Posted in Comprehensible Input, No Prep Required, reflection

How to transition to using more comprehensible input

How to transition to using more CI

This week, I used the great TCI locator to meet up with a local teacher who is interested in switching to using CI.  It was extremely beneficial for me, and it was also great to hear concerns of teachers who want to use CI.  One thing that we both noted is how overwhelming it can be!  When I transitioned to using more CI, there was only so much materials and blogs out there.  (Facebook groups weren’t even a thing!)  This was good and bad.  I pretty much had to go to conferences to learn more, but I could start picking things up one by one.  Now, there is information overload- which can be difficult to figure out where to start.

First, I wanted to start by explaining how I made space in my curriculum to use more CI.  If you have been teaching for any amount of time, you know that NO student ever remembers that WHOLE list of vocabulary (over 40 words for each unit!!) that you teach each year.  Also, if you are a non-native speaker like me, there will be a word or two in the vocabulary list that you didn’t know because you never needed to use it during your whole life of speaking Spanish.  (Camping unit and life divisions unit- I AM LOOKING AT YOU!)  Start by pairing down your list.  Students rarely remember el alquiler (rent) or el locutor (radio announcer).  Why do teachers quiz students on it?!  Since other teachers are used to that (and probably are not recycling these terms anyway because they are so low frequency), they won’t notice.  This gives you space to concentrate on useful terms that students actually may use/remember.

If you can get rid of a whole unit (maybe not the first year, but perhaps the second!), then I recommend trying a novel unit instead.  I started to use novels by putting one at the end of the year.  Many novels tie in themes from the year, and it seemed like a nice way to wrap everything up.  Plus, it is a nice change from what you have been doing which can be invigorating at the end of the year.  (Or if you have a review unit, you can replace the review unit with a novel at the beginning of the year!)

My other recommendation is to switch one level at a time.  This is especially easy if you teach multiple levels (AND almost more essential.)  Even though I teach four levels now (which seems crazy!), I made a HUGE switch the one year that I only taught level 2.  Then, last year, I made changes in the two other levels and this year, I have switched two other levels.   This isn’t to say that you can’t do any CI in your other levels.  In fact, I think as you start to switch in one level, you will find that an activity you did in one level can easily be modified and used in another level.  I have found that to be true with my students.  I realize that we haven’t done PearDeck vocabulary much and all of the sudden it is in all of my plans for all of my levels.  It will seem more manageable if you have the goal to start with one level than if you plan on chucking everything out and focusing on all of the levels.

In addition, to talking about how you can make curriculum changes to make space for CI, I wanted to put together a post with links that can help teachers.  My hope is that this list will be low-ish prep or ways to come up with stories if you are feeling uncertain:

  • One way to start using more CI is to incorporate weekend talks.  It is a great way to start Monday morning and low to no prep, so you can enjoy more of your own weekend!  I always start with Martina’s list or  Andrea’s variations.  Bethanie has made these AMAZING placements to help facilitate the discussion.  (And other teachers have translated them into new versions.)  Finally, once you have tried a few of these variations for awhile, I recommend changing it up with this game.  My students love it!
  • If you do have a story script that you can use, I recommend putting it in PearDeck!  This helped me transition greatly!  PearDeck is a technology tool that can be used as an add-on to Google Slides.  In PearDeck, I was able to ask questions, circle and allow brain breaks for drawing.  Each student would participate, and it was engaging.  If you have a story, you can put it in Google slides.  I tend to put 2-3 sentences per slide.  Then you can include comprehension questions and personalization questions within your presentation.  While in the free version, students cannot draw the pictures, PearDeck can allow your students to answer all of your questions including multiple choice and open-ended questions.  You can also see what students are understanding on your end.  While the projection view shows everyone’s answers anonymously, you can go back and view what student said what.  (Or you can open PearDeck on another device such as your phone or iPad.)
  • Although typically MovieTalks are not geared toward a specific theme, you can always find a lot of topics embedded in each video as you are making your transition to use more CI in class.  In each video, I can always discuss:
    • Clothes and color
    • Weather/time
    • Feelings
    • Descriptions
    • House rooms and furniture or city words

I also prefer to structure it more as guided by questions AND then explain what is happening.  This helps me make it more interpersonal.  I give my students a sheet to fill out that accompanies the main words that I am trying to hit from the unit.  I write these on the board as we are discussing the video.  I have found that as long as I plan out the main words that I hope my students to learn, I don’t have to script out as much.  You can see how I did this with Carrot Crazy.  (Kara and Arianne also have a ton of free MovieTalks too!  Many of them you can modify to work with your set of words if needed.)

