Sometimes I feel f Personal Development and Mutual Understanding: Foundation Stage Year 1 Strand 1: Personal understanding and health Unit 2: Sometimes I feel Complementary Unit: ‘Caring and Sharing’ This unit creates opportunities for children to explore their feelings and behaviours. The learning activities will increase their ability to communicate their feelings, develop social competence and emotional health, and be conducive towards building a positive group climate
Transcript
Sometimes I feelI feelI feelI feelI feelPersonal Development and Mutual Understanding: Foundation Stage Year 1Strand 1: Personal understanding and healthUnit 2: Sometimes I feelComplementary Unit: ‘Caring and Sharing’
This unit creates opportunities for children to explore their feelings and behaviours. The learning activities will increase their ability to communicate their feelings, develop social competence and emotional health, and be conducive towards building a positive group climate
Teaching approaches
Walk in your pupil’s shoesEmpathise by ‘walking a mile in your pupil’s shoes’. Stretch yourself to imagine what it would be like to be a certain pupil. To be that size, with that family, with that appearance. Now what do you feel like and how would you behave?
Fair pair groupingUsed regularly over time the class will get to know each other. Use pictures cut in half, objects that go together or games like ‘Find someone who’ to add a sense of fun to the pairing process.
Role playCan be used to explore how different people behave and reveals a range of emotions. The real learning comes not from the role but through refl ection on the actions of the roles. Being in role enables children to develop empathy.
Using ICT: modellingProvide images (pictures and sounds) to stimulate different emotions and feelings.
CamerasChildren could take their own photographs on the theme of feelings. They should edit their own photographs and the results could be used for displays and school policies.
Key Experiences in exploring their own and other feelings and emotions
Where children:- are encouraged to express their emotions appropriately; and- feel supported and cared for.
Through play and stories:- identify and explore their emotions.
Building on Pre-school
Working at Foundation Stage
Explore and discuss their own and others’ feelings and emotions:
Moving towards Key Stage 1Their own and others’ feelings and emotions and how their actions affect others:
- beginning to recognise how they feel;- developing ways of expressing how they feel;- knowing what to do if they feel sad, lonely, afraid or angry and when it is important to tell others about their feelings;- realising what makes their friends feel happy or sad; and- recognising how other people feel when they are happy, sad, angry or lonely.
- beginning to recognise, name and manage their own feelings and emotions and that they are a natural, important part of a human being; and- beginning to recognise and manage the effects of strong feelings such as anger, sadness or loss.
Progress in learning
I am beginning to use the language of feelings.I can name and talk about the feelings we share.I am able to say what makes me feel good about myself.I can describe what makes me feel, good, safeand healthy.I know who I would turn to if I had a worry.I can name my safe/important people.I know what I like about them and like doing with them.I know what makes me feel afraid sometimes or uneasy. I am able to say what makes me feel not so good,afraid, worried or lonely.I can use my looking and listening skills to tell howothers are feeling.I am beginning to realise that what I do can affect others.
Foundation Stage Year 1 Strand 1: Personal understanding and health Sometimes I feel
Actively involving children in the planning process provides a starting point and gives a sense of the current thinking in the class. It will provide an understanding of the children’s interests, needs and experiences.
This is an example of one teacher’s way of involving children in the planning process for a topic about Birthdays.
A birthday present was used as the stimulus. Discussion on subsequent days resulted in planning, which involved 3D materials to provide a tangible representation for the overall plan.
learning intentionRecognise and manage a variety of feelings
Planning together
These photos show the feelings that the children wished to explore
Key questions are asked in the initial discussion
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Managing information
Start with a focus, ask and respond to questionsto clarify a task;
Select (with help) information from materials and resources provided and suggest ways to obtain information;
Follow directions in relation to a task. Begin to plan; and
Identify and use simple methods to record information.
Thinking Skills and Personal Capabilities by the end of Foundation Stage
Thinking, problem solvingand decision-making
Show their ability to memorise by recalling and structuring experiences and stories;
Make close observations and provide descriptions of what they notice;
Show the ability to sequence and order eventsand information and to see the whole/parts. Identify and name objects and events as same/different, put objects into groups; and
Make simple predictions and see possibilities.
