Ice Breakers and Bonding Activities

Recipe Card Mix-Up Provide each student with a recipe or index card. Ahead of time choose about five questions that you might ask of students. Be as creative as you want with the questions. Possible questions might include the following: hat is the title of a favorite book! hat do you like doing in your free time when you"re not at school! hat is your favorite board game! hat is your favorite candy bar! #f you could request your favorite meal for your birthday$ what would that meal be! hen students %% and the teacher %% have written their answers to the questions$ collect the recipe cards. &huffle the cards. 'hen pass out a card to each student( be sure students do not receive their own cards. hen everyone has a card$ then the )ob of each student is to find the student in the room who belongs to the card the student holds. hen everybody has found the person who wrote the answers on the card they hold$ they must make sure they know how to pronounce that student"s full name and that they understand everything that is written on the card. 'hen it is time for introductions. 'he teacher can begin the activity by asking the student on the card s*he holds to come to the front of the room. As that student stands by$ the teacher introduces the student to the rest of the class by saying$ +,lass$ #"d like you to meet ---. .er favorite book is ---. .er favorite board game is/ Please welcome --- to our fourth grade class0+ 1,lassmates then give the student 2 claps 3for 2th grade45. 'he student that the teacher introduced continues the activity by calling up the student whose card he or she holds. ,ontinue until all students have introduced someone to the class. hen everyone has been introduced$ take all the cards$ shuffle them$ and call out responses on one card at a time to see if students can remember who belongs to each card. Arlene Stoebner, Yankton School District, Yankton South Dakota

Getting-to-Know-You Venn Diagra 6ather groups of three students. &upply a prepared three%circle 7enn diagram 1see an editable sample5 for each group. &tudents talk in their groups about themselves and the things they like to do. After a brief discussion$ students must/ decide on at least three ways in which they are all alike( they write those things in the area of the diagram that intersects all three circles. find ways in which they are like one other student in the group and record those ways in the appropriate areas of the diagram. determine a few facts that make each of them unique and write those facts in the appropriate sections of the diagram. 'his activity helps students recogni8e and appreciate likenesses and differences in people. #t also introduces them to 7enn diagrams on the first day of school. 'his type of graphic organi8er might be used many times throughout the year. Rene Masden, Sixth District Elementary School, Covington, Kentucky

Dictionar! rite five questions on the board. 9uestions might include the following: hat is your name! here were you born!

 .ow many brothers or sisters do you have! hat are their names! :o you have any pets! 'ell students to write those questions on a piece of paper and to add to that paper five more questions they could ask someone they don"t know. Pair students$ and have each student interview his or her partner and record the responses. 'hen have each student use the interview responses to write a +dictionary definition+ of his or her partner to include in a &tudent :ictionary. ;ou might model this activity by creating a sample dictionary definition about yourself. <or example: Re!no"ds# Ki $ ro er noun! %$ Born in =iverside$ ,alifornia. &$ >o brothers or sisters. '$/ .ave students bring in small pictures of themselves to paste next to their entries in the &tudent :ictionary. Bind the definitions into a book$ and display it at your back%to%school open house for parents. Kim Reynolds, "ar#ick Elementary School, $remont, Cali%ornia

Getting-to-Know-You Chart Create a large chart titled Getting to Know You. Include on the chart sections for students' names and interesting facts, such as how many people are in their families, how many pets they have, their favorite colors, favorite school subjects, favorite sports, and so on !aminate the chart and hang it on the wall. "n the first day of school, have each student #sign in.# !eave the chart up for several wee$s. %he $ids love to wander over to it when they have free time. %hey $eep learning new things about one another. %he chart can be a good source of #data# for a lesson in graph&ma$ing too. Charilyn Damigo, Liberty Baptist School, San Jose, California MA(Y GR)A* AC*IVI*I)+ +*AR* ,I*- A G..D B..K
?ots of great books offer fitting segues to getting%to%know%you activities. #f you"re a teacher who likes to read aloud to students$ why not start the year with a read aloud that leads to a fun activity that will get students talking and interacting! .ere are )ust a few possibilities/ +pecia" Me ories Book #f you write a letter of introduction to students before the school year starts$ include a request that students bring to school on the first day something that has a special memory attached to it. 1#f you do not send a before%school letter$ you can make this activity the homework assignment for the first day.5 &tart the day by reading @em <ox"s popular book "il%red &ordon McDonald 'artridge. 'he story is about a little boy who befriends an older woman and gives her back memories that she has long forgotten. After reading the story$ discuss what a memory is and list students" ideas. 'hen give each child an opportunity to share his or her special item and tell about the memories it carries. ;ou might also use this as the first writing assignment of the year( have students write about the memories their ob)ects spark$ take pictures of the ob)ects$ and create a class book of memories. Cindy Kramer, "est Side Elementary School, Cold S ring (arbor, )e# York */e Giving *ree =ead aloud &hel &ilverstein"s *he &iving *ree and involve students in a discussion of the types of gifts the tree gave the boy( none of those gifts cost a thing. 'hen talk about the types of cost%free +gifts+ the students can contribute to the class. Prepare a bulletin board that has the silhouette of a tree trunk and branches. 6ive each student a cutout apple. .ave students write on their apples the things they can +give+ to the class. Put the apples on the tree. 'his bulletin board makes a

nice display for open house. +ori )a oli Goa" +etting ,it/ Booker *$ # like to share at least one read%aloud book on the opening day of school. Chrysanthemum by Aevin .enkes and $irst Day ,itters by Bulie :anneberg are favorites. @ost essential though$ is More *han Anything Else by @arie Bradby. 'he biographical story of Booker '. ashington"s youth uses beautiful language and illustrations to show how he learned to read as a young boy. After reading the book$ we talk about his goals and how his determination to achieve them made them a reality. More *han Anything Else is an excellent tool for starting a discussion about students" goals for the school year. (eather Migdon, Dog#ood Elementary School, $air%ax County, -irginia <ollowing are a few more activities that can help you set a tone on the first day of school that will carry over thoughout the year. C/ain Gang Begin by asking students + ho can do something really well!+ After a brief discussion about some of the students" talents$ pass out paper and ask students to write down five things they do well. 'hen provide each student with five different%colored paper strips. .ave each student write a different talent on each paper strip. 'hen create a mini paper chain by linking the five talent strips together. As students complete their mini chains$ use extra strips of paper to link the mini chains together to create one long class chain. .ave students stand and hold the growing chain as you link the pieces together. Cnce the entire chain is constructed and linked$ lead a discussion about what the chain demonstrates. <or example$ it might illustrate that/ All students have talents. 'he students in this class have many talents. #f the students in this class work together$ they can accomplish anything. Cur class is stronger when students work together than when individual students work on their own. .ang the chain in the room as a constant reminder to students of the talents they possess and the benefits that can result from teamwork. Kimberlee "ood#ard, substitute teacher, "ater%ord, Michigan 0u11"ing It .ut 'his activity is especially valuable if you have in your class students who are new to your school. 'hose students probably will be experiencing a range of emotions %% including fear$ shyness$ and uncertainty. Before the activity$ create a word processing document containing many different messages %% preferably in different type si8es and fonts %% that convey such messages as elcome0 :on"t be pu88led$ you"ll fit right in0 e"re here for you0 :epending on the age of student with whom you work$ you might include a few messages or a do8en. Print multiple copies of the document 1one for each small group of students5. 'hen cut each copy into pu88le pieces$ and place the pieces of each copy in a separate envelope. Post on an overhead transparency instructions that direct students to work with others at their table to assemble the pu88le pieces in their group"s envelope. As students enter the classroom on the first day of school$ be sure they read the instructions and begin the activity. 'his activity accomplishes several goals: #t offers a quiet activity that you can observe( as you observe$ you will learn about your students and discern potential problems. #t gives students something to do when they first enter the classroom %% something they will be successful at. And it can be a great discussion starter. )ita Dale, *ryon Middle School, *ryon, )orth Carolina

Ug"! ,ords Are .ut2 As you discuss classroom expectations$ introduce the idea that +ugly words+ have no place in your classroom. Ask students what they think you mean by +ugly words.+ 'hen have the class generate a list of words that might be found on an ugly%word list$ and write the words on a piece of chart paper. 1Dxplain to students that any word that is considered a swear word would definitely be on the ugly%word list$ so there is no need to mention them. Point out that the same is true for such words as dummy$ )erk$ dork$ geek$ hate$ or ugly.5 ;ou might start the list with the word +can"t.+ hat about the word quit! 6o around the room and give each student an opportunity to add an ugly word to the list. hen you are satisfied that the students" supply of ugly words has run dry$ dramatically rip the chart paper off the pad$ let it fall to the floor$ and stomp all over it. >ext$ rip it up and crush it into a ball. <inally$ get a shovel$ take students outside$ and ceremoniously bury the list of ugly words. 'his activity will have quite an impact: students will always remember the +ugly words+ that will not be accepted in class. .ecci Motes, Kelley/Smith Elementary School, 'alatka, $lorida *wo *rut/s and a 3ie$ 6ive each student an index card. .ave them write on the card three truths about themselves and one lie. @odel the activity for them based on your own life$ so they can see how the lie must be something that is believable in light of the truths they list. hen they guess one of your truths as the lie$ tell the real story that goes along with the truth. ,ontinue until they uncover the lie. .ave each student write his or her own truths and lie. 'hen do E to F of them each day during the first week of school. hen you have a lot of students who know one another$ do not name the author of the truths and lie. .ave students guess who authored the card. Mary +ou .ette0, $lat River Middle School, Coventry, Rhode 1sland A"ien Greeting 'his is a fun and silly first%day activity. Arrange students into a circle. .ave them pretend they are from another planet. .ave them think of a sound and motion that might be used as a greeting on that planet. 1A sound and motion that would re lace a typical American greeting such as a quick wave and a +.i0+5 Cnce students have decided on their greeting$ start the activity by using your alien greeting to greet the person to your left. 'hat person should respond by repeating your greeting to you. 'hen$ that person shares his or her alien greeting with the class and introduces him*herself to the next person in the circle. ,ontinue until you have made your way around the circle. At the end of the activity$ you might ask these questions: "hat did you learn %rom this activity2 1s it more %un to send out energy or hold back energy2 .renda As elund, Aldrich ,unior (igh School, "ar#ick, Rhode 1sland ,/ere-,e-Co e-4ro Map #f your school population is fairly transient$ have each student write their name on a small sticky note. 'hen display a Gnited &tates map and a world map. .ave children take turns coming to the map and telling the class what their name is and where they were born. 'hen they put their sticky note on the state where they were born. #f they were born in another country$ find that country"s location on the world map. <ollow up this activity by creating a graph that shows from which states students come( include an +other+ bar on the graph for children who were born outside the G.&. ,oan Kleindor%er, *imbercrest Elementary School, Deltona, $lorida 56A -ands .ave students work in pairs to trace one of each other"s hands. hen the hands are traced$ have them write one of the questions below %% or any other question of your choosing %% on each finger of the hand. hat is your favorite '7 show! #f you could choose your future career today$ what would you be!

hat is your favorite school sub)ect! #f you could travel to anyplace in the world$ where would you go! hat is your favorite sport to watch or play!

;ou might provide students with as many as ten questions. 'hat way$ they can pick and choose which ones they answer. .ave students write the answers to their questions on the fingers. hen they have finished with their 9HA hands$ give each student an opportunity to introduce themselves to their classmates by sharing the information they have written on their hands. ith older students$ encourage them to share more than the surface information( have them explain the +why+ behind their responses. .ang the hands up in the classroom to create a fun display. Angela .ryant, Moore 1ntermediate School, $lorence, South Carolina Ani a" 5ui1 'his icebreaker works well in a middle or high school science classes. #t presents a humorous qui8 that emphasi8es that students often think too hard in science( sometimes the answers are much more obvious or easy than students might initially think. &tart the activity by providing students with a sheet of scrap writing paper. Announce that you are going to present a little qui8 about material they should already know. Preface the questions by saying that the events in the question are all happening concurrently 1at the same time5. <ollowing are the qui8 questions: I. .ow do you get a giraffe into a refrigerator! J. .ow do you get an elephant into a refrigerator! E. 'he ?ion Aing is having a meeting and has invited every animal on Darth to the meeting. hat animal does not show up! 2. 'here is a lake full of angry crocodiles and you need to get to the other side. .ow do you do it! Answers to the qui8: I. ;ou )ust push it in. J. <irst you have to pull out the giraffe in order to push in the elephant. E. 'he elephant doesn"t show up$ because it is in the refrigerator. 2. Bust swim across$ because all the animals are at the meeting. =eiterate your earlier point that sometimes answers in science$ as in life$ are much easier than we make them out to be0 ,ames (all, *eague Middle School, Altamonte S rings, $lorida +urve! +a!s 'his is an idea for a technology teacher or any other teacher0 Cn the first day$ have students complete an online survey regarding your content area. 'his activity can be done in a variety of ways: ;ou can create the survey using text fields in @& ord or using an online course server such as Blackboard. ;ou can post the survey on your school"s eb site or simply hand students a hard copy. #f you have the hardware$ this is a wonderful way to integrate technology and to get important information from students. Michael Smith, +ombard Middle School, .altimore, Maryland Construction 7one Arrange students into groups of three or four. 6ive each group a deck of cards. Dxplain that each group will use the cards to build a house. 'hey can decide to enter their house in any one of three contests: the Biggest .ouse ,ontest$ the &trongest .ouse ,ontest$ or the @ost ,reative .ouse ,ontest. 'hey can use whatever supplies they can find %% tape$ glue$ staples$ and so on %% to help them build their house or they can rip$ fold$ bend$ or otherwise alter the cards. .ut here is the catch3 Students are not allo#ed to talk during this #hole rocess3 'hey need to find other ways by which to communicate. &et a time limit for the activity$ and set a timer to ensure that groups are

constantly aware of the time remaining. After the houses are built$ each group gets to share their house and how they learned to communicate. 'his is a great team%building activity. *racy )eibergall, South#est Elementary School, +a#son, Missouri *reasure -unt Plan a treasure hunt to familiari8e students with your classroom. ?ist JK to EK items found in the classroom and have the students search the classroom for those items. 'his way they will know where to find the dictionaries$ glue sticks$ spelling lists$ graphic organi8ers$ and so on. As they find an item$ have students check it off the list. >ot only does this activity familiari8e students with the classroom$ it has them asking questions about the materials0 Madeline McDougal, 'ocantico Schools, Slee y (ollo#, )e# York Discussion Cards 'his activity is best when students are starting in a new school and will have many classmates they have never met before. Provide each student with a 2% x F%inch index card. .ave students write their first and last names in the middle of the card. #n each corner of the card have students write about themselves. 'he specific information to be written can be assigned by the teacher. <or example: 'op ?eft ,orner: >umber of brothers and sisters 'op =ight ,orner: <avorite style of music or favorite music group or musician Bottom ?eft ,orner: <avorite movie Bottom =ight ,orner: :ream vacation 1country or city5

hen the cards are completed$ have students partner with a classmate they do not know. 'he students trade cards and read what their partner has written. <or the next J minutes$ one student plays the role of questioner and asks the other student about the topics listed on the card and about anything else they would like to know. hen the teacher announces the end of the J minutes$ the students trade roles( now the other partner asks the questions. ;ou might repeat this several times. Dach time$ the student will do the activity with a different partner they do not know. ;ou might collect the cards and repeat the activity on the second or third day of school. 'he kids have fun with this activity. .aving some information on the card is the key ice%breaking element$ especially for those students who might otherwise have difficulty starting a conversation with a stranger. Marian +arson, $t! -ancouver (igh School, -ancouver, "ashington A +tick! +ituation A principal did this activity with this teacher$ so she thought she would pass it along/ .and out several sticky notes to each student. ?et students mingle$ placing each of their sticky notes on the back of any individual in the classroom. After this is done$ have students return to their seats. .ave them count the number of sticky notes on the back of the person who sits in front or next to them. .ow many sticky notes did they count! #nform them that they are to tell that many things about their summer break or about themselves. <or example$ if the person in front of student x had five sticky notes on his back$ then student x must tell five things about his*her summer or about him*herself. ,essica *homas, St! ,ohn4s School, +ittle Chute, "isconsin ,e"co e to .ur Yard ,ut picket fence posts out of large art paper. 6ive each student a picket. Ask students to draw on that picket things that he or she wants others to know about them %% for example$ hobbies$ likes and dislikes$ sports... hen students have completed their pickets$ hot glue them along the bottom of a wall %% under the chalkboard$ for example %% to create a picket fence. *reasa "alker, +e#is and Clark Middle School, *ulsa, 5klahoma

