Appendix D: No-Prep Activities Index
Activities requiring zero preparation - ready to use instantly.
Zero-preparation activities for busy days, substitute teachers, and last-minute needs
How to Use This Index
These activities require ZERO advance preparation:
- No handouts to print
- No materials to gather
- No technology setup required
- No lesson-specific customization needed
Perfect for:
- You're exhausted and out of planning time
- Substitute teacher days
- Technology failures
- Last-minute schedule changes
- "Fire drill ate your lesson plan" emergencies
- Building your initial activity habit (Chapter 15)
Organization: Activities are grouped by PURPOSE so you can quickly find what you need in the moment.
ATTENTION & ENGAGEMENT (When You Need to Capture Focus)
Call-and-Response (30 seconds) - Chapter 4
How: Teacher says a phrase, students respond with rehearsed reply Example: Teacher: "Class class!" Students: "Yes yes!" Why no prep: Just use your voice Best for: Refocusing scattered attention instantly
Stand Up If... (1 minute) - Chapter 4
How: Make statements. Students stand if statement applies to them. Example: "Stand up if you've ever been to another country" Why no prep: Just make up statements related to your lesson Best for: Physical engagement + prior knowledge activation
This or That (1 minute) - Chapter 4
How: Give two options. Students vote by raising hands or moving sides. Example: "Pizza or tacos? Mountains or beach? Summer or winter?" Why no prep: Create binary choices on the spot Best for: Quick engagement, community building
Countdown Timer (30 seconds) - Chapter 11
How: Count down from 10 (or 5) for a quick task Example: "You have 10 seconds to get seated and ready... 10, 9, 8..." Why no prep: Just your voice and counting Best for: Urgent transitions
Attention Clap (30 seconds) - Chapter 4
How: Clap a rhythm, students clap it back Example: Clap-clap-clap-clap-clap, students repeat Why no prep: Just use your hands Best for: Quick attention reset
PRIOR KNOWLEDGE ACTIVATION (When You Need to Access What Students Know)
Quick Write (1-2 minutes) - Chapter 5
How: Give a prompt. Students write in notebook for 60-90 seconds. Example: "Write everything you already know about fractions" Why no prep: Students use their own notebooks Best for: Individual processing before instruction
Brain Dump (2 minutes) - Chapter 5
How: "Write down everything you remember about [topic] from last class" Example: "Brain dump: everything about photosynthesis" Why no prep: Students write in their own notebooks Best for: Review of prior lesson
What Do You Already Know? (1 minute) - Chapter 5
How: Ask question, collect responses verbally Example: "What do you already know about World War I?" Why no prep: Just ask and listen Best for: Quick check before new unit
Quick Poll (1 minute) - Chapter 5
How: Ask question, students respond with hands/signals Example: "Thumbs up if you've heard of the water cycle before" Why no prep: Students use hands or voices Best for: Fast survey of prior knowledge
Turn-and-Tell (2 minutes) - Chapter 5
How: Give prompt, students turn to neighbor and share Example: "Turn and tell your partner: one thing you remember from yesterday" Why no prep: Students just talk to each other Best for: Activating memory through peer discussion
Personal Connection (1 minute) - Chapter 5
How: Ask students to think of time they experienced something related to lesson Example: "Think of a time you had to persuade someone" Why no prep: Students draw from own experiences Best for: Making lessons relevant
PROCESSING & COLLABORATION (When Students Need to Think Together)
Think-Pair-Share (2-3 minutes) - Chapter 6
How: Give prompt. Students think silently (30 sec), discuss with partner (90 sec), optionally share with class Example: "Think: Why did the author use this metaphor? Pair up and share your thoughts" Why no prep: Just provide a discussion prompt Best for: Processing new information through peer discussion
Turn-and-Tell (1-2 minutes) - Chapter 6
How: Students turn to neighbor, one person shares for 30-60 seconds, then switch Example: "Turn and tell: What was the most important idea from today's lesson?" Why no prep: Students use own words to explain Best for: Quick peer processing
