ELL Summer Camp Itinerary and Planning Document

Sara Houser
Saginaw Valley State University and Atenas Pre-escolar and Escuela Colina Azul
Fall 2017
 Table of Contents
Objectives and Goals
Calendar of Events
Daily Schedule and Lesson Plans
List of Materials and Resources
Staff Responsibilities
Letter to Parents
Tips for Dealing with Misbehavior
Student Information
Emergency Contact Information
Daily Reflections Document
 Objectives and Goals
Overall Goals of the Camp:
The purpose of this English Language Learning summer camp is to engage students in exciting games and
extracurricular activities to foster their reading, speaking, listening, and writing skills in English. Students
who need additional help in learning English or who have an interest in developing their English skills
further will be invited.
Goal #1: Students will write in English each day of the camp.
Goal #2: Students will read at a reasonable level in English (given their age and proficiency in English).
Goal #3: Students will listen to stories and texts in English.
Goal #4: Students will have conversations in English and will discuss predetermined topics in English.

Daily Objectives:
Each day, dependent on the students’ English proficiencies, the students will:
▪ Write at least one sentence, but as much as one paragraph in English.
▪ Learn at least three new vocabulary words used for basic conversational English.
▪ Listen to a story being read and discuss its contents in English.
▪ Read at least one sentence, but as much as one paragraph in English.
▪ Play a game that reinforces their learning of basic conversational English and new vocabulary
each day.
 Calendar of Events: Week One

Monday 04/12/17 Tuesday 05/12/17 Wednesday 06/12/17 Thursday 07/12/17 Friday 08/12/2017
8:30-8:45: 8:30-8:45: 8:30-8:45: 8:30-8:45: 8:30-8:45:
Teacher arrives at school Teacher arrives at school Teacher arrives at school Teacher arrives at school Teacher arrives at school
to begin set-up and meet to begin set-up and meet to begin set-up and meet to begin set-up and meet to begin set-up and meet
students at gate. students at gate. students at gate. students at gate. students at gate.

8:45-9:00: 8:45-9:00: 8:45-9:00: 8:45-9:00: 8:45-9:00:

Arrive at School Arrive at School Arrive at School Arrive at School Arrive at School
Take attendance as Take attendance as Take attendance as Take attendance as Take attendance as
students arrive. Have students arrive. Have students arrive. Have students arrive. Have students arrive. Have
students move to the lab students move to the lab students move to the lab students move to the lab students move to the lab
as they arrive. as they arrive. as they arrive. as they arrive. as they arrive.

9:00-9:30: 9:00-9:30: 9:00-9:30: 9:00-9:30: 9:00-9:30:

Short Story Short Story Short Story Short Story Short Story
Read “Where the Wild Read “Rain Forest” to the Read “Baby Bear, Baby Read "The Cat in the Read "Bridget and the
Things Are” to the students in English, and Bear What Do You See?" Hat" to the students in Muttonheads" to the
students in English, and provide context in to the students in English, English, and provide students in English, and
provide context in Spanish. and provide context in context in Spanish. provide context in
Spanish. Discuss the pictures and Spanish. Discuss the Discuss the pictures and Spanish. Discuss the
Discuss the pictures and what happened in the pictures and what what happened in the pictures and what
what happened in the story throughout and happened in the story story throughout and happened in the story
story throughout and after in both Spanish and throughout and after in after in both Spanish and throughout and after in
after in both Spanish and English. both Spanish and English. both Spanish and
English. English. English.

If time, practice some If time, practice some If time, practice some If time, practice some If time, practice some
basic Duolingo skills basic Duolingo skills basic Duolingo skills basic Duolingo skills basic Duolingo skills
with the students, in with the students, in with the students, in with the students, in with the students, in
teams. teams. teams. teams. teams.
9:30-9:50: 9:30-9:50: 9:30-9:50: 9:30-9:50: 9:30-9:50:
Writing Game Writing Game Writing Game Writing Game Writing Game
Play the alphabet racing Create a story together Write colors, sizes, and “Stop the Bus” game “Make Words” Game (to
game with students. (one line at time- type it other descriptive words practice vocabulary
on the board). (such as nice, smart, etc.) words learned throughout
on the board. the week).
Discuss translations of
these words for younger
students. Ask students to
create one sentence using
as many of these words
as possible in English.

9:50 – 10:00: 9:50 – 10:00: 9:50-10:00: 9:50-10:00: 9:50-10:00:

Bathroom/ Water Bathroom/ Water Bathroom/ Water Bathroom/ Water Bathroom/ Water
Break Break Break Break Break

10:00-11:00: 10:00-11:00: 10:00-11:00: 10:00-11:00: 10:00-11:00:

Speaking Games Speaking Games Speaking Games Speaking Games Speaking Games
Learn the lyrics to a Learn the lyrics to a “Have you ever…” “Hide and Speak” game “Find Your Partner”
popular English song English Christmas song BINGO game Word Matching game
with students. with students.
Talk about meaning. Talk about meaning.
Play musical chairs and Complete a fill-in-the
sing along. blank with the song.

11:00-11:10: Break 11:00-11:10: Break 11:00-11:10: Break 11:00-11:10: Break 11:00-11:10: Break

11:10-11:25: 11:10-11:25: 11:10-11:25: 11:10-11:25: 11:10-11:25:

Conversation Topic Conversation Topic Conversation Topic Conversation Topic Conversation Topic
Think-Pair-Share: “What Think-Pair-Share: “What Think-Pair-Share: “What Think-Pair-Share: Think-Pair-Share: “Was
is your favorite thing to are you going to do over is your favorite animal?” “Where are you from? your favorite part of
do and why?” break?” What city? Where were camp this week?”
you born?”
11:25-11:45: 11:25-11:45: 11:25-11:45: 11:25-11:45: 11:25-11:45:
New vocabulary words! New vocabulary words! New vocabulary words! New vocabulary words! Play flyswatter game to
(Teach the students 5 (Teach the students 5 (Teach the students 5 (Teach the students 5 recognize vocabulary
new vocabulary words - new vocabulary words - new vocabulary words - new vocabulary words - words from throughout
compare to the spanish, compare to the spanish, compare to the spanish, compare to the spanish, the week
show pictures, etc.) show pictures, etc.) show pictures, etc.) show pictures, etc.).

11:45-12:00: Clean up! 11:45-12:00: Clean up! 11:45-12:00: Clean up! 11:45-12:00: Clean up! 11:45-12:00: Clean up!

12:00-12:30: 12:00-12:30: 12:00-12:30: 12:00-12:30: 12:00-12:30:

Set up for tomorrow. Set up for tomorrow. Set up for tomorrow. Set up for tomorrow. Set up for Monday.
 Calendar of Events: Week Two

Monday 11/12/17 Tuesday 12/12/17 Wednesday 13/12/17 Thursday 14/12/17 Friday 15/12/2017
8:30-8:45: 8:30-8:45: 8:30-8:45: 8:30-8:45: No camp today!
Teacher arrives at school Teacher arrives at school Teacher arrives at school Teacher arrives at school
to begin set-up and meet to begin set-up and meet to begin set-up and meet to begin set-up and meet
students at gate. students at gate. students at gate. students at gate.

