Included is a list of games/activities that I have used in ...



Activities for All Students in All Subjects

Gregory Fisher Mt. Tabor High School August 2016 gsfisher@wsfcs.k12.nc.us

• FL: Foreign Language; LA: Language Arts Sci: Science SS: Social Studies

• Rating Scale: 3: Highly useful. 2: Useful 1: Useful but not time efficient 0: Perhaps useful

Amigo Bingo (1)

Time: 15-30 minutes Type: Answering Questions Grouping: Individual

Grading: None or bonus points Rating: 3

Directions: Every student quickly draws a 4 by 4 (or 5 by 5) grid on his paper. He writes a number from 1-24 in each square. The teacher asks a question to the class. After a brief interval, the teacher chooses a student at random. If the student gets it right then the teacher selects a “Bingo Number” that everyone can cross off. If the student gets it wrong then nobody crosses his name off. The winner is the first person to get 1 (or more) Bingo lines.

Insightful Ideas:

Have students create their Bingo Card in pen

• Pre-write the Bingo numbers down before class to save time

• If someone gets Bingo quickly then just play for most lines etc.

Four in a Row (2)

Time: (20-30 minutes) Type: Answering Questions Grouping: 1 vs. 1

Grading: None Rating: 3

Directions: Split the class into pairs and each pair into O and X. Each pair draws a 7 by 7 grid on their paper. Ask a question to the class. Both people write down their answers separately. Reveal the answer. If a person gets it right then (s)he puts his/her mark on the grid. Each member is trying to get four of his marks in a row (diagonally, horizontally or vertically.) If someone wins then encourage the pair to keep playing and the person with the most Connect 4’s wins.

Insightful Ideas:

• For those familiar with the traditional method of Connect Four then ask them to use “gravity”

• Alternate between ‘O’ and ‘X’ questions which determines who gets to place his/her mark first in case both get it correct

Type of Questions: True or False, Multiple Choice, Fill in the blank, short math problems etc..

Bluff (3)

Time: (20-30 minutes) Type: Answering Questions Grouping: ½ class vs. ½ class

Grading: None or bonus points Rating: 3

Directions: Ask Team A a question. If a student knows the answer (or wants to bluff) then he stands up. Count the people. Choose a student. If (s)he gets it right then his team earns a point for every person who was standing. If (s)he gets it wrong then the other team can steal it for ½ the amount of people standing. Play continues by asking Team B a new question. Continue alternating but consider letting Team B go first some of the time. The team with the highest points wins. Any student caught telling the answer to a teammate loses five points for his/her team.

Insightful Ideas:

• You can use questions that you asked for homework

• If doing math problems then it’s probably best that you assign both teams a question at the same time

• Type of questions: Any type. You can also have a worksheet and then choose questions randomly from the worksheet.

Slap Jack (4)

Time: 20 minutes Type: Answering Questions

Grouping: Groups of 4 or 5 with members of each group competing against each other.

Grading: None; prizes to the winner of each group Rating: 2

Directions: Give each group about 20 cards or answers (or pictures) on a question board. Ask a question. The first student to slap the correct square gets two points. If a student touches the wrong card then he loses a point. Works great with any common short answer questions…

Insightful Ideas:

• Be sure to ask a few questions where the answers are not on the desk!

• A person from each group keeps score

Vocabulary Recall (5)

Time: 10 minutes Type: Vocabulary words; graphs; or shapes

Grouping: Groups of 4-6 people Grading: Prize to winning member of each group and/or make the losing member of each group come forward to sing “ABC” song.

Rating: 2 (Great for having students remember vocabulary words because they say it several times)

Directions: Each group selects a scorekeeper. Give each group a packet of cards of about 10-14 vocabulary words/graphs that you want the students to practice. Ideally put a picture on the front and the word on the back of each card. Each member takes about two cards. The first person begins and states his word and then another word. The person with the other word then says his word and then another word. This continues until someone makes a mistake by either saying an incorrect word or hesitating. A person who makes a mistake gets a point and then begins the next “round.” The person with the least amount of points wins and the person with the most amount of points loses.