Pair-Compare (2 minutes) - Chapter 6
How: Students complete individual work, then compare with partner Example: "Compare your answers with your partner. Find one similarity and one difference." Why no prep: Students use work they've already done Best for: Checking understanding through comparison
Numbered Heads Together (3 minutes) - Chapter 6
How: Groups discuss question, all members must know answer, randomly call a number to respond Example: "Each person is 1-4. Discuss this question. I'll call a random number." Why no prep: Just assign numbers and ask a question Best for: Ensuring all group members engage
Think-Aloud (2-3 minutes) - Chapter 10
How: Teacher or student verbalizes thinking process while solving problem Example: "I'm going to talk through my thinking as I solve this..." Why no prep: Just speak your thoughts Best for: Modeling expert thinking
CRITICAL THINKING (When You Need Deeper Processing)
Agree/Disagree (2-3 minutes) - Chapter 7
How: Make a statement, students position themselves (physically or with signals) to show agreement level Example: "The main character made the right choice. Agree or disagree?" Why no prep: Just make a debatable statement Best for: Forcing students to take a position
What If? (2 minutes) - Chapter 7
How: Pose hypothetical scenario related to lesson content Example: "What if gravity were twice as strong? What would change?" Why no prep: Create scenario on the spot Best for: Hypothetical thinking, application
Find the Error (2-3 minutes) - Chapter 7
How: Show worked problem with intentional mistake (write on board), students find it Example: Write incorrect solution on board: "Where's the mistake?" Why no prep: Create a flawed example on the spot Best for: Critical analysis, error detection
Compare and Contrast (2-3 minutes) - Chapter 7
How: Students compare two concepts verbally or mentally Example: "What's similar and different between these two characters?" Why no prep: Just name two things to compare Best for: Analytical thinking
Most Important Point (2 minutes) - Chapter 7
How: Students identify the single most important idea from lesson Example: "If you could only remember ONE thing from today, what would it be?" Why no prep: Students reflect on lesson content Best for: Prioritization, synthesis
FORMATIVE ASSESSMENT (When You Need to Check Understanding)
Thumbs Up/Down/Sideways (30 seconds) - Chapter 8
How: Ask question, students show thumb up (got it), down (confused), sideways (sort of) Example: "Thumbs: Do you understand how to find the main idea?" Why no prep: Students just use hands Best for: Instant confidence check
Fist to Five (30 seconds) - Chapter 8
How: Students show 0-5 fingers to rate understanding (0 = lost, 5 = expert) Example: "Fist to five: How well do you understand photosynthesis?" Why no prep: Students use fingers to signal Best for: Quick rating scale assessment
Hand Signals (30 seconds) - Chapter 8
How: Establish signals (e.g., agree = nod, disagree = head shake) Example: "Signal: Do you think this character is a hero? Nod for yes, shake for no" Why no prep: Students use body language Best for: Quick opinion or answer check
Exit Ticket (Verbal) (1 minute) - Chapter 8
How: Students verbally state one thing they learned before leaving Example: "Tell me one thing you learned today before you line up" Why no prep: No paper needed, just verbal response Best for: Quick end-of-lesson check
One-Sentence Summary (2 minutes) - Chapter 8
How: Students write (in notebook) or say one sentence summarizing lesson Example: "Summarize today's lesson in exactly one sentence" Why no prep: Students use own words and notebook Best for: Synthesis check
Self-Assessment (1 minute) - Chapter 8
How: Students rate their own understanding Example: "Rate yourself 1-10: How well can you explain this concept?" Why no prep: Internal reflection, no materials Best for: Metacognitive awareness
Quick Quiz (Oral) (2-3 minutes) - Chapter 8
How: Ask 3-5 questions, students answer verbally or with signals Example: "True or false: The mitochondria is the powerhouse of the cell?" Why no prep: Just make up review questions on the spot Best for: Fast knowledge check
