Fun Prep for UNANNOUNCED Quiz

I was just reading something that Carol Gaab wrote about “mixing things up” in your classroom–always trying to provide Comprehensible Input for your students. It gave me an idea. When you want to find out whether kids are really ready for one of your “unannounced quizzes”, this might be a fun, informative way to prep them:

  1. Give the kids small pieces of scrap paper or post its. How many you give them depends on how many questions you have on your quiz. Jody suggests 5 or 6.
  2. Project a question on the board about the reading, or section of reading,  you just worked on or the story you just did in class making sure to focus on target/important structures you are working on or want to review.
  3. Kids each answer the question on their little piece of paper. They do NOT write a number on the paper, but do write their name on the back of the paper. When finished, they turn the little paper over and put it to the side of their desk.
  4. Project the second question and have the kids do the same as with the first question. Etc., etc.
  5. When you have finished projecting all the questions and the kids have finished writing all the answers, walk around, collecting the little papers and throw them in a grocery bag. Mix them up good. Kids put away all writing paraphernalia during the collection process. Desks are now clear.
  6. Project the first question on the board again. Ceremoniously, fish around in the bag and choose an answer. Read it aloud.
  7. Students give two thumbs up if it is correct or two thumbs down if it is not. If the answer is wrong, it may sound really silly. Encourage appropriate laughter. ūüėÄ (If you can engineer your questions to go together in a way that mixed-up answers might be funny, even better.)
  8. If the answer is correct, read the name of the brilliant student and have the class applaud. If it is not correct, shake your head sadly,  and throw the answer back in the bag. Shake bag even more.
  9. Continue with the questions until all are correctly answered.
  10. Start with Question #1 again; have someone in the class say the answer aloud; write it on the overhead and read it again yourself aloud. Do this with all questions. Turn off the overhead. You’re done.

At the start of the next class, put the questions on the overhead again and ANNOUNCE that they are having a quiz. Have the kids answer all the questions. They turn their papers in for a quiz grade.

Some might ask:

  • Isn’t this prepping them too much? Prepping them is giving them tons of¬† Comprehensible Input.
  • Won’t everyone get 100%? Interestingly enough, not everyone will get 100%, but everyone will do well.

On a quiz like this, I will not find out whether they remember everything about the reading or story that we did. What I will find out is whether they are able to use the important target structures or not. This is more important to me as a language teacher and will inform the content of my future lessons.

A higher-level way you might do this activity would be to do the opposite. Instead of projecting the questions for them to answer, project the ANSWERS and have the students write the QUESTIONS that go with the answers from your story or reading. There would likely be many different questions one might ask, so this activity could definitely hit some higher-order thinking skills. On the quiz, I would have them answer MY questions. It’ll be a breeze by then.

More thoughts:

1)  When reading the questions aloud the first time, make sure the students comprehend them by:

  • having target structures w/translation on the board and do pause and point as you read the question
  • ask a student translate the question into English aloud

2)¬† What if a student says they can’t write the answer in the target language because they don’t have enough language?¬†

  • Have them write the answer in English (although if this is the case, this activity may be at an inappropriately high level for your class and you should wait).
  • If you should choose that student’s little paper out of the bag, just write down and say the answer in the target language (more CI for that student)

Cap√≠tulo 3 – It’s called La Invasi√≥n, but it’s much more than that!

Henry Morgan y sus bucaneros saquean el mercado. Capturan y torturan a la gente para forzarles a hablar.

Cruelty, chaos, intrigue, love and betrayal! This chapter’s got ’em all and begs to be acted out. So, I did not pass out the books.

Instead, I chose two names from the box. I told them that one was Henry and one was Carlos. They came to the front of the class. (Before we began, I reminded them–in English–that this chapter required skilled, active, acting with lots of vocal and physical expression–and to gracefully bow out before we began if they thought they weren’t up to the job. Works every time. Everyone wanted in.)

In the first scene, Felipe gets away, the pirates capture Carlos, and Henry tortures him until he tells who has the map. The scene has just the right tone of threat and humor. It never gets too dark. I won’t tell you what happens to Carlos, but it’s not good.

