Really want to plan a tight unit with the most focused and realistic amount of material possible? Try this exercise:
1. Grab a sheet of paper and a pen.
2. Grab the vocabulary list for your upcoming unit (or use your memory list).
3. Draw a large circle (half the page) right in the center.
4. Draw a smaller circle (2/3 size-ish) inside the circle but near the bottom not the center.
5. Repeat #4 making a smaller circle inside the 2/3 size one.
6. Below your concentric circles, draw a large-ish circle in the lower left corner.
7. Label your circles: large is “useful”, medium is “necessary”, and small is “for life”. The guy in the corner is “chuck-it bucket.”
Now that you have your graphic organizer, take your list and really focus on it…. Be realistic, what on this list is a) honestly engaging for your class and b) useful for them in the future (real life language not classroom speak). Go through the list word by word and place them in categories. The smallest circle is the inner sanctum. Nothing goes there unless it will benefit those students for the rest of their lives as language speakers! Ex. Tenía que or no puedo (i/he/she had to, I can’t). The medium circle is for things that they will probably need to use often. Ex. Mientras, así que, entonces (while, so, then) the big circle is for things they should recognize if they see or hear them but they’re more like bonus words, the kids could get by with or without them. (Ex. Basic clothes, foods, colors). The chuck-it may (should) be the fullest. These are things that we teach robotically because we have always done it but that have no value to a student wanting and needing to communicate in the TL! Ex. Household chores, things in their backpack, items in the classroom. If you have to do these for a district assessment, try to think of a quick and clever way to memorize and move on to more important things.
Now that you’re looking at the list in perspective, plan ways to use the TL (90% if you can) to hit those items in the small circle every day, the medium circle often, and the large circle enough for recognition. Chuck can be for extra credit or just a trash can to hold things that are NOT high frequency.
Try to imagine the ways your kids may be using this new language in the future. Have you told them that being a language teacher is only one of a million ways the L2 can be part of their career? I think we mistakenly teach these lists anticipating the kids that will use their language to be teachers. Don’t fall into that trap! Make the language personal to all of them! The teacher types will pick up every word anyway, it’s the others who we can woo! Make a generation of bilingual doctors and lawyers and scientists and engineers! That is how we will truly change people’s views on the importance of learning language!!!
Thank you so much for this! I created a document if anyone is interested. Fill free to use it!
Thank you for sharing!!!
Nice document! Thanks for creating it!
Any chance you’d be willing to repost this doc, April? Gracias! -David
What happens in April!?
EXCELLENT post!!! Thank you so much for sharing!
[…] need a second teacher. I pared down the vocabulary lists (check out my chuck it bucket post here.) If you are in a district with colleagues who are married to the text for one reason or another, […]
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[…] the chuck-it bucket as a way to pare down to the basics and then add a few enrichment structures for the real […]
Love it- I would love to do this with my department. But I am told I need to ‘follow the book’- I wonder if I did this, (alone- but in order to help kids articulate successfully) where would you put a circle of
‘words they need to be successful at the next leve/they’re expected to know next year’?
The great thing about the Chuck it Bucket is that you can use it on a large scale or small! For example: You have to teach to the textbook but your colleagues are doing all the activities day by day, you choose some key vocab and grammar chunks and you do a unit like homes of the world (https://www.teacherspayteachers.com/Product/Viviendas-del-mundo-Level-2-1-week-Unit-of-Study-3766205) as a replacement for those workbook and textbook pages. In the end, which students will likely retain it more? The ones who memorized it and used it all out of context or the ones who were immersed in global homes!? Or say you just don’t believe in the chores unit and you really want to find time to fit in a reader! Go through the chores list and find some non-negotiables like clean, wash, has to, doesn’t want to… work those into your other discussions and read a reader while the other classes spend 3 weeks memorizing chores. I guarantee you, the ones that do the chores unit won’t remember dust the furniture or vacuum the carpet any better than your students who never even learned it. 😉 Kids just don’t get engaged by chore vocab! If you’re careful about planning in some of the textbook themes as you replace them with your own passions and things that engage students, you’ll have so much more fun and so will your kids. And the cool part is that you attract a lot more people to what you’re doing when they see your students being successful.
[…] they do know. Not sure how to go about narrowing your focus in a unit? Try checking out the “Chuck-it Bucket” or the “Liberation from the List” posts to help […]
[…] key element to unit redesign is the C The Chuck It Bucket allows you to carefully plan what students will take away and learn forever. We […]
Hi, just come across your blog. I’m new to CI. Just wondering if an picture example would be possible. Sometimes it’s easier to understand that following instructions. Thank you.