tbm straight from the heart

8/9/2019 TBM Straight From the Heart

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Resource Sheet in this booklet

Skills listed on a lime greenbackground are Cross CurricularSkills

Skills listed on a light greenbackground are Thinking Skills andPersonal Capabilities

A practical resource to support the Personal Development and MutualUnderstanding (PDMU) Area o Learning in the Northern Ireland Curriculum

The To Be Me (Personal Development and Mutual Understanding) thematicunit or Key Stage 1 pupils with severe learning difculties (SLD) aims to provide

teachers with support in beginning the planning, teaching and assessing oPDMU within the Northern Ireland Curriculum.

This resource is comprised o six sub-units

FitforLife

LetsGetMoving

HomeisWheretheHeartis

FeastfortheSenses

StraightfromtheHeart

LetsGetTogether

It details suggested learning activities and methodologies which will assist teachers indevelopingchildrenspersonal,emotional,socialandhealthneedsattheveryearlieststagesof

development.

ItincludeslinkstotheThinkingSkillsandPersonalCapabilitiesFramework,thecrosscurricular

skills o Communication, Using Mathematics and Using ICT. The resource also connects to the

Areas o Learning where appropriate and incorporates the principles o Assessment or Learning.

Strand 1Personal Understanding and Health

Themselves and their Personal AttributesBegin to recognise uniqueness and value personal qualities and abilities

Their Own and Others Feelings and Emotions

Begin to recognise and manage some eelings

Keeping Healthy and Safe

Begin to recognise some aspects o a healthy liestyle

Strand 2Mutual Understanding in the Local and Wider Community

Similarities and DifferencesBegin to recognise dierences in each other

Learning to Live as a Member of a Community

Begin to understand their role in the classroom community

Relationships with Family and Friends

Begin to understand the relationships within a amily

Similarities and Differences

Begin to recognise dierences

WritersAnnaWoznica,LisanallySchool,Armagh

HelenStewart,TorBankSchool,Dundonald

Stephanie Anderson, Tor Bank School, Dundonald

Caroline Currie, Lisanally School, Armagh


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To Be Me Fit For Life

Ke ExperiecesPupils will have opportunities to:

developanawarenessoftheemotionsofhappy,sad,angryandafraid;

listentostoriesaboutfeelingsandemotions;

takepartindiscussionsanddramatisations;

reectuponandsharetheirownfeelings;and

developskillstomanagetheirownemotions.

Learig ItetioPupilswillbeginto:

recogniseandmanageavarietyoffeelings.

Progress i LearigIambeginningto:

usethelanguageoffeelings;

beabletotalkaboutbeinghappy,sad,angryandafraid;

beabletosaywhatmakesmehappy,sad,

angryandafraid;and recognisehowotherpeoplefeelwhentheyarehappy,sad,angryandafraid.

Sccess CriteriaPupils will:

begintorecognisehowtheyfeel;

begintodevelopwaysofexpressinghowtheyfeel;and

begintorecognisethatotherpeoplehavefeelings.

Attitdes ad Dispositios Personalresponsibility

Self-condence

Curiosity

Concernforothers

Flexibility Tolerance

Respect

Opennesstonewideas

Thikig Skills adPersoal CapabilitiesWorkingwithOthers

1To Be Me Straight from the Heart

Straight romthe Heart

To Be Me

Crriclm ObjectiveTodeveloptheyoungpersonasanindividual


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What does eelighapp, sad, agr adaraid look like?

Youwillneed:

Resource1:2DFaces

Resource2: Degreesof Emotions Materialstomake

facialfeatures:plates,wool,glue,etc.

KEy QuESTIOn

Express yorselExaminearangeof2Dfaceswithyourpupils.Pointoutthefacialfeaturesthatletusknowhowapersonisfeeling(forexamplesmilingmouth,down-turnedeyebrows,tears).SeeResource1foraselectionof2Dfaces.

Makethemostofnaturalopportunitiesthatariseintheclassroom,exaggeratingyourownfacialexpressionsorpointingoutthefacialexpressionsofotherswhereappropriate.Setupcontrivedsituationsfortheemotionsof

angerandsadness:forexample,showangerbecauseyourtowerofblocksfelloverorsadnessbecauseyouspiltyourdrink.

