Interactive Grammar Notebooks-part c

As I had already written in my first  and second posts on Interactive Grammar Notebooks, last year was my first year to use interactive notebooks.  Before school began, I found myself  with the desire PLUS precious  direction, from my  amazing Greek colleague, Papadeli Sophia !

I have to thank her again so much, for all the inspiration and support!

Overall, they were a success- Experimenting on them during this first school year with few students, among whom was my daughter, was great fun!…I’m sure, we’ll do much better this  year ,with all my afternoon classes, at school!

This  notebook is built, by adding each grammar skill or concept as an insert gradually throughout the year as they are introduced to new material. By the end of year, they  have a complete notebook they can use as a reference and I can use as an assessment tool or portfolio piece.This is simple and can be done with any grammar curriculum we are using.

First, I used a common notebook,  school glue, scissors and markers/colored pencils. Since we are fully stocked on school supplies, I did not need to make any new purchases.

Then, ideally, we should reserve the first 1-2 pages for the table of contents. I admit that, I didn’t do that, this first year…Going forward, we add a new page for each skill.

The next step is to find some ideas or even printables and foldables for the Grammar notebooks …I asked Sophia Papadeli to help me get started and I also visited Pinterest and used my imagination and creativity, of course!

Here are just  few new pages for you to have a look at, get inspired and hopefully, start your own Grammar Notebooks, this school year!

PREPOSITIONS OF PLACE/MOVEMENT/TIME

PREPOSITIONS OF TIME

PRESENT PROGRESSIVE

BE GOING TO

 

 

BE GOING TO for making predictions based on evedence

BE GOING TO -plans

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PAST PROGRESSIVE

 

ARTICLES

RELATIVES

COUNTABLE-UNCOUNTABLE NOUNS

REPORTED SPEECH

EXPRESS FUTURE PLANS, USING THE PRESENT PROGRESSIVE

SOME/ANY- EXPRESSING QUANTITY

MODALS ( A guessing game, using pictures)

 

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Christmas fun in class- and few post-holiday class activities

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I have been the class Christmas lessons  planner for many-many years. We have games, crafts, fun language activities, and an absolute blast with my students. I also always have printable games on hand, just in case I need to fill some time. Usually, though, we end up with way more fun than there is time for.

This year, I used most of the activities I have already written about, in older posts, and added few new ones…

In this post,I just wish to share some pictures, which prove how much fun we had, while learning new things about Christmas and practicing our English , at the same time!

For more details about most of them, please, feel free to read my earlier relevant blog posts, here , here or here.

This year, we made beautiful 3D crafts with my little ones, learning the Christmas vocabulary a, at the same time.

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We played lots of fun games, with all classes!

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We sang Christmas songs!

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We even sang old-time-classic songs  such as “The rainbow song”, using Christmas ornaments!!

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We made Advent calendars!

 

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We decorated our special Christmas trees!

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We wrote Santa letters and met one of his best friends!

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Here  are some cool post-holiday classroom activities I have come across online and I have decided to use in my class next week!

I hope, they’ll work!

POST-HOLIDAY CLASS ACTIVITIES

We  should try to avoid diving right into the schoolwork after break. Instead, I think we should make the adjustment a little bit easier by welcoming students back with fun activities that incorporate what they did over their holiday vacations.

Let’s get our students back on track and motivated to learn once again.

Create a Holiday Memory Book

Have students capture their best holiday moments in a memory book. Students will have more than enough to share, and a memory book is a great way to do that. Ask students to draw or bring in a picture of their favorite holiday outing or gift. Then ask students to write a few sentences about it. Once students have completed their memory book page, have them share it with the class or bind them all together to make a class book.

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 Make New Year Resolutions

Returning from holiday break is the perfect time to teach students how to reflect upon the past year and to make positive changes for the new year. Tell students that the new year means a fresh start and they can make promises to themselves that are positive and realistic. As a class, brainstorm a few resolutions together. Give them the following prompts to get started.

  • In 2015 I want to learn …
  • In 2015 I want to get better at …
  • My goal(s) for 2017 are …

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Have a Show and Tell

As soon as students enter the classroom after winter break, they inundate you (and each other) with stories about what every student received from Santa, or all of the fun places that they went while on break. What’s a better way to share all of their experiences and new toys then to bring something in for a little old show and tell? For a different spin on the traditional activity, try having students guess who brought what item in.

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Creative Writing Prompts

A creative and calm activity to get your energetic students back into the grind is to have them write about what they did and received over break. Students can get the opportunity to discuss their adventures in a fun writing piece. For instance, ask students to write about the best gift they gave and what made it so special, or describe their family’s holiday traditions in detail. Here are a few more creative writing prompts.

  • What are you most grateful for this holiday season?
  • What was your favorite holiday food that you had over break?
  • Who was the person you spent the most time with and why? What did you do with them?
  • Write about a place that you went over the Christmas break.
  • Write about something you did with your family over Christmas break.

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Play a Fun Game

Welcome your students back to school with a few fun games! Try to avoid piling on the schoolwork right away and instead try playing a few fun games to ease students back into the routine. Review games are a great choice for easing students back in. Try games like the “Hot Seat” where one student faces away from the board and chooses three people to give them clues about what is written on the board behind them. Another fun game is “Ping Pong,” where students are divided into teams of two and the team that gets the answer correct gets to throw a ping pong ball into a one of three cups to get a prize for their team. Prizes are things like a homework free pass or lunch in the classroom.

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Host a Party?

Before you must get back to all the school chaos and your crazy school day routine, kick off the first day or two back to school with a party! Invite the classroom next to yours over for some cookies and hot chocolate. Allow students to share their holiday break stories over a warm cup of cocoa! Students will love the ease and flow of a relaxing day back to school.

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Christmas break was a time for rest and relaxation, so it’s important to remember to ease students back into the school routine slowly and carefully. This will ensure that everyone will be motivated and ready to learn in no time.

ABC fun games

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Learning the English alphabet is  the very first step to learning the language and achieving fluency. And for our beginning students just learning how to use the English alphabet, here are some fun games I have tried, so far,to help teach and review the ABC in  class.

Most of them I have found online and adapted for my classes.

I have been inspired to use several of them in ELT seminars and teacher development courses I have attended….

I have also included, few games  I have come up with, while improvising in class…

I am also uploading some photos, taken in class this school year, of games that have worked and have been  much fun!

Well, here it goes!

 

CUP HUNT

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  1. Write the letter of the Alphabet on the white sticker or directly onto the cups.
  2. Model how to play in whole group or small group setting.
  3. Have the children close their eyes.
  4. Place a treat under one of the cups.
  5. Chant, “Eye Spy, I Spy.”
  6. Children open their eyes.
  7. Call on students one at a time to guess which cup is hiding the eyeball.
  8. Students read letter of the cup where they think the eyeball/treat  is.
  9. Students lift the cup to see if they are right
  10. Game continues until the treat is found.
  11. Repeat game again.
  12. They can keep  the treat, only if they manage to say a word which starts with it as soon as they find it!

These cups take up less room and work great for letters, words, and numbers too. The students  can:

  • Say the letter.
  • Say the sound.
  • Name something that begins with the letter.
  • Put the cups in ABC order first.

LETTER MONSTER SWATTER

I was inspired to create this the other day and I thought I’d share it if anyone would like to use it. I just printed 2 copies (one for each team ), then cut out the different pieces and glued them together. Then I laminated it and taped it onto a fly swatter with the middle part cut out. It can work as a letter monster, a word monster, or even a number monster

 

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LETTER PLATES and CLOTHES PIN LETTER MATCH

I have to thank my friend Andrianni Tsarkou for reminding me of this idea , during her EEPEK workshop , last November in Larissa.

