TPRS Pobre Ana Chapter 1
SWBAT
 Demonstrate understanding of story
 Retell the story orally and in writing using vocabulary and present tense verbs
Essential question
Can you understand and retell Pobre Ana Capítulo 1?
Essential concepts (content and language)
This is one of the very first stories that students will be able to read in their second language. The goal
will be for students to be able to comprehend a story written completely in Spanish.
Final Performance Assessment
Describe how they will tell the story and what others will be doing while they tell it.
Students will draw pictures of the events that happen in the story. They will also write captions and
perhaps text bubbles in the pictures they draw.
Sets of questions
1. ¿Ana es una chica?
2. ¿Ana es una chica o un chico?
3. ¿Quién es Ana?
1. ¿Ana tiene problemas?
2. ¿Ana tiene problemas con sus amigas? ¿Con su familia?
3. ¿Con quién tiene problemas?
1. ¿Ana tiene catorce años?
2. ¿Tiene catorce o quince años?
3. ¿Cuántos años tiene Ana?
1. ¿Ana es muy alta?
2. ¿Es muy alta o no es muy alta?
Cierto o falso:
1. Ana tiene pelo corto.
2. Ana tiene el pelo largo.
3. Ana tiene el pelo castaño.
4. Ana tiene ojos verdes.
5. Ana tiene el pelo corto.
6. Ana tiene ojos negros.
7. Ana tiene ojos azules.
1. ¿Ana vive in Paris?
2. ¿Ana vive en Hermosa Beach o en Saint Paul?
3. ¿Ana vive en California o en Minnesota?
4. ¿Dónde vive Ana?
Cierto o falso
1. La familia es normal.
2. Ana tiene una madre y un padre.
3. Ana tiene tres hermanas.
4. Ana tiene dos hermanos. (¡OJO! Puedes explicar que hermanos quiere decir hermanos y hermanas)
5. La casa de la familia es verde.
6. La casa de la familia es azul.
7. La casa de la familia es grande.
8. La casa de la familia es pequeña.
9. La casa de la familia es normal.
1. ¿Ana asiste una escuela en Minnesota?
2. ¿Ana asiste una esuela en Saint Paul o en California?
3. ¿Dónde está la escuela de Ana?
1. ¿El padre de Ana se llama Juan?
2. ¿El padre de Ana se llama Juan o Robert?
3. ¿Cómo se llama el padre de Ana?
1. ¿El padre trabaja en un hospital?
2. ¿El padre trabaja en un parque o un hospital?
3. ¿Dónde trabaja el padre de Ana?
4. ¿Qué hace el padre de Ana de el hospital?
5. ¿Cómo se llama el hospital?
1. ¿La madre de Ana se llama Cindy?
2. ¿La madre de Ana se llama Cindy o Ellen?
3. ¿Cómo se llama la madre?
1.
2.
3.
4.
¿La madre trabaja en un parque?
¿La madre trabaja en un parque o un hospital?
¿Dónde trabaja la madre de Ana?
¿Qué hace la madre de Ana en el hospital?
Cierto o falso:
1. El hermano de Ana se llama Robert.
2. El hermano de Ana se llama Don.
3. La hermana de Ana se llama Paula.
4. La hermana de Ana se llama Patty.
5. Don tiene quince años.
6. Don tiene catorce años.
7. Patty tiene cinco años.
8. Patty tiene once años.
1. Ana tiene problemas con su madre porque su madre grita. ¿Cierto o falso?
2. ¿La madre grita o canta?
3. ¿Por qué Ana tiene problemas con su madre?
1. Ana tiene problemas con su padre porque quiere dinero. ¿Cierto o falso?
2. ¿Ana tiene problemas con su padre porque quiere una mascota o dinero?
3. ¿Por qué Ana tiene problemas con su padre?
1. El padre no da dinero a Ana porque él es pobre. ¿Cierto o falso?
2. ¿El padre no da dinero a Ana porque es pobre o porque no quiere?
3. ¿Por qué no da dinero a Ana?