Insightful Idea: After about 5 minutes, have the students change cards.

Circuit (6)

Time: 15-25 minutes Type: Problem solving Grouping: Pairs, Individuals or Groups

Grading: Classwork, homework etc.. Rating: 3

Directions: Teachers place about 10-20 sheets of paper around the room with an answer (labeled with A, H, J etc..) on the top and a question on the bottom (labeled as a random number) Students start by going to different problems. They solve the problem and then look for the answer throughout the room. They write the problem number and answer letter on their sheet of paper. They then go to that paper and do the problem that is on the bottom. They continue until they have made a “circuit

FL: Translation of phrases; reading passages with question;

Math: Math problems. LA: reading passages with questions; terms and examples or definitions

SS: Quick trivia questions; Map and country;

Sci: Calculations; Cell picture and name the part;

Insightful Idea:

If you are afraid of students following each other then each sheet of paper has a question with answer and then another question with answer. Instead of questions, you can put a reading passage with a question to answer.

What’s the Question (7)

Time: 15 minutes Type: Reviewing Grouping: Pair or group work

Grading: None Rating: 3 for all subjects except math which is a 1

Directions: Teacher places about 10 answers on the board with different point values assigned to each one. (5 for easy, 10 for medium, and 15 for difficult) Students ask questions. If the answer is on the board then the pair wins those points. Continue the activity until each group has asked about three questions and/or there are no more answers on the board

Insightful Ideas:

• If the answer is 2 then do not allow questions such as 1+1.

• Have one or two “bankrupt” incorrect questions such that if they are asked then the group automatically loses.

• Subtract points if a group asks the same question that another group asked.

Example: The following answers are on the board for a lesson about ready to be discussed: Hiroshima (5 points), Enola Gay (5 points), August 8th 1945 (10 points), After his mother (10 points), 100,000 (5 points), “Little Boy” (15 points) The teacher goes around the room asking pairs to give questions. If the answer is on the board then the group gets that question and points. If the answer isn’t on the board then the teacher just gives the answer to that question. If a question is repeated by another group then the teacher takes five points away.

FL: Vocabulary, Questions in the target language about a Teacher’s background or trip,

Math: Properties, answers to problems that students have to create in a certain format

LA: Vocabulary, opposites-synonyms, reading passage, questions involving certain grammar about the teacher.

Sci: Reading passage, chemical symbols,

SS: Reading passage, preview of a lecture, review of a lecture, capitals,

Matching Cards (8)

Time: 10-20 minutes Type: Finding matches or groups Grouping: Pairs or groups

Grading: None Rating: 2

Directions: Teachers create about 18 pairs of cards that match up or about 8 sets of 3-4-5 cards. Groups then pair up the cards face up.

Insightful Ideas and Variation

• Give each student one card as they walk in the room and they have to walk around the room to find their matching card

• Have the students play it like concentration with the cards down

• Put the problems on one color of paper and the matching answer on another color

FL: Give a picture and then give words that match the picture (IE: red shoes black tie)

Math: Slope, linear equation, table, next=now equation, graph

LA: Authors, titles, main ideas, & main characters; English terms (idiom), example and definition

Sci: Chemical symbols;

SS: Map and country; states and capitals; President names, numbers, big idea, and birthplace

Dominos (9)

Time: 15-20 minutes Type: Answering Questions Grouping: groups of 2,3, or 4

Grading: None, group quiz or bonus points Rating: 2 for all subjects

Directions: Write the problem/question on the right of a “domino” and the answer on the left of another “domino.” Cut the dominos and have the students put them in the correct order. (A blank grid is provided on the last page)

Insightful Ideas:

• It’s best if you write a number (acronym, or a secret symbol) in the center of each piece such that it makes a code that you only know the answer and can easily check the answer.

