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Separation is one of the first painful experiences every child has to go through. In war times
separation tends to be more often experienced than in other times. In time of peace we also
have to go through that experience; we all have someone who is important to us (friends, family
members, our pets, toys) but we can't be with them all the time. Let us see what we do in
situations when we have to leave them for a longer period of the time. How similar or different
are we from others in the group when we have to separate from someone?
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The awakening of the animals. We name 4 animals (MOUSE, HORSE, CAT, BIRD) and pupils
imagine which animal they are going to be. The sun is rising and the animals are awakening, they
start with soft voices to call their mates (meowing, neighing etc.) so everyone finds their
fellow mice, horses etc. When the teacher gives the sign for separation: everyone goes back
to his/her place, separating from their animal group/pair.
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Peers intimate talks. Everyone chooses partners that they have been not with before.
Think a while about your experience of separations - recall a situation from the past and draw
a picture of the person (animal,...) you had to separate from. Imagine and draw where would you
like him/her to be now. Talk about it to the partner.
Feedback: How did you feel when you had to leave that person? If you could have
changed that situation, how would you have changed it?
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Barometer of feelings. The teacher/leader draws a big barometer on a piece of paper
and puts it on the wall (see the drawing). Students come out and put their mark at the place
closest to what their feelings were in the situation of separation that they have spoken about.
Then we look closely at these feelings together. Give the whole group some time for comments in
case there are any.
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A pair of bellows. We shall do an exercise to release emotional tension before the
break. Breathe in slowly and deeply going up onto your toes stretching your arms above your
head. Then breathe out quickly producing loudly sound HU, as you come back down with the whole
feet on the ground and stretch your arms down against the side of your body (as if lightening
flashes were coming out of your arms and entering the ground). The exercise should be repeated
(at the most) 5 times, then after a short pause five times more.
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Model a person/animal/toy using modeling clay showing how they looked the first time
you saw them. Make groups of three and discuss the two questions mentioned below while showing
your sculptures to one another.
Discussion: Where would you like your precious person/animal/toy to be now?
Did they have any characteristics you didn't like?
Discussion in a big circle: Where would you like to keep your sculptures -
here in the school or at home? Would you like it to be visible to everyone or would you prefer
it hidden? (Everyone gets time to talk about his/her wishes.)
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Wave game. Everyone waits for a movement to come to them from his/her left side and
then passes it to his/her right. The movement is not the same because the person who was the
first to start it - changes it every now and then. Tthe others should be careful not to take
over the new movement too soon.
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We are going to learn another song. Listen to the cassette or follow the music sheet.
(See Work Sheet)
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Translation