1. Ana tiene problemas con su hermano porque no le ayuda buscar el libro. ¿Cierto o falso?
2. ¿Ana tiene problemas con su hermano porque no le ayuda buscar el libro o porque quiere dinero?
3. ¿Por qué Ana tiene problemas con su hermano?
1. Ana tiene problemas con su hermana porque Patty toma la camisa de Ana. ¿Cierto o falso?
2. ¿Patty toma la camisa de Ana o no le ayuda?
3. ¿Por qué Ana tiene problemas con su hermana?
Cierto o falso:
1. Ana tiene tres amigas buenas.
2. Una de las amigas se llama Elsa.
3. Elsa tiene pelo castaño.
4. Estudia español.
5. Elsa es pobre.
6. Elsa tiene un Ford Mustang.
7. Ana tiene un Ford Mustang.
8. Una de las amigas es Sara.
9. Una de las amigas es Patty.
10. Sara tiene ojos verdes.
11. Sara tiene pelo rubio.
12. Sara no es una estudiante buena.
13. La familia de Sara es pobre.
Day 1: Introduce Vocabulary (nouns)
Time frame
10 mins.
Pre-Activities, Anticipatory Set, Warm-up
Brainstorm as a class a list of ways to describe
someone. At this point, the students know very
few words in Spanish so they can list in English.
Some descriptions might be:
Where they live
Where they work
Where they go to school
What they look like
What their family is like
Etc.
These are all very important things in describing a
Objectives
Materials
Targeted
This book is White board markers
filled with
easy
descriptions
of people:
where they
live, what
they do, what
they look
like, what
their families
are like, etc,
person. Therefore, they are very important things
to know in a second language. We are going to
read a story about a girl named Ana. In chapter
one, we will find a description of some of these
aspects of her life. But before we can read, we
should first learn some of the words from the
story so we can understand them when we come
to them.
Time frame
10 mins.
10 mins.
10 mins.
During-Activities
This usually will take more than one day
1. We will start out will a picture slide of the
nouns from our vocabulary list. I will show
a picture of the word, then say the word in
Spanish. The list includes the following
words.
 Pelo
 Cocinero
 Secretaria
 Suelo
 Ropa
 Comida
 Camisa
 Dormitorio
 Zapatos
 Carne
 Permiso
 Carro
2. For each of the words, we will come up with
an action that goes with each word. These
actions will be the actions that we use for
TPR later. When the students are given an
opportunity to give their input in creating the
actions, they will feel more responsible for
their own learning.
3. Next, we will do modified TPR with the
actions. I will say a word from the list, and
the students will do the action associated
with the noun. It is modified because I am
not giving them a command, but rather
saying a word, and asking for a pre-planned
association. This L2 word to action
association will be better than L2 word to L1
word because it removes the translation
crutch from the very beginning. The goal
for L2 reading is not translating in the mind,
but rather, word recognition and
understanding without thinking in the L1. I
will do this activity repeatedly.
yet it is
accessible for
even very
beginning
learners.
Objectives
Targeted
Build
Vocabulary
Vocabulary
(Structure
input)
Vocabulary
(Structured
input)
Materials
Powerpoint slide
show
10 mins.
20 mins.
20 mins.
4. Next, I will do the reverse. I will do an
action, and the students will work in pairs to
think of the word. When the pairs think of
the word, they raise their hands. When the
majority of students have it, they can say it
out loud. If their pronunciation is bad, I will
repeat it the right way, but not correct it.
This way, the focus of the activity remains
on communication, not pronunciation.
5. The next activity is what I would call a
student-centered TRP circle. I will put the
entire list of words on the board or in a place
in the room that is visible for all students.
Then I will have the students find a partner
and choose between the two which one will
be a One and which will be a Two. The
Ones form a circle. The Twos form a circle
around the Ones. The Ones will choose a
word from the board to do the action for.