  • After the MovieTalk, take a few minutes to write up the story.  It should go a bit faster since you have completed it in class, and you don’t have to create the story.  Once you have the story, you can come up with a few low-prep or zero-prep ideas to review it.  You have to keep in mind that your main goal is to have students read the document again and again to get more exposure to the words and story.  Plus, the more you can get out of it, the less prep for you!  You can:
    • change a few details and have students read and correct them.
    • split up the main sentences onto Quizlet and then have students play Quizlet live.  Instead of using it for vocabulary translation, you can write the first half of the sentence on the left and finish the sentence on the right.  (Remember to only come up with obvious splits here.)
    • give the students the story and have each student draw a line from the movie.  Then, scan their drawings and project them and have students guess what line the student was drawing.  (Thanks to my colleagues Evelyn Beckman and Rich Green for sharing this idea during our meet-up as well!)
    • have students go back and highlight all of the people or places.  (Or really highlight anything you think is important!)
    • have students change an ending if they are up for more output.
  • Another thing we discussed was trying to incorporate more CI without having to write all of the stories.  Dreaming Spanish YouTube channel is a godsend!  Pablo does an amazing job of keeping everything comprehensible.  This year in particular, there are new videos constantly- and here are some that would fit your traditional textbook themes- but are way more compelling:

You can have students complete an EdPuzzle with these videos- and they are so popular that many videos have already been made!

  • I think one of the scariest jump is trying to come up with a story with the students as well as the story structure.  While there are many structures to use, it can still feel like a lot of prep.  My colleague Rich also has a great way to avoid this.  You can give students a list of 7 words that you are practicing and have them use 4 in a cartoon.  They can use the words in the caption or the speech bubbles of the people in the cartoon.  Then, you can make any corrections and scan them to discuss.  I really like talking about drawings that students create because circling seems more natural to me.  You have to say- who is it because you don’t know.  You can also ask what they are doing and include clarifying questions.  You can also add more details to match up what you are talking about- like where are they if students didn’t give a background.  If you have a big class, I would only do a few cartoons a day.  That also minimizes your prep of correcting and scanning their work.  Then, after you find a story that really resonates with your students, you can type it out and elaborate more.  While this requires some prep on your end, you don’t have to worry about coming up with a whole story.  Also, you can use stories from other classes.  If you do that, you could also have students compare and contrast the stories.
  • Finally, I have always found inspiration in the news.  On Facebook, I follow news sources like Remezcla and AJ+ Español.  I also intentionally search for news from every Spanish speaking country.  While it takes time to make the news comprehensible for your students, the good news is you will have more culture embedded, and you can adjust it to include more of the vocabulary that you are trying to teach from the textbook.  If you are planning to make the transition, you can start by making a few over the summer.  Then, you don’t have to do as much over the year.  It doesn’t have to be an immediate current event especially if it connects with your students.  Also, most likely it is more current than most of your textbook readings.
  • Another big tip I suggest is going to professional development over the summer!  Mike Peto has once again created a map of all of the CI PD that is available this summer.

I hope this helps teachers, and I would love to hear if you try to incorporate more CI with one or more of these techniques.  I also want to extend a big thank you to Lauren for meeting with me and inspiring me to write this up!!

Advertisements
Posted in No Prep Required

No-prep ideas to spice up your classroom

no prep ways to spice up your classroom

Every March, it seems like I am fresh out of ideas.  It seems like students know my tricks, and they aren’t as exciting any more.  Luckily, I have just come back from NECTFL, and I feel like I am bursting with ideas.  I also review my blog to see what games I forgot to play!  On a recent trip, I listened to a couple of episodes of Inspired Proficiency, and I feel like I have plenty of new ideas to change up our routine:

