| Are you an interior decorator? 'Cause when I saw you, the room became beautiful. |
| Are you religious? 'Cause you're the answer to all my prayers. |
| I'm not drunk, I'm just intoxicated by you. |
| I was so enchanted by your beauty that I ran into that wall over there. So I am going to need your name and number for insurance purposes. |
| If beauty were time, you'd be eternity. |
| If I were a stop light, I'd turn red everytime you passed by, just so I could stare at you a bit longer. |
| You know I'd like to invite you over, but I'm afraid you're so hot that you'll skyrocket my air-conditioning bill. |
| My buddies bet me that I wouldn't be able to start a conversation with the most beautiful girl in the bar. Wanna buy some drinks with their money? |
| Babe, your beauty makes the morning sun look like the dull glimmer of the moon. |
| You'd better direct that beauty somewhere else, you'll set the carpet on fire. |
| If I received a nickel for everytime I saw someone as beautiful as you, I'd have five cents. |
| Hey baby, you must be a light switch, cuz every time I see you, you turn me on! |
| For a moment I thought I had died and gone to heaven. Now I see that I am very much alive, and heaven has been brought to me. |
| Sorry, but you owe me a drink. [Why?] Because when I looked at you, I dropped mine. |
| Are you a parking ticket? 'Cause you've got fine written all over you. |
| You look cold. Want to use me as a blanket? |
| Can I have directions? [To where?] To your heart. |
| Do you have a BandAid? I just scraped my knee falling for you. |
| Be unique and different, say yes. |
| Do you have a map? I'm getting lost in your eyes. |
| I wanna live in your socks so I can be with you every step of the way. |
| Fascinating. I've been looking at your eyes all night long, 'cause I've never seen such dark eyes with so much light in them. |
| Most people like to watch the Olympics, because they only happen once every 4 years, but I'd rather talk to you cause the chance of meeting someone so special only happens once in a lifetime. |
| You're so beautiful that you made me forget my pickup line. |
| You shouldn't wear makeup. It's messing with perfection! |
| If I had a star for every time you brightened my day, I'd have a galaxy in my hand. |
| If a thousand painters worked for a thousand years, they could not create a work of art as beautiful as you. |
| You know you're in love when you can't fall asleep because reality is finally better than your dreams. |
| Damn, if being sexy was a crime, you'd be guilty as charged! |
| I was wondering if you had an extra heart mine seems to have been stolen |
| Smoking is hazardous to your health... and baby, you're killing me! |
| There isn't a word in the dictionary for how good you look. |
| Me without you is like a nerd without braces, A shoe without laces, aSentenceWithoutSpaces |
| Is there an airport nearby or is that just my heart taking off? |
| When I'm older, I'll look back at all of my crowning memories, and I'll think of the day my children were born, the day I got married, and the day that I met you. |
| Are you from Tennessee? Because you're the only ten I see! |
| I must be a snowflake, because I've fallen for you. |
| There is something wrong with my cell phone. It doesn't have your number in it. |
| Baby, if you were words on a page, you'd be what they call FINE PRINT! |
| You must be a hell of a thief because you stole my heart from across the room. |
| Do you have a twin sister? Then you must be the most beautiful girl in the world! |
| You look beautiful today, just like every other day. |
| Excuse me, but I think I dropped something. MY JAW! |
| If you were a booger I'd pick you first. |
| Do you know what I did last night? I looked up at the stars, and matched each one with a reason why I love you. |
| Excuse me, I think you have something in your eye. Oh wait, it's just a sparkle. |
| If I were to ask you out on a date, would your answer be the same as the answer to this question? |
| If this bar is a meat market, you must be the prime rib. |
| Are you lost ma'am? Because heaven is a long way from here. |
| I'm fighting the urge to make you the happiest woman on earth tonight. |
| My love for you is like diarrhea, I just can't hold it in. |
| Hello, I'm a thief, and I'm here to steal your heart. |
| Hey baby you're so fine you make me stutter, wha-wha-what's your name? |
| I bet you $20 you're gonna turn me down. |
| I'm not actually this tall. I'm sitting on my wallet. |
| Do you have the time? [Tells you the time] No, the time to write down my number? |
| Would you grab my arm so I can tell my friends I've been touched by an angel? |
| Hey... Didn't I see your name in the dictionary under "Shazaam!"? |
| Rejection can lead to emotional stress for both parties involved and emotional stress can lead to physical complications such as headaches, ulcers, cancerous tumors, and even death! So for my health and yours, JUST SAY YES! |
| I seem to have lost my phone number. Can I have yours? |
Hello are you married? [Yes] Well I didn't hear you say "happily".
|
| You are like a candy bar: half sweet and half nuts. |
| Excuse me, but does this smell like chloroform to you? |
Hello how are you? [Fine] Hey, I didn't ask you how you looked!
|
| Did you clean your pants with Windex? I can practically see myself in them. |
| How was heaven when you left it? |
| Did you fart, cause you blew me away. |
| I don't have a library card, but do you mind if I check you out? |
| Hey... somebody farted. Let's get out of here. |
| I didn't know that angels could fly so low! |
| There must be something wrong with my eyes, I can't take them off you. |
| You are so fine, I wish I could plant you and grow a whole field of you! |
| Is your last name Gillette? Because you are the best a man can get. |
| Is your name "swiffer"? 'Cause you just swept me off my feet. |
| Excuse me, but you dropped something back there" (What?) "This conversation, lets pick it up later tonight. |
| Are you going to kiss me or do I have to lie to my diary? |
| Are you cold? You look like you could use some hot chocolate... Well, here I am! |
| If stars would fall everytime I would think of you, the sky would soon be empty. |
| You know, Dr. Phil says I'm afraid of commitment...Want to help prove him wrong? |
| Your lips look so lonely.... Would they like to meet mine? |
| Baby, you're so sweet, you put Hershey's outta business. |
| Can I buy you a drink or do you just want the money? |
| Did the sun come out or did you just smile at me? |
| So there you are! I've been looking all over for YOU, the woman of my dreams! |
| Do you believe in love at first sight, or should I walk by again? |
| Inheriting eighty million bucks doesn't mean much when you have a weak heart. |
| You see my friend over there? [Point to friend] He wants to know if YOU think I'M cute. |
| The only thing your eyes haven't told me is your name. |
| Excuse me, I just noticed you noticing me and I just wanted to give you notice that I noticed you too. |
| (As she is leaving) Hey aren't you forgetting something? (What?) Me! |
| Somebody better call God, cuz heaven's missing an angel! |
| Can I borrow a quarter? ["What for?"] I want to call my mom and tell her I just met the man/woman of my dreams. |
| I'm Mr. Right, someone said you were looking for me? |
| If I were a transplant surgeon, I'd give you my heart. |
| Are you Willy Wonka's daughter, 'cuz you look sweet and delicious. |
| If you were a transformer, you'd be a HOT-obot, and your name would be Optimus Fine. |
| Do you remember me? [No.] Oh that's right, we've only met in my dreams. |
| Did it hurt? (Did what hurt?) When you fell out of heaven? |
| I'm sorry, were you talking to me? [No] Well then, please start. |
| I know milk does a body good, but baby, how much have you been drinking? |
| I play the field, and it looks like I just hit a home run with you. |
| I'm new in town. Could you give me directions to your apartment? |
| If I could rearrange the alphabet, I would put 'U' and 'I' together. |
| If you were a tear in my eye I would not cry for fear of losing you. |
| My lenses turn dark in the sunshine of your love. |
| Was you father an alien? Because there's nothing else like you on Earth! |
| What time do you have to be back in heaven? |
| Baby, I'm no Fred Flintstone, but I can make your Bedrock! |
| Wouldn't we look cute on a wedding cake together? |
| Your daddy must have been a baker, because you've got a nice set of buns. |
| Your legs must be tired because you've been running through my mind all night. |
| [Point at her ass] Pardon me, is this seat taken? |
| Was your father a thief? 'Cause someone stole the stars from the sky and put them in your eyes. |
| [Look at her shirt label.] When they say, "What are you doing?" You respond: "Yep! Made in heaven!" |
| Your eyes are blue, like the ocean. And baby, I'm lost at sea. |
| You know how they say skin is the largest organ on the human body? Not in my case. |
| My name isn't Elmo, but you can tickle me any time you want to. |
| You be the Dairy Queen and I'll be your Burger King: You treat me right, and I'll do it your way. |
| (Ask a person for the time) 9:15? So today is May 1, 2008, at 9:15 PM, thanks I just wanted to be able to remember the exact moment that I met the woman of my dreams. |
| Pinch me. [Why?] You're so fine I must be dreaming. |
| if I had to choose between breathing or loving you, I would say "I love you" with my last breath! |
