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Wade Petersen Presents
Fun & Games: : Frosting Your Classroom Cake
I.W.L.A. ConferenceOctober 9-10, 2009
Des Moines Downtown Marriott
Contact Information:
Wade PetersenValley Southwoods Freshman High School
West Des Moines, Iowa
[email protected]@wdmcs.org
GermanEdition
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Vier gewinntTeacher Background Information
German Title: Vier gewinntEnglish Title: “Connect Four” (©Milton
Bradley 1974)Target Level: German I , II, III, or IVTarget
Grammar/Vocabulary: various vocabulary topicsActivity Duration:
5-15 minutes per roundObject of the Game: Students must be the
first team/player to get four colored circles in a row
(horizontally, vertically or diagonally).Teacher Preparation: This
is a very quick and simple activity to prepare. The teacher must
make one transparency of the game board, if the game is to be
played as half the class vs. the other half; in this case, the
teacher will also need to prepare a list of review vocabulary (use
the enclosed vocabulary grid to help make your list). I have many
different lists for my different levels of German, and they’re
ready at a moment’s notice. I take most of the vocabulary from
their current unit, but I usually throw in vocabulary from earlier
units in the year. If you want the students to play in small groups
of three (thus increasing student involvement), make paper
photocopies of the game board for as many groups as you need
(you’ll need many copies ... they’ll go through them quickly; you
could also put them inside plastic page dividers and use dry-erase
markers).Student Preparation: If students play in groups of three,
the teacher may supply the vocabulary list and one student will act
as the question master and judge. Students can also make their own
vocabulary lists; have students spend 10 minutes, the day before,
making vocab lists from a current unit (including some vocabulary
from previous units). On game day, groups trade sets of vocabulary
(otherwise they will know what to expect from their own set of
questions).Playing the Game: There are two ways to play this fun
game. The quick version is to have one player from each team come
forward and give both one vocabulary item at the same time; the
first one to ring in (use a signaling device or slap a desk) and
give the correct German word will get to make a mark on the grid;
this speeds up the competition and teams get very competitive. That
student will get to pick a column in which to “drop” a chip in the
board. This is like tic-tac-toe except that in this game, chips
fall to the bottom of the grid (all column spaces must be filled
from the bottom up). Another way to play is to alternate turns.
Both teams send one player forward (to determine who goes first,
have two dice - the high roll begins); the teacher will ask each
student, one at a time, a word from the list. If their responses
are correct, each gets to pick a column in which to “drop” a chip.
Since you are working with a transparency, use two different color
transparency markers (one color for each team) to color in the
circle of the grid where the chip would “fall.” Then call up the
next two players (if students are playing in their own in groups,
just have them color in the circles on a paper grid). Some players
will want to use actual chips to play (available cheaply at teacher
supply stores).Winning the Game: Play continues until one team (or
player) gets four circles of their color in a row. The four in a
row can be horizontal, vertical or diagonal. Want to make the game
last longer? Instead of just four in a row, change the game to
connect five, and then six!
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VIE
R G
EW
INNT
12
34
56
7
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VIER GEWINNTVocabulary List
1. ________________________
2. ________________________
3. ________________________
4. ________________________
5. ________________________
6. ________________________
7. ________________________
8. ________________________
9. ________________________
10. ________________________
11. ________________________
12. ________________________
13. ________________________
14. ________________________
15. ________________________
16. ________________________
17. ________________________
18. ________________________
19. ________________________
20. ________________________
21. ________________________
22. ________________________
23. ________________________
24. ________________________
25. ________________________
26. ________________________
27. ________________________
28. ________________________
29. ________________________
30. ________________________
31. ________________________
32. ________________________
33. ________________________
34. ________________________
35. ________________________
36. ________________________
37. ________________________
38. ________________________
39. ________________________
40. ________________________
41. ________________________
42. ________________________
43. ________________________
44. ________________________
45. ________________________
46. ________________________
47. ________________________
48. ________________________
49. ________________________
50. ________________________
51. ________________________
52. ________________________
53. ________________________
54. ________________________
55. ________________________
56. ________________________
57. ________________________
58. ________________________
59. ________________________
60. ________________________
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Wo sind sie bloß?Teacher Background Information
German Title: Wo sind sie bloß?English Title: “Guess Where?”
