bring me sunshine - wendy · pdf file3 relevance to the primary framework for literacy...
TRANSCRIPT
KS2 Activity Pack
Bring Me
Sunshine
Written by
Wendy Storer
1
Index
Page
2 PSHE Learning Objectives
3. Primary Literacy Framework
4. Young Carers - Background Information
5. Young Carers - Class Discussions
6. Young Carers - How does it feel?
7. Young Carers - Drama Activities
8. Who Are You? - The Sums of Your Life
9. Who Are You? - Creative Writing, Poetry and Prose
10. Who Are You? - Perfect Birthday
11. Memory - Short term Memory games
12. Memory - Long Term Memory, Boxes
13. Memory - Character Wordsearch
14. Rights and Responsibilities - Think Tank
15. Rights and Responsibilities - Do you know the difference?
16. Rights and Responsibilities - Do you know the difference? Worksheet
17. Rights and Responsibilities - What’s important to you, and why
18. Rights and Responsibilities - Poster
19. Rights and Responsibilities - The Bullying Problem
20. Rights and Responsibilities - The Bullying Problem. Worksheet
21. Getting Help - Who helps me?
22. Getting Help - The people I can ask for help
23. Getting Help - Useful Contacts
2
KS2 Learning Objectives
This activity pack is based around the KS2 PSHE Curriculum and provides students with
the opportunity to achieve the following learning objectives:
Ref.
Objective
1. Knowledge, skills
and understanding
Children are given an opportunity to talk and write about their opinions,
and explain their views, on issues that affect themselves and society.
To recognise their worth as individuals by identifying positive things about
themselves.
2. Preparing to play
an active role as
citizens
To realise the consequences of anti-social and aggressive behaviours, such
as bullying, on individuals.
That there are different kinds of responsibilities, rights and duties at
home, at school and in the community, and that these can sometimes
conflict with each other.
To reflect on moral, social, and cultural issues, using imagination to
understand other people's experiences.
4. Developing good
relationships and
respecting the
differences between
people
To understand that their actions affect themselves and others.
To care about other people's feelings and to try to see things from their
point of view.
To know where individuals can get help and support.
5. Breadth of
opportunities
Feel positive about themselves by remembering positive events in their
lives and appreciating the help and support they receive.
3
Relevance to the Primary Framework for Literacy
Objective
Speaking
• Speak competently and creatively for different purposes and
audiences, reflecting on impact and response
• Explore, develop and sustain ideas through talk
Listening and responding
• Understand, recall and respond to speakers’ implicit and explicit
meanings
• Explain and comment on speakers’ use of language, including
vocabulary, grammar and nonverbal features
Group discussion and
interaction
• Take different roles in groups to develop thinking and complete tasks
• Participate in conversations, making appropriate contributions
building on others’ suggestions and responses
Drama
• Use dramatic techniques, including work in role to explore ideas and
texts
Understanding and
interpreting texts
• Retrieve, select and describe information, events or ideas
• Deduce, infer and interpret information, events or ideas
Engaging with and
responding to texts
• Read independently for purpose, pleasure and learning
• Respond imaginatively, using different strategies to engage with texts
• Evaluate writers’ purposes and viewpoints, and the overall effect of
the text on the reader
Creating and shaping texts
• Write independently and creatively for purpose, pleasure and
learning
• Use and adapt a range of forms, suited to different purposes and
readers
• Use structural and presentational features for meaning and impact
4
YOUNG CARERS
Background
Bring Me Sunshine gives an insight into the issue of children acting as carers for a family
member. A recent survey estimated that there may be as many as 700,000 young carers
in the UK, with an average age of 12. ∗
The definition of a young carer is a child or young person (up to the age of 18) whose life
is affected by looking after someone with a disability or long term illness, including a
mental illness, learning disability, drug or alcohol dependency, frailty, or old age. The
young person may be the sole carer, or he/she may assist in the care of a parent, sibling,
other family member or friend. The care they give may be practical, physical, and
emotional.
Sometimes, as with Daisy and Sam, children don’t realise they are young carers, and just
carry on doing what needs to be done.
