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Glyphs

2 Mar

I love doing glyphs with my students.  It incorporates many parts of languages, reading, writing, speaking…  I hope this description will make sense to you.  Keep in mind that this is done in the TL but I have switched it to English because some of you are not Spanish teachers….

Glyphs make pictures out of information.  Students draw a portion of a picture for each prompt given.  This one is an example of one that I use for the end of the first month for review.  Some of the prompts require a bit of charades to explain in the TL, or vocabulary drawn on the whiteboard (eyes, pointy, etc.).  I have changed the sentences to English, they would be in Spanish.  It forces them to read and apply what they are learning.  Instructions include telling them to read all of the prompts before beginning.  Below this glyph I have some further examples of how I use it in my class:

 

 

  • If you are 14, draw a large cat’s body (80% of page).  15, draw a medium cat (50%).   Any other age, draw a small cat (30%).
  • If you prefer to write with a pencil, draw a fat cat.  Pen, draw a skinny cat.
  • If you have a calculator in your book bag, draw a long tail.  If not draw a short tail.
  • If you have a cell phone, color the eyes green.  If not, color them blue.
  • If you have more than 3 pencils with you, give the cat pointy ears.  If not, draw rounded ears.
  • If it is sunny today, draw a black nose and mouth.  If it is not sunny, draw a brown nose.
  • Draw a stripe on the cat  that represents the number of the month in which you were born.  Example:  May = 5 stripes
  • Draw a whisker for the day of the month that you were born.  (Ex: 10th = 10 whiskers)

 

Extensions:

 

 

  • Tape up the cats and have students try to identify to whom each belongs.
  • Have students exchange glyphs and write the facts they learn in the TL about the other student from examining the picture.
  • Have students write facts about their own glyph to substantiate the drawing.

 

I have also used a house as a glyph.  The prompts can be changed so students have to color the house, draw a certain number of windows, etc.

You can really have them draw any picture you wish and make the prompts fill it in.

Partner crossword puzzles

24 Feb

This activity gives students practice reading and speaking.  Be sure to tell students to give reading the clues in the TL a fair try, not to resort to English too easily (or at all preferably).

Prepare two different crossword puzzles.  The clues to each puzzle are switched on the puzzle pages.  Label one Crossword A and one Crossword B so you know the difference.
In pairs, students take turns reading the clues on their puzzle page to their partner.

Variations:
1.  Prepare one puzzle but give one student the horizontal and one the vertical clues.
2.  Have students create puzzles.  They put the puzzle on one page and the clues on the other.  Students read the clues they made for their partner to complete the puzzle.  

Snowball review

2 Feb

I saw someone on another blog post this not long ago as Papeles Locos.  I am not sure which blog it was, I see so many of them.  I played it in class last week.  It went really well.  I wrote a sentence starter on the top of each paper and had them complete the sentence (but while rewriting the sentence starter.  I left the verb un-conjugated, another task they had to complete.
Write a different vocabulary word on the top of several pieces of paper, and each team (of two to three students) receives a different color marker.
Write about ten vocabulary words for four groups.  You could really go crazy, and write a lot for an exam review.
Then, crumple all of the papers up and put them in the middle of the room.
Each team picks a paper and has to write a sentence using that verb or noun and include their team number.  They crumple up that piece of paper and pick a new one.
Give extra points to teams who correct another team’s sentence and to the team that writes the longest sentence on each piece of paper.
They cannot write similar sentences, or they will not receive any points.
They can also write an additional sentence if they pick up the same piece of paper.  It is a quick review that is very effective.

I made a time limit of 10 minutes to increase the urgency and teamwork.

Penny

Collaborative Slideshow

12 Jan

I am facilitating a session for World Language teachers on February 2.

I found this file in my Google Drive as I was looking for tidbits:

World Language Teacher’s Collaborative presentation

I was showing teachers that if they shared a Google presentation link with students, that each student could add their own content.  This usually happens one day in the computer lab, then the next day we watch the show.  I use it for such topics as house, family, pastimes, etc.  I try to give a bare template.
If you do not have a class website to post the link for the slideshow, use the Google URL shortener and write it on the board.

For this presentation I asked teachers to share some of their favorite things for any topic.

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