Transcript aiken county

LEADERS IN LITERACY
CONFERENCE
Games for Novice Language
Learners
Aiken County Public School District
January 13, 2017
Meredith Parrott [email protected]
KMS 6th, 7th, and 8th exploratory and Spanish I
Erin Logan [email protected]
SAHS Spanish II and III
Group Norms
• Respect start and stop times
• Respect others’ opinions
• Avoid sidebar conversations
• Use technology respectfully
• Use the parking lot for questions
• Be open-minded
Essential Question
What can I do to get my students involved?
How can implementing games become a manageable
task?
a i k e n
c o u n t y
p u b l i c
s c h o o l
d i s t r i c t
Presentation Outcomes
As a result of attending this presentation, you will be able to:
• understand how implementing games into your lesson plans will help
engage students
• learn some different types of games and how to create them
• offer low-cost rewards to your students for winning
a i k e n
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Coupons
• We are the adults, if we forget our gradebook at home, the students just have to
deal with it.
• Coupons are their free passes for when something goes wrong in their life.
• Students either cut the coupon and attach it to their work to turn in, or the teacher
initials and dates the coupon and “records it in their gradebook”.
• If students lose the coupon then, “so sorry, so sad”.
I’m having a rough day! Please forgive me and do not give me a Power of …dying of thirst over here!
Choice form.
1 water pass
My bladder is going to EXPLODE! (pass to use the restroom – not during I am SO hungry!!! (pass to eat a snack in class – no sharing!)
student presentations)
I am SO hungry!!! (pass to eat a snack in class – no sharing!)
I’m having a terrible day! Please don’t make me do PPH (Preguntas para
Hoy)
I had to do something really important. I’m sorry for being late. (tardy
+ 10 points on a quiz (must be attached to the quiz before you turn it in)
pass)
Extended due date for Tarea: Add 1 day to homework due date. *May
Oops! I forgot my supplies!
not be used for projects or presentations.
- please lend me some without taking away frijoles
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Frijoles – a class reward system
1. Each class has a bean bottle. I
suggest 12 oz or smaller.
2. Students can earn and lose frijoles
(beans) for following or breaking
the rules.
3. Classes can compete against each
other for the prize, or they can just
work to fill their own bottle.
4. When the bottle is filled students
earn a reward. My students earn a
fiesta. Students bring in all food
items and we either go outside for
class or stay inside. We play a
Spanish game, listen to Spanish
music, or watch a movie in Spanish
with Spanish subtitles.
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Benefits:
• Students help hold each other accountable for
their behavior b/c they want to fill their bottle
• It is quick, visual, cheap
• Beans can be put directly into the bottle or put on
students’ desks
Theory:
• If students behave and are prepared for class
enough to fill a bottle with beans, then I can get a
lot of instructional time in. That means they have
worked hard and deserve a break.
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Frijoles – a class reward system
How students gain frijoles:
• Getting started immediately on bell
work (which sometimes is playing a
vocab review game in quizlet.com)
• Being prepared for class
• Answering questions correctly
• Prizes for winning games
• Doing something nice or helpful
• Finding an error I made
• Using Spanish outside of the
classroom
• Anything else that impresses me
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How students lose frijoles:
• Talking out of turn (class rule #4)
• Not being prepared for class
• Leaving paper or other items on
the floor
• Not getting to their seat quickly
enough during transitions
• Anything I feel like they are doing
that they should not be doing
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The Power of Choice – an individualized consequence intervention
THE POWER OF CHOICE – Minor Offenses
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Attitude or Tone
Disruptive
In An Unauthorized
Area
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Chewing Gum
Electronic Devices Visible
Inappropriate Comments
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Tardiness
Cheating
Excessive Talking
Inappropriate Hall
Behavior
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Dishonest
Food/Drink
Out Of Seat
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Minor Disrespect
Horseplaying
Refusal To Do Work/Off
Task
Sleeping
STUDENT NAME: _______________________________________ DATE: ____________________________ TEACHER NAME:
____Parrott__________________
The inappropriate behavior I chose was:
______________________________________________________________________________________________________________
Why did I make this choice?
