Story Outlines and Teachers Pay Teachers

by lclarcq on November 28th, 2016

filed under Curriculum and Planning

https://www.teacherspayteachers.com/Store/Hearts-For-Teaching

Hello my friends. It’s a long time since I have posted on here….but I am back. I’ve accepted a new position and you can read more about how that is going, I promise.

This post is to let you know that I have started to post materials for teachers on the Teachers Pay Teachers site. I’m trying to offer a balance of free materials and materials for purchase.

The first set of items is a series of Story Outlines. What is a Story Outline? Simply, it is a skeleton of a story!! One of the things that teachers often share is that they struggle to get started creating a story. I am hoping that these will be of help.

They are actually the format I have used to help students become better (or beginning) writers. It has been very successful and I hope that you may find it helpful for you as you plan for your students.

Here is an example of a Story Outline of a very familiar story!:

storyoutlinecinderella

ideasforusingstoryoutlines

I have posted a free document that includes Ideas for Story Outlines on Teachers Pay Teachers, but I am going to upload it for you here as well. Feel free to look it over and ask me any questions that you might have!

with much love,
from my new home,
Laurie

Planning for A Structure Archived Post 12.27.10

by lclarcq on December 7th, 2014

filed under Archived Posts 2010, Creating Stories, Curriculum and Planning, Encouragment, Musings, Personalizing Instruction, Teacher Training, TPRS techniques

Originally posted as For Chabe on 12/27/10

Chabe wrote and asked how to find ideas to teach a particular structure and here is my response:

Here are some things that you might be able to try….
The first thing that came to mind when I read “se siente sola” (feels alone) was the English phrase…feels alone in a crowd. Because teaching a language is really teaching kids to put meaning to sound, we want them to be able to visualize or feel what the meaning is. So I Google-imaged (new verb! ) “alone in a crowd” and found these:

Se Siente Sola

Se Siente Sola2

Se Siente Sola3

My guess is that you have several artistic kids who could, themselves, create incredible images for this.

Some questions that you could start with:

Where are people when they are not alone, but feel alone?
(a party, an airport, a train station, school, at home, the mall, the doctor’s office)

This is a good question to start with because they don’t have to talk about situations that they have been in personally…it is about places where, although there are lots of people, we might not know anyone, or we might not be understood. Which leads to the next question….

Do people feel alone in a ___________________ because they do not know anyone?

Next, offer them a series of reasons why people might feel alone…..
• They have a problem that no one knows about.
• They are missing someone special.
• They want to be somewhere else.
• They do not like what other people like.
• They do not usually go anywhere alone.
• No one is talking to them.
• They look different than other people.
• Everyone else has someone to talk to.
• They are treated badly.
• They learn something new and very surprising about themselves.

Next, give them a list of movies that they may have seen: (I Googled “movies in 2010”, thought about movies we have talked about, and used my own, very limited!!!!, knowledge to pick this list)

The Lovely Bones
Harry Potter
Dear John
Percy Jackson and the Lightning Thief
Diary of a Wimpy Kid
Twilight
Charlie St. Cloud

A great movie for this that many of them have seen (and if they haven’t it is easy to describe and imagine) is I Am Legend with Will Smith (2007) where he is the last human survivor in NYC.

I simply ask them to match the movie with the situation…or situations.

Take Harry Potter for example:

Harry has a problem that his human family doesn’t know about, he looks different because of his lightning-shaped scar, he is forced to live under a staircase at his uncle’s home, he is an orphan, he just found out that he is a wizard, he has to go to a new school…it goes on and on!

Another good connection would be books that students may be reading or may have read as part of the English curriculum….or historical figures This is a great way to connect curriculum.

Our students read Alas, Babylon, To Kill A Mockingbird, Romeo and Juliet, Of Mice and Men and several others that have characters that lend themselves to this discussion.

How about Rosa Parks? Martin Luther King? Abraham Lincoln? Anne Frank? Helen Keller? Albert Einstein? That list could go on and on…..

Even “famous” people who have “fallen”: Tiger Woods, Mike Tyson, Ben Rothlisberger….folks who may have felt quite alone when they had moments in which the world no longer saw them as idols.

These activities or discussions do not have to take a long time. They could simply be the topic for a quick discussion….or a longer activity….whatever works best with your students and your program.

Once students are comfortable with the topic, it is easier to switch into a more personal mode with them. Brainstorm with the kids things that people do when they feel alone.

