Lands Beyond

Submitted by Becky Hoffman on Sep 10, 2012
lands beyond collage

This is an adaptation of Candy Land based on The Phantom Tollbooth by Norton Jester. This is a story about Milo, a young boy who is bored with life until he finds a tollbooth in his bedroom.  He pays the toll and he enters into the Lands Beyond, an imaginary world full of adventure and wordplay.   It is designed for students at the 5th grade level, although it can be adapted for other age groups.

This could be made with any game board, but Candy Land lends itself especially well.

Pawns with textures

All cards are adapted with braille and additional images.Cards with large print and braille

Materials: 
  • Candy Land or game board
  • velcro or tactile markers
  • introduction to game and directions in braille and large print (see attached)
  • braille and large print on cards
  • pawns with tactile markers to distinguish them

 

Procedure: 
  1. Read the story with the students and extensively study the plot, characters, etc.  They need to have a thorough understanding of the story in order for the game to make sense.
  2. The students should be actively involved in the creation of the whole game, including the creation of the story, the introduction to the game, the directions, and ideas for adapting the board.
  3. The object is to be the first player to reach the Castle in the Air and rescue the Princess of Sweet Rhyme and Princess of Pure Reason.
  4. Place the cards in a box and mix them up.
  5. Each player picks a pawn.
  6. The youngest player goes first. Play then passes to the left.
  7. On your turn, draw a card then move your pawn as directed.
  8. Place the used card in the discard box.
  9. Draw a card and follow the directions.
  10. If you draw a word/picture/number card to the velcro beside that space.
Attached File(s): 
Microsoft Office document icon game directions spelling checked and corrected.doc
Microsoft Office document icon Welcome to the game.doc
Variations: 
  1. The game board can be attached to a Lazy Susan, so that the players don't knock the pieces over.
  2. Any game board can be used.
  3. The game doesn't have to be played in one sitting, as it can take quite a long time to complete a single game.  You can write down where the students left off, or leave the board set up if you have the space.

 

Common Core and Braille Standards
Literature: 
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
Writing: 
W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
W.5.1b Provide logically ordered reasons that are supported by facts and details.
W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently,specifically).
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Language: 
L.5.2e Spell grade-appropriate words correctly, consulting references as needed.
L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
L.5.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.5a Interpret figurative language, including similes and metaphors, in context.
L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
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