Connect Words


Before the lesson, have a piece of A4 paper for each pupil and a piece of A2 paper for each group of four.

  1. Practise the calming exercise. Ask the children what they noticed going on in their mind, for example, did they drift off into daydreams for long periods or were they able to stay quite focused?
  1. Remember the story ‘Albert Einstein’, and enquire as to what has been observed about wonder and wanting to Did anyone notice particular things that they are curious about or want know about?
  1. Tell the children that today they are going to play a game of connecting words and ideas.
  1. Move to the instructions for the
  1. Complete the report-back, getting groups to discuss the game, how they found it, any difficulties. Did they feel they got better at linking ideas as the game progressed?
  1. Discuss the ‘Thought for the Week’.

Connect words – activity

This game can be played individually to begin with, then as a group game. It is about crea- tive thinking, and making connections. The players must have reasons for connecting one word with another, and if the connection is too tenuous, the other players may challenge.

  1. Individual Each pupil has an A4 piece of paper and a pen or pencil. Someone in the class volunteers a starting word, for example ‘television’. Everyone writes the word at the bottom of the page and draws a circle or balloon around it.
  1. On their own, each child thinks of another word that for him/her is in some way concep- tually connected to the first. For pupil A this could be ‘cartoons’, because s/he likes to watch S/he draws a short line from ‘television’ then writes ‘cartoons’. Pupil B thinks of a television programme because s/he likes to watch that programme. S/he writes the word on her paper and similarly connects them with a short line.
  1. The game continues, with children making as many connections as possible, but always being aware of why they are linked. They should try to be creative in their links, and not always state the
  1. The lines of connection may branch if a dual or multiple concept is thought of – ‘broth- ers and sisters’. This may lead to two branches ‘brother’ and ‘sister’ or may result in the names of each brother and sister being named, with new lines being started by each name.
  1. Group Game. Children should be put into groups of four and have an A2 sheet of Each person puts forward a starting word and the group decide on which one they would like to start the game.
  1. The word is written in the middle of the sheet this time, and each player says their first connecting word, and gives their1

This process has started four lines of development. From now on, when it is a player’s turn, the person may add a word to any one of the lines of development, not just their own. On connecting the word, the pupil must say what the connection is. As in the first game, the other players may challenge if they think the reason is too weak, and the group takes a vote as to whether or not to allow the word.

  1. Once players become a little practised, they may think of a word that fits more than one line at the same These can count for points, with two simultaneous connections being two points, three connections being three points, and so on. When making multiple connections, pupils should draw each connection with a line. The player who makes the most points during the game is the winner.

For example:

balloon                                                                  rubber

ball                                                                              rubber
(This would get two points)