Your Name: Miss Clark Grade Level: (circle one) K 1 2 3 4 5 6

Subject: Social Skills

Lesson Title: Big or Little?

Materials Needed: Pencil Social Skills notebooks (composition notebook) The Recess Queen by Alexis O’Neil Chart Paper Markers Sticky notes with problems from the story on them Sticky notes with pictures of problems from the story Timer

Prerequisite Skills: Working in small groups

Standard(s):

21.3–5.ES.1

Essential Concept and/or Skill: Communicate and work productively with others emphasizing collaboration and cultural awareness to produce quality work.

21.3–5.ES.2

Essential Concept and/or Skill: Adjust to various roles and responsibilities and understand the need to be flexible to change.

Lesson Objective: After listening to The Recess Queen, students will work together to categorize problems ranging from small to big with 100% accuracy.

1. Provide objectives: (What are students going to learn?)

“Today we are going to listen to a story and then organize the problems in the story from small to big.”

2. Procedure

1. Read the book The Recess Queen2. Get out problem cards (sticky notes with different problems on them)3. Read aloud the problem on one sticky note4. Tell students where you would place the problem and why5. Distribute the rest of the sticky notes to students6. I am going to set the timer to 2 minutes. During the two minutes I want you to read your

problem cards and think about where they would fall on our chart, are they a small, medium, or big problem?

7. Give students 2 minutes to read and evaluate their problem cards

8. Okay, now I want you to place the problems on the chart paper where you think they fit. Remember, small problems we can ignore. Medium problem we can use our I-Statements, ask the person to stop, or find another solution. Big problems we need adult help.

9. Allow students 1 minute to post their sticky notes on the chart paper.10. Once every student has placed their sticky notes on the chart go through each one and ask

if “Why does this problem fit under small, big, or medium?” Make sure to talk through each sticky note.

**Note: some answers may vary. Some problems that may be small to some students might be medium to others. Depends on their tolerance level.

6. Assessment / Closure:

Assess students’ understanding as they place problem cards on the chart and during their participation in discussion of placement of problem cards.

7. Plans for differentiation:

Provide cards with pictures versus sentences. Allow students more time to read problem cards or read them aloud to student/s.

TOTAL LESSON TIME: 15 minutes

8. References Consulted (Curriculum books in Drake SOE curriculum lab, teacher resources, websites, etc.):

Teacherspayteachers.comMentor teacher