SUMMER CAMP
Contents
Page No.
The Citizens Foundation (TCF)
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TCF Summer Camp 2014
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Summer Camp – Core Points Volunteer Checklist Classroom Management English Module Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Drama Module Warm-Up Activities English: The Tree and the Woodcutter English: The Wise Rabbit vs. the Greedy Lion English: The Incredible Race English: The Blind Man and The Elephant English: The Ugly Duckling Urdu: Paer aur Lakarhaara Urdu: Andhay Admi aur Haathi Urdu: Pathar ka Shorba Urdu: Char Deewari Par Sufedi Karna Urdu: Zabardast Dor Urdu: Aqalmand Nokar Urdu: Angorun Par Larai Urdu: Shair Ka Hissa Urdu: Ont Bail aur Mendha Games Module Last Day’s Activities
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The Citizens Foundation (TCF) Started in 1995, TCF is a professionally managed, non-profit organization that has since grown to become one of Pakistan's leading organizations in the field of formal education. The vision of TCF is to remove barriers of class and privilege and to make the citizens of Pakistan agents of positive change. We believe that access to basic education is the right of each individual and not a privilege. Apart from following the regular curriculum, we focus on the character building of students to equip them with high moral values and confidence.
145,000
students
SCHOOLS
11,500 jobs created in the communities we serve
50:50 gender enrollment TCF Summer Camp 2014 Malcolm Gladwell, in his bestselling book Outliers, states that learning during vacations is a huge factor contributing to students’ success. The TCF Summer Camp is intended to be a fun and casual place for activity-based learning. This year’s activities have been designed to improve students’ English speaking skills and to develop and build confidence through drama and sports. The 9th annual Summer Camp is a wonderful chance for you to be a part of the TCF Family. Through the summer camp, you will help TCF students get the unique opportunity to learn in a different and new environment. Additionally, you gain valuable experiences, skills, and exposure at the same time! An overwhelming majority of our previous volunteers have found the summer camp to be a favourable experience and many of them have gone on to volunteer a second time or support TCF in other ways. We are so excited to welcome you to our community and join hands with us, as we create lasting change together.
“[My students] opened my horizons and made me see new worlds I’d never considered before”—Iman Sultan, 2012 Summer Camp Volunteer
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Summer Camp – Core Points Duration:
The camp will run Mondays to Saturdays from 16th-28th June 2014. The Summer Camp timings will be between 8:15am and 1:30pm, including travel time. However, this may vary slightly between cities and locations, depending on the distance from the pickup point. Your final timing will be conveyed to you by your Supervisor.
Program Arrangements:
We provide transport from the pick-up points in TCF vans with drivers who are well-acquainted with the areas. The vans will take you to the school from your assigned pick up point and drop you back from the school to the pickup point at day end. This helps us manage our program better, is convenient for our volunteers, and also provides them with an added chance to interact with each other. Hence, do not leave school premises on your own, during or after camp hours. We conduct summer camps only after carrying out security due diligence in all selected schools, including a constant monitoring of the security situation. In case of any kind of security issue, we will inform the volunteers and discontinue the summer camp until the situation returns to normal.
Important Guidelines & Tips
Each day will be divided into three hours, one for each module: English, Theatre and Sports & Games.
Summer Camp 2014 will feature an inter-house competition between TCF’s four houses: Ibne Battuta (Blue), Salahuddin Ayubi (Red), Al Ghazali (Green) and Ibne Sina (Yellow). Areas in which house points will be awarded include: sports, attendance, in-class competitions, etc. In most cases, there will be an approximately equal number of children from each house. If, however, you feel that there is a significant difference, notify your senior volunteer and they will take steps to ensure that the house competition is fair.
Attendance is one of the most important aspects of the program! Please encourage maximum student attendance throughout Summer Camp in every classroom. Students with full attendance will be awarded with gifts by the principal on the last day.
Go over the plan for each day the day before. This way, you can discuss your plans with your fellow volunteers in the van and benefit from each other’s ideas. Similarly, use the Facebook group to your advantage. Each volunteer should post to the group or respond to others comments at least twice each week to contribute towards creating a lively community.
Be supportive and positive! Make sure to encourage participation, especially from shy children.
Make sure all of the activities are interactive; if any activity is too difficult for the students, modify it to make it suitable.
At the end of the Summer Camp, you will be sent a short online feedback survey. In order to receive your volunteering certificate, you must complete the survey. This is a very important tool for us as we plan our summer camps in the future.
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•
As a volunteer, you will be investing your time and energy. Make it worthwhile by treating the Summer Camp as an opportunity for your personal growth and utilizing it to the fullest. Be regular and punctual for the entire course of the summer camp. Report to your designated pick up point at the time communicated to you. The vans will not wait for late volunteers. If you miss the van, you will have to miss the entire day of summer camp.
☎ In case you are unable to come on a particular day, inform the senior volunteer in advance.
⚠Volunteers who miss more than 3 days of camp will not receive certificates at the end. ✕You may not request any stops on the way to or from the school. There are to be no exceptions to this. •
The children will be looking up to you as a role model, so make sure that you make a good impression. Here’s how: ❉ Treat everyone with respect, be it the Principal, school teachers, school staff, students or your fellow volunteers ✕ Make a conscious effort to refrain from personal biases and favouritism ✕ Avoid using slang or inappropriate language Do not smoke
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The locality you will be venturing into will be different from your usual surroundings. Hence, your dressing and conduct should be sensitive to the culture and background of the school and surrounding community: Dressing ♂ For Boys: smart casual (jeans/pants and T shirts/polo shirts) – no shorts, or T – shirts with inappropriate language ♀For Girls: conservative eastern clothing (kameez- shalwar) with a dupatta/ long kurta and jeans with a dupatta – no short tops, sleeveless clothing, short capri pants etc. Conduct ✌Avoid discussions on sensitive issues like politics, religion, ethnic backgrounds; in case of any issues, discuss with the Supervisor/Senior Volunteer and Principal Do not bring or wear expensive accessories/gadgets to the school – TCF takes no responsibility for loss in case your items get misplaced Do not use mobile phones during the camp timings
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Volunteer Checklist
Here’s a helpful checklist to go by, for each day of the summer camp. Following these as individuals and as a group will ensure that you have an effective Summer Camp experience
Prepare for the day by doing a thorough review of the details of the scheduled activities, outlined in the manual
Reach the pick-up point at the designated time •
Text your parents when you reach the Summer Camp, then turn your phones off
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Have your morning briefing session with the supervisor; this will allow you to clear away any confusion you may have with regards to the content
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Discuss your ideas and goals for the day with your co-volunteer
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Have your afternoon debriefing session with the supervisor and ensure that your voice your feedback
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Text your parents when you leave the school
Throughout the Summer Camp if you have any issues that the Supervisor is unable to address, feel free to contact us. Email: tcfsummercamp@gmail.com Phone: +92 0321 243 2514
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Classroom Management Strategies
“In learning you will teach, and in teaching you will learn.”
