Karen C continues

Karen makes me want to be in her classroom to see this happening!

I’m finding that my TPRS stories go farther if the class gets to decide where they go. Last week we discovered HOW a snail, a penguin, a giraffe and a cat shoot baskets. The class worked it out through acclamation (whoever’s idea cracked up the whole class was the one we went with), and they begged me for the vocabulary words needed to express it (how often does THAT happen?). Sometimes one of the kids knew the word we needed (I remembered to pause and wait to see if someone could think of it before giving it to them). All I can say is that the snail shoots baskets with his eyes (like the snail on Spongebob), I said “impossible” but the class reminded me that earlier in the story we noted that the snail ate lots of vitamins, and therefore had “muchos músculos en sus ojos.” The cat stands on his front paws, balances the ball on his tail, and launches it into the basket. The giraffe is short, so has to stand on its hind legs, and the penguin, well, it uses a jet pack to get up to the basket, and drops the ball in with his beak. After ONE class period with this vocab, all the kids were able to describe in writing how each character shot baskets completely in Spanish using imperfect tense (which 3 weeks ago they didn’t know at all).

Next week I’m going to turn the story over to the kids to invent their own ending. We will move into preterite tense to show action that leads to the climax. It will start out with ONE NIGHT AT THE ALASKA CLUB… the four friends discover that four strangers are already playing basketball on their court. Who are they? (each kid will decide on their own). The new guys challenge the 4 animals to a tournament (this relates to the original text reading that the class hasn’t seen yet) and each kid will give me the blow-by-blow action that leads either to the win or loss of the game. The kids will write this up for me, then share it in Nina’s groups of three sharing format. I can’t wait to read the endings. With TPRS, I actually enjoy correcting homework!


5 responses to “Karen C continues

  1. Wow!!! I’m so enjoying this! 2 questions. Are these beginners? And what is Nina’s 3 person share activity? Thanks.


    • I’m pretty sure these are Karen’s second-year kids, but I’ll ask her (or maybe she’ll chime in here). She’s an amazing teacher, isn’t she?


  2. What’s “Nina’s groups of three sharing format”?


  3. Here’s what Karen had to say (she couldn’t find the post and the question):

    Nina Bonito sits kids on both sides a line of tables, student A and Student B on one side facing student C on the other. The three take turns reading aloud their story, then Nina rings a bell which is the signal to move. Student A moves right, and student B moves left, while student C stays put. That way a new group of three forms each time the bell is rung. Nina always rings the bell before all three have finished to add a bit of “hurry up” to the session. She also has kids ask questions to the reader after s/he finishes.


  4. Thank you! I love how it scrambles the class without creating a lot of confusion. Sounds like a great pace changer.


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