A nice tribute to Maya Angelou on ABC News:
10 Quotes from Maya Angelou
"You may shoot me with your words,
You may cut me with your eyes,
You may kill me with your hatefulness,
But still, like air, I'll rise."
Wednesday, May 28, 2014
Tuesday, May 27, 2014
Human Bingo - Kerryn Frazier
By Kerryn Frazier
Students are given the following Bingo card. They walk around the room asking each classmate if s/he believes a statement on the card. The student responds using an expression of doubt or disbelief and justifies his/her answer. If a student says that s/he believes the statement, he signs the appropriate box on the card. If the student doesn't believe the statement, they find new partners.
Once the students have filled in their cards and return to their seats, I then choose some of the statements from the card and ask students to tell me who in the class believes or doesn't believe the statements using the third person.
This card may be adapted for use in almost any unit of study. This particular card focuses on doubt vs. certainty/subjunctive vs. indicative.
Students are given the following Bingo card. They walk around the room asking each classmate if s/he believes a statement on the card. The student responds using an expression of doubt or disbelief and justifies his/her answer. If a student says that s/he believes the statement, he signs the appropriate box on the card. If the student doesn't believe the statement, they find new partners.
Once the students have filled in their cards and return to their seats, I then choose some of the statements from the card and ask students to tell me who in the class believes or doesn't believe the statements using the third person.
This card may be adapted for use in almost any unit of study. This particular card focuses on doubt vs. certainty/subjunctive vs. indicative.
Extraterrestres
viven en otro planeta
|
Levantar
pesas es divertido
|
Will
Ferrell es un buen actor
|
Los
estudiantes llegarán a la escuela en carros eléctricos en diez años
|
La
fruta es mejor que el chocolate
|
Hace
mejor tiempo en el invierno que en el verano
|
Los
Red Sox juegan muy bien al béisbol
|
La
Sra. Porter comprará videojuegos y discos compactos para la biblioteca
|
El
fútbol norteamericano es el mejor deporte de todos
|
Taylor
Swift es una buena cantante
|
Un(a)
estudiante en esta clase gana la lotería
|
Pondrán
restaurantes en la cafeteria
|
La
clase de historia es aburrida
|
Hillary Clinton va a ser la próxima presidenta de los EEUU
|
Algún
día construirán una piscina en esta escuela
|
Un(a)
estudiante en esta clase será famoso(a)
|
¿Lo
crees?
Wednesday, May 21, 2014
Charla libre - Kerryn Frazier
By Kerryn Frazier
Groups of 4 students receive a stack of pre-made cards. On each card I have given them a different situation in the target language. Each situation is somehow related to the theme, vocabulary, grammar, or culture that we are currently studying in class.
For example, if we are studying how to express emotions in the target language, each card indicates a scenario that might evoke a different emotion.
One student chooses a card from the pile and reads it aloud to the group. The other 3 students respond in Spanish. A second student will pick up the next card and read it aloud to the other 3 students, who each take a turn responding in Spanish. Students continue in this way until they have discussed all of the cards in the pile.
The teacher moves from group to group, listening and giving formative feedback to students as they work. The teacher should encourage students to use complex sentences, and to explain their responses as they work.
Groups of 4 students receive a stack of pre-made cards. On each card I have given them a different situation in the target language. Each situation is somehow related to the theme, vocabulary, grammar, or culture that we are currently studying in class.
For example, if we are studying how to express emotions in the target language, each card indicates a scenario that might evoke a different emotion.
- Your best friend is moving away to a new city.
- Your school principal has just announced that you are student of the year.
- Your parents told you that they're buying you a new car for your birthday.
One student chooses a card from the pile and reads it aloud to the group. The other 3 students respond in Spanish. A second student will pick up the next card and read it aloud to the other 3 students, who each take a turn responding in Spanish. Students continue in this way until they have discussed all of the cards in the pile.
The teacher moves from group to group, listening and giving formative feedback to students as they work. The teacher should encourage students to use complex sentences, and to explain their responses as they work.
Sunday, May 11, 2014
Pre-reading: Story-telling
By Kerryn Frazier
Before students begin a reading activity, I post pictures/clip art related to the story on the board or give students a hard copy. Students work in pairs to create their own stories based on the pictures, and they share them with a partner.
Another variation is to have small groups of students (4-6 students in a group) work together. Using the pictures on the board, one student in the group will come up with the first sentence of a story. The next student will continue the story. Students in the group will continue until they have used all pictures on the board, and have told the story from start to finish.
