Date of the activity: 14-01-2019 – 18.01.2019
Number of participants: 160 pupils from 2nd to 5th grade
Responsible person of the activity: Elizabeth Cafora – CR teacher, Giuliana Tomà – coordinator of the project, Elisabetta Gabrielli – pedagogist.
COMMUNICATE WITH EMPATHY
of the activity:
Find ways to communicate with kindness, care, consideration and empathy towards others.
ACTIVITIES: Empathy Exercise, Role Play
SKILLS: Listening, making inferences, oral and written communication, visual material interpretation, critical thinking.
Images from newspapers, magazines or from the internet depicting injured, sad or poor people; sentences written on the back. (the images must be suitable for children). Two copies of the texts for the role play (one for the teacher and the other cut out for distribution to the groups).
Before the lesson the teacher prepares images by writing on the back sentences with positive or negative meaning.
Examples of positive sentences:
• You look sad, what happened to you?
• You look hungry, can I share my lunch with you?
• I’m sorry your child feels sick.
• Don’t worry, I’ll help you fix it.
Examples of negative sentences:
• It’s not my fault what happened and I can’t help you.
• Stop crying, you annoy me!
• You don’t smell good.
• Your clothes are dirty.
The teacher writes on the blackboard “Words that show care and empathy for others” and asks the students for the meaning of “empathy”. Listen to the answers and then explain that EMPATHY means understanding the feelings of others. The teacher shows the first image and reads the sentence written on the back, asks “who thinks that what I read could be a kind phrase or a help for the person in the image?”. He writes it on the blackboard. After showing all the pictures to the class and writing all the kind phrases, ask the students for other kind phrases that could be said to people in need.
ROLE PLAY “Now that we have talked about empathy and the empathic phrases we can say to sad or suffering people, we will try to put them into practice by simulating real situations. You will work in groups and each group will have a different situation to represent ”. Divide the students into groups of five and assign each sheet with a situation to represent. After each group has made its representation in front of the others, it discusses with the rest of the class how kindness and concern for others has been demonstrated. Add other kind / empathic words to the board.
Notice a new child at school and other students ignore it. You decide to get close to him and start talking to him.
• New child
• Group of students who ignore it
- Kind child
“Represent the scene in front of the class, using kind words to help the newcomer”
There is a child in your class who seems very shy and, during the break time often plays alone. One day you decide to go and play with him and ask others if they want to do it.
• Shy child
• Group of students who want to play with him
• Other children
“Represent the scene in front of the class, using kind words to help the shyest child.”
Your two best friends make fun of a child from another class who doesn’t have many friends. You don’t like what your friends are doing.
• Two friends
• Child from another class
• Child who does not like others to make fun of someone
“Represent the scene in front of the class, using kind words to help the child being teased.”
There is a new child at school who comes from another country and does not know Italian well. Some children don’t want to talk to him and tease him about his foreign accent. You too have changed schools the year before and you know how it feels.
• Foreign child
• Child who wants to help him
• Other children
“Represent the scene in front of the class, using kind words to help the new child to settle into the new school.”
At school there is a child who sometimes beats other children and therefore has no friends. You would like to help him and ask your master for help to know how.
• Aggressive child
• Child who wants to be his friend
“Represent the scene in front of the class, using kind words to help the child a little aggressive.”
You are at home with your older brother and your younger sister. Have a discussion with your brother about the TV program to watch and your sister for the game you want to play. You don’t like to have a discussion and ask your mom how to solve the problem without arguing.
• Brother and sister
“Represent the scene in front of the class, using kind words to solve the problem with your brother and your sister.”
MAKE CONGRATULATIONS TO OTHERS
OBJECTIVES: children will be able to identify their own and others’ talents and strengths, and find out how to compliment others on their strengths.
ACTIVITIES Games: Who am I? Who are you? Bingo. Compliments activity, notes to compliment, discussion.
SKILLS: Listening, making inferences, oral and written communication, critical thinking.
Who am I? (one card for each child).
