learning age 5 - 7 one potato, two potato · 2 one potato,two potato autumn 2003 tape recording...

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B B C Northern Ireland Learning

One Potato, Two PotatoOne Potato, Two PotatoAge 5 - 7

Autumn 2003 Teacher's Notes

Key Stage 1

RADIO

BBC Radio UlsterMedium Wave 1341 kHz

North West 792 kHZEnniskillen 673 kHZ

Tuesday 1105 - 1120From 16 September -

25 November

Series Producer: Bernagh Brims

The series provides a training ground for the development of listening skills in P1 - P3 pupils. Using a mixture of story, song, rhyme, discussion, poetry and music, all locally based, the programmes are designed to encourage careful and constructive listening, to stimulate the imagination of young children and to extend their awareness of their own environment and heritage.

The themes this term are all linked to citizenship/PSHE and include honesty, caring for others, re-cycling, leaders, greetings, diversity and music.

1. The Woodcutter of Lough Neagh 16 September 2. The Blue Velvet Dress 23 September3. Recycling 30 September4. Rescue Bear 7 October5. The Elves and the Shoemaker 14 October6. Aye Aye Captain! 21 October7. Hello and Goodbye 4 November8. Making Rainbows 11 November9. Musical Families 18 November10.The Cobbler’s Wish 25 November

* Please note no broadcast on 28 October*

Presenters Michael McDowell and Libby Smyth

Northern Ireland Curriculum

The series may be used to support the three main areas of study in English, Mathematics and Science at Key Stage 1.

The series will also assist with music, history, geography and cross-curricular themes. These will include cultural heritage, education for mutual understanding and health education.

Programmes


One Potato,Two Potato Autumn 2003

Tape Recording

Where possible, it would be an advantage to tape-record programmes. By using the pause button sections of the broadcast can be discussed leading to greater understanding or appreciation. Many of the songs are very attractive and the children may well want to learn them or hear them again.

After the Broadcast

Each programme will offer material for discussion. Some suggestions for further follow-up activities are given in the Teacher’s Notes or are made during the broadcasts. Teachers might like to consider covering some or all of the following aspects after the programme.

• Discussion and/or recall of broadcast. • Re-tell the story. • Art or craft work. • Topic or project work • Singing songs/repeating rhymes. • Number work. • Drama/acting the story/role play. • Written work.

Material from the children in the way of stories, songs, poems, drawings or letters will always be welcomed and acknowledged.

Teacher’s views too are very important, and we value your opinion on how the series works in the classroom.

To help us plan future programmes, please send your comments, information, criticism, or suggestions to:

The Producer One Potato, Two Potato BBC Broadcasting House Belfast BT2 8HQ

Or e-mail us at: [email protected]

A series provided by the BBC at the request of the Educational Broadcasting Council for Northern Ireland.


B B C Northern Ireland Learning One Potato,Two Potato Autumn 2003

The Woodcutter of Lough Neagh

Programme 1Story by Liz WeirCompiled by Bernagh Brims The fi rst programme of the school year introduces new listeners to the presenters and to the format of the series, and asks them to think about where they live, and the type of house they live in. The story, set near Lough Neagh, has honesty as its theme, linking it to PSHE and Citizenship, the main topics this term.

Poems

If I Were a Snail

If I were a snail I’d carry my home On top of my back When I wanted to roam.

And if, on my journey, It started to rain I’d be dry there inside Till the sun shone again.

If I were a snail I’d walk on one foot And not try to bother To tie up my boot.

I’d eat all the leaves And leave a bright trail Where I walked on the pathway, If I were a snail. Louis Johnson

Lough Neagh Once there was a plumber that went from door to door All over Ulster till his feet were sore. (And here at this point I’d have you understand He was the only plumber in the whole wide land.)

23 September


The Woodcutter of Lough Neagh One Potato, Two Potato

But no one wanted plumbers so he said to his wife, “I’m going to do no plumbing for the rest of my life.” And so he retired and lived in Moneymore, And ‘No Plumbing Done Here’ was written on his door.

But there came an awful winter, when the snow came down, It covered all the country and it covered every town, Then came the frost, and after that the thaw - The like of it, I tell you, the people never saw. The frost was bad, but the thaw was worst For all over Ulster the water pipes burst. They sent for a plumber, but all the plumber said Was, “Away and don’t bother me, I’m happier in my bed.” So the pipes fl owed on and the water spread around, And I wouldn’t like to tell you how many folks were drowned.

It all happened years ago, but that so they say, Is the truth of the origin of broad Lough Neagh.

John O’the NorthStory

Quick as a fl ash, the little man pulled in his fi shing line and there at the end of it was a lovely golden axe. “Is this yours?” he asked. “No,” said Eamonn sadly, “That’s not my axe.....”..