• Students can make their own and then ask another group to complete their puzzle

• Have a continuous circuit without a “Start” or “End”

• To save teacher time, you can have students cut the “dominos” but you must scramble the dominos on the original sheet.

Example: [pic][pic]

Puzzle (10)

Time: 20-30 minutes Type: Answering Questions Grouping: Groups of 2,3, or 4

Grading: None, group quiz or bonus points Rating: 2

Directions: On a four by four grid, write problems on one side of a segment and the answer on the other side of the segment. Place extraneous answers on the edges. Copy a grid for each group and cut it into 16 pieces. Each group has to complete the puzzle by correctly matching questions with answers. A blank grid is provided on the last page.

Insightful Ideas: Same as Dominoes

Math teachers should download “Tarsia” and go to jigsaw.htm for over 500 made examples

Types of questions: Easy math problems, fill-in-the blank, vocabulary translation, or very short answers. This was even used by an AP Biology teacher.

Listening Tree (11)

Time: 10 minutes (5 for teacher led, 5 for student led) Type: Quick Questioning

Grouping: Pairs Grading: None Rating: FL-3; LA-2 Other-1

Directions: Create a listening tree filled with vocabulary or short answers. Read the words/questions and students try to follow to the correct place. Teacher asks students to raise their hands at the end. After the teacher does it twice then one student reads to the partner who tries to find the correct answer.

Example Questions: 1) What is 3-8. 2) What is the last step in Scientific method? 3) What is the capital of Brazil? 4)What is the correct spelling of their in the following sentence: Their shirts are untucked. 5) Which picture represents “Pan” in Japanese?

| | | | | |Start | | | | | |

| | | | |5 | |-5 | | | | |

| | | |Conclusion | |Hypothesize | |Conclusion | | | |

| | |Brasilia | |Rio de Janeiro | |Brasilia | |Rio de Janeiro | |

| |their | |there | |their | |there | |their | |

| | | | | | | | | | | |

| | | | | | | | | | | |

| | | | | | | | | | | |

|1 | |2 | | 3 | | 4 | | 5 | |6 |

Insightful Ideas: Have students create one at home.

Partner Activity (12)

Time: 20-30 minutes Type: Solving problems Grouping: Pairs

Grading: Classwork Rating: 3

Directions: Teacher creates a worksheet with about 24 questions into 6 sections A1, A2, A3, B1, B2, and B3. The four answers in A1 are the same to B1 (but in a different problem order) and the same applies to A2&B2; and A3 & B3. Partner A does the four questions in A1 and Partner B does the four problems in B1. Then they compare their answers. If some are different then they analyze their problems until they can reach a consensus. Then they continue with the other sets.

Example of just one set (with answers in { } )

|Partner A |Partner B |

|SET 1 |SET 1 |

|Solve 3x + 6 = 12 {2} |Solve 5x = 60 {12} |

|Solve x – 2 = 10 {12} |Solve 2x – 6 = 2 {4} |

|Solve 2x = 12 {6} |Solve x + 4 = 6 {2} |

|Solve -3x = -12 {4} |Solve –x = -6 {6} |

Row Game (13)

Time: 5 minutes Type: Quick questioning Grouping: Entire class in rows and columns

Grading: None Rating: 2

Directions: The class needs to be seated in rows and columns or in groups. (If they are in groups then number them 1-2-3-4-5) Ask a row (or a certain number) to stand-up. Ask questions and allow the first person to raise his hand to answer. If he is right then he sits down. Eventually, only one person will be standing. His column (or group of students) must stand-up. Continue with questions. Eventually, one person will be standing and his row (or number) stands up. This continues

Insightful Ideas: The only problem with this game is that occasionally someone will always stand. Two ways to prevent this: 1) Ask a question like “who is the most handsome boy in the class” if a girl is standing with other boys or 2) Allow that student to answer any question even if his hand goes up last.

