NTPRS 2015

Presenter: Alina Filipescu

Romanian Language Class #expandingstories #expandingMovieTalk

Morning Workshop (3 hours)

Title: How to expand a 2 day TPRS story to 2 weeks

Workshop description: In this workshop participants will learn how to expand a 2 day TPRS story to 2 weeks. In order to learn different Comprehenible Input (CI) techniques, participants will acquire Romanian through PQA, TPR, TPRS, and embedded readings. CI brain breaks will be added throughout the workshop such as games, songs, etc. In addition to the CI techniques, teachers will also learn how to use fun movements that accompany expressions requiring all students to show participation throughout the lesson (i.e. How sad!, What a shame!, It is a problem, etc...). These movements make the lesson fun and interactive and will be added unexpectadly in the storytelling process. Participating teachers will see samples of some of the ideas presented via pictures/videos of middle school lessons.

• SOY YO activity (SUNT EU) – this is brain-compatible and helps you find out info about the students without any output from them other than SUNT EU (It’s me). Use this to find info about students, as an ice-breaker activity, or a brain break during the period. è Have sentences ready before class (i.e. I am a boy/girl, I like to

read/play videogames/go out with my friends, I am good-looking, I like my friends, My friends are ugly (students love this sentence...they always laugh...), etc...

è Say sentences to the class one at a time. I do this in the target language, but at NTPRS it will be in English. If a sentence is true about a student, then the student MOVES & SPEAKS. The student moves by standing or sitting. The student also speaks by saying SUNT EU/SOY YO/It’s me...etc.

• Song in Romanian: just listen....in the real classroom, throughout the week have a cloze activity with words missing and students listen and try to

write down the words...the words that are missing have to be comprehensible to/aquired by the students.

• PQA new structures

• TPR (gestures) new structures (s/he is a girl, s/he has..., s/he wants..., s/he goes...)

• Teach class movements for CHEVERE, QUE LASTIMA, HAY UN PROBLEMA, SECRETO, ES RIDICULO, ESCANDALO, ... in order to use in TPRS story...In Romanian the expressions are EXCELENT, CE TRIST, AVEA O PROBLEMA, SECRET, RIDICOL, SCANDAL....

• TPRS story (do a 30-45 min. demo of a story)

• Ideas on how to get details for story from students:

1. ask students to create details and choose the best, most interesting and/or bizarre answer

2. use ideas from PQA

3. if not enough students volunteer the details, have them come up with the details together with a partner, then one student in each pair volunteers the answer. In my Spanish class, I tell students, ”Hablen con su companero” (talk to your partner) and students spend ~30 seconds trying to come up with ideas together...

4. ask students to write the details on a piece of paper, collect papers when class is dismissed.

5. the teacher collects papers, reads through them and chooses the best ones. After class, the teacher types the best predictions and shares with the class the next day (teacher types predictions in complete sentences and projects on the board). The next day, the teacher

chooses the 3 most interesting details and has students vote on the best one to use in the story) à this is a great way to engage students in reading since they are curious about other students’ possible and crazy predictions.

• For every TPRS story I write 2 Embedded Readings (especially in level I) àWith the embedded readings I do: Choral translations à Volleyball translations à Other reading strategies àDuring choral translations the teacher uses different voices, changes voice in the middle of a sentence...students use the same voice when translating as the teacher.... Therefore, teacher reads with a sad, happy, singing, female voice, male voice, crying voice (one of my favorites!), etc... In addition, during the reading the teacher asks questions about the story and does pop-up grammar. àRead embedded reading using TPR/gesture reading (one voice is the teacher, the other voice is the class...teacher reads and acts out some of the lines...students, as a class, read their lines while doing TPR of some of the expressions/words read. An example of this is the ”Animal Book” reading that I do with my 7th grade students. Teachers can find a video of this TPR/gesture reading on Mike Coxon’s blog (”Optimizing Immersion”), under the entry Teacher Spotlight (Alina Filipescu).