Ensurethatyourpupilsareneverafraidoroverawedbyyourdemonstrations.Theimportance,asarolemodel,ofdemonstratingthecorrectwaytodisplayandhandlestrongemotions,willbediscussedlaterintheunit.

Nextintroducetheideaofdegreesofemotionsby

focusingoneachemotioninturnandlookingatslightlymorecomplexdrawingsorphotographsofpeoplewhoareobviouslydisplayingeachemotion.UsingResource2,talktoyourpupilsaboutthefacestheysee.Askthemtoidentifywhichlookshappy/sad/angry/afraid.Usearangeofpicturesoffamiliarcharacters(forexamplefrombooks)andaskyourpupilstoidentifywhethertheylookhappy,sad,angryorafraid.

2 To Be Me Straight from the Heart


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Usepacksofphotographsorcardsdisplayingemotions,whichcanbepurchasedfromeducationalcatalogues.Youcanalsondothersuitablephotographsbysearchingtheinternet.

Usevideoclips(especiallyoffavouritecartooncharacters)topointoutthemoreobviousbodylanguagesigns(forexampleclenchedsts,clappinghands,loweredhead,etc.).Usingthismediumwillalsohelpillustratehowpeoplesoundwhenexperiencingeachemotion.

YoucanmakelinkstoThe Artsbyencouragingpupilstorecreatesomeofthefacestheyareobservingeitherbydrawing,

usingplaydough,ordecoratingdigestivebiscuitsusingtubesoficing(recipesforplaydoughcanbefoundonPage87ofCCEAsLearningThroughPlayfolder).

ProvideyourpupilswithICTexperiencesbyhelpingthemaccessprintablefacialfeaturesonline at:www.dltk-kids.com/crats/miscellaeos/memotios.htmlStickthesefeaturesontopaperplatestomakearangeofdifferentexpressions.Enhancethembyusingsomewoolforhair,etc.

Youcanalsopurchasealargewallhangingofafacewithre-movablefeltfacialfeatures(calledMrandMrsFace)fromeducationalcatalogues.

Cross Curricular Skills:

Communication -Readarangeoftextsforinformation,ideasandenjoyment

Communication -

CommunicateideasandinformationCommunication -Listentoideas

Thinking Skill and Personal Capability:Developroutinesofturn-taking,sharingandcooperating


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Are these peoplehapp, sad, agror araid?

4

Feeligs LottoPlayalottogamewithyourpupilstoexploredifferentemotions.MakecopiesofthesheetinResource3andlaminatethemtocreategameboardsforeachpupil.ThencopyResource3again,thistimecuttingoutthefacestomakeplayingcards.Provideonesheetsworthofcardstoeachpupil.

Youwillalsoneeddicesidedwiththeface

imagesforthisgame.Templatesfortheseareavailableonlineatwww.seteacher.org/Worksheet/41/Emotio.xhtml(selectSymbols1intherighthandpanel).

Haveeachpupilthrowthedice,thenchoosethecorrespondingplayingcardtoplaceontheirgameboard.Thepupilwhocompletestheirgameboardrstisthewinner!

Remembertostartwithjusttwoemotionsandassessyourpupilsprogressbeforeaddingathirdorfourthemotion.

Sortig ad MatchigDrawdifferentfacialexpressionsontowoodenclothespegsandencourageyourpupilstosortthefacesintohoopsorbowls.

Gathertogethershoeboxesandarange

ofsymbolsorphotographsforamorecomplexsortinggame.Stickadifferentfacialexpressionphotographorsymbolonto

thelidofeachboxandcutoutasmallslit.Havepupilssortthepileofphotographsorsymbolsandpostthemthroughthelidofthecorrectbox.Makethisasstraightforward(matchingsymboltosymbol)orascomplex(sortingthroughandgroupingtogetherphotographsandsymbols)asrequired.