,orking *oget/er 8or Best Resu"ts Arrange students into small groups of E or four students. 6ive to half of the groups a large sheet of drawing paper and this simple assignment: :raw a picture of a person. 6ive the other groups a large sheet of drawing paper cut into three or four equal sections 1depending on the number of students in the group5. Assign each person in each group of three to draw part of a person 1for example$ the head$ upper body$ or lower body5. 'he students will work inde endently to create their drawings of part of a person. hen the drawings are done$ share the results with the class. Ask students to tell about the differences between drawings created by groups that worked together and groups that worked independently. 'he drawings produced by groups that worked together appear more whole and true than those produced independently$ which might appear funny because the head and legs might be female while the upper body might be that of a football player0 Gse the drawings to drive home the point that students usually produce a better result when they work together than when they work solo. 'his is a lesson that can be referred to throughout the year when students are expected to work in small$ cooperative groups. Mandi, Adult Education Service, "olverham ton, England M! na e is 99999# and i8 I were an ani a" I:d ;e a 99999 ;ecause$$$$ # demonstrate for my students: +@y name is @r. ..$ and if # were an animal$ #"d be a turtle$+ # say$ +because #"m always rushing around. &ometimes # wish # could slow down.+ 'hen # give the students a little time to think about what animals they might like to be %% and why. # encourage them to be creative$ to be different and unique. 'he first student to one side of me in the circle starts out. After the first student finishes$ # say$ paraphrasing$ +@y name is @r. ..$ and if # were an animal$ #"d be a turtle because #"d like to be able to slow down. 'his is Dmily$ and if she were an animal$ she"d be a hyena because she likes to laugh a lot.+ 'hen it"s on to the next child. After each child speaks$ # try to repeat all the other kids" name%and%animal combinations in order. 'hat"s always good for a laugh or two %% shows the kids right from the start that the teacher isn"t perfect0 >ext$ # ask the kids to draw themselves as their animals$ leaving space at the bottom of the drawing for their first writing assignment. # ask them to write at the bottom of the page a complete sentence following the form +#f # were an animal$ # would be a1n5 ---- because...+ hen we"re all done with the activity$ # know all the kids" names and a little something about them. As # call on students during the day$ # always repeat their names %% and their animals0 But # learn a lot more about my new students from this little activity. # find out who is able to follow simple directions. # learn about their writing abilities and their creativity. And # have a hint about which students might be independent workers. ,e are a"" uni<ue2 Dach day throughout the school year$ # introduce a ord of the :ay. 'he first day"s word is uni6ue! # write the word on the board and ask students to read the word. 1# don"t recall any of my third graders ever identifying the word without a few clues. @y last clue$ using proper emphasis$ is usually +'his word is a uni6ue word0+5 'hen # use the word in several statements$ the last of which is +Dach of us is unique.+ e talk about ways in which we"re each unique. #"m the only one more than L feet tall. @ia is the only one who"s wearing a pink shirt. &am is the only one of us who has a pet ferret. 1# learned this from the previous activity.5 And so it goes. >ext step: Cut comes the roll of white mural paper. # tear off a sheet about IK feet long. &ometime during the day$ each child goes out into the hallway and uses markers to draw his or her name on the mural paper. +@ake it unique0+ is my only direction.

# start out by writing +@r. .+ in big bubble letters inside an explosion design such as you see declaring >D 0 or #@P=C7D: on product packaging in the grocery store. # draw colorful polka dots inside the bubble letters. hen completed$ this colorful mural makes a great hallway bulletin board under the cutout%letter headline e Are All Gnique0 # can also see from this activity who some of the truly unique characters will be in my new class0 3et:s p"a! detective . # hand out a ,lue &heet to each student. e go over the statements on the sheet$ and then # ask the students to find a quiet spot where they can fill in the blanks in statements such as +@y favorite hobby is --------.+ + hen # grow up$ # want to have a )ob as a ---------.+ +'he most fun thing # did all summer was ----------.+

# preface this activity by telling the students that this will be one of the few times this year that # don4t want them to put their names on their papers. As the students finish filling out their ,lue &heets$ each picks up the sheet and a book and )oins me on the rug for a class meeting. 'hey hand the sheets to me and read quietly while the rest of the class finishes the task. 'hen # introduce the activity. # hand an anonymous ,lue &heet to each student. #f a student ends up with his or her own sheet$ we make some switches. +# want to see whether you"re good detectives$+ # tell the students. 'hen # invite them to move around$ asking questions of their classmates$ narrowing down the list of +suspects+ until they find the one person who matches all the clues they hold. (ote= #f it"s a nice day$ you might move this activity outdoors. &et up boundaries %% the basketball +court+ %% if that isn"t carrying the detective%suspect theme too far0 %% for example$ or the base paths on the ball field. hen all the students have located their +suspects$+ each student takes a turn introducing the guilty party$ telling others in the class a little about that boy or girl. *rue or 4a"se> 'his activity is always fun$ and we all learn something interesting about one another0 # start. # write four facts about myself on an overhead transparency. 'hree of the facts are true$ and one is false. &tudents take my little true%false test. 'hen # survey students to learn the results. e go back over each question to see what they thought about each statement. 'hat gives me a chance to tell a little about me. 'hen$ on a sheet of paper$ students write three interesting facts about themselves that are true and one that is false. 'hroughout the day$ # ask a few students to try to stump the rest of us. *ony Stuart, grades 7 and 8, +anark, 5ntario, Canada ,ohn Reilley, $illmore, Cali%ornia A"read! a *est2 After the students sit and # take roll$ # ask them to take out a sheet of paper and a pen or pencil for their first test of the school year. # explain to them %% in complete seriousness$ of course %% that this will be the hardest test of the entire year because they have not prepared in class for the test. # have them title the paper +'eacher.+ # ask them to answer all parts of each question. 'he questions might include here was # born!$ hat does my father do for a living!$ .ow many brothers and*or sisters do # have %% if any!$ .ow many different states have # called home!$ here did # go to high school and college!$ .ow old am #!$ hat is my favorite color!$ hat kind of car do # drive! 'he test can be as long or short as you wish( make the questions fit the things you would want them to know. ;ou can imagine the looks on their faces when asked these questions. # tell them they received their very first IKK in my class if they answered all of the questions correctly0 At the end of the +test$+ # give the answers$ and the kids marvel at the

discrepancy of their answers. Cne of my favorite things to see is a student who was in my class the previous year. 'hey always think they"ll make a IKK. 'hey never do0 ith younger students$ when they"re right they think they can predict the future0 Marty $aulkner, high school teacher9 &rand 'rairie, *exas *ina "illiams, +ivingston 'ark Elementary School9 )orth .runs#ick, )e# ,ersey 0eek Into +u er$ :ivide a bulletin board into +window panes$+ using white strips of paper. ,reate one window pane for each child in your class. Assign two children to bring in some ob)ect each day$ such as a shell$ that represents what they had fun doing this past summer. Put the items in small 8ip%lock plastic bags. After each presentation$ mount the plastic bags on each child"s +window pane.+ 'his makes a great back%to%school bulletin board and provides children with opportunities to talk about their summer. ,udy 1s hording, So e Creek Elementary School9 Marietta, &eorgia */e More I portant Book Cn the first day of school$ read to students a popular favorite %% *he 1m ortant .ook, by @argaret ise Brown. #t"s a wonderful$ repetitive book that tells the +important thing+ about a variety of things$ such as a spoon$ an apple$ the wind$ etc. After we read the book and discover its repetitive form$ we write our own More 1m ortant .ook! Dach child tells about himself or herself$ following the format of *he 1m ortant .ook.+ 'he children end$ as the book does$ by repeating the first line$ +But$ the most important thing about ?c/i"d:s na e@ is that he or she -----.+ Dach child is responsible for a +most important thing+ page$ which becomes part of the class book. 'his is a wonderful and fun way to get to know one another$ and the book is read throughout the year. Susan "allace, St! Agatha Academy9 "inchester, Kentucky 3et:s -ear It2 # believe students are more interested in school when they have a hand in their own learning. # ask my sophomores to write a few paragraphs explaining what they would like to get out of my American government class. #f they could teach the class themselves$ how would they make it more interesting and what would they avoid doing! 'atty McKenna, *he .en:amin School9 )orth 'alm .each, $lorida BI(G.-+cavenger -unt2 'o get communication going between students who aren"t necessarily friends$ # start the year off with a game of B#>6C. # make up B#>6C cards for the students. Dach square on the card includes a brief description. Dxamples: 7isited <lorida this summer$ #s an avid waterskier$ .as a big brother and little sister$ as born in another country$ ?ives nearest the school$ ?earned how to skateboard this summer$ :idn"t see the movie *itanic, ?ikes anchovies on pi88a$ as born in the same month as you$ .as a brother or sister in the same school$ <avorite sub)ect is science$ .as an ear pierced more than once$ <ather"s name is Bim$ =ead more than one book this summer$ &peaks two languages$ .as two pets. &tudents walk around the room and get the signature of someone who fits the specific description in each box. 'he goal is to be the first to student to fill the B#>6C card with signatures. 'o make it harder$ have students fill every square with a different student"s signature and set a time limit. hen a student has a B#>6C 1one name signed per square5 give the person a small pri8e$ such as being first in line that day. 'his is a great way to learn special things about your students and help get them to know one another. An alternative: &et this up as a scavenger hunt with a series of questions$ each question with a line beside it. &tudents are given a time limit to circle the classroom and find someone who has +been there$ done that.+ 'hat +someone+ writes her or his name in the blank space. Carolyn Ru el, high school English teacher9 .altimore, Maryland Kimberly Kean, 5choa Middle School9 (ay#ard, Cali%ornia ,enni%er Malone, Eaton Elementary School, +enoir City, *ennessee Rene Kehau Scho%ield! "estmont (igh School9 Cam bell, Cali%ornia

+inda 'ress, Carmel (igh School9 Carmel, )e# York ,an ,ohnson "ake%ield Community Schools, "ake%ield, )ebraska BI(G. *i es & Pass out B#>6C cards to students. Dach square on this card contains a question. 1,lick here for a sample card created by teacher Peg 'eeter.5 .ave each student fill in the answers for A?? questions beside number I. ait for all students to finish. 'hen students find classmates with the same answers written in each box. 'he classmate with a matching answer prints his or her initials on line J. 6ive a pri8e to any or all who get a B#>6C0 'eg *eeter, St! Ste hen School9 5il City, 'ennsylvania Going in Circ"es <or the entire first day of school$ # arrange all the desks in a large circle$ with everyone facing the center. 'his makes it easy for the children to talk and get to know one another. 'hen # ask each child to introduce himself or herself. 'he children must also provide one fact about themselves. As we go around the circle$ students try to repeat the information 1names and facts5 about each of the other students in the circle. ,udy "ilkerson, &len Avenue Elementary School9 Salisbury, Maryland Au p Into +cience 'his activity is intended to get high school science students thinking about the scientific process %% what is the issue or problem$ what do we know$ what do we need to know. etc. %% and to assess what areas of the curriculum are familiar to them. #ssue texts$ group students$ and provide the following activity: #nvite students to scan the first chapter of their text %% or the 'able of ,ontents$ which introduces ma)or areas typically covered in the course. As a group$ select a topic or related issue. #s this a controversial issue! 'hat is$ is there an ongoing debate related to it! #dentify what you as a group know about this topic or issue. :etermine what facts or information you as a group would like to know about this topic or issue. .ow would you go about answering the questions that you have )ust raised! :iscuss in what way1s5 this issue is relevant to you! After about JK minutes$ # stop the discussion and invite each group to share its responses. Alan Sills, "est Essex Regional (igh School9 )orth Cald#ell, )e# ,ersey *went! 5uestions Cne of my ob)ectives is to get the kids used to +true participation+ and to the idea that being wrong can lead to being right0 Playing 'wenty 9uestions is a great tie%in to what # start class with the following day %% how sometimes we learn as much or more from being wrong as from being right. 'he game is easy and requires no set%up or materials. # choose an item in the room$ and students have to guess what it is. 'hey can ask only questions that # can answer with either yes or no. <or example: +#s it blue!+$ +#s it in the front half of the room!+ 'he person who finally gets it gets to be the next yes%no person. # stress that that person would never have gotten it without everybody else"s help( the +no+ answers helped as much as the +yes+ answers did. # also get to be a participant and to point out that sometimes # am wrong too0 'he tone of friendly cooperation on the first day lasts into the school year$ and the first day becomes part of a lesson$ not )ust a day of record keeping. +eAnn +yon, (ighvie# Middle School9 Mounds -ie# School District, Minnesota ,/o A I> Ridd"e Book .ave children share facts about themselves by creating a "ho Am 12 riddle book. &tudents write four or five statements about themselves. 'he last line is a question: + ho Am #!+ # put this up as a bulletin board and have students guess who each person is. 'he first person to guess correctly gets to choose who guesses next. *ina "illiams, +ivingston 'ark Elementary School9 )orth .runs#ick, )e# ,ersey Mat/ A;out Me &tudents create @ath About @e sheets. 'hey share the sheets with the class and each student"s sheet becomes part of his or her portfolio. 'he @ath About @e information

