In this lesson the learners gain an understanding of the need for “game etiquette” as well as rules. They learn card values and 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.
• use new vocabulary in a game.
• identify the different ranks and values of cards.
• 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 combined with a partner.
   

Anticipatory Set:
Write some polite phrases on the board, such as the following: "thank you; excuse me; I'm sorry; It's your turn; Let me help you; pardon me; You're right; You go first; and You played well."  Ask the learners why someone would use these phrases. Listen for explanations related to manners, getting along, kindness, and respect for others. Tell the learners that in game playing, using this language is called "game etiquette." Write the word etiquette on the board and challenge the learners to explain why etiquette should be part of playing a game and how it is different from following rules. Relate etiquette to sportsmanship and have the students add examples of good sportsmanship (e.g., showing restraint when winning or losing). Ask the students if they would like to add anything from this discussion to the "rules for the game of life" chart created in the previous lessons.

• Discuss how a group playing a game is like a mini civil society. Define civil society as the combination of organizations and institutions that form the basis of a society. (Games and civil society include people working together for the good of all; they require communication to understand each other; and rules and etiquette promote fair play and sportsmanship.) Explain that rules of etiquette are not written like the rules of a game are written. They may be 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.
• Give each student a copy of Attachment One: Rules of Etiquette -- Games and Life and allow the learners to work in pairs to identify the "shoulds" and "should nots" of game/life etiquette. When the students have completed the worksheet, discuss the answers as a whole group. Then ask the students if they want to put any points from this discussion on the chart of "rules for the game of life." Add the ideas that promote a positive civil society. 
• Instruct the group to remove the two jokers from the playing card deck and set them aside.
• Review the suits and rank/value of the cards with aces as the most powerful, then kings, queens, jacks, and the numbers from 10 to 2. After you walk the learners through this review, have each player select a suit of cards and rank order them from ace to deuce to show you that they understand the concept. Tell the students that cards 10 to 2 are called spot cards. 
• Have the person in the south position shuffle the cards and deal them all out again. Teach the students how to sort their cards so they are organized for play by suit and card value. Use Attachment Three: How to Sort Cards as a reference.
• Explain the rules for the scoring activity:

1. Ask the person in the north position to deal.
2. The dealer reshuffles the deck and deals 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. Give each student a copy of Attachment Two: Card Values and Score Card. Have the students read the chart to identify the values of the different face cards. Note that the suits also have a rank (alphabetical by suit name: clubs-lowest, then diamonds, hearts, and spades-highest), but that doesn't affect the scoring of today's activity.
4. Have each player calculate the point value of the cards in his or her hand using the handout as a guide. They record the total points for their hand on the score card in the correct spot (north, south, east, or west). As a team they check and confirm the totals of each player's hand and record all the hand values on the score card. Then the partners add their points together and record the combined score in the Total Partner Points space. The partners with the highest combined total points are declared the winners of the bid. (Teams may use calculators if the teacher prefers.)
5. The deal passes to the next person in a clockwise direction. Repeat steps 2, 3, and 4 with new hands. This time, they may record their scores on lined paper or scrap paper, using Attachment Two as a guide. Repeat until each player has a chance 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 related Units and Lessons see also www.learningtogive.org