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WHAT’S IN THE BAG?/MAGIC BOX

Instructions

Materials

• Some type of bag or box filled with objects or pictures that represent thematic vocabulary that students are learning

Similar Strategies• Total Physical Response (TPR), Tear Sheet Vocabulary

Ideas for Scaling Up or Down1. For novice students, introduce and practice single

words and short expressions related to the curricular theme. Once it is apparent that students are internalizing the vocabulary, begin to use the words and expressions in a story or other meaningful context.

2. For intermediate and advanced students use this strategy to introduce and practice vocabulary by describing expressions, giving synonyms and/or antonyms, and using the expressions in context. When possible, turn the teacher role over to a capable student to continue the input.

Classroom Background InformationLanguage, Grade, and Proficiency Level

• Mandarin Chinese, Ages 8-10, 3rd and 4th graders • Novice Low to Novice Mid

School Background

• This video was filmed in the 2018 GLP STARTALK student program, which takes place in collaboration with a New York based community organization called Graham Windham Manhattanville, the nation’s oldest nonprofit, non-sectarian child welfare agency. The mission of Graham Windham is “to provide each child we serve in New York with a safe, loving family and the tools they need to thrive in school and life.”

Teacher Background

• In this video, Ms. Rita Wu is teaching in the 2018 GLP summer Mandarin summer program. During the school year she teaches in an immersion pre-kindergarten/kindergarten classroom, where she has been teaching for five years. Ms. Wu believes that language development is an important part of children’s development and hopes to have the opportunity to teach as many children Mandarin Chinese language and culture as possible.

Step-by-Step Directions1. The teacher shows the class a “magic bag” filled with

items that represent current or new vocabulary.2. The teacher pulls items from the bag one-by-one, and

describes what they look like, how they are used, and what they are called. As she reveals the items, she hands them to various students. This continues until all items are removed from the bag.

3. The teacher continues to practice the names and descriptions of the items with the entire class, while varying the order and descriptions by color, size, and use. She asks students to hold up or point at the correct items. This continues until students internalize the words and expressions.

4. Next, students can individually pull items from the bag, or they can work in pairs, where one student pulls an item from the bag and the partner describes and names it.

5. To close the activity, the teacher asks students to return each item to the bag as she names it, providing a final review.

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What’s in the Bag?

Implementation Guide

Keep the information below in mind as you are implementing this strategy in your classroom.

focus questions

Teacher Role1. How does Ms. Wu use gestures

and objects to support student comprehension of new vocabulary?

2. How does Ms. Wu check for student understanding while implementing the strategy?

3. How does Ms. Wu gain the students’ enthusiasm and keep them engaged in the activity?

Student Work1. How is this activity used as an

entry point for learning new vocabulary?

2. How are all students kept involved in the activity?

Application1. What are your next steps

for implementing this in your classroom?

2. What are some challenges you may encounter, and how can you avoid them?

1) SET-UPWhen setting up What’s in the Bag? do the following:• Explain the Can-Do Statements, making clear what students will be

able to do with the language as a result of the learning that takes place during the task.

• Give clear directions, a timeframe, and model the procedure with one or two students.

• Ensure all students are actively involved in the activity.• Take the time to gather large photos or objects that students can see

and touch.

2) STUDENT WORK: In order for students to be able to participate fully in the activity, do the following: • Begin by calling out the objects in the same order. • Set expectations for full class participation.• Ensure active listening from all students. This is a skill that may need to

be practiced before using this strategy. • Ensure there are several checks for comprehension throughout the

implementation.

3) SUMMATIVE: When closing the What’s in the Bag? do the following:• Use collection of materials as an opportunity to check for

comprehension. • Use this as a ‘I do’ part of the lesson, and follow it with a ‘we

do’ collaborative activity such as Four Corners and/or Tear Sheet Vocabulary.