| Ouch! My tooth hurts! [Why?] Because you are soooo sweet! |
| I'm not trying to impress you or anything, but... I'm Batman! |
| You must be from Pearl Harbor, because baby, you're the bomb. |
| You must be Jamaican, because Jamaican me crazy. |
| Do you know karate? Because your body is really kickin'. |
| When God made you, he was showing off. |
| You must be a Snickers, because you satisfy me. |
| Is your dad a terrorist? Because you are the bomb. |
| You're like a dictionary, you add meaning to my life! |
| Baby, you are so fine I could put you on a plate and sop you up with a biscuit. |
| Is there a rainbow today? I just found the treasure I've been searching for! |
| You remind me of a magnet, because you sure are attracting me over here! |
| Hey, is it just me, or are we destined to be married? |
| Hello. Are you taking any applications for a boy/girlfriend? |
| I have an "owie" on my lip. Will you kiss it and make it better? |
| Let's make like a fabric softener and 'Snuggle |
| I didn't see any stars in the sky tonight, the most heavenly body was standing right next to me. |
| Hi, my name is Doug. That's "god" spelled backwards with a little bit of you wrapped up in it. |
| If I could reach out and hold a star for everytime you've made me smile, I'd hold the sky in the palm of my hand. |
| Well, here I am. What were your other two wishes? |
| (Put your fingers on the other's nipples) Hey, here's (name), comin' at you with the weather. Can I be your warm front? |
| How much does a polar bear weigh? [How much?] Enough to break the ice... Hi, I'm (insert name here). |
| Well, I AM telepathic, and I can tell that you love me. Right? [NO!] Darn, I always get "love" and "lust" mixed up. |
| Should I smile because we are friends, or cry because I know that is what we will ever be? |
| When I look into your eyes, it is like a gateway into the world of which I want to be a part. |
| Hey baby. You got a jersey? [A jersey?...Why?] Because I need your name and number. |
| Hello, I'm doing a survey of what people think are the cheesiest pickup lines. So, do you pick 'Do you come here often?', 'What's your sign?', or 'Hello, I'm doing a survey of what people think are the cheesiest pickup lines.'? |
| (hold out hand) Would you hold this for me while I go for a walk? |
| This time next year let’s be laughing together. |
| Is your last name Whitman, because I want to sample you. |
| Let me tie your shoes, cause I dont want you falling for anyone else. |
| On a scale of 1 to 10, you're a 9. I'm the 1 you need. |
| Most guys need 3 meals a day to keep going... I just need eye contact from you. |
| I wish I was cross-eyed, so I could see you twice. |
| Are you a beaver? Cause dam! |
| Do I know you? Cause you look just like my next girlfriend. |
| Is your father Lil Caeser? Cause you look Hot 'n Ready. |
| I could use some spare change and you're a dime. |
| I'm no mathematician, but I'm pretty good with numbers. Tell you what, Give me yours and watch what I can do with it. |
| Didn't I see you on the cover of Vogue? |
| Excuse me, I don't want you to think I'm ridiculous or anything, but you are the most beautiful woman I have ever seen. I just felt like I had to tell you. |
| Have you always been this cute, or did you have to work at it? |
| Hey, don't I know you? Yeah, you're the girl with the beautiful smile. |
| Was your father a mechanic? Then how did you get such a finely tuned body? |
| I have had a really bad day and it always makes me feel better to see a pretty girl smile. So, would you smile for me? |
| I hope you know CPR, cuz you take my breath away! |
| I just had to come talk with you. Sweetness is my weakness. |
| I think I can die happy now, cause I've just seen a piece of heaven. |
| Apart from being sexy, what do you do for a living? |
| If I told you that you had a great body, would you hold it against me? |
| I sneezed because God blessed me with you. |
| Is it hot in here or is it just you? |
| Nice to meet you, I'm (your name) and you are...gorgeous! |
| So, what do you do for a living besides always making all the men excited and warm all over? |
| Was your dad king for a day? He must have been to make a princess like you. |
| Were you arrested earlier? It's gotta be illegal to look that good. |
| Were your parents Greek Gods, 'cause it takes two gods to make a goddess. |
| What does it feel like to be the most beautiful girl in this room? |
| What's that on your face? Oh, must just be beauty. Here, let me get it off. Hey, it's not coming off! |
| Wow! Are those real? |
| Ya know, you look really hot! You must be real reason for global warming. |
| You are the reason men fall in love. |
| You know the more I drink, the prettier you get! |
| You know, I would die happy if I saw you naked just once! |
| If you were ground coffee, you'd be Espresso cause you're so fine. |
| You better call Life Alert, 'cause I've fallen for you and I can't get up. |
| You know, you might be asked to leave soon. You're making the other women look really bad. |
| You look like my third wife. [how many time have you been married?] Twice. |
| You make me melt like hot fudge on a sundae. |
| You should be someone's wife. |
| Were you in Boy Scouts? Because you sure have tied my heart in a knot. |
| Are you as beautiful on the inside as you are on the outside? |
| I want to be your tear drop, so I could be born in your eyes, live on your cheeks, and die on your lips. |
| Babe! you look so fine I could drink your bath water! |
| You're so hot you would make the devil sweat. |
| If I had a rose for every time I thought of you, I would be walking through my garden forever. |
| Hi, I'm writing a term paper on the finer things in life, and I was wondering if I could interview you? |
| Girl, if I were a fly, I'd be all over you, because you're the shit! |
| There must be a lightswitch on my forehead because everytime I see you, you turn me on! |
| Hey, how did you do that? (What?) Look so good? |
| Damn girl, you have more curves than a race track. |
| If you stood in front of a mirror and help up 11 roses, you would see 12 of the most beautiful things in the world. |
| If God made anything more beautiful than you, I'm sure he'd keep it for himself. |
| You are so beautiful that I would marry your brother just to get into your family. |
| You look like a cool glass of refreshing water, and I am the thirstiest man in the world. |
| Are you a tamale? 'Cause you're hot. |
| You are so beautiful that you give the sun a reason to shine. |
| Do you want to see a picture of a beautiful person? (hold up a mirror) |
| Do you bleach your teeth? 'Cause your smile lights up the entire room like a candle in the dark. Let's go prove it. |
| Your ass is so nice that it is a shame that you have to sit on it. |
| Someone should call the police, because you just stole my heart! |
| Stop, drop, and roll, baby. You are on fire. |
| Baby, you're so hot, you make the equator look like the north pole. |
| Come live in my heart, and pay no rent. |
| If it weren't for that DAMNED sun, you'd be the hottest thing ever created. |
| How is your fever? [What fever?] Oh... you just look hot to me. |
| I just got dumped, and I think that you could make me feel better. |
| (Walk up to someone and bite them anywhere) Sorry, taking a bite out of crime. [WHAT?] Well it has to be illegal to look that good! |
| You are a 9 - you'd be a perfect 10 if you were with me. |
| Excuse me, I'd like to have kids someday, and I wanted to know how your parents created such a beautiful creature. |
| You're so hot, I bet you could light a candle at 10 paces. |
| I can't believe I've been hear the entire evening with all these beautiful people and the moment I find 'The One', all I have time to say is "good bye". |
| Hey baby, you've got something on your butt - my eyes! |
| This isn't a beer belly, It'a a fuel tank for a love machine. |
| I don't know you, but I think I love you already. |
| Here's the key to my house, my car... and my heart. |
| if we shared a garden, I'd put my tulips and your tulips together. (tulips = two lips) |
| Is your name Summer? 'Cause you are as hot as hell. |
| If I had to choose between one night with you or winning the lottery...I would chose winning the lottery...but it would be close...real close... |
| Do you have any sunscreen? 'Cause you are burning me up! |
| See these keys? I wish I had the one to your heart. |
| Stare at girl . ("What're you staring at?") You, Before I Wake Up From this Dream. |
| You're hotter than donut grease. |
| Your eyes are as blue as window cleaner. |
| Was that an earthquake or did you just rock my world. |
| If you were a burger at McDonalds, you'd be McGorgeous. |
| Are your parents retarded, 'cause you sure are special. |
| If you could put a price tag on beauty you'd be worth more than Fort Knox. |
| I must be dancing with the devil, because you're hot as hell. |
| I never need to see the sun again because your eyes light up my world. |
| If you were a steak you would be well done. |
| It's dark in here. Wait! It's because all of the light is shining on you. |
| Is your name Katrina? [No, why?] 'Cuz baby, you rock me like a hurricane! |
| Can you pull this heart-shaped arrow out of my butt? A damn little kid with wings shot me. |
| On The Phone She/He says: "Hold on" You Say: "Sorry, I can't hold on... I've already fallen for you." |
| Hello. Cupid called. He says to tell you that he needs my heart back. |
Funny, Cute, Flattering and Cheesy Pick-up Lines!!!!!!!!!!!!!!!
