Additional resources: Printable Speed Dating notes sheet (free from Librarian Vickie at TPT) Other ways to speed date with books: "Book Speed Dating"--The Mighty Little Librarian-- This one is very similar to mine, except in this one, the students stay put and move the boxes of books. This one gives alternatives to calling it "Speed Dating" and provides links to book speed dating-related printables.
"Building Our To-Read Lists: Book Speed Dating" by Sharp Read-- Same concept with younger students.
Presumably, the other attendees share similar goals and expectations when they decide to participate in speed dating activities.
This speed meeting icebreaker provides a similar experience for participants at a training meeting or a team building session.
So here is what I did: : Decide how you want the tables set up. I put 10-15 books on each table to represent that genre. I also set up a Power Point with the directions for the minutes. As they came in, they noticed the signs and books, and I could already tell they were picking their genres, even though I hadn't said a word about what we were doing. The romance section was particularly popular, even with the boys, so I added some "non-pink" romances to that table for the boys.
I just told them to sit anywhere and that we would be moving soon enough. I am excited to add a fun twist for when I do this lesson again.
(Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-11.) [W.11-12.5]1. Ask students to indicate on the card, which part of the essay they found to be most challenging. Have students sit facing a partner and tell the students that they will be going on a "Speed Date" with their paper. Explain to the students that they will spend a few minutes talking to someone about their paper and their writing process. Present the first question and allow the teams to talk for approximately three to five minutes.
They then have two minutes to learn about their team building partner.
I've wanted to try it out for awhile now, and I finally went for it last week.
I wanted to use a smaller "test" group before trying this with a class of 35 eighth graders, so I tried it with our resource reading classes first.
Continue this process until all four of the questions have been discussed. At the end of the "Final Evaluator" stage, pass out a copy of the Peer Evaluators Feedback form.
Allow time for the final evaluator to read the rough draft and complete the evaluation.