Stc Manual Demo En

User Manual:

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HANDOUT
for
PEDAGOGUES
An Initiative of PRIX
J
EUNESSE
Foundation, IZI and UNICEF
Responsible for
c
ontents
Internationales Zentralinstitut für das Jugend- und Bildungsfernsehen (IZI)
International Central Institute for Youth and Educational Tele
v
ision,
Bayerischer Rundfunk, Munic 2017
Author: Dr. Maya Götz
Cooperation: Tanja Petrich, Marie-Therese Hohe, Miriam Auth
Graphic: Anke Seidel
Translations: Textworks Translations, Birgit
K
inateder
Address of the editor:
Internationales Zentralinstitut für das Jugend und Bildungsfernsehen (IZI)
Rundfunkplatz 1, D-80335 München
Internet: www
.i
z
i.
de
E-Mail: IZI@br.de
Copying, reproduction or reproduction of texts, images, graphics or any other content provided by
the IZI, even expressly, is only permitted with the express permission of the IZI.
Content
Foreword: What makes children strong
.........................................................
1
Guidelines for teachers
..................................................................................
3
Structure of the individual modules for the ‘Storytelling Club’....................... 4
Module 1: This is who I am, and I am proud of …
..........................................
5
Module 2: When I overcome my fear
.........................................................
13
Module 3: What I
c
an
..................................................................................
20
Module 4: Being allowed to learn
...............................................................
26
Module 5: Solving problems – I always think of something ......................... 33
Module 6: Dealing with crises
.....................................................................
39
Module 7: Children write their own stories of being strong ........................ 43
Module 8: Creating the book and planning the presentation ...................... 47
A
ttac
h
me
n
t
...........................................................................................
Module 1: Worksheets, Icebreaker game: ‘My name is.... and I like to e
at...’,
rule sheet, template: blank sheets of paper for notes, game: noise sto
ry.
......
Module 2: Worksheets, template: blank sheets of paper for tips, game:
‘We’re going hunting for
li
ons’
........................................................................
Module 3: Worksheets, ’Arc of suspense’, game: Motion pac
kin
g
bags/Packing the bag with m
ov
ements
...........................................................
Module 4: Learning Story from Canada, worksheets, template: blank sheets
of paper for tips, singing game: ‘Flee-Fly-Flo’
..................................................
Module 5: Problem Story, worksheets, theatre exercise: ‘Going through
Wind an
Rain’
..................................................................................................
Module 6: Crises stories, worksheets, template: blank sheets of paper for
tips
..................................................................................................................
Module 7: Meditation, worksheets, game: ‘Guess the number’
......................
Module 8: Worksheet, template: blank sheets of paper for tips, temp
late:
‘Invitation’, template ‘Presentation’
...............................................................
- 1 -
Foreword: What makes children
stro
ng
The power of
resilience
Resilience is the ability not to break during a crisis but, after an appropriate period for processing
what has occurred, to be full of energy, psychologically healthy and able to take action once again
.
There are genetic factors that make it easier or harder for a child to deal with difficult situations: children
with a positive, moderate temperament have an easier time remaining calm in crises and regaining
their emotional balance afterwards than high-spirited children. There are also social factors that
contribute toward resilience: a warm, sympathetic environment and groups who show respect and
appreciation for the child are also of key importance in crisis situations.
Teachers usually have little influence on these factors, but resilience can also be encouraged in a
targeted manner. This starts by teaching the ability to see the positive side of things, not only the
problems and deficits in oneself and others. The children’s self-esteem and trust in their own ab
iliti
es
can be promoted as well as teaching them to recognise their limits. Encouraging problem-so
lv
ing abilities
and emotional competences makes a child stronger in crisis situations, that is, situations w
i
th which they
have never been confronted and that present them with serious emotional cha
ll
enges.
The role of storie
s
Usually children have a natural resilience that enables them to withstand even difficult situations.
Every challenge is an opportunity to grow but also a source of psychological stress that must be
emotionally and physically processed. One way of processing is with stories. Stories that the children tell
themselves or that others tell, either with direct communication or through media such as books, audio
books, or television and movies. The closer a story is to the child’s own experiences of the world
and the more authentic the story is, the more they can emotionally respond. Stories can show links and
help children to recognise values and their own strengths and weaknesses. The stories therefore show
how valuable individuals and their experiences are, and give confidence and the necessary optimism
that it is worth doing something and working toward a goal.
