ACTIVITY DESCRIPTIONS FOR

CREATIVE AND PLAYFUL WAYS TO ENGAGE LEARNERS PART 2

Sound and a Gesture-

  1. Have participants rename themselves with a number in front of their names, in order.

  2. 1 person starts by making a sound and a gesture. 

  3. The next person will copy the sound and gesture to the best of their ability. 

  4. The person after that will copy the sound and gesture the way the person RIGHT BEFORE them did (instead of copying the way the original person did).

  5. This continues for as many rounds as you, the leader, want.

Movement Leader- 

  1. Choose one person to be the guesser. Put them in the waiting room.

  2. Choose one person to be the movement leader.

  3. The movement leader starts a repetitive movement. The rest of the group follows. Whenever the movement leader changes to another repetitive movement, the rest of the group follows suit as quickly as possible.

  4. Bring the guesser back into the main session.

  5. The guesser’s goal is to figure out who the rhythm leader is. The goal for the rest of the group is to keep the guesser from figuring out who the rhythm leader is.

  6. Guesser gets 3 tries (feel free to vary this) to guess who the leader is.

  7. Repeat!

What Are You Doing?-

  1. Participant 1 starts by doing an activity. 

  2. Participant 2 asks “What are you doing?”

  3. Participant 1 replies by saying anything other than what they are actually doing.

  4. Participant 2 engages in the activity named by Participant 1.

  5. Participant 1 now asks “What are you doing?” and the cycle continues. 

  6. A challenging variation to this game is to give a letter that the activity must start with. For example, if the letter is F,  the person who replies to the question “what are you doing” must respond with an activity that starts with the letter F, like “Feasting” or “Frolicking”. You can also do this with 2 letters (A B or H J, etc) or 3 letters (JGF or KLD) to make it more challenging. For instance, if the letters are TD responses might be “tickling dinosaurs” or “telling Dad”. 

      

      Notes: (adjustments for ages 12+)

  • When responding to the question “What are you doing?” instead of saying something like “I’m mowing the lawn”, challenge them to get right to the verb: “Mowing the lawn”.

  • If played in a larger group, have participants rename themselves with a number to create an order to play in. The play moves forward, in sequence, rather than between two people.

Acronym-

  1. Start by having participants rename themselves with a number in front of their name to establish an order to play in.

  2. Come up with a 4-6 letter word which will serve as the acronym.

  3. Have participants go in order creating a phrase for this acronym.

  4. For example, if the acronym is LOVE, one person might come up with: Llamas Only Venture Expertly.

  5. The goal is to be spontaneous, not necessarily to make a grammatically correct sentence, or even to make sense!

       For example:

         GRATE: Give Radical Astronauts Terrible Emphysema

         CARBON: Creatively Asking Radon Belies Obvious Notes

    

Note: You can make this progressively more challenging by first using a 3-letter word, followed by a round using a 4-letter word, then a 5-letter word and so on.  


Fortunately/ Unfortunately-

  1. Have the participants rename themselves with a number in front of their name, in order.

  2. The first person will start the story with an establishing statement. 

  3. Each participant, in order, will add to the story with their own line. The beginning of each line will alternate between “Fortunately…” and “Unfortunately…”

        For example:

           Participant 1: There once was a big green dog named Gilda.

           Participant 2: Fortunately, Gilda loved the grassy meadow that she lived on.

           Participant 3: Unfortunately, the grassy meadow got really dry after a season of no rain.

           Participant 4: Fortunately, her friend Madeleine invited her to live at her place on Gumdrop Hill.

           Participant 5: Unfortunately Madeline had a cat and Gilda was allergic.

           And so on....


Bop-a-Mole-

  1. (Optional) Put on some music.

  2. Pick one person to be the dance master.

  3. Everyone starts doing a repetitive dance movement.

  4. The dance master’s objective is to bop as many moles as possible. Everyone who is not the dance master is a mole. The dance master bops moles by locating a mole on the screen and copying their movement.

  5. Once the mole sees that the dance master is doing their movement, the mole leaves the camera frame, counts to 5 and comes back in with a new movement.

  6. The dance master will be constantly moving and finding new moles to bop, so it’s fun to switch up who is playing this role from time to time.

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