Being creative
Be curious and ask questions about the world around them, using all the senses to exploreand respond to stimuli;
Talk about their memories and experiences;
Play for pleasure and as a form of creative expression. Be willing to take on challenges; and
Experiment with ideas through a performance.
Working with others
Be willing to join in. Learn to work and playco-operatively;
Develop the routines of listening, turn-taking, sharing and co-operating;
Be able to learn from demonstration and modelling;
Be aware of how their actions can affect others;
Use words to suit different people and situations; and
Develop confi dence at being with adults and other children in a variety of contexts.
Self-management
Talk about what they are doing and what theyhave learned;
Develop the ability to focus, sustain attentionand persist with tasks;
Develop awareness of their emotions about learning, their likes and dislikes;
Be able to make choices and decisions; and
Ask an adult or friend for help.
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Words and phrases I will hear and use
SimilarSpecial Comfortable
Language of feelings and emotions (adjectives)
Across the Curriculum: Connecting the learning
Feeling valued. My ideas are important and I am listened to
I’m feeling proud of what I have created
Show and Tell Session Personal Development Literacy
Using images to illustrate to children and parents that there is always someone to talk to about how they are feeling
Like /don’t like
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Activity 3Things that go bump inthe nightFear is dealt with through story and discussion. The focus is on describing and coming to terms with this emotion.
Activity 4I’m lonelyDeveloping from Activity 3, the theme continues with the topic of isolation and loneliness.
Activity 1Feeling facesFocuses on recognising and naming feelings.
Activity 2The big happy pictureHappy times, such as birthdays, are emphasised. Art is used as a means of communicating feelings.
learning activities
Activity 5Little Miss AngryFinding constructive ways to express anger and resolve confl ict are the focus.
Activity 6Caring and sharingThe fi nal activity deals with strong emotions. The importance of caring and taking turns is promoted.
ImaginaryReal and pretend Different
Dangerous
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learning activity 1: Feeling faces
Invite the children to help you create a ‘circle of feeling words’ (making a circle rather than a list ensures that none are prioritised). Write ‘Our Circle of Feelings’ in the centre.
Identifying and NamingThought Shower
SUGGESTED SUCCESS CRITERION
We will become more aware of and name our own feelings.
CORE CONCEPT
The ability to recognise and name feelings is an important part of developing self-awareness. Young children need help to extend their vocabulary so they can articulate and describe their feelings.
POINTS TO NOTEChildren will sometimes say things when using masks and puppets that they may feel too inhibited to say otherwise. This activity could be divided into a number of shorter sessions to allow the children to tell their happy/sad/angry/scared stories.
WHAT YOU NEED- Set of four feeling faces (Resource A)- Cards with feeling words: happy, angry, sad, scared- Talking object- Paper plates or paper bags and art materials for mask making- Hand held mirrors
WHAT TO DO- Thought Shower- Identifying and Naming - Round and Masks- Pretending
Introduce the Feeling Faces (happy, sad, fear, anger) one at a time. Then invite the children to look carefully at them and discuss them briefl y. Ask one of the children to point out the sad face.
Does everyone agree with this? Ask how they know this was the sad face. Introduce the happy face and ask the children what feeling they think this face represents. Again ask them how they can tell. Can they guess which of the other two faces is angry? What feeling do they think the last face shows? How can they tell?
Read some of the feeling words that the children suggested in ‘Thought Shower’ and invite the children to match them under the feeling face. Highlight the fact that we experience all of these feelings at some time or other. Allow time for the children to share with each other times they have experienced one or more of these feelings. You should share some of your experiences too.
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PretendingSit in an inward facing circle and ask the children to think about a time when they felt really happy. Have them think about what happened and how they felt. Using a talking object have a round of: ‘I am happy when…’
Using available collage materials, invite the children to create a mask (paper plates/face shaped templates) to illustrate one of the feelings discussed. Allow the children time to look in their hand held mirrors at their different expressions. At a later stage when the masks are completed, have them sit in a circle and share their feeling story with the others. Their masks could be displayed.
