week 6 lesson plan sel weekly lesson...

Week 6 Lesson Plan

SEL Weekly Lesson Plan

Grade: Ages 6 – 13 Subject: SEL

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

Competency: Positive Social Skills

Title: Responding to others’ feelings

Week 6 Objectives:

Students will be able to…

Respond to feelings and perspectives of others

Demonstrate the ability to take someone else’s perspective

Determine respectful responses to scenarios

Demonstrate respect for others’ property

Understand that others need to respect their property

Respecting everyone equally, particularly girls

1. 55 MINUTE SEL SESSION: Aim: How can we respond to other people’s feelings?

Materials: Four senses of empathy posters; Timer; Construction Paper; scissors Time: 55 minutes Activities:

PARACHUTE OPENING 5 min Open the Parachute INTRODUCTION 10 min Mindfulness Activity

ACTIVITY 1 10 min The four senses of empathy

ACTIVITY 2 10 min Brain Building: Mirroring ACTIVITY 3 10 min Empathy Heart

CONCLUSION 5 min Discussion PARACHUTE CLOSING 5 min Close the Parachute

Seeing Hearing Touching Speaking

Four Senses of Empathy

Week 6 Lesson Plan


PARACHUTE OPENING Time: 5 minutes Materials: None

INTRODUCTION: Mindfulness Time: 10 minutes Materials: None

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

1. SAY: Grow your back longer and taller, reaching your head to the

sky. Breathe calmly. Continue to breathe slowly for one minute. If it is comfortable, you can close your eyes.

2. SAY: Today we will focus our mindfulness on tensing and releasing

our bodies. Grow your back longer and taller, reaching your head to the sky. Breathe in deeply. Exhale slowly and let yourself relax. Squeeze up your toes, and release them, feeling heat come out of your toes. Squeeze the muscles in your legs and knees, now let them fully relax and feel the heat coming out of your legs. Squeeze up your bottom and then let the heat warm up your chair as your relax. Pull your tummy muscles in, then release them and feel the warmth radiate out. Feel your chest tighten up, and then relax, releasing heat. Shrug your shoulders up to your ears, then relax your shoulders down your back, feeling the heat come out.

Week 6 Lesson Plan


Tense up your arms, then relax them and let the heat come out of your fingertips. Feel the heat come up your neck and wrap around your head. Feel your whole body warm and relaxed.

3. DO: Allow the children to sit silently for 30 seconds to a minute, depending on their ability to sit still.

4. SAY: Now bring your awareness back into your body. Notice how your body feels. 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: The Four Senses of Empathy Time: 10 minutes Materials: Four senses of empathy posters [eyes/seeing; ears/hearing; hands/touching; mouth/speaking]

1. ASK: What do you remember learning last week? Example Answers: how to identify and understand other people’s feelings.

2. SAY: This week, we will learn how to respond to other people’s

feelings.

Seeing Hearing Touching Speaking

Four Senses of Empathy

Week 6 Lesson Plan


3. ASK: Have you heard the work “empathy?” ASK: What does “empathy” mean to you? SAY: Empathy is the ability to understand and relate to other people’s feelings. For example, if my friend is crying because she hurt her toe, I can feel empathy for her because I have hurt my toe before and I know how it can make you feel hurt and sad.

4. SAY: Now you will turn and talk to your neighbor and talk about a time when you used your empathy. For example, you can use your empathy when DO: Allow students to talk in pairs for 2 minutes.

5. SAY: Now let’s all come back together. I will now teach you how we can use our 4 senses for empathy. DO: Draw a poster of each of these senses, or alternatively draw these pictures as a class to hang on the wall.

6. ASK: What are our five senses? Answer: sight, hearing, touch, smell and taste.

7. SAY: These five senses relate to five parts of our bodies – our eyes, ears, hands, and mouth. We have four senses of empathy. a. SAY: The first sense of empathy uses our eyes or sight – We can

see what someone’s face and body looks like. Let’s all stand up and do this motion together, like we are seeing. DO: Demonstrate the motion: putting your hand over your eyebrow and looking from left to right

Week 6 Lesson Plan


b. SAY: The second sense of empathy uses our ears or hearing – We can listen to what someone else is saying. Let’s all do this motion together, like we are listening. DO: Demonstrate the motion: cupping your ear and leaning in.

c. SAY: The third sense of empathy uses our hands or touching – We can hug someone or pat them on the back to comfort them. Let’s all do this motion together, like we are comforting ourselves. DO: Demonstrate the motion: hugging yourself.

d. SAY: The fourth sense of empathy uses our mouth or speaking – We can say kind and helpful words to make them feel better. Let’s all do this motion together, like we are speaking. DO: Demonstrate the motion: hand coming out from mouth in a way that shows speaking and is appropriate to your community.