Songs

Three Little Towns Words: John Irvine Music: Dorothy Parke



A Very Fine House Have 1 Words and Music: Chris Ward

verse 2 A mouse has a very fi ne house A very fi ne house has he A hole in the wall, with no door at all It’s just his size don’t you see A very fi ne, very fi ne, very fi ne, very fi ne, Very fi ne house has he.



verse 3 A bird has a very fi ne house A very fi ne house has she With feathers and string, and twigs and things She builds her nest in a tree A very fi ne, very fi ne, very fi ne, very fi ne, Very fi ne house has she.

After the programme

words for discussion:- snail; woodcutter; brae; a terrace house; a semi-detached house; axe; plumber.

- The programme suggests numerous ideas for a project on where you live. e.g.• What type of locality - urban, rural etc.• What sort of countryside nearby - fi elds, hillsides, lakes, sea, woods.• What do the children like about where they live?• Is there anything they dislike?• What nearby facilities do they enjoy - a park, leisure centre, cinema, chip shop?• What is different about living in their area in winter or in summer?• Local place names - does the name of your place have a meaning?• Are there any poems, stories or songs based on your area?NB We welcome correspondence from the children on any of these subjects.

- Do a project on housing. List as many types of houses the children can think of. Make a chart showing the variety lived in by the class.- Talk about snails and tortoises ‘houses’on their backs.- Talk about other sorts of animal homes e.g. nests, holes and burrows.- Read the Lough Neagh poem again and talk about it.

Story Comprehension

• What happened to Fiona’s causeway? (she threw all her bricks to McGregor to play catch)• Where did McGregor send her? (to Land’s End)• What did Eamonn do for a living? (he was a woodcutter)• Was he rich? (no, poor)• Where did he live? (on the shores of Lough Neagh)• Why did his axe slip into the water? (his hands were cold)• What sort of axe did the little man fi sh out of the water fi rst (a golden one)• And secondly? (a silver one)• What did he fi sh out the third time? (Eamonn’s axe)• What was Eamonn’s dishonest neighbour called? (Kevin)• What happened when he said the golden hammer was his? (the wee man vanished)

- Can the children think of an occasion when they were honest but might have been tempted to lie, as in the story?




EnglishTalking and Listening: Pupils should have opportunities to: express thoughts, feelings and opinions in response to personal experiences, literature and media.

Writing: Pupils should have opportunities to: write in a variety of forms including: descriptions of people or places and simple records of observations.

GeographyHomes and Buildings: Pupils should have opportunities to: learn about: the main features of their home and school; the variety of different buildings in the local area and their purpose.

The Natural Environment: Pupils should have opportunities to learn about: some common landscape features.

Cross-Curricular Links



The Blue Velvet Dress

Programme 2 Story Sheila QuigleyCompiled by Bernagh Brims

This week’s One Potato, Two Potato is all about things the children might love - best friends, family, toys, places, animals, food and even clothes. Do they love things in different ways and for different reasons?

Poems Best Friends

We met up playing football, Then I went round for tea, That’s how the friendship started, For my best friend and me.

I’ve lots of other friendships, Like Mel and Jo and Lee, But this one’s something special, My best friend and me.

We sometimes go out playing, We sometimes watch TV, We sometimes just sit round and chat, My best friend and me.

We sometimes fallout, And really disagree - But we always patch it up again, My best friend and me.

I hope it lasts forever, I hope we’ll always be The two best friends in the world, My best friend and me.

Sue Palmer

My Granny

On Sunday, my Granny smells of fl owery perfume and roast beef and church pews.

On Monday, my Granny smells of damp washing and fresh air and clean clothes.

23 September


TheBlueVelvet Dress One Potato, TwoPotato

On Tuesday, my Granny smells of polish and disinfectant and house dust.

On Wednesday, my Granny smells of cut grass and earthworms and compost.

On Thursday, my Granny smells of warm bread and scones and moussaka. On Friday, my Granny smells of shampoo and hot hair and lacquer.

On Saturday, my Granny smells! So she soaks in the bath with Bubbles and ducks and fl annels And rubs and scrubs until she smells Really, Really, Nice!

Ann Burnett

My Teddy Bear A teddy bear is nice to hold. The one I have is getting old. His paws are almost wearing out And so’s his funny furry snout. From rubbing on my nose and skin, And all his fur is pretty thin. A ribbon and a piece of string Make a sort of necktie thing. His eyes came out and now instead He has some new ones made of thread. I take him everywhere I go And tell him all the things I know. I like the way he feels at night, All snuggled up against me tight.

