student workshop: learning to care table of contents · student workshop: learning to care is...

Student Workshop: Learning to Care © Sunburst Visual Media, a division of Global Video, LLC

TTTTTable of CCCCContents

About the Program

Introduction ....................................................................... 1

Learning Objectives ........................................................... 1

Program Content ............................................................... 2

Viewing the Program ........................................................ 3

Discussion Questions ........................................................ 6

Bulletin Board Starters ...................................................... 9

Suggested Activities ........................................................ 10

Send-Home Pages ............................................................ 12

K-1 Take Home Book ................................................. 13

Grade 2 Take Home Book .......................................... 14

Bibliography

General Reading .............................................................. 15

Fiction for Grades K-2 ..................................................... 16

Related Materials Available ............................................. 18

Script Program Script .................................................................. 19

Matt’s Story ................................................................ 19 Pam’s Story ................................................................. 23 Damon’s Story ............................................................ 26

Molly’s Story .............................................................. 29

Conclusion .................................................................. 31

Activities (may be copied for class distribution)

Activities Table of Contents ............................................. 33

Credits Credits .............................................................................. 50

Student Workshop: Learning to Care

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About the Program 1

Student Workshop: Learning to Care © Sunburst Visual Media, a division of Global Video, LLC.

IIIIIntroduction

Feeling–and showing–concern for the feelings of others is a fundamentalcomponent of a warm and compassionate personality. Young children tendto be self-centered–a necessary condition for growing and learning at theearly stages of life. But as they enter school and begin associating more withtheir peers and others, it becomes important for them to begin to think aboutfeeling outside themselves. Student Workshop: Learning to Care, deals withthe importance of letting others know that you are there for them when theyare feeling sad, or lonely, or frightened. The program helps children tounderstand and help a friend through some difficult experiences. By identi-fying with the characters and familiar situations, children will begin tounderstand the value of being able to put themselves in someone else’s place.

LLLLLearning OOOOObjectives

Children will:

• understand feelings and where they come from.

• learn to identify feelings in themselves and others.

• understand sympathy and empathy.

• recognize the importance of showing others that someone cares for them.

• learn ways to demonstrate caring and concern for others.

• build character as they learn to be compassionate and caring.

2 About the Program


PPPPProgram CCCCContent

Program

• A young artist introduces and discusses each story;• The stories tell about children in unhappy situations who are helped by the knowledge that their friends care about them. A pause for discussion and activities follows each segment and time for Activity Sheets.

Activity Sheets:

• These are designed to reinforce and extend the concepts presented in the program.

About the Program 3


VVVVViewing the PPPPProgram

Student Workshop: Learning to Care is designed to be used over four sessions.Each story is presented, then followed by questions for discussion and byactivity sheets for reinforcing and extending the concepts in the section. Inaddition their are bulletin board suggestions and further activities included.

Matt’s Story

The program opens with a music video about caring. The host,a young artist, introduces the concept that everyone has dayswhen they’re feeling sad, and that it makes them feel worsewhen they think nobody cares. The host displays a painting ofa boy named Matt who was having a hard time keeping up with

his classmates in school. The painting “comes to life” and we see Mattinside his classroom.

Matt sometimes has trouble learning, and some of his classmates make funof him. One day the teacher is giving a lesson on long and short vowelsounds, and Matt volunteers an answer. Vinny, who sits behind him,makes a mean joke at his expense. Other children laugh. Matt feelshumiliated. Alicia overhears what Vinny says and reassures Matt. Then atlunch, she confronts Vinny and the others who were laughing at Matt. Shereminds them that Matt has to work harder in class than some of theothers, and asks them how they would feel if everyone laughed at them.The kids begin to think about Matt’s feelings. They decide to take turnshelping Matt with his homework. After a week of getting extra help fromhis classmates Matt is called on again. This time, when he gets the rightanswer everyone congratulates him. The host points out that, when Vinnyand the others put themselves in someone else’s place, it made it easier forthem to find a way to show Matt that they cared. The program pauses forclass discussion and use of the Activity Sheets.

Running Times:Matt’s Story: 4:15 minutesPam’s Story: 3:10 minutesDamon’s Story: 2:35 minutesMolly’s Story: 1:45 minutes

4 About the Program


Pam’s Story

On the way to school one morning, Pam happily tells herfrineds that her family is moving to Florida and that hernew home will be very close to Disney World. Everyoneis excited for her, and a little envious. But as the daygoes on, Pam seems to lose her enthusiasm. The others

are puzzled; Pam was so happy in the morning–why does she look so sadnow? After lunch the teacher, Mrs. Lenci, makes an announcement aboutthe spring program and Pam becomes even sadder because she won’t bethere. Her friends try to comfort her by telling her that they understandhow she feels and they really care. The host points out that Pam’s class-mates had to look for clues to figure out what was making Pam sad. Thenviewers are asked to think of some things her friends could do to help Pam.The program pauses for discussion and use of Activity Sheets.

