SEL Weekly Lesson Plan
Week 7 Lesson Plan
SEL Weekly Lesson Plan Grade: Ages 6 – 13 Time: 2 – 55 minute session 4 – 10 minute sessions
Subject: SEL Competency: Positive Social Skills Title: Friendship
Week 7 Objectives: Students will be able to… Understand the importance of friendships and how they create a sense of belonging and support Identify diverse traits that make one a friend Identify one’s friends Demonstrate welcoming and inviting behavior Demonstrate how to invite someone to play Establish and maintain friendships Describe positive qualities in others Identify and demonstrate ways to show compassion and empathy for others including listening, helping and saying kind words 1. 55 MINUTE SEL SESSION: Aim: Why are friends important? Materials: paper; markers; flipchart or large paper Time: 55 minutes Activities: PARACHUTE OPENING 5 min Open the Parachute INTRODUCTION 10 min Mindfulness ACTIVITY 1 5 min Stand up / Sit Down ACTIVITY 2 10 min Draw a Friend ACTIVITY 3 15 min Friendship Recipe CONCLUSION 5 min Friendship Feast PARACHUTE CLOSING 5 min Close the Parachute
Week 7 Lesson Plan
SEL Weekly Lesson Plan PARACHUTE OPENING Time: 5 minutes Materials: None
INTRODUCTION: MINDFULNESS Time: 10 minutes Materials: None 1. DO: Pass out pieces of A4 paper to each student. 2. SAY: Today we will practice belly-breathing with a breathing buddy. We will start by making our breathing buddies out of a piece of paper. You can fold your paper into any shape you want to create your own breathing buddy. DO: Allow students 1-2 minutes to fold their papers. Sensitivity Tip If students cannot lie down, have them lean back in their chairs and place the paper “Breathing Buddy” on their bellies.
3. SAY: This activity is fun to do while lying down, so you place your breathing buddy, your paper shape on your bellies. If you would like to lie down, please find your own space on the floor where you will not touch anyone else. [NOTE: Read the following very slowly, calmly and gently. Pause between sentences.] 4. SAY: Focus on your breath. Place your Breathing Buddy on your belly. Look at your Breathing Buddy. Breathe into your belly: (Inhale) – 2 – 3 – 4. Breathe out: (exhale) – 2 – 3 – 4. Continue to breathe slowly and fully seeing your Breathing Buddy rise on your belly with the inhale, and fall with the exhale.
Week 7 Lesson Plan
SEL Weekly Lesson Plan As thoughts come into your mind, imagine that they float away in a bubble. Breathing in deeply, and letting any thoughts float away in a bubble. Continue to breath and watch your Breathing Buddy for another minute. 5. SAY: Now bring your attention back to the class. Wiggle your fingers and your toes. Make small circles with your wrists. Stretch your arms up to the sky and then shake them out. If your eyes are closed, slowly, gently open them.
Activity 1: Stand up / Sit Down Time: 5 minutes Materials: None Sensitivity Tip If a student is relatively new to the school/clas s, or part of a minority group (older students who have been out of school, ethnicity, religion, internally displaced, refugees, etc.), this activity might cause them to get upset. Make sure to recognize these students and pair them with other
1. SAY: I am going to read statements about qualities of a friend. If you agree with the statement, stand up. If you disagree, sit down. 2. SAY: a. I am a good friend. If you agree, stand up. If you disagree, sit down. DO: Wait until some students stand. Then, tell them to sit back down. b. SAY: I care about my friends. If you agree, stand up. If you disagree, sit down. DO: Wait until some students stand. Then, tell them to sit back down.
Week 7 Lesson Plan
SEL Weekly Lesson Plan c. SAY: I help my friends. If you agree, stand up. If you disagree, sit down. DO: Wait until some students stand. Then, tell them to sit back down. d. SAY: I am nice to new people. If you agree, stand up. If you disagree, sit down. DO: Wait until some students stand. Then, tell them to sit back down. e. SAY: I want to feel welcomed by others when I am in a new situation. If you agree, stand up. If you disagree, sit down. DO: Wait until some students stand. Then, tell them to sit back down. f. SAY: I respect my friends. If you agree, stand up. If you disagree, sit down. DO: Wait until some students stand. Then, tell them to sit back down. g. SAY: I listen to my friends. If you agree, stand up. If you disagree, sit down. DO: Wait until some students stand. Then, tell them to sit back down.
Week 7 Lesson Plan
SEL Weekly Lesson Plan 3. SAY: This week we will learn about the importance of friends and how to make and keep friends.
