An activity we watched, developed and adapted  for classes :

Original activity: Rhythm

The children make sentences without pausing. For example, one child touches her bag and says this is my bag, and the next child touches her hair and says, this is my hair, while keeping a natural rhythm. The children continue to make sentences without pausing. Individual children who lose the rhythm are out. If the game is played in teams, the team is out.

-Adapted Activity:

The teacher begins talking about the rhythm and music. The game can be played with music and dances, so the children must keep the rhythm while they say their sentences.

If a word is repeated, the person who said it is out. The teacher plays too.

If a player delays saying the sentence, he/she is out.

An assistant writes the words which are said in the blackboard.

The winner chooses the next song.

Later, the class makes sentences with all the words, written in the blackboard, trying to link, if possible, the sentences in verses which will create a poem. That poem shall be sung and danced in class by the children, with a music chosen by them.

For example:

Words: head, eyes, arms, nose, mouth

The head has two eyes

The eyes are over the arms

With my arms I use my hands to scratch my nose

My nose smells the food which will enter in my mouth.

Anyway, if it is too difficult, the main objetive is to create phrases, using the words in their context and imagining.

-Level: fifth grade of primary; where the vocabulary is more extensive (for speaking and writing), children are able to create sentences and even rimes with the words.

-Learning objectives:

-Listening and understanding messages in different verbal interactions, using information for making tasks of their level and experience.

-Speaking and talking in simple situations, with known contents

-Identify phonetic aspects of rhythm, accentuation and linguistic structures.

-Outcome-based learning objectives:

At the end of this exercise the children will be able to:

-Improvise word and simple sentences

-Acquire new vocabulary

-Improve the rhythm and action

-Being introduced in rimes, poems and creations

-Using the Bloom Taxonomy:

Remember: A previous overview of the vocabulary

Understand: Making a previous testing of the activity, with examples.

Apply: Making the activity

Analyze: Observing the class and the development of the exercise, anticipate and correct errors; note improvements for future sessions

Evaluate: Seeing the vocabulary, speed, improvisation, imagination and creativity

Create: The last part of the activity, where children make sentences and rimes.

-Time:

Allocated time: One session (45 min.)

Instructional time: Explaining the exercise (10 min.)

Engaged time: Do the activity (20 min.)

Academic learning time: participate actively in creation of the phrases and being successful in learning activities (15 min.)