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2 thoughts on “i + 10”
This makes a lot of sense to me, especially for first year students. I find myself using the scripts as a backdrop, or optional structure for a kind of one word image growing out of PQA. For example, this week I wanted to do the refrigerator story (Matava vol 1), so I began circling “frigidarium” asking who has a refrigerator and then which room of the house it is in. So it turns out that one of my 8th graders has a mini fridge in his room. Now we’re all talking in Latin about what’s in this kid’s fridge, and then it connects with a previous story, where one of the kids’ personal trainers (yes I teach rich kids) is hungry and is looking for his favorite food, quinoa (yes, I teach in San Francisco, and it’s in the cafeteria’s organic salad bar), and all the quinoa in town is in this kid’s fridge. All of a sudden, we have lift-off on a great story, and everyone (myself included) is on the edge of his seat wondering what will happen next. The structure of the script keeps me grounded and able to move on if the energy wanes, but I also can decide not to follow the script in a rigid way, if the story is being propelled in its own direction without too many out of bounds words.
Following the energy. That is so challenging. We have to trust that the art of conversation will get us to that point. There has to be trust in life, in words, in the kids, in all of it, for that kind of class to happen. Thank you John for this excellent description of what is possible. Funny, I am getting ready to do that story next week.
Related:
https://benslavic.com/blog/2011/10/14/lart-de-la-conversation-and-tprs/