Getting to Know You. Jeremy Rivord •Introduction/warm-up exercise (10 -15 min.) Beginning in the whole group circled up the teacher introduces him/herself to the class and says something interesting about themselves. Then the introduction goes to the student to the teacher’s left. That student repeats the introduction of the teacher and also introduces him or herself. The cycle of introducing the person to your right and then yourself continues around the entire circle. *possibly consider passing a stuffed animal around with the introduction as a way of easing the tension. Example “My name is Jeremy and I like bikes.” (to my left) “This is Jeremy and he likes bikes. My name is Sucker and I like candy.” (to the left) “This is Sucker and he like candy. My name is Jill and I like Jack.” (and so on) •Questions Review (5-10 min.) Review for the class the different varieties of questions: Who, what, where, when, why how. Write up several questions of each type for the students to see and read aloud with the group and the teacher. For the sake of time review only three of four types of questions and rely on previous experience with these questions to guide them with the remaining question types. Example Teacher: “What is your favorite kind of fruit?” Class: Repeats Teacher: “Who do you respect the most?” Class: Repeats •Activity One Small Group Questions Organizing the interview (10-20 min.) Count off the class of students into groups of four. Before breaking up explain the activity. As a group of four think of six interview questions for someone you do not know very well. Consider asking their favorite types of things, their age, their family, occupation, etc. Require that they can only use the orally reviewed questions four times in the interview and that they must come up with two other types of questions on their own. Conducting the interview (10-20 min.) Within the group have them break in half. If need be, establish a lettering system for each member in each group. Then for student A, B, C, D, have A interview D and B interview C. Encourage those being interviewed to give personal and unique responses. Then when they are done have D interview B and C interview A. •Activity two— Higher level Diggin for information—(10-20 min) Set an interesting scenario for the students explaining that they are professional journalists who will be interviewing someone famous in several days (pop star, athlete, politician). Their editor is breathing down their neck emphasizing that this interview is extremely important and there is a strict list of information that they are required to obtain. As a teacher, pass out a list of things each interviewer should have to obtain for his or her editor (i.e. favorite food, personal goals, thoughts on blank, etc.) In groups of four have them prepare the interview questions along with follow up questions. The interview (10-20 min) Have the journalist try to get some information from each student. Lower Level Group Interview (10-20min) Convening into the large group circle again the students bring their sample questions from each group. Similar to the first activity we did, begin with the teacher asking a question to the person on his or her left. He or she gives her answer to the person on the left and then asks on of his or her prepared questions. The person on the left replies to the question and then asks the person on the left their question. It goes around the circle. •Final “Fun” Activity. (5-forever if you have to) Rorschach Group Test While the students are interviewing each other in groups the teacher can begin to make an abstract “squiggle” of shades, shapes, and designs on the board with chalk. Try to recreate some semblance of objects, but also include some abstractions. When the groups are done with their interviews gather into the group and ask what they see. Hopefully there will be some brave students who are able to “see trails and bunnies” if you know what I mean.
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