Funny Pick up Lines
1. Do you have a library card? Because I’m checking you out.
2. I’ll give you five seconds to give me your number or you can forget about going out with me forever.
3. Apart from being sexy, what do you do for a living?
4. Are you a parking ticket? (What?) You’ve got fine written all over you.
5. Are you a tamale? ‘Cause you’re hot.
6. Baby, somebody better call God, cuz he’s missing an angel!
7. As she’s leaving…. Hey aren’t you forgetting something? Her: What? … Me!
8. Baby, if you were words on a page, you’d be what they call fine print.
9. Did it hurt? when you fell from heaven.
10. Baby, you’re the next contestant in the game of love.
11. Can I get your picture to prove to all my friends that angels really do exist?
12. Damn, if being sexy was a crime, you’d be guilty as charged!
13. Baby did you fart, ’cause you blow me away!
14. Did the sun come out or did you just smile at me?
15. Baby, you must be a broom, cause you just swept me off my feet.
16. Do you have the time? [Gives the time] No, the time to write down my number?
17. Don’t walk into that building — the sprinklers might go off!
18. Do you know karate? ‘Cause your body is really kickin’.
19. Can I have directions? ["To where?"] To your heart.
20. Excuse me, I think you have something in your eye. Nope, it’s just a sparkle.
21. Hey, I lost my phone number … Can I have yours?
22. Hi, I’m Mr. Right. Someone said you were looking for me.
23. Hi, the voices in my head told me to come over and talk to you.
24. Are your feet tired? ‘cuz youve been running through my mind all day.
25. Are you from Tennessee? ‘cuz your the only ten I see.
26. You must be a parking ticket, because you’ve got fine written all over you.
27. Do you believe in love at first sight or do I need to walk by again?
28. Is that a mirror in your pocket? Because I can see myself in your pants.
29. Do you have a map? I just keep on getting lost in your eyes.
30. If I said you had a great body, would you hold it against me?
31. Was your dad a baker? ‘cause you’ve got the nicest set of buns i’ve ever seen
32. Well, here I am. What are your other two wishes?
33. Do you have a quarter? My mom told me to call her when I found the woman of my dreams?
34. Do you have have a band aid? I hurt my knee when I fell for you.
35. Excuse me, I am a little short on cash, would you mind if we shared a cab home together?
36. The word of the day is legs. Let’s go back to my place and spread the word.
37. You are so sweet you are giving me a toothache.
38. You’re like a dictionary, you add meaning to my life.
39. Do you work for NASA? Because you’re out of this world.
40. Do you have the time. . . . to write my number down?
41. Life without you would be like a broken pencil…pointless.
42. See my friend over there? He wants to know if you think I’m cute.
43. My magic watch says that you don’t have on any underwear. (She says yes I do) Damn! it must be 15 minutes fast
44. If I received a nickel for everytime I saw someone as beautiful as you, I’d have five cents.
45. Screw me if I am wrong, but haven’t we met before?
46. Are you lost ma’am? Because heaven is a long way from here.
47. Excuse me, I’m lost. Can you give me directions to your house?
48. Did you have lucky charms for breakfast? Because you look magically delicious!
49. If a fat man puts you in a bag at night, don’t worry I told Santa I wanted you for Christmas.
50. You turn my software into hardware!
51. I’ll cook you dinner if you cook me breakfast.
52. If I could rearrange the alphabet, I’d put U and I together.
53. I hope you know CPR, because you take my breath away!
54. If you were a burger at McDonald’s you’d be the McGorgeous.
55. If you were a booger I would pick you first.
56. You must be Jamaican, because Jamaican me crazy.
57. Hi, I have big feet.
58. Hi, did your license get suspended for driving all these guys crazy?
59. What is your favorite color? [Color] Mine too!
60. Is there an airport nearby or is that my heart taking off?
61. You must be in a wrong place – the Miss Universe contest is over there.
62. Was that an earthquake or did u just rock my world?
63. I may not be a genie but I can make your dreams come true
64. Are you a magnet? cuz im attracted to you
65. Baby you’re like a student and I am like a math book, you solve all my problems.
66. Do you have the time? (she/he gives you the time) No, the time to write my number down.
67. Are you an alien? because you just abducted my heart.
68. I hope there’s a fireman around, cause you’re smokin’!
69. If beauty were time, you’d be an eternity.
70. I know I dont have a chance, but I just wanted to hear an angel talk.
71. Roses are red, violets are blue, how would you like it if I came home with you?
72. Hello, I’m a thief, and I’m here to steal your heart.
73. I’m invisible. (Really?) Can you see me? (Yes) How about tomorrow night?
74. I have never had a dream come true until the day that I met you.
75. You know what? Your eyes are the same color as my Porsche.
76. If looks could kill you would be a weapon of mass destruction.
77. I’m not drunk, I’m just intoxicated by you.
78. Are you accepting applications for your fan club?
79. Hey baby you’re so fine you make me stutter, wha-wha-what’s your name?
80. Which one of the Spice girls are you?
81. Beww BEWWW Beww (What?) That is the sound of the ambulance coming to pick me up because when I saw you my heart stopped!
82. Does this rag smell like chloroform to you?
83. Excuse me, but I think I dropped something!!! MY JAW!!
84. Hey…somebody farted. Let’s get out of here.
85. What’s your sign?
86. Where have you been all my life?
87. “Excuse me, do you have the time?” You: “Do you have the energy?”
88. I was so enchanted by your beauty that I ran into the wall over there. So I am going to need your name and number for insurance purposes.
89. If I got a nickel for everyone I’ve met who is as beautiful as you, I’d have five cents.
90. Are your pants from outer space or is your butt just out of this world?
91. Is your name Summer? ‘Cause you are HOT!
92. Remember me? Oh, that’s right, I’ve met you only in my dreams.
93. (Look at his / her shirt label) When they say, “What are you doing?”, you say, “Checking to see if you were made in heaven.”
94. Excuse me; I think you owe me a drink.” [She says, "Why?"] “Because when I saw you from across the room I dropped mine. It was a rum and Coke, and I’m [your name].
95. What’s a nice girl like you doing in a dirty mind like mine?
96. Can I have fries with that shake!
97. You must be the reason for global warming because you’re hot.
98. I would say God bless you but it looks like he already did.
99. Damn, I’m glad I’m not blind!
100. If you were a chicken, you’d be impeccable.
101. Do you have any raisins? No? How about a date?
2. I’ll give you five seconds to give me your number or you can forget about going out with me forever.
3. Apart from being sexy, what do you do for a living?
4. Are you a parking ticket? (What?) You’ve got fine written all over you.
5. Are you a tamale? ‘Cause you’re hot.
6. Baby, somebody better call God, cuz he’s missing an angel!
7. As she’s leaving…. Hey aren’t you forgetting something? Her: What? … Me!
8. Baby, if you were words on a page, you’d be what they call fine print.
9. Did it hurt? when you fell from heaven.
10. Baby, you’re the next contestant in the game of love.
11. Can I get your picture to prove to all my friends that angels really do exist?
12. Damn, if being sexy was a crime, you’d be guilty as charged!
13. Baby did you fart, ’cause you blow me away!
14. Did the sun come out or did you just smile at me?
15. Baby, you must be a broom, cause you just swept me off my feet.
16. Do you have the time? [Gives the time] No, the time to write down my number?
17. Don’t walk into that building — the sprinklers might go off!
18. Do you know karate? ‘Cause your body is really kickin’.
19. Can I have directions? ["To where?"] To your heart.
20. Excuse me, I think you have something in your eye. Nope, it’s just a sparkle.
21. Hey, I lost my phone number … Can I have yours?
22. Hi, I’m Mr. Right. Someone said you were looking for me.
23. Hi, the voices in my head told me to come over and talk to you.
24. Are your feet tired? ‘cuz youve been running through my mind all day.
25. Are you from Tennessee? ‘cuz your the only ten I see.
26. You must be a parking ticket, because you’ve got fine written all over you.
27. Do you believe in love at first sight or do I need to walk by again?
28. Is that a mirror in your pocket? Because I can see myself in your pants.
29. Do you have a map? I just keep on getting lost in your eyes.
30. If I said you had a great body, would you hold it against me?
31. Was your dad a baker? ‘cause you’ve got the nicest set of buns i’ve ever seen
32. Well, here I am. What are your other two wishes?
33. Do you have a quarter? My mom told me to call her when I found the woman of my dreams?
34. Do you have have a band aid? I hurt my knee when I fell for you.
35. Excuse me, I am a little short on cash, would you mind if we shared a cab home together?
36. The word of the day is legs. Let’s go back to my place and spread the word.
37. You are so sweet you are giving me a toothache.
38. You’re like a dictionary, you add meaning to my life.
39. Do you work for NASA? Because you’re out of this world.
40. Do you have the time. . . . to write my number down?
41. Life without you would be like a broken pencil…pointless.
42. See my friend over there? He wants to know if you think I’m cute.
43. My magic watch says that you don’t have on any underwear. (She says yes I do) Damn! it must be 15 minutes fast
44. If I received a nickel for everytime I saw someone as beautiful as you, I’d have five cents.
45. Screw me if I am wrong, but haven’t we met before?
46. Are you lost ma’am? Because heaven is a long way from here.
47. Excuse me, I’m lost. Can you give me directions to your house?
48. Did you have lucky charms for breakfast? Because you look magically delicious!
49. If a fat man puts you in a bag at night, don’t worry I told Santa I wanted you for Christmas.
50. You turn my software into hardware!
51. I’ll cook you dinner if you cook me breakfast.
52. If I could rearrange the alphabet, I’d put U and I together.
53. I hope you know CPR, because you take my breath away!
54. If you were a burger at McDonald’s you’d be the McGorgeous.
55. If you were a booger I would pick you first.
56. You must be Jamaican, because Jamaican me crazy.
57. Hi, I have big feet.
58. Hi, did your license get suspended for driving all these guys crazy?
59. What is your favorite color? [Color] Mine too!
60. Is there an airport nearby or is that my heart taking off?
61. You must be in a wrong place – the Miss Universe contest is over there.
62. Was that an earthquake or did u just rock my world?
63. I may not be a genie but I can make your dreams come true
64. Are you a magnet? cuz im attracted to you
65. Baby you’re like a student and I am like a math book, you solve all my problems.
66. Do you have the time? (she/he gives you the time) No, the time to write my number down.
67. Are you an alien? because you just abducted my heart.
68. I hope there’s a fireman around, cause you’re smokin’!
69. If beauty were time, you’d be an eternity.
70. I know I dont have a chance, but I just wanted to hear an angel talk.
71. Roses are red, violets are blue, how would you like it if I came home with you?
72. Hello, I’m a thief, and I’m here to steal your heart.
73. I’m invisible. (Really?) Can you see me? (Yes) How about tomorrow night?
74. I have never had a dream come true until the day that I met you.
75. You know what? Your eyes are the same color as my Porsche.
76. If looks could kill you would be a weapon of mass destruction.
77. I’m not drunk, I’m just intoxicated by you.
78. Are you accepting applications for your fan club?
79. Hey baby you’re so fine you make me stutter, wha-wha-what’s your name?
80. Which one of the Spice girls are you?
81. Beww BEWWW Beww (What?) That is the sound of the ambulance coming to pick me up because when I saw you my heart stopped!
