by: Diana Ross Catedral

 Plan for each stage a group work

 Carefully explain to your class how the groups
will operate and how the students will be
graded
 Give the student the skills they needed to
succeed in groups
 Consider written contract
 Create group task that require interdependence
 Make the group work relevant
 Create assignment that fits students skills and
abilities
 Assign group task that will allow for fair division of
labor
 Set-up competition among groups
 Decide how groups will be formed
 Be conscious of group size
 Keep-group together
 Give the students opportunity to
evaluate effectiveness of their group-
once or twice
 Decide how to grade members of the
group
 A talk show or chat show is a television
programming or radio programming genre in
which one person (or group of people)
discusses various topics put forth by a talk
show host
 In creating a talk show, the students interpret
characters, conflicts, themes, and issues for a
live audience on a classroom "stage."
 The students playing characters sit at a table with
identifying name tags, while the students playing
reporters sit across from them with media affiliation name
tags. The panelists first present their statements of identity,
then the reporters pose questions.

 Teachers should remind students throughout the process,

that this activity must be very strongly grounded in the
text.
 Taking on a role helps students to empathize
with people of diverse cultural backgrounds.
 Drawing upon their interpretations and their
imaginations, the students can demonstrate
their understanding, synthesize information,
and make sophisticated connections
between texts and their lives.
To help students assess their own learning through this
strategy, teachers might pose questions such as:

 What did you learn by playing a character or

reporter?
 What did you learn about the text or theme from this
conversation?
- In reflection format or the presentation itself
Rubrics Historical Role Play : African American
Figures Talkshow
CATEGORY 4 3 2 1

Historical All historical Almost all historical Most of the historical Very little of the
information appeared information appeared information was historical information
Accuracy to be accurate. to be accurate. accurate. was accurate.

Role Point-of-view, Point-of-view, Point-of-view, Point-of-view,

arguments, and arguments, and arguments, and arguments, and
solutions proposed solutions proposed solutions proposed solutions proposed
were consistently in were often in were sometimes in were rarely in
character. character. character. character.

Knowledge Can clearly explain Can clearly explain Can clearly explain Cannot explain one
several ways in which several ways in which one way in which his way in which his
Gained his character "saw" his character "saw" character "saw" things character "saw" things
things differently than things differently than differently than other differently than other
other characters and other characters. characters. characters.
can clearly explain
why.
Views Student included Student included all Student included Student included less
more information than information that was most information that information than was
was required. required. was required. required.
 Broadcasting is the simultaneous transmission of
the same message to multiple recipients.
 Can be modified according to its purpose.
(ex. In the classroom, in replace for a broadcasting
network you can employ broadcasting behind the
curtain)
 It enhances communication and
interpersonal skills.
 It teaches empathy and understanding of
different perspectives.
 It develops confidence and self-efficacy.
 Information, Media and Technology Skills
 Newscast - Presentation and Planning : Warren Social Studies Broadcasting Network
CATEGORY 4 3 2 1
Group Work The group functioned The group functioned pretty The group functioned fairly Some members of the group
exceptionally well. All well. Most members listened well but was dominated by were often off task AND/OR
members listened to, shared to, shared with and one or two members. The were overtly disrespectful to
with and supported the supported the efforts of group (all members) was others in the group AND/OR
efforts of others. The group others. The group (all almost always on task! were typically disregarded
(all members) was almost members) was almost always by other group members.
always on task! on task!
Speaks clearly Speaks clearly and distinctly Speaks clearly and distinctly Speaks clearly and distinctly Does NOT speak clearly and
all of the time and all of the time but most of the time and distinctly most of the time
mispronounces no words. mispronounces 1 or more mispronounces no words. AND/OR mispronounces
words. more than 1 word.

Accuracy of Facts All supportive facts are Almost all facts are reported One fact is reported No facts are reported
reported accurately (3 of 3). accurately (2 of 3). accurately. accurately OR no facts were
reported.

Enthusiasm Facial expression and body
language show a strong
interest and enthusiasm
about the topic throughout
the newscast, but it is not
overdone.
Graphics Graphics include some
original material and are
clearly related to the
material being preesented.
Facial expression and body
language show a strong
interest and enthusiasm
about the topic throughout
the newscast, but it is
somewhat overdone.
Graphics are clearly related
to the material being
preesented, but none are
original.
Facial expression and body Facial expression and body
language show some interest language depict apathy or
and enthusiasm about the boredom with the topic.
topic throughout the
newscast.
Graphics include some Graphics are not related to
original material but are only the material being
somewhat related to the presented.
material being preesented.

Research Group researched the Group researched the Group researched the Either no research was done
subject and integrated 3 or subject and integrated 2 subject and integrated 1 or it was not clear that the
more "tidbits" from their "tidbits" from their research "tidbit" from their research group used it in the
research into their newscast. into their newscast. into their newscast. newscast.

Attire Very professional clothing Business casual look. Clean and attractive student Sloppy appearance which
and accessories. look. Attire does not detract detracts from credibility of
from credibility of presentation.
presentation.
 Role-play is any speaking and acting activity
when you either put yourself into somebody
else’s shoes, or when you stay in your own
shoes but put yourself into an imaginary
situation!
 The instructor needs to decide the context
for the exercise and the role(s) that the
students will play
 It’s fun and motivating
 Quieter students get the chance to express
themselves in a more forthright way
 The world of the classroom is broadened to
include the outside world – thus offering a much
wider range of language opportunities
 It fulfills learner involvement and intrinsic
motivation
 1. Prepare class for role-play
 2. Give clear instructions
 3. Act out role-plays
 4. Discussion (small group and whole
class)
 Historical Role Play : Colonial Fair Rubric - Social Studies
CATEGORY 4 3 2 1
Historical Accuracy All historical information Almost all historical Most of the historical Very little of the historical
appeared to be accurate information appeared to information was accurate information was accurate
and in chronological order. be accurate and in and in chronological order. and/or in chronological
chronological order. order.

Required Elements Student included more Student included all Student included most Student included less
information than was information that was information that was information than was
required. required. required. required.

Teamwork Both/all 3 teammates One teammate appears to One teammate appears to One teammate appears to
appear to have have done more than have done most of the have done all of the work
contributed equally to his/her share of work on the work on the project. on the project
project. project.

Presentation Presenters appear to have Presenters appear to have Presenters appear to have Presenters appear
practiced enough to practiced and are able to practiced very little and unpracticed and
deliver information deliver information with only deliver information with information is delivered
smoothly and with only 1-2 unplanned pauses. enough unplanned pauses ineffectively with numerous
planned pauses. Presenters Presenters maintain eye to affect flow of unplanned pauses.
maintain eye contact contact most of the time. presentation. Presenters Presenters rarely maintain
throughout presentation. maintain eye contact less eye contact.
than half of the time.

Enthusiasm Presenters speak Presenters speak Presenters speak Presenters seldom speak
enthusiastically and enthusiastically and enthusiastically and enthusiastically or
persuasively throughout persuasively through most persuasively through part of persuasively during
presentation. Presenters' of presentation. Presenters' presentation. Presenters' presentation. Presenters'
body language projects body language projects body language projects body language seldom or
confidence. confidence most of the confidence part of the never projects confidence.
time. time.
 Debate refers to a discussion in which
two or more people advocate
opposing positions on a topic or
question in an attempt to make an
audience (or the other
advocates) accept their position
 How to Conduct a Class Debate
1. Introduce the topic
2. Assign the Affirmative and the
Negative
3. Give Time for Research
4. Keep Track of Time
5. Make a Judgment