Week 10 Lesson Plan SEL Weekly Lesson Plans3.amazonaws.com/inee-assets/resources/Leb_SEL_Week_10_Lesso… · Week 10 Lesson Plan SEL Weekly Lesson Plan Let the light travel down your

Week 10 Lesson Plan

SEL Weekly Lesson Plan

Grade: Ages 6 – 13 Subject: SEL

Time: 2 – 55-minute session 3 – 10 minute sessions

Competency: Conflict Resolution Title: Identifying Problems

Week 10 Objectives: Students will be able to…

Identify problems and conflicts commonly experienced by peers

Talk about conflict using 5 Ws [Who is involved? What happened? Where did it happen? When did it happen? Why did it happen?]

Understand what is conflict and why it is caused

State a problem without blame

1. 55 MINUTE SEL SESSION:

Aim: Where is conflict in our lives? Materials: Flipchart, Marker, 10-20 small objects Time: 55 minutes Activities:

PARACHUTE OPENING 5 min Open the Parachute

INTRODUCTION 10 min Mindfulness Activity- Belly Breathing

ACTIVITY 1 10 min Introducing Conflict ACTIVITY 2 10 min Brain Building- Making a Rhythm

ACTIVITY 3 10 min 5 Ws

CONCLUSION 5 min Review the 5Ws: Creating a Conflict

PARACHUTE OPENING 5 min Close the Parachute

PARACHUTE OPENING Time: 5 minutes Materials: None

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INTRODUCTION: MINDFULNESS- Belly Breathing Time: 10 minutes Materials: None

1. SAY: Today we are going to practice belly breathing, like we have done before.

[NOTE: Read the following very slowly, calmly and gently. Pause between sentences.]

2. SAY: Begin by focusing on your breath. Put one hand on your belly and

one hand on your chest. If you feel comfortable, you may close your eyes. Breathe into your belly, like we have done in previous weeks. Smell the flower (Inhale) – 2 – 3 – 4. Blow out the candle (exhale) – 2 – 3 – 4. Continue to breathe slowly and fully feeling as your hand on your belly rises with the inhale, and falls with the exhale. Smell the flower (Inhale) – 2 – 3 – 4. Blow out the candle (exhale) – 2 – 3 – 4. Grow your back longer and taller, reaching your head to the sky. Breathe in through your nose, feeling your breath relax your body. Imagine that you see a light in front of your eyes. Bring that light up to your forehead. Allow the light into your head, filling your entire head with bright, warm light. Where this bright light exists, there cannot be darkness. There is only room for happy thoughts. Feel as the light pushes out any bad thoughts. Only good thoughts are left in your mind. See the light moving down to your ears, so you can only hear good things. See the light moving into your jaw and mouth. Let yourself only speak good words.

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Let the light travel down your neck and shoulders to your heart. Let your heart be filled with the light, so you can only feel good feelings. Feel as the light is shining out from your heart and you are showering everyone and everything around you with love and good feelings. Feel as your whole body is filled with the light, so you are glowing in good thoughts and feelings. Think, “The light is in me, I am the light. I shine light on everyone and everything around me.”

3. DO: Allow students to have up to one minute of silence, as they are comfortable.

4. SAY: Begin to bring yourself back to the present. Focus on your breathing – in and out slowly. Wiggle your fingers and toes. As you are ready, open your eyes if you closed them.

5. DO: Wait a few seconds until students all open their eyes and seem ready to talk.

6. ASK: How do you feel? Do you feel any different than before the activity?

7. DO: Give students a chance to answer, if they don’t answer right away, give them a moment to think.

ACTIVITY 1: Introducing Conflict Time: 10 minutes Materials: 10-20 small objects

1. DO: Place 10 – 20 small objects on one side of the room.

2. SAY: Now we are going to play a game. You will be in groups and have

to complete a task. Each group might have a different goal, but you have to figure out how to complete your group’s task.

