let’s get together · 2019-06-26 · to be me lets get together key question 2 to be me let’s...
TRANSCRIPT
To Be MeLet’s Get Together
A CCEA Publication © 2009
Resource Sheet in this booklet
Skills listed on a dark orange background are Cross Curricular Skills
Skills listed on a light orange background are Thinking Skills and Personal Capabilities
A practical resource to support the Personal Development and Mutual Understanding (PDMU) Area of Learning in the Northern Ireland Curriculum
The To Be Me (Personal Development and Mutual Understanding) thematic unit for Key Stage 1 pupils with severe learning difficulties (SLD) aims to provide teachers with support in beginning the planning, teaching and assessing of PDMU within the Northern Ireland Curriculum.
This resource is comprised of six sub-units• FitforLife• Let’sGetMoving• HomeisWheretheHeartis• FeastfortheSenses• StraightfromtheHeart• Let’sGetTogether
It details suggested learning activities and methodologies which will assist teachers in developingchildren’spersonal,emotional,socialandhealthneedsattheveryearlieststagesofdevelopment.
ItincludeslinkstotheThinkingSkillsandPersonalCapabilitiesFramework,thecrosscurricularskills of Communication, Using Mathematics and Using ICT. The resource also connects to the Areas of Learning where appropriate and incorporates the principles of Assessment for Learning.
Strand 1Personal Understanding and HealthThemselves and their Personal Attributes Begin to recognise uniqueness and value personal qualities and abilities
Their Own and Others’ Feelings and EmotionsBegin to recognise and manage some feelings
Keeping Healthy and SafeBegin to recognise some aspects of a healthy lifestyle
Strand 2Mutual Understanding in the Local and Wider CommunitySimilarities and DifferencesBegin to recognise differences in each other
Learning to Live as a Member of a CommunityBegin to understand their role in the classroom community
Relationships with Family and FriendsBegin to understand the relationships within a family
Similarities and DifferencesBegin to recognise differences
WritersAnnaWoznica,LisanallySchool,ArmaghHelenStewart,TorBankSchool,DundonaldStephanie Anderson, Tor Bank School, Dundonald Caroline Currie, Lisanally School, Armagh
Curriculum ObjectiveTo develop the young person as an individual
Key ExperiencesTo develop themselves and their personal attributes
Learning IntentionsPupils will have opportunities to:• developtheskillsandconfidencetojoinin
withagroupactivity;• thinkaboutandunderstandthe
expectationsofothers;• developindependenceinperforming
appropriategreetings;• thinkaboutandsharetheirfeelingswith
others;and• communicateneedsinanappropriate
manner.
Progress in LearningI am learning to:• beabletogreetpeople;• anticipatewhatisgoingtohappennext;• sharemyfeelings;and• howtogiveandreceiveinformation.Iampractising:• mylookingandlisteningskills.
Success CriteriaPupils will:• understandhowtogreetpeople;• displaysomelisteningskills;and• recogniseanddiscusssomefeelings.
Attitudes and Dispositions• Personalresponsibility• Self-confidence• Curiosity• Concernforothers• Flexibility• Tolerance• Respect• Opennesstonewideas
Thinking Skills and Personal CapabilitiesSelf-Management
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To Be MeLet’s Get Together
To Be Me Lets Get Together
Key Question
To Be Me Let’s Get Together2
Activitieswiththiskeyquestionhighlightthepotentialofgrouphello/circletimeasameansofdevelopingandconsolidatingcommunicationandsocial-interactionskills.
Time to Say HelloEstablisharoutinewherethesametableorareaoftheroomisusedforhellotimeeachday–thesetting-upofthisareawillindicatetopupilsthattheactivityisabouttobegin.
Placeboundaries(forexamplebookcasesorscreens)aroundtheedgeoftheareatogiveitphysicalstructure.
Position your pupils, depending on ability levels and needs, in avarietyofseatingarrangements.Havethemsitonthefloorinacircle,oronseatsinanarcwiththememberofstaffwhoisleadingseatedatthefront.
Alternatively, have the session at a round tableoraroundasetofsquaretablestohelpanchorandfocusyourpupils.Haveothermembersofstaffsitalongside or behind pupils dependingonthelevelsofpromptingrequired–thiswillbeindividualtoeachgroup and you may need totrialdifferentseatingarrangements.
You will need:
• Music(CD/instruments)
• Cues:tablecloth,puppet, symbols, photographs,tactileobjectsor‘here’cards
When and where will hello time take place?
