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Tel 311 Activitydesignplan
Tel 311 Activitydesignplan
Samantha Mercer
TEL 311
Ms. Pirrone
23 November 2015
back, 4 or 5. This will allow all students/teams to stay in the game and take part in the
vocabulary review. Kids are allowed to make alliances with other teams to eliminate Xs, as long
as it is done in a respectful way.
The winning team is determined by the last team standing and/or the team with the most Xs at
the end of the allotted time (either class period or time determined by teacher on a timer).
Motivation:
Extrinsic- The extrinsic motivator to our game will be candy. The winning team will get to pick
their candy from a basket provided by the teacher. However, every student will get a piece of
candy as they leave the classroom.
Intrinsic- The intrinsic motivator will be the vocabulary review that the students will get before
the unit assessment. Also, students will get additional practice with the vocabulary words and
meanings which will further their comprehension.
Directions:
1. Teacher will draw a grid on the board for 5 teams, with 10 Xs represented for each team.
Teacher will also communicate to students how long the game will last and be timed for.
Students will get 5 minutes to review vocab before the game starts, but will not be able to use
their notes during the game.
Team 1
Team 2
Team 3
Team 4
Team 5
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2. Teacher will divide the class in 5 (or possibly 6) teams, by random Popsicle stick draw.
3. Turns will go in order from Team 1 to Team 5. Each team will be posed a vocabulary question
about figurative language, word relationships, and/or nuances in word meanings.
4. Teams will have 15 seconds to answer the question. If the answer is incorrect, the next team
will have the opportunity to answer the question (and so on down the line, if needed). If the team
answers correctly, they will have the opportunity to eliminate 2 Xs from opposing team(s).
5. The team that answers correctly will have the option to shoot a basket to earn additional Xs
(either 2 or 3 additional Xs, depending on the masking tape line in which they shoot from).
6. If the team gets the designated basket in, they can eliminate the Xs from the opposing
team(s). If the team does not get the basket in, they are still able to eliminate the original 2 Xs
earned.
7. Teams that are eliminated by getting all their Xs taken away can answer questions correctly
and make a basket to earn either 4 or 5 Xs back.
8. The game is over when either all teams but one has been eliminated, or the team who has the
most Xs at the end of a designated time period established by the teacher at the beginning of the
game.
Check for understanding:
How long will the game last?
Can you use your notes?
How many teams will there be?
Which team will go first?
How long will the team have to answer the question?
What happens if the team answers incorrectly?
What happens if the team answers correctly?
How many Xs do you eliminate with a correct answer?
How does your team earn additional Xs to take away?
Which line earns what number of Xs to take away?
Can you take Xs away from your own team?
Can you choose to take away Xs all from the same team or can you split the X elimination up
between more than one team?
Can you earn Xs back?
Can your team form alliances with other teams?
How is the winning team determined?
Active Participation:
All students will be engaged by being able to earn Xs back and stay in the game.
Teacher will use Popsicle sticks to randomly choose teams, so no one can be
overlooked and everyone will be assigned to a team.
Teacher will use Popsicle sticks to ask the Check for Understanding questions.
Teacher will use a timer to keep track of question answering time and by limiting
game time.
Transition time will be efficient due to the teacher facilitating the rules above and
by monitoring the pace of the game.
Expectation of Students Behavior:
Students will adhere to acceptable volume levels, as designated by teacher or the
game will be stopped.
A) personification
B) onomatopoeia
C) metaphor
D) simile
4. "Smash", when the cup fell off the table. What type of figurative language is used in this
sentence?
A) personification
B) metaphor
C) hyperbole
D) onomatopoeia
5. He was a library of information about baseball. What type of figurative language is used in
this sentence?
A) simile
B) hyperbole
C) personification
D) metaphor
6. The curtain was waving to everyone every time the wind blew through the open window. What
type of figurative language is used in this sentence?
A) onomatopoeia
B) hyperbole
C) personification
D) metaphor
7. The tree shook its branches angrily. What type of figurative language is being used in this
sentence?
A) metaphor
B) onomatopoeia
C) hyperbole
D) personification
8. Drip, Drop, Drip, Drop went the rain drops falling on the roof of the house. What type of
figurative language is used in this sentence?
A) onomatopoeia
B) metaphor
C) personification
D) alliteration
9. Her head was so full of ideas that it was ready to burst wide open. What type of figurative
language is used in this sentence?
A) alliteration
B) hyperbole
C) personification
D) metaphor
10. The baby was like an octopus, grabbing for everything in sight. What type of figurative
language is used in this sentence?
A) personification
B) simile
C) metaphor
D) hyperbole
11. That movie took my breath away. What type of figurative language is usede in this sentence?
A) idiom
B) personification
C) alliteration
D) metaphor
12. Leslie said that she was in the dark about what's going on. What type of figurative language
is used in this sentence?
A) alliteration
B) idiom
C) metaphor
D) personification
13. Teddy tiger tried tying teepees together. What type of figurative language is this sentence?
A) hyperbole
B) alliteration
C) onomatopoeia
D) idiom
14. Silly sally sang a silly summer song. What type of figurative language is this sentence?
A) alliteration
B) onomatopoeia
C) idiom
D) hyperbole
15. I like pancakes so much I could eat a million of them. What type of figurative language is
used in this sentence?
A) personification
B) alliteration
C) hyperbole
D) idiom