60 Treats for Your Bag of Tricks Mercedes Koch Ryan Rockaitis Deerfield High School Deerfield, IL Contact Information www.dist113.org/dhs Mercedes Koch [email protected] Ryan Rockaitis [email protected] Community – Building Treats What’s in a name? Have students say the first names of other students before addressing them. ¡Muy Bien! Create a class chant to support students instead of applause. ¡Muy bien! ¡Muy, muy muy bien! Grouping Treats Popsicle Sticks Write each student’s name on a popsicle stick. Pull popsicle sticks to group students. Pull a popsicle stick at random instead of calling on students who raise their hands. All students need to be ready to answer every question. Row A / Row B Label alternating rows A and B, or use two other categories. (ie: school colors) Each A is paired with a B. When you want students to work with new partners, pick one group (A or B) to stand up and move to a new seat of the same category. Students can work with multiple partners with little transition time. Row A / Row B A B A B A B A B A B A B A B A B A B A B A B A B A B A B A B Postcards Cut different postcards or pictures so that the number of pieces equals the number of students you want in each group. Each student selects a piece of a postcard while entering class. Students find those who have the other pieces of the same postcard/picture. Depending on time and purpose, students can show or hide their piece of the postcard and speak in English or the target language. Postcards Speed Dating Put students in groups of three. In each group assign a #1, a #2, and a #3. #1s stand and move to the next group, then sit down. #2s stand and move two groups over, then sit down. #3s always stay in the original location. Speed Dating 1 2 1 3 1 3 2 3 2 1 2 3 Vocabulary Pairs Choose 15 vocabulary words from the current unit (for a class with 30). Create one set of 30 cards, 15 with the words in the target language and 15 with corresponding pictures or the words in English. Distribute one card to each student. They must find the person with the matching cards. Can be done with countries and capitals or question/answer pairs. Vocabulary Pairs the pencil the book the pen Everyday Treats Word Wall When students ask how to say a new word, write the word and its translation on a piece of construction paper. Post the words in a prominent place on the wall. You will be amazed at how often students incorporate these new words into their work. Attention Getter Make a clear signal to let students know that they may only speak in the target language. “Uno, dos, tres. ¡No inglés!” Exit Slips Assign students a simple task at the end of the class and collect their responses on the way out of the room. Reach each response and assign a + or a -. Those with a + go directly into the recycling bin. If a student doesn’t receive a paper back, she or he knows that the response was fine. Return – slips to students the next day. Examples: Write the school supplies you need for three of your classes. Making the Most When doing text book activities or worksheets, tell the class, “Do 1 and 2. You only have 20 seconds. Go!” Call on two students randomly to hear responses. “Do 3 and 4. You have 20 seconds. Go!” Use a timer for accountability. Big Numbers When numbering questions on homework or in-class activities, use numbers that students need to review. 10. 20. 30. 40 300 400 500 Personal White Boards Shower board, available at home improvement stores, makes a great white board. A class set will cost about $15.00 Some stores will cut the board into smaller squares for free. Use tissue or small pieces of old towels as erasers. Easily check the comprehension of every student. Parent/Guardian Emails When students don’t have homework or aren’t prepared for class, keep parents/guardians in the loop. Collect assignments individually. If students don’t have the assignment, they turn in a sheet of paper with their name, the date, and the missing assignment. Send a quick email home for each of these students. “_____ didn’t have his work for class today. I want him to do well, so I asked him to complete the assignment for tomorrow. Any encouragement you could lend would be most appreciated.” Flashcard Treats Clip Art Flashcards Give students a handout with clip art pictures of new vocabulary. Use the English word if an easily identifiable picture cannot be found. Students cut out the pictures for homework or during class and write the target language word on the back. Students keep the flashcards in a pencil case in their binders. After quizzing themselves and partners students sort the flashcards into three piles: words I know well, words I “kind of” know, and words I don’t know. Clip Art Flashcards Flashcard “Dinner Party” Give each student one flashcard. Students walk around the classroom making sure all the other students can say the pictured word in the target language. If students keep one card for the entire activity, this is great repetition for students who need extra input. If you want students to see all the words, have students switch cards after each interaction. Flashcard BINGO Students make a 3x3, 4x4, or 5x5 square with their flashcards, picture side up. As the teacher repeatedly says the word in the target language, students turn over the corresponding flashcard. Encourage students to keep flipping over flashcards until they find the correct word. Flashcard Bingo Flashcard Line-Up The teacher gives the students a category. Looking only at the word side students arrange their flashcards according to the category. Students can peek at the picture if they don’t remember what the word means. Possible categories: Biggest