The partner then guesses the word based on
the action. Then they switch roles, the Twos
will choose a word from the board to do the
action for. The partner then guesses the word
based on the action. Then the students rotate
partners. The outer circle rotates while the
inner circle stays in their place. Students do
this until the teacher notices they are bored.
6. Now is time to switch gears a bit. The
school where I will be student teaching has a
language lab where the students can break
up their 100 minute block periods. We will
not use the language lab to explore a culture
concept. Unfortunately there is not a ton of
options for such limited proficiency students
to explore authentic materials. This is one of
the downfalls of Pobre Ana. It is at the
students’ reading level, but has little or no
aspects of culture incorporated in the story.
This is why it must be fortified with other
culture activities. This TPRS unit will be
accompanied by a simple group webquest.
It would be ideal to have a culture activity
that was connected to the story, but there is
not much to off of in the story. Because of
this, I chose a webquest on the Quinceañera.
The webquest can be counf at
http://questgarden.com/143/29/1/120418135
433/ .
Vocabulary
(Structured
input and
output)
Vocabulary
(Input and
output)
Culture
activity
Time frame
Post-Activities & Lesson Closure; wind down
10 mins.
1. Output time! Now students will have a chance
to do an output activity. Students will be seated
at their desks. They will each have a whiteboard
and dry-erase marker. I will describe a situation in
English. They will write the word I am thinking
of (An article of clothing you wear on your feet
etc.). This will give me an idea of how much the
students have learned today. It will also serve as
an informal assessment.
Objectives
Targeted
Vocabulary
(Output)
Materials
Whiteboards
Dry-erase markers
Day 2: Vocabulary (Verbs and adjectives) and Grammar
(Present tense verbs)
Time frame
10 mins
Time frame
10 mins.
Pre-Activities, Anticipatory Set, Warm-up
http://quizlet.com/1481040/pobre-ana-flash-cards/
Students will start by reviewing some of the
vocabulary from yesterday on computers. This
will be fun for diverse learners.
During-Activities
This usually will take more than one day
1. Now we will work on the verbs,
descriptions, and other words from the
first chapter of Pobre Ana. We will again,
start out will a picture slide of the verbs,
adjectives and other words from our
vocabulary list. I will show a picture of
the word, then say the word in Spanish.
The list includes the following words.
 Castaño
 Largo
 Pobre
 Rubio
 Nuevo
 Tiene
 Grita
 Toma
 Pide
 Asiste a
 Vive
 Levanta
 Soy
Objectives
Targeted
Vocabulary
practice
Objectives
Targeted
Vocabulary
and grammar
(present
tense verbs)
Materials
Computers
Materials
PowerPoint slides
15 mins.
15 mins.
10 mins.
20 mins.









2.
Pone
Encuentra
Busca
Ayuda
Lleva
Se ríe
Contesta
Dice
Después de
For each of the words, we will come up
with an action that goes with each word.
These actions will be the actions that we
use for TPR later. When the students are
given an opportunity to give their input in
creating the actions, they will feel more
responsible for their own learning. We
will need more time than yesterday
because some of the words are more
difficult to think of actions and there are
more words!
3. Next, we will do modified TPR with the
actions. I will say a word from the list,
and the students will do the action
associated with the verb, adjective, or
other word. It is modified because I am
not giving them a command, but rather
saying a word, and asking for a preplanned association. This L2 word to
action association will be better than L2
word to L1 word because it removes the
translation crutch from the very beginning.
The goal for L2 reading is not translating
in the mind, but rather, word recognition
and understanding without thinking in the
L1. I will do this activity repeatedly.
4. Next, I will do the reverse. I will do an
action, and the students will work in pairs
to think of the word. When the pairs think
of the word, they raise their hands. When
the majority of students have it, they can
say it out loud. If their pronunciation is
bad, I will repeat it the right way, but not
correct it. This way, the focus of the
activity remains on communication, not
pronunciation.