I used a large paper plate and a medium size for this one.  The first I simply took a marker and wrote the letters around it and the second I used my cool “Jumpo ” stickers (needed the bigger plate for the size). Then I took my clothes pins and wrote the letters on those too. I put them in a bowl next to the plate and there you go!

Kids match clothes pins with lowercase letters to uppercase letters on this  paper plate.

You can also combine these two ideas ,like I did in the photos, below..

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WRITING WITH BOTTLE CAPS

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Make a  set of “alphabet” caps to help students learn the letters. Write a letter of the alphabet on each cap . Make two or three caps for common letters such as A, E, I, O, U, C, D, H, L, N, R, S, T.

You can give the students words in capital letters  to write them in small letters, and vice versa. They work in teams. The team which writes the word faster, wins!

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More ideas:

  • Using the alphabet caps, help students to spell out their names. Are there other words they might be able to spell out with the caps, such as “mom”, “dad”, “dog”, or “ball”?
  • Place all your alphabet caps in a bag and shake them up. Ask  a student to draw one cap out of the bag and read the letter out loud. Then she/he  has to think of something that starts with that letter. Allow for phonetic spellings, for example if she/he says “phone” for the letter “f”.

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Even more ideas, I have come across are:

Write letters or chunks on them and make words.

Colored circle stickers are perfect size for bottle caps.

Write words/numbers before you try to stick them on. Its hard to write once they’ve been stuck to the cap –

Write words (person, place, things, actions) on each color and pull out to use as a writing prompt –

Write letters and make a scrabble game –

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Write high frequency words and have kids create sentences (color code by parts of speech –

Elkonin Technique for hearing sounds of a given word. Pull down caps as each sound is heard –

Compound Word Matching Game –

Write words on caps and put them in ABC order –

Write sight words on lids and try to stack them in towers up as you read more and more words –

Game pieces for sight word tic tac toe

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ABC MINI BOOKS

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For this you need: white paper & old magazines or simply ask your students to draw their own pictures.  Each week we choose a new letter to work on. Write the upper and lower case letter on a piece of white paper, then go through old magazines with your Ss to find pictures that begin with that letter (or just draw their own pictures). Let them cut them out and glue them on the paper, which helps them improve their cutting skills too!  The Ss love to look at it over and over.

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For instructions about how to make a mini book, read here

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THE HAMMMER GAME

I found these hammers at JUMBO, after we had finished with our ABC and basic vocabulary.

I could have made some cards with words on them but, I finally decided to write those words on the board and play there, instead.But, it worked out fine, that way, too!

I called out a word and who ever hit it first with the hammer got  to keep it for their team.

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THE SNOWBALL THROW ABC GAME

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I use the same game for word recognition, before we finish the Alphabet. If you wish to do the same after you have finished teaching  the Alphabet and some basic vocabulary, you can ask the players to spell the word they hit, or you can spell a word for the players to spot and hit! The teacher could also, call a word in the student’s mother tongue . The players find and throw the snowball at the corresponding English word on the board, to win a point for their team.

If younger  students don’t know the letter sounds yet, you can just call out a letter and they can throw a snowball at it once they find it on the wall. For a faster paced game, you can call out a letter sound and the players throw a snowball at the corresponding letter.

TOUCH AND KNOW

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Blindfolds and oversized cardboard letters or magnetic letters ( I have bought them from JUMBO) help our juniors get a feel for the alphabet in this tactile game. Prepare several letter cutouts ( or use the magnetic ones, like I did) and place them in a  box. In turn, have each child wear a blindfold as he draws a letter from the box, feels its shape, and identifies the letter by touch.We play this game in teams and it’s great fun!

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ABC RELAY RACE

Have two students, one from each team, stand next to their team alphabet line, on the board . Explain to them that they have to run and write the corresponding small/capital letter , next to each one of the letters in their line .You can even work with letter sounds or ask them to write a word that starts with each letter they see. There are numerous variations of this game… The first team to finish, wins.

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This is such a fun game! My students loved it!

Practice letter recognition and letter sounds with a fun game that gets kids moving.

A fun variation, can be watched here

And for more ideas, you can read this …

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THE SNAIL BOARD GAME

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Well, if I am not mistaken, the original idea belongs to Papadeli Sophia but, I have seen several variations of it, online, so far!

I ask them to say/spell a word that starts with each letter.

An fun ABC board game, played in pairs.

 

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DRAW IT, MIME IT OR SPELL IT

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We play this game, with new words or vocabulary I wish them to revise.

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Get students into groups of three or four and ask them to sit around a table. Put a set of picture cards face down on each table. Distribute the cards evenly among the group. Tell them their cards are secret! They must not show them or talk about them. Students now think of  how they can draw it, spell or mime it. Give them time, but not too much. Students take turns in , miming, spelling or drawing, while the others in the group guess. The student with the fastest correct answer gets the card with the word. The winner is the person with the most correct answers.

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THE ABC SONG PASS-THE-BALL GAME

To help my students remember the ABC song, I have them sing it several times, of course. This is a fun way to do so!

Children develop listening skills, and practice their ABC as they pass the ball around the circle in this cooperative musical ABC game. I tell the children that when they hear a “new” letter , then the ball is passed to the next student.

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The last student holding the ball when the song finishes, is the winner and gets special stickers!

They just can’t get enough of this game! We get to sing the ABC song again and again….

If there is doubt as to who is holding the ball, for example half way through a changeover, then tell them to play “paper, scissors, rock”.

Insist that they only pass the ball, not throw it!!

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European Day of Languages fun activities,in a… Library!

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The European Day of Languages has been celebrated every year since 2001 on 26 September, as an initiative of the Council of Europe in Strasbourg.

Throughout Europe, 800 million Europeans represented in the Council of Europe’s 47 member states are encouraged to learn more languages, at any age, in and out of school. Being convinced that linguistic diversity is a tool for achieving greater intercultural understanding and a key element in the rich cultural heritage of our continent, the Council of Europe promotes plurilingualism in the whole of Europe.

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The European Day of Languages celebrates plurilingualism and encourages the 800 million Europeans in the Council of Europe’s 47 member states to learn more languages.

 

 

For the day, a range of events is organised across Europe: activities for and with children, television and radio programmes, language classes and conferences.

Modern foreign language education aims to develop multilingualism and intercultural awareness. In this theoretical framework, the foreign language can be used as a bridge among the students’ languages and serve as a tool to develop translinguistic competence.

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This year, I’ve  decided to write, about  the activities our local “English Language Teachers Association” created, for the European Day of languages event, which was held in the local Public Library, on 26th September 2016!

Also, I  used most of those activities in my class, the very next day, with huge success!

Here we go…..

BRAINSTORMING TIME !!

Children aged 8-12 , had the chance to know a lot about the different languages spoken, not only in Europe but, all over the World, by watching several videos, singing and taking part in a discussion .

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They shared their experiences concerning their mother tongue and all the foreign languages they had been exposed to.

GAMES TIME !!

Later, they worked in teams and played a Quiz game. They answered questions about different Languages, testing their knowledge and having fun ! A bomb timer was used ,to add more excitement to the game!

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In the next game, a representative from each team , had to wear a special hat, with the name of a language written on it. His/her fellow players, had to help him/her  guess the name of that Language, using miming, key words, descriptions, movement and more…That was fun!!

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“BOOK TREASURE HUNT”!!

Then, it was time for our Book Treasure Hunt, in the Library!

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The teams, had to move around the room, and  look for  12 books, well hidden in the shelves, with titles written in many different Languages! There was a musical background during the Treasure Hunt and a time limit…..3 Songs ,with lyrics in 3 different European languages!