Margaret Hilbert

My Puppy

I bought a little puppy, Who was hairy and yellow, He had wee furry feet, He was a gorgeous fellow.

He played ball in the garden And loved to go a walk,


The Blue Velvet Dress One Potato, Two Potato

When he looked at me, You would think he could talk.

But now my puppy’s gone, I don’t have him anymore, No squeaking puppy Waiting at the door.

No - a huge hairy monster With enormous muddy feet, Is waiting by the garden gate When I come up the street.

My wee pup’s become a giant, But I love him just the same. He wags his tail, and fi nds his ball So we can play a slobbery game!

Bernagh BrimsStory

When I was a little girl, every Christmas my very kind Auntie Lily would send us each a beautiful present. The postman would come to the door with a great big brown paper parcel done up with string and red sealing wax and in it there would be fi ne new clothes for every one of us children.

After the programme

words for discussion:- friendship; snout (teddy bear’s); slobbery (dog); sealing wax; velvet; “chew to shreds”. - Choose a selection of people/things we love. Talk about some of the reasons we love them, and try to decide why we love them in different ways. (e.g. you love a granny in a different way from a new-born baby; you can grow out of loving some things like a toy or clothes; do you love a bicycle in a different way from a teddy bear?)

• family• other people e.g. childminder, neighbour, teacher• toys (is their favourite the same as last year?)• places• animals (either favourite type of animal, or one they know personally)• food• clothes• best friends (what is ‘best’ about them)

- Read the poems again and relate them to one of the topics above.- New babies. Anyone in the class with one in the family will be glad to talk about them.

- What makes someone ‘loveable’? Are you loveable yourself?- Talk about the story. Has anything awful happened to a precious item belonging to the children? What happened?


The Blue Velvet Dress One Potato, Two Potato



English Talking and Listening: Pupils should have opportunities to: listen to, talk and retell stories based on personal experiences, imagination and literature.

Reading: Pupils should have opportunities to: listen to and understand a range of texts which are read aloud,

including those presented on tape and radio.

Writing: Pupils should have opportunities to: express thoughts, feelings and imaginings and present ideas and information.

HistoryPersonal History: Pupils should have opportunities to explore: my

life then and now; my life so far; memories of older people.


Programme 3By Janice Johnston

The fi rst of two programmes on recycling, asking the children to consider what they can do themselves to follow the ‘3Rs’ - and Reuse, Recycle and Reduce.

Poem Our Rubbish What should we do with our rubbish? The bottles and empty jars, Food cartons and cardboard boxes, Fridge freezers and rusty cars?

Perhaps we can recycle them, It’s easy as can be, Just take the old things that you have, And use them differently.

Banana skins and eggshells, Help the garden grow a treat, And jam jars fi lled with nuts and bolts, Will keep the tool shed neat.

Used clothes can still be handy, Take a needle and some thread, And from the different bits of cloth, Make a patchwork quilt instead.

Or get a squeezy bottle When mum’s washing liquid’s done. To squirt your friends with bubbles, Again and again and again!

Helena Sheridan Story

Grandad had a surprise for Emma the next evening. “Look at this!” he grinned, patting a long piece of furniture. It had drawers in the middle with a cupboard on either side and was standing on four legs. “What do you think?” Emma wasn’t sure what to say. “I think it’s a very nice sideboard?”“Nice sideboard!” roared Grandad, “It’s a horrible, ugly sideboard – I’ve wanted to get rid of it for years – but it could be a wonderful hutch for Snowy.”


Recycling

30 September


After the programme

words for discussion:- reuse; reduce; recycle; kitten (name for a baby rabbit); hutch; sideboard; charity shop.- Discuss the 3Rs – Reuse, Recycle and Reduce. As a class, list some ways they could do

all three.- Talk about the things Libby and Michael did i.e. Libby wore her sister’s skirt and a jumper

Michael didn’t want, both of which would have been thrown out. (Reuse). By doing this they were (Reducing) the new things they needed to buy. Michael was using a plastic food container to store his pencils (Recycle).- Discuss why the ‘3Rs’ are a good idea e.g. to conserve the world’s resources

• saves money• helps prevent pollution from waste

(plastic takes hundreds of years to rot away)• reduces pollution caused by manufacturing processes.

- Any child with a pet will be able to talk about what they need to do to care for it properly. (Do they do it, or does someone else?)

- Make a chart of all the types of pets the class have.- So that those in the class who don’t have a pet won’t feel left out, ask everyone to write about the

sort of pet they would like, what they would feed it on, and how they would look after it.

