My Superhero!

was my lesson on "superheroes." I didn't think girls would like this topic, so I just brought it in for my extra 2 classes with 1-2 and 1-7, but they loved it! Everyone was so attentive. There was no need to urge or coax anyone to answer the questions. However, I was so keen on keeping the momentum going that I didn't ask the students to answer in complete sentences. But although I was getting mostly one word answers or phrases, I was able to expand on my F move. I asked them whether they like superheroes or not (closed-ended question) and when they told me "yes," I asked them why they like him or if they answered "no," I asked them why not. They gave me answers such as "because strong," or "child-like (childish)." Which is better than just taking their yes/no answers. Also, when the students answered "lasso" when pointed to a lasso, I asked them who uses it and what it was used for. I got answers like "cowboy" and "catch cow." I am pretty content, because I feel that I'm taking more steps to make the class more dialogic (although I haven't quite reached it yet). I was also able to expand on the F move in my morning After school classes (I keep pointing out that it's oxymoronic to have "After School" classes on the first period in the morning, but that's what they keep calling it!! I think they mean extraculrricular classes). My I-move was to ask them what their favorite month was. When thy answered with a particular month, I asked them why and when they said because they like getting presents, I asked them what presents they received and would like to receive in the future. Normally, I would stop at te "why" question, but was able to take it a step further. But, of course, my students in the extracurricular classes have to attitudes, are eager, and is proficient in Engnlish. It may not always work out like this in my regular classes, but it's worth a try.
As the final activity, I asked them to create their superheroes in groups of three or four and they all became eager beavers to present their characters. I think this really supports the fact that once the students have had peer support, they are more willing to speak in front of the whole class. They weren't shy at all when presenting and the only limitation to their presentations were the time constraints. But I'm still not sure if their motivation to participate was to get lollipops or in the genuine act of presenting itself. Maybe I shouldn't offer lollipops next time...