YoucanprovideyourpupilswithICTexperiencesby:

helpingthemaccessandprintonlineexpressionscardsthatcouldbeusedforsnapormatchinggamesatwww.seteacher.org/Prit/ScrolldowntoMoreGeneral;

playingLottostylegamesonthesubjectoffacesandfeelings(availablefromeducationalcatalogues);

playingasimpleandappropriatedownloadablegameinwhichtheyselect

thecorrectsymbolthatmatchesthefacialexpressiongiven,foundat:www.seteacher.org/FileDetails/6/Rbberace.xhtml;and

playingagamewheretheymustclickonthefaceshowingadifferentemotionfromtheothers,foundatwww.seteacher.org/FileDetails/7/Faces.xhtml

YoucanmakelinkstoMathematics ad

numeracybyencouragingpupilstovisuallysortandmatchfacialexpressions.

KEy QuESTIOn

To Be Me Straight from the Heart


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Encourageyourpupilstochangefacialexpressionsdependingonthevisualsymbolorphotographbeingshown.Askthemtochangetheirownfacialexpressionorchangeanexpressionusingplaydough(forexamplechangingtheturnofthemouthtochangetheplaydoughfacefromhappytosad).

YoucanprovideyourpupilswithICTexperiencesbyaccessinganonlinegame,wherepupilscanmanipulatedifferentfacialfeaturesorchooseanexpressionandwatchthecomputerchangethefaceappropriately at www.do2lear.com/games/acialexpressios/idex.htm(N.B.thisincludesmorethanthefouremotionscoveredinthissub-unit);andanonlinegamewherepupilscanmaketheirownJackanoryJuniorcharactersbyswitchingbodypartsandchoosingfacialexpressionsat www.bbc.co.k/cbeebies/jackaor//

(chooseCharacterMaker).

Placeasymbolcardorphotographofapersonwithahappyexpressionandonewithasadexpressiononthetabletop.Askyourpupilstopointtothehappyfaceandthesadfaceinturn.

Encouragepupilstoverballyidentifyexpressions.Pointtojustonesymbolor

photographandaskyourpupilstonametheemotion.

Forfurtherinformationonassessmentandteachingstrategies,refertoTeachingChildrenwithAutismtoMind-ReadbyP.Howlin,S.Baron-CohenandJ.Hadwin.

YoucanprovideyourpupilswithICTexperiencesby:AccessinganonlinegameaskingpupilstorespondtothequestionWhichisangry?byselectingthecorrectphotographat:www.do2lear.com/games/eeligsgame/idex.htm(thisgamedoesrequirereadingabilityoranadulttoguide,italsoincludesmorethanthefouremotionscoveredinthisunit).


Communication -Find,selectanduseinformationfromarangeossources

Using Mathematics -Identifyanduseinformation

Using ICT -Accessandusinginformation

Thinking Skill and Personal Capability:Begintounderstandhowactionsandwordsaffectothers

You will need:

Resorce 3:FeelingsLotto Clothespegs Hoopsorbowls Shoeboxes Symbolsandphotographs Playdough


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What makes people

eel happ, sad, agrad araid?

Emotioal TalesReadtoyourpupilsfromstorybooksthatdealwiththefouremotionsofbeinghappy,sad,angryandafraid.

SeeResource4forstorybooksuggestions.

Pausethestorywhereappropriateanddiscuss:Howdoesthecharacterfeel?andWhydoesthecharacterfeelthatway?Drawattentiontofacialexpressionsandbodylanguageintheillustrationsasthiswillhelpyourpupilsto

distinguishbetweentheemotions.

Nametheemotionand,whereappropriate,visuallyrepresentitusingtheMakatonsignorthesuitablewwssymbol.

Toreinforcetheconcept,encouragepupilstochoosethecorrectsymbolfromarangeofsymbolsandstickitontothestorybookpage.ThesymbolsinResource1canbeusedagainhere.

Anadaptedbookcouldbemadeeasily,wherepupilschoosethecorrectfacialexpressionsymbol,usingtheclearline-drawnimagesfromthebookTeachingChildrenwithAutismtoMind-ReadbyP.Howlin,S.Baron-CohenandJ.Hadwin.

