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...
Week Four: Discussion Task #2 Finding the right audience and making writing meaningful Having earned some experience with the writing classes I am in a good position to recommend a proven strategy for the meaningful writing, which includes affective elements. The below step-by-step guide reflects one of the strategies I used successfully with elementary school students. I. Introducing Strategy 1. Introduction of a writing strategy (storytelling thru sequencing, describing, introducing people, 5 Ws or any other) that structures and unifies writing process as well as familiarize students to critical thinking. II. Reading Stage 2. Vocabulary and pre-reading activities with flash cards that help learners expanding the background and reinforce them how to use new words in the passage. To deal with grammar the language garden tasks were employed sometimes. 3. Exemplary passage with engaging reading topic that serves as a basis for the subsequent discussion topics. Introduced with fun, illust...
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