82. Does this rag smell like chloroform to you?
83. Excuse me, but I think I dropped something!!! MY JAW!!
84. Hey…somebody farted. Let’s get out of here.
85. What’s your sign?
86. Where have you been all my life?
87. “Excuse me, do you have the time?” You: “Do you have the energy?”
88. I was so enchanted by your beauty that I ran into the wall over there. So I am going to need your name and number for insurance purposes.
89. If I got a nickel for everyone I’ve met who is as beautiful as you, I’d have five cents.
90. Are your pants from outer space or is your butt just out of this world?
91. Is your name Summer? ‘Cause you are HOT!
92. Remember me? Oh, that’s right, I’ve met you only in my dreams.
93. (Look at his / her shirt label) When they say, “What are you doing?”, you say, “Checking to see if you were made in heaven.”
94. Excuse me; I think you owe me a drink.” [She says, "Why?"] “Because when I saw you from across the room I dropped mine. It was a rum and Coke, and I’m [your name].
95. What’s a nice girl like you doing in a dirty mind like mine?
96. Can I have fries with that shake!
97. You must be the reason for global warming because you’re hot.
98. I would say God bless you but it looks like he already did.
99. Damn, I’m glad I’m not blind!
100. If you were a chicken, you’d be impeccable.
101. Do you have any raisins? No? How about a date?
emoji pictionary
Answers
1. Kitabein bahut si?
2. Bijli Girane Main hun ayi
3. Tere Mere Milan ki yeh raina
4. Baar Baar Dekho
5. Lakdi ki kathi, kathi pe ghoda
6. Chanda Taare sun le saare
7. Mera Joota Hai Japani
8. Dooba Dooba Rehta Hun Aakhon me teri
9. Yeh mera prem patra padhkar
10. na sona na heera? (Na Maange Sona Chandi, Na Maange Hira Moti?)
12. Phoolon Ka taaron ka, sabka kehna hai.
15. Chalo Dildaar Chalo, Chand ke Paar Chalo
Sequel to the emoji pictionary
By popular demand, here's a sequel to the emoji pictionary post. Can you guess the hindi songs represented by these emoticons? :)
Answers:
1. Auntyji, Auntyji, get up and dance
2. Main naagin tu sapera
3. Main baarish kar doon paise ki jo tu ho jaaye meri
4. Telephone dhun mein hansne wali
5. O maajhi re
6. Chal chal chal mere haathi
7. Do naina aur ek kahani, thoda sa baadal, thoda sa pani
8. Likhe jo khat tujhe
9. Gana mere bas ki baat nahin
10. Roshni se bhare bhare, bhare bhare naina tere
11. Bhala hai bura hai jaisa bhi hai, mera pati mera devta hai
12. Sar jo tera chakraaye, ya dil dooba jaaye
13. SIgnaaaal pyaar ka signaaaaaaal
14. Mere ghar aayi ek nanhi pari
15. Chandi ki cycle sone ki seat
Answers:
1. Auntyji, Auntyji, get up and dance
2. Main naagin tu sapera
3. Main baarish kar doon paise ki jo tu ho jaaye meri
4. Telephone dhun mein hansne wali
5. O maajhi re
6. Chal chal chal mere haathi
7. Do naina aur ek kahani, thoda sa baadal, thoda sa pani
8. Likhe jo khat tujhe
9. Gana mere bas ki baat nahin
10. Roshni se bhare bhare, bhare bhare naina tere
11. Bhala hai bura hai jaisa bhi hai, mera pati mera devta hai
12. Sar jo tera chakraaye, ya dil dooba jaaye
13. SIgnaaaal pyaar ka signaaaaaaal
14. Mere ghar aayi ek nanhi pari
15. Chandi ki cycle sone ki seat
Early Mini Lessons
4 Blocks, level: Elementary
Materials Required: paper, pencils, patience
Activity Time: varies
Concepts Taught: writing workshop
Rubric Area: Content and Ideas
1. Writing Workshop mini lesson teacher modeling writing for the whole class. We decide on a topic. Teacher begins recording on chart paper the sentences as they say them. (It is important to for them to see that what is said is what I write and what I write is what they said.) As I am writing I talk. For example, "sentences begin with a capital". Teacher should actually sound out words so kids hear what is being said. Teacher should say, "A finger space goes between words." Once again explaining what a word is. Teachers need to say, "At the sentence you put a period." She should be explaining again that the end of a sentence is not necessarily at the end of the line. Then the class reads the story whole group as the teacher points to the words.
2. Writing workshop mini lesson teacher modeling how to write a story. This mini lessons should be done many many MANY many times. Tell the children that today during the writing workshop you will show them how to write a story. Explain that they have a job to do while you are writing your story: it will be their job to use their eyes, their ears, and their brains. They are to use their eyes to watch everything you do. They are to use their ears to listen to everything you say. They are to use their brains to remember what they see and hear so they will know how to write a story.
First, talk about your story. What are some things that I know about that I could write a story about?
I could write a story about...
I think I'll write a story about...
Where will my story take place?
Who will be in my story?
What will the problem be?
How will I solve the problem?
What words will start my story?
Second, write your story using the chalkboard, chart paper, an overhead projector. Make some or all of the following mistakes:
omit some words
omit some capital letters
omit some punctuation marks
use some incorrect words
Reread your story often while writing. Add any missing words. Correct incorrect words by putting one line through the incorrect word. Correct spelling and punctuation errors. When you are finished, have the children tell everything they saw and heard you do while you were writing your story. Record their responses on a chart. Post the chart for future reference.
3. Writing workshop mini lesson modeling how to write. Before each writing session, we did a daily news or some kind of modeled or interactive writing. This helped the children have clear expectations of what to do. I modeled what to do when I came to a word that was tricky ('stretch" the word to hear the sounds, clap long lords to hear the "chunks"), how to find words on the word wall, etc. Included in that modeling session, I did a quick McCracken lesson before I began writing. I gave them the tools they needed to get started. We started the year writing diary type journals because recalling daily events was easier for the kids than to make up a story. This way they could concentrate on writing words. Once they felt more comfortable in their writing (taking risks through invented spelling and a bank of high frequency known words including using the word wall) I began to model other types of writing. I would model for a long time before I would require them to begin writing different genres but they were always allowed to start earlier if they wished. Most did.
4. Writing Workshop mini lesson think-alouds
Students should be writing with the teacher modeling all of the following possibilities: Using a picture to guide writing, poems, letters, rhymes, class books that link with literature, individual books, cartoons.
Rubric Area: Content and Ideas Continued...
5. Writing Workshop mini lesson how to map a topic.
We choose a topic together and talk about how everything relates to that topic. This mini lesson needs to be completed numerous times in the beginning of the year and repeated once a week all year. Teachers may model a variety of ways to brainstorm include ready made graphic organizers, making a list, a semantic map, the brainstorm page of boxes, and others.
6. Writing Workshop mini lesson journals.
The class with the teacher guiding brainstorms topics. They chose one and begin to write. Use a date stamp to record dates to document their progress in the writing process progress. The journals help to show where each child is at in their writing and documents improvements. At the beginning it is not uncommon for kids to cry and say they don't know how to write. Encourage them to get thoughts down on paper and REMEMBER you must be doing teacher modeling how to write with the whole class.
7. Writing Workshop mini lesson brainstorming using a picture.
Pass around a picture. We discuss the picture and then teacher writes a story using think-aloud technique. Teacher writes a story modeling writing about the picture. Erase the story and have the class work together to write a story. Write down exactly what they say. Then read it aloud pointing to the words. Discuss if it sticks to the topic. Eventually as the class stays on topic; individuals begin mapping a topic. Teachers should go over and over the modeling. Keep checking the children's writing to see that they are on topic only.
8. Writing Workshop mini lesson kids pick their own topic to brainstorm.
While the students are writing, the teacher walks around watching that the kids are writing on topic. If a child is not on topic, then provide the scaffolding for the child to succeed. Model for that one child like you did for the whole groups.
