Springfield Public Schools



SET INDUCTIONS

(Anfangsaufgabe/Anfangsaktivität/Denkt mit!)

(Refers to establishing a certain mind set in a classroom, in anticipation of what is to come. Also known as anticipatory set, warm up, attention getter, etc. It gets students ready to learn, ideally using some strategy that will lead into the lesson. The set induction should take no more than 2-5 minutes.)

Set Induction

Set is a mental state of readiness

Induction brings it on

Set Induction gets learners thinking and ready for the lesson

Anticipatory Set is another name used

Set induction should:

Contain a statement of the learning

Relate the objective

Involve the learner in the learning

Daily Warm-Up:

The need for predictability remains high at the beginning of the lesson, especially if the teacher is using the target language exclusively. Follow a fun regimen of daily routines.

Create a poem or chant describing daily routine. The students can gesture as they recite target language rules such as "I sit down", "I watch", "I listen", etc. This warm-up activity takes less than one minute, yet it serves a dual purpose of reviewing familiar material and reminding students of the expectations.

Next, it's calendar time. Produce a magic wand pointer to review the days of the week and count the numbers. Each day, systematically choose a special "magic wand student" to point to the calendar as the other students respond chorally.

Finally, greet students individually and ask, "How are you?" This can be done in a variety of ways.

Examples and Ideas:

Objects (using pictures, statues, variety of relevant objects, experiments, video clips, etc.)

Teacher (can dress up, act something out, use physical motions, write something on the board and not say anything at all, do anything out of the ordinary.)

Guests (can come in and do any of the above)

Audio (this can be music, instruments, speaking in another language, simply quoting something unusual and/or relevant, reading an excerpt of something unusual and/or relevant.)

Students (change seating arrangement, do an out of the ordinary group activity or boredom busters, skits, questioning the students re: something very relevant or totally irrelevant to them.)

Be creative and always save your ideas in a file to be used at another time. (See below)

|Set Inductions (Warm ups, hooks, attention getters, bell ringers...) |

|# 1 |# 2 |# 3 |# 4 |# 5 |

|New Persona: |Teacher Act: |Kitchen Pot: |Sweeper: |Lost Love: |

|Teacher comes into classroom using a „new |Teacher comes into classroom wearing boots |Teacher comes into classroom with a big |Teacher comes into classroom with a broom|Dating skit to fit with a song about lost |

|persona“, i.e. strict teacher, movie star, |and short skirt to illustrate a grammar |pot. She pulls out the adjective endings |and sweeps. Then she tapes signs with |love. Guy is sitting & reminiscing about |

|visitor who cannot speak English, etc. |point depicting a boot. (Good for Spanish |that are „in the pot“ and gives to a |subordinate conjunctions on the broom |having this great relationship, two people|

| |teachers) |student to superimpose over German |handle to illustrate that now the verb |act out all the things they did together. |

| | |adjective ending chart. |goes at the end of the sentence. |Then another guy shows up and steals the |

| | | | |girl because he does something better. |

|# 6 |# 7 |# 8 |# 9 |# 10 |

|Memory Cards: |Memory Match: |Opening Song: |Input of New Words and Phrases: |Guided Practice: |

|With memory game of lots of pictures, teacher|With memory game (or something similar), |Routine and structure are important in |Now is the time to bring out your fun and|Short games or activities will reinforce |

|and students describe the pictures according |teacher has students find their match, |school. Begin each circle time with a |surprises. Use props, costumes, pictures,|the new language expressions. Students |

|to current theme. Ask about weather |either the opposite picture, the matching |simple "Hello" song in the foreign |storybooks, drama, songs and movement to |like to identify items that they pull out |

|conditions, animals, etc. |or coordinating picture and then have |language. Choose a traditional song from |introduce new language expressions and |of a mystery bag, act out stories as the |

| |students find a clue from other student, |the target culture or create your own. Use|concepts. Reinforce the weekly theme in |teacher narrates, or challenge that |

| |ask a question, etc. |the same song each day in order to signal |the foreign language lesson. For example,|friendly puppet friend to a game of |

| | |the shift in languages and focus the |if the weekly theme is "Dinosaurs," you |concentration or tic tac toe. The |

| | |children's attention. |can count dinosaurs, graph them, sort |possibilities for guided practice are as |

| | | |them by size and color, and tell dinosaur|limitless as your imagination. Just |

| | | |stories. |remember to keep the games non-competitive|

| | | | |and make sure everyone gets a turn. If |

| | | | |possible, crafts, coloring, or small group|

| | | | |games can extend the lesson. |

|# 11 |# 12 |# 13 |# 14 |# 15 |

|Goodbye Song: |Coloring: |Reading about Colors: |Speaking Games: |Graphing Colors: |