Young carers often
• have more responsibility than other children
• worry about themselves and family members
• feel sad
• feel scared
• feel anxious about the future
• don’t get enough sleep or rest, and are tired
• miss school
• have difficulty concentrating at school
• find it difficult to stay friends with other children
• get bullied
• don’t know who to turn to for help
∗
http://www.guardian.co.uk/society/2013/feb/02/young-carer-teenager-mum-dad
5
YOUNG CARERS
Class Discussions
Daisy does a lot of things to help her dad and brother. She does the
shopping, cooks meals, washes clothes, reads Sam bedtime stories, and tidies up the
mess. These things are the most obvious aspects of caring, but there are lots of other
ways that caring impacts on her life.
How is Daisy’s life affected by being a young carer?
This is an opportunity to reflect on moral, social, and cultural issues, and for pupils to
use their imagination to understand other people's experiences.
Possible starting points might be…
• What does Daisy do that other children don’t often have to do?
• What can’t Daisy do that other children can?
• What do you think she worries about?
• Why is she often late for school?
• Why does she fall out with her friends?
• If Daisy didn’t do the things she does, what would happen to Dad and Sam?
Open up the discussion by talking about young carers in general.
For example:
• What is the hardest thing about being a young carer?
• What is the worst thing about being a young carer?
• What is the best thing about being a young carer?
6
YOUNG CARERS
How does it feel?
Pass the hat
This is an opportunity to think about other people's feelings and to try to see things
from their point of view.
• Ask the children to give you a list of feeling words, (happy, sad, angry and so on)
and write them all on pieces of paper.
• Fold each piece of paper up and put it into a hat.
• Add your own ideas; including - special, tired, important, worried, grown up,
helpful etc.
• Let the children pass the hat around the room, and take one piece of paper each.
• Take it in turns to read out the feeling/emotion.
• Then tell the rest of the class one reason why being a young carer might make
them feel that way.
7
YOUNG CARERS
Drama Activities
In small groups
Choose one of the following scenarios and have a go at acting out the situation to see
what might happen and how it might make you feel.
1. Sick parent - Daisy’s Dad isn’t very well and she looks after him.
In your group, choose one person to be a parent, one or more people to be their children,
and others to be friends, or relatives, or neighbours. Imagine the parent is ill, but that
you have something important to do. Think about how you would handle the situation
and act it out.
2. Strange happenings! - Dad does strange things; like putting his wallet in the fridge,
forgetting where he has been, and making unusual meals.
In your group, choose one person to be a parent, one or more people to be their child or
children, and others to be friends, or relatives, or neighbours. Imagine that something
very strange and out of the ordinary happens. Decide between you what it is, think
about how it affects everyone in the group and then act out the events.
3. Scared and unhappy - When Sam is scared and unhappy, Daisy cheers him up.
In your group, you are all brothers and sisters. Imagine a situation where of you feels
scared. What are they scared of and how would the rest of you handle it? Act it out and
see if you can find a way to cheer him or her up.
Afterwards, encourage pupils to share and evaluate their ideas with the class.
8
WHO ARE YOU?
The Sums of your life
When Daisy cannot do the thing she likes doing most of all (drumming) she finds it
difficult to express herself. She says,
A Drummer – A Drumkit = A What?
She makes up lots of other sums about her life too. For example:
Dusting + Dad = Unbelievable
Sam + Glittery Wand + Curtis Watson = Total Annihilation
Sammy + Elvis Jnr = Best Mates
How many sums can you make up which tell us something about your own life?
1……………………………………………………………………………………………………………………………………
2……………………………………………………………………………………………………………………………………
3……………………………………………………………………………………………………………………………………
4……………………………………………………………………………………………………………………………………
5……………………………………………………………………………………………………………………………………
6………………………………………………………………….…………………………………………………………………
7………………………………………………………………….…………………………………………………………………
8……………………………………………………………………………………………………………………………………
9……………………………………………………………………………………………………………………………………
10……………………………………………………………………………………………………………………………………
9
WHO ARE YOU?
Creative Writing
Poetry
Sam makes up an acrostic poem about the people in his life. His poem tells us a little bit
about Daisy, Dad and him, but also a little bit about the way he feels about them.
If you were describing the important people in your life, what would you say about
them? Try to use words that reflect their personality; for example, Daisy says Dylan’s
smile is “like yellow sunshine.” Later she compares Dylan to another drummer; “If Dylan
was a drummer he’d be Will Champion playing Yellow; supportive, thoughtful and
totally laid back.”