5. The next activity is what I would call a
student-centered TRP circle. I will put the
entire list of words on the board or in a
place in the room that is visible for all
Vocabulary
building/
Structured
input
Vocabulary
building/
Structured
input
Vocabulary
building/
Structured
input and
output
Vocabulary
building/
Structured
input and
output
10 mins.
students. Then I will have the students
find a partner and choose between the two
which one will be a One and which will be
a Two. The Ones form a circle. The
Twos form a circle around the Ones. The
Ones will choose a word from the board to
do the action for. The partner then
guesses the word based on the action.
Then they switch roles, the Twos will
choose a word from the board to do the
action for. The partner then guesses the
word based on the action. Then the
students rotate partners. The outer circle
rotates while the inner circle stays in their
place. Students do this until the teacher
notices they are bored.
6. Language Spoons! This game is a
modified version of the card game Spoons.
It involves a set of pictures and words on
cards. In a deck, there are two matching
pictures and two Spanish words that
signify each picture. The goal of the game
is to get all four matching cards (either
words or pictures). The game is played
exactly like Spoons. Everyone is dealt
four cards. The dealer picks up the first
card and decides whether or not to keep it
or pass it to the next player. Each player
can only have four cards at a time. The
first player to have all four matching cards
yells “cucharas!” and wins the game.
Time frame
Post-Activities & Lesson Closure; wind down
10 mins.
1. Output time! Now students will have a chance
to do an output activity. Students will be seated
at their desks. They will each have a whiteboard
and dry-erase marker. I will describe a situation in
English. They will write the word I am thinking
of (An article of clothing you wear on your feet
etc.). This will give me an idea of how much the
students have learned today. It will also serve as
an informal assessment.
Meaningbearning
vocabulary
game
Objectives
Targeted
Output/
Assess
vocabulary
Special set of
vocabulary cards
Materials
Whiteboards
Dry-erase markers
Day 3: Story time!
Time frame
Pre-Activities, Anticipatory Set, Warm-up
Objectives
Materials
10 mins
Time frame
60 mins.
http://www.quia.com/rr/257450.html
Students will start today by reviewing the
vocabulary and grammar from the last two days
of class using this website.
During-Activities
This usually will take more than one day
Today we will start reading the story! We will
spend most of the day reading the first chapter of
the book. Since this is the very first book the
students will be reading, I will read it out loud for
the class. The students will follow along with
their own copies of the book. Perhaps in the next
chapters I will have students read sections of the
book independently, but for the first chapter, I
wanted to provide scaffolding as well as model
the types of questions a good reader might ask. I
have prepared a list of questions that I will go
through with the class as I read aloud. If I notice
the class losing concentration or getting bored, I
will have the class stand up and do some
exercises or something to regain concentration.
Student can use white boards to draw what they
are picturing in their minds while I am reading,
but must continue to answer questions.
1. ¿Ana es una chica?
2. ¿Ana es una chica o un chico?
3. ¿Quién es Ana?
1. ¿Ana tiene problemas?
2. ¿Ana tiene problemas con sus amigas?
¿Con su familia?
3. ¿Con quién tiene problemas?
1. ¿Ana tiene catorce años?
2. ¿Tiene catorce o quince años?
3. ¿Cuántos años tiene Ana?
1. ¿Ana es muy alta?
2. ¿Es muy alta o no es muy alta?
Cierto o falso:
1. Ana tiene pelo corto.
2. Ana tiene el pelo largo.
3. Ana tiene el pelo castaño.
4. Ana tiene ojos verdes.
5. Ana tiene el pelo corto.
Targeted
Review
vocabulary/
Structured
input
Objectives
Targeted
Reading in
the target
language!
Computers
Materials
A copy of Pobre
Ana for each student
Whiteboards
Dry-erase markers
6.
7.
8.
9.
Ana tiene ojos negros.
Ana tiene ojos azules.
¿Ana vive in Paris?
¿Ana vive en Hermosa Beach o en Saint
Paul?
10. ¿Ana vive en California o en Minnesota?
11. ¿Dónde vive Ana?