________________________________________________________________________________________________________________________
What could I have done differently? Please list at least 2 choices a. _________________________________________________ b.
_______________________________________________________
Parent/Guardian Signature: _____________________________________ Date: ___________________
Comments: [email protected]
THE POWER OF CHOICE – Minor Offenses
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Attitude or Tone
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Chewing Gum
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Cheating
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Dishonest
d i s t r i c t
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Minor Disrespect
Why should I incorporate games?
• Many students are involved in competitive sports and enjoy competing against each
other.
• Students will make an extra effort to learn the vocabulary if they think it will help them
win a game.
• Some games involve acting out vocabulary, moving around the building or classroom,
and hands-on activities that reach a variety of learning styles that are often missed
when students remain in their desks doing traditional work.
• Some games teach studying skills that students can replicate at home for practice.
• Some games are located on the Internet and students and parents can practice at
home to prepare for assessments.
• Some Internet games seem too young for students, but they are good practice. These
are games that you can show students and parents and post on your webpage.
Perhaps a student who needs the practice will use it at home, even if he/she is
embarrassed to play it in front of peers.
• Groups of students can play games while the teacher re-teaches or helps struggling
students
• If you are bored…chances are that your students are dreadfully bored!
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Cut and Paste Dialogues
Uses:
• Students practice forming dialogues before writing one
on their own
• Forming the reading activity for an interpretive reading
assessment
Procedure:
• Find or write a dialogue.
• Type it in the wrong order. I suggest typing it into a
table chart so it is easy to type out of order.
• Task students with the job of cutting the dialogue strips
apart and putting it back in order.
Tips:
• Number a few key pieces of the dialogue to give
students clues as to where they fall in the dialogue.
• Optional: Students answer comprehension questions
about the dialogue after it is put together to turn in for
part of the completion grade.
The mixed up
conversation for
students to cut apart.
The answer key –
projected on the
whiteboard when
students are finished so
they can self-check.
Caballo y Caballero – an outside game
• (Try explaining this game in the target language)
• In the classroom, as a full class, have students create a visual action for the vocabulary.
I usually use the weather vocabulary or verbs.
• For example, for “hace calor” the action might be to dramatically fan yourself with your
tongue hanging out of your mouth and big arm motions. The actions need to be big
and distinct so you can recognize them among lots of commotion. The more “stupid”
you look when demonstrating, the more likely your students are to allow themselves to
take a risk and look silly.
• Students are paired up and given either number 1 or number 2. (uno/dos)
• Outside the teacher tells the #1’s to go one direction and do something – perhaps walk
like a flamingo. She tells the #2’s to go the other direction and do something else –
perhaps act like they are on the walkway. Then, when both partners are far away from
each other with the other #1’s and #2’s, she yells out a weather vocabulary phrase. The
two groups run together to find their partner and start doing the action that was
created earlier to represent the vocabulary word. The last group to get together and
properly do the action gets 1 point. When a group has 2 (or 3) points they are out. If
you have an odd number of students then you will have one group of 3. They need 3
(or 4) points to get out. (continued next slide)
• When a group is out they are to stand or sit beside you or in
a designated place. You can use them as part of the acting.
Group 1 or 2 can be sent to them to “ask them to marry
them”, “treat them like the king of England”, “fix their hair”,
“paint their nails”, etc.. Just silly things.
• Groups activities for the #1’s and #2’s include things like:
act like a rock star, act like your parents, change a baby’s
dirty diaper, swim, act like an animal, do a split, hold pushup position, hop on one leg, do jumping jacks, dance a
ballet, do-si-do, ring around the rosy around a tree or pole,
a famous chef, a ninja or spy, etc…
El balὀn
• Write different subjects and
pronouns on a plastic inflatable
ball
• Pass to a student. Whatever their
right thumb lands on, the student
must conjugate a verb that you tell
them for whatever tense you are
working on.