GIFTS!!

All the kids, were rewarded with the  “European Day of Languages” bracelet and special stickers !

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ARTS AND CRAFT!!

The next activity, enhanced the kids’ artistic expression!

The children had to create the Multilingualism Tree , full of cute Owls, speaking many different Languages.

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“Hello” IN ALL LANGUAGES!!

The final activity ,was to write  “Hello” in as many Languages as possible, on special mouth-masks!

And , of course, they greeted each other in all those Languages, holding their mouth-masks!

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I used most of these activities in my class, the very next day! My students loved them and had so much fun! Here are some photos…

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With my older students, we also played a favourite game I have written about, in a previous post: The multilingual game”  !

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With my very young learners, we played several circle games practicing “Hello” and “Goodbye” or “Goodmorning” and ” Goodnight” . But, the most fun thing we did, was to have our mascot Hippo, talk to us about his hometown London! We made beautiful drawings of Hippo’s most favourite places in London! We even asked Hippo lots of questions about his life there and learned so many things about life in a different country, in Europe ! It was a fun-fun day!

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And don’t forget: WE ALL SMILE IN THE SAME LANGUAGE!

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The snowball throw Alphabet game and.. a Letter Monster!

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Students love sports and any game that gives them the opportunity to throw or kick a ball at something is a win! This game, which I have come across on Pinterest, is a great way to bring winter fun indoors . Plus, it gives the students  a chance to burn off their energy when stuck inside. It reinforces letter/word recognition and letter sounds while also developing gross motor skills like coordination. It is so simple and easy to set up too!

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Materials 

Package of ping pong balls (affiliate) –You can also make a sticky tape ball or a simple paper ball.

ABC or vocabulary flashcards

Tape

or

A marker or other writing utensil

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Once I have all the flashcards taped to the wall,or letters/words written on the board, I explain the game to the kids.

They work in two teams. I tell them that they have to throw snowballs at the letters/words – pretend snowballs! They need to hold on to a snowball and wait for me to call out a letter.. Afterward, they have to locate the letter on the wall and throw the snowball at it.

Then, they tell me what sound that letter makes or what words start with that letter or the name of the letter in the Alphabet…. If they are right, they win a point for their team.

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I use the same game for word recognition, before we finish the Alphabet. If you wish to do the same after you have finished teaching  the Alphabet and some basic vocabulary, you can ask the players to spell the word they hit, or you can spell a word for the players to spot and hit! The teacher could also, call a word in the student’s mother tongue . The players find and throw the snowball at the corresponding English word on the board, to win a point for their team.

If younger  students don’t know the letter sounds yet, you can just call out a letter and they can throw a snowball at it once they find it on the wall. For a faster paced game, you can call out a letter sound and the players throw a snowball at the corresponding letter.

This is tons of fun! We have done most of the game variations above and my little ones enjoyed them all. Some of the letters were high up on the board, so he had the extra challenge of trying to hit those letters with the  ball.

I love it when my students are happy! Games, make them happy, for sure! I am sure, your students will enjoy this play-based literacy activity, too !

 

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A nice ABC variation that my students love, has to do with a….Monster!!

I was inspired to create this last year reading an interesting  blog post and I thought I’d share it if anyone would like to use it. I just print a copy for each team . Then I laminate it and tape it onto a fly swatter with the middle part cut out. It can work as a letter monster, a word monster, or even a number monster. I also found a cute little rhyme to go with it.

Here’s the template.

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This strategy is a fun way for students to get engaged. It teaches reading in a fun way. It helps students look at all the letters in a word one by one. This strategy also teaches blending. The students look at one letter at a time and blend them together to make a word. This strategy can be applied to all areas across the curriculum. Students will be assessed by using the letter monster swatter.

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Interactive Grammar Notebooks -part a

Last year, was my first year to use interactive notebooks.  Before school began, I found myself  with the desire PLUS precious  direction, from my  amazing Greek colleague, Papadeli Sophia !

I have to thank her so much, for all the inspiration and support!

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Overall, they were a success- Experimenting on them during this first school year with few students, among whom was my daughter, was great fun!…I’m sure, we’ll do much better next  year ,with all my afternoon classes, at school!

As a girl-mom, I had to create some rationale for me to deal with the pain of teaching my “I-can’t-stand-grammar ” daughter. Yes, the pain is heartbreaking and real! Realizing this, I’ve come to the conclusion that my daughter and niece whom I both teach English at home, needed short, but potent grammar lessons where they’re able to explain, defend, and apply the skills.

I decided to use interactive notebooks to cater to and shape their learning experience a bit more.

Their  Interactive notebook,  helped keep their learning organized by having all concepts in the same place and in an sequence they could naturally follow.

This  notebook is built, by adding each grammar skill or concept as an insert gradually throughout the year as they are introduced to new material. By the end of year, they  have a complete notebook they can use as a reference and I can use as an assessment tool or portfolio piece.This is simple and can be done with any grammar curriculum we are using.

First, I used a common notebook,  school glue, scissors and markers/colored pencils. Since we are fully stocked on school supplies, I did not need to make any new purchases.

Then, ideally, we should reserve the first 1-2 pages for the table of contents. I admit that, I didn’t do that, this first year…Going forward, we add a new page for each skill.

The next step is to find some ideas or even printables and foldables for the Grammar notebooks …I asked Sophia Papadeli to help me get started and I also visited Pinterest and used my imagination and creativity, of course!

Here are just  few pages for you to have a look at, get inspired and hopefully, start your own Grammar Notebooks, next school year!

PAST SIMPLE
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WILL

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REFLEXIVE/EMPHATIC PRONOUNS

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PRESENT PERFECT

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ORDER OF ADVERBS

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ADVERBS OF FREQUENCY

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COMPARISON OF ADJECTIVES/ADVERBS

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PLURALS

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ARTICLES (A/AN)

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IRREGULAR PLURALS

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TO BE

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PERSONAL PRONOUNS

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THIS/THAT/THESE/THOSE

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THERE IS/ARE

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POSSESSIVES

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TOO/ENOUGH

 

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TYPES OF COMPARISON

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TOO MUCH/MANY

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ORDINAL NUMBERS

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IMPERATIVE

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HAVE/HAS GOT

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PRESENT PERFECT SIMPLE/CONTINUOUS

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BE GOING TO

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PRESENT CONTINUOUS

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FUTURE CONTINUOUS

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PRESENT SIMPLE/CONTINUOUS

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PREPOSITIONS OF PLACE

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THE -ING FORM

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USED TO

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POSSESSIVES

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BOTH/NEITHER/NONE/ALL

 

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ADVERBS OF FREQUENCY

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PREPOSITIONS OF PLACE

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WORD ORDER

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BE GOING TO-hopscotch

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HOW MUCH/MANY

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SOME/ANY

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LIKE

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WORD ORDER-QUESTIONS

 

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PAST SIMPLE-IRREGULAR VERBS

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PRESENT CONTINUOUS

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PLURALS

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PRESENT PERFECT

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PRESENT CONTINOUS

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FORMATION OF ADVERBS

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ORDER OF ADJECTIVES

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ORDER OF ADVERBS

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PAST SIMPLE/CONTINUOUS

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Whether our  child or students, need the added application, more hands-on grammar, or just a splash of fun, interactive notebooks have the ability to enhance and advance their language arts skills. My daughter , still not all that intrigued about grammar, has found a way to accept it more with her notebook!