Activity 2: Draw a Friend Time: 10 minutes Materials: Paper; markers; flipchart 1. SAY: I want each of you to think about a friend. Each of you will have the opportunity now to draw a picture of the friend you thought of that shows why that person is a friend. After you finish your drawing, you will share your drawing with a partner and describe to them what traits that person has that make them your friend. Sensitivity Tip If students say that their friend is a friend because of skills, or something that is not a positive character trait, ask follow up questions to guide them to think of the positive traits that friend has.
2. DO: Pass out paper and markers. 3. SAY: As you finish drawing, pair off and show your partner what you drew and describe why that person is your friend. DO: Pair the students off and allow them 2-3 minutes to share. 4. SAY: Let’s all come back together. Each pair can share what you discussed. I will write down the traits that make these people your friends, making a list of Traits of a Friend. DO: As each pair shares, write down the Traits of a Friend on a flipchart or board for use later. Example Answers: trust, listening, enjoying each other’s company, loyalty, generosity.
Week 7 Lesson Plan
SEL Weekly Lesson Plan 5. SAY: We have created a great list of the Traits of a Friend.
ACTIVITY 3: Friendship Recipe Time: 15 minutes Materials: Traits of a Friend chart; flipcharts; markers 1. SAY: Now that we have brainstormed the Traits of a Friend, we will create recipes for friendship in small groups. 2. ASK: Who can read the list of the Traits of a Friend that we just discussed? SAY: These are our ingredients for friendship. 3. DO: Draw on a flipchart or the board an example of a recipe outline (see below). Recipe Ingredients Steps 1. 2. 3. 4. SAY: In small groups, you will decide which traits of a friend, or ingredients, are necessary for friendship. Then you will write or draw these like an ingredients list of a recipe on a large piece of paper. You then need to decide how to combine the ingredients, like a recipe, to make (or “bake”) good friendship. For example: first you need to have something in common, then you develop trust, add a pinch of laughter. Ingredients - Common interests
Example Recipe Steps 1. Start with something in common
Week 7 Lesson Plan
SEL Weekly Lesson Plan - Trust - Support - Laughter - Shared experiences
2. Then, stir trust and support for a long time. 3. Add in a pinch of laughter and a dash of shared experiences.
5. DO: Divide the class into groups and provide each group with a flipchart or large piece of paper and markers so they can draw out their recipe together. Walk around while the groups are working and make sure they understand how to create a recipe and what should be included.
CONCLUSION: Friendship Feast Time: 5 minutes Materials: None 1. SAY: As you finish, come back together with your recipe. Let’s all sit in a circle for our Friendship Feast. Each group will have an opportunity share their friendship dish with everyone. 2. DO: Allow each group a minute or two to share their recipe so they can share a “friendship feast”. 3. SAY: Today we have learned how to be a good friend. We can always look at our friendship recipes to remember what it takes to be a good friend. 4. DO: Display the friendship recipes in the classroom for the rest of the week. They will be used in the fifth day’s activity.
PARACHUTE CLOSING Time: 5 minutes
Week 7 Lesson Plan
SEL Weekly Lesson Plan Materials: None
Week 7 Lesson Plan
SEL Weekly Lesson Plan 2. 55 MINUTE SEL SESSION: Aim: How do we have a good conversation? Materials: paper; markers Time: 55 minutes Activities: PARACHUTE OPENING 5 min Open the Parachute INTRODUCTION 10 min Mindfulness ACTIVITY 1 10 min BRAIN BUILDING: Active Listening ACTIVITY 2 10 min 3 Cs for Conversation and Play ACTIVITY 3 10 min Paired Practice CONCLUSION 5 min Discussion PARACHUTE CLOSING 5 min Close the Parachute
PARACHUTE OPENING Time: 5 minutes Materials: None
INTRODUCTION: MINDFULNESS Time: 10 minutes Materials: None 1. DO: Before this activity, invite children to bring in one of their favorite items from home – explain that it can be a rock, a ball, a stuffed animal, anything. If they do not bring objects in, you can use objects in the classroom like markers, toys, etc. 2. SAY: For the mindfulness activity today, we will become more in tune with the senses we don’t use as frequently. Often we use our sense of sight and forget about touch and smell. 3. SAY: You will find a partner, but do not show your partner your object.
Week 7 Lesson Plan
SEL Weekly Lesson Plan You should not know your partner’s object before you begin. One partner will close your eyes first and hold your partner’s object. As you touch the object, you will describe what the object feels like to your partner. After one minute, the first partner to hold the object will open his or her eyes and see the object. Then you will trade, and the second partner will close your eyes, and describe your partner’s object. 4. DO: Pair off the students. 5. SAY: Now, the first partner should close his or her eyes. The second partner can place the object in your partner’s hand. After you feel the object, describe what you feel and smell about the object. 6. DO: Allow students 2- 3 minutes to discuss. 7. SAY: Now switch. The second partner should close his or her eyes. The first partner can place the object in your partner’s hand. After you feel the object, describe what you feel and smell about the object. 8. ASK: What did you learn new about the object by only touching and smelling it?
