Back to school icebreakers Essay

1. OPENING- twenty-four hour period earn. keep open A LETTER TO YOUR school-age childS. IN THAT LETTER, claim YOURSELF TO discipleS. enunciate THEM astir(predicate) YOUR HOPES FOR THE NEW condition division AND few OF THE FUN THINGS YOULL BE DOING IN CLASS. IN takeITION, declare educateeS A a few(prenominal) individualAL THINGS AB come to the fore YOURSELF FOR EXAMPLE, YOUR standardizedS AND DISLIKES, WHAT YOU DID OVER THE summertime, AND YOUR HOBBIES. expect QUESTIONS passim THE LETTER. YOU magnate exact WHAT THEY LIKE nearly about schooltime, WHAT THEY DID DURING THE SUMMER, WHAT THEIR GOALS FOR THE NEW give lessons class be, OR WHAT THEY ARE RE all(prenominal)Y GOOD AT. (IN YOUR LETTER, BE sure as shooting TO archetype THE CORRECT secernS OF A FRIENDLY LETTER) ON THE outgrowth DAY OF take, show YOUR LETTER ON AN OVERHEAD leap outOR. consequently slip away distributively schoolchild A tacking OF NICE STATI whizRY. bring in THE savantS economi ze A RETURN LETTER TO YOU. IN THIS LETTER, THEY impart NEED TO set SOME OF YOUR QUESTIONS AND enunciate YOU about THEMSELVES. THIS IS A commodious focus TO lay down TO be intimate individually OTHER IN A PERSONAL WAY transformation MAIL THE LETTER TO bookmanS BEFORE SCHOOL fountS, AND ENCLOSE A SHEET OF STATIvirtuosoRY FOR KIDS TO WRITE YOU BACK. 2. STRINGING TO thwartHER CONVERSATION. track STRING OR yarn INTO tag onS OF DIFFERENT LENGTHS. ( for each one PIECE SHOULD halt A MATCHING PIECE OF THE similar LENGTH.THERE SHOULD BE ENOUGH PIECES SO THAT individually schoolchild go away live with ONE. ) so GIVE each learner ONE PIECE OF STRING, AND CH whollyENGE severally educatee TO FIND THE OTHER bookman WHO HAS A STRING OF THE EXACT similar LENGTH. after savantS take for implant THEIR MATCHES, THEY tidy sum TAKE TURNS INTRODUCING THEMSELVES TO each OTHER. YOU tin can render A cite OF QUESTIONS TO uphold schoolchildS BREAK THE ICE, OR STUDENTS substruct ure COME UP WITH THEIR make. YOU cleverness EXTEND THE natural action BY HAVING to each one STUDENT INTRODUCE HIS OR HER PARTNER TO THE CLASS. 3. ANIMAL aggroupS.ON THE prototypal DAY OF SCHOOL, GATHER every(prenominal) THE STUDENTS FROM A GRADE level IN A larger commons AREA. GIVE each STUDENT ASLIP OF opus WITH THE shit OF AN ANIMAL ON IT. THEN GIVE STUDENTS INSTRUCTIONS FOR THE ACTIVITY THEY must LOCATE THE OTHER MEMBERS OF THEIR ANIMAL GROUP BY IMITATING THAT ANIMALS SOUND ONLY. NO public lecture IS cedeED.THE STUDENTS expertness HE layATE INITIALLY, BUT THAT indecision SOON GIVES WAY TO A CACOPHONY OF SOUND AS THE KIDS MOO, SNORT, AND titter THEIR WAY INTO GROUPS. THE END RESULT IS THAT STUDENTS start FOUND THEIR WAY INTO THEIR radicalROOMS OR ADVISORY GROUPS FOR THE SCHOOL yr, AND THE INITIAL BARRIERS TO GOOD TEAM use buzz off AL pick outY BEEN BROKEN. 4. A TANGLED WEB. GATHER STUDENTS IN A unit of ammunition SITTING somewhat YOU ON THE FLOOR. gift A LARG E BALL OF yarn. START BY identifyING THE STUDENTS SOMETHING about(predicate) YOURSELF. THEN ROLL THE BALL OF YARN TO A STUDENT WITH kayoed LETTING GO OF THE END OF THE YARN. THE STUDENT WHO takeS THE BALL OF YARN make outS HIS OR HER touch on AND SOMETHING GOOD ABOUT HIMSELF OR HERSELF. THEN THE STUDENT ROLLS THE YARN TO SOMEBODY ELSE, attribute ON TO THE STRAND OF YARN. SOON STUDENTS sacrifice CREATED A GIANT WEB. afterward EVERYONE HAS SPOKEN, YOU AND ALL THE STUDENTS STAND UP, CONTINUING TO HOLD THE YARN. START A DISCUSSION OF HOW THIS ACTIVITY RELATES TO THE IDEA OF TEAM wee-wee (FOR EXAMPLE, THE STUDENTS NEED TOWORK TO hold backHER AND non LET OTHERS DOWN).TO DRIVE HOME YOUR POINT ABOUT TEAMWORK, beat ONE STUDENT DROP HIS OR HER STRAND OF YARN THAT allow DEMONSTRATE TO STUDENTS HOW THE WEB WEAKENS IF THE CLASS ISNT WORKING unitedly. 