This is a list that they truly already have the vocabulary for:
Cry, sleep, read, listen to music, get on the computer, call someone, draw, write, run, make plans.

Some of them lead into good discussion:

Do you listen to sad music or happy music? Which singer/band is good when you feel alone? Why do some people read and other people run? Why do some people like to be alone? Who do some people hate it?

Create characters for students to identify with:

George would pay $200 to be alone for an entire day.

Let them create a life that would make George want to be alone. They will draw from their own experiences, I guarantee it!

Angus has to stay at his grandmother’s house and dog-sit on Halloween night. She lives in the woods, the weather is horrible, and the electricity often goes out. Who does he ask to hang out with him and how does he convince them to go?

Googling “se siente solo” and “me siento solo” I found these songs:

Me siento solo http://www.metrolyrics.com/me-siento-solo-lyrics-frankie-j.html

Hoy Me Siento Sola http://mis5sentidos.blogspot.com/2008/08/hoy-me-siento-sola-cancin-de-mariana-de.html

This one came with this: Una canción que describe como nos sentimos aveces cuando estamos tristes, realmente una linda canción que lo escuchabamos en la escena que Mariana se sentía trizte de la telenovela “Mariana”.
And a video…
And these comments as well:
me siento sola es verdad lo k aveces sucede en los adolecentes
ps la knción me identifik cuando sty deprimida..
esta muy linda…..
es lo sentimos muchos nos los adolescentes
esta canciòn esta super chida te puedes identificar con ella por que hay veces que nuestra vida se vuelve un tormento.
if you would like to mention how teens write on line in Spanish :o)

When I get into these conversations with kids I want them to understand the following:
• These feelings are universal. Every human, be they adult or child, male or female, rich or poor, from any kind of family will experience these emotions.
• There are positive outcomes from negative feelings. (learning to relate to others, having time to think/feel/process, trying new things, meeting new people, finding new strengths in ourselves..)
• We can take an active role in improving our situation.

I hope that this post helps a bit!

With love,
Laurie

All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

Big Questions Archived Post 12.13.10

by lclarcq on December 7th, 2014

filed under Archived Posts 2010, Creating Stories, Curriculum and Planning, Encouragment, Musings, Not So Good Days

(Originally posted 12/13/10)

My brain has been churning all day. I heard several things in church/Sunday school that spoke so strongly to me of my students and I have been trying to piece them together. I’ll try writing and see if that helps…

First was the idea that all of our lives we will struggle with three things:

1. Who am I?
2. Where do I belong?
3. What should I do?

As we go through different stages and different ages the answers will change, but our need to seek the answers will not. From our youngest cognitive moments to our oldest, we will carry these questions in our hearts.

What does this mean in our classrooms?

First, my guess is that the majority of our actions come from whether we have the answers to these questions at any given moment, our feelings about our answers (or lack thereof), and how we got those answers (or why we don’t have them).
Can I help my students with those answers for the time that they are in my classroom? I hope so. If they are comfortable with who they are (or with not having to know while they are in my room…), if they feel that they belong in my room, and I have made it clear what they should do while they are in my room ( or created an environment where they can find out without fear of humiliation or punishment) I can seriously reduce the stress level for my students.

Second, I can remember that the behaviors that I might find annoying and inexplicable actually serve a purpose…for that student. I can use that knowledge to understand, to be patient, to open doors of communication.

Third, I can keep utilizing those themes in my stories, songs, and other lesson details. These questions are part of our hearts, minds and souls. We all can connect with these issues and the struggles, mistakes and victories that stem from seeking the answers.
With love,
Laurie
P.S. These questions came from a study, “Romans 12” by Chip Ingram.

All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

TPRS for IB? Archived Post 6.16.12

by lclarcq on December 6th, 2014

filed under Archived Posts 2012, Curriculum and Planning, Encouragment

(Originally posted 6/16/12)

I’m not as familiar with the IB exam as others, but I can tell you about the kinds of reading,speaking and writing that you referred to.

Embedding reading has been our number one ally in the transition from reading totally comprehensible stories to deciphering articles and literature beyond their comfort zone. I hope to get out a number of posts about that on my blog during August.

PQA is the key to conversational ability about a number of topics. By carefully choosing topics, questions and focus structures,and incorporating regular PQA provides them with the skills and practice to hold their own in any situation.

