ࡱ>  0Dbjbj99 -[{_[{_+oMMMMMdadO---OOOOOOO$#RTp@OM-z+ ---@OMMUOF/F/F/-HMpMOF/-OF/F/RKvNyd.LOkO0OLIU.dIU<vNIUMvNF/---@O@OF/---O----IU--------- : Big Al, Andrew Clements Yoshi, New York: Aladdin, 1997 This story presents simple dichotomies but discussions elaborate, paving the way for subsequent stories which present more complex characters and build on the simple concepts presented earlier. Generic Conceptual Unit: Introducing the Steps for Problem Solving Recognizing the Context: Observing and discussing story pictures and text to identify and describe the main characters, clarify the main characters' perspectives about their external circumstances, and identify how the main characters feel about that external context. Identifying the Problem: Discussing similarities and differences between the main characters' external and internal contexts to identify the primary tension in the story. Identifying the Goal or Intention: Identifying or inferring from the text what the characters wish to achieve. Formulating an Action Plan to Achieve a Goal: Discussing how the main character acts or what the main character changes to resolve the problem. Predicting and observing how the other characters will perceive the actions, and discussing the distinctions between short-term and long-term solutions. Evaluating the Outcome: Discussing whether the action plan is successful in helping the character to achieve the intended goal, and what contributes to the plan's success or failure. Life Lessons or Moral: Discussing what the main characters and group members learn by considering the context, problems, goals, actions, and outcomes. Specific conceptual units for Big Al Recognizing the Context: Figuring out from the pictures what might be going on in the book, what the story might be about, who the main characters are and what their problems might be. Identifying the Problem: What is the problem? From Als perspective, what is the problem on the inside and on the outside? Being misunderstood: What is on the Inside may not match what is on the Outside. What Big Al intends, is not how he appears to others. How can we tell about a persons inside? Clarify Big Als emotions: sad, lonely but not mad. Clarifying the evidence, what we know? How do we know it? Introduce the first step in problem solving: identifying the outside problem and inside problem. Identifying the goal or intention: What is Als intention or goal in working to solve the problem? What does Big Al want to happen? Identifying what could be done to pursue what one intends. What kinds of things does Al try and why are they not successful? What are the challenges to making things better? If your room is messy, you can clean it up. But if you want to make friends, then it is not entirely up to you---there is no quick way to make others like you. Some problems dont have easy or immediate solutions but some things can be done to improve things. How does one prepare to solve the problem? What are short term and long term solutions? Does one solve the inside problem or outside problem first? Learning from experiences: Big Al tries different things to solve the problem but many of them backfire. Need to be patient sometimes. (In this story, Al has no one to turn to and he struggles on his own). After a series of efforts that dont work out, why is Big Al sadder and lonelier than EVER? Life lessons: Sometimes we learn from a series of experiences, not just one event. What does Al learn? What do the other fish learn? What did we learn? Closing activities: Summary of problem-solving--activity. Sharing stories about being misunderstood. The following section provides examples of how the conceptual units might be applied through facilitated group discussions of a story. Step 1: Recognizing the Context Opportunities for Facilitating Concept Development: 1. (Book Cover - front and back): The little fish are first seen approaching Big Al, but then swim away in fear, which causes Big Al to feel sad. Application: Previewing the front and back cover and making hypotheses about main characters' identities, qualities, and feelings, what the main story tension might be, and how the tension might be resolved. Goals: - To pique interest in the characters and story - To establish a procedural norm for considering and discussing the story - To identify whether children are accurately interpreting and making inferences from picture cues, and the support group leaders may need to provide to facilitate concept development Sample Facilitation Questions: - Who is Big Al? How can we tell which fish is Big Al? - In what ways is Big Al different from the other fish? - What kind of fish might Big Al be on the inside? How do we know? - Looking at the back cover, what might Big Al and the other fish be thinking and feeling? How do we know? - Why might Big Al and the other fish be feeling the way they do? -What do you think this book might be about? 