Friday, November 6, 2015

Cinco monitos saltando en la cama

Our animal for Chapter Two is el mono with an emphasis on the verbs comer (eat) and saltar (jump). This year I have been experimenting with more TPRSish storytelling techniques. I´ve used 5 Little Monkeys Jumping on the Bed before but this year I wanted to make sure that the students were not just learning that monkey is mono but also learning some high frequency phrases.

I started with this basic video that focuses on the structure There is _____. Some kids got frustrated at how slow it went but I knew it was working when a fifth grade boy told me in the car rider line one afternoon, Hay un mono. ¿Dónde? I asked him. Then he pointed to himself and said it again.

After watching this video I showed them another video - this time with real monkeys. With this video I turn off the sound and together we describe what we see. Hay un mono. Hay dos monos. El mono come. El mono salta. One student told me, "Estoy triste" when the monkey steals and eats a bird egg. The students generally react with excitement when watching the real animals. I've used similar videos when talking about other animals.  (One thing I will do better next time is make sure that the students know these monkeys live in Costa Rica. We can find it on the map and ask if Hay monos en Kentucky? for a quick comparison.)

In the next class I told them the story of the Cinco Monitos using the storytelling props from I start out by pulling out one monkey and questioning students about how many monkeys there are. At some point I tell them NO, no hay un mono. Hay dos monos and I pull out the second monkey. Then repeat until I surprise them with the third. And so forth up to five. Some classes get smart and will say the next number before I can while other classes wait for me to spring it on them. Below is how I ask the questions during the story. I have the two sentences. Hay ___ monos, Los monos saltan en la cama, and No más monos saltando en la cama up on the board so students can easily answer my questions. I ask them to answer chorally and also individually, mixing it up so they have to pay attention.

¿Cuántos monos hay? Hay cinco monos. ¿Hay 2 monos? No no hay 2 monos. Hay cinco monos. 

Los monos saltan. Los monos saltan en la cama. ¿Los monos bailan el flamenco? No, los monos saltan en la cama. ¿Los monos comen las bananas? No, los monos saltan en la cama. 

Mamá mono llama al doctor. El doctor dice, "¡No más monos saltando en la cama!"

¿Hay cinco monos? No, no hay cinco monos. Hay cuatro monos. ¿Cuántos monos hay? etc. etc. 

Even my fifth graders are enjoying listening to this story. I've had several classes groan when I said it was time to go. They especially like to yell the answers when I say the wrong thing. There's something about correcting the teacher that gets them no matter what age they are.

High frequency phrases to focus on:

Hay ____.
El doctor dice _____.
No más ______.

After finishing the story we watched the video and sing along. The way I tell the story doesn't match the song exactly but it´s close enough that the students understand and can sing along to almost all of it. If you have a rowdy class that needs to get some energy out, I highly recommend jumping around to 5 Monitos. It works wonders

So that's what we've been doing in Spanish class! What have you been up to? How do you teach high frequency phrases? Do you use storytelling or TPRS? I'd love to compare notes. Share in the comments below or on Twitter using the hashtag #earlylang

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