8:45-9:00: 8:45-9:00: 8:45-9:00: 8:45-9:00:

Arrive at School Arrive at School Arrive at School Arrive at School
Take attendance as Take attendance as Take attendance as Take attendance as
students arrive. Have students arrive. Have students arrive. Have students arrive. Have
students move to the lab students move to the lab students move to the lab students move to the lab
as they arrive. as they arrive. as they arrive. as they arrive.

9:00-9:30: 9:00-9:30: 9:00-9:30: 9:00-9:30:

Short Story Short Story Short Story Short Story
Read “The Giving Tree” Read “Where the Read "Where the Read "Where the
to the students in Sidewalk Ends” poems Sidewalk Ends" poems Sidewalk Ends" poems
English, and provide 1-4 to the students in 5-9 to the students in 10-13 to the students in
context in Spanish. English, and provide English, and provide English, and provide
Discuss the pictures and context in Spanish. context in Spanish. context in Spanish.
what happened in the Discuss the pictures and Discuss the pictures and Discuss the pictures and
story throughout and what happened in the what happened in the what happened in the
after in both Spanish and story throughout and story throughout and story throughout and
English. after in both Spanish and after in both Spanish and after in both Spanish and
English. English. English.
If time, practice some If time, practice some If time, practice some If time, practice some
basic Duolingo skills basic Duolingo skills basic Duolingo skills basic Duolingo skills
with the students, in with the students, in with the students, in with the students, in
teams. teams. teams. teams.

9:30-9:50: 9:30-9:50: 9:30-9:50: 9:30-9:50:

Writing Game Writing Game Writing Game Writing Game
“Shriritori” Game “Pass the Marker” game “Sprite” game
“Label the Classroom” 9:50 – 10:00: 9:50-10:00: 9:50-10:00:
9:50 – 10:00: Bathroom/Water Break Bathroom/Water Break Bathroom/Water Break
Bathroom/Water Break
10:00-11:25: 10:00-11:25: 10:00-11:00:
10:00-11:00: Work together to make Decorate cookies Watch “Frosty the
Speaking Games trail mix using the together. Discuss the Snowman” (with
“Yes and No” speaking predetermined vocabulary associated Spanish subtitles).
game ingredients. Focus on with the colors of Discuss the movie. Learn
vocabulary development sprinkles and candies. the lyrics to the song
with ingredient words “Frosty the Snowman”.
and numbers and
following directions. 11:00-11:10:
11:00-11:10: Break
Break

11:10-11:25:
11:10-11:25: Conversation Topic
Conversation Topic Think-Pair-Share: “How
Think-Pair-Share: “What do you celebrate
is your favorite color and Christmas?”
your favorite animal?”

11:25-11:45: 11:25-11:45: 11:25-11:45: 11:25-11:45:

New vocabulary words! New vocabulary words! New vocabulary words! Play the flyswatter game
(Teach the students 5 (Teach the students 5 (Teach the students 5 to practice all new
new vocabulary words - new vocabulary words - new vocabulary words - vocabulary words
compare to the spanish, compare to the spanish, compare to the spanish, learned this week.
show pictures, etc.) show pictures, etc.) show pictures, etc.)

11:45-12:00: Clean up! 11:45-12:00: Clean up! 11:45-12:00: Clean up! 11:45-12:00: Clean up!

12:00-12:30: 12:00-12:30: 12:00-12:30: 12:00-12:30:

Set up for tomorrow. Set up for tomorrow. Set up for tomorrow. Clean up all materials!
 Daily Schedule and Lessons

Monday (04/12):
8:30-8:45:
Teacher arrives at school to begin set-up and meet students at gate. Make sure that everything from the
night before is in place, that the chairs are out for the students, and that all needed materials are present
for the day. Grab an attendance sheet and label it with today’s date.

8:45-9:00: Arrive at School

Take attendance as students arrive. Have students move to the lab as they arrive. Meet all students who
are present in the lab at 9:00 to start right away.

9:00-9:30: Short Story

Have the students gather in a group either in chairs or on the floor. Read the story “Where the Wild
Things Are” to the students in English, providing context for the story in both English and Spanish.
Discuss the pictures on each page with the students. After finishing the story, discuss what happened in
the story throughout and after in both Spanish and English. Ask students what their favorite part of the
story was, and give any students who want to share a chance to do so.

If time, practice some basic Duolingo skills with the students, in teams. Bring up DuoLingo on the laptop
and project it onto the Mimeo board. Break up the students into small groups (of mixed ability to be fair),
and have them compete to give the correct answer first.

9:30-9:50: Writing Game

Provide all students with a piece of paper and a pencil. Tell the students that the goal is to write the
English alphabet, in order, as quickly as possible, but that they can only write while the music is playing.
If students write once the music has stopped, they must either start over or be marked out. The goal is to
be the first person to complete the the entire alphabet before anyone else in their grade/proficiency level.
Once the race is complete, if there is still time, the students can race to create words in English that start
with each letter of the alphabet.

9:50 – 10:00: Bathroom/Water Break

10:00-11:00:Speaking Games
The teacher will print the lyrics to the song “Thunder” by Imagine Dragons for the students, and ask them
to listen carefully. The teacher will then give the students printed copies of the lyrics to look at. The
teacher and students will discuss the lyrics - the meaning of any obviously new words. The teacher and
students will talk through the lyrics one line at a time to practice saying the words. The teacher will then
play a youtube video with lyrics (See attached resources and materials) one verse/chorus at a time. After
the students have practiced with the song. The teacher will have them set up for musical chairs. The
students will play musical chairs and try to sing along to the song they have just learned.

11:00-11:10:Break

11:10-11:25: Conversation Topic

The teacher will write the question “What is your favorite thing to do and why?” on the board. The
teacher will explain in both Spanish and English what the question is asking. The students will be given 1
minute to think about what their favorite thing to do is (in Spanish). The teacher will then write the
sentence frame “My favorite thing to do is _____________, because ______________”, for the younger
students who don’t quite have that language yet. The teacher will read the frame for the students, and give
and example. The students will then be given 1 minute to think about their favorite thing to do (and why)
in English. They will then be given 2 minutes to practice telling a friend about their favorite thing to do.
They will then be given a chance to share with the whole group to practice saying it out loud. The teacher
will repeat each student’s answer and write it on the board using their name, so that the students can hear
the variations of the sample sentence frame.

11:25-11:45: Vocabulary
The students will be taught 5 new vocabulary words in English to try to practice using at home. Today
those words are as follows:
song: canción read: leer sit: sentar
game: juego write: escribir

The students will be given an image, an example, an example sentence, a translation, and a definition for
each word. The words will be saved on the small whiteboard for the rest of the week, and added to each
day.