to smallest, things I use most often to things I use the least, most expensive to least expensive. After each category the teacher calls on a few students to explain their rankings. Flashcard Line-Up Smallest to Biggest the notebook the pencil the pen the markers the sheet of paper the folder the book the dictionary the backpack Competition – Pics Up Pairs of students share a set of flashcards, placing them picture side up. Teacher calls out the vocabulary word and the race begins. The student who finds the correct card first, wins the point. Students create a pile of their won cards, accumulating points. The one with the most points wins. At the end of the first round, all winners find a new winner to go against and losers with losers. Competition – Pics Up Competition – Word Up Pairs of students share a set of flashcards, placing them word side up. The teacher projects the picture. Students shout out the word in unison and then try to pick up the correct card first. The student who finds the correct card first, wins the point. Students create a pile of their won cards, accumulating points. The one with the most points wins. At the end of the first round, all winners find a new winner to go against and losers with losers. Instant Information Gap The teacher describes the location of flashcards in relation to one another. (The book is in the center. The folder is to the left of the book…) Students move their flashcards accordingly. Teacher then projects the flashcards so students can self correct. Pair students so that one student from each pair can see the projected images. That student describes the location of flashcards to his or her partner. Start with a few flashcards and add more each round. When some students finish, switch a few of the flashcards. Instant Information Gap Game Treats From Me, To You A fun game to use with commands or the subjunctive. Students select a classmate and write a command for that person to complete in class. Encourage students to write fun, silly commands. After collecting the papers the teacher announces that the real name of the game is “Don’t write something for your friend to do that you don’t want to do yourself.” Students perform the commands they wrote. Flyswatters Project pictures of the vocabulary using an overhead or LCD projector, or write the words on the board. One player from each team holds a flyswatter. The teacher says a word in the target language. The first player to swat the correct picture wins a point for his or her team. Set ground rules, such as only one swat per turn and no hints from teammates. Flyswatter ¡Zócalo! Explain the cultural significance of the word zócalo. Students count up and down the rows in the target language one number at a time. Students cannot say any numbers that contain the number 7 or that are multiples of 7. They must say “Zócalo” instead. If a student makes an error the entire class shouts “Zócalo”. Challenge students to see how high they can count. ¡Zócalo! 1 2 3 4 5 6 ¡Zócalo! 8 9 10 11 12 13 ¡Zócalo! 15 16 ¡Zócalo! 18 19 20 ¡Zócalo! 22 23 24 Four in a Row Divide the class into 2-4 teams. Project the game board so all students can see. Allow students some time to make sure their teammates can say all the sentences on the board. One student from Team A picks a square. A different student from Team A translates the sentence or answers the question. A team wins by getting four in a row or a box of four. If a team wins quickly, play again. Teammates are allowed to whisper to one another when it is not their turn. Four in a Row Subject - Verb Create a set of large cards with different subjects of sentence. (He, she, the friends, you and I, etc.) Divide the class into two teams. One student from each team stands up. Only those two students can say the answer during that round. The teacher says a verb and shows a subject card. The student to say the correct verb form first wins a point for his or her team. Subject - Verb I We The girls to go Vocabulary Circle Students sit with their desks in a circle. Each student holds a picture of one of the vocabulary words. Another student who is “it” stands in the center. “It” says one of the words and then leaves the center to try to touch the desk of the person whose word he just said. The person holding the picture of the word that was said has to say another word before “it” touches his desk. If “It” can touch the new desk before a new word is called, the person whose desk was touched becomes “It”. When calling out words students cannot say the word that was just said, nor can they say the words that are to the immediate left and right. Vocabulary Circle Battleship Create a 10 X 12 grid. Label 12 columns with infinitives and 10 rows with subjects (I, you, the teacher, etc.) Distribute copies to students. Have them pencil in their “ships” anywhere they’d like on their grids. In partners, they need to try and locate one another’s ships by providing the correct verb form for the box they want to guess. Can be played with any tense. Can also be played with a board of all numbers. Battleship Battleship Review Treats Snowball Fight Ask students to write as much as they can about a given topic. Students crumple their papers and have a snowball fight. Students open the papers, read what is written, and add new information. ABC At the end of a unit, have students come up with one relevant word or idea for each letter of the alphabet. Fast Forward Students work in groups to act out a one-minute play of the most important parts of the story, book, or video. Students only have five minutes to prepare. Everybody must say something and everybody must act something out. If recorded, these make great reviews before the semester exam. Sandwich Board Connect two pieces of construction paper together with two strings to create a sandwich board that you can wear over your shoulders. “Advertise” the correct way to say the errors that your students make time after time. Yo sé. = I know. Jigsaw While students are at their seats, assign them numbers from 1 to 4. 