--Phil Collins
*** Going into a classroom full of excited children for the first time will be a fun and energizing experience. Sometimes, however, the energy levels may get a little bit too high, but don’t worry! Facing and overcoming such challenges is an essential part of what makes any experience worthwhile and we’ve included a list of tips to help you and the children get the most out of your classroom: 1. Before you start the first session, create the systems by which your classroom will run. For example, set rules for how to enter/exit the classroom, for not interrupting fellow students, etc. A great rule to establish at the beginning is how to deal with a high noise level. You can use “call and respond” techniques as a fun yet effective way of creating silence when needed. This technique involves learning a phrase together as a class on the first day; when the class gets too loud, the volunteer says the first part of the phrase out loud and then the children collectively say the rest. For e.g. “Hocus pocus … time to focus”, “Zip it, lock it … put it in your pocket”, Hands on top…Everybody stop! [while putting both hands on head], or “5 … 4, 3, 2, 1”. 2. Deal with issues while they’re small: For example, don’t wait for the noise to get unbearable before using a call and respond technique. Dealing with a problem doesn’t mean punishing, it can be as simple as signaling to the child that the behaviour is unwanted. 3. Be organised: If you plan your lesson beforehand and have a strategy to deal with unplanned free time (e.g.: play Simon Says or Hangman, host a qirat competition, etc.), the children will have less opportunities to be distracted. 4. Be interesting: We’ve done our best to select interesting activities for the summer camp but it’s you who will make the content come to life! Be as engaging and creative as possible in order to keep the energy and interest alive. 5. Be sensitive: One of the main goals of the Summer Camp is to increase the children’s confidence. While correcting them, make sure you are sensitive to their feelings. For instance, if someone is mispronouncing a word, instead of correcting them while they’re speaking, you can wait until they’re done and then repeat what they just said, while pronouncing the word correctly.
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English Module This module aims to create a basic level of confidence in the children as they communicate in English. Through various games and activities we hope to build the children’s conversational skills, enhance their level of understanding and increase their interest in speaking in English. Note 1: Spend most of Day 1 and Day 2 noting, along with your co-volunteer, the children’s skills and interest in each of the three modules, their confidence, and their energy levels. Being aware of these factors allows you to more effectively plan your lessons. For instance, if you note that a child is not confident, try to encourage him/her, or if you notice that the students are bored during English in the mornings, discuss the matter with your fellow volunteers and supervisor and consider switching the order of the modules.
Day 1 Activity 1:
Introduce yourself and the Summer Camp and establish class rules as suggested in the
Note 2: We want you to be able to spend the first day getting to know your students and vice versa. It is important that the children get to know their classmates but more than that, it is important that they get to know you. With this in mind, we have included some suggestions for “icebreakers”, i.e. activities that are informal and provide a space to comfortably get to know each other. The key here is that you actively participate in the activities instead of just supervising them. The icebreaking activities below for Day 1 are simply suggestions—you can easily adapt and change them to come up with an icebreaker that you think works best. If you finish with one early, move on to another one! P.S. There are a lot of ideas on the internet! “Classroom Management Strategies” section. Try practicing your “call and respond” phrase with the class a few times so that it’s effective when you actually need to use it Activity 2:
Icebreaker 1-Names
Prop:
A sheet/thick dupatta (if using a dupatta, bring an extra one from home)
Aim:
Create a comfortable atmosphere in which the children and volunteers can get to know each other
Time:
30 minutes+
Description:
Introduce yourself to the children and tell them a little bit about the summer camp and its three modules. Then ask them to pay attention as you ask each child his/her name. After this, divide the class into 2 groups that are facing each other. Volunteers should participate in this game and have one of the children offer to be the judge. The judge needs to raise the sheet in between the two teams. One player from each team stands up and the judge then drops the sheet, and the two people that are standing have to try and say the other person’s name first. Whoever says the other person’s name last has to go over to the other side. The game ends when there is only one person on one side. ***
Activity 3:
Icebreaker 2—general information
Prop:
None
Time:
30+ minutes
Aim:
Get to know each other better
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Description:
Start by asking a child a question, e.g.: “what is your favourite colour”. Encourage complete responses, e.g.: “My favourite colour is blue”, instead of just “blue”. The person who answers the question then has to ask someone else a different question. ***
Activity 4:
Icebreaker 3—Teeth!
Prop:
None
Aim:
Create a comfortable atmosphere in which the children and volunteers can get to know each other
Time:
30 minutes+
Description:
Everyone sits in a circle. Player A says their name twice, then the name of the player who they want to pass their turn on to ... e.g. Ahmad says "Ahmad Ahmad, Ayesha Ayesha", then Ayesha says "Ayesha Ayesha, Sara Sara"... and so on. What makes this game interesting is that you can't show your teeth at any point (which you do by pulling your lips over your teeth). If you happen to catch someone showing their teeth, you alert the group by screaming "teeth teeth" and flapping your arms at the player like wings (making sure you don't show your teeth in the process!). The person whose teeth are shown is eliminated and the rest of the group continues. ***
Activity 5:
Icebreaker 4—Farm Animals
Time:
30 minutes+
Description:
On chits of paper, write the name of a few animals in sets—i.e. there should be two or more of each kind of animal. Everyone needs to pick up a chit and see their animals but they can’t tell anyone else who their animal is. They then have to find their same animals without talking—they can only move and make animal sounds! (Note: Be sure to use animals that are easy to act out/make sounds for.)
Day 2 Note: Volunteers, at the end of this session, let the children know that the next day’s activity is a Show and Tell. The children DO NOT need to bring anything from home. Instead, encourage them to be creative and think of things within the school premises that they can choose to talk about. They need to prepare 4-5 lines, about the object, in English, to say in front of the class. Activity:
Start creating a storybook of their own
Props:
Paper, pencils, colours
Time:
60 minutes+
Aim:
Encourage reading and writing and develop a sense of accomplishment and pride
Description:
Children will start creating their very own storybook! Encourage them to think of interesting experiences that they have had: visiting the beach, going on a field trip, having
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guests over, the Summer Camp, etc. and discuss these as a class. Read a short story with them and point out some of the basic elements of a story: characters/plot/setting. Make note to point out the illustrations in the book and encourage the children to illustrate and decorate the books to the best of their ability. They can continue to work on their stories throughout the summer camp and ask for your help, especially with writing, whenever they need. On Day 11, they will all bring in their completed storybooks and present them to each other. On Day 12, they are encouraged to bring their storybooks and display them to the guests at the closing ceremony. In addition to this, the top three completed storybooks will be sent to the TCF Head Office and we may consider compiling and subsequently publishing them!
Day 3 Activity:
Show and tell
Prop:
The various objects the children decide to use
Time: Aim:
60 minutes Encourage creativity, build children’s confidence, and develop their speaking abilities
Description:
The children should have been instructed in the previous session to choose something from within the school premises to bring into class. Based on the alphabetical order of their names or voluntary participation, each child will come up, show their object, and then talk about it. The volunteers can ask questions and try to make the session more interactive when needed. Praise more unique choices to show them that creativity is valued!
Day 4 Activity:
Complete the drawing.
