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This well-developed vocabulary memory game is useful in any subject

Subject:

Language Arts  

Grades:

PreK, K, 1, 2, 3, 4, 5  

Title – Help your Students to Remember
By – Latifa Alkwuari
Primary Subject – Language Arts
Secondary Subjects -
Grade Level – P-5

Rational:

    In order for students to successfully complete this course, it is important to improve and develop their vocabulary, writing and teamwork skills

Objective:

  • Create an environment of teamwork
  • Demonstrate the structure of the course by introducing the Practical Teaching component
  • Learn in a comfortable learning environment

Learning Points:

  • Memorization: students will learn how to remember vocabulary
  • Co-operation: students will improve their social skills
  • Trust: student will learn how they can trust and depend on the other people
  • Vocabulary Development: student will learn new vocabulary relevant to the syllabus
  • Developing Learning Strategy: student will improve their ability to interact with peers and in a group context

Macro skills Used: Writing — Listening — Reading

Methodology Used

    The methodologies that will be used in this lesson are: T.P.R.; C.L.T.; Learner – Centered; and Teacher – Centered. First T.P.R. is used when students move around and follow directions. Second C.L.T. is used when students communicate authentically and co-operate with each other to find the best way to solve the problem. Third Learner — Centered is used when students work as a team and put forward their own solutions to solve the problem. Finally Teacher — Centered is used when the teacher controls the process and scores. Also the teacher must make sure that the groups are on the right path in solving the task.

Warm Up:

    A memory game will be used with five person-groups. One student has to read a sentence and then whisper it to the first person of his/her group who in turn has to whisper it to the next person (and so on) until the last group member has listened to the sentence. The last team member has to write the sentence on the whiteboard. Mistakes will be tallied and the group which has the least mistakes will be declared the winner.

Classroom Management:

    In this task the classroom must use a special arrangement to achieve the goals of this lesson. Therefore, the best way to arrange the classroom is by putting the groups tables at the end of the classroom facing the whiteboard (there must be at least 50cm between the groups). In the middle of the classroom we must put a table for the prepared handout.

Procedure: (see Appendix I)

    The educator designs a paper, which contains four groups of words: each group is circled and has five words. The words are based on vocabulary deemed important for this course.

Students are required to form groups of four or five and are asked to use two pieces of paper per group. The prepared handout is put on a table in the middle of the class. Students are required to choose one student from their group to go to the middle table for fifteen seconds to see the prepared handout and then back to his/her group and write or draw what s/he saw in the prepared handout for the other students in the group. Five minutes are given to the students for thinking how they can copy the paper on their piece of paper in the same order. This process continues for four rounds of fifteen seconds for each group. Students are not allowed to see the paper twice, so each round has different students from each group. Five minutes are given after the four rounds so the groups can organize their paper. If a group gets words in the right order they will score one point, and if they get the right spelling they will score two points. The score will be tallied for each circle individually.

After most groups have finished their paper, they are advised that they must select a group name which needs to be written on their piece of paper (also written in the table of scores on the whiteboard). While the task continues the educator circulates between groups and checks that each group knows and understands the procedure. The whiteboard must be divided into two areas: one area for the table of scores and the other one to draw the four word circles on it.

Answer sheets are collected and redistributed to the other teams. Each group is then asked to draw the first circle of words on the whiteboard from the team’s sheet that they have it. After this is done, the educator then reads the words of the first circle from the prepared handout and writes them on the whiteboard.

The educator acts as both a facilitator to this process and a scorer. At the completion of the activity, students are asked to think about what made the group win or lose in this task, and asked to explain how they managed the group work for this task. The educator must write their answers on the whiteboard.

At the end of the task the educator asks the students about the task rational and how they can improve this task in the future. Then the educator shows the best way to answer this kind of activity and the importance of teamwork.


Appendix I

Procedure:

  1. ask students to set up groups
  2. ask students to use two pieces of paper per group
  3. ask each group to choose one student from their group to go to the middle table for fifteen seconds to see the prepared handout
  4. ask the chosen students to go back to their groups and write or draw what they saw in the prepared handout for the other students in their groups
  5. explain the roles and the instruction of the task to the groups
  6. give groups Five minutes to think how they can copy the paper on their piece of paper in the same order
  7. make sure that the groups understand the roles
  8. start the first round.
  9. allow two minutes for the first round
  10. start the second round
  11. allow two minutes for the second round
  12. start the third round
  13. allow two minutes for the third round
  14. start the fourth round
  15. allow two minutes for the fourth round
  16. ask groups to pick a group name
  17. explain how the scores will be tallied
  18. collect the answer sheets and redistribute them to the other teams
  19. draw the score table on the whiteboard
  20. ask the groups to draw the first circle on the whiteboard from the team’s sheet that they have in front of them
  21. provide the correct solution for the first circle
  22. ask the groups to draw the second circle on the whiteboard from the team’s sheet that they have in front of them
  23. provide the correct solution for the second circle
  24. ask the groups to draw the third circle on the whiteboard from the team’s sheet that they have in front of them
  25. provide the correct solution for the third circle
  26. ask the groups to draw the last circle on the whiteboard from the team’s sheet that they have in front of them
  27. provide the correct solution for the last circle
  28. ask the students about what made them win or lose
  29. ask the students they managed the group work
  30. show the best way to solve this kind of activity and the importance of teamwork
  31. ask the students about the rational and how they can improve this task in the future

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