To Be Me Let’s Get Together 3
Cross Curricular Skills:Communication -Developconfidenceatbeingwithadultsand other pupils
Communication -Speakclearlyandstructuretalksothatideascanbeunderstoodbyothers
Communication -Listentoandtakepartindiscussionsandexplanations
Thinking Skill and Personal Capability:Managebehaviourinarangeofsituations
Announcethebeginningofhellotimebygivingyourpupilsspecificcuesorpromptsdirectingthemtomovetowardtheidentifiedarea(individualcuesmaybenecessary).Trymulti-sensorycues(forexampleplayingacertainpieceofmusic/instrument,turningthelightsupordownorusingaparticularfragrance).Alternatively,setaspecifictableclothorobjectonthetable(forexampleapuppetthatistobeusedduringtheactivity).
Haveyourpupilschecktheirvisualtimetableandfollowaverbaldirectionor,ifappropriate,
interpretnon-verbalsigns,suchasMakatonor pointing.
Encouragethemtofindtheirownseatbylocatingtheirphotographorindividualsymbol,colourortactilecue.Ensurecuesarekeptconsistentforeachpupil.Havestafforpupilsplacethephotographsorcuesontheseatsinadvanceofhellotime.Alternatively,havepupilsfindtheirseatbyreferencinganadultwhoispointingtoaparticularchairnumberorbylocatinga‘here’card,whichcanbedownloadedandprintedfrom www.polkfl.net/staff/resources/ese/documents/boardmaker/behaviorhere.pdf
To Be Me Lets Get Together
Key Question
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What’s Coming Next?Ensureyourpupilsareawareofprogressionthroughouthellotimebyexplainingverballywhat’shappeningnextorbyfollowingasimplevisualschedule.Informingthemofwhatiscomingnextandhowmanysegmentsoftheactivityareleftcanhelpalleviateanxietyandstress.Also,ensurehellotimefollowsthesamepatterneachday.SeeResource1forexamplesofsymbolsthatyoucoulduseforahellotimeschedule. Youcanincreasethenumberofseparateactivitieswithin hello time, although ensure that pupils who can’tattendtowholegroupinstructionsaredealtwith on an individual basis.
You will need:
Resource 1: HelloTimeSymbols
What’s going to happen and what is expected from me?
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Sharethelearningintentionsandsuccesscriteriawithyourpupilsusingvisualmeans(thiswouldbeagoodAssessmentforLearningpractice).Thelearningintentioncouldbeconcernedwiththewholeoftheactivity(forexample‘wearelearningtojoinin’)orasmalltargetedsegment(forexample‘wearelearningtolook’or‘wearelearningtotaketurns’).
Likewise,successcriteriamaybeshared with the whole group orbemademorespecificforindividualpupils.Forexample,‘sit,sayhello, sing one song, saygoodbye’couldbe presented visually. Youcouldalsoofferyour pupils visual feedbackbygivingthemastarforeachpart theyachieve.
Cross Curricular Skill:Communication – Listentoandtakepartindiscussions
Thinking Skills and Personal Capabilities:BewillingtojoininFocus,sustainattentionandpersistwithtasks
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Key Question
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Thefollowingactivityisconcernedwithpractisingthesocialskillofusingappropriategreetings.
Hello, Hello, HelloDemonstratetoyourpupilshowtoperformastraightforwardgreeting.Useapuppettoaddvisualimpactandincreasemotivation(youcanpurchasethesefromanyoftheeducationalcatalogues).Encourageyourpupils,asindividuallyappropriate,toimitateuseoftheword‘hello’.YoucanalsodothisbyperformingtheMakatonsignorpressingaswitchthatplaysarecordingoftheword‘hello’(switchescanbepurchasedonline).
You will need:
Resource 2: SongSheets
• A ball
How do I greet everyone?
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Havepupilsgreetindividualsthroughsong.SeesongsonetothreeinResource2forsomeideas.
Havepupilsrollaballtooneanotherwiththesendergreetingthereceiver.
Alternatively,havethemanswerarollcallorsongwithaverbalresponseoragesture.SeesongsfourandfiveinResource2forsomeideas.
