제공자 리비 미슬란

Description

이 활동을 통해 학생들은 캐릭터 개발과 탐구를 심화시키는 데 도움이 되는 질문을 서로에게 생성할 수 있습니다. 

지도

• As students walk in, they each find a Post-it note on their desk. They look up to the board to see an opening prompt: On your Post-it, write a question you might ask someone to get to know them better.  
• 의 아이디어를 학생들에게 소개합니다. character interview. Define the verb “to interview”–to talk with someone to get information–as a group. You can show some pictures or a video to demonstrate. Let students know that for the character interview, they are going to become their main character from the short stories or scenes they are writing. They will answer questions from their classmates as their character.  
• Pick a student volunteer and ask them to share the name of their main character. Write their character’s name on the board. Spin them around three times and say, “This is no longer ___(student name), they are now ____(character name).” Then have the student sit in a chair in front of the classroom.  
• To begin the activity, encourage students to start with the questions they wrote on their Post-it note during their opening ritual. As time goes on, encourage students to ask questions that have more depth in order to reveal more about the character. Give 2.5 minutes for each interview session. Allow several students to take a turn in the “hot seat.”   
• 반사: 학생들은 그 자리에서 질문에 답할 때의 기분, 흥미로운 질문을 공식화했을 때의 느낌, 이 활동이 저자로서 우리에게 도움이 될 수 있는 이유에 대해 생각해 볼 수 있습니다.

Transition Into Activity

학생들에게 새로운 반 친구, 선생님 또는 친구를 사귀는 방법에 대해 질문합니다. 한 사람에 대해 더 많이 배울 때 질문의 역할을 강조하십시오.

Transition Out of Activity

활동을 다가오는 쓰기 과제에 연결합니다. “기억하십시오. 이야기에 등장인물에 대한 모든 세부 사항을 포함할 필요는 없지만 작가로서 당신은 캐릭터에 대한 모든 것을 알 수 있는 권한이 있습니다. 당신의 캐릭터를 복잡하고 독특한 개인으로 생각하고 쓰십시오.”

교실 배치

Students are seated in an audience formation, with one student at the front of the room. (They could also be in a half circle, whole circle, or with the audience at their desks.)

지지대/적응 재료/도구

• Model the activity first. Ask a Classroom Teacher or Paraprofessional to take the hot seat, or do it yourself. You can also model asking compelling questions that get at deeper information about the character.  
• To provide added structure, time the activity: Set a timer for 2.5 minutes, and let students know that is the amount of time they’ll have to ask questions (e.g. “Two and a half minutes are on the clock. Okay…go!”).  
• 교실에 거동이 불편한 학생이 포함되어 있는 경우 구울 때 모든 등장인물이 방 앞쪽에 앉게 하십시오. 
• For students who are shy or more hesitant and would do better with a lower-focus option, allow them to try out being interviewed as their character for just one minute, from their seat, or with a partner.  
•  Spinning may be uncomfortable for people with sensory sensitivities or with vestibular differences. It also may not be suited for students in wheelchairs (depending on the chair). Consider using a sound/movement to signal the transformation.

Possible Roles for Classroom Professionals

• If the students are hesitant to volunteer to be interviewed, Classroom Professionals may volunteer to go first.
• Teachers and Paraprofessionals may participate by writing their own questions on Post-it notes, and actively asking questions during the character interview exercise.

Adjustments for Remote Instruction

Share the prompt on a slide or in the chat. Students may still write their questions on paper at home or share them in the chat. To keep each interview session running smoothly, the Teaching Artist may need to take a more active role in calling on students to ask their questions.