Show and share each child’s feelings mask in turn, and allow time for the children to imitate in their own way what the mask is feeling. Using hand held mirrors, allow the children to freely imitate either the mask or to study their own expression. In pairs facing each other, ask the children to show one another that they are angry, frightened, happy or sad.
At an agreed place in the classroom have reduced-size copies of the ‘Feeling Faces’ available. Encourage children to select, colour and talk about these feelings when they experience them or wish to share them with an adult.
Have a special ‘Hat or Cloak’ that children can wear to show how they are feeling. Reinforce the idea that everyone should try to be sensitive to the wearer of the special hat or cloak.
Create a visual display of Cloud (sad/low) Sunshine (happy/good) Thunder (angry) Foggy (fear)
symbols suspended at an area in the room. At an agreed part of the day, invite the children to attach their name (on a peg) to the string which expresses their mood. In addition, when calling the register each morning, each child could reply, ‘Good morning, Miss/Sir, I’m feeling (name feeling) today’.
These simple rituals allow you to gauge the class climate and, if negative, allow you and the class to give those children the attention they need to change to a more positive emotion. Remember, it is important to allow time for the children to talk about how and why they are experiencing this feeling.
- We will know how to show feelings of happiness.- We will explore the feelings associated with feeling good.- We will name and describe the things our ‘safe people’ do.
CORE CONCEPT
When we are happy and feeling good about ourselves, we experience a natural high. These natural highs are essential for well-being.
WHAT YOU NEED- Letter to parents (Resource B)- Big box wrapped and decorated to represent a present- Music to evoke happiness- Crayons, paper
WHAT TO DO- Let’s Talk- Art and Design- Feeling Good About Myself- People Who Make Me Feel Good or Happy- Home Link
Show the present to the children. Invite them to ‘Thought Shower’ all the words they can think of that would describe how someone getting this present might feel - happy, excited, surprised, delighted, glad, pleased. How would they know that someone was feeling happy?
Invite them to think about and demonstrate how we show happy feelings - smile, clap hands, hug someone, have butterfl ies in the stomach or feel excited.
Let’s Talk Art and DesignInvite the children to draw what they would like to fi nd if they were to unwrap the present. Alternatively, have them cut pictures from catalogues. When the children have completed their pictures, allow each child time to talk about their picture and tell what they like about the present they drew. While the children are involved in this activity, you could play music that invokes the feeling of happiness, for example ‘Let’s go Fly a Kite’ from Mary Poppins.
Feeling Good About MyselfExplain to the children that normally we only get presents on special occasions but that there are lots of other times when we feel happy or good about ourselves.
Explore the different kinds of activities that can make people feel good, for example learning a new skill, doing something better than before, making new friends, helping someone else, being more confi dent or conquering fear. Talk about this feeling. Is feeling good about ourselves a nice feeling? Ask the children to recall some words for feeling good. Collect them into a ‘circle of feelings’. Read the ‘circle’ and talk abut and mime the facial expressions and body language that go with the words. If possible, take digital photographs of the children showing the expressions and display these.
People Who Make Me Feel Good or HappyInvite the children to name, draw or describe some of the safe or important people in their lives who make them happy. What is it these safe people do to make them feel good/happy? Is it what they do, say or feel? For example: ‘They look after us’, ‘They play with us’, ‘They love us’, ‘They help us learn’. Collect their drawings and their written, quoted explanations and create a big book entitled ‘Our Safe People Make us Feel Happy’.
Make copies of the parents’ letter (Resource B), which asks parents to talk with their child, draw a picture or provide a photograph of something that their child did that made them feel happy. Have the children re-tell the story in school during circle work. Alternatively, some of the parents could be invited, in turn, to visit the classroom and tell the story of their picture to the other children.
