This is from Steven:
Hi Ben,
Below is a write up as to how I do personalized stories using the invisibles questioning sequence.
Hi PLC Warriors,
I wanted to share a twist on the old way of doing PQA type of stories. It’s my Slavic-ification twist on it. In traditional TPRS, we would PQA target words like the following:
is thirsty
wanted a drink
was satisfied
In my own naïve way, I would spend a whole 30 minutes “PQAing” the three targets up above. I would ask, “James are you thirsty?” James would say, “No”. Then I would go around the whole class until there was a “yes” then I would move on to the next target etc… It would flop about 80% of the time. Not compelling at all and I would not have a good narrative going.
Let’s fast forward a year or two. When a vacation or big weekend comes or when I have questions for myself like, “What am I going to do with my family this weekend” etc. I come up with a question that I am actually interested in. With the Invisibles system, the input AND the questions have to come from the heart. At least that is my two cents.
I ask the following questions to students:
“What are you going to do?” or “What did you do over the vacation?”
After getting a few answers in L1, I pick one that is compelling for me.
Example:
Jenny says, “I drove my dad’s tractor!”
Then I tell the students: “Okay we are ready to launch into a story. With Jenny’s permission, can we create a story!?”
Jenny says: “Yeah!”
I start with Jenny’s answer about driving the tractor and we create a fictional story. I do this by going through the Invisibles questioning sequence depending on how much time we have. Usually it is a mini-story because there are so many good suggestions.
Students provide the answers to questions and here is the twist — Jenny becomes PROFE 2 for the day. Of course, in Slavic fashion, we applaud the student for their bravery and for being put on the spot. We undermine that negative school attitude of being pointed out and turn it into an amazing experience. Lastly, I read them the text and the artist illustrates the story.
It is up to the teacher to decide the sequence. I like to do the great reveal at the beginning of Day Two followed by the reading but it is up to the teacher.
The last story was going so fast, I had to end it with “to be continued…” Students didn’t even know the bell rang.