This technique is not new but it is something that I need to do more in my classes. It
worked very well so I wanted to share what I did.
Recently, my students have shown me that they need more writing practice. In addition to continuing to provide more comprehensible input, we did a guided writing this week. We wrote what has happened so far in episode 4 of El Internado. I wrote everything on the board as each student provided input and copied what I wrote. Here is what it looked like:
On the board I wrote “Elsa”. I asked in Spanish” In the beginning of the episode, what did Elsa do and how did she feel?” The class answered, I wrote, they copied what I wrote. I then asked in Spanish “Why?” And they said why and I wrote it and they copied it.
I did a quick grammar pop-up with the past subjunctive phrase “quería que…” All I said was that the verb after it has to be in a special form so that is why it is viera and not vio.
I then wrote “Paula” and asked similar questions. I did another grammar pop up with “no pensó que…”
I continued to add a character’s name and the class told me what they did so far in the episode.
I did not tell them what to write. It was a story-asking conversation.
Why the guided writing worked:
- I was able to point out word order as I wrote on the board
- I was able to do grammar pop ups immediately as they wrote
- I was able to ask them how to spell some words
- It helped them with writing
Optional Extension Activities:
- Draw a storyboard of the writing
- Have a student type it, read it next class
- Create reading comprehension questions
- Have students add details that were not mentioned
- Do another guided writing for the second part of the episode