1. I know that what I say and do can affect my friends
Year 2 – Friends and family
I know that what I say and do can affect my friends
Teacher notes:
This lesson uses the well known Dr Seuss story of The Sneetches. The children are asked to watch the clip and look at the behaviour of the sneetches and how it affects others. They are then asked to reflect on how their own behaviour affects others and how behaviour that involves cooperation can help.
© Leeds South and East CCG

2. Learning outcomes Knowledge Skills
Can I recognise how my behaviour can affect others?
Do I understand how important it is to cooperate with others?
I can offer to share things and include others in activities
Teacher notes:
Read these through with the children, ensure that they are understood. 2

3. How we will work together
Can you remember the ground rules we have already talked about, let’s take a minute to think about them.
Teacher notes
Read these through with the children. Hopefully the ground rules will be displayed in the classroom already. 3

4. What do we already know?
If I get up in a bad mood, does this affect anyone else?
Teacher notes:
Read this through with the children, ensure that they are understood. Do a blind vote and ask the children the question 4

5. Let’s get started
I have 4 stickers with stars on, I need 4 volunteers to come and decide who should have which sticker.
Teacher notes:
Pick 4 volunteers from the class to receive the stickers. Only explain that each sticker colour means something different after the 4 children have volunteered. red star sticker means the child has to tidy up the class, the yellow one means the child has to do some extra homework, the green one means the child has to tidy the book shelf and the blue one means that they have to have 10 minutes extra play. Pick 4 children who you know, and feel confident, that this activity will not upset. Ask them to decide who should have which sticker and get them to share them out and put a sticker on each child’s jumper. Ask the rest of the class to watch as the group decide how to do this. Do they do it in a fair way? Does someone just grab the blue sticker leaving the others to have the other 3? Was there any kind of cooperation going on? What would have been a fair way to do it? Try and find some parts of the sharing process that you can comment on, talking about how certain children’s actions affected others? Decide if the activity is worth repeating with another group of 4. 5

6. How does our behaviour affect others?
Teacher notes
Remind the children how they watched a clip about Elmer last year, how it taught them about feeling happy and how important it is to recognise this feeling. Tell them that they are going to build on this and look at how their behaviour can affect others; if they are happy others around them are more likely to be happy too. Watch this very well known story. Click on The Sneetches to open the link. Focus the children at the start of the clip by asking them to observe The Sneetches behaviour, ask them how the Sneetches behave and how they are feeling. Do the Sneetches treat each other fairly/ nicely? How does the way they treat each other affect each other? At what point do they realise that they need to change the way they treat each other? How does their behaviour towards each other change: talk about how they begin to cooperate. Can they relate this to the way that they have been treated/ or that they have treated anyone else in the past? How does it feel when they cooperate with their friends? Watch the story and then ask the children some of the above questions and try to develop a class discussion, asking the children to discuss in partners at points in order to encourage as much discussion as possible.
Watch the video 6

7. How does our behaviour affect others?
These are Sneetches. You have watched their adventures. Are they both the same?
Can anyone remember watching a clip in year 1 about Elmer the elephant?
Teacher notes:
Wrap up a present and give it to a child in the class, this can be something simple for the class like a new book, it could be a voucher for an extra play or a story that you think the class would enjoy hearing or some kind of class treat. Ask the child (choose someone that you know is vocal and forward in their conversation) how they are feeling as they receive it and how they feel as they open it. Ask the rest of the class how they would feel and why? How can they tell what their friend is feeling? What behaviour is the child opening the present showing? When the present has been opened ask the class how they now feel, are they able to express this feeling to you in words, can you make a list of these feelings on the board. Hopefully if you have wrapped up something that the whole class will enjoy then you should get lots of words associated with happiness. Ask the children to think of other times that they have been happy, how does it feel to be happy ? What makes them happy? How do they behave when they are happy? Be prepared to discuss the fact that someone may actually feel sad as they were not chosen to open the present. 7

8. What can we learn from the Sneetches story?
Skill Practice Can I share things with others and include others in activities?
You cannot join in and play with us, go away!
Teacher notes:
Ask the children if they can learn anything from the story that they have just seen. Can they think about their own behaviour, how do they think their behaviour makes other people feel? Go through the next few slides with them and ask them how they would feel if someone said these things to them. Do they feel it is a kind thing to say? What should they be saying to their friends? Why should they consider what they say to their friends? (Keep pushing the point that their behaviour affects their friends). Instead of being mean to their friends could they solve problems by cooperating? How could they turn the statement around if it is not nice? Make sure that you encourage the children to think about times when they have shared things and included others in activities, how would they have acted differently to the Sneetch? 8

9. What can we learn from the Sneetches story?
Skill Practice Can I share things with others and include others in activities?
I would love you to come around to mine for tea and we can play together.
Teacher notes:
As slide before. Point out that this would make you feel good as it is already kind and involves cooperating. Ask the children if they think the Sneetch is practising the skill. 9

10. What can we learn from the Sneetches story?
Skill Practice Can I share things with others and include others in activities?
Shall we play a game of snap together?
Teacher notes:
As slide before. Point out that this would make you feel good as it is already kind and involves cooperating. 10

11. What can we learn from the Sneetches story?
Skill Practice Can I share things with others and include others in activities?
I don’t want to sit next to you today, I want to sit next to Fred.
Teacher notes:
As slide before. Talk about how the comment affects them. Talk about how the problem could be solved by a bit of cooperation. 11

12. What can we learn from the Sneetches story?
Skill Practice Can I share things with others and include others in activities?
I want to colour our poster red, not blue like yours!
Teacher notes:
As slide before. Talk about how the comment affects them. Talk about how the problem could be solved by a bit of cooperation. 12

13. Can you be affected by someone’s behaviour?
Try and think of a time someone did something that really affected how you felt. It could be something that made you feel sad, happy, cross or scared…
Teacher notes:
Give the children a few minutes to think about the above question. Start by recounting a few examples where you, yourself, have been affected by another person’s behaviour. Then ask them to tell the person next to them about when someone else's behaviour has affected them. Ask some children what their partner (person next to them) said. Now give them a piece of paper, or an appropriate class exercise book. Ask them to write a few sentences about the incident they remember. They can draw a picture at the end to illustrate this. Alternatively you could give them some scenarios where people act in a certain way; ask them to write down how this would make them feel. It might be that some of the class do one activity and some do the other. 13

14. So, what do you feel you have learnt today?
If I get up in a bad mood, does this affect anyone else?
Teacher notes:
Now ask the children to revisit this slide. Do another blind vote and ask the children the question. Compare the answers. Ask some individuals their opinion on the answer to the question. Compare their answers to the initial slide. 14

15. Can we think about how our behaviour affects others this week at home
Try being extra kind at home and listen carefully to what your parents want you to do. Are your parents happy when you do exactly what they ask you to do?
Teacher notes
Ask the children to be a bit more mindful of how they respond to their parents when they are asked to do jobs/go to bed/ get up/ do homework at home. Ask them how their parents react when they do exactly what is asked of them. Do they feel that by doing what is asked of them that they are cooperating or not? 15

16. Additional resources and help
Talk to your teacher or an adult in school
Talk to your Mum, Dad or someone you trust at home about how you are feeling
If you have them: – Write your worry down and post it in the class worry box – Talk to a peer mediator in your school – Write your worry down on the worry wall on the school’s website
Contact:
im-a-young-person
Where can I go for help? 12