- 2 -
The Storytelling
C
l
ub
In the Storytelling Club, children learn to recognise their own strengths by going through their own
achievements and telling about them. They learn to tell stories and dramatise. The Storytelling Club is
meant to be a place full of sympathy and acceptance, a space in which children find their
v
oices and
grow. The Storytelling Club is offered by adults who are trained in pedagogy or therapy. Groups of 10-
15 children (ages 8-12) meet regularly, and in each session they produce their own stories. The content
focus is on:
1.
Pride and
s
el
f
-
c
onfid
enc
e
2.
Dealing with
fear
3.
Discovering our own
stren
g
t
hs
4.
Experiencing
le
arnin
g
5.
Problem-solving
stra
t
egie
s
6.
Managing crises and
danger
7.
Stories of
s
t
r
ength
The book designed by the group:
‘
The day
I
realised that
I am
str
on
g
’
Selected stories and tips from the Storytelling Club go into a small book that the group pub
li
shes
together which is intended to offer inspiration to children in similar situations. The title of the boo
k
:
‘The day I realised that I am strong. Stories by children from...’. During the project, stories and
materials are continually collected for this book and chosen together with the sympathetic direction
of the teachers. The teacher puts the children’s materials into a prepared template from the Internet
(www.storytellingclub.org) and prints it as a small book (Din A4) or uses the somewhat more
ti
me-
intensive possibilities on the page to have the book printed. A nice way to end the group is by telling
the stories and presenting the book to each participating child in front of parents and family.
- 3 -
Guidelines for
teac
hers:
We’re very happy that you’re participating in the Storytelling Club. The project includes 8 units of 2
hours each that take place once a week or could be done in a project week, for example. It offers
children the opportunity to look more closely at themselves and their strengths. This promotes resilience
and dealing with crises in a pro-social way, as well as conveying techniques of written and oral
stor
y
te
ll
ing
.
The collected stories will also help children in similar situations. They will receive strategies to so
lv
e
problems and be encouraged to tell their own stories. The goal that the group wants to reach
together is to create a small book with stories, pictures, and tips for dealing with difficult situations.
The book title is:
‘
The day
I
realised that
I
am
s
t
r
on
g
.
Stories
by
children from (
…
)
’
.
You can find the template for the book on the website www.storytellingclub.org. At the end, the
book should contain at least one strong story from each participating child. Pictures and tips can also
be included so that each child participating in the Storytelling Club will be able to identify with it
if
possible. If the group is interested, then the results can also be presented to parents and fam
ili
es.
This is also a nice opportunity to give each child a printed copy of the boo
k.
Carrying out the
‘
Storytelling Club
modu
les
’
We have created a manual that leads you through the eight units in detail. Each unit takes 120
minutes. You can of course leave parts out or add more, adapt it so it fits best with your group. With this
manual, we offer you for the first time a basis for planning the time needed, individual steps, and
worksheets for each session that you will have to print out. You can find examples of the singing
games (in German) at www.storytellingclub.org. Here you can also find the template for the boo
k
that is to be created at the end of the lessons from the stories you have chosen. There is also access
to the videos that are intended as part of the pedagogical un
it.
To carry out the project, in addition to the manual you will need a suitable room and some materials:
Envelopes (DIN A4, size: 210 x 297 mm)
High-quality coloured markers
Blank sheets of paper for notes or tips
Paper (DIN A4, size: 210 x 297 mm)
Glue
Television / laptop / projector (device to pla
y
mo
v
ies)
Camera / mobile phone (device to take p
i
ctures)
We hope you and your group have a lot of fun and that your project is a success! We are always
happy to hear feedback - and to see your group’s book:
‘
The day
I
realised that
I
am
s
t
r
on
g
’
.
- 4 -
Structure of the individual modules for
th
e
‘
Storytelling
Clu
b
’
Module
t
opi
c
Time
in
hou
r
s
Module 1:
This is who I am, and
I am proud of
...
