{"id":1408,"date":"2017-02-05T12:00:15","date_gmt":"2017-02-05T19:00:15","guid":{"rendered":"http:\/\/www.lynnjohnston.com\/?p=1408"},"modified":"2017-02-11T08:08:27","modified_gmt":"2017-02-11T15:08:27","slug":"global-goals-from-class-objects-to-service-learning-projects","status":"publish","type":"post","link":"https:\/\/www.lynnjohnston.com\/?p=1408","title":{"rendered":"Global Goals: From Class Objects to Service Learning Projects!"},"content":{"rendered":"

It’s time to elevate my school unit from class objects, subjects, and classroom commands, to cultural comparisons, connections, and community service.\u00a0Of course I still have to teach class objects, subjects, and commands, so I like to start with songs, children’s books, and comprehensible input activities. \u00a0Our opening routine includes the song of the week. \u00a0Here are a couple of class object songs I like, Mon Sac\u00a0\u00e0\u00a0<\/span>Dos<\/a> for French and La Mochila<\/a> for Spanish.<\/p>\n

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Next, I do a Backpack Demo<\/strong>. \u00a0I have a backpack with all kinds of class objects and other crazy things that I pull out one at a time and describe. \u00a0Some items I like to include are: a giant pen from Barcelona, a giant pencil and eraser, a real apple, toy desk and chair, keys, books, a computer, a calculator, a student, a flag, a social studies teacher, a picture of Antonio Banderas, the ear of Van Gogh, and a heart from \u00a0Senorwooly’s<\/a> Ya Est\u00e1\u00a0<\/span>Muerto song. \u00a0Novelty adds to the fun and surprise. \u00a0I then put everything back in the backpack one by one and have the students list as many items as they can remember. After a couple of minutes, have them compare their list with a partner. They score two points if they can name an item in the target language and one point if they can name it in English (to be translated later for homework.) \u00a0This can also be done with a suitcase of clothing and accessories, sports bag, grocery bag, or a mystery box.<\/p>\n

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Coloring is relaxing. My students always enjoy a directed color listening activity. \u00a0Create a coloring paper with pictures of several class objects. \u00a0I talk about each object in the target language and have students color certain parts or add items to the pictures. Students cut apart these pictures and use them in partner activities. For example, pass out a copy of a backpack and give items that do and do not go in a backpack. \u00a0Have students take turns saying are you bringing a pen? Yes, I’m bringing it. Are you bring an ice cream cone? No, I’m not bringing it. \u00a0Write the correct response on the back of each item ahead of time so students can self check.<\/p>\n

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A great way to get students up and moving and outside on a sunny day is a backpack relay. \u00a0Collect five old backpacks from the lost and found and gather five of each item to be practiced. \u00a0Put one of each item in each backpack. \u00a0I dictate a list of about 12 items to all students. \u00a0Divide students into five teams. \u00a0One student from each team is at one end of the space with the backpack and items, the seller. The other team members, the customers, are lined up opposite their seller and when I say go they must run down and say “I would like to buy a _____” (the first item on the list.) The seller hands them the item saying a_____ here you go, you could also include a price and some fake euros. \u00a0The runner thanks them and runs back to his team and the next person runs down and asks for the next item and so on until all items are bought.<\/p>\n

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What\u2019s in your backpack is a great \u00a0partner activity that can be adapted to any vocabulary.\u00a0\u00a0Have students draw and label five items in their backpack from a list of vocabulary provided without showing anyone.\u00a0 Match them up with a partner and they take turns trying to guess what each other’s five items are. \u00a0 After that, have students report out: in my backpack there is… in his backpack there was… in our backpacks there are\u2026.we did not have. This activity can be done with\u00a0lunch bags, bedrooms, houses, suitcases, shopping bags, and hobbies. Do a google search for backpack coloring pages and you will find several to choose from.<\/p>\n

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There are some great authentic resources and ideas for class objects in Spanish from\u00a0Zachary Jones<\/a>. \u00a0Students add up how much the items on the back to school list, from the Secretary of Public Education in Mexico, cost for each grade and compare to cost of students in other countries.\"\"<\/a><\/p>\n

To take the school supply list to a higher level, using authentic resources, you need to see this post at\u00a0PBL in the target <\/a>language by@sraSpanglish. \u00a0Her classes have this awesome unit on selecting and sending supplies to Colombia. <\/a>\u00a0This got me thinking, I have a connection in Haiti for my French students to send supplies including some of our favorite children’s books and original creations!<\/p>\n

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For a closure activity have the students popcorn down naming one class object. To popcorn down<\/strong>, have all students stand up. \u00a0They all need to say one item and sit down. \u00a0The key is that no one can say any item twice and two people may not talk at the same time. \u00a0If two people do speak at the same time, or someone repeats an item already mentioned, everyone must stand and start over again. \u00a0It forces them to listen to each other and watch each other. \u00a0Do not let them try to organize and go in a circle. They have to randomly popcorn down. \u00a0It is a great way to sneak in lots of repetitions.<\/p>\n

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It’s time to elevate my school unit from class objects, subjects, and classroom commands, to cultural comparisons, connections, and community […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"nf_dc_page":"","_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_forum_subforum_count":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[3,44],"tags":[45,7,29],"class_list":["post-1408","post","type-post","status-publish","format-standard","hentry","category-comprehensible-input","category-interpersonal-activities","tag-globalgoals","tag-interactions","tag-school"],"jetpack_likes_enabled":true,"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/www.lynnjohnston.com\/index.php?rest_route=\/wp\/v2\/posts\/1408","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.lynnjohnston.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.lynnjohnston.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.lynnjohnston.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.lynnjohnston.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1408"}],"version-history":[{"count":86,"href":"https:\/\/www.lynnjohnston.com\/index.php?rest_route=\/wp\/v2\/posts\/1408\/revisions"}],"predecessor-version":[{"id":2731,"href":"https:\/\/www.lynnjohnston.com\/index.php?rest_route=\/wp\/v2\/posts\/1408\/revisions\/2731"}],"wp:attachment":[{"href":"https:\/\/www.lynnjohnston.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1408"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.lynnjohnston.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1408"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.lynnjohnston.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1408"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}