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3. DO: Assign each group of students different tasks, as per list below but

make sure the groups do not know each other’s tasks.

@: Based on the children’s maturity and age, vary the number of different “tasks” Tasks can include:

a. Move the objects to the other side of the room b. Place the objects in a circle c. Place the objects in a line d. Observe what is happening.

4. SAY: Now begin the task your group was given.

5. DO: Allow participants a few minutes to try and complete their tasks

at the same time, using the same objects.

6. SAY: Now stop and come back together as a whole class.

7. ASK: a. What did you see happen? b. What did you experience? c. What was the problem? d. How did everyone try to solve the problem? e. What happened as a result?

8. SAY: Each group had different tasks, different wants and needs, so

there were issues. This happens in real life too, and we call it a conflict.

9. ASK: What do you think a conflict is and how does it happen?

Example answer: A conflict is when different groups or individuals want different things and they

Sensitivity Tip Monitor the activity. Let small conflicts arise, but do not allow for conflicts to escalate.

Age Adaptation For older children, include more complex and varied “tasks”

Age Adaptation For younger children, only break them into two groups: “Move the objects to the other side of the room” and “Place the objects in a circle.”

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cannot agree. This can turn very mean if people do not handle conflict well.

10. SAY: We will learn more about conflict and why it happens this week.

ACTIVITY 2: Brain Building- Make a Rhythm Time: 10 minutes Materials: None

1. SAY: We are now going to play a game.

You will start in pairs. One person will create a rhythm for your friend to copy. You can softly clap, stomp, tap your foot or whistle. You will create 5 beats. You can mix up fast and short sounds.

For example: clap (fast), clap (fast), stomp (slow), snap, stomp

2. DO: Perform the above example for the students. 3. SAY: After the first partner performs their rhythm, the second partner

will try and copy it.

4. ASK: Are there any questions about the activity?

5. DO: Break students into pairs.

Give students 2-3 minutes to do the activity. Walk around and make sure they understand the task. Help them if they have trouble.

After 2-3 minutes, call for the class’ attention.

6. SAY: Now we are going to add to our activity. Your pair will add your

rhythms together to make 1 rhythm of 10 beats. You will then find another pair, so there will be 4 students in the new group.

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Perform your rhythm, then the other pair will copy it. Once the pair has successfully copied the rhythm, switch and the second pair will perform their rhythm and the first pair will copy. If you need the rhythm repeated, ask them to repeat it. Make sure you copy the rhythms correctly.

7. DO: Give students 3-4 minutes to do the activity. Walk around and

make sure they understand the task. Do not help them if they have trouble. The purpose of this part of the activity is for them to have or resolve a conflict, such as who goes first or which groups will be partners. After 3-4 minutes, call for the class’ attention.

8. SAY: Now we are going to stop, please take your seats. 9. ASK:

a. How did you help yourself remember the rhythms? b. Were there any conflicts? If there weren’t any conflicts, what

could have caused a conflict? Example Answer: A conflict could occur when the pairs needed to decide who went first.

c. What caused the conflicts and how did you react to them?

ACTIVITY 3: 5 Ws Time: 10 minutes Materials: Flipchart and pen

1. SAY: We are now going to continue talking about conflict.

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2. DO: Write or draw in a fun and friendly way the 5 Ws that students should ask themselves about conflict:

a. Who is involved? b. What happened? c. Where did it happen? d. When did it happen? e. Why did it happen?

3. SAY: Let’s use an example of you

fighting with your sister or brother.

4. ASK:

a. Who would be involved? Example answer: me and my sister or brother

b. What would have happened? Example answer: she hit me

c. Where would it have happen? Example answer: at home

d. When would it have happen? Example answer: last night

e. Why would it have happen? Example answer: because I took his/her toy

5. SAY: Now you are going to turn and talk to a partner about a conflict

you have had.