Damon’s Story

Mrs. Lenci’s class has a new member–a boy namedDamon. Damon has to use crutches and has difficultywalking. The children are all friendly and try to makehim feel like a part of the class. But at lunchtime

everyone runs to get a seat in the lunchroom, forgetting that Damon can’tkeep up with them. Damon winds up sitting at a different table. Later onat recess the kids grab basketballs and soccer balls and run outside to playgames, inviting Damon to watch. When Damon leaves early for hisspecial bus, Mrs. Lenci asks the class how they think his first day went.They think back to how they left him behind at lunch and how he couldonly watch the games they played. They decide they all need to think ofways to show Damon they’re glad he’s in the class. The host then asksviewers to think about what they would do if Damon were in their class.The program pauses for discussion and use of Activity Sheets.

About the Program 5


Molly’s Story

One morning, Molly’s friends find her crying. She tellsthem that her beloved dog Clancy died the night before.The children are all sorry and try to get Molly to stopcrying. They ask her to come with them, but Molly saysshe doesn’t feel like it, and runs away. The children try to

think of ways to make their friend feel better. Should they adopt a kitten,or a puppy, and give it to her? Maybe they should get her a new hobbylike a rock collection. Or she might like it if they put together a book allabout Clancy. The host asks the viewers what they think Molly’s friendscan do to show they care about her. The program pauses for discussionand use of Activity Sheets.

Conclusion

The host reiterates that there are lots of times when kidsfeel sad. But when friends show them that they care, ithelps to make the sadness go away. A music videoconcludes the program.

6 About the Program


DDDDDiscussion QQQQQuestions

Preview Questions

• Have you ever been unhappy and felt that nobody cared about you?What did it feel like?

• How do you feel when others make fun of someone because he orshe is “different”? Have you ever tried to imagine how that personmight feel?

• What are some of the ways that you can show someone you carewhen they are unhappy?

Matt’s Story:

• How do you feel when you give a wrong answer in front of the class?Is it a good feeling? Why did Matt feel especially upset when hecouldn’t answer the question correctly?

• Have you ever made fun of someone because they made a mistake? How did you feel afterward? How do you think the other person felt?

• What does it mean to put yourself in someone else’s place?

• How did Matt’s classmates help him? Why do you think it made adifference?

About the Program 7


Pam’s Story:

• Why do you think people sometimes pretend they’re happy when they’re really very sad?

• How do you think you would feel if you were Pam? What would you do if you were one of her friends?

• Did you ever try to find out why one of your friends was acting unhappy? Did you learn the reason? Was there anything you could do to help?

Damon’s Story:

• How do you think it feels to join a class in the middle of the year? Why was it especially hard for Damon?

• Were the kids in Damon’s class thinking about his feelings? Why didn’t they understand how he felt?

• Do you think it was hard for the class to change the way they did things so that Damon wouldn’t be left out? What are some things that might not be easy to do? How do you think the children felt about the changes they had to make?

8 About the Program


Molly’s Story:

• Do you have a pet that you love? Why do you think Molly felt so sad?

• If you were Molly, what would you want your friends to do to help you?

• What kinds of things could the children have put in a special book about Clancy? Do you think Molly would have liked this?

About the Program 9


BBBBBulletin BBBBBoard SSSSStarters

In large letters, print the words “I want someone to care when I.....” Placethis at the top of the bulletin board. Invite children to write or dictate theirown endings to the sentence and display them underneath.

Divide the bulletin board into two sections labeled “Long Vowel Sounds”and “Short Vowel Sounds.” Invite children to bring in pictures of objectsand decide whether they have long or short vowel sounds and place themin the appropriate section of the board.

Have children find pictures of sad faces in old magazines or newspapersand place them on the bulletin board. Then have them write a story aboutwhy the person is sad and what would make them feel better. Finally, havethem draw the person’s happy face.

Ask children to write or dictate stories about a time when they showed afriend they cared because he or she was unhappy. Display the stories onthe bulletin board.

Give each child a large sheet of drawing paper and ask them to draw apicture of one of the other children in the class. Display the picturesaround a large cutout of an artist.

Invite children to come up with their own ideas for ways to show othersthat they care about them. Then give them large cut-outs of book jackets.Ask children to choose a name for their books about caring. Children canwrite their titles on their book jackets and then decorate their covers.Display the jackets on a bulletin board.

10 About the Program


SSSSSuggested Activities

Art- Provide jars of paint in primary colors and give each child a large sheetof drawing paper. Discuss the fact that all of the colors we see are made bycombining two or more of these primary colors. Let children practice makingcolors in this way: green from blue and yellow, orange from red and yellow,purple from red and blue, and so on.

Language Arts- Divide the class into two teams and have a spelling bee.Give the children one-syllable words to spell, some with short vowel soundsand others with long vowel sounds. You may give words in pairs, such as“hat” and “hate”, “kit” and “kite”, etc.

Language Arts; Art- Have children bring in old gloves or mittens and usethem to create their own puppets with the addition of felt, yarn, glue, buttons,etc. Children can use the puppets to role play the situations in the program,applying some of the tips they learned to show others that they care.

Language Arts; Creative Expression- With children, brainstormsome ideas and words that capture the meaning of caring to them. Use thesewords to create and add new lyrics to the caring song from the program.Perform the song for other classes.

Art- Collect pictures or advertisements of people showing others that theycare about them. Make a large collage on a poster with the title “I Care HowYou Feel”.

