Silvia, I have a huge smile on my face now after having seen your video. What a great fun-tastic first attempt!
I am sure you can engage your students very well with Max. I like how you have introduced him, the problem you created and also how you interacted with him. Very well done.
One suggestion I give you is to think of a catch phrase that your puppet can say over and over. Students will even say it when you wait in the expectation of the puppet saying it!
Which catch phrase would you have for our shy friend?
Thank you Juan. I waz looking forward to knowing what you thought. I will think about the catch phrase. I must keep working on the voice too. This puppet came with a Spanish book to teach emotions to children with the name Max, but I would prefer a funnier name like Bubbles, the bee in the video I posted earlier. Any ideas are welcome!
TASK 2: Getting ready for storytelling. I have a group of 12 kids ranging from 7 to 8 years old. They are already familiarized with the characters of the book (Tina the tortoise, monkey, own, duck and rabbit). The leading character is Tina the tortoise. This is a pre-teaching activity and I bring realia objects to the classroom like: football, a coat, socks, a cap and a mug. I ask kids where Tina is: where is Tina? ( I act like I'm looking for her..) Oh look! Tina is in her shell! Tina come out and play! ( sound of a negative answer) Help me kids! Repeat: Tina come out and play! ( sound of a negative answer again). Let's try again but louder! Tina, come out and play! Tina answers: No, no! It's cold outside! I say: Tina let's swim! ( I make the gesture) Tina answers: no, no! It' cold outside! I let children have ideas showing the objects inside the box! Let's play football! Children keep trying to convince her (Put on a coat! Put on a cap! Put on your socks!). A...
Finding the right audience and making writing meaningful are two of the major challenges teachers face when designing writing activities. What affective strategies have you used that achieved these goals? Imagine asking a ten-year old student to write about the impact of the economic collapse in the USA. This student will not have much to say and he/she will feel frustrated. Now imagine asking a 17-year-old student to write about his/her favorite toy. This student will not feel excited to write about this because it is not part of his/her reality anymore. Of course, these are extreme examples, but we do have to take into consideration many aspects such as students's age, background, reality and interests when designing writing activities. Besides relating to students lives and realities writing acitivities should also cover three moments: pre writing, writing and post writing. In the first stage, we should activate students memories, feelings and senses providing them with the ...
Discussion task #2 Finding the right audience and making writing meaningful are two of the major challenges teachers face when designing writing activities. What affective strategies have you used that achieved these goals? 1) I try to personalize writing as much as possible. I usually start talking about myself to get students at ease and more open to share their own feelings and ideas towards the writing topic. Then I adapt the task to allow students to express themselves in a comfortable and confident way. 2) Finding the right audience is definitely a key issue in all writing tasks but it's even more important with young learners as they need to feel their writing is authentic and will be read by real audience. That's why I try to do peer check/correction before I read it myself. Whenever possible, I try to have students write to each other and reply back. As a different version of it, we created at our center (A wise owl) which students write to and get personalized replies...
Just love it Silvia! Great job
ReplyDeleteBrilliant! Love it :) You're a natural. (Am realising I got the puppet and cat names backwards now. Oops!)
ReplyDeleteHahaha thanks!
ReplyDeleteSuper!!!
ReplyDeleteI SIMPLY LOVED IT... Congrats!
ReplyDeleteMuchas gracias!!!:-D
ReplyDeleteSilvia,
ReplyDeleteI have a huge smile on my face now after having seen your video. What a great fun-tastic first attempt!
I am sure you can engage your students very well with Max. I like how you have introduced him, the problem you created and also how you interacted with him. Very well done.
One suggestion I give you is to think of a catch phrase that your puppet can say over and over. Students will even say it when you wait in the expectation of the puppet saying it!
Which catch phrase would you have for our shy friend?
Thank you Juan. I waz looking forward to knowing what you thought. I will think about the catch phrase. I must keep working on the voice too. This puppet came with a Spanish book to teach emotions to children with the name Max, but I would prefer a funnier name like Bubbles, the bee in the video I posted earlier. Any ideas are welcome!
ReplyDelete