EncouragepupilstothinkaboutanumberofsituationsandscenariosusingtheveryusefulpackageTheBoxFullofFeelingsbyCEGOPublishersLtd.,whichcanbepurchasedfromanumberof

onlinevendors.

KEy QuESTIOn

Youwillneed: Resource4:Storybooksand Non-FictionBooks aboutEmotions

Handpuppetsorcraftmaterialstomakehandpuppets



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Pppet PlaUsepuppetstoretelltraditionalstoriesinwhichthecharactersdealwithfeelings,forexample:

araidLittleRedRidingHood,TheThreeLittlePigs;

sad Cinderella,TheUglyDuckling;and

agrJackandtheBeanstalk,GoldilocksandtheThreeBears.

Allowyourpupilstoexploretheemotionsinvolved.Alternatively,createeverydayscenariosandsharethemwithyourpupils.Again,usingpuppetsthatdisplaydifferentfacialexpressionswillbringstoriestolifeandhelpconsolidateconcepts.Forexample,sharethestoryofhowonemorningaboymissedtheschoolbusandfeltsad,butthenhisfrienddrovepastandofferedhimaliftmakinghimfeelhappyagain.

YoucanmakelinkstoLaguage adLiteracybyusinginteractivestoriesanddramatisations.

Makehandpuppetsin-houseusingcraftmaterials,orpurchasesetsfromeducationalcatalogues.Puppetsdepictingtraditionalfairytalecharactersaswellasthosedisplayingdifferentfacial/emotionalexpressionsarewidelyavailable.


Communication -Understandandexploreideas,eventsandfeaturesintexts

Using ICT -Accessanduseinformation

Thinking Skill and Personal Capability:Listenactively



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What makes me eel

happ, sad, agrad araid?

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Mixed FeeligsHappUsethenaturalsettingofplaytimetodrawattentiontothefeelingofhappiness.Offerchoicesofpreferredtoys,playfavouritegamesandmusic,orlookatphotographsoffamilymemberssentinfromhometoevokefeelingsofjoy.Bespecicinnamingtheemotionwitheachpupilandencouragethemtoeitherverballysay,signorpointtoasymboltoconrmthattheyareindeedfeelinghappy.

Usealargemirrortoenableeachpupiltoviewthemselvesbeinghappy.Encourageself-reectionskillsbytakingavideoandwatchingitaftertheactivity.

Reectbackontimeswhenthepupilcelebratedabirthday,wentonaspecialoutingorreceivedacerticateinassembly(especiallyiftherearephotographsavailabletoguidethediscussion).

Sad, Agr, Araid

Itisinappropriatetoevokefeelingsofsadness,angerorfear.However,opportunitiesthatarisenaturallycouldbeusedifhandledsensitively.Forexample,whenthepupilisupsetorangryuseappropriatevocabularytodescribetheemotionstheyaredealingwithduringandaftertheincident.Thiswillhelpconsolidatethewordswiththeemotions.

Youcouldalsouseoneofthestorybooksin

Resource4tobeginadiscussionabouthowthesituationswouldmakethemfeel.Askyourverbalpupilstorecallsituationswhen

KEy QuESTIOn

Youwillneed: Resource4:Storybooksand Non-FictionBooks aboutEmotions

Alargemirror

Avideocamera



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theyfeltthesame(asappropriateforeachindividual).Encourageyournon-verbalpupilstopointtopicturesinthestorybooksthatshowtheemotionsbeingdiscussed.

Encouragepupilstoinvestigateandactoutscenariosinasafeenvironmentusingroleplay,particularlyinthehousecornerorwithsmallworldequipment.RefertoCCEAsLearningThroughPlayDramaticPlayandSmallWorldPlayforroleplayideas.

Somepupilsmayexperiencedifcultiesinidentifyingtheiremotions,whileothersmayknowtheyaresadbutnotbeabletoexplainwhy.Likewise,inmanycasespupilswillnotbeabletoidentifytriggersforanynegativeemotionstheyexperience.Goodlinkswith

homearecrucialandinformationshouldbegleanedfromparentsviahome-schooldiariesorphoneconversations.

