In this lesson the learners will gain an understanding of the need for “game etiquette,” as well as rules.  They will practice counting points in a hand of cards and with partners.

The learner will:

• identify the meaning of the word etiquette and how it might differ from playing a game merely by the rules.
• recognize the meaning of new vocabulary.
• understand that different cards may be assigned different ranks and values.
• order cards from greatest to least value.
• play a card game in partnership, using etiquette, as well as established rules, to guide play.
• calculate points in a hand of cards and among partners.
  

Anticipatory Set:
Place the phrases “Thank you,” “Excuse me,” “I’m sorry,” It’s your turn,” “Let me help you,” ”Pardon me,” You’re right, I was wrong,” You may go first,” “Congratulations,” “You certainly played well,” etc. on the display board.  Ask the learners to tell you under what circumstances someone might use these phrases. Tell the learners that someone who uses phrases like these is displaying his or her manners (displaying good character by being courteous to and respectful of others.)  In game playing this is often referred to as "game etiquette." Write the word etiquette on the board and challenge the learners to share with you the role that etiquette might play in a game and how it might differ from rule-following, but still is very much a part of overall good gamesmanship.  Start a chart for Bridge Etiquette that you can add to as the children learn more "rules" about acceptable behavior when playing Bridge. Emphasize the fact that showing respect and restraint in winning or losing are both examples of etiquette that may or may not be a part of the rules of the game. Explain that because games are often played in a group and involves partners working together, it is like a mini civil society. There are guidelines of etiquette or courtesy, as well as the rules that must be followed.  Remind the learners, that as in any game, including the game of life, these guidelines are designed to ensure fair play and sportsmanship.  Explain that often these “rules” of etiquette are not written like the “Rules” of a game are written. They are even often referred to as the “unwritten rules” because there is an assumption that everyone already knows how to act while playing games or living in a community.  Read some of the Rules of Etiquette: Games and Life (Attachment One) and challenge the learners to correctly identify the ‘"shoulds"’ and "should nots" of game/life etiquette. Complement the learners on what they already know about etiquette.

• Tell the learners that they will soon be playing a new game in which they will have to follow rules and have an opportunity to practice etiquette. Arrange the learners into groups of four and give each group one deck of playing cards. Instruct the group to remove the two Jokers from the playing card deck and place them aside.
  
  
• Review the suits and rank/value of the cards with Aces, considered the most powerful, and then Kings, then Queens, then Jacks and finally, the 10s-2s successively become less "powerful."  As you walk the learners through this review have them select a suit of cards and rank order them from Ace to deuce to show you that they understand the concept.
  
  
• Ask the learners to share with you what the word partner means to them. Tell them that in today’s game they will be playing with partners and have them explain what that might mean.
  
  
• Have the learners review table positions and determine who in their group is sitting in each position (North, South, East, and West).  Then challenge them to determine, based on what they have just been told, who would be the partner for the person in the South position (North) and who would be the partner for the person in the West position (East).
  
  
• Tell the learners that in the next lessons they will be learning to play a game called Mini Bridge.  In this lesson they will learn to work with partners to calculate the score of cards in a hand, in preparation for playing the game in the next lessons.
  
  
• Explain the rules for the scoring activity:

1. To determine the first dealer in the group, have each player select one card from the deck. The player holding the card of highest rank becomes the first dealer.  Have everyone in the group return their cards to the deck and reshuffle the deck.
   
   
2. Ask the first dealer to reshuffle the cards and deal them one at a time to each player in a clockwise direction until all the cards have been dealt and each player has a total of 13 cards in his/her hand.  Players should wait to pick up their cards until all cards are dealt.
   
   
3. Explain that in some games, the suits have a rank with the highest suit (suits rank from lowest to highest alphabetically) being Clubs, then Diamonds, Hearts and Spades). When counting the hand all queens count two points – regardless of their rank.  Distribute the Card Values and Score Card (Attachment Two) and point out how the values for this game have been assigned.
   
   
4. Using Card Values and Score Card (Attachment Two) have each player calculate his/her points based on the cards they have in their hand and record the Total Points for their hand.  Then have the partners add their points together and record that in the Total Partner Points space.  The partners with the highest combined total points recorded in the Total Partner Points space are declared the winners of the bid.  (Calculators would ensure accuracy and speed, but this may also be a good opportunity for learners to practice mental or paper-pencil addition facts.
   
   
5. Repeat #3 and #4, rotating the deal each time in a clockwise direction until all four players have had an opportunity to deal.
   

• Review and reflect with the students on what they learned about game etiquette and rules, and working with partners.  Ask the learners to give examples of how the players in their group followed the rules of the game and displayed etiquette/respect for the other players. 
  

• For additional Web Sites that feature children’s games using playing cards:
  
  http://www.usplayingcard.com/gamerules/childrenscardgames.html
  
  http://thehouseofcards.com/
  
  http://www.acbl.org/documentlibrary/news/statisticallyspeaking.pdf
  
  
• For additional related Units and Lessons see also www.learningtogive.org