This affords students the opportunity to begin thinking about what they will be reading in the story before they actually begin to read. Having the visuals on the board, and the opportunity to speak in the target language with classmates about what the pictures represent and how they might fit together in a story gives students a preview of imagery and vocabulary, and it activates prior knowledge.
This activity can be modified for all levels of the target language. For lower level classes, I use fewer pictures, and if the class is small enough, I will sometimes do this as a whole class activity. The following pictures are taken from www.ignesscientiae.com. I've used them with upper level students prior to reading La noche boca arriba by Julio Cortazar.
Before students begin a reading activity, I post pictures/clip art related to the story on the board or give students a hard copy. Students work in pairs to create their own stories based on the pictures, and they share them with a partner.
Another variation is to have small groups of students (4-6 students in a group) work together. Using the pictures on the board, one student in the group will come up with the first sentence of a story. The next student will continue the story. Students in the group will continue until they have used all pictures on the board, and have told the story from start to finish.
This affords students the opportunity to begin thinking about what they will be reading in the story before they actually begin to read. Having the visuals on the board, and the opportunity to speak in the target language with classmates about what the pictures represent and how they might fit together in a story gives students a preview of imagery and vocabulary, and it activates prior knowledge.
This activity can be modified for all levels of the target language. For lower level classes, I use fewer pictures, and if the class is small enough, I will sometimes do this as a whole class activity. The following pictures are taken from www.ignesscientiae.com. I've used them with upper level students prior to reading La noche boca arriba by Julio Cortazar.
Tuesday, May 6, 2014
Not Your Average Matamoscas - Kerryn Frazier
By Kerryn Frazier.
This is not the flyswatter game that is used in many world language classrooms. This is a system to encourage exclusive use of the target language in the classroom. I use a flyswatter because I found some big ones at the Christmas Tree Shop that were brightly colored and had fun shapes. Just about any object could be used in its place.
How it works:
The first student who speaks English in class is quietly handed the matamoscas. There is no argument or discussion about whether English was being used or should have been used. The matamoscas stays placed on this student's desk.
If another student in the class speaks English, the first student will pass the matamoscas to that student in the least disruptive manner possible.
The matamoscas will continue to pass around the room to each student who speaks English in class. The object is to be matamoscas-free at the end of the period.
At the end of class, the student who is left holding the matamoscas will pull a "consequence" out of a hat. The students submit ideas for consequences to me at the beginning of the year. These are all opportunities for the student to practice the target language. For example:
1. Explain to the class in the target language why you used English in class.
2. Draw a picture for homework and tell a story about it at the beginning of class tomorrow.
3. Give compliments in the target language to 3 classmates.
4. Write a letter to the teacher or class in the target language.
If the teacher is still in possession of the matamoscas at the end of the period, meaning that no student has spoken English, the class earns a point toward a privilege. The students submit ideas for privileges at the beginning of the year. The privileges might be:
1. After one week of speaking only the target language - everyone earns a homework pass.
2. After two weeks of speaking only the target language - everyone earns extra points on a quiz.,
3. After three weeks of speaking only the target language - the class earns a day of music and games in the target language - students must speak in the target language on this day.
4. After four weeks of speaking only the target language - the class chooses a film in the target language to be watched in class.
Of course, there are times when students might need to use English in class. I would never want to deter a student from asking a question or receiving the explanation s/he needs because the student didn't know how to ask in the target language. I give students a list of helpful expressions at the beginning of the year, including expressions for how to ask the meaning of a word or permission to use English. However, if a student asks permission to speak English and then says or asks something that s/he knew how to say in the target language, then I will hand him/her the matamoscas.
This is not the flyswatter game that is used in many world language classrooms. This is a system to encourage exclusive use of the target language in the classroom. I use a flyswatter because I found some big ones at the Christmas Tree Shop that were brightly colored and had fun shapes. Just about any object could be used in its place.
How it works:
The first student who speaks English in class is quietly handed the matamoscas. There is no argument or discussion about whether English was being used or should have been used. The matamoscas stays placed on this student's desk.
If another student in the class speaks English, the first student will pass the matamoscas to that student in the least disruptive manner possible.
The matamoscas will continue to pass around the room to each student who speaks English in class. The object is to be matamoscas-free at the end of the period.