Cross Curricular Skills:Communication – Adaptwaysofspeakingtoaudienceandsituation
Communication –Usenon-verbalmethodstoengagewiththe listener
Thinking Skills and Personal Capabilities:BeawareofpersonalstrengthsBeabletolearnfromdemonstrationandmodelling
To Be Me Lets Get Together
Key Question
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Lotsofworkneedstobedonewithyoungpupilsintheareaoffeelings,assomemayexperiencedifficultiesinbeingabletoidentifytheirownemotions.
Beforecarryingoutthefollowingactivity,usehome/schooldiariesorphonecallstofindoutfromparentshowindividualpupilsarefeelingthatday.
How Do I Feel?Havestaffmodelexpressinghowtheyfeelbyselectingasuitablevisualcardandexplainingwhyorwhatitisthatismakingthemfeelthatway.
Haveyourpupilsrespond,ifappropriate,tothequestion‘Howareyoutoday?’Youcouldalsoposethequestionthroughsong(seesongsixinResource2).Pupilscanrespondbystickingavisualthatrepresentshowtheyfeelontoa‘feelingsboard’undertheirphotographorviceversa.SeeResource3forexamplesofvisualsrepresentingemotions.
You will need:
Resource 3: EmotionSymbols
• Afeelingsboard
• Photographs ofpupils
How do I share my feelings?
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Cross Curricular Skills:Communication -Communicateinformation,ideas,opinions,feelingsandimaginingsusinganexpandingvocabulary
Communication -Usenon-verbalmethodstoexpressideas and engage with the listener
Thinking Skill and Personal Capability:Focus,sustainattentionandpersistwithtasks
To Be Me Lets Get Together
Key Question
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Thefollowingactivityencouragespupilstodeveloptheirlisteningandlookingskillsduringhello/circletime.
ListeningUsesongsthatrequireyourpupilstolistenandrespond(forexample‘Ifyou’rehappyandyouknowit’).Fadeoutvisual/physicalprompts as you progress.
Play sound lotto games with your pupils (thesecanbepurchasedfromeducationalcatalogues)andimitationgames(forexample‘Dothisdothat’or‘Simonsays’).
Explain to them that you are going to tell them to do some things, but they must listenfortheword‘go’beforetheycandothem.Giveaninstructionandwaitforafewsecondsbeforesaying‘go’(forexample‘touchyournose…go’).
Extendthegamebyincreasingthepausebeforesaying‘go’orbygivingaseriesofinstructions.Alternatively,useaparticularpupil’snameinsteadof‘go’(takenfrompage32‘Identification,StrategiesandActivitiesforCommunicationintheClassroom’,SpeechandLanguageDevelopmentProject, June2007).
Youcanmakelinksto:• The Arts (Music) by setting up a barrier
andseatingallofyourpupilsononesideofit.Gathertogethertwoidenticalsetsofmusicalinstruments,placingonesetoneachsideofthebarrier.Playaninstrumentontheothersideofthebarrierfromyourpupilsandencouragethemtoguesswhichinstrumentisbeingplayed.Havepupilsplaytheirchoseninstrumenttoconfirmtheanswer(takenfrompage30‘Identification,StrategiesandActivitiesforCommunicationintheClassroom’,SpeechandLanguageDevelopmentProject,June2007).
You will need:
Resource 4: VisualInstructions
• Musicalinstruments
• Ablanket
• Variousobjects
How can I practise looking and listening?
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LookingHavetheadultwhoisleadingcircletimewaitexpectantlyforpupilstoshowthattheyarereadytoparticipate(forexamplegivingeyecontact,becomingstillorrespondingtotheirname).Ifitemsaretobeusedintheactivity,handthemtopupilsoncetheyshowthey are ready.
Encourageyourpupilstofollowvisualinstructionsbymodellingactionssuchas‘claphands’and‘touchnose’.SeeResource4forexamplesofvisualinstructions.
Play‘Kim’sGame’withyourpupils.ThenameofthisgameisderivedfromRudyardKipling’snovel‘Kim’.Thegameisusedtodevelopmemoryskillsandisavailableonlineatwww.en.wikipedia.org/wiki/Kim’s_Game
Foroneversionofthegame,layvariousobjects(forexamplemusicalinstrumentsorfruit)outonatable.Giveyourpupilsafewmomentstostudythem.Thencovertheobjectswithablanket.
Takeawaytheblanketandwithitcarefullyremoveoneobject(thismustbekepthidden).Askyourpupilstoindicatewhichobjecthasgone,eitherbyverballyansweringadirectquestionorselectingthecorrectsymbolorphoto.
