Plenaries 1

8/4/2019 Plenaries 1

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True or False:

Test your knowledge of the lesson so far bydeciding whether the following statements

are true or false

Test your Knowledge:are the following statements

TRUE or FALSE?


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A

B

C

D

E

F

Working with a partner, rank the following factors in termsof _____________ e.g. value,importance


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Speed Dating!Sit with a partner - one of you must sit facing thewhiteboard and the other facing the opposite way

The first person has only 30 seconds to describe the keyword(s) featured below before moving onto their next

partner - your teacher will keep writing down thekeyword to be explained

Your keyword is:


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Ten Questions!Your teacher will select one student

and put a post-it note with a keywordon their forehead - they have ten

questions to ask the class to whichthey can only reply YES or NO!


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Alphabet Line

We need 5 volunteers for our starter / plenary!

Using consecutive letters of the alphabet they

need to come out to the front & take it in turns toshout out key words linked to our topic

__________________

It's very easy - if we were doing the Middle Ages, you could startwith

A - ArrowB - BattleC - Conqueror

Alphabet Line


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Starter: Your challenge today is to make as manysmall words from our key word today which is

_________________________________________

ConstantinopleConstantinople

How did you do?

Excellent: 10 words or

more

Good: 8 words ormore

Not Bad: 6 words ormore


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Mystery Object - Write down 5 questions about this object:

DO NOT ASK: What is it?

INSERT IMAGEHERE


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Basketball QuestioningBounce answers around the room tobuild on understanding and have

students develop stronger reasoningout of misconceptions.

E.g.Jimmy, what do you think of

Sandras answer?

Sandra, how could you develop

Carls answer to include more detail?

Carl, how might you combine allweve heard into a single answer?


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Fill in the missing words, using the example as a guide:

Metal is to Car as ..............is toFurniture.

Wood

_____ is to ______ as ..............is to_______.

Teacher to input subject-related analogies

_____ is to ______ as ..............is to_______._____ is to ______ as ..............is to_______._____ is to ______ as ..............is to

_______.


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Question Catch

The teacher throws a bean bag whenasking questions. This makesquestioning a kinaesthetic activity andcan engage pupils who dont normally

volunteer to answer. You can give thepupil the option of throwing the ball tosomeone else if they dont know the

answer. It can also be played in

teams. The teacher throws the beanbag to each team in turn. If the personwho catches it can answer thequestion, they score 3 points for theirteam. If they cant, they throw it to

another team to score 2 points, if theycant it is thrown again for 1 point.


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Just a Minute!Using the words in your envelopes, you have one minute to explain the key words from

today'slesson, to the 2 other people in your group:

USE THIS SLIDE WHENYOU ARE DOING THEPLENARY IN GROUPS

Without using the word itself

One key word out of the envelope at a time

The first person to guess, is next to choose a key word and

explain it to the others!


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You have one minute to explain each of the following key words from today'slesson, without using the word itself:

USE SCREEN SHADEOVER KEY WORDS NOTDONE YET

USE THIS SLIDE WHENYOU ARE DOING THEPLENARY AS A WHOLECLASS


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Qu

Question Envelopes

Write 2-3 questions (related to thelearning objectives) on envelopes. Domultiple copies of each so that each

student will have one to work on.Distribute, so that each student has one.Give 2 minutes per envelope: studentrecords name and answer on a post-itnote; students pass envelope on after 2

minutes until all 2-3 questions areanswered by all. Collect in and read someresponses (anonymously); class respondsto accuracy of answer.


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Participants are given a list of issues andasked to discuss and agree which are themost important items. Each item is placedon a large, diamond-shaped grid. The mostimportant item is usually placed in the topof the diamond and the least important at

the bottom of the diamond. Items in eachrow are of equal importance. (Somegroups prefer to put the most importantcard in the centre - either approach is fine,as it's the discussion surrounding thegroup's decisions that is important.) Thediamond shape enables the group to

encompass a range of priorities andperspectives.

Diamond 9


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Topic:_______________________________________

What do I know?(starter activity)

What would I like to know?(starter activity)

What have I learnt?(plenary)

Whi h i th dd t?