As I narrate the text, the two students act. I often repeat sentences, ask for brief translation from the class, include the class in extra dialogue. I don’t want to lose them.

I love the dialogue parts. At this point in the year, their tongues are loose and willing to mimic my speech. They are quite familiar with the structures and much of the vocabulary. I say part of a line. They say part of line, mimicking the volume, intonation, emotion, etc. Sometimes we do it again, repeating it together. If it’s a really good line, the whole class gets in on it. One of my Henry’s took on a Marlon Brando Godfather voice during the speaking parts. Big fun. If my students were not so facile of tongue, I would do the Gaab Dialogue Trick:¬† I stand behind the student and speak the dialogue while they just move their lips. It is always hilarious and relieves them of producing before it is really time.

When they speak, they don’t receive any CI (but, of course, they just got some the very moment before). What they get is an intense reason to listen and understand, so that they can sound “real” and get positive feedback from their peers–the most important thing in the universe. The dialogue in this book is cunningly repetitive. Hats off to the author one more time.

I chose two more actors and they came to the front. In this scene, we find Felipe with Antonio. Antonio realizes his life is in danger and that his girlfriend, Raquel, is in the market , trapped by the pirates, and doesn’t know where he is. Antonio comes up with a plan to use Felipe to find Raquel and get her to the arranged meeting place so that they can all flee Puerto del Pr√≠ncipe. In this scene, we see that Antonio indeed appears to care for Raquel. We see his intelligence and strategic thinking. Felipe doesn’t show a lot of leadership qualities, but seems dutiful and loyal.

OR IS HE? I can’t tell you what happens next, but in the last scene, both Antonio and Raquel (another ticket from the box) end up with shattered hearts. My students watched, rapt during this part. The actors had little to actually do. However, I can guarantee the student audience received 100% comprehensible input as they SAW the action and emotions while I read the text–compelling content, for sure. (You’ll have to get the book!)

Their minds were abuzzin’ after that! Class was over and they wanted to make PREDICTIONS about where this story was going. Had to shoo them out. I wonder if they realize that the entire thing was in Spanish.¬† ūüôā

Todos para uno y uno para todos

Sounds a little like a pirate slogan, yes? Three Muskateerish even. Todos para uno y uno para todos. It’s what I decided to name my new review/assessment game.

“Numbered Heads Together” has been around a long time. I always do Lettered Heads Together because I like to practice the alphabet that way. I use the game often to:

  • give all students one more chance to hear the new material from the chapter in context
  • give the slower processors a pretty safe space to work out their thinking and their tongues with peer support
  • give the faster processors an opportunity to show their maximum acquisition (a nice way to say “show off”)
  • encourage them to share information instead of covet it
  • let them move around the classroom
  • get them to key in and “laser listen” to the material
  • provide the comprehensible input in a format that makes them WANT to find interest
  • assess output to see how they’re doing

After hearing Alfie Kohn speak the other night, I decided to change the rules of the game a bit. I have always set up the game in a cooperative/competitive format:¬† Teams discuss and come up with an answer. I call a lettered head. The first one who pops up gets to answer–wins or loses the point for their team. There is a winning team and, of course, there are losing teams.

After listening to Alfie talk about the dangers of “academic competition” in school, I really rethought this game. Now, it’s “all for one and one for all”. The whole class is working for points for the class–and there still get to be teams. It worked great and was a huge hit with the kids and with me. Big time fun, engagement, focus on meaning, focus on success, fight the fear. All good. No “team” is smarter or better than any other team. No “team” is lesser, dumber, etc. than any other team. I thought they might think it was lame since they are very competitive, sporty kids. I was wrong. Doing it this way took off a layer of worry for them.