Choose three important people in your life and write a poem about them; one verse for
each person.
Prose
Daisy and Dylan see an otter in the river.
“The otter is startled by our squeals and slides back into the river. We watch it disappear
up stream. But it’s like, magical. Totally magical. Amazing. An injection of bliss... The
only word that comes out of my mouth is “WOW!” Just WOW.
Remember a ‘WOW!’ moment in your own life and describe how it felt to you.
10
WHO ARE YOU?
Birthdays
Daisy and Dad make an effort to give Sam his perfect birthday. He has a special
breakfast of chips, balloons, a trip out, presents and the unexpected joy of seeing a joey
emerge from a pouch.
Imagine your perfect birthday.
Write a diary entry for everything that
might happen on that day.
My perfect birthday…My perfect birthday…My perfect birthday…My perfect birthday…
11
MEMORY
Short term Memory games to play with class groups
Dad has problems remembering things from his recent past, but he can easily remember
things from his childhood. This is because we remember things in two ways.
1. Short term memory lasts for a few seconds or minutes.
2. After that, the things we remember are part of our long term memory.
Activity 1 - Now You See It, Now You Don't
Ask every student to draw a picture of one happy memory from their
childhood and label the picture.
For example - ‘Wendy’s day at the seaside’
Collect all the pictures together and tell your students that you want them to remember
as many of the events as they can.
Show them all briefly to the class - holding each picture up for no more than 5 seconds.
When all the pictures have been displayed, tell your students to list as many items as
possible (on paper).
Activity 2 - What's Missing?
One day after school, Dad doesn’t notice Sam is missing. Would you notice if someone
or something was missing?
Have one student leave the room. While they are out of the room, have another student
hide, OR, hide a significant object. Bring the first student back into the room. Can they
name the missing student or object?
12
MEMORY
Long term Memory
Dad has a box under his bed with lots of things from his past.
“He has little or no recollection of some of the more recent things he has hidden away,
but some of the older stuff goes back to when he was a teenager and it’s full of
memories.”
Activity 1 - Sam’s Memory Box
If Sam was creating a memory box, tick which of these things he would include?
Martin the Kangaroo
A toothbrush
Irons Maidens t-shirt
A picture of Bambi
Flashing Wand
A sheep-shaped helium balloon
Monkey hat
His school uniform
Mr Gum book
A werewolf
Activity 2 - Your Memory Box
If you were creating your own memory box, what would you put in it and why? You can
either draw things or write them down.
13
MEMORY
Character Wordsearch
Dad has trouble remembering people’s names. Can you remember the names of the
characters in Bring Me Sunshine? Find them in the grid below.
There are 7 children, 4 adults and 4 band names.
Names will appear, horizontally, vertically and diagonally; some are written back to
front.
D A I S Y Q W S M E R T Y U D
S D F G H L J I R K L P O A I
A Z X C V E B M S A M N D W M
A P O I U G Y P P T R E W O Q
T L I K J O H L I G F D S N A
T M R N B S V E K C A X Z F C
E B O N Y O Q T E W L E T O U
R J N K L L P R O I E U Y R R
O H G G Y D F U D S X A Z E T
L W A G R I X T N A L Y D W I
Y Q G M B E N H N B V C X O S
A I A S D R F S G H J K L P V
Z O P D X S C R E G D A B R M
14
RIGHTS and RESPONSIBILITIES
Daisy has a lot of responsibility at home. Apart from doing jobs around the house, she
looks after her little brother Sam and takes care of Dad. At times, she feels like “the
mum talking to her kid, instead of the fifteen-year-old talking to her dad.”
Responsibility for Daisy is about making decisions and taking actions on her own,
independently of anyone else.
But Daisy is still a child, and she has the same rights as every other child. According to
the UN Convention on the Rights of the Child, ‘Rights’ are things every child should
have or be able to do. All children have the same rights.
Think Tank
In small groups or pairs, can you think of 3 rights and 3 responsibilities that you have
as a child. These can be at home, in school, or in the community.
I have a right
to… I have a right to…
I have a responsibility
to…
I have a right
to…
I have a
responsibility
to…
I have a responsibility
to…
15
Do you know the difference?
Can you sort the following list into rights and responsibilities?