2
Module 2:
When I overcame m
y
fear
2
Module 3:
What I can do
2
Module 4:
Being allowed to
learn
2
Module 5:
Solving problems –
I always think of
something
2
Module 6:
Dealing with crises
2
Module 7:
Children write their
own stories of being
strong
2
Module 8:
Creating the boo
k
and planning the
presentat
i
on
2
- 5 -
Module 1: This is who
I
am, and
I
am
proud
of
…
Obje
c
t
ive
s:
Getting to know each other and making the rules
Talking about positive experiences, speaking in front of a group
Recognising our own strengths, and
Experiencing our own
v
o
i
c
e
Explanation of how stories for the book will be
c
hosen
Mate
r
ial
s:
Worksheet no. 1 ‘Pro
fil
e’
Worksheet no. 2 ‘This is who I am, and I am proud o
f...
’
A4 envelopes (e.g. letter en
v
elopes)
rule sheet
World map (to show South America)
Film ‘The Boy, the slum and the pan lids’
Projector / Television / Laptop (for
fil
m)
Template: blank sheets of paper for notes (for writing down what the children are proud of)
Markers
Glue
Scissors
10-15x 10-15x 3x 1x 1x
Pre
pa
r
a
t
i
ons:
Get out materials, print worksheets (10-15 depending on the number of children participating). Set
aside an A4-sized envelope. You can use this envelope to collect
stories
that everyone
d
e
fi
ni
tel
y
wants
to
be included in the book
.
The so-called
‘
Put
it
in the Book Envelope
’
stays with the teacher
.
The other envelopes will be used in module 1 for the profile information and provide the names designed
by the children. Each child can use his/her envelope as personal portfolio to collect h
i
s stories and
drawings. At the end of each module unit, the teacher collects the envelopes and
k
eeps them until
the next session
.
- 6 -
Information for teachers: Pride and
s
el
f
-
c
onfid
enc
e
Children need self-confidence, and that starts with self-esteem: the feeling that you are worth
something and are proud of certain things. In some cultures it is absolutely normal for children to
openly show what they are proud of, but in other cultures it is viewed critically, for example, when
children praise themselves. Psychologically speaking, it is important to be allowed to be proud and
the ‘Storytelling Club’ is therefore an appropriate place to experience this.
Time
in
minutes
Possible lesson
s
tep
s
M
a
teri
a
l
s
10
Introduction
:
What are we going to do?
Teacher and children greet each other.
Teacher describes the project. Children can ask quest
i
ons.
20
Production:
Children make profiles and en
v
elopes
Worksheet no. 1,
A4 en
v
elopes,
markers
15
Icebreaker game
:
‘My name is and I like to eat’ and set
rules: Teacher explains game and points out the rules for
speaking
Rule sheet
3
Transition to film
World map
5
Film
‘The Boy, the slum and the pan lids’
Film
5
Discussion
of film: Talk about what was in the
fil
m
15-20
Exercise
:
Children say what they are proud of
Teacher notes main points on blank sheets of paper for
notes
Template: blan
k
sheets of paper for
notes
20
Production
:
‘This is who I am, and I am proud o
f...
’
Worksheet no. 2
5
Explanation
:
Envelope s
y
stem
Put stories in the en
v
elopes
‘Put it in the Boo
k
Enve
l
ope’
(10)
OPTION
A
L
Game:
Noise story
Noise stor
y
3
Good-b
y
es
Total time: approx. 101-116
minutes
- 7 -
Introduction: What are we going to do? (about 10
minu
t
es
)
Possible introduction for
t
ea
c
h
e
r
‘Welcome to the ‘Storytelling Club’. You decided to take part in this project for 8 weeks (or for one
compact week) to learn how to tell stories and, even more importantly, you aren’t just doing
i
t
because you want to but because it will help the younger children (in your camp, in other camps,
i
n
your school, etc.) learn how to deal with difficulties.’
G
e
n
e
r
a
l
:
‘We’re going to meet once a week here for about 2 hours, we’ll watch movies, sometimes we’ll draw,
and we’ll look for stories we can tell other children. At the end, we’ll make a book: it will be ca
ll
ed
‘The day I realised that I am strong: Stories by children from...’. Each of you will write or draw a smal
l
part of it. I will collect everything and put it together into a book and later we will design the boo
k
together. If you want to, then after the project we can present everything to your parents and
relatives.’
