Steps for planning to teach a story (TPRS® step 2)

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Steps for planning to teach a story (TPRS® step 2)

A story starts with a problem. A boy needs a big, blue cat. A girl wants to buy a yellow bike in Tokyo

Lesson plan part 1 TPRS® lesson plan Problem: A boy wants to buy a clean bird. Sentences:____________________________________________ ___________________________________________________ ___________________________________________________ ______________________ In the first line list a fact of the story, circle the variable or variables, and list the alternative variables. ___________________________________________________ ___________________________________________________ ___________________________________________________ _____________________

Start with 2 or 3 structures. These are the structures you want to practice. Should be basic, high frequency words. Always translate the words of these structures.

TPRS® lesson plan Problem: A boy wants to buy a clean bird. Sentences: The boy needs to take out money. The boy has to wash the bird. In the first line list a fact of the story, circle the variable or variables, and list the alternative variables. __________________________________________________________ __________________________________________________________ __________________________________________________________

Plan the story. Read the story to get the storyline. Identify the locations and characters. Identify the ending. Brainstorm additional facts to add about the characters and events. Plan bird walks. Your lesson plan involves identifying as many variables as possible. Personalize the variables and be as specific as possible.

Read the story There is a boy who wants to have a clean bird. He goes to the Wells Fargo Bank in Wells, Nevada. He wants to take out money because he wants to buy a bird. He takes out ten thousand and four dollars but he takes out one dollar and twenty cents extra because he also wants to buy some good food at the Wells Outback Steakhouse. He goes to Yakima, Washington to buy the bird. He enters the Birds of the World store and sees a pretty bird named Ed. He buys him and takes him to his house in Dover, Delaware. When he arrives at his house he looks at the bird and sees that he is a dirty bird. He doesnt like it. He has to wash the bird. He washes him with Joy Liquid Dishwashing Soap. After that Ed says:--I dont like Joy Liquid Dishwashing Soap. I prefer Lemon Scent Dawn Liquid Dishwashing Soap. The bird is not very happy but the boy is very happy because he has a clean bird.

Plan the story (continued) A story introduces the problem in the first location. You make an unsuccessful attempt in the second location to solve the problem. You can also add to the problem or change it. You solve the problem in the third location.

Brainstorm alterative variables. Try to make your alternative variables more specific. Use proper nouns. Use popular culture. Relate the variables to a student or students. List unexpected alternatives.

Plan to make the story more repetitive. Add a parallel character. Add details to the parallel character. A parallel character is the easiest way to get more repetitions. Be sure to add several details about your parallel character.

Lesson planning continued The story starts out with the boy being at an unspecified place. Add where he is as part of the story. He goes to the bank and wants to eat as a restaurant. (These details dont attempt to solve the problem. They are all extra.) He then goes to Yakima to buy the bird. (This solves part of the problem, but not all of the problem since he wants a clean bird.) When he washes the bird the problem is finally solved. List a possible parallel character To get a more repetitions you can add a parallel character. Invent another story about a student who wants to buy some other type of animal. As you add details about the main story, you will also add details about your parallel character. You are developing two stories at once.

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