Story script - wants to impress

This sort of reminds me from an old LICT script I used. Add any additional language you would like. Perhaps, throw in some transition words, or embellish the details to give more language in other ways.

• Wants to impress
• Buys a — for him/her
• Gives it to him/her

My general idea for the story might be:

• Part 1:
• [Character] wants to impress ___. 
• [During time 1], S/he buys a __ for __. 
• S/he buys a __ for __ to impress __. 
• S/he goes to visit __. 
• S/he tells __, “Hello. I bought a __ for you. Are you impressed?”
•  __ is not impressed.
• Part 2:
• [Character] is sad because __ is not impressed with __. 
• So, [character] goes and buys a __ for __. 
• [During time 2], S/he buys a __ for __ to impress __. 
• S/he goes to visit __ again. 
• S/he tells __, “Hello. I bought a __ for you but you weren’t impressed. This time, I bought a __ for you. Are you impressed?” 
• __ is not impressed.
• Part 3:
• [Character] is sad because __ is not impressed with __. 
• So, [character] goes and buys a __ for __. 
• [During time 3], S/he buys a __ for __ to impress __. 
• S/he goes to visit __ again. 
• S/he tells __, “Hello. First, I bought a __ for you but you weren’t impressed. Second, I bought a __ for you but you weren’t impressed. This time, I bought a __ for you. Are you impressed?” 
• __ is impressed.
• (and character’s reaction to the gift. Class can decide if s/he gives a hug or a kiss or destroys it or throws it in the pool, etc.)

All my Spanish 2016-17 resources

Ok, so I like to be transparent with my teaching.

I am not perfect and don't claim to be. For me it's about the journey and wonder of learning the language in pieces with my students.

This year went well considering the following challenges:

• Spanish 2 students were all over the place in ability when they got to my class
• Spanish 1 students were those who
• transferred into school system
• didn't get good enough grades to take Spanish 1 in middle school
• students who had previously failed Spanish 1
• my going back to 50 minute periods after 3 years of 90 minute every other day block
• being at a new school (zero street cred)
• new district mandated curriculum ("cough textbook chapters cough")

Don't get me wrong, there were also SO many positives.

• supportive school department (TPRS lovers)
• lots of collaboration
• administrative support and faith in my abilities
• students slowly being won over
• trying a lot of new things
• not HAVING to teach curriculum based on a weekly map
• teach towards final

Sufficed to say, I think I got my students to buy into the method and to learn about one another and Spanish at the same time. There were ups and downs (like every year). But in general I thought my students rose to the occasion and many of them couldn't believe how much they were speaking in Spanish by the end of the year in both levels! 

• Here's what I did in Spanish 1 + hyperlinks galore.
• NOW available in FRENCH (translated by Bess Hayles for her classes).
• And here's what I did for Spanish 2 + hyperlinks galore.

Feel free to look, copy things into your own google drive to use,  let me know if you have further questions. My finals were district mandated so I have not included those.