Recently on Woology, there was some talk of "upper level" songs--the issues relating to what songs people save for upper levels, and impressions of kids that certain songs are too easy. So here are my secrets of working with upper level students and the Sr. Wooly materials.
First, let me say, that I was intentional with my words. These are MY secrets. These are not THE secrets. What works for me may not fly in your context. As they say in car ads, your mileage may vary (YMMV). Also, these are not in some magic formula order. Just the order I thought to write about them.
Secret #1: Kids need to know about SLA. I don't make my kids read Krashen's essays or anything like that. But in level 1, when kids are in their first Spanish class experience, they expect things to work like other classes. But language isn't like other subjects. Even if a curriculum is divided into distinct units, it should be evident to all teachers that effective language class experiences would not involve a learn + test + move on to a totally new topic with limited connection to what we just studied. And regardless of the emphasis you feel may need to be placed on linguistic precision and mechanics, at the very basic level the premise that language messages that you understand (comprehensible input) gets stuck into your head. We teachers can debate the efficacy of an input-based instruction paradigm, but we can't deny that it works for mothers all around the world by just talking to kids who gradually understand more. So receiving messages they understand is beneficial for kids. Like I said, we can debate if that is what makes sense in schools but I dare you to prove that what I've said is wrong, at a basic level. Kids accept this as logical, and it increases buy-in not only for Sr. Wooly songs but anything we read or listen to, especially the easier stuff. (And for those who wonder "but what about the verbs?!" kids really easily can accept the addition of the idea "but since we don't have years of you toddling around the house like mothers of the world do, we have to sort of shortcut the process by practicing XYZ.)
Secret #2: In defense of "too easy". Let's face it...kids in upper levels still make super basic errors. "Me llamo es Brenda." "Yo es guapo." "¿Puedo voy el baño?" Hearing "easy" language isn't gonna hurt them. They just have to engage in a way that makes it not feel like level 4 kids are being made to do level 1 work.
Secret #3: Nuggets, schmuggets. I love the nugget activities. I wrote some of the nugget activities. And it is my go-to My AP class that worked with the Victor trilogy under the "Beauty and Aesthetics" theme to discuss what makes someone attractive (and if a pretty face can overcome an unpleasant personality). Nugget activities are great, but they are limited. They are comprehension activities (anything requiring student output cannot easily be "graded" by computer. And the Intermediate Low activities are the highest level available. Sure, the prompts could get more complex, but there is a limit to how high-level a multiple choice activity can be. My AP kids, with few exceptions, have comprehension levels higher than Intermediate Low. And many this year were native speakers or kids from our immersion program. For them, nuggets would be nothing more than busy work. (See below.)
Secret #4: It isn't about the song. Okay, this might be the most important one, and possibly the least intuitive one. Kelly, this post is about using Sr. Wooly songs...how can you say it isn't about the songs? Because, in upper levels, it is much more about the video than the actual song lyrics. And you've probably already embraced this to a degree without realizing it. Take "Puedo ir al baño" for example. This, for many teachers, is the very first song they use in level 1. It isn't the easiest set of lyrics on the site. There are a LOT of words in that song. But level 1 teachers teach it for one small chunk of language. "¿Puedo ir al baño?" And there are a lot of thrilled teachers as they see "Es una emergencia" or "No puedo esperar" in other things kids do. But nobody gushes about how their kids use "le traeré una manzana". Why not? Because those lyrics weren't important. Or particularly memorable for kids.
Now, when I get kids in levels 3-4-5, it's possible that they've managed to get that far without having been in my class before. And I'm definitely the Wooly-est teacher in our building. (Shocking, I know.) So, I might work with that video in one of those levels. But my goal isn't for the kids to acquire the title line. They all (should) know that. If not, well, they'll get that as a bonus.
