Where is the dog game for language classes

Where is the dog? Game for language classes

Last night, we had our third meeting of our local PLC (Northern NY & VT – sign up here if you live in the area and want to connect!). Our guiding question was, “Describe a recent lesson in which students were engaged?” I am really inspired by the creativity of the teachers in our group and look forward to sharing more of them here as I have time! Tonight, though, I am excited to share with you a very simple, very fun game that Erika Lindberg shared with us. Erika teaches French to elementary students here in Vermont! This game is modeled after “Who stole the cookies from the cookie jar?”, and I think you will agree that middle and high school students would enjoy it just as much as Erika’s elementary students do!!

The Game: Where is the dog?

Materials: A small dog figurine or beanie baby (or any animal that you’d like to make the subject of the plot)

How to play: 

  1. All students and the teacher sit in a circle.
  2. One student (‘the owner’) leaves the classroom.
  3. While the student is outside the classroom, the teacher gives the small dog to one of the other students (‘the captor’). The ‘captor’ holds the dog in his/her hands, hiding it well. All other students in the class pretend to be holding and hiding the dog in their hands.
  4. The owner is called back into the room.
  5. The teacher explains the backstory: “Warner has a dog. It is a curious dog. One day, the dog sees a monkeyThe monkey says, “Oo–oo–aa–aa”. The dog says, “Bow-wow”. The monkey sees the dog. The monkey runs. The dog runs. Warner says, “No!”, but his dog runs very fast. Warner looks for his dog. Where is his dog? Where is Warner’s dog? Where is the dog?
  6. All students chant three times–in the target language– “Where is the dog? Where is the dog? Where is the dog?” (They could instead chant, “Who has the dog?”)
  7. The owner makes a guess and says the name of the classmate that he/she thinks is the captor.
  8. The student that was called on opens their hands. If they do not have the dog, the class chants “Where is the dog?” again three times and then the owner makes a new guess.
  9. When the captor is revealed (the owner guesses correctly who has the dog), you hae two options: (1) the captor becomes the new owner and goes out into the hall, and the game repeats….ORRRRR (2) you could play like Erika does and work in some more rich language! If you want to go this route, explain the story of how the captor came into possession of the dog before repeating the game with the former captor as the new owner. For example:
  • Aubrey has the dog. Warner says, “Aubrey, you have my dog! Why?” Aubrey says, “I have a cat. I opened the door to my house. I saw my cat. My cat ran through the door. Then, I saw your dog. Your dog ran through the door. Now, I have your dog and my cat!”
  • Aubrey has the dog. Warner says, “Aubrey, you have my dog! Why?” Aubrey says, “I went to Sean’s house. I saw your dog. I said, “Is that Warner’s dog?” Sean said, “No, it is my dog”. I said, “No, it is Warner’s dog.” Sean repeated, “No, it is my dog”. I stole your dog. I ran. Sean ran. I ran fast! Sean ran fast, but I ran faster. I escaped with your dog!”
  • Aubrey has the dog. Warner says, “Aubrey, you have my dog! Why?” Aubrey says, “I went to McDonalds for a hamburger. I walked home with my hamburger. I saw your dog. Your dog saw my hamburger. Your dog stole my hamburger! I said, “Bad dog!” I trapped your dog. You want your dog, I want a hamburger. When I have a new hamburger, you will have your dog.”
  • Aubrey has the dog. Warner says, “Aubrey, you have my dog! Why?” Aubrey says, “I saw an alien. The alien said, “Hello”. I said, “Hello”. The alien said, “I want a creature from this planet. The alien ran toward me. I ran in the other direction. I ran fast. I saw your dog. I said, “This is a creature from this planet. It is a very special creature. It is named “dog”. Do you want this special creature? Do you want this dog? The alien said, “yes”. The dog ran toward the alien. I ran in the other direction. Your dog attacked the alien and escaped. Your dog ran toward me. Now, I have your dog. But where is the alien?”