5. STUDENT DICTIONARY. WRITE quintuplet QUESTIONS ON THE BOARD. QUESTIONS office INCLUDE THE FOLLOWING WHAT IS YOUR pass water?WHERE WERE YOU BORN? HOW some(prenominal) BROTHERS OR SISTERS DO YOU HAVE? WHAT ARE THEIR name calling? DO YOU HAVE ANY kissS? control STUDENTS TO WRITE THOSE QUESTIONS ON A PIECE OF melodic theme AND TO work TO THAT PAPER five MORE QUESTIONS THEY COULD ASK SOMEONE THEY DONT K at present. PAIR STUDENTS, ANDHAVE to each one STUDENT INTERVIEW HIS OR HER PARTNER AND RECORD THE RESPONSES.THEN HAVE from each one STUDENT determination THE INTERVIEW RESPONSES TO WRITE A DICTIONARY exposition OF HIS OR HER PARTNER TO INCLUDE IN A STUDENT DICTIONARY. YOU talent MODEL THIS ACTIVITY BY CREATING A SAMPLE DICTIONARY definition ABOUT YOURSELF.FOR EXAMPLE REYNOLDS, KIM. PROPER NOUN. 1. BORN IN RIVERSIDE, CALIFORNIA. 2. NO BROTHERS OR SISTERS. HAVE STUDENTS BRING IN downcast PICTURES OF THEMSELVES TO PASTE NEXT TO THEIR ENTRIES IN THE STUDENT DICTIONARY. BIND THE DEFINITIONS INTO A support, AND DISPLAY IT AT BACK-TO-SCHOOL NIGHT. 6. CLASSMATE packrat HUNT. raise all(prenominal) STUDENT WI TH TWO INDEX noticeS. ASK EACH STUDENT TO WRITE A legal brief DESCRIPTION OF HIS OR HER somatogenic CHARACTERISTICS ON ONE INDEX CARD AND HIS OR HER NAME ON THE OTHER. (PHYSICAL CHARACTERISTICS commonly DO not INCLUDE CLOTHING, BUT IF YOU TEACH THE simple GRADES, YOU cogency ALLOW STUDENTS TO INCLUDE CLOTHING IN THEIR DESCRIPTIONS. )PUT ALL THE PHYSICAL CHARACTERISTIC INDEX CARDS IN A brake shoe BOX, MIX THEM UP, AND DISTRIBUTE ONE CARD TO EACH STUDENT (MAKING accepted THAT NO STUDENT GETS HIS OR HER OWN CARD). GIVE STUDENTS TEN legal proceeding TO SEARCH FOR THE PERSON WHO FITS THE DESCRIPTION ON THE CARD THEY HOLD.(THERE IS NO blitherING DURING THIS ACTIVITY, BUT STUDENTS CAN WALK AROUND THE ROOM. ) AT THE END OF THE ACTIVITY, TELL STUDENTS TO WRITE ON THE CARD THE NAME OF THE STUDENT WHO BEST MATCHES THE DESCRIPTION. THEN HAVE STUDENTS care THEIR RESULTS. HOW umteen STUDENTS supposeED CORRECTLY? http//www. ToLearnEnglish. com http//www. ToLearnFrench. com Spanish ht tp//www. espagnolfacile. com/ incline German http//www. allemandfacile. com/ English 7. COOPERATIVE MUSICAL CHAIRS. THIS ACTIVITY IS A TAKEOFF ON THE FAMILIAR MUSICAL CHAIRS GAME. SET A CIRCLE OF CHAIRS WITH ONE less(prenominal) CHAIR THAN THE cast OF STUDENTS IN THE CLASS.PLAY MUSIC AS THE STUDENTS CIRCLE AROUND THE CHAIRS. WHEN THE MUSIC STOPS, THE STUDENTS moldiness SIT IN A SEAT. foreign THE TRADITIONAL GAME, THE PERSON WITHOUT A SEAT IS NOT OUT. INSTEAD, SOMEONE must incur ROOM FOR THAT PERSON. THEN REMOVE other SEAT AND START THE MUSIC AGAIN. THE KIDS END UP ON ONE some otherS LAPS AND SHARING CHAIRS YOU CAN PLAY THIS GAME OUTSIDE, AND YOU CAN END IT WHENEVER YOU WISH. AFTERWARD, show THE TEAMWORK AND COOPERATION THE GAME TOOK, AND HOW STUDENTS NEEDED TO ACCEPT ONE another(prenominal) TO BE SUCCESSFUL. strengthen THAT IDEA BY REPEATING THIS GAME THROUGHOUT THE YEAR. 8. HANDS-ON ACTIVITY.HAVE STUDENTS BEGIN THIS ACTIVITY BY LISTING AT LEAST 25 spoken communication THA T suck THEM AND THE THINGS THEY LIKE. (NO SENTENCES ALLOWED, JUST WORDS ) THEN ASK EACH STUDENT TO social function A DARK PEN TO TRACE THE embodiment OF HIS OR HER HAND WITH THE FINGERS SPREAD APART. PROVIDE some other SHEET OF PAPER THAT THE STUDENT CAN PLACE ON TOP OF THE TRACING. (SINCE THE TRACING WAS through WITH A DARK PEN, THE OUTLINE SHOULD BE VISIBLE ON THE SHEET BELOW. ) DIRECT STUDENTS TO USE THE OUTLINES AS GUIDES AND TO WRITE THEIR WORDS AROUND IT. PROVIDE STUDENTS A VARIETY OF DIFFERENT COLORED PENCILS OR MARKERS TO USE AS THEY WRITE.THEN INVITE STUDENTS TO ploughshare THEIR WORK WITH THE CLASS. THEY competency CUT OUT THE HAND OUTLINES AND MOUNT THEM ON CONSTRUCTION PAPER SO YOU CAN DISPLAY THE HANDS FOR OPEN HOUSE. altercate EACH PARENT TO come upon HIS OR HER CHILDS HAND. 9. scope GANG. BEGIN BY asking STUDENTS, WHO CAN DO SOMETHING REALLY come up? AFTER A BRIEF DISCUSSION ABOUT SOME OF THE STUDENTS TALENTS, PASS OUT PAPER AND ASK STUDENTS TO WRITE DOWN F IVE THINGS THEY DO WELL. THEN PROVIDE EACH STUDENT WITH FIVE DIFFERENT COLORED PAPER STRIPS.HAVE EACH STUDENT WRITE A DIFFERENT TALENT ON divert PAPER STRIPS, THEN CREATE A MINI PAPER set up WITH THE STRIPS BYLINKING THE FIVE TALENTS TOGETHER. AS STUDENTS make out THEIR MINI CHAINS, USE supererogatory STRIPS OF PAPER TO LINK THE MINI CHAINS TOGETHER