àOTHER: If TPRS story is not finished, then do a reading with some of the missing details. Students compete to give teacher the most interesting details, choose the best/most interesting details and add to the reading. (see #5 above)

• Share stories from the other periods, by taking pictures of the different scenes and projecting them on the board in an ActiveInspire or Power Point file. The teacher talks about the different scenes using comprehensible target language. The language is comprehensible by having sentences along with the pictures describing what is going on in each scene. Students love seeing pictures of themselves and their friends wearing props and acting out the story. Therefore, this activity is comprehensible and compelling to the students. I have students come

during break, after school, or during the PRIDE period (30 min. at my school,...this is an extra class meant for tuturing students in need or for offering enrichment classes) to take the pictures. These pictures could also be taken in class by a student whose job is to take pictures throughout the TPRS story and to send them to me via email.

• Create STORYBOARDS: students draw pictures of the TPRS story. With my Spanish I class, we draw as a class. I break down the story for them into different episodes, then I draw pictures under doc camera, students draw on their paper. You can also have a student artist draw the pictures under the camera.

• Retells of story are done in class for a couple of minutes with a partner (students use storyboards) à Homework: Parent Retell (students use storyboard).

• 5 minute fluency writing (do 2-3 times during story over the 2 week period). Students write the story for 5 minutes a couple of days into the story. After a couple more days, students write the story again during 5 minutes. They like writing again because they will get more words the second time. They like seeing their acquisition progress in their writing (within the same story). They compare the new number with the initial number of words, not with the number of another student in class. For the 3rd fluency writing, students continue the story from where they left off the 2nd time. In my class, the purpuse of the 5 min fluency writing is for me to see a glimpse of their conversation level/acquisition at that point in time, for the students to see progress within the same story, and it is also a brain break for teacher and students.

• POP QUIZ of TPRS story and structures (translations, true/false sentences, etc...)

• Video of a middle school Spanish class TPRS story (if time allows...if not, then go to Mike Coxon’s blog, ”Optimizing Immersion” and find the entry Teacher Spotlight and my name (Alina Filipescu). There are 4 videos available.

WHAT 2 WEEKS LOOK LIKE: #expandingstories Monday: TPR of new structures à PQA with new structures à start TPRS story, students add some details about the characters Tuesday: TPR of new structues à review TPRS story from yesterday and add more details with the help of students Wednesday: review and continue with TPRS story...stop and TPR all of the new structures (brain break) à add PROBLEM in the story à do a 5 minute fluency writing at the end of the period (students count words before they leave) Thursday: introduce 1st embedded reading of the story (do choral reading with translations, ask questions about story, work on translations, do pop-up grammar, read and translate with different voices, etc... à have students take a pop-quiz during the last 5-7 minutes of the period (5 questions) Friday: SUNT EU activity (use structures from the TPRS story) à Continue with TPRS story, attemp to solve problem (1st location) à have students add details to the story by writing them down the last 5 minutes of the period...students turn in paper on their way out of the class (at the end of the day, on Friday, read and choose the most interesting details and type them up in order to have them ready on Monday) 2nd Monday: PQA about the weekend or any other topic by using structures from story à show students the details that have been typed up in complete sentences on the board...have students choose from the top (3) most interesting details in order to add to the story 2nd Tuesday: Continue with TPRS story, review, recycle, add the details that have been chosen the previous day, solve problem by going to the 2nd location à have students retell story to each other (1-2 minutes each), then choose a superstar (who also does it for 1-2 minutes in front of the class) à have students do a 2nd (5 minute fluency writing) on the

same paper (students fold paper so that they don’t see what they wrote initially...they also count words before they leave class) 2nd Wednesday: Introduce the 2nd embedded reading à students do volleyball translations and move around the room every 3 minutes as they work with a different partner à have students do a 3rd fluency writing, however they continue the story from where they left off in the 2nd fluency writing...give students a minute to read what they wrote the previous day before you time them during the 5 minutes...students count words when they are done...collect at the end of the period à have students work on a storyboard to use at home to retell story to parents 2nd Thursday: finish 2nd embedded reading or storyboard from the previous day (most of the time it takes me 2 periods to finish volleyball translations) à  if time allows have students do a retell based on the storyboard à homework: use storyboard to do a 5 minute parent retell of the TPRS story 2nd Friday: Have students read story from the other classes or/and project typed details (complete sentences) that students from other classes guessed (students enjoy seeing what other classes came up with) à brain break: Pancho Camacho à have students take pop-quiz at the end of the period (test on the new structures from the last two weeks’ story)

