Sarrah Morose
LEI 4724
Activity File 9
Activity Title: Add A Word
Citation: Jackson, T. (1995). More activities that teach. Cedar City, UT: Red Rock Pub.
Alzheimer's Disease Fact Sheet. (n.d.). Retrieved March 25, 2016, from
[Link]
Equipment: One piece of paper, a pen or pencil, a watch
Activity description: The Add a Word activity is an activity in which participants in each team
create the longest sentence that they can. By participating, individuals learn to work together and
gain more knowledge about diversity. To perform this activity, participants will be grouped into
teams of 4. Each team will have a piece of paper and a pen or pencil. CTRS will provide the first
few words to the sentence. Then, each person in the group will add one word at a time to the
sentence. The sentence must make sense and it must come to a logical ending. The paper and
pencil will be passed from person to person as they add their word. They may not talk at all
during this part of the activity. The group will have sixty seconds to complete their sentence.
CTRS will call out time so that participants know how much time they have. When time is up,
each group will count the number of words that they used including the words provided by
CTRS. Each group will tell how many words they used. CTRS will have volunteers to read out
loud their sentences. The process can be repeated three or four times during duration of activity.
After the first two rounds, the CTRS will change the rules and allow participants to discuss
among themselves which word to add to make up the sentences. However participants will still
have 60 seconds to complete a sentence and the paper and pencil must still be passed from one
person to another. When time is up, participants will count the number of words they used
together to make up sentences and they will read out loud each sentence. There should be an
increase in the amount of words used in comparison of the first two rounds when no one was
allowed to talk with each other, with the last two rounds when participants in groups were
allowed to discuss together the words to use to make up sentences. At the end of activity CTRS
will collect pencils or pens with papers. Lastly CTRS will do a debriefing with participants and
have participants talk about how they felt when they had to choose a word without speaking with
other group members verses how easy it was to come up with words when they were allowed to
discuss with other group members. (Jackson, 1995)
Leadership considerations: During this activity, CTRS will read instructions to participants and
may repeat to make sure everyone understands. CTRS will make sure to watch out for anyone
who may behave inappropriately and prevent participants from poking each other with the pencils
or pens. CTRS may demonstrate how to perform the activity so that participants can understand.
Participants will ask questions from anyone who needs more explanation or demonstration. CTRS
may offer assistance to those who are not able to write or speak. (Jackson, 1995)
Adaptations for participants with Alzheimers: People with Alzheimers have an irreversible,
progressive brain disorder that slowly destroys memory and thinking skills and prevent the ability
to carry out simple tasks as disease progresses. (National institute on aging, 2016). People with
Alzheimers may not fully understand the activity because they may forget the steps of the game.
CTRS will be patient in repeating the steps during each part of the activity. CTRS may ask each
participant in the group just a simple question after placing the paper and pencil in front of
participant, to add a word to the sentence. CTRS may ask participant give me a word and add it
for participants to simplify the steps of activity. People with Alzheimers may lack in effective
cognitive functioning and may not pay attention to make sure that the sentences make sense.
CTRS will assist participants in this area and help participants pick the best words that complete
the sentences and bring logic to the sentences. This activity may help participants recall any event
that may have happen during their youth years by forming sentences. It may prevent the disease
from progressing faster. (Jackson, 1995)
Adaptations for participants with learning disability: People with a learning disability have a
condition that causes difficulties in acquiring knowledge and skills to the level expected of
individuals of the same age. When doing this activity, CTRS will make sure to repeat self slowly
so that participants can understand the activity. Participants may need help to form appropriate
words that make sense to complete sentence. CTRS will help participant to choose the words that
make sense the most without changing participants choice of words. By doing this activity,
individuals with a learning disability may learn new words, new skills in decision-making
strategies, social skills in learning to communicate with others and figure out the best word to add
to complete sentence. Participants will benefit from interacting with others, using fine motor
skills to hold on to pen or pencil to write words and finally become better at teamwork and
increase vocabulary. (Jackon, 1995)
