(PDF) Key Stage 1, PDMU, Sarah and The Whammi - Unit 1 · 6 Unit 1 Sarah and the Whammi Task 1.2...

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Unit 1 Sarah and the Whammi

Unit 1

Family Matters

Section 1: Starting Out .........................................................4-12Task 1.1 Sarah’s bedroom .................................................................................4Media clip 1.1 Feelings of exclusion .................................................... 4Task 1.2 The magic eye trick ..........................................................................6Task 1.3 Sarah’s feelings .....................................................................................7Task 1.4 Different faces .......................................................................................9

Section 2: Moving On ..........................................................13-14Task 1.5 Babies and Whammies ..............................................................13Media clip1.2 The little Whammi being born ............................ 14Task 1.6 Baby blues .............................................................................................14

Section 3: Going Further ..................................................15-17Task 1.7 Busy morning .....................................................................................15Media clip 1.3 Sarah sulking in the kitchen ................................. 16Task 1.8 Reading Sarah’s thoughts .......................................................17Task 1.9 Say the right thing .........................................................................17

Family MattersUnit OneLearning Intention:Recognise the importance of positive relationships within the family.

Working with Others• Decidewhatneedstobedone.• Takeresponsibilityforaspectsofwork.• Showfairnesstoothers.• Recogniseandrespectothers’feelingsandideas.

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This unit deals with the relationships Sarah has with her immediate family and the slightly different, more responsible role she has to adopt because of the arrival of the new baby. Up to this point in her life, Sarah has had no real experience of having to take “second place”, as she imagines it, in her parents’ affections and attentiveness. She feels a sense of abandonment and blames her mother. Underlying her behaviour is a degree of jealousy and resentment towards baby William and a reluctance to let go of the exclusive rights she enjoyed as the only child. It is easier for Sarah to develop empathy for people outside of her immediate family because they don’t impinge on her emotions to the same extent.

The aim of this unit is to get the children to develop some empathy for Sarah and for her mother. It is important that they realise that Sarah has to take more responsibility for herself because the baby cannot take care of himself. He is completely dependent on his parents, whereas Sarah can do some things herself. The activities help the children understand why Sarah needs to be more independent and take on more responsibility. They also encourage the children to use empathy or as Sarah would describe it, “the magic eye trick”.

Not all children will have had this exact experience. However, they all have to contend with the often frightening prospect of taking on increased independence and responsibility.

Remember that all parents are not necessarily models of best practice and sensibility. Sarah’s parents, Mary and Robert, are depicted as caring, but are not always right. Sarah’s grievances, which include not being able to watch her favourite TV programme, having to walk to the bus with someone she doesn’t relate to and sometimes being ignored, are genuine grievances. She feels unfairly treated and this, ironically perhaps, provokes her sense of fairness and eventually her empathy for others.

Family MattersUnit One

Background

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Learning Intentions:We will recognise the importance of positive relationships within the family.•We will be able to understand that emotions are important, natural and •healthy.We will learn about empathy.•

Success Criteria:We will complete activities to help us understand our place in the family. •We will test our ability to read our own and others’ feelings. •We will practise showing empathy using the magic eye trick.•

Links to Living.Learning.Together.

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LEARNING ACTIVITY Background Notes

WHAT TO DO

Task 1.1 Sarah’s Bedroom This fun activity familiarises the children with Sarah’s bedroom and provides an insight into her life. It also introduces the children to roles and responsibilities.

Ask the children to help Sarah tidy her room. Have them drag and drop the •items in Sarah’s bedroom to the correct places and spaces.

Invite them to talk about the places and spaces that are important to them. Ask •them what makes these special.

Make a special place in the classroom where the children can display things •that are important to them.

Media Clip 1.1 Feelings of Exclusion

In this clip, both Sarah’s parents are obviously enjoying bathing the baby. From Sarah’s viewpoint, they only have eyes for the baby.

Sarah’s parents might want her to join in the fun but make no effort to include her until it is too late.

As a class, watch the media clip. Invite the children to answer the following •questions: - Have you ever felt left out? Where/When? - What does it feel like? - What can you do?