Read on:

  1. I choose four names out of the box for each team.
  2. The teams gather in different areas of the room. I say: “Equipo 1 aqu√≠, por favor. Equipo 2, aqu√≠, etc.” When they get really good at organizing themselves, after a few times of playing the game, I let them come up with an “appropriate” Spanish name for their team. For instance, this time we had Los Fatales (silly name based on one kid who ALWAYS answers the question, ¬ŅC√≥mo est√°s?, with “Fatal”, Los C√°llates, Los Azules, Los Habladores Cabezones, etc. Dumb stuff, fun stuff. I help them out or this takes forever.
  3. I assign each team member a letter: a, b, c, d “Fulano, eres A. Sutano, eres B., etc. Todos los A’s, levanten la mano, por favor. Los B’s, etc.”
  4. I ask the question*. I speak SLOWLY (can’t impress upon you enough the necessity to speak slowly in all activities).
  5. Each team physically huddles together to discuss the answer. I say: “J√ļntense. Arr√≠mense. (with motions)”
  6. I give the groups time to discuss the question, come up with the answer. Each group member must feel confident that they have an answer (they will need it for the next step). Then I repeat the question to the class.
  7. I choose a letter. For instance:  B
  8. All the B’s run to the center of the room away from their teams, huddle up with the new group, and tell each other what their original team believes is the correct answer. Each one weighs in. Then, they either agree because they all have the same answer or they negotiate a better answer among themselves. I love watching that part.
  9. When they are ready, I choose one of their tickets. That person answers the question.
  10. If they answer correctly, their team gets the point which goes immediately goes toward the class score. If they get it wrong, no point.
  11. If anyone speaks English (smart alec remarks, criticisms, whatever) during the “answering part”, profe gets a point (that happened a couple of times in one class).
  12. Before we began, we did one practice round with a silly question in English (since I had changed the rules). The question was: ¬ŅQui√©n es Joe Biden? I just walked them through the format slowly. It was easy.

At the end I asked them:

  1. how well they had understood me?
  2. how well they had remembered the new vocabulary?
  3. how well they had remembered the details of the plot?
  4. how well they thought they had contributed to the activity?

They give me 0-5 fingers to answer the above questions:  0 Рlowest to 5 Рhighest

Lots of fives on all questions. The cheers at the end of the game were loud and enthusiastic. Many yelled out, “¬°Todos para uno y uno para todos!” Alfie was right.

*I used the Comprehension Questions (reworded) and Discussion Questions in the Treasure Chest which accompany Piratas.

Cap√≠tulo 2 – Una Pistola especial

Una Pistola especial

Chapter Two is a bit long for beginners. Slogging through the reading and “meaning making” (translating) is sometimes onerous for me, the teacher, too. I get nervous that I may bore them, go too long, lose their attention, etc. So, I broke the chapter up into three chunks and did it on three separate days.

It worked pretty well. After we finished, I played the book on cd that comes with the Treasure Chest. It is very fast (normal speech speed), but the kids all say that it is much easier to understand because they have gone through the first reading and translating. I notice that there are very few kids who are taking their eyes off the text in this class. It may just be that they are better readers, in general, than students I’ve had in the past. When I asked for the comprehension check (five fingers), I got three to five. All reported that they easily understood the gist. Many reported understanding in a more detailed way.

After, we finished the second reading, I put the “event order” activity from the Treasure Chest up on Elmo. There are fifteen events on it. Instead of having the kids order the events, I put three different color dots on the page.

  • Azul – al principio
  • Rojo – en medio
  • Verde – al final

As a class, we read each item on the list, starting at the top (which is out of order).¬† We decided, more or less, in which part of the chapter the event occurred, and marked the item with a colored dot instead of a number. Because we had read the chapter in three parts, this was perhaps somewhat easier than if we’d read it all at one time.

The next day, today, I gave them the sheet with the events on it to number in correct order. They also did the character comparison Venn diagram which included comparing “a friend” with Carlos and Felipe. I asked them to finish the “event ordering” first and then move to¬† the Venn activity.

When I saw that everyone had finished, I chose groups of two or three to get together and compare answers. If they found differences, they were to circle them. Then, they had to go back and find proof in the book to defend their choices.

Things I noticed:

  • One girl said to me: “This is really hard. When you go back to find the proof, you have to figure out where to look in the chapter or you’re going to have to read the whole chapter again!” Me: “How might you make that easier for yourself?” Other student in the group: “We know if it happened at the beginning, middle, or end, so we don’t have to read the whole thing. We just have to think about where it might be and read before and after.” (Hmmm. I love being useless.)
  • They were seriously enjoying “proving” each other wrong.