MOVEMENT & KINESTHETIC (When Students Need Physical Engagement)
Stand-and-Stretch (1 minute) - Chapter 11
How: Everyone stands, does simple stretches Example: "Stand up. Reach high. Touch your toes. Roll your shoulders." Why no prep: Just demonstrate movements Best for: Physical reset, energy boost
Four Corners (2-3 minutes) - Chapter 9
How: Each corner = different answer/opinion. Students move to their choice. Example: "Which cause of WWI was most important? Go to your corner." Why no prep: Just designate corners and give choices Best for: Physical movement + opinion sharing
Line-Up (2 minutes) - Chapter 9
How: Students arrange themselves in a line based on criteria Example: "Line up by birthday (Jan to Dec)" Why no prep: Students just move Best for: Kinesthetic sorting, sequencing
Simon Says (Academic Version) (2 minutes) - Chapter 9
How: Play Simon Says with academic content Example: "Simon says point to an acute angle. Simon says show me parallel lines with your arms." Why no prep: Use classroom environment and student bodies Best for: Vocabulary review, concept identification
Shake It Off (30 seconds) - Chapter 11
How: Students shake hands, arms, whole body for 30 seconds Example: "Stand up. Shake your hands. Shake your arms. Shake it all off!" Why no prep: Just model and they follow Best for: Quick physical reset
Desk Exercises (1 minute) - Chapter 11
How: Students do seated exercises (shoulder rolls, neck stretches, leg lifts) Example: "Seated exercises: 10 shoulder rolls, stretch your neck, lift your knees 10 times" Why no prep: Students stay at desks, follow your lead Best for: Movement without leaving seats
REFLECTION & CLOSURE (When You Need to Wrap Up)
3-2-1 Reflection (2 minutes) - Chapter 10
How: Students identify 3 things they learned, 2 connections, 1 question (can be mental or written in notebook) Example: "3-2-1: Three new ideas, two connections to prior learning, one question you still have" Why no prep: Students reflect using own thoughts and notebook Best for: Structured reflection
One Minute Paper (1-2 minutes) - Chapter 10
How: Students write for exactly one minute on a reflection prompt Example: "One minute: What was most confusing about today's lesson?" Why no prep: Students write in notebook, you provide prompt Best for: Quick written reflection
Today I Learned... (1 minute) - Chapter 10
How: Sentence stem completion (verbal or written) Example: "Complete this sentence: Today I learned..." Why no prep: Simple sentence stem, students finish it Best for: Quick lesson summary
Rate Your Understanding (1 minute) - Chapter 10
How: Students self-assess on scale Example: "On a scale of 1-10, how well do you understand this?" Why no prep: Internal rating, can share verbally or with fingers Best for: Metacognitive check
TRANSITIONS & BRAIN BREAKS (When You Need a Reset)
Breathing Break (1 minute) - Chapter 11
How: Lead structured breathing exercise Example: "Inhale for 4 counts, hold for 4, exhale for 4. Repeat 3 times." Why no prep: Just breathe together Best for: Calming, refocusing
Processing Pause (1 minute) - Chapter 11
How: Give students 30-60 seconds of silent thinking time Example: "Close your notebooks. Look away from the board. Think about what we just learned. No talking. Just thinking." Why no prep: Structured silence Best for: Cognitive consolidation
Music Transition (1 minute) - Chapter 11
How: Play a song (or hum/sing) to signal transition time Example: Play 30 seconds of a song: "When the music stops, be in your seats ready to learn" Why no prep: Use phone, computer, or your voice Minimal prep: Need device with music
Clean Slate Signal (30 seconds) - Chapter 11
How: Physical gesture to mark end of one activity and start of next Example: "Everyone, wipe your hands like erasing a board. Clean slate. New activity." Why no prep: Just model the gesture Best for: Psychological transition marker
EMERGENCY LESSON TOOLKIT
When you have NO LESSON PLAN (sick day, substitute teacher, lost your prep):
30-Minute Emergency Lesson Framework (All No-Prep)