Home Link
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learning activity 3: Things that go bump in the night
Sit in an inward facing circle and begin by asking the children how they feel today. Recall the previous activity on safe people. Remind the children that some of their safe people will be able to help them when there is a problem or when they are feeling afraid. Explain that in this lesson they will be talking about a feeling that everybody knows.
Picture or Story Alternative 1The Cave (with music)Show them the picture of the cave and ask them to look at it without talking. Ask them to imagine that they are out walking with their dog, Spot. Spot runs off into the cave. They wait for a few minutes, but Spot doesn’t come back. Then they hear him barking and yelping. They peep into the cave. How do they feel? Ask the children to select the face from the feeling faces which best matches how they feel. Allow some time for the children to talk about the situation.
SUGGESTED SUCCESS CRITERIA
We will recognise fear and become aware that everyone experiences this feeling.
We will talk about our fears in different ways and begin to come to terms with them.
CORE CONCEPT
Children need adults who will listen to their fears and provide a space to talk through anxieties.
POINTS TO NOTESharing some of your own childhood memories of things that scared you will help the children confi de their fears to the group. Select either the picture of the cave or Meena’s story.
WHAT YOU NEED- Feeling Faces (Resource A)- The Cave (Resource C) or Meena’s Story (Resource D), as appropriate- Music to evoke fear, for example ‘Le sacre du printemps’ (I Stravinsky)
WHAT TO DO- Picture or Story- Circle Work
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Alternative 2 Circle WorkMeena’s StoryRead Meena’s Story. Ask the children to select the face from Feeling Faces activity that best matches how Meena felt when she saw the spider. Invite the children to think of all the words they can use to describe the feeling. Make a ‘circle of feelings’- scared, worried, afraid, terrifi ed, frightened. Does anyone know the name for this feeling? - fear. Where in their body do they feel fear? Can they describe how that part of their body feels - wobbly knees, heart thumping, tummy sick? Talk with the children about things that scare them.
Begin with a memory from your own childhood and talk to the children about how you felt. Explore fears that groups of children have in common, for example dogs, monsters, a bully, robbers, spiders or the dark. Make sets of things that are real and could hurt us and things that are pretend or imaginary.
It is important that children realise that fear is something experienced by everyone. Talk to them about some of the situations that make them feel afraid or uneasy and ask them to think of different things they could do. Short scenarios can be helpful when working with young children. For example:
‘You wake up in the middle of the night. All the lights are out and it is really dark. There is a strange noise outside the door. What would you do?’
or
‘A bully is always picking on you in the playground. She laughs at you and often takes your fruit at break time. What would you do?’
Allow time to talk about these or other scenarios. Encourage the children to talk to one of their safe people if something upsets them or makes them feel uneasy. Invite them to recall their safe people. Remind them that when they are in school they can come to you or another adult that they know and like if they are worried or frightened.
Stories such as The Bear Under the Stairs by Helen Cooper, Owl Babies or Can’t You Sleep Little Bear by Martin Waddell could be read to the children.
Follow-up discussions could focus on imaginary fears that the children might have and how they could overcome these.
Extension
booboobooboobooanother adult that they know and like if they are worried or frightened.
booanother adult that they know and like if they are worried or frightened.
Read the story I’m Lonely to the children. Ask them to think about and identify how the little puppy felt in the story - sad, left out, unhappy, lonely or scared. Explore with the children why Scoobie felt the way she did, i.e. she missed playing with her brothers, she was scared without her mother, the hen would not let her play with the chickens and the sheepdog scolded her.
Story
SUGGESTED SUCCESS CRITERIA
We will discuss feelings of loneliness and exclusion and explore situations where we were left out.
We will begin to appreciate and recognise the needs of others.
CORE CONCEPT
Children often experience feelings of isolation and loneliness as a result of quarrels. Encouraging children to become more thoughtful and to appreciate the needs of others helps build a caring atmosphere.
POINTS TO NOTEIn class and playground situations, the children should be encouraged to show that they care for each other by not excluding anyone who wants to participate.
