1. Agenda Four Corners activator A new holiday: Mardi Gras Talking chips Cloze activity Work on group planning Review strategies Game of the Day (if we have time)

2. Update your strategies chart during class today. StrategyKeyNotes

3. Four Corners Ask students a question. Post four different answers in corners of the room. Students stand near their answer. Students discuss why they chose that answer.

4. If you had to stop eating your favorite food for one month (starting tomorrow), what would you do? Eat a lot of the favorite food today. Eat the same amount today as you normally do. Eat only a little bit of the favorite food today. I don’t care! I don’t eat food anyways!

5. Four Corners Why did we do this?

6. Mardi Gras “Laissez les bons temps rouler.” In English- Let the good times roll. That means: Let’s have fun!

7. Where do people celebrate Mardi Gras? New Orleans, Louisiana

8. People love jazz music there. “Oh When the Saints Go Marching In” by Louis Armstrong Oh, when the saints go marching in Yes I want to be in that number When the saints go marching in Click here to listen to the song.

9. About Mardi Gras Brought to Louisiana by explorers from France In February or March; just before a period of time called Lent Name means Fat Tuesday in French; people eat a lot of food on Mardi Gras before they give up eating a food during Lent

10. People wear costumes.

11. People wear masks

13. They wear masks at a dance party called a ball.

14. People wear beads. The official colors of the holiday are purple, green, and gold.

15. There are parades in the street. Someone is chosen to be the king or queen of the parade.

16. People eat king cakes. There is a plastic baby inside the cake. Whoever finds the baby has to have a Mardi Gras party the next year and has to buy the king cake next year.

17. Talking Chips Each student has a certain number of chips (or beans or coins or pieces of paper or… anything). Give the students something to discuss. When the student talks, he or she must put one of the chips in the center of the table. Everyone must use all their chips. When you use up your chips, you are not allowed to say anything else.

18. Your discussion question: If there is a holiday for eating a lot of food in China, would Chinese people like the holiday? Why or why not? I think that _______. I (dis)agree with ____ because _________. Could you tell us more about _____?

19. Cloze Activity Also known as fill-in-the-blank Used for listening comprehension or reading comprehension For example: Today, I went to the ________ and bought some milk and eggs. I knew it was going to rain, but I forgot to take my ________, and I ended up getting wet on the way ________.

20. Cloze Activity You probably have cloze activities in your textbook. Usually, students don’t practice communicating in English when they do cloze activities. Here’s an idea for making cloze activities more interactive.

21. Cloze Activity Students sit back to back. One person has the paragraph. One person has the word bank. Students need to talk to each other to finish the paragraph. They do not let the other student see the paper. Using cloze activities like this will help students practice their listening and speaking skills.

22. Add to the Word Wall. Which words were difficult in these paragraphs? Which words would you want to remember? Create a paper that you could put on the word wall. You can choose to draw the word, explain it with words, or both.

23. Important!!! Bring this paper with you on Monday. We will use it again!

24. Group Planning Look at your magazine. Pretend this is in your textbook. Your students need extra practice with the vocabulary/grammar from the magazine. You need to create something to help them practice some more. Work with your group to create one activity. Use the paper to explain about your activity. You may make a worksheet, write a song, explain a game, etc.

25. Review Strategies Which strategies increased … comprehension? interaction? thinking skills? How would you use these strategies in your classroom?

26. Game of the Day: Mingle Mingle means to mix or combine. We often use it to describe people talking at a party. Students walk around the room while you sing, “Mingle, mingle, mingle!” You say a number, and they need to make a group with that many people. OR the students ask you a question. For example, “How old are you?” If you say that you are 4 years old, they need to make groups with 4 people.

28. Agenda Bloom’s Taxonomy and open ended questions Interview activity Board game Review Strategies Game of the Day Free books!!!

29. Update your strategies chart during class today. StrategyKeyNotes

30. Bloom’s Taxonomy most complex thinking skill least complex

31. Ask students different levels of questions. Depends on their English ability Depends on their cognitive ability Depends on the goal of your lesson

32. Remembering How many dogs are there ? What happened when he opened the box?

33. Understanding Can you explain that in your own words? What do you mean by that?

34. Applying Can you think of another time when that same thing happened? If you could change one thing about this, what would it be?

35. Analyzing How is this similar to what happened last week? What if the boy didn’t go home after school? Would that change the end of the story?

36. Evaluating Is there a better way to solve the problem? Would you recommend this and why?

37. Creating How would you test whether your student understood the lesson? Can you design a way to encourage students to talk?

38. Open Ended Questions Encourage people to talk and produce longer sentences What happened at the party? Vs. Did you have fun at the party?

39. Make Your Questions Specific What happened at school today? Vs. What writing assignment are you working on?

40. Follow Up and Listen Ask why or how Did you like the movie? Yes. Why? Listen to the answer!

41. Questions vs. Prompts What did you do over the weekend? “spent time with my family” Tell me about your weekend. “I spent time with my family this weekend. First, we went to a restaurant for dinner. The next day, we took a walk to the park, and my children ran around a lot. When they were tired, we went home. Later, we visited my sister at her house. It was a fun weekend!

42. Mardi Gras Vocabulary Review king cake parade

43. Mardi Gras Vocabulary Review beads mask

44. Interview Activity 1. What do you think is interesting about Mardi Gras? 2. Would you want to find the baby in your king cake? Why or why not? 3. Tell about what kind of mask you would wear for Mardi Gras. 4. What would you give up for one month? Why?

45. Interview Activity Work with your table to think of another open ended question you could ask. Write it in the box. Walk around the room and ask three other people the questions. Write down their answers. There is a space for you to write the names of the people you talk to. Go back to your seat when you are finished.

46. Board Game Another interactive way to practice answering open ended questions Students could answer the question themselves or ask the question to another student in the group Could also be used to practice vocabulary or a grammar topic

48. You can use this board game to practice adjectives. Students have to say the adjective that is the opposite. For example, the opposite of “clean” is “dirty.”

50. You can write your own questions on a blank board game. OR you can tell the students to make a game!

51. Board Game

52. FREE BOOKS!!! Each person will get one book. It is a present for you to keep. You will create an activity, game, or worksheet to help you teach the vocabulary/sentence structure from the book. I will give you a little bit of time to work on this during class. On Thursday, you will bring your idea to class on a piece of paper. Everyone will have a chance to see al the ideas, and you will go home with many ideas for how to teach English using your book.

53. Game of the Day: Mingle Mingle means to mix or combine. We often use it to describe people talking at a party. Students walk around the room while you sing, “Mingle, mingle, mingle!” You say a number, and they need to make a group with that many people. OR the students ask you a question. For example, “How old are you?” If you say that you are 4 years old, they need to make groups with 4 people.

54. Review Strategies Which strategies increased … comprehension? interaction? thinking skills? How would you use these strategies in your classroom?