Module 1, Session 4 - Complete the story: 'Waking up'

 To help children identify other people’s feelings and to generate solutions to help them.

YOU NEED:

 

  Starter and Agreement

  • Leave the Agreement on the classroom wall, and remind the children about it if necessary.

  Recap

  • Tell the children to think about their last Apple’s Friends session.
  • Ask if anyone can remember what it was about. If they can’t, feel free to prompt or remind them about how they produced an Apple Tree of helpful ideas. Invite them to say what they learned from the session. 

 

  Activity 1: Story

  • Tell the children that you are going to read them a short story about Apple and his friends, but that they will decide how the story ends.
  • Then read the story ‘Waking up’ and show the children the illustrations on the whiteboard. If you have a soft toy Apple, he can escape during the story, taken outside by one of the children!
  • After reading the story, ask: 
    • How did Tig and Leela feel when they were told that they would have to help in the house?
    • How did they feel after Apple escaped?
    • How do you think Apple felt when he escaped?

 

  Activity 2: Finish the story

  • The children are now going to finish the story. They can do this individually, in groups or as a whole class. Role play in groups could be a good choice in this case, as the session is quite short and there will be plenty of time for children to work in groups and then show their role plays to the whole class. See Getting Started for more information.
  • Whichever way you choose, ask the children to think about these questions:
    • What can Tig do?
    • Who can help him?
    • What will happen to Apple?
    • How do they think the story ends?
    • How do the characters feel at the end?
  • If you have decided that the children will draw the end of the story individually in their My Apple Book 1, invite them to present their pictures to the class. If the children do a role play, ask them to role play what happened when Apple ran away to the whole class.
  • If the hamster in the children’s stories escapes (‘No one ever found the hamster’) or dies (‘A cat ate the hamster’), make use of the situation and ask the Follow-up Questions to encourage children to look for ways to cope.
  • Ask:
    • How did Tig feel when he couldn’t find Apple?
    • What can he do to feel better?
    • Who can help him feel better?
  • Most children will suggest happier endings (‘The children found Apple’).
  • In this case, ask them:
    • What did Tig do when Apple ran away?
    • Who helped him?
    • How did he feel when he found Apple?
  • The more different endings children create, the more opportunities they have to reflect on different situations, corresponding feelings and ways to cope.

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