Request from Angie

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

10 thoughts on “Request from Angie”

  1. If your story has a predictable structure, it’s a good candidate for a Mad-Libs style extension, where they get a cloze and have to come up with new details and then illustrate. If I’m feeling ambitious, I will type up their work, make copies of their illustrations, and then hand them out to pairs (in a different class, same level, if possible) who then have to read the text & match it up to the illustrations.

  2. First, I give the class 10 things from the story to draw. I try to repeat the main verb structure in every other drawing.

    Then, I divide the entire class into 8 groups with 4 students in each group. It is a must to have 2 boys and 2 girls in each group in order to successfully put on a skit. Four boys is a disaster.

    The narrator of the group is chosen by me, not the kids, and the narrator must reference pictures that they have drawn, not a written out text. Some classes get tired of it, but some love it all year long. I start in December or January, but you can do whatever you works for you!

    Good luck!

    1. After reading the story, I will do one (or more) of the following:
      Read and Draw a previous year’s story,
      Read and discuss an alternate version,
      Do a movietalk if there are some similar structures,
      Dictation
      Write a parallel story with a partner,
      Write a parallel story and trade story with another student for each location.
      Look and discuss a picture with that structure present,
      Sentence frames,
      Retells

      Anything to create a different “feeling” but still give them some sort of CI. I don’t think you can do any of these things without working through the 3 steps.

  3. This year my school got me a subscription to Raz kids. I have a smart board so I will choose a book that uses the main structure and have dia de kinder. I don’t read the story but we tell it together like movie talk.

    This year I have found a great site of Pablo Picasso’s works. I choose a painting and talk about it for 10 minutes with my students. They have already seen 5 different paintings. I do this to use the language but they are also becoming familiar with his work. Today I chose a painting called Asleep and used the word duerme-he, she sleeps as well as parts of the face.
    We started with la guitarrista when doing circling with balls. I used the picadores painting to incorporate riding so now I can CWB ride a skateboard. I can scroll down on selected paintings and choose one for a specific structure. This keeps us in the language but it a change for the students.

    http://www.pablopicasso.org/

  4. My kiddos, for some reason, like me to re-tell the story while they walk to different areas of the room as they act out the story. If there are three locations, everyone picks out a different spot for each location – of course with only four corners in the room, several always wind up in the same spot. I guess it’s the kinesthetic and it also is kind of a brain break.

  5. For “meeting their social needs” aka “pair work”…

    1) have them choose who is person 1 and person 2. person 1 reads aloud while person 2 either draws or acts out what they hear (sometimes they choose; sometimes I just assign either drawing or acting).

    I do this as a timed activity and tell them they will not necessarily get through the whole story. The reason I time it is to avoid the “we’re done” syndrome (aka chatting in English because you have finished the activity. I sometimes tell them even if you “finish” you must start again so that everyone is working for the entire time)

    I randomly call stop / switch partners if you want when I see that one or more groups is nearing the end of the story.
    *Not everyone wants to or is ready to read aloud, so i don’t like to make them. In this case, the second partner draws random sentences and partner one says them aloud, sort of like pictionary.

    2) A “group activity” I do either after the reading lesson or after a couple of different stories is divide them into groups and have them “overdramatize” / “telenovela” the story. One person narrates by reading the story right off the page. This person is supposed to read slowly and dramatically, overdramatizing with their voice, while the other group members act out the scene. It can get very cheesy and fun to do this. It gives the kids who are dying to speak a chance to do this while others act out what is being said. I give them “x” minutes to rehearse and then each group “performs” for the whole class. They are usually curious to see each other’s “performances.”

    3) Then there is always pictionary. I like to do that team thing that Ben does, where they come up with a team name and gesture/ cheer (from the word chunk game). Divide class into groups. One person from each group comes up and gets the sentence or word chunk (I either whisper it or point to it from a story text…can be a short sentence or phrase or a longer sentence for the bonus round!) They go back and draw this on whiteboards and team members guess. It is really loud and chaotic, and sometimes that is what you need (ie, on a Friday or after a hard week or the last day before vacation.

    4) I have also done that exercise where they read a paragraph or whatever out loud and I give them different prompts so they have to change their voice inflection etc “read romantically, read in a boring monotone, whisper, read angrily, read sadly, etc. I do this chorally so everyone feels silly therefore nobody sticks out.

    5) Dictado, of course, and then I also did this thing that I called “Dictado plus” or maybe I called it “Extreme Dictado.” Something like that. It is for when you really want to have some quiet focus. Do Dictado as usual but have them leave an extra line in between sentences. Regular dictado spacing is sentence, 2 blank lines, next sentence. For “Extreme” leave 3 blank lines. Then when you finish reading all the sentences out loud, they translate them on that extra line. I know that we do this orally when going over the dictado, but this just gives an extra few moments of quiet 🙂

  6. I also have 85 minute classes and, I won’t lie, sometimes I just need a break from providing CI, you know? So, I do

    dictations
    read novels as class, then do individual work sometimes (I have 4 class sets at this point)
    in Sp. 1, watch Mi Vida Loca with a small worksheet to fill out with vocab while watching
    in Sp. 2, watch Extr@ en español, small worksheet to fill out while watching
    10 min timed write
    listen to a song every day (same song all week, with small song quiz on Fridays)
    create class books of story sometimes

    If I think of anything else, I’ll add on.

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