After they had finished (those who finished early went on to work on the Venn diagram), I read each item individually with the answer from the kid’s paper who was nearest to me. Each time I read an item, the students were to give a thumb up in agreement or a thumb down in disagreement. I waited to see that each person had made the signal and we looked around. When there was disagreement, I chose someone to give the proof from the book. It worked great!

Why I liked it:

  • No one was “checked out” during correction time. Thumbs up, thumbs down keeps them physically involved.
  • When they read the brief passages that held the “proof”, they read beautifully in Spanish–gorgeous accents and intonation (proud Spanish teacher am I).
  • The plot action of Cap√≠tulo Dos got solidified in their brains.
  • New vocabulary was repeated over and over in logical context–it’s getting in their brains!!!

They worked a bit more on the Venn and class ended. We’ll find out how their friends match up with Carlos and Felipe tomorrow.

Tomorrow, we will also play a “numbered-heads together” question game about things that happened in Chapter Two. (Basically, it is “intermediate circling of new vocabulary” in a game context–one more attempt at making the content and structures compelling enough for them to pay attention to–we’ll see how it goes.)

Se bajan del barco y llegan a la costa en canoas. Después, caminan 50 kilómetros a Puerto del Príncipe.


What Does She See in Them? (Piratas-Capítulo Uno)

Henry Morgan

I used Mira’s two worksheets to give students a reason to reread Chapter One. The input was more comprehensible the third time around which made authentic, acquired output a much more likely possibility.

  • List characteristics of Henry Morgan and Antonio Medina (the frames around the lists make this assignment much more interesting than if the lists were just on a regular piece of binder paper).
  • List characteristics of Raquel (Circle in the middle of the page with Raquel’s name in it and spokes sticking out on four side of the circle. Once again, the graphic format makes this more¬† interesting). I asked them to be as complete as they could and they assured me that would happen.¬† ūüėČ
  • The kids turned them in at the end of the period and I looked them over. In former years, I would have been very concerned about “how much” they had written and would have given them strict points based on that effort. Now, I see it differently. I read each paper and drew a line under the last fact they had written in each column. No score. The next day I passed the papers back to the kids. I turned on Elmo and reminded them that they had assured me they had found all the facts.
  • I told them that I wanted to fill out the worksheet on the overhead and needed all the information they had to be able to do that. They were to dictate to me and, also, write down any info they missed under the line I had drawn on their papers, checking off any info they already had.
  • Well, wonder of wonders, the list grew very LONG in both classes! On the Raquel sheet, we also added many circles to the ones that were already there. There was a small amount of appropriate output as they read their items to me, tons of comprehensible input as they listened and read, opportunity to write the language for a purpose, tons of repetition, a tinge of competition with the other class (who would find the most?), and a grand solidifying of their knowledge about each one of the characters.
  • I asked them to notice the difference between their original lists and the ones they had now. Longer?
  • Short teacher lecture about what A effort looks like and what C effort looks like. They got the point.
  • I told them they were now responsible for knowing all the info on their sheets-a study guide as it were. It’s the second semester of sixth grade–time to act like students. (They don’t know that it will be more fun than “study” to read this book, but I don’t want them to get too relaxed YET. He, he)

    Could it be Antonio?

Getting Started (Piratas-Capítulo Uno)

  1. On Day One, we did the same activity we started with last year. (Search:  Piratas РDay One) It went off without a hitch.
  2. On Day Two, we read and translated the chapter together. I asked comprehension questions as we went from paragraph to paragraph. Chapter One introduces the three main characters and gives us some insight into their motivations in life. In Chapter One, we also learn about the secret map and the island where the magic liquid might be found.
  3. The Day Three, I handed out a vocabulary sheet which has the words from the glossary for Chapter One along with others I thought they needed to know. I wrote an Advanced Vocabulary list, too. It was a list of many of the verbs on the “regular” list but in some of the forms reflecting: first person singular and plural, third person singular and plural, and second person singular formal in the present, preterite and imperfect tenses. I told them that they would be responsible for all the structures and vocabulary on the “regular” list when we had finished the chapter (pop quiz). If they do well on that part of the quiz, they will be eligible to take the challenge part. (More on that later) My students have been exposed to verbs in all of these tenses from the beginning. This is nothing new. They are not responsible for ALL verbs in those tenses and ALL verbs with all of those subject pronouns–just to the ones we have worked on a lot. I will only ask them what the word in Spanish means.
  4. After passing that out, I took my lowest group of readers/Spanish acquirers (5) into the hallway to read and translate with them. The rest of the class worked on the crossword puzzle and word search provided in the Treasure Chest auxiliary materials. Wow! Being able to work with a smaller group and really hear what they know and what they don’t know was illuminating to say the least. Demoralizing in a few cases. They reported “really liking to work in the small group”. Oh, how I wish I could do that every day!
  5. When we returned, we listened to Chapter One from the CD. The kids thought it was really “fast”, but they understood it “pretty well”.
  6. The best is yet to come.

