#Houdini free for students free

She is the administrator that came up with the idea to put on the production. The Houdini play was graciously funded by Michigan Humanities, an affiliate of the National Endowment for the Humanities, EMU's Center for Jewish Studies, the English Department, and YpsiWrites.Д®lisabeth DГ¤umer is a professor of English and women and gender studies.

#Houdini free for students free

Done and done! I am saving the car activities from the TeacherвЂ™s Guide for Chapter 3.Д®nter your email address to subscribe to this blog and receive notifications of new posts by email.Actors from EMU's Theater Program will bring words to life in this staged reading of Houdini at the Sponberg Theater free of charge.Д®MU Theater Professor Lee Stille is the director of the production. We discussed what the kids had written.Students re-read Chapter 2 individually, then completed the Venn Diagram activity from the TeacherвЂ™s Guide individually.

Students worked in groups of 4 to do the activity as described in the manual, then I had everyone sit down, and we discussed their responses as a class. I wrote the title/name a different expert (policГa, amigo de Brandon, novia de Brandon, profesor de Brandon, consejero de Brandon, asistente social, Brandon, los padres de Brandon) at the top of 8 pieces of chart paper and posted them around the room. We did the вЂњexpertвЂќ activity from the TeacherвЂ™s Guide.We reviewed the questions as a class after most groups had worked through all 12 questions.I had them write down their answers on this form ( Chapter 2 discussion questions), which gave them a little more structure and another repetition of the instructions since the activity can be kindof confusing the first time that you do it with a class. Then, they switched roles for the next question. One student drew a card and asked the question, another student responded to the question, and the third student recorded the response. I printed up 12 questions (I had to add two, since there are only 10 in the guide) on a piece of paper, and kids cut apart the cards. Students worked in groups of three students to respond to the after-reading comprehension questions (from the TeacherвЂ™s Guide) using the FanвЂ™NвЂ™Pick structure.Kids read through the chapter individually, without the distractions of the sound effects.

Whenever I said one of the words from the cue cards, the students with that card would stand up and вЂњinterrupt meвЂќ to do their motion and make their sound effect. I assigned words and sound effects to groups of students by handing out the cards from this document ( Chapter 2 sound effects) one to each student: вЂњdormГaвЂќ вЂњdurmiendoвЂќ вЂњdormitorioвЂќ вЂњcamaвЂќ= pretend to sleep & snore, вЂњrespetaвЂќ вЂњrespetarвЂќ = say вЂњtsk tsk tskвЂќ and strike together pointer fingers, вЂњenojadoвЂќ = say вЂњgrrrrrвЂќ and pound fists on table, вЂњnos vamosвЂќ вЂњse fueвЂќ вЂњse fueronвЂќ = say вЂњadiГіsвЂќ and wave, вЂњel carroвЂќ = say вЂњvroom vroomвЂќ and steer a car.Pre-reading discussion questions from the TeacherвЂ™ Guide discuss as a class.Yesterday, we worked on vocabulary for Chapter 2 of El Nuevo Houdini, and today we began the chapter.