9. Writing Workshop mini lesson modeling taking mapping and writing a story.
Once the kids are keeping their brainstorm paper on topic, teacher should begin modeling mapping and writing a story, while checking off the mapping words. After several teacher think-alouds the kids begin to map and write stories themselves.
10. Writing workshop mini lesson Using the senses.
Get the five senses involved. Ask probing questions that stir memories. Christmas was fun. How was it fun. Who came? What did they wear? Think about Christmas. Could you hear the sleigh bells jingling. How did Christmas dinner taste? Was the turkey juicy or dry? Did your aunt's special pudding make you gag? How did it taste? How did it smell? What sounds did you hear? What did you see? Was the present as big as a tree? Was the dinner disgusting or the best turkey you've ever eaten?
11. Writing workshop mini lesson First grade awareness of beginnings and endings.
Fostering an awareness of good beginnings and endings may be developmentally more realistic, and therefore more effective, than demanding revision from primary students. A first grade teacher I know found that out the hard way. She was continually frustrated because her students could spot good leads, as well as extraneous words in their endings, but still opposed revising their work to bring them out. "I finally realized how hard physically it is for some of these kids to grip that pencil and put any words on the page-of course they refused to cut!" she explained. After much thought, she decided to have students underline or star strong potential leads and endings in their writing, using bright colored markers; she didn't require them to begin or close their pieces with those words.
12. Writing Workshop mini lesson endings.
When kids write a story that just stops in the middle the teacher encourages the child to add on an ending.
Rubric Area: Mechanics / Conventions
1. Writing Workshop mini lesson editing.
The kids check for spelling and punctuation themselves first then with a partner. At this time they ‘re responsible for having what they have been taught done correctly. Some teachers make an "I CAN DO"list for each individual student. (see examples at end of packet).
2. Writing Workshop mini lesson edit in conference in first grade.
It is great that you are doing writer's workshop with your first-graders. The question of editing is a big one, at this level. We need to remember that if students are going to "publish" a piece to be posted in a hallway (or the like), the writing should be as correct as possible. The general public does not understand the developmental process of writing at an early emergent and emergent level. When I work with students at these levels, I edit with the child sitting right next to me. I decide which errors need to be
discussed with each child. All the children have different needs. I only discuss one or two things with a child on a piece. I have the children write in pencil. They skip spaces so we have room to edit on the same paper. If I were to discuss all the errors with each child, I would have two problems: first, the child would be overwhelmed; and second, it would take forever. I find that selecting one or two things usually helps to move the child along. I focus on putting a period (or whatever) at the end of sentences and on starting sentences with capital letters. If the child has that, I begin to work on other things. I will repair spelling and grammar errors for the children. As the year moves on, I begin to talk about peer editing and we move to that. The children work with a partner to help fix their piece before they bring it to me. Then when I edit, I have both of the children there--thus getting two birds with one stone. The issue of copying work over is a major one. Children seem to hate it. I do require this once in a while because I want them to take something all the way through the writing process. I also want them to improve their handwriting. Most often, I get volunteers to input the stories on a computer before we post them or put them into notebooks for others to read. We keep the rough drafts in a portfolio so the children can see growth over time. They make illustrations to go with their stories before posting them in the hall.
3. Writing Workshop mini lesson Words that the child is accountable for
In the writing folder, there is a paper with the heading, "Words I know". Once a child has demonstrated consistently the correct spelling of a word, it is added to his words I know sheet. If the child writes a words I know word wrong, he is held accountable to fix it. Classroom word walls may provide other words that the child can be held accountable for.
4. Writing Workshop mini lesson I am learning to and I can!
To help assist teachers in keeping track of the stars and wishes that each child has, there is a paper in the writing folder with the labels, "I am learning" and "I can!" When the child does something consistently, the teacher records the date under the "I can!"
Rubric Area: Style
1. Writing workshop mini lesson Language Experience Story.
After a field trip, the teacher gathers the children around chart paper. They write about their common experience.
2. Writing workshop mini lesson Letters after field trip.
After a field trip students can reflect on what they've learned. The kids will have a hands on experience. They will discuss what they've experienced, including questions and discussions about the field trip.
3. Writing workshop mini lesson Developing Idea Charts.
Each question should be on its own chart. Each chart needs to be developed on different days.
What Can Stories Be About? Teacher could say, "I could write a story about a zoo because I have been there." Students will be encouraged to share places they have been." Suggestions: soccer game, vacation, visiting Grandma, birthday party, pet, school, going to a friend's house.
Who or What Can Stories Be About? Read a story. Who is in the story? Who is in (name another book you've read the class before today)? As they name characters, the teacher should point out the generic name (child says: Stuart Little; teacher writes: mouse). Suggestions: princess, ghost, teacher, birthday party, dog, parents, children.
Where Can Stories Take Place? Teacher asks, "What is a setting?" Read a story. Ask the student to identify where and when the story took place. Then brainstorm other settings that a story could take place in. You could hold up books and ask them, "Where is this story?" "What about this one?" Suggestions: store, school, home, castle, cave, museum, fire station.
What Kinds of Problems Can Be Found in Stories? Read a story. What is the problem? Make a list of problems the class has experienced. You can include problems that no one has experienced. Suggestions: getting lost, losing something, being scared, getting hurt, getting angry, being wrongly accused.
How Can Stories Begin? Teacher should read the beginnings of several books. Reread as necessary. Have the students look for beginnings in the books in your classroom.
4. Writing Workshop mini lesson SPIN A STORY
*****Teacher has 6 spinners.
Time Animals Characters Setting Feelings Weather
Monday bat child street mean snowy
morning bee magician beach sad windy
today dragon cowboy house sleepy cloudy
night bird astronaut forest hungry foggy
200 years dog king island happy sunny
October cat Indian airplane angry hot
2001 A.D. horse pirate ship stupid cold
afternoon lion parent park scared rainy
*****The child spins each spinner, records the words on his/her brainstorm paper and then writes a story incorporating each word into the story. The spinners give the children the key words. The storyline is up to them.
Rubric Area: Style continued...
5. Writing Workshop mini lesson Adding Description with 5Ws and more.
First the class read a nonfiction book. Then the students offered sentences about the main ideas. The teacher lists these on chart paper writing big enough so the children can see the words. Teacher doesn't correct grammar or ideas. Then the teacher cuts apart the story into sentences and tapes them in sequence on board so writing can be added under the headings. Then teacher rereads their story and asking 5W questions, encouraging details. The teacher guides them to add more details. This needs to be modeled over and over and over.
First Draft:
Firemen put out fires on houses.
They save animals.
They have a firedog called Dalmatian.
They have a red fire truck.
They have a siren on the top.
They have a firehouse.
Second Draft:
Firemen are always ready to help. Firemen put out fires on houses. The fire is very hot and smokey. They feel hot and sweaty. They save animals that can't get out of the fire. People love their pets. They have a firedog called Dalmatian that have really good noses and ears. Sometimes the dog finds kids in a fire. They have a red or yellow fire truck. On the truck there are ladders, hoses, tools, and everything else they need to put out a fire. They have a siren on the top of the truck, which makes lots of noise so people can hear them coming and get out of the way. Firemen have yellow and red suits that are fireproof. They have masks to help them breathe. They have a firehouse where they eat and sleep for two days at a time so they are ready for the fire. Firemen are our heros! Firemen put out fires on houses. They save animals. They have a firedog called Dalmatian. They have a red fire truck. They have a siren on the top. They have a firehouse.
6. Writing Workshop mini lessons making writing experiences authentic.
Write a letter to the principal telling him that they want a better lunch selection. (or tell him/her that he/she is doing a great job). Once my kids were a little more confident in their writing, I would allow them to use journal time to write important notes. (For example, if their ball went on the roof at recess they could write a note to the janitor. Our janitor LOVED this and we always got our balls back first.) Or if there was a problem/argument at recess..... I would tell them to write it down so they wouldn't forget and I would solve the problem when I had both sides in writing...... etc. When I taught 2nd grade (though you could easily adjust this to 1st as the kids get more proficient) I would have the kids write a letter to their parents every Friday telling them of what we had done all week. the parents loved this!
7. Writing Workshop mini lesson Story Starter.
Occasionally kids will benefit from being given several story starters from which to choose one to write about. Some teachers have ideas listed on sheets of paper. Other teachers have ideas listed on laminated shapes and hanging on a metal ring. The idea is to help the students brainstorm and think of new ideas to write about. This should not be the only way you encourage kids to write.
ICE CREAM STORY STARTERS
I had to make up a new ice cream flavor.
Take a Big Lick: Pick an ice cream cone and write a delicious story!
The cones are all gone. What shall I use?
I dreamed I worked in an ice cream factory.
We opened the shop door and all the ice cream was gone!
A strange smell was coming through the ice cream store.
As I reached for my ice cream, my money had disappeared.
The first lick was good, but then I found...
Rubric Area: Style continued...
8. Writing workshop mini lesson frame sentences part one.
The teacher asks a question then records on the chart paper or sentence strips all the children's answers. It is important that the teacher writes large enough so the children can participate in a shared reading of the answers. Some example questions:
What can you see?
