Pegasus Facilitator Guide Sensory Myth Adventures
Pegasus Facilitator Guide
Lesson 1: Pegasus Wings • Week-long Daily Micro-Sessions (20 Mins)
Student Profile 1:1 High-Needs
Sensory Core Objective
Build fine-motor awareness and soothe the nervous system by exploring tactile soft feathers to represent Pegasus. Pair physical sensations with emotional states.
SEL Focus
Identifying Excitement (soaring) vs. Calmness (resting).
Daily 20-Minute Micro-Pacing
Day 1
Sensory Warm-up & Introduction 20 mins
Introduce the "Sensory Basket." Present contrasting items: a soft feather and a rough piece of bark . Guide student's hand to touch each. Say: "Look, this is soft like a cloud. This is rough like dry wood." Observe behavioral response.
Day 2
The Flying Horse Myth (Storytime) 20 mins
Tell the story of Pegasus in 3 simple sentences using tactile aids. Say: "Pegasus is a friendly horse. He has beautiful soft wings. He flies high in the blue sky." Let student sweep the feather across their hand or cheek during story.
Day 3
Tactile Wing Craft (Creating) 20 mins
Bring out the Pegasus Sensory Card . Support the student using Hand-Over-Hand (HoH) or verbal prompting to apply glue stick to the wing zone. Press real soft feathers (or cotton balls) onto the card. Touch the texture together.
Day 4
SEL Connection: Calm vs. Excited 20 mins
Flap the craft flying horse fast (Excited/Flying) and slow (Calm/Resting). Say: "When Pegasus flies fast, he is excited! When he rests, he is calm." Point to corresponding emoji on the Sensory Card. Model both faces.
Day 5
Review & Sensory Reflection 20 mins
Re-engage with the Pegasus Sensory Card. Ask simple yes/no questions (pointing, eye-gaze): "Is Pegasus soft?" , "Do you feel calm when touching the feather?" Allow student to keep card at desk for co-regulation.
Adaptive Guidance
Low Muscle Tone: Use chunky/adaptive glue stick.Tactile Defensiveness: Wrap feather quill in soft tape; allow touching with a paintbrush first instead of fingers.
Communication Cues
Non-Verbal: Watch for signs of calm (shoulders down, slow breathing) vs. overstimulation (hand flapping, pulling away).Core Vocabulary: Emphasize "SOFT", "FEEL", "CALM". Pegasus Sensory Card Pegasus Sensory Card
Touch, Feel, and Connect
Name:
Date:
Touch the soft feathers. Paste them on Pegasus's wing!
Pasting Zone PASTE FEATHERS HERE
Soft Wing Space
How do the soft feathers feel to you?
😌
Calm Peaceful & Resting
🤩
Excited Happy & Flying High
🥰
Safe Warm & Cozy
Midas Facilitator Guide Sensory Myth Adventures
Midas Facilitator Guide
Lesson 2: Midas Gold • Week-long Daily Micro-Sessions (20 Mins)
Student Profile 1:1 High-Needs
Sensory Core Objective
Expose student to metallic textures and crinkly sounds using gold aluminum foil . Wrap everyday classroom objects to model the King Midas touch.
SEL Focus
Understanding Sadness (isolation/greed) vs. Love (reconnection).
Daily 20-Minute Micro-Pacing
Day 1
Shiny vs. Dull Textures 20 mins
Introduce gold foil squares and brown craft paper. Encourage student to squeeze, crinkle, and listen. Prompt: "Look at the bright gold! Crinkle, crinkle. This one is shiny and loud. This brown paper is quiet." Observe visual tracking of shiny surface.
Day 2
The Touch of Gold (Storytime) 20 mins
Tell the King Midas story using high-contrast props (a small toy figure, a foil block). Say: "King Midas loved gold. He touched his food—it turned to gold! He touched his daughter—she turned to gold. Oh no, Midas was very sad!" Touch the student's hands with the cool foil.
Day 3
Foil Wrapping Craft (The Crown) 20 mins
Bring out the Midas Golden Card . Guide student (HoH or gestural) to rip small pieces of golden kitchen foil (or shiny stickers) and press them onto the large printed crown silhouette. Say: "Make it shine! Press, press. You made a golden crown!"