Who are you? (Bingo, one for each child). Bingo prizes (optional).
Pencils, colored pencils, markers, cards, old magazines, scissors.
Activity: Games: Who am I? Who are you? Bingo.
Compliments activity, notes to compliment, discussion. Skills: Listening, making inferences, oral and written communication, critical thinking.
Game “WHO AM I “
For each question, explain with examples what children should write. Ex: the things that I like about me are: the color of my hair, …I am good at football, … I like to help my mother make cakes, ..I play the piano …
Introduction “How are we outside and how are we inside? We have two faces like coins. Inside we have our joys, fears, desires, dreams. Outside we are tall, skinny, good at playing cards, swimming … We combine the two to get an idea of how we are. Answer the following questions so you can get a complete picture of your person. “
The things I like about me are: ———————–
I am good at: ——————————————
I would like to be good at: —————————-
A skill I would like to have is: ————————-
My secret dream is: ————————————
When I grow up, I want to be: ———————–
Game “WHO ARE YOU “
“Now that you’ve indicated what you’re good at, let’s play a game to get to know others.” Distribute the “Who are you” page. Start putting in the box what you can do. Then, for the other boxes, try to write the name of a companion who has that ability. Each box must have a different name. Who of the class, gets 5 in a row or completes the sheet first, makes bingo “. Allow 10/15 minutes to play. Once everyone has filled out the forms, collect them and, together with the children, see who has been indicated the highest number of times for the individual skills.
WHAT ARE THE GOOD MANNERs TO DO?
OBJECTIVES: Understanding how individuals and groups can face different situations thanks to a kind attitude.
Understanding how to be part of a community helps to respond positively to events.
1. Divide the students into groups of 5.
2. Give them 5/10 minutes to read the scene together and answer the questions in a group.
3. For each group, nominate the spokesperson who will read the designated scene to the rest of the class.
4. Ask each group to position themselves in front of the rest of the class (one group at a time).
5. Ask some group members to read their answers. (if there is time, the other students can add their suggestions for the skits)
6. As the group answers the questions, write their ideas on the board.
What is the nice thing to do?
“Now that we’ve learned about the abilities of others and ours, let’s learn how to compliment them. “Can anyone tell me what a compliment is?” Allow time for the children to respond and then continue: “When you give someone a real compliment, you comment on your abilities, what you can do. It’s nice to tell a person that you like his bike or his new backpack, it’s also a good compliment to say “Luca you are really good at soccer”. “Now, one by one you stand up and using the things we discovered with the previous game, let’s start paying compliments.” Make sure every child has done and received compliments. If desired, write the compliments on the board, without writing the names.
Scene 1: “Be nice with parents”
Rita, Luca and Marco don’t like doing houseworks. When mam and dad ask to take out the trash and / or take the dog for a walk, they complain and don’t want to help.
• How can these children show kindness to their parents?
Scene 2: “Be nice with your sister”
Giulia, Rebecca’s younger sister, wants to play with her. When Rebecca’s friends arrive, Giulia doesn’t want to leave them alone and Rebecca gets very upset.
• How can Giulia be kind to Rebecca?
Scene 3: “Be nice with a new schoolmate”
Simone is a new student at your school. During lunch, Simone enters to the canteen and sits down at a table, alone. A group of students at the next table start teasing him. Adriano enters to the canteen and looks around in search of his friends and sees Simone sitting alone.
• How can Andrea be kind to Simone?
Scene 4: “Be nice with a friend”
Jasmine is really excited about a new skirt. But when the next day she wears it at school some girls make fun of her. Letizia is Jasmine’s best friend and sees the girls making fun of Jasmine.
• How can Letizia be kind to Jasmine?
Scene 5: “Be kind with your neighbor”
Francesco is 10 years old and wants to help Mrs Stefania, a widow his neighbor who is in a wheelchair. Mrs. Stefania’s garden is full of weeds and she is often alone.
• How can Francis and his friends show kindness to Mrs. Stefania?