We have another story for you!
While at a conference I asked my students to email me some Spanglish story scripts. They had to state a problem, suggest three ways to solve it, and create an interesting ending. All stories needed editing in order to meet my students’ language needs, but it saves a lot of teacher time, and their stories are mucho más interesting than mine.
This story was written by Shelby of 7th hour: This traveler has been backpacking around the world for months, and has finally grown tired and misses her bed. She decides to return home, but she discovers that she has lost the key to her house somewhere along the way. In order to find her key, she must first complete three missions, which are actually just entertaining tasks that are chosen by the class. After every mission she finds something useful, but only after the last mission does she receive the key.
Some likely TPRS (Blaine Ray) steps:
- Before class I edited the story, deleted out some elements to allow for student input, taped the main lines to the back wall as my cue cards, wrote some new vocabulary on the board, and gathered a couple of props.
- Before we started storytelling I taught some key vocabulary via translation, gestures, and personalized questions.
- We reviewed how to participate during a story.
- We selected a student actress.
- We told the story together. I made sure to do a lot of repetition, circling, and comprehension checks, although a lot has been cut to make the video watchable.
- I answered pop-up grammar questions.
- We wrote the story on the board.
- We did a choral reading of the story in Spanish.
- I asked questions about the story while they could still read it on the board. I highlighted key points with a laser.
- We read the story together in English.
- Students completed a timed writing and wrote down every single detail they could remember in Spanish.
Storytelling is so powerful for language learning, so have fun and stay-tuned!