Activity 1: BRAIN BUILDING: Active Listening Time: 10 minutes Materials: None 1. ASK: What did we learn about yesterday? Example Answer: Friendship, how to be a friend.
Week 7 Lesson Plan
SEL Weekly Lesson Plan 2. ASK: What are some things we have learned so far this year that can help us to be a better friend? Example Answer: active listening, focusing, understanding other people’s feelings. 3. SAY: It is very important to be a good active listener to be your friend. 4. ASK: Who remembers the rules for active listening? 5. DO: Review the rules that are appropriate for your class. For example: facing the person speaking; making eye contact; nodding your head when appropriate; and staying still. Active listening sounds like: affirming your understanding; asking clarifying questions; and restating what was said. 6. SAY: We are going to practice their active listening in pairs. One partner will start by speaking and the other will be an active listener. The partner who is speaking will speak for one whole minute about what a friend is to them. The student who is listening should demonstrate active listening. 7. SAY: I will time the activity so that each partner has one minute to speak, while the other person practices their active listening. While you are speaking, notice what active listening techniques your partner uses. After both partners have gone, you will discuss how it felt to actively listen, and how it felt to have someone actively listen to you. 8. DO: Break the class into pairs to practice.
Week 7 Lesson Plan
SEL Weekly Lesson Plan 9. SAY: The first partner can speak now. I will time for one minute, then tell you to switch and time for another minute. 10.SAY: It has been one minute, so it is time to switch. I will time for another minute. 11.SAY: Now that you have both spoken, think about how it felt to actively listen and how it felt to have someone actively listen to them. 12.ASK: a. What are some of the specific things you did while actively listening? b. Who would like to share with the whole class how it felt to actively listen and be listened to? 13.ASK: Was it better than someone not listening? Was it worse? How did it make you feel?
Activity 2: 3 Cs for Conversation and Play Time: 10 minutes Materials: None 1. SAY: To make and maintain friendships, you need to be able to start a conversation and play with a new person. 2. ASK: a. How you think you should start a conversation or start to play with a new friend? b. How do you continue? c. How do you end that conversation or playtime? 3. SAY: We are going to learn the 3 C’s for friendly Conversation and play:
Week 7 Lesson Plan
SEL Weekly Lesson Plan 4. ASK: What is the first step of a new conversation? Example Answer: beginning the conversation. 5. SAY: The first step is to: a. Commence or begin: You must find a friendly way to start the conversation, choose something you like about the other person to comment on or ask them a friendly question, like “how are you?” or “do you want to play this game with me?” ASK: What are some examples of how you would commence, or begin, a conversation or play with a new friend? 6. SAY: The second step is to: a. Continue: Listen carefully, ask follow up questions, be respectful of thoughts and opinions, ask them what games they like to play. ASK: What are some examples of how you would continue a conversation or play with a new friend? 7. SAY: The third and final step is to: a. Conclude or end: Wait for a time when the conversation has come to a lull. End the conversation politely on a positive note, give an excuse for leaving and hint that you will see the person again soon, or if they are playing end the game when it is over. Give an example, “It was great to talk with you, but I unfortunately have to go. See you tomorrow!”
Age Adaptation If they can write, write them down, otherwise allow them to draw anything that reminds them of the questions.
ASK: What are some examples of how you would conclude, or end, a conversation or play with a new friend? 8. SAY: Take a few minutes to brainstorm questions you could ask a new person for the “Commence” and “Continue” part of a conversation.
Activity 3: Paired Practice Time: 10 minutes
Week 7 Lesson Plan
SEL Weekly Lesson Plan Materials: None 1. SAY: Now we will practice guiding a conversation using the 3 Cs. I will divide you into pairs. Each partner will have 3 minutes to lead the conversation using the 3 Cs and the questions you just brainstormed. 2. DO: Break students into pairs with a partner they do not know very well. 3. SAY: I will time the first conversation. The first partner has 3 minutes to lead the conversation using the 3 Cs and the questions you just brainstormed. DO: Time for 3 minutes and walk around and listen to the conversations. 4. SAY: It has been 3 minutes. Now, the second partner has 3 minutes to lead the conversation using the 3 Cs and the questions you brainstormed.
CONCLUSION: Discussion Time: 5 minutes Materials: None 1. SAY: Let’s all come back together and discuss how that went. 2. ASK: a. What did you learn about your partner? b. How did it feel to listen? c. How did it feel to ask questions following the 3 C’s Conversation?
