Emotional  Emotional   ““TTaabooboo””    ™™    Lesson Plan by Deborah R. Monroe © 2006-2013

A. Objectives

Demonstrate emotional and verbal communication Review emotional literacy

B. Materials Needed

Set of Taboo cards, (it is recommended the cards be laminated for future use) Only need ™ once in text.

Timer Paper and pen for scorekeeper A prize for the winning team, if desired

C. Procedure

1. Divide the participants into teams. It is preferable to have 2–4 teams of 4–8 people per team.

2. Pick a speaker for each team and a gatekeeper from each team. The gatekeeper will sit next to the speaker of an opposing team.

3. Give the same set of Taboo cards to each team’s speaker. 4. Position the speaker so that the team members cannot see the words on

the Taboo cards. The gatekeeper should sit next to the speaker to see the words on the cards.

5. The object of the game is for the speaker to get the teammates to guess the word at the top of the card. The speaker does this by describing the word without using the Taboo words—the four words below the line. The speaker cannot use visuals, drawings, or hand-signs. No form or part of any word printed on the card may be given as a clue. For example, if the word is PAYMENT, “pay” cannot be given as a clue. The clue-giver may not use hints such as, “Sounds like” or “Rhymes with.”

6. The gatekeeper’s responsibility is to make sure that the speaker does not say the Taboo words and to keep accurate score of the opposing team’s points.

7. If the team guesses a word or gets stuck and wants to pass, the speaker goes on to the next word. The gatekeeper should make three stacks of cards: 1) words that are guessed correctly, 2) words that are dead because the speaker used a Taboo word, 3) words that the team passes and can come back to.

8. A team gets a point for every card that they guess correctly.

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D. Debrief Ask participants about the challenges, what was most difficult about

identifying the emotions What was the easiest part What was the significant learning for them

E. Self-Assessment (completed after the lesson is presented)

What are the strengths and weaknesses of the activity? What was the retention level experienced by students with diverse

learning styles? What might you do or not do the next time you present the activity? What results did you want vs. what results were achieved?

F. Resources / References This game is a version of Milton Bradley’s Taboo™ NOTE: The following pages DO NOT have to be cut into cards. The sheets can be handed out as is to both the speaker and gate keeper on each team.

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Abandoned

Deserted Neglected Ignored

Kept

Sorrow

Cry Tears Pain Sad

Disappointed

Upset Frustrated

Disenchanted satisfied

Angry Furious Irate

Heated Calm

Frustrated

Perturbed Hindered

Aggravated Composed

Curious Inquisitive Snooping Interested Apathetic

Shame Disgrace

Embarrassed Humiliated Arrogant

Pride Dignity

Self-esteem Arrogance humble

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Exasperated

Infuriated Maddened Incensed composed

Supported

Sustained Provided for

Preserve neglected

Agitated

Nervous Restless

Disconcerted peaceful

Dejected

Dismal Glum

Gloomy Merry

Hopeful Expectant Encourage Optimistic Pessimistic

Calm Tranquil

Composed Serene Restless

Wistful

Pensive Reflective

Contemplative Satisfied

Warmhearted

Loving Sympathetic

Compassionate Callous

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Blissful Wonderful Delightful

Pleasurable Offensive

Disgust Repugnant Abhorrent Loathsome Drawn to

Frisky Playful

Energetic Lighthearted

Tired

Impetuous

Rash Hasty

Reckless Well thought out

Joy Smile Teeth Laugh happy

Boiling

Rage Fuming Irate

composed

Grateful

Thankful Appreciative

In debt Ingrate

Enrapture

Captivate Memorize Fascinate

Bored

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Content

Satisfied Fulfilled Pleased

Melancholy

Enchanted

Enthralled Captivated Delighted Forlorn

Acknowledged

Approved Recognized Accepted Ignored

Perturbed

Troubled Nervous Worried Trusting

Cordial Pleasant Affable Jovial Cold

Horrified

Aghast Revolted Appalled delighted