[0-2 min] Opening: Stand Up If... (Chapter 4)
- Build connection, activate energy
[2-5 min] Activator: What Do You Already Know? (Chapter 5)
- Verbally collect prior knowledge on any topic
[5-20 min] Content Delivery: Brief lecture or reading from textbook
- Deliver core content (you still need SOME content)
[20-21 min] Processing: Processing Pause (Chapter 11)
- Silent think time to consolidate learning
[21-24 min] Collaboration: Think-Pair-Share (Chapter 6)
- Discuss key concept with partner
[24-27 min] Application: What If? (Chapter 7)
- Pose hypothetical scenario, students think through implications
[27-30 min] Closing: Exit Ticket (Verbal) (Chapter 8)
- Each student states one thing they learned before leaving
Total activities: 6 Total prep: 0 minutes Substitute-friendly: Yes
Most Versatile No-Prep Activities
If You Can Only Master 10 No-Prep Activities:
- Think-Pair-Share (processing)
- Quick Write (reflection)
- Thumbs Up/Down (quick check)
- Stand-and-Stretch (movement)
- What If? (critical thinking)
- Turn-and-Tell (peer processing)
- Exit Ticket (verbal) (closure)
- Four Corners (movement + discussion)
- Agree/Disagree (positioning)
- 3-2-1 Reflection (synthesis)
These 10 cover:
- All learning phases (activate, process, apply, reflect)
- All time durations (30 seconds to 5 minutes)
- All subjects (universally applicable)
- All class sizes (work with 5 or 500 students)
Why No-Prep Doesn't Mean No-Planning
Important distinction:
No-Prep = No materials to gather, print, or set up in advance ≠ No thought required
You still need to:
- Know your learning objective
- Choose the right activity for that objective
- Give clear instructions
- Monitor student work
- Assess effectiveness
But you DON'T need to:
- Make copies
- Create handouts
- Set up technology
- Gather physical materials
- Customize templates
This makes no-prep activities ideal for:
- Building your initial activity habit (Chapter 15)
- Busy weeks when you're low on time
- Practicing new teaching strategies without high upfront investment
Substitute Teacher Guide
If you're a substitute teacher (or leaving plans for a sub), use these no-prep activities:
Elementary (K-5)
- Stand Up If... (community building)
- Turn-and-Tell (partner sharing)
- Brain Break (movement reset)
- Quick Poll (engagement)
- Exit Ticket (verbal) (closure)
Middle School (6-8)
- Think-Pair-Share (processing)
- Four Corners (movement + opinion)
- Quick Write (reflection)
- Agree/Disagree (positioning)
- 3-2-1 Reflection (synthesis)
High School (9-12)
- Think-Pair-Share (discussion)
- What If? (hypothetical thinking)
- Find the Error (critical analysis)
- One-Sentence Summary (synthesis)
- Self-Assessment (metacognition)
Sub Instructions Template: "After students complete the worksheet/reading/assignment, use [ACTIVITY NAME] from the activity list. Instructions are printed below. Students are familiar with this routine."
Building Your No-Prep Habit
Week 1: Add ONE no-prep activity to your daily routine
- Recommended starter: Think-Pair-Share or Turn-and-Tell
Week 2: Keep Week 1 activity + add ONE more
- Recommended addition: Exit Ticket (verbal) or Quick Write
Week 3-4: Master your two activities before adding more
- Focus on smooth execution, clear instructions, tight timing
Month 2: Add 2-3 more no-prep activities strategically
- One movement activity (Stand-and-Stretch or Four Corners)
- One critical thinking activity (What If? or Agree/Disagree)
- One assessment activity (Thumbs Up/Down or Self-Assessment)
By Month 3: You'll have 5-7 no-prep activities you can execute flawlessly
- This covers 90% of your daily needs
- You can now add prep-intensive activities strategically when they add value
Related Appendices
- Appendix A: Activities by Time (find quick activities)
- Appendix B: Activities by Subject (subject-specific no-prep options)
- Appendix C: Activities by Class Size (scaling no-prep activities)
- Appendix E: Digital Tools Reference (low-prep tech alternatives)
Note: While these activities require no advance preparation, they DO require clear instructions and effective facilitation. See Chapters 12-14 for selection, adaptation, and troubleshooting strategies.