Word Chunk Game–Revisited and Revised

What follows are the instructions for playing the Word Chunk Game, still one of the most favored things that we do in our now very large Latin CI program.  I have made some changes to the description based on several years of playing it now.  One aspect of the original  version that remained problematic is that the teacher has the burden of seeing who raises their hands first (which team) for answering the question.  Because this turns the game into something like a Certamen Contest (who has the fastest finger on the buzzer), the language comprehension aspect of the game suffered.  This revision removes hand raising as an aspect of answering questions and replaces it with names drawn out of a container.  How very Roman!  The Fates get to decide which person in which group gets the next question.  By design, everyone in the room will be called on and every group’s discussion of the question or word or phrase is essential.  So far, as we play the game, the language comprehension aspect has been returned to front and center (okay, maybe just behind the enticement of throwing balls into a basket)!  If you have never heard of this game, just read below as if this is the only way to play!  I have marked revisions below with bolded type.

This game is both low stress on the teacher (unless students having lots of fun in your classroom stresses you out!) AND while having fun an intense vehicle of language acquisition.  It is used with material, a story for example that you have already been working on with students, so I think of this as a Friday kind of activity to review a story, especially with structures or vocabulary that has been challenging.  First the set up; then the procedures:

• Pass out to students small pieces of card stock (2 x 3 inches or smaller) and have them write their full names on one side of the paper, and then fold once.  Collect the names into some sort of container.  Have a separate container for each class and mark it so that you will know next time which container has their names.
• Students are divided into small groups (3-6 per group, depending on class size.  3 is better but in huge classes you may have to go with larger groups.
• groups are in small circles around the edges of the room so that there is a long ally down the middle of the room.
• At one end of the room, a box is set up on a stool (or some other arrangement) that approximates a basket. You can also find in various stores small wastebaskets that look like a basketball goal, if you like but not necessary.
• 3-6 whiffle balls or tennnis balls or rubberized balls that fit nicely in one hand are lined up at a “free throw line” some 15 fee or so away from “the basket”.  (how many balls depends on the size of your groups)
• Teacher preps a list of sentences from the story that has already been read and which highlights structures or words new to the group.  (e.g. if relative clauses are new, most sentences should have relative clauses).  You can pull sentences directly from the story, but you can also edit them to focus on what you want to focus on.  Separate items can be single words, phrases, clauses or sentences.  Single words in context are always better.
• Each group  must come up with a name for itself, in Latin, and a gesture that they do with the name.  Any time that a person from their group is called on, they must shout their name in unison while doing the gesture.  If they don’t, or even if one member doesn’t, they don’t get to answer the question and it goes to the next person chosen.  This seems silly.  Don’t skip it.  It helps build camaraderie in the group which is necessary for how they have to work together.
• The game proceeds like this.  Teacher reads the first sentence slowly, aloud, and continues to do so, over and over again.  Group members huddle together and decide, together, what the sentence means. After reading the item at least three times, shake the container of names and draw a name out.  Call on that person.  The group says their name and does their gesture.
• ONLY that person whose name was called can answer, and if the group feeds the answer, they are disqualified.  HOWEVER, if the person makes a mistake, group members may correct it.  The teacher must distinguish between FEEDING the answer and offering CORRECTIONS.  Corrections are allowed.  Feeding the answer is not.  Because no one knows whose name will be chosen, they learn very quickly that everyone must know what the item means before they raise their hands.
• If the person called on gives the correct English meaning of the sentence, the entire group goes to the free-throw line and shoots for points.  Teacher keeps score.
• An easy way to work on Latin numbers is to announce the score after every score earned.  Something like (group name) duo, (group name) quinque, (group name) septem, (group name) nulla), (group name) tria puncta habent!
• If the person does not give the correct English and the group cannot correct mistakes, the teacher calls on the group whose hands went up second, and so forth.
• At the end of the period, the group with the most points (or groups if there is a tie) have earned bonus points that they can use on a quiz or test grade (teacher’s discretion).

This is a listening and comprehension game.  They are “re-reading” old material, which is always good.  They are helping each other understand.  Because you can focus on certain structures or words, and because you are reading slowly, clearly, over and over again, they are getting multiple repetitions of Latin that they otherwise would not have done on their own.  Students swear by how helpful this game is.  My problem is not overusing it.