My Truths and their Truths – #1

I always get so excited when my classes and I begin this book. I know what’s coming, but they don’t. That’s good and bad of course. I teach this book to two pretty sharp sixth-grade classes.

Truth #1: OK, they’re pretty sharp overall, but I have a group of low kids in each class (special ed kids-slow processors, poor memory, difficulty with integrating concepts and content, etc.) who are much lower than the rest of the kids. Much lower. Sometimes, I find myself avoiding asking them questions and putting them on the spot because it is so hard for all parties: for them, for the rest of the class, and for me. I remind myself over and over (reading Ben’s blog yesterday reminded me AGAIN) about the power and necessity of SLOW when delivering comprehensible input to students. It goes for “print” input also. I have to remember that NOTHING bad will happen to my fast processors if I make class and text comprehensible to my low kids. (More on this and differentiating for the “fasties” later.)

Papelitos M√°gicos

As per Mira’s great suggestions:

I started class by writing on board:

  1. Ustedes van a leer el Capítulo 6.
  2. Ustedes van a buscar su frase preferida del di√°logo en Cap. 6. (I could have had them choose anything from the chapter, but decided to stick to dialogue only–worked great)
  3. Ustedes van a escribir la frase en espa√Īol en un papelito.

I made sure to help them carefully examine the instructions, making certain that my lowest kids understood them.

We have worked on “ellos/ellas” + verb for a long time. Recently, I added “ustedes” to the mix. So, now I ask questions like these:

  • ¬ŅQu√© quiere decir ustedes?
  • What does the “n” mean?
  • What does “va” mean?
  • What does “van” mean?
  • ¬ŅQu√© quiere decir ustedes van?
  • ¬ŅQu√© quiere decir ustedes van a escribir? (van a jugar, van a celebrar, etc.)
  • How would I say, “You (all) are going to eat pizza?”

I’ll have to ask these questions a gazillion times–a few at time everyday–just remembering to include this structure everyday and to park with it for a few minutes over a long period–months. SLOW AND STEADY WINS THE ACQUISITION RACE.

They started to read the chapter. I started to pass out the little slips of paper. What is the most important part of this exercise to a sixth grader? Yes, the color of the papelito, of course! I knew it would be, so I had several different colors–which, of course, meant that they asked for their preferred color en espa√Īol as I walked by.

Given that we had done so much work on this chapter already, they swiftly and pretty carefully (I was watching) read through the chapter again. After they’d written their bits of dialogue on their papelitos, I told them to watch me. One of the things that I have learned, after setting up so many great activities in my life only to see them fail miserably upon execution, is this:¬† Not only is it OK to model EXACTLY how an activity will look, it is VERY SMART.¬† So, I walked over to a student’s desk, looked her in the eye, and in my most romantic voice delivered my favorite line from the chapter: Tus ojos son divinos. I prompted her to read hers to me while looking at me or at her paper (if she was a bit uncertain). I did it with two more people. Of course, as I expected, one of the kids had chosen my phrase. After I said mine to him, he came back with, “Tus ojos son divinos, tambi√©n.”. Talk about good listening!

We did this for a very short time–about two or three minutes. I directed them to stand up, mill around to find partners, and to speak nothing but their lines. No English, no commentary. Very cute. When they all sat down, I asked in Spanish who had chosen which phrases and we counted. Just another way for them to hear the Spanish phrases one more time and personally connect to them. A student collected the papers and recyled them.