Keeping in mind that Erika uses this with elementary students that she sees for very limited amounts of time, I tried to keep all of my examples (above) really basic and very limited in vocabulary. As a challenge to my French-learner self, I wanted to write one of my own in French!! So tonight while we were making pizza in the kitchen, I wrote out the first little story on the perma-chart that I keep on our kitchen wall for moments just like these:

Thanks to the quick suggestions of @Mmefarelli on Twitter, I made some edits:

Round 2! Thank you @mmefinelli for initial corrections. What do I still need to change?

A post shared by Martina Bex (@comprehensibleclassroom) on

…and then with the help of Catherine Ousselin and Daks Desjardins via Facebook, I finished up my final draft:

Round 3, merci Catherine!! #enfrancais #frenchteacher

A post shared by Martina Bex (@comprehensibleclassroom) on

…which you can download here! I popped a CC-BY-NC-SA 4.0 license on it so you can adapt as desired for your classroom. I wrote it up à la Matava, with “askable” details underlined.

Play 'where is the dog' où est le chien? with your language students!

As you can imagine, as long as you keep spinning fun stories for or with your students, this game will continue to be novel and fun (although I venture to say that your students will enjoy it even without the storytelling piece–much like mine always enjoyed Bad Baby). Spinning stories isn’t particularly challenging, but spinning stories that beginning students understand can be. For that reason, won’t you take a few minutes and type up a simple explanation for why a captor has the owner’s dog? Try to rely heavily on cognates and use only very high frequency vocabulary that students would be confident interpreting early on in the year!! Leave your story in the comments 🙂

 

If you are looking for more simple, story-based games, consider using Ben Wang’s simplified version of Mafia (hey, another Vermonter!).

 

9 thoughts on “Where is the dog? Game for language classes

  1. Jill says:

    Just in the middle of Brandon Brown quiere un perro. This would be a great activity to introduce. Thanks! Can’t wait to try it!

  2. Sophie Hade says:

    Love the idea! Will try it with my French I level.

    A couple of comments: J’ai ton chien parce que ton chien a couru chez moi. (“a couru” is a past tense, no ‘accent grave’ on a). Also, wondering if “chat rouge” was mean to be un “chat roux” or if the chat is actually red. I would use “Mon chat est entré.” instead of “Mon chat a marché dans la porte” (walked on the door).

  3. Sra. Toledo says:

    I play this same game, but with different colored apples that I put on a tree on my board. I printed off the colored apples from this awesome game and blog, but I changed it a little. http://funforspanishteachers.blogspot.com/2015/02/la-manzana-envenada-game.html
    I printed them on card stock, and I put magnets on the back of each of them. I let a student draw the tree real quick on my whiteboard. Then I introduce each apple asking ¿Qué tengo yo? ¿De qué color es? I circle color vocab with different colored apples then we count the apples. I slowly add more apples to the tree asking questions like How many apples are there now? Circling Hay. Also I ask them as I add new apple to the tree what color do I have (tener). Then once all the apples are on the tree I pre-teach Le falta/n (It is missing…). I choose one student to leave the room, and then he has to come back and guess which apples are missing. Le faltan la manzana azul y roja. Then I ask him ¿Quién tiene las manazanas? Then he gets three guesses to see who has them. The student must ask ¿Tienes la manazana azul? The other student answers with Sí, tengo la manzana azul O No, no tengo la manzana azul. You could even start using DOPS here. Ex: No, no lo tengo. My kids love this game. They are fifth graders. We do it ask a quick warmer. The game reviews hay, tener, colors, noun/adjective agreement, and you could do many other things with it too.

  4. Abigayle Shin says:

    Aubrey has Warner’s dog. Warner says, “Aubrey, you have my dog. Why?” Aubrey says, “I went to the park. In the park there was a party. There was a dog party! I like parties but I don’t have a dog. To go to the party, I need to have a dog. I saw your dog, and I invited your dog to the party. We went to the party together. Now I have your dog.”

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