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60 Treats for Your Bag of Tricks
Mercedes Koch
Ryan Rockaitis
Deerfield High SchoolDeerfield, IL
Todaysmeet.com/60Treats
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 BLabel 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
3
1 2
3
1 2
3
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 pen
the book
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 SlipsAssign students a simple task at the end of the class and collect their responses on the way out of the room.
For example: Write the school supplies you need for three of your classes.
Read each response and give a plus, check, or a minus.
Return slips to students the next day.
Based on what you learned from the exit slips, you may choose to revisit certain targets, differentiate the class, or move on.
Making the MostWhen 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
Plásticos
Slide a blank paper, map, body into a page protector.
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.”
FlashcardTreats
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-UpThe 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-UpSmallest to Biggest
the pencil the notebook
the pen
the markers
the sheet of paper
the folder
the book
the dictionary
the backpack
Competition – Pics UpPairs 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 GapThe 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 YouA 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.
FlyswattersProject 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 13
2 ¡Zócalo!
3 15
4 16
5 ¡Zócalo!
6 18
¡Zócalo! 19
8 20
9 ¡Zócalo!
10 22
11 23
12 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
Review and Feedback
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 ForwardStudents 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 BoardConnect 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
3 3
3 3
2 2
2 2
4 4
4 4
1 2
3 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 TensesShow 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 BathroomWhen studying items in categories (regular verbs, irregular verbs, stem-changing 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
Personalized Audio Feedback
• Give students audio feedback instead of writing lengthy comments using– voice recorder on your computer– Audacity– your cellular phone
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
Four Fish in the Frying PanUse short written texts to practice all four language skills.
Listening: Students take notes
as teacher reads the text.
Speaking: Students discuss
their notes with a partner.
Writing: Students work
together to write a
summary of the text.
Reading: Students compare
their written summaries to
the original text.
http://iteslj.org/questions• Thematic questions to promote conversation
procon.org
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.
Internet Treats
http://www.bbc.co.uk/languages/spanish/mividaloca
Mi vida locaA free interactive online video series from the BBC.
www.quizlet.comUse 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.padlet.com
Wallpaper WondersWhat do students see on your computer wallpaper?
What other purpose could your wallpaper serve?
If you use an LCD project in class, these images can become a part of your classroom landscape.
http://www.laits.utexas.edu/spe/Native speakers of Spanish discuss a variety of topics.
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
Infograph
• A google.es search for “infografia comida” produced these results
News Treats
newsinslowspanish.com
onlinenewspapers.com
Newseum.orgFind the front pages of hundreds of newspapers from around the world, updated every day.
