Vision Empower

Musical Numbers:

Play Plan

Key Learning Areas
GENERAL INFORMATION
  • Card deck: Children’s cards or standard cards (as per the child’s play level)
  • Prerequisites: Counting, number recognition, identifying suits
  • Play arena: Standard
  • Number of players: 4
GAME OVERVIEW AND BASIC RULES FOR PLAY

The objective of the game is to collect all cards of the same type (suit). One child is then asked to distribute the entire card pack equally among the four children. Then out of the 4 children in the group, 1 is assigned diamonds, another hearts, one club and the last spades. The players are provided one turn to ask for a missing card in their suite. The game ends when each child has collected all the cards (ace to 10) of the suite they had been assigned.
Play Session Plans:

SESSION 1:

  • Before the session: Take Junior cards and remove all the Jokers, King, Queen and Jack from the pack.
  • Children are grouped into 4 and will be seated as per the standard arena.
  • Introduce all 4 different suits Diamond, Club, Heart and Spade to the children.
  • Then give one particular suit to each of them from ace to 10 which are shuffled.Keep those cards on each of their respective slots given in an arena.
  • Then they have to count and identify the number on the card, through Braille or by counting the tactile dots on the cards.
  • Let them arrange all the cards in an order.
  • So, by the end of session 1, they should be able to arrange the cards based on the numbers and have to identify which particular suit they got.

SESSION 2:

  • Use the same junior cards. let one of the children distribute equally among all 4 children in the arena.
  • Then explain to the children that they have to collect all cards of the same type (or suite).
  • Assign a child for each suit such that, out of the 4 children in the group, 1 is assigned diamonds, another hearts, one club and the last spades.
  • The children are provided one turn to ask for a missing card in their suite. The child who has the card hands it over to the child who had asked, and that child now asks for a card that he/she doesn’t have.
  • The game continues till the first child makes all the numbers (1-10) in the particular suit. Who is the winner and the game continues.
  • The game ends when each child has collected all the cards (ace to 10) of the suite they had been assigned.
  • If they have a card another person is asking for, it is mandatory for them to hand it over.
  • Then after getting all the cards of the same suit, they need to arrange the cards in an ascending order.

SESSION 3:

  • In this session, use the standard cards and also introduce king, queen and jack.
  • So, in addition to these 3 cards. Follow the same instructions there in session 2 and play with the children.

SESSION 4:

  • The game can be modified such that each child collects 5 cards of a particular suite (either 1-5 or 6-10).
  • One of the participants will distribute 5 cards to each of them. Let all 4 of them select a particular suit that they have to collect.
  • Then each of them will get their turns to pick from and discard the cards from the respective slots of the board which is kept in the centre.
  • Whoever collects all 5 cards of the same suit will win the game. I.e. they can have either hearts from 1 to 5 or 3 to 8 or 6 to 10 etc.

Sounds & Patterns:

Play Plan

Key Learning Areas
GENERAL INFORMATION

Prerequisites: letter recognition.
Play arena: Standard
Number of players: 4
GAME OVERVIEW & BASIC RULES FOR PLAY

The objective of the game is to make the maximum number of words (maximum score). The game starts with the player all being drawn 7 letters (scrabbles) each. Players then take turns to form a word on the game board from their scrabbles. As words are placed on the board, points are collected (each letter with one point). The player with maximum score/points wins the game.
PLAY SESSION PLANS:

SESSION 1:

  • Before the session: place all letters in the pouch and mix them up. For the first session, remove all the blank tiles. Now you are ready for the session.
  • Place the scrabble board on the floor and ask children to sit once facing each of the four sides of the board.
  • In this session, it is advisable to use 24 letters. Ask the children to draw 6 letters from the pouch.
  • Explain the game to the children. Tell them that they are going to form different words from their scrabbles. Whoever makes maximum words (maximum score) wins the game.
  • Explain to them that the first player combines two or more of his letters to form a word and places it on the board to read across or down with one letter on the centre square.
  • The player that has the letter that is closest to “A” will begin the game.
  • Ask them to complete their turn by counting and announcing their score for that turn. Play passes to the left. The second player, and then each in turn, adds one or more letters to those already played to form new words.
  • Gently guide the children through placing their scrabble (across or down) on the scrabble board. New words may be formed by adding one or more letters to a word or letters already on the board.
  • The score for each turn is the sum of the letter values in each word(s) formed or modified on that turn. Each letter will have a value of 2.
  • If there are unplayed letters when the game ends, each player’s score is reduced by the sum of his/her unplayed letters.
  • The player with the highest final score wins the game.
  • If time permits, play 2-3 more rounds of the game.