Horse Race (14)

Time: 5 minutes     Type: Quick questioning        Grouping: About 5-6 per group

Grading: None        Rating: 2                 Materials: Stuffed animal or baton or spaces

Directions: The first person of each group stands up. Teacher asks a question and calls on the first person to raise his/her hand to answer the question. If he gets it right then he sits down and the “horse” moves to the second person. The teacher asks another questions and chooses the first person who is standing up to answer the question. If it’s right then that person sits down and the next person goes. Play continues until the first group is able to have all of its members answer a question and gets the “horse” across the finish line.

Swat the Word (15)

Time: 10 minutes Type: Quick questioning Grouping: ½ class vs ½ class

Grading: None Rating: 2 Materials: 20 words/answers on whiteboard, 2 fly swatters

Directions: Place the 20 words/answers on the white board. Have one person from each team come to the front with the fly swatter. Teacher calls out a question/problem/definition etc.. and students “swat” the answer (up to three chances.) If they swat the word first then they get a point for their team. Play continues until everyone has gone once or twice.

Twisted Story (16)

Time: 5 minutes Type: Creative chuckle Grouping: Individuals

Grading: None Ratings: F.L. and English: 3 Others: 1.

Directions: Create a paragraph that could be funny if the right words were chosen. Prior to revealing the story, ask the students to give that type of word. After they have written down the words then reveal the paragraph. Sample type of words: adjective, noun, verb, vocabulary word, historic person, country, city, scientist, famous person of the opposite gender, type of number, etc…

Insightful Idea: Have students create their own at home.

Example: The teacher asks each student to write an integer, place, place, adjective, person of opposite gender, science equipment, past tense verb, emotion, person of opposite gender, and a rational number. Then the teacher places the following story on the overhead for students to read to themselves and then share with a friend.

When I was integer years old, I had to walk from place to place. I was adjective. One day, I saw person of opposite gender who wanted to borrow a science equipment. I didn’t have one/any so I past tense verb to the store and got one. (S)he was emotion. (S)he introduced me to person of opposite gender whom I will marry and have rational number kids with.

FL: Vocabulary, grammar, parts of speech Math: Types of numbers LA: Same as FL,

Sci: Lab equipment, zoology, biology, parts of the body, planets, SS: Famous people, geography,

Auction (17)

Time: 25 Minutes (5 for instructions, 10 for problem solving, 10 for bidding and going over answers)

Type: Answering questions Grouping: About four teams in the class

Grading: Participation, extra-points FL:3+ Math:3 LA (grammar) 3 Sci: 3 SS: 3

Directions: Students are given about sixteen questions with answers (some correct and some wrong called “lemons”) to work on. Groups decide which answers are correct and which are wrong and select a spokesperson to bid on the questions they feel are correct. After about 10 minutes, the teacher brings the class together and allots 1000$ to each group. The teacher then starts the bidding for question one and the spokespeople bid on the question if they feel the answer is correct. The teacher records which group “bought” the question and subtracts that amount from their 1000$. The bidding continues for all questions. Then the teacher reveals which answers are correct (while going over them) one by one. Any group that bought a “lemon” question loses 500$ and a correct question. The team with the most correct questions wins. If two or more groups have the same amount of correct questions then the group with the highest amount of remaining money wins.

Insightful Ideas:

• To save time in the bidding, teacher should only go in increments of 50

• Students can be given the problems to work for homework

Example: Students are given the following questions and answers

1) What is the capital of North Carolina? (Charlotte)

2) How many eggs is six dozen? (72)

3) What is the atomic symbol of sodium? (So)

4) What is “thank you” in Japanese? (domo arigatou)

5) Who is the President of Mexico? (Fox)

6) Correct or Incorrect grammar: I have 12 years old (correct)