|Create closure to the day's learning with a |Color-by-number activities are a fun way to|After aural-oral color activities, use |Once kids are comfortable hearing and |Enrich language learning with a little |

|rhyme or finger play related to the theme. |help students independently read colors in |children’s books to introduce the written |identifying colors in the target |content. Kids can create human bar graphs |

|After about 20 minutes of language immersion,|the target language. Choose from the |word. Use the appropriate target language |language, it’s time for them to speak. |depicting their favorite color, or the |

|it will be time for individual "Goodbye's" |multitude of free coloring pages online and|versions of classics such as: |Spread out a path of colored paper |color of their clothes, hair or eyes. |

|and a closing song. |create target language color-by-number |Brown Bear, Brown Bear, What Do You See? |stepping stones and send kids on a |Surprise your students by allowing them to|

| |activities. Translate the code for |by Eric Carle and Bill Martin [Henry Holt |"Rainbow Walk," reciting the colors as |graph -- and then eat -- the colored |

| |geometric, mosaic surprise pictures for |and Co., 2007] |they walk the path. Play games of Candy |candies in packs of Skittles, M&M’s, |

| |even more motivation. |The Mixed Up Chameleon by Eric Carle |Land (Milton Bradley) in small groups, |Smarties, or Sprees. (Just be aware of |

| | |[HarperTrophy, 1988] |en-couraging players to identify colors |allergies.) |

| | |Little Blue and Little Yellow by Leo |out loud. Go Fish and Tic Tac Toe are | |

| | |Lionni [HarperTrophy, 1995] |other effective partner and small group | |

| | |Mouse Paint by Ellen Stoll Walsh [Voyager |color activities. | |

| | |Books, 1995] | | |

| | | | | |

|# 16 |# 17 |# 18 |# 19 |# 20 |

|Hullabaloo by Cranium: |Total Physical Response (TPR) Activities: |Listening Comprehension Games: |Introduce Colors in the Target Language: |Masks for Warm up: |

|Hullabaloo is an outstanding TPR game. Mats |The fun and effective TPR approach |Speaking is not required at the early |Use immersion techniques to model the new|Create paper plate masks with happy, sad, |

|with various colors, shapes, and basic |developed by Dr. James J. Asher encourages |stage of language acquisition, so focus on|colors vocabulary. Visual aids can be as |and neutral faces. Students hold up a mask|

|vocabulary are spread out on the floor. An |students to physically respond to teacher |listening instead. In the Fly Swatter |simple as pieces of colored construction |to respond. |

|electronic device instructs players to spin |commands. Make a simple request such as, |Game, provide two players with a clean fly|paper, or as complex as works of art from| |

|to an orange mat, hop to a triangle, or zoom |“Touch something red.” Kids will love the |swatter and an array of color visuals |the target culture. Color songs and | |

|to a food. Cranium’s Hullabaloo can be |opportunity to be up on their feet in |spread out on the floor. Call out a color |rhymes are effective and culturally | |

|purchased in either English or Spanish. |search of something no one else has found. |and see who can swat it first. Keep score |appropriate as well. | |

|Teachers of other languages can develop their|Make the activity more complex by telling |to determine the champion swatter. | | |

|own homemade versions of this fun, active |children to do various actions such as |Color-Shape Bingo and the game of Twister | | |

|game. |jump, spin, clap, or roar like a lion if |(Hasbro) are other motivating color-themed| | |

| |they are wearing a particular color. |games. | | |

|# 21 |# 22 |# 23 |# 24 |# 25 |

|Puppets for Warm up: |Inflatable Globe or Ball: |Chant: |Word Jumble: |Clothes Line & Clothespins: |

|Bring out a mascot-puppet to greet each |Gently roll or toss an inflatable globe to |Create a chant or a song to keep the |Underline the first letter for those kids|Word hung in wrong order for students to |

|student. This trick encourages even the most |each student as you ask questions or greet |responses rolling along in rhythm. |who struggle with jumbled words (no |put in order. Or verb conjugations to put|

|timid to speak. |them. | |matter what the language). |in the right place with the right subject.|

| | | | | |

|# 26 |# 26 | | | |

|Announcements: |Word Search: | | | |

|Students take turns giving announcements, |Students go around the room looking for | | | |

|(CLV style standing on chairs, in rhyme, |certain items listed by teacher, then they | | | |

|giving a greeting to wish the clas well…) |describe the items, what they are called, | | | |

| |what they are for, why they are in the | | | |

| |classroom, etc. | | | |

| | | | | |

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