11:45-12:00: Clean up!

12:00-12:30:
Set up for tomorrow.
Tuesday (05/12):
8:30-8:45:
Teacher arrives at school to begin set-up and meet students at gate. Make sure that everything from the
night before is in place, that the chairs are out for the students, and that all needed materials are present
for the day. Grab an attendance sheet and label it with today’s date.

8:45-9:00: Arrive at School

Take attendance as students arrive. Have students move to the lab as they arrive. Meet all students who
are present in the lab at 9:00 to start right away.

9:00-9:30: Short Story

Have the students gather in a group either in chairs or on the floor. Read the story “Rain Forest” to the
students in English, providing context for the story in both English and Spanish.
Discuss the pictures on each page with the students. After finishing the story, discuss what happened in
the story throughout and after in both Spanish and English. Ask students what their favorite part of the
story was, and give any students who want to share a chance to do so.

If time, practice some basic Duolingo skills with the students, in teams. Bring up DuoLingo on the laptop
and project it onto the Mimeo board. Break up the students into small groups (of mixed ability to be fair),
and have them compete to give the correct answer first.

9:30-9:50:Writing Game
The teacher will bring the students together and explain that today we will be working to make a story
together. The teacher will bring up blank Google document on the laptop and project it onto the Mimeo
board. The teacher will start the first sentence of the story, and explain that each person will need to add a
sentence to the story. Start by taking volunteers, but ensure that everyone shares one English sentence, no
matter how small. When the story is complete, read it out loud to the students!

9:50 – 10:00: Bathroom/Water Break

10:00-11:00: Speaking Games

Play the song “Up on the Housetop” for the students. Then play it again, but ask the students to listen for
1 word they already knew and one word they have never heard before in English. Then, give the students
a copy of the fill-in-the-blanks lyrics sheet for the song (give the easier version to the youngest students,
and the more difficult version to the older students). Play the song again for the students, and ask them to
listen for the words to fill in the blanks. Then, play the song one line at a time to give the students a
chance to fill in any they missed and correct any they got wrong. At the end, play a video of the song,
with lyrics, and ask the students to try to sing along with the song.

11:00-11:10: Break

11:10-11:25: Conversation Topic

The teacher will write the question “What are you going to do during break?” on the board. The teacher
will explain in both Spanish and English what the question is asking. The students will be given 1 minute
to think about what they are going to do over break (in Spanish). The teacher will then write the sentence
frame “During the break, I will ______________”, for the younger students who don’t quite have that
language yet. The teacher will read the frame for the students, and give an example. The students will
then be given 1 minute to think about what they are going to do over break in English. They will then be
given 2 minutes to practice telling a friend about what they are going to do, in English. They will then be
given a chance to share with the whole group to practice saying it out loud. The teacher will repeat each
student’s answer and write it on the board using their name, so that the students can hear the variations of
the sample sentence frame.

11:25-11:45: Vocabulary
The students will be taught 5 new vocabulary words in English to try to practice using at home. Today
those words are as follows:
chair: silla listen: escuchar stand up: levantar
keys: llaves answer: respuesta

The students will be given an image, an example, an example sentence, a translation, and a definition for
each word. The words will be saved on the small whiteboard for the rest of the week, and added to each
day.

11:45-12:00: Clean up!

12:00-12:30:
Set up for tomorrow.
Wednesday (06/12):
8:30-8:45:
Teacher arrives at school to begin set-up and meet students at gate. Make sure that everything from the
night before is in place, that the chairs are out for the students, and that all needed materials are present
for the day. Grab an attendance sheet and label it with today’s date.

8:45-9:00: Arrive at School

Take attendance as students arrive. Have students move to the lab as they arrive. Meet all students who
are present in the lab at 9:00 to start right away.

9:00-9:30: Short Story

Have the students gather in a group either in chairs or on the floor. Read the story “Baby Bear, Baby Bear,
What Do You See?” to the students in English, providing context for the story in both English and
Spanish.
Discuss the pictures on each page with the students. After finishing the story, discuss what happened in
the story throughout and after in both Spanish and English. Ask students what their favorite part of the
story was, and give any students who want to share a chance to do so.

If time, practice some basic Duolingo skills with the students, in teams. Bring up DuoLingo on the laptop
and project it onto the Mimeo board. Break up the students into small groups (of mixed ability to be fair),
and have them compete to give the correct answer first.

9:30-9:50:Writing Game
The teacher will write the words “COLORS”, “ANIMALS”, and “FOOD” at the top of the big
whiteboard. The students will be grouped into three groups of varying proficiencies. They will choose a
team captain to write words on the board in their designated category. The students will then have to tell
their captain the words to write down in that category. Correct spelling matters. Teams will receive 1
point for every word that is correctly placed and spelled. If there is time, the teams will then switch
categories and play again using their team color. The students will play a third time (the game will
become increasingly difficult if students are not allowed to erase the previous groups’ answers and must
not repeat words!).

9:50-10:00: Bathroom/Water Break

10:00-11:00: Speaking Games

Provide each of the students with a copy of the attached BINGO board (see materials and resources).
Explain to the students their their job is to fill in the board to get BINGO (five in a row, column, or
diagonal) by talking with their classmates to find out if they have ever done the things on the board. The
teacher will read and explain each box on the game board for all of the students. The teacher will then
write the sentence starters “Have you ever _______________?”, “Yes, I have _____________.”, “No, I
haven’t ________________.”, and “Will you sign my box here?” on the board for the students to use as
models. The teacher will provide an example of interacting using this dialogue, and will then allow the
students to work. The first three students done will receive a small prize. Answers can be checked by
asking the students who signed, giving them further practice.

11:00-11:10: Break

11:10-11:25: Conversation Topic

The teacher will write the question “Where do you want to travel someday?” on the board. The teacher
will explain in both Spanish and English what the question is asking. The students will be given 1 minute
to think about where they want to travel (in Spanish). The teacher will then write the sentence frame “I
want to travel to __________ someday, because ____________”, for the younger students who don’t
quite have that language yet. The teacher will read the frame for the students, and give an example. The
students will then be given 1 minute to think about where they want to travel one day in English. They
will then be given 2 minutes to practice telling a friend about where they want to travel, in English. They
will then be given a chance to share with the whole group to practice saying it out loud. The teacher will
repeat each student’s answer and write it on the board using their name, so that the students can hear the
variations of the sample sentence frame.

11:25-11:45: Vocabulary
The students will be taught 5 new vocabulary words in English to try to practice using at home. Today
those words are as follows:
cookies: galletas dance: bailar change: cambiar
stories: cuentos walk: caminar

The students will be given an image, an example, an example sentence, a translation, and a definition for
each word. The words will be saved on the small whiteboard for the rest of the week, and added to each
day.

11:45-12:00: Clean up!