SESSION 2:

  • Ask the children if they remember the game.
  • If there are any students who were absent from the previous session, ask the children to explain to him/her what the game is all about.
  • When you think the children are clear about the rules, start playing. This time sit back and only help where absolutely necessary. Let the children figure out on their own.
  • After 2 rounds of play, tell them that there are two blank tiles that can be used as wild tiles to take the place of any letter. When a blank is played, it will remain in the game as the letter it substituted for.
  • Also, the players can exchange tiles for new tiles or they can choose to pass. When a player chooses to exchange tiles, they can choose to exchange one or all of the tiles they currently hold. After tiles are exchanged, the turn is over and players will have to wait until their next turn to place a word on the board.
  • Make sure the children are able to form words correctly. Help those who are not being able to do so, but make sure that you are not forming their words.
  • Play some more rounds of the game, while ensuring that you are more of an observer than a teacher.

SESSION 3:

  • Play 2-3 rounds of the game as before.
  • Now, introduce a small change in the way the game is played. Players can use all the tiles from the box and in each turn they will draw 7 tiles. The game gets over when the scrabble board is completely full with letters. The player who scored highest wins the game.

Body Percussion:

Play Plan

Key Learning Areas
GENERAL INFORMATION

Prerequisites: Counting, number recognition, simple addition, familiarity with braille numbers
Play arena:
Number of players: 2, 3, 4
GAME OVERVIEW & BASIC RULES FOR PLAY

The objective of the game is to be the first to reach 100.

  1. Each player places their counter at the ‘start’ position. Take turns to roll the dice.
  2. One will start moving forward only when the dice shows the number 6. The player would roll the dice again and move the counter forward to the number of spaces shown on the dice.
  3. If the counter lands at the bottom of a ladder, the player can move up to the top of the ladder.
  4. If the counter lands on the head of a snake, the player must slide down to the bottom of the snake.
  5. The first player to get to the number 100 is the winner.
PLAY SESSION PLANS:

SESSION 1: INTRODUCTION – NUMBER IDENTIFICATION

  • Introduce the board to children. Let them explore the board. Ask them what are they able to find on the board.
  • Tell them to feel the direction in which the numbers are progressing to 100. If a child is not aware of braille numbers, then they can start identifying the numbers as they count the spaces and proceed in the game.
  • Talk about the snakes and ladders and their purpose. Ask them to find the longest and the smallest of them on the board.
  • Ask in turns if they can identify the numbers which are at the top and bottom of all the ladders and snakes.
  • Inform that the two dots in each box/space are the places where they would keep their counter.
  • Introduce the counters and the dice. Let them explore each number on the dice.
  • Demonstrate how to roll the dice and read the number on it.
  • Show them the start position and the final destination or the end position.
  • Start playing a practice game.

SESSION 2: COUNTING, IDENTIFYING BRAILLE NUMBERS, ODD-EVEN, BEFORE-AFTER

  • Before starting the game, revise all the rules of the game. Ensure that children are learning and identifying the braille numbers on the board. Continue to help them learn if they are not familiar with any numbers.
  • The first player rolls the dice and checks if the number shows 6. If no, then hand over the dice to the player sitting on the right.
  • If yes, then roll the dice again and start moving forward by counting the spaces as shown on the dice. Ask children to count aloud as they move forward.
  • Ask them to feel for any ladder on the space they reach. If yes, tell them that they have an option to climb up the ladder to the space where it ends.
  • On the other hand, if they feel the head of the snake, then they would slide down to the space where the tail of the snake ends.
  • Children would recite the number they are in and tell whether it is an odd or even number.
  • Ask children to notice which number is before and which is after the number in the space they are in.
  • Continue until all the players reach 100. The winner is the one who reaches first.

SESSION 3: COUNTING, ADDITION

  • Start the game as usual after ensuring everyone remembers the rules of the game.
  • Ensure children are able to identify the braille numbers on the board.
  • This time, tell children that they are going to calculate which number they would need on the dice so that they can reach the tail of any ladder ahead of them.
  • Similarly, they would identify the numbers that would save them from getting caught by the snake which is ahead of them. The number would be one less or one more.
  • Every time a player moves a piece, he/she would recite the numbers in form of an addition formula. Example, when one player is in number 14 and he/she gets 4 on the dice, the player says 14 + 4 = 18 and then move the counter.
  • Continue playing until everyone reaches 100. The winner is the one who reaches first.

SESSION 4: PLAYING REVERSE

  • Inform that this session is about starting the game from 100 and coming down to the number 1. The board would be positioned in the same manner as in the regular game.
  • Explain the rules for this game. Here, the snakes and the ladders would function the same as in the regular game.
  • If a player lands on the mouth of a snake, he/she would slide down to the tail of the snake and that would help the player reach his/her destination faster.
  • On the other hand, a player will have to remember to use the ladder only when he/she is at the bottom of the ladder. In such case, he/she would climb up the ladder and that would take the player away from the final destination.
  • Encourage players to count the numbers aloud as they move their tokens on the board. That would help them count backwards.
  • Continue playing the game until all the players reach the final destination (number 1) on the board. The first one to reach there first is the winner of the game.