Saturday, 31 January 2015

What's in the box?

Isabelle Jones revealed to me the delights of Pinterest at #ililc4 last year.  Digging around on it is a good way to spend a cold and rainy Saturday afternoon.  I've been using it enough now for Pinterest to start suggesting things for me.  I always seek out the pins that say "Picked for you", as I know that they will reveal some unexpected treats.  As I have a minibook board on Pinterest, many of the pins that are picked for me are to do with foldables, and today there was a link to an origami box.

My husband and my 11 year old daughter are both keen on origami, but I have never had the patience for it, despite the many minibooks!  I often get to a certain point with the folding, and then can't do the next step and abandon it.  However, my daughter has made a lot of these little boxes, and so I thought I would give it a go.  You can see my box at the top of this post.

While I was making it I had some ideas for how little boxes could be used in language lessons:

  1. Tell the children the name of the object that is in the box.  They have to use adjectives to guess what colour, size or shape the object is.
  2. Children list what they think is inside the box.  They can use the dictionary to find the words they need.
  3. Children decide what they think is inside the box and describe it as thoroughly as they can.
  4.  Inspired by the book Not a Box, children say what other things the box could be used for.  They could stick extra pieces onto their own box to make it look like something else.
  5. Tell the children that the box is a treasure box.  They say what treasures they think are inside.  Alternatively they could make some treasures for their own boxes or bring some treasures from home so that they can describe them to classmates.
  6. Children use simple opinions to express what they think is or isn't in the box.  "A mon avis, il y a un chien bleu, mais il n'y a pas de chat noir."

The box inspires activities which range from word level, therefore suitable for Year 3, to complex sentence level for Year 6.  The activities also tick quite a lot of the boxes (no pun intended!) of the Key Stage 2 Languages Curriculum, for example:

  • communicate and understand ideas, facts and feelings in speaking and writing
  • express opinions
  • describe things orally and in writing
  • key features and patterns of the language (use of adjectives in particular)
  • use a dictionary

No comments:

Post a Comment