‘Do you understand what we want to do?’
Possible questions from the children could
be
:
‘
Will
I
write the story using my
n
a
me
?
’
Possible
an
s
w
e
r
:
‘Some groups that have already done this project have picked out two pseudonyms, for example
Sarah and Mohamed. These two children are at the centre of all the stories. Other groups have used their
own first names in the stories. We’ll decide about that later
.
’
‘
Will everybody get a boo
k
?
’
Possible
an
s
w
e
r
:
‘If possible, then at the end everyone will get a copy to keep.’ [Please tell them that not all the stories
can go into the book. 1-2 stories / pictures per child
.]
Production: Children make
pr
of
il
e
s
and envelopes (about 20
minu
t
es
)
(Worksheet no. 1 ‘Profile’, markers, glue, scissors and A4 en
v
elopes)
Possible introduction for
t
ea
c
h
e
r
‘So that we can get to know each other better, each of us is going to fill out a
short profile. Below the profile is a little box where you can draw your name
.
Your name can be designed creatively if you want to
.
’
When everyone is done with the
pro
fi
l
e
‘Now each of you is going to get an envelope. You can use it to collect all of the
stories that you draw and write in this project. I’ve brought some glue for you
.
Please glue your profile onto the envelope so that you always know which envelope is yours. Please
cut off the upper part and hand it over to me.’
- 8 -
Icebreaker game:
‘
My
name is.... and
I
like to
ea
t
...
’
(about 10
minu
t
es
)
All the children sit in a circle. The first child starts and says, for example: ‘My name is
Leon and I like to eat ice cream. And who are you?’ Then it’s the next child’s turn
.
First
he introduces the child before him: ‘That is Leon and my name is... and I like to
eat...’ and so on. Each child has to repeat the names of all the children before h
i
m
.
Explain the rules (about
5
min
ut
e
s)
(rule sheet)
One copy of the rules can be hung up so that everyone can read
i
t.
Possible introduction for teacher:
‘Starting today we’re going to be spending a
lot of time together working on our stories. That’s why it’s important that we
make a few rules so that everyone feels comfortable and we have fun together
.
’
1. We
listen
to
each other.
That means we let the other person finish
talking, and raise our hand when we want to say something or have an
idea.
2. We
do
not
make fun
of
each other and are
not
mean.
Of course you can laugh but do not
say mean things, either here or outside of the project, when you’re talking about the
content. Do you understand that?
3.
Secret.
Sometimes we might hear stories that tell about sad or embarrassing things.
Everyone has the right to say: ‘This story can’t be told as mine.’ Then this story has to stay a
secret. You can’t tell who told the story.
Film: The Boy, the slum and the pan lids
(BRAZIL)
Film: 05:11
minu
t
es
Transition to film
(about 3 minutes)
:
‘Today the first thing I’m going to do is
show you a movie that comes from South
America [if possible, point to it on the
world map], from Brazil, from the city Sao
Paulo, one of the biggest cities in the
world. It is a film that takes place in
favelas. Those are areas where poor people
live, and there are a lot of them in Sao
Paulo. The people have very little money,
but you will see that the children still make
a lot of really neat things.’
- 9 -
© Film screenshots: ‘The boy, the slum and the pan
li
ds’
Cultura, Saó Pau
l
o
S
u
mm
a
r
y
for teacher :
In a favela in Brazil, a small boy first steals a pan lid from his mother and then
one from a neighbour and is then followed by a herd of children who want to get the lids back. Just
before they catch the boy, he jumps onto a stage where a group of children are already play mus
i
c
with improvised instruments. He comes just in time to hit both pan lids together for his cue. The children
are excited about the music and clap for him. At the end of the concert, the little boy wants to give the
pan lid back to the son of the neighbour, but the boy gives him the lid as a present. The little boy
starts walking back home. In the twilight, he goes up the hill, and at the top of the hill is h
i
s mother’s
house. In the fading light, she comes towards him and gives him a hug, happy and re
li
e
v
ed.