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Which is the odd one out?

Why?

Use this sentence in your answer:Both... and ... are ...., whereas .... is .....

A B C

What is the difference between


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What is the difference betweenthese two?

Why?

Use this sentence in your answer:... is ..., whereas .... is .....

AB

Insert images or keywords here


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You have 30 seconds for each...

Tell your partner one factfrom your research.

Turn to your new partner and tellhim/her your old partner's fact. Discuss

whether you think it's accurate.

Write down any accurate information youthink we need to know for this topic.


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Topic Tennis

Score:1 point every time the other person can't think of the next word

OR

use Tennis scoring (15 - love, deuce, etc)

You have been grouped into 3s:2 players and a scorer/scribe

When I say the topic, 2 of youtake it in turns to say words

related to that topic, until one ofyou can't go.

The 3rd person notes down thewords and decides the score.

S t Fi i h


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Sentence Finish

Complete the following sentence:

Today I learnt.....

When you come to the

front you will be asked tosay your sentence andyour classmates will ask

you questions to testyour knowledge aboutwhat you have learnt.

Some question stems for testingsomeone's knowledge

Why....How do you know that...What evidence do you have for...What do you think....Do you agree that.....

Can you explain....What would you have to do in order to....


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Pupil 1: you will have the questions withthe answers on the back. Ask each one

without giving clues. Only give clues whenit is clear pupil 2 cannot give you a fullanswer.

Pupil 2: you will answer the questions in full. If

you cannot answer a question, you can ask for a

clue.

Coach Player

Each one of you must write down 5questions related to what you havelearnt today. Each question muststart with a different question word:

WhatWhoWhenWhereWhyHowWhat would happen if....


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Write down everything you know under the


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BOTH

Write down everything you know under theright heading:

Heads Together


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Heads TogetherDiscuss the answer to your question quietly so your neighbours don't hearYour teacher will then select a number 1 - 4Whoever matches that number will be called upon to answer

A great way of ensuring discussion and differentiation takes place

Addi D t il d Id


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Adding Detailed Ideas

In teams you are going to be extending sentences toshow off your newfound knowledge. The team with the bestsentence, ie accurate and detailed, wins the prize!

Example Original Sentence:

The Second World War started in 1939.Example Extended Sentence:

The Second World War, which occurred between 1939 and 1945,started when the Germans invade Poland and Britain declared war

on Germany

Show Me!


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Show Me!Here are some sentences with a selection of words to choose

from. When I count to 3, hold up your mini-whiteboard with theright word for each sentence. We'll do each sentence one at a

time.

Practice:

The pupil what/who/which gets the most correct answerswill win a prize.

Let's go!

1.2.3.4.5.

1 2 3 4


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Guess the Question....Here are some answers to questions.

What are the questions?

5

6

789

10

Memory Game


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Memory GameHere are the key words we have learnt today/ over the last fewlessons. You have 2 minutes to memorise

them.

You will then need to recall them from memory in a limited time inyour groups/pairs.

Prizes for the most right answers - correct word and correctspelling!

Insert keywords here

Memory Game


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Memory GameHere is the sequence of events we have learnt today/ over the last few lesso

You have 2 minutes to memorise the

sequence.

You will then need to recall them from memory in a limited time inyour groups/pairs.

Prizes for the group who gets the sequence right first!

Topic Key Words


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Topic Key WordsWhich of these words are relate

____________________________Word Bank Our Topic

Place topic words here, withunrelated words in between as "redherrings"

Key words will be draggedhere

Think Pair Share


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Think, Pair, Share

Pupils write down as many

answers or ideas they can thinkof on their own (Think). Theythen pool their ideas with a

partner (Pair), and finally the

teacher opens up thediscussion for contributionsfrom the class as a whole

(Share).

Heads Together


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Heads TogetherThis is an excellent way of promotingdiscussion and dialogue (strategy 2) in yourclassroom, and moving away from the

Hands Up / Relying on 1 Person approach.1. Put pupils into groups of 4 with eachpupil numbered 1 to 4.2. You then ask a question which the pupilsdiscuss in their groups. Once they havebeen given sufficient thinking time, theywrite their answer on a mini-whiteboard and

share with the class.