might include birthday$ address numbers$ phone number$ sports number$ favorite number$ number of pets$ number of people in the family$ etc. hen the students gather together to share their numbers$ they see what numbers they have in common with their classmates$ and everyone learns a little bit about one another. 'he numbers are then used to make a @ath About @e poster. # take a snapshot of each child for the center of the poster. 'hen the kids design the math facts in a colorful$ interesting presentation. e use these as a hallway bulletin board. ,enni%er Malone, Eaton Elementary School, +enoir City, *ennessee Eileen (orn, &od#in School, Midland 'ark, )e# ,ersey A"p/a;etica" Ro""2 After introducing yourself$ create some chaos. 'ell students they have three minutes to complete their first assignment: +&ort yourselves in alphabetical order by last name.+ After the initial shock and after they succeed$ remind them how capable they are to handle their first day$ and every day$ by asking questions$ getting help from others$ working together$ trying and evaluating strategies to +)ust do it+0 hatever +it+ might be$ they can do it0 Rene Kehau Scho%ield! "estmont (igh School9 Cam bell, Cali%ornia 0u11"ing Activit! &tudents use colorful markers to write their names in big letters on a sheet of drawing paper. Gnder their names$ they write several sentences describing themselves$ for example$ favorite things$ family info$ hobbies$ and pet info. 'hen hand out blank pu88les 1which can be found in craft stores %% cheap05. Privately %% perhaps behind a folder upright on their desks %% students illustrate on the blank pu88les the interests and information on their name sheets. 'hey break up their pu88les and place the pieces in a brown paper bag with a question mark on the front. Post the large papers with the descriptive sentences on a bulletin board and$ beneath that display$ line up all the paper bags full of pu88le pieces. 'hroughout the week$ during free time$ students can choose a bag$ put the pu88le together$ compare the pu88le with the posted sentences$ and guess which classmate it may be. At the end of the week look at guesses$ and find out whose pu88le is really whose. Eileen (orn, &od#in School, Midland 'ark, )e# ,ersey -e""o# A igos2 <or D&C? tutors or teachers in schools with a multicultural population: ,reate a poster with hands of different colors and write on each hand the word hello in a different language. 6reet the children$ saying +.ola$ amigos+ and introduce yourself$ giving brief background. 'hen ask students to introduce themselves and to say hello in their native languages if they can. 'his is a nice icebreaker$ and the children en)oy learning to say hello in different languages. Cynthia de +eon, Yolanda (eredia, Manatee Elementary School, )a les, $lorida C/r!sant/e u :s Grap/2 =ead the book Chrysanthemum$ by Aevin .enkes$ to the class. 'alk about the main character"s name and how her parents made the decision to name her. :iscuss with the children$ if they know$ how they received their names %% for example$ it was a family name$ their parents liked the name$ etc. :iscuss the length of ,hrysanthemum"s name. .ow many letters are in each of your students" names! 6ive children pieces of large%block graph paper or have them draw boxes to show the number of letters in their names. 'ransfer the data to a class >umber of ?etters in Cur >ames graph. 'eachers should include their names too0 Eileen (ayes, Com rehensive &rammar School, Methuen, Massachuestts ,e Are All Uni<ue2 #nvite students to list some traits that make them unique. <rom that list$ # create a bingo%like card with a square for each student( # write one fact from each student"s list in one of the squares. 'hen the fun begins0 &tudents must ask one another if they +sleep with a stuffed li8ard+ or another question that relates to the information in one of the squares. hen students identify the

person who matches the information in a square$ that person writes his or her initials in the box. &et a time limit and see who collects the most initials before time runs out. e learn some very interesting things about one another. 'his activity reveals commonalities and creates lively conversation0 .renda "!, Silver#ood School, Silverdale, "ashington +ticker 0artners2 Dach student is given a sticker to put on his or her hand upon entering the classroom$ but students aren"t told what the sticker is for until the time is right0 Be sure there is a partner 1matching sticker5 for every student. Ask students to find their partners and interview them 1name$ grade$ hobbies$ etc.5. Dach interviewer is responsible for introducing each interviewee to the rest of the class. ;ou might find that students find it less threatening when someone else shares information about them than when they are asked to share about themselves. &rade 7/; team, Silver#ood School, Silverdale, "ashington Me Bag Place a white paper bag on each desk on the morning of the first day. 'he bags should contain pencils$ name tags$ and other items students will need to help get the class organi8ed. Also include a letter introducing yourself$ telling of hobbies$ etc. 'he students then empty their bags and decorate the @e Bags with pictures from maga8ines or drawings that represent themselves. ;ou shoulld already have completed a sample @e Bag with pictures and drawings representing yourself. &tudents love to hear about their teacher0 'hen students share their @e Bags to help class members get to know one another. 'hat afternoon$ the students take their decorated @e Bags home and put inside any special or important ob)ects. ;ou might share a few items from your bag as examples. 'he students keep their ob)ects secret until the next morning when they share with the class. 'hey"re very excited to tell about the special things they placed in their bags and why they are special0 <rom this bag can stem some neat writing assignments or coloring activities$ depending on kids" ages. .illi "alton, Addeliar &uy Elementary School, +as -egas, )evada Kelly (orn, Kentucky Cand! Gets Kids *a"king2 (ote= Before preparing or distributing any food in the classroom$ make sure you are aware of children"s allergies or dietary restrictions and caution children about choking ha8ards. Bring in &kittles$ one of your students" favorite candies for sure0 1Another favorite$ @H@s$ are an option.5 'ell the kids to take as many as they want. @ost are pretty apprehensive %% after all$ it"s the first day of school0 %% so they usually take about ten to IF &kittles. ;ou should take some too. >ext$ pick out some fun music. <or each &kittle they took the students must say one thing about themselves while moving to the music. ;ou demonstrate first$ of course. An option: Dach color of candy represents a category students must speak about. Dxample: orange M scary memories$ red M great vacations$ green M something about your family$ blue M favorite hobbies$ etc. 'he activity is a real icebreaker$ and the kids love it0 After that$ they feel comfortable$ and the class is no longer quiet. +aura MacDonald, .ig Creek Elementary School, .erea, 5hio .randy "oolbright, Education Student, +ake +and College9 Mattoon 1llinois *ake As Muc/ As You ,ant2 :uring the first circle time activity$ have a roll of toilet paper on hand0 Dxplain to the children that they will need this for the next activity. 'ell students that you"re going to pass around the roll. #nvite students to take as much as they want. Cne middle school%high school math teacher invites students to +take as much as you need to complete the )ob.+ &he doesn"t tell them what the )ob is though0 After everyone has had a good laugh over the amount of paper they took$ explain how the game works. <or every piece of toilet paper the students ripped off$ they must tell the class

one thing about themselves. &ome reali8e they took quite a bit of toilet paper$ but with a little prompting and probing from the teacher$ they will find things to share. #n the math teacher"s class$ students have to say what their favorite thing about math is when they get to the last piece. 'his activity provides a nice way to find out about students" personalities$ families$ likes$ and dislikes %% and the students really love it0 ,enni%er *on0i, Southern Cayuga Central School, 'o lar Ridge, )e# York Eli0abeth 'o kin, Meado#brook Elementary School, East Meado#, )e# York .randy "oolbright, education student, +ake +and College, Mattoon 1llinois 0aper Do""s2 .ave students cut out paper dolls. Dach doll is J feet tall$ and all are alike in the beginning. 'hen students +dress+ their dolls by coloring or making clothes out of fabric$ wallpaper$ etc. 'ell them to leave the face portion blank. hile students dress their dolls$ # use the digital camera to take pictures of all of them. e crop the pictures so that we see only faces$ blow them up to fit the paper dolls$ and students glue their faces to the dolls. e laminate them and hang them in the entrance to the classroom across from each child"s coat cubby. #t is a colorful display$ helps kids find thier cubbies$ and appears to be a quiet class standing in line. &tudents and parents love them0 At the end of the year$ students take their dolls home. 'hyllis Diggins, Rochester City School <=>, Rochester, )e# York ,/ere Do I +it> @ake cutouts of apples. ,ut each apple in a 8ig8ag$ like a pu88le piece. Place one side of the piece on each desk in the room. As the children line up to come into the classroom$ give each of them one half of an apple pu88le. 'he children find their desks by matching the piece they are holding with the rest of the pu88le on a desk. 1;ou might find it easier to write a number on the back of each piece( the numbers will help you locate the correct matching apple if a child is having difficulty finding his or her spot.5 'his activity has the children sitting in desks randomly and not with friends. Eileen (ayes, Com rehensive &rammar School Methuen, Massachusetts */e Me +/ie"d <or this activity$ we use a copy of a banner from a =ed ,ross education program$ drawn like a shield and divided into four sections. e pose seven questions students can answer about themselves: hat are three things you are good at! hat do you like most about your family! hat do your friends like about you! hat do you think you can do better than almost anyone else your age! hat do you dream about doing one day! hat is something you have already done that makes you feel really good! hat is one thing you are planning to change about yourself so you will be even better!

Dach student writes his or her name at the top of the paper and answers four of the seven questions$ one answer per section$ on the banner. &tudents can write their answers or use a combination of art and writing to express themselves. 'he students volunteer to share their banners$ and the teacher can proudly display them after the students have had a chance to decorate them. Debra 1srael, &ar%ield School, 5akland, Cali%ornia */e Kindergarten ,/at Is Your (a e Ga e> Gse the .ap Palmer song + hat is ;our >ame!+ for this activity. Point to each student as it is his or her turn to respond. 'hen each student is given a name card to place on a hat is ;our >ame! chart. e read the chart together with their names %% a first reading experience in the

classroom for many kindergartners0 ?ater in the day$ we place all the name cards on the floor$ and with the children seated on the floor in a circle$ we have a name search. Cne child at a time comes to the floor to select his or her name. #f the child have trouble identifying it$ # have a duplicate and will show it to to the child. Aids really en)oy all the activities using their names. &ail "ells, East +aurens Elementary School, Dublin, &eorgia */e */inker2 (ote= Before preparing or distributing any food in the classroom$ make sure you are aware of children"s allergies or dietary restrictions and caution children about choking ha8ards. Cn the first day of school$ many teachers like to stress to students that not everyone thinks alike. # say the word corn%ield, and # ask the children to think of the first thing that comes to mind. &ome will say they think of a cornfield they"ve driven by. &ome have never been near one and recall a picture of one$ etc. Place a special chair somewhere in the classroom. Crgani8e students into groups of about six. 'ell them that the group that comes up with the highest number of unique ways to sit in the chair will win candy. Dach group sends a different representative to demonstrate a unique way to sit in the chair. # keep score on the board. #nevitably$ someone says$ +'his could go on forever0+ At that point$ we discuss whether anyone"s way was better or more correct than another"s way. e discuss that everyone can come to conclusions and solve problems in their own way$ and that no one"s way is necessarily wrong or right. e think of examples in television commercials: Pi88a .ut"s +eating your pi88a crust first$+ +.ow do you eat a =eese"s!$+ or +.ow do you eat your Creo!$+ etc. Cf course$ all students will get a piece of candy %% they"re all winners0 +auren Eli0abeth Rocereta, Cheatham (ill Elementary School, Marietta, &eorgia Circ"e o8 4oods 'his activity helps teachers get to know their students while providing insight into healthful eating habits as a lead%in to health lessons0 #n a circle$ the first child begins +@y name is ----$ and my favorite food is ----.+ 'he next person in the circle then has to introduce herself or himself and the previous person to see whether they have been listening. 'he activity builds as each child takes a turn0 Ann Edgar, *hornlie 'rimary School, "estern Australia ,/at Are Your Goa"s> 'eachers of older students might welcome students to class by having them write short essays answering questions that might include the following: ho are you! hy are you here! hat are your short%term goals! hat are your long%term goals! hat do you plan on accomplishing while you are here! hat obstacles do you have and how can you meet your goals!

'his activity gives students %% and teachers %% a diagnostic tool$ a self%motivating statement$ and a good feeling for being in school. A number of different activities can then be done$ such as sharing$ presenting$ reading to the class$ hopes and dreams exposes$ newspaper%vocational interest articles/ Susan 5berkrom, Caroline Student Su ort Center, .erkeley, Missouri

.pening-Da! 3etter

rite a letter to your students. #n that letter$ introduce yourself to students. 'ell them about your hopes for the new school year and some of the fun things you"ll be doing in class. #n addition$ tell students a few personal things about yourself( for example$ your likes and dislikes$ what you did over the summer$ and your hobbies. Ask questions throughout the letter. ;ou might ask what students like most about school$ what they did during the summer$ what their goals for the new school year are$ or what they are really good at. #n your letter$ be sure to model the correct parts of a friendly letter0 Cn the first day of school$ display your letter on an overhead pro)ector. 'hen pass each student a sheet of nice stationery. .ave the students write return letters to you. #n this letter$ they will need to answer some of your questions and tell you about themselves. 'his is a great way to get to know each other in a personal way0 7ariation: @ail the letter to students before school starts$ and enclose a sheet of stationery for kids to write you back. Meg .asker, (arrison Elementary School, South .end, 1ndiana +tringing Conversation *oget/er ,ut string or yarn into pieces of different lengths. Dach piece should have a matching piece of the same length. 'here should be enough pieces so that each student will have one. 'hen give each student one piece of string$ and challenge each student to find the other student who has a string of the same length. After students find their matches$ they can take turns introducing themselves to one another. ;ou can provide a list of questions to help students +break the ice$+ or students can come up with their own. ;ou might extend the activity by having each student introduce his or her partner to the class. Stacy Moore, &arrison Mill Elementary School, Marietta, &eorgia Ani a" Groups Cn the first day of school$ gather all the students from a grade level in a large common area. 6ive each student a slip of paper with the name of an animal on it. 'hen give students instructions for the activity: 'hey must locate the other members of their animal group by imitating that animal"s sound only. >o talking is allowed. 'he students might hesitate initially$ but that hesitation soon gives way to a cacophony of sound as the kids moo$ snort$ and giggle their way into groups. 'he end result is that students have found their way into their homerooms or advisory groups for the school year$ and the initial barriers to good teamwork have already been broken. Donna Morgan, Avery Middle School, )e#land, )orth Carolina A *ang"ed ,e; 6ather students in a circle sitting around you on the floor. .old a large ball of yarn. &tart by telling the students something about yourself. 'hen roll the ball of yarn to a student without letting go of the end of the yarn. 'he student who gets the ball of yarn tells his or her name and something good about himself or herself. 'hen the student rolls the yarn to somebody else$ holding on to the strand of yarn. &oon students have created a giant web. After everyone has spoken$ you and all the students stand up$ continuing to hold the yarn. &tart a discussion of how this activity relates to the idea of teamwork %% for example$ the students need to work together and not let others down. 'o drive home your point about teamwork$ have one student drop his or her strand of yarn( that will demonstrate to students how the web weakens if the class isn"t working together. Amy (enning, "! C! 'etty School, Antioch, 1llinois +tudent Dictionar! rite five questions on the board. 9uestions might include the following: hat is your name! here were you born! .ow many brothers or sisters do you have! hat are their names! :o you have any pets!

