- With my rowdy class I started by putting a text on the board. It said
READ THESE DIRECTIONS CAREFULLYI will not be taking attendance right away. Please sit down and take out a piece of paper and a pen. When you are quiet, I will tell you a story. You should should NOT write down anything. Just listen to the story. I will begin when you are quiet.
- That worked better than it could have. They were quiet and ready within 5 minutes ( I was pleasantly shocked). Then I told them the story.
NOTE: This story, though brief, is actually pretty hard since it is purposely bland! SO keep it simple.
- I told students to work on their own and try to recreate the story to be as close to the original as possible. They had 2 minutes. A few of them freaked out, but I let them know they would hear the story again. and they weren't expected to get it perfect.
- After two minutes I told them the story again. This time I drew the dog that goes with it. I told them they had one more minute. Most students did NOT look at the board; however, I noticed some students looking up and using the picture to help them.
- When the minute was done I told them to partner up and they spent the next 5 minutes working with someone else to recreate the text.
- Finally students swapped their answers with another partner and I showed them the original text. They made corrections and the team with the least mistakes got bonus points.
- I asked the students what was wrong with this text. THANKFULLY (as we had been studying transition words) they told me it was missing transition words.
- Now, with their partner, had to re-write the text to include AT LEAST
- 1 relative clause
- 1 cause and effect transition word
- 1 sequencing transition word
- 1 contrast transition word
- 1 addition transition word
- (When students finished early I added other categories to get them to add to)
- Finally we shared all the different ways the sentences could be combined.
Would you ever consider using draw and tells with a dictogloss to differentiate?