Answer the 5 Ws for this conflict. Once you have finished, switch and the other partner shares a conflict and answers the 5 Ws.

6. DO: Divide the class into pairs

Give students 2-3 minutes to talk in their pairs. Walk around the class and help anyone is having difficulty.

7. SAY: Everyone come back together.

Age Adaptation For younger children, present the 5 Ws with motions for each to help them remember.

Age Adaptation For younger children, provide them with a specific conflict scenario. For example, one person accidentally knocks over someone else’s toys / homework. Break them into groups of 5 and each student in the group represents one of the 5 Ws. When they present back, have them stand in order – Who, What, Where, When, Why and present back the cause of the conflict.

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8. ASK: Who wants to share their conflict and 5 Ws?

9. DO: Have 2-3 different groups and students share.

10. ASK: What do you think caused your conflict?

Example Answer: disagreement, taking things from each other, etc.

CONCLUSION- Reviewing the 5 Ws- Creating a Conflict Time: 5 minutes Materials: Blackboard and chalk, or flipchart and marker

1. SAY: Today we began to learn about conflict. We are going to review what we learned.

To review what we learned we are going to create a conflict using the 5 Ws. We will go through each question and make up an answer for each. At the end, we will have created a scenario for a conflict.

2. DO: Call on 1 student for each question. Write down their answers on

a flipchart or blackboard. 3. ASK:


4. ASK: Who can summarize the whole conflict, including all of the

answers to the 5 Ws?

5. SAY: We will learn more this week about conflicts and how to resolve them.

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PARACHUTE CLOSING Time: 5 minutes Materials: None

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2. 55 MINUTE SEL SESSION:

Aim: How do we navigate conflict? Materials: Flipchart and marker Time: 55 minutes Activities:

PARACHUTE OPENING 5 min Open the Parachute

INTRODUCTION 10 min Mindfulness Activity- Loving Kindness

ACTIVITY 1 10 min Understanding Blame

ACTIVITY 2 20 min Conflict Role-Plays CONCLUSION 5 min Discussion

PARACHUTE OPENING 5 min Close the Parachute

PARACHUTE OPENING Time: 5 minutes Materials: None

INTRODUCTION: MINDFULNESS- Loving Kindness Time: 10 minutes Materials: None

1. SAY: Today we will focus on loving ourselves and loving those around

us. [NOTE: Read the following very slowly, calmly and gently. Pause between sentences.]

2. SAY: If you feel comfortable, close your eyes and begin to calm your breathing. We are going to calm our minds and our bodies. Begin to relax your entire body. Breathe in and out deeply and slowly, slowing down your breath.

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Grow your back longer and taller, reaching your head to the sky. Breathe calmly. Feel as your entire body relaxes. Think to yourself “I love myself. I am kind to myself. I respect myself.” Repeat this over and over to yourself. “I love myself. I am kind to myself. I respect myself.” Continue to breathe deeply. Bring your attention to your heart. You can even place a hand on your heart if you would like. Feel your heart expand as you repeat, “I love myself. I am kind to myself. I respect myself.” Think of someone you love. Think to yourself ““May you be loved. May you benefit from kindness. May you be respected.” Repeat to yourself, “May you be loved. May you benefit from kindness. May you be respected.” Feel your heart expand as you send love to the person you are thinking of. Now think of someone who needs extra love right now. Send your love and your kindness to that person. “May you be loved. May you benefit from kindness. May you be respected.” Feel your heart sending love to that person. “May you be loved. May you benefit from kindness. May you be respected.”

ACTIVITY 1: Understanding Blame Time: 10 minutes Materials: Flipchart and pen

1. SAY: We are going to continue talking about conflict. Sometimes, a conflict can be avoided by not placing blame on someone else.

2. ASK: What does it mean to blame someone?

3. DO: Have a few students respond and then define ‘blame’.

Age Adaptation For younger children, use language that they will understand. For example, if they do not understand “blame” you can say “someone else’s fault.”