Explanation:
‘The little boy isn’t a ‘real’ thief and turns out to be a musician. Borrowing the lid is on
ly
a
way to use the lid as a musical instrument. The people in the favelas don’t have a lot of money, and often
they don’t even have things they need for everyday life, but they are very proud of their music and
their sports, for example. The whole year, all of the communities practices with bands and dancers
for Carnival. That gives them strength.’
- 10 -
Discussion
of film (about
5
minu
t
es
)
Questions from the teacher for the
s
tu
d
e
n
ts:
‘What is it about? What happened? What did the boy want? What did the mother and
the other kids think? What did we see of the favelas, what sorts of things do the ch
il
dren
do there (play football, make music)?’
Exercise: Children say
what they are proud
of
(about 15-20
minu
t
e
s)
(template: blank sheets of paper for notes)
Questions from the teacher for the
s
tu
d
e
n
ts:
‘Is there something that you’re proud of?’
The children have time to think and say what they are proud of. Everything that
is said is rewarded by clapping. If any ‘stupid comments’ are made, please stop these immediate
ly
and remind them of the ru
l
es.
For each child, note one keyword on an blank bill for notes. The keyword should say what the child is
especially proud of. The child then gets the card, stands up with this ‘pride card’ and presents it. One
child after another stands up, and at the end everyone is standing
.
Production:
‘
This is who
I
am, and
I
am proud
of.
..
’
(about 20
min)
(Markers and Worksheet no. 2 ‘This is who I am, and I am proud
o
f...
’)
The teacher could
s
a
y
:
‘And look, we already have the first page of our book. Now each of you should
take a worksheet, draw yourself, and underneath the picture write what you’re
proud of and why. If you have problems writing, look for someone who can help you. I am also happ
y
to help
.
’
After 20 minutes bring the exercise to an end
.
Explanation: Envelope system (about
5
minu
t
es
)
The teacher could
s
a
y
:
TIP: use
strong,
colourful
mar
k
er
s
‘Who wants to have his drawing in the book? At the beginning I told you that we will make a boo
k
out of all the stories. Each of you should have at least one story in the book. I have an envelope that
I
call the
‘
Put
it in the
Book Envelope
’
for stories that should definitely go in the book. If any of you
already want to put a story in the envelope, then you can do it now.’
- 11 -
OPTIONAL (+ ca. 10 minutes)
Game: Noise
s
t
o
r
y
The teacher could
s
a
y
:
‘Ok, at the end now we’re going to make our own story. But this time I will tell the stor
y
and you make the noises and movements for it. Everybody stand up. I will give you a sign
when you should make the noises or movements. For example: He walked through the forest - now
you stomp really loudly on the floor; birds chirped - now you whistle; the wind blew - you blow real
ly
loudly... Good, ok, you get it! Let’s get started, now everyone please stand st
il
l!’
O
nce
upon a time on a beautiful, hot summer day there were two children hopping along the side of
the street. They were singing and whistling a song (sing, whistle). They had just visited their grandmother
and were now on the long walk back to the village where they lived
.
They went through high grass (shshshshsh), they walked on the street (stomp), they walked through a
huge, shallow puddle (splash, splash). The path became longer and longer, and their legs were more
and more tired. Then they met four little dogs who barked at them (bark)
.
‘Be quiet!’ said the one child. And the dogs were quiet at once. ‘Why are you barking like that?’ - And
the dogs started barking again (bark). ‘Quiet! I can’t understand anything. Is something wrong? Show
us what’s wrong.’ The dogs ran away, panting (pant). They led the children to a hunting trap, where a
larger dog was trapped and stood there, whining (whine). ‘Oh, I see,’ said the one child, ‘that’s your
mum, right? Just wait and I’ll help you.’ He looked at the trap from all sides, and the other ch
il
d
pointed out a locked door on the trap (everyone points): ‘That’s where you can open it.’ ‘I can’t do
i
t
alone, can you please help me?’ Both children pulled and pulled (everyone pulls), and finally the trap
opened. How happy everyone was! The dogs barked (bark) and greeted their mother. ‘You’d better
get away from here. Whoever set the trap will probably come back very soon.’ The dogs barked (bar
k
)
in thanks and happily ran away.
