Grade 4, Unit 1 Lesson 1: Empathy and Respect. Following Through. Daily Practice

Size: px
Start display at page:

Download "Grade 4, Unit 1 Lesson 1: Empathy and Respect. Following Through. Daily Practice"

Transcription

1 Grade 4, Unit 1 Lesson 1: Empathy and Respect Note: In, when the directions say that students should work with a partner, they can work with their assigned partner for this unit or with a different partner. Before beginning Daily Practice, decide how you want to pair up students for the activities. Second Step lessons include a lot of movement activities. Have students brainstorm ways to move safely around the classroom, then practice them. Ask: How can we move respectfully around the classroom? Is acting silly respectful? It s respectful to give activities an honest effort and not be silly. Before recess, ask students to notice three different feelings other students on the playground may be experiencing. After recess, have students report the feelings they noticed, without naming names. Have students have movement conversations with their partners. A movement conversation is when movements are used instead of words to communicate. Topics for movement conversations could include playground problems, where to sit at lunch, which movie to go to, or anything where two people have might have different ideas about what to do. Reflective writing: What are three ways to show respect for others? Why does it help everyone learn when everyone shows respect? Have students anticipate times during the day when they might have empathy for a classmate. Notice when students follow discussion rules, and reinforce the behavior with specific feedback: Your group members listened respectfully as each person gave a suggestion before you made a final group decision. Model respectful responses to student contributions. Remind students to respond respectfully to their peers during class discussions and other group work. Have students reflect on times during the day when they were able to put themselves in someone else s shoes Committee for Children Second Step: Skills for Social and Academic Success Page 19

2 Grade 4, Unit 1 Lesson 2: Listening with Attention Play the Walk, Walk, Walk music video. Have students listen with attention to the chorus. After the song is over, ask students to write down all the words from the chorus that they remember. Ask for volunteers to report their answers to the class. Have students turn to a partner and tell each other what they did before they got to school. Remind partners to listen with attention, using the skills from the lesson. Then have each pair of students form a group with another pair. Have each student tell the group what his or her partner did before school. Before giving directions for an assignment, test, or other academic activity, remind students to listen with attention, using the skills from the lesson. After giving the directions, have students turn and tell a partner what they heard. Reflective writing: Describe a time in class when it is important to listen with attention. How does listening with attention affect your learning? Have students anticipate times when they might need to listen with attention. Notice when students are listening with attention, and reinforce the behavior with specific feedback: I noticed you were all listening with attention to the directions for our game. Now we can have fun playing because I don t have to keep repeating them. Model listening with attention when students speak to you. Remind students to listen with attention before you give directions. Have students reflect on how they held their bodies or what was going on in their heads when they listened with attention Committee for Children Second Step: Skills for Social and Academic Success Page 27

3 Grade 4, Unit 1 Lesson 3: Being Assertive Play the Walk, Walk, Walk music video. Have students stand up and walk in place each time they hear walk, walk, walk. Explain that being assertive is an important skill for getting help when you need it. Have students work with a partner. Have one partner be the teacher and the other the student. Have the student turn to the teacher and assertively say, I need some help with this assignment. Have partners switch roles and practice again. Brainstorm an assertive statement with the class. For example, Please don t push me in line. Have students say this statement assertively to a partner. Stand at the door as students are leaving for recess or for the day. Their pass to get out of the classroom is to say an assertive statement to you. Give examples as necessary: I would like to go to recess now. I m packed up and ready to go home. My desk is clean. I d like to be excused. Reflective writing: Describe what you do with your voice and body when you are being assertive. Why is being assertive a good way to communicate what you need or want at school? Have students anticipate times when they might practice being assertive. Notice effective, assertive communication, and reinforce the behavior with specific feedback: I noticed how Andrea asked everyone to get back to work on your group project in a clear, calm way. She was being assertive and really got everyone s attention in a positive way. Model assertive posture, tone of voice, and words at transition times. Remind students that the best way to get your attention is by using Assertiveness Skills. Have students reflect on how being assertive helped them get what they needed or wanted Committee for Children Second Step: Skills for Social and Academic Success Page 35

4 Grade 4, Unit 1 Lesson 4: Respecting Similarities and Differences Play the Walk, Walk, Walk music video. Before playing the video, have students listen carefully to the words. Have students stand up when they hear the lyrics It may be hard to think it through, Other people feeling different because they re not you. After playing the song, have students turn to a partner and find out one difference between the two of them, and one similarity. As time allows, have partners report their differences and similarities to the class. Bring in any photo (from a newspaper, magazine, or classroom book) of a person showing a particular emotion. Have students work with a partner to name the emotion using physical clues, then describe a possible scenario that might make the person in the photo feel that way. After the class has finished an assignment or test, have students come up with one or two words to describe how they felt about it. Write their words on the board. Keep track of how many students had similar or different feelings about the same assignment or test. You may want to have students use a Venn diagram for this activity. Reflective writing: What are some ways to notice how others feel? How can having empathy for others help you at school? Have students anticipate times when they might have the same or different feelings from someone else. Notice times when students have different feelings about activities they are doing in class: I can tell that Nathan is excited that we have a field trip today, but Raoul is disappointed because it is supposed to be his day to be classroom helper. Reinforce the idea that sometimes students will experience similar feelings, and sometimes their feelings will be different. Model how you feel different from someone else: Mrs. Geary likes to take her class to the zoo, but I prefer to take my class to the science center. Remind students that feelings and preferences are not right or wrong and that it is okay for people to have different feelings from one another. Have students reflect on how their feelings about a particular event that day might have compared with their classmates feelings Committee for Children Second Step: Skills for Social and Academic Success Page 43

