Rock, paper, scissors: La Maestra Loca already has an amazing blog on this. https://lamaestralocablog.wordpress.com/2016/08/16/brain-breaks-part-2-rock-paper-scissors/
Sometimes the changes just happen in the flow of class without pre-planning. My students have enjoyed 3 variations on rock, paper, scissors. We play ELIMINACIÓN where students sit when they get out and players that are still in continue to play until one student remains as the winner. We also play CONTRA LA PROFE. In this version students all play against me. Students stay in if they “tie” me (put out the same thing as I do.) or if they beat me. If they lose to what I put out then they sit down. We play until it is me against one student and if they win they get a candy. We also have fun playing BEAR, NINJA, COWBOY
These are fun additional brain breaks, but I find that I also need innovation in some of the meat of my class...the stories and the interactions. I teach 6 classes a day for forty minutes (3 eighth grade, 2 seventh grade and 1 sixth grade). Sometimes I just do not have the gas in the tank to work through the creation of 6 different or even 3 different stories. We have on a few occasions now done PROGRESSIVE STORIES. This has been fun! I have 3 classes in 2nd year and 3 in first year. I have each of the three classes for a level create a different part of the story. The first class, sets the scene and the character and his/her problem, the second class gets bare minimum information and builds the second part with the character working to solve the problem without success and the third class writes the final part with the resolution to the problem, again, being given only minimal detail. I then put the story together that night with a little dialogue and we do a full story re-tell in all three classes the next day with activities to support. It is a fun, slightly different variation on the Storyasking theme.
Students always enjoy running dictation in classes. It gets them up and moving and still has a purpose. I have twisted it this year and regularly do RUNNING RE-TELL. I hang screenshots of a story up outside of my classroom, in the hallway (this can be from a movietalk or from a story) Students pair up and take turns with one student running out to find the first picture for the story and then they run back and describe it to the other person who writes what their partner tells them. They then switch places and the other person runs out to find the next picture in the sequence and then runs back to describe it to their partner. They continue until the story has been retold and I collect and peruse what they have written. They seem to really enjoy this; and I do as well.
The other re-tell that is working very well in my class also uses drawings or screenshots. I call it SECUENCIA. Each student gets a screenshot or picture from a story or movietalk. They do not show this picture to anyone. Students must re-tell the story or movietalk figuring out who’s picture is first , second and so on. As they describe and retell their portion of the story they lay their picture face down on the floor. This continues until each student has shared their portion and laid their picture down in the correct sequence with the other pictures. At the end, they flip over all of the pictures to see if they got them correct.
None of these ideas are anything really new, they are just slightly different than something I already do in class. A slight variation on a theme by me is something completely new for my students and is enough to boost the interest and energy in class.