How do I work with a video like this then? Kids in level 4 probably have seen it in levels 1 and/or 2. They know the song, they know the video, they know the punchline at the end. If the kids mostly would already know the video (like "Puedo..."), I probably begin by showing it, just to get it back into their minds. If fewer kids would have seen it (like "Encerrada...") then I would start with some screenshots to talk about before I show the video. The bulk of my work with the video is finding ways to talk ABOUT the story, using whatever language we're working on at the time. Sometimes the supplementary materials, the embedded readings help this. Many of the sort of activities that were in the Wooly Week lesson plans, specifically the Story Squeeze ones that focus on the plot. The beauty of high-frequency language is that you can use it in many, many contexts.
"Puedo ir al baño" + Subjunctive, for example. The easiest thing to talk about is if something is logical/ridiculous/probable/etc. ¿Es probable que Justin tenga tiempo para ir al baño? ¿Es justo que el maestro permita que Carlos vaya al baño? Not to mention all the comparisons of which teachers at our school are strict about what different rules--cell phone policies for example. Kind of proud of this one:
By focusing on narrating ASPECTS of the video that fit what we're studying, it actually makes it more comfortable to talk about a video they know well, while using language that is a bit newer.
Also, I don't show the video 137 times. We watch it once or twice, and mostly work off of screenshots after that. I try to space it out. Just like they will watch the same YouTube video multiple times, or listen to their favorite playlist on repeat, watching a Sr. Wooly video more than once isn't a bad thing. After all, a sports team doesn't only do a drill one time and then never again, because they've already done it. They do it anytime there is something to be gained from that drill. Same for this...if a song will help me meet my goals with students, it doesn't matter to me if they've heard it before.
Here it is, folks, my annual recommendations of session at WAFLT. These are sessions that are focused on Comprehensible-Input/Acquisition-Driven teaching, as well as those by creative and engaging teachers I know. Please let me know if I've missed any! Also, don't take it that a session not listed is not a good choice. There are plenty that will be perfect for you if the topic is something specific you're concerned with.
Friday, November 1, 2019 8:30am-11:30am (NOTE: these 3-hour workshops cost extra to attend.)
FW-01: "90%+: Maximize Your Impact"-- Lynn Sessler Neitzel is a former WAFLT president and Japanese Teacher, now the Director of the Center for Innovation in Teaching and Learning at Blackhawk Technical College.
FW-03: "Dissecting the AP Language and Culture Exam"--Lee Belanger-Gonzales is an AP reader and has had good results on the exam. And frankly, I am including this in the list because I'm going to be there.
FW-04: "No textbook? No problem."--I don't know these presenters but the session sounds great for those who have been tied to a book and want to ditch it. This session may not focus specifically on input-based instruction, but when developing your own curriculum, looking at the AP themes isn't a bad way to go, if you need something official.
FW-09: "AVID in the World Language Classroom"--Okay, AVID things are going to be a lot of output. But their strategies are also all about supporting students and scaffolding material for them. So, especially if you're at an AVID school, this one could be worth attending, especially if you do need more structured ways to get output from kids, or to help them access authentic resources that are somewhat above their level.
FW-11: "CSCTFL Extension Workshop-Infusing Interculturality into Units and Daily Lessons through the use of ACTFL Can-Do Statements"--This session wins for longest title! But Claudine and Deana are both outstanding teachers whom I respect a lot. And if you're measuring your students, even loosely, by the proficiency levels, this will especially be relevant for you. Looking to find something to prove what you're doing is justified? Or maybe you're just one of the many teachers who realized that our classes are nowhere as infused with culture as they can be. (If I weren't going to the AP one, I would be in this room.)
Friday, November 1, 2019 10:15AM-11:15AM
P-1: "From Language Advocate to Activist"--We need to step it up in our advocacy/activism in our profession. And Karen Fowdy is pretty darn cool, so worth stopping by here if you don't attend one of the 3-hour ones, or if you duck out of one early.