8. SAY: Let’s practice the motions for the four senses of empathy a few times. DO: Have students practice the motions for the four senses of empathy until they understand it.

9. SAY: Think for one minute to yourself about how you can use each of these senses to show empathy in your life.

10. ASK: a. What happens when you look at how someone is responding,

with your eyes and sight? Example Answer: You can observe how they are feeling and read their body language.

b. What happens when you use your active listening skills and understand what someone is saying?

Week 6 Lesson Plan


Example Answer: You are able to better respond, because you know what is happening. They feel cared about, because you are really listening.

c. What happens when you give someone you care about a hug or pat them on the back?

Example Answer: You show them that you care. d. What happens when you say kind words to someone?

Example Answer: You can help them to feel better and understand that you care about them.

ACTIVITY 2: BRAIN BUILDING: Mirroring Time: 10 minutes Materials: Timer

1. SAY: We are going to play a game that helps you work on focusing attention and understanding someone else’s feelings, by mirroring them. In this activity, you can use any of the strategies you have already learned. In each round one partner will be the Leader and the other will be the Mirror. It is the Mirror’s job to mimic or imitate everything the Leader does.

2. ASK: Can I have a volunteer to demonstrate with me? DO: Demonstrate this with a volunteer. SAY: I will be the Leader and you are the Mirror. DO: Change your facial expression from sad to happy, raise and lower your arms, or clap your hands. Your

Sensitivity Tip If students are uncomfortable, pair students with partners of the same gender.

Week 6 Lesson Plan


Mirror should do everything you do.

3. DO: Divide students into pairs. SAY: Choose a Leader and a Mirror for the first round.

4. DO: Time so that each partner has one minute to be the Leader. After one minute, tell partners to switch roles and play again. If there is time, have players switch partners and play again.

5. SAY: Let’s all come back together. Let’s reflect on how you experienced the mirror game. ASK:

a. What happened during the game? b. How did you keep your focus? c. What was your experience as the Leader? The Mirror? d. How did it feel to mirror someone else’s expressions and

movements? e. How can you use this to understand someone else’s

perspective?

ACTIVITY 3: Empathy Heart Time: 10 minutes Materials: Construction paper; scissors

1. SAY: Now we will see the impact our words and actions can have on someone else. Each student should take one piece of paper and cut it into the shape of a heart.

2. DO: Pass out pieces of construction paper and scissors

Sensitivity Tip If there are issues with students treating others unfairly because they are different, you should chose pairs that will not cause tension – distracting from the activity.

Week 6 Lesson Plan


3. SAY: I am going to read you a story of a young girl. Each time you

think she would have a bad feeling, I want you to fold the heart.

4. DO: After each line, demonstrate folding your heart.

5. SAY: One day, Rahel woke up late for school. Her mother came to her and yelled “Rahel, you are so lazy! Wake up!” SAY: Rahel got out of bed, but she tripped over a shoe next to her bed. Her sisters giggled and said, “Rahel, you are so clumsy!!” SAY: Rahel’s father told her that her dress looked messy and she had to fix it before going to school.

SAY: On her way to school, Rahel waved to some students in her class. They looked at her and looked away, and did not wave back.

SAY: Rahel was late for school. The teacher scolded her and said she was very disrespectful and a lazy student.

SAY: During her first class, she raised her hand to answer. She stuttered as she answered, and the students in the row behind her laughed and whispered, “she’s so stupid.”

6. SAY: Look at your hearts.

ASK: Does it still look like a heart?

ASK: What is wrong with it?

7. SAY: It is wrinkled. When we say mean things, when we are not

empathetic with someone else’s pain, we wrinkle their hearts and they are no longer whole.

Week 6 Lesson Plan


8. SAY: Now we will go through the next day in Rahel’s life. The same things happen, but this time we can decide on better responses.

