story.

Be sure to circle and verify the detail with your student actor. Remember to pause after a statement and let the class say, “Ohhhh”. If they forget, just act like you are leading the choir. Remember to circle.

Fourth Person (Extended Reading - Thursday of a typical week) Review the background information already taught.

Read and translate the third paragraph of the reading.

Start asking the facts of that paragraph and add more surprise information.

Read and translate the fourth paragraph.

Ask more facts about the fourth paragraph. Add surprise details not in the reading.

Be sure to circle and verify the detail with your student actor. Remember to pause after a statement and let the class say, “Ohhhh”. If they forget, just act like you are leading the choir. Remember to circle.

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Fifth Person - (Extended Reading- Thursday of a typical week) Dramatize the reading. Have people play all of the parts of the story. Add dialogue whenever possible.

Read and translate the entire story. (This has been done before but not as a complete story.)


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Spanish group 7

Procedures person - (Friday – Read and discuss novel)Start the story by reading the first paragraph of the novel.

Ask questions about the main character. Add surprise details about her/him.

Establish 2 parallel characters. Script out the corresponding information about each character. In Pobre Ana:

Ana

Tiene problemas con su familia y con sus amigas. (Add a surprise. For example, she has problems with her penguin.) Add an example of how she has problems with her penguin.

¿Por qué tiene problemas con su pingüino? (No va mucho a la escuela.) ¿Qué estudia en la escuela? (francés) ¿Cómo se llama la escuela? (La escuela de pingüinos con problemas.) (Each one of these surprise details should have the students say, “Oh NO!”

First person Pobre Ana novelThe second character will be a girl in class.

¿Hay una chica o dos? (dos) ¿Cómo se llama la otra chica? (Name of a girl in class.)

¿Tiene problemas? (No) ¿Por qué? (Es perfecta) ¿Tiene problemas con su papá? (No) ¿Por qué? (Su papá es perfecto.) ¿Tiene problemas con su mama? (NO) ¿Por qué? (Su mama es perfecta? ¿Amigas? (Tiene amigas perfectas) ¿Pingüinos? (Tiene un pingüino perfecto) ¿Va a la escuela? ¿Qué estudia? (español) ¿Por qué? (es perfecto) ¿Cómo se llama la escuela del pingüino? (La escuela de pingüinos perfectos)

Go through the same procedures with a girl in the class who is almost perfect.

These parallel characters are going to remain throughout the book.

Read and translate the rest of page one and two. This is how we get caught up to the second chapter in a novel.

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Second person Pobre Ana novelRead and translate the first line of the second chapter. Start your discussion.

¿A qué hora se levanta Ana? (Students will read 7:00. Tell them “Clase, hay un error en el libro.) ¿A qué hora se levanta Ana? (Accept any surprise answer. If a student says 7:02 then say 7:03 or 7:04)

¿Dónde se levanta Ana? (Surprise location in the world. Maybe Ana go to school in California but lives in Hong Kong. She communtes. It is your story and you are always trying to surprise your students.)

¿A qué hora se levanta el pingüino de Ana? (surprise maybe 10:02 because he has problems.)

¿Dónde se levanta? (Hong Kong?)

Ask the same questions about the perfect girl, her penguin and the almost perfect girl and her penguin. Establish these details and then compare and contrast. You now have six characters. Your goal is to get your students to internalize “se levanta”. If they hear it enough, it will sound easy to them.

Third person Pobre Ana novelUsually you would read and translate first but it will be more of a surprise if you just dramatize the next part of chapter 2 of Pobre Ana. In the book, Ana is unhappy because her mom yells at her. (Ana isn’t very responsible either but that doesn’t matter.) You will dramatize this interaction between your student who is playing Ana and another person who is playing Ana’s mother. You are going to write a screen play of this scene in a movie. What would you like your characters to say and how would you like them to react. Use your own dialogue to show an angry mom and a frustrated teenager. She doesn’t know where her book is. She needs to go to school. The mom is frustrated that her teenager isn’t more responsible. The mom asks Ana about the book and about where she put the book. She yells things like, “Why didn’t you put the book in your bedroom?” “How old are you?” “Why aren’t you responsible?”

Dramatize Ana also going to her brother and sister and trying to get them to help. Add whatever dialogue you want to tell the story. After you have dramatized this, then read and discuss the part you have just acted out.

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Fourth person Pobre Ana novelRead and translate the first line of the 3rd paragraph. You will discuss this line having do with each of the characters and their penguins.

¿Por qué está emocionada Ana? (Se va a México) ¿Está emocionado su pingüino? ¿Por qué? (Si) ¿Adónde va? (Bangkok?) ¿Cuándo va? (En dos años, o minutos o segundos???)

Chica perfecta

¿Está emocionada? (Si) ¿Por qué? (Se va a Santiago, Chile.) ¿Por qué? (quiere estudiar más español.) ¿Cuándo se va? (Dos minutos????) ¿Con quién se va? (Su pingüino) ¿Por qué va el pingüino? (Tiene un amigo en Chile.) ¿Cómo se llama el amigo? (Darwin)

Do the same thing for your almost perfect girl and her penguin.

Fifth person Pobre Ana novelDramatize the second paragraph of chapter 3. This is a conversation between Ana and Mrs. Borda. The teacher is explaining to her things about Mexico. Here is your chance to teach your students about the culture of Mexico. What is different and what is the same? Make up lines about what the teacher would tell the student. You might talk about daily life in Mexico. What other culture would you like your students to know about Mexico? Ana will ask questions also. This is your story so you will direct the scene of the movie. But the characters don’t know their lines so they have to wait for you to tell them.

When you are done, have the students read the “book version” of the movie they just saw acted out.

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