When I read Capibara with my students my intention is that it will be an easy and enjoyable read for them. I do use it on every flight I am on and regularly in stores. Well, I actually couldn't survive without it in my regular life either. It is the best thing EVER! I am going to put a link here for it, because I couldn't survive without it in my class. The students actually cry because they laugh so hard. My students actually now say that after every time I use it when Carlos has gas, "That's the best $1.99 she ever spent!" It is hysterical and has a wide variety of gas sounds and literally, every time the book says that Carlos is nervous or has gas, I press the button on the app. It's called IFART and it is the best $1.99 I have ever spent. Now, if you want to know what my most important prop is, in addition to my Carlos puppet, it is my fart app. Ask them what they are doing? Why? How they feel? Where they are going? etc. I interact with the animals as I would if I were doing it myself. I explain my expectations for actors (they may not distract or disrupt and must follow my instruction or I will fire them.) and then I accept volunteers for the available roles for a chapter. By that point, they now understand how this works. I read and act with the stuffed animals/puppets until chapter 6. We ride the wave of the energy in the room. Sometimes we do a complete spin off in that conversation. I talk to the stuffed animals/puppets and have conversations with them. I build the momentum, dig in the giant bin saying, "espera.espera." and then BAM! And I let them react and laugh. I reveal my stuffed animals & puppets one by one as they occur in the story. My point here is that this is a novel that lends itself to playfulness. Also, have fun using different voices and finding a voice that works for them. So, as far as I am concerned use any stuffed animals/puppets you can get your hands on and have the discussion about who they are. FANTASTIC! And Carlos CAN'T be bigger than his parents! Great tell me why. There are students who refuse to accept the crocodile as an iguana and they argue with me every time it appears in the story in Spanish. What I discovered early on was that having the WRONG characters represent the ones in the book creates great energy and more discussion. It absolutely drives my students crazy that I do not actually have an iguana (it's a crocodile) or a puma and jaguar ( I think they are cheetah's) or even the fact that my mom and dad capybaras are smaller than Carlos and the leader is 3 inches tall at best. I still do not have all of the "correct" animals for all of the characters in the book, but that is fine. I have also taken some from my children and had students donate some. I literally have a gigantic tub of stuffed animals and puppets that I have acquired over the years to use with this novel. This week I had more students acting at the front of the class than sitting and listening/watching/reading in some classes.Ĭreate easy opportunities for the ones you wouldn't expect to participate and you will be pleasantly surprised. You need me." I also added animal extras because there are a lot of animals in the rainforest. All the pressure is off! Crouch on the ground and hold your legs.You're a fantastic rock! Stand up tall and stick your arms out like branches.BAM! You're a great tree!Īt this point, I have kids that grab props and put themselves in the scene and say, "I'm a plant, you're in the rainforest, you need plants." or "I'm a tree. As soon as I say, "You don't need to speak for this part." my pool of volunteers increases greatly. Some of the favorite acting parts are being the rock in chapter 7 and the tree and the anaconda in chapter 8, as well as puma and jaguar. In El Capibara Con Botas, there are some great opportunities to add in characters that don't really need to do anything other than stand there in the scene. The ones in the middle though who might get involved but are not super outgoing or confident, how do we help them? Creative non-speaking parts is one of the answers for me. I work hard to involve the ones who want to be involved and I work hard to respect the ones who want to be invisible as long as they engage with what we are doing. But there is a group that falls in between those two. We have students that will jump to do anything you want and we have students that want to be invisible.
We all have students that fall all over the participation spectrum.
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