(©Hasbro)Target Level: German ITarget Grammar/Vocabulary: rooms,
family membersActivity Duration: 30 minutes
Object of the Game: Students compete against a partner to guess
in what rooms of the house they have each placed their family
members. (This is a game that is much like Battleship... player #1
is trying to locate family members of player #2 before player #2 is
able to locate those of player #1.)Teacher Preparation: The teacher
will need to prepare the “game folders” that students will use to
play. The easiest way I have found to do this is to use file
folders (or even hanging file folders for easy storage). You will
need a folder for each student who is playing. Inside each folder,
place two photocopies of the nine-room grid; tape one grid to the
upper half of the folder and tape another to the bottom flap of the
folder. In front of the upper grid, attach a plastic sheet with
pockets (use baseball card collector sheets which you can easily
buy at any discount store). You will also need to supply each
player with a small, Ziploc bag of family member icons (der
Großvater, die Großmutter, der Vater, die Mutter, der Bruder, die
Schwester, der Hund, die Katze). Place two icons of each family
member in the bag (one that a student will use for hiding in the
plastic pockets on the top house panel and one which a student will
use to keep track of his/her guesses on the flat, lower grid).
Student Preparation: Students pick partners and sit facing their
“opponent,” so that neither of them can peek inside the other’s
house (folder). Decide how many family members to use in your game.
The first time students play, I would recommend you have them hide
only three to four family members (they can increase this as they
learn the game). If students start with fewer than eight, they must
decide which ones they will eliminate so that both players will use
the same family members. Now each student will take their family
member icons and secretly hide them inside the plastic compartments
(this way the student can still see through the plastic as to which
room an icon is located).
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?The other set of family members can be placed to the side until
the student needs them to mark his or her guesses about the
opponent’s house.
Playing the Game: The younger player begins. This student will
ask his or her opponent any “ja” or “nein” question about where his
or her family members are. They can be basic or advanced (depending
on playing level).
Basic Sample: „Ist die Mutter in der Küche?”„Nein, die Mutter
ist nicht in der Küche.”
Basic Sample: „Ist der Hund im Schlafzimmer?”„Ja, der Hund ist
im Schlafzimmer!”
Advanced Sample: „Ist der Bruder im Erdgeschoss?”„Nein, der
Bruder ist nicht im Erdgeschoss.”
Be sure that the opponent responds in a complete sentence. If
the answer to any question is “ja,” then that student gets to ask
another question! The student keeps asking questions until getting
a “nein” answer. If the answer is “nein,” then that turn is over
and the opponent gets to ask a question. While students are getting
clues as to where their opponent’s family members are or aren’t
hiding, they can keep track with their extra set of icon markers on
the lower grid of the folder.
Winning the Game: Players will keep taking turns asking
questions until one person knows (or thinks he or she knows) where
everyone is. After getting a “ja” answer, a student may make a
final guess as to where everyone is in the opponent’s house. If
this student is right, he or she wins! If the student is wrong, he
or she loses and the other player automatically wins!
Teacher Hints/Suggestions:
* A great suggestion is to put the bottom house grid inside a
plastic page divider. These work just like dry-erase boards. Give
each student a dry-erase marker and they can keep track of their
guesses by keeping notes right on the plastic sheet (in place of
using a second set of family icons). When they are done with a
round, they can use a tissue to wipe off all previous notes.
* Storing the games is easy: just place the folders in your
filing cabinet. If you use hanging folders for the game, I would
recommend buying a cheap file box in which to permanently store the
game. When you need to work more with some students, send those
that have mastered the concept to your “Guess Where?” box, and they
can play this game for a great review (even in later years when
they may need to review rooms of the house and family members).
*You may decide to alter the house/room picture for your
students. Simply redesign the pattern to fit your needs. You may
also need to teach a couple extra words for this activity if you do
not currently teach “attic,” “garage” and “stairway.” The pictures
for the family members should be clear; if your students are
unsure, you could label them in English (so they have to remember
the German).
