Pencils on Paper – Eight Activities

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8 thoughts on “Pencils on Paper – Eight Activities”

  1. You know what I also have been doing lately? Along with the agenda for the day that I show to students (I often change the agenda but they behave better if they know you have a plan) is writing a daily can-do statement.
    Today we are doing some reading with the Invisibles and then we are going to do a reading with Señor Wooly´s “guapo” video……
    Today’s goal is: I can understand a short text with 90% comprehension.
    (It took me all of thirty seconds to come up with that…BOOM)
    You see here’s the thing….almost no teacher writes a daily objective….in admin school they are taught that good teachers write daily objective. When they see the CI teacher writing a daily objective and the traditional language teachers not writing one…..it can only help us.
    Sometimes working with the system will get us more of what we want (time for CI and especially NT CI)

    1. I love that you are teaching your daily goal in Spanish! I have the objectives for the modes in Spanish on my wall and we’ve learned gestures for them. Admin regularly go on “learning walks” at my school-they go into different classrooms and take notes, writing down how many classrooms have visible targets, what percentage of students are engaged. SO I thought I’d train my students to tell the admin the targets in Spanish…We also have to have content targets and HOWL targets on our papers-so I’ve been writing those in Spanish, too.

  2. These activities are great– there are just enough here to give me a springboard without being overwhelming!
    This is perhaps a variation on Activity 4 that I have used before, sometimes when there’s a sub. I give students each a printout of the story (the one we’re currently working on or a previous one) and ask them to cross out a few details or sentences and change it in whatever way they wish the story had gone. You could also have them draw the new ending or a changed scene from the story. My students have done really well with this because it gives even the quiet ones a forum to get their ideas out, and everyone has a feeling of having influenced the story.
    Sometimes they’re also really amusing and you get to know your students a little better. (The last time I did this (it was left for the sub), nearly the whole class decided that the main character really didn’t die but instead lived on to a ripe old age, even though they had voted overwhelmingly for it to go the other way! They expressed such relief when I returned because they had a way to make her live again!)

  3. Angela the story about how the kids needed you to keep that character alive cuts to a deep truth about this work – when they are invested in the story, everything becomes real to them and we are thus able to trick them into absorbing large amounts of language while they only focus on the meaning, just as Krashen says how it works. I love it when I hear stories like the one you told. It reveals the greatness of this work.

  4. Activity 7: TPR on paper … this sounds like the perfect addition to my rotation of activities. Thank you! Especially for my 100 minute class periods.

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