We have a debate element in the Level 4 program where we start by defending “favorite things”. (thanks to an idea from another TPRSer!!) We build skills and then utilize them to have debates on a variety of topics. Building debates or arguments into conversations in stories is an easy thing to do as well.

Our juniors and seniors do very little “story “writing compared to our 8th-10th graders. Here are examples of what they have done this last marking period:

* Read this article about “the monolith on Mars” and summarize. Then add a paragraph stating your opinion. Is it natural or manmade? Substantiate your belief.

* Now that we have seen the movie Vantage Point, and you have read the accompanying Embedded Reading, tell me which character was the most naive and how his/her behavior reflected that.

* In the movie, the Secret Service used a body double for the president. Do you think that in real life body doubles are used? What are your thoughts/opinions on this?

As for writing using a variety of documents, it is not a problem. They have been writing DBQ’s in Social Studies for years. Spend some time with a SS teacher reviewing how they teach students to do that. Then, what the students need, is the vocabulary necessary to write. This vocabulary is usually an active part of a TPRS curriculum ( while, since, although, according to, despite, next,etc.) These can be developed via storytelling.

Storytelling does NOT have to be silly or goofy all of the time. The silly and goofy obviously has educational benefits for the brain to help build acquisition, however, it is important at the upper levels to have stories that appeal to their growing maturity and natural cynicism. Incorporate characters that don’t believe anything and always need to be convinced. Characters that learn a valuable lesson. Use fables and fairy tales with a moral for reading or as a basis for storyasking.

The ability to think critically was so obvious to me this year in their final exam writing. The juniors had two pieces to write about: The Perfect Vacation and a “story” from a picture. I anticipated that many of them would write “fluffy” pieces, but I was very wrong. The vacation pieces were very personal, describing a past vacation that was important to them. They nearly all wrote about WHY the vacation meant a lot: the connection with family/friends, the break from stress, the appreciation of a new place, etc. A number of them compared a good vacation with a bad one. The interesting thing? I gave them no prompts…just the title.

The pictures were even more interesting. The pictures were faces of people expressing different emotions. I read about recovering from a death in the family, achieving goals, being lonely, learning how to lose a friend, being afraid to be a senior, a family’s reaction to a gay marriage. Very eye-opening.

Lastly, a junior brought in the movie “The Way” and asked if we could watch it. It is in English so I really hesitated. But this student rarely offers this kind of input, the setting is real, the background and history are compelling, and the message is powerful. So we watched it in English with Spanish subtitles.

As a culminating assignment I gave the students the lyrics to four songs that we had done and asked them to pick two that had lyrics that connected to the things that characters in the movie might say or do. Then they had to choose one of the four main characters and write a letter,in Spanish, as if they were that character. (see the PS if you are familiar with the movie) I WAS BLOWN AWAY by the insight of these pieces. The students incorporated many details from the film, and were deeply perceptive. Imagine a letter from a dead son to his father (and vice versa)….I needed a box of kleenex to get through them.

Finally, several of our highest achieving students wrote fictional pieces that are highly publishable. These are students who obviously read a lot in English on their own time. They also take full advantage of free reading opportunities in Spanish class, and are very creative souls. But their level of skill was mind-blowing. and their writing was BEAUTIFUL. Publishable, really.

I’ll let you know one other thing…we didn’t have time to give them to go back and edit anything. This was writing that they just sat down, thought for a minute, put pen to paper and let it spill out. Because we had to give our final during class time, they only had 20 minutes to write per piece…and still, the quality was astounding.

I haven’t yet sat down to analyze exactly what might have helped these kids get to this point, but, since the ONLY WAY they have ever been taught is through TPRS, I can tell you that yes, by all means, TPRS will prepare students for the types of tasks you are talking about.

with love,
Laurie

P.S. Students wrote letters from the following perspectives to the following recipients (on their own, I made no suggestions)

Joost to Tom
Joost to Sarah
Joost to his wife
Sarah to Tom
Jack to Tom
Jack to his publisher
Tom to Sarah
Tom to Joost
Tom to Daniel
Daniel to Tom

If I get to it, I will post a few to my blog this summer, they were so beautiful….

All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

Grading Notebooks Yes or No? Archived Post 8,5.11

by lclarcq on December 6th, 2014

filed under Archived Posts 2011, Curriculum and Planning, Grading/Evaluation/Assessment, Homework, Musings, Starting The Year, Teacher Training

(Originally posted 8/5/11)
Ay….the debate over notebooks and binders is about as long-winded as the debate over grading participation!!

