He Lost a Tooth

To view this content, you must be a member of Ben's Patreon at $10 or more
Already a qualifying Patreon member? Refresh to access this content.

Share:

Facebook
Twitter
Pinterest
LinkedIn

8 thoughts on “He Lost a Tooth”

  1. I struggle often trying to get a subject for the main character in the story, whatever script I’m using. So I wonder, how did the dragon become the subject of this story? I think I need to help students think fantastical and imaginatively like this more.

    1. Sean, I missed Leslie’s conferences this summer, but in the notes I found online she seems to say that blood and teeth are popular themes in elementary . And kids love animals, fantasy or not.

      Lately I overheard children talk about a movie on how to train your dragon. To “personalize” the story above one could use the main characters, Hiccup and Jake? Rex the dragon? Harry Potter? Also dragon, dinosaur, dentist, museum are cognates in French.

      Martha’s story is wonderful. How engaging!

      Aya was asking for a simple story plot that would include different action verbs her students have been practicing. The bear story would be perfect! I will definitely try it. Thank you.

  2. Some of my young students don’t always want to think fantastical. Sometimes the young ones ( 1st, 2nd grade) are often happy with more tangible stories. They seem to grow ( are trained?) into being able to be more imaginative. Not true with every kid but with many of them.

    A few years ago Susie was staying with me after she did a workshop. One morning she got a phone call and we made this story about it. It’s a true story. My kids knew most of the words before so acting it out was easy and made everything very clear. Later I embedded it for the readers. I can still see her teaching it, speaking so slowly and sometimes saying the Japanese word after the English and then the English again, the kids were rapt. Everyone took turns being the bear and Michael. I use this every year, and we look at pictures of bears in Colorado.

    On Saturday night
    Michael was sleeping alone.
    A bear came to the house.
    The bear opened the door with his nose.
    He put two feet into the house.
    Michael woke up and yelled, “Leave!”
    The bear left, alone.

  3. Good story scripts are hard to find. This is a good one.

    Just to be clear for anyone new, most of the words in that script were already somewhat acquired by the students. We don’t use scripts with words the kids don’t already know except for the target structures.

    Not only do only two or three new target structures need to appear in each sentence during the creation of the story, variables need to appear to allow the story to be personalized to the class.

    I would have written the story as it appears below, in case anyone is writing scripts themselves. Martha may I send this to Anne for publication with credit to you and Susie if she ever publishes any more story scripts books?

    In this form of the script I am arbitrarily targeting three structures, not knowing what the class already knows. but the rest of it must be known by the kids for the story to work, to repeat the point made above.

    This, by the way, is a tremendously complex story, with a ton of things going on, in terms of what beginning level kids can handle. I might use it in level two second semester at the earliest.

    Also, it could be made into three locations but I wouldn’t. Remember that there are no rules in this work. For simpler stories, three locations gives us more reps, but there is too much in this one location for us to introduce three locations.

    alone
    woke up
    Leave!

    Michael was sleeping alone on Saturday night. There was a problem. A bear came to the house. The bear opened the door with his nose. He put two feet into the house. Michael woke up and yelled, “Leave!” The bear left, alone.

    I had to use italics because of what the computer will allow but usually those variables will be underlined. This was developed this at least ten years ago and it has proven very useful for the teacher in cuing the teacher to know when to ask for personalized details from the class, which not only personalizes but brings class ownership of the story.

    Here is a link to a previous article about scripting stories, if anyone is interested in doing that. In the purest sense, only the teacher can script stories because she is the only one who knows what her kids know. But it is impractical – we just don’t have the time.

    https://benslavic.com/blog/davids-post-2/

  4. The Tooth and Bear scripts are awesome. Those 3 structures naturally flow into each other. Just like Laurie’s suggestion for having structures that oppose each other. When this happens, I’m finding my PQA sessions are easy – in fact, I blur the line between PQA and stories. What I’ve begun to do during PQA is create these 1 scene mini-stories (1 scene parallel stories) maybe use a few props, focus on my students as the characters, and I’m also drawing the scene on the board. Anyone else finding details from the “The Maze Runner” being suggested by the students? I gotta educate myself on that movie so the student input is comprehensible to me! haha.

    Since we are the only ones that know what our kids know, rather than script my own stories, I look through story scripts first for compelling, second for one with structures that flow together even when taken out of the context of the story script, and third I make sure the words are already known by my students – I usually have to rewrite or modify the script and structures.

    My most recent structures were:

    asks for
    too expensive/cheap
    gives him

    The original Tripp script, “Too Expensive,” had different structures:

    presents him with the bill
    each
    exclaims
    too expensive

Leave a Comment

  • Search

Get The Latest Updates

Subscribe to Our Mailing List

No spam, notifications only about new products, updates.

Related Posts

The Problem with CI

To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to

CI and the Research (cont.)

To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to

Research Question

To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to

We Have the Research

To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to

$10

~PER MONTH

Subscribe to be a patron and get additional posts by Ben, along with live-streams, and monthly patron meetings!

Also each month, you will get a special coupon code to save 20% on any product once a month.

  • 20% coupon to anything in the store once a month
  • Access to monthly meetings with Ben
  • Access to exclusive Patreon posts by Ben
  • Access to livestreams by Ben