'ell students to write those questions on a piece of paper and to add to that paper five more questions they could ask someone they don"t know. Pair students$ and have each student interview his or her partner and record the responses. 'hen have each student use the interview responses to write a +dictionary definition+ of his or her partner to include in a Student Dictionary! ;ou might model this activity by creating a sample dictionary definition about yourself. <or example: Re!no"ds# Ki $ proper noun. I. Born in =iverside$ ,alifornia. J. >o brothers or sisters. .ave students bring in small pictures of themselves to paste next to their entries in the Student Dictionary! Bind the definitions into a book$ and display it at back%to%school night. Kim Reynolds, "ar#ick Elementary School, $remont, Cali%ornia C"ass ate +cavenger -unt Provide each student with two index cards. Ask each student to write a brief description of his or her physical characteristics on one index card and his or her name on the other. Physical characteristics usually do not include clothing$ but if you teach the primary grades$ you might allow students to include clothing in their descriptions. Put all the physical characteristic index cards in a shoe box$ mix them up$ and distribute one card to each student$ making sure that no student gets his or her own card. 6ive students ten minutes to search for the person who fits the description on the card they hold. 'here is no talking during this activity$ but students can walk around the room. At the end of the activity$ tell students to write on the card the name of the student who best matches the description. 'hen have students share their results. .ow many students guessed correctly! 'atricia Mc(ugh, ,ohn "! Ra er Elementary School, Cleveland, 5hio Cooperative Musica" C/airs 'his activity is a takeoff on the familiar musical chairs game. &et up a circle of chairs with one less chair than the number of students in the class. Play music as the students circle around the chairs. hen the music stops$ the students must sit in a seat. Gnlike the traditional game$ the person without a seat is not out. #nstead$ someone must make room for that person. 'hen remove another seat and start the music again. 'he kids end up on one another"s laps and sharing chairs0 ;ou can play this game outside$ and you can end it whenever you wish. Afterward$ stress the teamwork and cooperation the game took$ and how students needed to accept one another to be successful. =einforce that idea by repeating this game throughout the year. Danielle "eston, "illard School, San%ord, Maine -ands-.n Activit! .ave students begin this activity by listing at least JF words that describe them and the things they like. >o sentences allowed$ )ust words0 'hen ask each student to use a dark pen to trace the pattern of his or her hand with the fingers spread apart. Provide another sheet of paper that the student can place on top of the tracing. Because the tracing was done with a dark pen$ the outline should be visible on the sheet below. :irect students to use the outlines as guides and to write their words around it. Provide students a variety of different colored pencils or markers to use as they write. 'hen invite students to share their work with the class. 'hey might cut out the hand outlines and mount them on construction paper so you can display the hands for open house. ,hallenge each parent to identify his or her child"s hand. -eronica Coker, +anesville Elementary School, +anesville, 1ndiana C/ain Gang Begin by asking students + ho can do something really well!+ After a brief discussion about some of the students" talents$ pass out paper and ask students to write down five things they do well. 'hen provide each student with five different%colored paper strips. .ave each student write a different talent on separate paper strips$ then create a mini paper chain with the strips by linking the five talents together. As students complete their mini chains$ use extra strips of paper to link

the mini chains together to create one long class chain. .ave students stand and hold the growing chain as you link the pieces together. Cnce the entire chain is constructed and linked$ lead a discussion about what the chain demonstrates %% for example$ all the students have talents( all the students have things they do well( together$ the students have many talents( if they work together$ classmates can accomplish anything( the class is stronger when students work together than when individual students work on their own. .ang the chain in the room as a constant reminder to students of the talents they possess and the benefits of teamwork. Kimberlee "ood#ard, substitute teacher, "ater%ord, Michigan +i"/ouette Co""age &tock up on old maga8ines. ;our school librarian might have a discard pile you can draw from. #nvite students to search through the maga8ines for pictures$ words$ or anything else that might be used to describe them. 'hen use an overhead pro)ector or another source of bright light to create a silhouette of each student"s profile( have each student sit in front of the light source as you or another student traces the outline of the silhouette on a sheet of II% by IN%inch paper taped to the wall. .ave students cut out their silhouettes$ then fill them with a collage of pictures and words that express their identity. 'hen give each student an opportunity to share his or her silhouette with the group and talk about why he or she chose some of the elements in the collage. Post the silhouettes to create a sense of +our homeroom.+ Kathy ,uare0, 'iner (igh School, Santa Rosa, Cali%ornia -ead"ines As part of the normal first%day routine$ many teachers have each student fill out a card with such information as name$ address$ phone number$ parents" names and work numbers$ and so on. ;ou can use such cards to gather other information too$ such as school schedule$ why the student signed up for the class$ whether the student has a part%time )ob$ and whether he or she has access to the #nternet at home. As a final bit of information$ ask the student to write a headline that best describes him or her0 'his headline might be a quote$ a familiar expression$ or anything else. hen students finish filling out the cards$ give a little qui8. Ask students to number a sheet of paper from I to --$ depending on how many students are in the class. 'hen read aloud the headlines one at a time. Ask students to write the name of the person they think each headline best describes. ho got the highest score! Bonus0 #t seems as if parents are contacted only if there is a problem with students. At the end of each grading period$ use the home address information to send a postcard to a handful of parents to inform them about how well their child is doing. 'his might take a little time$ but it is greatly appreciated0 Da#n "alters, "hite (ouse (igh School, "hite (ouse, *ennessee

M.R) 5UICK G)**I(G-*.-K(.,-Y.U AC*IVI*I)+

<ollowing are a few more activity ideas that were sent our way: 0op 5ui1 Ahead of time$ write a series of getting%to%know%you questions on slips of paper %% one question to a slip. ;ou can repeat some of the questions. 'hen fold up the slips$ and tuck each slip inside a different balloon. Blow up the balloons. 6ive each student a balloon$ and let students take turns popping their balloons and answering the questions inside. Contributor ?nkno#n 4act or 4i;> 'his is a good activity for determining your students" note%taking abilities. 'ell students that you are going to share some information about yourself. 'hey"ll learn about some of your background$ hobbies$ and interests from the LK%second oral +biography+ that you will present. &uggest that

students take notes( as you speak$ they should record what they think are the most important facts you share. hen you finish your presentation$ tell students that you are going to tell five things about yourself. <our of your statements should tell things that are true and that were part of your presentation( one of the five statements is a total fib. 'his activity is most fun if some of the true facts are some of the most surprising things about you and if the +fib+ sounds like something that could very well be true. 'ell students they may refer to their notes to tell which statement is the fib. >ext$ invite each student to create a biography and a list of five statements %% four facts and one fib %% about himself or herself. 'hen provide each student a chance to present the LK% second oral biography and to test the others" note%taking abilities by presenting his or her own +fact or fib qui8.+ ;ou can have students do this part of the activity in small groups. Mit0i &e%%en Circu"ar 4act or 4i;> .ere"s a variation on the previous activity: Crgani8e students into two groups of equal si8e. Cne group forms a circle equally spaced around the perimeter of the classroom. 'here will be quite a bit of space between students. 'he other group of students forms a circle inside the first circle( each student faces one of the students in the first group. 6ive the facing pairs of students two minutes to share their LK%second oral +biographies.+ hile each student is talking$ the partner takes notes. After each pair completes the activity$ the students on the inside circle move clockwise to face the next student in the outer circle. &tudents in the outer circle remain stationary throughout the activity. hen all students have had an opportunity to share their biographies with one another$ ask students to take turns each sharing facts and fibs with the class. 'he other students refer to their notes or try to recall which fact is really a fib. Contributor ?nkno#n 0eop"e 0oe s .ave each child use the letters in his or her name to create an acrostic poem. <or example$ Bill could write Big #ntelligent ?aughing ?oving. 'ell students they must include words that tell something about themselves %% for example$ something they like to do or a personality or physical trait. #nvite students to share their poems with the class. 'his activity is a fun one that enables you to learn how your students view themselves. Allow older students to use a dictionary or thesaurus. ;ou might also vary the number of words for each letter$ according to the students" grade levels. .ill +aubenberg Anot/er 0oetic Introduction$ Ask students to use the form below to create poems that describe them. >ame ---------------------'itle 1of poem5--------------# will never ---------------$ # will never ----------------$ and # will never --------------. # will always --------------. 'his activity lends itself to being done at the beginning of the school year and again at the end of the year. ;ou and your students will have fun comparing their responses and seeing how the

students and the responses have changed. Contributor ?nkno#n 4ood 8or */oug/t 'o get to know students and to help them get to know one another$ have each student state his or her name and a favorite food that begins with the same first letter as the name. <or example: +.i$ my name is ?atrece$ and # like liver.+ As each student introduces himself or herself$ he or she must repeat the names and favorite foods of the students who came before. atch out %% it gets tricky for the last person who has to recite all the names and foods0 +atrece (ughes I A (.*2 .ere"s a challenging activity that might help high school teachers learn about students" abilities to think critically. &end students into the school hallways or schoolyard$ and ask each to find something that +is completely the opposite of yourself.+ Cption: 'o widen the area to be explored$ provide this activity as homework on the first night of school. hen students bring their items back to class$ ask each to describe why the item is not like him or her. ;ou"ll get a lot of flowers$ of course$ and students will describe how those flowers are fragrant or soft or otherwise unlike themselves. But you might also get some clever responses$ such as the one from a young man who brought in the flip%top from a discarded can( he talked about its decaying outward appearance and its inability to serve a purpose without being manipulated by some other force 1and how he was able to serve a purpose on his own5. ,oy Ross 0ersona" Boxes #n this activity$ each student selects a container of a reasonable si8e that represents some aspect of his or her personality or personal interests$ such as a football helmet or a saucepan. Ask students to fill that ob)ect with other items that represent themselves %% for example$ family photos$ ,:s$ dirty socks$ a ballet shoe %% and bring their containers back to school. &tudents can use the ob)ects in the containers as props for three%minute presentations about themselves. 'he teacher who provided this idea suggests that you model the activity and encourage creativity by going first %% it"s important for students to see you as human too0 &he included in her container a wooden spoon because she loves to cook$ a )ar of dirt because she loves to garden$ her son"s first cowboy boot$ a poem she wrote$ a rock from #taly because she loves to travel$ and so on. ;ou"ll learn much about each student with this activity$ and it will create a bond among students. As each student gives a presentation$ you might write a brief thank%you note that mentions something specific about the presentation so that each student can take home a special note to share with parents. #t might take a few days to give every student the opportunity to share. -alerie .raun

Co on Connections ;ou will need a camera for this activity. An instant camera will work best( a digital camera will work well if you have a good printer. 'ake a picture of each student. 'hen provide each student with a prepared questionnaire that includes questions about favorite foods$ books$ places$ or hobbies. hen the questionnaires are completed$ students share their responses with one another. 1'his can be done one%on%one$ in small groups$ or as a class activity.5 &tudents examine their peers" questionnaires to find +connections+ %% things they have in common with one another. Post student pictures on a bulletin board titled +,ommon ,onnections.+ 'hen students can use strips of construction paper to connect the pictures. Cn each strip that connects two pictures$ students must describe the connection in writing. 1<or example$ a strip labeled + e have three brothers+ will connect the pictures of two students who each have three brothers. A strip labeled +.arry Potter and the ,hamber of &ecrets+ will connect the pictures of two students who listed

that book as their favorite.5 Melissa Ko#alski, Schaumburg School District <87, Schaumburg, 1llinois *i e Capsu"e ,reate and have students fill out a +time capsule+ questionnaire with questions that ask about students" interests$ such as favorite bands$ colors$ or foods( best friends( and so on. ,ollect the questionnaires. Aeep them until the end of the school year. At that time$ have the students fill out another time capsule questionnaire with the same questions on it. 'hen hand back the originals. atch as the students react to their original answers. &ometimes they really surprise themselves0 ,enni%er R! Cory, Keller Middle School, +as -egas, )evada A + i"e Goes a 3ong ,a!2 ,reate a giant happy face and staple it to a bulletin board with the headline +A &mile 6oes a ?ong ay0+ 6ather students on the carpet and talk about how this is a happy classroom and it"s going to be a happy year. 'hen prompt students by saying something such as$ +As your teacher$ # want to know what makes you happy.+ 'hen pass out smaller happy faces with lines at the bottom. ,hildren write on the lines one or two things that make them happy. Post their work around the giant happy face. Shelly )itkin, Radburn School, $air +a#n, )e# ,ersey A Kiss 8or t/e Kids2 All students start this activity in a seated position. 'hen the teacher will give the following$ or similar$ instructions for students to follow: #f you traveled this summer$ stand up. #f you have a brother$ sit down. #f you are the youngest of all the children in your family$ stand up. #f you own a pet$ sit down. #f you have a sister$ stand up. #f your family owns a computer$ sit down. #f you live in an apartment$ stand up. #f this is your first year in this school$ sit down. #f you are in ---- grade$ stand up. 1<ill in the blank with your grade( all students will stand.5 #f you were kissed by someone this morning$ sit down.

At this point in the activity give a 1chocolate5 kiss to all those who are standing and say$ + e all need a kiss a day0+ Marisa R! Da#kins, St! .artholome# Catholic School, Miramar, $lorida */e (a e Continuu Put a sign that has a large A on it on one wall of the classroom. Put a sign that has a large @ on it on the opposite wall. 'hen have all participants arrange themselves in alphabetical order between the letters. ;ou might do first name order first$ then repeat for family name order. 7ariations: &ee whether students can do this without saying a word0 ;ou might have them organi8e themselves in order by birth date$ height$ or another piece of orderable information. Cli%% +ight%oot, )unthor e Youth Centre, Middlesbrough, Yorkshire, England Getting-to-Know-You Venn Diagra 6ather groups of three students. &upply a prepared three%circle 7enn diagram for each group. &tudents talk in their groups about themselves and the things they like to do. After a brief discussion$ the students must decide on three ways in which they are all alike( they write those things in the intersecting areas of the diagram. 'hen each student must write in his or her circle