Art; Language Arts- Have children make jigsaw puzzles, pasting picturesof persons with happy or sad faces on cardboard, and then cutting the picturesinto puzzle pieces. Have children trade puzzle pieces and put together thepieces of their puzzle in order to find out how the person in the picture feels.Invite them to talk about their pictures.

About the Program 11


Geography; Language Arts- Bring in pictures of different parts of thecountry, or the world—places in the desert, by the ocean, in the mountains, inbig cities or rural towns, etc. Ask children to talk about why they would orwould not like to live in each place. For older children, locate each place on amap of the U.S. or the world.

Language Arts- Invite children to talk about pets they have, or would liketo have. Ask about their pets’ names; write each name on the chalkboard.Then ask children to think of other names for pets such as dogs, cats, turtles,hamsters, birds, etc. Make a list of all the pet names.

Language Arts- Ask children to evaluate the characters in the TV showsthey watch for whether or not they demonstrate caring for one another. As aclass, create a survey that children can use in conducting their evaluations.After children conclude their surveys, discuss the results as a class. Didanyone agree or disagree?

Art- Have children design certificates that say something like “You showedyou cared!” Then when they notice a classmate performing a caring act, havethem present him or her with a certificate.

Interpersonal- Discuss with the class the concept that Ann Landers andothers have written about: random acts of kindness; that is, doing somethingnice for someone else just because you feel like it. Have children noticedpeople doing such things? Have they done any? Have them come up withideas. Then have them draw pictures or write stories about how such an actmight change someone’s life (it doesn’t have to be something that actuallyhappened), or what the world would be like if everyone performed randomacts of kindness often.



Dear Family Member,

Your child has viewed the program, Learning to Care. The program wasdesigned to help children begin to understand how to show caring con-cern for others. Ask your child to explain what he or she learned fromwatching this program. Here are some things that you can discuss withyour child in regard to this topic.

• Ask your child to tell you about stories from the program. For each one, discuss some things that the main character’s friends did to show that they cared.

• If you watch TV with your child, help him or her to find examples of people who care for and help other people. You might also discuss instances where someone might have helped some one else and didn’t.

• Work together to write a list of the ways in which members of your household are expected to demonstrate caring and concern for one another. Discuss where you should post the list in order to remind everyone in your family.

• Read one or more of the books below or with your child for more examples of caring about others.

Suggested Reading

Hayes, Geoffrey. Treasure of the Lost Lagoon. Random House,1992.

Sendak, Maurice. A Cautionary Tale in Five Chapters and aPrologue. Harper, 1962.

Tola, Stephanie S. Sophie and the Sidewalk Man. Four Winds,1992.

SSSSSend-HHHHHome P P P P Page

Send Home Pages

About the Program 13


K-1K-1K-1K-1K-1 TTTTTake H H H H Home BBBBBook

Cut and staple the pages to make a book. Then draw pictures to go with thewords.

Jack was sick and couldn’t play outside. (1) He really missed his friends. (2)

All his friends sent him cards. (3) That made Jack feel much better.(4)

Send Home Pages



GGGGGrade 22222 TTTTTake HHHHHome BBBBBook

Cut and staple the pages to make a book. Then draw pictures to go with thewords.

Send Home Pages

Marie dropped all her books in the mud. (1) The other kids thought it was funny. (2)

But Lisa felt sorry for Marie. (3) She started to help Marie pick up the books. (4)

Then the other kids began to help. (5) Soon Marie was smiling again. (6)

Bib

liogra

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Bibliography 15


GGGGGeneral RRRRReading

Adams, Patricia and Jean Marzollo. The Helping Hands Handbook. Random House, 1992.Subtitled “A guidebook for kids who want to help people, animals, and the world we livein,” describes more than 100 projects students in Grades 2 to 8 can do to get involved.

Coles, Robert. The Moral Life of Children. Boston: Atlantic Monthly Press, 1986. A searchinginquiry into the moral awareness of children.

Kagan, Jerome. The Nature of the Child. New York: Basic Books, 1984. An argument that ourfeelings, and not our reasoning, inform our moral sense.

Kantrowitz, Barbara. “The Good, The Bad and the Difference.” Newsweek, Special Edition, “HowKids Grow.” Summer, 1991.

Kohn, Alfie. The Brighter Side of Human Nature: Altruism and Empathy in Everyday Life.Basic Books, 1992.

Lamme, Linda Leonard. Literature-Based Moral Education: Children’s Books and Activi-ties for Teaching Values, Responsibilities and Good Judgment. Oryx Books, 1992.

Lickona, Thomas, Ph.D. Raising Good Children. New York: Bantam Books, 1983. A guide forhelping your child through what the author calls the stages of moral development.

Moncure, Jane B., Jenny Davis. The Child’s World of Helping: The Child’s World of ValuesSeries. Child’s World, 1997. Enumerates acts of helping others, such as watering aneighbors roses, taking good care of a pet, cleaning up after oneself.

Novellii, Joan and Beth Chayet. The Kids Care Book: 50 Class Projects That Help Kids HelpOthers. Scholastic, 1991. Another good source of ideas for helping kids in Grades 2 to 8get involved in helping others.

Popkin, Michael. Active Parenting: Teaching Cooperation, Courage, and Responsibility. SanFrancisco: Harper & Row, 1987. Presents theories and methods for “democraticparenting” to help parents examine their parenting styles and practices.

