Words - SOS

SOS-barnebyer
og kunnskapsløftet
SOS-barnebyers mål
SOS-barnebyers mål er langsiktig hjelp til foreldreløse barn, og mye av vår virksomhet er basert på
frivillighet og giverglede. Vi har mange gode hjelpere med et oppriktig og sterkt ønske om å bidra der
de kan, og de ser at det nytter.
Mange av grunnholdningene i Kunnskapsløftet
ivaretas gjennom en innføring i vårt arbeid – dette
får de innsyn i gjennom filmen og oppgavene vi har
laget.
SOS-barnebyers film ”Every child needs a family”
er en film som viser at det nytter å hjelpe. Hvis
elevene kan lære engelsk samtidig som de ser
hvor viktig det er å hjelpe andre, ja, så har vi slått
to fluer i et smekk! Betydningen av å se verden i et
større perspektiv blir viktigere og viktigere i årene
som kommer.
I tillegg ønsker vi å gi dere lærere noen gode ideer
til undervisningen som er litt annerledes og morsomme. Oppgavene kan brukes fra 5. til og med 10.
klasse – vanskegraden kan enkelt varieres. Flere
av oppgavene kan brukes på alle trinn, noen kan
med små grep gjøres enklere. Vi har utarbeidet en
lærerveiledning som vi håper kan være til hjelp.
Å stå andre bi
I Kunnskapsløftet henvises det til hvor viktig det er
at barn lærer å tenke selv og at de kan samarbeide
med andre og gi ”vilje til å stå andre bi” (Innledning, s.3). I innledningen heter det: ”Den (opplæringen) må fremme demokrati, nasjonal identitet og
internasjonal bevissthet. Den skal utvikle samhørighet med andre folk og menneskenes felles
livsmiljø, slik at vårt land blir et skapende medlem
av verdenssamfunnet.”
Kunnskap om språk og kultur
”Det allmenndannede mennesket” har god
kunnskap om andre lands kultur og språk.
”Den internasjonale kunnskapskulturen knytter
menneskeheten sammen gjennom utvikling og
bruk av ny viten for å bedre levekårene. De voksne
som lever og de unge som vokser opp i dag, må få
vidsyn og viten som ruster dem til å bidra til slike
anstrengelser – og særlig de som kan hjelpe verdens fattige folk”.
Både i FNs konvensjon om barnets rettigheter,
artikkel 12 nr. 1, opplæringsloven § 1-2 og § 9a og
læreplanverkets generelle del legges det vekt på
at skolen skal stimulere til samfunnsengasjement
både nasjonalt og internasjonalt. Elevmedvirkning
står sentralt her, og etter vårt syn kan filmen om
SOS-barnebyer – med litt hjelp fra lærerne –
stimulere til egen innsats.
Kommunikasjon
Når det gjelder kommunikasjon, handler det om
”..lytting, lesing, skriving, muntlig produksjon og
spontan samhandling knyttet til ulike kommunikasjonssituasjoner, medier, sjangere og språkfunksjoner. Nye medier og bruk av språket på tvers av
fag og emner inngår også i dette hovedområdet.”
Filmen finnes også i en norsk versjon og kan
brukes i både samfunnsfag (Norges deltagelse i
internasjonalt samarbeid gjennom FN og andre
organisasjoner), geografi og norsk, filosofi og etikk
(etiske problemstillinger i den globale verden),
naturfag, økologi og miljø, samt kunst og håndverk.
Vi håper at norske elever blir meningssøkende,
skapende, arbeidende, allmenndannet, samarbeidende og miljøbevisst. Det er ambisiøst,
men er ikke umulig. SOS-barnebyer ønsker å være
til hjelp i dette arbeidet.
Lykke til med en utrolig viktig oppgave!
Teachers notes
EVERY CHILD BELONGS TO A FAMILY – WHAT SOS CHILDREN’S VILLAGES STAND FOR.