Afternoon Workshop (3 hours) #expandingMovieTalk

Title: How to expand a 1 day MovieTalk lesson to 1 week

Workshop description: The goal of this workshop is to learn how to expand a 1 day MovieTalk lesson to 1 week or more. In this workshop, participants will acquire Romanian through Comprehensible Input (CI) strategies such as TPR, PQA, Three Ring Circus, MovieTalk, and embedded readings. CI brain breaks such as music and games will be added throughout the workshop. In addition to the CI techniques, teachers will also learn how to use fun movements that accompany expressions requiring all students to show participation throughout the lesson (i.e. How sad!, What a shame!, It is a problem, etc...). These movements make the lesson fun and interactive and will be added unexpectadly in the storytelling process.

Brain Break: Romanian song

TPR of High Frequency verbs (el VREA..., el ESTE..., el ARE...)

Brain Break: SOY YO (SUNT EU) activity. See details in the description from the previous morning workshop

PQA using high frequency verbs in the present tense (el VREA...., el ESTE...., el ARE....)

Three-Ring Circus of structures from the video.

è TRAGE parul....VEDE o fata....SE BATE cu barba....

Use still shots of video along with reading (this is not demostrated in the workshop)

MovieTalk demo in Romanian ~30 minutes

2 Embedded Readings (choral translations with questions and pop up grammar à volleyball translations)

è See explanation of embedded readings in the description for the morning workshop

Brain Break Activity (game): Pancho Camacho

CE ARE PANCHO CAMACHO?

PANCHO CAMACHO NU ARE ________________.

PANCHO CAMACHO ARE_______________.

Brain Break: TPR with parts of body

Continue with Embedded Readings activities (ENVELOPE ACTIVITIES):

è Envelope activities: every pair of students gets an envelop with 5 or more cut-up sentences fom the embedded readings. In every group, students act out the sentences, taking turns. Choose a student or have a volunteer act out a different sentence in front of the class. The class has to guess what the sentence is that matches the movement. Afterwards, students put the sentences in order.

Romanian Language Class

Intermediate/Advanced Language Workshop

NTPRS 2015

Reston, Virginia

Alina Filipescu

Question Words in Romanian

CE? = what?

CINE? = who?

UNDE? = where?

DE CE? = why?

CUM? = how?

CÎND? = when?

Structures to practice and circle

A fost (odată) o fată = [there] was (once) a girl

A vrut = s/he wanted…

Un băiat perfect = a perfect boy…

A mers la = s/he went to…..

Avea....= s/he had....

Versiunea A

A fost (odat�) o fat� blond�/brunet�.

Numele la fat� era ______________.

_____________ avea o problem�.

_______________ a vrut un b�iat ______________.

_______________ a mers în _ _ _ _ _ _ _ _ _ _ _ _ _.

În _ _ _ _ _ _ _ _ _ _ a fost un b�iat cu barb� �i p�r în nas.

__________________nu a vrut un b�iat cu barb� �i p�r în nas.

Un b�iat cu p�r extra este ridicol!

___________________ nu era fericit�.

_____________________ a mers în _ _ _ _ _ _ _ _ _ _ _ _.

Versiunea B

A fost (odat�) o fat� în _ _ _ _ _ _ _ _ _ _ _ . Fata era atractiv� �i

blond�/brunet�. Numele la fat� era ____________. __________

avea o problem�. _______________ a vrut un b�iat perfect cu

_______________.

_______________ a mers la _____________ în _ _ _ _ _ _ _ _ _.

______________ a v�zut un b�iat interesant. B�iatul avea barb� �i

p�r extra în nas. Barba nu era atractiva. _____________ nu a vrut

un b�iat cu barb� �i p�r extra în nas. Un b�iat cu barb� �i p�r extra

în nas este ridicol! ______________ nu era fericit�.

_______________ a mers la ______________. Ea a mers la

______________ în _ _ _ _ _ _ _ _ _ _ _ . La ____________,

____________ a v�zut un b�iat atractiv. Numele la b�iat era

_______________. ______________ avea

__________________! ______________ era fericit�!

_____________ �i _____________ au mers la ______________

în _ _ _ _ _ _ _ _ _ _ _ . _____________ �i _____________ sunt

fericiti!