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Family Member IconsWo sind sie bloß?
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Mini Ideas to Add Flavor to Your Classes:* Add extra-credit
vocabulary, proverbs, expressions to your syllabi.
I give students a chapter calendar/syllabus for each unit. At
the bottom of the calendar,I put vocabulary, proverbs, or cultural
expressions. Students can memorize these forextra credit on my
chapter tests. I give them one point if they can write the word or
phrasein the target language, and a second point for giving me the
English equivalent (they get nopoints for simply writing the
English). This gives me the opportunity to add a few wordsor
expressions related to the unit topic but not covered in the book.
(This idea came to mewhen I went to Northwestern College and my
French professor gave us Bible verses in French we could memorize
for extra credit).
* Make flashcard sets.I have set up a standard flashcard grid on
my computer and then I make a master set ofvocabulary flashcards
for the whole chapter. These are photocopied front and back on
colored card stock paper. Once I cut up the sets (yes ... it takes
awhile), I put each set ina small snack-size Zip-loc bag. These
sets of flashcards are grouped by chapter in smallbins I keep on a
shelf in my room. They work great for warm-up activities, when you
aretrying to work with individual students, or for review during
the following year! This mayseem cheesy, but students love these
and want to check them out to review for tests.
* www.quia.comIf you haven’t heard about this Web site by now,
check it out! It has amazing capabilitiesand the work is all done
for you by other world language teachers. The down side of the
Website is now you have to pay to input your own activities and
quizzes, but you can easilymooch off the free shared activities.
You can search by textbook and chapter for all sortsof activities
and games that other teachers have prepared. Activities include:
flashcards, word search puzzles, Battleship, hangman, jumbled
words, patterns, pop-ups, “rags to riches” (“Who Wants to Be a
Millionaire?”), ordered lists, scavenger hunts, columns, sample
quizzes, and more. I require my students to put in 30 minutes of
computer time per chapter for points (many do more than they have
to). This is a great activity for a substitute if you have a
computer lab available!
* Schedule rotations/learning stationsA great way to add variety
to your units or chapters is to schedule a day to do
“rotations.”Usually once a chapter, I take one day where I develop
four to five mini-activities. I dividethe students into groups and
they rotate through the areas in one class period. I usuallytry to
have a speaking activity, a listening activity, a vocabulary review
activity or game,and a grammar review. Sometimes I am the fifth
station to work with small groups of students so I can check their
pronunciation.
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“AUF DEUTSCH”Format: individualized contestSuggested Level:
German I / first semesterDuration: contest will last approximately
three to four weeks Teacher Supplies: 1 contest sheet (per
student), bag full of cut letters, prizes
Background / Preparation:This contest works well for beginning
German students. It is very easy for the
teacher to organize and manage. Photocopy one contest sheet for
each student (if you have multiple sections, you may want to use a
different color paper for each section). You will also need to make
photocopies of the letters used for drawing. I recommend using
various bright colors of paper when preparing these letters (this
adds variety and color to their contest sheets). You must then cut
the individual letters to place in a bag (*** see Teacher Tips
below).
Introduction To Students:The premise of the contest is easily
understood and specified on the contest sheet: students get to
draw
a letter from the bag for 1) speaking in German for at least one
minute before class begins (this will get students running to your
class!), 2) receiving an A grade on any quiz or test, or 3)
speaking with the German teacher in the hallway (or any other place
outside the German classroom). Since they cannot “talk” German too
fluently at this stage, I tell them to practice their greetings (or
German alphabet, numbers, or anything we have studied). If you can
think of any other ways for students to win letters, go right
ahead. It is possible for students to draw multiple letters each
day (if they do more than one of the above). Have students tape or
glue letters to their contest sheets. The first student who
collects all the letters (plus the black space) wins the game. The
one caution to give students involves the first question they will
ask the teacher: “What happens if we get two of the same letter?” I
tell students that they can trade letters with other students, but,
they should be sure to check the other person’s sheet before
trading so they don’t give the other student the final letter that
will win the game (the rest of the class will then hate this
person).