 

 

Vocabulary Hopscotch

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Today, I would like  to refer  to  the potential of HOPSCOTCH to engage students, as well as to facilitate the acquisition of factual knowledge (English vocabulary) and to improve the attitudes of students towards learning English as a second language. I can assure you that,   students remember and correctly spell about the same number of new vocabulary words after learning with HOPSCOTCH as they do after a teacher-centered lesson. Importantly however, they enjoy playing this  game very much and they report better attitudes towards studying English after learning vocabulary with HOPSCOTCH and games in general, compared to traditional teaching.

All that is required for this fun game is a few sight words -or anything else that we teach eg numbers- and sidewalk chalk or masking tape.

On rainy days, consider using masking tape on a floor and write each sight word on a piece of tape or index card – just make sure kids do not slip on the index card while playing the game.

Hopscotch activities I have found online and some of my own invention

INSTRUCTIONS:
What You Need:
chalk (multiple colors work best) for outdoor play
or use colored tape & bring the fun indoors
rock or bean bag
What To Do:
1. Using chalk make a hopscotch board.
2. In each square write target sight words, spelling words, letters, etc…
3. Child should throw rock or other item eg a bean bag,onto hopscotch board.
Whichever word the rock/bean bag lands in, is the word to be read.
4. Repeat until all words have been read/used, at least once.
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Different Ways to Play:
We play this a few different ways aside from the basic way listed above.
 Some rounds we read every word we hop on or
use the word in a sentence (this is especially useful for homophones)
Other times, we try to spell the target word after reading it.
Sometimes, we sing-spell the word she lands on to the tune of B-I-N-G-O.

Variations:

1. You can play with letters to help aid recognition
or practice letter sounds .
2. Use numbers to aid in number recognition.
3. Use colors to help with color recognition.
4. Play with spelling words.  Have child read word,
then look away and practice orally spelling the word.
5. Play with vocabulary words –
child tells you definition of word they land on.
6. Play with English words and mother tongue
For example, write color words like red
and child has to tell me word in mother tongue..
7. Spell hopscotch:Give each student a word to spell as she jumps through the boxes. If she spells the word wrong, she must repeat that word on her next turn. The first person to get through the entire board wins a point for her team.
8. Word hopscotch:Method: ƒ Draw a simple hopscotch outline on the floor with chalk or use tape. ƒ Children take turns to hop (walk or jump) from square to square ƒ On each square they say a word that they know. These may be words in general, or words associated with a particular topic or theme, counting etc. ƒ When they run out of words they must ‘give up’ Variation: ƒ Teacher puts pictures /flashcards of familiar objects on each square ƒ Children must name the objects as they hop onto the square More difficult: ƒ Children must say something about the object in the picture
9.I sometimes use the class vocabulary dice,too.
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Do you want to read more about how to play hopscotch? Here is goes…

One player goes first and begins by tossing his marker, e.g., a pebble or beanbag, into the first square. The marker must land in the square without touching the lines. If the marker does not land in the first square, his turn is over. If the marker lands in the first squares, he must hop over the first square and then continue hoping through the hopscotch pattern saying each sight word as he lands on that square. When he gets to the last square, he must turn around and hop back saying each sight word again. He must pick up his marker without touching the first square and then complete the course by hopping on it. If he successfully completed the course, he would proceed to the next square by tossing his stone to the second square and continue hopping as stated above. He must do this for each square.

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A player must hop on one foot on the single squares and straddle the double squares. If a player does not hop with the proper foot, hops on the lines or looses balance while picking up her marker, her turn is over. She would begin her next turn on that square. The first player to complete the course wins the game. For younger players, consider adding a neutral square, e.g., home and allow players to rest at the end of the course. While resting they can recite the alphabet.

– See more at: http://www.sightwordsgame.com/sightwordgames/hopscotch/#sthash.kZ8ypggS.dpuf

Seat arrangement -the fun way….

DSCN0094As a teacher, creating seating charts is always something difficult.  Seating charts are one of those things where there is no way to make everybody happy. In the past, whenever I created a seating chart I felt  like I was putting together a giant puzzle with too many pieces.

Therefore, a few years ago, I decided to change that, and make the monthly seat arrangement , more fun and meaningful….
The purpose of a seating chart is to group and move students so that they are in the best learning orchestration possible for that instructional time period.

What usually happens in most classes is that, students often don’t see the purpose behind their seats or read more into their assigned seat than is there.  It is important for students to understand that sometimes their seat won’t be the seat they would choose, but it will be a seat that they will be productive in and that his or her seat assignment will change again and again over the course of the school year.

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Of course, students need to be able to communicate with the teacher about their needs, when it comes to a seating chart, as well as listen to the teacher about the reasoning behind those seats. This is an important skill for students to develop as it will help them in future endeavors and realistically, seating charts are a part of their school experience the whole way through.

I personally ,assign seats and switch them every month, and rotate project  groups as well – anything to get students interacting with others outside their own social groups. Anyone with special needs is accommodated as well. It works great!

I tell them right from the beginning that I am going to move their seats around, and that they will work in teams, and that they will work with everyone at some point, and it’s going to be SUPER FAB. Then there’s some grumbling, but at least they know what to expect.

My primary reason is to ensure that the students have a chance to work with all of their peers, actually. I want to try to avoid cliques and make everyone feel welcome.

I also am a big fan of cooperative learning in general .

Also, there is good reason to randomize the groups again and again. This helps students experience different levels of group success – with most groups becoming more successful due to each student’s experiences.

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Activities for  my older students

Sharing here, some ideas I have found on  http://www.edweek.org/  , and have tried successfully!..

Each activity takes 10 to 15 minutes but there is some preparation. Before beginning, I label the tables and chairs in an orderly way and post the seating challenge prominently.Here are the ideas….

1: Greet each student at the door and make sure he or she is in the right classroom. Next, before he or she has a chance to sit down, direct the student to follow the posted instructions: “Sit in birthday order so that the person with the birthday closest to January 1 sits in Seat 1. The year you were born doesn’t matter. Don’t skip seats. When everyone is seated, the student in Seat 5 will raise his or her hand and report that the class is ready to begin.”

Observe the interactions: Look for organizers, active and passive participants, refusers and disrupters. Be mindful that some students would rather be invisible and that the activity is probably something they haven’t experienced before.

If anyone asks you what to do, redirect him or her to classmates and the posted instructions. Encourage students and remind them that you don’t know the answer.

When Seat 5 reports in, do a couple of spot checks, show them where your birthday lies (just for fun!), and begin your lesson. By the end of this activity, every student will have interacted with other students and many will have reported to the whole class in a safe, nonthreatening way. (Ok, Seat 5 is under some pressure.)

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 2: Ask the students to follow these instructions: “Line up in alphabetical order by the name you like to be called. Then sit with an equal number of students at Tables 1-4. Remaining students sit at Table 5. When all are seated, the last student raises his or her hand and reports that the class is ready.”

Adjusting to have equal numbers at each table produces a lot of interaction and some tension. Watch closely how students with different ideas negotiate. Don’t intervene with the answer, but mediate if necessary. Have students quickly report out their names. Treat alphabetizing mistakes kindly, of course.

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 3 is different. Meet each student at the door with a paper that says, “Read this card completely. Do not enter the room until you understand the instructions. You may talk about the instructions before you enter the room. When you understand the instructions, give the card back to your teacher, enter the room, and begin.” Here’s what the card says:

1) Complete this challenge in complete silence: Remain silent for the entire activity. Do not talk or whisper after you enter the room.

2) In the room, line up in order by height.

3) Then take your seats with the shortest person in Seat 1.

4) Do not skip seats.

5) When the class is seated, the student in Seat 12 raises his or her hand, and when called on reports that the class is ready.

Post the instructions in the room as well. Although the task is easy, the silent rule adds some stress, so observe which defense mechanisms students display. Note who is comfortable reading the cards and who avoids the task.