three facts that are unique to him or her. 'his activity helps students recogni8e and appreciate likenesses and differences in people. #t also introduces them to 7enn diagrams on the first day of school. 'his type of graphic organi8er might be used many times throughout the year. Rene Masden, Sixth District Elementary School, Covington, Kentucky */anks 8or t/e Me ories 0ostcard 'he teacher might begin this activity by drawing on one side of a 2% by L%inch unlined white index card an illustration of a fond memory of the summer vacation )ust completed. 'he teacher shows the reverse side of the card$ which has been set up to look like the back of a postcard. A vertical line appears in the middle of the card( on the right side of that line the teacher has written her mailing address and on the other side a short note telling about the memory. After the kids see the teacher"s model postcard$ have each of them transform a blank card into a postcard that includes a thank you to the parent1s5 or other person1s5 who provided the memory. 'hen mail the postcards. 'his activity enables the teacher to see quickly which students know their home addresses and are able to follow directions. 'he teacher can also assess students" writing abilities$ identify artists in the class$ and learn about the people who make students feel important. <or older students$ the teacher might draw a straight hori8ontal line about an inch in length in the center of the %ront of the postcard. &tudents must transform that line into some part of their drawing0 Donna Richardson, Silverhill Elementary School, Silverhill, Alabama -ave a Ba""2 'his activity is ideal for very young students who are not able to write about themselves on the first day of school. &tudents sit in a circle on the floor. 'he teacher holds a large rubber ball and tells his or her name and something else about him or herself. 'hen the teacher rolls the ball to one of the students. 'hat student tells his or her name and something about himself or herself. 'he activity continues until everyone has taken a turn. 'eachers might focus the activity by asking students to share specific information$ such as the names of pets$ favorite books$ or favorite foods. 'his activity is an excellent tension reliever for young students$ many of whom are separated from their parents for the first time. <ollow up the activity by singing a song that will challenge students to observe things about their peers. <or example: +Angie"s wearing a white shirt$ white shirt$ white shirt( Angie"s wearing a white shirt All day long.+ #nstruct each child to stand as classmates sing about him or her. Dven shy students will en)oy participating. Angie Stringer, Seminary Elementary School, Seminary, Mississi i *eac/ Your Best 3esson2 hile all the other middle school or high school sub)ect teachers are going over class rules and handing out books$ make your class the one students remember at the end of the day0 ;ou can do that by teaching your best lesson on the first day of school. ,hoose a lesson that requires some previous knowledge but is something most students will be successful at. hen they leave class on the first day$ the kids feel positive about the sub)ect you teach and they are excited about returning to class tomorrow. Add a homework assignment %% one that will excite and motivate them that they"ll be eager to complete. &ave those class rules$ expectations$ and syllabus for the second day of school. ,ulie De ner, Chelsea (igh School, Chelsea, Michigan Meet Your C"ass ates BI(G. Prepare a B#>6C sheet that contains the same number of squares as there are students in the class. .ave each child write her or his name on a small piece of paper and place it in a fishbowl or another container. 'hen give each child a prepared B#>6C sheet. &tudents walk around the classroom and gather their classmates" signatures$ one signature per square. hen all sheets

are filled in$ play B#>6C. =each into the bowl$ and pull out a student"s name. ,all out the name. &tudents mark off that name on their B#>6C sheets. 'he first person to get a full row of names calls out B#>6C and wins the game. 'hat person can be the one to call out names in a second round of the game. -irginia Collins, 5range River Elementary School, $ort Myers, $lorida Ca p8ire ?or 0oo"@ +tories Before students arrive$ set up a small lamp with a red light bulb. &tack up wood$ sticks$ and leaves 1silk leaves$ not real ones5 until the lamp can"t be seen. ,lose the blinds$ turn off the lights$ and arrange blankets around the area on the floor. hen students enter the room$ they will be very surprised to see a cam %ire in the middle of their classroom0 #nvite students to sit around the campfire$ close their eyes$ and think back over the summer months. Ask each to choose a memorable event from the summer to share with the group. #nvite the other students to interact and ask questions to gain more information. After everyone$ including the teacher$ has shared a story$ it"s time to transform the stories told into published stories. =eview the steps of the writing process by providing a mnemonic device$ such as 0M prewriting 1storytelling5 RM rough draft 1)ot it down on paper5 R M revise 1self correction5 0M proofread 1peer correction5 0M publish 1make a book$ draw$ share with a group$ etc.5

&tudents can let their creative )uices flow during the publishing phase of the activity. 'hey can publish their stories as big books$ pictures$ comic strips$ slide shows$ plays$ etc. At the end of the process$ students share their stories again but in a new way0 #f they make books$ add those books to the classroom library. 1&tudents love to read the stories over and over again05 'his activity gives students the opportunity to catch up on summer news in a structured way. 7ariation: &et up a kiddie pool outside and let students sit around the pool with their feet in the cool water as they share their +poolside stories.+ Michelle .utler, South Carolina School %or the Dea% and .lind, S artanburg, South Carolina 4riendstrips Dach student will need a partner to complete this activity. 'he students will interview one another. At the lower grades$ teachers can provide a list of possible questions( in the middle grades$ the class might brainstorm good interview questions( upper grade students might make up questions as they go along. As the students conduct their interviews$ the teacher uses a camera to take pictures of each pair of students. &tudents write or type their interviews. 'hen they mount the two interviews on a large strip of construction paper. 'he photo is mounted between the two interviews. ?aminate the interviews$ and create a hallway display headlined <riendstrips. hen it"s time to take down the display$ the interviews and photos can be turned into a book for the classroom library. ,an *roy, +incoln#ood School, Evanston, 1llinois *wo *rut/s and a Drea 'he teacher models the activity by telling two things that are true about herself or himself and one thing that is a dream %% one thing that she or he #ishes was true but is not0 Dveryone will learn interesting$ surprising$ even sad$ things about students. >otes from the contributor: +Cne IE%year% old student told the group that she had moved IJ times. @ost of the kids guessed that that was a dream$ but it was a true fact. #t was obvious from further discussion of the topic that she found it difficult to belong anywhere. # shared with her how # had moved three times during my high school years and how difficult it was for me to always be making new friends and then leaving them. e had an immediate bond on the first day.+ Kathy ,ones, "est Cary Middle School, Cary, )orth Carolina

Bio Book"ets &tudents work in pairs to complete this activity. #deally$ they should work with a partner they don"t know well. Provide each student with three F% by O%inch index cards. :irect students to fold two of the index cards in half 1hamburger%style5( the third card is left unfolded. &tudents write the number = in the top$ left%hand corner of the inside of one of the folded cards( they write a > in the top right%hand corner of the same card. 'hey do the same in the other folded card with the numbers A and 7! 'he unfolded card is numbered 8! #n section I$ students generate five questions that will help them gather information they want to know about their partner. 'hey record answers to the questions in section J. 'hen they circle the one answer in section J that is most intriguing and generate five new questions about it( they write those five questions in section E. 'he responses to those questions will be written in section 2. ,ard F is for the final report of the interview. ,hallenge students to create a 8ippy opening to hook the reader and a strong closing sentence. 'he author signs his or her name and creates a title for the piece. As a homework assignment$ ask students to bring from home one photo of themselves( the photo can be recent or a childhood photo. ,ombine the brief bio and photo in a hallway display that parents will love to see at and open house. ,ac6ueline 'etrosky, American School, +ima, 'eru (a e Creatures Dach student folds a large piece of construction paper in half 1the long way5 and places it on the desk. ith the fold nearest them 1the open part on top5$ students then write their names in very large letters so that their names stretch across the entire paper. ,hildren with short names should leave larger spaces between the letters in their names. 'hen students outline the letters of their name with a pencil$ making sure not to bring the outlines all the way to the bottom 1or fold5 of the paper. hen they are done outlining$ they cut along the outline and then unfold their name to create a unique +name creature.+ &tudents can add designs to their name creatures that reflect their own interests or personalities. 'hey present their creatures to the class and explain what their creatures represent. ,ean Carmody, '!S! B, )e# York City, )e# York +cavenger -unt ,reate a list of scavenger hunt questions that relate to the classroom environment. 'hose questions might include .ow many garbage cans are in the room! .ow many glue bottles are in the glue basket! .ow do you spell my last name! .ow many apple pictures are in the room!

'he questions should challenge students to be good observers of the classroom environment. 'his activity helps familiari8e young students with the classroom while giving teachers the opportunity to observe which students can read questions with no problem$ who writes without assistance$ who takes charge and gets to work$ who holds back and waits for help$ and more. Mary Robert, Radio 'ark Elementary School, State College, 'ennsylvania

Coo" Introductions .ave students write three things about themselves. 'hey should not put their names on their papers. 'hen have each student crush his or her paper into a ball. >ow you"re ready for a getting% to%know%you +snowball fight.+ 'ell students they cannot begin until you say +go+ and that they must stop when you say +free8e.+ =emind students not to throw +snowballs+ at anyone"s face. hen you say +go$+ give students EK seconds to a minute to toss their +snowballs.+ hen you say +free8e$+ every student should pick up one snowball. Dach student should open up the snowball

and find the student it belongs to. &tudents should chat with their partners about the information on the sheets. 'hen students will be responsible for introducing the students whose snowballs they +caught+ to the rest of the class. Carly S#een, Randy Smith Middle School, $airbanks, Alaska 'enelo e Cook, Chrisman C1llinoisD &rade School *icket to Kindergarten 6reet your students at the door. .and each student a +ticket+ that has her or his name and a picture$ a shape$ a color$ or some other symbol. 'ell students to find their names and the pictures or symbols on one of the desks in the classroom. 'his activity provides practice in recogni8ing names and matching %% two important kindergarten skills. .renda ,! .ustamantes, $ort "orth C*exasD 1nde endent School District Getting to Know Ms$ 0$ 'his activity helps students get to know you. #n advance$ create a ten%question$ multiple%choice qui8 about yourself. <or example: hat kind of car does @s. P drive! <ord Dscort 7olkswagen Beetle .ummer ,adillac

&tudents circle their best guess for each question. Before you begin the qui8$ ask students to predict the number of questions they will correctly answer. ;ou might follow up this activity by having students create five% or ten%question qui88es about themselves( the questions should be about things most of their peers would not know. Kara 'erry, Acca#macke Elementary School, Accomac, -irginia */e Giving *ree =ead aloud &hel &ilverstein"s *he &iving *ree and involve students in a discussion of the types of gifts the tree gave the boy( none of those gifts cost a thing0 'hen talk about the types of cost%free +gifts+ the students can contribute to the class. Prepare a bulletin board that has the silhouette of a tree trunk and branches. 6ive each student a cutout apple. .ave students write on their apples the things they can +give+ to the class. Put the apples on the tree. 'his bulletin board makes a nice display for open house. +ori )a oli +/oe 4un 'his fun first%day activity teaches the importance of using vivid details$ ad)ectives$ and precise language in writing. .ave each student take off one shoe and put the shoe on his or her desk. 'hen have the students write paragraphs in which they describe their shoes in detail. ,ollect the students" descriptions. ?ater in the day$ have students take off their shoes and deposit them in the center of the room. .and a description to each student. 1@ake sure students do not get their own descriptions.5 &tudents read the description and try to find the shoe that best matches each description. #s the description well written! :oes it help a classmate find the correct shoe$ or does it need to be revised! .ptions= &tudents can create pictures to go with the paragraphs they wrote. &tudents might use the descriptions to draw pictures of the shoes described in the paragraph be%ore they see the shoes. .ow closely do the pictures match the actual shoe!

,ude Connick, ,ohn $! Kennedy Middle School, En%ield, Connecticut .pening Da! +ing-A"ong Are you familiar with the song 6etting to Anow ;ou$ from the =ogers and .ammerstein musical *he King and 12 rite the lyrics to the song on chart paper and hang it on an easel. 'alk about the meaning of the lyrics and some of the vocabulary that might be unfamiliar. hat does it mean to get to know someone! to get acquainted! hat does it take to get to know someone and let that person get to know you! hat does it mean to get someone to like you and how do you go about that! 'hen introduce the tune$ by playing it on a piano or sharing a recording. <inally$ sing the song together during the daily class meeting for the first week or so of school. ,oanne ,ackson, East (ills Middle School, .ethlehem, 'ennsylvania +cissor Ga e Crgani8e yourself and the students on chairs in a large circle. ;ou hold a pair of scissors. hen the activity is about to begin$ stare at the scissors as if you are studying them hard$ to distract and confuse students. 'hen pass the scissors to the student seated in the next chair. As you pass the scissors$ simply say the word crossed or uncrossed! Because the students saw you intently studying the scissors$ they will probably assume that the words crossed and uncrossed have something to do with the scissors. 'he word really refers to the position of your legs when you passed the scissors. ;ou said crossed if your legs were crossed or uncrossed if your legs were uncrossed. After you pass the scissors$ tell that student to study the scissors and say the correct word while passing them sa%ely to the student in the next chair. 6ive no other clues about the activity( the students must work it out0 As each student passes the scissors$ tell the student whether he or she got it right. &ee how many rounds it takes before each student has figured it out. #f most of the students have not figured out the game by the end of a few rounds$ you can start to make it more obvious by changing the position of your legs )ust before passing the scissors. #nstruct students not to say anything as they figure out what is going on. 'o keep students from revealing the secret of the game$ you might let them tell some of their peers whether they are correct as the scissors are passed. +ucy 'hi s, 'inehurst College, Auckland, )e# @ealand M)-,) Cutouts Dach student cuts the word ME from an O I*J% by II%inch sheet of paper. 'he right leg 1vertical line5 of the M and the vertical line of the E connect the two letters so the word ME is in one piece. ;ou might provide a tracing pattern for younger students. .ave each student write on his or her @D cutout ten things about himself or herself. 'hen organi8e students into pairs. Dach person uses the facts on the @D cutout to introduce himself or herself to the other person. hen the two introductions are complete$ students talk about what they have in common. 'hen they flip the @D cutouts up so they spell D. 'he students write the things they have in common on the D cutout. &tudents might then transfer the information they learn to a simple 7enn diagram.5 <inally$ students use the @D cutouts to introduce themselves to the rest of the class. After each pair finishes the introduction$ the students share those things they found they have in common. Deborah (ercsek, +ee Eaton School, )orth%ield, 5hio Grouping 8or Introductions (ote= Before preparing or distributing any food in the classroom$ make sure you are aware of children"s allergies or dietary restrictions$ and caution children about choking ha8ards. .and out a gummy bear or lifesaver to each student$ making sure nobody sees which color each person gets. hen each student has a candy$ instruct the students to put their candies on their tongues. 'hen the students must find others who have the same color candy. 'hey cannot make any noise %% no uh%uhs0 %% as they organi8e themselves into groups. Cnce the students are grouped$ they can begin their introductions or whatever other group activity you have planned. ,o (endricks, +imestone Creek Elementary School, ,u iter, $lorida

K,3 t/e *eac/er 'his activity will help students get to know you. &tudents in small groups could use it to get to know one another. Begin the activity by drawing a three%column 1A ?5 chart on the board. &tudents help fill in the chart with information about you. 'hey write things they Know about you in the A column. 'hen$ in the column labeled 1,ant to Anow5$ they list things they would like to know about you. <or now$ leave the last column blank. <or the next step$ you will need to prepare in advance a list of interesting facts about yourself. rite ten of those facts on slips of paper( then fold each slip of paper and put it in a )ar or another container. 'ape a large sheet of butcher paper to a board. ;our name should appear in a circle in the center of the paper. 1'his is an opportunity to introduce a concept mapping activity %% an activity you may use frequently during the school year.5 Ask for a volunteer to come up$ pull a fact from the container$ read it to herself or himself$ and then illustrate that fact on the paper. Cther students guess the fact that goes with the illustration. 'he student who guesses the fact gets to select and illustrate the next fact. At the end of the period$ the class has produced a free%form map of you0 'he next day$ present students with a JK%question$ multiple%choice qui8 about you. &tudents will use the free%form map to help them respond to questions. 'he students might groan at the idea of taking a qui8 on the second day$ but they will be rewarded on the third day: that"s when you return their graded qui88es with a coupon attached0 <or every question they got right in excess of teen$ they earn a coupon worth that many extra%credit points on a real qui80 <inally$ on the third day$ go back to the original A ? chart and have students complete the ? column with things they 3earned about you. >ow the mysterious teacher at the front of the class seems to be more like a real person to them$ and they are ready for the third night"s homework assignment. &tudents create free%form concept maps about themselves( the map should include seven to ten illustrated facts. 'he students" concept maps would make a great bulletin board for an open house0 )icole (onour, Keystone (eights C$loridaD ,uniorESenior (igh School