12:00-12:30:
Set up for tomorrow.
Thursday (07/12):
8:30-8:45:
Teacher arrives at school to begin set-up and meet students at gate. Make sure that everything from the
night before is in place, that the chairs are out for the students, and that all needed materials are present
for the day. Grab an attendance sheet and label it with today’s date.

8:45-9:00: Arrive at School

Take attendance as students arrive. Have students move to the lab as they arrive. Meet all students who
are present in the lab at 9:00 to start right away.

9:00-9:30: Short Story

Have the students gather in a group either in chairs or on the floor. Read the bilingual story “The Cat in
the Hat” to the students in English and in Spanish, providing context for the story in both English and
Spanish.
Discuss the pictures on each page with the students. After finishing the story, discuss what happened in
the story throughout and after in both Spanish and English. Ask students what their favorite part of the
story was, and give any students who want to share a chance to do so.

If time, practice some basic Duolingo skills with the students, in teams. Bring up DuoLingo on the laptop
and project it onto the Mimeo board. Break up the students into small groups (of mixed ability to be fair),
and have them compete to give the correct answer first.

9:30-9:50:
Writing Game
Have the students sit at the tables. Provide each student with a piece of paper and a pencil. Write a letter
on the board. Explain that when you say “start the bus” the students must start writing as many English
words as they can that start with that letter (for the younger or less proficient students, you could adjust
the game to simply involve writing a word that includes the given letter). Explain that the students keep
writing until any students shouts “stop the bus!” Emphasize that you won’t say anything, so it is up to the
students to shout it (write the words on the board to remind them of what to say). Once someone shouts
this, everyone must stop writing where they are (even if in the middle of a word). The students each get
one point for every word completed (spelling isn’t super important in this game so long as it starts with
the right letter and is close). The student with the most words gets an extra two points. Points are tallied
and the game is played again with another letter, if there is time.

9:50-10:00: Bathroom/ Water Break

10:00-11:00: Speaking Games

While students are on break, the teacher will hide questions on sticky notes all over the classroom, with
questions written on them (get to know you questions, and the like, some of which they have already
answered during previous conversations topics sessions during the week). The students will be broken
into two teams, and the teacher will explain that the cards have been hidden throughout the room, and that
the students much search the room for cards. They can only pick up one card at a time, and they must
bring the card to the whiteboard at the front of the room, read it to the teacher and answer the question on
the card in English. If answered correctly, the card is earned for that team; if not, someone else from the
team must help the student answer the card before it can be counted. The students may look for another
card once they have answered theirs, and the game continues until all cards are found and answered or the
time runs out for this section of the day. If there is time, the game can be played again, or another small
game could be used to fill the time.
11:00-11:10: Break

11:10-11:25: Conversation Topic

The teacher will write the question “Where are your from? What city? Where were you born?” on the
board. The teacher will explain in both Spanish and English what the question is asking. The students will
be given 1 minute to think about how to say where they are from (in Spanish). The teacher will then write
the sentence frame “I am from ___________. I was born in ____________”, for the younger students or
those who don’t quite have that language yet. The teacher will read the frame for the students, and give an
example. The students will then be given 1 minute to think about how to say where they are from and
where they were born in English. They will then be given 2 minutes to practice telling a friend where they
are from and where they were born, in English. They will then be given a chance to share with the whole
group to practice saying it out loud. The teacher will repeat each student’s answer and write it on the
board using their name, so that the students can hear the variations of the sample sentence frame.

11:25-11:45: Vocabulary
The students will be taught 5 new vocabulary words in English to try to practice using at home. Today
those words are as follows:
like: gustar pencil: lapiz scissors: tijeras
want: quierer paper: papel

The students will be given an image, an example, an example sentence, a translation, and a definition for
each word. The words will be saved on the small whiteboard for the rest of the week, and added to each
day.

11:45-12:00: Clean up!

12:00-12:30:
Set up for tomorrow.
Friday (08/12):
8:30-8:45:
Teacher arrives at school to begin set-up and meet students at gate. Make sure that everything from the
night before is in place, that the chairs are out for the students, and that all needed materials are present
for the day. Grab an attendance sheet and label it with today’s date.

8:45-9:00: Arrive at School

Take attendance as students arrive. Have students move to the lab as they arrive. Meet all students who
are present in the lab at 9:00 to start right away.

9:00-9:30: Short Story

Have the students gather in a group either in chairs or on the floor. Read the story “Bridget and the
Muttonheads” to the students in English, providing context for the story in both English and Spanish.
Discuss the pictures on each page with the students. After finishing the story, discuss what happened in
the story throughout and after in both Spanish and English. Ask students what their favorite part of the
story was, and give any students who want to share a chance to do so.

If time, practice some basic Duolingo skills with the students, in teams. Bring up DuoLingo on the laptop
and project it onto the Mimeo board. Break up the students into small groups (of mixed ability to be fair),
and have them compete to give the correct answer first.

9:30-9:50: Writing Game

To help students practice writing the vocabulary words they have been learning this week, provide them
each with a piece of paper and pencil, then write the following letters on the board in rows and columns as
seen here (put the rows in different orders for extra challenge):
g o s n n s w a r e c a n h g e
d e a r l s i t n e eprap
t r w i e n d s t a p u csisors
t si o o k c s e i pnceil
m e g a t r o s i e atnw
h c a i r s a c n d e klei
k e s y a l w k

Ask them to work to unscramble the letters to form their vocabulary words (that is their hint, and their
words should all still be written on the smaller whiteboard). See who can unscramble the words first!
Then, read each of the unscrambled words out loud with the students again, and give them a brief
definition.

9:50-10:00: Bathroom/ Water Break

10:00-11:00: Speaking Games

Using the attached word list, provide each student with a single word written on an index card. Tell the
students they have 1 minute to try to find their matching card (the opposite of what is written on their
card), and that they must do so using only English, as much as possible. The students will be given one
minute to find their partners.Any remaining partners after the first minute will be sorted out as a whole
group. Once the students have their partners, the students will sit down in a circle on the floor. The
students will still have their cards and will be asked to go around the circle and share their name and the
word they had on their card. After the first student, each student must repeat the words of all the previous
students before them (e.g., “My name is Adam, and I have the word ‘night.’”Then, “His name is Adam,
and he has the word ‘night’. My name is Lucy, and I have the word ‘day.’”) The teacher can write
sentence frames on the board to help guide students if they cannot remember or get stuck. This will
continue until everyone has had a chance to speak. The youngest students will go first, so that the older
students have more of a challenge in remembering everyone’s names and words.

11:00-11:10: Break

11:10-11:25: Conversation Topic

The teacher will write the question “What was your favorite part of camp this week? Why?” on the board.
The teacher will explain in both Spanish and English what the question is asking. The students will be
given 1 minute to think about their favorite part of the week (in Spanish). The teacher will then write the
sentence frame “My favorite part of camp this week was ___________, because____________”, for the
younger students or those who don’t quite have that language yet. The teacher will read the frame for the
students, and give an example. The students will then be given 1 minute to think about what their favorite
part was and why in English. They will then be given 2 minutes to practice telling a friend what their
favorite part was, in English. They will then be given a chance to share with the whole group to practice
saying it out loud. The teacher will repeat each student’s answer and write it on the board using their
name, so that the students can hear the variations of the sample sentence frame.