On activities 4 and 5 students sort themselves into groups and sub-groups that may be lopsided. The instructions demand more judgment and decision-making from the students.

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 4:  The instructions read: “Sort yourselves into two groups: sneaker wearers and non-sneaker wearers. Next, each group forms two subgroups: students with curly hair and those with straight hair. You have curly or straight hair if you think you do. Each sub-group finds enough chairs and sits in order from the person with the shortest hair to the person with the longest hair.”

A tree diagram showing the groups may help. Watch how they negotiate and decide where to sit.

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 5: The instructions read: “Form two groups—students who prefer to spend free time indoors and those who prefer to spend it outdoors. You may like both but choose just one. Within those groups, define your own subgroups based on the last thing you did when you spent free time the way you wanted to. Find a place to sit together and talk about your free time activity.”

Some extra fun activities I have tried with my very young learners are:

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I hand out coloured pieces of paper to each student as they enter the room. They then arrange themselves in groups according to the colours.

I hand out cards with half a word or sentence written on them and students look for their..other half to  change a seat with…

I hand out simple question cards to half the class and the answer cards to the other half. Students, walk around the classroom asking and answering questions , to find their match and change seats with them.

I also, whisper to each student’s ear a word or a number and ask him/her to remember it for a while. I make sure that, I whisper the same word to two different students. Then , I ask them to walk around the classroom and look for their partner…The student, with the same word. This is either the person they have to sit next to or the person they exchange seats with.

A favourite activity is, to have the class listen to some dance music and ask them to walk around until it stops…When it stops, they have to sit down in the nearest chair they find….It’s similar to the Musical Chairs game!

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I also, hand out papers with animal names on them. The students mill around making that animal noise or action until they find the “animals ” in their group. I used this when we were studying Animal Farm when we needed groups. Lots of fun and very funny. Most kids loved it.

These ideas do not necessarily involve a lot of cooperation by the students to arrange themselves but then I am forever telling kids that groups or partners are not a life time commitment. They last for about a month or even a bit longer, depending on the assignment or reason. Kids are generally pretty happy as they know this will change. The line of “this is not a life time commitment” must work well as I have heard students repeat it to each other and all seems to work well.

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All group arrangements take time but it is time well spent as we all have to learn to work with others. A class that learns to cooperate early in the year will learn and share more over the course of the year than one that is always fighting groups.

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Teachers4Europe:”Mini Europe in a box” project (Greek version)

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Η φετινή μας απόπειρα, να εργαστούμε πάνω σε ένα νέο έργο στα πλαίσια του Teachers4Europe project,  συνάντησε πολλά προβλήματα!…Το βασικότερο όλων, ήταν πως, δεν είχα ώρες, εκτός των ωρών της Αγγλικής Γλώσσας, για να εργαστώ! Σημειώστε εδώ πως, στα πλαίσια του μαθήματός μου, εργαζόμαστε ήδη σε άλλα δύο προγράμματα etwinning και ένα του Βρετανικού Συμβουλίου !
Πίεσα πάρα πολύ να μου δωθεί ΜΙΑ ώρα Ευέλικτης Ζώνης, ή άλλη, για να καταφέρω να ξεκινήσω, και αυτό κατέστη δυνατό, μόλις …πριν ένα μήνα!!
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Τέλος καλό, όλα καλά λοιπόν, κι εδώ μπορώ σήμερα, να μοιραστώ το μεγαλύτερο μέρος της δουλειάς μας έως τώρα, η οποία δεν έχει ολοκληρωθεί ακόμη, αλλά θα ολοκληρωθεί, στο τέλος Μαίου!
Σκέφτηκα πολύ πάνω στην επιλογή θέματος , φέτος…
Τα πράγματα, στη χώρα, είναι κρίσιμα…οικονομική ανέχεια, κρίση αξιών, προσφυγικό και τόσα άλλα……Πολλοί κατηγορούν την Ευρώπη για όλα και δεν βλέπουν προοπτική πουθενά…
Σκέφτηκα λοιπόν πως, θα ήθελα να επιστρέψω στα βασικά…τις Ευρωπαικές αξίες και τον Ευρωπαικό πολιτισμό! Τα παιδια αυτά, οι σημερινοί μαθητές μου, θα είναι το μέλλον αυτής της Ευρώπης!
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Χρειάζεται, να γνωρίσουν όλα τα θετικά της στοιχεία, όλα όσα μας κάνουν υπερήφανους και να την αγαπήσουν , να επιτρέψουν ως νέοι Ευρωπαίοι αργότερα στην πηγή του Ευρωπαικού πολιτισμού, κι από εκεί να δροσιστούν . Να εγκαταλείψουν ιδέες ξενοφοβίας και ρατσισμού και να ανακαλύψουν πως, αυτά που μας ενώνουν , είναι περισσότερα από αυτά που μας χωρίζουν!
Να δημιουργήσουν τέλος, την Ευρώπη των λαών και των πολιτισμών, αυτή την Ευρώπη που όλοι οραματιζόμαστε!
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Το μύνημά μας στην Ευρώπη του σήμερα, αποφασίσαμε να είναι αυτό:
( “Ευρώπη, ν’ αγαπάς τους ανθρώπους” ) 
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 A “Teachers4Europe” project, 2015-16
Ε Τάξη, 30 Δημοτικό Σχολείο Λάρισας
Υπεύθυνη εκπαιδευτικός: Αφροδίτη Γκιούρη ( ΠΕ 06)
Σχεδιασμός Εργασίας
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H ιδέα του συγκεκριμένου  project, δημιουργήθηκε μετά το ταξίδι μου στις Βρυξέλλες πέρσυ, όταν επισκέφτηκα την υπαίθρια έκθεση Mini Europe δίπλα στο Atomium!
Σκέφτηκα τότε πως, σε δύσκολα χρόνια οικονομικής κρίσης για την πατρίδα μας και τις οικογένειες των μαθητών μου, σχεδόν κανένας τους δεν είναι πια δυνατό να ταξιδέψει στην Ευρώπη, ή τον κόσμο!
Αποφάσισα  λοιπόν ,να…κλείσουμε όλη την Ευρώπη σε μικρά κουτιά , να τοποθετήσουμε σε αυτά όσους μικρούς “θησαυρούς” σχετικά με κάθε χώρα ανακαλύπταμε στα νοερά μας ταξίδια μέσα στην τάξη και να έχουμε έτσι τη δυνατότητα, να επισκεφτούμε με τη φαντασία μας, όσες φορές θέλουμε, την…μικρή-μεγάλη μας Ήπειρο!
Οι μικροί μας αυτοί “θησαυροί”, μπορούσαν  να είναι: γνώσεις, εικόνες, κάρτες, βιβλία, μουσικές, συνταγές, ταξιδιωτικά ενθύμια-souvenirs, χρήματα, μνημεία, λέξεις, κι οτιδήποτε άλλο ένας αληθινός ταξιδιώτης έχει στις αποσκευές του και τις αναμνήσεις του μετά από ένα ταξίδι!
Τρόπος προσέγγισης στις αξίες και τους στόχους της ΕΕ
Ο βασικός σκοπός του project ήταν να βοηθήσει τους μαθητές να εμπλουτίσουν τις γνώσεις τους σχετικά με την Ευρώπη γενικά και ειδικότερα, σχετικά με τον σπουδαίο  πολιτισμό της.
Κυρίως δε, με όσα στοιχεία αυτού του πολιτισμού , την καθιστούν μία Ήπειρο με κορμό της ύπαρξής της αξίες, δίχως τις οποίες η Ευρώπη δεν μπορεί να υφίσταται. Αυτές οι βασικές αξίες είναι : σεβασμός της ανθρώπινης αξιοπρέπειας, ισότητα και σεβασμός των ανθρώπινων δικαιωμάτων, δημοκρατία, ελευθερία.
Άλλος ένας στόχος, ήταν να ευαισθητοποιήσει τους μικρούς μαθητές , σε θέματα συνεργασίας  και αλληλουποστήριξης, στα πλαίσια των ομαδικών δραστηριοτήτων, καθώς αυτές οι δύο έννοιες ,αποτελούν τον κορμό των Ευρωπαικών ιδεωδών .
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Διδακτικές προσεγγίσεις που υιοθετήθηκαν
Η μεθοδολογία του project βασίστηκε σε προσεγγίσεις διαθεματικές , βιωματικές συνεργατικές, επικοινωνιακές καθώς και μάθησης με μέσο το παιχνίδι.
Με την ολοκλήρωση του project, ευελπιστώ πως οι μαθητές μου,  έχουν γνωρίσει καλύτερα την  Ευρώπη γεωγραφικά και κυρίως πολιτιστικά.
Κυρίως όμως , έχουν κατανοήσει τις βασικές αξίες που κρατούν τις Ευρωπαικές χώρες ενωμένες και το σημαντικό ρόλο που αυτές παίζουν στην καθημερινότητά μας. Έχουν  επίσης κατανοήσει  σε σημαντικό βαθμό, την σπουδαιότητα των εννοιών “ αποδοχή”, “ συνεργασία”,  “σεβασμός”.
Εμπλοκή των μαθητών στη δράση
Οι μαθητές μου, επέδειξαν ζωηρό ενδιαφέρον για το project!
Ήταν μία τάξη που ποτέ πριν δεν είχε την ευκαιρία να λάβει μέρος σε παρόμοια δράση και είχε δυσκολίες ,εξ αρχής ,σε θέματα ομαδικής συνεργασίας .
Η δράση, ενίσχυσε το κομμάτι της ομαδικότητας και της αλληλουποστήριξης , καθώς και την δημιουργικότητα και την πρωτοβουλία των μαθητών.