Props:
Paper and pencils, cloth to use as blindfolds
Time:
60 minutes
Aim:
Nurturing the children’s ability to understand instructions and to value listening
Description:
Divide the children into groups of four. Let each group choose one person as the artist. Blindfold the artists and give them a blank sheet of paper each. Then ask all the groups to be completely quiet as you make a drawing on the blackboard; if anyone names the object that you’re drawing, start over. The drawing should be of easy-medium difficulty, e.g.: an apple with a stem and a leaf, a simple car with two windows. Once your drawing is complete, clap thrice to indicate the start of the activity. The children in the group who are not blindfolded have to instruct (in English) the blindfolded artist to draw the object on the board on their own sheets of paper. Play this game with an increasing level of difficulty. For example, on the first few tries, allow the group members to name the object while they are giving their artist instructions after you have clapped. The artist has 2 minutes to complete the drawing. Once the two minutes are over, allow the artist to remove his/her blindfold, and the children to talk about the instructions that they were given and how they thought the process could have been made better. If the children find this easy, you can change the rules by not allowing them to name the object and only using shapes and directions, e.g. “make a circle, life your hand to the left and make a
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straight line, etc.” Rearrange the groups and repeat if you have enough time. If possible, increase the difficulty of the drawing and the allocated time.
Day 5 Activity:
Discussing an illustration, reciting a funny poem, and then brainstorming rhyming words
Prop:
Photocopies of a short poem and its illustration
Time:
60 minutes
Aim:
Encourage critical thinking, build perception skills, and develop an interest in reading.
Description:
Divide the class into 4 groups and give each child a photocopy. Instruct them to ONLY LOOK AT THE PICTURE side, not the poem. Give each group 10 minutes to discuss the picture and come up with a story—the wilder the better! Help them when they need and encourage them to talk in English. Regroup as a class and spend 15 minutes discussing each group’s ideas. Then read the poem out loud to the whole class (practice this beforehand so you can read it well ) and discuss the value of brainstorming and creativity. If there is time left, talk about the concept of rhyming words and brainstorm some with the children.
Note:
The scavenger hunt may require you to bring some basic household items to school in order to have the scavenger hunt. These are needed only for the duration of the scavenger hunt and you may take them back with you at the end of the day.
Day 6 Note:
For convenience’s sake, not all classes will be conducting the following activity on the same day. One class will conduct it on Day 6, another will conduct it on Day 7, and the third will conduct it on Day 8. Your supervisor, fellow volunteers and you must come up with a schedule that best suits everybody.
Activity:
Scavenger Hunt and Discussion
Props:
Various household items, objects within the school premises (asterisks* mark objects that you may want to bring from home)
Time: Aim:
60 minutes Increasing the understanding of the task given to them and the ability to work under pressure
Description:
Note: Let the children know that while the day is intended to be fun, they are expected to follow the rules of the activity. Prep: For the activity, the children have to be divided into groups of five. Come up with unique colours for each team e.g. red, orange, yellow, etc. You need to prepare as many chits for each team as there are objects in the scavenger hunt e.g. if there are 15 objects, there must be 15 chits that say “red”, 15 that say “orange”, and so on. As this can be a little time-consuming, you may want to prepare this in advance. Make sets of chits such that each set has one chit for each team. There should be as many sets as there are objects. E.g. If there are 15 objects and 4 teams, you will need one set of 4 chits for each
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object, i.e. a total of 60 chits. On the morning of your scavenger hunt, your Senior Volunteer is responsible for placing one set of chits with each object that you choose to include in the scavenger hunt. In order to make this fun and challenging, make some of the objects difficult to find. You can also make sure that the sets of chits are somewhat hidden instead of being very obviously located. E.g. if the object is a plant, you could place the chits behind the pot instead of in it or in front of it. Execution: Divide the class into teams of 5. Each time should be assigned their unique colour. On the board, write the list of the objects that you choose to include in the scavenger hunt. The objective of the activity is for the children to find the items on the list and bring back the slip of paper corresponding to their team colour. E.g. If the red team finds the water bottle, they need to collect the slip saying “red” and continue their search for the rest of the items. The teams have a maximum of 20 minutes for this activity. Whichever team comes back first with the maximum number of has won the activity (note: there is no prize, just appreciation/clapping). We have suggested a list of objects below—make sure that the list you write on the board includes all the objects in the scavenger hunt. Suggested Objects: 1. Water bottle* 2. Comb/Hairbrush* 3. Shoebox/tissuebox* 4. Rolled up newspaper* 5. Chairs (you can choose multiple chairs) 6. Wicket 7. Throwball/Volleyball net frame 8. Dictionary 9. Atlas 10. Bulletin Board 11. Plant
Day 7 Activity:
Word Association
Prop:
Ball
Aim:
To encourage quick thinking and creativity and to stress the importance of listening
Time:
30 minutes
Description:
The volunteer will start a game of catch where he/she will say a word, e.g. “garden”, and throw the ball to someone else. The person who catches the ball must then repeat the first word and add a word related to the first one e.g. “garden, flower”. The third person with the ball must remember the first two words before adding their own e.g. “garden, flower, seed”, and so on. Each person must throw the ball to someone who hasn’t received it yet.
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If someone forgets the order, the game starts afresh from the beginning. It is usually interesting to see how different the first and last words are. Activity 2:
Chinese Whisper/ or “The broken telephone” as it appears in one of their textbooks.
Props:
none
Time:
30 minutes
Aim:
To enhance the power of listening, understanding, communicating and more importantly to understand how the essence of a spoken message can change
Description:
Sit down in a circle. The volunteer whispers a pre-prepared sentence/story to the child seated next to him and asks him to whisper the same to the person sitting next to him and the chain continues until it gets to the last child. Then the last child says out loud what he/she heard and writes it on the black board (help the child if needed). Then the volunteer will write what he/she initially said and will compare the two. Usually it comes back totally distorted and is very funny. For the next round the volunteer can jumble the group so that the last child is someone new and the order of the chain is different. Volunteers can increase to 2 or 3 sentences after first performing the activity with a single sentence depending on the children’s level of proficiency.
E.g. 1: When I was walking home, I fell down. A man on a donkey cart stopped and helped me up. While he was helping me, two kids jumped on his donkey cart and ran off. We both ran after them but couldn't catch them. E.g. 2: My mother gave me 100 rupees to buy vegetables. On the way, I met an old friend and we started talking. He said let's go have lassi and I completely forgot what I left home for.
Day 8 Activity:
Word Scavenger
Prop:
Several copies of youth newspapers and/or magazines that the volunteers will provide, dictionaries
Aim:
Boosting the children’s vocabulary and developing their thinking skills.
Time:
60 minutes.
Description:
Divide the children into groups of 3 or 4 and give each group a newspaper. Give them five minutes and ask them to find words from a certain category e.g.: names, places, animals, etc. Discuss the words that they find and start again with a new category. If they are more advanced, you can try categories like adjectives, verbs, past tense, etc. They can use the dictionaries to look up the meanings of words if need be. Awarding house points to the children in the groups that do well is a great way to add another element of competition.
Day 9 Activity 1:
Activity of your choice!
Prop:
Whatever you need
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Time:
60 minutes
Aim:
To provide volunteers and children with room to design their own lesson
Description:
Was there something you really wanted to do with the children but didn’t find the time for? How about something that the kids really enjoyed? Well, here’s your chance to get creative and implement your ideas in the classroom! Be sure to plan in advance and to discuss your ideas with your fellow volunteers and on the Facebook group. At the end of Day 8/on the morning of Day 9, you must discuss your plans with your supervisor and co-volunteer.