Week 7 Lesson Plan
SEL Weekly Lesson Plan 3. SAY: Today we learned how to start conversations and play with new friends.
PARACHUTE CLOSING Time: 5 minutes Materials: None
Week 7 Lesson Plan
SEL Weekly Lesson Plan 3. 10 MINUTE SEL REVIEW SESSION: Objective: Understand the importance of friendships and how they create a sense of belonging and support, understand that sometimes the most unlikely friendships are the most valuable. Aim: How can we make friends with people who are different from us? Materials: Storybook of Leo the Lion and Murray the Mouse Time: 10 minutes Activities: 1. SAY: Today we are going to read a story about an unlikely friendship. This story is about how Leo the Lion and Murray the Mouse became friends. 2. SAY: One day, Leo the Lion was sleeping. Murray the Mouse accidentally scampered over his back and woke him. Leo the Lion grabbed him and was ready to kill him, when Murray the Mouse said, “Please do not hurt me, I am just a tiny creature and will not disturb you again.” Leo agreed, and for the next two days Leo and Murray stayed in the same cave and became friends. One day, Leo was walking around and got a thorn in his foot. Luckily, when he roared, Murray the Mouse heard him and came to his rescue to pull out the thorn using his tiny paws. Leo the Lion was very thankful and glad that he had decided to make Murray his friend instead of hurt him. 3. ASK:
Week 7 Lesson Plan
SEL Weekly Lesson Plan a. Why did Leo the Lion and Murray the Mouse become friends? b. How did this friendship help each of them? c. How can friends, even those who are unexpected, can make a big impact on your life? 4. SAY: Sometimes we become friends with people who are very different than us. This can make us stronger and they can help us in times of weakness.
Week 7 Lesson Plan
SEL Weekly Lesson Plan 4. 10 MINUTE SEL REVIEW SESSION: Objective: Demonstrate welcoming and inviting behavior to play in response to scenarios Aim: How can students be welcoming of new friends? Materials: None Time: 10 minutes Activities: 1. SAY: We are going to break into groups to act out roleplays. One student will play a new class member. The other group members will play existing members of the class. The new class member will try to make new friends with the other members. The rest of the group will be very friendly and welcoming of the new class member, using the skills they learned earlier that week (3 Cs, etc). 2. DO: Break the class into groups of 4-5. Allow them 4-5 minutes to act out these roleplays. While they are acting them out, walk around. 3. SAY: Finish your roleplays and come back together to discuss what we learned. 4. ASK: a. How did it feel to be the new student? b. How did it feel to be nice to the new student? c. How would it have been different if they had been unfriendly to the new student? 5. SAY: If the existing students were unfriendly, they would have missed the opportunity to be friends with the “new student” because they were not friendly. Being mean makes everyone feel bad. Instead, by
Week 7 Lesson Plan
SEL Weekly Lesson Plan being warm and welcoming and using what we’ve learned this week, you were able to roleplay making a new friend.
Week 7 Lesson Plan
SEL Weekly Lesson Plan 5. 10 MINUTE SEL ASSESSMENT SESSION: Objective: Demonstrate how to engage in creating new friendships through welcoming and inviting behaviors; understand the benefits of friendships with diverse groups Aim: How do students engage in creating new friendships and with differences? Materials: Time: 10 minutes Scoring: Rating Meaning Details 1 Unsatisfactory Child does not display friendship traits at all, not using the 3 Cs 2 Needs Child only shows one or two friendly traits, not Improvement using the 3 Cs 3 Meets Child tries to engage as an inviting friend, Expectations using one of the 3 Cs 4 Exceeds Child engages in a friendly manner, using one Expectations or two of the 3 Cs 5 Exceptional Child invites and continues roleplay in a friendly manner using the 3 Cs 1. ASK: Who can remind us what we included in our friendship recipes? Example Answers: trust, listening, enjoying each other’s company, loyalty, generosity. 2. ASK: What else did we learn this week that can help us to make new friends? Example Answers: 3 Cs for conversation. 3. SAY: Now we will use our friendship recipes and the 3 Cs to make new friends. Think of an animal.
Week 7 Lesson Plan
SEL Weekly Lesson Plan In your seats, act out being that animal. 4. SAY: In small groups, you are going to create roleplays as your animals where your animals all become friends. Each group will present back to the whole class 5. DO: break the class into small groups. Allow the groups 2 minutes to create roleplays. 6. SAY: Let’s all come back together to present the roleplays. ASK: Who would like to go first? 7. DO: After each roleplay, lead a discussion. ASK: a. How were animals able to be friends? b. What did they have to do to maintain their friendship? 8. DO: Make sure that all groups present. 9. SAY: We have now seen how different animals, like different groups of people, can become friends.