Επίσης, τους δόθηκε η δυνατότητα να έχουν την εμπειρία της βιωματικής διδασκαλίας και διασκέδασαν εξαιρετικά ,με όσες δραστηριότητες είχανε σχέση με παιχνίδι και κίνηση!

Τέλος, είχανε μια μοναδική ευκαιρία να διευρύνουν τους ορίζοντές τους στον κόσμο και να γνωρίσουν την Ήπειρό μας, το Ευρωπαικό μας σπίτι, γεωγραφικά αλλά και πολιτιστικά.

Ήταν μία πολύτιμη εμπειρία για όλους !
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Οι δραστηριότητες, σε σύντομη παρουσίαση
Δραστηριότητες warming-up
Γνωριμία με το βιβλίο “ Πάμε να εξερευνήσουμε την Ευρώπη”
Ξεφυλλίζουμε το βιβλίο και εργαζόμαστε σε ομάδες πάνω στο Quiz της σελίδας — και στο χάρτη της σελίδας —

Ενεργοποίηση «Το Τρένο της Ε.Ε.»
Ασκήσεις ενεργοποίησης και ισορροπίας των μελών του σώματος ατομικά. Καθένας είναι μια χώρα της Ε.Ε. Στη συνέχεια κινούνται ομαδικά σαν «Τρένο».
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 «Το Όχι αποκοιμήθηκε στην αγκαλιά του Ναι!»
Ζευγάρια. Ο ένας είναι το Όχι και ο άλλος το Ναι. Ξεκινούν με λεκτική επικοινωνία ο ένας λέει μόνο «Ναι» και ο άλλος μόνο «Όχι» και εξερευνούν διαφορετικούς τρόπους πχ ένταση, ταχύτητα κτλ. Στη συνέχεια οι λέξεις αποκτούν κίνηση και γίνονται χορός.
«Δράση- Αντίδραση. Λεκτικοί Ισχυρισμοί»
Σε τριάδες. Ένας είναι Παρατηρητής. Οι άλλοι δύο είναι απέναντι με απόσταση μεταξύ τους και με τον δικό του τρόπο ο καθένας, εκφράζουν εναλλάξ τις Αντίθετες Έννοιες πχ. Το έκανες!# Δεν το έκανα!, Το είπες!# Δεν το είπα! Κτλ. Συνεχίζεται μέχρι την κλιμάκωση της έντασης. Συζήτηση και καταγραφή των συναισθημάτων και των ρόλων που ανακύπτουν.
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«Ευρωπαϊκό Ταγκό»
Ζευγάρια. Καθένας είναι μια χώρα της Ε.Ε. Ο ένας κλείνει τα μάτια του (τυφλός) κι ακολουθεί τις οδηγίες του ζευγαριού του. Όταν ο οδηγός- χορευτής τον ακουμπάει με την παλάμη του στον θώρακα τότε ο «τυφλός» χορευτής πηγαίνει μπροστά, όταν τον ακουμπάει στην πλάτη, πηγαίνει πίσω και ανάλογα όταν τον ακουμπάει στον δεξί ώμο πηγαίνει δεξιά κι αντίστοιχα στον αριστερό ώμο, αριστερά. Αλλάζουν ρόλους.
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«Ε.Ε.: Η ισχύς εν τη ενώσει…» 
Ομαδικό παιχνίδι. Όλοι πιάνονται από την μέση. Ο πρώτος έχει δαγκάνες και προσπαθεί/ διεκδικεί να πιάσει την ουρά, τον τελευταίο. Δεν πρέπει να σπάσει ο κορμός αλλά να παραμείνουν όλοι ισχυρά ενωμένοι μέχρι το τέλος!!!!
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Βασικές δραστηριότητες
 ACTIVITY 1
ΠΑΙΖΩ ΚΑΙ ΓΝΩΡΙΖΩ ΤΗΝ ΕΥΡΩΠΗ
Παίζουμε δύο παιχνίδια γνώσεων που αφορούν το χάρτη της Ευρώπης και τα μεγαλύτερα μνημεία της τα οποία δανειζόμαστε από το βιβλίο “Πάμε να εξερευνήσουμε την Ευρώπη” το οποίο υπάρχει από πέρυσι, στη βιβλιοθήκη του σχολείου.
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ACTIVITY 2
ΣΚΥΤΑΛΟΔΡΟΜΙΑ ΣΤΟΝ ΕΥΡΩΠΑΙΚΟ ΧΑΡΤΗ
Αναρτούμε έναν χάρτη της Ευρώπης στον τοίχο.
Χωριζόμαστε σε 4 ομάδες. Ένας παίκτης από κάθε ομάδα, 4 παίχτες κάθε φορά, τρέχουν  απο τον απέναντι τοίχο προς τον χάρτη, με σκοπό πρώτοι ν’ αγγίξουν τη χώρα το όνομα της οποίας , κάθε φορά ακούει να φωνάζει η εκπαιδευτικός, κερδίζοντας ένα βαθμό για την ομάδα του.
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ACTIVITY 3
ΤΟ ΕΥΡΩΠΑΙΚΟ ΜΑΣ ΔΙΑΒΑΤΗΡΙΟ
Γνωριμία με το Βιβλιαράκι μας: Το “Ευρωπαικό μας Διαβατήριο” !
Είναι για μας ένα πολύ σημαντικό εργαλείο, καθώς, δεν υπάρχει εργαστήριο πληροφορικής και καθηγητής πληροφορικής στο σχολείο μας!
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Χωριζόμαστε σε 4 ομάδες.
Σε κάθε ομάδα μαθητών , αντιστοιχεί μία ομάδα 7 χωρών, έπειτα από κλήρωση.
Διαδικασία
α) Οι ομάδες, συνεργάζονται για να κατασκευάσουν τις 7 σημαίες τους. Πίσω από κάθε σημαία, αναγράφονται 2 ερωτήσεις σχετικές με αυτή τη χώρα, τις οποίες οι μαθητές επιλέγουν.Οι σημαίες αυτές, χρησιμοποιούνται για να στολίσουν τα κουτιά κάθε χώρας και σε επόμενο μάθημα , στο “ Euro-καπελοπαιχνίδι” γνώσεων!
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β) Στις ομάδες, δίνεται ο χάρτης της Ευρωπαικής Ένωσης σε κομμάτια παζλ. Καλούνται να συνεργαστούν, για να τον ανακατασκευάσουν  σωστά , με πρότυπο τον χάρτη του Ευρωπαικού τους Διαβατηρίου, όσο πιο γρήγορα γίνεται! Η καλή συνεργασία, φέρνει και το καλύτερο δυνατό αποτέλεσμα!
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γ) Κατασκευάζουνε, συνεργαζόμενοι, το βασικό αξιοθέατο της κάθε χώρας που έχουν αναλάβει ως ομάδα, σε χαρτί και χαρτόνι. Διαβάζουνε σχετικά με αυτό στο Ευρωπαικό μας διαβατήριο και γράφουμε βασικές πληροφορίες από πίσω από κάθε αξιοθέατο.
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δ) Οι ομάδες, συνεργαζόμενες δημιουργούν σε χαρτί και χαρτόνι, κατασκευές που αναπαριστούν, στοιχεία σημαντικά από κάθε χωρα: το νόμισμα, κάποιες φράσεις στην γλώσσα της χώρας αυτής, συνταγές που έχουνε βρεί στο Διαβατήριο ή στο διαδίκτυο στο σπίτι τους  κτλ
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ε) Τους ζητείται, να φέρουν σε επόμενο μάθημα από το σπίτι τους, αφού ψάξουν και  ρωτήσουν στο φιλικό κι οικογενειακό τους περιβάλλον, τυχόν αντικείμενα, που προέρχονται από αυτή τη χώρα : souvenirs, μία κάρτα, ένα γραμματόσημο, νομίσματα, εικόνες διάσημων ανθρώπων από κάθε χώρα αλλά και  Cds μουσικής  γνωστών μουσικών , ταινίες , βιβλία, φωτογραφίες, δώρα, περιοδικά με σχετικές δημοσιεύσεις, ακόμη και είδη διατροφής, εάν υπάρξουν…οτιδήποτε θελήσουν να φέρουν στη τάξη!
Επίσης, τους ζητείται να φέρουν ένα κουτί παπουτσιών για κάθε μία από τις 7 χώρες της ομάδας τους.
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ζ) Τέλος, εργαζόμενοι σε ζευγάρια, μέσα σε κάθε ομάδα, στολίζουν με τις σημαίες των χωρών, κάθε κουτί παπουτσιών που έχουν φέρει από το σπίτι, και τοποθετούν μέσα σε αυτό, όσους μικρούς “ θησαυρούς”, έχουν καταφέρει να συγκεντρώσουν και να κατασκευάσουν στην τάξη!
Συζητούν σχετικά με τον τρόπο που επιθυμούν να παρουσιάσουν το υλικό τους και όλα όσα θα ήθελαν να μοιραστούν με τις άλλες ομάδες σχετικά με την κάθε χώρα!
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ACTIVITY 4
ΠΑΡΟΥΣΙΑΣΗ ΧΩΡΩΝ :EUROPE IN A BOX
Οι κάθε ομάδα, χωρίζεται σε  ζευγάρια, τα  οποία παρουσιάζουν το περιέχόμενο των κουτιών τους στους συμμαθητές τους, με τον τρόπο που επιθυμούν! Ακολουθούν διευκρινιστικές ερωτήσεις από την τάξη, σε κάθε ομάδα.
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ACTIVITY 5
ΑΝΑΤΡΟΦΟΔΟΤΗΣΗ-ΣΥΖΗΤΗΣΗ-ΕΝΤΥΠΩΣΕΙΣ
Ακολουθεί συζήτηση, σχολιασμός της όλης εμπειρίας, μοίρασμα συναισθημάτων και σκέψεων, γνώμες και εντυπώσεις.