Dragostea din tei

Song By O-zone (Romanian music group)

Ma-ia hii Ma-ia huu Ma-ia hoo

Ma-ia haha (4x)

Alo, salut, sunt eu, un haiduc

Si te rog, iubirea mea, primeste fericirea. Alo, alo, sunt eu, Picasso

Ti-am dat beep si sunt voinic

Dar sa stii, nu-ti cer nimic.

Vrei sa pleci dar nu ma nu ma iei, Nu ma nu ma iei, nu ma nu ma nu ma iei.

Chipul tau si dragostea din tei Mi-amintesc de ochii tai. (2x)

Te sun, sa-ti spun, ce simt, acum

Alo, iubirea mea sunt eu, fericirea. Alo, alo, sunt iarasi eu, Picasso Ti-am dat beep si sunt voinic

Dar sa stii, nu-ti cer nimic.

Dragostea din tei (By O-zone)/cloze activity

SUNT DAR FERICIREA NU EU VREI OCHII CE �I

Alo, salut, __________ eu, un haiduc

_______ te rog, iubirea mea, prime�te _____________.

Alo, alo, __________ eu, Picasso

�i-am dat beep �i ___________ voinic

__________ s� �tii, nu-�i cer nimic.

___________ s� pleci dar nu m� nu m� iei,

Nu m� nu m� iei, nu m� nu m� nu m� iei.

Chipul t�u _________ dragostea din tei

Mi-amintesc de _____________ t�i. (2x)

Te sun, s�-�i spun, _________ simt, acum

Alo, iubirea mea sunt eu, ______________.

Alo, alo, ___________ iar��i ________, Picasso

�i-am dat beep �i _______________ voinic

___________ s� �tii, nu-�i cer nimic.

Vrei să pleci dar nu mă, nu mă iei, Nu mă, nu mă iei, nu mă, nu mă, nu mă iei.

Chipul tău și dragostea din tei, Mi-amintesc de ochii tăi.

translates as:

(You) want to leave but don't want to take me, Don't want to take me, don't want don't want to take me Your face and the love from the linden trees, Remind me of your eyes.

 

PANCHO CAMACHO

CE A VRUT ________________?

_______________ UN A VRUT_______________.

*_____________ A VRUT___________________.

Use the following words (to put on the students’

cards who will be playing the game up front):

UN B�IAT BLOND, UN B�IAT BRUNET, O FAT�

BLOND�, O FAT� BRUNET�, O FAT� ATRACTIV�,

MOTOCICLET�, P�R ÎN NAS, OCHELARI, AVION,

MA�IN�, BARB�....

MovieTalk (Blind Date)

Versiunea A

Un b�iat vrea o fat� perfect�.

B�iatul este romantic.

B�iatul este fericit.

B�iatul are p�r negru �i nas gigantic.

Dar b�iatul are o problem�.

B�iatul are un p�r extra în nas.

P�rul se bate cu b�iatul.

B�iatul trage p�rul cu u�a (door).

B�iatul deschide u�a de la apartament.

El vede o fat� elegant�.

B�iatul este fericit.

Dar fata are o problem�.

Versiunea B

Un b�iat vrea o fat� perfect�. B�iatul are muzic� romántic�.

B�iatul este romantic.

B�iatul prepar� mîncarea �i miroase mîncarea. B�iatul este

fericit.

B�iatul are p�r negru �i nas gigantic. El are un pulover negru cu

pantaloni gri.

B�iatul danseaz� �i ascult� muzic� romántic�. B�iatul este

fericit. Dar b�iatul are o problem�. B�iatul are un p�r negru în nas.

B�iatul nu vrea p�r în nas. B�iatul se bate cu p�rul. În final, b�iatul

trage p�rul din nas cu u�a. B�iatul este fericit. Nu mai (no longer)

are p�r în nas.

B�iatul deschide u�a de la apartament �i vede o fat� elegant� �i

atractiv�. B�iatul este fericit. Dar fata are o problem�. Are un p�r

lung �i negru în b�rbi��.

Versiunea C

Un b�iat vrea o fat� perfect�. B�iatul are muzic� romántic�. Nu are

muzic� rock, are muzic� romántic�. B�iatul este romantic. În cas�, b�iatul are

multe fotografii.

B�iatul se prepar� cu flori �i prepar� supa. El prepar� supa �i miroase

supa. B�iatul este fericit. B�iatul nu este trist.