• Describe whom you want them to
pass the ball to next (ex: una
persona muy alta/que le gusta
dibujar, etc.
Memoría (matching)
When my students finish their classwork before other groups, they often come to me
and ask if they can play this game!
This is the old fashioned matching game. It can be used many ways for students to
review vocabulary. They can quiz each other with the picture, with the vocabulary
word, they can play the game face up, face down (traditional), or they can make up
their own game.
It takes time to make, but once it is made then it lasts for a long time.
This game is also great when you have an emergency at the beginning of a new unit
and just need students to learn the vocabulary while they have a substitute.
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Memoría (matching)
Things to consider…
- Put a symbol on the back of each
individual set of cards so that you
know where the card belongs if it gets
dropped and separated from its pack.
- Print off extra pictures to file away for
when they get lost. They do not get
lost often, but they do get lost
sometimes.
- Include a decoy picture that has no
corresponding vocabulary word.
When students find the decoy picture
they lose their turn and the picture
goes back into the game for another
unexpecting student.
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Memoría (matching) – the cheat sheet
• Students need the cheat
sheets to learn the
vocabulary.
• Either use the same
pictures that you use when
you present the vocabulary
for the first time, or find
some that make sense to
you.
• Students, especially those
who are visual learners, will
remember the vocabulary
because of the picture you
use.
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Map Games (for Spanish-speaking countries)
http://www.eduplace.com/geonet/ (Information about
the countries)
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http://www.sheppardsoftware.com/South_Ameri
ca_Geography.htm
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Map Games (for Spanish-speaking countries)
•
• http://www.maps.com/games/quiz-latin.aspx
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http://www.funbrain.com/cgibin/wh.cgi?A1=c&A2=0&A6=On]*vY0wwjf&A7=x35BH2cd]]&A9=xs(yyl&A11=1&A12=1&A13=3&A14=n5UgcdG3&A15=sameric
a&A18=01100000000000000000000000000000000000000000000000&A19=00000000000000000000000000000000000000000
000000000&A20=0
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Grudgeball
1. Each team gets 10 "X's".
2. Split your class into 5 or 6 teams,
depending on how fast you want the game to
go.
3. Each group gets a question. If they get it
right they automatically get to erase two X's
from the board. They can take it from one
team or split it. They cannot take X's from
themselves.
4. Before they take off these X's, though,
they have a chance to increase their ability to
get the other teams to hate them. They get
to shoot the Nerf ball. I set up two lines with
masking tape. One is a two point line while
the other is a three pointer.
Grudgeball
5. If they shoot from the two point line and get it in, they can take four X's off
the board. If they go from the three point line, and make it in, they can take five
off the board. If they don't make it they still get to take the original two off the
board.
• When a team is knocked off I needed a way to keep them in the game. These
teams still take turns. To get back on the board they need to get the question
right and make the basket. If they do this they can earn four or five X's back on
the board (depending on from where they shoot). This allows them to stay
involved, take part in the review and not shut down. Kids will want to make
alliances. With really good natured classes I let this process naturally
happen. If I have an immature or meaner class, I try to stop this for fear of
bullying.
Scavenger Hunts
When to use Scavenger Hunts:
• To justify students’ work
• For interpretive reading activities
• For the class syllabus
Topics for Scavenger Hunts:
• Telling time (students find the time described and
write the symbol)
• Looking for answers to teacher-created questions in
student-written work (perhaps about family members
and their likes/dislikes)
• Looking for names of places in a geography/weather
drawing based on teacher-created descriptions of the
place
• Preposition/direction vocabulary where students have
to follow a description to find a certain place or item
in the school and then write down the symbol that is
taped to that item or place
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Tips:
• Check with teachers around you to
see if they are giving a test on the
day you plan to give a scavenger
hunt.