P-2: "How to Engage Students in Advocacy through Social Media"--Nobody is better at social media than kids, so why not build a nation of advocates? Lauren and Erin I'm sure are going to do a great job.
Friday, November 1, 2019 1:45PM-2:45PM
A-3: "SDR" Pleasure reading for literacy development and language acquisition"--Yep. Reading. FVR/SSR/whatever you call it.
A-4: "Revised Standards for World Languages: Same, Same, Different"--It's important to know about our new state standards, so Pam Delfosse is definitely worth seeing! This session is repeated on Saturday morning.
A-12: "Community is the Key!"--Kaitlin is going to show great ways to work with student jobs and build relationships with students. This session is going to be great. You have probably read about some of the student job ideas online, so you can see how it works in her room.
A-14: "Using Brackets to Incorporate Authentic Resources: Christmas Commercial Madness and March Music Madness--I'm not sure if they're going to present Dustin Williamson's Christmas commercial brackets or Sr. Ashby's March music bracket, but if you're looking to see ideas of how to set up a bracket, or make one of theirs work for you, this is a great session for you!
A-15: "Student Interest: Gain it and Maintain it!"--Compelling input, scaffolded authentic resources, high-interest materials? What more do you need!?
Friday, November 1, 2019 3:45PM-4:15PM
B-7: "Assessment in the Proficiency-Based Classroom"--Yeah, who doesn't need ways to jack up their assessment?
B-10: "Getting the Input in so Students can Get the Output Out"--Jan is fantastic, and her demonstration is in Swedish, so worth seeing!
B-12: "Does that Activity Spark Joy?"--I 100% endorse going all Marie Kondo on your curriculum.
B-13: "What to do with readings...Besides reading"--THIS IS MINE! Some before-during-and after reading activities that might help shake up your routines. (I love presenting this because I need to shake up my own routines!)
Saturday, November 2, 2019 8:00AM-9:00AM
C-4: "Revised Standards for World Languages: Same, Same, Different" (Repeat session)
C-8: "Routines - Part 2!"--I have no idea where part 1 is, but I like routines and feel like they are one way to build your way to 90% TL in lower levels, although this session will focus on upper levels.
C-9: "Coaching from the Heart (How "C" is your "I"?)--Okay, this is mine. It's an open coaching session like at NTPRS or iFLT, but open to novices or experienced CI/TPRS teachers, as well as those who want to make their lessons more comprehensible. I would REALLY appreciate having a few "plants" in the room willing to take a 5-minute turn as the "teacher". And especially, especially to have a non-Romance language teacher! (Remember, secretly some of the biggest benefit in coaching pods is actually in being the observer.)
C-11: "Get Students Reading in the TL!"--I work right down the road from these presenters and sadly don't know them. But it sure sounds like something up my alley...except for the fact that I'm presenting at the same time. But if you need to jack up your reading program, this will no doubt be helpful!
Saturday, November 2, 2019 9:30AM-10:30AM
D-2: "Special Person Interviews: Low Prep, Student-Centered Activity"--Even if you've seen Bryce present this his way, these presenters will have their own style and spin on this activity.
D-4: "Evolution: From Traditional to Amazing with Novels"--While I hate calling things "TPRS Class Novels" because these books themselves are not dependent on TPRS as a method. But if you're looking at moving to a more reading-rich classroom, this sounds like a great session.
D-11: "Why CI? An introduction to Comprehensible Input"--Most of the people reading this list are probably already using input-driven methods, but hearing this teacher's journey could be a good start or a good reinforcement.
Saturday, November 2, 2019 1:30PM-2:30PM
E-1: "Active Acquisition"--If you haven't seen Sarah Breckley present, just go. Do it. DO NOT miss this session.
E-2: "TOYs Talk Advocacy"--Okay, if you have to miss Sarah, advocacy is something we all need to do, so go to this one.
E-5: "Bridging the Gap: ACTFL Proficiency Indicators to letter grades"--I mean, if you're using the ACTFL descriptors, you should hear how that can be translated into report card grades.