Day 10 Activity:
Short skits
Props:
Jar, paper, pencil
Time:
60 minutes
Aim:
Enhancing the children’s conversational skills and building their confidence in their speaking abilities.
Description:
The volunteers will have a jar with chits stating different situations we all encounter in our daily lives. The children will be divided into groups of 4 to 5 and each group will draw a chit from the jar. The groups will have 10 minutes to prepare a short skit based on their particular situation. Using all members of the group as actors the children will then perform their skits in front of the class. Allow them to use Urdu if they feel they are lacking vocabulary. Examples of a few situations are given below. i. You had a fight with your sister/brother over a toy and your parents were helping you solve the issue ii. Your friends and you are at the store buying snacks iii. You have some guests at your house and you have to serve them tea
**Homework for Day 11: Remind the children to bring in their finished storybooks; Homework for Day 12: Please ask them to prepare 4-5 lines on their experience at the Summer Camp. What did they like about the program? What did they dislike? What did they enjoy the most? What do they want to change? This short paragraph is to be read out loud in session 12. Two days are being given to prepare.
Day 11 Activity 1:
Presenting their storybooks
Aim:
Learning how to present a project and how to offer and receive constructive criticism
Duration:
60 minutes
Description:
Divide the class into two groups. One group should line up with their completed books in hand and the children in the other group will walk around and look at all the books. Invite the supervisor/senior volunteer to attend this book exhibition. After about 10 minutes, the groups will switch. Once everyone has had a chance to see all of the storybooks, ask the children to vote for their favourite books. Discuss what made those books the best and ways in which all of the children could have improved. If there is time left, then ask the
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2-3 children with the best storybooks to come up and read their books to the class. Invite all the children to bring their storybooks on the last day so that they can display them in front of the guests who will be attending the closing ceremony. You can suggest that they present these books as tokens of appreciation to the volunteers, the guests at the ceremony, or their teachers. Additionally, if the writers of the best storybook from each class are willing, you can send the storybooks to the TCF Head Office.
Note: Information about Day 12 is at the end of this manual.
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Drama Module Objective: English/Urdu Focus on introducing the children to theatre and encouraging them to improve their English/Urdu speaking skills as well as their creativity. Benefits: 1. 2. 3. 4.
Increased confidence Increased self-awareness Improved imagination and greater creativity Improved communication skills; the children learn to speak words clearly, loudly, and with expression 5. Perception—the child will learn to show and understand expression and will recognise the importance of body language 6. Team building—working in groups increases their ability to give and take criticism, share responsibilities, and well as provide compliments Details: This module includes plays that involve multiple characters in order to promote maximum participation. While all children may not be able to act a the same time, ensure that each child gets a chance to act at some point during the Summer Camp and that the children are involved with other aspects of the play, e.g. direction, props, backstage, etc. This section features several scripts in Urdu and English from which your class can select the ones that they want to perform. As the children will be presenting the best plays in front of the entire Summer Camp on Day 12, try to ensure that there is little or no overlap with the other sections. Each play lasts 510 minutes. In the English scripts, we have bolded words that the children may not know, and that you should discuss with them. Volunteers can choose to divide the children per classroom into 2 groups for the duration of the play module during the summer camp. Each group can then select a play per week to be performed on Friday; thus each class will be performing 2 plays for the duration of this module. Volunteers should try and ensure that there is little overlap in the choice of plays amongst the different groups. The best plays (one from each classroom) can then be performed on Day 12 ensuing a grand finale to the Summer Camp. This section includes a number of warm-up activities intended to get the children comfortable with acting and to make them assume their roles more naturally. Props: In the scripts, props have been marked by an asterisk (*) for your convenience. Elaborate props made of cloth or purchased from outside should be avoided. Some material suggestions for props include: 1. Paper: chart paper/glaze paper/crepe paper 2. Colouring: crayons/pencils/markers 3. Assorted materials: scissors/tape/thread/rope Try and recycle, reuse, and/or share props – Don’t Waste and Be Creative! Good Luck and Have fun
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Warm-up Activities for Drama Sometimes, getting into the “mode” of drama can feel a little unnatural, especially for shy or reserved children. We’ve added suggested warm-up activities to help with that process. These activities can be conducted in English or Urdu depending on the play that the class has chosen to perform. You will probably feel the need to conduct them in the first few days of camp to help the children loosen up; after that, use your discretion to see if the children still need such activities. Keep in mind that the primary objective of this module is for the children to act out scripted plays; these warm-ups are just a way to increase the energy and creativity levels. Therefore, do not spend too long on the warm-up activities and make sure that the scripts and plays are given due attention so that they can be performed at the end of the camp!
Alphabet Scene Information: This is an improvisation activity so there is no script, children must come up with lines on the spot. Be encouraging and helpful if they seem scared or hesitant Directions:
Two children are selected. Everyone else thinks up a scenario for them and a letter of the alphabet to start with. Then they enact the scene, taking one turn each. On each new turn, they must use the next letter of the alphabet. E.g. If the letter chosen is F (Child 1: “Finally! I have been waiting for you”, Child 2: “Get in the car quickly!”, Child 3: “How does the door open”, etc.). On harder letters, example “X”, you can make exceptions or help the children out. Note: This activity may be easier to conduct in Urdu. ***
The Living Museum Directions:
Select one child to act as the “night guard”. Give the children a specific theme e.g. “animal kingdom, dinosaurs, airplanes”. All the children spread out and “become” a particular character related to the theme. As the night guard begins to take his nightly walk around the museum, the children have to change positions continuously without the night guard seeing them. Every time the night guard sees someone move, that person is removed from the museum floor. End this when all of the children are out. ***
Expressions Directions:
Version 1: Along with the children come up with a list of emotions e.g. happy, angry, confused, worried, sad, etc. Think of a few short sentences e.g. “I am hungry”, and have different children say it with different emotions. Version 2: Person A walks over to Person B and says something short, e.g. "I think it's going to rain." Person B will then say the same thing louder and with more expression, while maintaining the general emotion of the statement. This continues until the character has become as outlandish as possible. You can switch up the scenario as you see fit.
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A. The Tree and the Woodcutter Characters: (8) 1. Tree 2. Girl 3. Rabbit 4. Bird 5. Sun 6. Woodcutter
7. Flower
8. Dove
Setting: A forest in the spring. The tree is on stage. The sun appears slowly. The birds are singing. And there is soft music in the background. Props: Axe, ball Costumes: Use paper (chart or glazed) or cardboard to create the tree, the bird, the sun, the axe and the dove and the rabbit costumes. Be minimalistic – (for instance just ears and whiskers for the rabbit) ACT I Tree: (crying) Girl: (enters stage) Where’s my ball? This is happening to me because I disobeyed my mom... (Then she talks to the audience): Has anybody seen my ball? (Looking at the tree) What’s wrong with you? Are you crying? Who hit you? (then she talks to the audience): Did you hurt the tree? Tree: Nobody hurt me, don’t worry. You are too young, you don’t understand. What’s your name? Girl: Anum. But, tell me, what wrong with you? Rabbit: (enters stage running) You didn’t get me! You didn’t get me! (Then trips over the girl and both fall to the floor) Girl: Ouch! Watch out! Rabbit: Oh, I´m sorry, I´m sorry, but… (Turns to the tree) what’s wrong? Do you have a cold or are you crying? Girl and Rabbit: Tell us! Tree: A bird told me that a woodcutter is coming to cut me down. Rabbit: Are they going to cut you down?