7-16) Other questions…

Groups select spokesperson and which questions they feel are correct. After 10 minutes, the teacher brings the class together. She write the four groups (A,B,C, and D) and 1000$ on the board. She starts the bidding for question 1 at 50$. Group A agrees for 50$, then group B agrees for 100$, then Group A agrees for 150$. No other group bids. The teacher writes “1” under Group A and changes their money to 850$. She continues the bidding for all questions. Pretend that C got question 2 for 500$, D got question 4 for 550$, and group A got question 5 for 850$ while no one bid on 3 or 6. The teacher then says that 1 is wrong (or a lemon) and subtracts another 500$. She then says that 2 is correct, 3 is wrong, 4 is correct, 5 is correct, and 6 is wrong. Group C wins because they got one question correct and have 500$ left. (Group D has 1 question correct and 450$)

FL: grammatically correct, correct spelling, what is “~” in ~?, tenses

Math: Any problems LA: Same as FL, authors, sentences that students wrote in essays,

Sci: Any short answer questions (lab equipment, conversions, chemical symbols, parts etc…)

SS: Any short answers, sentences that students wrote in essays, lists etc…

Relay (18)

Time: 15-20 minutes Type: Answering Questions Grouping: Pairs or groups vs.groups

Grading: None, group quiz or bonus points Rating: Math- 2 All others- 1

Directions Create multiple copies of four questions such that the answer to the first question is needed to complete the second question, which is needed to answer the third question, which is needed to answer the fourth question. Each question goes on an index card and is given to one student. As soon as student one answers his question, he tells his answer to the 2nd person who solves his question and passes his answer to the 3rd person who gives his answer to the 4th person who solves and gives the team’s final answer.

Insightful Ideas:

• You can take the students outside and have them run from one to another.

• After so many minutes, allow team members help each other.

• You can also project the questions and let everyone see them all

Examples (answers in parenthesis)

Math : 1+1 ; X+2; X-6; X+8 (2,4,-2,6)

American History: Who was the first President?; Who was X’s Secretary of State; Name of President with X as a middle name? Name the other President to be impeached? (Washington, Jefferson, Clinton, Johnson)

Science: What is the force that keeps something floating? Who discovered X?; The first four letters in X’s name represents what kind of curve?; Using the first four letter of X, name a type of protozoa that eats cilia (buoyancy, Archimedes, parabola, paramecium.)

FL & English: Use recently learned vocabulary words or authors. Also use “3rd letter” etc…

Gallery(19)

Time: 35 Minutes (Instructions-5, Creation-15, Presentation-10, Clean up-3)

Type: Review of 4-6 related topics Grouping: 4 students

Grading: Participation (Homework if they work on it at home)

Rating: FL:3+ Math:2 LA: 3 Sci: 3 SS: 3

Directions: Each group is assigned a topic, and a location near a wall. They make a short skit (of two people), a song, a picture, a chart, or any other creative idea about their topic. Then, two students remain and perform/explain their works several times to fellow classmates while the other two students walk to the various groups. After five minutes, the students switch places.

Example: The class has been studying the first chapter in Pre-Algebra. Groups of four are assigned one of the following: Order of Operations, Properties, Translations, Simple Equations, Number Line, and Easy Simplifying. Each group spends 15 minutes deciding, preparing, and practicing. Then two students from each group visit the other groups for one-minute intervals.

Useful: This is great for large classes who cannot pay attention. Students not only remember what they created but also some of what their classmates created.

Insightful Ideas:

• Time can be split into two days by asking students to do the creation at home.

• Only two or three students should be at an area at one time.

Four Group Debate(20)

Time: 60+ Minutes (40 for presentations and 20 for rebuttals) Type: Review or introduction

Grouping: 4 or 3 groups. Grading: Group Quiz. FL: 1 All others: 3+

Directions: In the previous class, a question is presented usually in the format of “Which ~ is the best?” Groups are selected and a category is assigned to each group. They spend some time in class generalizing ideas and deciding who will present what. On the debate day, each group (in a randomly assigned order on the day of the debate) presents for a maximum of 10 minutes why their criteria (reason) is the best and why their topic meets the criteria the best. Then each group (again in randomly assigned order) speaks up to five minutes rebutting what other groups have said. Groups may bring in visuals (food, pictures, stats, etc…). No questions are asked in the debate and no new information is presented in the rebuttal. Each member of the group must speak in both intervals.