SEL Weekly Lesson Plan Grade: Ages 6 – 13 Time: 2 – 55 minute session 4 – 10 minute sessions
Subject: SEL Competency: Positive Social Skills Title: Friendship
Week 7 Objectives: Students will be able to… Understand the importance of friendships and how they create a sense of belonging and support Identify diverse traits that make one a friend Identify one’s friends Demonstrate welcoming and inviting behavior Demonstrate how to invite someone to play Establish and maintain friendships Describe positive qualities in others Identify and demonstrate ways to show compassion and empathy for others including listening, helping and saying kind words 1. 55 MINUTE SEL SESSION: Aim: Why are friends important? Materials: paper; markers; flipchart or large paper Time: 55 minutes Activities: PARACHUTE OPENING 5 min Open the Parachute INTRODUCTION 10 min Mindfulness ACTIVITY 1 5 min Stand up / Sit Down ACTIVITY 2 10 min Draw a Friend ACTIVITY 3 15 min Friendship Recipe CONCLUSION 5 min Friendship Feast PARACHUTE CLOSING 5 min Close the Parachute
Week 7 Lesson Plan
SEL Weekly Lesson Plan PARACHUTE OPENING Time: 5 minutes Materials: None
INTRODUCTION: MINDFULNESS Time: 10 minutes Materials: None 1. DO: Pass out pieces of A4 paper to each student. 2. SAY: Today we will practice belly-breathing with a breathing buddy. We will start by making our breathing buddies out of a piece of paper. You can fold your paper into any shape you want to create your own breathing buddy. DO: Allow students 1-2 minutes to fold their papers. Sensitivity Tip If students cannot lie down, have them lean back in their chairs and place the paper “Breathing Buddy” on their bellies.
3. SAY: This activity is fun to do while lying down, so you place your breathing buddy, your paper shape on your bellies. If you would like to lie down, please find your own space on the floor where you will not touch anyone else. [NOTE: Read the following very slowly, calmly and gently. Pause between sentences.] 4. SAY: Focus on your breath. Place your Breathing Buddy on your belly. Look at your Breathing Buddy. Breathe into your belly: (Inhale) – 2 – 3 – 4. Breathe out: (exhale) – 2 – 3 – 4. Continue to breathe slowly and fully seeing your Breathing Buddy rise on your belly with the inhale, and fall with the exhale.
Week 7 Lesson Plan
SEL Weekly Lesson Plan As thoughts come into your mind, imagine that they float away in a bubble. Breathing in deeply, and letting any thoughts float away in a bubble. Continue to breath and watch your Breathing Buddy for another minute. 5. SAY: Now bring your attention back to the class. Wiggle your fingers and your toes. Make small circles with your wrists. Stretch your arms up to the sky and then shake them out. If your eyes are closed, slowly, gently open them.
Activity 1: Stand up / Sit Down Time: 5 minutes Materials: None Sensitivity Tip If a student is relatively new to the school/clas s, or part of a minority group (older students who have been out of school, ethnicity, religion, internally displaced, refugees, etc.), this activity might cause them to get upset. Make sure to recognize these students and pair them with other
1. SAY: I am going to read statements about qualities of a friend. If you agree with the statement, stand up. If you disagree, sit down. 2. SAY: a. I am a good friend. If you agree, stand up. If you disagree, sit down. DO: Wait until some students stand. Then, tell them to sit back down. b. SAY: I care about my friends. If you agree, stand up. If you disagree, sit down. DO: Wait until some students stand. Then, tell them to sit back down.
Week 7 Lesson Plan
SEL Weekly Lesson Plan c. SAY: I help my friends. If you agree, stand up. If you disagree, sit down. DO: Wait until some students stand. Then, tell them to sit back down. d. SAY: I am nice to new people. If you agree, stand up. If you disagree, sit down. DO: Wait until some students stand. Then, tell them to sit back down. e. SAY: I want to feel welcomed by others when I am in a new situation. If you agree, stand up. If you disagree, sit down. DO: Wait until some students stand. Then, tell them to sit back down. f. SAY: I respect my friends. If you agree, stand up. If you disagree, sit down. DO: Wait until some students stand. Then, tell them to sit back down. g. SAY: I listen to my friends. If you agree, stand up. If you disagree, sit down. DO: Wait until some students stand. Then, tell them to sit back down.
Week 7 Lesson Plan
SEL Weekly Lesson Plan 3. SAY: This week we will learn about the importance of friends and how to make and keep friends.
