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I know, but my students loved it. Well, the game, not so much the name. Surprising, since they all lost! But they see the potential for winning, so they're psyched about playing it again.
The game is simple. Find a box, tissue-box size or somewhat larger, in which you can hide an object. Ask students to number a page one through eight, and then prompt them to ask questions about the hidden object that can be answered yes or no. Each time you provide a yes/no answer, students write a new guess, or rewrite the one they've previously recorded if they feel it's correct.
Simple, right? Perhaps you've probably played something like this before. But to increase the "mystery" of it, I created a rhyming script that I read for each of my three classes, and I never deviated from the script. One student mentioned that it made Mystery Box "really scary," and another students mentioned that it built the suspense.
Cool. But the script was truthfully designed to achieve the first objective of the game: to build better listening skills. By sticking to the script, the game proceeded without interruption, and students were incredibly attentive throughout.
When students failed to name the object in each of the classes, I revealed the objects to them: a spork for Period 1, a candle for Period 5, a clothespin for Period 7. Each time when I asked, "Was it possible for you to actually guess this with just eight questions?" students reluctantly admitted yes.
"Possible, but not probable..." mused one student.
"Not with the dumb questions we asked," responded another unhappily. "We needed to ask better questions."
"We did waste a couple of guesses," added another.
And there it is, the second and more important objective of the game: to learn to ask better questions. For example, one student asked, "Is the thing in this room?" and the answer, of course, was yes. But what she meant was, "Is this thing observable to our eyes anywhere in the classroom right now?" That question would have cut down many possibilities and likely caused all students to change their guessing strategies.
So while students were disappointed, none complained that the game was unfair or impossible. Instead, many began discussing strategies for the next time the game was played. I did promise students that I would never use an object that was rare, unique, or unknown to them; they did fear, after all, that I would make the objects harder to guess as they became better guessers.
Beginning to finish, the game took ten minutes. The script was especially helpful in keeping me, the facilitator, from veering off course. In the future, when students are allowed to facilitate the game using their own objects, the script will likewise keep the class focused.Give it a go, and let me know how it works out for you.
If you're looking to get more games into your reading and writing classroom, I highly recommend Peggy Kaye's Games for Reading and Games for Writing. I've used both books extensively in one-to-one instruction, but many of the games can be played with little planning in the ELA classroom. These games are also a huge help if you're seeking activities that a substitute can implement that will be highly engaging for your students.
POST EDIT: We decided that students would bring in objects,and use the script to facilitate the game. They're excited for the prospect, and I 'll let you know how it goes!
, by Rocky Landon and David MacDonald (Annick Press). By now we all know that moccasins, canoes, and snow shoes were invented by Native Americans, but how many of us knew that these amazingly adaptive people also created syringes, diapers, and hockey? This inviting book contains lots of awesome pictures and just enough information to get students hooked. 
by Alootook Ipellie and David MacDonald (Annick Press). In a land where it rarely gets above freezing, and much of each apart of the year is spent in either 24 hour darkness or light, you need to be pretty clever in order to survive with the limited resources nature provides. In addition to being fantastic reads for an invention theme, both of these picture books fit in well with the theme of survival.
, for example, is a short yet intriguing account of the man who invented dynamite. From the inside cover:
, written by Kathleen Krull and illustrated by Greg Couch (Knopf Books for Young Readers). For many years Farnsworth's innovations and discoveries went unheralded, and yet he was truly a pioneer in his field (there's an inside joke there if you've read the book).
; I recommended that title in a 
, 
, 
, 
. Yes, we've seen all of these folks written up before, but Krull's approach is a fresh one that makes these "old, dead scientists" come to life for today's students.
tells the story of Mary's discovery through graphic novel format, complete with frames and speech bubbles. 
, written by Jeannine Atkins with pictures by Michael Dooling, presents a much more mysterious, shrouded England, offering the reader just the slightest glimpse of the actual ichthyosaur. The emphasis is more on Mary's determination to see the job through. Teachers might consider sharing all three versions with students to generate discussion about choices made by writers and illustrators alike.
, written and illustrated by Mike Venezia. (This book is from Getting to Know the World's Greatest Inventors and Scientists, just one of the excellent biography series created by Venezia). 
, one of many fascinating biographies written and illustrated by Don Brown. Unlike Jane Goodall, Mary Kingsley experienced a childhood which was by all measures bleak and uninspiring: her mother was constantly bed-ridden, her father was habitually traveling, and her brother was simply absent (sent off to school, although he was younger than Mary). Mary's only companionship were the many books in her father's library, and she devoured them (though how she even learned to read was a mystery).