TO CREATE ONE LONG CLASS CHAIN.HAVE STUDENTS STAND AND HOLD THE GROWING CHAIN AS YOU LINK THE PIECES TOGETHER. ONCE THE stainless CHAIN IS CONSTRUCTED AND LINKED, LEAD A DISCUSSION ABOUT WHAT THE CHAIN DEMONSTRATES (FOR EXAMPLE, ALL THE STUDENTS HAVE TALENTS ALL THE STUDENTS HAVE THINGS THEY DO WELL TOGETHER, THE STUDENTS HAVE umpteen TALENTS IF THEY WORK TOGETHER, CLASSMATES CAN earn ANYTHINGAND THECLASS IS STRONGER WHEN STUDENTS WORK TOGETHER THAN WHEN INDIVIDUAL STUDENTS WORK ON THEIR OWN). feed THE CHAIN IN THE ROOM AS A CONSTANT monitor TO STUDENTS OF THE TALENTS THEY POSSESS AND THE BENEFITS OF TEAMWORK. 10. SILHOUETTE COL LAGE. STOCK UP ON OLD MAGAZINES.(YOUR SCHOOL LIBRARIAN office HAVE A DISCARD PILE YOU CAN DRAW FROM. ) INVITE STUDENTS TO SEARCH THROUGH THE MAGAZINES FOR PICTURES, WORDS, OR ANYTHING ELSE THAT MIGHT BE USED TO make out THEM.THEN USE AN OVERHEAD PROJECTOR OR ANOTHER SOURCE OF lurid LIGHT TO CREATE A SILHOUETTE OF EACH STUDENTS PROFILE HAVE EACH STUDENT SIT IN FRONT OF THELIGHT SOURCE AS YOU OR ANOTHER STUDENT TRACES THE OUTLINE OF THE SILHOUETTE ON A SHEET OF 11- BY 17-INCH PAPER mag tapeD TO THE WALL. HAVE STUDENTS CUT OUT THEIR SILHOUETTES, THEN conduct THEM WITH A COLLAGE OF PICTURES AND WORDS THAT EXPRESS THEIR IDENTITY. THEN GIVE EACH STUDENT AN luck TO SHARE HIS OR HER SILHOUETTE WITH THE GROUP AND discourse ABOUT WHY HE OR SHE CHOSE SOME OF THE ELEMENTS IN THE COLLAGE. brandmark THE SILHOUETTES TO CREATE A SENSE OF OUR HOMEROOM. 11. advertizeS. AS PART OF THE NORMAL archetypal-DAY ROUTINE, MANY instructorS HAVE EACH STUDENT FILL OUT A CARD WITH SUCH schooling AS NA ME,ADDRESS, PHONE NUMBER, PARENTS call AND WORK NUMBERS, AND SO ON. YOU CAN USE SUCH CARDS TO GATHER OTHER breeding TOO, SUCH AS SCHOOL SCHEDULE, WHY THE STUDENT SIGNED UP FOR THE CLASS, WHETHER THE STUDENT HAS A PART- measure JOB, AND WHETHER HE OR SHE HAS ACCESS TO THE earnings AT HOME.AS A FINAL BIT OF IN ruleATION, ASK THE STUDENT TO WRITE A HEADLINE THAT BEST DESCRIBES HIM OR HER THIS HEADLINE MIGHT BE A QUOTE, A FAMILIAR EXPRESSION, OR ANYTHING ELSE. WHEN STUDENTS HAVE immaculate FILLING OUT THE CARDS, GIVE A LITTLE QUIZ. ASK STUDENTS TO NUMBER A SHEET OF PAPER FROM 1 TO __, DEPENDING ON HOW MANY STUDENTS ARE IN THE CLASS.THEN READ ALOUD THE HEADLINES ONE AT A TIME. ASK STUDENTS TO WRITE THE NAME OF THE PERSON THEY THINK EACH HEADLINE BEST DESCRIBES. WHO GOT THE HIGHEST SCORE? (BONUS IT estimateMS AS IF PARENTS ARE CONTACTED ONLY IF THERE IS A PROBLEM WITH STUDENTS. AT THE END OF EACH GRADING PERIOD, USE THE HOME ADDRESS INFORMATION TO circulate A POSTCARD TO A smatteri ng OF PARENTS TO INFORM THEM ABOUT HOW WELL THEIR CHILD IS DOING.THIS MIGHT TAKE A LITTLE TIME, BUT IT IS GREATLY APPRECIATED ) 12. POP QUIZ. AHEAD OF TIME, WRITE A SERIES OF GETTING-TO-KNOW-YOU QUESTIONS ON SLIPS OF PAPER ONE QUESTION TO A SLIP.(YOU CAN REPEAT SOME OF THE QUESTIONS. ) THEN FOLD UP THE SLIPS, AND infix EACH SLIP INSIDE A DIFFERENT BALLOON. BLOW UP THE BALLOONS. GIVE EACH STUDENT A BALLOON, AND LET STUDENTS TAKE TURNS tonic THEIR BALLOONS AND attend toING THE QUESTIONS INSIDE. 13. position OR FIB? THIS IS A GOOD ACTIVITY FOR DETERMINING YOUR STUDENTS stemma-TAKING ABILITIES. TELL STUDENTS THAT YOU ARE GOING TO SHARE SOME INFORMATION ABOUT YOURSELF. THEYLL take ABOUT SOME OF YOUR BACKGROUND, HOBBIES, AND INTERESTS FROM THE 60-SECOND ORAL BIO interpretY THAT YOU WILL PRESENT.SUGGEST THAT STUDENTS TAKE NOTES AS YOU SPEAK, THEY SHOULD RECORD WHAT THEY THINK ARE THE about IMPORTANT FACTS YOU SHARE. WHEN YOU HAVE COMPLETED YOUR PRESENTATION, TELL STUDENTS THAT YOU ARE GOING TO TELL FIVE THINGS ABOUT YOURSELF. cardinal OF YOUR STATEMENTS SHOULD TELL THINGS THAT ARE TRUE AND THAT WERE PART OF YOUR PRESENTATION ONE OF THE FIVE STATEMENTS IS A TOTAL FIB. (THIS ACTIVITY IS MOST FUN IF SOME OF THE TRUE FACTS ARE SOME OF THE MOST move THINGS ABOUT YOU AND IF THE FIB SOUNDS LIKE SOMETHING THAT COULD VERY WELL BE TRUE. ) TELL STUDENTS THEY MAY REFER TO THEIR NOTES TO TELL WHICH STATEMENT IS THE FIB.NEXT, INVITE EACH STUDENT TO CREATE A BIOGRAPHY AND A LIST OF FIVE STATEMENTS FOUR FACTS AND ONE FIB ABOUT HIMSELF OR HERSELF. THEN PROVIDE EACH STUDENT A CHANCE TO PRESENT THE 60-SECOND ORAL BIOGRAPHY AND TO study THE OTHERS NOTE-TAKING ABILITIES BY PRESENTING HIS OR HER OWN FACT OR FIB QUIZ. YOU CAN HAVE STUDENTS DO THIS PART OF THE ACTIVITY IN SMALL GROUPS. 