Youandclassroomstaffmayalsoneedtoinvestigatepupilstriggers.Forexample,afteradisplayofnegativeemotionyoumightnditusefultostudyandnotetheeventsleadinguptotheincident(theantecedent),thebehaviouritselfandtheresultingconsequences.

Withtime,patternsandlikelytriggersmayemerge.Also,remembertobemindfulofsensoryissuessuchassoundorlightsensitivities.

Duringtheseactivities,beresponsivetotheemotionallydemandingeventsandexperiencesthatyourpupilsmayraise/share,(forexamplebereavement,parentsseparatingandabuse).Workcloselywithparentsandwiththememberofstaff

responsibleforpastoralcaretoensurethattheprogrammeisappropriatelysupportiveforeachpupil.


Communication -Communicateinformation,ideas,opinions,feelingsandimaginingsusinganexpandingvocabulary

Communication -Listentoandtakepartindiscussions,explanations,roleplaysandpresentations

Thinking Skill and Personal Capability:Responsetofeedback



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How do Ieel toda?

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Toda I FeelOrganiseadailygrouphellotimeorcircletimetocreatefurtheropportunitiesfordiscussionabouthoweachpupilisfeeling.HavethemrespondtothequestionorsongHowareyoutoday?byselectingavisualcardthatrepresentshowtheyfeelandstickingthisontoaboardbesidetheirphotographorname.SeeResource1forsymbolstocreatevisualcardsandResource6forsongsuggestions.

KEy QuESTIOn

Youwillneed:

Resource1:2DFaces

Resource2:DegreesofEmotion

Resource3:FeelingsLotto

Resource5:TiredandHungry

Symbols

Resource6:FeelingsSongs

happy


MayerJohnsonPCSSym

bols

MayerJohnsonLLCcontactWidgitSoftwarewww.w

idgit.c

om


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Alternativelyenlargethefoursymbolscards(happy,sad,angry,afraid)anddisplaythemwithintheteachingcircleoraroundtheroom.Encouragepupils,whereappropriate,tostandbythecardwiththesymbolthatrepresentstheirfeelings.ThesymbolsinResources13couldbeusedhere.

Includesymbolsuggestionsfortiredandhungryaswell,asitisimportantpupilshaveameanstocommunicatethesefeelingsandneeds.SeeResource5forthesesymbols.

YoucanprovideyourpupilswithICTexperiencesbyhelpingthemaccessaprintablefeelingschartgivinggradationsfromhappytosadat:www.do2lear.com/activities/lear/eeligschart.htm

agr


Communication -Communicateinformation,ideas,opinions,feelingsandimaginingsusinganexpandedvocabulary

Communication -Usenon-verbalmethodstoexpressideasandengagewiththelistener

Thinking Skill and Personal Capability:Developingroutinesofturn-taking,sharingandcooperating

afraid


MayerJohnsonPCSSymbols

MayerJohnsonLLCcontactWidgitS

oftwarewww.widgit.com


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What ca I do whe I

eel happ, sad, agrad araid?

12

Ensurethatallstaffareappropriaterolemodelsanddealwithemotionalsituationsinacalmandconsistentmanner.Makesureyourpupilssenseandknowthattheycancometostaffwithproblemsandforhelp.

Dealig with EmotioTalkthroughstoriesandroleplayscenarios,andrevisitincidentstohelpyourpupilsbecomemoreawareofthefactthattherearealwaysoptionsandchoices.

YoucanprovideyourpupilswithICTexperiencesbyhelpingthemaccessandprintsymbolcardsofferingarangeofthingstodowhenfeelingangry.Visit http://www.polk-f.et/sta/resorces/ese/resorcesboardmaker.htm. In BehaviourIdeassectionyouwillndDealingwithAngerasonesuchexample.

Cutoutthecards,laminatethem,punchholesinthecornersandattachthemontoakeyringtomakethemtransportable.Developthisfortheotheremotions.

KEy QuESTIOn

Youwillneed:

Scissors Alaminator

Aholepunch

Keyrings

12


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Encouragepupilstogiveaninsightintotheirfeelingsaboutcertainsituationsthroughtheuseofcomicstripconversations.DetailedinformationaboutthisapproachisavailableontheNationalAutisticSocietyswebsite:www.as.org.k byenteringcomicstripconversationinthesearchbox.