Saturday, November 2, 2019 2:45-3:45PM
F-1: "Flex Your Awesome for Fun and Profit"--Join me and Janet Rowe to hear about National Board Certification for World Languages. If nothing else, you can earn $2000/year for the time you have the certification, so it's worth your time to check out.
F-3: "Creating Embedded Readings from Movie Talk Moments"--Two of my favorite things in one session? Yes, please.
F-9: "Using the Textbook to Develop Proficiency"--Kaitlin has spent a lot of time working with textbooks and figuring out how to make them, frankly, suck less. If you've got a textbook you don't love, check this out.
You've heard the buzz. Sr. Wooly is where it is at. But then you log yourself on to www.senorwooly.com and are immediately fill with a sense of overwhelm. You've seen the Baño video on YouTube and have heard of the famous Billy la Bufanda. Your crazy colleague down the hall actually BOUGHT the scarf!
But when it comes to how to use the songs and supporting materials, you're at a loss. Fear not, there is support. Here is what to do to start.
NOTE: This advice will reference some of the materials only available to PRO subscribers, and songs not available on YouTube. If you are not a subscriber yet, your mileage may vary on these recommendations.
NOTE ALSO: This post isn't the ONLY way that one can approach a song. And shouldn't be how you approach every song. Variety is the spice of life. But this is a fairly simple way to dip your toe into the sea of Wooly. As you get more comfortable with the layout of the site and the vibe of the materials, you'll develop a sense of what works for you.
NOTE ALSO ALSO: This generic advice is coming from a perspective of students that have never seen the site before, but can' be of ANY level.
1. Watch a couple of videos. Pick one you like. Don't worry about matching it to your textbook or learning targets. Show it to your students in class. Play it a few days in a row.
Wait, what should you DO? Well, you don't have to actually DO anything. Play the video with whatever subtitles you think will help your kids understand the story. (I always use Spanish, then add English one when I think kids will need it.)
That isn't enough? Okay, okay, you want to WORK with the video. Cool! One of my favorite things to do is to download the Slideshow of Stills for the video, pick out a few key ones, display them in class and talk about them. Who is in the image? Where is that character? What are they doing, thinking, feeling, etc.?
I also like to use the embedded readings after we've seen the video once...or sometimes before they even know it is a video! We read the story, compare it to our school/lives, and discuss what we think will happen (or should have happened).
2. So, after playing that video (and playing with that video) for a few days, pick another video. Again, if it can connect overtly to some language goal you have, great. But I recommend that you instead consider making it more about the enjoyment than the "learning". Trust me, learning is happening, but it probably feels like goofy fun. And go ahead and play with it. Take a look at some of the extras. Use something different than you did for the first one. Play it (and with it) a few times over a few days.
3. Yep, a third video. Lather, rinse, repeat.
4. Now, get your kids signed up for the student accounts on the site. Set up your class, set the main proficiency level, adjust for kids that are higher/lower outliers than the rest of the class. Assign them a number of nuggets (levels) to complete. Each nugget has 8 activities, each activity worth 100 points when completed perfectly. To advance from one nugget to the next you need 600 points. So each nugget will probably take an average student 6-10 minutes. Some will finish astonishingly fast, some will take much longer. So how many nuggets to assign? I would figure about 1 nugget per 10 minutes you give them. But here is the kicker: THEY can choose which activities & nuggets to do. Within each song, the nuggets do have to go in order, but if you assign 3 nuggets across 3 songs, they can stick with their one favorite, or split up those nuggets among all 3 songs you've done. Student choice is powerful. It becomes less like an assignment and more like creative play time. Will kids need 30 minutes to do 3 nuggets? Generally, no. But during the extra time what do they do? Play around more. Heck, have a few songs unlocked that you don't think you'll use during the year. Let them explore and find things! Keep it flexible. The more you try to control the experience, the more it becomes a "class thing" and not a "play with fun videos" thing.