Next, ask the children to suggest what they could do to help themselves if they •ever feel like Sarah, for example: - talk to an adult; - go to a Buddy Stop; - write down your worries and place them in a worry box; and/or - look out for others who you think are feeling left out and inform an adult.

Talk about the make up of Sarah’s family. Encourage the children to talk about •ways other families are alike or different.

As a class, complete a • Me and my family book.

Section 1Starting Out

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Task 1.2 The Magic Eye Trick

The magic eye trick is explained in the first film clip shown at the end of Task 1:1 Sarah’s Bedroom.

Although this game deals with the purely physical world, it represents the first steps towards beginning to understand what another person may be feeling or thinking.

Ask the children to follow these instructions: •- Pick someone from the class. - Close one eye. - Look at the person you have chosen with the other eye. - Whisper the magic word empathy three times.

Explain to the children that if the magic works, they will be able to see inside •the other person’s head and see what they see.

Talk about the magic eye trick (empathy) and what it means. •

Discuss whether the magic eye trick really is magic, and how it actually works.•

Encourage the children to use the magic eye trick in real-life experiences.•

Finally, invite them to use the magic eye trick to see what Sarah is seeing.•

Extension Activities

What can you see? Organise the children into groups of six. •

Have them sit in two rows of three, opposite each other. •

Invite them to practise the magic eye trick with the children sitting on the •opposite side.

Ask each child in the first row questions about what the children in the •opposite row can see. For example, ask: - Can Roberta see the window? - Can John see his own bag? - Can Mary see Mark? - Which children can see the tree outside the window?

Next, ask questions such as: •- Which children might be thinking of birds/clouds/aeroplanes/playing outside? - Which children might be thinking of (name items in the school/classroom)?

Then, invite the children on the other side to answer the questions. •

Finally, invite the children to draw a picture of what they think the others can see. •

Iris’s Dream As a class, read Iris’s Dream (Wise up and Think Series, CCEA). •

As you read through the story, use the prompts in the book to talk about how •the characters are feeling.

Have the children practise using the magic eye trick on the characters in the •story.

Digital photos of the classroomUse a digital camera to take pictures of the view inside the classroom from •different positions.

Display the photographs on the interactive whiteboard. •

Invite the children to guess which children in the classroom see the different •views from their chair.

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Task 1.3 Sarah’s Feelings

Sometimes it is possible to understand another person’s feelings by reading the expression on their face. However this can be misleading as people often hide their true feelings. True empathy sometimes entails looking beyond outward appearances.

When children are bullied or hurt in some way, they often try to disguise the fear or pain they feel. This can lead others to mistakenly think that the pain or fear doesn’t matter, or has no effect on them.

Showing indifference in the face of cruelty or mistreatment may be admirable, but it can also allow bullies to deny they have done any harm. This is something we will look at in detail in the next unit.

Invite the children to choose four appropriate words to show how Sarah is feeling.

Extension Activities

Diamond RankingRead out the list of words and explain any that require clarification. If you want, •invite the children to think of other words to add to the list.

Organise the children into groups of four or five. •

Print out the words and distribute a set to each group.•

Explain the task of diamond ranking (see Active Learning and Teaching •Methods for KS1 and KS2). Ask the groups to rank the words so that they come up with their top four words.

Next, invite the groups to read out their top four words. Compare any •commonalities and/or differences.

Alternatively, use a mind map to record everyone’s ideas about how Sarah is •feeling.

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How are we feeling?Ask a volunteer to leave the room.•Choose an emotion and ask everyone else to use facial expressions to show the •feeling on their faces. Invite the volunteer to come back into the classroom and guess how the class •is feeling. Repeat this with other emotions. •Invite the children to answer the following questions: •- Do we sometimes hide how we really feel? - Do our faces always show our true feelings?

MasksMake masks using papier-mâché and a balloon. Use each side to show two •contrasting emotions.

In pairs, invite the children to hold the masks in front of their faces and tell their •partner how it feels inside the mask. Ask the partner to talk about what they see.

Ask them to look at the masks again and consider if they ever had the feelings •that the masks show.

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Task 1.4 Different Faces

This task illustrates the importance of the context in which feelings are expressed.