14. vizor FACT OR FIB? HERES A VARIATION ON THE preceding(prenominal) ACTIVITY DIVIDE THE CLASS INTO TWO GROUPS OF adjoin SIZE. ONE GROUP FORMS A http//www. ToLearnEnglish. com http//www. ToLe arnFrench. com Spanish http//www. espagnolfacile.com/side German http//www. allemandfacile. com/english CIRCLE EQUALLY SPACED AROUND THE PERIMETER OF THE classroom. (THERE WILL BE QUITE A BIT OF SPACE BETWEEN STUDENTS. ) THE OTHER GROUP OF STUDENTS FORMS A CIRCLE INSIDE THE FIRST CIRCLE EACH STUDENT FACES ONE OF THE STUDENTS IN THE FIRST GROUP. GIVE THE FACING PAIRS OF STUDENTS TWO minutes TO SHARE THEIR 60-SECOND ORAL BIOGRAPHIES. WHILE EACH STUDENT IS TALKING, THE PARTNER TAKES NOTES. AFTER EACH PAIR COMPLETES THE ACTIVITY, THE STUDENTS ON THE INSIDE CIRCLE MOVE clockwise TO FACE THE NEXT STUDENT IN THE outer(a) CIRCLE. (STUDENTS IN THEOUTER CIRCLE REMAIN STATIONARY THROUGHOUT THE ACTIVITY. )WHEN ALL STUDENTS HAVE HAD AN OPPORTUNITY TO SHARE THEIR BIOGRAPHIES WITH ONE ANOTHER, ASK STUDENTS TO TAKE TURNS EACH SHARING HIS OR HER FACTS AND FIB WITH THE CLASS. THE OTHER STUDENTS REFER TO THEIR NOTES OR TRY TO RECALL WHICH FACT IS REALLY A FIB. 15. PEOPLE POEMS. HAVE EACH CHILD USE THE garner IN HIS OR HER NAME TO CREATE AN ACROSTIC POEM. FOR EXAMPLE, note of hand COULD TAKE HIS NAME AND WRITE BIG INTELLIGENT LAUGHING LOVING.TELL STUDENTS THEY MUST INCLUDE WORDS THAT TELL SOMETHING ABOUT THEMSELVES FOR EXAMPLE, SOMETHING THEY LIKE TO DO OR A PERSONALITYOR PHYSICAL TRAIT. INVITE STUDENTS TO SHARE THEIR POEMS WITH THE CLASS. THIS ACTIVITY IS A FUN ONE THAT ENABLES YOU TO LEARN HOW YOUR STUDENTS VIEW THEMSELVES.ALLOW previous(a) STUDENTS TO USE A DICTIONARY OR THESAURUS. YOU MIGHT excessively VARY THE NUMBER OF WORDS FOR EACH LETTER, ACCORDING TO THE STUDENTS GRADE LEVELS. 16. ANOTHER POETIC INTRODUCTION. ASK STUDENTS TO USE THE FORM BELOW TO CREATE POEMS THAT DESCRIBE THEM. NAME ______________________ TITLE (OF POEM)_______________ I WILL NEVER _______________ I WILL NEVER ________________ AND I WILL NEVER ______________. BUT I WILL ALWAYS ______________.THIS ACTIVITY IS ANOTHER THAT LENDS ITSELF TO world DONE AT THE begin OF THE SCHOOL YEAR AND AGAIN AT THE END OF THE YEAR. YOU AND YOUR STUDENTS WILL HAVE FUN COMPARING THEIR RESPONSES AND SEEING HOW THE STUDENTS AND THE RESPONSES HAVE falsifyD.17. FOOD FOR THOUGHT. TO GET TO KNOW STUDENTS AND TO HELP THEM GET TO KNOW ONE ANOTHER, HAVE EACH STUDENT STATE HIS OR HER NAME AND A preferred FOOD THAT BEGINS WITH THE like FIRST LETTER AS THE NAME. FOR EXAMPLE HI, MY NAME IS LATRECE, AND I LIKE LIVER. AS EACH STUDENT INTRODUCES HIMSELF OR HERSELF, HE OR SHE MUST REPEAT THE NAMES AND preferred FOODS OF THE STUDENTS WHO CAME BEFORE.WATCH OUT IT GETS TRICKY FOR THE depart PERSON WHO HAS TO RECITE ALL THE NAMES AND FOODS 18. I AM NOT HERES A CHALLENGING ACTIVITY THAT MIGHT HELP HIGH SCHOOL TEACHERS LEARN ABOUT STUDENTS ABILITIES TO THINK CRITICALLY. excite STUDENTS INTO THE SCHOOL HALLWAYS OR SCHOOLYARD, AND ASK EACH TO FIND SOMETHING THAT IS COMPLETELY THE OPPOSITE OF YOURSELF. (OPTION TO draw out THE AREA TO BE EXPLORED, PROVIDE THIS ACTIVITY AS HOMEWORK ON THE FIRST NIGHT OF SCHOOL . ) WHEN STUDENTS BRING THEIR ITEMS BACK TO CLASS, ASK EACH TO DESCRIBE WHY THE ITEM IS NOT LIKE HE OR SHE.YOULL GET A LOT OF FLOWERS, OF COURSE, AND STUDENTS WILLDESCRIBE HOW THOSE FLOWERS ARE FRAGRANT OR SOFT (OR OTHERWISE UNLIKE THEMSELVES). BUT YOU MIGHT ALSO GET SOME CLEVER RESPONSES SUCH AS THE ONE FROM A puppylike MAN WHO BROUGHT IN THE FLIP-TOP FROM A DISCARDED CAN HE TALKED ABOUT ITS DECAYING OUTWARD APPEARANCE AND ITS INABILITY TO go to A PURPOSE WITHOUT BEING MANIPULATED BY SOME OTHER FORCE (AND HOW HE WAS ABLE TO SERVE A PURPOSE ON HIS OWN).19. PERSONAL BOXES. IN THIS ACTIVITY, EACH STUDENT SELECTS A CONTAINER OF A REASONABLE SIZE THAT REPRESENTS SOME ASPECT OF HIS OR HER PERSONALITY OR PERSONAL INTERESTS (SUCH AS A FOOTBALL HELMET OR A SAUCEPAN).ASK STUDENTS TO FILL THAT OBJECT WITH OTHER ITEMS THAT REPRESENT THEMSELVES FOR EXAMPLE, FAMILY PHOTOS, CDS, fouled SOCKS (BECAUSE THEIR ROOM AT HOME IS ALWAYS A MESS), OR A BALLET SHOE AND BRING THEIR CONTAINERS BACK TO SC HOOL. STUDENTS CAN USE THE OBJECTS IN THE CONTAINERS AS PROPS AS THEY GIVE A THREE-MINUTE PRESENTATION ABOUT THEMSELVES.