DR. SEUSS AND UNITARIAN UNIVERSALISTS
YERTLE THE TURTLE (5-8 Years)

(NOTE: Please review the Introduction before using this Session Plan. Thank you.)

SETTING THE STAGE
STORY SYNPOSIS: Yertle decided that he needed to enlarge his kingdom by putting his throne higher, literally on the backs of other turtles. (5 minutes)

AFFIRMATIONS: Everyone is important
We have a say in things that are important to us. THEME: Power and having a say.

PREPARATION: Think of a situation in which power of one person was harmful for another person. Think of a situation in which power is used for everyone's benefit. Consider the power that you have.

NEEDED:
Yertle the Turtle and Other Stories, Random House, 1958
Supplies for making turtles.

SESSION PLAN
OPENING: Selected by the group. This can be used each session.

CHECK-IN: Welcome. Each person says his or her name. Allow time for each person to briefly tell something that went well since the group last met, or something that did not go well.

Leave an empty chair or space for someone who is missing from the group that day, or to recognize that others are welcome to be invited to join the group.

STORY
Yertle the Turtle

EXPLORING:
Reflection
What part of the story did you like? Not like? Why?
Have you ever known anyone who wanted things to be all their way, like giving directions on playing a game, or playing with all of the toys? How do you feel when you are around that person?
How do you feel when you have all of the toys, or are the one who gives the directions?
Think of a time when you have tried to tell someone an idea that you had and that person would not listen. How did you feel? What did you do?

Why did Yertle want to be the king of the world? How do you think he felt after he fell? Did he have any feeling or responsibility for the well being for the turtles under him? How could he have done this?

Being heard
How can you make others, like a leader, aware of what you feel about an issue, such as the environment, health or safety, peace? Discuss ways, such as writing letters and postcards, peaceful marches and vigils, urging adults to vote (and voting themselves when they can).

Sharing the responsibility
Participants stand in a circle. Have a ball of yarn. One person tosses it to another, who holds the yarn and tosses the ball of yarn to another person, who holds the yarn and tosses the ball of yarn to another person, until everyone is connected in the web. Have everyone hold pull gently so that the web is tight. How does it feel when everyone has a part? When everyone is doing part of the holding?

Have one person drop the yarn (and just stand) and watch what happens to the web. Have a second person drop the yarn. For those who are still holding the yarn, how does it feel that the two have dropped the yarn? Can you keep the web in place? For those who have dropped the yarn, how does it feel to watch the others try to keep the web?

Craft
Make turtles. There are various patterns in craft books. The shell can be walnut shells, small margarine tubs, paper plates, etc. Cut out legs, head, and tail from construction paper. Tape to the inside of the 'shell'. Participants are invited to name their turtles, including the names of Yertle and Mack.

CLOSING
Have a bowl of finger foods or wrapped candies (being aware of allergies of participants). Each person is invited to give a piece to another person, until everyone has a piece.
As you get a piece, say "From you I receive." When you give a piece, say "To you I give."
When everyone has given and received a piece, the total group can say or sing the entire song (Service of the Living Tradition (hymnal), #402): From you I receive, to you I give,
together we share and from this we live." Group review
What did they like about the session? (theme, activities, someone special being there, etc.)

Announce the story for the next session and who will be the adult facilitator, or if there are special events in the time before they meet again.

© Rev. Helen Zidowecki, May 2003