Sequencing Classes

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5 thoughts on “Sequencing Classes”

  1. The idea of sequencing lessons instead of creating lesson plans is making me want to revise how I write out my weekly plan, or list of activities to do for each day throughout the week. It’s hard for me to think about how I might be flexible with my weekly plan to stop doing all I do to establish meaning and get some reps in (i.e., TPR, PQA, PSA, OWI, 1 scene images) before storyasking, and jump into storyasking the day before I originally planned. And how each class would be in a different place each day. Perhaps I need to stop thinking about it so much and just try it, making sure to note where we ended up at the end of the class period so we can pick it up from there the next class period.

  2. Writing out what we created vocally in class, and reading that writing (R&D, or RoA) could be apart of the quick quizzes, I envision. My students are often much more attentive to my L2 during quick quizzes, even if in a less playful way, than they are during PQA or Storyasking. I’m going to try building off that attentiveness during the quick quizzes and include some reading on the overhead.

  3. I tried this last week and it worked really well. After playing with the target structure and pqa, we started a story but we came to a point where they were fading. I had them each do a short writing like above and they were able to see how much they are working with.

    The next day we reviewed the story to that point, which gained more repetitions, and then we added more to the story.

    I then typed my 3 Spanish 1 class stories and am sharing them with my other classes. Since they have friends in other hours they have interest and it uses the main structure that is familiar to all classes. This increases reps once again.

    Since some classes have different side words I first had them draw pictures for any words that they didn’t know before reading the other classes. By having 3 stories with the same structure, even the kids that have focus problems were picking up on them by themselves. Some of those students showed how happy they were when they totally understood. After giving them time with a partner to read the story for understanding, I read a line at a time for the students to translate by volunteer. They were only allowed to translate once for the class so we waited for others and what do you know, some of the students that had been behind volunteered and you could see the pride in their faces. Thanks for this idea.

    1. Melissa, I work in a small school where all the students know each other, so the idea of sharing stories from one class to another just might work. I’ll have to consider this in the next few weeks.

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