In Role

On Thursday, Christine and I have three classes. Christine wanted to give the students notes (ie: dictate to them the textbook). That took up much of the classtime, but she allowed me the first part of two periods time to do a review activity. In S2, I had the students create an acrostic for New York. I wouldn’t consider that so successful, because I felt like it ended up being 30 or so of more or less the same words and phrases used. However, in S5 we had a review that turned out awesome. First, we complete a graphic organizer on the types of rocks. The students didn’t have to explain how the types formed which would have made it much more challenging, but it was good for a quick summary. After that, the students were given roles (eight different roles, which made then groups of 4 or 3). For example, road builder, irrigation expert, farmer, worker at hydroelectric power station. As these roles, they had to explain the economic importance of rocks to that particular role or identity. The students worked well in the groups. Then one person from each group presented to the class. They really went into role and elaborated on how rocks impact lives. As soon as one person finished presenting another would come up, I didn’t even have to ask. I was most pleased with how the students “went into role” and how they elaborate on the importance of rocks to that role, making the content more meaningful and relevant. After class, I told Christine that that activity was my favorite activity we have done so far with all of the classes.