(THE TEACHER WHO PROVIDED THIS IDEA SUGGESTS THAT YOU MODEL THE ACTIVITY AND ENCOURAGE CREATIVITY BY GOING FIRST ITS IMPORTANT FOR THEM TO SEE YOU AS kind-hearted TOO SHE INCLUDED IN HER CONTAINER A WOODEN SPOON BECAUSE SHE LOVES TOCOOK, A JAR OF DIRT BECAUSE SHE LOVES TO GARDEN, HER SONS FIRST COWBOY BOOT, A POEM SHE WROTE, A ROCK FROM ITALY BECAUSE SHE LOVES TO TRAVEL, AND SO ON. )YOULL LEARN MUCH ABOUT EACH STUDENT WITH THIS ACTIVITY, AND IT WILL CREATE A BOND AMONG STUDENTS. AS EACH STUDENT GIVES THE PRESENTATION, YOU MIGHT WRITE A BRIEF THANK-YOU NOTE THAT MENTIONS SOMETHING SPECIFIC ABOUT THE PRESENTATION SO THAT EACH http//www. ToLearnEnglish. com http//www. ToLearnFrench. com Spanish http//www. espagnolfacile. com/english German http//www. allemandfacile. com/english STUDENT CAN TAKE HOME A SPECIAL NOTE TO SHARE WITH PARENTS.IT MIGHT TAKE A a couple of(prenominal) DAYS TO GIVE EVERY STUDENT THE OPPORTUNITY TO SHARE. 20. FOLLOWING DIRECTIONS. HOW WELL DO YOUR STUDENTS FOLLOW DIRECTIONS? PROVIDE INSTRUCTIONS FOR FOLDING A intoxication CUP FROM A PIECE OF PAPER, AND SEE HOW MANY STUDENTS CAN organize A CUP. YOU CAN USE THE PRINTABLE TEMPLATE AND INSTRUCTIONS AT THE ORIGAMI JAPANESE PAPER FOLDING WEB PAGE. FILL EACH COMPLETE CUP WITH APPLE JUICE TO SEE HOW MANY STUDENTS CORRECTLY FOLLOWED THE DIRECTIONS(YOU MIGHT WANT TO CONDUCT THIS PARTICULAR ASSESSMENT ON THE PLAYGROUND, HOWEVER ) 21. encyclopedism STYLES SURVEY. HOW DO THE STUDENTS IN YOUR CLASS LEARN BEST?DO THEY LEARN BY SEEING, HEARING, OR DOING? INVITE STUDENTS TO DISCOVER THEIR MOST SUCCESSFUL teaching STRATEGIES BY TAKING THE MODALITY QUESTIONNAIRE PROVIDED BY THE CENTER FOR THE ADVANCEMENT OF education AT OHIOS MUSKINGUM COLLEGE. 22. A WORLD OF CHANGE. ON THE FIRST DAY OF SCHOOL, PROVIDE STUDENTS WITH AN 11-INCH BY 17-INCH PIECE OF DRAWING PAPER.CHALLENGE STUDENTS T O DRAW A MAP OF THE WORLD AND LABEL AS MANY COUNTRIES AND BODIES OF WATER AS THEY CAN. COLLECT THE MAPS AND PUT THEM AWAY. AT THE END OF THE SCHOOL YEAR, REPEAT THE ACTIVITY. HAS A YEAR OF LESSONS FOCUSED ON WORLD GEOGRAPHY AND CURRENT EVENTS increase YOURSTUDENTS KNOWLEDGE OF THE WORLD?(IF THIS ACTIVITY ISNT APPROPRIATE FOR YOU, WHY NOT SHARE IT WITH A SOCIAL STUDIES OR HISTORY TEACHER IN YOUR SCHOOL? ) 23. TIME CAPSULE. TURN EMPTY PRINGLES CANS OR PAPER wipe TUBES INTO MINIATURE TIME CAPSULES. ASK EACH CHILD TO CREATE A TIME CAPSULE THAT INCLUDES SUCH ITEMS AS A HANDWRITING SAMPLE, A HAND TRACING, A SELF PORTRAIT, AND SO ON.AT THE END OF THE SCHOOL YEAR, COMPARE SAMPLES FROM THE BEGINNING OF THE YEAR WITH NEW SAMPLES. 24. A VIDEO KEEPSAKE. AT THE START OF THE SCHOOL YEAR, OR BEFORE SCHOOL STARTS, IF viable, PROVIDE PARENTS WITH A LIST OF SUPPLIES TO SENDTO SCHOOL WITH THEIR CHILDREN. INCLUDE ON THE LIST A BLANK enter FOR EACH STUDENT. AT LEAST ONCE A calendar month, INVITE A PA RENT VOLUNTEER TO COME IN AND VIDEOTAPE EACH STUDENT READING ALOUD FROM A best-loved BOOK. SEND THE VIDEOTAPES HOME AT THE END OF THE YEAR AS A keepsake AND AS A REMINDER OF THE READING GROWTH THAT HAPPENED DURING THE COURSE OF THE YEAR.25. stimulateS AND STONES THIS guileless ACTIVITY HAS BEEN MAKING THE ROUNDS OF MAILING LISTS RECENTLY PROVIDE EACH STUDENT WITH A SMALL PAPER CUTOUT IN THE SHAPE OF A HUMAN, OR HAVE STUDENTS CUT OUT THEIR OWN PAPER FIGURES. ASK EACH STUDENT TO WRITE HIS OR HER NAME ON THE CUTOUT.HAVE STUDENTS FORM A CIRCLE. THEN TELL STUDENTS TO PASS THE CUTOUTS TO THE PERSON ON THEIR RIGHT. AS THE CUTOUTS ARE PASSED AROUND THE CIRCLE, HAVE EACH PERSON assoil A SMALL CRUMPLE OR TEAR IN THE CUTOUT OR ADD A PENCIL MARK. WHEN THE CUTOUTS HAVE MADE THEIR WAY AROUND THE ENTIRE CIRCLE, HAVE STUDENTS TRY TO REPAIR THEIR OWN CUTOUTS BY FLATTENING, ERASING, OR TAPING. AFTER THE CUTOUTS ARE REPAIRED, DISCUSS THE ACTIVITY. TALK ABOUT THE EFFECTS OF UNKIND WORDS AND HURT F EELINGS. YOU MIGHT DISPLAY THE CUTOUTS ON A CLASSROOM air BOARD AS A CONSTANT REMINDER OF THE EFFECTS OF deleterious ACTIONS. 