Choosea‘captain’(amemberofstaffatfirst).Explaintoyourpupilsthattheyhavetowatchthecaptaincarefullyandthatthecaptainisnotallowedtotalk.Haveyourpupilssalutethecaptainwheneverheorshelooksatthem.Afterafewdemonstrations,pupilscantaketurnsatbeingthecaptain(takenfrompage113‘Identification,StrategiesandActivitiesforCommunicationintheClassroom’,SpeechandLanguageDevelopmentProject,June2007).
Considertakingavideoofyourpupilsengagedinthelookinggames,andusethisafterwardsasaself-reflectionandfeedbacktool.
Cross Curricular Skills:Communication –Usenon-verbalmethodstoexpressideas and engage with the listener
Communication –Listentoandtakepartin discussions
Thinking Skills and Personal Capabilites:ManagebehaviourinarangeofsituationsBeabletolearnfromdemonstrationandmodelling
To Be Me Lets Get Together
Key Question
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Talking About the WeatherEncourageyourpupilstorespondtoquestionsabouttheweather.Responsescanbeverbal,performingaMakatonsignorchoosingthecorrectvisualorphotograph,asappropriateforeachpupil.SeeResource5forexamplesofweathersymbolsthatcanbeusedinthisactivity.
Usemulti-sensoryinputtoreinforcethatanansweriscorrectortogiveprompts.Ideasincludeusingahand-heldfanonwindydays,sprayingasmallamountofwateronrainydaysorfeelingahotwaterbottleonhotdays.
YoucanprovideyourpupilswithICTexperiencesbyaccessingtheSwitch-Itweatherprogramme,availableonC2K.Encourageyourpupilstoindicatewhichweatherscenariotheyareexperiencingthatday.
Youcanmakelinksto:• Mathematics and Numeracy by using
thesymbolsinchart.Placetheweathersymbols on the horizontal axis and encouragepupilstoaddacolouredblockabovetheappropriatesymboleachday.Discussionsaroundthischartcanthenbeusedtoconsolidatecountingskillsandtimevocabulary;and
• The World Around Us by extending discussionstocoverwhatclothesaresuitableforeachday’sweather(choosingfromdolls’clothes,picturesorrealclothes).
Talking About Our DayEncourageyourpupilstorespondtoquestionsabout the day. In addition to answering verbally or with sign language, have pupils moveapointertothecorrectdayonaclassroomchartdisplayingthedaysoftheweek.Haveyourpupilsanswerquestionsabouttheplanfortheday,makingreferencetoavisualtimetableasrequired.YoucanalsouseSong7inResource2aspartof thisactivity.
Forarangeofsimple‘daysoftheweek’printablelabels,scrolldownthelistatwww.earlylearningactivities.com/printables.html
You will need:
Resource 2: SongSheets
Resource 5: WeatherSymbols
Resource 6: FoodandActivity Symbols
• Multi-sensoryinputs
How can I give and receive information?
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Youcanmakelinksto:• The World Around Us (History)byencouragingpupilsto
recalltheirownnewsand,later,answerquestionsaboutthenewsgivenbyothers(asappropriatetothefunctioninglevelofeachpupil).Informationsuchaswhatthepupilatefordinnerorwhatgametheyplayedonacertaindaycouldbegleanedfromhome,viahome/schooldiariesorrecallfolders.
Toaddvisualstructureandsupporttothisactivity,considerdisplayingaphotographofeachpupilonaboard.Encouragethemtochooseasymbolorphotographfromaselection(forexamplefood,outings)andstickitbesidetheirphoto.Onceeveryonehashadtheirturn,furtherquestionssuchas‘WhatdidSaraeatlastnight?’or‘Whohadchipsfortea?’couldbeasked,usingtheboardasavisualreference.Somepupilsmaybeabletorecallthecorrectanswers even when the board iscoveredup.SeeResource6forexamplesofsymbols that you coulduse.
Cross Curricular Skills:Communication –Communicateinformation,ideas,opinions,feelingsandimaginingsusinganexpandingvocabulary
Communication –Readarangeoftextsforinformation,ideasandenjoyment
Using ICT – Accessandmanagedataandinformation
Using Mathematics –Read,interpret,organiseandpresentinformationinmathematicalformats
Thinking Skill and Personal Capability:Managebehaviourinarangeofsituations
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Resource 1Hello Time Symbols
hello feelings
weather day
news singing
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Resource 2Song Sheets
Song 1
(To the tune: My Hat it Has Three Corners)
Let’ssayhellotoJamey,Let’ssayhellotoRuth,Let’ssayhellotoSuresh,They’rewelcomeheretoday.