2. (Pages 1-6): Big Al is kind and friendly, but his outward appearance frightens the other fish. When the other fish avoid him, Big Al feels sad and lonely. Application: Reading the text, examining characters' body language depicted in the pictures, and facilitating discussions to identify the external and internal contexts, discussing these contexts to facilitate understanding of the causal relationship between external and internal contexts, and facilitating connections between group member and character experiences. Goals: - To identify the external contexts: Big Al looks scary and the other fish keep to themselves - To identify the internal contexts: Big Al is a nice fish and the other fish feel frightened or distrusting of Big Al. Big Al feels sad and lonely. - To identify that the external and internal contexts may differ among characters - To identify that external contexts can cause internal feelings - To facilitate integration of children's and character's experiences Sample Facilitation Questions: - What has the story told us about the kind of fish Big Al is on the inside? - What kinds of things might a nice, friendly person or fish do? How might they act? - What has the story told us about what Big Al looks like on the outside? -What kinds of things might a scary person or fish do? How might they act? - How might Big Al act? How do we know? Do looks guide actions or do feelings guide actions? - What do we know about the little fish? How do we know? - What do you think that Big Al might feel about what is happening with the other fish? How do we know? - Why isn't Big Al angry at the other fish for keeping to themselves? - What does it feel like when you are sad? What might your body look like and feel like if you are sad? -Have you ever been afraid to play with or be near a person because of the way they looked? What did you do when you were afraid? How do you think the other person felt about what happened? - Is being alone the same thing as feeling lonely? Has there ever been a time when you felt alone or lonely? What did you do about that? 3. (Pages 15-16): The little fish are caught in a net, so they feel scared and helpless. Application: Reading the text and highlighting that the little fish are scared because they are caught in a net and cannot get out. Goals: - To identify external and internal contexts Sample Facilitation Questions: - What has happened to the little fish? - What do you think will happen to the fish if they stay in the net? - What do you think the little fish are feeling? How do we know? - What do you think that Big Al is feeling? How do we know? Related Activity: Character Webs Materials: Poster Board, Markers Directions: Draw a generous sized circle in the center of a poster board and write "Big Al" inside the circle. After reading pages 1-6, verbally review with the group what is known about Big Al. As the group recalls Big Al, the group facilitator writes what is recalled on the poster board and links the associations with radiating lines and arcs. New information learned when reading additional pages is added to the web as needed. Facilitators can generate webs for the little fish, too, if desired. An example is provided below.              Step 2: Identifying the Problem Opportunities for Facilitating Concept Development: 1. (Pages 5-6): The little fish have friends, but Big Al is misunderstood and doesn't have any friends. Application: Reading the text and discussing causal links between external and internal contexts to facilitate a cohesive understanding of the primary tension the characters face. Goals: - To identify the tension created by external and/or internal contexts - To clarify the context in which the problem resides - To facilitate an understanding that characters may perceive problems differently - To facilitate integration of children's and characters' experiences Sample Facilitation Questions: - What is the problem in this story? How do we know? - Do Big Al and the other fish have the same problem? - What does it mean when someone is misunderstood? - Has there ever been a time when you felt misunderstood? What happened? What did you do about it? 2. (Pages 15-16): The little fish are trapped in the net and need help to get out. Application: Reading the text and discussing causal links between contexts to facilitate a cohesive understanding of the tension in the scene. Goals: - To identify the tension created by external and/or internal contexts Sample Facilitation Questions: - What is the problem here? Who has the problem? - Why is being caught in a net a problem for the little fish? Where do you think the net came from? What will happen to the fish if they stay in the net? Step 3: Identifying the Goal or Intention Opportunities for Facilitating Concept Development: 1. (Pages 5-6 & 15-16): Big Al wants to be friends with the other fish. Application: Reading the text and discussing what the characters hope to achieve and want to do about their problems. Goals: - To identify what the characters want to happen and hope to achieve as an outcome. Sample Facilitation Questions: - What does Big Al want to happen? How do we know? - What are some things that Big Al could do to solve his problem? Why do you think that Big Al will try