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Gse tagboard to create a large )igsaw pu88le. Put each child"s name on a different pu88le piece. hen kids arrive on the first day of school$ instruct them to find the pieces of the pu88le with .ave you a favorite their names on them and to draw pictures on of their favorite icebreaker activity that things to do. ?ater in the day$ instruct students to find one works well with your classmate with whom their pu88le piece connects( kids should do students! hy not share this activity without talking. hen they +connect+ with a that idea with others! classmate$ they sit down and talk quietly about themselves until e"ve set up a special everybody has +connected.+ Aids can use the pictures they drew <avorite #cebreaker as prompts as they talk about themselves. #f there are an uneven #deas message board. number of students$ one group might have three students in it. As ?og on and )oin in this students introduce themselves to their partners$ go around the conversation0 room and tape the pairs of pieces together. >ext$ instruct each pair of students to find another pair with whom their pu88le pieces &till looking for more connect. 'hose groups of four students introduce themselves as ideas! :on"t forget our you go around the room and tape together the groups" pu88le archive of more than IFK pieces. Dventually$ you will have one big pu88le with all of the icebreaker activities. children"s names on it. ;ou might talk about how a pu88le is incomplete if one piece of the pu88le is missing$ how all the students fit together as a team like pieces of a pu88le$ and how you will be the tape that holds the pieces together all year long. ?aminate the pu88le and display it all year. Ellen &leitman, .rooke Elementary School, +imerick, 'ennsylvania ,orking *oget/er in Roo %B' .ang a large sheet of butcher paper on a chalkboard or bulletin board. rite your name on the paper in a fun way( for example$ you might use bubble letters$ write your name in a circle$ or use star shapes to form the letters. As students enter the classroom$ have them select a marker and sign their names on the paper +in a fun way.+ hen everyone has signed the paper$ remove it from the wall and start ripping it into sections around each name. 'oss the sections on the floor. 'he number of sections should equal the number of students and teacher. &tudents will probably look at you as if you are nuts0 'hen instruct students to choose one of the ripped sections. 6ather in an open area where you have arranged plenty of scotch tape dispensers. 'ell students it is their )ob to put the pieces back together. .ang the taped%together wall chart under the heading orking 'ogether in =oom IKE. &tart a discussion about how each student is an important part of the class and how the class is like a team that won"t function if everybody does not do their part. 'he wall hanging will serve as a year%long reminder of that lesson0 +ori )a oli 0u11"e-0iece 0airs 'his is a simple activity for pairing kids for any activity on the first day of school. 6ive each student a pu88le piece that matches the piece of one other student in the class. Cn your signal$ the students must find each other. ;ou might use this activity to pair students to interview one another. 'he class might brainstorm some interview questions to get kids started. 'hose questions could be posted on an overhead transparency or a chart for all students to see. &ianna *ringali, "! E! Cottle Elementary School, *uckahoe, )e# York

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Birt/da! *i e"ine Ask students to take out a sheet of paper and write down the month and day of their birth. After they have done this$ tell them to put away the paper and not let anyone see it. 'hen direct students to line up themselves in perfect order of birth. .owever$ they must follow two rules as they do that: 'hey cannot talk and they cannot show anyone what they wrote. After several quiet minutes of scurrying around$ they will be in order. #nstruct students to check with the person on

their right and left to see whether they are in the correct place. 'hen it"s time to check the human birthday timeline. &tart with the first person and have each student say his or her birthday and display the paper with the month and date written on it. :id students do it correctly! Michael M! Yell, (udson C"isconsinD Middle School +pecia" Me ories Book #f you write a letter of introduction before the school year starts$ include a request that students bring to school on the first day something that has a special memory attached to it. #f you do not send a before%school letter$ you can make this activity the homework assignment for the first day. &tart the day by reading @em <ox"s popular book "il%red &ordon McDonald 'artridge! 'he story is about a little boy who befriends an older woman and gives her back memories that she has forgotten. After reading the story$ discuss what a memory is and list students" ideas. 'hen give each child an opportunity to share his or her special item and tell about the memories it carries. ;ou might also use this as the first writing assignment of the year( have students write about the memories their ob)ects sparks take pictures of the ob)ects$ and create a class book of memories. Cindy Kramer, "est Side Elementary School, Cold S ring (arbor, )e# York App"! 8or t/e Ao; ;our classroom is your students" home away from home$ so have children generate a list of classroom )obs that will be needed to keep the classroom running smoothly. Post the list and be sure there are plenty of )obs$ such as pencil sharpener( monitors for windows$ closets$ supplies$ plants$ library$ and chalkboard( messengers$ etc. .ave children fill out a )ob application. 'he application might provide a space where students could check their )ob preferences( it might also include a space where they can share their work experience 1at home and other places5. &tudents might even create resumes that detail that work experience. +ynda Commer, '!S! >=, Staten 1sland, )e# York Co"or-Coded M6Ms (ote= Before preparing or distributing any food in the classroom$ make sure you are aware of children"s allergies or dietary restrictions$ and caution children about choking ha8ards. ;ou have probably heard of the activity in which students grab a handful of @H@s( during introduction time$ they must share a fact about themselves for each @H@ they took. 'his activity offers a slight twist on that one. #n this case$ the students might take the @H@s$ or the teacher might hand them out. But the @H@s are color coded0 Dach @H@ refers to a special topic that the students will need to talk about as they introduce themselves to their classmates. <or example$ for each @H@ that is red students might have to share a hobby they en)oy( for each brown @H@$ students might tell about a favorite book( for each green @H@ students might tell about a quality they would like in a friend. Cther possible topics might include favorite places students have visited or would love to visit$ foods they like$ favorite school sub)ects$ goals in life$ etc. ;ou might even involve students in creating the list of topics. ;ou might be the first to model the introduction process so students know what is expected of them. After the introductions$ students might write a brief introduction to themselves that could be included in a book about the students in the class. Cf course$ you can end the activity by eating the @H@s0 &ary Dorobiala, Maryvale 1ntermediate School, Cheekto#aga, )e# York 4our Corners o8 Me Provide an adhesive%backed label for each student. Ask students to write their names in the middle of the labels. 'hen ask them to write the following information on their labels: #n the top left corner$ one word that describes something positive about the student"s personality. #n the top right corner$ one word that tells about a memorable moment.

#n the bottom left corner$ the name of a favorite place. 'his could be a geographical location$ a room$ a place the student has been$ or a place the student knows about and would like to visit. #n the bottom right corner$ a favorite food.

(ote= #f you are working with students who know one another$ you might use some different questions. Cne good one is to have them complete the statement +=ight now #"d rather be. ...+ hen students have written the information on their labels$ have them peel off the backing and stick the labels to their shirts. ;ou might model the rest of the activity by using the information in the four corners of your label to introduce yourself to students. 'hen arrange students into pairs and have them introduce themselves to each other. hen the introductions are complete$ have each pair of students label themselves A or B. Ask A"s to form a circle facing out. 'heir partners$ the B"s$ should stand in a circle facing in toward their partners. .ave the A"s rotate three people to their right. 'hen the A"s introduce themselves to the new B"s that stand opposite them( when the A"s finish their introductions$ the B"s do the same. =otate the groups about four times. Susan (all#orth, )e#market (igh School, )e#market, 5ntario, Canada -e"ping -ands 'his activity helps students get to know one another while they review parts of speech and symbolism. Crgani8e students into pairs$ and have each student trace both of his or her partner"s hands onto a sheet of construction paper. 'hen the students cut out the outlines of their hands. #nstruct students to write on each finger of the right hand a different noun that tells something about them. 'hey might write the name of someone special to them$ a favorite sport or '7 program$ a favorite place or book$ etc. 'hen each student should write on the left%hand cutout a different ad)ective to describe himself or herself. <inally$ the students might connect the two hands with a paper%chain bracelet of five links( the students should draw on each link a symbol that represent something about themselves. Katherine .utcher, .erkeley (igh School, Moncks Corner, South Carolina Catc/ing Up on +u er #n this activity$ students share the most interesting thing about their summer vacations. 'o start$ you hold onto a tennis ball. ;ounger students might use a larger ball. &hare your name and the most interesting thing about your summer. hen you finish$ throw the ball to a student in the class. 'hat student will share his or her name and most interesting or fondest summer memory$ then pass the ball to somebody else. ,ontinue the activity until all students have shared. 'hen challenge students to throw the ball back around the group in the opposite direction. 1&tudents will have to remember who threw the ball to them.5 <inally$ you might challenge students to toss the ball in alphabetical order( if they make an error$ the ball goes back to the starting point0 Adapt the activity: #nstead of sharing the most interesting summer memory$ students might share a favorite sports star$ food$ book$ etc. +ucy 'hi s, 'inehurst College, Auckland, )e# @ealand Drawing on )xperience Crgani8e students in pairs. 1'he ideal pair consists of two students who do not know each other. Provide each student with a blank sheet of paper and a colored marker. #nstruct the students to interview each other. Dach student must come up with five facts to share with his or her partner %% but the +trick+ to the activity is that the students can"t record those facts in words( they can use only pictures0 'he students will have a good laugh at some of the caricatures they draw( they might even help each other figure out how to draw certain things. hen the pairs have finished interviewing$ students share their pictures as they introduce their partners. *eri (o%%erd, St! ,ose h4s Collegiate School, .rooks, Alberta, Canada %B-C-D-EF .ave students number two sheets of paper from I to IK. Cn the first sheet$ students must write

ten unique things about themselves. hen that is completed$ have each student pair up with another student in the class. Cn the other sheet of paper$ each student must write his or her partner"s name next to the number I. 'hen students share one of the ten unique things on their lists as their partners record the unique fact next to the student"s name. As students share a fact about themselves$ they cross off that fact on their lists. 'hen the students pair up with somebody new. 'hey repeat the activity by sharing one of the remaining nine facts. After they have paired with ten of their classmates$ they should have crossed off all ten of the unique things on their personal lists and have another sheet with the names of ten of their classmates and a fact about each of them. 'hen give each student an opportunity to sit in a large chair at the head of the class as ten of their classmates share a different unique fact about the student. Deborah (ercsek, +ee Eaton School, )orth%ield, 5hio M! Year in 999t/ Grade ;ou will need to collect a variety of activity materials to help students get to know one another. 'he activities might include an All About @e questionnaire or collage$ writing activities$ pre%tests in different sub)ect areas$ and so on. At the start of the activity$ provide each student with a large yellow envelope with a clasp on it. .and out the envelopes to students$ and instruct them to label the envelope flaps with their names and the date. Cn the front of the envelopes$ students should write @y ---th 6rade ;ear and then decorate the envelopes with pictures of themselves doing something they love to do. As the first day goes on$ introduce one at a time the activities you have gathered. As each activity is completed$ students stuff them into their envelopes. A digital photo might be taken and included in the envelope too. hen students complete all activities$ have them clasp the envelopes shut. 'hen collect them$ and put them in a safe place. :uring the school year$ you might gather selected writings$ art activities$ photos$ post%tests$ and so on and add them to the envelopes without students" knowledge. Cn the very last day of school$ return all envelopes to students. 'hey will be delighted to open and review the envelope"s contents. 'alk about how the students have grown physically and academically. >ow they have a keepsake of their ---th grade year to share with families and revisit from time to time0 >ote: Aeep a few extra envelopes stuffed with activity materials in case new students )oin the class during the year. +isa +inks, .ayou +45urse 'rimary School, Morgan City, +ouisiana ,e 4it *oget/er 0er8ect"!$ Gse your class list to create a crossword pu88le filled in with all your students" names. 1>ote: &ave yourself some time by using the free online Pu88lemaker tool to create the pu88le.5 ;ou can use first and last names$ or shorten the pu88le by using only first names 1and last initials$ where necessary5. :isplay the huge crossword pu88le in the hallway under the headline " e <it 'ogether Perfectly." ;ou might also extend the activity by having kids fill out a survey on the first day of school. Gse the information obtained from that survey to create a clue for each student. 'hen have students talk with one another to learn which student matches each clue %% and how to spell each student"s name. Anna Standridge, Madison CAlabamaD Academy App"e Activit!$ 'he goals of this primary%level activity$ which involves coloring$ cutting$ and following directions$ are to calm nervous kids 1'hey all en)oy coloring.5 and to provide teachers with basic information about their young students" fine motor and reading skills and ability to follow directions. Begin by providing each student with an illustration of a large apple shape( the apple has on it a small oval with an P inside. 'he sheet also has on it a separately drawn stem$ two leaves$ and a worm wearing a shirt and eyeglasses. 'he directions say: I. ,olor the apple red. :o not color the oval with the P in it. J. ,olor the leaves green. E. ,olor the stem brown. 2. ,olor illie the orm green. F. ,olor illie"s shirt blue. L. ,ut out each piece. ,ut on the heavy$ black lines. N. 6lue the leaves to the top of the apple$ near the stem.