WHAT YOU NEED- Crayons, markers, paints, poster paper, glue, scissors- Story: I’m Lonely (Resource E)- Parachute
WHAT TO DO- Story - Let’s Talk- Walking the Talk- Circle Work
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Circle WorkRemind the children that you want them to watch out for and remember times when they saw others caring and making sure everyone joined in. During circle work, invite the children to talk about what they saw. How does it feel when we all work or play together?
During P.E., use a suitably sized parachute and ask the children to hold the parachute at waist height. On the count of three have them raise their arms to make the parachute mushroom and shout ‘Hello’ at the opposite child.
Play ‘Postie’: hold the parachute at waist level and place a small, lightweight package in the centre. Name a child for the package to be delivered to, and work together to tilt the parachute so that the box is moved to the named child. Repeat as necessary.
Reinforce the message on the class banners.
Extension Work
Remind the children that you want them to watch out for and remember times when they saw others caring and making sure everyone joined in. During circle work, invite the children to talk about what they saw. How does it feel when we all work or play together?
to hold the parachute at waist height. On the count of three have them raise their arms to make the parachute mushroom and shout parachute mushroom and shout parachute mushroom and shout ‘Hello’ at the opposite child. ‘Hello’ at the opposite child. ‘Hello’ at the opposite child. ‘Hello’ at the opposite child.
Play ‘Postie’: hold the parachute Play ‘Postie’: hold the parachute Play ‘Postie’: hold the parachute Play ‘Postie’: hold the parachute at waist level and place a small, at waist level and place a small, at waist level and place a small, at waist level and place a small, lightweight package in the centre. lightweight package in the centre. lightweight package in the centre. Name a child for the package to Name a child for the package to be delivered to, and work together be delivered to, and work together be delivered to, and work together be delivered to, and work together to tilt the parachute so that the to tilt the parachute so that the to tilt the parachute so that the to tilt the parachute so that the box is moved to the named child. box is moved to the named child. box is moved to the named child. Repeat as necessary. Repeat as necessary. Repeat as necessary. Repeat as necessary.
Reinforce the message on the Reinforce the message on the Reinforce the message on the Reinforce the message on the class banners.class banners.class banners.class banners.
Walking the TalkInvite the children to think of ways in which they could illustrate the suggestions on the class banners.
‘How can we show we are good at these?’‘What will we need?’‘Have we done anything like this before?’‘How will we do this?’
‘Have we got it right?’‘How could we improve this?’‘What have we learned?’
‘How does this show that we are, for example, ‘helping each other’? How will we ensure everyone is involved?’
Let’s TalkAsk the children to think about times when they have felt left out or have experienced loneliness (for example, when they have had to stay in hospital, been excluded in games or perhaps if their parents had to leave them in someone else’s care).
Encourage them to suggest ways that they can make sure that people in their class do not feel lonely. These could be written on banners, for example:
We Play Together
We Share
We Help Each Other
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SUGGESTED SUCCESS CRITERION
We will explore and discuss ways of dealing with anger.
CORE CONCEPT
Anger is a very powerful emotion and can sometimes be expressed in a destructive way. It is important to fi nd constructive ways to express it.
POINTS TO NOTEThe skills needed to express anger in a positive way are developed gradually. Children need to know that feeling angry is natural, but it is how they express their anger that is important.
WHAT YOU NEED- Crayons- Paper- Story: Little Miss Angry (Resource F)
WHAT TO DO- Story - Let’s Talk- Role Play- Scribbles- Let’s Talk
learning activity 5: Little Miss Angry
Read Little Miss Angry to the children. Ask them to think about how the different characters in the story felt - Jill, Rachel, Ben and Jill’s Mum (see Resource C for story).
Story
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Role Play ScribblesUse role play in small groups to explore the ways we show and develop anger: stern face, shoulders raised, fi sts clenched, face getting redder and redder, eyebrows fallen or forehead furrowed.
Use a digital camera to photograph a child developing the signs of feeling angry. Using the ‘Thought Shower’ list, assign a word for each stage to show the development in words.
Give children an individual sheet of paper and ask them to think about a time they felt angry. Talk about why they felt angry. Ask them to choose a crayon and then scribble out their anger on the paper.