At the end of class, the student who is left holding the matamoscas will pull a "consequence" out of a hat. The students submit ideas for consequences to me at the beginning of the year. These are all opportunities for the student to practice the target language. For example:
1. Explain to the class in the target language why you used English in class.
2. Draw a picture for homework and tell a story about it at the beginning of class tomorrow.
3. Give compliments in the target language to 3 classmates.
4. Write a letter to the teacher or class in the target language.
If the teacher is still in possession of the matamoscas at the end of the period, meaning that no student has spoken English, the class earns a point toward a privilege. The students submit ideas for privileges at the beginning of the year. The privileges might be:
1. After one week of speaking only the target language - everyone earns a homework pass.
2. After two weeks of speaking only the target language - everyone earns extra points on a quiz.,
3. After three weeks of speaking only the target language - the class earns a day of music and games in the target language - students must speak in the target language on this day.
4. After four weeks of speaking only the target language - the class chooses a film in the target language to be watched in class.
Of course, there are times when students might need to use English in class. I would never want to deter a student from asking a question or receiving the explanation s/he needs because the student didn't know how to ask in the target language. I give students a list of helpful expressions at the beginning of the year, including expressions for how to ask the meaning of a word or permission to use English. However, if a student asks permission to speak English and then says or asks something that s/he knew how to say in the target language, then I will hand him/her the matamoscas.
Kerryn Frazier teaches Spanish at Foxborough High School. Ms. Frazier will continue to post activities for use in the world language classroom. Many of these activities were created by Ms. Frazier and her colleagues in Foxborough, and others are adaptations of activities found at MaFLA and other professional development.
Sunday, May 4, 2014
Variation on Password - Kerryn Frazier
By Kerryn Frazier
This activity is a great way to work vocabulary with students. I have found that it works best when done in groups of 4, and each student in the group has a specific role. Give each group a stack of pre-made cards with vocabulary from the unit being studied. Divide each group of 4 into two teams.
Student 1 will spend one minute trying to get his/her teammate to guess as many words from the card stack as possible. Using only the target language, this student must use circumlocution to describe each word. S/he may not use the word on the card or any part of the word. For example, if the word is banquero, the student may not say banquero, and s/he may not say banco.
Student 2 will guess as many of the words described to him/her as possible in one minute. The team will earn one point for each word guessed correctly.
Student 3 will keep time, allowing for 1 minute per round.
Student 4 will check Student 1's work, ensuring that s/he does not use the words on the cards or any part of those words.
After one minute, students will rotate roles. Play continues for as long as the teacher sees appropriate. This activity can be used in all levels of classes. I have found that it works best to limit play to 30 seconds per round for students in lower level classes, as they may not have learned enough vocabulary yet to fill an entire minute.
I have tried this activity with larger groups, but have found that it works best when each student has a specific role at all times.
The teacher may opt to offer prizes, rewards, or privileges to the winning teams; however, in my experience the intrinsic rewards typically prove to be enough to keep most students motivated.
Kerryn Frazier teaches Spanish at Foxborough High School. Ms. Frazier will continue to post activities for use in the world language classroom. Many of these activities were created by Ms. Frazier and her colleagues in Foxborough, and others are adaptations of activities found at MaFLA and other professional development.
This activity is a great way to work vocabulary with students. I have found that it works best when done in groups of 4, and each student in the group has a specific role. Give each group a stack of pre-made cards with vocabulary from the unit being studied. Divide each group of 4 into two teams.
Student 1 will spend one minute trying to get his/her teammate to guess as many words from the card stack as possible. Using only the target language, this student must use circumlocution to describe each word. S/he may not use the word on the card or any part of the word. For example, if the word is banquero, the student may not say banquero, and s/he may not say banco.
Student 2 will guess as many of the words described to him/her as possible in one minute. The team will earn one point for each word guessed correctly.
Student 3 will keep time, allowing for 1 minute per round.
Student 4 will check Student 1's work, ensuring that s/he does not use the words on the cards or any part of those words.
After one minute, students will rotate roles. Play continues for as long as the teacher sees appropriate. This activity can be used in all levels of classes. I have found that it works best to limit play to 30 seconds per round for students in lower level classes, as they may not have learned enough vocabulary yet to fill an entire minute.
I have tried this activity with larger groups, but have found that it works best when each student has a specific role at all times.
The teacher may opt to offer prizes, rewards, or privileges to the winning teams; however, in my experience the intrinsic rewards typically prove to be enough to keep most students motivated.
Kerryn Frazier teaches Spanish at Foxborough High School. Ms. Frazier will continue to post activities for use in the world language classroom. Many of these activities were created by Ms. Frazier and her colleagues in Foxborough, and others are adaptations of activities found at MaFLA and other professional development.