Before watching the movie, you can generate interest by discussing the topic. Talk about the world and how
it is divided in rich and poor countries. Ask questions all the time to make the pupils think and activate
their sense of justice. Underline that people (children) in rich countries also need help. What is humanitarian aid? Can they give examples? Why is it important to contribute? How can one person possibly help when
there are so many suffering?
Watch the movie. Continue to ask questions, e.g. about humanitarian aid in general and SOS Children’s
villages especially. What is the pupils’ spontaneous reaction after watching the movie? Discuss the first part
of the title : ”Every child belongs to a family.”
1.
Individual task: Let them make brain patterns, e.g. with the key words “what a child
needs” or “mother”.
Examples:
What a child needs
mother
2.
Poem: Use the language to pass on ideas, thoughts and feelings. Let the pupils find a
word in the text related to SOS and the four cornerstones. Every line in the poem begins
with every letter in the word, e.g.:
So you think you can help
0h yes, you can
So little makes a huge difference
Can you imagine
Help is needed all around the world
In Africa, Asia, every continent
Lonely children need a family
Day and night
SOS Children’s village makes a difference
In this world
Better life for children
Love and care
In their own home
Never alone
Grow up in safety
So you don’t think you can help?
3.
Picture puzzle poem: it is always fun to be creative – here the pupils can use their imagination and let one of the other pupils solve the puzzle.
Examples:
A
needs a
and should grow up with
In her own
within a
There are 473
.
around the
.
4.
Let us continue being creative. Now they shall write a poem shaped as a house, sunflower, heart
or whatever they associate with SOS Childrens’ Villages.
e.g.
it
is so
important
to grow up in
a family
and live
in safety
children
playing and
laughing
my heart
and my soul
so lucky
so safe
me
5.
Now it’s time for Haiku poem. Haiku is one of the most important poem varieties in Japan and goes
back to the 19th century. It consists of 17 syllables arranged in three units (lines) with 5, 7 and 5 syllables.
In Japan this is a must, but it can be difficult in English because there can be variations in the length of
syllables. But it is important to try! The haiku poem is often about every day life and very often it contains
a word which indicates the seasons – like “snow” for winter and “cherry blossoms” for spring. Sometimes
the season word is not that obvious. Here it is not important and not necessarily focused upon.
Ex:
Grow up with siblings
And a mother too of course
Good life for children
Four main cornerstones
a mother and siblings too
a house in a village
Happy children run
Playing in the warm sunshine
In their own school yard
6.
Ask the pupils to find words or part of sentences in the manuscript. Use scissors and cut the
word/sentences. Glue them on a piece of paper when you have made the poem.
n’s Villages
SOS Childre
World-wide presence
Solidarity and support
Hope to generations of children
7.
What is a synonym- and what is an antonym? They have probably learned it before, but a short
repetition doesn’t hurt. Let them find words in the text. These words have both synonyms and antonyms.
Synonyms have often the same meaning – and can be used in the same context, but not always. It is more
difficult to find many antonyms, but encourage them to find out when they can use the different words.
This is the last poem exercise. Let them write one poem with the synonyms and one with the antonyms. Is
there any difference in atmosphere in the two poems?
Ex:
Synonyms:
Child: Baby, boy, girl, infant, juvenile, kid, minor, youngster…
Love: Emotion, adoration, devotion, loyalty, worship…
Friend: Associate, brother, buddy, comrade, fellow, girl friend, mate, pal, roommate…
Peace: Order, amity,, cease-fire, collective security…
Antonyms:
Child: Grown up, adult, parents
Love: Hate
Friend: Enemy
Peace: War
Little kids
Hunger for affection
Good friends
And peace too
Adults who
hate their enemies
no solidarity
but war
8.
Daily activities in an SOS Children’s village.
Aim: To practice describing every day life.
Focus: Simple present, daily activities, time.
Materials/preparation: Copy of the page “A day in the village”. Cut the scenes along the lines and mix them.
Pupils might need pencil and paper.
The pupils get a shuffled set of pictures. They work in pairs or in groups up to four pupils. They shall put
the pictures in a logical sequence and describe the children’s day. The oldest pupils can write down the
description.