5. And then...? Basically, do the same but add some new "extras".
6. But there is so much more on the site!! Yeah, there is. Now it's time to explore whatever you haven't. Check out the blog! There are TONS of activity ideas. Check out the Wooly Week 2019 lesson plans. Join the Woology facebook group! The possibilities are endless.
My main advice? With everything, don't try to do it all at once. There is always another song to try another idea.
We recently finished "Wooly Week", which for the uninitiated is a week-long celebration of all things Wooly. New products, new songs, new activities for everyone who subscribes to the Sr. Wooly website. And this has renewed the strength in my opinion that this website is the best thing ever.
Now, I probably should preface my list of reasons for my opinion with this disclaimer: I work for Sr. Wooly. I'm not a full-time employee, or anything, I'm a full-time teacher. But working with/for him is my side hustle: I produce and edit some of his print materials, and occasionally serve as a sounding board for the crazy ideas he comes up with.
If you haven't stopped reading yet, secure in my jaded, possibly purchased opinion, I'm sure you'll find some of the same great benefits to using these materials.
One of the elements I respect most about the Sr. Wooly stories is that they are developed from the story first, and then work is done to tell the story in the most simple language possible. Oh yeah, and then set it to music. While looking at the lyrics of a simple song, such as "Es una ganga", there really isn't much to the lyrics. "How much does that shirt cost?" "This shirt?" "That shirt." "It costs $5." "It's a bargain. What a bargain." This is possibly the simplest set of lyrics in the entire catalog. But the STORY, of a sales clerk and his terrifying experience with two strange visitors is gripping.
2. Useful, varied, natural language. The language used to tell the stories comes at users in multiple ways. The song lyrics and tunes get stuck in your head and WILL. NOT. GO. AWAY. Just try to listen to "Una canción original" and not walk away singing about Jennifer Bilby. For weeks.
And if you have any students who have worked with this song and don't acquire the word "escrita". (What? A well-acquired irregular past participle! WIN!!) None of the songs shelter grammar...you won't find a song that only uses -AR verbs in all forms. Because nobody talks in conjugations. And while we teachers may notice an awful lot of past subjunctive/conditional in Billy y las Botas 3, the song is engaging and comprehensible for all students, and the use of that language makes sense in its context.
3. Narrative. One of the key skills as people move up the ACTFL proficiency levels is moving from memorized language to created language. Sr. Wooly bridges this gap beautifully!! They pick up MANY words/phrases in the lyrics of the songs. Which is great. But the magical move from novice to intermediate (and beyond) comes when they can recombine what they've learned into new chunks of language. As a teacher movietalks one of the videos, students hear some of the lyrics in new contexts, surrounded by other words. The embedded readings do the same thing. They allow students to see words they know combined and recombined, and they move closer to being able to narrate in a similar fashion themselves.
4. Fun. Because there isn't enough play and fun in our kids' lives. Kids who are in middle school and high school are dealing with such adult issues. Things that thankfully DO get attention today from adults (no sticking your head into the sand that suicide, abuse, bullying, academic pressure, gender and sexuality acceptance, harassment, and so forth.
So when do the kids get to be KIDS? When is playtime? And not just sit on your phone and break bricks with bouncing balls (I can't believe my kids are all obsessed with an upgraded version of Pong!). Interactive, goofy, no-holds-barred, tilt your head back and laugh FUN. Of course some consider Sr. Wooly's stuff to be, as Christian in 3rd block put it, "cringey". But I have yet to find any other materials with as fun of an attitude, while they still provide benefit to our kids' language acquisition in real, tangible ways...it isn't just theoretically gonna help them. We've all seen it.
5. Support, support, support. Sr. Wooly gets teachers, because he IS a teacher. Although out of the classroom, he gets how we need to learn ways to use new materials. For Wooly Week 2019, the team produced two full weeks of lesson plans working mostly with just one song, Una canción original. The activities were interactive and engaging, and scaffolded through language skills.