Sit in your circle and welcome each child in turn. Change the words to incorporate actions if you like:Let’s wave hello to Christine …We’ll clap our hands for Dorothy…
From‘BobbyShaftoe,clapyourhands’bySueNicholls,A&CBlack
Song 2
Ah, La, La, La
Shakeafriend’shandShakeahandnexttoyou,Shakeafriend’shandandsingalong.Shakeafriend’shandShakeahandnexttoyou,Shakeafriend’shandandsing,sing
A-lalala,lala,la-le-lu-iaLalalala,la-le-lu-ia.Lalalala,lala,la-le-lu-iaLalalala,lale,le-lu-ia.
Verse2.Hugafriend’sneck…Verse3.Squeezeafriend’sknee…Verse4.Scratchafriend’sback…
http://www.higherpraise.com/Lyrics4/AhLaLaLa.htm©1978,C.A.MusicWordsandMusicbyDavidGraham
Song 3(To the tune: Here We Go Round the Mulberry Bush)
This is the way we say hello,Sayhello,sayhello.This is the way we say hello,SayhellotoPeter.
Song 4 (To the tune: One Little, Two Little, Three Little Indians)
WhereohwhereohwhereisSara?WhereohwhereohwhereisSara?WhereohwhereohwhereisSara?WherecanSarabe?
Gently cover the pupil with a blanket, or wave it in front of them, and remove with gusto at the end of the song!
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Resource 2Song Sheets
Song 5
(To the tune: Are You Sleeping)
WhereisSara?WhereisSara?Isshehere?Isshehere?Whereisshesitting?Whereisshesitting?There she is.There she is.
Song 6
(To the tune: Skip to My Lou)
Hello,howareyou?Hello,howareyou?Hello,howareyou?Howdoyoufeelthismorning?
Song 7
(To the tune: We Wish You a Merry Christmas)
WewishyouahappyMonday,WewishyouahappyMonday,WewishyouahappyMonday,All day long!
Song 8
Hickory Dickory Dock
HickoryDickoryDockThemouseranuptheclockTheclockstruckone(oneclap)The mouse ran downHickoryDickoryDock
HickoryDickoryDockThemouseranuptheclockTheclockstrucktwo(twoclaps)Themousesaid‘boo’(coverand uncoverface)HickoryDickoryDock
HickoryDickoryDockThemouseranuptheclockTheclockstruckthree(threeclaps)Themousesaid‘whee’(raisehandsinexcitement)HickoryDickoryDock
HickoryDickoryDockThemouseranuptheclockTheclockstruckfour(fourclaps)Themousesaid‘nomore’(coverears)HickoryDickoryDock
Song 9
Five Currant Buns
Fivecurrantbunsinthebaker’sshopRoundandfatwithacherryonthetopAlongcameSarawithapennyonedayBoughtacurrantbunandtookitaway
ThenFour…three…two…one
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Resource 2Song Sheets
Song 10
Five Little Speckled Frogs
Fivelittlespeckledfrogs,satonaspeckledlog
Eatingsomemostdeliciousbugs(yum,yum)
Onejumpedintothepool,whereitwasniceandcool
Thentherewerefourgreenspeckledfrogs(glub,glub)
ThenFour…three…two…one
Song 11
(To the tune: Here We Go Looby Loo)
Musicalboxgoesround,musicalbox goes round,Musicalboxgoesroundandround,Whatwillittellyoutoplay?
Musicalboxgoesround,musicalbox goes round,Musicalboxgoesroundandround,That’swhatittoldyoutoplay.
From‘BobbyShaftoe,ClapYourHands’bySueNicholls,A&CBlack
Song 12
(To the tune: Skip to My Lou)
Wavegoodbye,it’stimetogoWavegoodbye,it’stimetogoWavegoodbye,it’stimetogoWe’llseeyouagaintomorrow.
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Resource 3Emotion Symbols
happy sad
tired angry
hungry sick
worried afraid
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Resource 4Visual Instructions
clap hands touch nose
touch ear wave
point finger blink
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Resource 5Weather Symbols
sunny raining
snowing windy
cloudy icy
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Resource 6Food and Activity Symbols
chips sandwich burger
vegetables pie pizza
park beach cafe
shopping tv computer
To Be MeLet’s Get Together
A CCEA Publication © 2009