(The dove, flower, bird enter stage and say): To cut you down? Bird: Where am I going to make my nest? Dove: What am I going to eat? Flower: Who will give me shade? Sun: How sad the forest will be! We have fewer trees to give sunlight. Rabbit: I will fight for you with my own hands! (boxing)
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Bird: There he comes! There he comes, the woodcutter! Let’s get together. ACT II Woodcutter: (enters stage whistling): Which tree should I cut? I’ll choose one (looks at the tree). I like this one (starts to cut) (the rabbit appears and throws the ax to the floor. The woodcutter seems surprised, looks around, picks up the ax and tries again to cut the tree, but the bird appears and also throws the ax to the floor) What´s happening? Why are these animals bothering me? (Starts to cut the tree, the tree yells) Tree: (Cries) Oh, please don`t do that! Girl: (enters stage) Don´t you listen how he cries? Woodcutter: Who’s crying? The tree? Who cares about the tree? (Then talks to the audience) Do you all care? Girl: We care. He gives us fruit, he protects us, he cleans our air and he’s our friend. Woodcutter: I have a family and I need wood to cook and get warm. Girl: You can find wood somewhere else. You can find wood in old and dry branches and trees. This tree is our friend and we are going to take care of him Rabbit: (enters stage) If you’re brave, come fight with me! I will fight for you, tree. Girl: (enters stage and hugs the tree) we will not leave you. He will also have to destroy us. Woodcutter: (looks impressed) OK, that’s enough. I’ll look somewhere else, maybe for dry trees… I am not a monster... (Then talks to the audience): Don´t look at me that way. I understand now. Let the trees live (leaves stage). Girl: (jumps happily) We did it! We did it! Rabbit: (enters stage) Where is he? Where is he? Girl: He’s gone, he understood. Our friend is sound and safe now. Tree: I am very happy! Thank you my friends.
The End
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B. The Wise Rabbit vs. the Greedy Lion Characters (14): Narrator 1, Narrator 2, Rabbit, Lion, Fox, Leopard, Monkey, Red Panda, Goat,
Small Rabbits (4)
Props: Basic Animal Masks, trees for the jungle Setting: Jungle ACT I
Narrator 1: Long ago, a lion lived in the jungle near the mountains. The lion was cruel and greedy. He hunted more animals than he needed for food. Narrator 2: One day, the animals got together to talk about the greedy Lion. Fox: (worried and angry) If Lion keeps killing, there won’t be any animals left in the jungle. Leopard: No kidding! I think we should talk to him. Narrator 1: So, the animals headed to Lion’s den to talk to him about his behaviour. (Animals walk
together, talking to each other). Monkey: O King of the Jungle! Why do you hunt so greedily? We notice that you kill many more animals than you can eat. Red Panda: It’s true. If you keep on doing this, no animals will be left for you to rule. You’ll be a king without animals in your kingdom. Goat: We have a plan that might help. We ask that you stop hunting. Instead, each day we will send an animal for your meal. Lion: All right. But I’m warning you…if I don’t get my food on time, I’ll eat all of you! Narrator 2: The animals agreed to Lion’s demand. From then on, each day, an animal was sent to Lion for his meal. Things went well for a while. Narrator 1: Then, it was Old Rabbit’s turn to become Lion’s meal. He set out for the lion’s den with his four nephews. Narrator 2: On the way, he talked about how fast he could run when he was young. He told his nephews how his speed had helped him escape from other animals many times. Old Rabbit: I don’t want to die. I may be old, but I am still smart. Maybe I can think my way out of this. Narrator 1: Just then, Old Rabbit saw a well. It gave him an idea. (Rabbit signals that he has an idea) Old Rabbit: Nephews, wait quietly for me near this well. When Lion shows up, I’ll be with him. Don’t say a word. I’ll save myself and the other animals.
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Narrator 2: By the time Old Rabbit got to Lion’s den, Lion was very angry. Lion: (Shouting) Why are you so late? It is way past my mealtime! Old Rabbit: (Bowing his head) I am so sorry, King. I was sent with four other rabbits and they slowed me down. Lion: Where are the others? Rabbit: (Shaking with fear) On our way here, we met another lion. He told us that he’s king of the jungle. We told him he was wrong. We told him there’s only one king of the jungle—and it’s YOU! Lion: (Feeling proud) What happened then? Old Rabbit: He told me to leave the other rabbits and to bring you back to him. He wants to fight you. He says the winner will be the real Jungle King. Lion: (Angrily) Who is this fool? I am the only king here! Take me to him and I will beat him! Old Rabbit: Of course, you’re right! Let’s hurry before he eats the other four rabbits! They walk towards the well. Old Rabbit: Be careful, Mighty King. The other lion lives in a castle in the well. He is hiding there. Finish him off first, and then you can enjoy your food. Lion: (Looking into the well) Where is he? Narrator 1: Rabbit pointed to Lion’s own reflection in the water. Old Rabbit: There he is! See how he growls and shows his teeth? How dare he do that to you? Show him who the real king is!
(Lion roared angrily at his reflection. Then, he jumped into the well to fight this new enemy) Narrator 2: Splash! Lion landed in the water, hit his head on some rocks, and quickly died. Old Rabbit’s nephews come out of their hiding places, Old Rabbit looks very happy. They run to tell the other animals the news and everyone begins to celebrate. Everyone: The lion is gone! The lion is gone! Everyone sing loud and strong! We will feel safe for all our days! (Singing) Lion did not stop to think. He was big and strong, as we could see. But did that help him? No, Siree!
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C. The Incredible Race Characters (10+): 1. Narrator 1 Laila Lioness 6. Haniya Horse Falcon
2. Narrator 2
3. Narrator 3
4. King Lateef Lion
5. Queen
7. Chaudhry Cheetah 8. Sabrina Snail 9. Tariq Turtle 10. Falak
11+ other animals
Setting: The Jungle Props: A trophy*, a stuffed bag*, trees (cardboard), whistle*, cellphone Costumes: Use chart paper to make masks for the different animals ACT I Narrator 1: All the creatures in Animal Kingdom are excited to find out who will participate in this year’s big race. Narrator 2: Each year, the King and Queen choose two teams of animals to compete in a race across the Animal Kingdom. They have promised that this contest will be different from any other. Animals in Crowd: Clap and whistle—but not too loudly Narrator 3: The animals clap and whistle as King Lateef the Lion and Queen Laila the Lioness step to the microphone. Let’s listen to what they’re saying. King Lateef Lion: (waving to the crowd) Assalamoalaikum everybody! I know you are excited to meet the teams for this year’s race. Team 1 will be Haniya Horse and Chaudhry Cheetah!