that? Step 4: Formulating an Action Plan to Achieve the Goal Opportunities for Facilitating Concept Development: 1. (Pages 7-14): Big Al tries to make friends with the other fish by changing his appearance in a number of ways. Application: Reading the text, clarifying the barriers to achieving the intended outcome, and discussing how the plans or actions are attempting to overcome the barriers. Goals: - To clarify the challenges for achieving the outcome - To identify the ways in which the characters act upon their intentions to address the problem - To facilitate integration of children's and characters' experiences Sample Facilitation Questions: - What is Big Al trying to do here? Why is Big Al acting in this way? - How do the other fish seem to be responding to what Big Al is doing here? - Do you think that Big Al can keep doing what he is doing? Why or why not? - Do you think that this is a good plan? Why or why not? - Have you ever tried to change what you look like in order to make friends? Did your plan work? Why or why not? 2. (Pages 17-18): Big Al uses his size and teeth to rip a hole in the net and save the little fish. Application: Reading the text, clarifying the barriers to achieving the intended outcome, identifying the resources the character has, and discussing how the plans or actions are attempting to use resources to achieve the intended outcome. Goals: - To clarify the challenges for achieving the outcome - To identify the resources the character has available to achieve the outcome - To identify the ways in which the characters act upon their intentions to address problems. Sample Facilitation Questions: - What is Big Al trying to do here? Why is Big Al acting in this way? - How is this plan different than Big Al's other plans? - How do the other fish seem to be responding to what Big Al is doing here? - Is Big Al trying to change or hide who he is, or is he showing the other fish the kind of fish that he is? - Do you think that this is a good plan? Why or why not? Step 5: Evaluating the Outcome Opportunities for Facilitating Concept Development: 1. (Pages 7-14): Big Al tries to change his appearance in order to make friends with the other fish. Some of Big Al's changes to his appearance frightened the other fish even more, and the changes that helped him to blend in could not be sustained. Big Al could not keep his natural appearance from the other fish, and the other fish remain fearful of him. Application: Reading the text, discussing the intentions and actions, clarifying whether the actions were successful in achieving the intended goal, and generating hypotheses about why actions were or were not successful. Goals: - To clarify that plans do not always achieve the desired goal, and when that happens you need to stop and think about why your plan did not work and adjust your plan - To facilitate an understanding of the difference between short-term and long-term solutions - To facilitate an understanding that others may not perceive your actions the way you intended Sample Facilitation Questions: - Has Big Al's plan worked? Why or why not? What went wrong? - What was Big Al trying to do? Why was he doing it? What did the other fish think of what he did? How did they see him? - Could you see what Big Al was intending by what he was doing? - What else might Big Al have done to show what he was intending? Related Activity: Problem Chart Materials: Poster board, Markers Directions: Create the headings identified below, and after reading pages 7-14, facilitate a discussion in which Big Al's problems, intentions, plans, and outcomes are discussed. As these items are discussed, write the responses on the board. Problem Intention Action Outcome No friends Wants to make friends: To be funny Puffs up Frightened Fish To seem smaller Hides in sand Worked until sneezed To blend in Changes color Worked until clumsy To help Saves fish from net Fish see he is nice and they become friends 2. (Pages 17-24): Big Al saves the fish caught in the net, who now see that he is a friendly fish and become friends with him. Application: Reading the text, discussing the intentions and actions, clarifying whether the actions were successful in achieving the intended goal, and generating hypotheses about why the actions were successful. Goals: - To facilitate an understanding that plans need to communicate your intentions to others in order to be understood. - To clarify that initial plans do not always work, so you may need to try other things. - To facilitate understanding that you make friends by showing others the kind of person you are on the inside. Sample Facilitation Questions: - Did Big Al's plan work? Why was this plan successful? - What was Big Al trying to do? Why was he doing it? What did the other fish learn about Big Al here? Step 6: Life Lessons or Moral Opportunities for Facilitating Concept Development: Application: Reviewing the entire text, considering the steps in problem solving, and discussing life lessons learned from the story. Goals: - To consolidate observations from the story and arrive at morals