Let’s TalkHow do they feel after scribbling on the paper? Did they feel this would help them in future occasions?
Talk about other ways we can help control our anger and restore a sense of calm. Write the children’s suggested strategies on banners, for example ‘I try not to be a Little Miss or Master Angry’, ‘I count to ten’, ‘I move away from the problem’ or ‘I scribble on a page’.
Ensure the children understand that feeling angry is natural and that it is good to be able to feel anger, but it is how we express our anger that is important:
‘It is ok to feel angry’‘It is what we do with our anger’‘We do not have the right to hurt someone when we feel angry’
Display the photographs, accompanying words and banners alongside the reminder as a focus point in the classroom. Refer to the display at relevant teaching moments when these issues could be highlighted in a natural way.
Let’s TalkTalk to the children about what makes them angry. ‘Thought Shower’ words to describe how Jill felt (suggestions might include mad, cross, raging or furious). Talk about, and allow the children to demonstrate, where in the body we feel anger. Does anyone’s face go red like Jill’s? What do you do with your hands, feet? What else might you do?
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SUGGESTED SUCCESS CRITERIA
We will recognise the importance of caring and turn-taking.
We will discuss and experience ways of resolving differences.
CORE CONCEPT
Coping with strong emotions and learning to express these in a healthy way is diffi cult for young children.
POINTS TO NOTEWhen the children quarrel, time could be given for them to say sorry and resolve their differences.
WHAT YOU NEEDStory: I Want My Own Way (Resource G)
WHAT TO DO- Story- Let’s Talk- Drama- Let’s Talk
learning activity : Caring and sharing
Read the story I Want My Own Way to the children.(see Resource G for story). Ask them:- ‘Why did the children fall out?’- ‘How did John/Jenni/the other children feel at the end of the story?’
Story
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Drama
In the same groups, have the children try dramatising the story with an alternative ending.
Let’s Talk
Discuss with the children why it is not possible for them to have their own way all the time. Ask them what they might do in future when they feel angry.
Let’s TalkDivide the children into groups of six or less. Assign one child as a reporter. In groups, ask them to think about what might happen next. Take a few minutes to talk together about an ending. Go around the groups and ask the reporter to tell the rest of the class their group’s ideas. Briefl y record these and discuss.
Talk about what would need to happen if the children were all to be friends again. Write the key messages or words on the white/blackboard.
learning activity 1 and 3 : Feeling faces and Things that go bump in the nightPersonal Development and Mutual Understanding Orange Unit
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Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for ParentsParentsParentsParentsParentsParentsParentsParentsParents
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Resource B
learning activity 2 : The big happy picturePersonal Development and Mutual Understanding Orange Unit
learning activity 3 : Things that go bump in the nightPersonal Development and Mutual Understanding Orange Unit
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It had been raining all morning and Meena wasn’t allowed to go outside to play. ‘I’m bored,’ she said to her Mum. ‘Well, why don’t you play with your toys?’ asked Mum. ‘It’s no fun playing on my own,’ said Meena. ‘I wish Linda could come over.’ ‘It’s much too wet,’ said Mum. ‘Why don’t you make something with your play-dough? It’s in the cupboard under the stairs.’
learning activity 3 : Things that go bump in the nightPersonal Development and Mutual Understanding Orange Unit
Meena thought this was a good idea. She opened the cupboard. It was full of coats, shoes, boxes of books and bags of other things. Meena reached into one of the boxes and a big, black spider raced across her hand. She screamed. Her Mum came running out of the kitchen to see what was the matter.
Meena told her about the spider. She got such a fright that she wanted to cry. Her heart was beating very fast and her legs felt weak and wobbly. Meena’s Mum gave her a big hug and told her that the spider could not harm her. In fact, she had probably really frightened the spider as well. Then Mum found the play-dough and they sat at the table making lots of different things. Meena made a big spider and Mum pretended to be scared as Meena chased her around the room with it.
