I told you about how we went through the word list and then I read with my advanced kids, pointing out the things they’d wanted me to focus on. Well, today I left my tiny post-it with my lesson “plans” on it at home, so I was staring at the advanced group hoping to either remember what I’d planned or that I’d come up with something good.
All the other classes’ story note pages were up on the board, so I left them up in an attempt to tread water until something came to me. We are also reading one hint a day on how to live a more effective life (I saw it in English on my yahoo page, googled the expression in Russian, and realized it was perfect for their level), so we started with that. By the time we’d read through the other classes’ stories, two kids were asking why we don’t do stories “like that” any more.
I stared at them for what seemed an eternity trying to figure out what to do, then wrote seven of the structures they’d requested on a white board. I assigned each one to a student by request (which sometimes came out funny: “I want to eat!” but I momentarily didn’t understand it was the phrase she wanted and got her some crackers) and explained that they were responsible for working them into the story as often as possible. I’ve done this before with rejoinders. It’s fun, but I’d forgotten to try it recently.
Chaos ensued. There were way too many loud sentences in Russian raining down on me, much faster than I could type. The kids responsible for phrases were blurting them out, and all the others were just trying to move the story their way. I chose whatever I heard that seemed most appropriate. In 14 minutes, we had a story started with all seven phrases. I think they all got in at least twice. And then the bell rang. I love TPRS.