or lessons learned - To facilitate integration of these lessons by broadening their application to real life situations and experiences Sample Facilitation Questions: - What do you think Big Al learned from his different plans? - What do you think the other fish learned from Big Al? - What did you learn from reading about Big Al and the other fish? Related Activity: Important Lessons Chart Materials: Poster board, Markers Directions: After reading Big Al, facilitate discussions about what lessons were learned from reading the story. As the group shares their observations, link similar observations together and write the lessons learned on a poster board. Possible lessons learned are listed below. Note: important lessons may be addressed in the process of reading the text, and this may be completed as an additive activity while reading the text. Important Lessons 1. You can't tell what kind of person someone is by appearances alone 2. It can hurt your feelings when others misunderstand you 3. Sometimes our plans do not work out as we intend 4. It may take time for other people to get to know you 5. There are some things that you can change and some things that you cannot change 6. Just be yourself Related Activity: Problem Solving Storyboard Materials: Poster board, Markers Directions: Format a poster board with sections and titles as indicated below. Using the story board, review the steps of problem solving with the group. Inform the group that they will be working together to draw and write a sentence about the part from the story that fits with each problem solving section. The pictures will be drawn in the larger areas and the sentences, or captions, will be written just below the pictures. For some groups, it may be helpful to discuss possible images and captions, preferences for story sections, and sharing markers before beginning the activity.  The group can focus upon Part 1 of Big Al, where he tries to change his looks but is not successful, Part 2 of Big Al, where he shows he is nice by saving the other fish, or both. Problem Solving Board Phase 1: External: Big Al is misunderstood and scary to others Internal: Big Al is nice but sad and lonely Intentions: Big Al wants to show the other fish he is friendly Plan: Big Al decides to change his appearance. Outcome: Does not work. Other fish remain scared. Short-term solution. Moral: Changing what you look like may not help you to make or keep friends. Problem Solving Board Phase 2: External: Other fish are trapped in a net Internal: Big Al forgets about his sadness and loneliness and is worried about other fish Intentions: Big Al wants to help the other fish Plan: Big Al rips the net and the fish are saved Outcome: The other fish learn that Big Al is nice and they become friends Moral: Session by session break-down: First Session Materials: Name Tags Colored Pens 3 Poster Boards + Rules Paper or Poster Letters Glue Stick 9 Copies of Big Al Note Pad 2 Audio Recorders Paper Towel sheets Introduction (5 minutes) Review previous session (established group rules and name, colored letters) Review rules + Confidentiality (bounds) + book rules (no turning ahead) Explain that C also means asking before you share someone else's story Model by asking if it is OK to tell their group name to others Notes: Can reaffirm confidentialityif you want to further explore confidentiality you may ask: In group is it okay for child A to share a story about what happened to child B outside group? Is it okay if child A tells a story in group, for child B to tell others, outside the group? Is it okay to tell others outside the group, the name of the group?) Book rulesto elaborate book rules: no peeking ahead, sometimes we will be making predictions about what might happen next. Take good care of the books; if group members need to share, what are sharing rules. Art Activity (10 minutes) Distribute letters and pens to finish decorating Children help by giving the group facilitators letters that they glue with the glue stick onto the poster that will display the group rules and the group name. Emphasize how everyone had their own ideas for letters, and when we worked together as a group each letter came together to become .GROUP NAME Begin Big Al (15 minutes) Conceptual Unit: Recognizing the context and making distinction between what appears on the outside and what is on the inside Identify external and internal contexts Identify that contexts may differ for different people (fish) Identify and expand on the importance of considering the external and internal worlds (use poster board, see exhibit A). Distinguish between sad and mad and issue of blaming others. Introduce story matching (example of being misunderstood, feelings when this occurs, sad and mad distinction). Possible strategies: Preview front and back cover (predict and what gave rise to them). (Did you ever hear the expression, you cant judge a book by its cover? Is that true? Why is that true? It only tells some information. But we can get some clues by looking at the name of the book and the pictures. So a cover can tell