Teacher: Ms.

Tracy Sedano

Subject: Vocabulary Lesson

(Heads-up)

Summary of activity:
Students will play a game called Heads Up! to practice academic vocabulary.
Students will identify words based off of other players clues and student will
use knowledge of word to provide clues to other player. This is an interactive
strategy to familiarize your student with vocabulary terminology more then
just the term and definition.
Standard:
o

CCSS.ELA-LITERACY.L.9-10.4

Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grades 9-10 reading and content, choosing flexibly from a range of
strategies.
CCSS.ELA-LITERACY.L.9-10.4.A

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's
position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.9-10.3

Apply knowledge of language to understand how language functions in different

contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
Objective:
Students will be able to practice defining, describing, and identifying vocabulary
terms with the game Heads Up! .

Materials:
Cards created with vocabulary terms written on one side. (This can be made
with index cards or construction paper). Recommendation of 15-30 or more
vocabulary terms
created.

VOCABULARY WORD

Suggestion of creating multiple decks of vocabulary terms across different

subjects. Example a deck for: new reading terminology, science terminology,

and mathematics terminology.
Score sheet can be created for each game. Create columns with one being the
round and an additional column for each player to mark amount of words
player got correct. Example below:

Rounds:
1
Timer

Player 1:
3 words correct

Player 2:
4 words correct

Instructional Input (Teaching the skill):

Heads Up! is a fun interactive strategy to encourage your student to practice
vocabulary. It is very similar to charades expect you may use words along with
actions. Students can use context clues and activation of prior knowledge in order
to determine vocabulary term. Students must be somewhat familiar with
terminology in order to guess correct term. Recommendation of pre-teaching
terminology prior to playing activity is suggested for more rigorous words or
academic vocabulary (as with science).
This activity does involve two or more players, so it is a great game to get
involved and play with your student.
Here's the instructions of how to play:

A deck of premade vocabulary cards is laying face down.

Each round last 60 seconds. Timer must be started once player holds up
his/her first card.

One player pulls a card from the premade deck and holds the card up to
his/her forehead.

A vocabulary word is on the card and the player holding the card must guess
the word on his/her forehead

The other players give clues to help the player guess the word (without using
the word).

Once the word is guessed correctly, the player puts the card down in the
discard deck and grabs a new card to hold up to his/her head.

A player can "pass" on a word and place card in discard deck and grab a new
one.

Play continues for 60 seconds grabbing new cards as needed.

At the end of the round the player will count the amount words solved
correctly and mark on score sheet.

The next round is switched to another player and the game continues until
everyone has a turn.

The player with the most amounts of solved words is the winner.
Keep track of each rounds score with created score sheet.
After the game review with student words that were either not guessed correctly
or passed. Explain to student what the vocabulary means and how it can be used.

Guided Practice (Practicing the skill together):

Practice the game together. If the student is the player guessing the word model
to your student how you can use contextual clues, different words to explain the
meaning of a term, how you interpret the words meaning, or using it in a sentence
without saying the word, for them to come to a solution. If student is giving clue

let them think out what the word means. Suggest to the student to try to use the
word in a sentence or encouraging them to explain how they interpret the words
meaning.

Independent practice (Student does by themselves):

Student will have independent practice when they are they player guessing the
vocabulary term. Student is also independently practicing when giving clues to
other player about vocabulary term.

Assessment (5 min)
Assessment is how many words students are able to solve correctly in 60 seconds.
Keep track on game score sheet with the amount of words student guessed
correct for each round. You may have students count up total correct words
guessed for the whole game and graph the amount. Students can repeat graphing
the amount of correct words solved for each time they play the game. Over time
students should see progression with answering words correctly and reflect with
their understanding of words.
Additional assessments could be with a vocabulary quiz. Give student 5 of the
words in the game and have them answer what the definition is for the word.
Assess this to determine students mastery of term.

List of additional ways this plan can be used

This activity can be repeated until students gain mastery of vocabulary terms in a
deck. Student should progressively get better over time until they are able to
identify all vocabulary terms correctly.
This activity can be used as a review activity to prepare your student for an
upcoming test! This activity can also be used across subjects.
To increase difficulty and expand student vocabulary, make new cards with words
that student may not be familiar in order for students to be introduced to new
vocabulary.