26. ILLUSTRATED STUDENT resileIONS.STUDENTS IN MIDDLE SCHOOL AND ABOVE CAN REFLECT ON THEIR DREAMS AND ACCOMPLISHMENTS WITH THIS FIRST DAY OF SCHOOL ACTIVITY PROVIDED BY AN atomic number 49 TEACHER. A SIMPLE ILLUSTRATION PROVIDES A BACKDROP STUDENTS CAN USE TO SHARE THEIR DREAMS, THEIR INTERESTS, AND THE HIGH AND LOW POINTS IN THEIR LIVES. THE ACTIVITY CAN PROVIDE TEACHERS WITH IMPORTANT INFORMATION ABOUT STUDENTS INTERESTS, CONCERNS, AND GOALSTEACHERS CAN USE THE INFORMATION TO notice HOW BEST TO DIRECT STUDENTS AND PROVIDE FOR THEIR INDIVIDUAL NEEDS. I Wish I Were a Butterfly. Students across the grades will enjoy this book, written by jam Howe and illustrated by Ed Young.A CRICKET LONGS TO BE A exquisite BUTTERFLY UNTIL A SPIDER TEACHES HER THAT ALL FRIENDS ARE BEAUTIFUL. READ THE BOOK ALOUD, AND THEN DISCUSS THE STORYS MESSAGE. 27. SURVEYS AND GRAPH S. START THE YEAR WITH A SURVEY ACTIVITY IN WHICH STUDENTS GET TO KNOW ONE ANOTHER AS THEY CREATE SIMPLE BAR OR PICTURE GRAPHS. STUDENTS WORK IN PAIRS OR SMALL GROUPS TO COLLECT RESPONSES TO A CLASS SURVEY, AND THEN THEY GRAPH THE RESULTS.OLDER STUDENTS CAN DEVELOP THEIR OWN SURVEY QUESTIONS jr. STUDENTS MIGHT COLLECT DATA IN RESPONSE TO QUESTIONS PROVIDED BY THE TEACHER. QUESTIONS MIGHT INCLUDE THE FOLLOWING WHEN YOU BRING LUNCH TO SCHOOL, HOW DO YOU put out IT? IF YOU WERE TO CARRY A THERMOS BOTTLE TO SCHOOL, WHAT WOULD BE IN IT? WHAT IS YOUR FAVORITE organise? HOW DO YOU GET TO SCHOOL MOST DAYS? WHAT IS YOUR BEST substance IN SCHOOL? HOW MANY MILES DO YOU LIVE FROM SCHOOL? WHAT IS YOUR FAVORITE SNACK?http//www. ToLearnEnglish. com http//www. ToLearnFrench. com Spanish http//www. espagnolfacile. com/english German http//www. allemandfacile. com/english WHAT WAS YOUR FAVORITE SUMMER MOVIE? AFTER STUDENTS COLLECT THE DATA, THEY CREATE A SIMPLE GRAPH TO DISPLAY THE RESU LTS OF THEIR SURVEY.ONE STUDENT IN EACH PAIR OR GROUP CAN THEN REPORT THE FINDINGS WHILE ANOTHER EXPLAINS THE GRAPH. DISPLAY THE GRAPHS ON A BULLETIN BOARD FOR ALL TO SEE 28. AN medium DAY. CHALLENGE STUDENTS TO COMPUTE CLASS AVERAGES. HAVE STUDENTS WORK IN PAIRS OR SMALL GROUPS TO COLLECT, CALCULATE, AND REPORT ON THE AVERAGE AGE, SHOE SIZE, HEIGHT, FAMILY SIZE (AND SO ON )OF THE STUDENTS IN YOUR CLASS. 29. PERSONALIZED CLASSROOM CALENDAR. EVERY CLASSROOM HAS A CALENDAR. WHY NOT PERSONALIZE YOUR CLASSROOM CALENDAR WITH PHOTOGRAPHS OF YOUR STUDENTS? FIRST, MAKE A CALENDAR POCKET map WITH SEVEN COLUMNS (ONE FOR EACH DAY OF THE WEEK) AND FIVE ROWS(SO THE CHART CAN HANDLE MONTHS WITH FIVE WEEKS).THEN HAVE STUDENTS MAKE SIGNS WITH THE NUMBERS 1 TO 31 ON THEM. THE NUMBERS SHOULD BE LARGE ENOUGH TO BE CLEARLY SEEN FROM A DISTANCE.USE A available CAMERA TO TAKE A PICTURE OF EACH STUDENT HOLDING ONE OF THE NUMBERED SIGNS. SLIP THE PHOTOGRAPHS INTO THE POCKETS ON THE CALENDAR. CHANGE THE CALENDAR EACH MONTH BACK-TO-SCHOOL first rudiment BOOK. THIS IS AN ACTIVITY THAT CAN BE DONE ACROSS THE GRADES SHARE WITH STUDENTS SOME ABC BOOKS FROM THE SCHOOL OR TOWN LIBRARY AND TELL THEM THAT THEY WILL BE WORKING TOGETHER TO CREATE A BACK-TO-SCHOOL ABC BOOK.ASSIGN A LETTER OF THE ALPHABET TO EACH STUDENT.BRAINSTORM WITH STUDENTS POSSIBLE WORDS FOR EACH LETTER OR ALLOW EACH STUDENT TO CHOOSE HIS OR HER OWN WORD. EXPLAIN THAT THE WORDS MUST BE RELATED TO ACTIVITIES ASSOCIATED WITH SCHOOL. OF COURSE, THE DIFFICULTY OF THE WORDS WILL VARY, DEPENDING ON THE GRADE LEVEL OF THE STUDENTS. FOR EXAMPLE, A MIGHT BE REPRESENTED BY THE WORDS ART, ABACUS, ATTENDANCE, ALGEBRA, ADDITION, ADVISOR, ATHLETICS, AUDITORIUM, ALPHABET, respond KEY, APPLE, ARITHMETIC, ANNOUNCEMENT, AWARD, A-V, AIDE, OR ASSISTANT PRINCIPAL. FINALLY, HAVE EACH STUDENT ILLUSTRATE HIS OR HER WORD.COMBINE THE PICTURES TO CREATE A BOOK. DISPLAY THE BOOK IN THE CLASSROOM OR SCHOOL LIBRARY. AS AN EXTRA CHALLENGE, YOU MIGHT LIMIT OLDER STUDENTS TO CHOOSING ADJECTIVES NO NOUNS ALLOWED BACK-TO-SCHOOL WORD SEARCH. PRINT A BACK-TO-SCHOOL WORD SEARCH AND CHALLENGE STUDENTS TO FIND THE SCHOOL-RELATED WORDS HIDDEN IN THE queer. OR CREATE YOUR OWN WORD SEARCH PUZZLE CONTAINING THE FIRST NAMES OF ALL THE STUDENTS IN YOUR CLASS.GO TO PUZZLEMAKER. COMS WORD SEARCH PUZZLEMAKER TO CREATE YOUR PUZZLE. 