FLES TPRS Story – Opuestos (Opposites), Pt. 4 – The Final Part of the Story

This is the final part of the story that I began at the beginning of January with my first and second graders (part 1; part 2; part 3). The target vocabulary terms are opposite adjectives – tall/short, fast/slow, nice/mean. It has been super fun in class. The other terms in today’s story were

Necesita ayuda – needs help
Va a – goes to
Le dice – says to him/her

Up to this point, I have reviewed the adjective vocabulary with TPR actions and the kids can do the actions when I say the words. I have found that the best way to practice this is to play Simon says with the TPR actions.

One problem that I encountered today was confusion with nice/ happy and mean/angry. In the future, I will have to differentiate the TPR actions and the words much more so that they are completely different to avoid confusion.

The story is below:

DV es antipático. DV necesita un amigo. DV no tiene un amigo. DV va a el chico bajo. DV le dice, “Necesito un amigo.” Chico bajo le dice “No. Eres antipático.”
DV va a el Chico alto. DV le dice “(same statement)” el Chico bajo le dice, “(same answer).”
DV va a la chica rápida. DV le dice, “(same question)” La chica rápido le dice, “(same answer)”
DV va a la chica lenta. DV le dice, “(same question)” La chica lenta le dice, “(same answer)”
DV va a la chica simpática (student number six from the first day). DV le dice “Necesito una Amiga.” La chica simpática le dice “sí sí ven aquí!” (chica simpática and DV give each other a high five)

Darth Vader is mean. DV needs a friend. DV doesn’t have a friend. DV goes to the short boy. DV says, “I need a friend.” The short boy says, “no. You’re mean.”
DV goes to the tall boy (same statement and same answer)
DV goes to the fast girl (same statement and same answer)
DV goes to the slow girl (same statement and same answer
DV goes to the nice girl. (Same statement). The nice girl says, “yes yes! Come over here!”
They give each other a high five.

I made sure to give an extra special round of applause for the students who played Darth Vader because I wanted them to feel loved by their class. I didn’t want them to think that no one wants to be their friend.

Reflection on the Entire Story Unit
I think that the story presentation was great overall, but there were some things that could be improved:

1. Fewer vocabulary structures–the kids had trouble keeping track of the words. I think that if all of the parts of here story were as repetitive as the final part and only focused on those few terms, the kids would be able to acquire them better.

2. Better TPR actions–the actions for alto and bajo and rápido and lento were easy for the students to understand, but, as I stated before, the actions for nice and mean where too similar to previous actions we have done for happy and angry and this caused some confusion.

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FLES TPRS Story – Opuestos (Opposites), Pt. 3

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This is the third part of the story that I began at the beginning of January with my first and second graders (part 1; part 2). The first week, we introduced characters and described them. Last week, we discussed a problem that Character 1 (tall) helped Character 2 (short) to solve.

In today’s story, Character 3 is fast and Character 4 is slow.

Words on the board to help with comprehension:

  • Ayuda-help
  • Necesita-needs
  • Traer-to bring

The rest of the new/unfamiliar words I could either model or show them the actual object to establish meaning.

Then I told the story:

4 es lenta. 4 necesita traer un libro a Señor Fernández, pero 4 no tiene mucho tiempo. Pide ayuda al 3. 3 es rápida.“Necesito ayuda! Soy lenta y tengo un libro para senor Fernandez. Sr. F necesita el libro en 2 segundos!No problema.” 3 ayuda a 4. 3 le trae el libro a senor Fernandez.Sr. F tiene el libro. Sr. F está feliz. 3 está feliz. 4 está feliz.

4 is slow. 4 needs to bring a book to Mr. Fernandez, but 4 doesn’t have time. He asks 3 for help. 3 is fast.

“I need help! I am slow and I have a book for Señor Fernandez. Sr. F. needs the book in 2 seconds!

“No problem.” 3 helps 4. 3 brings the book to Sr. F.

Sr. F. has the book. Sr. F is happy. 3 is happy. 4 is happy

FLES TPRS Story – Opuestos (Opposites), Pt. 2

This is the second part of the story that I began last week with my first and second graders. Last week, we introduced the characters. In the coming weeks, we will discuss (through story-asking) problems that each character has because of his or her description. Today’s story was part 2 and it focused on the characters who were tall and short.

2 is character number 2 (the short character, I have a child walk around on his or her knees for this part)
1 is character number 1 (the tall character)

To set up the story, we review the different adjectives that we have learned and then I ask, in Spanish, “who is tall in the class? Who is short?” The students remembered which of their classmates played each character and those students were the ones who played the characters again today. I set a book high up on a shelf, but not so high that the tall character couldn’t reach it.

I wrote a few words on the board to help with comprehension:


The rest of the new/unfamiliar words (estante-shelf, libro-book) I could either model or show them the actual object to establish meaning.

Then I told the story:

2 es bajo. 2 necesita un libro. El libro es muy alto en el estante. Pide ayuda al 1.
“Necesito ayuda! Soy bajo. Necesito ese libro allá.” (points to book far away, way up high on the shelf)
“No problema.” 1 ayuda a 2. 1 le da el libro a 2.

2 is short. 2 needs a book. The book is high up on the shelf. He asks for help from 1.
“I need help! I’m short. I need that book over there.
“No problem.” 1 helps 2. 1 gives the book to 2.

Next week I will introduce the problem that the tall character has that the short character can help with in a mini-coda to today’s story. Then, I will continue with the problems that the fast and slow characters have that can only be helped by their opposite character.

FLES TPRS Story – Opuestos (Opposites), Pt. 1

I used to teach the descriptive adjectives as opposites with no context. It worked pretty well, but now that I have begun storytelling, I think that it will make a great topic for a story.

The story below is the first part of a story I plan to use to teach descriptive adjectives along with high frequency verbs like there is, has, likes, and wants. I began telling the story in the 1st and 2nd grades today. The rest of the story will appear as I tell it to my classes and have time to reflect on what works and doesn’t

(I’m going to wait for another reason: I am a big-time improviser, so I like to change things up on the fly to see what works or doesn’t work)

The Story (translation below)

Hay una chica. ¿Cómo te llamas? La chica se llama _1_ (student’s name). _1_ es alta.
_1_ tiene una amiga. ¿Cómo te llamas? La amiga se llama _2_. __2___ es baja.  _1_ es alta y _2_ es baja.

  • I ask the students his or her name to practice responding to that question-I do this every time that I introduce a new character.

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