Tip
3 when the Boov come to Earth. Oh and Tip tackle challenging
obstacles together thanks to their love for each other, their
compassion and their sensitivity. Before embarking on SEL
activities with any of the readers, it is recommended to pre-teach
the words which depict emotions accurately. The reason for managing
a large bank of words to describe emotions is that it makes it
easier for learners to talk about their feelings, their needs and
their mood (Brackett, 2017)
Callum
the Caterpillar
1.2.1
Pre-reading activities
1.
Name that emotion!
Pre-teach
feelings vocabulary by using pictures, gesture and miming. For this
story, consider the following words:
Calm,
worried, happy, sad, tired, surprised
2.
Listen, run and fill up your heart Stick pictures depicting the
emotions you have pre-taught on one or all of the walls in your
class.
Several
pictures show the same emotion (for example four different happy
faces, four different worried faces, etc.)
Divide
your class into several teams and hand out a big paper/cardboard
heart to each team Call out the emotions one at a time.
The
kids listen and run to the wall to gather the face corresponding to
the emotion you mentioned.
They
should take it to their team’s heart. When all the faces are gone
from the wall, each team sees how full of different feelings their
heart is.
Try
to elicit the emotion words as learners share what they have.
3.
Callum feels…
Introduce
the character by showing the cover and elicit how he feels.
Then
open the story on pages 2, 4, 8, 9, 17 and elicit how he feels one
more time
(2
sad, 4 happy, 8 worried/surprised, 9 happy/calm, 17 tired)
You
may also choose other pages of your liking, the idea is to elicit
the feelings. Matching emotions (optional):
If
you are art / drawing savvy, you may want to hand out pictures
showing Callum experiencing different emotions. Students match the
correct pictures with the emotions words you write on the board.
4.
Arousing curiosity
Tell
your learners “poor Callum!
What’s
his problem? (If necessary give alternatives “his house? His
friends? His family? His food? His house?)”
“What
5 you breath out. You might want to play some peaceful music and
ask your learners to say “I’m calm” several times at the end
until you feel the feeling of being calm has really sunk in.
...........................................................................................................
WORKSHEET
Before
you read
Draw
a butterfly on the board and elicit or present the word.
Draw
nine lines in a row below the picture and play Hangman, eliciting
letters to spell the word. Introduce caterpillar in the same way.
While
you read Stop at the kitchen scene on page 11.
Tell
the children to count the number of caterpillars in the scene.
Invite
the children to name the foods they can see in the fridge.
After
you read
Play
Pictionary.
Divide
the class into two teams.
Slowly
start to draw a cake on the board and say: What’s this?
Invite
the children to put their hands up to guess.
When
a child guesses correctly, award a point to her/his team.
Then
repeat with drawings of other words from the story
(a
butterfly, a fridge, feet, a tree, cheese).
Using
the worksheets Worksheet 1
1
Look in the fridges and tick (✓) the foods you can see.
Ask
the class to look at the first fridge and elicit the names of the
foods.
Write
apples and cheese on the board and draw a box next to each word.
Ask
Are there any apples in the fridge?
Elicit
the answer yes and tick the box next to apples, then ask Is there
any cheese in the fridge?
Elicit
the answer no and put a cross in the box.
Tell
the children to complete the activity, ticking the foods they see
in each fridge.
2.
Draw the next food in the sequence and write.
Chant
the foods in the first row and ask the children to chant with you.
Hold
up the worksheet, point to the box and ask the children to suggest
the next word in the sequence (apple).
Tell
the children to draw an apple in the box and write the word below.
The children then complete the other sequences
