Instead of telling your students the answers or giving students your expectations, let them coming up with the “ingredients” as a class. Being involved in the process makes the information more meaningful and students are more likely to remember it.
Example (street art unit): What makes up a good street performance?
- getting audience involved
- unique talent
Now watch some the street performers in the videos and rate their skills in the areas we listed above!
Students can work alone or in groups.
Give them a copy of the “Guess how many” document and let them write down their guesses.
Use the answer sheet to share the correct answers. (Links available if you want to fact check OR read more!)
Then go through them together as a class and have each person/group say their guess aloud. (You can help with numbers if they need it.)
Then you SAY the correct numbers so they have to listen to see if they were right.
If you like a little competition: Give the group with the closest number gets a point. The team with the most points at the end, wins the game.
Includes sentence starters like “I think there are…” “I would guess there are…” to help them LEVEL UP their language and use more than just numbers.
Replace these with more advanced options when they are ready for more!
Plan social/emotional check-ins with your students in any unit you teach (and in the target language). Help them learn how to process how they’re feeling and better handle stress, anger, frustration, etc.
Current events: How does this cold weather make you feel? How do Fridays make you feel? How does online learning make you feel?
Music: Music can impact moods and motivation. Play a sample of different songs. How does each song make them feel?
Sports: How do you stay motivated? How do you feel when you win? How do you feel when you lose?
The POSITIVITY lessons – inspired from Quarantine!
Open-ended scenarios allow each student to complete the task at their own profiency level. It shows them how well they can apply what they have learned in real-life situations.
Plus, seeing what they don’t know will help you plan and adjust future lessons to fill in the gaps.
These work well as a sub-plan, a formative assessment, or a summative assessment.
*Note: you can plan/write these with other language teachers and just adjust details to fit the target culture. (There’s a new student at your school who just moved here from Madrid/Berlin/Montreal…)