The children continued on their way, happy that they helped the dogs. All of a sudden a gigantic giant
came stomping towards them (big stomps), roaring horribly (roar). One of the children looked at him,
terrified, and the other said: ‘Why are you roaring like that?’ ‘Because I’m soooooo angry,’ said the
giant and started roaring again (roar, roar). ‘Why are you so angry?’ asked one of the ch
il
dren.
‘Because everything hurts,’ answered the giant and started roaring again (roar, roar). ‘What hurts?’
asked the one child, bravely. ‘There,’ said the giant, and pointed to his hand. ‘Show us,’ said the
children and looked closely at his hand. They looked and looked, and looked and looked, and then
they saw it: ‘There’s a splinter! We have to get it out!’ ‘Oh no, that will hurt,’ complained the gigantic
giant. ‘Only for a second, then it won’t hurt anymore. Do you want us to help you?’ The gigantic giant
looked at them, frightened! ‘Will it hurt a lot?’ The child looked up at him: ‘You can do it! You’re
brave!’ The giant swallowed and then nodded. The thorn was deep in his skin and only a little piece
stuck out. When one of the children tried to pull out the thorn, the giant screamed loud
ly
(Ahhhhhhhh). And the child winced in fright. ‘I know it hurts,’ comforted the child, ‘but trust me,
it’ll
be better soon.’ ‘It will help if you pinch yourself really hard on the leg, then you won’t notice the pain
in your hand so much. My mum once taught me that trick.’ The giant sniffed, and a giant tear rolled
down his cheek. ‘If you say so.’ And he clenched his teeth together, pinched his leg with all his might
and one of the children carefully grabbed the thorn. The other child helped him and together they
pulled the thorn out of the giant’s finger. ‘Oooooowwwwww,’ cried the giant, shook his finger and
- 12 -
rubbed it. Then he said, ‘Much better!’ ‘How can I thank you?’ he asked. ‘We were happy to help you,’
said the one child. ‘Can I carry you for some of the way?’ asked the giant, and the children nodded
enthusiastically. And in no time at all they were sitting on the giant’s shoulders as he carried them
with giant steps through the countryside to their village. When the grown-ups saw the giant coming, they
ran to their houses, locked their doors, and shook in fear. But the children called out:
‘Everything’s fine. The giant is our friend, you don’t need to be afraid.’ How happy everyone was
when the children arrived home with the giant. Carefully the giant put the children down, smiled at
them thankfully, and stomped away. The people who lived in the village were very impressed by the
children’s courage, and they made the children tell the story over and over
.
Good-byes (about
3
minu
t
es
)
ATTACHMENT
Workingsheets
Module 1
Worksheet no. 1
‘
Pro
fi
le
’
Icebreaker game: ‘My name is.... and I like to e
at...’
Rule sheet
Template: Blank sheets of paper for
t
ips
Worksheet no. 2 ‘This is me and I am proud of …
’
Game: Noise stor
y
Storytelling Club: Worksheet no. 1, Module 1
F
i
r
s
t
n
ame:
Age: years □ Boy □ Gir
l
Which countr
y
are
y
ou from?
How
l
ong have
y
ou been here?
What´s
y
our favourite food?
-- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------
This is my name:
Module 1
Icebreaker game:
‘
My
name is.... and
I
like to
ea
t
...
’
(about 10
min
u
t
e
s)
All the children sit in a circle. The first child starts and says, for example: ‘My name is
Leon and I like to eat ice cream. And who are you?’ Then it’s the next child’s turn. First he introduces
the child before him: ‘That is Leon and my name is... and I like to eat...’ and so on. Each child has to
repeat the names of all the children before h
i
m
.
Storytelling Club: Rule sheet, Module 1
1.
R
u
le
:
We listen to each other
,
i.e. we allow the others to
fini
sh
speaking, we put our hands up if we want to say something
/
have an idea
.
2.
R
u
le
:
We don´t make fun of others and aren´t nasty
t
ow
ards
oth
e
rs.
Of course you are allowed to laugh, but you are not
all
owed
to say something hurtful or the like. Neither here nor outside
when you talk about the
c
ontents
3.
R
u
le
:
Secret.
We may hear stories about sad or embarrassing
situations from time to time. And everybody has the right to
say: “This must not be spread as my story.” The story has to
be kept secret then, you must not tell others who told you
the stor
y.
