When we do it (title/author), I’ll hold the first card to start—that way I start and finish.
Parts of a computer? Dewey numbers?
Genres Anything can do with charades
Charades version: In rows, 1st student chooses vocab term and shows text to 2nd, 2nd whispers term to 3rd, 3rd does charades for term to 4th, 4th whispers term to 5th, 5th does charades to 6th, 6th writes the term on board with correct spelling. Compare to original. Do in relay format. Give each row a different card to start.
Pictionary version: In rows, 1st student gets picture card and shows to 2nd, 2nd whispers picture topic to 3rd, 3rd whispers term to 4th, 4th draws the picture on the board and hands to 5thh, 5th labels the picture with correct spelling. Compare to original. Do in relay format. Give each row a different picture card to start.
Combo version: In rows, 1st student gets picture card and shows to 2nd, 2nd whispers picture topic to 3rd, 3rd does charades for term to 4th, 4th whispers term to 5th, 5th draws the picture on the board 6th, 6th labels the picture with correct spelling. Compare to original. Do in relay format. Give each row a different picture to start.
Note: You can just number the questions for students and then write the super secret chart data next to it, or you can have them on different pages. It depends whether you have any helpers or are teaching solo. Do what is easiest!
Examples: pictionary, charades, 10 jumping jacks, find a dewey 200 book, look up this in a dictionary, show me a table of contents, name the picture, etc.
Our questions: Web 2.0? Reference tools: I want to do. What tool should I use?
Book characters. Book titles. Genres. Anything you could do with charades basically
Warm-up Game: Round Robin
Why use games in the library?
◦ Research supporting games in education
How do games meet AASL learning standards?
How do games help teach to different learning styles?
What are some easy games to use in the school
Where can I find out about more good games?
Description: Question and answer game that
involves the whole class.
Goal: Review material. Practice listening skills.
◦ Cards with Questions and Answers written.
◦ Master list of Q & A in order (mark where they start).
Hint: You can have students write the questions
and hand them in to you as an exit survey. Then
you type them up and use them as a review game
during your next class.
First Card Second Card
A. Eric Carle
Q. Who wrote Green
Eggs and Ham?
A. Dr. Seuss
Q. Who wrote
New York Times
“Play is as
fundamental as any
other aspect of life,
including sleep and
dreams.’’ – Stuart Brown
Play = central part of
Adapting to an ever-
1.1.1 Follow an inquiry-based process in
seeking knowledge in curricular subjects,
and make the real-world connection for
using this process in own life.
2.1.5 Collaborate with others to exchange
ideas, develop new understandings, make
decisions, and solve problems.
3.1.1 Conclude an inquiry-based research
process by sharing new understandings and
reflecting on the learning.
◦ Create and meet high expectations
◦ User-centered design
Prensky, Marc. Don’t Bother Me Mom, I’m Learning! 2006
Gee, James Paul. What Video Games Have to Teach Us
about Learning and Literacy.
Taught ESL in rural Japan (2 yr)
◦ Worked in public ES and JHS
◦ No technology in the classroom
◦ Low motivation to learn English
◦ Limited prep time
◦ LOTS OF GAMES!!
Library Student teaching
◦ Taught international games for culture club (HS)
◦ Used games to help coach Battle of the Books (MS)
Hands-on practice using 5 games requiring
minimal prep and low technology.
Your bookmark lists the names of the games
we will be playing (including our intro game)
Description: Slapping card game from Japan
Goal: learn vocabulary or memorize facts
◦ Ex/ Parts of book or computer, Title/author, book
characters, Dewey numbers, etc.
◦ Picture or vocab card sets, laminated if possible.
◦ Use large picture cards on the board/wall and fly-swatters.
Play using 2 teams in rows.
◦ If using front/back cards (ex/title & author), have them use
two sets and race to create the matching pairs.
Description: telephone plus charades, Pictionary and/or spelling
Goal: Learn vocabulary using several learning styles (auditory,
bodily-kinesthetic, visual, verbal)
◦ Picture or vocabulary terms
◦ Whiteboard space (or mini white boards) and dry-erase markers for each group
◦ Optional: role cards for reminders (Ex/ draw, whisper, act, write)
Pictionary version: In rows, 1st student gets and shows picture card, 2nd whispers, 3rd whispers, 4th draws,
5th labels the picture with correct spelling.
Charades version: 1st student chooses and shows a vocab term. 2nd whispers. 3rd charades. 4th whispers.
5th charades, 6th writes
◦ Make sure students’ backs are turned or else they will see the charade and guess the term early.
◦ If needed, put role cards (folding so they stand up) on desks so they remember what to do.
◦ After each round, students switch desks and try a new role. Game ends when everyone is back in
their original seats.
Description: Review game from New Zealand
Goal: Review material
◦ Ex/ Info literacy questions, plot questions, internet safety, etc.
◦ Questions to ask students (numbered)
◦ Numbered game board (or just draw on board)
◦ Super Secret chart (with numbers/typhoons)
◦ Use with an Elmo or Smartboard
◦ Make a ppt version of the game board--click to reveal the award!
◦ Have the “questions” be different tasks, like Cranium.
Ex/ Q&A, point at something, search activity, Pictionary, charades, taboo, etc.
Alternatives: Jeopardy, Categories, Tic-tac-toe, Cranium
Description: Guess who? 1st round: taboo, 2nd round: charades, 3rd
round: one word
Goal: Reinforce understanding of terms/concepts by learning
◦ Ex/use any topic that works with charades
◦ Slips of paper
◦ Writing utensils
Variations: Skip a round, substitute a different activity
(ex/Pictionary) for a round
Alternatives: Taboo, charades, Guess Who
Link to Powerpoint presentation
Research and support for using games
Descriptions of games used
Links to online gaming resources
Please add your own links and games!