Passover Picture Game

1. Many objects, places, characters, and words are associated with the Jewish celebration of Passover. Organize students into small groups and invite them to find out about the history and traditions surrounding this festival of freedom. Provide a variety of text and electronic resources for students to use during this research.
2. Once students are satisfied that their research is complete, encourage groups to come up with as many ideas as they can for the game they are to develop. Groups generate a list of their ideas with Crayola® Erasable Colored Pencils. Student groups collaborate to select one game idea from their list. Suggestions for creating games and game pieces follow.
3. To make game pictures, draw rectangles in the middle as many sheets of paper as words selected. Draw a picture of one Passover object, person, or place in each rectangle. Color pictures with Crayola Twistables. Encourage the use of colors to fill in the space outside the rectangle. To give pictures holiday sparkles, accent them with Crayola Glitter Glue. Air-dry flat.
4. To play, tape a picture on one player’s back. This player must figure out who or what is in the picture by asking the other players yes or no questions, such as "Am I a place?" or, "Will I be found on a Passover Seder table?"

LA: Engage effectively in a range of collaborative discussions with diverse partners on grade level topics and texts, building on others' ideas and expressing their own clearly.

LA: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

MATH: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

SS: Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.

SS: Explore factors that contribute to one's personal identity such as interests, capabilities, and perceptions.

SS: Identify and describe ways family, groups, and community influence the individual's daily life and personal choices.

VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

VA: Use visual structures of art to communicate ideas.

VA: Select and use subject matter, symbols, and ideas to communicate meaning.

VA: Identify specific works of art as belonging to particular cultures, times, and places.

Possible classroom resources include: The Passover Seder by Emily Sper; All About Passover by Kinny Kreiswirth; Passover: Celebrating Now, Remembering Then by Harriet Ziefert; The Passover Lamb by Linda Elovitz Marshall

Students work in small groups to develop their game cards. While much of the game playing time involves verbal cues, members of the group will write directions for playing the game. Keep student directions with game cards.

Students collaborate to compose an original play telling the story of Passover. After adequate practice time, students should be prepared to present their play to classmates.