us some things, but we still need to read the whole book to judge it.) Lets see what we can learn from the cover. What is going on? How is Big Al feeling? How are the other fish feeling? How do we know (this is a constant question, helping children learn how they appraise cues or use information to make predictions) what is going on and how everyone is feeling? What about Big Al might be scary to others? (page 2) How might a nice (scary) fish act? (page 1 and 2) How do you think Big Al might act? (clarify misconceptionsmay use exhibit A) What is happening in this story & how do we know? (page 3) How is Big Al feeling & how do we know? (page 3) Why isn't he angry at the other fish? What do you think the other fish are thinking & how do we know? STORY MATCH-and other activities depending on how advanced the group isthe story matching questions may vary. Have you ever been afraid to play with or be near a person because of the way they looked like? What did you do? How do you think the other person felt? Have you ever felt lonely or sad? What did you do about that? Have you ever felt misunderstood? Help clarify what a misunderstanding is. May use another exhibit to talk about terms how misunderstanding can become understanding. What steps are needed? What are some differences (being mad means that you blame someoneit is someones fault that you are feeling sad) and similarities (both negative feelings) about feeling sad or mad? Why is it that sometimes we feel both at the same time? Any examples of when we feel both? Closure (5 minutes) Summarize session activities & predict next story events Line-up! NOTE: One poster board should be provided to list new words and their definitions Exhibit A: Only looking at the outside leads to misunderstanding Inside understanding Outside-misunderstanding Nice what does it mean to be nice? To intend Prediction: How would a nice big scary fish feel? How might he act? Sharing: Give an example of being misunderstood. Share feelings about being misunderstood. Big Al feels sad and lonely but he is not angry. Why is he not angry? Because he understands that little fish may be scared of a big fish. He does not blame the others. Distinguish between sad and mad: Sometimes, kids are both sad and mad? Why might this be? (blame someone when they are sadsomeone is at fault). It is very easy when we are unhappy to blame someone else. Scary the impact on other fish. Distinguish the intent from the impact. Prediction: how will the other fish react?  Understanding Misunderstanding  Character Web & Import (time permitting): Web (1 poster board): 2 centers - Big Al, Little Fish Import (1 poster board): You don't know someone's heart by just looking at them Sequence of readings, discussion, and activities: Group looks at the cover together (the level of discourse depends on the nature of the group members). Have children look at the cover: Who is big Al? How do you know? What does he look like? What do you think he is like on the inside? Can you tell? How do you think all the little fish might feel? Predictions for what the book is about- Introduce poster with new words and ideas to be filled in as they come up (such as misunderstanding) Page 1 Read page- Big Al is niceyou could not find a nicer fish What makes a person nice? (Something on the inside) Encourage children come up with characteristics that let you know someone is nice: They share, friendly, Helpful, etc. So inside he is nice, but outside Continue reading until it gets to the part that he is SCARY. Why is he scary: He is UGLY- and BIG The other fish assume he is scary because of how he looks. Predict: How does Big Al feels? (then, lets see and keep reading). Other fish seemed to have at least one friend---Big Al had none. He did not blamenot angrylonely. Big Al had no friends, how does he feel? ACTIVITY: Inside and outside poster. For a higher group: Why isnt Big Al angry at the other fish? (he understands that being big and having big TEETH might make the other fish think he is dangerous). Hes not angry at the other fish- He doesnt blame them- He wants them to give him a chance to realize he is nicehe wants to be friends. Next page-shows picture What going on in this picture? He looks lonelysad How does he feel? Sad and lonely Hes lonely- he sees other fish together in groups and he knows they are afraid of him. What is that like? Can you be alone and not be lonely? yes, its OK to be alone if you know your friends and family will be back Big Al doesnt seem to have anyone Can you be alone and not feel lonely? for some people you may be alone and know you still have friends hes lonely bc he is always alone not a single friend he sees the other fish in group- He wants to be part of a group too before turning the page, Predict- ACTIVITY: Predict possible solutions: what do you think Big Al will do next? What could he do? Try to be less scary How can he do that? Change how he looks? Would anything else work? Big Al- understands that other fish dont like him/dont want to get to know him because of how he looks ugly on the OUTSIDE- Doesnt blame