In the last (almost) 30 years, I have tried it all..from detailed checks, grades and checklists, to nothing. My observation is this:

1. Think of your instruction first. What do students need to have their hands on IN CLASS and how do they get access to it?

Truth is…in most TPRS classrooms, there is very little need to refer to a notebook for most of the class.

2. Think of homework next. What do students need to have their hands on in order to do the homework and how do they get access to it?

That will depend on how you approach homework.

Other than those two questions, the binder has nothing to do with language acquisition.

Now….if you believe that is a teacher’s responsibility to help them with organization etc…then you have the professional freedom to incorporate that into your program!

What I am learning is this: It’s easy to be out of touch with how kids organize these days if you are not of the techie generation. (You are!! I’m not!!) Students keep track of things on Iphones and Blackberries, not the little books schools have been handing out for decades. Students and parents are always checking online to find out what assignments are and looking for papers that the kids didn’t bring home.

It might be a better use of teacher time (depending on your students) to post papers and assignments on line than to check and grade binders.

Truth be told…very little is kept in a “hard copy” anywhere these days so it’s possible that the keeping and grading of binders will soon be (if it isn’t already) ridiculously obsolete.

As teachers (and former star students) we LOVE binders and notebooks and collecting lists and stories and keeping them for years and years. Because we love that, we mistakenly believe that that helped us to be language learners.

So in my long-winded way….here is my suggestion:

Before school really kicks off, ask yourself how important is it FOR ACQUISITION for your students to keep a beautiful (or not) binder? And follow that answer to it’s logical conclusion.

If you believe that it is important, but the kids rarely seem to pull it off…then maybe some out-of-the-box solutions are required:

*smaller composition books for “Do Nows”, Vocab, Freewrites etc. kept in plastic dishpans from the dollar store in the back of the room.

*a shelf set aside for binder storage for students who would be better off with a copy at home and at school.

* Buddy binders where students share. (I have kids every year who ask someone else to carry the important things for them)

Whew…ok…that got long but there it is! Enjoy the days you have left and I wish you a great beginning of the year!!!

with love,
Laurie

All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

Thinking About Themes Archived Post 1.1.5.11

by lclarcq on December 6th, 2014

filed under Archived Posts 2011, Curriculum and Planning

(Originally posted 1/15/11)

So glad that this topic of discussion came up on the moretprs list !!!! First…I think what we are talking about (organizing by “Themes” such as Family, Work, Childhood etc.) is really TOPICAL teaching, rather than thematic.and I agree with several things already posted:

1. It provides a logical organizational sequence for whoever needs it (teacher, parent, student, district, state, etc.)
2. It provides a memory “link” for individual vocab…for people who are good learners (ie memorizers, “students”, left-brainers etc.)
3. It requires diligent recycling of vocabulary and…
4. Creativity and opportunity to do so.

For the last 5 years my freshmen classes drifted farther and farther away from the “traditional” NYS syllabus-directed topics (Personal ID, Family, Weather, Shopping, Sports, etc.) This year, for the first time in my 28 years of teaching, I am not teaching the freshmen…and I have been trying to explain to my wonderful new colleague, exactly how the curriculum we ended up with is organized!

What I have found out is this: We are organized by FUNCTION. We can use topics to provide a situation in which to use that function. Our Intro course is arranged in this way. The functions are:

Requesting/providing :

information
personal opinions/feelings
observations
items
behaviors
assistance

descriptions of or details about the above

This boils down to a fairly discrete number of phrases that students must be able to utilize. Our Intro teacher incorporates a limited number of typical “topics” in order to provide her students with opportunities to develop their abilities to function in Spanish in these ways. (Holidays, Family, Sports, Beach) Then…she utilizes fictional, actual, and personal stories (via story”asking” and reading) to put it all together. Pobre Ana is a pivotal part of the curriculum.

In our high school Level 1 (freshmen, second year of study) we have organized the entire year around a theme: POWER. Everything in that year comes back, in some way, to that idea.