Then I told the class I wanted them to think of one word which they believed was the most important one or most powerful one–representing the chapter. They wrote it on another tiny square and put it into a hat in front of the room. Doing this is very different from just asking for the class to throw out words. It is anonymous. It is active. Everyone participates. There is less fear.

What great answers! Of course, #1 was: romance. Others: molesto, fotos, agentes, amor, and some others that I can’t remember now. I chose them one-by-one from the hat, asked who had written it, and asked them why they thought that. Not all kids could give extended answers in Spanish, but many could. All could say something intelligible in Spanish to defend their opinions.

All students reported that reading the chapter had been super-easy.

I started to show them pictures of Parque G√ľell today. Internet connection was sooooo slow, that it became painful. I’ll make a slideshow (with all of my extra time–ha) for another day.

With leftover time, they worked in their table pairs to start reading/translating Cap√≠tulo 7. I didn’t expect them to finish. Their homework assignment:

  • Read Chapter 7
  • Write down any unknown words with Page #
  • Give themselves a “comprehension check” score: 0-5 on the chapter

Lots of espa√Īol today. Lots of varied activity today. They listened, read, wrote, and spoke–and got a little culture, too. The hardest part was timing it all well. That’s the art of it all, isn’t it?

Showing What We Read – Reprise

The six-ring circus went off without a hitch. *Something in me always worries that if I ask a class to do something “again”, I will get a lot of negative flack and lack of “ganas” (desire).

I told them what I wanted to try:

  • dividing them into groups of four (chosen at random from the box of names)
  • having them choose roles (I could have assigned them–just didn’t feel like doing it.)
  • me reading Cap√≠tulo 6 one more time (They had no access to the written text.)
  • them hamming it up to the max
  • them gesturing everything I said when it was something that no particular character was doing or saying

Result:  They were eager to get started. *Teacher needs reality check. Silly me.

We cleared a few spaces in the room for them “to act”. I did not let anyone sit on chairs or desks. We got started.

Of course, it was a hoot! I read and tried to observe at the same time. Every time I saw someone doing something cool, spectacular, risky for them, funny, on task, whatever, I would make a huge thumbs-up gesture in their direction and say something positive about what they were doing in Spanish. I loved watching them lose their inhibitions in the smaller groups because no one was really watching except for me. Everyone was busy listening, gesturing, and acting. There was lots of laughter and lots of moving of bodies. Was it kind of loud? Yes. All good. I paused several times (without chastising them), so that they could calm down, quiet down, and center themselves to hear the next chunk of text. One interesting thing I noticed was some kids’ willingness to switch gender roles in their play. Nobody went over the top or was disrespectful. I may have just been lucky. I think they like this kind of thing so much that they don’t want to lose the privilege by “going too far out-of-bounds”. Many of my more shy children didn’t look very shy during this activity. I was really surprised at some of them. Yes, there were a few reticent ones (very few), but the others in the group really included them and made it work. Much of that has to do with the text itself–it really lends itself to “connecting” all the players.

After we finished, I told them I had some observations and some questions.


  1. Everyone appeared very engaged in listening and trying to make meaning of what they heard. Most students really got into the activity using their bodies and their voices to express the meaning of the text.
  2. When someone didn’t “act” in the group, others in the group helped them, repeated the text to them, showed them what it meant, etc., so that they could act.
  3. They seemed to “know” the dialogue before I even said it. They appeared to know what was coming before I said it.


  1. Was it true that they knew a lot of the dialogue already? Yes.
  2. Why did they think that was? There had been several repetitions of the text.
  3. Did it feel natural and easy? Yes.
  4. Why? Because we’ve done it a bunch of times now.
  5. Was it fun? Yes.
  6. Why? Because we got to act, move around, be a little silly, and have fun.
  7. What is the value in doing something like this (repeating an activity several times in different ways)? Yes, it starts to get easy. It feels natural. Things stick in your mind.

Mira Canion, the author, tells me that Chapter 8 and 11 will also be great ones for dramatic play. What are some things people do in their classes to bring text to life through acting it out? Please share.