the other fish Doesnt blame himself Introduce the first 3 steps of problem solving: What is happening on the outside? What is happening on the inside? What does Al want to happen? What is the intention? What is the problem? Big Al is misunderstood and has no one to even talk to. Expand on this concept of being misunderstood for higher level groups. There is a problem on the outsideothers dont understand that Big Al wants to be part of the group and does not intend to hurt anyone. There is a problem on the insideBig Al feels sad and lonely. For higher level groups: Do the other fish have a problem? Or does the problem belong only to Big Al? Identify the problem: What is happening on the outside? What is happening on the inside? What is the outside problem and what is the inside problem? What might happen next? Second Session Each group starts where it left off. First, summarize what we know so far. The leader may pose questions to elicit information or summarize and ask questions. After this brief review where the problem is clarified, the group may engage in the prediction activity. Al thinks if he can change how he looks on the outside, others will like himafter the predictions (see previous session notes). Next, read the various things that Al tries to do, taking stock of intentions and actions linked to intentions and the actions linked to outcome. Comment on pictures to enhance understanding and engagement. ACTIVITY- ongoing as Big Al tries various things: MAKE A CHART FOR WHAT HE TRIES and what he intends and whether it worked. What is an intention? (Is this on the inside? How can we see it on the outside?) An intention is what someone wants to have happen. So, what is Big Al intending and what ends up happening? First thing he changes: Cover with seaweed? -Not a good disguisemade him scarier Covered up with sand? This worked for a short time. He looked much smaller and the fish came nearer but he SSSNEEEEZED. This is a short term solutionwhat is that? Something that works for a short time but cant last. It is hard to pretend you are something that you are notand you cant keep it up. After he sneezed, the fish were scared again, they say how big he was. Point to the picture showing all the fish running away in every direction. Changing his color to yellow to be like other fish? --Buthe was still bigger and more clumsy and could not swim with them without bumping into everyone. So, now he is sadder than EVER. Why? For the Board Problem What is he trying to do Did it work? No friends make friends by disguise no Make friends by being funny no Make friends by looking small no Make friends by looking just like everyone else no Make friends by being himself/was nice and heroic YES Can talk about each of these solutions in relation to what Big Al INTENDSand whether it worked. Discuss why it did not work. For each ask? What is Big Al intending (trying to be like the other fish because he thinks that is the best way to make friends)? What ends up happening? (With higher level groups, can discuss: might he find other friends, elsewhere? Might he talk to his family?might there be other things he could have tried that were not in the book?) Throughout the reading explain phrases such as: They steered clear--- what does that mean? work on skill of inferring meaning from the text (whenever appropriate). Being small worked for a few minutes What went wrong? he couldnt keep it up (this is a short term solution) Its hard to pretend you are what you are not for a long time He became like the others in one way- but, it wasnt enough Comment on pictureshowing all the other fish running away from him Is it a good plan to be like everyone in every way? After Big Al changes his color and that does not work-he is sadder than ever. Why would he be sadder than ever? He tried a lot of things Hes getting discouraged Wrap up the session. If the group has time: Children may discuss what they can and cannot change about themselves to make and keep friends. Children might share experiences where they purposely tried things to make friends even when they were not interested or did not like those things. Keep story matching in context of the topic at hand, which is making friends. Another possible story matching may be: what kinds of things have you done to please others such as not show your disappointment when you got a present you did not like? Is this different from changing who you are? So, you can change how you express your feelings and some things about your behaviorbeing polite. Some things can be changed with lots of worksuch as being patient, or learning new ways to think about something. But there are some things that may not be changed at all. Session Three: Review (gets the group back on the same page and also helps those who miss a session). Read: The other fish got caught in the net: What happens to fish who get caught in a net? they get pulled up they get eaten Can fish breathe? only in water through gills How do they look in the net? the little fish are scared Then read: Big Al forgot all about being lonely..ripped through the