11:25-11:45: Vocabulary
The students will play the flyswatter game with the vocabulary words from the week. The students need
to be grouped in two large groups and sitting in a line facing the front whiteboard. The teacher will write
the words on the board and the students will be given either a definition (for the older students) or a
translation (for the younger or struggling students) and will need to find the correct corresponding English
word before the other team. Each correct answer earns one point for that team. The students play until all
the words have been reviewed, or until the time runs out.

11:45-12:00: Clean up!

12:00-12:30:
Set up for Monday.
Monday (11/12):
8:30-8:45:
Teacher arrives at school to begin set-up and meet students at gate. Make sure that everything from the
night before is in place, that the chairs are out for the students, and that all needed materials are present
for the day. Grab an attendance sheet and label it with today’s date.

8:45-9:00: Arrive at School

Take attendance as students arrive. Have students move to the lab as they arrive. Meet all students who
are present in the lab at 9:00 to start right away.

9:00-9:30: Short Story

Have the students gather in a group either in chairs or on the floor. Read the story “The Giving Tree” to
the students in English, providing context for the story in both English and Spanish.
Discuss the pictures on each page with the students. After finishing the story, discuss what happened in
the story throughout and after in both Spanish and English. Ask students what their favorite part of the
story was, and give any students who want to share a chance to do so.

If time, practice some basic Duolingo skills with the students, in teams. Bring up DuoLingo on the laptop
and project it onto the Mimeo board. Break up the students into small groups (of mixed ability to be fair),
and have them compete to give the correct answer first.

9:30-9:50: Writing Game

Begin by asking students to name things in the classroom (pencils, tables, projector, etc.). Write all of the
answers students give on the board. Help students brainstorm enough items that each students has at least
one word (depending on class size, we could do up to two words a student). Then, give each student a
sticky note for each word and a pencil. Give each student a word or two to write on each sticky note, and
then have them label the items around the room. After everyone has placed their labels, if there is still
time. Take all the labels down, mix them up, and give each student a new label or two and time how long
it takes the students to label everything again. Tell the students that they can and should work together to
get all of them right, and to ask if they don’t know what a word is.

9:50 – 10:00: Bathroom/Water Break

10:00-11:00: Speaking Games

Tell the students that we will be playing a game where each person will be in the “hot seat” so to speak -
and explain that phrase while you are at it! Ask if any student would like to volunteer to be first. Then,
write the words “yes” and “no” on the board and cross them out. The other students must ask the student
in the hot seat questions to try to trick them into saying yes or no. Once the first question is asked, the
timer starts. Explain that the student in the “hot seat” cannot answer yes or no to any questions, and they
have to try their best not to repeat themselves, or say anything in Spanish. If they do, the timer stops and
their time is recorded. The student with the longest time wins the game.

11:00-11:10: Break

11:10-11:25: Conversation Topic

The teacher will write the question “What are your favorite color and your favorite animal?” on the board.
The teacher will explain in both Spanish and English what the question is asking. The students will be
given 1 minute to think about their responses (in Spanish). The teacher will then write the sentence frame
“MY favorite color is _____________, and my favorite animal is a/an _______________”, for the
younger students who don’t quite have that language yet. The teacher will read the frame for the students,
and give an example. The students will then be given 1 minute to think about their responses in English.
They will then be given 2 minutes to practice telling a friend their responses, in English. They will then be
given a chance to share with the whole group to practice saying it out loud. The teacher will repeat each
student’s answer and write it on the board using their name, so that the students can hear the variations of
the sample sentence frame.

11:25-11:45: Vocabulary
The students will be taught 5 new vocabulary words in English to try to practice using at home. Today
those words are as follows:
frosting: azúcar glaceado bake: hornear oven: horno
sprinkles: chispas cook: cocinar

The students will be given an image, an example, an example sentence, a translation, and a definition for
each word. The words will be saved on the small whiteboard for the rest of the week, and added to each
day.

11:45-12:00: Clean up!

12:00-12:30:
Set up for tomorrow.
Tuesday (12/12):
8:30-8:45:
Teacher arrives at school to begin set-up and meet students at gate. Make sure that everything from the
night before is in place, that the chairs are out for the students, and that all needed materials are present
for the day. Grab an attendance sheet and label it with today’s date.

8:45-9:00: Arrive at School

Take attendance as students arrive. Have students move to the lab as they arrive. Meet all students who
are present in the lab at 9:00 to start right away.

9:00-9:30: Short Story

Have the students gather in a group either in chairs or on the floor. Read poems labeled 1-4 of “Where the
Sidewalk Ends” to the students in English, providing context for the story in both English and Spanish.
Discuss the pictures on each page with the students. After finishing the story, discuss what happened in
the story throughout and after in both Spanish and English. Ask students what their favorite part of the
story was, and give any students who want to share a chance to do so.

If time, practice some basic Duolingo skills with the students, in teams. Bring up DuoLingo on the laptop
and project it onto the Mimeo board. Break up the students into small groups (of mixed ability to be fair),
and have them compete to give the correct answer first.

9:30-9:50: Writing Game

The students will be playing a writing game called ‘Shiritori’, or ‘Taking the End”. The teacher starts by
writing a word on the board. The students each take a turn writing an English word that begins with the
last letter of the previous word. The game continues until the all of the students have added a word. If
there is still time left-over, the students can play again, but with only nouns.

Before the students leave for break, have them clean up the tables and put all materials away.

9:50 – 10:00: Bathroom/Water Break

10:00-11:25:
While the students are on break, prepare the materials for mixing the trail mix. Set up all of the
ingredients so that students can make a big bowl of trail mix together. Then, help each student get two
snack size Ziploc bags of trail mix for themselves. If there is enough, students may make more bags. Any
extra will go in a separate larger bag. The students will then learn the English words for each ingredient
and will write the number and ingredients in English on a piece of paper, for each bag of trail mix that
they have (up to two, unless there is enough time to continue working on this).

If at any point it becomes clear that the students cannot handle this activity. Stop, clean up, and spend the
remaining time practicing on DuoLingo (as a backup activity) - this will likely not be necessary.

11:25-11:45: Vocabulary
The students will be taught 5 new vocabulary words in English to try to practice using at home. Today
those words are as follows:
recipe: receta dessert: postre time: tiempo
cake: pastel friend: amigo/a
The students will be given an image, an example, an example sentence, a translation, and a definition for
each word. The words will be saved on the small whiteboard for the rest of the week, and added to each
day.

11:45-12:00: Clean up!