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4. SAY: Blame is when you say that the conflict, or problem, is someone’s

fault.

5. ASK: How can blame lead to conflict? Example Answer: Someone becomes offended by a blaming statement and responds with anger.

ASK: What are blaming statements?

Example Answer: It’s your fault. He made me do it. She did it first.

6. SAY: We are going to brainstorm common conflicts in our lives. When

you share a conflict, show with your body and face how you feel when that situation happens.

7. SAY: I am going to demonstrate the activity. For example, the conflict is, someone ran into me.

8. DO: Demonstrate someone bumping into you and express on your face surprise and then anger.

9. ASK: a. What are common conflicts in your lives? b. How would it be different if there was a blaming statement?

10. SAY: Good, we will use these ideas for the next lesson.

ACTIVITY 2: Conflict Role-Plays Time: 20 minutes Materials: Flipchart and pen

1. SAY: In groups, we are going to create mini conflict role-plays using the conflict scenarios we brainstormed in the last session.

Age Adaptation For younger children, assign them a conflict scenario. If they need it, also assign them roles.

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The role-plays should include what we learned today about conflict. Your role-play should include an instance where you choose to use a blaming or non-blaming statement, and then show the result of that choice. In your roleplays, think about the 5 Ws – Who, what, where, when and why.

2. DO: Answer any questions and then break students into groups of 4-5 students. Give students 10 minutes to plan their role- plays.

3. SAY: Come back together now. Each group will present their role-play. I will pause the role-play at different times to ask the rest of the class what is happening. When you hear “pause”, freeze your role-play. When I say “go” you can start again. At the end of each role-play the class will guess the 5 Ws of the role-play.

4. DO: Have each group present their role-play. If you feel the class is not paying attention, say “pause” and ask them what is happening. ASK: What are the 5 Ws of this role play? DO: Repeat for each of the roleplays until all groups have presented.

CONCLUSION-Discussion Time: 5 minutes Materials: None

1. SAY: We learned a lot about conflict and blame. Now we are going to discuss the role-plays we just did.

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2. ASK: a. What were some of the blaming statements? How could we

change them to be non-blaming statements? b. How could the conflicts been avoided?

Example Answer: by not blaming each other, by accepting responsibility for actions, by compromising on a solution.

c. What would you do in real life?

3. SAY: Now we know when conflicts arise and how we can avoid them. We know what a blaming statement is and why they can cause a conflict.

PARACHUTE CLOSING Time: 5 minutes Materials: None

Age Adaptation For younger children, focus more on discussing the blaming statements and what they would do in real life.

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3. 10 MINUTE SEL REVIEW SESSION

Objective: Identify problems in a scenario; Understand causes of conflict Aim: What is the cause of problems? Materials: Storybook (optional) Time: 10 minutes Activities:

1. SAY: This week we are learning about conflict. Today we are going to hear a story about interpersonal conflict.

2. DO: Tell the students a story about an interpersonal conflict. You can select a contextually appropriate children’s book, or use the story below for guidance:

3. SAY: Mona the Monkey and Fatima the Frog are best friends. Both of them love to skip rope. Usually there are two ropes and they skip rope and sing songs together, but today one of the ropes is missing.

There is only one rope. Fatima gets to the rope first and begins skipping. As Mona comes up, she notices that there are no ropes. She tells Fatima it is her turn to jump rope. Fatima says no, and keeps jumping. Mona yells at her and runs away.

4. ASK: a. What is the conflict in the story?

Example Answer: Mona and Fatima both want to use the jump rope.

b. What caused the conflict? Example Answer: Mona and Fatima both want to use the jump rope, but there is only one.

c. How can Mona and Fatima resolve their conflict? Example Answer: Mona and Fatima can take turns, or play another game together.

Age Adaptation For older children, refer to these two characters as people, not animals. “Mona and Fatima” instead of “Mona the Monkey and Fatima the Frog.”