Cierto o falso
1. La familia es normal.
2. Ana tiene una madre y un padre.
3. Ana tiene tres hermanas.
4. Ana tiene dos hermanos. (¡OJO! Puedes
explicar que hermanos quiere decir hermanos
y hermanas)
5. La casa de la familia es verde.
6. La casa de la familia es azul.
7. La casa de la familia es grande.
8. La casa de la familia es pequeña.
9. La casa de la familia es normal.
1. ¿Ana asiste una escuela en Minnesota?
2. ¿Ana asiste una esuela en Saint Paul o en
California?
3. ¿Dónde está la escuela de Ana?
1. ¿El padre de Ana se llama Juan?
2. ¿El padre de Ana se llama Juan o Robert?
3. ¿Cómo se llama el padre de Ana?
1. ¿El padre trabaja en un hospital?
2. ¿El padre trabaja en un parque o un hospital?
3. ¿Dónde trabaja el padre de Ana?
4. ¿Qué hace el padre de Ana de el hospital?
5. ¿Cómo se llama el hospital?
1. ¿La madre de Ana se llama Cindy?
2. ¿La madre de Ana se llama Cindy o Ellen?
3. ¿Cómo se llama la madre?
1. ¿La madre trabaja en un parque?
2. ¿La madre trabaja en un parque o un
hospital?
3. ¿Dónde trabaja la madre de Ana?
4. ¿Qué hace la madre de Ana en el hospital?
Cierto o falso:
1. El hermano de Ana se llama Robert.
2. El hermano de Ana se llama Don.
3. La hermana de Ana se llama Paula.
4.
5.
6.
7.
8.
La hermana de Ana se llama Patty.
Don tiene quince años.
Don tiene catorce años.
Patty tiene cinco años.
Patty tiene once años.
1. Ana tiene problemas con su madre porque
su madre grita. ¿Cierto o falso?
2. ¿La madre grita o canta?
3. ¿Por qué Ana tiene problemas con su
madre?
1. Ana tiene problemas con su padre porque
quiere dinero. ¿Cierto o falso?
2. ¿Ana tiene problemas con su padre porque
quiere una mascota o dinero?
3 ¿Por qué Ana tiene problemas con su
padre?
4. El padre no da dinero a Ana porque él es
pobre. ¿Cierto o falso?
5. ¿El padre no da dinero a Ana porque es
pobre o porque no quiere?
6. ¿Por qué no da dinero a Ana?
1. Ana tiene problemas con su hermano
porque no le ayuda buscar el libro. ¿Cierto
o falso?
2. ¿Ana tiene problemas con su hermano
porque no le ayuda buscar el libro o
porque quiere dinero?
3. ¿Por qué Ana tiene problemas con su
hermano?
1. Ana tiene problemas con su hermana
porque Patty toma la camisa de Ana.
¿Cierto o falso?
2. ¿Patty toma la camisa de Ana o no le
ayuda?
3. ¿Por qué Ana tiene problemas con su
hermana?
Cierto o falso:
1. Ana tiene tres amigas buenas.
2. Una de las amigas se llama Elsa.
3. Elsa tiene pelo castaño.
4. Estudia español.
5. Elsa es pobre.
6. Elsa tiene un Ford Mustang.
7. Ana tiene un Ford Mustang.
8. Una de las amigas es Sara.
9. Una de las amigas es Patty.
10. Sara tiene ojos verdes.
11. Sara tiene pelo rubio.
12. Sara no es una estudiante buena.
13. La familia de Sara es pobre.
20 mins.
20 mins culture break! WOW! That was a lot of
reading! Well done class! Here, we will take a
break from reading and work in partners in the
language lab on a cultural topic.
Time frame
Post-Activities & Lesson Closure; wind down
10 mins
What do we remember? Each student is given a
piece of paper where they can draw what they
remember about Ana from the story. Perhaps
they will draw out the physical description of
her, or draw all the members of her family.
Students can use both words and pictures to tell
what they learned about Ana from the story.
Then they will share their pictures with a
partner. This will be good review AND will
help them prepare for the final assessment.
