Day+3+homework

Please fill in your portion of the table with your homework from Day 3. The assignment was as follows:
 * 1) Design your comprehensible input for your unit and include your description in your EIS template handout as well as in the table below. Remember that comprehensible input is always in the target language. See the Comprehensible Input page for resources and suggestions. Don't worry about the size of the spaces in the table below. It will expand as necessary as you type.
 * 2) Go to the "discussion" tab at the top and provide feedback to at least two other participants' posting on this page.
 * 3) Remember to sign in, then click on "Edit This Page" at the top before trying to add your responses to the table.


 * **Participant Name** || **Comprehensible Input description** ||
 * Kristen Clements ||  ||
 * Adriana Cruces ||  ||
 * Monica Funes ||  ||
 * Mark Loftus ||  ||
 * Todd Oesterman ||  ||
 * Soledad Ramirez || My comprehensible input will involve the use of overhead pictures of fruit and food. I will also have some plastic food. I will point the food items and say the name in Spanish. I will ask yes and no questions when pointing to the items. (students at this point will have seen a few menues because students know that they will need to know how to order off a menu) ||
 * Paula Righello || My comprehensible input takes place over several days. I present the vocabulary and grammar in context, the student observes first hand what their final product should look like; a similiar presentation using chapter vocabulary and comparative/superlative statements while presenting a thematic TV or movie segment.The student must act out a scene for a TV program or movie as the final product. Day 1 introduces and works with comparative statements. I act out a comercial for milk comparing nonfat milk to chocolate milk, followed by yes/no, either/or and fill in the blank questions. I also ask for a few volunteers to help me with the skit filling them in on what their role will be. Day 2 introduces and works superlative statements. This time I act out a romantic telenovela type scene with Doctor Esqueletor (first introduced to the class in the body parts/health chapter). We are in a romantic restaurante, talking about our "affair" and Nurse Enfermera Mera (also introduced in the health chapter). I make ample use of both comparative statements and introduce superlative statements. Again, I ask yes/no, either/or and fill in the blank questions. Day 3 I rework it all again including student volunteers to help me, and this time I do a newscast. The students are cued beforehand on their roles. I have color transparencies and a map for the news, sports and weather report. As usual, the report is accompanied by the three levels of questioning to evaluate comprehension. I have some costuming and lots of props. ||
 * Marie Robb || For Comprehensible Input I plan to tell the class about my horrible day, using gestures and props: I didn't hear the alarm clock, I tore my shirt, I missed a step and fell, I lost my book, etc. I can ask oui/non questions by making a statement with the right or wrong gesture. I can also ask either/or questions: Est-ce que j'ai passe une journee merveilleuse ou epouvantable? Est-ce que j'ai rate une marche ou la porte? Est-ce que j'ai dechire ma robe ou ma chemise? Would it be appropriate to have the students mime the accompanying gesture, as well? They won't be using the target language, as yet, right? ||
 * Diane Rodriguez || Well, since my objective is to have the students describe a horrible day, that is how I will start my input. I will tell the students about a horrible day I had. When I woke up in the morning I had no toothpaste and no soap so I had to go to the store, but the store was out of soap and toothpaste so they sent me to the post office. The post office people that I was crazy and they sent me to the library, the library sent me to the museum until finally I find my soap and toothpaste. Of course, I will be asking yes/no and either/or questions throughout to make sure they comprehend the story. ||
 * Dolly Ruiz ||  ||
 * Jan Sorelle ||  ||
 * Cecilia Soto ||  ||
 * Brenda Torres ||  ||
 * Kathy Ueyama || My comprehensible input would be to introduce the vocabulary that is related to recycling. I will use pictures or use real items when appropriate. I will ask yes/no questions. Other activities that I may incorporate would be vocabulary games that could be played in pairs. They would listen to me say the word and point to the appropriate picture. The students could also play a matching game. ||