‘I don’t really like creepy crawlies,’ said Mum, ‘but they really can’t harm you. And remember Meena, if something frightens you, you must tell me or one of your safe grown-ups that you trust all about it.’ Meena isn’t so scared of spiders anymore, but when she is looking for something under the stairs, she shakes the bags and boxes before she puts in her hand.
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Scoobie was a little brown puppy. He had two brothers and they all lived with their mummy in a shed in Jenny’s garden. But when Scoobie was eight weeks old, Jenny’s dad decided that it was time new homes were found for the puppies.
learning activity 4 : I’m lonelyPersonal Development and Mutual Understanding Orange Unit
Jenny loved the puppies, but not as much as she loved their mum, Pepper. She knew that she could not keep four dogs so she asked in school if anyone would like a puppy. Thomas, who lived on a farm wanted, a pup. A few days later he called to Jenny’s house with his mum. Scoobie was put in a box and they drove to the farm. Scoobie felt a bit scared because it was very dark in the box.
When they got to the farm, Thomas gave him some food. Then he played with him on the kitchen fl oor. He rolled a little plastic ball across the fl oor and the little puppy chased it. ‘Time to do your homework, Thomas,’ said his Mum. ‘Put the puppy out in the barn.’ Thomas carried the little puppy outside. He prepared a nice soft bed of straw with an old blanket over it for Scoobie. Thomas put the puppy in the bed. Then he went out and closed the barn door. Scoobie began to feel very lonely. He missed playing with his brothers and he wished that his mummy, Pepper, was there so that he could snuggle in beside her and keep warm. The little puppy barked loudly but no one came to see what was wrong.
Next morning the farmer opened the barn door. Scoobie ran out to the farmyard. Mother duck was taking her ducklings to the pond for their morning swim. The little ducks quacked at the puppy so he followed them in the line. But when they went
splashing into the water, he jumped back. He didn’t want to get wet. The ducklings had great fun splashing and chasing each other, but Scoobie couldn’t join in. He wandered back to the farmyard. The hens and chickens were scraping in the dust. Scoobie chased the chickens. He wanted to play hide-and-seek with them. Instead, the mother hen shooed the little puppy away. ‘Naughty puppy,’ she clucked, ‘leave my chicks alone.’ Scoobie scampered away. Gyp, the black and white sheep dog, was lying sleeping in the sun. His tail wagged back and forth. Scoobie tried to catch it. The old dog woke up and growled loudly at the puppy. He jumped back in fright. The little puppy scurried back to the barn and sat in the bed whining. ‘I’m so lonely,’ he cried. ‘I want my mummy. I want my brothers. I’ve no-one to play with.’ Thomas’ mum heard the puppy. She said to his dad, ‘That little puppy misses his family. We’ll have to do something about it.’
That evening when Thomas came home from school, he had a big, brown box with him. He called Scoobie into the kitchen. ‘Here puppy,’ he said. ‘Look what I’ve got.’ He opened the box and out jumped a little brown and white puppy called Jess. Thomas played with the puppies in the farmyard and that night they both snuggled up together in the little bed of hay in the barn. Scoobie wasn’t lonely anymore.
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The children were playing in the park. They were all taking their turn to climb up the ladder and come down the big slide. Ben and his little sister Jill came into the playground. She loved the big yellow slide. It was her favourite. Jill ran over to the slide. ‘Me next, me next‘, she shouted excitedly and pushed her way into the line.
Little Miss AngryLittle Miss AngryLittle Miss AngryLittle Miss AngryLittle Miss AngryLittle Miss AngryLittle Miss AngryLittle Miss AngryLittle Miss AngryLittle Miss AngryLittle Miss AngryLittle Miss AngryLittle Miss Angry
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Resource F
learning activity 5 : Little miss angryPersonal Development and Mutual Understanding Orange Unit
‘It’s not your turn,’ said Rachel. ‘You have to go to the back of the line.’ Jill could feel herself getting hot. Her face screwed up. Her shoulders were raised and very tight. She clenched her fi sts and her face got redder and redder. All of a sudden Jill pushed Rachel really hard and Rachel fell to the ground with a loud bump! When Jill’s big brother saw what happened, he raced over and scolded Jill. ‘You’re not to push other children. If you want to play on the slide you have to wait your turn like everyone else. Now tell Rachel you’re sorry.’ But Jill just got really cross. Her face went even redder and she stamped her feet in a rage. ‘It’s not fair,’ she yelled, ‘They’ve all had a go.’ ‘Alright,’ said Ben, ‘if you won’t say you’re sorry to Rachel and play fair, we’ll go home.’ Jill burst out crying. By now she was so furious she tried to hit Ben, but he was too big for her.