Teacher Tips:Teachers can manipulate how long this contest
actually lasts. This is a bit deceptive, but I pick one
letter of “auf deutsch” to hold out of the bag. This way, no one
can complete the contest too quickly. I also pick a second letter
for which I only put a few pieces in the bag. Once the contest has
been going for a couple of weeks, I will eventually add a couple
pieces of the missing letter. Students will begin to suspect that
something is wrong when no one in the class has a certain letter.
After someone wins the contest, I usually add more of the missing
letters so other students can complete the phrase. Be sure to
collect all contest sheets and letters from students (you don’t
want next year’s students to get a head start).
Prize(s):I give the winner a “student survival kit” which
usually consists of a two-liter bottle of soda, a bag of
Doritos (or other chips), and a jar of dipping cheese or salsa.
Sometimes I will include a “free homework” coupon. Since there is
only one winner per class period, I also provide incentive for
other students to continue playing. I give extra-credit points to
any student who collects all the letters (usually I set a one-week
deadline after the initial winner has been declared). German or
Swiss chocolate, pretzels, or a Black Forest Cherry Cake
(Schwarzwälder Kirschtorte) would make great treats for anyone that
finishes the contest.
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Extra-Credit PassportsFormat: individual incentive
programSuggested Level: any and all levelsDuration: throughout the
school year Teacher Supplies: photocopies of passports;
German-themed rubber stamps/ink padConcept of the Passport:
As a reward system for students in my German II classes, I use
these extra-credit passports throughout the year (see sample on
next page). Photocopy this page and have students fold it twice so
it opens like a little card (with the circles on the inside). As
stated on the passports, for every A or B on a quiz or test, the
student receives 1 stamp in a circle on the passport. When a
student fills all 10 circles, the passport is then considered
“valid” and can be used in place of a regular daily assignment
(perhaps a student forgot to do a worksheet or other homework). I
collect the passport and give the student the full amount of points
for the assignment. You will have to set limitations on this for
students. For example, you might restrict this to assignments under
20 points. I have revision exercises at the end of each chapter
that I classify as daily work, but that assignment is usually 40 to
50 points, and there is no way that I’m going to give a student a
pass on that work. Just be sure you discuss this with students
before beginning the passport program.
Many students who fill passports always do their assignments;
consequently, they don’t need the “insurance” for a missed
assignment. In that case, at the end of each grading period, I will
allow students to turn in any filled passports for 5 extra-credit
points per passport. I use the passports throughout the entire year
of German II, so students can hang on to these for as long as they
want.
To stamp the passports, I have purchased a number of rubber
stamps with German themes from Teacher’s Discovery. I would suggest
handing out a passport to everyone at the beginning of the course
and giving everyone a “free” stamp to get them started. Have
students put their names somewhere on the passport (if a passport
is lost or one shows up with no name...I throw it away). Photocopy
a stack of extra passports and put them in a box somewhere in your
room where students have easy access to them. Since students will
fill passports and need new ones throughout the year, this saves
you the time of having to pass them out all the time.
Another neat idea for when you find that students need a little
boost (maybe in April and May when everyone has summer vacation
fever) is to have a “sale.” On a hot day, I’ve brought in a cooler
with ice and a bunch of cans of cold soda/pop. I’ve offered kids a
cold pop in exchange for a filled passport. You can do this same
procedure with candy bars. Again, this all depends on your personal
motivation and budget!
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For every A or B on a quiz or test, you will receive 1 stamp.
Fill all 10 circles and
redeem this passport in place of one regular daily assignment or
for 5 extra
credit points at the end of a grading period.
ddddeeeerrrr PPPPaaaassssssss
ddddeeeerrrrDDDDeeeeuuuuttttsssscccchhhhkkkkllllaaaasssssssseeee
ddddeeeerrrr PPPPaaaassssssss
ddddeeeerrrrDDDDeeeeuuuuttttsssscccchhhhkkkkllllaaaasssssssseeee
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das WappenFormat: individual incentive programSuggested Level:
any and all levels (I use with German I classes)Duration:
throughout the final grading period of the class Teacher Supplies:
photocopies of coat of arms and tasks; German-themed rubber
stamps
Concept of Incentive Program:Each quarter, I give students a
list of extra-credit projects for which they may earn points to
improve
their grades. During the fourth quarter (or final grading period
of the school year), I replace this list with das Wappen, the coat
of arms. This is the only way for students to earn extra credit.