O. 6lue illie to the P inside the oval. Q. rite your name on the back of the apple. IK. Bring your completed apple to the teacher. Michele McCoy, 5range City C$loridaD Elementary School +"ice t/e +urve! 0ie$ 'his activity helps students get to know their classmates" interests$ while assessing their understanding of charts$ graphs$ and tables$ and providing practice in using statistics. <irst$ create a +tell me about you+ survey sheet of about JK questions 1such as$ "hat #as the last movie you sa#29 (o# many ets do you have and #hat kind are they29 and "hat is your %avorite so%t drink2D! After students have completed the survey$ collect the sheets and read them over. 'he next day$ arrange students into small groups and assign to each group two of the questions on the survey. Dxplain to students that for each question$ they must use the data from the survey sheets to create a mathematically correct chart or graph with a key. As students tackle the task$ wander around the room prompting group discussions about whether the data would be represented best as a pie chart$ bar graph$ line graph$ or table$ and challenging students to use their creativity to create their chart$ graph$ or table. 1<or example$ the group that creates a chart showing the type of movie students most en)oy watching$ might place the title of their graph in a movie theater marquee$ and create miniature movie posters to represent each of the categories.5 )icole (onour, Keystone (eights C$loridaD ,uniorESenior (igh School Construction Crew$ Cn the first day of school$ meet your students wearing a hard hat that says$ +=oom -- ,onstruction ,rew.+ Dxplain to students that starting a new school year is like building a house: the foundation is the students" relationships with other people in the school 1other students$ teachers$ the office staff$ and so on5( the frame is their relationships with their own classmates( and the interior is the spirit and attitude they bring to the classroom. :iscuss the importance of each element to a successful school$ and point out that if one part of the building falls down$ the school can"t continue to stand. >ext$ talk about the codes that regulate building construction. ,hallenge students to come up with their own +building code+ 1rules05 for their classroom. 'hroughout the year$ whenever a problem arises$ remind students that if any part of their house is weak$ it could collapse( and then review the building code to see what changes should be made. Dana +abarry, Adcock Elementary School, +as -egas, )evada 0u11"ing It .ut$ 'his activity is especially valuable if you have in your class students who are new to your school. 'hose students probably will be experiencing a range of emotions %% including fear$ shyness$ and uncertainty. Before the activity$ create a word processing document containing many different messages %% preferably in different type si8es and fonts %% that convey such sentiments as "elcome39 Don4t be u00led, you4ll %it right in39 "e4re here %or you39 and so on. Print multiple copies of the document 1one for each small group of students5$ cut each copy into pu88le pieces$ and place the pieces of each copy in a separate envelope. Post on an overhead transparency instructions that direct students to work with others at their table to assemble the pu88le pieces in their group"s envelope. As students enter the classroom on the first day of school$ be sure they read the instructions and begin the activity. 'his activity accomplishes several goals: #t offers a quiet activity that you can observe to learn more about your students and to discern potential problems. #t gives students something to do when they first enter the classroom %% something they will be successful at. #t can be a great discussion starter. )ita Dale, *ryon C)orth CarolinaD Middle School Getting to Know You in Mat/$ ,reate a B#>6C card for each student in the class. #n each square on the card$ write a piece of personal information that has an element of math in it. <or example$ squares might say$ the number o% kids in the %amily is a multi le o% t#o9 #as born in an odd/numbered month9 the last %our numbers o% hisEher home hone number add u to more than =89 and so on. :istribute the cards and explain that each student must find classmates who fit the descriptions in each of the squares. Dach time a student finds someone who matches one of the

descriptions$ he or he has that person initial the matching square. 1>o one can initial anyone else"s card more than once.5 'he game ends when a student has a different set of initials in every square on his or her card. 'hen ask each student to read aloud the descriptions and initials on his or her card. Ask students to stand up as their descriptions and initials are called$ so students can see what they might have in common with their classmates. 'his activity also provides a fun way to assess students" math skills. Stella $oster, )ortheast Middle School, &reensboro, )orth Carolina -app! Birt/da! Grap/$ Cn a large piece of paper or posterboard$ draw a graph with the months of the year printed along the side or bottom. @ake a simple cupcake pattern 1with a birthday candle sticking out of the cupcake$ if you like5 and cut out a cupcake for each student. Cn the first day of school$ give each child a cupcake as he or she enters the room. At some time during the day$ have each child put the cupcake on the graph beside or above the month in which his or her birthday falls. hen the graph is complete$ discuss how many birthdays are in each month and in each season. ;ou might also ask students to create additional questions about the graph. ,anice Massey, *urner County Elementary School, Ashburn, &eorgia M!ster! 4riend$ Cn the first day of school$ assign each student a +mystery friend.+ 1Cnly you know that the students are actually paired( each student"s mystery friend has them for a mystery friend05 'ell students that they may not reveal their mystery friends to anyone %% including the mystery friend. Dxplain to students that for the first week of school they are to study and observe their mystery friends %% and think of questions they might ask the person when they finally get to +meet.+ 1?ittle do they know %% they are being observed by their mystery friends too05 At the end of the week$ invite students to +introduce+ themselves to their mystery friend. 'he two friends then interview each other$ asking questions related to the things they wondered about during the observation period. After the interview$ students use notes taken during the interview to write brief biographies about each other. #t"s fascinating to see the friendships that blossom from this activity. Claudia Caudill, *ierra -ista Elementary School, 5xnard Cali%ornia C"assroo Rig/ts$ @ost teachers post their classroom rules$ announce them to their students$ and that"s the end of it. An alternative approach is to ask students to brainstorm some +rights+ they would like to have in their classroom. <irst$ you might give some examples$ such as the right to a quiet work environment or the right to be treated well. .ave each student write down a right he or she would like to have in the classroom. #f they have time$ students might illustrate their rights. 'hen ask each student to share his or her idea. Provide time for students to talk over the ideas and brainstorm negative and*or positive consequences of each. 'hen print on butcher paper the rights students agree should be among their permanent classroom rights. .ave students press his or her thumb on an inkpad and place a thumbprint next to the right they most strongly agree with. 'hen have each student sign his or her name to the document to make it +official.+ ?eave the ,lassroom =ights document on display all year long to remind students of their rights. 'his also is a great activity for transitioning into a study of G.&. .istory and the ,onstitution. &tudents can explore which of the rights in the G.&. ,onstituion are represented among the rights on their ,lassroom =ights poster. Kristy Davis, Challenge Charter School, &lendale, Ari0ona C%rom an idea observed in the classroom o% *ricia Shaughnessy, (a#thorne Elementary School, San Antonio, *exasD 4is/ Go to +c/oo" *oo$ ,onstruct a simple treasure chest by painting a cardboard box with gold paint and hot%gluing rhinestones and other gems onto it. 1#nexpensive +gems+ can be found at most craft stores.5 <ill the treasure chest with items that represent the things you most en)oy. Cn the first day of school$ introduce the treasure chest and pull out the items one at a time. <or example$ you might take a sneaker from the treasure chest. Ask students to infer from the sneaker what you like to do. After rumaging through your treasure chest$ give each student a paper fish. .ave students decorate the fish with pictures that represent themselves$ the things they like$ and the things they like to do. hen the fish are completed$ give each student an

opportunity to share his or her fish. &tring the fish together and hang them above the treasure chest as a fun getting%to%know%you display. Elie )ice#onger, "eeksville Elementary School, Eli0abeth City, )orth Carolina Group Augg"ing$ Before this activity$ collect about five tennis balls and put them in your pocket. &tart with one tennis ball. #ntroduce yourself$ then call a students"s name and pass the ball to that student. ,ontinue the activity$ having each student call another student"s name and then toss the ball to that student. 1&tudents who do not know the name of the student they are tossing the ball to must find out the name before throwing the ball.5 'he ball cannot be thrown twice to any student$ so when everyone has had a chance to catch the ball$ the last student tosses it back to you. =epeat the activity$ telling students that this time they must throw the ball to a different person$ and that they must remember the names of the person who threw the ball to them and the person they threw the ball to. As before$ students must say the name of the person they are throwing the ball to. 1#f you teach young students$ at the end of the round you might have them review who threw the ball to them and who they threw it to.5 'hen have students repeat the activity$ this time throwing the ball in the exact same sequence as the previous round. After the first five people have called a name and thrown the ball$ introduce the second ball and throw it to the same person you threw it to in the previous round. 1&o the ball is following the first ball around the circle.5 #f students are able to keep up$ introduce additional balls. &ee how long they can keep the balls going. ,an you get all five balls going around the circle! 'o add difficulty to the activity$ reverse the order( instead of throwing the ball to the person they have been throwing it to$ students must throw the ball to the person who threw it to them. ant to make things even more difficult! 'ry to get a ball going in each direction0 1'he first time you try that$ you might keep the number of balls to J.5 'his is a fun way for students to learn one another"s names. *eresa &ibson, -illage ?nion 'ublic School, 5sha#a, 5ntario CCanadaD Getting-to-Know-You +tretc/ Break$ 6ive each student a large index card. Ask students to write their names at the top of the card and divide the card into four boxes. .ave students answer each of the following questions$ writing each answer in a different box: I. .ow many people are in your family! 1,ount parents and siblings$ but no pets.5 J. hat is your favorite food! E. hat is your favorite color! 2. hat is your favorite animal! 'hen have students turn over their cards and write on the back one thing special they did during the summer. hen students have finished$ collect the cards. :uring the first days of school$ bring out the cards when it"s time to stretch or take a break. 'urn the +down time+ into a get%to%know% your%classmates time. <irst$ have everybody stand and stretch. 'ake the card from the pile and ask$ + ho has %our 1or another number5 people in their family!+ Dvery student who has four family members remains standing( all the others sit down. Proceed through the remaining three questions in the same way. By the time you ask the fourth question$ it is likely that only one student will remain standing. #f not$ call out the what%#%did%this%summer statement on the back of one of the cards. Ask a few questions about the summer statement of the one child who remains to give that student a special time in the spotlight. Carolyn 5yan, +incoln Elementary School, "aterto#n, South Dakota

+o et/ing:s (ot Rig/t$ Cn the first day of school$ before students arrive$ arrange five things in the room in an unusual way. 'he unusual arrangements can range from the very obvious to the very discrete. <or example$ you might put one desk upside down$ put one of the alphabet cards above the blackboard in the wrong place$ misspell a word on the bulletin board$ and so on. Arrange students into pairs and challenge them to find the five things in the classroom that aren"t

+/are Your 4avorite Ice;reakers

.ave you a favorite icebreaker activity that works well with your students! hy not share that idea with others! e"ve set up a special <avorite #cebreaker #deas message board. ?og on and )oin in this conversation0 &till looking for more ideas! :on"t forget our archive of more than IFK icebreaker activities. right. 'his icebreaker is a good activity for teaching observation skills any day of the year. Cynthia Rivera, Adams (ill Elementary School, San Antonio, *exas AdGective Activit!$ ;ou might use this getting%to%know%you activity in language arts classes. Dach student must think of an ad)ective that begins with the same letter as his or her name 1first or last5 and that also describes a ositive quality he or she has( for example$ musical @addox. #f a student is stumped$ other students can offer suggestions. 1#t"s ama8ing to see how well they know one another.5 'he activity reinforces %% in a way students remember %% that ad)ectives are words that describe. -icki Maddox, Desoto Central Middle School, Southaven, Mississi i Ug"! ,ords Are .ut2 As you discuss classroom expectations$ introduce the idea that +ugly words+ have no place in your classroom. Ask students what they think you mean by +ugly words.+ 'hen have the class generate a list of words that might be found on an ugly%word list$ and write the words on a piece of chart paper. 1Dxplain to students that any word that is considered a swear word would definitely be on the ugly%word list$ so there is no need to mention them. Point out that the same is true for such words as dummy, :erk, dork, geek, hate, or ugly!5 ;ou might start the list with the word +can"t.+ hat about the word 6uit2 6o around the room and give each student an opportunity to add an ugly word to the list. hen you are satisfied that the students" supply of ugly words has run dry$ dramatically rip the chart paper off the pad$ let it fall to the floor$ and stomp all over it. >ext$ rip it up and crush it into a ball. <inally$ get a shovel$ take students outside$ and ceremoniously bury the list of ugly words0 'his activity actually works0 #t has an impact( students remember the ugly words that will not be accepted in class. .ecci Motes, Kelley/Smith Elementary School, 'alatka, $lorida Mrs$ 0i11a$ Arrange students into a circle. Ask "ho did not eat break%ast this morning2 Gsually at least one student has not eaten. 'hen ask$ "ho #ishes they hadn4t eaten break%ast2 'hat question usually encourages at least one student to begin the fun. .ave that student say his or her name and tell the cra8iest thing s*he ever ate for breakfast. ,ontinue around the circle( have each successive student tell what his or her cra8iest breakfast consisted of. #n addition$ each student must say the name of each previous student and tell what that person"s cra8iest breakfast was. ;ou go last( list every student by name and describe their most unusual breakfast. After that$ for at least the first week of school$ use students" +cra8y breakfast+ item to help their classmates remember their names. <or example$ Benny ate cold salmon so you might refer to her as +@iss Bennifer &almon.+ 'he kids love it$ but beware %% they might call you @rs. Pi88a all year long0 &ail )agy, East (ills Middle School, .ethlehem, 'ennsylvania

*-s/irt Da!$ 'his idea is a good one to introduce on the first day of class: Ask students to bring their favorite '%shirt to school on a particular day. Cn that day$ hold a t%shirt parade$ complete with marching music. hen the parade is over$ lead the way by explaining why your t%shirt is special to you. 'hen$ have students tell about their shirt: where they got it$ how long they"ve had it$ and why it"s their favorite. &tudents might bring in a t%shirts they wore as a baby$ a t%shirt from a very special vacation$ a t%shirts that was given as a gift$ a t%shirt that was worn in a competition$ and so on. 'he activity is a lot of fun and a quick and easy way to learn something about each student. ;ou might extend the activity by having each student write an account of the occasion or event from the t%shirt"s perspective. At open house$ string several clotheslines across the room and hang the shirts and the students" stories on them. 'he display makes a quick and colorful room decoration$ and introduces parents to their child"s writing portfolio$ which includes the t%shirt story as the first entry. &ail )agy, East (ills Middle School, .ethlehem, 'ennsylvania and ,udith McMasters, .isho Kelley (igh School, *ulsa, 5klahoma 5uestionnaire 5ui"t$ Provide each student with a questionnaire on which the questions elicit information about the students as individuals. 'hen have students use the information on the questionnaires to write a brief biographical paragraph about themselves. hen the paragraphs are completed$ provide each student with a different lightly% or brightly%colored square of construction paper or card stock$ and ask them to decorate the square with symbols representing themselves. 1'ell them to leave empty a J%inch square space in the center of the square( they will mount their photo in that small square.5 As students decorate their squares$ wander around the room taking each student"s picture. 6lue the picture in the center of the student"s square. 'hen glue all the squares together to create a +quilt.+ Add small black strips to make a border between the squares and a frame around the quilt. 'ype students" paragraphs and glue them around the frame. :isplay the quilt in the hallway. Cr you might type students" paragraphs on white squares and make the quilt using alternate colored and white squares. #n that case$ be sure each student"s quilt square is ad)acent to his or her paragraph. .onnie M! Ragas, Riverside Elementary School, 'earl River, +ouisiana A Year-"ong 5ui"t$ &tart this pro)ect on the first day of school and extend it throughout the school year. Begin by having students brainstorm their interests and hobbies and write them on a piece of paper. 'hen give each student a piece of white construction paper 1<or younger students$ you might write their names in the middle of the sheet.5 and have them make a quilt panel that displays memories of the summer$ symbols of their favorite hobbies and interests$ drawings of family members$ and so on. @ount the student pages on colored construction paper and put them together to form a +quilt.+ Dncourage students to add to their quilt panel as the year goes on. @aking a yearlong class quilt is a great way to learn about your students" interests and it provides them with an opportunity to show off all year long. Rebeccah (ughes, Cha el District Elementary School, Cordova, Maryland 0assing (otes in C"ass$ Arrange students into pairs. #f a student doesn"t have a partner$ that student can partner with you. Dxplain to students that they are going to write notes to their partners. 1&tudents love this idea( it is something they are seldom encouraged to do05 #nform them that this note%writing activity has a couple of rules. <irst$ they are not allowed to ask any questions in their notes( the purpose of the activity is to learn as much as possible about the other student without asking questions. 'he other rule is that they cannot talk. 'hat makes the activity harder$ and students en)oy the challenge. =emind students that the best way to learn about someone else is to tell them things about yourself. Dmphasi8e that it is easy to learn about others if you listen to what they say( in this case$ students must +listen+ to their partner"s #ritten words. ,ontinue the activity for IF to EK minutes$ depending on students" interest level and attention span. hen the activity has run its course$ stop the note writing and have each student introduce his or her partner to the class based on information learned from the note%writing. 'his activity usually results in lots of giggles( it"s a great way to break the ice. ,enni%er Muscillo, Roosevelt Elementary School, East ointe, Michigan