Day 4
SEL Connection: Gold vs. Love 20 mins
Contrast the cold metal foil with a warm weighted hug/blanket or a soft toy. Explain: "Gold is cold. Love is warm and feels good." Point to the Sad face and the Loved face on the sensory card. Ask: "When his daughter was gone, was Midas sad?"
Day 5
Golden Object Hunt & Wash 20 mins
Midas washes away his golden touch in the river. Set up a tray with water. Let student sink foil-wrapped objects into the water and peel off the foil to "restore" them. Say: "Water washes the gold. Safe and happy now!" Feel the cool water.
Adaptive Guidance
Aversion to Crinkle Noise: Use smooth golden paper plates or shiny yellow satin ribbons instead of crinkling aluminum foil.Pincer Grip Support: Use pre-cut larger pieces of gold foil tape with backing half-peeled to make grasping easier.
Communication Cues
Midas Sensory Card Midas Golden Card
Touch, Crinkle, and Press
Name:
Date:
Press shiny gold foil on King Midas's Crown!
Foil Zone PRESS GOLD FOIL HERE
Make It Shiny and Crinkly
How did Midas feel when his daughter turned to cold gold?
😢
Sad Crying & Cold
🤑
Wanting Too Much Gold
🥰
Loved Warm & Back Together
Icarus Facilitator Guide Sensory Myth Adventures
Icarus Facilitator Guide
Lesson 3: Icarus Melt • Week-long Daily Micro-Sessions (20 Mins)
Student Profile 1:1 High-Needs
Sensory Core Objective
Explore safe temperature contrasts (warm yellow sensory dough representing the hot sun vs. a cold ice cube representing the melting wax wings).
SEL Focus
Understanding Bravery , Listening to Warnings , and Regret .
Daily 20-Minute Micro-Pacing
Day 1
Warm vs. Cold Exploration 20 mins
Introduce temperature blocks. Place student's hands on a warm heat pack (comfortably warm, not hot) and then on a cold ice cube wrapped in a thin cloth. Say: "This is warm like the sun. This is cold like water." Practice nodding to indicate comfort.
Day 2
The Melted Wings (Storytime) 20 mins
Tell the story of Icarus. Say: "Icarus has wax wings. His dad says: 'Do not fly too close to the hot sun!' But Icarus flies high. The warm sun melts his wings! Oh no, he falls." Demonstrate by rubbing warm sensory clay down a cardboard wing.
Day 3
Sensory Melt Craft (Warm Dough) 20 mins
Bring out the Icarus Sensory Card . Help student press and smear warm yellow sensory dough onto the sun silhouette. Then, place a small ice cube on the "Melt Zone" and let the student watch/feel the cold water drip down the card.
Day 4
SEL: Rules & Safety Warnings 20 mins
Discuss why Dad told Icarus to stay safe. Say: "His dad gave a rule to keep him safe. When we listen, we stay safe and happy." Point to the Brave, Scared, and Safe emojis on the sensory card. Ask: "Is listening to safety rules smart?"
Day 5
Sensory Wind & Safety Review 20 mins
Use a small desk fan or paper fan to blow cool air on student's face to represent "flying." Say: "Feel the cool wind! Let's stay safe down here." Review the completed Icarus Card. Connect the "Safe" feeling with following classroom rules.
Adaptive Guidance
Sensory Hypersensitivity: If student hates wet/cold ice, use a cold smooth metal spoon instead of a melting ice cube.Fine Motor: Encourage simple palm-pressing of dough rather than intricate finger-pinching.
Communication Cues
Icarus Sensory Card Icarus Sensory Card
Touch, Melt, and Feel
Name:
Date:
Press warm dough on the Sun. Feel cold water on the Wing!
Warm Zone PRESS WARM DOUGH
Feels Like Sun
Cold Zone TOUCH COLD ICE
Wax Is Melting
How did Icarus feel when he flew high vs. when he fell?
🦁
Brave Flying High
😱
Scared Wings Melting
🏡
Safe Listening to Dad