B�iatul are p�r negru, nu este blond. B�iatul are sprîncene (eyebrows)

negre �i are nas gigantic. El are un pulover negru cu pantaloni gri.

B�iatul danseaz� �i ascult� muzic� romántic�. B�iatul este fericit. Nu

este trist. Dar b�iatul are o problem�. B�iatul vede un p�r negru în nas. B�iatul

nu vrea p�r în nas. B�iatul trage p�rul din nas. P�rul este lung. B�iatul se bate

cu p�rul. P�rul are un cu�it (knife) �i se bate cu b�iatul. În final b�iatul trage

p�rul cu u�a. B�iatul este fericit. Nu mai (no longer) are p�r în nas.

B�iatul deschide u�a de la apartament. B�iatul vede o fat� elegant� �i

atractiv�. B�iatul este fericit. Dar fata are o problem�. Fata are un p�r lung �i

negru în b�rbi�� (chin). B�iatul nu vrea o fat� cu p�r extra în b�rbi��. Este

ridicol! B�iatul nu este fericit.

TPR with Romanian words

Commands Parts of the body

RIDIC�TE (SUS) OCHII (eyes)

SUS (up) MÎN� (hand)

JOS (down) DEGETE (fingers)

MÎNA SUS (hand down) NAS (nose)

MÎNA JOS GUR� (mouth)

O MÎN� SUS STOMAC (stomach)

DOU� MÎINI (SUS) P�R (hair)

UN DEGET SUS BRA� (arm)

BARB� (beard)

MUSTA�� (mustache)

“Romanian is a Romance language spoken by about 24 million people in Romania, Moldova and

Ukraine. Romanian still has a number of features of Latin, such as noun cases, which other Romance

languages dispensed with a long time ago. Romanian contains many words taken from Slavic

languages, French, Old Church Slavonic, German, Greek and Turkish.” (from The Omniglot, The

online encyclopedia of writing systems and languages) http://www.omniglot.com/writing/romanian.htm

Romanian alphabet From Wikipedia, the free encyclopedia (http://en.wikipedia.org/wiki/Romanian_alphabet)

Letter Phoneme Approximate pronunciation A a /a/ a in "father" Ă ă (a with breve) /əә/ a in "above"

 â (a with circumflex) /ɨ/

the close central unrounded vowel as heard, for example, in the last syllable of the word roses for some English speakers, used inside the word, "bread" = "pâine"

B b /b/ b in "ball"

C c /k/ c in "scan"

/tʃ/ ch in "chimpanzee" — if c appears before letters e or i (but not î)

D d /d/ d in "door"

E e

/e/ e in "merry" /e̯/ (semivocalic /e/)

/je/ ye in "yes" — in a few old words with initial e: este, el etc.[6]

F f /f/ f in "flag"

G g /ɡ/ g in "goat"

/dʒ/ g in "general" — if g appears before letters e or i (but not î)

H h

/h/ h in "house"

(mute) no pronunciation if h appears between letters c or g and e or i (che, chi, ghe, ghi)

I i /i/ i in "machine"

/j/ y in "yes" /ʲ/ Indicates palatalization of the preceding consonant

Î î (i with circumflex) /ɨ/

Identical to Â, see above, used in the beginning and at the end of the word for aesthetic reasons, ex. "to learn" = "a învăța"; "to kill" = "a omorî"

J j /ʒ/ s in "treasure" K k /k/ c in "scan" L l /l/ l in "lamp" M m /m/ m in "mouth" N n /n/ n in "north"

O o /o/ o in "floor" /o̯/ (semivocalic /o/)

P p /p/ p in "spot" Q q /k/ k in "kettle" R r /r/ alveolar trill or tap S s /s/ s in "song" Ș ș (s with comma) * /ʃ/ sh in "shopping"

T t /t/ t in "stone" Ț ț (t with comma) * /ts/ zz in "pizza" but with considerable emphasis on the

"ss"

U u /u/ u in "group" /w/ w in "cow"

V v /v/ v in "vision"

W w /v/ v in "vision" /w/ w in "west" /u/ oo in "spoon"

X x /ks/ x in "six" /ɡz/ x in "example"

Y y /j/ y in "yes" /i/ i in "machine"

Z z /z/ z in "zipper"