Activity 2: Draw a Friend Time: 10 minutes Materials: Paper; markers; flipchart 1. SAY: I want each of you to think about a friend. Each of you will have the opportunity now to draw a picture of the friend you thought of that shows why that person is a friend. After you finish your drawing, you will share your drawing with a partner and describe to them what traits that person has that make them your friend. Sensitivity Tip If students say that their friend is a friend because of skills, or something that is not a positive character trait, ask follow up questions to guide them to think of the positive traits that friend has.
2. DO: Pass out paper and markers. 3. SAY: As you finish drawing, pair off and show your partner what you drew and describe why that person is your friend. DO: Pair the students off and allow them 2-3 minutes to share. 4. SAY: Let’s all come back together. Each pair can share what you discussed. I will write down the traits that make these people your friends, making a list of Traits of a Friend. DO: As each pair shares, write down the Traits of a Friend on a flipchart or board for use later. Example Answers: trust, listening, enjoying each other’s company, loyalty, generosity.
Week 7 Lesson Plan
SEL Weekly Lesson Plan 5. SAY: We have created a great list of the Traits of a Friend.
ACTIVITY 3: Friendship Recipe Time: 15 minutes Materials: Traits of a Friend chart; flipcharts; markers 1. SAY: Now that we have brainstormed the Traits of a Friend, we will create recipes for friendship in small groups. 2. ASK: Who can read the list of the Traits of a Friend that we just discussed? SAY: These are our ingredients for friendship. 3. DO: Draw on a flipchart or the board an example of a recipe outline (see below). Recipe Ingredients Steps 1. 2. 3. 4. SAY: In small groups, you will decide which traits of a friend, or ingredients, are necessary for friendship. Then you will write or draw these like an ingredients list of a recipe on a large piece of paper. You then need to decide how to combine the ingredients, like a recipe, to make (or “bake”) good friendship. For example: first you need to have something in common, then you develop trust, add a pinch of laughter. Ingredients - Common interests
Example Recipe Steps 1. Start with something in common
Week 7 Lesson Plan
SEL Weekly Lesson Plan - Trust - Support - Laughter - Shared experiences
2. Then, stir trust and support for a long time. 3. Add in a pinch of laughter and a dash of shared experiences.
5. DO: Divide the class into groups and provide each group with a flipchart or large piece of paper and markers so they can draw out their recipe together. Walk around while the groups are working and make sure they understand how to create a recipe and what should be included.
CONCLUSION: Friendship Feast Time: 5 minutes Materials: None 1. SAY: As you finish, come back together with your recipe. Let’s all sit in a circle for our Friendship Feast. Each group will have an opportunity share their friendship dish with everyone. 2. DO: Allow each group a minute or two to share their recipe so they can share a “friendship feast”. 3. SAY: Today we have learned how to be a good friend. We can always look at our friendship recipes to remember what it takes to be a good friend. 4. DO: Display the friendship recipes in the classroom for the rest of the week. They will be used in the fifth day’s activity.
PARACHUTE CLOSING Time: 5 minutes
Week 7 Lesson Plan
SEL Weekly Lesson Plan Materials: None
Week 7 Lesson Plan
SEL Weekly Lesson Plan 2. 55 MINUTE SEL SESSION: Aim: How do we have a good conversation? Materials: paper; markers Time: 55 minutes Activities: PARACHUTE OPENING 5 min Open the Parachute INTRODUCTION 10 min Mindfulness ACTIVITY 1 10 min BRAIN BUILDING: Active Listening ACTIVITY 2 10 min 3 Cs for Conversation and Play ACTIVITY 3 10 min Paired Practice CONCLUSION 5 min Discussion PARACHUTE CLOSING 5 min Close the Parachute
PARACHUTE OPENING Time: 5 minutes Materials: None
INTRODUCTION: MINDFULNESS Time: 10 minutes Materials: None 1. DO: Before this activity, invite children to bring in one of their favorite items from home – explain that it can be a rock, a ball, a stuffed animal, anything. If they do not bring objects in, you can use objects in the classroom like markers, toys, etc. 2. SAY: For the mindfulness activity today, we will become more in tune with the senses we don’t use as frequently. Often we use our sense of sight and forget about touch and smell. 3. SAY: You will find a partner, but do not show your partner your object.
Week 7 Lesson Plan
SEL Weekly Lesson Plan You should not know your partner’s object before you begin. One partner will close your eyes first and hold your partner’s object. As you touch the object, you will describe what the object feels like to your partner. After one minute, the first partner to hold the object will open his or her eyes and see the object. Then you will trade, and the second partner will close your eyes, and describe your partner’s object. 4. DO: Pair off the students. 5. SAY: Now, the first partner should close his or her eyes. The second partner can place the object in your partner’s hand. After you feel the object, describe what you feel and smell about the object. 6. DO: Allow students 2- 3 minutes to discuss. 7. SAY: Now switch. The second partner should close his or her eyes. The first partner can place the object in your partner’s hand. After you feel the object, describe what you feel and smell about the object. 8. ASK: What did you learn new about the object by only touching and smelling it?