Haniya and Chaudhry step forward and wave to the cheering crowd. Queen Laila Lioness: Team 2 will be Sabrina Snail and Tariq Turtle! Haniya Horse: (laughing) Everyone knows the snail and the turtle are the slowest animals in the kingdom. Animals In Crowd: (together, in a teasing tone) Slowpokes! Slowpokes! Slowpokes! King Lateef: (angrily) Silence! Enough! The Queen and I will not tolerate such behaviour! Queen Laila: The race will begin tomorrow at sunrise, here in the main square. The first team to reach the other side of town will receive a trophy* and a bag of gold*. King Lateef: (Holding the prizes) Both teams are encouraged be creative in their plan to win. Good luck! (The King and Queen congratulate the teams and leave the square).
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Narrator 1: Team 1 spends the rest of the day celebrating, while Team 2 spends the day trying to create a plan for the race. Tariq Turtle: Okay, Sabrina, what’s our plan? Sabrina Snail: I’m thinking! I’m thinking! Narrator 2: At that moment, Sabrina’s phone rings. She smiles as she talks to someone. Sabrina Snail: Tariq, I think we’ve found a way to win the competition. ACT II King Lateef: Teams, are you ready? Teams 1 and 2: Yes, sire! Queen Laila: Then let the race begin!
The King blows the royal whistle* and the teams take off. Narrator 3: (In an excited tone) Team 1 runs really fast. As they approach the finish line, they are surprised to see that Sabrina Snail and Tariq Turtle are already there! Narrator 1: To the amazement of everyone, Team 2 has won the race! An exhausted Team 1 collapses on the ground. Sabrina Snail: (smiling) Hi, guys. Chaudhry Cheetah: (turning to Haniya) How . . . How’d they get here before us? Sabrina Snail: The King and Queen said to be creative in our plan for the contest. Meet our plan—Falak Falcon, the owner of Falcon Airlines. Falak Falcon: I was watching TV when the teams were announced. I became so angry when I heard the teasing, that I offered my fleet of birds, free of charge, to Sabrina and Tariq. Tariq Turtle: With planning, Falak’s airline helped us reach the finish line quickly and safely. Falak Falcon: Yes, we did. Falcons, you see, are even faster than horses and cheetahs. Queen Laila: Well! Congratulations to Team 2 on a very creative competition. (King Lateef presents prizes). Narrator 2: From that day forward, no one ever again called the snail and the turtle mean names. The End
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D. The Blind Men and The Elephant Characters: (08)
1.Boy 2.Blind man 1 3.Blind man 2 6.Blind man 5 7.Blind man 6 8.Guide
4.Blind man 3
5.Blind man 4
Setting: Somewhere in Asia where an elephant is passing by. Props: Blind walking sticks (cardboard), Elephant (cardboard) SCRIPT: Boy: (enters stage running and yelling). An elephant! Everybody, come see it, it’s coming, it’s coming. Everybody come out, come and see the elephant… An elephant! (the blind men enter stage walking slowly with their canes). Blind man 1: I don’t know what an elephant looks like. Blind man 2: Me neither. Blind man 3: Me neither. Blind man 4: I would like to know what an elephant looks like. Blind man 5: Let’s wait so we can touch it. Blind man 6: We will touch it with our own hands. Our fingers are our eyes. Guide: (enters with the elephant). Excuse me, ladies and gentlemen, this big elephant needs to walk through here. Be careful. Blind man 1: (walking) Good man, please let us poor blind men touch your elephant. We want to know what it looks like. Guide: OK. Come here one by one. He’s not dangerous. Don’t be afraid. Blind man 1: (touches the elephant’s body). Mmmm, the elephant is like a rough wall. Blind man 2: (touches the elephant’s leg). No, you are wrong. The elephant is like a tree. Blind man 3: (touches the tusk) That’s a lie! My hands tell me that the elephant is like a spear. Blind man 4: (touches the ear) You are wrong. I also touched it and I am sure that it's like a hand fan. Blind man 5: (touches the trunk) What are you saying? The elephant looks like a snake. Blind man 6: (touches the tail) None of you know what an elephant looks like! It looks like a rope.
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Blind man 1: You are all wrong and I am right. It is like a wall. Blind man 2: How can you say that! It is like a tree. (The blind men start arguing with each other and fighting. There’s great confusion and everybody is talking at the same time). Blind man 1, 2, 3, 4, 5, 6: No one will say that I am wrong… Take this! Ouch, ouch… but I am right…. It’s a rope… It’s a wall… It’s a spear… No, I am telling you that it’s a hand fan… A tree, it´s a tree… Who hit me? Ouch, my back! Guide: Calm down, calm down! Be quiet! Listen… listen… I will explain everything. (There’s silence on stage) Guide: Each of you only touched a part of the elephant. The one who touched the body thought it was a wall. The one who touched the leg thought it was a tree. The one who touched the tusk imagined a spear. The one who felt the ear thought it was a hand fan. The one who touched the trunk remembered the snake, and the shortest one, that only could touch the tail, was sure that the elephant was like a rope. Blind man 5: Now I understand. Yes, that’s what happened and we all got angry. Guide: You got so angry that you started fighting with each other. Blind man 1: We behaved like fools. Blind man 2: We were wrong. Blind man 3: We got so angry. Blind man 4: Because all of us thought we were right. Blind man 5: But none of us was. Blind man 6: We fought instead of trying to understand... Guide: Of course, to know the truth we have to know every part. Blind man 1: We thank you, and the elephant too, for teaching us that it’s better to agree with each other and try to know the truth. Now we know that reality is different depending on how we see it. Blind man 2: Let’s be friends again. Blind man 3: Let´s get to know the elephant. (The blind men walk around the elephant touching it at the same time). The End
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E. The Ugly Duckling Characters: (20+)
1. Narrator 1 2. Narrator 2 3.Mother Duck 4.Dog 5. Cow 6.Goat .Ugly Duckling 8.Birds 9.Geese (1+) 10.Old Woman 11.Hen Farmer 12. Swans (1+) 13.Children
7 11.
Props/Costumes: Minimal Duck, Swan, Cow, Goat, Bird, Geese, Hen costumes for the children. For instance for the birds add a beak and paint the faces. Eggs. SCRIPT: Narrator 1: Once upon a time on an old farm, there was a duck family, and Mother Duck had been sitting on her new eggs. Mother Duck: It was about time that my eggs hatch! … 1,2,3,4,5,6 ducklings I have! Narrator 2: But something was not right. Mother Duck: Mmmm… that egg didn’t hatch, and it is bigger than the rest… I don`t remember laying that seventh egg… I wonder how it got here… or did I count the eggs wrongly? Narrator 1: But before she had time to think about it, the last egg finally hatched. From the egg a strange looking duckling with gray feathers came out. Narrator 2: The ducklings grew quickly, but Mother Duck had a secret worry. Mother Duck: I can’t understand how this ugly duckling can be one of mine! Narrator 1: The gray duckling wasn’t pretty, and since he ate far more than his brothers, he was bigger than them too. As the days went by, the ugly duckling became more and more unhappy. His brothers didn’t want to play with him. 6 Brothers: Stay away from us! We don’t want to play with you. You are so ugly, you are not one of us! Narrator 2: And all the farmyard folks simply laughed at him. Dog, Cow, Goat: Ha, ha, ha. You look so funny! Where did you come from? Did you get lost? Stay away from us, you don’t belong here. Narrator 1: He felt sad and lonely, while Mother Duck did her best to console him. Mother Duck: Poor little ugly duckling! Why are you so different from the others? Narrator 2: And the ugly duckling felt worse than ever. He secretly cried at night. He felt nobody wanted him.
