Tina is getting observed by PPS Lincoln HS WL team later this month. She asked about possible lesson plans. I suggested this:
So you want to create a short story and then move to the big four of the 22 strategies in the Reading Options, starting with Choral Translation/Discussion of Grammar and moving to Reading from the Back of the Room and Reader’s Theatre . You want them to see how auditory CI leads to effortless reading, all in one class period.
But if you have only one regular class period to do this, not a block, then you have to get the kids ready to MOVE ON DOWN THE ROAD from the beginning of class, obviously no SSR that day, just get a story going starting with a snappy Town Meeting.
I suggest that you get the story framed out the day before. I used to set up stories the day before an observation day to save time in getting the story off the ground because you want to have your guests see you get from a completed story (20-25 min.) to the four reading options and then the quick quiz as an exit ticket.
Do not get the story too developed the day before, just get something really silly going and have it ready when you need it so the kids are a bit bubbly with excitement and, if you look in their eyes, they will have one purpose going that day – to make you look good.
You could even prepare three stories or more the week before and use the one with the most energy. But don’t get too much into it as it will be then feel a bit flat the next day. Doing this will then make it so that the next day the story blasts off like a rocket, allowing you to finish it in ideally 20 min. and then process the artist’s work – the guests cannot help but being impressed by that part, and then the grammar instruction and the reading from the back of the room later.
So (my suggestion only) for how to use the time is:
1. Day before at end of class get a story going that they really want to finish the next day. 10-15 min. of just playing around with the idea they create. Tell them you are auditioning stories because you want the high school teacher guest to be impressed.
2. Finish that story the next day (20 min. or so).
3. Process the artist(s) drawing. (5 to 10 min.)
4. The three reading home run strategies. (20 min.) (This is when your guests see you teach the grammar and if you want this time throw your guests a bone and use the actual grammar terms, which we would never do but it might make your guests realize that you teach grammar, just not like they do, but based on sound first. This might establish a bridge for later discussion with them.)
5. Quick Quiz. (5 min.)
Of course this is just one idea and not tested. Whenever I got observed, I just used a Matava story. Solid ground the whole way. But do what you feel is best.
*Have one of the guests who teaches whatever language you are teaching that period – French or Spanish – prepare during class a written projectible version of the story to save time. Make sure the tech piece is in place from her computer onto your screen. One of the worst memories I have in teaching is when Dr. Krashen came to observe me, ironically at Denver’s Lincoln High School, and I had a reading class all set up and the tech piece failed on me. I was up there for ten minutes at least messing around with stuff while he held court in a corner of the room. Oh well….