I see
I see
I see
I see
I see
I see
What can you do?
I can
What goes up?
A _________ goes up.
What can your legs do?
Legs can
Teachers leads the children in a discovery time by asking them questions. How does each sentence begin? Are the sentences the same in any way? Where? Where does it say, "My legs can pedal my bike." Using picture cards to assist the students, they can begin rereading the sentences in a pocket chart. The children could then write their word on the line of a framed sentence and draw a picture to go with it. The pictures with the framed sentences could be made into a class book.
9. Writing workshop frame sentences part two.
First do the kindergarten frame sentence mini lesson. Then extend it. Write one of the "I can" statements on a sentence strip. If the sentence reads, "I can walk" then the following is how to extend it.
A ______ can walk.
A ______ can walk.
A ______ can walk.
But a _____ can't walk.
Using pictures and/or words, generate a yes pile and a no pile. Have the students write their own verse.
Rubric Area: Organization
1. Writing Workshop mini lesson expanding "I like".
Children pick a favorite sentence from a story and expand on that one sentence.
For example, a child writes a story.
I like my mom.
I like my dad.
I like my dog.
I like my friend.
Then the teacher has the child pick one sentence to write another story from. Child picks, "I like mydog." The child brainstorms different things about a dog: bark had since a puppy
brown fetches
furry
Rubric Area: Organization continued...
2. Writing Workshop mini lesson beginning, middle, end in first grade.
The first step of this mini lesson is to model it several times with your class. Discuss how a beginning is telling your reader what you are writing about; middle is your mapping; and end would retell the beginning with a feeling of excitement or strong emotion.
3. Writing Workshop mini lesson create blank 3 page booklets.
To provide the structure many early writers need, add a front and back of construction paper to three pages of paper stapled together. Parent volunteers or handy kids can staple them together for you. The student must write a short story with a beginning(page 1) middle (page ) and end(page 3). One suggestion is to give each child a sticker as a brainstorming tool.
4. Writing workshop mini lesson sentence structure (telling sentences)
OWL (observation, wonderings, links to child's life) Read a book, answer each question, write sentences about the book. For example, complete this activity using the book,
The Frog Prince.
Step 1: Children sit in a circle.
Step 2: Read book to the class.
Step 3: Use as many copies of the book that you have access to.
Step 4: Pass the book around the circle.
Step 5: Have each child look at the book and say a sentence beginning with:
I noticed that...
or I saw...
or I observed...
Step 6: Repeat activity beginning with I wonder...
Step 7: Repeat activity beginning with This book is linked to me because...
After oral mini lessons above are completed numerous times the children write their answers. Then have students write 3 sentences using OWL including I noticed...; I wonder...; I linked this book to me because... (In kindergarten this is only an oral activity.)
5. Writing workshop mini lesson questions using specific words
Define and model asking questions starting with specific words:
what does would where
when do may did
why is can which
who how could are
6. Writing Workshop mini lesson Guess What?
***Teacher picks one prompt.
***The students brainstorm all the different things they could put in their pocket. Teacher lists the possibilities on the board.
***The child then puts the item he'll pick in the center of story mapping. He builds a story around that word.
***Child begins his story with the prompt. Then continues writing until the story is complete.
***Group shares stories showing all the possibilities.
Suggested PROMPTS:
In my pocket I keep
I turned the corner and I saw
I went upstairs and I met
Late at night I heard
I looked under my bed and there was
On my feet I put
In my cup I tasted
What I liked best for lunch is
I opened my window and in came
I opened the door and saw
In the kitchen I smelled
In my sock I felt
In the cage I saw
On my head I put
Materials Required: paper, pencils, patience
Activity Time: varies
Concepts Taught: writing workshop
Rubric Area: Content and Ideas
1. Writing Workshop mini lesson teacher modeling writing for the whole class. We decide on a topic. Teacher begins recording on chart paper the sentences as they say them. (It is important to for them to see that what is said is what I write and what I write is what they said.) As I am writing I talk. For example, "sentences begin with a capital". Teacher should actually sound out words so kids hear what is being said. Teacher should say, "A finger space goes between words." Once again explaining what a word is. Teachers need to say, "At the sentence you put a period." She should be explaining again that the end of a sentence is not necessarily at the end of the line. Then the class reads the story whole group as the teacher points to the words.
2. Writing workshop mini lesson teacher modeling how to write a story. This mini lessons should be done many many MANY many times. Tell the children that today during the writing workshop you will show them how to write a story. Explain that they have a job to do while you are writing your story: it will be their job to use their eyes, their ears, and their brains. They are to use their eyes to watch everything you do. They are to use their ears to listen to everything you say. They are to use their brains to remember what they see and hear so they will know how to write a story.
First, talk about your story. What are some things that I know about that I could write a story about?
I could write a story about...
I think I'll write a story about...
Where will my story take place?
Who will be in my story?
What will the problem be?
How will I solve the problem?
What words will start my story?
Second, write your story using the chalkboard, chart paper, an overhead projector. Make some or all of the following mistakes:
omit some words
omit some capital letters
omit some punctuation marks
use some incorrect words
Reread your story often while writing. Add any missing words. Correct incorrect words by putting one line through the incorrect word. Correct spelling and punctuation errors. When you are finished, have the children tell everything they saw and heard you do while you were writing your story. Record their responses on a chart. Post the chart for future reference.
3. Writing workshop mini lesson modeling how to write. Before each writing session, we did a daily news or some kind of modeled or interactive writing. This helped the children have clear expectations of what to do. I modeled what to do when I came to a word that was tricky ('stretch" the word to hear the sounds, clap long lords to hear the "chunks"), how to find words on the word wall, etc. Included in that modeling session, I did a quick McCracken lesson before I began writing. I gave them the tools they needed to get started. We started the year writing diary type journals because recalling daily events was easier for the kids than to make up a story. This way they could concentrate on writing words. Once they felt more comfortable in their writing (taking risks through invented spelling and a bank of high frequency known words including using the word wall) I began to model other types of writing. I would model for a long time before I would require them to begin writing different genres but they were always allowed to start earlier if they wished. Most did.
4. Writing Workshop mini lesson think-alouds
Students should be writing with the teacher modeling all of the following possibilities: Using a picture to guide writing, poems, letters, rhymes, class books that link with literature, individual books, cartoons.
Rubric Area: Content and Ideas Continued...
5. Writing Workshop mini lesson how to map a topic.
We choose a topic together and talk about how everything relates to that topic. This mini lesson needs to be completed numerous times in the beginning of the year and repeated once a week all year. Teachers may model a variety of ways to brainstorm include ready made graphic organizers, making a list, a semantic map, the brainstorm page of boxes, and others.
6. Writing Workshop mini lesson journals.
The class with the teacher guiding brainstorms topics. They chose one and begin to write. Use a date stamp to record dates to document their progress in the writing process progress. The journals help to show where each child is at in their writing and documents improvements. At the beginning it is not uncommon for kids to cry and say they don't know how to write. Encourage them to get thoughts down on paper and REMEMBER you must be doing teacher modeling how to write with the whole class.
7. Writing Workshop mini lesson brainstorming using a picture.
Pass around a picture. We discuss the picture and then teacher writes a story using think-aloud technique. Teacher writes a story modeling writing about the picture. Erase the story and have the class work together to write a story. Write down exactly what they say. Then read it aloud pointing to the words. Discuss if it sticks to the topic. Eventually as the class stays on topic; individuals begin mapping a topic. Teachers should go over and over the modeling. Keep checking the children's writing to see that they are on topic only.
8. Writing Workshop mini lesson kids pick their own topic to brainstorm.
While the students are writing, the teacher walks around watching that the kids are writing on topic. If a child is not on topic, then provide the scaffolding for the child to succeed. Model for that one child like you did for the whole groups.
9. Writing Workshop mini lesson modeling taking mapping and writing a story.
Once the kids are keeping their brainstorm paper on topic, teacher should begin modeling mapping and writing a story, while checking off the mapping words. After several teacher think-alouds the kids begin to map and write stories themselves.
10. Writing workshop mini lesson Using the senses.
Get the five senses involved. Ask probing questions that stir memories. Christmas was fun. How was it fun. Who came? What did they wear? Think about Christmas. Could you hear the sleigh bells jingling. How did Christmas dinner taste? Was the turkey juicy or dry? Did your aunt's special pudding make you gag? How did it taste? How did it smell? What sounds did you hear? What did you see? Was the present as big as a tree? Was the dinner disgusting or the best turkey you've ever eaten?
11. Writing workshop mini lesson First grade awareness of beginnings and endings.
Fostering an awareness of good beginnings and endings may be developmentally more realistic, and therefore more effective, than demanding revision from primary students. A first grade teacher I know found that out the hard way. She was continually frustrated because her students could spot good leads, as well as extraneous words in their endings, but still opposed revising their work to bring them out. "I finally realized how hard physically it is for some of these kids to grip that pencil and put any words on the page-of course they refused to cut!" she explained. After much thought, she decided to have students underline or star strong potential leads and endings in their writing, using bright colored markers; she didn't require them to begin or close their pieces with those words.
12. Writing Workshop mini lesson endings.
When kids write a story that just stops in the middle the teacher encourages the child to add on an ending.