Story Comprehension

Talk about all the things Emma’s family recycled or used again.• What did Grandad make into a rabbit hutch? (an old sideboard)• What did Emma’s lunchbox used to be? (an old ice- cream carton)• What was her quilt made from? (squares cut out from her favourite clothes when they became

too small)• What did Grandad keep his nails in? (a jam jar and an old paint pot)• What was Emma going to use for a feeding dish for her rabbit? (an old dish she had as a baby,

with rabbits on it)• Where did Mum buy the book on rabbits? (in the Charity Shop)


Science Materials: Pupils should be given opportunities to: sort a range of

everyday objects into groups according to the materials from which they are made; fi nd out how human activities create a variety of waste products; fi nd out that some materials decay while others do not.

Geography Cross-Curricular themes: Pupils should be given opportunities to: understand the need to respect and take care of the natural and made environment around them.

Recycling One Potato, Two Potato


Recycling One Potato, Two Potato

English Talking and Listening: Pupils should develop the ability to: express thoughts and feelings; present ideas and information.




Rescue Bear

Programme 4By Rhoda Watson In a second programme on recycling, today’s story is about a poor battered old teddy who is rescued from the dump and restored to a lovely fl uffy bear again. The programme looks at how items are being collected and sent in lorry loads to orphanages in Romania, and encourages the young listeners to consider how they might help others less fortunate etc..

NOTE FROM HAMISH

I’m happy to be a rescued bear,Saved from old tat and the heat of the fi re.It turned me black and singed my hair,But now I’m home, I’ve the best of care.

Very kind people pulled me out,The children complained – “What a terrible sight,”They washed and brushed me and now there’s no doubt,Hard work paid off – I’m a real delight.

Suddenly rich, I’ve got my own bed,A ribbon of red and nice comfy seat.Well loved and happy, there’s no more to be said.I’ll stay here forever. Life is a treat.

Today’s programme is based on a true story. The author, Rhoda Watson writes.

Once upon a time I worked in the offi ce of a large charity. Unwanted items were burned in the yard at the back of the building. The odd-job man knew that I lived next door to a family of little boys so he often saved bags of little cars for them. One day he showed me a bear which he had raked clear from the fl ames. It was quite black although I could see that underneath it was meant to be white. Its blue eyes shone in its sooty face.

I brought the bear home and it took lots of washing, drying and brushing before it looked anything like a bear someone would want. My eldest daughter fell in love with Hamish and took him with her when she went to Stirling University. Hamish lived in Scotland for four years. We always say he’s a bear who had a degree. However, when my daughter went to live in Canada he was left behind. He has lived in Northern Ireland for many years.

Items can be collected for Blythswood Care’s Christmas Shoebox Appeal. For details contact – Tel: 93349859 for a leafl et, or visit their website at www.blythswood.org

7 October


Rescue Bear One Potato, Two Potato

After the programme

words for discussion:- skip (rubbish); portakabin; orphanage; a sooty smell; a growler.

- Mrs Benson worked in an offi ce at a Recycling Depot. Talk about the items which canbe brought there to be used again i.e. newspapers, tins and cans, glass, maybe old clothes or books, as well as household or garden rubbish.

- Find out if there is a Recycling policy in your local area – do the council provide different bins to households for separating your rubbish?

- Ask older people about items which were often reused in their youth (e.g. clothes) and other ‘hand-me-downs’.

- Collect all the rubbish accumulated in the classroom in a week, and sort into categories.How many could be recycled? (use rubber gloves and emphasise the importance of hygiene and safety).

- Draw some anti-litter, or pro recycling posters to display round the school.- Find out all the ways we dispose of unwanted material, i.e. drains, gutters and sewers (and

then where?); by burning (with what effect?); by sending it to the ‘dump’.- Talk about giving to various charities and appeals. Is there a particular charity supported

by your school, and can you fi nd out exactly where the money goes to help?

Story Comprehension

• What was the name of the man at the dump who rescued the bear from the fi re? (Bill)• Who collected items to fi ll a lorry and drive it to Romania? (Mr Benson)• What did Mrs Benson’s girls think of the bear when they fi rst saw him? (“He’s all dirty and

yucky”)• What had Mr Benson made a bird table from? (an old fence)• When Clare and Jenny’s grandmother was a wee girl, what were her skirts make from during

World War II? (her father’s trousers)• Why was it not safe to use a hairdryer on the bear while he was still very wet?• How did the family choose a name for the bear? (They put slips of paper with their

suggestions in a box and picked one out)• What name did they choose? (Hamish)

Northern Ireland Curriculum Science Materials: Pupils should be given opportunities to: sort a range of

everyday objects into groups according to the materials from which they are made; fi nd out how human activities create a variety of waste products; fi nd out that some materials decay while others do not.


Rescue Bear One Potato, Two Potato

English Reading: Pupils should have opportunities to: listen to and

understand a range of texts which are read aloud, including those presented on tape or radio.