Sunday, April 27, 2014
Citas en el Cafe by Kerryn Frazier
Arrange the desks in an inside-outside circle set-up. My students know the "citas" routine, so they are able to quickly move the desks into these groups at the start of the activity, and quickly move them back into their original setting when the activity has finished.
There are various possible setups for this activity. You could tape pre-written questions in the target language to each desk. The student at that desk asks her partner the question. That student answers, and then asks his partner the question that he has taped to his desk. The teacher rings a bell or gives another signal and students shift one seat to the left. Now they have a new partner and a new set of questions.
Another way to do this would be to read the questions aloud to students. In this variation, all students are answering the same question at the same time with their partners. The teacher would then ring a bell or give another signal and students would shift one seat to the left. In larger classes, I find that this method makes it easier to formatively assess students and give feedback in the moment.
I usually center the questions around the theme we are studying in class. For example, if we are studying daily routines, sample questions might be:
1) Do you spend a lot of time getting ready in the morning?
2) On the weekends do you prefer to wake up early or sleep in?
3) On school nights, do you go to bed early or stay up late?
Etc.
Questions should be asked and answered in the target language. Students should be encouraged to explain their answers to their partners, continuing to speak in the target language until the signal is given to change partners.
Kerryn Frazier teaches Spanish at Foxborough High School. Ms. Frazier will continue to post activities for use in the world language classroom. Many of these activities were created by Ms. Frazier and her colleagues in Foxborough, and others are adaptations of activities found at MaFLA and other professional development.
There are various possible setups for this activity. You could tape pre-written questions in the target language to each desk. The student at that desk asks her partner the question. That student answers, and then asks his partner the question that he has taped to his desk. The teacher rings a bell or gives another signal and students shift one seat to the left. Now they have a new partner and a new set of questions.
Another way to do this would be to read the questions aloud to students. In this variation, all students are answering the same question at the same time with their partners. The teacher would then ring a bell or give another signal and students would shift one seat to the left. In larger classes, I find that this method makes it easier to formatively assess students and give feedback in the moment.
I usually center the questions around the theme we are studying in class. For example, if we are studying daily routines, sample questions might be:
1) Do you spend a lot of time getting ready in the morning?
2) On the weekends do you prefer to wake up early or sleep in?
3) On school nights, do you go to bed early or stay up late?
Etc.
Questions should be asked and answered in the target language. Students should be encouraged to explain their answers to their partners, continuing to speak in the target language until the signal is given to change partners.
Kerryn Frazier teaches Spanish at Foxborough High School. Ms. Frazier will continue to post activities for use in the world language classroom. Many of these activities were created by Ms. Frazier and her colleagues in Foxborough, and others are adaptations of activities found at MaFLA and other professional development.
Thursday, April 24, 2014
Pecha Kucha by Kerryn Frazier
The Japanese Pecha Kucha is a presentation of 20 slides shown for 20 seconds each. A variation of this could be used as a great warm-up or closing exercise in a world language classroom. Prepared in advance, the presentation would include 20 slides centered around a common theme that students are studying or have just studied in class. This could be modified to include fewer slides. I like to use 15 slides so that the activity takes only 5 minutes. With a partner, students describe what they see in the slides. Each partner alternates turns with each change of the slide. In a level 1 or level 2 class, the teacher might provide students with key words and phrases that might be helpful in the discussion.
If the presentation is formatted so that the slides are timed and changed automatically, students can work on this activity while the teacher is checking homework and/or formatively assessing students and giving feedback.
Below is part of a sample Pecha Kucha presentation that I have used in class. Students are prompted to identify the environmental problems and their consequences, and to propose possible solutions.
If the presentation is formatted so that the slides are timed and changed automatically, students can work on this activity while the teacher is checking homework and/or formatively assessing students and giving feedback.
Below is part of a sample Pecha Kucha presentation that I have used in class. Students are prompted to identify the environmental problems and their consequences, and to propose possible solutions.
Pechakucha environment from Kerryn Frazier
Kerryn Frazier teaches Spanish at Foxborough High School. Ms. Frazier will continue to post activities for use in the world language classroom. Many of these activities were created by Ms. Frazier and her colleagues in Foxborough, and others are adaptations of activities found at MaFLA and other professional development.
Kerryn Frazier teaches Spanish at Foxborough High School. Ms. Frazier will continue to post activities for use in the world language classroom. Many of these activities were created by Ms. Frazier and her colleagues in Foxborough, and others are adaptations of activities found at MaFLA and other professional development.
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