Rubric Area: Mechanics / Conventions
1. Writing Workshop mini lesson editing.
The kids check for spelling and punctuation themselves first then with a partner. At this time they ‘re responsible for having what they have been taught done correctly. Some teachers make an "I CAN DO"list for each individual student. (see examples at end of packet).
2. Writing Workshop mini lesson edit in conference in first grade.
It is great that you are doing writer's workshop with your first-graders. The question of editing is a big one, at this level. We need to remember that if students are going to "publish" a piece to be posted in a hallway (or the like), the writing should be as correct as possible. The general public does not understand the developmental process of writing at an early emergent and emergent level. When I work with students at these levels, I edit with the child sitting right next to me. I decide which errors need to be
discussed with each child. All the children have different needs. I only discuss one or two things with a child on a piece. I have the children write in pencil. They skip spaces so we have room to edit on the same paper. If I were to discuss all the errors with each child, I would have two problems: first, the child would be overwhelmed; and second, it would take forever. I find that selecting one or two things usually helps to move the child along. I focus on putting a period (or whatever) at the end of sentences and on starting sentences with capital letters. If the child has that, I begin to work on other things. I will repair spelling and grammar errors for the children. As the year moves on, I begin to talk about peer editing and we move to that. The children work with a partner to help fix their piece before they bring it to me. Then when I edit, I have both of the children there--thus getting two birds with one stone. The issue of copying work over is a major one. Children seem to hate it. I do require this once in a while because I want them to take something all the way through the writing process. I also want them to improve their handwriting. Most often, I get volunteers to input the stories on a computer before we post them or put them into notebooks for others to read. We keep the rough drafts in a portfolio so the children can see growth over time. They make illustrations to go with their stories before posting them in the hall.
3. Writing Workshop mini lesson Words that the child is accountable for
In the writing folder, there is a paper with the heading, "Words I know". Once a child has demonstrated consistently the correct spelling of a word, it is added to his words I know sheet. If the child writes a words I know word wrong, he is held accountable to fix it. Classroom word walls may provide other words that the child can be held accountable for.
4. Writing Workshop mini lesson I am learning to and I can!
To help assist teachers in keeping track of the stars and wishes that each child has, there is a paper in the writing folder with the labels, "I am learning" and "I can!" When the child does something consistently, the teacher records the date under the "I can!"
Rubric Area: Style
1. Writing workshop mini lesson Language Experience Story.
After a field trip, the teacher gathers the children around chart paper. They write about their common experience.
2. Writing workshop mini lesson Letters after field trip.
After a field trip students can reflect on what they've learned. The kids will have a hands on experience. They will discuss what they've experienced, including questions and discussions about the field trip.
3. Writing workshop mini lesson Developing Idea Charts.
Each question should be on its own chart. Each chart needs to be developed on different days.
What Can Stories Be About? Teacher could say, "I could write a story about a zoo because I have been there." Students will be encouraged to share places they have been." Suggestions: soccer game, vacation, visiting Grandma, birthday party, pet, school, going to a friend's house.
Who or What Can Stories Be About? Read a story. Who is in the story? Who is in (name another book you've read the class before today)? As they name characters, the teacher should point out the generic name (child says: Stuart Little; teacher writes: mouse). Suggestions: princess, ghost, teacher, birthday party, dog, parents, children.
Where Can Stories Take Place? Teacher asks, "What is a setting?" Read a story. Ask the student to identify where and when the story took place. Then brainstorm other settings that a story could take place in. You could hold up books and ask them, "Where is this story?" "What about this one?" Suggestions: store, school, home, castle, cave, museum, fire station.
What Kinds of Problems Can Be Found in Stories? Read a story. What is the problem? Make a list of problems the class has experienced. You can include problems that no one has experienced. Suggestions: getting lost, losing something, being scared, getting hurt, getting angry, being wrongly accused.
How Can Stories Begin? Teacher should read the beginnings of several books. Reread as necessary. Have the students look for beginnings in the books in your classroom.
4. Writing Workshop mini lesson SPIN A STORY
*****Teacher has 6 spinners.
Time Animals Characters Setting Feelings Weather
Monday bat child street mean snowy
morning bee magician beach sad windy
today dragon cowboy house sleepy cloudy
night bird astronaut forest hungry foggy
200 years dog king island happy sunny
October cat Indian airplane angry hot
2001 A.D. horse pirate ship stupid cold
afternoon lion parent park scared rainy
*****The child spins each spinner, records the words on his/her brainstorm paper and then writes a story incorporating each word into the story. The spinners give the children the key words. The storyline is up to them.
Rubric Area: Style continued...
5. Writing Workshop mini lesson Adding Description with 5Ws and more.
First the class read a nonfiction book. Then the students offered sentences about the main ideas. The teacher lists these on chart paper writing big enough so the children can see the words. Teacher doesn't correct grammar or ideas. Then the teacher cuts apart the story into sentences and tapes them in sequence on board so writing can be added under the headings. Then teacher rereads their story and asking 5W questions, encouraging details. The teacher guides them to add more details. This needs to be modeled over and over and over.
First Draft:
Firemen put out fires on houses.
They save animals.
They have a firedog called Dalmatian.
They have a red fire truck.
They have a siren on the top.
They have a firehouse.
Second Draft:
Firemen are always ready to help. Firemen put out fires on houses. The fire is very hot and smokey. They feel hot and sweaty. They save animals that can't get out of the fire. People love their pets. They have a firedog called Dalmatian that have really good noses and ears. Sometimes the dog finds kids in a fire. They have a red or yellow fire truck. On the truck there are ladders, hoses, tools, and everything else they need to put out a fire. They have a siren on the top of the truck, which makes lots of noise so people can hear them coming and get out of the way. Firemen have yellow and red suits that are fireproof. They have masks to help them breathe. They have a firehouse where they eat and sleep for two days at a time so they are ready for the fire. Firemen are our heros! Firemen put out fires on houses. They save animals. They have a firedog called Dalmatian. They have a red fire truck. They have a siren on the top. They have a firehouse.
6. Writing Workshop mini lessons making writing experiences authentic.
Write a letter to the principal telling him that they want a better lunch selection. (or tell him/her that he/she is doing a great job). Once my kids were a little more confident in their writing, I would allow them to use journal time to write important notes. (For example, if their ball went on the roof at recess they could write a note to the janitor. Our janitor LOVED this and we always got our balls back first.) Or if there was a problem/argument at recess..... I would tell them to write it down so they wouldn't forget and I would solve the problem when I had both sides in writing...... etc. When I taught 2nd grade (though you could easily adjust this to 1st as the kids get more proficient) I would have the kids write a letter to their parents every Friday telling them of what we had done all week. the parents loved this!
7. Writing Workshop mini lesson Story Starter.
Occasionally kids will benefit from being given several story starters from which to choose one to write about. Some teachers have ideas listed on sheets of paper. Other teachers have ideas listed on laminated shapes and hanging on a metal ring. The idea is to help the students brainstorm and think of new ideas to write about. This should not be the only way you encourage kids to write.
ICE CREAM STORY STARTERS
I had to make up a new ice cream flavor.
Take a Big Lick: Pick an ice cream cone and write a delicious story!
The cones are all gone. What shall I use?
I dreamed I worked in an ice cream factory.
We opened the shop door and all the ice cream was gone!
A strange smell was coming through the ice cream store.
As I reached for my ice cream, my money had disappeared.
The first lick was good, but then I found...
Rubric Area: Style continued...
8. Writing workshop mini lesson frame sentences part one.
The teacher asks a question then records on the chart paper or sentence strips all the children's answers. It is important that the teacher writes large enough so the children can participate in a shared reading of the answers. Some example questions:
What can you see?
I see
I see
I see
I see
I see
I see
What can you do?
I can
What goes up?
A _________ goes up.
What can your legs do?
Legs can
Teachers leads the children in a discovery time by asking them questions. How does each sentence begin? Are the sentences the same in any way? Where? Where does it say, "My legs can pedal my bike." Using picture cards to assist the students, they can begin rereading the sentences in a pocket chart. The children could then write their word on the line of a framed sentence and draw a picture to go with it. The pictures with the framed sentences could be made into a class book.
9. Writing workshop frame sentences part two.
First do the kindergarten frame sentence mini lesson. Then extend it. Write one of the "I can" statements on a sentence strip. If the sentence reads, "I can walk" then the following is how to extend it.
A ______ can walk.
A ______ can walk.
A ______ can walk.
But a _____ can't walk.
Using pictures and/or words, generate a yes pile and a no pile. Have the students write their own verse.
Rubric Area: Organization
1. Writing Workshop mini lesson expanding "I like".
Children pick a favorite sentence from a story and expand on that one sentence.
For example, a child writes a story.
I like my mom.
I like my dad.
I like my dog.
I like my friend.
Then the teacher has the child pick one sentence to write another story from. Child picks, "I like mydog." The child brainstorms different things about a dog: bark had since a puppy
brown fetches
furry
Rubric Area: Organization continued...
2. Writing Workshop mini lesson beginning, middle, end in first grade.
The first step of this mini lesson is to model it several times with your class. Discuss how a beginning is telling your reader what you are writing about; middle is your mapping; and end would retell the beginning with a feeling of excitement or strong emotion.
