- Describe some characteristics of Henry.
- Describe some of Gene’s characteristics.
- What were Henry’s disabilities?
- How did Henry’s disability help him when he played Put the Hat on the Pirate?
- How does Henry’s disability help him during the Intelligence Round?
- How does Henry use his disability to help him during the Mummy Wrap Round?
- Can you think of any heroes with disabilities?
- What do you think it means to “focus on abilities rather than disabilities”?
Say Again, Me Matey
If there are students in your class who speak a different language, ask them to stand up and say a sentence in their language. If you have more than one student who speaks the same foreign language, have them have a short conversation. Ask the other students what they thought the conversation was about.
Questions to consider:
How did it feel to not understand what was going on?
Are there other ways to convey a message other than just verbally?
Relate the experience to someone with a disability that can speak, but is hard to understand.
Ships and Sailors
One person is chosen to be “It” and call the commands.
Captain’s coming: All sailors salute
Bow: All sailors run to the bow side of gym (determine before game is started)
Stern: All sailors run to the stern side of the gym (determine before game is started)
Port: Sailors face bow, then turn left
Starboard: Sailors face bow, then turn right
Man overboard: All sailors lay down on ground and imitate the backstroke
Submarine: All sailors lie flat on ground with one leg straight up in the air (this is your periscope)
Three men rowing: Three sailors line up, sit down, and row in a pretend boat
You are out if “It” catches you doing a wrong action, or without a partner (for three men rowing).
Arrrgh! What’s the Color?!
Prepare an overhead with a list of color words written in the “wrong” color. For example,
RED GREEN BLUE
ORANGE BLACK YELLOW
Ask each student to take a turn reading COLOR the word is written in, not the word itself. Make sure to include enough words so that each person in the class can have a chance reading some.
Compare the experience to what a student with a learning disability may encounter when trying to read or complete math problems. To do the activity correctly, the student has to slow down considerably to override the initial reaction of the brain.
Tongue Tied Pirates
Provide each student with a few sentences that are written backwards. Offer the students very little time and interrupt them often to ask them to “hurry up”. Also say things like, “You can do this, we just went over it yesterday!” or “This should be easy for you!”.
“ehT kcalb redips nups a eguh bew edisni eht nrab.”
“The black spider spun a huge web inside the barn.”
Ask students what they found difficult about reading the sentence. Did it make it easier or harder for them to be told to “hurry up?”. What would have helped them with deciphering the sentences? Again, reinforce to the students that someone with a learning disability may experiences difficulties like this when attempting to read, write, or do math.
What’s It Like to Be Captain Hook?
Have students try a wide range of activities only being able to use one hand. Sample activities could include: painting a picture, tying a shoe, going through the lunch line in the cafeteria, eating, and writing.
After attempting to complete these tasks with only one hand, talk about the difficulties they encountered. Ask the students what it might be like to not have use of either hand. Or leg? Or what it may be like to be confined to a wheelchair. If a wheelchair is available for use at the school, give the children an opportunity taking turns trying to complete similar tasks while confined to the wheelchair.
Sea Life Knowledge Tag
One person is “It” and there are no bases. If players want a rest, they must squat down and yell out a marine creature’s name. Players cannot repeat sea life that have already been named. So, if participants are tagged before they can name something, or if they repeat a marine animal, that person becomes “It”.
Pirate’s Hidden Treasure Cupcake
Peanut butter cup treasures are hidden inside these delicious cupcakes!
Ingredients:1 box chocolate fudge cake mix
1 cup water
½ cup vegetable oil
24 miniature chocolate-covered peanut butter cup candies, unwrapped
Preheat oven to 350 F, place a paper baking cup in each muffin cup.
In large bowl, make cake mix as directed, except use one cup water, oil, and eggs. Divide batter evenly into muffin cups. Place one peanut butter candy on top of each batter filled cup. Candy will sink as cupcakes bake.
Bake 17-22 minutes. Cool completely. Frost cupcakes as desired, top with chocolate or plastic gold coin.