12:00-12:30:
Set up for tomorrow.
Wednesday (13/12):
8:30-8:45:
Teacher arrives at school to begin set-up and meet students at gate. Make sure that everything from the
night before is in place, that the chairs are out for the students, and that all needed materials are present
for the day. Grab an attendance sheet and label it with today’s date.

8:45-9:00: Arrive at School

Take attendance as students arrive. Have students move to the lab as they arrive. Meet all students who
are present in the lab at 9:00 to start right away.

9:00-9:30: Short Story

Have the students gather in a group either in chairs or on the floor. Read poems labeled 5-9 of “Where
the Sidewalk Ends” to the students in English, providing context for the story in both English and
Spanish.
Discuss the pictures on each page with the students. After finishing the story, discuss what happened in
the story throughout and after in both Spanish and English. Ask students what their favorite part of the
story was, and give any students who want to share a chance to do so.

If time, practice some basic Duolingo skills with the students, in teams. Bring up DuoLingo on the laptop
and project it onto the Mimeo board. Break up the students into small groups (of mixed ability to be fair),
and have them compete to give the correct answer first.

9:30-9:50: Writing Game

Break the students up into two equal groups and have them form two straight lines facing the large
whiteboard. Explain the game to the students, do a practice round, and then play the game for points. The
gameplay goes as follows: The students at the back of the line are told a word. They must repeat the word
to the person in front of them, and then to the next person, and so on until the front of the line is reached.
The person at the front of the line must race to write the word first, correctly (using teammates help as
necessary for spelling). Make sure every student has a chance to write a word on the board. Keep track of
point on the corner of the board. At the end, review the words used (vocabulary words) and any spelling
issues.

After the game, have all students clean the tables off and wash their hands so that they are ready to
decorate cookies.

9:50-10:00: Bathroom/Water Break

10:00-11:25:
Pass out the cookies to the students, and explain what materials they have to work with. Make sure every
student has a plastic knife, a paper plate, two cookies, and access to the decorations. Allow the students to
work on decorating their cookies. Then have each student share how they decorated their cookie, focusing
on what flavor and color frosting they used, what types of decorations they used, and what color sprinkles
or Mn’Ms they used.
Have the students clean the whole room up (wipe the tables, sweep the floors, throw away trash, etc.).

11:25-11:45: Vocabulary
The students will be taught 5 new vocabulary words in English to try to practice using at home. Today
those words are as follows:
plate(s): plato(s) fork(s): tenedor(es) spoon(s): cuchara(s)
cup(s): taza(s) knife(ves): cuchillo(s)

The students will be given an image, an example, an example sentence, a translation, and a definition for
each word. The words will be saved on the small whiteboard for the rest of the week, and added to each
day.

11:45-12:00: Clean up!

12:00-12:30:
Set up for tomorrow.
Thursday (14/12):
8:30-8:45:
Teacher arrives at school to begin set-up and meet students at gate. Make sure that everything from the
night before is in place, that the chairs are out for the students, and that all needed materials are present
for the day. Grab an attendance sheet and label it with today’s date.

8:45-9:00: Arrive at School

Take attendance as students arrive. Have students move to the lab as they arrive. Meet all students who
are present in the lab at 9:00 to start right away.

9:00-9:30: Short Story

Have the students gather in a group either in chairs or on the floor. Read the poems labeled 10-13 of
“Where the Sidewalk Ends” to the students in English, providing context for the story in both English and
Spanish.
Discuss the pictures on each page with the students. After finishing the story, discuss what happened in
the story throughout and after in both Spanish and English. Ask students what their favorite part of the
story was, and give any students who want to share a chance to do so.

If time, practice some basic Duolingo skills with the students, in teams. Bring up DuoLingo on the laptop
and project it onto the Mimeo board. Break up the students into small groups (of mixed ability to be fair),
and have them compete to give the correct answer first.

9:30-9:50: Writing Game

Divide the class into two teams and have them sit in two lines on the floor. The students at the front of
each line will be given a marker. The teacher will say a vocabulary word from one of the previous days in
the week, and the students with markers will race to write the word first. The student to correctly write the
word first (they can get help on spelling from teammates), and say it, will win the point for the team.
Have these students correct any mistakes before sitting down, then move on to the next student in line.

9:50-10:00: Bathroom/Water Break

10:00-11:00:
Watch “Frosty the Snowman” (with Spanish subtitles). Discuss the movie. Learn the lyrics to the song
“Frosty the Snowman” in the remaining time.

11:00-11:10: Break

11:10-11:25: Conversation Topic

The teacher will write the question “How do you celebrate Christmas?” on the board. The teacher will
explain in both Spanish and English what the question is asking. The students will be given 1 minute to
think about their responses (in Spanish). The teacher will then write the sentence frame “I celebrate
Christmas by _____________ with ____________”, for the younger students who don’t quite have that
language yet. The teacher will read the frame for the students, and give an example. The students will
then be given 1 minute to think about their responses in English. They will then be given 2 minutes to
practice telling a friend their responses, in English. They will then be given a chance to share with the
whole group to practice saying it out loud. The teacher will repeat each student’s answer and write it on
the board using their name, so that the students can hear the variations of the sample sentence frame.
11:25-11:45: Vocabulary
The students will play the flyswatter game with the vocabulary words from the week. The students need
to be grouped in two large groups and sitting in a line facing the front whiteboard. The teacher will write
the words on the board and the students will be given either a definition (for the older students) or a
translation (for the younger or struggling students) and will need to find the correct corresponding English
word before the other team. Each correct answer earns one point for that team. The students play until all
the words have been reviewed, or until the time runs out.

11:45-12:00: Clean up!

12:00-12:30:
Clean up everything from camp.
 Materials and References
Materials Needed: = Attached as printout or picture of sample.

Monday 04/12 Tuesday 05/12 Wednesday 06/12 Thursday 07/12 Friday 08/12
Story to read: Story to read: Story to read: Story to read: Story to read:
Where the Wild Rain Forest Baby Bear, Baby The Cat in the Hat Bridget and the
Things Are Laptop Bear, What Do Laptop Muttonheads
Laptop Mimeo Board You See? Mimeo Board Laptop
Mimeo Board Projector Laptop Projector Mimeo Board
Projector Speakers Mimeo Board Speakers Projector
Speakers Whiteboard and Projector Whiteboard and Speakers
Whiteboard and markers Speakers markers Whiteboard and
markers DuoLingo App (as Whiteboard and paper and pencils markers
paper and pencils backup) markers DuoLingo App (as paper and pencils
DuoLingo App (as Copies of lyrics DuoLingo App (as backup) DuoLingo App (as
backup) for “Up on The backup) sticky notes (with backup)
Copies of lyrics Housetop” Copies of BINGO questions) (1 pack) Word list and
for “Thunder” boards corresponding
index cards
flyswatters