Schulman, Michael, and Eva Mekler. Bringing Up a Moral Child: A New Approach for TeachingYour Child to Be Kind, Just, and Responsible. Reading, MA: Addison-Wesley PublishingCo., 1985. A guide for parents and educators.

Shure, Myrna B. I Can Problem Solve: Kindergarten and Primary Grades. Research Press, 1992.

16 Bibliography


FFFFFiction for GGGGGrades K-2K-2K-2K-2K-2Barbour, Karen. Mr. Bow Tie. Harcourt, 1991. A family helps Mr. Bow Tie, a homeless man they

meet on the streets.

Brown, Tricia. Someone Special, Just Like You. Henry Holt, 1984. Helps readers understandthat children are children, even if they are handicapped.

Blumenthal, Mark S. Barney: Sharing and Caring. Golden Books, 1996.

Carlson, Nancy. Arnie and the New Kid. Viking, 1990. After he himself has an accident,Arnie learns firsthand what life is like for the new kid, who is confined to a wheelchair.

Carrick, Carol. The Accident. Houghton, 1991. A sympathetic and realistic story of a child’sreaction to the death of his pet dog.

Cohen, Miriam. Will I Have a Friend? Macmillan, 1967. It’s the first day of school, and Jimis terribly anxious: Will he find a friend?

Giff, Patricia Reilly. Spectacular Stone Soup. Young Yearling, 1998. Stacy’s friend, Jiwon,tells her that she never helps people, and Stacy realized she’s right. Then there achance at school for Stacy to turn into a spectacular people helper.

Giff, Patricia Reilly. Today Was a Terrible Day. Viking, 1980. Ronald’s terrible day gets muchbetter after his teacher shows she cares about his problems with reading.

Hayes, Geoffrey. Treasure of the Lost Lagoon. Random, 1992. A beginning reader that tellshow Otto tries to cheer up a friend by taking him on a picnic.

Hermes, Patricia. Who Will Take Care of Me? Harcourt Brace Jovanovich, 1983. Mark’s lovefor and sense of responsibility toward his retarded brother makes this a sensitive andsuspenseful story.

Hoban, Russell. Best Friends for Frances. Harper Collins, 1969. How friendship and cooperat-ion can serve a mutually beneficial purpose.

Keller, Holly. Goodbye, Max. Greenwillow, 1987. Before he can accept the gift of a newpuppy, Ben has to mourn the death of his old dog Max.

Lobel, Arnold. Frog and Toad are Friends. Harper & Row, 1970. A set of classic tales aboutwhat it is like to have a real friend.

Bibliography 17


McKaughan, Larry. Why Are Your Fingers Cold? Herald Press, 1992. Asking and answering questions about someone else’s needs nelps children be come more sensitive tothe needs of others.

Nielsen, Shelly, Shelby Nielsen. Caring (Values Matter). Abdo & Daughters. Note: maybehard to get; check library. Brief poems present portraits of children being caring andthoughtful to peers, adults, and animals.

Passen, Lisa. Fat, Fat Rose Marie. Henry Holt, 1991. About a child who is regularly rejectedby the rest of her class because of her weight. To be handled with sensitivity.

Sendak, Maurice. Pierre: A Cautionary Tale in Five Chapters and a Prologue. Harper, 1962.Pierre’s motto is “I don’t care,” and this is the story of what happened as a result.

Simon, Norma. I Am Not a Crybaby. Whitman, 1989. Helps children get comfortable withtheir emotions.

Skurzynski, Gloria. Caitlin’s Big Idea. Troll Assoc., 1995. Nine-year-old Caitlin is alwaystrying to help her neighbors, her friends, and her mother, but the results aren’t alwayswhat she intends. (Note: This book is out of print, but may be available at libraries.)

Tester, Sylvia Root. Sometimes I’m Afraid. Child’s World, 1979. An understanding treatmentof a child’s fears.

Tolan, Stephanie S. Sophie and the Sidewalk Man. Washington, D.C.: Four Winds, 1992.Sophie has saved almost enough to buy a $42 hedgehog by collecting bottle and cans.But then she impulsively shares half her money with a homeless man in her neighborhood. Sophie’s best friend can’t believe what Sophie’s done and wants to know why.“Because he’s hungry,” is Sophie’s simple answer.

18 Bibliography


RRRRRelated MMMMMaterials AAAAAvailable

“I Had It First! Learning to Share”13-minute program for Grades K-2

“I’m Telling! A Tattler’s Tale”16-minute program for Grades K-2

“Stop Teasing Me!”13-minute program for Grades K-2

“Everybody Makes Mistakes”14-minute program for Grades K-2

Scrip

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Script 19


Music:

Being happy is a lot of funIt’s great to feel that way.But sometimes other feelingsKeep the happiness away.Some days we may feel lonely,Maybe worried, maybe sad,And we think that no one cares at allAnd everything looks bad

That’s when we really needA friendly word, a cheerful smile–We need someone to say to usI care how you feel!I care how you feel!

MMMMMatt’s SSSSStory

Host:

Hi. My name is Mike. I’m a painter. Have you ever seen an artist’s studiobefore? No? Then come on in.