30. Making An beta Book ON THE FIRST DAY OF SCHOOL I READ THE IMPORTANT BOOK BY MARGARET WISE BROWN.I REVIEW separate WRITING AND INSTRUCT THEM TO WRITE A PARAGRAPH FOLLOWING THE SAME FORMAT AS THE BOOK ABOUT THEMSELVES. I ALSO DO THE SAME. AFTER THE ROUGH DRAFTS ARE WRITTEN THEY ARE TO DO A FINAL DRAFT AND ATTACH IT TO A WHITE PIECE OF PAPER, WHERE THEY ADD AN ILLUSTRATION. ALL THE PAGES ARE LAMINATED AND BOUND INTO A BOOK.STUDENTS REREAD THIS BOOK THROUGHOUT THE YEAR. IT EASILY BECOMES A FAVORITE. STUDENTS ALSO ENJOY READING THE BOOK FROM THE PREVIOUS YEARS CLASSES. 31. Names Word Search IN ORDER FOR MY STUDENT S TO GET TO KNOW THEIR CLASSMATES, I CREATE A WORD SEARCH WITH THE NAMES OF MY STUDENTS.AFTER ALL THE NAMES ARE FOUND THE REMAINING LETTERS REVEAL THE HIDDEN MESSAGE WELCOME BACK TO SCHOOL. THIS WEBSITE IS GREAT FOR CREATING heterogeneous TYPES OF PUZZLES HTTP//WWW. PUZZLEMAKER. COM 32. Me Puppets ON THE FIRST DAY OF SCHOOL (UNLIKE THE REMAINING DAYS OF THE SCHOOL YEAR), THE CHILDREN ARE USUALLY RELUCTANT TO TALK ABOUT THEMSELVES. WE MAKE ME PUPPETS using PAPER PLATES FOR THE HEAD, YARN FOR THE HAIR, AND CONSTRUCTION PAPER FACIAL FEATURES, WITH A POPSCICLE STICK FOR A HANDLE. UPON COMPLETION, WE STAGE A PUPPET denominate.THE CHILDREN HIDE THEIR FACES WITH THE PUPPETS AND TELL THEIR CLASSMATES ALLABOUT THEIR FAMILIES, HOBBIES, PETS, ETC. 33. First sidereal day Name Puzzle ON THE FIRST DAY OF SCHOOL, I LIKE TO MAKE A NAME PUZZLE WITH MY STUDENTS. I TAKE A LARGE PIECE OF poster BOARD, AND MARK OUT LINES THAT CAN BE CUT INTO PIECES. MAKE SURE THAT THE PUZZLE WILL HAVE ENOUGH PIECE S FOR EACH STUDENT TO HAVE ONE.WE ALL GATHER ON THE FLOOR TO WRITE OUR NAME ON THE BLANK SIDE OF THE POSTER BOARD. I WRITE MY NAME IN THE MIDDLE, AND THE STUDENTS WRITE THEIR NAME IN ALL DIFFERENT DIRECTIONS. WHEN I HAVE FREE TIME, I CUT THE BOARD INTO PUZZLE PIECES. AS A CLASS WE EACH FIND THE SPOT WHERE OUR PUZZLE PIECE BELONGS.TAPE THE PUZZLE TOGETHER AFTER SCHOOL, AND POST IT ON THE WALL IN THE CLASSROOM. WHEN THE STUDENTS RETURN THE NEXT DAY, THE WILL BE EXCITED TO SEE THE PUZZLE, AND TO SHOW OFF THEIR NAME. MY KIDS HAVE FUN TALKING AND, WORKING TO PUT THE PUZZLE TOGETHER. 34. First day (or week) of schoolFamily Wreath I COLLECTED FAMILY PICTURES OF EACH OF MY STUDENTS DURING OUR INTRODUCTION DAY. I TOLD THE FAMILY I WOULD PROBABLY NOT RETURN THESE PICTURES.I THEN TOOK THE PICTURES AND MADE A FAMILY WREATH, FOR THE LONELY DAYS OR WHEN THE STUDENTS JUST MISSED HOME. THIS WAS AHUGE HIT WITH ALL THE FAMILIES AND THE CHILDREN. I PLACED THE WREATH IN THE HOME LIVING AREA, AND WAS AM AZED TO SEE THE STUDENTS, ALL YEAR http//www. ToLearnEnglish. com http//www. ToLearnFrench. com Spanish http//www. espagnolfacile. com/english Germanhttp//www. allemandfacile. com/english LONG, GO OVER TO THE WREATH AND TAKE TIME TO ADMIRE IT AND THEIR FAMILY. (SOME FAMILIES INCLUDED PET PICTURES TO PUT ON THE WREATH). ON THE LAST DAY OF SCHOOL I AUCTIONED IT OFF TO A FAMILY AND BOUGHT SUPPLIES FOR THE CLASS ROOM. ALL MY PARENTS WANTED THIS KEEPSAKE. 35. acquire Acquainted..I LIKE TO HAVE SOME GET ACQUAINTED PROJECTS FOR THE FIRST FEW DAYS. ONE THING I DO IS WHEN I SEND MY PARENTS A WELCOMING LETTER, I ASK THAT THE CHILDREN BRING IN A SMALL BAG OF PICTURES AND OTHER SMALL OBJECTS THAT COULD BE PART OF A ME COLLAGE. THESE COLLAGES ARE A GOOD SPRINGBOARD FOR THE CHILDREN TO DISCUSS THEIR UNIQUE QUALITIES, AND AT THE END OF THE YEAR, THEY ENJOY SEEING HOW THEY HAVE CHANGED. WE ALSO MAKE shoal PICTURE FRAMES FOR THEIR FIRST DAY OF SCHOOL PHOTOS. I CUT SCHOOLHOUSES OUT OF OAKTAG, A ND THE CHILDREN GLUE pasta ON THE FRAMES. I SPRAY PAINT THE PASTA FRAMES GOLD.THE PARENTS LOVE HAVING THIS MEMENTO OF THEIR CHILDS FIRST DAY WHEN I GIVE IT TO THEM ON BACK-TO-SCHOOL NIGHT. 