· To be used as a revision of the English content.
· To go over phonetics.
· To improve cooperative skills.
· To promote imagination.
· To develop logic reasoning.
· A board where there are six islands with different objects.
· An activity book called “Coconut diary” where the tasks that they have to overcome are written, and where the material for each task is provided. The tasks are based on fourth grade curriculum content from Comunidad Autónoma de Castilla- La Mancha (2014).
· Six card-clues
· Four whiteboard markers.
· Roles labels.
· Chocolate coins.
The class is divided in four groups, so there are four boards and four books (one per group). The game is designed for twenty four students, so each group has six students. Also, there are extra roles labels for more children. Taking into account the characteristics of each student, their skills and their challenges he or she has a role label, so labels are not given randomly.
· 10 minutes: game explanation and team organization.
· 30 minutes: playing.
· 10 minutes: conclusions and awards. The awards are chocolate coins for the teams that have found the treasure island.
· Roles:
Write, flag, clue, silence controller, behavior controller.
· Flags:
Each team has six flags (five pirate flags and one “x” flag), when you think that the treasure is not in an island, you eliminate it by sticking a pirate flag, so when you think that the treasure is in an island the flag with an “x” has to be stuck in that place.
· Buccaneer:
Is the teacher’s role. The child with clue role has to go with the activity that they have done where the teacher is so, he/she has to correct it and if the answer is correct, he/she gives the group the pertinent clue.
1- To solve an activity from the Coconut diary.
2- To show it to the teacher in order to check it. If the result is right, the teacher gives them a clue about where the treasure is. If the result is incorrect, they have another chance to do the activity. They have two chances in each activity, if they correct it and in the second chance have another mistake in the same activity, they do not receive that clue.
3- To stick a pirate flag in the island that they eliminate due to the clue.
4- To repeat steps 1, 2 and 3, until they have finished.
The final objective is to discover in which island the treasure is. To do that, students need to put together the clues and to find a group conclusion.
“The Captain had buried an amazing treasure. It is a coffer full of gold coins.
To find it you have to complete the coconut diary and to guess the clues.
The clues lead you the right island where the treasure is.”
With each clue, students eliminate an island because the clues provide information about the treasure island. For example, if a clue claims that in the treasure island there is a boot, they have to stick a pirate island in the only island with a boot. And the same process with the rest of the clues.
1. Boot: In the island where the treasure is, it has got an object that sounds like “BLUE (/bluː/), FOOD (/fuːd/), MOON (/muːn/)”.
2. Song: In the island where the treasure is, there is something that makes the captain dance. It sounds like “FINGER (/ˈfɪŋɡə/), SING (/sɪŋ/), RING (/rɪŋ/)”.
3. Shell: In the island where the treasure is, the captain has got a necklace made of this object. It sounds like “SHOWER (/ˈʃaʊə/), FISH (/fɪʃ/), SHOE (/ʃuː/)”.
4. Palm: In the island where the treasure is, the captain can sleep in the shadow. It sounds like “PARK (/pɑːk/), ARM (/ɑːm/), FATHER (/ˈfɑːðə/)”.
5. Key: In the island where the treasure is, there is an object which can open everything. It sounds like “KISS (/kɪs/), KID (/kɪd/), KING (/kɪŋ/)”.
6. Knife: In the island where the treasure is,the captain is hungry because he hasn’t got the object to cut fruits. It sounds like “ISLAND (ˈaɪlənd/), SHY (/ʃaɪ/), MIND (/maɪnd/)”.
· To go over phonetics.
· To improve cooperative skills.
· To promote imagination.
· To develop logic reasoning.
· A board where there are six islands with different objects.
· An activity book called “Coconut diary” where the tasks that they have to overcome are written, and where the material for each task is provided. The tasks are based on fourth grade curriculum content from Comunidad Autónoma de Castilla- La Mancha (2014).
· Six card-clues
· Four whiteboard markers.
· Roles labels.
· Chocolate coins.
The class is divided in four groups, so there are four boards and four books (one per group). The game is designed for twenty four students, so each group has six students. Also, there are extra roles labels for more children. Taking into account the characteristics of each student, their skills and their challenges he or she has a role label, so labels are not given randomly.
- Time distribution:
· 10 minutes: game explanation and team organization.
· 30 minutes: playing.
· 10 minutes: conclusions and awards. The awards are chocolate coins for the teams that have found the treasure island.
· Roles:
Write, flag, clue, silence controller, behavior controller.
· Flags:
Each team has six flags (five pirate flags and one “x” flag), when you think that the treasure is not in an island, you eliminate it by sticking a pirate flag, so when you think that the treasure is in an island the flag with an “x” has to be stuck in that place.
· Buccaneer:
Is the teacher’s role. The child with clue role has to go with the activity that they have done where the teacher is so, he/she has to correct it and if the answer is correct, he/she gives the group the pertinent clue.
1- To solve an activity from the Coconut diary.
2- To show it to the teacher in order to check it. If the result is right, the teacher gives them a clue about where the treasure is. If the result is incorrect, they have another chance to do the activity. They have two chances in each activity, if they correct it and in the second chance have another mistake in the same activity, they do not receive that clue.
3- To stick a pirate flag in the island that they eliminate due to the clue.
4- To repeat steps 1, 2 and 3, until they have finished.
The final objective is to discover in which island the treasure is. To do that, students need to put together the clues and to find a group conclusion.
“The Captain had buried an amazing treasure. It is a coffer full of gold coins.
To find it you have to complete the coconut diary and to guess the clues.
The clues lead you the right island where the treasure is.”
With each clue, students eliminate an island because the clues provide information about the treasure island. For example, if a clue claims that in the treasure island there is a boot, they have to stick a pirate island in the only island with a boot. And the same process with the rest of the clues.
1. Boot: In the island where the treasure is, it has got an object that sounds like “BLUE (/bluː/), FOOD (/fuːd/), MOON (/muːn/)”.
2. Song: In the island where the treasure is, there is something that makes the captain dance. It sounds like “FINGER (/ˈfɪŋɡə/), SING (/sɪŋ/), RING (/rɪŋ/)”.
3. Shell: In the island where the treasure is, the captain has got a necklace made of this object. It sounds like “SHOWER (/ˈʃaʊə/), FISH (/fɪʃ/), SHOE (/ʃuː/)”.
4. Palm: In the island where the treasure is, the captain can sleep in the shadow. It sounds like “PARK (/pɑːk/), ARM (/ɑːm/), FATHER (/ˈfɑːðə/)”.
5. Key: In the island where the treasure is, there is an object which can open everything. It sounds like “KISS (/kɪs/), KID (/kɪd/), KING (/kɪŋ/)”.
6. Knife: In the island where the treasure is,the captain is hungry because he hasn’t got the object to cut fruits. It sounds like “ISLAND (ˈaɪlənd/), SHY (/ʃaɪ/), MIND (/maɪnd/)”.