I paint pictures because it makes me feel happy, and that’s a great feeling.But, like the song says, no one can feel happy all the time. We all have dayswhen we feel a little sad–or even very sad. And you know what can make thesadness even worse? Thinking that nobody cares how we feel.

Right now I’m painting a picture of a kid named Matt who was having a realhard time in school. That makes him feel sad a lot of the time. The thing is,Matt doesn’t always catch onto things right away, especially reading. So hehas trouble keeping up with the children.

PPPPProgram SSSSScript

Title: Student Workshop: Learning to Care


20 Script

Mrs. Lenci:

Who can tell us what vowel sound we hear in the word “cat,” Pam?

Pam:

A short “a” sound.

Mrs. Lenci:

That’s right. And what about the word “cake,” Sal?

Sal:

Cake has a long “a” sound.

Mrs. Lenci:

Good. Now who can find another word that has a long “a,” Matt?

Matt:

Cap.

Mrs. Lenci:

Okay. It’s easy to get mixed up. That’s the short “a”–cap. Here–this isalmost the same as “cap”, but the “E” on the end makes the “a” say its ownname–it’s the long “a”.

Matt:

Oh. I get it. “Cape?”

Mrs. Lenci:

Right, short “a” in “cap,” long “a”–cape.

Vinny:

If we put an “e” on your name, your name will be Mate!

Other Children:

Laughter.

Script 21


Host:

Matt felt terrible. Vinny’s teasing made things even worse. Matt felt like hewanted to cry. Nobody cared how he felt, at least that’s what he thought. Butthere was one girl in the class who didn’t think it was funny.

Alicia:

Vinny shouldn’t tease you like that.

Matt:

No, it’s okay.

Alicia:

I’m going to tell him to stop it.

Host:

At lunch, Matt didn’t want to give the other kids a chance to tease him any-more, so he sat by himself. Alicia saw him there, but she didn’t sit down withhim. Instead she marched over to the table where Vinny was sitting with someother friends.

Alicia:

You know, Vinny, it’s not very nice to tease Matt the way you did.

Vinny:

Aw, it was only a joke.

Alicia:

How would you feel if someone made jokes when you made a mistake inmath?

Vinny:

I guess I’d be kind of embarrassed. Okay, I’m sorry.

Sal:

I guess I shouldn’t have laughed.

Pam:

Me too. What are we going to do about it?


22 Script

Vinny:

I don’t know. What can we do?

Pam:

Maybe we could help him.

Vinny:

Okay, but how?

Alicia:

We could help him study. That would make up for teasing him.

Host:

When Matt’s classmates put themselves in his place and tried to imagine howhe felt, they didn’t want to laugh at him anymore. Instead they tried to thinkof ways to show Matt that they cared how he felt and that they wanted to helphim.

Vinny:

See–a long vowel sort of stretches out. Listen.

Matt:

Face, take. I get it! Gate, made. And M-A-T-E would be mate! That’s whyyou said that!

Sal:

What about words that don’t have an “e” at the end?

Matt:

Cat, sack, map, pat. And my name has a short “a.” And so does yours, Sal.

Vinny and Sal:

Wow! Good for you. Now you’ve got it!

Host:

A few days later, Matt was called on again in class. This time he had to find aword to rhyme with boat.

Script 23


Mrs. Lenci:

Okay. Now can someone find a word that rhymes with “boat?” Matt?

Matt:

“Coat” rhymes with “boat.”

Host:

See what can happen? If you put yourself in someone else’s place you can tryto imagine why they’re feeling sad about something. Now you’re going tohave a chance to talk about ways to show others that you care how they feel.

Pause for Discussion

• • • •

PPPPPam’s SSSSStory

Host:

Sometimes a friend feels really sad but tries not to show it. When that hap-pens, you might have to be like a detective and look for some clues that willhelp you find out what your friend is really feeling.

When Pam got to school she told everyone she knew about the wonderfulplace her family was moving to.

Pam:

Hey guys! Guess what? We’re moving next month.

Sal:

Moving? Where?

Pam:

That’s the best part. We’re moving to Florida–right near Disney World! We’llbe able to go there all the time.

Kevin:

Gee, Disney World! You’re so lucky, Pam.


24 Script

Pam:

I know. It’s going to be wonderful. I can’t wait.

Host:

All her friends thought it sounded very exciting. After lunch that day theirteacher, Mrs. Lenci talked to them about their spring play for parents.

Mrs. Lenci:

Have you all been thinking about the spring play for our parents? Rememberwe decided either Charlotte’s Web or The Gingerbread Man. Are you ready tovote for your favorite? Who votes for Charlotte’s Web? Okay, now TheGingerbread Man?

Aren’t you voting, Pam?

Pam:

I won’t be here. I have to move to Florida.

Sal:

Yeah, she’s going to be right next to Disney World, she can go all the time.

Tara:

Lucky!

Mrs. Lenci:

That’s very exciting Pam. But we are going to miss you.

Host:

But at lunch, Pam didn’t seem so happy. She picked at her sandwich anddidn’t have much to say.

Keisha:

So when are you moving, Pam?

Pam:

Next month.

Script 25


Kevin:

You’ll have to go to a new school right in the middle of the year!

Pam:

Yeah, I know.

Keisha:

So what? She can go to Disney World every weekend.

Host:

As the rest of the day went by, Pam didn’t seem as happy as she was at first.Her friends wondered what was wrong.