  • On the games episode, I remembered the “move if” game.  With my level 5 and level 3 classes, we did this as a variation on weekend chat.  For my level 1, students said things that they liked.  One student stood in the center of the circle of chairs and stated something that they did that weekend.  If other students had done the same thing, they had to move seats and there was someone new in the center.  I was skeptical, but all of my classes really enjoyed this including my seniors.  Many of them asked for extra time to play!  (Although your neighbors may be wondering why your students are yelling “I LIKE FISH!”)
  • Recently, I was able to play two games from AnneMarie’s blog!  The Game of Quotes is amazing.  My students struggled with Details, Details while we are reading our books, but I think they would do better the next time.
  • When we are going to read a story (or after we read a story), dictation can be really useful.  I only have to pick out 4-5 sentences to read aloud.  Students can do this when they are tired, and it helps them to tune their ear to listen.
  • While EdPuzzle isn’t typically low-prep, you can find SO many online!  The EdPuzzle database is amazing.  You can also search many times to find them.  I also just created an EdPuzzle about Mexico from Dreaming Spanish for my level 5 class, but you could probably use it for level 4 as well.  Find a great video, but an EdPuzzle doesn’t exist?  Turn it into a project, and students can tell you what they know.
  • I am a huge fan of GimKit, but you don’t always have to make up the lists.  Press Kit Collab and let students write the questions!  I like to allow students to write more than one question, but you have to turn that feature on.
  • Since we are reading books now, I like to give students a way to creatively express what they understand.  My favorite ways are to have them create a meme, a fake text conversation or tweets!  Or we will pull out the Play-doh and students can recreate scenes with it.  Then we discuss everyone’s scenes.

What has been your favorite way to spice up your classroom in March?

Posted in No Prep Required, Teachers Pay Teachers

Activities for post Thanksgiving break and beyond!

activities for post thanksgiving break

I have been meaning to share this video that I used for MovieTalk last trimester with my Spanish 1 class!  It is called ¡Hola Llamigo!  It is a cute story about a boy who loves to take care of the llamas on his dad’s farm, but they all end up going to parties to become piñatas.  Then he befriends one of them and is worried that he will be sent off, too!  My students really enjoyed it.  Many teachers are able to just tell the story, but most of my students prefer when I give them an outline of notes.  It also helps focus me on our key words.  At times, teachers have lamented that with comprehensible input, some students don’t feel that they are learning anything.  I believe with small changes like this, you can make your class feel more focused, help your students who need to refocus on notes and make sure that you as the teacher hit the key words that you want to use.

This was my second unit of the year in level 1.  In this unit, we talked about where students go before and after school and on the weekends.  I had done a quick exit slip the day before and noted that my students were having trouble with to go.  In this video, the boy goes many places, so we were able to keep reviewing that verb.  Here are the notes that I gave my students to guide them throughout the video.  This also helped me continue to work on the question word where.  Finally, at the end, we discussed if the events occurred before or after to continue to work on those words as well.

While I share these notes with you, you can also decide what words that work with your curriculum.  The beauty of most MovieTalks is that you can make them work for you!  I did this during the second half of our classes.  In addition, you can use a variety of activities to extend the video.  I have had one of my students write a true/false quiz throughout the video.  Then, I read the questions to the students at the end.  Each student writes down on their own notes if the question is true or false.  You can also correct anything that needs to be corrected as you read their sentences.

Another fun game to do post MovieTalk is the papelitos game.  I will give each of pair of my students a small sticky note.  I will think of true/false questions about the video.  If the question is true, my students will race to be the first to grab their paper and beat their partner.  Whichever student has the paper will earn one point.  However, if it is false, students have to leave the sticky note alone.  If a student grabs it when it is false, their PARTNER gets two points.  This makes them really have to listen to the sentence and not just grab the sticky note willy nilly.  Finally, you can always end the class with a quick Write and Discuss.  This is another way that my students feel that they are taking more “notes.”  I have also noticed that it has improved my students presentational writing.

On the second day, I had my students retell in partners using this slideshow.  They would brainstorm with a partner then share aloud to the class.  This lowers the pressure and allows them to practice.  Plus, everyone can shine as I would encourage for them to think of more details that no one else had said.  That helped with the variety.  I could also recycle some questions if I felt that my students needed to help with some key ideas.  Since I had not done a write and discuss the previous day, I had my students complete a free write for five minutes.  After they do so, I have them count the number of words, write it on the bottom of the paper and take a picture to upload it to Seesaw.  This has been a nice way to keep track of their free writes.  You can mix and match these ideas to create a new MovieTalk lesson plan for Monday!