Have the children match the statement to the correct face.•

Invite them to share and review their answers after their initial responses.•

Talk about the context in which feelings are expressed. •

Ask the children if they can tell how their peers are feeling just by looking at •facial expression and body language.

Extension ActivitiesMake a Class Treasures Book (see • Living.Learning.Together. Year 2, Orange Unit, page 7).

Ask the children if it is possible for other people to make them feel better.•

Organise the class into small groups. Give each group a spinner that has the •name of a different emotion written on each face. Have the children take turns to spin the spinner, read the emotion aloud and state what makes them feel that way. For example, a child might say, ‘I feel angry when…’

Show the children a range of pictures of people showing different facial •expressions. Ask them to use the magic eye trick to imagine some of the things that the person is feeling and why.

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Have the children work in small groups to create a poster that shows their top •ten cheer-ups. Display this prominently in the classroom.

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Distribute magazines and invite the children to cut out pictures of people •showing different emotions. Organise the children into groups. Have each group create a collage of people showing a particular emotion, for example happiness. Invite groups to discuss their collages. For example, you could ask the group that created the happy collage, the following questions: - How do you know they are happy? - What sort of things are they doing? - What happy things can we do alone or with others?

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This could be a weekly activity. Have the class nominate a child to be king or •queen for the day/week. The king/queen can wear a special crown and have special privileges that the class deem to be relevant and rewarding. During the day/week have the other children write down: - things that the king or queen is good at, both in and out of school; and - the qualities they have, for example being helpful, a good friend or a great footballer.

Record these qualities onto a scroll and tie it with a ribbon. Present the scroll to •the king or queen at the end of their reign.

Use a visualisation exercise to encourage the children to think about a special •place within the classroom. You could do this as a meditation during circle time. Get the children to close their eyes and relax their bodies and breathing. Have them imagine that they are in a special place.

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Learning Intentions:We will be able to recognise roles and responsibilities within families.•

Success Criteria:We will complete activities to help us understand our place in the family. •


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WHAT TO DO

Task 1.5 Babies and Whammies

Through the story, Sarah expresses certain longings and emotions. She rejects the notion of family and all the trouble and upset they can cause, yet instinctively feels it’s important to belong.

Sarah also expresses a fear in entering the big, adult world without protection. She also wants some revenge. She wants to substitute the Whammi for William and angrily puts him out in the cold as if to say, “This is my family. You go and find your own.”

Sarah’s Whammi can walk and talk and doesn’t need to be clothed, fed, sheltered or nursed. Sarah wants to avoid the inconvenience of having to attend to a baby’s (Whammi’s) needs.

Have the children drag and drop the sentences they think are true to the •Whammi, the baby or both.

As a class, talk about the needs of both the baby and the Whammi. Note their •similarities and differences.

Ask the children what they do in a normal day and compare it with what a baby •does. For example, the children can eat their own food but babies need to be fed with a bottle. Babies need to wear a nappy whereas the children can go to the toilet themselves.

Ask the children to bring a teddy to school and to attend to its needs for a day.•

Section 2Moving On

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Media Clip 1.2 The Little Whammi Being Born

Pointer acts as the midwife and “borns” the new Whammi. The Whammi doesn’t have a family and has to go through the dark forest trying to find one. Pointer assures the Whammi that the wise little girl and he will be looking out for them.

After watching the clip, encourage the children to talk about:- the differences •between William and the Whammi; - if they would prefer to have a baby brother or a Whammi at home and why; and - why the Whammi has to find his own family in Sarah’s story.

Ask the children to draw their families. •

Then, have them write down one thing that makes their family special. •

Next, invite them to ask someone at home to write down one thing that they •think makes their family special.

Discuss how all our families are different and why they are so important. •

Task 1.6 Baby Blues

This task reinforces the idea that babies, like all children, have needs. Babies, however, have a limited way of communicating their needs.

For some children, this activity might provide insight into the stresses that can be caused by crying babies and just how dependent babies are. Looking after a baby’s needs implies responsibility, empathy and imagination. This understanding will be useful in Unit 1, Section 3.

Have the children drag four objects to the baby to try and stop it crying. •Remind the children that must attend to the baby’s needs. They cannot move on until the baby is happy.

As a class, talk about and share experiences of little brothers and sisters. •Encourage the children to describe the practical things they can do at home to help their parents look after their younger brothers or sisters.