Sal:

What’s the matter with Pam? She was so happy this morning.

Kevin:

Maybe she really doesn’t really want to move.

Keisha:

Yeah–going to a new school where she doesn’t know anyone.

Tara:

What’s the matter?

Pam:

I won’t be here for the spring program. And I won’t have any friends in mynew school. And I don’t care if I can go to Disney World every day.

Keisha:

You really don’t want to move away, do you Pam?

Pam:

It’s so far. I won’t see any of you again.


26 Script

Tara:

No wonder you’re sad. We don’t want you to go either.

Pam:

Why do we have to move? My dad says it’s about his job. But what aboutme? They don’t care how I feel!

Keisha:

We care how you feel Pam, honest.

Host:

Pam was feeling so sad that at first she didn’t even want to tell her friendsabout it. But they were able to put the clues together, and when they guessedwhat the problem was, Pam finally broke down and talked about it.

Pam thought that nobody cared about her feelings. But her friends wanted herto know that they did care. What can they do now to help her?

Stop the program here and talk about it.

• • • •

DDDDDamon’s SSSSStory:

Host:

Showing people that you care how they feel is really important. Caring notonly makes people feel better, sometimes it can help them to overcome theproblem that’s making them unhappy.

Let me tell you about Damon. One day Mrs. Lenci announced that they weregetting a new boy in their class. She asked them to be especially friendly andmake him feel welcome.

Mrs. Lenci

Class, I want you all to meet Damon.

Class:

Hi, Damon.

Script 27


Damon:

Hi.

Mrs. Lenci:

This will be your place, right here. And notice that there are names oneverybody’s desk to help you remember who’s who.

Host:

Most of the kids tried to make Damon feel like part of the class. They showedhim where the art supplies were kept. They showed him the books in thereading corner. They introduced him to Lancelot, the class pet.

When the lunch bell rang everyone ran to get their lunch and find a seat in thecafeteria. They forgot that Damon couldn’t keep up with them. By the timeDamon got there the only seat left was at another table. That afternoon, whenit was time for recess, the boys and girls grabbed their favorite toys andheaded for the school yard.

Vinny:

Who wants to play basketball?

Keisha:

We’re gonna play soccer. Damon, you want to watch?

Damon:

Sure.

Host:

Later that day, Damon left a few minutes early to catch his special bus. Afterhe left, Mrs. Lenci talked to the rest of the class.

Mrs. Lenci:

Do you think Damon had a good time today in his new school?

Chris:

He didn’t say very much.


28 Script

Molly:

Yeah, he seemed sort of sad when he left.

Mrs. Lenci:

Can you think of any reason why Damon should feel sad?

Molly:

Maybe it’s because he has to use crutches.

Kevin:

Maybe his legs hurt.

Mrs. Lenci:

Maybe. But do you think that it could be more than that? I noticed he didn’tsit with you in the cafeteria. And at recess he just watched while the rest ofyou played.

Vinny:

But there were no seats left by the time he got to lunch.

Keisha:

And he can’t play basketball or soccer like the rest of us.

Mrs. Lenci:

If we can think about how he feels, maybe we can come up with some ways tomake him feel welcome.

Vinny:

Maybe we could think of some games he could play.

Molly:

Yeah, and we could take turns going to the lunch room with him.

Host:

Damon’s classmates want to help him.

Stop the program and talk about it. What can the other kids can do to showDamon that they care.

Script 29


MMMMMolly’s S S S S Story

Host:

This time I’m painting a girl named Molly and her dog, Clancy. As long asMolly could remember, he had always been a part of her family. She lovedClancy and played with him every minute she could.

But Clancy was very old, and one day he just died of old age.

Molly was heartbroken. As she sat there and cried, Matt, Tara, Damon, andAlicia came along.

Tara:

What’s the matter, Molly?

Molly:

Clancy died last night.

Damon:

Oh, no that’s too bad! You must feel terrible!

Matt:

It sure is. Clancy was great.

Alicia:

Why don’t you come with us to Damon’s house?

Molly:

I don’t feel like it right now!

Tara:

I feel so bad for Molly. She really loved Clancy.


30 Script

Damon:

What can we do to make her feel better?

Matt:

I don’t know. Let’s try to think of something.

Tara:

Maybe we could get her a kitten.

Matt:

I don’t know whether she likes cats.

Alicia:

What about adopting a dog and giving it to her?

Damon:

Does she like little dogs? Clancy was so big.

Tara:

Who knows if she wants another dog at all? Maybe it would make her missClancy more.

Alicia:

Well, maybe instead of a pet we could help her get a new hobby–maybe a rockcollection.

Matt:

Hey, how about a set of paints, so she can paint pictures of Clancy.

Tara:

I know! Maybe we could put together a book all about Clancy and give it toher.

Host:

Molly’s friends were trying very hard to think of ways to help her feel better.They wanted her to know that they cared how she felt. What do you thinkthey could do?

Stop the program and talk about it.

Script 31


CCCCConclusion

Host:

There are lots of things that can make people feel sad. But if you have friendswho care about how you feel, it helps to make the sadness go away.

Like I said, painting makes me happy. And I like to paint pictures of happypeople. Sometimes a picture starts out looking sad...but with a little caring, asad face can turn into a happy one.

