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Pictionary ‐ a game using words

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					Pictionary – a game using words from The Wabanakis of Maine & the Maritimes.
MLR: GEOGRAPHY B-3 This is a new take on the commercial game of Pictionary. The principle is this: In competing teams, students have a limited time to draw an image ("pictograph") representing the word or phrase on the card chosen. All words and phrases are from The Wabanakis of Maine & the Maritimes and Wabanaki stories and current events - these are animals, plants, tools, technologies and activities integral to Wabanaki life. The language is English – at a future time, the game can be played with sound files of Native words! Purpose: The purpose of this activity is decidedly not to create or reinforce stereotypes. Clarify to students that the Wabanakis did not and do not communicate with pictographs; they have unique and intricate languages. Today, they speak English (sometimes French). Maine nations are working hard to revive the speaking of the Passamaquoddy, Penobscot, Maliseet and Micmac languages. See The Wabanakis of Maine & the Maritimes, D-69. Why play the game? I use it for many purposes: 1. To solidify groups ("Project Groups") and build community in preparation for a month of group activities, including the Powerful Words WebQuest. One outcome of the activity is student appreciation of the quiet strengths of their classmates - and realization that a good group must balance in its strengths and skills. This is one part of the Wabanaki world view as well. 2. To reinforce a Library lesson in Petroglyphs and Pictographs (Maine and other cultures). 3. To focus students on objects, images and living things that are central to Wabanaki culture and to create curiosity about the Wabanakis. This curiosity deepens learning. 4. This is a visualization exercise that helps students to read stories and research materials later in the unit. It is difficult, for example, to appreciate cedar trees and squash if the student can not generate a mental image. 5. To build some self-confidence in students who are visual learners. 6. For some much needed fun. 7. When played with Wabanaki words, the activity serves to introduce students to the variety, nature and sound of the Native languages Word clues – This can be played in both English and the Wabanaki languages.  Download and print my Word document for English or make your own.http://www.leasttern.com/Wabanaki/Lessons/Pictionary/pictionary.html  Find at the above site links to web-based word lists in Abanaki, PassamaquoddyMaliseet, Penobscot and Mi'kmaq How to Play: 1. Create multiple, identical sets of word clue cards, but shuffle the cards in each set. 2. Divide students into groups of 2-4. 3. Each group should have a pen or pencil and a stack of recycled scrap paper (in small squares) 4. Students must take initial jobs: 1 Drawer, 2 or more Guessers.

5. Drawer selects the top word clue. If he/she does not know it, the card should be put on the bottom of the pile. On GO, the Drawer draws an image to communicate the word(s), keeping the word clue secret. When the word is correctly guessed, the word clue is put aside. The drawer selects the next word card and begins to draw. 6. This continues for 2 minutes. 7. On STOP, the current, unguessed word is put on the bottom of the pile. 8. Drawing goes to another member of the group. 9. The game is repeated until one group guesses ALL word cards or until the teacher calls an end. Rules: 1. Drawers may not use letters or numbers. They may not speak. 2. All group members must have the opportunity to draw. 3. During final rounds, "best fit" jobs should be assigned by the group (the best drawer should draw). 4. The winner is the team with the highest number of guessed words. Other versions: This game can be played out on a "game board" (a successful drawing advances a set number of square) or it can be an all-class activity, in which tallied points are given for successful drawing and guessing. The game can be played by allowing 1 minute for a drawing – points are either earned or the card goes to the bottom of the pile and a new Drawer gets the next turn. Follow-through:  In groups, reflect on group dynamics - Who did what well? What made the group successful (or prevented success)?  Individually, reflect on Wabanaki images - How well do I understand, visualize, relate to the words and ideas in the game? What do I need to learn more about?  If time allows, learn about the words that could not be drawn - in many cases, this can be done by sharing knowledge between groups.  Repeat the game at the end of the unit. Alternative: A good alternative to Pictionary is a Word Scatter. This self-explanatory exercise takes less time to complete and is equally successful as an introductory lesson. Students, preferably in groups, use colored pencils to connect related words (noting the connection). The exercise can be followed with the same discussion questions as Pictionary. This should also be repeated at the end of a Wabanaki unit. Download a printable Word Scatter: http://www.leasttern.com/Wabanaki/Lessons/WordScatters/WabanakiWordScatter.doc
Elizabeth Sky-McIlvain Freeport Middle School betsy_sky-mcilvain@coconetme.org


				
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