Usefulness: While discussing often the absurd, students are applying and synthesizing their knowledge. They are also more likely to remember the reasoning and applications presented.

Insight:

• Have students be required to give some required information (dates, formulas, etc…) in their presentation.

• Award grades with the highest going to the winning group.

• Having the students prepare for the debate during a teachers’ absence is an efficient use of a substitute teacher.

Personal Note: When my students debated on which conic (circle, ellipse, hyperbole, or parabola) was the best; I was amazed at the originality, depth of thought, and creativity that my students used. I wish that I had done this at the beginning of the conic section instead of at the end as students presented many useful applications and I think it would have sparked their interest in the conics more. Students debated on which shape was the most important. The circles claimed that application of a shape is the most important and they had the most applications. Ellipses claimed that they are circles and more. The earth revolves because of them. Parabolas claimed that they are gravity and hold the world together. Hyperbolas claimed that they were two parabolas. Inevitably all groups tried to show why they had the most applications, were the most perfect, were the freest, and were the most flexible.

Examples for specific subjects: Which ~ is the best?

All classes: Topic that we covered in the year.

FL: Word Math: Conic, Operation, Shape, Method of solving or simplifying, Decimal-fraction-percent- LA: Author, Genre of Literature, Type of Poetry, Part of Speech, Literary Piece,

Sci: Discovery, Inventor, Part of a cell, Part of a cycle, Chemical reaction, State of matter, Physics law SS:: Amendment, Law, Event, Era, Person, War, Battle,

What’s My Picture or Phrase? (21)

Time: 15 Minutes (5 for instructions, 10 for implementation)

Type: Verbal Communication of Vocabulary or Concepts Grouping: Pairs

Grading: Participation. FL:3 Mat: 2 ½ LA: 3 Sci: 2 SS: 2

Directions: Pairs are assigned and desks are divided such that one student cannot see the other student’s paper. A picture is given to each student. Student A describes his picture using vocabulary and B attempts to draw the picture. A cannot look at B’s paper. Afterwards, B describes his picture to A who draws it. Then they show their drawings to each other and give hints to the other person on how to correct it. Finally, the original picture is shown to the other student.

Usefulness: Students are forced to communicate verbally.

Insightful Ideas:

• Pairs who finish early are encouraged to draw their own picture and communicate it.

• As written communication via the Internet is becoming more prevalent, students are forced to write their description in a “Messenger” or “Email” format.

• Arrange the room such that any “A” student cannot see anyone else’s “B” picture.

• Explain what words and phrases (such as it begins with a letter “C”,) if any, cannot or must be used.

Example: You are to describe this picture to your partner. You must use the words “Concave,” and at least three other vocabulary words that we have studied this past week. Record the sentences that you made in your notebook.

FL: A monster with 8 eyes, 9 ears etc ,scene with many words,

items in a room, Math: Polygon monster, Verbal Expressions

such as 5(x+3) & 5x + 3, Coordinates, Lines and curves, LA: Vocabulary, Metaphor Practice, Sci: Cells, Ecosystem, Body parts of a monster, Energy Transfer, Vocabulary, SS: Color or inserting objects in a blank map, Economic stat line, Vocabulary, Time-line, Flags

Look and Remember (22)

Time: 20 Minutes (5 for instructions, 15 for implementation)

Type: Verbal Communication of Vocabulary or Concepts

Grouping: Groups of 4 Grading: Participation. FL:3 Math: 2 LA:3 Sci:2 SS:3

Directions: Groups are assigned with two being designated as the runners and two as the writers. The teacher places a story, word problems, or a picture of vocabulary words (photocopied four times) on each wall. (The same sheet should be photocopied four times). The writers are given a list of questions that they must answer. The readers go to the wall, remember the information, return, and verbally (without yelling) give the information to the writers who answer the questions. After ½ the questions have been answered then the duties are switched.

