I am currently using Martina Bex’s SOMOS curriculum in my classroom (which I love!). This year, during Unit 4: La Universidad I chose not to storyask, because I felt my students had already acquired 2 of the 3 structures. Instead, I chose to do a few supplemental activities to get in the necessary reps of the target structures, and spiral the others. One activity that I did is called Sentence Diagrams. I learned about this activity years ago when I attended a workshop with Barbara Snyder. She was presenting a workshop centered around interactive, learner-centered activities.
Sentence Diagrams is designed to get students talking with one another. It also helps to create the repetitions of vocabulary needed for acquisition. The caveat is that the conversation is canned, and not spontaneous. However, I like to use this activity sparingly in my classroom because it does provide a nice break for me. I can take a 10 minute break from providing constant CI to the students, and get them to listen to each other. There is some prep involved, as you must create the sentences diagrams. Basically, it consists of three columns of text and/or images. The example I used for this unit is here. Here’s how it works. First, each student needs their own paper. They fold the paper down the middle so that there are now two identical sides. On one side, students draw lines connecting each column. In the Universidad example, students connect a name to a class image to a profession image. There is no correct way to connect columns; students can and should connect columns that do not “make sense.” For example Student A draws a line connecting Paco to Spanish class to veterinarian. (This may or may not be considered a logical connection.) Now, students pair up. Student A will “read” the sentences they “wrote” to Student B. Student B will listen and on the side of their paper where they have not drawn lines, they will draw the lines their partner reads to them. Student A reads all of their sentences while Student B draws lines. So, in the example above, Student A would read/say: “Paco toma la clase de español porque quiere ser un veterinario.” When Student A has read all their sentences, Students A & B can compare. Their lines should be identically drawn. Repeat with Student B. They now “read” their sentences and Student A “draws” the sentences. As a follow up, together, students can find the most logical or illogical sentence. Students can actually write out a few sentences. To increase proficiency level, students can add “because” to their sentences. Students could draw their sentences and complete a gallery walk, etc. The sentence diagram activity can be used in varying contexts also. Here are few that I have used throughout the years:
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Jessie Oelke
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