Jody’s favorite line from Cap√≠tulo 6: “Tus ojos son divinos.” I say it to every kid who walks through the door. They can’t believe that people really speak this way in Spanish. I tell them that they do. Great jumping off point to talk about cultural differences.

Showing What We Read

Wow! Capítulo 6 is now one of my all-time favorite chapters to act out in a tprs reading class!

I began by writing three things on the board that we were going to do today:

  1. Leo Capítulo 6 en voz alta y ustedes escuchan. (I read Ch. 6 aloud and you listen.)
  2. Leo Capítulo 6 en voz alta y ustedes escuchan y actuan. (I read Ch. 6 aloud and you listen and act.)
  3. Leo Capítulo 6 en voz alta mientras ustedes leen también. (I read Ch. 6 aloud and you read, too.)
  4. With any left over time, we would summarize in English.

I told them that when we finished each part, I would do a 10-finger comprehension check. They were to hold up the number of fingers that indicated their level of understanding.

  • 0 = Is the teacher speaking Greek or something?
  • 5 = I understood about 1/2 of what she said.
  • 8 = I understood it pretty well. A few things were difficult.
  • 10 = I understood everything she said.
  • Of course, they could choose any number in between which matched their sense of their own comprehension.

In short, this chapter is where the romantic rubber finally hits the road. Mario (one of the secret agents) and Paula (the investigator hired by Luis’ father) meet, become infatuated with each other, and get a little bedazzled much to the chagrin of their friends.

Reading #1:

Before I began, I asked them what they thought they should do as I read. After the first few “obvio” answers (listen, pay attention, etc.), one student said, “We should make a movie in our heads.” Another one added on, “Yes, like we’re in a theater and we are watching it.” I pounced on those answers and wrote them up on the board. During the first reading, I made certain to:

  • go very slowly,
  • read with expression,
  • stop and ask occasional questions for clarification when I thought I might lose them
  • do some grammar pop-up questions to help clarify word meaning: What does the “n” on van mean? What does “son” mean in “Paula y Luis son de Barcelona.”? If I wanted to say “He is from Barcelona”, how would I do that?, etc.

There were many chuckles, snorts, eye rolls, and other clues that many kids gave me as I was reading which told me they had very good comprehension of what was going on. The chapter is romantically juicy and that really hooked them in–full of short, rich dialogue. Comprehension Check #1: = 7-10 fingers all around

Reading #2

I chose four actors from the class box. I told them they had to really get into the parts and since they had already heard the chapter once, they knew what they were in for. All four ran to the front of the room. I have very strict rules about acting:

  1. Speak English, lose your job.
  2. Only do what the text tells you to do.
  3. Don’t distract.
  4. No one may make fun of an actor.

Well, in both classes, the actors had me on the floor laughing. I read the chapter with grand expression, exaggerated voice, and much gesturing. Right after I would say a piece of dialogue, the actor would repeat it–imitating me. If they weren’t expressive enough, the class would yell for them to do it over. That is always fun! By the time we finished Reading #2, our ribs hurt. The actors got more and more into their parts. Right at the end of the chapter, the mean, ugly secret agent, Javier, asks Mario, the handsome, nice secret agent, whether he was able to take the pictures Javier wanted. Mario responds affirmatively, saying, “Yes, I took pictures of Paula–lots of pictures of Paula.” Javier is enraged and screams, “No, not pictures of Paula, pictures of the investigation!” The actor playing Javier was on his knees, arms in the air, fists curled, face grimacing, and yelling the dialogue. The class roared. We had so much fun. I don’t think any of them were aware that it was all happening in a foreign language. I included the rest of the class by having them gesture new vocabulary. For instance, in one part of Chapter 6, Paula looks over the city of Barcelona and compares what she sees to things she had seen in her imagination in Paris. When I said, “costa”, they all made “coast” gestures. When I said, “el centro”, they made shapes of buildings. When I said, “catedrales”, they made cathedral shape/gestures—and on and on. They actually like it. Who knew? Comprehension Check #2 = Everyone held up 10 fingers.

Reading #3

I put the book up on the Elmo and read. The kids read and translated away as though I were speaking in English. We raced through it–super easy! Comprehension Check #3 = all but unnecessary

Great reading day!