• Let housekeeping staff know that
if they see papers appear on the
walls in a different language that is
likely for a class activity.
• Write your name and laminate any
work that you might want to use
from year to year.
• Offer frijoles to the student who
finds your missing scavenger hunt
piece.
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Sample Scavenger Hunts
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Sample Scavenger Hunts
Syllabus Scavenger Hunt: Rather than read through the boring
syllabus, I have students work with a partner to fill in missing words or
parts to the important information. We go over it at the end and
highlight the important stuff. A link to the actual syllabus is included.
Parents have to sign the back of the paper saying that they know
where the syllabus is posted and that they have seen the sample
“Power of Choice” form. Parents also fill out the parent contact sheet
on the back of this document.
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Los lugares y los verbos: Students wrote paragraphs
about activities that people did in their spare time
and where they were. I wrote one question for each
paragraph. Students had to look along the halls at
their work to find the answers to the questions. It
was an interpretive reading activity.
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Dice verb conjugation
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•
•
•
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•
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Students are in groups of 3 or 4
The teacher is the timer
Write the conjugation list on the board
One person in the group tallies the correct
conjugations
One person in the group tells the tally collector if the
conjugation was correct or not
One person conjugates the verb
Group jobs rotate and every student in the group
conjugates the same verb once, then change to
another verb
Teacher circulates to listen to hear if conjugations are
correct
(Benefit: Students will want to play this at home or
before basketball practice with their other language
learning buddies)
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1 = yo (I)
2 = tú (you)
3 = él (he) (and possibly ella)
4 = ella (she)
5 = nosotros (we)
6 = ellos/ellas (they)
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Pass the clipboard verb conjugation
• Students are in groups of 5 or 6 and seated in a row
(good game to play outside or in a big space, perhaps
the cafeteria)
• The teacher tells the class which verb to conjugate.
The first person in the row writes the first form of the
verb (1st person singular) and carefully passes the
clipboard (or notebook) back. The next person writes
the next form (2nd person singular), and passes it back.
When the last person finishes the final verb form then
he/she carefully and quickly walks it to the teacher to
be checked. If it is correct then their team gets a
point. If it is incorrect then they have to take it back
to their team and figure out what is wrong.
• Tip: Only offer 2 or 3 checks per round so that
students feel the need to hurry.
• Tip: Use a specific color so that only your checks
count.
• Tip: Rotate students back one spot every 2 or 3 verbs
so they all have to write different verb forms.
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1st person = yo (I)
2nd person= tú (you)
3rd person = él (he) (and possibly
ella)
4th person = ella (she)
5th person = nosotros (we)
6th person = ellos/ellas (they)
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Battleship – groups of 2 or 3
Uses:
• Students draw a bookbag filled with colored school supply items when first
learning the School Life vocabulary. They pair up and swap drawings.
Students study their partner’s drawing and then swap back after 30 seconds
to 1 minute.
• In the target language students say, “In your bookbag you have a red folder.”
• If they are correct then the partner responds, “Yes, I have a red folder in my
bookbag” in the TL. Or, if they are wrong, they respond, “No, I do not have a
red folder in my bookbag”.
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Battleship – groups of 2 or 3
Uses:
• If one partner guesses correctly, then the
other partner puts a little x beside the item
to signify that it was “sunk”.
• If the teacher hears English then the class
loses part of their class reward system (in
my classroom it is the frijoles). Or,
students can “lose points” for the
participation grade – but I never actually
take away points since they are just
learning the vocabulary.
• I use “battleship” for my unit on geography
and weather with 6th grade, for school
supplies with 7th grade and Spanish I, and
for the family tree for 7th grade and
sometimes Spanish I.
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El Perro (hot potato)
• While playing music, have students toss a stuffed animal to each
other.
• Stop music randomly (or purposely), and the student with el
perro has to answer a vocab question, conjugate a verb, etc.
• Great for five extra minutes at the end of class.
