A teacher friend of ours has created a Twister game with the Stevenson Layer Cake. You can easily imagine your own version, but here is how she did it:
Our friend had an old art projector, and she used a cake illustration from one of the many found in her Stevenson books. She projected onto a cheap shower curtain, and used sharpies to create the outline. If you do not have an art projector, it would not be too hard to make the cake freehand. It is a fairly simple drawing. You could also ask for the art teacher’s help, or that teacher could even turn this activity into an art class project. The dry erase markers our friend used to write the words weren’t erasing very easily so she put a clear plastic liner from a dollar store over it. Our friend had a spinner, but it didn’t work well so she ended up using index cards with a direction drawn on each one – Examples: Right foot, crunchy filling; left hand, layer of cake etc., with a little sketch of the cake part on the card. (See the attached pdf file for an example.)
Read more about Layer Cake Twister »
The cards worked fine. She shuffles them and draws one out at a time, or lets a student draw the cards . She lets the students select layer cake words themselves from the reading book or workbook pages, and then they decide together which one to write on the cake using a dry erase marker. They change the word before each game. The teacher has the students say the sound (except e
frosting) as they land a foot or hand on a cake part. She also puts a sticker on the students’ right foot and hand since they often struggle with knowing right from left. The last pupil standing has to say the whole word to win. This game is now very popular with her students, and they ask to do it all the time. You can easily imagine using the same strategy with sandwich words as well. You can play this version of Twister when the students first encounter the sandwich and cake words and then return to it when you cover the thick pieces of bread and thick layers of cake. Of course, this activity would not necesssarily work well with some groups of extremely hyperactive students with behavior issues, or with students who have certain physical handicaps. However, it is a great example of how instruction in the Stevenson Program can be both fun and effective!