Have you ever used ‘Storyboarding’ in your classroom to create a story? I was trying to change up how we created stories and decided to do a ‘twist’ on story boarding.
In groups students wrote down any words they could think of that had to do with ‘vacation’. Things like: places they went/visited, who they went with, things they saw, things they ate, activities they did, what they took with them, how they got there, etc.
As a class we added our words to the white board and separated them into different categories. Each group was then assigned a category. They were responsible for adding to that category and translating any unknown words into Spanish. We then used our lists to help us create a story! As a class we created 2 paragraphs of the story and then each student wrote their own ending to the story.
In one of my classes: “Alex was going on vacation to Hawaii by canoe. She went with Bernie Sanders (he was big and strong and could row for her-haha). They travelled to Hawaii to catch a crocodile. It was sunny and Hot. Alex wore shorts, and Bernie wore a grass skirt. They looked in Honolulu for a Crocodile, but they didn’t find one. Instead, they found a small Zebra! Alex took the Zebra, but still wanted a crocodile. So they travelled to Deutchland. They travelled to Deutchland by unicycle! They still wanted to catch a crocodile and went to Disney Land to look. But they didn’t find one….they found a giant worm instead! But they still wanted a crocodile… So they decided to ride the worm to California…”
The kids really enjoyed this because it was different and they felt like they had more control of the story. I enjoyed this because it helped generate ideas and recently my creative juices have been lacking! : )
Do you have any creative ways to come up with stories!?!? What’s working for you!?
i LOVE LOVE LOVE LOVE LOVE teaching with CI! After 4 days, my Spanish 1 students were writing stories! Is it perfect? No. Is it…amazing and understandable? YES!
This week we made up a story about a student who liked to play baseball, in Walmart, with Will Ferrill. One day he saw a beautiful girl, named Minnie Mouse. He wanted to talk to her but was nervous. He walked towards her, but suddenly the ball hit him in the head and now he is unconscious on the floor…
It was a lot of structures, but with a lot of repetition, it was a success! We will continue to reinforce these structures and make up fun spontaneous stories!
Am I the only one who gets secretly excited for the pending school year???
I was planning on staying home with the cutest baby on the planet… but then a part time gig fell into my lap. And thank goodness because 1. I am not cut out to be a SAHM. 2. I love teaching. 3. I needed a hobby where the creative juices could flow!
This year however, I’m in a new district. I am extremely excited that the superintendent is on board with me teaching CI/TPRS. And I can’t wait to meet my students.
After taking over half a year off last year on maternity leave, I’m feeling a bit rusty. Looking forward to jumping back in and exclusively using CI/TPRS.
I love getting to know my students with CI and questioning. One way that I “cheat” to get ideas is using a student questionnaire. Besides asking basic things such as name, age, favorites etc. I include many silly questions such as: “Who is your hero?, If you had a million dollars what would you do?” I find this activity extremely helpful to give me ideas of who and what the kids are into these days.
What are some of your favorite beginning of the year things to do?
My name is Ami …and I have an addiction….to movie talks.
I love them!
Kids love them!
They’re SO engaging!
…and they learn and acquire SO MUCH!
I am constantly astonished how much they can reproduce after frequent structure repetition and circling.
I was on maternity leave for 5 months so in the last 3 months I’ve been trying to squish in as much Comprehensible Input as possible. This week we were reinforcing the words: Pone, Tiene, Lleva, Quiere. We did this through a unit I created based on the youtube video “Carrot Crazy”
I started the unit by pre-teaching some new words such as: Conejo, trampa, zanahoria, suelo, bosque and mochila. Then we circled the story. We reinforced the story daily through circling and supplemental activities I created. One (which perhaps I’ll call…descriptive walk around) students were each given a different picture. They had to walk around the room, find 4 students to describe the picture, and have them sign their paper. It was interesting listening to students give output. Some were extremely impressive. Of course listening to other students provided me with feedback as to which students needed additional scaffolding and which structures I needed added repetition.
All in all…it was a success and gave me warm fuzzy feelings watching my students acquire new structures and phrases!
I keep thinking to myself…there has to be a better way to explain Preterite vs Imperfect verbs! My students often struggle to comprehend the “completed action vs. no definite beginning or end” etc. etc. etc. I haven’t figured out a better way to ‘explain’ it. But I figured perhaps through manipulating the language, identifying the differences, practice, practice, practice, etc., perhaps it’d reinforce the difference and students would be more successful.
I am SUPER EXCITED about the unit I created based on the youtube video “Friendsheep“.
The unit includes a movie script and several worksheets which students will use to practice, identify and discuss preterite vs. imperfect. I made a speaking activity, where students walk around and have other students describe the picture they’re given. I’ll be trying the speaking activity on Monday. Fingers crossed it’s a raving success!
This week in my Spanish 1’s we did a movie talk with the movie alma.
I LOooooOVE using movie talk in my classroom! The kids are engaged and being immersed in Spanish! Together we “circled” and wrote the narrative to the ALMA movie. We continued using the structures found in the narrative throughout the week. I also created several worksheets for the students to practice and reinforce the learned structures.
Do you use movie talks? What are some follow up activities you like to do?
Mexico Independence Day is on Monday and I’m ready!
The past few years I’ve been teaching Spanish 1. Traditionally we’ve discussed Mexico Independence day through a Prezi, and some youtube videos.
However, Now that I’m also teaching Spanish 2 again, I’m trying to make new materials with higher expectations. I wrote this newspaper article (in Spanish of course!) about the events which led to Spain’s control over the indigenous people. It discusses key figures such as Hernan Cortes, Father Hidalgo, and Napolean. It also covers how Mexico Independence day is celebrated today.
I am thinking that I’ll make a parallel story to introduce this. Perhaps I’ll give the kids a scenario (they’re living under the Control of …Madonna, and she’s imposing all these rules that they don’t like (must eat broccoli three times a day, must work for free, …(whatever the kids come up with)) they are sick and tired of it what do they do……
Then transition into how this happened in Mexico.
Wow….this blog writing is a great way to brain storm lesson plans!
What are you doing to discuss Mexico’s Independence Day with your students?