Music:

Being happy is a lot of funIt’s great to feel that way.But sometimes other feelingsKeep the happiness away.Some days we may feel lonely,Maybe worried, maybe sad,And we think that no one cares at allAnd everything looks bad

That’s when we really needA friendly word, a cheerful smile–We need someone to say to us,I care how you feel!I care how you feel!

The End


32 Script

Activ

ities

AAAAActivities: TTTTTable of CCCCContents

Matt’s Story

All Mixed Up ........................................................................ 34

Long and Short Vowel Sounds .............................................. 35

Hidden Words ....................................................................... 36

If You Were An Artist . . . ..................................................... 37

Pam’s Story

What Would You Say? .......................................................... 38

Crack the Code ..................................................................... 39

Write A Play ......................................................................... 40

From Sad To. . . .................................................................... 41

Damon’s Story

Show Damon You Care ......................................................... 42

Add It Up! ............................................................................. 43

Spell It Right! ....................................................................... 44

Green for Good, Blue for Sad ............................................... 45

Molly’s Story

Find the Pets ......................................................................... 46

Fill in the Blank .................................................................... 47

What Would Molly Say? ....................................................... 48

Word Puzzle .......................................................................... 49

All Activity Sheets may be copied for class distribution.

Matt's S

tory

Name ___________________________34


The sentences below are all mixed up. Put numbers by the sentences to showwhat came first, what came next etc.

1. _____ Vinny teased Matt.

_____ Matt said the wrong answer.

_____ Mrs. Lenci called on Matt.

_____Alicia told Matt that Vinny shouldn’t tease him.

2. _____Pam said “Maybe we could help Matt.”

_____ Alicia went up to Vinny’s table.

_____ Vinny said “Okay, I’m sorry.”

_____ Alicia said “You shouldn’t tease Matt.”

3. _____ Matt said “I get it!”

_____ Vinny said “A long vowel sort of stretches out.”

_____ Matt said “Your name has a short vowel, Sal.”

_____ Vinny and Sal were glad they helped Matt.

4. _____ Matt said “Coat rhymes with boat.”

_____ The teacher asked for a word to rhyme with boat.

_____ A few days later the class worked on letter sounds again.

_____ Matt didn’t feel sad anymore because his friends helped him.

Matt’s StoryA c t i v i t yS h e e t

All M Upi x e d

Name ___________________________35



Each word below has a short vowel sound. Add an “e” to the end of each tomake a word that has a long vowel sound. Draw a picture to illustrate eachnew word you make.

Draw your picture below

Tap _____________________

Rob _____________________

Tub______________________

Man_____________________

Pin ______________________

Can _______________________

Long andShort Vowel Sounds

Name ___________________________36



Hidden Words

Word Box:

Find these words from the word box in the words below. Draw a circlearound the short word. Some words may have more than one word insidethem.

car she mad had

mat kit hen sea

son pet tea old

carpet made season

mattress kitchen sheet

shade cold tease

Name ___________________________37


Pretend you are an artist and this is your easel. Draw a picture of the partsof Matt’s story you like best. Then write a sentence to tell why.


If You WereAn Artist . . .

Pam

's Sto

ry

Name ___________________________38


Pam was moving away. She tried to act happy, but she was really sad. Readthe sentences below. Put a check in front of the things you might say to Pamthat would show her you care about her feelings.

_____Well, I guess you won’t be coming to my birthday party.

_____I’ll be sure and write to you every chance I get.

_____ I wish I could move to Florida. It sounds like a neat place.

_____I’m going to ask my parents if I can go to visit you.

_____I guess we’ll have to get a replacement for you on the soccer team.

_____Too bad, you’re going to miss our Spring program.

_____I’m really going to miss you, Pam.

_____Don’t feel bad—you’ll make new friends in Florida.

_____Don’t forget to give me back the book I loaned you.

_____I’m always going to be your friend.

Pam’s StoryA c t i v i t yS h e e t

What Would You Say?

Name ___________________________39



Crack the CodeUse the code to figure out the mystery sentences.

A = 1 G = 7 M = 13 S = 19 Y = 25B = 2 H = 8 N = 14 T = 20 Z = 26C = 3 I = 9 O = 15 U = 21D = 4 J = 10 P = 16 V = 22E = 5 K = 11 Q = 17 W = 23F = 6 L = 12 R = 18 X = 24

_____ _____ _____ _____ _____ _____ _____ _____ _____ 16 1 1 3 23 1 19 19 1 4

_____ _____ _____ _____ _____ _____ _____ _____ 19 8 5 4 9 4 14 20

_____ _____ _____ _____ _____ _____ 23 1 14 20 20 15

_____ _____ _____ _____ . _____ _____ _____ 13 15 22 5 8 5 18

_____ _____ _____ _____ _____ _____ _____ 6 18 9 5 14 4 19

_____ _____ _____ _____ _____ _____ _____ _____ 19 1 9 4 20 8 5 25

_____ _____ _____ _____ _____ _____ _____ _____ _____ 23 15 21 12 4 13 9 19 19

_____ _____ _____. 8 5 18

’

Name ___________________________40


Choose two partners. Then pick one of the stories below and make up a littleplay about it.

