Penobscot Foreign Language
Compiled January 15, 2003
“Different students will work for different things.”
“Person of the Day”-
(Leslie Fiveland)- Chosen at random and in rotation.
As an ice breaker, ask 3 random questions (may be current events or recap
of previous lesson). In other games and activities, the person of the day
Bag”- (Leslie Fiveland)-- Keep on hand a bag of trinkets
(gathered from yard sales, Marden’s, close out sales, give-aways, coupons
for free homework etc.). Ask random question for class warm up. The
student who has the first correct answer gets to visit the goody bag. In
case of a tie, the designated “Person of the Day” takes precedence.
Box”- (Karen Lavoie)- Students earn stickers for correctly
answering their repertory of questions. When a student has collected five
stickers, s/he may visit the treasure box to clam a prize (similar to
above goody bag).
Board”- (Audrey Swanton)- A colloquial expression in the
target language is posted each week on one section of a dry erase board.
Each time a student uses the saying in an appropriate situation, the class
earns a point. 50 accumulated points earns the class a “fiesta”.
Another section of the board has spaces to note names of students who
correctly answer questions posed by the teacher. Questions may be over
culture, grammar, thought questions over expressions seen or heard in the
class, etc. The teacher notes names of students who are first to correctly
answer bonus questions. These receive extra points on their next exam.
posters”- (Claudette Kydd)- Students who correctly master
tasks assigned by the teacher (e.g., count to 100) may sign a poster made
of colored construction paper cut in a particular shape. Posters stay on
the wall throughout the term.
(Lynda Millar)- Lynda has a large bear puppet to motivate her elementary
school students to interact. She is currently using the bear to teach body
Grade”- (Janice Clain)- A homework average is calculated
by determining the percentage of homework assigned that the student has
completed, regardless of errors. This is averaged into the quarter grades.
Students who do all homework benefit from the practice and from the
additional grade. Students who do not do homework, even if they are able
to do well on tests and quizzes, are penalized by their low homework
(Paula Tarr)- Paula shows students a copy of a recommendation form
teachers are often asked to complete for students applying to college,
scholarships or for a job. She reads the criteria as defined on the form,
and asks students to consider which of their teachers they could ask to
complete such a form. and what teachers might say about their performance,
habits and character. A further step to this activity might be to ask
students to complete a sample recommendation based on what their teachers
might observe about their habits and characteristics.
Anette Rodrigues adds that businesses are asking employees to complete a
similar form in a “Self analysis and optimization process”, requiring
workers to establish priorities and set standards for evaluation.
chocolate”- (Paula Tarr)- Keep the makings for hot
chocolate in the room. Reward the class for good behavior or outstanding
participation by letting students make hot chocolate.
Lavoie)- Using tape or magnets, post a replica of the flag (France, Spain,
Mexico, Germany) on the board. If students get carried away, remove one
section of the flag as a signal. When students return to order, replace
the flag section. It they should get worse, remove one or two more
(Claudette Kydd and Lynda Millar) Raise hand with fingers extended as a
signal to return to order. Fingers represent one mouth (thumb), two eyes,
two ears, then grasp lips to signal quiet. This will have been practiced
early in the year. Students may learn to automatically respond to the
teacher’s raised hand by raising their own.
Write several commands in the target language) on different colored sheets
of paper, laminate, then cut into strips (several sets). Divide the class
into teams, and choose the number of commands corresponding to the number
of students on each team. Assign each team a color, then place them in
different areas in the classroom. Throw the strips of paper together in a
pile in the middle of the room. Students must, in relay, run to the middle
of the room to retrieve a paper, return to the team and have all members
perform the activity. When all commands have been performed, team members
sit on the floor to signal completion.
Student pairings to increase motivation:
Let students choose their own partners.
Issue cards randomly, differentiated either by numbers, colors or figures.
Have students find their partners who have the same markings.
Write students names on the ends of popsicle sticks, then draw them
The teacher who keeps students’ work in folders may group student folders
prior to class.
Students sign up for times on clock drawn on paper. The teacher randomly
asks students to work with the student whose name appears on their clock
at a particular hour.