Shoeboxes bursting with joy

*S
h
*
oy
r
s
u
t
i
b
n
g
s
e
w
x
o
ith
b
e
j
o
Action packed lesson plans for key stage 1
Key Stage 1
Lesson 1
Teaching and Learning Objectives / Attainment targets
(QCA non-statutory guidelines)
Assessment / Learning outcomes
Level 1 / Year R
Pupils recount outlines of some religious stories. AT1
Read the story of the Good Samaritan.
They identify what is of value and concern to themselves, in the stories
Identify similarities and differences and identify
what makes someone special - we are all the same
but different. Recognise that in today’s world
anyone can be our neighbour.
studied. AT2
Level 2 / Year 1&2
Pupils retell religious stories and suggest meanings in religious stories. AT1
Pupils respond sensitively to the experiences and feelings of others. AT2
Identify people who show care and concern
for others. Suggest reasons why people help
each other.
Cross-curricular
opportunities
Links with Early
Learning Goals
Literacy – Term 1
(CLL) Sustain attentive
listening, responding to
what they have heard
by relevant comments,
questions or actions.
1) Who is my neighbour?
Read the Good Samaritan story – from the Bible, Luke 10 v25-37
(Jesus told this story to answer this question. Use the word
“Neighbour” repeatedly).
2) Who is my neighbour in this class?
a) Take turns to verbally describe a friend for the rest of the group to
guess (looks, personality, likes /dislikes).
b) Draw detailed colour picture of the person you sit next to. Add a
caption “This is…He/She likes, /is good at…”etc.
c) Take photos to make a class display. Make captions on computer or by
hand as above.
3) Do I have neighbours all over the world?
YR write sentences to match
sequences of pictures
Y1 to re-enact stories e.g.
through role play, using dolls
or puppets, miniature world
To make simple storybooks
with sentences
Y2 Discuss familiar story
themes and link to own
experiences
Two eyes, a nose, and a
mouth Intrater, R.
Show pictures of children from other countries, e.g Swaziland. Ask; “Could
these children be our neighbour?” Look at the photos from Swaziland at
the end of the lesson plan. Take it in turns to discuss how these children
may feel. Write out your own poems.
Maths / ICT
Emphasise that Christians believe that a neighbour is anyone who
needs help.
Geography
4) How do you think Samaritan’s Purse might help
these children in Swaziland? Can you suggest ways
you might be able to help?
Refer back to story…
The Good Samaritan treated the man who needed help as his friend. The
children from these countries need our help; they don’t all have homes
and possessions as we do.
Introduce the work of Samaritan’s Purse as people who help children
in need.
Suggest we may be able to help them to help children (like those in the
photos) who need our help.
Use the music idea for a fun ending!
Make bar charts, pictograms
etc. of eye colour, hair
colour, hobbies etc.
Locate one of the countries
shoeboxes are sent to on a
map, find out about weather,
flag etc.
www.geographyiq.com
ICT (Y2) try looking at www.
azer.com or
www.azembassy.com
PSHE/Citizenship
Programme of Study
1a,2a,2c,2e,2h,4a,4b
QCA Unit 5 –Living in a
diverse world
Music
Shake a Friend’s Hand (293
Kidsource Kevin Mayhew)
with appropriate actions
(K&UW) Look closely at
similarities, differences,
patterns and change.
(CLL) Write their own
names and other things
such as labels and
captions and begin to
form simple sentences,
sometimes using
punctuation.
(CLL) Use talk to
organise, sequence and
clarify thinking, ideas,
feelings and events.
(PSE) Have a developing
respect for their own
culture and beliefs and
those of other people.
Key Stage 1
Lesson 2
Teaching and Learning Objectives / Attainment targets
(QCA non-statutory guidelines)
Assessment / Learning outcomes
Level 1 / Year R
They identify aspects of their own experience and feelings, in the religious
material studied AT2.
Identify people who help others, and show care
and concern, and talk about what they do.
They identify what is of value and concern to themselves. AT2
Identify people who help them and talk about
what they do to help.
Level 2 / Year 1&2
Show that what they do can affect other people.
Pupils respond sensitively to the experiences and feelings of others. AT2
Suggest reasons why people help each other.
They respond sensitively to the values and concerns of others. AT2
Cross-curricular
opportunities
Links with Early
Learning Goals
Role-play; hospitals, fire
station etc.
(CLL) Sustain attentive
listening, responding to
what they have heard
by relevant comments,
questions or actions.
1) Who gives help to others in our community?
What do they do to help?
a) Brainstorm a list of people whose job it is to help others.
Or show photos of professionals that help us. Ask children to name
them and talk about the kind of care they give to others. Can they think
of any others? Emphasise that these people help anyone who need
their help. They have chosen to take a job where they can help people.
b) Show pictures of situations where help is required. Ask, “How do you
think these people need help?
2) Why do people help?
In pairs think of a time when you needed help / you helped someone.
How did you feel needing / giving help? What happened? Report back on
some of the memories.
3) Why did the Good Samaritan offer help? What did
he do to help? Why do you think the others did not
help?
Remind children of Good Samaritan Story. Use own reminder of story as
told in lesson 1.