Storytelling Club: blank sheets of paper for notes
Storytelling Club: Worksheet no. 2, Module 1
F
i
r
s
t
n
a
me
:
Age:
y
ears
This is who
I
am, and
I
am proud of
...
I am proud of/that …
name:
Modul 1
OPTIONAL (+ ca. 10 minutes)
Game: Noise
s
t
o
r
y
O
nce
upon a time on a beautiful, hot summer day there were two children hopping along the side of
the street. They were singing and whistling a song (sing, whistle). They had just visited their
grandmother and were now on the long walk back to the village where they lived
.
They went through high grass (shshshshsh), they walked on the street (stomp), they walked through a
huge, shallow puddle (splash, splash). The path became longer and longer, and their legs were more
and more tired. Then they met four little dogs who barked at them (bark)
.
‘Be quiet!’ said the one child. And the dogs were quiet at once. ‘Why are you barking like that?’ - And
the dogs started barking again (bark). ‘Quiet! I can’t understand anything. Is something wrong? Show
us what’s wrong.’ The dogs ran away, panting (pant). They led the children to a hunting trap, where a
larger dog was trapped and stood there, whining (whine). ‘Oh, I see,’ said the one child, ‘that’s your
mum, right? Just wait and I’ll help you.’ He looked at the trap from all sides, and the other child pointed
out a locked door on the trap (everyone points): ‘That’s where you can open it.’ ‘I can’t do it alone, can you
please help me?’ Both children pulled and pulled (everyone pulls), and finally the trap opened. How happy
everyone was! The dogs barked (bark) and greeted their mother. ‘You’d better get away from here.
Whoever set the trap will probably come back very soon.’ The dogs barked (bark) in thanks and happily
ran away.
The children continued on their way, happy that they helped the dogs. All of a sudden a gigantic giant
came stomping towards them (big stomps), roaring horribly (roar). One of the children looked at him,
terrified, and the other said: ‘Why are you roaring like that?’ ‘Because I’m soooooo angry,’ said the
giant and started roaring again (roar, roar). ‘Why are you so angry?’ asked one of the ch
il
dren.
‘Because everything hurts,’ answered the giant and started roaring again (roar, roar). ‘What hurts?’
asked the one child, bravely. ‘There,’ said the giant, and pointed to his hand. ‘Show us,’ said the
children and looked closely at his hand. They looked and looked, and looked and looked, and then they
saw it: ‘There’s a splinter! We have to get it out!’ ‘Oh no, that will hurt,’ complained the gigantic giant.
‘Only for a second, then it won’t hurt anymore. Do you want us to help you?’ The gigantic giant looked
at them, frightened! ‘Will it hurt a lot?’ The child looked up at him: ‘You can do it! You’re brave!’ The
giant swallowed and then nodded. The thorn was deep in his skin and only a little piece stuck out.
When one of the children tried to pull out the thorn, the giant screamed loudly (Ahhhhhhhh). And the
child winced in fright. ‘I know it hurts,’ comforted the child, ‘but trust me, it’ll be better soon.’ ‘It
will
help if you pinch yourself really hard on the leg, then you won’t notice the pain in your hand so much
.
My mum once taught me that trick.’ The giant sniffed, and a giant tear rolled down his cheek. ‘If you
say so.’ And he clenched his teeth together, pinched his leg with all his might and one of the ch
il
dren
carefully grabbed the thorn. The other child helped him and together they pulled the thorn out of the
giant’s finger. ‘Oooooowwwwww,’ cried the giant, shook his finger and rubbed it. Then he said, ‘Much
better!’ ‘How can I thank you?’ he asked. ‘We were happy to help you,’ said the one child. ‘Can I carr
y
you for some of the way?’ asked the giant, and the children nodded enthusiastically. And in no time at
all they were sitting on the giant’s shoulders as he carried them with giant steps through the
countryside to their
vill
age.
When the grown-ups saw the giant coming, they ran to their houses, locked their doors, and shook in
fear. But the children called out: ‘Everything’s fine. The giant is our friend, you don’t need to be afraid
.
’
How happy everyone was when the children arrived home with the giant. Carefully the giant put the
children down, smiled at them thankfully, and stomped away. The people who lived in the village were
very impressed by the children’s courage, and they made the children tell the story over and over
.

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