Talking and Listening: Pupils should have opportunities to: describe and talk about real and imaginary experiences and about people, places, things and events.

History Pupils should have opportunities to explore: memories of older people they know and signifi cant events they can remember.




The Elves and the Shoemaker

Programme 5arranged by Barbara Gray

A musical version of the popular old favourite, with parts for the children to join in. The theme is helping others, which links to the term’s topic of citizenship.

Song Three Little Towns Kaye Umansky

Sounds to join in with in the story:

• “Foot-steps climb-ing up-stairs to bed.” Tap hands on knees and sing an ascending note of a scale for each syllable. Descending scale for going downstairs.• Join in the song. Then hammer in time to the music by hitting a fi st into the palm of the hand.• Big yawn• “Bonging” of the clock at midnight

14 October


The Elves and the Shoemaker One Potato, Two Potato

After the Programme

words for discussion:- shoemaker; leather; a stitch; a queue; waistcoat.

- Learn and sing the song. Teach it by singing line by line and asking the children to echo it.- Sing or echo-sing the song again clapping each syllable.- If the children are confi dent enough, the song can be sung as a round.- Experiment with percussion instruments to illustrate other parts of the story e.g. mysterious sounds for the elves creeping in and out of the window; eight notes of a scale for the shoemaker and his wife going upstairs and downstairs - creeping, in a hurry, sleepily etc.- Choose another favourite story and make up some sound effects to illustrate it.- Talk about helping others. Ask the children to make a list of people who help them. Make another list of people they help.- Do the children have any regular chores they do to help at home?- Read the story again and act it out in the classroom.


Music Composing: Pupils should have opportunities to: play with sound; explore and investigate ways of making sounds; select sounds in response to stimulus.

Performing: Pupils should have opportunities to: join in singing rhymes and simple songs; play simple instruments on their own and to accompany singing.

Listening and Responding: Pupils should have opportunities: to think and talk about the features and effects of the music they create, perform and listen to.

English Talking and Listening: Pupils should have opportunities to: explore stories and songs, recreating parts of them in art, drama and other expressive activities; take part in drama activities, including role-play.

Reading: Pupils should have opportunities to: explore familiar stories and other simple texts with the teacher, using drama, art and discussion to focus on distinctive features.


The Elves and the Shoemaker One Potato, TwoPotato




Aye, AyeCaptain

Programme 6by Isobel GambleFeaturing a whole variety of ‘leaders’ and looking at being in the lead and winning, people we look up to, taking the lead, and leaders of all sorts, human and animals.

Poems Shake the Dice

Shake it well, hear it jump around the cup. Look, you’re up a ladder Like a window cleaner. Wait till I catch up, it’s my turn.

Shake the dice, shake the dice. Throw the dice, watch it tumble. I’ve got a six, yippee - It’s my lucky number. Oh no, I’m going down a snake - Feeling him shake his long wriggly body, I’m back four rows down. It’s too late, I’ll never catch up. Look Jamie, you’ve reached the top, you’ve won. But, just wait, Jamie, I’ll beat you next time round. Come on let’s have another game.

Isobel Gamble

Riding on a Giant

I’m riding on a giant. I’m way up in the sky. Looking down on everyone. From higher up than high.

I’m holding tight to giant’s ears As we stride along the street Shouting down at people. Hey! Mind my giant’s feet!

We’re ducking down through doorways. We’re walking over walls. I’m safe as houses way up there My giant never falls.

People down below us Simply stop and stare. Then when they see our shadow, Oh wow! They get a scare.

21 October


Aye, Aye Captain One Potato, Two Potato

I’m taller than the treetops I’m high enough to fl y. Another centimetre and I’d Bump into the sky.

I’ve been riding on my giant, Oh! What a day I’ve had I’m not afraid of giants, ‘Cause this giant is my dad.

David Whitehead

Every Games a Home Game in my Footie Family

Grandad’s in the goal Dad’s in defence Mother’s in midfi eld Baby’s on the bench.

Sister’s centre forward Brother’s at the back Cousin is the coach Auntie’s in attack. Nana is the manager and just because I missed a penalty last home match I’m on the transfer list.

Paul Cookson

Story

The Earth Humans are chopping down the trees in the forest and the wild creatures need to fi nd a new place to live - but which of them will be prepared to lead the others to safety?

Song MacNamara’s Band

My name is MacNamara I’m the leader of the band, And tho’ we’re small in number We’re the best in all the land! Oh! I am the conductor And we often have to play With all the best musicians Your hear about today. When the drums go bang


The cymbals clang The horns will blaze away, MacCarthy puffs the ould bassoon While Doyle the pipes will play Oh! Hennessy Tennessy tootles the fl ute, My word! Tis something grand, Oh a credit to Ould Ireland, boys, Its MacNamara’s Band! Tra la la etc. etc.