The functions above still apply. To that we add:

Comparing and Contrasting
Starting and building relationships
Observing and responding to needs
Collecting and interpreting background information
Recognizing strengths and weaknesses
Choosing and implementing a course of action

Again…these functions lend themselves to a repeated “list” of functional structures. The curriculum itself revolves around several short readings, Casi Se Muere, several identified songs and movies that allow us to work with these functional skills and still incorporate the topical vocab required by NYS ( Food, Shopping, School, Daily activites etc.)

This year I am working on the Spanish 2/3 curriculum. I am creating a two-year cycle so that, ideally, students can be in a Spanish 2 or 3 class (this really helps with scheduling in a small school) and still get the instruction/practice needed to continue to acquire language and be successful on the NYS Regent exam. It is very much a work in progress…but so far so good. Our “theme” or organizational structure is the UN Declaration of Human Rights…and this actually also includes my Sp. 4 class.

Functions for 2/3:

Investigating a community
Investing (time, money, energy, emotion)
Evaluating risk
Initiating change
Exploring locations and opportunities
Getting others to adopt a course of action
Maintaining a healthy lifestyle/environment
Problem-solving
Making choices
Getting others to adopt a course of action
Planning for the future
Reflecting on the past

So far we have read El Trabajo de Roberto and I’ll be picking a second book for this semester. The Amazing Race on Discovery Channel has provided an incredible number of amazing opportunities as well. I frequently peruse the Regents exams on line to make sure that I am including vocabulary that is Regents “high frequency”..which luckily ..is pretty real-life high-frequency as well.

What has happened is that I have seen vocabulary recycle itself. For example lets take a simple word: tree. Without even trying we end up talking/reading about trees in so many situations: discussing people’s homes, favorite vacation spots, making plans for trips/picnics, discussing the weather, describing people (tall as, strong as), reading poetry,in songs, getting directions, discussing art/photos,talking about yard work and part-time jobs, reading about endangered species, sharing opinions about global warming.

And it works like that for more items than you can imagine!!

If you have gotten this far, I’ll share this with you….

When we ONLY organize by lists of items we deprive our students of the opportunity to develop critical-thinking and problem-solving skills. That is why using TPRS is so powerful. It is as if barriers begin to melt away. Things happen in the brains of our students that allow them to make almost unpredictable LEAPS in language acquisition. Their abilities do not follow a (test-friendly) linear progression….and this makes their language-growth and language-use incredibly gratifying to see.

with love,
Laurie

All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

Flipping the Switch 2 Archived Post 4.22.13

by lclarcq on December 6th, 2014

filed under Archived Posts 2013, Curriculum and Planning, Engagement, Good Days, Grading/Evaluation/Assessment, Musings, Output, Participation

(Originally posted 4/22/13)

The second time I saw the light bulb go on was with my juniors. Let me give you a littlebackground. We teach with TPRS, an approach that focuses heavily on providing large amounts of Comprehensible Input in the target language. From this input comes interaction, verbal and written….but production is the result, not the goal.

It is a leap of faith in many ways to take this approach, but the results have been undeniable! Our program has expanded to include so many more students and students of all academic “ability” levels are able to communicate clearly in the language. As a result of the changes in the program and several changes in staff, we have not had this group in a formal speaking test situation…..ever.

It’s not the first year that this has happened. This year’s seniors had not ever had a formal speaking performance assessment either. BUT, when I gave them the assessment last year, using the NYS Regents Speaking Assessment format, they did a fantastic job. What is the difference? That group had been my students for three straight years….and I administered and scored the assessment.

This year NYS Dep’t of Ed. has issued a series of conflicting statements about who will/can administer these assessments and how they will be graded. (I will not be allowed to.) So this year’s group needs to be confident. I need them to know two things:

1. They already have all of the language and skills that they need in order to do this, and do it well.

2. They need to know the rules of the game so they can get the scores that they deserve.

The challenge was, I thought, that they have never been forced to speak in unnaturally long sentences, which is what a high score requires. Well, apparently that is not a challenge in their minds. I explained that the answer to Where do you live ? could be a one word answer: Rushville.

But that wouldn’t be worth much. The more they could say in addition to that the higher their scores would be. I asked for a volunteer. Where do you live? “I live in the little town of Rushville in the state of New York.” Ka-ching!! “With my family and my dog, so the house is too small.” Another student pipes up before I can ask for another volunteer. “So I want to buy a bigger house” student # 3 “but I prefer one in the country because I like having a lot of space for my animals.” and student #4.

