Create a Bizarre Sentence

I use this for practice of particles

Instruction:
1. Hand out a piece of paper. Students don't write their names.
2. Have them write a name of subject with particle "wa" such as classmate's name, celebrity's name.
3. Have them fold that part and exchange a paper with their neighbors. As the subject part is folded down, the next person has no idea who or what the suject is.
4. Have them write down any place name with particle "de."
5. Have them fold down the part and exchange.
6. Repeat 2 & 3 with different particles such as "(time) ni" "(person) to" "(direct object) wo"
7. At the end, have them write a verb that requires a direct object.
8. As each part of the sentence is written by different students, created sentences are (supposed to be) funny, or they don't make sense at all, or make sense perfectly. Each student opens the paper and reads it aloud to the class and translates it.

Example:
"Ok, everyone, write a subject. It can be your friend's or classmate's name. Or your favorite actor/actress. And, don't forget the particle. What's the particle that goes with a subject? Yes, put "wa" after the subject. Now, fold down that part and exchange it with your neighbor!"
"Now, let's see. Write down a place name. Whoever the subject is, the person is doing something at a place. Write down the place name. Yes, the particle in this case is "de." Don't forget "de" at the end of the place name."
----continues-------
"Now, did you write down the verb that requires a direct object? Make sure you used a past tense as it happened yesterday. OK, now exchange it with the person you have not exchanged with before. Now, open and read it. Does the sentence make sense? Funny? Greg-kun, read your sentence, please."

Some students' examples:
l Michelle-san wa, kinoo, Wal-Mart de, Godzilla to, gogo 8:00 ni, toire wo, nomimashita. (Michelle drank toilet with Godzilla at Wal-Mart at 8:00 pm yesterday.)
l Paul-kun wa, kinoo, Tim-kun no uchi de, Lindsey-san no inu to, sailor moon wo, kowashimashita. (Paul broke Sailor Moon with Lindsey's dog at Tim's house yesterday.)

National Standards:

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Draw a Story

Example story for Japanese 1 (short, easy story so that all students can comprehend it.)
1. Sam-kun ga imasu.
2. Sam-kun wa nihon e ikimasu.
3. Soshite, resutoran e ikimasu.
4. Sam-kun wa takosu (tacos) wo chuumon shimasu.
5. Resutoran wa takosu ga arimasen.
6. Resutoran wa tako (octopus) ga arimasu.
7. Sam-kun wa tako wo tabemasu.

Instruction:
Read a sentence and have them draw a scene for the sentence. Give them enough time to draw (1-2 min.) for each scene. While they are drawing, repeat the sentence over and over. When they finish drawing, pick 7 students and have them draw each scene on the board (2 minutes). The rest of the class checks if their drawing matches ones on the board. The teacher asks questions in Japanese to the class using each drawing.
T: "(pointing to the scene 1) Minasan, kore wa Jim Carey desuka?"
S: "Iie"
T: "Julia Roberts desu ka?
S: "iie"
T: "dare desu ka?
S: "Sam-kun desu."
T: (pointing to the scene 2) "Minasan, Sam-kun wa chuugoku e ikimasuka?"
S: "Iie"
T: "Doko e ikimasu ka?"
S: "Nihon e ikimasu."
----- continues -----
T: (pointing to the scene 7) "Minasan, Sam-kun wa nani wo tabemasuka?
S: "Tako wo tabemasu."
T: "Sam-kun wa takosu wo tabemasuka?"
S: "iie"
(Sometimes, the drawing on the board has the wrong information. Have students notice it and correct it through Q & A in Japanese.)
(Using classmates' /celebrities' names makes a story realistic and they seem to listen better.)
(The next day, I have students write the story next to the drawing.)

National Standards:

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Shiritori (can be used for any chapter)

I sometimes use this when I still have 3-5 minutes before the bell rings. It is good for review of vocabulary and can be modified various way.

Instruction:
Type A: Split your class into two groups and the teacher pronounces a vocabulary word. Group A tries to find a vocabulary word which starts with the last syllable of the vocabulary the teacher just pronounced. After group A pronounces, group B pronounces a vocabulary word with starts with the last wyllable of the word group A just pronounced. The group that cannot find the vocabulary word or if they pronounced ending "N" will lose.
*I always have them say not only vocabulary word in Japanese but also its meaning in English.
*I use Japanese OKASHI or candies for winners.
*I erase masu from masu-form and I from I-adjective.
*I split the class based on students' hobby, gender, favorite sports etc.
*rules I use: only numbers 1-10 can be used. Once a country name is use, no combination words are used such as nihon-go, nihon-jin.
*When students are learning a certain conjugation such as -te form, instead of -masu form, only te-form is allowed.
Example: (T for teacher, 1 for group 1, 2 for group 2)
T: "tokei, clock/watch"
1: "ikimasu! To go." (masu is crossed out, so group 2 starts KI)
2: "Kitanai! Dirty." (I is crossed out, so group 1 starts NA)
1: "nana! Seven."
2: "mmm… na, na. Oh, nakimasu. To cry!"
1: "kirei, beautiful, clean."
T: "Everyone, is kirei I-adjective or na-adjective?"
Students: "na-adjective!"
T: "That's right, so I leave the last I as it is."
2: "Inu, a dog."

Type B: This is writing shiritori by oneself. Students continue shiritori by themselves by writing. (some students can say vocabulary words and know its meaning, but cannot write it correctly. So I came up with this idea.)

Type C: Split your class into several groups and have them decide the order. The first students line up in front of the board and write out all the vocabulary that starts with the syllable a teacher says for a limited time. When the time comes, the next student in each can continue it or the teacher gives them a different syllable.
*For entry level, instead of one syllable, I give a whole column, such as ka-ki-ku-ke-ko (ga-gi-gu-ge-go is acceptable), so that they can use their limited vocabulary words.
*Checking vocabulary words on the board is important. I always ask its meaning of each vocabulary on the board to the student or the group. If they cannot say the meaning, I don't give them points.
*I don't give points to vocabulary with misspelling.

National Standards:

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Culture Jeopardy

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