(words) John J Stamford

After the programme

words for discussion:-dice; a leader; to ‘appoint’ a leader; brambles; swamp

- Talk about some of the ‘leaders’ mentioned in the programme e.g. a lollipop man or lady ‘leads’ you across the street; a leader in a game - someone who wins; someone who takes care of you; taking a dog for a walk on a lead; taking the lead part in the Nativity play; captain of the football team.- Talk about good or, bad leaders (someone you do or don’t respect?)- Winning and losing.- Why do we need leaders?- Play some follow-my-leader games e.g. Do this/Do that; O’Grady says....- Some great Bible leaders - Moses, Joseph, Joshua.- Discuss a whole range of leaders and their role e.g. parent, teacher, principal, pilot, prime minister, Queen, brownie and cub leader, minister and priest, the lead singer in a band, or the leading character in a book or TV drama.- Animal leaders - duck leading her row of ducklings; a fl ock of geese fl ying in a V shape with a leader in front (they swap over when one gets tired); guide dogs.

Story Comprehension

Discuss how each of the animals took the lead in their particular part of the wood - (a good leader knows more about something than others)• Who had a bird’s eye view? (Tawny Owl)• Who knew the way through the trees? (Squirrel)• The Field? (Hare)• The brambles (Hedgerows)• The way under the road? (Fox - through a pipe)• The swamp? (Frog)• What was the ‘long hard path’ and ‘shiny metal things’ whizzing past? (Traffi c on a road)




English Pupils should: take part in conversations and discussion; tell stories and talk about events, ask and answer questions and draw conclusions; express thoughts, feeling and opinions.

Cross-curricular Themes: Pupils should have opportunities to talk about: themselves and others; adult fi gures signifi cant to them.




Hello and Goodbye

Looking at a whole variety of hellos and goodbyes, from simple greetings to much bigger issues of hellos and goodbyes to people and places.

Poem

Hello

Hello’s a handy word to say, At least a hundred times a day. Without hello what would I do, Whenever I bumped into you?

Without hello where would you be Whenever you bumped into me? Hello’s a handy word to know. Hello, hello, hello, hello.

Story

There was once a young man and a young woman who loved each other very much. It was coming up to Christmas and they had very little money. They each worried what to do for a present.....

Programme 7By Maureen Donnelly

4 November


Hello and Goodbye One Potato, Two Potato

Hello, hello Chris Ward


Hello andGoodbye OnePotato, TwoPotato

chorus Hello, hello, how do you do You say hello to me and I say hello to you Now here’s a funny thing, so can you tell me why We often say hello..... ‘hello’..... and then we say goodbye

verse 2 If you go to a party or you’ve just arrived at school You say hello to those you know, they say hello to you. And when it’s time to go back home, you have to say goodbye But you can always say hello....the next time you come by

Hello, hello, how do you do etc.,


Hello andGoodbye OnePotato, TwoPotato

Twenty Tiny Fingers (chorus)

Twenty tiny fi ngers, Twenty tiny toes, Two angel faces, Each with a turned up nose. One looks like Mummy, With a cute little curl on top. And the other one’s got A big bald spot Exactly like his pop Pop pop pop etc.

Sid Tepper & Roy C Bennett

After the programme

words for discussion:- watch chain; twins; NB Goodbye means ‘God be with you’.

- Learn to say hello and goodbye in another language - and use it in class to greet each other e.g. Bonjour, Dia Duit, Guten Morgan. Buongiorno; Au revoir; Slan; Auf wiedersehn; Arrivederci .- List other greetings we use e.g. hi, howya, cheerio, see you.- Discuss other ‘hello and goodbye’ concepts as mentioned in the programme e.g to a place moving house, going on holiday.- Saying ‘hello’ to a new hobby. Trying new things.- A new baby. Anyone in the class with a new arrival will be glad to talk about them. Who do they look like? How was their name chosen?- The programme also touches on much harder subjects, which could be expanded as appropriate e.g. separation, new family members and death.


EnglishTalking and Listening: Pupils should have opportunities to: express thoughts, feelings and opinions in response to personal experiences, literature and media; describe and talk about real and imaginary experiences and about people, places, things and events.

Reading: Pupils should develop the ability to: talk with the teacher about the ways in which language is written down, identifying phrases, words and other features of written language.



Making Rainbows

The story compares all the difference people have with the colours of a rainbow, and concludes that, despite our differences, we all need each other ‘like the different colours that make the rainbows glow.’