Okaaaayyyyy. I guess they get it. Over the last two days I’ve spoken to each student as part of a greeting at the door, a class activity/game etc. and each one can easily perform the task. I even gave them situations where I knew that they hadn’t had the vocabulary. It really didn’t matter.

They can circumlocute like nobody’s business.

Dang……all those years spending all of that energy to get kids to learn how to “perform” well on a speaking assessment and this group acts as if it is as easy as pie. They think it sounds weird to speak in full sentences when one or two words will do, but they are happy to do it and it is easy for them.One class even thought it was hysterically funny and highly entertaining to try to top each others’ sentences.

Here’s the difference: These kids already had acquired all of the language they needed to speak in longer, more complex, high-scoring (although stilted and unnatural) phrases. All I had to do was model how to use them to get the higher grade. Before TPRS I was teaching phrases AND teaching strategy AND teaching topical vocabulary AND grammatical concepts and it never, ever came together much less click for the long term…even for my most gifted students.

Will they all get high scores on the speaking assessment? Probably not. Some will get nervous, some will overthink it and some will pick those really weird questions that no student can ever do well on. But they CAN do it….I know that and they do too. That knowledge lit up our faces and our
hearts.

with love,
Laurie

All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

A “Reflection” As A Character!! 9.15.12

by lclarcq on December 6th, 2014

filed under Archived Posts 2012, Creating Stories, Curriculum and Planning, Engagement, Good Days, Participation, Personalizing Instruction, TPRS techniques, Using student actors, Using Student Ideas

(Originally posted 9/15/12)

I am so excited about the new students that I have!! This week they came up with a great idea…

I was just beginning to ask a story and we had a character, Mia, who was putting on makeup in the mirror in the bathroom on the second floor of her house. The class had decided that it was a full-length mirror. The actress was up in front putting on makeup and it was going fairly well.

In order to get to know the kids better, and for them to connect with me and each other, I have been trying to get as many students involved in as many ways as possible. So, I asked a girl who was similar in height, build and hair color to come up and be the reflection.

She was PHENOMENAL!! It was so funny to watch!! Then the class decided to name her Pia!!!! And now there were double reps! Mia puts on lipstick like Angelina Jolie and Pia puts on lipstick the same way. They put on lipstick like Angelina. (and with sing/plural!!) I thought it just couldn’t get any better than that! And then…..

At one point, Pia, the reflection, wasn’t paying close attention and missed doing something. I said to her in Spanish, “Pia, you are a reflection, when Mia does something you have to do it too.” I was just trying to get in a little more Spanish, but it backfired on me. I could see that she was embarrassed and felt that I had yelled at her. Suddenly one of her friends called out in Spanish, “She wants to be different!”

OH MY!!! A huge smile lit up her face and she said “Yes…I want to be different! I don’t want to be a reflection!” So it was decided, that when Mia was looking in the mirror, Pia did the exact same thing, but when Mia wasn’t looking at the mirror, Pia would do something different.

Oh the fun and the reps we got out of that one!!!! I am definitely bringing Pia back into stories again!!! (hint: at one point in the story, have the actor/actress get very close to the mirror…the actors/actresses end up nose to nose…hysterical!!!!)

with love,
Laurie

All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

R and E: Compass vs GPS Archived Post 3.19.12

by lclarcq on December 3rd, 2014

filed under Archived Posts 2012, Classroom Management, Curriculum and Planning, Engagement, Participation, Relationships, Starting The Year, Teacher Training

Originally posted 3/19/12

Transitions are tough for all human beings. Each one of us transitions differently. It’s no wonder that transitions in the classroom are a struggle.

As a teacher, it helps us to actively DECIDE whether a compass or a GPS is needed in our classrooms.

Every class has students that walk in every day asking the age-old question: What are we going to do today? They are not trying to be obtuse.

They need to know. They handle transition with preparation. If you have a lot of those students, you are one of those students or your administrators want evidence that you know about those students, the GPS system is for you.

G.P.S. Get a Plan. Post a Plan. Show the Plan as needed.

Keep the plan simple. Date, Period, Plan of Activities. Label the activities anything you want, in either or both languages depending on your goals.

Keep the details of the plan in your head. You need to know how many minutes,how many structures, where to PQA more and where to gesture less. All they want to know is what is next.

Put the “voice” of the Plan up for the students. “Turn right now.”

Get their attention. Point to the next step on the plan. Give them instructions and go.

