Zombies and Teamwork

In addition to my year long English courses I teach two semester classes. As the new year starts, I begin a new class as well: speech!

I LOVED taking speech as a student, so it is really fun to teach it now.

As most of my readers know, many of my students do not speak English as their first language. Sometimes this isn't an issue, and they are motivated to speak, write, and read in English. In other cases however, there is a tendency to use as little English as possible. As a result, I use an adapted version of a team building activity I love. The point? To show them that they don't need to rely on language...period.

I love using this to start my speech class as it focuses on nonverbal skills (something many students lack). It also builds their teamwork (key since this class involves LOTS of  group projects). Finally, it involves some critical thinking which I feel is always a plus.

Without going into too much detail, students are divided into groups of three to four and the dire situation is explained. The tower that normally keeps the zombies away has fallen and it is up to this group of students to reassemble it without going into the zombie zone.

Of course, as zombies are VERY sensitive to noise, they must work in complete silence with absolutely NO talking.

Students are graded based on their teamwork, their ability to follow the rules, and whether or not they complete the mission.

To be honest, this is an old activity (though I used to teach it with nuclear issues instead of zombies). I wasn't sure how it would go with my students. I hit a few speed bumps early on. Normally, I use hula-hoops taped to the ground as the city barrier, but my trusty dollar store was out, so I taped off squares instead (amusing since all of my directions stated circles, but students got it).

You can download a free preview of the Zombie Teamwork activity at TeachersPayTeachers which basically explains the concept in more details, but here's a step by step guide of setting your classroom up.

Supplies 

You can use a lot of things to make this happen, but you NEED string, cups, and rubber bands (the rubber bands should be able to expand to go around the cups). You can give the students pre-cut string, or one loooooong piece and scissors.

Other things you'll need

• A way to make an enclosed section (hula hoop taped to the ground, chalk, tape, etc.). 
• Random school supplies (You don't NEED this, but I like to give the students random things and see what they can do. Today they had: Velcro strips, pennies, paper clips, a high lighter, pencil erasers, pencils, and binder clips

• I also like to put little Lego men inside the city. I would put zombies inside, but I don't have any zombie toys, so I tell my students the zombies are invisible.

Set Up

•  You'll need space. I don't like the groups to be much bigger than four students, and each group needs at least 3 square feet to work in. Spread them out so they aren't sitting on top of one another. Each group gets a "city" The cities should all be the same size and have three cups inside, Lego men inside, and a cup or box with all of their supplies nearby.
• I didn't get a chance to this time, but you can usually score some really cheap zombie decor after Halloween. Anything you can throw in the room gives it that extra appeal. My students likes my DANGER ZOMBIE INFESTATION signs I had on the door and around the classroom.
• I leave copies of the directions (one per group) by their city as well.

 Buy In

• I HAVE taught this class without speaking, but for my students this year we walked through the directions. They were intrigued from the start! I am glad I went with zombies this year...the topic definitely caught their attention.

Variations
Depending on the group of students you have, there are MANY different ways to have them build the tower. Have it be a three cup pyramid, or a six cup pyramid. Have one student be blind-folded etc. There are more variations discussed in detail in the pack, but get creative!

Results
Walking around I was really impressed with my students. They were working together, getting creative and learning from their mistakes.

What did students think? One of my favorite parts of this lesson is the debriefing where they can sit and reflect on what they did and why they did it. Here are some of the insights my students shared with me:

"I learned that communication is more than just the words that come out of our mouth. It is also what we do with our bodies"

"I learned that I can get things done if I just put my mind to work."

"I solved most of the problems we had not talking by paying more attention and not being lazy. Basically, I had to think harder" 

The best part? A student who stopped by after class, "I just wanted to tell you that your class was really fun today!" Well heck! That makes it a better day.

Takeaway
If you have a new batch of students in January and want a fun activity, or you think your students would do well with some practice in group work. This is a great zombie download for you. Until the 6th it is only $2.20 (that's 20% off the normal price of $2.75). Try it out and let me know what your students think.

If you don't have it in your budget right now, enter to win below! You get one free entry just for reading! You can earn more by tweeting or pinning. The contest opens the fifth and closes the tenth!

In Depth Viral Challeneges Project

Ice Bucket Challenge Photographer: Kim Quintano cc-by-2.0 

This assignment can be done entirely in your classroom, but I really feel students do better if you let them have an assignment that transfers to the real world. For me, I'd consider Steps 1-5 practice, but the big event is the Homework / Project!

The ice bucket challenge, Angry Legs, Kylie Jenner Challenge. How do things go viral online and what can we do about it?

Here's a quick lesson students are sure to love that will help them work in groups, research, read, write, and present information to the class.

Step 1: Get together a bunch of "viral" challenges or just concepts which went viral (Harlem Shake for example). This really works best if the students select their own, but I'd suggest you have some for backup. Then start class. Ask them what the word viral means. Have them start brainstorming viral challenges. Have they done any of these? Do they know people who have? What do they think of most of them. At this point students may sign up for their own challenge. Note: They do not need to do the challenge to sign up. They can pick a challenge they disagree with and discuss why.

Example: I want to write about #AngryLegs where people take leg selfies.

Step 2: Have students select a concept and look  up exactly what it is. Not just, "People dance" but what exactly it is. How long should it be. Do they need to mention anything? Does it have a set hashtag? Once they know the basics move on to step 3.