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Ugly Duckling: Nobody loves me, they all tease me! Why am I different from my brothers? sniff, sniff Narrator 1: Then one day, at sunrise, he ran away from the farmyard. He stopped at a pond and began to question all the other birds. Ugly Duckling: Do you know of any ducklings with gray feathers like mine? Narrator 2: But everyone shook their heads. Birds: We don’t know anyone as ugly as you. Narrator 1: The ugly duckling did not lose hope, however, and kept on asking more and more animals. Narrator 2: He went to another pond, where a pair of large geese gave him the same answer to his question. Nobody seemed to want him. Ugly Duckling: If nobody wants me, I’ll hide here forever. Narrator 1: There was plenty of food, and the duckling began to feel a little happier, though he was lonely. Narrator 2: One day at sunrise, he saw some beautiful birds flying in the sky. They were white and had long necks, yellow beaks, and large wings. Ugly Duckling: (sadly) If only I could look like them, just for a day! Narrator 1: Winter came and the water in his new home froze. The poor duckling left home to find food in the snow. (Duckling walks around tired and looking for food). Narrator 2: He dropped exhausted to the ground, but a farmer found him and put him in his big jacket pocket. (Duckling drops to the floor, farmer leans over him, looking worried) Farmer: I’ll take him home to my children. They’ll look after him. Poor thing, he’s frozen! Narrator 1: The farmer and his children took great care of the duckling and he survived the cold winter. However, by springtime, he had grown very big. Farmer: (gets an idea) I’ll set him free by the pond! Narrator 2: That was when the duckling saw himself mirrored in the water. Ugly Duckling: Goodness! How I’ve changed! I can’t recognize myself!
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Narrator 1: The swans flew north again, towards the pond. When the duckling saw them, he realized he was one of their kind, and soon made friends. Swans: We’re swans like you! Where have you been hiding? Ugly Duckling: It’s a long story. Narrator: Now, he swam beautifully with his fellow swans. One day, he heard children on the river bank say: Children: Look at that young swan! He’s the finest of them all! Narrator: And he almost burst with happiness. The End
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Sports/Games Module This time slot is an opportunity to encourage young minds to use their mental and physical energies in creative ways. Children and volunteers will work together to participate in sports activities and indoor and board games. There will be one hour of this type of activity each day for the duration of the camp. Note: Due to the children’s young ages, the sports module, like the drama and English modules, features co-ed activities. While there may be an automatic preference for certain sports based on their gender, children can—and should be encouraged to—participate in whichever activity they find most appealing. *** Outdoor Activities will be supervised and coordinated by the volunteers. It is the responsibility of the volunteers and the chosen house captains (if applicable) to communicate the rules of the games to each of the players. The suggested format is: each team practices throughout the summer camp and the volunteers conduct final matches on Day 11. The winning team is awarded house points and additional prizes, which will be awarded on Day 12 at the closing ceremony. For those children not participating in team sports, volunteers can conduct races, play indoor games, etc. A point to note about sports is that the children enjoy playing more than practicing. Hence, the aim should be towards holding more matches than practice sessions, otherwise it will be taken as a chore rather than a fun activity. Indoor and Board Games: The materials for these will be available for groups to assemble on the first day. Each class of 20 children can be divided into four or five groups; each group should be supervised by a volunteer. Volunteers are responsible for keeping all children occupied. Days 11 and 12 can feature inter-class or inter-group tournaments. Below are examples of some games you can use; of course, feel free to be creative and add and adapt games as you see fit.
Outdoor Sports Cricket Equipment: provided Additional Information: •
Each house will have one team of 8-11 boys; select the best from each classroom. After observing 2-3 practices, the supervisor will appoint a house captain for each team for the duration of the camp
•
A coach from amongst the volunteers, someone who understands the sport and can effectively coach the team, will be chosen by the supervisor and will continue the role for the duration of the camp
•
The supervisor will appoint an umpire from amongst the volunteers
•
There will be designated areas for the matches and separate practice areas for each team
•
It is recommended that a maximum of 10 overs per innings be maintained due to time constraints
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•
The games can be played as per the league format or the knockout format. In the league format, each of the four teams play against each other at least once. Their final standings after three matches determines who qualifies for the final. Each team plays four matches and there are a total of eight matches. In the knockout, there is only a semi-final that determines the two teams who play in the final.
Football Equipment:
Provided
Additional Information: • • • •
It is recommended that each half of the game is a maximum of 15 minutes, and overtime, where needed, is set at 4-minute halves. It is recommended that there are at least two referees who are aware of their responsibilities. Depending on the size of the schools and classrooms, each house should have a team of between 5-11 boys. The supervisors will select a house captain for each house, someone who is passionate about and understands the game and its rules and protocols. Teams will practice throughout until the final match on Day 11 or 12 of the camp.
Throwball Equipment: Provided Additional Information: • The court is 40x60ft. There should be a net in the middle and 4ft of neutral space on both sides of the net. • Each team has seven players on the court at a time, 3 in front, two in the middle, and two at the back. The player to the right in the last row is the first to serve and each time the team loses a point on its own serve, it rotates players. • When serving, a player must step outside the court. • When catching throws, a player must catch the ball with both hands while still having at least one foot on the ground.
Volleyball Equipment: Provided Additional Information: • The court is a little smaller than a throwball court, at 30x60ft. For convenience’s sake, make two chalk lines while demarcating the court area—one denoting the volleyball court, and the other denoting the throwball court. • There are six players on each side of the court. Play starts when one player serves the ball by hitting it from outside his/her side of the court with his/her hand/arm.
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• • •
Players cannot catch the ball; they must hit it with their hands and/or arms. If a player hits the ball and it doesn’t go over the net, he/she cannot hit the ball again. Up to two other players on the team can try to hit it to get it over the net. At each point, the team that wins serves. If a team wins a point on a ball that they served, the same player must serve again. If a team wins a point on a ball that they did not serve, they must rotate the players clockwise before serving.
Skipping Equipment:
Provided
Additional Information: This game must be played in turns. Volunteers should encourage this to be played in sets of 3 where 2 children hold the rope and the third child skips in coordination. Each set should spend about 5-8 minutes and then another set to play. This must be encouraged to give maximum girls who are interested a chance to participate. You can introduce elements of competition here by awarding house points to the person who can skip most, or the one who skips the fastest.
Hop Scotch Props:
A piece of chalk
Description:
First, draw a course (example below) Each player then chooses a marker, usually a stone. The first player then tosses her marker into Space 1. If the stone lands completely within the square, the player has to hop through the entire course. A player can only have one foot in any given square, so single squares must be balanced and double squares (side by side) are straddled. While hopping, the player should alternate the foot he lands on for each square. Any space not marked with a number, i.e. Home, is considered a rest squares and can be landed in any fashion. When the player reaches the top of the court, he/she then turns around and comes back, collecting his marker along the way. The game then continues with the player tossing his marker into the second square and so on. If a player fails to toss his marker into the correct square or if it touches a line the players turn ends. The same is true if the player stepson a line; misses a square, or loses his balance and falls. The first player to complete the course for each numbered square wins.
