| TEACHING
ACTIVITIES
1, 2. In
the first four weeks in school, at the start of each of these lessons,
pupils show things they have brought with them and are encouraged to
talk about themselves.
Read the story, 'But Martin!' about a visitor to earth who meets a class
of pupils who are all different - in looks, behaviour etc. Ask what
is special about Martin and the other main characters. (An alternative
is 'Cleversticks' by Bernard Ashley.)
Emphasise that everyone can be good at something.
In pairs pupils discuss what they are good at.
Pupils draw a picture of themselves and their partner's faces and an
adult scribes their captions to go under each one. (1a)
Introduce idea of a 'Special Person'. Each week one child is chosen
as the special person for the week and the whole class share good things
about them.
3, 4. In "Circle
Time":
- ask pupils to identify what makes them feel good;
- remember events, and how they made them feel;
- discuss playtime incidents and how the pupils felt about them.
Invite suggestions to help resolve these.
Offer the pupils a chart showing a range of facial expressions and ask
them to choose the one that best matches how they are feeling.
Ask pupils to collate shared feelings and display the 'feeling words'
with illustrations, eg sad, scared, happy, excited etc. This will provide
a feelings word-bank to refer to as this unit progresses. (1a)
5, 6. In "Circle
Time" ask pupils to reflect on a candle, placed in the centre,
eg ask pupils to notice their breath flowing in and out.
Ask pupils to focus on one of the words they have already mentioned
(in the word-bank), eg sad. Introduce the idea
of prayer as the way that people talk to God.
Ask pupils what they can say thank you for and what they may need help
for.
Encourage them to be very still and quiet and think about the things
they want to say thank you for and say sorry for.
Now ask pupils to imagine a sad face slowly becoming a happy face. (1b)
Pupils make drawings of different faces and attach words from their
word-bank as appropriate.
7, 8. Pupils choose
ONE of the playground incidents talked about in circle time (previous
lessons) and discuss a range of responses to that incident. (1c)
Ask how different words and actions can change things for better or
worse.
Tell stories to help pupils identify and think about their emotions
and the emotions of others, eg 'Elmer' by David McKee.
Ask pupils to say why Elmer felt as he did at different points of the
story.
9, 10. Tell story
or show video of 'The Lost Son' and ask pupils to identify the feelings
of the characters at different parts of the story.
Role play parts of the story, eg working in the field, saying goodbye,
welcoming home etc.
Then re-enact the story in groups of three.
Ask pupils what prayers might have helped each character in the story,
eg asking for help, saying thank you for the return of the son. (1c)
Tell pupils that the Father in the story helps Christians to think about
what God is like.
Ask them to imagine that they are the younger son and to think of a
gift that would make the older son happy. (1d)
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11, 12. Read the
Oxford Reading Tree stories, 'Yasmin and the Flood' and 'Mosque School'.
Discuss family life for Muslims as portrayed in the stories and what
happens at the mosque school. Introduce the Muslim name for God as Allah,
and explain that God/Allah wants people to love each other and take
care of each other.
Where possible arrange for a Muslim parent to come into school to show
their clothes and some typical food.
Show pictures and tell part of the story
of Sana, in 'Something to Share', pages 13-18, where Sana goes to
Qur'an school.
Afterwards, ask pupils to draw pictures showing some of the things Sana
does at the Qur'an school. (1d)
13, 14. Read the
story of Muhammad and the Old Woman.
Discuss the way the woman acted at each part of the story and the fact
that Muhammad looked after her despite this and the way her actions
changed because of Muhammad's love for her. (1d)
Take part in a sharing activity. Prepare as if for a picnic. Give a
large nan bread to one child only. Respond to the cries of it not being
fair by asking what to do about it. Share the nan bread and talk about
ways of sharing other things. (1a)
Ask pupils to add to the feelings word bank: introduce a few of these
feelings words and ask and explain what they mean: excited, satisfied,
contented, sulky, upset, disheartened, thankful, disgusted, cheerful,
lively, jovial, guilty, ashamed, miserable, fidgety, hopeful, joyful,
gloomy, merry, sorrowful, lonely, friendly, festive, worried, confident,
half-hearted, amazed, surprised, proud, shy, angry, calm. (1a)
Remind pupils of the characters in the stories covered in this unit
and play a game which asks them to choose a feelings word to go with
some of the characters.
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