Matching Questions and Answers
Tips:
• Leaving the outside corners blank makes it
easier. Putting decoy questions and
answers makes it harder.
• Put a sticker or symbol in the middle of the
square, or use a different color paper for
each copy so if they get separated you can
put them with their missing pieces.
• Have students build the puzzle in a manila
folder so they can close it and carefully flip
it over.
• Print a cultural picture or story on the back
so students can check to see if they are
right when they flip over the folder.
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Sparkle
• The class forms a circle.
• The teacher says a list word.
• The first student says the first letter of the word.
• The next in line says the second letter.
• The student next in line says the third letter. This continues
until all letters of the list word have been spoken.
• The next student in line says "SPARKLE" and is OUT, and
returns to his seat.
• Anytime a student says the wrong letter, he is out and
returns to his seat. The word starts over.
• I usually give the winner candy.
Go Fish (¡Pesca!)
Purposes:
• Review vocabulary and practice 1st person and 2nd
person singular of “tener” (to have).
• Review changing colors to match.
Procedure and Rules:
• Make and laminate the cards using whatever
vocabulary group you wish.
• Make 3 or 4 of the same card and give them a
different color. The students’ goal is to get all of the
same picture for the 3 or 4 different colors.
• In the TL the students ask: “Do you have a red
notebook?” - “Yes, I have a red notebook/No, I do
not have a red notebook, Pesca.”
• The game is played just like Go Fish.
• Have consequences for using English.
Tip: Put a symbol on the back of each pack of playing
cards incase they get separated from their group.
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Pictures…
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Tortuga
• Divide class into three teams
• One person from each team goes to the board to answer a review
question/write vocabulary/translate/grammar review/etc.
• The first person to correctly answer gets to draw a turtle body part.
• The first team with a full turtle (head, shell, 4 legs, tail) wins.
Whiteboards
• Using individual whiteboards, have students:
• Translate sentences
• Conjugate verbs
• Write their own sentences, trade with a partner,
check the partner’s sentence, and then draw it
• Draw a sentence that I say that incorporates vocab
or grammar that we are working on
• Work in groups of three or four, with one person
being the “teacher” who says a word or phrase or
verb to conjugate in English, while the others race
to write the answer on their boards. The
“teacher” keeps score. First person to five wins
and is the new “teacher.”
Tips:
• Check your student agenda
to see if the cover can be
used as a whiteboard.
• Whiteboards can be created
from a blank piece of paper
and those plastic sleeves
used for putting papers in a
binder.
• Old socks make great
erasers.
Essential Question and Presentation Outcomes
What can I do to get my
students involved?
How can implementing
games become a
manageable task?
a i k e n
c o u n t y
As a result of attending this
presentation, you should be able
to:
• understand how implementing
games into your lesson plans will
help engage students
• learn some different types of
games and how to create them
• offer low-cost rewards to your
students for winning
p u b l i c
s c h o o l
d i s t r i c t
Questions? – Let’s check the parking lot!
Email additional questions to:
Meredith Parrott (KMS) – [email protected]
Erin Logan (SAHS) – [email protected]
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What games do you use?
It is your time to share now. What games do you use?
Form small groups with someone that you do not work
with and share some games that you enjoy doing with
your students.
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Your turn to make a game!
There is never enough time to put into
play all that we learn at conferences.
Please take time now to try to make one
game, or brainstorm games that you can
to make.
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Conference Procedures:
Before the Conference
• Plan for your full session time
• Use the power point template (no Prezis, etc.) that will be emailed by
tomorrow afternoon. Font colors should be grey, black, or white
• Preview any video used in its entirety
• Plan your session using the theory of adult learning
• https://teal.ed.gov/sites/default/files/FactSheets/11_%20TEAL_Adult_Learning_Theory.pdf
• http://nelearn.myelearning.org/mod/page/view.php?id=424
• http://nelearn.myelearning.org/mod/page/view.php?id=424
• Provide contact information at the beginning and end of the
presentation
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¡Gracias!
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