Rather than rely on a dry review of the rules or even my own hypotheticals, however, I use half of Review Day to play hot potato. The game works best if the professor keeps the facts to a minimum. The goal for the student holding the hot potato is to come up with something that a party in the lawsuit can do and to pass the hot potato on to another student. The student cannot get rid of the hot potato until he or she has legitimately expanded the lawsuit. Other students can volunteer to take the hot potato, if they want, but the decision as to who gets it next is entirely the prior student's.
Students can work in groups.
Prizes don't have to be elaborate. During the game, the professor keeps track of how the lawsuit has expanded and what Rules the students have used. An initial list of Rules written on the blackboard, with the professor crossing off Rules as students use them, works well. Academically, the game inspires close reading of the Rules and forces students to identify fact patterns that will allow them to apply specific Rules, an exercise that seems to help them apply the law to facts throughout the rest of the course. In the auto accident scenario, for example, my students can dream up numerous persons to join as parties but struggle to create an indispensable party under FRCP 19.