8/29/11 1 Powerful Back-to-school Activities Back to School A Webinar by Carol Gaab 3-fold cardstock Write name in big dark letters on front of name tag. On top flap, draw a picture of where you went over the summer. CORE VOCAB LIST ¿A dónde fue (durante el verano)? To where did s/he go (during the summer)? IMPRESS ME… Fui to… I went to… Go slowly! Point to questions and interrogative cues as you say them! Write down new words. Do regular comprehension checks! ENRICHMENT STRUCTURES Se lama _____. ¿Fuiste tú a …? S/he calls him/herself Did YOU go to …? 3-fold cardstock Write name in big dark letters on front of name tag. On top flap, draw a picture of where you went over the summer. noroeste noreste suroeste sureste noroeste noreste suroeste sureste Un lugar exótico Un lugar aburrido Un lugar común Un lugar interesante
Transcript
8/29/11
1
Powerful Back-to-school Activities Back to School
A Webinar by Carol Gaab
3-fold cardstock
Write name in big dark letters on front of name tag.
On top flap, draw a picture of where you went over the summer.
CORE VOCAB LIST
¿Adónde fue (durante el verano)? To where did s/he go (during the summer)?
IMPRESS ME…
Fui to… I went to…
Go slowly!
Point to questions and interrogative cues as you say
them!
Write down new words.
Do regular comprehension
checks!
ENRICHMENT STRUCTURES
Se lama _____. ¿Fuiste tú a…?
S/he calls him/herself Did YOU go to…?
3-fold cardstock
Write name in big dark letters on front of name tag.
On top flap, draw a picture of where you went over the summer.
noroeste noreste
suroeste sureste
noroeste noreste
suroeste sureste
Un lugar exótico
Un lugar aburrido
Un lugar común
Un lugar interesante
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Bring in an item from your ‘adventure’ and share it with the class.
Bring in 1 to 3 items (or photos) from your trip that might give a clue about where you’ve been.
Write a narrative of the ‘featured’ student’s ‘adventure’.
Read very simple version the next day in class.
Embellish the reading.
Save it and use it as a sub plan appropriate for the first weeks/month of school.
Carol fue de vacaciones. Ella fue a WI. Fue a Westboro, WI. Fue a un lago. El lago se llama ‘North Twin Lake’. Carol fue a North Twin Lake con su familia. ¿Fuiste tú a un lago?
Una profesora, que se llama Carol, fue de vacaciones. Ella fue en junio. Fue a Minnesota en un 747. Entonces, fue a WI en carro. Fue a Westboro, WI. Fue a un lago que se llama ‘North Twin Lake’. El lago está localizado en un área remota. Carol fue a su casa. La casa está al lado del lago. Ella fue con su familia. Su esposo, Pat, fue al lago y su hija, Jamie fue al lago también*. Un mosquito grande fue al lago también. El mosquito fue con su familia. ¡La familia de mosquitos era muy grande! ¡Muchos mosquitos fueron al lago! ¿Fuiste tú al lago también?
*also, too
Matching written quiz
Project photos of various location and ID who went there.
Ask students to email you a photo.
Ask simple questions about each student highlighted.
Students write name in big letters on 8x11 piece of paper.
Place papers on floor in big circle.
A student stands by each paper.
Play music for 15-30 seconds.
When music stops, students listen to teacher:
TEACHER: “Yo fui a Place-A.” or “Él / ella fue a Place-A.”
Students look at paper they are next to.
If student is standing next to student’s name who went to Place-A, they win.
Sally
Jim
Kim
Rob
Pat
Tyler
Scott
Carol
Fran
Sam
Kris
Billy
John Sue
“Fue a WI.”
Students write name in big letters on 8x11 piece of paper.
Place papers on floor in big circle.
A student stands by each paper.
Play music for 15-30 seconds.
When music stops, students pay attention to paper they are next to.
“Yo fui a ______.”
If student standing next to student who went to ____, they win.
MODIFICATION:
only use half students in class. In other words, a double set of names.
Race to see which student recognizes s/he is standing on name.
Sally
Jim
Jim
Rob
Rob
Scott
Scott
Carol
Carol
Sam
Sam
Billy
Billy Sally
“Fue a WI.”
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On BOTTOM flap, draw a picture of…
a sport you play or would like to play
something you are good at or would like to be good at
a place you would like or wanted to go
what you would like to be when you grow up
your favorite hobby / after-school activity
by Ben Slavic
Draw sport on cardstock
(any activity)
Have various balls in class.
Get details. When details gathered, give that student a ball. “Now they are in the club.”
Choose one vocab structure and base game on that one structure has
likes
wants knows how
¿Tienes un
hermano?
¿Tienes un
perro?
¿Tienes tres
hermanos?
¿Tienes una
hermanita?
¿Tienes un
televisor?
¿Tienes un carro
rojo (red)?
¿Tienes una
adicción?(ie: deportes, computadora,
chocolate, café, ejercicios,
libros (books), etc.
¿Tienes una página
en Facebook?
¿Tienes una
casa grande?¿Tienes dos
manos?
¿Tienes un papá o
una mamá
que es doctor?
¿Tienes un gato? ¿Tienes pesos o
dólares
mexicanos?
¿Tienes una
familia grande?
¿Tienes 2
hermanitos?
¿Tienes una
familia pequeña
(no grande)?
you
If you could do one thing really well, what would it be?
If you could be an expert at something, what would it be?
If you could work anywhere, where would you work?
If your mother lost her memory, what would you do?
Remember to post question and possible answers on the board.
Billy would play piano.
WHERE would you play?
With WHOM would you play?
Like WHOM would you play?
Would you play with your eyes open or closed?
Would you play with one hand or two?
Assign students (or a secretary) to compile a list.
Use Brain-break activities for learning ‘lists.’
Avoid rote memorization.
Generate excitement.
Quick 2 to 5-min. activities.
Great for practicing topical vocab or lists. (ie: school supplies, body parts,
foods, etc.)
Practice a few items via TPR.
Write words on board.
Place various items under hat.
Ask “Qué hay debajo del…?
Have partners or small groups guess. One guess per group per round.
Start simple: State item. a pen, pencil, notebook,
folder, backpack, etc.
Get more detailed: number of item(s) and/or color of item(s) 2 red pens
a red pen and a black pen.
Two different items.
a pen and a paper a black pen and a white paper
Items from specific students
Tyler’s backpack
A simple guessing game
Teacher gives clues:
It is used to write. It is used to carry things. It is used to write ON. etc.
After student guesses, s/he must state what item is used for.
It is helpful to have key vocab words posted. (ie: write, carry,
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On an overhead transparency (if using an overhead projector) OR on a paper (if using a document camera), draw several items to be practiced.
Show pic to students and review each item.
NOT in view of students, place a penny on, above, below, between, etc. one or more of the items.