Trainpupilsintheuseofmeaningfulwaysofaskingforabreakorhelp(forexamplebyexchangingacard).

Visit www.thegraceter.org forfurtherinformation.

To Be Me Fit For Life 13

How

are you

feeling?


Communication -Communicateinformation,ideas,opinions,feelingsandimaginingsusinganexpandingvocabulary

Communication -Usingnon-verbalmethodstoexpressideasandengagewiththelistener

usig ICT -Accessanduseinformation

Thinking Skill and Personal Capability:Listenactivelyandshareopinions


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14

Resorce 12D Faces

happ happ happ

sad sad sad

agr agr agr

araid araid araid14 To Be Me Straight from the Heart

MayerJohnsonPCSSym

bols


idgit.c

om


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Resorce 2Degrees o EmotioLookateachpairandidentifywhichfacelookshappiest,saddest,angriestormostafraid.

happ

sad

agr

araid


MayerJohnsonPCSSymbols

MayerJohnsonLLCcontactWidgitS

oftwarewww.widgit.com


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16

Resorce 3Feelings Lotto


MayerJohnsonPCSSym

bols


idgit.c

om

happ sad happ

sad happ agr

happ sad agr

sad agr happ


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Resorce 4Storbooks ad no-Fictio Books abot EmotiosUsesomeofthefollowingstorybooksandnon-ctionbookstoexploreemotionswithyourpupils.

Storbooks

Book Title Athor

Happiness

The Happ Bee IanBeck

Hg JezAlborough

Happ CarolineCastle

Happ Horse ColinHawkins

I ore happ ad okow it

JanOrmerod

Sadness

Do o still love me? CharlotteMiddleton

I Wat a Cddle MalorieBlackman

Have yo Got M Prr? JudyWest

Some Dogs Do JezAlborough

Fod yo Little Wombat AngelaMcAllister

Little Tigers Big Srprise JulieSykes

Anger

Wh Are yo FightigDav?

BrigitteWeninger

The Cross Rabbit NickButterworth

Fear

Cat yo Sleep Little Bear? MartinWaddell

Arie the Accidetal Hero Joanne Partis

Dav, Help! Its a ghost! BrigitteWeninger

The Gralo/The Gralos Child

JuliaDonaldson

Its The bear! JezAlborough

Owl Babies MartinWaddell

17

no-Fictio

Book Title Athor

Wh Cat I Be HappAll the Time?

MaryAtkinson

Coversawiderangeofemotionswithphotographicillustrations

How Do yo Feel? Gillian Liu

Bigbook

What Makes MeHapp?

CatherineAnholt

Rhymingstory,coveringarangeofemotions

Everbod Feels Happ JaneBingham

Clearillustrations

Everbod Feels Sad JaneBingham

Clearillustrations

Feelig Agr AltheaBraithwaite

Alotoftextwithphotographicillustrations

Feeligs MonicaHughes

Minimumtextandlarge,

clearillustrations

All Kids o Feeligs EmmaBrownjohn

Lifttheapbook



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18

Resource 5Tired and Hungry Symbols

18

tired hungry

tired hungry

tired hungry


MayerJohnsonPCSSym

bols


idgit.c

om


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TheHBand

Resorce 6

20

Thefollowingbookscontainsongswithnewwordssettofamiliartunes.

The Had BadbySueNicholls,publishedbyA&CBlack

See:WhosAfraid(afraid),

SafeandSound(sad),

WhenIFeelSad(sad),

WellDoneHipHooray!(happy),

HaveAnotherGo(angry)

Bigo LigobyHelenMacGregor,publishedbyA&CBlack

See:HeyLittlePlaymate(sad),

WhenIFeelSad(sad),

TheHungryRabbit(angry)

Bobb Shatoe Clap yor HadsbySueNicholls,publishedbyA&CBlack

See:AMonsterCametoVisitYou(afraid)


Bingo

Lingo

Feeligs Sogs


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notes



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tbm straight from the heart

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