If you want to change things up for Monday or want ideas for an upper level class, check out these resources:

  • The Salad Bowl game is one of my favorites, and I always end up in tears because I am laughing so much!  It is a fun way to review from the previous few months and get back into the swing of school.
  • The Constantinople activity can be another easy way to start back into the routine of remembering words in the target language.
  • Have you seen Dustin’s Christmas commercial bracket in Spanish AND French?!  I did this last year, and my students loved it.
  • If you haven’t tried GimKit Kit Collab, I highly recommend it!  The students can add multiple questions and then play their own Kit!
  • Or you could do a Pecha Kucha about Thanksgiving break!  Students can pick two pictures that represent their breaks and have 20 seconds to explain each one in the target language.
  • Another way to get students back into the swing of things is to do some retrieval practice.  Try some brain dumps to have students recall key words or facts from each of your units from the beginning of the year.  After brainstorming key ideas, have students create a conceptual map with their thoughts.

On Monday and Tuesday, don’t forget to participate with the TPT sale!  My store is on sale for up to 25% off.  You have to use the code cyber18 to get the discount!  I have just uploaded two new items including:

  • This unit for Spanish 2-3 with the newest anuncio out of Spain.  In it, I include an assessment to use with the unit.
  • I also created this bundle with an IPA to use for the clothes unit and supplemental material that you can use to accompany any textbook unit.  My materials include both comprehensible input activities and proficiency based activities.

Don’t forget the news!

  • Martina’s and my news articles are also on sale!  This year, since we have been collaborating, we have been including authentic resources to supplement the articles.  This trimester, I am going to focus my whole Spanish III class around these articles, so I will be publishing on my blog more ways to use them in class!
  • I have also published a long list of ideas for you to use with the articles.  They do require some combing and occasionally minimal prep, but they will stretch the articles into at least two days worth of lessons.

Finally, I hope to spread more professional development through my store.  I know that not everyone can see me live, so I have added these two videos to explain how I balance both proficiency and comprehensible input in my classes.

  • I have a longer video on how I combine both CI and proficiency in my class with an outline of a unit in my class.
  • In addition, I share how to create an IPA after teaching a novel with ideas that I have used as well.

I hope that you can pick up some resources that you have been eyeing, and you have a wonderful day back from break!

 

Posted in No Prep Required, Novel, Technology

Conceptual maps in units and novels

My Post (99)

This year, we planned a PLC to allow us more time to collaborate with both Middle and Upper School teachers.  We have some really excellent language teachers in the Middle School, but it is hard to find time to discuss what we are doing in our classes.  Marcela Velikovsky shared a wonderful idea on how to have students create conceptual maps for the novels that they are reading.  Both my department chair and I were eager to use it on our classes!

For her level 1 class, she gave them notecards with main events and people on them.  They are reading Agentes Secretos, so she would write down main characters like Paula and Mario, places like Barcelona and Paris then other key words like romántica, mural etc.  She gave them to the students then they would connect notecards on a large piece of paper and finish a phrase in between them.  For example, one student may put the Paul card down then draw a line between Paula and romántica and write es on it: Paula ——- es——— romántica.  Then they could use Paula again, draw another line and write Paula ——– habla con——– Mario.  However, the students could organize the cards together in any order that they choose.  I love the support for a beginning level class!

In her Spanish 2 class, Marcela allowed the students to brainstorm the events, people and places for the book Patricia va a California.  Then, they did the same conceptual map using the notecards to connect them together.  Students could discuss how they wanted to arrange all of the topics.

Today, I decided to do the same thing in my Spanish V class, but because it is me, I wanted to techify it!  We have read two of Kara’s Ecuadorian legends.  I had students brainstorm the characters, main events and the importance of each legend.  Students worked in groups of 2-3.  This allowed them to review and get more repetitions of key words and events.  When they were revisiting each legend, they would also ask me clarifying questions.

After this, they used the program bubbl.us to make connections between the legends.  I told them they couldn’t just make a conceptual map with legend #1 and legend #2.  They had to think of ways that both legends intertwined.  With the Bubbl.us, they don’t need to register, and they can just download their conceptual map at the end.  Here are some of them:

Mind Map: LeyendaScreen Shot 2018-11-07 at 4.32.51 PMScreen Shot 2018-11-07 at 4.33.01 PM

I like the fact that the project was open-ended, and that it can be used at many levels.  I was thinking that this would have been useful as we were reading Vidas Impactantes.  You could also do something similar with vocabulary from a unit.  Sara-Elizabeth used this last year with her students for Robo en la noche.  Although you cannot include visuals, it would still be effective.