For any points that students earn, I give them the choice of using
these points on their fourth-quarter grade or as extra credit on
their semester test. I even let the students split the points
between the fourth-quarter grade and semester test. Consequently, I
let students know that there are no extra-credit questions on the
actual semester test.
Set-up and Explanation:Photocopy the coat of arms and the task
list onto colored paper. Distribute these to students a few
weeks before the end of the year or grading period and explain
the system to the students. Be sure to have students write their
names on their Wappen so it can be identified if lost. Students
must come in to your classroom outside of their normal class period
to attempt points. Obviously, it would be too chaotic to try and
accomplish this during class (and consequently defeating the
purpose of “extra credit”). Students may come in before or after
school. They may attempt a maximum of 5 tasks during any one
session. The student must inform the teacher which task(s) he or
she is attempting. The teacher will supply scratch paper for
students to record answers. All answers must be PERFECT!!! Since
this is extra credit and you are expecting excellence,
“Vorzüglichkeit,” any errors will result in failure of the task. If
a student gives the correct answer to the task without errors, the
teacher will stamp the number of that task on the coat of arms with
a German-themed rubber stamp (check out the ones available in the
Teacher’s Discovery catalog). If the student makes any errors,
explain the problem. The student may not attempt that task during
the same session (he or she could come back the next day and try it
again).
Set a definite deadline for this extra-credit program. This
program puts the control of extra credit in the hands of your
students. If they have enough motivation, they can earn many
points. Experience has also shown me that the students who need
these points the most are not that motivated to even attempt
it.
Tips for Teachers:You may decide that 25 points of extra credit
is way too much to offer students. You can simply use
some White-Out to eliminate some of the tasks (and then
eliminate those circles from the Wappen). Feel free to retype the
list or redesign das Wappen in whatever manner will work best for
you.
You may find that having students come in before or after school
is impractical because of busing, location of the school, or other
reasons. One possibility is to pick a trustworthy student from an
advanced German class to do this for you in study hall; you could
also ask to leave a list with your school librarian and ask him or
her to supervise some extra credit for students with scheduling
problems.
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das Wappen
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das WappenYou have been challenged to defend your honor in a
battle for Vorzüglichkeit. To prove your courage, bravery, and
intelligence, you must face the following challenges. If you
succeed, you shall be well rewarded! For each victory, you will
receive a stamp on your Wappen (coat of arms). You will earn 1
point for each stamp which you may redeem as extra credit for this
grading period or on your final/semester exam! Below is a list of
battle requirements.
1. Write the numbers 0 -- 20 in German with no mistakes.
2. Define and conjugate sein, haben, gehen, machen.
3. List 7 means of transportation in German and define them in
English.
4. Give the German words (and articles) for 8 rooms in a house
and their English equivalents.
5. Give the German words (and articles) for 13 school classes
and their English equivalents.
6. Give the 7 days of the week in German.
7. Give the German words (and articles) for 10 items found in a
classroom and their English equivalents.
8. Give the German words (and articles) for 12 words for family
members and their English equivalents.
9. Give the German words for 10 prepositions and their English
equivalents.
10. Give the three ways to form a command in German and then
give an example for each.
11. Give 6 reflexive verbs in German and their English
equivalents.
12. Give the German words (and articles) for 12 types of
buildings in a city with their English equivalents.
13. Write 3 major rivers and 3 major mountain ranges in
Germany.
14. Give the German words (and articles) for 15 articles of
clothing with their English equivalents.
15. Give the masculine and feminine forms of 12 colors and their
English equivalents.
16. Name the German accent mark and give 10 examples of words
that use it.