HOME
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Indoor Games
Ludo Props:
Game board, counters, dice
Objective:
Get all your four counters out from the base and reach ‘home’ (the space in the middle of the board). The first player home is the winner. Up to four players can play at one time.
Selected rules: Roll twice if you get doubles You can use two counters to create a “tower”. Towers move at half the pace, i.e. if you get a six, you can only move your tower three spaces. Other players can only cross your tower if they land directly on top of it or with their own towers. To go home, you must land the exact number on the dice. You can land “home” without having gotten someone else out ***
Minute to Win it Props:
Assorted, marked underneath with asterisks
Objective:
Complete a task in 60 seconds or under
Description:
Based on the popular NBC show, contestants in this game have 60-seconds to complete challenges using basic household items. Below are ideas for some challenges.
•
Tissue Race: Using a paper plate*, contestants have to fan a piece of tissue* across the room
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Biscuit face: Contestants have to move a biscuit* from their forehead to their mouth using only their facial muscles (no hands allowed!)
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Mr. Bean: Using only a straw*, contestants need to move 10 beans* from one plate to another
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Dice stack: With a popsicle stick* in their mouth, players must attempt to stack and balance four dice* on the other end of the stick
•
Ping Pong Dance: Tie a ribbon to an empty tissue box, thus creating a belt of sorts. Put six balls of crumpled paper (about the size of a ping pong ball inside) and tie it to the contestants back. Contestants have to jiggle and jump and get at least 4 balls out of the box to succeed. ***
Master Mind Props:
Pencils of five different colors, paper
Objective:
To guess the correct order for the patters of colors
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Description:
Two players play this game at a time. On the sheets provided, one player makes a pattern of colours and hides it from the other player. E.g. Red, green, purple, blue, orange. The other player gets ten tries to guess the colour combination correctly. For each incorrect response, Player 1 can give hints. E.g. If player 2 guessed “Red, purple, blue, green, orange”, he can be told which two colours are in the correct position. The guessing continues until the correct answer is reached or the tries run out. ***
Earth, Air, Fire & Water Props:
Paper ball or anything that can be tossed (nothing hard like a tennis ball as it can hurt the players if tossed too hard)
Description:
The players form a circle and one player stands in the center holding the paper ball. He/she counts to ten, closes his/her eyes and throws the ball in to someone’s lap, calling out one of four elements (earth, air, fire or water). If ‘earth’ is called out, the person in whose lap the ball has fallen must immediately name some animal that lives on land, if ‘water’ is called out then a fish or an animal that can live under water needs to be named. Similarly for ‘air’ a bird can be named, for ‘fire’ anything relating to it can be named. All players take turns to throw the ball and to answer. ***
Human Knot
∞
Props:
None
Objective:
Untangle the human knot to form a circle without letting go of anyone’s hands
Directions:
Have the children form a circle. Then, they should raise all their right hands up and grab the hand of the person standing across from them. Next, with their left hand, they need to grab the hand of a different person. The group must then try and untangle themselves to form a circle without letting go of each other’s hands. If someone lets go, the game must be played again. This is best played in medium-large sized groups and can get fairly complex! ***
Charades Props:
Paper, scissors, colored pencils, pens/markers
Objective:
The aim here is to guess the word on the card with the help of actions.
Directions:
To make the cards, first one sheet needs to be divided in to four equal parts. These will be the top cards that define the categories in the game. Each of these needs to be colored with a different color pencil (blue for animals, green for places, yellow for famous people, red for things around us). For each category at least ten cards would need to be made; each card will have a different animal/place/famous person or object. Players will have forty options (ten cards in each category) to play with, they can even make more cards if they like. Players can choose what animal/place/person/object they would like to put on the cards. The colored card is placed on top of each corresponding category.
Description:
Two teams can play this game with any number of players in each team. Each player will get a turn to act out the answer and the other team members will have to guess based on
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the clues. Each team gets two minutes to guess the correct answer. Score is kept for correct answers of the teams. The players cannot say anything verbally to help the other team members, if they do then a point is deducted from the team’s score. The one with the highest score wins. Each player on his/her turn would need to choose a category to play with. Facilitators (volunteers) would need to ensure that all categories are played with. All players would at least one turn to play with. The cards of the category are shuffled after each player’s turn. The teams can continue to play until all the cards have been guessed.
Checkers Props:
8x8 game board; 24 discs (12 of each color)
Objective:
To block and capture opponent’s discs
Description:
Checkers is played by two players. Black moves first. Moves are allowed only on the dark squares, so pieces always move diagonally. Single pieces are always limited to forward moves (toward the opponent). A piece making a non-capturing move (not involving a jump) may move only one square. A piece making a capturing move (a jump) leaps over one of the opponent's pieces, landing in a straight diagonal line on the other side. Only one piece may be captured in a single jump; however, multiple jumps are allowed on a single turn. When a piece is captured, it is removed from the board. If a player is able to make a capture, there is no option -- the jump must be made. When a piece reaches the furthest row from the player who controls that piece, it is crowned and becomes a king. Kings are limited to moving diagonally, but may move both forward and backward. Remember that single pieces, i.e. non-kings, are always limited to forward moves. Kings may combine jumps in several directions -- forward and backward -- on the same turn. Single pieces may shift direction diagonally during a multiple capture turn, but must always jump forward (toward the opponent).
All inter house sports competition finals should be conducted and concluded on Day 11, so that prizes can be awarded to the winning teams at the closing ceremony (Day 12).
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Day 12 Congratulations on successfully reaching the end of the TCF Summer Camp 2014! On the last day of the Summer Camp, children from all classes will join together for a ceremony that will also be attended by visitors from TCF. The children who attended 11-12 days of the summer camp will be presented certificates. Winning teams from the final sports matches held on Day 11, will also be awarded prizes. Further, each class will stage one of the plays that they had rehearsed in the drama module. Since the working day will be three hours, it is a good idea to discuss your ideas with your fellow volunteers and your supervisors to plan a schedule of events in advance. Here is a suggested sequence of events: •
Opening note by the master of ceremony
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Activities planned by the students and volunteers
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Prize distribution
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Certificate distribution for students and volunteers
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Closing note by guest of honor
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Thank you note by Principal
Please ensure that the planned schedule is communicated to the supervisor and approved by the TCF Head Office. This communication with the head office is to ensure that there is uniformity across all schools with regards to certain essential closing ceremony activities. In previous years, many volunteers have planned a party and/or extra performances. In the event of a party hosted by volunteers, please note that the arrangements should be economical and not extravagant. Given below are some suggestions that volunteers can work on with their groups, while planning for the day’s activities: • Skits in Urdu or English prepared from the Drama Module • Display of art work/books created by the students • Speech in English/Poetry recitation/debates in English Volunteers and participants are welcome to be creative and innovative in their approach. However, any significantly innovative approaches must be discussed with the Supervisor/Principal. Further all activities, especially the skits and performances, must be approved by the Supervisor and TCF representative prior to being performed Remember to get your children’s feedback about Summer Camp 2014!
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