You can use points to increase the sense ofcompetition. You then repeat the processwith increasingly difficult questions.


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1. Divide into groups. Each group numbers its members from 1-4 or 1-5, depending on group size.2. Teacher poses a question, think time is given, teacher then says 'Heads together.'3. Pupils stand up and lean into the centre of the table to decide upon the answer verbally.

4. When they all know the answer they sit down. When all teams are sat down you can tell that thewhole class is ready.5. Spin your spinner to choose a number (or merely say any number from 1-4 or 1-5. The pupilfrom each team must pick up the whiteboard and

pen on their table and write the answer and stand up. This must be done in silence.6. Give a signal and each team shows you their answer at the same time. A team point can beawarded for each right answer.

Classtools Fruitmachine random number picker
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1. Divide into pairs.2. Write three statements, one ofwhich is false.3. Give your 2 true and 1 falsestatement to another pair.4. Second pair reads and discusses

the statements, guessing whichstatement is false.
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Students work together in groups of three:

The SPEAKER explains the topic (or expresses their opinion on an issue) as directed by the teacher.The QUESTIONER listens carefully and asks for clarification or further detail.The NOTE-TAKER observes this process and provides feedback to both "speaker" and "questioner".

(A "numbered heads" approach can be used to allocate roles - and these roles can be rotated (either now or subsequently).)
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Student 1 has half the informationon a piece of paper.

Information Gap

Student 2 has the other half on a pieceof paper.

Pairs come together to teach each other their half (without showingit on the paper)

Pairs feed back to the class.

Classroom Object Models
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Classroom Object Models

Each group is going to reproduce the cycle/system/map (delete not applicable)allocated to them, usingobjects in the box.

Things to consider:

What shape should the cyclehave?

What can we use to depictthis shape?How will we represent themain points?

Question Box
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The classroom could have a question box where students drop questions

at the end of a lesson. These are then addressed at the start of the nextlesson.

Question Box

Students write Questions


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Students write Questions

For example

About what you would like to know on anew topicTo ask the teacher or other students in

order to assess their learningTo demonstratelearning/misconceptions/areas you wouldlike to further explore

Lower ability students can be encouraged to ask"What" questions and higher ability to ask "What wouldhappen if..." questions)

Wait Time
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Wait time allows students time to thinkand therefore to produce answers. Also,

not everyone in the class thinks at thesame speed or in the same way waitingallows students to build their thoughtsand explore what has been asked.

2 types of wait time:

Teacher speaks and then waits before takingstudent responses.Student response ends and then teacher waitsbefore responding. This gives the student space to

elaborate or continue or for another student torespond.

a t e

Traffic Lights
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gUse traffic lights as a visual means ofshowing understanding.

e.g.Students have red, amber and green cards whichthey show on their desks or in the air. (red = dont

understand, green = totally get it etc.)

Students self-assess using traffic lights. Theteacher could then record these visually in theirmark book.

Peer assess presentations etc. with traffic lights

Articulate then Answer
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Give students the opportunity to

articulate their thinking beforeanswering

30 seconds silent thinkingbefore any answers

Brainstorm in pairs first for 2-3minutesWrite some thoughts downbefore answeringDiscuss with your neighbour

first

Tell your neighbour
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y g

Students tell their neighbour as a

means of articulating their thoughts.

Ask a question, give thinking timeand then ask students to tell theirneighbour their thoughts.

Tell students what the new topic is andthen ask them to tell their neighboureverything they know about it.

Thumbs
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Check class understanding of what

you are teaching by asking themto show their thumbs.

Thumbs up = I get it

Thumbs half way = sort of

Thumbs down = I dont get it

Idea Thoughts


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g

When you have received an answer

to a question, open up the thinkingbehind it by asking what others thinkabout the idea.

e.g. What do others think about_________s idea?