To be treated with respect
To be taken seriously
To listen to others
To take care of yourself
To be loved and protected from harm
To show love and caring towards others
To be the best you can be
To be proud of your heritage and beliefs
To respect the origins and beliefs of
others
To live in a safe and comfortable home
To keep your environment clean
To make mistakes
To learn from mistakes
To be adequately fed
To be honest
To expect honesty from others
To be a good friend
To be trustworthy
To expect other people to be
trustworthy
To say what you think
To listen to your friends
To be listened to
16
RIGHT
RESPONSIBILITY
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
8.
8.
9.
9.
10.
10.
11.
11.
17
RIGHTS and RESPONSIBILITIES
What’s important to you, and why
Choose one of the rights on your worksheet, which is especially important to you.
Think about why it is important.
How might this right be broken?
Think about what responsibilities go with the right you have chosen.
For example:
• I have a right to be listened to.
• When people listen to me, I know I matter.
• This right is taken away when people ignore
me.
• When people listen to me, I feel it is my
responsibility to listen to them
I have a right to …………………………………………………………………………………………
It’s important because ………………………………………………………………………………
If I am not given this right …………………………………………………………………………
One responsibility that accompanies this right is ……………………………………..
…………………………………………………………………………………………………………………
18
RIGHTS and RESPONSIBILITIES
POSTER
Using the information on the previous page, make a poster to illustrate what is
important to you.
19
RIGHTS and RESPONSIBILITIES
The Bullying Problem
Bullying comes in many forms. Alex Watson, Ebony Edmunds, and their friends are often
mean to Daisy and Sam; calling them names, talking about them behind their back,
making fun of them, teasing them and chasing them at the Torchlight Procession.
Other forms of bullying include
• making fun of others
• laughing at someone’s misfortune
• making things up to get others into trouble
• hitting, pinching, biting, pushing and shoving
• taking things away from you
• damaging your belongings
• stealing your money
• taking your friends away from you
• spreading rumours
• making silent or abusive phone calls
• sending you nasty texts
Activity 1 - Write a letter to a problem page
Imagine that you are Daisy or Sam, and write a letter to a problem page explaining how
it makes you feel when someone bullies you.
Now, swap your letter with a friend’s letter and do activity 2
Activity 2 - Write a reply from the problem page
Imagine that you are the agony aunt/uncle and you have just received a letter from
Daisy or Sam. What would you say to them to help them feel better about themselves?
20
Dear Agony Aunt,
I am writing to tell you about a problem I have been having with people
bullying me…
Dear Daisy/Sam,
Well done for writing to me and asking for help…
21
GETTING HELP
Daisy kept her worries a secret for a long time. When she finally told Dylan and Loretta
how things were, she said that just talking about her problems made her feel better.
Who would you talk to if you were feeling bad?
Draw a picture or a diagram, with you in the middle of the page, and around the edge
write down the names of all the people you can talk to (in and out of school) if you are
in trouble, or worried, or scared.
For example…
Talking to somebody can be the start of receiving support and help …
Childline
0800
11 11
Neighbour
Doctor School
Nurse
Family
Friends
Teachers
YOU
22
GETTING HELP
The people I could ask for help
Draw or write a list of the people who would help you in different situations.
(Hint - you might like to start with the emergency services.)
23
GETTING HELP
Useful Contacts
CHILDLINE 0800 1111
Contact ChildLine anytime - calls are free and confidential.
Help, advice and support 24/7
http://www.childline.org.uk
YOUNG CARERS NET
A supportive, online community of young carers. Discussions and advice from qualified
youth workers.
http://www.youngcarers.net/
MACMILLAN
Young people caring for someone with cancer.
http://www.macmillan.org.uk/Cancerinformation/Ifsomeoneelsehascancer/Youngcarer
s2010.aspx
THE CHILDREN’S SOCIETY
Information and resources for professionals working with young carers.
http://www.youngcarer.com/
YOUNG CARERS’ PROJECTS
A map of young carers’ projects around the UK.
http://www.youngcarer.com/young-carers-services
24
I hope you’ve enjoyed reading
Bring Me Sunshine
and doing these activities.
If you would like to find out more about
the author, Wendy Storer, or arrange for
her to visit your school,
please contact her at
www.wendystorer.ws
Thank You