Opening Warm-up AND/OR Activator (highlight one):
Student information sheet/interest inventory (hand to students as they enter the room; directions on the board)
Work Session:
1. Getting to know each other (Icebreakers)—choose one dependent on class size
a. Classmate Bingo: Students will be given a bingo grid with interesting information about their peers written in each square. They should find a classmate who fits each description; the classmate should sign that box. Each student may only sign another student’s paper once. The first student to get five boxes in a row signed wins.
b. Toilet Paper introductions: The teacher will stand at the door with a roll of toilet paper and allow students to take as many sheets as they want. When everyone is seated and has completed their information sheets, we will begin introducing ourselves. Students must tell one thing about themselves per sheet of toilet paper
c. String introductions: cut varying lengths of string and place all in a bag. Students will select one piece of string and will tell about themselves for as long as it takes to wrap the string around their index finger
d. Two truths and a lie (small group—pick favorites to share with class)
e. Students will receive index cards with Spanish speaking countries written on them. They will find another classmate with a matching index card and interview them to be introduced to the class. (Give 10 minutes for interviews) They will have premade questions.
2. Getting to know the course: Teacher will project the course syllabus to cover with students and discuss. We will describe the course objectives, expectations, grading policies, and discipline/PBS plans
3. Getting to know yourself (as a learner): Multiple Intelligences/Learning Styles survey
a. Students will complete the surveys individually and tally their results.
b. They will write their name on a sticky note and place the notes on a chart alongside their strongest intelligence to provide a visual map of the class’s strengths.
c. We will discuss the intelligences/learning styles as a class (strengths, study strategies that may help them, etc.)
4. Allow students to choose a Spanish name. Give each student a nametag on which to write their name—they should wear these today and tomorrow
5. Introductions (inside/outside circle)—teach brief introduction and have students practice with partners; teacher models first (I do-we do-you do)
6. Introduce classroom directions vocabulary (R1 p. 6); play Simón Dice to practice and reinforce.
Closing/Summarizer: 3-2-1--What are three things you want to learn (more) about this semester? What are two strategies you use to help you study? What is one question you have about this class (procedures, expectations, etc.)?
Student information sheet/interest inventory (hand to students as they enter the room; directions on the board)
Work Session:
1. Getting to know each other (Icebreakers)—choose one dependent on class size
a. Classmate Bingo: Students will be given a bingo grid with interesting information about their peers written in each square. They should find a classmate who fits each description; the classmate should sign that box. Each student may only sign another student’s paper once. The first student to get five boxes in a row signed wins.
b. Toilet Paper introductions: The teacher will stand at the door with a roll of toilet paper and allow students to take as many sheets as they want. When everyone is seated and has completed their information sheets, we will begin introducing ourselves. Students must tell one thing about themselves per sheet of toilet paper
c. String introductions: cut varying lengths of string and place all in a bag. Students will select one piece of string and will tell about themselves for as long as it takes to wrap the string around their index finger
d. Two truths and a lie (small group—pick favorites to share with class)
e. Students will receive index cards with Spanish speaking countries written on them. They will find another classmate with a matching index card and interview them to be introduced to the class. (Give 10 minutes for interviews) They will have premade questions.
2. Getting to know the course: Teacher will project the course syllabus to cover with students and discuss. We will describe the course objectives, expectations, grading policies, and discipline/PBS plans
3. Getting to know yourself (as a learner): Multiple Intelligences/Learning Styles survey
a. Students will complete the surveys individually and tally their results.
b. They will write their name on a sticky note and place the notes on a chart alongside their strongest intelligence to provide a visual map of the class’s strengths.
c. We will discuss the intelligences/learning styles as a class (strengths, study strategies that may help them, etc.)
4. Allow students to choose a Spanish name. Give each student a nametag on which to write their name—they should wear these today and tomorrow
5. Introductions (inside/outside circle)—teach brief introduction and have students practice with partners; teacher models first (I do-we do-you do)
6. Introduce classroom directions vocabulary (R1 p. 6); play Simón Dice to practice and reinforce.
Closing/Summarizer: 3-2-1--What are three things you want to learn (more) about this semester? What are two strategies you use to help you study? What is one question you have about this class (procedures, expectations, etc.)?