The Rainbow SongNorman Richardson

Programme 8By Norman Richardson

11 November


MakingRainbows OnePotato, TwoPotato

1. Wouldn’t the world be an ugly place If everyone looked the same, If everyone had an identical face, Or even the very same name?

Together we can make a rainbow...

2. Just seven different colours, And each one alone is fi ne. Yet put them together up there in the sky And a rainbow starts to shine!


3. If all the world were just one colour It would be a cheerless place. But with shades and hues from which to choose We can paint a smile on each face.


4. So we’ll colour the world together, And we’ll shout so all can hear That in our exciting rainbow world There’ll be no room for hatred or fear!


words and music by Norman Richardson (originally written for Primary School children in Strabane, Co Tyrone)

After the programme

words for discussion:- indigo; to glow; to ignore; identical; desert.

- Read the words of the song again and discuss.- Talk about rainbows.- Choose favourite colours. Why do the children like it best?- Make rainbow banners for the classroom. (Each child could paint just one colour put them all together and see how much better they look - “we need each other like the different colours, that make the rainbow glow.”- Discuss colours - happy colours, warm colours, cold colours. (Anyone’s opinion is valid).- Paint the grey dull people and then stick on different coloured scarves.- Inclusion/exclusion. Finish the sentence “Sometimes I feel left out when........ Follow this up by asking them to suggest ways in which they can prevent people from feeling excluded.- How I Feel (an activity to develop awareness of others) Sit in a circle and ask each child in turn to fi ll in the gap..... When I see/hear........................................I feel happy When I see/hear........................................I feel sad When I see/hear........................................I feel cross When I see/hear........................................I want to help


- Similarities and Difference: Divide the class into pairs. Let each pair make a list of their similarities and differences - not just physical features, but likes, dislikes and personality. They then address the class describing two agreed ways in which they are similar and different.- The story is ideal for acting out in the classroom.

(Suggestions courtesy of Norman Richardson)

Story Comprehension

• Where did the story start? (in a grey, silent desert)• What colour were the people? (grey)• What happened when they wore the different coloured scarves (at fi rst they enjoyed the

brightness, then they divided up into their own colours)• Why didn’t they like the other groups? (because they were different)• What happened in the end?

This programme is based on an extensive classroom resource pack of creative ideas for exploring and celebrating differences ‘Making Rainbows’ by Norman Richardson. It also includes the words and music of the song.

For further information email [email protected] or telephone: 028 90649578


Music Performing: Pupils should have opportunities to: sing a variety of simple songs developing some control of words, expressions, breathing and singing in tune;

Listening and Responding: Pupils should have opportunities to: think and talk about the features and effects of the music they create, perform and listen to.

English Talking and Listening: Pupils should have opportunities to: explore familiar stories and other simple texts with the teacher using drama, art and discussion to focus on distinctive features.

Science Physical Processes: Pupils should be given opportunities to: explore the use of light.

EMU Geography and History: Pupils should be given opportunities to: understand and appreciate: similarities and differences between themselves and other children; how people co-operate and depend on each other.

Making Rainbows One Potato, Two Potato


MakingRainbows OnePotato, TwoPotato




Musical Families

A programme about the violin, and the different types of music it plays.

Parts: bowstringsshoulder rest bridgescrollpegs

Story

Anna had always wanted to play the fi ddle. Her dad played. Her mum played. Her brother played.“A fi ddling family!” said her grandpa.“No we’re not,” Anna said grumpily. “I don’t have a fi ddle.”“Ah, but you’re too young, Anna,” said grandpa……

Programme 9By Marianne Robinson

18 November


Musical Families One Potato, Two Potato

My FiddleMarianne Robinson


Musical Families One Potato, Two Potato

Song

verse 2 The strings on my fi ddle there are four, four, four. I can pluck them with my fi ngers ‘till they’re sore, sore, sore. But I love to play it more and more, more and more. Yes the strings on my fi ddle there are four, four, four.

verse 3 The fi ddle sits upon my shoulder, shoulder, shoulder. I have to stand up straight as a soldier, soldier, soldier. If I practise I will play well when I’m older, older, older. The fi ddle sits upon my shoulder, shoulder, shoulder.

After the programme

words for discussion:- orchestra; a fi ddle; bow (playing part made of horsehair); to scowl.- Listen to the musical excerpts again. How do the different pieces of music make them feel?- Talk about the string family of instruments – violin, viola, cello and double bass (the bigger the instrument the lower the sound).- Obtain a CD of ‘The Young Person’s Guide to the Orchestra’ by Benjamin Britten. It gives excellent examples of all the different instruments, and the string, woodwind, brass and percussion sections.- Talk about the different ways instruments are played i.e. by passing a bow over tightly wound up ‘strings’; (or plucking them); by blowing; by hitting or banging.- The children will identify with Anna’s frustration at ‘not being big enough’. Talk about what they would like to do when they are ‘bigger’ (and do they mean taller, or older?)- Listen to a selection of music. Is there an orchestra playing? What makes an orchestra different from e.g. a backing group.


