The Sun Who Lost His Way - An Educational Program

Our third educational program is dedicated to the fairytale “The Sun Who Lost His Way” by Evridiki Amanatidou with illustrations by Eugenia Papaioannou. It is for students aged 6-10, the duration time is 45-50 minutes and the suggested number of participants is 20-25 children.

Program Outline

1. Presenting Saita Publications and their vision for the free travel of books. 
2. Presenting the fairytale, “The Sun Who Lost His Way” with the participation of the children. 
3. Creating handcrafts with the theme “Making a holiday garland for Shiny”

1. Presenting Saita Publications and their vision for the free travel of books.
There are two countries, one is Fantasia (Imagination) which has house full of fairytales, and the other country is Reality, which is the homes we live in, here in our town. Somewhere there in between the two countries, up on a tall hill, our “saita” (paper plane) landed (you may create your own saita with the four colors from our publications’ logo or click on our website from your computer screen). The “saita” picked this spot to land because it was too windy over there. It made the windmill, which you see (you may either buy or make your own colorful windmill), and as the windmill turns against the wind, so does our imagination, which helps us create beautiful stories. The creativity is always awake, and it “nudges” the imagination into creating new things. Did you catch a glimpse of its wings? How many colors did you see? We will be painting much more with our stories today. 

2. Presenting the fairytale “The Sun Who Lost His Way” with the participation of the children.
A Power Point presentation may also be used, aside from the pdf file of the book, which will only have the illustration of the fairytale. The second choice demands greater confidence and a better presentation, but the first one is “safer”. In both choices, the presentation should be done with the children, and not just for the children. With the questions they ask about the storytelling, the children both expand their imagination and gain an understanding of the progress in the plot. We also try, through the points offered (points of the Horizon, page 7) to “awaken” the narration, urging the children to create, by using their bodies, an imaginary, big compass and to follow our requests according to the position they take. For example: “The children who are wearing green clothes can move to the North” or “Those of you that are tall, stand facing the East”. The presentation only continues when they have located their seats. This short game can be combined with other points of the text, for example in Shiny’s question “What have I learned about where “left” and “right” is? Where am I standing now? In the South or in the North?”, and that can be found in page 9. We ask the children and they answer. Another point added to “awaken” the narration is the signs, which are placed by the citizens in order for Shiny to find his way back home, which can be found on page 13. We then form a trail between the signs, which inform us about the avenues and numbers. Aren’t they important to us so we can communicate with each other, so we will not lose our way? We should be careful and maintain the children’s interest but also attention, so we will not overstay with the specific part of the presentation, and we will take care to stay within a certain time frame. We want the biggest part of the whole action to be devoted to the game and the activities, and not the presentation. 

3. Creating handcrafts with the theme “I make a holiday garland for Shiny”
After the adventure he has had, and a little help from the citizens, Shiny finally finds his way back home. We should celebrate! For the occasion, the children are asked to create a festive garland, which will decorate their classroom, with many different suns.
-We ask them to sit in a circle (on the floor or around a big table). In the center of it we place the colored papers, the cardboards of different dimensions, the colored pencils, the eraser, and the scissors, the glue (stick), and the yellow and orange highlighters, and the ribbons.
-We ask each child to think of and create their own unique sun. We take extra care with the scissors. If the children should wish to cut something with the scissors, then they have to ask us. None of the children shall use the scissors, except us!
-As soon as they finish their sun creations, we use a big piece of string to hang the suns up.
-We congratulate them on their beautiful garland which they have created.

Translation: Metaxia Tzimouli

Editing: Tina Moschovi

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