Unit 12 Activities

Pair
“Past, present and future code breakers”
Estimated time:
15 to 20 minutes

Materials:
Code breakers sentences, cut into pieces (see below – make enough so that each pair of students has one envelope full of sentences)
Envelopes or other containers (enough for each pair of students to have one envelope)
Markers

Objective(s):
The students will arrange target language sentences chronologically.
The students will read target language sentences.

Procedure:
Beforehand, the teacher/parent prepares an envelope for each pair of students. Each pair of students will receive one envelope containing 9 small pieces of paper with target language sentences on them. The teacher/parent should cut up sentences. Writing one or two letters on the back of each piece of paper (sentence), the teacher/parent writes “code” (a TL word or phrase). The “code” can be anything - perhaps something funny or a secret joke among the group. The code could also be a word for a treat that everyone will receive once they break the code. Be creative! Once students have put the three groups of sentences into the correct order, the will be able to arrange the letters on the backs of the pieces of paper to “break the code.”

The teacher/parent models the task and gives examples of what students should look for when trying to break the code. For example, if one sentence is about a dog, the next sentence should not be about a person. Students should understand that there are three groups of three sentences, and that each group has one sentence for the past, present, and future. The teacher/parent should review vocabulary and examples from Unit 12 to remind students of target language structures.

Assessment/Monitoring Progress:
While most students should be able to perform this activity, it may be a bit advanced for younger students or students with lower target language ability. If students have difficulty, try assigning only one set of three sentences to each pair of students (e.g., one pair receives the sentences about the dog, and another pair receives the sentences about the criminals).

This activity will be most appealing to students who enjoy puzzles or word games, and who prefer logical activities over role-plays or other dramatic activities. This activity provides an opportunity for quieter, more logically-inclined students to take the lead in the group.

For an added challenge, have students create their own codes and sentences, which can be solved by their peers or by the teacher/parent along with the group.

Group
“Environment Mobiles and Collages” (Present to Group)
Estimated time:
Variable – Probably one or two 40 minute sessions dependent on class size, materials, and student interests

Materials:
Recycled materials to be used in art projects (hangers, string, paper products, magazines, containers, decorations, etc.)
Markers
Art supplies (glue, decorations, etc.)

Objective(s):
The students will create, write, and read slogans in the target language.
The students will create a mobile or collage about the environment.
The students will present their mobiles or collages to the group using the target language.

Procedure:
The teacher/parent engages the students in a discussion about recycling and the environment. S/he asks the students if they recycle, and how they do it. S/he asks them if they have environmental concerns. The teacher/parent tells the students that they are going to be making some art projects using recycled materials. S/he asks them to bring in materials over the course of a few days, and s/he shows them finished examples of collages and mobiles so the students know what sort of materials to bring in. Be creative!

The students have a choice of what to make from recycled materials (a mobile or a collage), but the message must be about the environment. The teacher/parent brainstorms ideas with the group for environmental themes, and asks the group to come up with some examples of environmental slogans in the target language. Students work individually on their projects, each of which should contain an environmental focus and slogan written in the target language. For example, students might create a collage using magazine pictures and letters. The pictures might be of water, and the letters might be cut out and glued to form target-language phrases about water pollution or the importance of clean water. The student might have a unifying slogan, such as, “Fish and people both need clean water to live!” The pictures in the collage might be labeled in the target language.

Students should be allowed to create their artwork in various ways. Collages are easy to make by simply gluing pieces of paper and other items onto a large piece of paper. One easy way to make a mobile is by tying decorated recycled items with string to a recycled hanger.

The students should present their artwork to the group, and it should be displayed prominently if space allows.

Assessment/Monitoring Progress:
This open-ended activity allows for creativity and expression. Artistic students will particularly enjoy making the projects, and it is a good opportunity to engage these students in the target language and culture. The teacher/parent should allow for a large variety of artwork. Some students will need more time than others, and will be more involved in their projects than others. Encourage students to work together, so that all projects have a meaningful connection to the target language, target culture, and environmental issues. Slogans that unify projects are important.

This activity provides a good opportunity to use products and themes from target culture. For example, recycling and environmental concerns are a big priority in Europe, especially in Germany. This information can easily be integrated into the activity and resulting student projects.