1s meet and review one topic from the unit. 2s meet and review a different topic, as do the 3s and 4s. After some time, form groups of 4 students: a 1, a 2, a 3, and a 4. Each student is held accountable for the information from his or her original group. Jigsaw 1 1 1 1 2 2 3 3 2 3 4 2 3 4 2 3 4 1 4 4 1 2 3 4 1 2 3 4 1 2 3 4 Hand signals As you review topics/concepts, have students signal true/false or I understand/I don’t understand by showing front or back of hand or thumbs up/ thumbs down. Even if students give thumbs up when they do not actually understand, at least they have thought it over and are aware they have a gap. Ask students to close their eyes for an anonymous check. Hand signals One Picture – Three Tenses Show students a picture. Students say what happened before the picture was taken, what is happening in the picture, and what will happen in the future. Study in the Bathroom When studying items in categories (regular verbs, irregular verbs, stemchanging verbs), suggest that students study each category in a different place. (Regular verbs in the bedroom, irregular verbs in the living room, stem-changing verbs in the bathroom.) When recalling information students will remember where they studied it, and therefore will also remember its category. Study in the Bathroom Speaking Treats Poker Chips/Popsicle Sticks Keep students accountable during activities in which only the target language is allowed. Give each student 3 poker chips or popsicle sticks at the beginning of the activity. Students lose one poker chip for each violation. Assign points based on how many poker chips students have at the end of the activity. Poker Chips/Popsicle Sticks Situations Create two roles (person A and person B) for a conflict. A: You’re making plans with your friend for the weekend. You’re very tired and would like to do something at home. B: You’re making plans with your friend for the weekend. You can’t wait to get out and do something active. Students practice the situation with several partners. Select one student from each role to perform the situation for the class. Fishbowl Assess students on their ability to converse for an extended amount of time. Group 1: The “fish” discuss a randomly selected prompt. Encourage students to ask a lot of questions. Group 2: Every “fish” is assigned a “listener” from group 2. The “listener” writes down feedback for his or her specific “fish”. Group 3: Everybody else listens for overall trends in the entire conversation, writing down main ideas, comments that stood out, and suggestions for better use of the target language. Fishbowl Index Cards Write students’ names on index cards. Below each name write 1) 10 9 8 2) 10 9 8 3) 10 9 8 7 7 7 6 6 6 0 0 0 (etc.) Choose cards randomly to call on students. Immediately circle the number that the response earns. “What was the question?” earns a “0”. When it is time to assign a grade, each student will have 10 scores on which the grade can be based. Template Treats Postcard Template Great for cultural topics. Postcard Template Newspaper Template Create “book clubs” with authentic readings. Newspaper Template (cont’d) Writing Corrections Template Mark students’ writing so that THEY can go back and learn from their errors. Conversation Template Give students the tools to converse about THEIR interests for an extended period of time. Student Information Template Gather valuable information the first week of school. Internet Treats Find a PowerPoint Type “ppt” before a topic in Google to find PowerPoint presentations. “ppt Don Quixote” “ppt Frida Kahlo” “ppt Spanish imperfect” Carefully review the presentation before using in class. http://www.bbc.co.uk/ languages/spanish/mividaloca Mi vida loca A free interactive online video series from the BBC. www.quizlet.com Use this free site to easily create online review activities. The teacher simply types the words in English and the target language. Quizlet automatically creates online flashcards and will pronounce the words in the target language. Scatter: Matching game Space Race: See how fast you can type the words. www.quizlet.com www.wordle.net Use this site to create flyswatter games to be played in pairs or small groups. Print one copy for each pair/group. Teacher calls out the definition or English translation. Students compete against their partners/group members to see who can point to the word first. www.wordle.net www.myfakewall.com Students can create fake Facebook pages in the target language. www.tiki-toki.com Create online interactive timelines. Wallpaper Wonders Use Google Images to find an intriguing cultural image to set as your computer wallpaper. If you use an LCD project in class, these images can become a part of your classroom landscape. YouTube Videos Play music videos in the target language as students enter class. People en español publishes a monthly list of current hits. VideoEle http://es.youtube.com/user/papitus Spanish Language Interviews http://authenticspanishlanguageandpedagogy. blogspot.com Spanish Language Videos http://www.ver-taal.com RTVE http://www.rtve.es Skype in the classroom https://education.skype.com Makebeliefscomix.com Newseum.org Find the front pages of hundreds of newspapers from around the world, updated every day.