SRE: RELATIONSHIPS Planning YEAR 3SPRING TERM 2016

Lessons based on ‘Hello, Sailor by Ingrid Godon

LESSON 1: To identify and empathise with different feelings.

INTRODUCTION:
Read ‘Hello, Sailor’. How do you think Matt felt living in the lighthouse and waiting for Sailor every day? How do you think he felt when Sailor returned?
Ask children to think about a time when they were waiting for someone to come and visit; and then how they felt when they finally did. Discuss the different emotions they felt e.g. anticipation, excitement, longing, frustration, impatience etc.
Sailor is obviously pleased to be back to see Matt. He didn’t forget about Matt, like Rose said he would. Look back at the page where it says “Sailor told Matt stories about the sea and the faraway countries he had visited.” Discuss what Sailor could have been doing while he was at sea. Where could he have been? What adventures might he have had? Was he just waiting to go back to see Matt, like Matt was waiting for him?
ACTIVITY:
Imagine you are Sailor. What would you say to Matt on your return to the lighthouse? What adventures might you have had whilst at sea?
Write a story to tell Matt about the adventures you had at sea, while you were waiting to come back to the lighthouse. Consider the different places you might have visited and what you did on the ship. What was the weather like? Was there a storm? Was it dangerous? Remember to describe how you were feeling about coming back to see Matt.
Remember to write in the first person as though YOU are sailor.
More able children could:
Describe Sailor’s feelings in their story through what he says and does. / Most Children will:
Write a short story with an element of adventure. / Lower able children will:
Write a few sentences to describe something that may have happened while Sailor was at sea.
PLENARY:
Discuss the feelings in the story. Did writing in the first person help you to understand and empathise with how Sailor might have been feeling?
Some children may identify that Matt and Sailor are gay. If this comes up in discussion, allow children to share their thoughts, but ensure that they are not using homophobic or derogatory language. Tell children that some people are gay, but it is unlawful to treat them unkindly because of that, just like we wouldn’t discriminate against anyone because of the colour of their skin.

Plans adapted by C. Palmer, from the Stonewall website.