36. Getting to Know Each Other .. ON THE FIRAT DAY OF SCHOOL DO AN ACTIVITY TO BRING THE CLASS TOGETHER SUCH AS A CLASSROOM SURVEY. THE STUDENTS WALK AROUND AND TALK TO THE OTHER STUDENTS AND FILL OUT A QUESTIONAIRRE. AT THE SAME TIME THEY ARE GETTING TO KNOW EACH OTHER. 37. Fun First Day Activity .. ON THE FIRST DAY OF SCHOOL I HAVE PLENTY OF PRE-CUT LETTERS IN divide OF DIFFERENT COLORS ON A TABLE. AS THE CHILDREN COME IN THEY FIND THE LETTERS TO plot THEIR NAMES AND GLUE THEM TOGETHER.I HANG THESE FROM THE CEILING THEY REALLY crystallize UP THE ROOM AND LOOK GREAT FOR OPEN HOUSE USUALLY THIS IS THE FIRST THING THEY POINT OUT TO THEIR PARENTS. 38. What are your expectations? ASK FOR THEIR EXPECTATIONS. TELL THEM YOURE INTERESTED IN THEIR OPINIONS AND YOURE ASKING THEM THESE QUESTIONS AS A WA Y OF FINDING OUT ABOUT THEIR LEARNING STYLES AND PREFERENCES. ASK THEM TO WRITE, development AS MUCH DETAIL AS POSSIBLE, THEIR RESPONSES TO QUESTIONS, SUCH AS NOW THAT IVE TOLD YOU MY EXPECTATIONS OF A GOOD STUDENT, WHAT ARE YOUR EXPECTATIONS OF A GOOD TEACHER? TELL ME ABOUT THE BEST TEACHER YOUVE EVER HAD.WHAT MADE THAT PERSON SUCH A GOOD TEACHER? NOW THAT IVE TOLD YOU SOME OF MY IDEAS ABOUT HOW WE WILL GO ABOUT LEARNING THIS YEARS MATERIAL, TELL ME ABOUT HOW YOU LEARN BEST. GIVE ME AN EXAMPLE OF A PROJECT OR UNIT WHERE YOU LEARNED A LOT. DESCRIBE THE PROJECT IN DETAIL.39. TIME CAPSULES A TIME-PROVEN YEAR OPENER I GIVE EACH STUDENT A SHEET WITH QUESTIONS SUCH AS WHATS YOUR FAVORITE TV SHOW? WHATS YOUR FAVORITE SONG? AND WHATS YOUR FAVORITE BOOK? ON IT. THERES A SPACE FOR STUDENTS TO ANSWER THE QUESTIONS AT THE BEGINNING OF THE YEAR AND ANOTHER SPACE FOR THEM TO ANSWER THESAME QUESTIONS AT THE END OF THE YEAR. AFTER STUDENTS PUT THEIR ANSWERS IN THE FIRST BLANK, I TIE ALL THE SH EETS TOGETHER AND PUT THEM IN MY FILE CABINET, BRIGHT TOLD EDUCATION WORLD. ITS ALWAYS FUNNY AT THE END OF THE YEAR TO HEAR THEM LAUGHING AND SCREECHING OVER THEIR ANSWERS FROM THE BEGINNING OF THE YEAR. THEY ALWAYS CHANGE THEIR MINDS BY THE END OF THE YEAR BEGINNING-OF-THE-YEAR TIME CAPSULES CAN INCLUDE MANY OTHER ITEMS TOO. IN ADDITION TO STUDENTS QUESTION SHEETS, THEIR INDIVIDUAL TIME CAPSULES MIGHT ALSO INCLUDE A.TRACING OF THEIR HAND, A PIECE OF YARN CUT TO MEASURE THEIR HEIGHT, AND A WRITING SAMPLE. SEALED THE ITEMS IN ENVELOPES, AND OPEN THEM AT THE END OF THE SCHOOL YEAR. STUDENTS WILL SURELY BE AMAZED AT THEIR GROWTH PHYSICALLY AND ACADEMICALLY FOR THAT TIME CAPSULE WRITING SAMPLE, YOU MIGHT USE ANOTHER OF BRIGHTS FAVORITE BEGINNING-OF-SCHOOL ACTIVITIES. I HAVE STUDENTS INTERVIEW EACH OTHER LIKE NEWSPAPER REPORTERS SOMETIME DURING THE FIRST WEEK OF SCHOOL, BRIGHT EXPLAINED. THEY HAVE TO ASK A PARTNER FIVE QUESTIONS AND USE THOSE ANSWERS TO WRITE A PARAGRAPH ABOUT THEIR PA RTNER.THEN THEY INTRODUCE THEIR PARTNER TO THE CLASS BY READING THE INTERVIEWS. 40. THESE ARE A FEW OF MY FAVORITE THINGS INVITING STUDENTS TO SHARE A FEW OF THEIR FAVORITE THINGS IS A GREAT WAY TO BREAK THE ICE INTRODUCE AN OVERHEAD TRANSPARENCY ON WHICH YOU HAVE ALL KINDS OF PICTURES THAT DESCRIBE YOURSELF.THERES A PLANE, LOTS OF BOOKS, A HILL, AND MORE. INVITE YOUR STUDENTS TO GUESS FROM THE DRAWINGS WHAT YOUR FAVORITE OUTSIDE INTERESTS MIGHT BE. (DID YOU GUESS TRAVELING, READING, AND HIKING? ). GIVE EACH STUDENT A SHEET OF DRAWING PAPER AND ASK THEM TO TELL ME ABOUT THEMSELVES USING ONLYPICTURES.BREAK INTO SMALL COOPERATIVE GROUPS, AND EACH GROUP TRIES TO TELL ABOUT THE PEOPLE IN THEIR GROUP. OF COURSE, WALK AROUND AND INTERACT WITH EACH GROUP TO KNOW THEM TOO. 41. MAKE A LARGE CHART TITLED GETTING TO KNOW YOU. LAMINATE THE CHART AND HANG IT ON A WALL IN YOUR CLASSROOM. THE CHART HAS SECTIONS FOR EACH STUDENTS NAME AND INTERESTING FACTS, SUCH AS HOW MANY PEOPLE ARE IN THEIR F AMILY, HOW MANY PETS THEY HAVE, THEIR FAVORITE http//www. ToLearnEnglish. com http//www. ToLearnFrench. com Spanish http//www. espagnolfacile. com/english German