1. Jenny is sad because she fell and bumped her knee, and she can’t go out to play. What could you do to help her feel better?

2. Jack worked hard to build a model plane. His little brother stepped on it by mistake. How could you help him?

3. Barbie lost her lunch money. How could you help her?

4. George forgot to bring an apron to finger painting. How could you help him?


Write A Play

Name ___________________________41


Draw a picture of Pam when she was feeling sad. Then draw a picture ofPam when her friends told her they understood how she was feeling.


From Sad to . . .

Pam when she was sad:

Pam when her friends knew how she felt:

Dam

on

's Sto

ry

Name ___________________________42


Put yourself in Damon’s place. What are some things you would want theother kids to do to show you they cared how you felt? Draw these thingsbelow.

Damon’s StoryA c t i v i t yS h e e t

Show Damon You Care

Name ___________________________43


1. Mrs. Lenci gave Damon a seat in the front row. There were 5 other children in the front row. How many children were there after Damon sat down? ___________________________________________________________

2. There were 10 boys and 9 girls in the class before Damon came. How many children were there? When Damon came how many children were there? ___________________________________________________________

3. Four of the children had an apple in their lunch bag, three had a banana, and five had an orange. How much fruit was there all together? ___________________________________________________________

4. Ten of the children bought milk for lunch. The milk cost $.50. How much money did Mrs. Lenci get for milk? ___________________________________________________________

5. Pam brought three cookies to share with the girls in the class. How many pieces did she break each cookie into? ___________________________________________________________

6. Four of the boys played basketball at lunch. Three girls and three boys played soccer. How many children in the class played something? ___________________________________________________________


Solve the problems below.

Add It Up!

Name ___________________________44



Spell It Right!

These words are all mixed up. Can you find the right way to spell them inthe word box?

____________ ____________ ____________ omdan scsla cnhul

____________ ____________ ____________ flenegi dsa rfiedn

____________ ____________ ____________ emga ypal nru

Damon class sad

play game lunch

run feeling friend

Name ___________________________45


Here are some things that happened on Damon’s first day. If you think itmade him feel good color the box green. If you think it made him feel sad,color the box blue.

Mrs. Lenci introduced him to the class.

Mrs. Lenci put everyone’s name on their desk.

The children showed Damon the class pet.

The children showed him the art corner.

The children didn’t wait for him at lunch.

Damon could only watch the games.

Damon had a seat near the front of the class.


Green for Good,Blue for Sad

Molly

's Sto

ry

Name ___________________________46


Cut out pictures at the bottom of the page. Paste them by the right word.On the back of the paper, draw your favorite pet. Tell its name.

Turtle Fish

Dog Hamster

Cat Bird

Molly’s StoryA c t i v i t yS h e e t

Find the Pets

Name ___________________________47



Fill in the Blank

Read the sentences below. Then write a word from the box to tell how youthink each person feels.

upset lonely sad

guilty angry worried

1. No one in the class wants to play with Fred. Fred is feeling very _________________ .

2. Amy tore up Karen’s new book just to be mean. Karen is feeling ________________.

3. Jack is having a spelling test tomorrow, and spelling is his worst subject. Jack is feeling ___________________ .

4. Yolanda lost her purse with her allowance for the week. Yolanda feels very ___________ .

5. Jenny’s best friend is moving far away. Jenny feels very __________________ .

6. Calvin accidentally ran into Bobbie with his bike and knocked her down. Calvin feels very ___________.

Name ___________________________48


1. What do you think Molly would say if her friends gave her a cat?_____ I don’t like cats._____ Thank you. I know you care how I feel._____ A kitten can’t take the place of Clancy. But it would be

nice to have it to hug.

Tell the class why you chose your answer.

2. What do you think Molly would say if her friends gave her a little dog?

_____ I don’t like dogs!_____ You are good friends to care about me. Thank you. I’ll

call him little Clancy._____ I know you are trying to make me feel better, but this dog

will just remind me how bad I feel about Clancy.

Tell the class why you chose your answer.

3. What do you think Molly would say if her friends made a scrap book about Clancy?

_____ Oh thank you. This will really help me feel better._____ Looking at these pictures just makes me feel worse._____ What good is a scrapbook? It’s not alive like Clancy was.

Tell that class why you chose your answer.


What Would Molly Say?

Name ___________________________49



Word Puzzle

F

R

I

E

N

D

E

F

G

O

O

D

E

A

T

Y

W

E

L

O

O

K

P

X

D

O

G

L

E

T

S

A

D

B

T

D

Find the words from the word box in the puzzle below.

feel friend we

dog now eat

pet look let

sad good

CCCCCredits

Executive Producer Executive Producer Executive Producer Executive Producer Executive Producer Susan Eikov Green

ProducerProducerProducerProducerProducer Carolyn Vanderslice

Writer Writer Writer Writer Writer Barbara Christesen

Video Production Video Production Video Production Video Production Video Production Bossert and CompanyNew York, NY

Teacher’s Guide Teacher’s Guide Teacher’s Guide Teacher’s Guide Teacher’s Guide Barbara Christesen

Graphic Design Graphic Design Graphic Design Graphic Design Graphic Design Christine Boscarino

© 1999 Sunburst Visual Media, a division of Global Video, LLC

ISBN 0-7805-4367-X

TM

50

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