When they arrived home Jill was in a huff. Ben told their mum what happened. Mum came into the sitting room to talk to Jill. She asked her why she had got so angry in the park. Jill said she thought it wasn’t fair that Rachel wouldn’t let her on the slide. Her mum explained that the other children were there fi rst and if Jill had waited her turn she could have had lots of fun playing with the other children. Mum said that everyone gets angry sometimes, but pushing, hitting or shouting at people is not a good way to deal with it. Sometimes when we are really angry we need to do something to help us feel better, but we should never do anything to hurt anyone else.
Mum showed Jill how she could scribble hard with a crayon on a piece of paper and get her anger out that way. She told Jill that she should talk to one of her safe people if she thought something wasn’t fair or if she was feeling angry.
Jill promised that the next time she was angry or cross she would try not to hurt anyone. When she saw Rachel later that week, she said sorry for pushing her.
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It was the summer and the children were off school. Helen, John, Jenni, Declan, and Katie played together every day. One morning John waited in his garden for the others to arrive. They were going to play a game of Score-the-Goal. Declan had got a set of infl atable football nets for his birthday. When the others arrived Declan said he would shoot fi rst and Helen would go into goals. John got cross and stamped his foot. ‘We’re in my garden,’ he whinged, ‘I’m going fi rst.’ So the other children agreed and they started the game.
I Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own WayI Want My Own Way
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Resource G
learning activity : Caring and sharingPersonal Development and Mutual Understanding Orange Unit
John’s first shot went over the net. His second one went way off to the side. When he struck the third ball, Helen caught it in the goal. ‘You’re out,’ said Katie. ‘Good catch Helen!’
John yelled that they were all cheats. He said that if he didn’t get another chance, he wouldn’t play. ‘That’s okay,’ said Jenni. ‘If you don’t want to play, we’ll go to my garden and play there.’ John got really mad. He hit Jenni and made her cry. The other children told John they wouldn’t play in his garden again. ‘I don’t care,’ said John, ‘you’re all cheating.’ But the other children just ignored him. They went next door to Jenni’s garden. John could hear them clapping and cheering. They were all having a great time because they waited their turn and played fair. After a while, John decided to go next door to see if he could join in.
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Anholt, C and Anholt, L.Billy and the Big New School(2004) Orchard Books 1 8435 2523 0
Anholt, C and Anholt, L. What makes me Happy(1998) Walker Books Ltd 0 6130 0053 6
Beck, I. The Teddy Bear Robber(2006) Picture Corgi 0 5525 5319 0
Brown, R. A Dark Dark Tale(1992) Red Fox 0 0998 7400 8
Brownjohn, E. All Kinds of Feelings(2003) Tango Books 1 8570 7596 x
Burningham, R. The Shopping Basket(1992) Red Fox 0 0998 9930 2
Child, L. Beware of the Storybook Wolves(2001) Hodder’s Childrens Books 0 4392 0501 8
Hughes, S. Dogger(1993) Red Fox 0 0999 2790 x
McNaughton, C. Boo!(2002) Picture Lions 0 0071 4014 2
Suggested stories
Spelman, CM. The Way I Feel Book (series) (2004) Albert Whitman and Company
Thomas, P. Is it Right To Fight?(2004) Hodder Wayland 0 7641 2458 7
Waddell, M. Can’t you sleep Little Bear?(2001) Walker Books Ltd 0 9399 7909 8