But…teach the students and remind them that the plan is subject to change with just a little notice. ‘Recalculating…..”

I am a not a natural plan person. I love to make them, but can’t follow one happily. I’m always aching to go after a teachable moment, a great response from a student or a spontaneous road trip with the language. But

I have students who occasionally need to know the plan. I also became a much more skilled TPRSer by beginning with a plan and following it as closely as I could in order to improve my skills. Sometimes an activity is new to my students and they need to see the steps in writing. So…I try to teach my students that from time to time I’ll put up a plan and we will follow it. For a reason.

But most of the time I am a “compass” teacher. I know in which direction I want to go. I have enough knowledge to stay on a safe road or get off of a dangerous one. I’ve had enough experiences with flat lessons and overheated discussions to avoid them or fix them. If I’m tired, emotionally-drained, overextended, had too little sleep or need to rely on caffeine then I’d better pull out the GPS.

If we constantly remind ourselves and our students about the interactive quality of our classroom, then we can decide with each class if we are going to follow a GPS or a compass that day. Only three things are needed: a goal,a class that knows how to interact, and a routine at the beginning of every single period that requires them to find out from us what is happening first.

At the beginning of each class it is important that we connect with the class for at least a moment to them know that we are here, we are glad that they are here, and that we will be making the decisions that direct what happens in the room.

It really doesn’t matter if you post a “do-now/bellringer”, greet them at the door with instructions, have a starting routine (FVR, a song, PQA, calendar, etc.)or simply start with an attention-getting signal. What matters is that you use that moment to hold hold up the Maestro baton and give them clear direction. By starting each class with that moment, you make each class member feel welcome and important and safe.

with love,
Laurie

All content of this website ©Hearts for Teaching and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

Grading Questions Archived Post 8.14.11

by lclarcq on November 30th, 2014

filed under Archived Posts 2011, Curriculum and Planning, Grading/Evaluation/Assessment

(Originally posted 8/14/11)

The questions:
We live in the reality of having to produce a grade. How do you grade your students?What does your grade represent?

My answer:
First, grading has to fulfill the district, building and departmental requirements…especially in larger
districts.

In my program, we have a few requirements that are outside of my control ie how much each marking period is weighed, whether or not to give midterms and finals and how those exams are weighed. I worry about what I do have control over.

1. I give a quiz every Thursday. I do NOT tell students what is on the quiz. The purpose of the
quiz is for me to evaluate where students are so that I can plan for the following week. IF 80 % of the students achieve an 80 % or higher, I put the grades in the gradebook. If not, I don’t. The quiz may take 10 minutes or 40, depending on how much information I require. (they usually average 15…I hate to give up interaction time!)

This gives me between 6-10 quiz grades per marking period. I vary the quizzes so that at least three skills: Reading, Writing and Listening are evaluated at least once per marking period. Speaking evals are included in Levels 3 and 4.

2. I collect at least two assignments per week…FROM WORK WE HAVE DONE IN CLASS. This could be adding details to a story, a written translation, a picture drawn from a reading, a poem written from lines of a song or any number of different activities.

3. I usually have 1 homework assignment per week that I collect and mark as a 0, 50, 75 or 100.

4. Once each marking period, especially in the upper levels, students have a short “project” to complete: The requirements are broker down into steps and credit is given for each step completed. It may have an output component but always involved some form of input as well. (I’ll try to post some of these later ….)

This actually gives me at least 20 “grades” in the book for each student per marking period. I have tried all kinds of weighting systems only to find that none of them really makes a difference. I simply total them all (they are out of 100) and divide by the number of grades. If a “project” was really involved I will simply put it in twice. j

I put as little emphasis on grades as possible. I don’t go over tests/quizzes/homework in class.

Ever.

I will discuss things with students after school. My quizzes often involve choice: Here are 15 sentences,…illustrate or translate any 10. If I have planned well, conducted classes well, written quizzes well and designed projects well…it all leads to acquisition.

It does take some students (and parents) time to adjust to not knowing their own personal “point value” at every given moment. If it is extremely stressful for an individual, I will encourage him/her to meet with me after school and we go to Quia or another online format that fills that need for evaluation and quantitative feedback By the end of the first marking period however, they see that their grades are high and that they have really acquired a great deal of language and success.

It works for me. Keep asking questions about what is not clear…

with love,
Laurie

All content of this website © Hearts For Teaching and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.