The Doritos Goat 4 Sale commercial is great because you can easily target many different high frequency structures depending on what your students are working on. I used this commercial with my first graders who are working on 'busca/ve' and my third and fourth graders who are working on 'estoy'. Instead of a traditional MovieTalk where I pause the video to narrate the story, I took screen shots of the commercial and wrote the story underneath the pictures. This was great because my students were able to read along with me and see the dialogue between the characters. Of course in addition to reading the text I asked comprehension/PQA questions and dramatized the actions to make the story even more comprehensible. After we read the entire story we watched the commercial. I found that some of my student paid closer attention to the story because they were not focused on getting to the end of the video. I also liked this alternative to MovieTalk because my students were reading text along with me (we did some great pop-up grammar).
1st grade story
A Fred le gusta comer Doritos. Fred va a la casa de Francis. Francis tiene una cabra. Francis no quiere la cabra. Francis tiene un secreto...la cabra es muy violenta. La cabra va a la casa de Fred. Fred y la cabra comen Doritos. Fred abre el clóset y busca Doritos. La cabra ve muchos Doritos. La cabra está feliz. La cabra come muchos Doritos, come 42 Doritos. La cabra come más, come 156 Doritos. Fred está irritado. Fred quiere dormir. La cabra abre el clóset y busca Doritos. La cabra no ve Doritos. La cabra está enojada. La cabra abre la puerta y busca a Fred. Fred no quiere la cabra. La cabra cierra la puerta. Fred está enojado.
3rd/4th grade story
Hay un chico que se llama Fred. A Fred le gusta comer Doritos. Un día, Fred dice "Estoy aburrido". Fred recoge sus Doritos y camina a la casa de su amigo.
Once I created the two versions of the commercial I realized that I had a great embedded reading. As Laurie Clarcq explains on her website embedded reading includes three or more scaffolded versions of a text. The scaffolded versions start at the easiest (the baseline story) and slowly progress to more complex and detailed versions of the baseline story. In this unit I used the first grade version of the story as my baseline version of the story. My third and fourth graders were able to read this independently. The third/fourth grade version of the story served as the second version of the reading--this version offered more details and had more complex grammar. Technically I should also make a third even more complex level of the reading, but I've found that my younger students tire of reading the same story. When I discussed this issue with my colleagues they told me that they often change the characters and the details in the harder readings of the story. The first level (the easiest) mirrors a story that you acted out in class, but the subsequent readings have different characters and different (but very similar) problems. Maybe in the third reading there is a sloth that likes to eat tacos--the rest of the story is the same but by making slight character changes the story seems fresh and exciting for some of the younger students.