How do you use conceptual maps in your language class?  Now that I have started, I can’t get enough!

Posted in Interpersonal, No Prep Required, Speaking

One idea to get novice high and intermediate students talking

Get students talking

This trimester, I have started teaching level 5.  I keep encouraging them to speak more in Spanish to various degrees of success.  However, this idea ensured that everyone spoke Spanish evenly.  As I have stated before, I really did not like presentational speaking until I saw Laura’s idea which focuses predominantly on interpersonal speaking.  My level 5 is completing a unit from Kara Jacobs about Ecuador.  (It is AMAZING!)

We started with Si tú la ves which is a standalone free part of the unit.  I personally love this song, and my students have as well!  One student even has downloaded the song and sends multiple snaps of himself singing.  (I mean if that isn’t enough motivation to try it…!)  After the unit, I put together a Google slides of a variety of places in Ecuador.  Students spent some time investigating one of the places.

In a side note, I want to promote encouraging students to use either Photosforclass.com or the unsplash photos add-on for Google slides.  Many times, students revert to Google Images.  This teaches students legal ways to find pictures.  Plus, these add-ons/website are pretty much as easy to use as Google images.

After they researched their own place, I projected each slide.  The class could read it, and then one by one raise their hand once they had a question for the student who wrote it.  I really like the differentiation of allowing students to ask their question when they are ready.  I ensured that everyone asked a question for each slide/place, and everyone had to answer questions since they had created a slide.  It also reviewed a lot of the places around Ecuador in a bit more depth, too.  You could use this for a variety of topics: restaurants in various cities, famous people, various places in nature, pieces of art or artists, etc.  You could use this in level 2 and up, and it was also low prep for me to set up!

Posted in No Prep Required, Technology

Quick tip: Google Forms for Stories

Google forms for stories

I am definitely run down.  I have been battling a headache on and off for a bit that has made it difficult to get everything done.  I am sure that you have had weeks that are similar.  I saw Martina’s blog about having students write true/false statements about a storyboard.  I wanted to do this, but I wanted it to be zero prep for me (other than the story!)  I decided to use Google Forms.  I also believe that knowing how to make a Google Form is an important life skill (probably because I love them so much!)

I have students create a five question quiz on the reading that must be either true/false or multiple choice in Google Forms.  In forms to make it a quiz, you can change the settings under the gear.  I also have students keep the option to release scores immediately:

settings- google forms

change form to quiz.png

Then when students add questions, they can choose the correct answer and assign points.  I give them flexibility when they assign points, and some go crazy.

answer key.png

Once they hit answer key, it looks like this, so they can select the correct answer and assign points:

answer key screenshot

Then, they can click back for “edit question” to add more questions.  They sent their forms to everyone in the class, and then they completed the other forms.  Therefore, they were getting more repetitions of the story.  Plus, they would ask some harder questions than I did.  The students enjoyed tricking each other and seeing the results.  In my first block, the students were surprised when class was over!  Also, once I set up the activity, students could run it themselves.

 

Posted in No Prep Required

Jigsaw technique in a FL class

Jigsaw technique

To me, one of the best things about a teacher education program is that you learn techniques that you store away until they make so much sense to use!  Jigsaw is one technique that helped me recently.  Essentially, students break into smaller groups then they recombine to form new groups to teach each other the material.  The article describes this much better than I could.  I had trouble applying this to my current teaching until the other day.

Recently, we did Martina’s unit El Secreto.  I added in the story of Te Veo at the beginning.  For the assessment, I wanted students to compare these stories to a wordless video that they watched.  However, many students had forgotten or confused some of the earlier stories.  I decided to use the Jigsaw method to review the stories.  I had students break into smaller groups based on what story they wanted.  In their smaller groups, they summarized the story in Spanish and wrote 3 comprehension questions for the group.

Then, I regrouped the students in groups of 3-4.  I put one student that had reviewed different stories, so I would have one student from Te Veo, one student from El Secreto and one student from La novia desaparecida.  If I needed a fourth student, I would double up one story.  One student was able to read the recap, and the other partner could read the questions.  This worked really well, and many of the students spoke in Spanish, and seemed to understand what their partners were saying.

I needed my online/blended class to replicate this method.  Instead of working in groups, I put them in partners, and they added their notes to a Padlet.  This helped them all review in one area, and they could see everyone’s notes.

How do you use Jigsaw in your classes?  I have also recently read of a teacher using the Jigsaw method with different authentic resources.  I look forward to trying it again.

Posted in No Prep Required, Technology

Ideas for a low key class

adobe-spark-13

This time of the year, it seems like we have a lot of special schedules.  The other day, half of my students had just taken the PSAT all morning.  We also had a Homecoming Pep Rally recently as well as our version of the Olympic games.  I wanted to have something that was productive and meaningful for students, but something that they could complete simply.  Here are a few of my ideas when students need a bit of a break:

  • Drawing: I had students draw a picture that was described in a Spanish paragraph.  It demonstrates comprehension without requiring a written response.  You could also have students make a comic strip live or online.
  • Kahoot, Quizizz or Quizlet Live: These are some of my favorite games as well as my students’ favorite games.  They are also easy to set up.
  • Señor Wooly nuggets:  These nuggets ranked on some of my blended students’ favorite activities.
  • Playdoh: I haven’t used it as much as I would like from the beginning of the year, but this was a favorite activity of my Spanish 3 students during my student teaching.  They felt like they were learning something yet it was relaxed.  You could also have them create a scene from the story with Play doh.
  • Café y conversación:  I would love to plan this for the first two hour snow delay!
  • Also if students won’t talk in person, they could have a discussion on Today’sMeet!
  • Tongue twisters!  My students are always up for a quick tongue twister at the beginning or end of class.
  • Crayon War: Even my older kids who are too cool for games love this one.

Share some of your favorite low key lesson ideas in the comments, and I will add them to the list!

Posted in beginning of the year, Interpersonal, No Prep Required, Speaking

Take three icebreaker/brain break

 

Take Three IcebreakerToday, our wonderful Assistant Principal shared an awesome icebreaker.  I enjoyed it, and it could easily be done in levels 2-3 or higher in the target language.  Here is how it worked:

  • Students are in groups of 3-4 people.
  • Everyone says “take three.”
  • One person gives a category to another person in the group.  For example, they could say “favorite foods.”
  • The next person lists their top three foods.
  • Everyone says “take three.”  Then the person who lists his favorite foods gives another category like “favorite classes” to a new group mate.  That person will list their top three classes.

This would keep going until you call time.  For earlier levels, you could put categories on the board to help keep kids in the target language.  That will also give students time to think about their answers.  You could also combine this with Zachary Jones’ Como eres activity where musicians describe themselves in three words.

Posted in No Prep Required, Warm-up activity

More Brain Breaks in the Target Language

Brain Breaks in the Target Language

Happy Monday!  My last brain breaks was extremely popular, so I wanted to add on some more brain breaks that you could use especially as we are getting closer to summer!

  1. This number spots addition would be tricky!  Each student has a partner.  The partner points to two different spots on his or her own body.  The other student must name the numbers and add them.  Here are the spot numbers: right shoulder= 1, right ear= 2, nose= 3, left ear= 4, and left shoulder= 5.  This would be a good review of numbers and body parts.
  2. This “junk bag” brain break reminds me of the higher order questions for students.  A teacher takes out an object such as a marker or a toy, and students say what you can or cannot do with it.  If you add what you cannot do with it, it would be more accessible for lower level students.  For example, you cannot swim with a pen.  Then students share their answers.
  3. The symbolic alphabet (from the same website) would also be good in partners.  Students can say words that start with the letter instead of the letter in the target language.  This would also be a great warm-up activity.  For beginners, you may want to help with certain letters.
  4. I am sure that most of us have used line-up activities, but I like the new ideas here.  Some of them include- who ate pizza most recently, time you went to bed last night and who has the longest thumb!
  5. I like the idea of a smile break and you could chat about the image in the target language!
  6. There is an online game of Boggle which would be fun to do as well for two minutes.
  7. Finally, the sentence game would be good to do at the end of the year!  One student states one word, then another student repeats their word and add another word.  Then the third student repeats the first two words until they form a complete sentence, and no one can add anything onto the sentence.  You can collect the sentences and see which class can create the longest sentence.

Have you tried any of the other brain breaks?  What is your favorite brain break?