Example:  If you read my earlier blog post about hemlines in education After a girl in Algeria was told her skirt was too short she created a Facebook page that encouraged people to take #LegSelfies where they could show off their bare legs to prove she wasn't the only one angry about this situation.  

Step 3: What were the results of the challenge? ALS earned record amounts of money once the ice bucket challenge went viral. The Kylie Jenner challenge resulted in some teenagers going to the hospital.

Example: As of this point the school had stood by the fact that she was not dressed appropriately. No changes or statements other than the standard have been made. However, at least her story has been heard.

Step 4: Do they agree or disagree with the challenge? Should other people do it? Why or why not?

Example: If the people participate in this challenge because they feel that anyone should be able to show their calves without recourse, then great! However, if people are taking part only because they want to have a sexy picture of their legs, they should probably pass.

Step 5: Combine all of the information that you have on your challenge and create something to show the class. This can be a news report, a commercial, a warning, or anything you feel best shows what you collected.


Now for the fun part! :) :) :)

Homework/Project
 Think of a problem that bothers you: pollution, bullying, fake sugar in soda: anything goes! In your group create a challenge that you feel could help this problem. Consider a specific task that would suit itself to being recorded or photographed. You can also create a hashtag. If you have the technological means consider creating accounts on We365.com. This is a site where every day has a challenge to help people change the world! Submit your challenge and see if it spreads!

How great would it be if your students could not only learn a bit more about the viral sensations they've seen, but also create something that makes the world a better place!

Why to use CrowdRise for Student Fundraising

How cool is this note from CrowdRise?

I enjoy activities that allow students to show their work outside of the classroom. Even better is when the work has the possibility to change!

One project my students do is create crowdfunding pages. They select a charity and create a website and video fundraising for the nonprofit. This really helps them understand audience, hone their research skills, practice public speaking, and

There are many crowdfunding pages out there; some have very specific audiences that don’t quite match what we do. Kickstarter for example helps people fundraise for something, like a book launch or product creation.

Here are the main reasons I love using CrowdRise for fundraising activities in my classroom:

1. Students should be thirteen with parental consent and guidance

Be a Decent Human!

•  Some crowdfunding sites require users to be 18. This can be doable, students give their texts to a teacher (or parent) who creates the page. However, it is much easier that the site permits teenagers to create their own profiles.

2. Students (and teachers) NEVER touch the money

•  I like this project because I can be a decent human, without having to understand the money side of things.
• A lot of other sites give you the money which you transfer to the charity. This can create issues. Who handles the money? The teacher? The student? Does it go through your school? What paperwork do you need to avoid paying taxes? Gah! You’re trying to show your students that their actions can have a positive change in the world, not that fundraising is crazy chaotic.
• The website does charge fee, but it is less than 10%

3. The site is very easy to use!

Screenshot explaining how the site works

• Most charities are already set up, so there's no need to track down tax ID numbers, or accounts payable, etc.
• This is great for students who like to have options, but can never think of anything. Just have them scroll through the charities on the site. Or, since so many charities are there, have them search for their favorite charity! There’s no getting the charity’s number, or inputting the information. Just click and voila, it is there.
• The basic set up is already there, and students just add text, graphics, and a video. No coding, or web design skills are needed.

4.  The staff is AWESOME 

Tattoo and Flag

• They respond to Facebook posts, tweets, and emails with record time! This is from me AND my students.
• If you send them an e-mail and ask really nicely, they’ll send some CrowdRise swag (maybe stickers, maybe temporary tattoos, maybe something else!). I don’t know about your students, but my students get INCREDIBLY excited about little tidbits. This gives them a little extra focus on the project.

If you have any plans on doing a schoolwide event or want to try a fundraising project similar to the one my students did, then I suggest you look into CrowdRise.

News Coverage: Task Based Learning with Tourism Projects

One of the biggest Task Based Projects in my Advanced One English class is a Tourism Project. They get in small groups and create a travel agency whose purpose is to sell you on their city. Each group is given  a different English speaking city and they work together to create a brochure, presentation and then sell the hell out of it!

This year we worked hard to make it something special. Students were given a table to make their own, and after school for two hours family, friends, teachers, fellow students and everyone I could tweet showed up waiting to be convinced which team should get their covetted vote.

Students worked hard (in English!) to get people to vote for them and it was a great success.
 
We even got some newspaper coverage: www.noroeste.com.mx/publicaciones.php?id=857285
(this link seems to be acting temperamental. You can also access it from the wayback machine)

For my non Spanish speaking readers here's the essential gist (not a direct translation, as I changed a few things for clarity):

Tour around the world

School students have an English Festival with a sample of countries and traditions

By: Gabriela Camacho
March 28th 2013

CULIACÁN. Coordinated by English teacher Carissa Peck, fourth semester high school students at ITESM were put into 27 groups of 3 or 4 members to present various English speaking cities.

Singapore, Perth, Dublin, Seattle, Durban and Bristol were among the cities represented by high school students who creatively and enthusiastically prepared their booths.

As guest judges evaluated the students, their foreign language teachers: John Harper, Ann Persaud, and Carlos Gonzalez graded them based on their innovation, information, fluency, explanations and overall presentation.

Not the most  in depth coverage, but it was great to see the level of enthusiasm rise as students realized they'd be "famous" in the newspaper.