3. Writing Workshop mini lesson create blank 3 page booklets.
To provide the structure many early writers need, add a front and back of construction paper to three pages of paper stapled together. Parent volunteers or handy kids can staple them together for you. The student must write a short story with a beginning(page 1) middle (page ) and end(page 3). One suggestion is to give each child a sticker as a brainstorming tool.
4. Writing workshop mini lesson sentence structure (telling sentences)
OWL (observation, wonderings, links to child's life) Read a book, answer each question, write sentences about the book. For example, complete this activity using the book,
The Frog Prince.
Step 1: Children sit in a circle.
Step 2: Read book to the class.
Step 3: Use as many copies of the book that you have access to.
Step 4: Pass the book around the circle.
Step 5: Have each child look at the book and say a sentence beginning with:
I noticed that...
or I saw...
or I observed...
Step 6: Repeat activity beginning with I wonder...
Step 7: Repeat activity beginning with This book is linked to me because...
After oral mini lessons above are completed numerous times the children write their answers. Then have students write 3 sentences using OWL including I noticed...; I wonder...; I linked this book to me because... (In kindergarten this is only an oral activity.)
5. Writing workshop mini lesson questions using specific words
Define and model asking questions starting with specific words:
what does would where
when do may did
why is can which
who how could are
6. Writing Workshop mini lesson Guess What?
***Teacher picks one prompt.
***The students brainstorm all the different things they could put in their pocket. Teacher lists the possibilities on the board.
***The child then puts the item he'll pick in the center of story mapping. He builds a story around that word.
***Child begins his story with the prompt. Then continues writing until the story is complete.
***Group shares stories showing all the possibilities.
Suggested PROMPTS:
In my pocket I keep
I turned the corner and I saw
I went upstairs and I met
Late at night I heard
I looked under my bed and there was
On my feet I put
In my cup I tasted
What I liked best for lunch is
I opened my window and in came
I opened the door and saw
In the kitchen I smelled
In my sock I felt
In the cage I saw
On my head I put
Sense of Hearing
Special Ed, level: 3-5
Materials Required: see lesson plan below
Activity Time: 45-60 minutes
Concepts Taught: Science Vocabulary, Listening Social Skill, Writing a Summary's
Review:
Make a graphic organizer on chart paper that pulls together all the information you’ve been teaching. The central square is the human body with five sub-categories surrounding it being 1) the four internal senses, 2) the five external senses, 3) the body’s needs and wants, and 4) parts of the body. Then, have students provide the details for each of the sub-categories. You could split the parts of the body sub-category into further sub-categories if you’ve been working on sorting internal versus external, trunk versus limbs, upper versus lower and so forth. Either give the students a copy already filled out to add to their notebooks or have them fill in their copy as you write their answers on the board depending on their level.
Present:
1. Sense of hearing.
2. Parts of the ear and the path the sound waves take to get to the brain. Remind students of the internal sense of balance and how it relates to the middle ear.
3. If needed, talk about the social skill of listening in class or conversation. Show an example and a non-example.
4. Problems that may affect hearing- hard of hearing or deaf, hearing aids, cochlear implants, TTY, sign language, closed captioning, etc. (You could invite the district specialist to present this information.)
5. Ear safety – volume and headphones/ear buds, putting things in your ear
Activity:
1. Role play the listening social skill, if your class needs it. Videotape it to use as a review activity.
2. Sort pictures of sounds into loud or quiet volumes.
3. Go outside and listen for a few minutes. Name sounds you hear.
4. Play one room blindfolded hide and seek. One person is blindfolded and has to locate other players by sound alone. The blindfolded one can physically tag or accurately describe the location of a person to pass on their turn.
5. Borrow some instruments from the music teacher and play loud and quiet.
6. Play samples of a variety of different genres of music. Discuss what is liked and disliked about each example.
Science notebook:
Mid to Upper level: Draw or glue in a drawing of the ear and label the parts. Write a few sentences about the sense of hearing and safety.
Basic level: Trace a sentence about hearing a favorite or hated sound. Circle or highlight the ears on a picture of a person glued into the notebook.
Recommended materials:
http://www.doctorhoffman.com/earanat.htm all about the ear, has simplified terms as well as the medical terms
Expanded Songs in Sign by S. Harold Collins from the “Beginning Sign Language Series The book contains eleven common American songs in signed English. Some examples are “She’ll be coming ‘round the mountain” and “Row, row, row your boat.”
Perk Up Your Ears by Vicki Cobb This book contains information on the parts of the ear, how the ear works, safe volumes for the ear, experiments that illustrate how your ear works, echolocation, lip reading, perfect pitch and so forth. It has quite a bit of text per page, but could work as a read aloud for near grade level students if you stopped and tried all the experiments. If you’re not prepared to do that, it would probably be an overwhelming amount of language and information for students with moderate to severe disabilities to process.
The five senses-hearing by Maria Rius, J. M. Parramon, and J. J. Puig- This book has just one sentence per page and discusses various things you hear with your ears. At the end it has a labeled drawing of the ear with more comprehensive vocabulary and two pages of text explaining how the ear works. This book is recommended for students at a basic level.
Picture cards of loud and quiet things
http://www.reachoutmichigan.org/funexperiments/quick/uwash/chhearing.html lots of sound and hearing activity ideas
http://www.suzy.co.nz/suzysworld/Factpage.asp?FactSheet=86 Ears: How do ears work?
This is Day 10 of a 17 day unit on the human body and the 5 senses. If you'd like the whole unit, you may find it here: http://www.teacherspayteachers.com/Product/About-Me-and-the-Five-Senses-Lesson-Unit-for-Special-Education-Classes
Materials Required: see lesson plan below
Activity Time: 45-60 minutes
Concepts Taught: Science Vocabulary, Listening Social Skill, Writing a Summary's
Review:
Make a graphic organizer on chart paper that pulls together all the information you’ve been teaching. The central square is the human body with five sub-categories surrounding it being 1) the four internal senses, 2) the five external senses, 3) the body’s needs and wants, and 4) parts of the body. Then, have students provide the details for each of the sub-categories. You could split the parts of the body sub-category into further sub-categories if you’ve been working on sorting internal versus external, trunk versus limbs, upper versus lower and so forth. Either give the students a copy already filled out to add to their notebooks or have them fill in their copy as you write their answers on the board depending on their level.
Present:
1. Sense of hearing.
2. Parts of the ear and the path the sound waves take to get to the brain. Remind students of the internal sense of balance and how it relates to the middle ear.
3. If needed, talk about the social skill of listening in class or conversation. Show an example and a non-example.
4. Problems that may affect hearing- hard of hearing or deaf, hearing aids, cochlear implants, TTY, sign language, closed captioning, etc. (You could invite the district specialist to present this information.)
5. Ear safety – volume and headphones/ear buds, putting things in your ear
Activity:
1. Role play the listening social skill, if your class needs it. Videotape it to use as a review activity.
2. Sort pictures of sounds into loud or quiet volumes.
3. Go outside and listen for a few minutes. Name sounds you hear.
4. Play one room blindfolded hide and seek. One person is blindfolded and has to locate other players by sound alone. The blindfolded one can physically tag or accurately describe the location of a person to pass on their turn.
5. Borrow some instruments from the music teacher and play loud and quiet.
6. Play samples of a variety of different genres of music. Discuss what is liked and disliked about each example.
Science notebook:
Mid to Upper level: Draw or glue in a drawing of the ear and label the parts. Write a few sentences about the sense of hearing and safety.
Basic level: Trace a sentence about hearing a favorite or hated sound. Circle or highlight the ears on a picture of a person glued into the notebook.
Recommended materials:
http://www.doctorhoffman.com/earanat.htm all about the ear, has simplified terms as well as the medical terms
Expanded Songs in Sign by S. Harold Collins from the “Beginning Sign Language Series The book contains eleven common American songs in signed English. Some examples are “She’ll be coming ‘round the mountain” and “Row, row, row your boat.”
Perk Up Your Ears by Vicki Cobb This book contains information on the parts of the ear, how the ear works, safe volumes for the ear, experiments that illustrate how your ear works, echolocation, lip reading, perfect pitch and so forth. It has quite a bit of text per page, but could work as a read aloud for near grade level students if you stopped and tried all the experiments. If you’re not prepared to do that, it would probably be an overwhelming amount of language and information for students with moderate to severe disabilities to process.
The five senses-hearing by Maria Rius, J. M. Parramon, and J. J. Puig- This book has just one sentence per page and discusses various things you hear with your ears. At the end it has a labeled drawing of the ear with more comprehensive vocabulary and two pages of text explaining how the ear works. This book is recommended for students at a basic level.
Picture cards of loud and quiet things
http://www.reachoutmichigan.org/funexperiments/quick/uwash/chhearing.html lots of sound and hearing activity ideas
http://www.suzy.co.nz/suzysworld/Factpage.asp?FactSheet=86 Ears: How do ears work?
This is Day 10 of a 17 day unit on the human body and the 5 senses. If you'd like the whole unit, you may find it here: http://www.teacherspayteachers.com/Product/About-Me-and-the-Five-Senses-Lesson-Unit-for-Special-Education-Classes
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