Laminated Criteria


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Make laminated, student-friendly assessment criteria

cards.

Laminated Criteria

A B C D


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A B C D

Laminate a set of cards so everymember of the class has four, withA,B,C and D written on them. Askquestions with four answers and

pupils can show you their answer.

Encourage them not to look at otherpeoples response so as to copy.


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De Bono's Thinking Hats: 6 ways to look at thistext/picture/research/(delete not applicable)
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Green hat - CreativityWhat ideas do I have?What alternatives can I come up with?Write down things that are new anddifferent.

Blue hat - OverviewWhat have I discovered?What is still left to discover?How can I discover it?Have I worn all of the hats?Write down your overall view.

Yellow hat - PositivesWhat are the good points?

What are the benefits?What do I like?Write down the positives.

Red hat - HunchesWhat is my gut reaction?

What do my instincts tell me?Write down what you think.

Black hat - NegativesWhat are the bad points?What are the problems?What dont I like?

Write down thenegatives.

White hat - FactsWhat information do I have?What information do I need to get?Write down only what you know.

Use the blue hat for feedback after all othergroups

Arrange these words from
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to

Here's how it works:

1. Each group is given a worksheet. They read the
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A B

CD

ac g oup s g e a o s eet ey ead t equestion/topic and add facts on Post-its to answer this(in 2 minutes).2. When the time's up, they pass the worksheetclockwise to the next group and start adding Post-itsto their new sheet.3. The task is completed when all groups have addednotes to all sheets.

Living Photographs


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Create a freeze frame from oneof these images:

Place images here

What is the "bigger picture"? What can't we see?Imagine you are the _______ in Picture _______ . Whatwould you be thinking?

CA B

The Room is a Map!


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door

windows

The class has been labelled with grid references from a map. Using the grid references provided,see if you can find a specific location in the room.

Indicate grid referenceshere

Noughts and Crosses
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1 2 3

4 5 6

7 8 9

Rules:1. Team 1 (Noughts) chooses a number from thegrid.2. Teacher reads question related to that number.3. Team 1 answer correctly: get nought in thatsquare.

Team 1 answer incorrectly: Team 2 (Crosses)gets chance to answer question and get a cross inthat square.

Rules

Roving Reporter
http://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htm


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Pupil 1:announces the day's

main headlines (ie stageof cycle, event),

providing a "dong" of abell sound between each

one

Pupil 4:witness who is

interviewed by theroving reporter

Pupil 3:roving reporter; provides

the details of the story

while broadcasting fromwhere the event is taking

place

Pupil 2:newsreader in thetelevision studio;

summarises the mainnews story

g p

In your groups you will be recreating a TV news broadcast for ............

(eg water cycle, battle of Hastings, etc)

Memory GameYo ha e been di ided into
http://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htm


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You have been divided intogroups.

You will need to think about thefollowing:

What strategies are you using forremembering the diagram and the text?How are you organising yourselves towork effectively?What are you finding easiest or mostdifficult about the task?

When I say "Go!", one person from your group must come up to my table and try and

memorise as much as they can of themap/diagram/chart/packaging/storyboard/painting/graph/sequence (delete not applicable)

before going back to the group to record the information.

Rules:

1. Only one person from each group out of

their seats at any time.2. You may not write down anything whenyou are at the table.3. You may not shout information to yourgroup when you are at the table.

Memory SequenceA d t b i th h titi
http://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htmhttp://../AppData/Local/Temp/B%20Starters,%20Mini-Plenaries%20and%20Plenaries/fruit_machine.htm


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A good way to remember a sequence is through repetition.

The cycle/sequence/series we will be memorising today is: _______________________

Pupil 1: Firstly.........................................Pupil 2: Firstly...................................... Then............................

Pupil 3: Firstly...................................... Then............................ After that.........................Pupil 4 onwards : Start at beginning and add another point.

Who can complete the

cycle/sequence/series?

Here's how it works:

Ready...Steady...Teach!
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You will each be given a bag

of "goodies" to help youteach your given topic. Youhave 5 minutes to plan the

activity.

Documents

Plenaries 1