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9.
FRACTURED PHRASES
xC ATEGO RY : daily or single lesson closure activity xAGES: 7 and up
xTIME: 515 minutes
xMATERIALS: projector and screen
xPURPO SE: reinforce new skill(s) or information, address student questions and
concerns, create personal meaning to improve student retention of
new information and/or skills
PROCEDURE
Step 1. Create a series of slides featuring phrases or sentences about a recent
lessonbut jumble the words so they are not in the correct sequence. For example:
of Declaration the Independence
triangle equilateral has an 3 sides equal
population Brazil million the of 200 approximately is
Step 2. Project one slide at a time. Students try to rearrange the words to make a
logical phrase or sentence as quickly as they can.
Step 3. The teacher leads a quick discussion of each phrase or sentence, addressing
student questions or concerns about the information or skill involved.
VARIATIONS
This exercise can be modied to include diagrams, illustrations, math problems, or other
information pertinent to a specic lesson or subject. For language arts students, slides
can include sentences that have grammatical or spelling errors needing correction or
you can ask students to identify prepositions, adverbs, and so on.
If no projector or screen is available, this exercise can be completed using a
whiteboard and dry erase markers, with the teacher writing each phrase and erasing it
afer students have corrected and discussed it.
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JohnsonKick-Start Your Class
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10.
LEARNING TREE OR GARDEN
xC ATEGO RY : daily or single lesson closure activity xAGES: 6 and up
xTIME: 510 minutes
xMATERIALS: construction paper, scissors, markers
xPURPO SE: reinforce new skill(s) or information, address student questions and
concerns, create personal meaning to improve student retention of
new information and/or skills
PROCEDURE
Step 1. Using green and brown construction paper, the teacher creates a tree with
many branches or a row of plants with multiple stems rising upward.
Step 2. The teacher cuts out multiple leaves and blossoms from various colors of
construction paper.
Step 3. At the end of a lesson, invite students to write on the leaves and blossoms
something they have learned about a specic topic, skill, or concept. (You may need
to write down the responses from younger students and beginning writers.)
Step 4. Students tape or tack their leaves and blossoms to the tree or plants to
create a visual representation of their new learning.
VARIATION
Install a real or articial tree in one corner of the classroom. As new information or
skills are learned, add blossoms to the tree using pipe cleaners or other nonharmful
items.
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JohnsonKick-Start Your Class
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11.
LITTLE WHITEBOARD REVIEW
xC ATEGO RY : daily or single lesson closure activity xAGES: 7 and up
xTIME: 510 minutes
xMATERIALS: individual dry erase or whiteboards and dry erase markers;
projector (optional)
xPURPO SE: reinforce new skill(s) or information, address student questions and
concerns, create personal meaning to improve student retention of
new information and/or skills
PROCEDURE
Step 1. Create a series of questions that require short answers or multiple-choice
answers (generally, short answers allow you to assess student learning more
accurately than a multiple-choice format, since they do not provide any prompting).
Step 2. Ask one question at a time and have students respond by writing the answer
to each question on their whiteboards. (If possible, project each question on a
screen to aid visual learners or those who do not easily process auditory input.)
Step 3. Either on cue or as soon as they are nished, students hold up their
whiteboards for the teacher to view.
Step 3. Quickly nod or point at each board with a Yes or a No. Students who receive
a No can try again or ask a classmate for help.
Step 4. Address any student concerns or confusion about the topic before moving
on to the next question.
Step 5. As this activity continues, keep a tally mark on a copy of your roster to
indicate students who may need follow-up review on a particular topic.
VARIATION
Invite students to create questions for the class to answer on their whiteboards.
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