Students create idea webs about their classmates. Figure out who webbed whom!
30 Minutes or Less
Students each have a dry-erase board and divide into small groups. Each student creates an idea web about each other with Crayola Dry-Erase Markers. Each group decides on a color coding system. For example, ideas written in red could represent favorite foods. Choose one category for each color of marker.
Give students 15 minutes to create a web about one person in the group. Choose which person will be webbed first. Think of words that fit the categories to describe the person. Draw them secretly on the boards!
At the end of the time, set out all the boards for everyone to look at. Who are the webs about? Cut slips of paper with Crayola Scissors. With Crayola Erasable Colored Pencils, students write the names on slips of paper. Place the "votes" in front of the web that best describes this person.
Students tally the choices and analyze the results. What descriptions were unmistakable? Which ones could have been several people? Which ones were misleading? Why? Ask students what they learned about their friends?
LA: Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.
LA: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge
when considering a word or phrase important to comprehension or expression.
LA: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LA: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
VA: Select and use the qualities of structures and functions of art to improve communication of ideas.
This activity can easily be adapted as a first day of school activity. Prior to creating the webs, students collaborate to generate questions for the classmate interviews. Word process the questions and provide a copy for each member of the class.
Students consider creating similar webs for characters in stories, historical figures, famous people, artists, etc. that they are learning about.
Using the web that another student wrote, the identified student in the web writes an autobiography based on the web descriptions. What new things did you learn about yourself from the classmate's web?