Getting to Know You by dfhercbml

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									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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