The pairs/groups read their version to the class. Compare the versions and discuss the differences.
Show them the uncut version.
They can also write 6 questions/answers to the pictures. Focus on time. When do they get up? When do
they eat breakfast? Etc.
Collect the pictures. The pupils ask each other their questions.
9.
Story writing.
Aim: To write a story in simple past.
Focus: Simple past
Materials: Each pair or group needs one copy of the word-page. Cut it along the dotted lines.
The pupils need pen and paper.
They work in pairs or small groups. One set of word cards to each pair/group. They should
leave the cards facing down.
Write some sentences with simple past on the board, e.g.:
He came to the SOS Children’s Village when he was a small child.
She lived together with her sister in an SOS Children’s Village.
He opened his own bakery and worked there together with an SOS mother and another trained baker.
The pupils should shuffle the cards and pick ten of them at random. Then they should work together to create a story with at least eight of the words. The story should be in simple past and should include one of the
sentences on the board. It doesn’t matter when they use the sentence – it could be at the beginning, in the
middle or at the end of the story. They can use any words they know to make the story logical.
Give them a time limit of 10 – 20 minutes depending on the age/level – then ask a pupil in each group to
say which words they used and to read the story.
You can focus on simple present in stead of simple past.
10.
Sentence domino.
Aim: to practice the language, to show that pupils have understood the text.
Materials: Copy of the Domino sheet. Cut it along the dotted lines. Pen and
paper are needed.
The pupils work in pairs.
Each pair get one set of dominoes and share them equally. One of the pupils starts by placing a
domino in the middle of the table. Then they take turns adding a domino in either end of the one on
the table.
All the sentences are found in the text about SOS Children’s Village. The pupils must put the sentences in a
logical sequence and the sentences must be grammatically correct.
If they don’t have a suitable domino, they must wait for their next turn.
You must circulate and check. If the pupils complete correctly, they should have a complete line of dominoes. The dominoes can be bent into a circle to match the two end dominoes.
The order of the sentences can be checked on the original uncut page.
11.
Grammar auction
Aim: To review language in the text.
Materials: Prepare sentences from the manuscript. Write the on a sheet and make some
of them correct and some with grammatical mistakes. Each pupil needs one copy of the page,
pen and paper.
What is an auction? An auction is a process of selling goods or services by offering them up for bid,
taking bids and then selling the item to the winning bidder. The person leading an auction is called an
auctioneer. Tell them how the people involved in an auction behave. Give examples. Here you can do
as much out of it as you want to – this has to do with both history and economics.
The pupils work in pairs. Give them a copy of the sentences.
Explain that you will be the auctioneer and that you will auction the sentences – both the correct and the
incorrect, and each pair has 250 dollars to spend.
Give them some time to decide which sentences are correct. The point is to buy as many correct sentences
as possible.
Then you start auctioning all the sentences. Use phrases like: What a lovely sentence! This sentence is so
useful! Try to encourage the pupils to act like real bidders – with temper and attitude!
When the pupils buy the sentences, they have to remember how much they have spent.
After the auction is over, they have to count how many sentences they have bought and how much money
they have left.
Decide together which sentences are correct. The pair with the most correct sentences and the most money
left wins.
12.
Happiness
What is happiness? What makes a child in an SOS Children’s Village happy? What makes you happy? Are
there any similarities/differences? Why?
You may set a time limit of 10-15 minutes here. You can also let them illustrate their story: Paint happiness.
What colours did they choose? What subject? Why? Ask them afterwards.
Film manuscript
Every child belongs to a family
What SOS-Children’s village stands for
Ever since it was founded by Hermann Gmeiner in
1949, “SOS Children’s Villages” has provided a new
home for children who have been unable to grow
up with their parents. “SOS Children’s Villages’”
mission has four main cornerstones: every child
needs a mother and should grow up with siblings
in his or her own house within a village community.
Today there are over 450 SOS Children’s Villages
around the world.