Monday 11/12 Tuesday 12/12 Wednesday 13/12 Thursday 14/12 Friday 15/12
Story to read: Story to read: Story to read: Story to read: None.
The Giving Tree Where the Where the Where the
Laptop Sidewalk Ends Sidewalk Ends Sidewalk Ends
Mimeo Board Laptop Laptop Laptop
Projector Mimeo Board Mimeo Board Mimeo Board
Speakers Projector Projector Projector
Whiteboard and Speakers Whiteboard and Speakers
markers Whiteboard and markers Whiteboard and
pencils markers DuoLingo App (as markers
DuoLingo App (as DuoLingo App (as backup) paper and pencils
backup) backup) cookies DuoLingo App (as
sticky notes (1 Ingredients for materials for backup)
pack) trail mix: pretzels, frosting cookies: Frosty the
timer/watch peanuts, chocolate frosting, paper Snowman Movie
chips, mini plates, plastic Copies of “Frosty
marshmallows, knives, sprinkles, the Snowman”
Mn’Ms Mn’Ms Lyrics
large mixing bowl Flyswatters
Snack size ziploc
bags
1 large size ziploc
bag
Online References Cited:
ESL Expat. (2016). Pass the marker ESL vocabulary game. Retrieved from http://eslexpat.com/esl-
vocabulary-games/pass-the-marker/
ESL Insider. (2017). Sprite is a fun ESL writing activity for vocab. Retrieved from
http://www.eslinsider.com/how-to-teach-english-videos/vocab-games/sprite
ESL Kids Stuff. (n.d.) ESL kids writing games and activities. Retrieved from
https://www.eslkidstuff.com/esl-kids-games/writing-games.htm
Lopez, C. Y. (n.d.) Easy ESL games that give beginners another path to fluency. Retrieved from
https://www.fluentu.com/blog/educator-english/esl-games-for-beginners/
Verner, S. (n.d.). Speak up: 6 fabulous games to get your students speaking. Retrieved from
http://busyteacher.org/16508-speaking-6-fabulous-games-teach-students.html
Weston, N. (2017). The best no-mixer sugar cookies. Retrieved from http://bakingbites.com/2017/03/the-
best-no-mixer-sugar-cookies/
Books cited:
Carle, E. & Martin, B. (2007). Bay bear, baby bear, what do you see?. New York, NY: Henry Holt and
Company.
Cowcher, H. (1988). Rain forest. New York, NY: Farrar, Straus, and Giroux.
Dr. Seuss. (1957/1995). The cat in the hat. (C. Rivera, Trans.). New York, NY: Random House, Inc.
(Original work published 1957).
Lindenbaum, P. (2002). Bridget and the muttonheads. (K. Board, Trans.). Stockholm: Raben & Sjogren
Bokforlag.
Sendak, M. (1963/1991).Where the wild things are. U.S.A.: HarperCollins Publishers. (Original work
published 1963).
Sendak, M. (1963/1991). Donde viven los monstruos. (T. Mlawer, Trans.). U.S.A.: HarperCollins
Publishers. (Original work published 1963).
Silverstein, S. (1964). The giving tree. New York, NY: Evil Eye Music.
Silverstein, S. (1974). Where the sidewalk ends. New York, NY: Evil Eye Music
 Attached Materials
“Thunder” Lyrics:
Just a young gun with a quick fuse Thunder, thun', thunder
I was uptight, wanna let loose Thun-thun-thunder, thunder, thunder
I was dreaming of bigger things Thunder, thun', thunder
And wanna leave my own life behind Thun-thun-thunder, thunder
Not a yes sir, not a follower Thunder, feel the thunder
Fit the box, fit the mold Lightning and the thunder
Have a seat in the foyer, take a number Thunder, feel the thunder
I was lightning before the thunder Lightning and the thunder
Thunder, thunder Thunder
Thunder, thun', thunder Thunder, feel the thunder
Thun-thun-thunder, thunder, thunder Lightning and the thunder, thunder
Thunder, thun', thunder Thunder, feel the thunder
Thun-thun-thunder, thunder Lightning and the thunder, thunder
Thunder, feel the thunder Thunder, feel the thunder
Lightning and the thunder Lightning and the thunder, thunder
Thunder, feel the thunder Thunder, feel the thunder
Lightning and the thunder Lightning and the thunder, thunder
Thunder, thunder Thunder, feel the thunder
Thunder Lightning and the thunder, thunder
Kids were laughing in my classes Thunder, thunder, thunder
While I was scheming for the masses Thun-thun-thunder, thunder
Who do you think you are? Thunder, thunder, thunder
Dreaming 'bout being a big star Thun-thun-thunder, thunder
You say you're basic, you say you're easy Thunder, thunder, thunder
You're always riding in the back seat Thun-thun-thunder, thunder
Now I'm smiling from the stage while Thunder, thunder, thunder
You were clapping in the nose bleeds Thun-thun-thunder, thunder
Thunder
“Up on the Housetop” Lyrics:

__________ on the housetop

Reindeer pause,
Out jumps good old __________ Claus
__________ through the chimney
With lots of __________
All for the little __________,
Christmas joys

Chorus:
Ho, ho, ho!
__________ wouldn’t go
Ho, ho, ho!
Who wouldn’t __________
Up on the housetop
Click, __________, click
Down through the chimney
With good __________ Nick

__________ comes the stocking

Of little Nell
Oh, dear Santa fill it __________
Give her a dolly that
__________ and cries
One that will open and
Shut her __________

Repeat chorus

__________ comes the

Stocking of __________ Will
Oh just see what a glorious fill
Here is a __________ and lots of tacks
Also a __________ and a whip that cracks

Repeat chorus
BINGO Board:
“Have you Ever?” BINGO

rode a bicycle? went skiing? traveled to another swam in the had a cat for a pet?
country? ocean?

played baseball? been to an learned an English written a poem? read a chapter

amusement park? song? book?

sent a letter in the painted a picture? FREE SPACE! used a laptop (not seen a waterfall?
mail? a tablet)?

touched snow? held a butterfly? seen a monkey? spent the night at a went on a field
friend’s house? trip?

