Cuentas Conmigo (Story 5) - Carlos Prickly

Hey everyone.

I had a yearning to do something fun that can be released to the masses since my other creative project (Súper Lápiz) is only for Voces Digital consumers..., and was inspired to do another Cuentas Conmigo story on Youtube on my storytelling channel.

The idea of Cuentas Conmigo (if you're new around here), is that it's basically a TPRS® story that is done completely through feedback via the comments section on Youtube.

There is a new episode each Monday and this requires voting on the question at the end to be done by Wednesday. I foresee this being used by classes, or learners of any kind who want to practice Spanish in context.

This is the 5th story like it so far. The most popular was probably with Juan Cena. Nevertheless, I have been proud of each and every one of them.


Here are some ways this one is new though!

• Narrator is voiced by a Native Speaker
• I wrote a theme-song
• I think my style is getting more established as I do these

Check out my Teachers Pay Teachers store for free Teacher notes on the first episode which includes some ideas on how to use the series, episode and even has a short quiz or guided notes page for students.*

And I hope you and your classes will tell the story along with me!

Check out episode 1 in the present or past tenses!

*I'm selling the other ones to hopefully eventually offset the cost of paying a native speaker narrator for each episode.

See previous Cuentas Conmigo stories on these playlists.

Story + Movietalk + Song - "Soy yo" by Bomba Estéreo (Spanish 1)

Still from "Soy yo" (Bomba Estéreo)

After the fun with the previous mini-unit on el chico del apartamento 512, I thought this would be a logical progression and I've wanted to use this song all year ever since seeing that Kara Jacobs did something with it.

So Bomba Estéreo came out with this great song called "Soy yo" (I am me) that is a really positive song about just being yourself. While Kara used it in the beginning of the year for repetitions of "SOY", I preferred to use it later on when my kids would have more language and I could relate it to deeper discussion in class about being who you are.  I know my stuff doesn't hold a candle to hers, but I think my students enjoyed it for the most part, which was nice since it's the end of the year.

Still from "Soy yo" (Bomba Estéreo)

Before showing them the reading, I brought up the first one of the year and told them we could warm up real quick. They read it without any problems. One student said in English, "Wait, that was so easy!" And I responded to him, "It is now. But when we first went over it, it was a little bit hard for you!" I wanted them to realize HOW much they have been exposed to this year in the Target Language and how far they have come in one year.

I really wanted to review some of the physical descriptions vocab, family vocab, places vocab, activities vocab, etc. The thing I love about storytelling (TPRS) is that you can really revisit things all the time because they can come up naturally in stories unlike with a textbook.


My structures were:

• viaja a - s/he travels to  (NEW)
• se ríen de - they laugh at / make fun of (NEW)
• sigue viajando - s/he keeps traveling (revisited)
• se va - s/he leaves (revisited)
• llegan a - they arrive at (revisited)

You might notice how I was reusing some phrases. But I made sure to use a different form of them in this story or added a different "ing" because just going over something once is NEVER enough for acquisition in my experience for lower levels. They need to constantly be exposed and re-exposed to vocabulary/structures throughout the year for long term retention.  The stuff they only hear once (for most kids) will most likely be forgotten to make space for more frequently used language.

Anyways,  here's the rough plan I used with links to the activities mentioned. It's bare bones, but hopefully it will inspire you!

TPRS Year 3 - Story Idea - Hair in the nose

So I have been inspired some other teachers who have been using videos to do a Movie-talk in class.  This is the idea of describing what's going on in a scene with your kids.

Having not ever seen someone do this, I decided to try it today.  To give a little bit of history though, I had planned this out for this week.

So Tuesday (spoken storytelling day) I told in my Spanish two classes a story using the following structures:

• Se miraba en el espejo (he looked at himself in the mirror)
• De repente un grano salió de su nariz. (suddenly a zit came out of his nose)
• Lo trató de sacar pero no pudo (he tried to pull it out but he couldn't)

We acted it out and it was entertaining.  In one class a rat came out of the bellybutton and a cow came out of  the mouth of the girl on a date.  We used my puppets for that.  Then in another class a pink beard had a pink zit come out which he later realized wasn't a problem when he remembered he was pink.

So today, we first tried the MovieTalk with the video: Blind Date.  It's my favorite kind of animated movie: short, silly and it has no no spoken language in it.  This way, we can hear the music and talk about the movie and pause as needed and the kids can comprehend what we're talking about.  After watching/talking about the movie for 10 minutes or so, I had a reading that I had tried to write around their level (plus a few words that they didn't know but we could be exposed to over the course of the rest of the year).  I admit it's not the most advanced story, but please keep in mind I want my kids to acquire the language slowly over time instead of "teaching them" way too much that they'll never possibly remember.

The second hour class is a hard sell.  They are quieter and slightly over half Spanish-speaking.  So the Spanish speaking kids are patient with the kids who are learning, but when it comes to reading, only one person ever really translates.  This is frustrating because I know how important the reading is.  It's like the idea, "You can lead a horse to water but you can't make him drink."  But I so want to make him drink.  I want my kids to always enjoy the readings.  Especially when I work on them!  

The third hour class seemed to go better.  There are only four students but there was more eye-contact with the reading.  

I pulled a girl aside from 2nd hour and asked if there was something I could do or if my reading was horrible.  She said she enjoyed it, but the other girl monopolizes the translation and she wasn't able to get anything out so she stopped.  I asked her if maybe I tried to create groups where only a group could answer however many questions before I changed groups.  She said that might help her.  Food for thought.  

Oh and here's the movie clip:

I made an extended embedded reading in the yo form that was loosely based off of a different Youtube video but went along nicely with these structures above.  My students in the morning did an awesome job on it.  It's a lengthy read as well, but I want to build their confidence with the reading.  I thought it turned out well.  Here's the link.