Other facilities such as day-care centers, schools,
training workshops and medical and social centers
have been added gradually. At the moment there
are around 1,350 such institutions that are open to
the people of the neighboring communities.
The mother in an SOS Children’s Village is the
head of the family, like many mothers are on every
continent. She develops a close relationship with
every one of her children. Siblings are always kept
together and the family origins, cultural roots and
religious affiliations of every child are taken into
consideration.
“The best thing about it is seeing how happy the
children are. Just watching them romping and
playing and growing bigger… that is the best thing.
They were so small when they arrived and now they
are already so grown up.”
Every child in an SOS
Children’s Village
receives
adequate
schooling.
The child
should be
able to
recognize
and
develop
his or her
own interests and abilities.
The SOS Children’s Village accompanies its young
people on their path to self-reliance, helps them
find a vocation and take the first steps into adult
life.
Hieronimo came to the Panambi SOS Children’s
Village in Paraguay when he was a small child.
After his basic schooling Hieronimo received
vocational training as a baker. Soon he was able to
open his own bakery. He runs it today together with
an SOS mother and another trained baker who also
grew up in the SOS Children’s Village.
As here in Guatemala,
the organization “SOS
Children’s Villages”
also offers support
to families who are
under social and
economic pressure
and in danger of
falling apart. The
help offered is
preventive care, so
that children will not
be neglected or left to
fend for themselves.
“SOS Children’s Villages” has many years
of experience with women as the heads of
households, and sees the key to strengthening
families in helping the mothers. The organization
offers counselling for women and vocational
training for them in the SOS social centers. Many of
them may set up self-help groups and organize daycare for their children while they work to support
the family. Some use microcredit loans to start up
their own business. This allows most of them to
improve their income and care for their families.
The local communities are also involved in these
activities. “SOS Children’s Villages” counts on
their solidarity and support.
At present around 70,000 children in Latin
America, Asia, Africa, the Middle East and
Eastern Europe are being helped, directly
or indirectly by the Family Strengthening
Program.
Thanks to its world-wide presence, “SOS
Children’s Villages” can provide direct help
in many regions hit by war, crises and natural
disasters, as, for example, after the tsunami in
2004. Quickly and without bureaucracy it can
help in rebuilding family homes, distributing aid
supplies and providing medical care to the
victims. Up to now this humanitarian aid has
reached hundreds of thousands of people.
From the start “SOS Children’s
Villages” has also been committed
to supporting children’s rights. The
organization gives children a voice
and encourages children to make
use of their rights. They should be
able to take part in decisions that
affect their lives and help to shape
their own development.
“SOS Children’s Villages”
cooperates with other organizations
that share its world-view and with
local authorities to build up long-term
and practice-oriented partnerships.
Together they work for social and
political measures to strengthen the
welfare and rights of children.
“SOS Children’s Villages” means hope to
generations of children and young people in 132
countries and territories around the world.
A day in the village
Words
Community
Vocation
Children
Rights
Care
Business
Relationship
House
Ability
Family
Strengthen
Development
Hope
Decision
Receive
Mother
Welfare
Siblings
Domino Sheet
…to generations
of children and
young people.
SOS Children’s
Villages…
vocational
training as
a baker.
…was founded
in 1949.
They provide
a new home…
…is the key
to strengthen
the families.
Some families
use micro credit
loans…
…for children who can’t grow up with
their parents.
There are…
…to start up
their own
business.
This allows them
to improve…
…four main
cornerstones.
Every child…
…their income
and care for
their families.
It is important
that local…
…needs a mother.
They should
grow up…
…communities
offer their
support.
Around 70.000
children all over
the world…
…with siblings
in their own
house.
The SOS mother
develops…
..are being helped
by the Family
Strengthening Program. Thanks to its
worldwide
presence…
…a close
relationship with
her children.
The children
should be
able to…
…SOS provides help in regions hit by
war and disasters.
They can
rebuild
homes…
…develop their
interests and
abilities.
Hieronimo from
Paraguay
received…
…and distribute
supplies and
medicin.
SOS Children’s
Villages means
hope…
Helping the
mothers…