net and .out through the hole What does Big Al do? He saved the little fish He forgot all about being lonely and sad Charged at net Ripped itbc he had those sharp teeth ACTIVITY Revisit- being big and different? was scary it didnt help make friends in another situation, being big was a good thing instinctively acted to save them bc he is nice he understood they were in danger he knew his size and sharp teeth would come in handy In this situation, being big was a good thing. In other situations as well, the way one is may be a good thing, even if one is different from others. Big Al figured out that being big was something he could use to do something good. With a higher level group: can talk about how something about ourselves can be useful or may be challenging, depending on the circumstances. No one can be a star all the time. For Big Albeing big was bad (how) and also good (how)? In this situation: What was happening on the outside (fish in net) made being big a good thing (he can rip the net and save the fish). He did not need a disguise he was good on the inside and he did not need to disguise that. It is not always possible to save others or to helpbut now the other fish know they can trust him. In a difficult situation he was able to show the fish he was nice- helping let him express who he really was Lets read further to see what happens to Big Al: What happens to Big Al? he gets tangled in the net, he is stuck. The other fish see the net going up and up but cannot do anything. How do the other fish feel? who will save Big AL not the fish( they feel bad, but dont have the ability to help how do the little fish feel now sorry for Big Al (sympathy) sad that they cant do anything still scared? No, they are safe now What a shame? Poor Al? Lets see what happens: Crashing splash- And the fish dashed The fishermen were looking for different types of fish This time it was good to be different They didnt want Big AL His looks prevented him from being eaten Are the other fish happy to see him back? Are they still scared of him? One fish- more friends than anyone else Summary Activities that incorporate learning from experiences/Life lessons Lessons Learned: What did Big Al learn? What did the other fish learn? What did we learn? Maybe we shouldnt judge other people by the outside If someone is pretty we assume they are nice Maybe we should give people a chanceget to know them We may not end up liking everyone Painful to be shunned/misunderstood Why didnt Big Als strategies work? He didnt have anyone to ask, No support (difference between being lonely and being by yourself, alone, for a time). It might take time for others to get to know you on the inside ((Big Al understood it is natural to run away when you are scared of someone ) A situation comes up where he is GOODjust the way he is. Others get to see it Is there anyone he could have gone to? Sometimes when you are nice on the inside it may take time for others to see that and changing your outside may not help. What could you do when you are nice on the INSIDE but others judge you by the outside and dont understand? Problem Solving Board One: (When Al is misunderstood) Happening on outsideBig Al is misunderstood and scary to others Happening on the insideBig Al is nice but sad and lonely, wants friends What does Big Al intendbe like everyone else, not scare others, make friends What does Big Al dotry to change himself on the outside. What is the outcome--nothing works, he gets even more discouraged What does he learnso far Problem Solving Board Two: when there is a chance for Al to show his friendly intentions Happening on the outsideOther fish are trapped in a net Happening on the insideBig Al forgets about his sadness and loneliness What is the intentionBig Al wants to help the other fish What does Big Al do--rips the net and the fish are saved What is the outcomehe gets caught and then thrown back into the water. However, the other fish learn that Big Al is nice and that they can trust him. They are now friends What did Big Al learn? What did the other fish learn? What did we learn? Review what lessons WE learned: this will vary some by group Inside and outside may differ There are some things that we can and some things that we cannot change about ourselves to make friends It may take time for others to get to know you on the side and it may take time for you to get to know others from the inside It is not necessary to share what you feel on the inside all the time For more advanced groups: Can share around past experiences when one felt nice on the inside but others dont understand. What contributed to the misunderstanding? Was it ever resolved? END of BOOK      PAGE \* MERGEFORMAT 1 Friendly Nice Fish Big Al Looks Scary Feels Sad Other Fish Don't Trust Him Lonely External: What is happening on the outside? Internal: What is happening on the inside (feelings)? Intentions: What does the character want to happen? Plan: What does the character do about the problem? Outcome: What happened? Did the plan work? 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