ACTIVITY 6
ΠΑΙΧΝΙΔΙΑ ΕΜΠΕΔΩΣΗΣ 

α)TIC-TAK BOOM
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Χρησιμοποιούμε ως βάση το γνωστό παιχνίδι Tic-tak boom!
Ένας παίκτης από κάθε ομάδα, έρχεται στον πίνακα ,φορά ένα καπέλο με το όνομα μίας από τις Ευρωπαικές χώρες  και οι συμπαίκτες του στην ομάδα, του δίνουν όσες περισσότερες πληροφορίες μπορούν γι’ αυτή τη χώρα, μέσα σε ορισμένο χρόνο -ώσπου να..σκασει η  “ βομβα” του χρονόμετρου!
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Χρησιμοποιούν το Ευρωπαικό μας  Διαβατήριο για πληροφορίες .
Εάν ο παίκτης, καταφέρει πριν τη λήξη του χρόνου, να βρει το όνομα της χώρας που υπάρχει στο καπέλλο του, κερδίζει ένα βαθμό για την ομάδα του!
Το παιχνίδι ολοκληρώνεται, όταν παίξουν όλα τα μέλη και των 4 ομάδων.
Οι νικητές , παίρνουν μικρά αυτοκόλλητα με ευρωπαικές σημαίες!
β) TWISTER
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Βάση μας, το γνωστό παιχνίδι Twister.
Ένας παίκτης από κάθε μία από τις 4 ομάδες μας, εκπροσωπεί την ομάδα του σε κάθε γύρο του παιχνιδιού.
Σε κάθε έναν από τους χρωματιστούς κύκλους της βάσης του παιχνιδιού, τοποθετείται μία πλαστικοποιημένη Ευρωπαική σημαία.
Η εκπαιδευτικός, γυρνά το spinner και οι 4 μαθητές , πρέπει να τοποθετούν τα χέρια ή τα πόδια τους κάθε φορά στο σωστό κύκλο.
‘Οποιος κάνει λαθος, βγαίνει απο το παιχνίδι και νικητής σε κάθε γύρο είναι αυτος που μένει τελευταίος, κερδίζοντας ένα βαθμό για την ομάδα του.
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Το παιχνίδι ολοκληρώνεται, όταν παίξουν όλα τα μέλη και των 4 ομάδων.
Οι νικητές , παίρνουν μικρά αυτοκόλλητα με ευρωπαικές σημαίες!
γ) Το Euro-καπελοπαιχνίδι
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Ένας παίκτης από κάθε ομάδα, έρχεται κάθε φορα στον πίνακα, κρατώντας από μία σημαία από αυτές που είχανε κατασκευάσει οι ομάδες σε προηγούμενο στάδιο, πίσω από τις οποίες , αναγράφονται δύο ερωτήσεις σχετικές με την χώρα.
Ο παίκτης, διαβάζει δυνατά, μία απο τις ερωτήσεις πάνω στη σημαία του, και οι άλλες ομάδες ΠΛΗΝ της δικής του, προσπαθούν συνεργαζόμενες κι ανατρέχοντας στο μικρο Ευρωπαικό μας Διαβατήριο, να βρούνε την απάντηση πρώτες, πριν τις υπόλοιπες ομάδες.
Το παιχνίδι ολοκληρώνεται, όταν παίξουν όλα τα μέλη και των 4 ομάδων
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Η πρώτη ομάδα, σε ταχύτητα και αποτελεσματική συνεργασία , μετά την ολοκλήρωση του παιχνιδιού, κερδίζει πάλι, σημαίες σε αυτοκόλλητα!
δ) MEMORY GAME
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Πρώτο Στάδιο:
‘Ολες οι σημαίες των χωρών, όλων των ομάδων , τοποθετούνται στο πάτωμα . Επίσης, στο πάτωμα τοποθετούνται χαρτάκια στο μέγεθος των σημαιών, με τα ονόματα των Ευρωπαικών χωρών.
Ένας παίκτης κάθε φορά, εκπροσωπώντας την ομάδα του, πρέπει να ταιριάξει ένα όνομα και την αντίστοιχη σημαία με επιτυχία! Εάν τα καταφέρει, κερδίζει τη σημαία. Εάν όχι, την αφήνει στο ίδιο σημείο και επόμενος παίκτης, επόμενης ομάδας ακολουθεί.
Η ομάδα με τις περισσότερες σημαίες στην κατοχή της, είναι η νικήτρια ομάδα!
Παραλαγή -Αντί για σημαίες, μπορούμε να εργαστούμε με χαρτάκια πάνω στα οποία υπάρχουν οι λέξεις-χαιρετσμοί σε κάθε γλώσσα, τις οποίες πρέπει να τις ταιριάξουν με τα ονόματα των χωρών με τον ίδιο τρόπο.
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Δεύτερο Στάδιο:
Διαφορετικοί Χαιρετισμοί
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Εξηγούμε στα παιδιά ότι συχνά οι άνθρωποι χαιρετιούνται από τόπο σε τόπο με διαφορετικό τρόπο στην Ευρώπη. Έτσι, τους προτείνουμε να χωριστούν σε ζευγάρια και να δικομάσουμε διαφορετικούς τρόπους χαιρετισμού: π.χ. Ελλάδα, Αλβανία, Ιταλία, Σουηδία, Γερμανία, Γαλλία, Ισπανία.
Όσο διαρκεί η μουσική χορεύουν , όταν σταματά πρέπει να βρουν κάποιον και να τον χαιρετίσουν ανάλογα με την εντολή μας.
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ACTIVITY 7
H ΣΗΜΑΙΑ ΤΩΝ ΑΣΤΕΡΙΩΝ
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α)Διαβάζουμε το βιβλίο “ Τα Αστέρια της Ευρώπης”.
Στη διάρκεια της ανάγνωσης, οι ομάδες κρατάνε σημειώσεις και γράφουν ιδέες οι οποίες τους άρεσαν στην ιστορία.
Κατόπι, συζητάμε όλοι μαζί στην τάξη, για όλα όσα κατέγραψαν.
Τονίζονται οι ιδέες που αφορούν τις θεμελιώδεις Ευρωπαικές αξίες όπως η Αλληλεγγύη και η Ειρήνη!
Καταγράφουμε τις σημαντικότερες ιδέες,  στον πίνακα .
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Δίνεται σε κάθε ομάδα, ένα χαρτί Α3 στο οποίο καλούνται όλοι να αντιγράψουν  τις 12 σημαντικότερες -κατά την ομάδα τους – Ευρωπαικές αξίες, σε κάθε ένα από τα 12 αστέρια της Ευρωπαικής Σημαίας.
Στο τελευταίο στάδιο, οι ομάδες, πάλι συνεργαζόμενες, χρωματίζουν τη σημαία τους!
Όλες οι Σημαίες των Αστεριών, στολίζουν τους τοίχους της τάξης!