Culture study Language lab
Objectives
Targeted
Comprehension
check
Materials
Paper
Colored pencils
Markers
Day 4: Group Storytelling
Time
frame
10
mins.
Objectives
Materials
Targeted
https://sites.google.com/site/sracallahansspanish1a/Home/pobreStory
Pobre Ana
ana
comprehension
At the beginning of class, we will listen to a recording of Pobre
Ana chapter one. Students will follow along in their own copy
of the book. This will get the students in the mood to practice
telling the story!
Time frame
25 mins.
Pre-Activities, Anticipatory Set, Warm-up
During-Activities
This usually will take more than one day
Written Drafts: Students will not be given the
opportunity to practice retelling the story in
groups before they are assessed tomorrow
individually. Students will be put in groups of
four or five students. Students will work together
to come up with a written copy of the story.
Objectives
Targeted
Retell story
in groups
Materials
Computers
When students have their written copy, they will
come to the teacher and get it checked off to start
the next step in their retelling.
10 mins.
30 mins.
Next students will find pictures from the internet
that go with each of the different parts of the
story. Students will compile these pictures and
their written drafts for the next sections of this
project.
Retell story
in groups
Computers
Prezi! To put it all together, students will use a
fun and exciting presentation tool called Prezi
(www.prezi.com). This presentation tool makes
“jumping” presentations. It is easy to use and can
be edited to incorporate many features such as
pictures, video, and voice. Multiple students can
edit Prezi at the same time so there is maximum
efficiency in editing and adding to the
presentation. Be creative! The final products will
look something like this:
Retell story
in groups
Computers
http://prezi.com/vqvp4drtd_kg/pobre-ana/
Time frame
25 mins
Post-Activities & Lesson Closure; wind down
Present your Prezi! Now students will have a
chance to retell the story in front of the class
using their Prezis. There is so many different
features that each Prezi will be very different.
This will act as a review for the final assessment
as well as a way of using another of the
modalities.
Objectives
Targeted
Retell the
story in
groups
Materials
Computers
Day 5: Retell Story (Assessment)
Time
frame
15
mins
Pre-Activities, Anticipatory Set, Warm-up
Students are given one last chance to read the story
independently. Even though it is their first time reading
independently, they have had a lot of structured input and
scaffolding to allow them to read at an instructional level.
Students will use this link to listent to the chapter
https://sites.google.com/site/sracallahansspanish1a/Home/pobreana
Objectives
Materials
Targeted
Reading
One copy
independently! of Pobre
Ana for
each
student
Time frame
70 mins.
5 mins.
During-Activities
Objectives
Materials
This usually will take more than one day
Targeted
Students will now have time to write and design a Demonstrate Computers
summary of the first chapter of Pobre Ana. They understanding
will use the website Comiclife
of the story;
(http://comiclife.com/) to create a retelling of the
retell story in
story. Students will be encouraged to incorporate
writing
as many details into their comic as possible. This
is the first time using Comiclife for the students
so they will need a little extra time to figure out
all of the settings. Also, I would like them to
have time to have fun with it and be creative.
Language is fun!
Congratulate students for successfully reading in
a foreign language! Celebrate this step!
Time frame
Post-Activities & Lesson Closure; wind down
10 mins
Finish up the culture webquest that was started on
day 2.
Objectives
Targeted
Culture
Activity
Materials
Computers
(Language lab)
NEW WORDS FOR _________Pobre Ana Chapter 1________________
PEOPLE, PLACES, THINGS
TRANSLATION
Pelo
Cocinero
Secretaria
Suelo
Ropa
Comida
Camisa
Dormitorio
Zapatos
Carne
Permiso
Carro
DESCRIPTIONS
TRANSLATION
ACTIONS
TRANSLATION
Castaño
Largo
Pobre
Rubio
Nuevo
Tiene
Grita
Toma
Pide
Asiste a
Vive
Levanta
Soy
Pone
Encuentra
Busca
Ayuda
Lleva
Se ríe
Contesta
Dice
Others
Después de
TRANSLATION