9. SAY: Each time someone shows empathy, you can unfold one of the

folds in the heart.

10. ASK: When Rahel wakes up late, what could her mother say or do to show empathy?

Example Answer: Her mother could say she knows Rahel is tired and ask if she feels good enough to go to school today.

ASK: When Rahel trips over her shoe, what could her sisters do instead of giggle?

Example Answer: They could ask if she is okay.

ASK: When Rahel’s dress is messy, what could her father do to show empathy?

Example Answer: He could offer to help her fix it.

ASK: When Rahel waves to the students on her way to school, what could they do to show her empathy?

Example Answer: They could wave back and say hello.

ASK: When Rahel shows up late to school, what could her teacher do to show empathy?

Example Answer: The teacher could ask if everything is okay, since she is late.

ASK: When Rahel stutters in answering a question in class, what could her classmates do to show empathy?

Example Answer: The students could stay silent or try to help her find the correct words.

Week 6 Lesson Plan


CONCLUSION: Discussion Time: 5 minutes Materials: Hearts from Activity 3

1. SAY: Look at your hearts now.

2. ASK: Is your heart the same as it was at the beginning now?

3. SAY: No, even though a full day of empathy helped us to unfold our hearts, we still have wrinkles left in our hearts that can never be removed from the day when no one showed Rahel empathy.

4. SAY: We each have wrinkles in our hearts from hurtful things people have said to us in the past.

This is why it is very important for us to be careful and say kind words to everyone.

PARACHUTE CLOSING Time: 5 minutes Materials: None

Week 6 Lesson Plan


2. 55 MINUTE SEL SESSION: Aim: How can we respond to other people’s feelings? Materials: None Time: 55 minutes Activities:

PARACHUTE OPENING 5 min Open the Parachute

INTRODUCTION 5 min Mindfulness Activity

ACTIVITY 1 15 min Turn and Talk perspective taking ACTIVITY 2 15 min Storytelling about different perspectives

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

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

between sentences.]

1. SAY: Grow your back longer and taller, reaching your head to the sky. Breathe calmly. Continue to breathe slowly for one minute. If it is comfortable, you can close your eyes.

2. SAY: Today we will focus our mindfulness on loving ourselves and

loving those around us.

Week 6 Lesson Plan


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.”

5. DO: Allow the children to sit silently for 30 seconds to a minute, depending on their ability to sit still.

6. SAY: Now bring your awareness back into your body. Notice how your body feels. 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.

Week 6 Lesson Plan


ACTIVITY 1: Perspective Taking Time: 15 minutes Materials: None

1. ASK: Who remembers what we learned yesterday? Example Answer: The four senses of empathy

2. ASK: What are the four senses of empathy we learned?

3. SAY: Let’s all stand up and repeat the four senses of empathy and do the motions. SAY: The first sense of empathy uses our eyes or sight – We can see how someone else is physically responding. DO: Demonstrate the motion: putting your hand over your eyebrow and looking from left to right

SAY: The second sense of empathy uses our ears or hearing – We can listen to what someone else is saying. DO: Demonstrate the motion: cupping your ear and leaning in. SAY: The third sense of empathy uses our hands or touching – We can hug someone or pat them on the back to comfort them. DO: Demonstrate the motion: hugging yourself. SAY: The fourth sense of empathy uses our mouth or speaking – We can say kind and encouraging words to comfort them. DO: Demonstrate the motion: hand coming out from mouth in a way that shows speaking and is appropriate to your community.

Week 6 Lesson Plan


4. SAY: We can also use the four senses of empathy to understand take

someone else’s perspective.

5. ASK: What does it mean to take someone else’s “perspective?”

6. SAY: It means to try to understand someone else’s point of view based on their thoughts and feelings.

7. SAY: Turn and talk to a neighbor about something that happened to you in the past week that caused a strong feeling, either comfortable or uncomfortable. The second partner should practice taking the perspective of their partner who is talking, using the 4 senses of empathy, and try to understand their perspective. Each partner will have 2 minutes and then I will tell you to switch roles.

8. DO: After a couple of minutes, tell the partners to switch roles.

9. SAY: It has been two more minutes, so let’s pay attention to the whole class.

10. ASK: How did it feel to try and take the perspective of someone else? How did it feel to have someone trying to understand your perspective?