17. Write the ordinal numbers for 1 -- 15.
18. Write the question for "What time is it?" and be able to
correctly write 5 other times.
19. Write the question for "What's the weather like?" and give 7
responses with English equivalents.
20. Give the German words (and articles) for 12 body parts and
their English equivalents.
21. Write the 12 German months in order beginning with
January.
22. Write the German words for the 4 seasons and give their
English equivalents.
23. Explain how to use the verb werden + infinitive to refer to
the future and give an example.
24. Write the numbers by tens from 10 -- 100.
25. Give the German words (and articles) for 20 German foods and
English equivalents.
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Wicked Cool German! / Wade Pete sen / ©2008
SpieleWortschatz 8
Verflixt!
“Verflixt!” is a game you can play with flashcards. It will work
great for this fast food unit because you can use the vocab
flashcards I’ve provided and use the blank flashcard grid to fill
in lots of other foods that you’ve already studied. Get a bunch of
paper lunch bags (very cheap at most discount stores). For each
small group in your class, prepare a paper bag. Inside each bag,
photocopy a set of vocabulary cards in English or in German. Also
inside each bag, put two or three cards that say “Verflixt!” in big
letters.
Students take turns drawing one item from each bag (they can
play as individuals or form partners or teams). They must correctly
give the opposite language of the vocabulary on the card (if the
word on the card is in English, they have to give the German, and
vice versa). The other students will be the judge of whether the
answer is correct. If any groups are unsure of a vocabulary word,
they can raise their hands and have the teacher act as the final
judge. If a student (or team) gets a vocabulary word correct, one
point is scored (record it on a sheet of paper). That student must
then decide whether he or she wants to continue. A student or team
can continue to draw out flashcards and score points as long as the
answers are correct. Any time the student gives an incorrect
answer, he or she loses all accumulated points, and his or her turn
is over. If a student decides to “bank” his or her points, the turn
is done, but that student forever keeps those points. The trick is
probably to do one or two and “bank” the points in small
amounts.
The other aspect of the game involves the “Verflixt!” cards that
you’ve put in the bag with the vocabulary flashcards. If a student
draws a “Verflixt!” card, the turn is automatically finished and
he/she loses all current points. At the end of a turn, a student
returns all the cards to the bags for the next player(s).
?
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VVVVeeeerrrrffff llll iiiixxxxtttt !!!!
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For this “Magic Square” activity, you will need to photocopy
this page for as many sets as you want to make for your class (for
individuals or for partners). If you have time, laminating these
sheets before cutting them can increase durability. When you are
finished, you will need to cut out all the squares from each page
and place a complete set in an envelope or Ziploc bag (so you won’t
ever have to cut all these up again). Be sure that you scramble the
squares as well as possible. This can be a race or simply an
activity. Students open envelopes of 16 scrambled squares and try
to align them correctly, matching definitions to the specific items
that are on the other side of each line. Use the master grid to
verify their responses (I added a few cognates to get to the
necessary 24 items).
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Wicked Cool German! / Wade Pete sen / ©2008
SpieleWortschatz 14
Das
This is a fun review game for students. It really is a
combination of “Hangman” and “Wheel of Fortune.” This works as a
quick activity at the beginning of class as a warm-up or as a
review activity to add variety to your lessons.
The teacher begins the activity by picking a vocabulary word or
phrase and putting boxes on the board to represent all the letters
of the word or phrase. It is the students’ job to “solve the
puzzle.” You can do this either with the entire class or you can
break the class up into teams and they compete against each other.
I give the class the opportunity to pick three consonants and one
vowel. I write these on the board, and then (like Vanna White) I
fill in any of these letters that fit the puzzle.
The students then have 30 seconds to solve the puzzle and fill
in the missing letters on a piece of their notebook paper (you can
adjust the time however you want). Any students who correctly solve
the puzzle are given a small prize (piece of candy or a sticker).
If you are playing as teams, you can either pick one person from
each team to try to solve (getting one point for the team if they
do) or no points for unsolved puzzles. Continue until time is up
and the team with the most points wins.
Glücksrad