,/at:s in a (a e> 'his activity requires little preparation$ but students really en)oy it0 rite each student"s name and the meaning of his or her name on a piece of paper$ one piece per student. 1;ou will need access to a eb site and*or a book that provides the meanings of people"s names. Baby name books are great0 eb sites such as Baby >ames and Crigins or Parenthood.com Baby >ame &earch also will be helpful.5 hen students arrive$ pass out the prepared papers$ and have each student write a page or so about whether or not the meaning of the name reflects his or her personality. <or example$ the name @egan means strong, able! #f @egan is one of your students$ she would write a brief essay explaining whether or not the definition of her name accurately describes her. Be sure to stress that students should give examples to support their positions. hen students complete their essays$ have them draw pictures to illustrate them. &tudents also might present their work to the class. ,ulie Kalil, +i%elong +earning Centre C(igh SchoolD, Corn#all, 5ntario CCanadaD 4irst H-o ework Assign ent$H 6iving students a writing assignment on the first day of school is a great way to quickly learn about your students" writing ability. 'o set up the activity$ talk about homework and the important role it will play during the school year. Ask students to write a persuasive essay in which they tell you how much homework they think you should give them. Before they begin$ provide some hints about ways to convince someone of something. 1#f you are looking for some ideas$ you can find them on the eb page riting Persuasive*Argumentative Dssays.5 Dncourage students to be creative and persuasive in their arguments0 Christine "arnick, St! Eli0abeth Seton School, Rochester, )e# (am shire Instant +urve!$ 'his activity utili8es technology that most teachers might not have access to$ but it can be adapted for use without technology. #f you have the ,lassroom Performance &ystem 1available from e#nstruction5$ you can set up a survey that can be tabulated immediately. 1'he system works similar to the Ask the Audience questions on the '7 game show ho ants to be a @illionaire! Dach student has a remote control. 'he teacher uses a computer screen pro)ector$ the software$ and the ,lassroom Performance &ystem.5 Ask questions such as "hat kind o% #riter you think you are2 Provide response choices %% for example$ a very creative writer$ a better than average writer$ an average writer/. Dach student punches in his or her response and the system reveals the results. 'eachers have immediate feedback about students" personal lives$ their skills$ or any other topic they might query. Cf course this activity could be done without the technology$ but the tool is an engaging one that can be used in class in many ways. Amy (einsma, "indsor Middle School, "indsor, Colorado +u er Me ories$ #nstead of having students write about what they did during summer vacation$ you might have them write a thank you letter to the person who was responsible for caring for them during the summer. 'hat person might be a parent$ a neighbor$ a camp counselor/ Annamarie Doherty, Rickmans#orth, (ert%ordshire CEnglandD 0u11"ing ,e"co e$ Prior to the first day of school$ lay out as many pieces of white construction paper as you have students. Place them side%by%side on the floor in a large rectangle 1JF students M a F by F%sheet layout5. Gse a large black permanent marker to write +&uccess begins here0+ and other encouraging quotes across the grid. 1#f you have a class motto$ this might be a fun way to introduce it to students.5 rite in large$ bold outline or bubble letters. @ake sure letters cross over onto ad)acent squares so no child gets a complete letter. &huffle the papers and hand each student one sheet of the grid. At this point$ the students might not even know that the strange designs they see are parts of letters0 #nstruct students to completely fill in all areas of their paper with marker. Dach space must be filled in in a different way( no space can be left white. hen students are done$ collect the sheets. ;ou might laminate them overnight. 'he next day$ challenge students to figure out how the sheets fit together to make a message. ;ou might lay them all out in the hall and let students gather around them to find how patterns fit together. Dventually$ they see that one sheet connects at some point with another$ and sooner or later they get the paper pu88le assembled. >umber the back of each sheet and re%assemble the message

on the hallway wall as a bright and colorful message to the rest of the school. Su0i $urt#angler, St! *homas the A ostle School, &rand Ra ids, Michigan + e"" Me$ 'o prepare for this activity$ collect enough empty film canisters so you have one for every two students in the class and one for yourself. 6ather a variety of liquid with identifiable scents %% lemon )uice$ vanilla extract$ vinegar$ lavender$ rubbing alcohol$ and so on. 'he day before the activity$ place two cotton balls in each canister and add a few drops of scent %% a different scent in each canister. Put the lids on the canisters$ stick a small piece of masking tape on the tops and bottoms$ and mark each piece of tape with a letter on the top and a number on the bottom. @ake a key showing the number*letter code and corresponding scent. 'he next day$ arrange students into two groups. 6ive one group the canister lids and the other the canisters. &tudents must walk %% or sniff %% their way around the class room to find the odor that matches their own. hen students think they have found a match$ verify that they are correct. ,an they correctly identify the scent! 1:o not tell them yet whether they are right or wrong.5 'hen students sit down with their partners and ask questions to learn about one another. After students have had time to talk$ each introduces his or her partner to the class. <inally$ they reveal to the rest of the students the scent that brought them together( you reveal whether they are correct. Elie )ice#onger, "eeksville Elementary School, Eli0abeth City, )orth HMe to a *H *-+/irts ,ut out a cardboard a template in the shape of a '%shirt. .ave students trace the template onto a sheet of white drawing paper and cut it out. Provide the following instructions 1verbally$ or displayed on a transparency5. rite your name at the top of the '%shirt. #n the middle of the shirt$ write one #ord that describes you. All over the shirt$ write words that describe some of your characteristics and special interests. At the bottom of the shirt$ write one fact about yourself that most people don"t know.

'he teacher might model the activity for students. <or example$ teacher Brenda Aspelund writes on her own '%shirt (a e= @rs. Aspelund .ne word= hard%working Additiona" c/aracteristics# interests= # like horses$ love to walk$ have J kittens and a dog$ have been teaching for E years$ used to be an actress$ used to be a disc )ockey$ used to be a lifeguard$ want to write a book of poems$ love to read$ love to sleep$ love to dance$ like to analy8e dreams 4act= a mother of F %% ages I$ O 1twins5$ IE$ and IO hen students have finished creating their shirts$ have them use masking tape to tape their paper '%shirts to their actual shirts. Arrange students in small groups and have them share their shirts with group members. 'hen give them time to walk around the room searching for people with similar characteristics or interests. &tudents should ask each other questions about the information they read on their classmates" shirts. 1Dvery student should ask at least one question of each of the other students in the class.5 ;ou might even ask them to find one person with whom they don"t share a single characteristic or interest. <ollowing the activity you might ask questions such as these: "hat did you learn %rom doing this activity2 (o# many o% you %ound someone #ith an interest you #ould like to kno# more about2 (o# many o% you %ound eo le #ith similar interests2 (o# many o% you reali0e that you have a talent that could be used to hel others2 (o# many o% you %ound others #ho have strengths that could be hel %ul to you2 ,reate a fun display by hanging kids" '%shirts from a clothesline0 .renda As elund, Aldrich ,unior (igh School, "ar#ick, Rhode 1sland

Drawing +traws Buy a package of brightly colored straws. #nstruct students to pick two or three straws of different colors. hen each student has straws$ introduce a sheet of questions that has a specific question associated with each straw color. <or example$ the question that goes with the red straw might be "hat is your %avorite movie, and #hy2 'he question that goes with the green straw might be "ho are the members o% your %amily2 'he blue%straw question might be "hat are your hobbies2 Dach student answers two or three questions based on the colors of their straws. Chantel Sloan, Evergreen Elementary School, Casa &rande, Ari0ona In t/e +pot"ig/t C/air Place your chair or a special chair at the front of the room. 6ive each student a chance to spend time in the +spotlight chair.+ hile students are seated$ their classmates get to ask them questions. ;ou might limit the number of questions to five before it"s the next person"s turn to sit in the spotlight chair. ;ou might draw this activity out throughout the day( do a few students at a time instead of all of them at one time. M! Smith, Mad River Schools, Dayton 5hio ,/at:s in t/e +ack> 'o help children get to know you, take a king si8e pillowcase and decorate it. Put things of importance to you in the pillowcase or bag. <or example$ teacher Boan Aleindorfer put in her pillowcase a bicycle helmet because she does a lot of bike riding( some books because she loves to read( measuring cups because she likes to cook( and a picture of her family.

&tore your pillowcase in a closet until it is time to do the activity. 'hen throw the pillowcase over your back and proceed to read the poem$ + hat"s in the &ack!+ by &hel &ilverstein. 'he poem begins... hat"s in the sack! hat"s in the sack! #s it some mushrooms$ or is it the moon! #s it love letters$ or downy goose feathers! Cr maybe the world"s most enormous balloon! After reading the poem$ have students guess what they think is in your pillowcase. 1;ou could even graph responses$ if desired.5 'hen share the contents of the bag with the class. <inally$ give each student a non%transparent bag. Ask them to draw pictures of the things they would put in their +pillowcases+ %% things that will help you learn about their lives and interests. ,oan Kleindor%er, *imbercrest Elementary School, Deltona, $lorida Recipe Card Mix-Up Provide a recipe*index card to each student. Ahead of time choose about five questions that you might ask of students. Be as creative as you want with the questions. Possible questions might include the following: hat is the title of a favorite book! hat do you like doing in your free time when you"re not at school! hat is your favorite board game! hat is your favorite candy bar! #f you could request your favorite meal for your birthday$ what would that meal be!

hen students %% and the teacher0 %% have written their answers to the questions$ collect the recipe cards. &huffle the cards. 'hen pass out a card to each students( be sure students do not receive their own cards. hen everyone has a card$ then the )ob of each student is to find the student in the room who belongs to the card the student holds. hen everybody has found the

person who wrote the answers on the card they hold$ they must make sure they know how to pronounce that student"s full name and that they understand everything that is written on the card. 'hen it is time for introductions0 'he teacher can begin the activity by asking the student on the card s*he holds to come to the front of the room. As that student stands by$ the teacher introduces the student to the rest of the class by saying$ +,lass$ #"d like you to meet ---. .er favorite book is ---. .er favorite board game is/ Please welcome --- to our fourth grade class0+ 1,lassmates then give the student 2 claps 3for 2th grade45. 'he student that the teacher introduced continues the activity by calling up the student whose card he or she holds. ,ontinue until all students have introduced someone to the class. hen everyone has been introduced$ take all the cards$ shuffle them$ and call out responses on one card at a time to see if students can remember who belongs to each card0 Arlene Stoebner, Yankton School District, Yankton South Dakota Getting-to-Know-You BI(G. 'ake digital photos of your new students on the first day of school. :isplay the photos one at a time. As you display a student"s image$ that student will stand and say his or her name. Cvernight$ use a photo%shop program to create a sheet with all students" pictures on it. 1A good si8e for these images is approximately J inches square.5 Also provide a B#>6C card grid with J% inch%square squares. .ave students cut pictures and place one picture on each B#>6C grid square. 'o play the game$ show a student"s picture to the entire class. As a test of name recognition$ on your signal students will call out the name of the pictured student. &tudents look at their B#>6C cards to see if they have included that student"s picture on it. #f it is there$ they place a marker on the square. Additional ideas: ;ou can take this activity a step farther by playing a guess%who game. ho will be the first student to mark five squares in a row! Cr$ instead of showing pictures$ give clues such as "hose name starts #ith the letter A2, "hich girl is #earing red today2, or "hose name starts #ith the sound you hear at the start o% the #ord boy! Sharon *atsch, Citrus &len Elementary School, -entura, Cali%ornia 3ocker Mat/ :o your students have assigned lockers with numbers on them! Aaren ?yle has her fourth graders create a math problem that$ when solved$ yields their locker number. 'he problems should help students remember their locker numbers and they should be simple and easy enough to solve in a hurry0 Karen +yle, Daven ort Elementary School, Daven ort, "ashington +u er */e e +ong 'ired of the traditional + hat # :id on @y &ummer 7acation+ writing assignment! 'here is an Ally Mc.eal episode in which Ally"s psychiatrist tells her to find a +theme song+ that will help her identify herself and her feelings. 'hat episode 1a clip of which might be shown to students5 inspired this idea: ,hallenge students to choose one song that reflects their summer experience. 'he song must represent several thoughts or feelings they had over the entire summer. #t should not simply be a reflection of yesterday or of last week. &tudents should choose a song that fits their personality( for example$ the song might be an upbeat one or one that is more reflective or soothing. 'he only stipulation is that the song must not have any +explicit lyrics+ %% lyrics that might be offensive to the teacher or a classmate. &tudents should submit a copy of the lyrics of the song typed on one side of a sheet of paper$ including the name of the song 1in quotes5 and the artist. Cn a second sheet of paper$ students will type a draft of their written explanations of why the song fits their summer experiences. &tudents will probably want to highlight a particular song line1s5 or passage1s5 with which they empathi8e. 'heir explanations should help others understand clearly why they chose the song. .ob @ogby, 'itts%ord Middle School, 'itts%ord, )e# York Ru ;a +ong 'his lyrics of this +<irst 6rade =umba+ can be changed to match the primary grade you teach.

'he song is a combination of claps and a repeated tune. ith each new verse change the names of students you call out and change the movement you ask those students to do. ?et"s do the <irst 6rade =umba0 3,lap$ clap$ clap$ clap$ clap.4 ?et"s do the <irst 6rade =umba. 3,lap$ clap$ clap$ clap$ clap.4 3,hild"s name4$ stand up0 3,hild"s name4$ stand up0 3,hild"s name4 and 3,hild"s name4$ will you stand up! 'ouch your head$ Put your finger on your nose. >ow you may all sit down. ?et"s do the <irst 6rade =umba0 3,lap$ clap$ clap$ clap$ clap.4 ?et"s do the <irst 6rade =umba0 3,lap$ clap$ clap$ clap$ clap.4 3,hild"s name4$ stand up0 3,hild"s name4$ stand up0 3,hild"s name4 and 3,hild"s name4$ will you stand up! 'ouch your hips and smack your lips. >ow you may all sit down0 ,ontinue with the song. Be sure to include all students" names in it. Kim Coo er, 'utnam County Elementary School, Eatonton, &eorgia *i e Capsu"e Cn the first day of school$ create a time capsule that will be opened on the last day of school. Provide each student with a toilet paper tube. 6ive students time to decorate their tubes with their names and drawings. 'hen provide to students a question sheet that includes questions such as "hat is your %avorite television rogram2 and "hat is your %avorite s ort2 #n addition$ take a photo of each child$ record their height$ and have students trace one of their hands. Put all of those things inside the tube and put the students" tubes inside a time capsule. At the end of the year$ provide a question sheet identical to the one you provided on the first day of school. .ave students complete the sheet before opening the time capsules they created on the first day of school. Cnce they"ve opened their capsules$ they can compare their answers and do the math to figure out how much growth has occurred. #f the students are young$ the teacher will do the measuring( that provides an opportunity for the teacher to have some one%on%one time with each child. Mary 5r#in, "arrendale Academy, Detroit, Michigan