4) How could you choose to help someone at home?
Children to think of and illustrate one way that they could help at home.
Miniature world as above.
Literacy
Katie Morag delivers the
mail Hedderwick, M.
Alfie Gives a Hand
Hughes, S.
Lima’s Red Hot Chilli
Mills, D.
PSHE/Citizenship
Programme of Study
1a,2h,4a,4g
QCA Unit 4 – People who
help us- The Police
History
Work on key figure e.g.
Florence Nightingale and
Mary Seacole
Water play - washing up /
washing clothes
(CLL) Use language to
imagine and recreate
roles and experiences.
(CLL) Use talk to
organise, sequence and
clarify thinking, ideas,
feelings and events.
(CLL) Use language to
imagine and recreate
roles and experiences.
(PSE) Consider the
consequences of their
words and actions for
themselves and others.
Key Stage 1
Lesson 3
Teaching and Learning Objectives / Attainment targets
(QCA non-statutory guidelines)
Assessment / Learning outcomes
Level 1 / Year R
Pupils recount outlines of some religious stories. AT1
They identify what is of value and concern to themselves, in the stories
studied. AT2
Recognise that some people need immediate help
and others have more long-term needs.
Identify people who show care and concern for
others i.e. Samaritan’s Purse.
Level 2 / Year 1&2
Suggest ways people can offer long term help.
Pupils retell religious stories and suggest meanings in religious stories. AT1
Suggest reasons why people help each other.
Pupils respond sensitively to the experiences and feelings of others. AT2
Show that what they do can affect other people
and identify ways they can help at school.
Lesson Activity
Cross-curricular
opportunities
Links with Early
Learning Goals
Literacy
(CLL) Use talk to
organise, sequence and
clarify thinking, ideas,
feelings and events.
1) What sort of help is being given?
a) Refer back to scenario pictures from lesson 2. Ask what type of help is
needed in the pictures, and when the help is needed (explain why).
b) Show a picture of the Good Samaritan offering help.
Ask what this immediate action helps / enables etc.
c) Link to “our neighbours in Swaziland”. They need help now. Samaritan’s
Purse works with them to enable them to continue with their lives. The
shoeboxes they receive show that others care and want to make them
happy by sharing some of what they have with them.
2) What sort of help could you give to the children
in need?
a) Produce shoebox covered in Christmas paper as per OCC appeal.
If this was your gift this Christmas what would you like to find in it to make
you happy?
b) Talk about the sorts of things the children could pack into the shoebox
if they were sending it to a child in Swaziland. Have selection of articles
available. Choose children to select 1 item each to pack into box.
c) Play the new OCC video. In some countries many families do not have
access to clean drinking water. Samaritan’s Purse is working with local
villages to change this situation. Order our new water DVD by going to
http://www.turnonthetap.org.uk/resources
3) What other sort of help is the Good
Samaritan giving?
Refer back to your Good Samaritan picture. In one way he is acting like
a nurse. Ask what other sorts of care a nurse might be able to give other
than simply giving medication. What other types of long-term help can
people give those in need?
• Imagine you are a child
from Swaziland receiving a
box. Write a description of
how you feel as you receive
the box and open it.
YrR to use writing to
communicate in a variety of
ways, e.g. lists,
Yr1 to write and draw simple
instructions
Yr2 to read simple written
instructions,
to write simple instructions,
to use diagrams in
instructions, e.g. drawing
and labelling diagrams as
part of a set of instructions;
• Write list of instructions of
things to pack into shoebox
• Play “I packed my shoebox
and in it I put…”each child
adding 1 more item after
they have recalled the list of
items chosen by their friends
(PSE) Maintain
attention, concentrate,
and sit quietly when
appropriate.
(CLL) Sustain attentive
listening, responding to
what they have heard
by relevant comments,
questions or actions.
(CLL) Use language to
imagine and recreate
roles and ex.
Lesson Activity
4) What other sort of help is Samaritan’s Purse giving
to the children in Swaziland
a) Refer back to Good Samaritan Picture.
Explain that the Good Samaritan paid for the long-term care of the
injured man.
b) Explain that Samaritan’s Purse also gives long-term support to people
in need. They use their money to provide hope for a brighter future for
those in need.
c) In Swaziland many families do not have access to clean drinking water.
Samaritan’s Purse is working with local villages to change this situation.
Order our new water DVD by going to
www.turnonthetap.org.uk/resources
5) What sort of help could you give at school?
Class challenges - Set up short-term and/or long-term “help challenges”.
Individual children to select how they can help within school.
Record as displays e.g. “How we have helped” group challenges in sets,
in class, in school, in the playground etc.
Cross-curricular
opportunities
YrR to re-read and recite
rhyme with predictable
and repeated patterns and
experiment with similar
rhyming patterns.
Yr1 to recite rhymes with
predictable and repeating
patterns.
Yr2 to use simple poetry
structures and to substitute
own ideas, write new lines;
• Write an acrostic
poem about the work
of Samaritan’s Purse or
someone who cares for
others in our community. The
lines could start C.A.R.E.
Art
Draw / cut and stick items to
send in a shoebox into the
lid of a box.
Links with Early
Learning Goals