Shampoo Prank

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7 thoughts on “Shampoo Prank”

  1. Class is he shampooing his hair……YES…… is he shampooing his hair or watching TV?…..SHAMPOOING HIS HAIR….Is he watching TV…….NO. … no that’s stupid class he’s not watching TV, he’s shampooing his hair! It’s obvious!…OHH!…Class is a dog shampooing his hair?…..NO…..That’s right class! A dog is not shampooing his hair, a man is shampooing his hair. (write the word man on the board if they dont’ know it in both languages)….Class, is the man who is shampooing his hair laughing? (point to the verb ‘laughs’ on the word wall if their response feels weak to you)…Class is the man who is wearing the hat shampooing his hair?…..NO…..That’s right class, the man who is wearing the hat is not shampooing his hair, the man in the blue trunks is shampooing his hair. (write the word trunks if they don’t know it.) etc.

    Note two points:

    1. I am not following a circling chart. I am just asking the next question that comes into mind that REQUIRES ME TO USE “SHAMPOOING HIS HAIR” in it.
    2. I would stop the clip and not let them watch any more until they have a nice little questioning session with me. I’d drag it out and make them earn the next segment.
    3. The vocabulary is emerging from the video. The kids need to know what those words mean or you will freeze the video on them. They want to know what happens. So they will look at you and you will use the Classroom Rules and they will all answer you with one word answers or you will shut off the machine and teach them some grammar. Once you do that once, you will have an automatic police force for the slackers and they will turn on him or her and say, “Hey pay attention because we want to know what happens!”

    I’ll try to remember to video this Ian and you can see how I do the above. It’s not the “right” way to do it but it is my way. Each of us will do it differently. As long as the input is comprehensible, you are slow and inbounds then you will have success.

    1. That’s awesome Ben, thanks so much for explaining that so clearly. Makes total sense now. That saves me a lot of trial and error time. BTW, on a tangential note, I de-targeted in my Year 10 class yesterday (didn’t plan to, I just felt like it as I started the lesson) and I felt a rush of power come through me that I really liked. A buzz. I’m up for it again today ….

  2. Class is he shampooing his hair……YES…… is he shampooing his hair or watching TV?…..SHAMPOOING HIS HAIR….Is he watching TV…….NO….. No that’s stupid class he’s not watching TV, he’s shampooing his hair! It’s obvious!…OHH!….Class is a dog shampooing his hair?…..NO…..That’s right class! A dog is not shampooing his hair, a man is shampooing his hair. (write the word man on the board if they don’t’ know it in both languages)….Class, is the man who is shampooing his hair laughing? (point to the verb ‘laughs’ on the word wall if their response feels weak to you)…Class is the man who is wearing the hat shampooing his hair?…..NO…..That’s right class, the man who is wearing the hat is not shampooing his hair, the man in the blue trunks is shampooing his hair. (write the word trunks if they don’t know it.) etc.

    Note two points:

    1. I am not following a circling chart. I am just asking the next question that comes into my mind that REQUIRES ME TO USE “SHAMPOOING HIS HAIR” in it.
    2. I would stop the clip and not let them watch any more until they have a nice little questioning session with me. I’d drag it out and make them earn the next segment.
    3. The vocabulary is emerging from the video. The kids need to know what those words mean or you will freeze the video on them. They want to know what happens. So they will look at you and you will use the Classroom Rules and they will all answer you with one word answers or you will shut off the machine and teach them some grammar. Once you do that once, you will have an automatic police force for the slackers and they will turn on him or her and say, “Hey pay attention because we want to know what happens!”

    I’ll try to remember to video this Ian and you can see how I do the above. It’s not the “right” way to do it but it is my way. Each of us will do it differently. As long as the input is comprehensible, and you are slow and inbounds then you will have success.

  3. I think maybe noticing or not noticing “se da cuenta” is a great word that doesn’t usually get touched till Spanish 4 in most places but is great here. I love these little videos. They are so relatable to students. So not what language class has always been about.

  4. I guess the complexity of the language / level of the kids has to be taken into account for every MovieTalk. For a while now, I’ve done a ‘best of”/worst of …finding the all time worst music videos and doing a MovieTalk with them. I grew up in the 90s, so I know bad music videos. My more advanced students (mostly my English Language Learners) love them: they have the language necessary to cut them apart and say what they want to. I tried with French I, but it turned into a lot of L1 blurting because they didn’t have the language they wanted to use.

    Same thing with my artist. With more advanced students, I have them draw real time on a projector while students dictate a story. When the artist draws a person with weird, squiggly hair, the kids could comment on it and it got added to the story: Bob has broccoli for hair. My beginner French class just doesn’t’ have the language or self-control yet to keep from blurting. I guess it’s all about anticipating what words you may encounter in any given activity and matching those words to their general ability level. I reserve activities that are more “wide-open” with a variety of strange things happening for students who have wider vocabularies.

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