3. Copying
Rythms
Steps:
1. Have the students sit or stand in a
circle.
2. Clap a simple rhythm that can
easily be repeated continuously.
3. Tell the students to join in with the
same rhythm until the entire class is
clapping together.
4. Once all students have caught on,
you can stop the rhythm, and clap a
different rhythm.
4. What happened during this game? How
did it make you feel when we were all
clapping the same rhythm together?
How is listening to each other important
for this game?
How can we apply these listening skills
to other things we do together?
6. Divide the class into four groups
1.
2. As they are standing in their groups of four, say:
“Imagine you are on a deserted island, and there is
water all around you. What will you need to be safe
there? What would you need to survive?”
3. Instruct the learners to use masking tape (or
string) to create an imaginary island at the center of
their circle.
7. 4. When their islands are ready, give learners fifteen
minutes to scout the room for “found” objects they can
use for their group sculpture
5. Allow the groups to create their islands with
everything they need to feel safe and to survive, using
recycled or natural objects to represent these.
6. They can also use paper and pens to draw some items
or people they are unable to represent through their
natural or found objects.
8. 7. When learners are finished, let them give their island
sculpture a title and put this at the base of their
sculpture.
8. When everyone has finished, let the class roam around
(in silence) looking at the various sculptures. Remind
learners to respect and hold judgment, and instead be
curious and appreciative.
9. Let them know they can share their work with the class
if they would like to. Groups can assign a leader to speak
or have each member tell the story of their sculpture.
9. Discussion
What is the title of your piece?
Tell us about each item in your desert
island and how each one helps you to
survive and/or feel safe
1.
1.
10. Wrap Up Discussion
Talk about the importance of safety and what
steps they can take when they don’t feel safe
in their bodies or in their environment. Stress
that the most important thing is to tell another
adult they can trust (at home or in school) when
they do not feel safe. For older learners, you
may want to discuss the referral system or
protocol for reporting any unsafe incidents.
To close, you may ask the learners how it was
working with their classmates to keep their
island safe