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β) Ετοιμάζουμε το δικό μας μικρό θεατρικό, βασιζόμενο στην ιστορία.
Οι μαθητές, εργαζόμενοι σε ομάδες των 5-6 ατόμων, γράφουν το δικό τους μικρό θεατρικό δρώμενο με ηρωίδα  την Ευρώπη,  και το παρουσιάζουν στην τάξη αργότερα, για τους συμμαθητές τους.
Χρησιμοποιούν τη φαντασία τους δημιουργικά, στη διάρκεια της συγγραφής και ενθαρρύνονται να αυτοσχεδιάσουν στη διάρκεια της μικρής τους παράστασης.
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FINAL -OPTIONAL-ACTIVITY
Με το τέλος της σχολικής χρονιάς και την ολοκλήρωση του project, στόχος μας είναι να μπορέσουμε σε συνεργασία με το Σύλλογο γονέων, είτε να αγοράσουμε permanent markers και να ζωγραφίσουμε σε λευκά μπλουζάκια την Ευρωπαικη σημαία, είτε να παραγγείλουμε σε κατάστημα την εκτύπωση των Σημαιών των Αστεριών μας, σε μπλουζάκια μέσω επεξεργασίας σε υπολογιστή.
(An English version, will follow soon…Stay tuned!)

 Mini Europe in a box: Teachers4Europe 30 State Primary School of Larissa 2015-16 on PhotoPeach

http://photopeach.com/embed/18ny1lj

Our slideshow on Smilebox

April Fool’s Day pranks for students!

DSCN0090This year , I decided to have  some  April Fool’s Day fun in class !I celebrated April Fools’ Day with several well  chosen tricks,  that kept my students giggling ,all day long.

I looked for ideas on line and I tried the ones below, with huge success, with 4 different classes. ( 2nd-6th graders)

With my 2nd graders, whom I teach Art,  I just did the following ( which reaaaly worked!): I told them that we were all going on a field trip to someplace fun, at the end of the day. I  asked them to use their imagination and DRAW that place and finally see if they were  right! I promised lollipops, to the ones who might guess right! Their drawings were fantastic! Most of them drew the nearby park or the nearest burger house – When it got to be almost the end of the day,I told  them that the ‘fun’ place was actually their… homes! Zing!

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With my 3rd graders, I decided to begin the lesson of the day, with my mouth moving but, no sound coming out !! That REALLY freaked them out!! The funniest thing was that, most of them could actually read my lips and respond to what I asked them to do or say, naturally!!

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With my 4th graders, I decided to write a special ” Truths and Lies about my English Teacher ” worksheet and have them work in groups, to figure out how much information was true  and suggest alternatives for points which they considered as …lies!

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With my 5th and 6th graders, I used two hilarious activities I had found on www.busyteacher.org !

A grammar-of-the-day  worksheet went out to the class, and in minutes, we were all dumbfounded. The questions were incomprehensible, written in complete gibberish. I went along with the joke. They  had 20 minutes to finish it, and it was going to be worth a substantial amount of points. The different tasks, were also fun!

eg Draw and write about your Teacher’s life in the future or write about your next week’s plans on the Moon!

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I don’t remember how long the gag lasted exactly, but I do remember all of them sitting there, mouths agape, wondering if the assignment was serious. Then, once they had  all thrown their hands up, I let them in on the joke: “April Fool’s!”

 

The second worksheet, was a TEST! The test was worth…100 points! It was a test to see how well they could follow instructions! If they could not finish the test in time, they would lose ..300 points! They only had ..10 minutes to finish the Test! That freaked them out!

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Some task examples: Write your name backwards 5 times, Write the names of ten colors, Tap the person sitting closest to you 5 times on the right shoulder etc

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If I had older students, I would definitely use these amazing British Council lesson plans !

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April Fool’s Day is the perfect time to play some light-hearted pranks on our friends, family, and co-workers; and if you’re a teacher, pulling an unexpected fast one on your students can be entertaining — and memorable — for everyone. So if you’re  hoping to bring a humor lesson into the classroom, this is the right day to do it! Enjoy! We did!

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