danced in the rain? sang or danced for done a science solved a rubic’s eaten food from
an audience? experiment? cube? the United States?
Sticky Note Questions:
1. Where are you from?
2. How old are you?
3. When is your birthday?
4. Where do you live?
5. Who lives with you?
6. Who is your best friend?
7. How many sisters do you have?
8. How many brothers do you have?
9. What is your favorite color?
10. What is your favorite thing to do?
11. How do you celebrate Christmas?
12. Do you have any pets?
13. What is your favorite song?
14. What is your favorite movie?
15. Do you know how to read?
16. Do you like cats?
17. Do you like dogs?
18. Where do you like to go?
19. What is your favorite food?
20. Do you like to go shopping?
21. Do you like to swim?
22. How much do you brush your teeth?
23. What do you do on Friday nights?
24. How many cousins do you have?
25. What time did you go to sleep last night?
26. What is your favorite sport?
27. What is your last name?
28. Who is your favorite singer?
29. What kind of music do you like?
30. What kind of ice cream do you like?
31. What color is your house?
32. What do you want to do when you grow up?
33. What is your favorite drink?
34. What is your favorite snack?
35. What is your brother’s name?
36. What is your sister’s name?
37. Where do you want to travel?
38. How to you get to school?
39. Do you like to read?
40. Do you like to watch TV?
Opposites Word List:
day - night all - none
summer - winter black white
happy - sad come - go
fast - slow
stand - sit
big - little
long - short
new - old
soft - hard
right - left
up - down
good - bad
in - out
hot- cold
high - low
wet - dry
clean - dirty
For example:
Sugar Cookie Recipe:
The Best No-Mixer Sugar Cookies
1 cup sugar
1/2 cup vegetable oil
1 large egg
2 tsp vanilla extract
1 1/2 cups all purpose flour
1 1/2 tsp baking powder
1/2 tsp salt
Preheat oven to 350F. Line a baking sheet with parchment paper.
In a large mixing bowl, stir together sugar, vegetable oil, egg and vanilla extract. Add in 1/2 cup of flour,
along with baking powder and salt, and mix until well-incorporated. Add in remaining flour and stir until
a thick dough forms and all ingredients have been incorporated.
Shape into 1 1/2-inch balls and arrange on prepared baking sheet.
Bake for 10-13 minutes, until cookies are set around the outside, but still pale, and the bottoms are lightly
browned.
Allow the cookies to cool on the baking sheet for 5-7 minutes, then transfer to a wire rack to cool
completely.
Makes 18 cookies.
Frosty the Snowman Lyrics:
Frosty the snowman
Was a jolly happy soul
With a corncob pipe
And a button nose and
Two eyes made out of coal
Frosty the snowman
Is a fairy tale they say
He was made of snow
But the children know
How he came to life one day
There must have been some magic
In that old silk hat they found
For when they placed it on his head
He began to dance around
Frosty the snowman
Was alive as he could be
And the children say
He could laugh and play
Just the same as you and me
Frosty the snowman
Knew the sun was hot that day
So he said, "Let's run
And we'll have some fun
Now before I melt away"
Down to the village
With a broomstick in his hand
Running here and there
All around the square
Saying "Catch me if you can"
He led them down the streets of town
Right to the traffic cop
And he only paused a moment when
He heard him holler "Stop!"
Frosty the snowman
Had to hurry on his way
But he waved goodbye saying,
"Don't you cry
I'll be back again some day"
Thumpity, thump, thump
Thumpity, thump, thump
Look at Frosty go
Thumpity, thump, thump
Thumpity, thump, thump
Over the hills of snow
 Staff Responsibilities
● Planning and teaching of all lessons outlined in the above document, according to the provided
calendar.
● Providing supervision for all students at all times during the camp’s operational hours.
● Preparing all materials for each day in advance, including staying after each day or coming in
early to set up materials or activities.
● Communicating with Mirthala regarding individual students in the camp and overall operations of
the camp on a daily basis.
● Communicating with parents via notes and face-to-face contact as necessary, regarding individual
student participation and behavior.
● Tracking students’ daily involvement and behavior to ensure that all students have an engaging
experience at the camp.
● Providing necessary classroom management to keep order and safety at the forefront throughout
the camp.
● Writing brief daily reflections on the camp and its success that day to ensure that any necessary
changes are noted and made as soon as is feasible.
● Maintaining records of pertinent student information and emergency contact information.
● Having fun!
 Letter to Parents
Queridos padres,

Nos complace dar la bienvenida a su(s) estudiante(s) a nuestro campamento de verano de inglés este año.
El campamento les dará a los estudiantes una oportunidad de trabajar en sus habilidades para hablar,
escribir, escuchar y leer en inglés en un ambiente divertido. Cada día leeremos una nuevo cuento en inglés
y participaremos en varios juegos y actividades para ayudar a su(s) estudiante(s) a aprender inglés.
Durante la segunda semana del campamento, tendremos un tema de Navidad para guiar nuestro
aprendizaje de inglés: hornearemos galletas de Navidad, veremos una película navideña en inglés y
aprenderemos una canción navideña en inglés.
La primera semana del campamento se desarrollará de 8:45 a.m. a 11:45 a.m., de lunes a viernes. La
segunda semana del campamento se desarrollará de 8:45 a.m. a 11:45 a.m., de lunes a jueves. El
campamento es completamente gratuito, pero esperamos que los estudiantes accedan a asistir todos los
días.

¡Esperamos tener a su (s) estudiante (s) en el campamento este año!

Gracias,
Sara Houser
Director de campo

Dear parents,
We are excited to welcome your student(s) to our English summer camp this year. The camp will give
students an opportunity to work on their English speaking, writing, listening, and reading skills in a fun
environment. Each day we will read a new story in English, and engage in various games and activities to
help your student(s) learn English. During the second week of the camp, we will have a Christmas theme
to guide our English learning: we will bake Christmas cookies, watch a Christmas movie in English, and
learn an English Christmas song.
The first week of the camp will run from 8:45 am to 11:45 am, Monday through Friday. The second week
of camp will run from 8:45 am to 11:45 am, Monday through Thursday. The camp is entirely free, but we
expect that students who agree to come attend every day.
We look forward to having your student(s) in camp this year!

Thank you,
Sara Houser
Camp Director
 Tips for Dealing with Misbehavior
● Learn students names right away - whether by using name tags or playing a name game. Knowing
a student’s name can make all the difference in getting their attention and getting them on track.
● Set up entrance and exit activities for students, no matter how small, as it gives students a chance
to immediately get to work and gives them incentive to finish their work and pay attention in order
to access breaks.
● Focus on keeping the students moving and engaged: the more engaged they are, the less likely
they are to act out!
● Do not supply homework or extra coursework as punishment for bad behavior. Instead give
students a fair punishment that fits what they have done. For example, if they keep talking to a
particular student, move them away from that student so that they both can focus.
● If necessary, a tally system could be set up such that students who earn tallies throughout the day
lose privileges at the end of the day or have a note sent home to their parents warning them that if
the behavior continues, the student will face consequences as severe as being removed from the
camp.
● If all else fails, and a student is repeatedly distracting the group or causing more serious problems,
send the student to the office to speak with Mirthala. The student may return after the first offense,
but if this is necessary for the same student more than once during the camp, the student may be
removed from the camp at the discretion of director (Mirthala) and the camp leader.
 Emergency Contact Information
In case of emergency contact the following numbers, depending on the situation and level of severity:
Camp Director: Sara Houser
Cell Phone: +1 989 213 2943
Emergency Services (Fire, Ambulance, Police)
Ambulance: 128
Fire: 118
Police: 117
 Daily Reflections

Monday (04/12):

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Tuesday (05/12):

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Wednesday (06/12):

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Thursday (07/12):

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Friday (08/12):

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Monday (11/12):

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Tuesday (12/12):

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Wednesday (13/12):

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Thursday (14/12):

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