But it doesn't stop there. Sr. Wooly gives year-round support to teachers through his newsletter/blog and through the Woology group on Facebook. This teachers-only group, in which Jim Wooldridge and his team are all active, is a place for teachers to share struggles and joys and find better ideas for teaching our kids. And the Señor Wooly fan page on facebook (for teachers and students) shares all the vital Wooly information.
And students get support too! The "Nuggets" (leveled-activities) on the website are adjustable among 4 proficiency levels. This allows a whole class to be assigned one level, but individual students be adjusted individually to best meet their needs, whether they are more advanced or need more support than the rest of their class...all without students knowing the difference! Because no slow processor wants it to be glaringly obvious that they have the "dumbed down" version of the activities!
I've been inspired. I mean, this time of year, it is hard not to look ahead with eyes to the bright shining promise of the new year. But it also is tempting to pull my head out of the clouds and realize I have a few short weeks left in first semester, and a pile of grading staring at me from before break. So, how the heck do I balance my need for, well, balance with these competing sentiments of optimism and exhaustion?
As usual, when it comes to great ideas, I need to blame Meredith White. I feel like lately, she is my teaching patronus. The wind beneath my creative wings. Or to use an analogy I know she would appreciate, the bitters to my brandy old fashioned. Sweet. (I'm a WI girl.)
She recently posted about her New Year's Revolutions--things that she wants to "rethink, rework, and revamp". Seriously, GO READ THIS blog RIGHT NOW. Go. I'll be here when you get back. Every word of that post is SO necessary for any educator, but especially World Languages/Proficiency-focused folks.
But with her Revolutions, she also inspired me with her one-word resolution. After many years of being very good-intentioned with a resolution, you might have thought I was confusing my New Year's resolution with giving something up for Lent. "I'm going to lose weight." "I'm going to be better with my money." "I'm going to stay on top of my work." "I'm going to make sure I do the dishes right away." Yeah. I'm still heaver than I want, owe more than I want, have a pile of grading staring at me, and am sitting in the shadow of the snowy peak of Dish Mountain. I realized that while I had a very narrow resolution, what I lacked was FOCUS. And there is nothing simpler to focus on than one single word.
I need something easy to remember, and an easy mantra to remind myself of. I might even do actual meditation exercises about this.
I am reminding myself of all the many things that deserve my full focus in life. I am so easily distracted by things more entertaining but often less truly important than tasks I'm facing. And if I can breathe and FOCUS on my work without being pulled off track by passing whims, online diversions, and shiny objects, I will be able to get so much more done, and with so much more creativity, passion, and quality.
People I am with deserve my FOCUS. Whether the students in my classes, my colleagues in meetings, or my friends and family. There are times I lack that FOCUS. Instead of circulating the room while my students work independently, I take advantage of some "downtime" to do my own things. At meetings, I'm frequently polishing lesson plans or grading papers. And I wonder how long it takes while spending time with people I love before I pick up my phone and check notifications. The people I'm with deserve my attention. And I should FOCUS on them.
Of course, I have goals. Lots and lots of goals. Let's face it, all the goals. Professionally (develop streamlined class systems, blog more, finish my freelance writings for Sr. Wooly), personally (keep my house neat, cook healthy food, drop a few more pounds), and aspirationally (write a novel, be recognized as excellent in my field), I have lost my FOCUS for many of these tasks. They go in spurts. Sometimes I intently FOCUS on one, but the others fall by the wayside. I want to keep my eyes on the prize, or prizes as it may be, and look forward to achieving progress toward them in 2019.