Usefulness: It’s just a different way for students to answer questions about a reading passage or math problem.

Insightful Ideas: Four people work better than pairs since it minimizes the harm of a slow reader or writer.

• It can be used for actual passages in the textbook

• Describe a picture can be done in this manner also.

• Instead of a story, many pictures could be placed that the writing students would need to write down.

• Remove objects that could cause students to hurt themselves on as they run.

Example: Story (This is placed on the wall throughout the room) Last night, Tom got little sleep. He went to bed at 2:00 a.m. and woke up at 7:30. He stayed up and read about The Adventures of Huck Finn by Mark Twain. Huck was a young lad who lived on the Mississippi River, which is the largest in the United States. He lived about 1000 kilometers from the delta (Greek word for mouth). Questions: 1) How many hours of sleep did Tom get? 2) What book by which author did he read? 3) What is the largest river in the USA? 4) How many meters did he live from the mouth?

5) What is the Greek word for mouth?

FL Short passage, and pictures

Math: Word problems (probability, work, etc.) and graphs with various slopes and vertexes.

LA: Reading passages, Quotes, Vocabulary Words,

Sci: Reading passages, experiment reports, charts, pictures of plants and animals,

SS: Facts, Reading passages, Timelines,

Similar Cards (23)

Time: 20 Minutes (5 for instructions, 15 for implementation)

Type: Pronouncing Vocabulary or Making Sentences

Grouping: Groups of 4, 5, and 6

Grading: Participation.

FL:3+ Math: 2 LA: (grammar) 3 Sci: 1 SS: 2

Directions: A deck of cards consisting of 4 colors of each target word (about 14), a take-2, and an “Any color” (total of 64 cards) and a color code sheet is made for each group (Total of 64 cards). Each group is given a deck. Cards are shuffled, distributed to each student (about 7 to each student), and then placed down. One card is turned up. Each student looks at his cards. The first student plays a card that is the same color, same word/number, or “Any color.” The student must make a statement that utilizes the word/number with the assigned color. A student who doesn’t have an appropriate card, or makes a correct statement must take a card from the pile. The first student to get rid of all cards is the winner.

Insightful Ideas:

• Foreign Language Learners should only speak the target language when playing or get a two card penalty

• To make a deck, just photo copy the set 4 times and then highlight with the appropriate color

• Should be hardened by lamination, on note cards, or thick paper

• You can also just use a deck of cards and have a legend of what each card means Ex: 2of hearts=”to sing”

Example: Cards of “to give,” “to swim,” “to eat,” “to drink,” “to lie,” “to run,” “to have,” “to be,” “to sing,” “to work,” “to ring,” “to bring,” “to live,” “to write,” “Take 2,” and “Any Color” are written in black, blue, red, and green. A sheet of paper indicating that Black=Past tense, Blue=Past Progressive. After are given seven cards, a black “to lie” card is placed up. The first player plays a black “to have” card and says, “I had a great a day.” The next student plays a black “to work” card and says, “I worked last night.” The next student plays a blue “to work” card and says “I was working on my homework when Sally called me.” The next student doesn’t have a blue or a “to work” card so he takes a card. The next student plays a blue “Take 2” card so the next student takes two cards. Play continues…

Personal Note: I used this a lot as an ESL teacher with a rule that students could only speak English.