Activity 1: BRAIN BUILDING: Active Listening Time: 10 minutes Materials: None 1. ASK: What did we learn about yesterday? Example Answer: Friendship, how to be a friend.
Week 7 Lesson Plan
SEL Weekly Lesson Plan 2. ASK: What are some things we have learned so far this year that can help us to be a better friend? Example Answer: active listening, focusing, understanding other people’s feelings. 3. SAY: It is very important to be a good active listener to be your friend. 4. ASK: Who remembers the rules for active listening? 5. DO: Review the rules that are appropriate for your class. For example: facing the person speaking; making eye contact; nodding your head when appropriate; and staying still. Active listening sounds like: affirming your understanding; asking clarifying questions; and restating what was said. 6. SAY: We are going to practice their active listening in pairs. One partner will start by speaking and the other will be an active listener. The partner who is speaking will speak for one whole minute about what a friend is to them. The student who is listening should demonstrate active listening. 7. SAY: I will time the activity so that each partner has one minute to speak, while the other person practices their active listening. While you are speaking, notice what active listening techniques your partner uses. After both partners have gone, you will discuss how it felt to actively listen, and how it felt to have someone actively listen to you. 8. DO: Break the class into pairs to practice.
Week 7 Lesson Plan
SEL Weekly Lesson Plan 9. SAY: The first partner can speak now. I will time for one minute, then tell you to switch and time for another minute. 10.SAY: It has been one minute, so it is time to switch. I will time for another minute. 11.SAY: Now that you have both spoken, think about how it felt to actively listen and how it felt to have someone actively listen to them. 12.ASK: a. What are some of the specific things you did while actively listening? b. Who would like to share with the whole class how it felt to actively listen and be listened to? 13.ASK: Was it better than someone not listening? Was it worse? How did it make you feel?
Activity 2: 3 Cs for Conversation and Play Time: 10 minutes Materials: None 1. SAY: To make and maintain friendships, you need to be able to start a conversation and play with a new person. 2. ASK: a. How you think you should start a conversation or start to play with a new friend? b. How do you continue? c. How do you end that conversation or playtime? 3. SAY: We are going to learn the 3 C’s for friendly Conversation and play:
Week 7 Lesson Plan
SEL Weekly Lesson Plan 4. ASK: What is the first step of a new conversation? Example Answer: beginning the conversation. 5. SAY: The first step is to: a. Commence or begin: You must find a friendly way to start the conversation, choose something you like about the other person to comment on or ask them a friendly question, like “how are you?” or “do you want to play this game with me?” ASK: What are some examples of how you would commence, or begin, a conversation or play with a new friend? 6. SAY: The second step is to: a. Continue: Listen carefully, ask follow up questions, be respectful of thoughts and opinions, ask them what games they like to play. ASK: What are some examples of how you would continue a conversation or play with a new friend? 7. SAY: The third and final step is to: a. Conclude or end: Wait for a time when the conversation has come to a lull. End the conversation politely on a positive note, give an excuse for leaving and hint that you will see the person again soon, or if they are playing end the game when it is over. Give an example, “It was great to talk with you, but I unfortunately have to go. See you tomorrow!”
Age Adaptation If they can write, write them down, otherwise allow them to draw anything that reminds them of the questions.
ASK: What are some examples of how you would conclude, or end, a conversation or play with a new friend? 8. SAY: Take a few minutes to brainstorm questions you could ask a new person for the “Commence” and “Continue” part of a conversation.
Activity 3: Paired Practice Time: 10 minutes
Week 7 Lesson Plan
SEL Weekly Lesson Plan Materials: None 1. SAY: Now we will practice guiding a conversation using the 3 Cs. I will divide you into pairs. Each partner will have 3 minutes to lead the conversation using the 3 Cs and the questions you just brainstormed. 2. DO: Break students into pairs with a partner they do not know very well. 3. SAY: I will time the first conversation. The first partner has 3 minutes to lead the conversation using the 3 Cs and the questions you just brainstormed. DO: Time for 3 minutes and walk around and listen to the conversations. 4. SAY: It has been 3 minutes. Now, the second partner has 3 minutes to lead the conversation using the 3 Cs and the questions you brainstormed.
CONCLUSION: Discussion Time: 5 minutes Materials: None 1. SAY: Let’s all come back together and discuss how that went. 2. ASK: a. What did you learn about your partner? b. How did it feel to listen? c. How did it feel to ask questions following the 3 C’s Conversation?
