Let it run. Round it off. Follow-up. Variation

Let it run

• People mingle and compare what they have written with the rest of the class, looking for similar reactions. They group themselves according to their reactions; groups can be large or small.

• As they do this, you circulate and ask them why they have grouped themselves in this way, helping with language as needed.

• Each group develops its notes into three statements about the stimulus, and shares their statements with the whole class. You encourage and help people to develop interesting areas in a whole-class discussion.

Round it off

Using the statements, develop lexical fields under these headings:

Fact (What is it? )

Function (What does it do? )

Feeling (How do people feel about it? )

Follow-up

People write down an answer to at least one of the following questions:

I f you were going to do something good/bad with this thing, what woidd it be?

I f you were going to give it to someone, who would it be? Why?

I f you were going to change something about it, what would it be? Why?

Variation

You could use one of the following, or anything else you find: a stamp; a leaf; a flower; a grain of rice; a feather; a ring-pull; a seashell; a sweet; a lottery ticket; an aspirin; a key; a marble; some sand; some sugar. You can, of course, ask your students to bring things in themselves.

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