Jigsaw Activity

by Brooke Fox
(Livonia, MI)


I just came across your website. I have been taking a teaching certificate course, and we have been learning about jigsaw activities. Although I have been a tutor for several years, with an extensive writing background, this is an entirely new concept; each day, I am surprised to learn more about the types of activities that are overlooked. I have been writing down some of my ideas, in response to class discussions, personal interests in the field, etc.- I am constantly sparked by creative whimsies.

As a result of my efforts- and random spurts of writing- I wanted to share with you this piece- it is just a short description of a jigsaw project that I think could work well for any class. Please feel free to use it on your site, share it with others, or simply to read it- I think you have a lovely site, and welcome you to use any of my thoughts.

Thank you very much!
Brooke Fox ~

Lesson Plan Background:
Level: Intermediate
Age: 18 to 25
Class Size: 6 students
Content Objectives: Adjectives describing moods: happy, grumpy, excited, nervous, angry, relaxed, etc.
Language Objectives: Speaking – fluency

Jigsaw activity:
So that the students can practice using adjectives that describe moods, I will need a technical way to test their vocabulary. Therefore, I will assign to each group an expert, who will be well informed of the vocabulary terms. The object of the class will be to test their knowledge of the terms in a productive way.

I will test their ability to use the terms by having each group complete part of a story-piece. The reading passage will focus on emotions, and incorporate proper terminology. The set of terms will vary per expert, so they will each bring unique set of terms with them (suited to each passage). The student groups will do a fill-in-the-blank project, which will test their understanding of each term-set (please note that although students in each group will have one or two definitions already, their expert will be expected to know the rest). After they receive assistance from their assigned expert, they will complete the passage.

After the class completes the project, we will put the story together as a class. I will place each section on the board for the class to see. Those who have successfully done completed the gaps will portray their knowledge, because this passage will make sense to the rest of the class.

*This is a good project that tests term understanding. Students are best able to learn vocabulary with authentic piece of work, in which they would need to read or write the terms- therefore, this would be a way to test whether or not they can use the terms accurately.

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