In a previous post, The Math Behind the Fun and Games, I shared “lessons for masterminds who love Wordle.” Our students love puzzles, games, and brainteasers. So, as long as we’re sharing these with students, we might as well squeeze out as much learning and thinking as possible!
Here’s a game you have probably played. People of all ages enjoy it. Share it first, deconstruct it, analyze it, and then, if your students get hooked, you could even make it an ongoing interactive bulletin board in your room.
Crazy Daisy
This word game goes by many names (e.g. Tillie Willie, Silly Sally), but I’m calling it “Crazy Daisy.” Like the New York Times Connections game, it involves making word associations and connections, using analytical and creative thinking.
I’ve created two free game sets, one for younger students and one for 3rd grade and up. In the remainder of this article, I’ve offered some ideas for introducing and sharing the game in a way that will stretch thinking and make the most out of this word game.
VIEW SLIDES (Primary Word Game) / MAKE A COPY (Primary Word Game)
VIEW SLIDES (Upper Grades Version) / MAKE A COPY (Upper Grades Version)
REQUEST ANSWER KEY (link shared with subscribers)
Lessons for Littles (K-2)
I remember a page of clues like these in a logical thinking workbook I used with my second-grade GT students. We worked through an example together, and then they enjoyed figuring out the rest themselves. Now I’m realizing that the game presents a great opportunity to support metacognition through questioning and to model thinking made visible.
Here’s how I’d present the first slide to younger students:
- Reveal the first line: “Crazy Daisy loves cookies, but doesn’t like cake.”
- Ask students, “What is it about cookies that she might like?” “What is it about cake that she doesn’t like?”
- Record students’ ideas, allowing plenty of time to discuss many possibilities.
- Tell them that the next line might help them see if one of the ideas listed is correct. Then reveal the next line “She loves popsicles, but not pudding.” Tell students you are going to make a chart (see the example shown below) and share aloud what you’re thinking as you make the chart. “Hmmm.. let’s see. She likes cookies and popsicles, but not cake or pudding. Let’s see what else she likes…”
- Reveal the next two clues one at a time, and add the words to the chart. Elicit students’ thoughts on what the “likes” have in common and how they differ from the “dislikes.”
Once the answer is revealed and students understand the game, here are some extensions:
- Have students write another line to add to the first clue set. For example, “Crazy Daisy likes lollipops but not mashed potatoes,” and “She likes pizza but not stew.” You might even post the original clue set on a bulletin board and have students add their clues throughout the day.
- Ask students to help you write a similar Crazy Daisy clue set. At first, you may want to stick with another food-related set of clues. Together, make a list of how foods can be alike and different (see sample list below). Have students choose two categories and work as a group to create an original set of clues.
Use your own judgment in deciding how quickly to proceed to other types of clue sets. With kinder and first-grade students, for example, you will want to stick with more concrete attributes. By second grade, students will be able to think about the words themselves (ex. Crazy Daisy likes words that have double letters).
Extending Thinking and Learning (3rd and Up)
With older students, you might introduce the game by simply revealing the entire first set of clues and doing a “One-Two.” Have students think for a solid minute without any talking Then have them discuss in pairs how they think this word game works. Help them articulate a simple explanation such as “The things Crazy Daisy likes have something in common that the things she dislikes don’t share.” This kind of articulation of thinking can be a challenge. Don’t offer one too quickly. Let them struggle to put it into words.
Share additional slides that will reveal all kinds of thinking and connections. If students are having trouble coming up with an answer, you might spontaneously make up another clue that would fit that set. You could make a chart similar to the one above, adding the word clues you come up with. Then, rather than revealing the answer, have students who think they know the answer make up another line, too. You can confirm if it fits the set of clues or not and, if it does, add the words to the chart. This could become an interactive display by posting a set of clues on a wall in your classroom. When students think they know the answer, they write an additional line for the clue set and post it near the clues. Clues that “work” with the set (after being checked by the teacher) remain on display. Sticky notes like these would work well for this.
Once students have been introduced to the game, it can be used as a morning warm-up or intentionally adapted to correlate with your studies across disciplines. You can also have students incorporate vocabulary words they are learning. Scroll through the slides below to see examples:
An obvious extension: have students create their own. Kid-created sets can be added to your interactive display. Before sharing these tips, go through the prepared slides and have students explain the common thread in each one. Is it an attribute? Is it where they’re found? Is it related to the words or numbers themselves?
- Brainstorm words or things with unique common threads using the phrases: things that have _____(a certain attribute), things that ____, (action), things that are found in ________,(location), etc. If you’ve introduced your students to forced analogies, they have experience with making unique connections,
- Explain that if their clue set seems obvious, that’s okay because you can share it with your younger students. This is one of the easiest ways to give kids an audience for their original work.
- Your word lovers will enjoy thinking of novel ways to differentiate words in a set. Here’s an example of a very “outside-the-box” clue set. Scroll to see the answer. Remember, too, that it may be possible for students to discover more than one sensible answer.
There are many previous posts related to this one. Share your ideas, too, by leaving a comment below or joining conversations in our Facebook group!
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