FL: Verb Tenses, Verb forms (to play, playing, played, plays), Comparative Adjectives (happy, happiest, happier, as happy as), Numbers and colors, Vocabulary words and colors (green cat, blue cat etc.), Pronunciation of words,

Math: Numbers (squares, square roots to the nearest tenth, cubes, and fourth power , Number combined with past card (add, subtract, multiply, and add), change forms (fraction, decimal, percent, scientific notation)

LA: Same as F.L. but also as using figure of speech (hyperbole, metaphor, simile and ?),

Sci: change within metric unit or English system (kilometers, millimeters, centimeters, decimeters or gallons, quarts, cups, pints);

SS: Year (President at that time, significant historic event, significant cultural event, international event), People (birth year, achievement, quote, and death year), types of government (example of a country, number of rulers, rights of the people), just interesting facts/quotes that the teacher wants the students to read out loud.

Unlimited Problems (24)

Time: 15 minutes Type: Creating Problems Grouping: Groups of 4-5

Grading: Bonus points Rating: 2

Directions: Teacher gives an answer to a problem or a topic. Students then create unique problems (1 pt)that will yield the answer using the specific concept and write them on a large whiteboard (or poster paper) within a given time limit. Students then analyze other papers to look for repetition (0 pts for each group) or incorrect (-1 pt). The group with the most points wins.

Example: Teacher puts “FDR” on the board. Teams then have to think of questions in which the answer is FDR.

Benefits of this activity: Students are encouraged to think critically in order to create a problem that yields an answer. They also have to analyze other answers. Teacher might have to put constraints on students to prevent just changing numbers to quickly come up with problems in math.

FL: Put “White” and then students ask in the target language: “What color is my dress?” “What color is the wall?” etc..; Colors;

Math: Put 8x2y3 or -42 on the wall and have students come up with problems.

LA: Students create similes with “orange.”

SS: Amendments; Presidents; Battles of WWII; Countries; Geography questions

Partner Game (25)

Time: 20 minutes (Usually done when many students are absent or there is extra time after a test)

Type: Answering Questions Grouping: Pairs Grading: None Rating: F.L.-3 Others: 1

Directions: Divide the class into pairs who are named A and B. Make sure that partners are far away from each other and hopefully looking away. (Have ½ the class look at the window and the other ½ at the door.) Ask questions about B. A has to guess B’s answer and write it down while B writes down his answer. After asking about five questions, then compare answers and give a point for each question correctly guessed. Then, ask B questions about A. The pair with the most points wins.

Sample questions: Who is your favorite author? What is your favorite type of literature? What person in 20th century Germany are you most similar to? Of the six chapters in math that we have studied, which do you prefer? What is your favorite lab that we have done in class?

Usefulness: In FL the questions/answers can be in the target language

Grumble (26)

When the students need a break, tell them that they have to complain for one minute. If they can’t think of anything to complain about then they have say “grumble, grumble…”

Children’s Story (27)

Have the students write a children’s story using vocabulary and content from the subject being taught. This can be graded separately or used as joint project with an English teacher, Art Teacher, or Computer Teacher (if they create an E-book)

Brief Example: There once was this obtuse triangle that was sad because he wasn’t right. All of his friends were cute with their acute angles and made fun of the obtuse triangle….

Love Letter/ Hate Letter (28)

Have the students write a love or complimentary letter to someone (or even a fictitious person) using metaphors from the subject being taught.

Brief Example: Dear Romeo: Your voice causes the Doppler effect as my heart sends ripples throughout my body. I am Na and you are Cal. We are a covalent bond waiting to happen…

Headline (29)

Select a different student each week to make a creative headline about what happened the previous week in class. It should contain a headline, a picture, and a brief paragraph. The headline can either be read out loud and/or posted on the door

Example: Students are Raving about The Raven

PICTURE

Last week, students in fifth period read “The Raven” by Edgar Allen Poe. The animated discussion heightened the appreciation of short stories and demonstrated an appreciation. Fortunately, there wasn’t any “fowl” language…

Bulletin Board (30)

Have a different group of students design a bulletin board each week for your class.

Bookmark (31)

Have each student make an artistic bookmark for another student. This works great when working with patterns, quotes, important dates, or important facts as it causes the giver and receiver to focus.

Blank Grid for the Puzzle

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Blank Grid for Dominoes

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