Ask the children if they think it is a baby’s fault that they need so much •attention.

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Learning Intention:We will examine ways to promote positive relationships in the family. • Success Criteria:We will carry out activities to promote positive relationships within the family.•We will practise showing empathy using the magic eye trick.•


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DETAILS OF WHAT TO DO

Task 1.7 Busy Morning

The activity provides some insight into the pressures and anxieties that create tense relationships in many households in the morning.

It helps the children to develop empathy towards their parents. It also introduces the idea of planning ahead and a sense of responsibility.

Have the children pretend to be Sarah’s Mum and try to do all her chores before •the time runs out.

If any children fail to complete the game on time, have them repeat it. •Repeating the game will improve their powers of anticipation and ability to plan ahead. They will soon realise that they have to get school books and PE equipment organised the night before, and offer to attend to some of the baby’s needs.

Extension ActivityOrganise the children into four groups. Allocate one member of Sarah’s family •to each group, for example, Mum, Dad, Sarah or William.Have groups describe how that person was feeling. •

Next, have them create a mind map to show the thoughts of their allocated •family member.

Then, invite them to report back to the class and show how that person was •feeling.

Ask the children if this extra information or empathy would have helped Sarah •or other members of the family.

Section 3Going Further

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Media Clip 1.3 Sarah Sulking In The Kitchen

Sarah hopes her Mummy can see that she is unhappy. Mary hopes that Sarah will take more responsibility, act maturely and see the gulf between her own needs and the baby’s.

Sarah refuses to accept her promotion to “big girl” and plays on her mother’s guilt. But she is also genuinely fearful of setting out without her mother.

It is important that children develop some empathy for both characters and realise that, in this situation, there is no simple right or wrong answer.

The situation can only be resolved through Sarah agreeing to adapt to the new circumstances, however painful that might be. Mary could help by appealing to Sarah’s sense of fairness and by acknowledging that it requires courage and maturity on Sarah’s part.

Remember that there is a lot in this scene for the children to absorb.

Ask the children to use the magic eye trick at home in the morning. Ask them •to try and see the things their mum/dad has to do and how s/he might feel.

Ask the children if they think some households are calmer than others in the •morning and why. Ask them if they have breakfast at home or go to a breakfast club.

As a class, compile a list of the things that adults do in the morning.•Encourage the children to talk about the tasks they could do to help when their •parents/guardians are under pressure in the morning. Have each child write their own personal • I can help list, for example: - I could pack my own bag; - I could make my bed; - I’m going to make my own lunch; - I’ll put the bowls in the dishwasher; and/or - I can make my own toast. Create a series of colourful • I promise vouchers. Ask each child to make a voucher for some of the tasks included on their I can help list. Have them decorate the vouchers and take them home.

Highlight the link between empathy and taking some measure of control.•

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Task 1.8 Reading Sarah’s Thoughts

This task encourages the children to develop some empathy for Sarah’s feelings.

From the various video clips, Sarah’s thoughts about her little brother may seem to be quite negative. It is important to consider the good things about having siblings as well.

Have the children drag and drop the appropriate word to complete the •sentence. They place the magic eye icon over Sarah to find out if they have chosen the correct word

Extension Activity

Class DebateDesignate areas of the classroom or parts of a continuous line with the words •yes, no and don’t know.

Give the children a statement, for example brothers and sisters are great.•

Ask them to respond by moving to stand in the appropriate area – yes, no or •don’t know.

Ask for volunteers to explain why they have chosen to stand where they did.•

Give the children an opportunity to change their mind and position after they •have heard other points of view.

Ask them to record their points of view and illustrate them. •

Put all the contributions together in a book as a reminder of the class debate. •

Task 1.9 Say the Right Thing

In this task, the children adopt the role of Mary. They have to try and appeal to Sarah’s sense of fairness courage and maturity.

The children must help Mary say the right thing to get Sarah to go to the bus. •

They must also predict what Sarah might say in response to each of Mary’s •statements.

In small groups, have the children role-play the scene and try to persuade •Sarah to take the school bus with David.

Invite the children to suggest alternative ways in which the role-play could be •concluded.

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