11. SAY: It can be difficult to understand someone else’s viewpoint or perspective, but it makes them feel good to have someone try and understand what they are thinking and feeling.

Age Adaptation For younger children, you can have them explain to a partner what makes them happy and the partner can try to understand why they are happy –using the 4 senses of empathy.

Week 6 Lesson Plan


ACTIVITY 2: Story-telling and Perspective Taking Time: 15 minutes Materials: None

1. SAY: Let’s all come sit together for story-time. After I tell you a story, we will practice the perspective of the characters.

2. DO: Make sure students are seated and comfortable before you read. Read the following story in a very animated way, pausing where necessary and asking questions where you think it is necessary.

3. SAY: Here is the story.

Fred the Frog and Betty the Bunny were playing in the woods. Fred the Frog was hopping when Betty the Bunny told him to stop right where he was. He was standing on top of a big gold rock. They were right next to Mrs. Leonora the Lioness’s house. Fred the Frog thought Mrs. Leonora the Lioness did not have any gold, so this must have been something magical in nature. Betty the Bunny thought this gold rock must belong to Mrs. Leonora the Lioness, because she had seen her with a similar rock just last week.

4. SAY: Let’s pause here.

ASK: What does Fred the Frog think is happening? Example answer: He thinks the gold just happens to be there. ASK: What does Betty the Bunny think is happening?

Example answer: She thinks the gold belongs to Mrs. Leonora the Lion.

Sensitivity Tip If this story is not appropriate for your context, tell another story where both characters think they are in the right but they disagree.

Week 6 Lesson Plan


5. SAY: You will now act out, in pairs, what Fred the Frog and Betty the Bunny should do. One partner will take the role of Fred the Frog and the other will take the role of Betty the Bunny. As Fred and Betty, you should discuss what to do next. After five minutes, we will switch roles and have the same discussion.

6. DO: Split students into pairs.

Time for five minutes.

7. SAY: It has been five minutes. Switch roles and discuss as the opposite character what you should do next. DO: Time for five minutes.

CONCLUSION: Discussion Time: 5 minutes Materials: None

1. SAY: Let’s come back together to discuss our conversations and the

decision we came to.

2. ASK: a. How did it feel to take the two different roles – taking

perspectives? b. How did the four senses of empathy help them to

understand? c. How did they take different perspectives? d. How will these tools help them in responding to their

friends and family?

3. DO: Conclude the class by summarizing the students’ discussion.

Week 6 Lesson Plan


PARACHUTE CLOSING Time: 5 minutes Materials: None

Week 6 Lesson Plan


3. 10 MINUTE SEL REVIEW SESSION: Objective: Understand the concept of empathy Aim: How can you demonstrate empathy using four senses? Materials: paper, markers Time: 10 minutes Activities:

1. SAY: Today you will each draw or write about how you would use each of the 4 senses of empathy in a situation with another person.

2. SAY: An example could be if someone is sad because they broke their favorite toy, I could:

a. Look – and see that the person is crying; b. Listen – and hear that the person is saying they do not want

to do anything but sit alone; c. Touch – by giving the person a hug; d. Speak – say that I am sorry for their loss and suggest we play

with something else they like.

3. DO: Pass out paper and markers to students. Allow students a few minutes to draw.

4. SAY: Finish your drawings. Find a partner to share your drawings how you would use the 4 senses of empathy. Discuss with your partner how you would use the 4 senses differently and similarly. DO: Allow students a couple of minutes to share.

5. SAY: Let’s come together as a whole group.

Week 6 Lesson Plan


ASK: Who would like to share what they discussed in their pair?

6. SAY: Today we remembered how we could use the 4 senses of empathy with another person and discussed the similarities and differences between how we can show empathy, depending on the situation.

Week 6 Lesson Plan


4. 10 MINUTE SEL REVIEW SESSION: Objective: To learn to determine and demonstrate respectful responses to scenarios where someone has a strong feeling. Aim: How can we respond appropriately when someone is having a strong feeling? Materials: None Time: 10 minutes Activities:

1. SAY: Today we are going to create scenarios in pairs where one character has an uncomfortable feeling, for example scared, sad, or angry, and the second character has to respond. In these scenarios, we are going to practice responding respectfully so that the situation ends the best it can, and the first person and their property is respected. One student should play the role of the first character that something bad has happened to and the other should play the role of the person responding. You will have two minutes to act out your scenarios with your partners, then one minute to give feedback, and then you will switch roles and act out another scenario and then give feedback again.