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5. SAY: If Mona and Fatima had compromised, they could have avoided a conflict.

6. ASK: What are some alternatives for Mona and Fatima where they

compromise and avoid a conflict? Example Answer: Mona can ask Fatima to jump rope in 5 minutes, or they could make up a game together that uses just one jump rope.

7. SAY: Now we know how to use compromise to avoid conflict.

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4. 10 MINUTE SEL REVIEW SESSION: Objective: State a problem without blaming anyone Aim: How do we state a problem without stating blame? Materials: None Time: 10 minutes Activities:

1. SAY: We are going to do an activity about conflict and blame. I am going to read statements. If you think it is a blaming statement, stand up. If you think the statement is not blaming, sit down.

2. DO: Read each statement and pause for students to stand up or sit down. If the students stand, ask them to rephrase the statement to be non-blaming.

3. SAY: You never share the jump rope SAY: This is a blaming statement, so we should stand up. ASK: How can you rephrase that to be non-blaming?

Example Answer: Non-blaming: We can share the jump rope.

SAY: Sit back down.

4. SAY: We lost the football game. SAY: This is a non-blaming statement, so we should stay seated.

5. SAY: You took my seat.

SAY: This is a blaming statement, so we should stand up.

Age Adaptation Change these blaming statements to reflect the age and experience of your students.

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ASK: How can you rephrase that to be non-blaming?

Example Answer: Non-blaming: We want to sit in the same seat SAY: Sit back down.

6. SAY: It’s her fault we were late

SAY: This is a blaming statement, so we should stand up. ASK: How can you rephrase that to be non-blaming?

Example Answer: Non-blaming: We were late. SAY: Sit back down.

7. SAY: We bumped into each other.

SAY: This is a non-blaming statement, so we should stay seated.

8. SAY: He spilled my drink.


Example Answer: Non-blaming: My drink spilled SAY: Sit back down.

9. SAY: They were not sharing the ball.


Example Answer: Non-blaming: We should all share the ball SAY: Sit back down.

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10. SAY: Today we identified blaming and non-blaming statements and

we practiced turning blaming statements into non-blaming statements.

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5. 10 MINUTE SEL ASSESSMENT SESSION: Objective: Understand causes of conflict Aim: What causes conflict (based on the 5 Ws)? Materials: paper, pens Time: 10 minutes Assessment Scoring: 1 = Unsatisfactory Wrote down none of the 5Ws correctly

2 = Needs Improvement Wrote down 1 of the 5Ws correctly

3 = Meets Expectations Wrote down 2 or 3 of the 5Ws correctly 4 = Exceeds Expectations Wrote down 4 of the 5Ws correctly

5 = Exceptional Wrote down all 5Ws correctly

Activities:

1. SAY: We are going to try and remember the 5 Ws to understand conflict. On a piece of paper, write down the 5 Ws.

2. DO: Pass out paper and pens or markers to all students. Give them about 5 minutes to complete their task. Collect their answer sheets.

3. ASK: Who can tell us the 5 Ws? Example Answer:


4. SAY: Turn and talk to a partner about a conflict you had and ask the 5

Ws. Once you have finished, switch and have your partner share.

Age Adaptation For younger children, have them draw the 5 Ws or demonstrate the motions they created in the first lesson of this week.

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5. DO: Bring the class back together and allow some students to share

their 5 Ws.

6. ASK: What was your conflict and how did you use the 5 Ws to better understand it?

7. SAY: This week we learned about conflict and blame and now we know how to identify conflict, understand the conflict better using the 5 Ws, avoid conflict and change blame statements into non-blame statements. Good job!

Documents

Week 10 Lesson Plan SEL Weekly Lesson Plans3.amazonaws.com/inee-assets/resources/Leb_SEL_Week_10_Lesso… · Week 10 Lesson Plan SEL Weekly Lesson Plan Let the light travel down your