Week #1: This week, students in PK-4 were officially introduced to Pato, a stuffed animal duck who has a big heart but always seems to be getting into mischief. The first day of school, he overslept. When students tried to wake him up around 12:30pm– AHEM, THE AFTERNOON?! (toca a la puerta/ knock on the door)–he was wearing his sock pajamas and had little to no interest in changing into his uniform. This
argument conversation in the target language continued for some time. He finally settled on a yellow knit sweater and, after much persuasive talk, removed his nightcap. When Pato began complaining–almost immediately–that he was too hot in the sweater, the teacher pulled out an abanico (special fan from Spain) to cool him down (hace calor- ‘AH-say kah-LORE’/it’s warm/hot).
PHOTOS & STAGES OF NEGOTIATION: First choice (pajamas). Second choice (nightcap and sweater uniform). Third choice (sweater uniform and mask). #notfair
The following class, he was more prepared–and wearing a mask, as per another class’s insistence that he follow the rules. However, he was still complaining pretty incessantly about the heat. This probably had something to do with him trying to wear his sock pajamas underneath his real clothes. (Aside: are they real clothes, when he is a stuffed animal? Hmmm.) Anyway, following an ice-cream (helado) break, he wanted to learn how to fly. This led to a variety of trial-and-error type attempts to lift the stuffed animal high-high-high up into the sky.
Flapping his wings was to no avail. The poor stuffed animal became so exhausted from the huge effort that he had to take a mini-siesta (nap) during class time to recover. The second attempt seemed more realistic: build up your speed, run as fast as you can towards a small ramp runway (aka a tilted book), and let the wind take you: lift-off! ¡Vamos, vamos! #FAIL.
Round three of PATO versus GRAVITY had something to do with a paper airplane and a one pound stuffed animal. Let me repeat: a PAPER airplane and a ONE-POUND stuffed animal. Newton and all of his silly laws. Attaching paper wings likewise proved ineffective.
The fourth attempt dealt with tying a harness around his belly and hoisting him up, pulley-style, to get him used to being so high up in the air. (Could he be afraid of heights, I wonder?) PK-4 students provided much-needed assistance in this last endeavor in particular (arriba, abajo/up, down).
Methinks we are getting closer.
Along the way, students responded to action commands in the target language (e.g., stand up, sit down, run, march, spin around twice, walk on your tiptoes, [pretend to] drive a car, etc.); giggled when Pato did something silly; and demonstrated comprehension through both words and expressions.
Kudos to your children for listening to nonstop Spanish babble and dealing with all of my stuffed animal’s crazy antics. They are sweethearts and their listening skills are top-notch!
VIRTUAL LEARNERS are strongly encouraged to watch a few short cartoon episodes in the target language this week. THIS and THIS are excellent choices, but more options can also be found HERE. The goal for the first few classes is not necessarily vocabulary-oriented; it is more adjusting to the idea of staying focused while hearing a stream of [currently] unintelligible babble. Meaning will come in time. We must be patient, above all else!