A copy of the story, video of my lesson and power point full of student drawn pictures for class review the next day
In early May I told this story to my Spanish 1 students. It is inspired by a classic fable but I added an unexpected twist at the end. Here is a copy of the story as I wrote it before telling it to my students. I think it is good practice to encourage students to read the story later.
I do not choose stories based upon language that I want to introduce in class. For story listening I never hunt for a story that has the imperfect tense or a certain group of target words. I do occasionally teach classic TPRS stories with target structures that I want to nail down, but that is a small part of my teaching routine. Instead I normally search for stories that I think will interest students and then rewrite the story so that it will be comprehensible. There are definitely some words that my students did not know, such as chismosa, pueblo, injusto and entierro. I wrote them on the board as they came up in the story and perhaps circled them very lightly just so that students understood in this one context, this one time. The words menor and mayor also came up, and have shown up in other stories, but I felt like I needed to give a little extra attention to those words.
Finally at the end of the video I tell students watching the video at home to write a 150 word version of this story in Spanish. That was simply for the group of students that had been pulled out of my class for a motivational speaker. That is not how I normally follow up a Story Listening activity. Normally I will have them quickly write about the story in English so that I can glance through the papers and verify their understanding. Today I gave them a paper with only one sentence from the story and had them illustrate that one sentence. At the end of the week we will revisit this story with a power point full of their illustrations (which I will insert here when it is done). I will retell the story using their pictures, and perhaps I will have them also retell in pairs but I know that what makes them speak fluently is not the speaking practice… it is the multiple comprehensible exposures to hearing and reading the fable.
Added the next day:
The next day we did a quick retell and I then gave students five minutes to write as quickly as possible everything they could remember. Here are three random writing samples. Since many of the grades that I record are simply based on completion it is meaningless to say whether these students are “A” or “C” students. What I can say is that they are rarely absent, so this is what happens when they come to class: