Storytelling
19) Send them a written story, and after proceeding with the usual comprehension, specific information and inference questions, students then turn their phone over and try to write it out/re-tell it to their partner.
29) Teacher sends a famous story in emoji. (see les mis, titanic, groundhog day) Students have to work together to guess the title or work out if they know it, and then re-tell the story, or add to it as they see fit. (see http://narrativesinemoji.tumblr.com)
30) They can then create their own emoji versions of famous stories and send them to the groups.
31) They write an emoji story and send it to another group, who writes their own version of this unknown story and send it to the original group, or to the whole class. Another take on this would be to release the story one emoji at a time (or in chunks) and students either guess what's happening, what's coming next, keep adding to the story by incorporating each new element as it appears or just re-tell the story with each modification.
32) Create a story one word at a time. Students stand in a circle and opent he group chat. Student A types an appropriate word to begin a sentence. Go around the circle with students adding a word and/or punctuation. To add a livlier element, get students to say the word when it appears on their screens. Then, add a memory and pron element by getting sts in pairs. One student repeats the story without looking at the phone (their partner checks how accurate it was.) Swap. Then work together on word/sentence stress and/or intonation.
80) Group story writing – each student writes a word and posts it (they might have to say it as well) and it becomes a story. Other students follow along. When the story has been told, students need to re-tell their partners the story (while their partner listens and checks for accuracy).
Increase difficulty for this by making each word of the story start with the next letter of the alphabet.
81) Group storytelling. As per #80, but teacher occasionally adds an emoji and students have to madify the story to include it (e.g. within the next 3 words)
19) Send them a written story, and after proceeding with the usual comprehension, specific information and inference questions, students then turn their phone over and try to write it out/re-tell it to their partner.
29) Teacher sends a famous story in emoji. (see les mis, titanic, groundhog day) Students have to work together to guess the title or work out if they know it, and then re-tell the story, or add to it as they see fit. (see http://narrativesinemoji.tumblr.com)
30) They can then create their own emoji versions of famous stories and send them to the groups.
31) They write an emoji story and send it to another group, who writes their own version of this unknown story and send it to the original group, or to the whole class. Another take on this would be to release the story one emoji at a time (or in chunks) and students either guess what's happening, what's coming next, keep adding to the story by incorporating each new element as it appears or just re-tell the story with each modification.
32) Create a story one word at a time. Students stand in a circle and opent he group chat. Student A types an appropriate word to begin a sentence. Go around the circle with students adding a word and/or punctuation. To add a livlier element, get students to say the word when it appears on their screens. Then, add a memory and pron element by getting sts in pairs. One student repeats the story without looking at the phone (their partner checks how accurate it was.) Swap. Then work together on word/sentence stress and/or intonation.
80) Group story writing – each student writes a word and posts it (they might have to say it as well) and it becomes a story. Other students follow along. When the story has been told, students need to re-tell their partners the story (while their partner listens and checks for accuracy).
Increase difficulty for this by making each word of the story start with the next letter of the alphabet.
81) Group storytelling. As per #80, but teacher occasionally adds an emoji and students have to madify the story to include it (e.g. within the next 3 words)