Week 7 Lesson Plan
SEL Weekly Lesson Plan 3. SAY: Today we learned how to start conversations and play with new friends.
PARACHUTE CLOSING Time: 5 minutes Materials: None
Week 7 Lesson Plan
SEL Weekly Lesson Plan 3. 10 MINUTE SEL REVIEW SESSION: Objective: Understand the importance of friendships and how they create a sense of belonging and support, understand that sometimes the most unlikely friendships are the most valuable. Aim: How can we make friends with people who are different from us? Materials: Storybook of Leo the Lion and Murray the Mouse Time: 10 minutes Activities: 1. SAY: Today we are going to read a story about an unlikely friendship. This story is about how Leo the Lion and Murray the Mouse became friends. 2. SAY: One day, Leo the Lion was sleeping. Murray the Mouse accidentally scampered over his back and woke him. Leo the Lion grabbed him and was ready to kill him, when Murray the Mouse said, “Please do not hurt me, I am just a tiny creature and will not disturb you again.” Leo agreed, and for the next two days Leo and Murray stayed in the same cave and became friends. One day, Leo was walking around and got a thorn in his foot. Luckily, when he roared, Murray the Mouse heard him and came to his rescue to pull out the thorn using his tiny paws. Leo the Lion was very thankful and glad that he had decided to make Murray his friend instead of hurt him. 3. ASK:
Week 7 Lesson Plan
SEL Weekly Lesson Plan a. Why did Leo the Lion and Murray the Mouse become friends? b. How did this friendship help each of them? c. How can friends, even those who are unexpected, can make a big impact on your life? 4. SAY: Sometimes we become friends with people who are very different than us. This can make us stronger and they can help us in times of weakness.
Week 7 Lesson Plan
SEL Weekly Lesson Plan 4. 10 MINUTE SEL REVIEW SESSION: Objective: Demonstrate welcoming and inviting behavior to play in response to scenarios Aim: How can students be welcoming of new friends? Materials: None Time: 10 minutes Activities: 1. SAY: We are going to break into groups to act out roleplays. One student will play a new class member. The other group members will play existing members of the class. The new class member will try to make new friends with the other members. The rest of the group will be very friendly and welcoming of the new class member, using the skills they learned earlier that week (3 Cs, etc). 2. DO: Break the class into groups of 4-5. Allow them 4-5 minutes to act out these roleplays. While they are acting them out, walk around. 3. SAY: Finish your roleplays and come back together to discuss what we learned. 4. ASK: a. How did it feel to be the new student? b. How did it feel to be nice to the new student? c. How would it have been different if they had been unfriendly to the new student? 5. SAY: If the existing students were unfriendly, they would have missed the opportunity to be friends with the “new student” because they were not friendly. Being mean makes everyone feel bad. Instead, by
Week 7 Lesson Plan
SEL Weekly Lesson Plan being warm and welcoming and using what we’ve learned this week, you were able to roleplay making a new friend.
Week 7 Lesson Plan
SEL Weekly Lesson Plan 5. 10 MINUTE SEL ASSESSMENT SESSION: Objective: Demonstrate how to engage in creating new friendships through welcoming and inviting behaviors; understand the benefits of friendships with diverse groups Aim: How do students engage in creating new friendships and with differences? Materials: Time: 10 minutes Scoring: Rating Meaning Details 1 Unsatisfactory Child does not display friendship traits at all, not using the 3 Cs 2 Needs Child only shows one or two friendly traits, not Improvement using the 3 Cs 3 Meets Child tries to engage as an inviting friend, Expectations using one of the 3 Cs 4 Exceeds Child engages in a friendly manner, using one Expectations or two of the 3 Cs 5 Exceptional Child invites and continues roleplay in a friendly manner using the 3 Cs 1. ASK: Who can remind us what we included in our friendship recipes? Example Answers: trust, listening, enjoying each other’s company, loyalty, generosity. 2. ASK: What else did we learn this week that can help us to make new friends? Example Answers: 3 Cs for conversation. 3. SAY: Now we will use our friendship recipes and the 3 Cs to make new friends. Think of an animal.
Week 7 Lesson Plan
SEL Weekly Lesson Plan In your seats, act out being that animal. 4. SAY: In small groups, you are going to create roleplays as your animals where your animals all become friends. Each group will present back to the whole class 5. DO: break the class into small groups. Allow the groups 2 minutes to create roleplays. 6. SAY: Let’s all come back together to present the roleplays. ASK: Who would like to go first? 7. DO: After each roleplay, lead a discussion. ASK: a. How were animals able to be friends? b. What did they have to do to maintain their friendship? 8. DO: Make sure that all groups present. 9. SAY: We have now seen how different animals, like different groups of people, can become friends.