2. ASK: What questions do you have? DO: Divide students into pairs. As they are acting out their scenarios, walk around and observe how they are responding. Note any students who are responding inappropriately and discuss with them after class.

Age Adaptation For younger students, consider providing them with a scenario. For example, they just lost their favorite toy, an older sibling was mean to them, etc.

Week 6 Lesson Plan


3. SAY: It has been two minutes. The student who acted out the uncomfortable feeling should now give feedback to the second student on how they responded. DO: Allow students one minute to give feedback.

4. SAY: Now you can switch roles. The student who played the second character should now play the character who something bad happened to and the other should respond. You can choose to select a new scenario.

5. SAY: It has been two minutes. The student who acted out the uncomfortable feeling should now give feedback to the second student on how they responded. DO: Allow students one minute to give feedback. [NOTE: If there is time, have one or more pairs volunteer to demonstrate their scenario to the class.]

6. SAY: Come back together as a whole group. ASK:

a. How did it feel to try and give a respectful response? b. How did you feel when your partner responded to you

respectfully and with empathy? c. How can you use these skills inside and outside of the

classroom?

7. SAY: Today we practiced responding respectfully and with empathy when someone else is having a strong feeling, and saw how it can lead to a more positive outcome.

Age Adaptation Younger students may not be able to give peer feedback, so eliminate this step.

Age Adaptation Younger students may not be able to give peer feedback, so eliminate this step.

Week 6 Lesson Plan


5. 10 MINUTE SEL ASSESSMENT SESSION: Objective: Respond to feelings and perspectives of others Aim: How do we respond appropriately to others’ feelings? Materials: Papers, Markers Time: 10 minutes Assessment Scoring:

Rating Meaning Details 1 Needs

Improvement Does not use situation/body/word nor the 4 senses of empathy

2 Satisfactory Uses either situation/body/word or the 4 senses of empathy

3 Very Good Uses both situation/body/word and the 4 senses of empathy

Activities:

1. ASK: How do we determine what someone else is feeling?

2. SAY: Let’s repeat and do the motions together:

a. Situation: DO: Act out looking around from left to right and back.

b. Body: DO: Act out looking a person up and down.

c. Words: DO: Act out listening with your hand to your ear.

3. ASK: Who remembers the 4 senses of empathy and their motions?

3. SAY: Let’s all stand up and repeat the four senses of empathy and do the motions.

Week 6 Lesson Plan


SAY: The first sense of empathy uses our eyes or sight – We can see how someone else is physically responding. DO: Demonstrate the motion: putting your hand over your eyebrow and looking from left to right

SAY: The second sense of empathy uses our ears or hearing – We can listen to what someone else is saying. DO: Demonstrate the motion: cupping your ear and leaning in. SAY: The third sense of empathy uses our hands or touching – We can hug someone or pat them on the back to comfort them. DO: Demonstrate the motion: hugging yourself. SAY: The fourth sense of empathy uses our mouth or speaking – We can say kind and encouraging words to comfort them. DO: Demonstrate the motion: hand coming out from mouth in a way that shows speaking and is appropriate to your community.

4. SAY: Based on what we learned this week and last week, we are going to each write a story or draw a picture that shows:

a. How you know what someone is feeling b. How you should respond to that person.

Each of your pictures should highlight what clues you might use to understand what someone is feeling, and then show how you would respond to that feeling using empathy.

5. DO: Pass out papers and markers to the students. Allow students enough time to finish their pictures.

Age Adaptation For younger children, you can include an example or guidance for them to draw a picture that shows how someone might feel a certain feeling (ie: sad) and showing how they can comfort a sad friend.

Week 6 Lesson Plan


6. SAY: Please finish up your drawings and bring your attention back to the whole class. ASK: Would anyone like to share their picture with the whole class?

7. SAY: In conclusion, we can use what we have learned to understand what someone else is feeling and then respond in a way that shows empathy. SAY: Please hand in your drawings.

week 6 lesson plan sel weekly lesson...

Documents