• Linda Albrechta, Vestal School District
• Harriet Barnett, Retired, Dobbs Ferry Union Free School District; American Council on the Teaching of Foreign Languages
• Judith Mazziotti, Buffalo City Schools
• Mary McBride, Williamsville School District
• Roseanne DeFabio, Assistant Commissioner, Curriculum, Instruction, and Assessment
• Anne Schiano, Assistant Director, Curriculum and Instruction
• Al Martino, Associate in Foreign Language Education
• Mary Pillsworth, Curriculum Specialist
• Jan Christman, Publication Production

Graphic Design: Harold Lohner Designs

1. Place transparency on the overhead with all boxes covered by coins or chips before students arrive.
2. Students must try to locate the teacher's buried treasure and capture it by combining a subject from the left side of the grid with an infinitive from the top of the grid, stating the correct conjugated verb form out loud. (It will take three correct guesses to capture the gold [from A grouping as above] and four correct guesses to capture the silver [from B grouping as above], and it will take three correct single guesses to capture all the TC money [from C grouping as above].
3. Student volunteer calls off a subject/verb combination and teacher does the same thing whether the student's answer is correct or incorrect. If incorrect, teacher responds in TL, “Is that your final answer?” giving the student another opportunity to answer. If incorrect the second time, the turn passes to another student.
   • If the space is blank, the turn passes to another student.
   • If chosen space has an X, Y, or Z, teacher says in TL, “Here it is!” and points to expression on the board. This student gets another turn. The activity ends when the entire treasure is uncovered.

• Overhead projectors and one transparency of grid of the sample recording chart grid
• One grid, 10 boxes by 10 boxes, for each student. Each square should be no larger than the diameter of a penny/dime, if pennies or chips are used to cover grid squares on overhead transparency. The subject pronouns are written vertically down the left edge of grid and the verb infinitives are written horizontally across the top of grid.
• Teacher transparency of same grid. Before covering grid with chips or pennies, teacher must “bury” his/her treasure without overlapping, as follows: A. Put an X (or the first letter of the TL word for gold) on any one set of three boxes in a row, vertically or horizontally (this represents the TC gold) and, B. Put a Y (or the first letter of the TL word for silver) on any two sets of two boxes in a row, vertically or horizontally (this represents the TC silver) and, C. Put a Z (or the first letter of the TC word for money) on three single boxes separated by at least one space (this represents the TC money)
• 100 pennies, chips, or buttons to cover the 100 squares of teacher grid
• A paper copy of grid with buried treasure marked, for reference during activity, when treasure is covered up
• A list of the following TL expressions: “Nothing here!” “Here it is!” “Is that your final answer?” “You are close.”

1. This activity may be timed and then replayed on subsequent days as class seeks to increase its speed in uncovering the treasure.
2. Words for top and left side of grid could be copied by students from board or from a prepared list as additional writing practice.
3. Paired Activity:

• Each student receives a sheet with two half-page grids, one for burying their own treasure and the other for recording their own guesses of the location of their partner's treasure, with either the same subjects/verbs as above or with new ones.
• Students erect barriers to prevent partners from seeing their buried treasure.
• Students mark their spaces of buried treasure and take turns guessing as in above procedure.
• Students will need to keep track on their own grid of their own correct and incorrect guesses, using one symbol (for example, a star) for correct guesses and any different symbol (for example, a check mark) for incorrect guesses.