MusicPerforming: Pupils should have opportunities to: develop an awareness of pulse and rhythm when singing and

playing instruments; develop an awareness of simple features in songs and accompaniments.

Listening and Responding: Pupils should have opportunities to: respond to rhymes and songs by using appropriate actions, movement or gesture; respond imaginatively to a variety of short pieces of music; develop an understanding of fast/slow, loud/quiet, long/short and high/low; think and talk about the features and effects of the music they create, perform and listen to.

ScienceSound: Pupils should be given opportunities to: explore ways of making sounds e.g. by striking, plucking, scraping, blowing or vocalising; investigate how sounds are produced when objects vibrate.



Musical Families One Potato, TwoPotato



TheCobbler'sWish

A programme looking at the seasonal topic of giving, and asking what the young listeners can give to others – not only presents, but also help and time.

Poem A Special Gift

I have a very special gift, I’d like to give to you, And if you give it to your friends, Then they’ll be happy too. It’s called the gift of giving, And there are so many ways, That we can use this special gift, To brighten up our days. We can always give a helping hand, Or give a friendly smile, And give a little of our time To others for a while. There are presents, cards and fl owers, We can give to those we know, A gentle hug and kindness If someone’s feeling low. And if you’re kind and giving In everything you do, You’ll fi nd the gift of giving, Will be given back to you.

Helena Sheridan

Story

A greedy old cobbler, Zachary Tack, learns the hard way when he uses his gift from Santa of a Christmas wish…

Song Giving

Giving, giving, all the world is giving, Here and there and everywhere, You can be giving too.

In Spring the Easter bunny comes, Hopping happily, Bringing lots of chocolate eggs, To give to you and me.

Programme 10By Helena Sheridan

25 November


The Cobbler's Wish One Potato, Two Potato

The Summer gives us sunshine, To chase the clouds away, So if you give a sunny smile, You’ll brighten up the day.

Giving, giving, all the world is giving, If you share and show you care, You can be giving too.

The Autumn wind is bitter, It rustles through the trees, But you can give a helping hand, To sweep the falling leaves.

The Winter is a giving time, It’s fi lled with Christmas fun, When jolly Santa comes around, With gifts for everyone.

Giving, giving, all the world is giving, If you share and show you care, You can be giving too.

Helena Sheridan

After the programme

words for discussion:- giving; to be generous; a helping hand; to hurt someone’s feelings; to give your attention; to be greedy; cobbler.

- Talk about reasons for giving presents (a special occasion or time of year; as a thank you; to cheer someone up; on impulse; to show you care; a new baby; leaving present).- Talk about ‘giving’ other things – time, love, help.- What do you do if someone gives you a present you don’t like?- What do you need to think about before choosing a present for someone?- Write a thank you letter.- Read the poem again and talk about ‘the gift of giving’ (it means you’re the sort of person who thinks about other people).- The last sweet debate! Do you eat it yourself or give it to a friend?

Story Comprehension

• What sort of person was Zachary Tack? (mean and greedy)• What is another name for a cobbler? (shoemaker)• What time of year was it in the story (coming up to Christmas)• What did Zachary Tack do to the road outside his shop? (scattered jagged rocks on it)• Who came to him and why? (Santa – he’d lost his boot down a chimney)• What did Zachary Tack wish for? (three more wishes)• Who chased him? (the boots and shoes)



EnglishTalking and Listening: Pupils should have opportunities to: describe and talk about real and imaginary experiences and about people, places, things and events.

Reading: Pupils should have opportunities to: listen to and understand a range of texts which are read aloud, including those presented on tape and radio.


The Cobbler's Wish One Potato, Two Potato


Acknowledgements

Louis Johnson for poem If I Were a Snail from I’m Glad the Sky is Painted Blue published Julie MacRae Books

Sue Palmer for poem Best Friends from Child Education published by Scholaristic

David Whitehead for poem I’m Riding on A Giant from A Tiny Teddy published by Oxford University Press

John Stamford and Shamus O’Connor for the song MacNamara’s Band published by Edwin Ashdown Limited

Sid Tepper and Roy C Bennet for the song Twenty Tiny Fingers published by Frances Day and Hunter Limited

Paul Cookston for the poem A Home Game with My Footie Family from Fantastic Football Games published by Oxford University Press

One Potato,Two Potato Autumn 2003

learning age 5 - 7 one potato, two potato · 2 one potato,two potato autumn 2003 tape recording...

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