frozen pictures activity

why it works

  • Frozen pictures support retention by using kinesthetic learning. This offers students with different learning styles multiple ways to understand and retain information.
  • Frozen pictures is such a versatile activity, we can almost classify it as a classroom management technique. The video gives an example of how this technique can be used to recall and sequence a book, but it can be used in many other ways- like learning vocab words, expressing emotions, physicalizing concepts, giving directions, transitioning between activities, etc…
  • Frozen pictures supports listening, gross motor skills, imagination, and an expressive body. By helping your students become physically expressive, you are giving them a valuable tool to retain and relate information.

modifying this technique

  • Frozen pictures are supportive of different bodies. Because frozen pictures are always self-generated, each student can modify the technique comfortably for themselves.
  • This technique is especially supportive of English language learners. Teaching new words and phrases through frozen pictures helps students internalize the language.
  • This technique can even apply to non-literacy lessons. Consider using frozen pictures to sequence something like the life cycle of a tree or the story of Rosa Parks.

Skill Breakdown

SCAFFOLD THE ACTIVITY
Break this activity into clear steps, and practice each step before moving on to the next. Make sure students understand the previous step before introducing the next step.

  • Notice: Ruthie focuses on only one skill in each step. It's tempting to lump a couple steps together for the sake of time, but that can be confusing for students.
  • Why? Scaffolding activities is a way to make sure no one is left behind.

STEP ONE- ESTABLISH THE RULES
"When I say '1, 2, 3, Picture' you will freeze in the shape of a picture." Be sure to emphasize that frozen pictures should always be poses that you can hold. No poses on one foot allowed!

  • Notice: How clearly Ruthie gives every instruction: “When I say this, we are going to do this."
  • Why? This gives your students more opportunities to succeed because they have clear expectations to meet.

STEP TWO- SIMPLE PICTURES
Start with a simple picture like a robot. You can spend a few minutes practicing this step. Experiment with easy pictures, and then work up to more complex ones. For example: a student, a happy student, a student who is late for school.

  • Why? Students might have trouble acting out complex pictures at first. Gradually scaffold in more and more complexity. Notice that the example starts with a character, then adds an emotion, and finally adds plot.
  • Notice: Ruthie joins in on every pose. She is modeling enthusiastic engagement for the group.

STEP THREE- RELATE TO LESSON CONTENT
In the video, Ruthie asks students to pose like a character from the story.

  • Why? This step is about making pictures specifically about the content of your lesson. This can be modified for any kind of lesson.

STEP FOUR- OBSERVE EACH OTHER
Give the students permission to look at the poses their classmates are making- but only with their eyeballs! Keep the focus by being clear with this direction.

STEP FIVE- SEQUENCE THE PICTURES
We don't see this demonstrated in the video, but this is an important step. Ask the students to show you sequential frozen pictures of the story. For example: "Show me Bear when he sees a mouse. Now show me Bear yelling at the mouse. Now show me the mouse running away from Bear."

  • Modifications: For advanced groups, you can ask them “what happens next?” You could even ask the students to predict what they think could happen after the story.
  • For an example of sequencing frozen pictures, check out our sample lesson plan.

STEP SIX- THOUGHT TRACKING
What might your character think at this moment in the story? This technique is called “thought tracking.” Be clear that you want the students to think about this, not speak this yet.

  • Notice: Ruthie transitions the class back to a comfortable picture (the robot) when she gives complex directions. She wants the students to be comfortable so they can focus, but she doesn’t let them drop the rules of the activity.

STEP SEVEN- EVERYONE SPEAKS
Everyone says the text they made up at once.

  • Why? Allowing everyone to speak at the same time keeps this activity low exposure for shy students, but still gives them an opportunity to speak.

STEP EIGHT- LISTEN TO A FEW EXAMPLES
Call on one or two students to share the text they made up. Make sure to use “Let’s all say that” so that the group stays active even when only one person is sharing.