Bag Type | Measurements MAX | Weight Max |
Checked Bag | 27” x 21” x 14” is a typical size. Many will simply say 62 linear inches. | Normally 50lbs. |
Carry-On Bag (must be able to fit in overhead bin or under seat in front of you) | 21.5” x 14” x 9”, give or take a bit here or there. Some will simply say “45 linear inches” which means add length + width + height | 15-22lbs or so. Some have no specific limits, some are as much as 35lb. |
Small Personal Item (must be able to fit under seat in front of you) | Often about 9” x 10” x 17”. Again, give or take an inch, if measurements are specified. | Usually not specifically stated, but this should be a SMALL item. |
Monday | Tuesday | Wednesday | Thursday | Friday |
PQA/Conversation | Warm Up (4 questions about yesterday’s PQA) | Warm Up (3-4 questions about TPRS story) | Warm Up (3-4 questions about yesterday’s PQA) | Warm Up |
TPR Break | Finish TPRS story (has, goes, wants) | PQA/ Conversation | PQA/ Conversation | Finish TPRS story from yesterday |
TPRS Story (has, goes, wants) | Mindfulness break | TPR Break | Mindfulness break | TPR Break |
PQA/ Conversation | Read TPRS parallel story | TPRS Story (different story than before with has, goes, wants but also add in says) | PQA/ Conversation | |
Kahoot game with TPRS/PQA vocabulary |
Monday | Tuesday | Wednesday | Thursday | Friday |
Warm Up (questions about PQA kids they haven’t answered about yet) | Warm Up (questions about TPRS Story 2) | Warm Up (Questions about PQA or Sr. Wooly) | Warm Up (Questions about new story or Sr. Wooly) | Warm Up (questions about PQA) |
PQA/ Conversation | Pop Quiz on TPRS vocabulary (comprehension) | PQA/ Conversation | Sr. Wooly pop-up video | Review story & read it. |
TPR Break | Mindfulness break | TPR Break | TPRS Story (finish) | TPR Break |
Señor Wooly song: (read lyrics to establish meaning, watch video w/ both subtitles) | PQA/ Conversation | TPRS Story (has, goes, wants, says, gives, sees) | TPR Break | Quiz on TPRS vocabulary. |
TPR Break | Sr. Wooly song (review tough lyrics, do an activity or 2 from the packet, watch video w/ no subtitles | PQA / Conversation | Sr. Wooly video game competition | |
TPRS Story—read story from last Thursday and Friday | Señor Wooly song (review lyrics, do some exercises from supplement pack, listen & watch video w/ Spanish subtitles & movie talk the video) | PQA / Conversation |
Monday | Tuesday | Wednesday | Thursday | Friday |
PQA/Conversation | Warm Up (4 questions about yesterday’s PQA) | Warm Up (3-4 questions about TPRS story) | Warm Up (3-4 questions about yesterday’s PQA) | Warm Up (questions about yesterday's article) |
TPR Break | Finish TPRS story (had, went, wanted) | PQA/ Conversation | PQA/ Conversation | Start a song study, "Dale la vuelta a la tortilla" |
TPRS Story (had, wanted, went, including subjunctive) | Mindfulness break | TPR Break | Mindfulness break | TPR Break |
PQA/ Conversation | Read TPRS parallel story | Read an article and discuss | PQA/ Conversation | |
Plans for the weekend |
Monday | Tuesday | Wednesday | Thursday | Friday |
Warm Up: Questions about weekend | Warm Up (4 questions about yesterday’s PQA) | Warm Up (3-4 questions about readings & song we've done) | Warm Up (3-4 questions about yesterday’s PQA) | Warm Up (questions about TRPS Story) |
PQA/Conversation | Review song | PQA/ Conversation | PQA/ Conversation | Finish TPRS story from yesterday (reading) |
TPR Break | Mindfulness break | TPR Break | Mindfulness break | TPR Break |
Review song from last week | PQA/ Conversation | TPRS Story | TPRS Story (continued from yesterday) | PQA/ Conversation |
Introduction to Guatemala (leading into reading Esperanza) |