5 Grade 4, Unit 1 Lesson 5: Understanding Complex Feelings Play the Walk, Walk, Walk music video. Have students listen with attention for all the feelings words. Have students clap each time they hear a feelings word. After the song is over, have students tell a partner all the feelings words they remember from the song and write them down. Then discuss: Have you ever had any of these feelings at the same time? Have students write two different feelings words that describe how they felt when they got to school this morning. Ask for volunteers to report their feelings words to the class. Have students get into groups of two to four and discuss a time when they had conflicting feelings about something, without using names. What did they do? How did it turn out? Remind students to listen to each other with attention and be respectful of others ideas. Reflective writing: Describe one situation at school when you have experienced more than one feeling. What were the feelings? Have students ANTICIPATE times when they might have more than one feeling about a school activity. Notice when students display more than one feeling, and REINFORCE their understanding with specific feedback: It looks like you are feeling both excited and a little nervous about the field trip to the reptile center. Model the concept of complex feelings by telling students about your own. Remind students that everyone has complex feelings sometimes. Have students REFLECT on times when they had multiple feelings during a school activity Committee for Children Second Step: Skills for Social and Academic Success Page 51

6 Grade 4, Unit 1 Lesson 6: Understanding Different Perspectives Play the Walk, Walk, Walk music video. Have students listen with attention for how many times they hear the phrase walk in their shoes. (Six.) Then discuss: What does it mean to walk in their shoes? How is walking in someone else s shoes like perspective taking? Show an ambiguous picture from a newspaper or magazine to your class, without any headline or other text. Ask students to write one or two sentences describing what they see. Have students present their responses to the class. Discuss differences in what students see or perceive in the same picture. Have students draw a quick picture of what the classroom looks like or what an object you place in the front of the classroom looks like from where they are sitting. Collect the pictures, mix them up, then randomly pass them out again. Can students guess who drew which picture? Reflective writing: How does it help groups work together if their members respect each others points of view? How does it feel if someone respects your point of view? Have students ANTICIPATE times when they might need to think about someone else s perspective, like when working on a group project. Notice when students demonstrate perspectivetaking skills, and REINFORCE the behavior with specific feedback: You were able to work out your argument over which game to choose by really considering each other s perspectives. Model perspective taking through a think aloud method. Remind students that perspective taking helps them get along better with others. Have students REFLECT on times when considering someone else s perspective helped them work with another person Committee for Children Second Step: Skills for Social and Academic Success Page 59

7 Grade 4, Unit 1 Lesson 7: Conversation and Compliments Have students turn to a partner and take turns starting a conversation about. (Choose a topic you re studying, such as whales, pilgrims, or weather systems, or have students pick their own topic of interest.) After recess, ask students to think about what happened on the playground and compliment a classmate on his or her behavior. For example, I d like to compliment Sarah on the way she shared the ball with me. Have students use their conversation and complimenting skills in groups of two to four. Topics can include school projects students are working on or have just completed or a game they played at recess or after school. How can students make sure everyone is included in the conversation? Reflective writing: Why would you want to start conversations with classmates? Name at least two Second Step skills you can use when making conversation. Have students ANTICIPATE appropriate times and places for conversation. Notice when students give one another sincere compliments, and REINFORCE the behavior with specific feedback: Mario, I heard you give Callie a sincere compliment on her cartwheel. Now you could have a conversation with her about how she learned to do it. Model giving compliments to students on specific actions or behaviors. Remind students to look for opportunities to compliment each other as a way to start conversations. about Second Step skills and concepts and reinforce Have students REFLECT on when and how they were successful at starting a conversation Committee for Children Second Step: Skills for Social and Academic Success Page 67

8 Grade 4, Unit 1 Lesson 8: Joining In Have the class brainstorm phrases to say when attempting to join a group. Put students in groups of three or four. Have one student play the role of joiner while the rest pretend to be involved in a game or activity. Have the joiner practice assertively asking to join the group by using one of the brainstormed phrases. The remaining students accept the request. Give each member of the group an opportunity to play the joiner. If time allows, have the joiners remain quiet and have the students involved in the game or activity notice that the joiner would like to join, and invite that person in. Before recess, ask students to think about inviting someone new to join a game or group activity. Review helping someone join a group. After recess, ask for volunteers to report their experiences, without mentioning any names. Have students do the activity from Lesson 8 again. This time, have the group practice inviting the joiner to join in. Have students identify the skills they used. Reflective writing: How does it feel to be left out? What are some specific things you can do to join a group? Have students ANTICIPATE a time when they could notice if others want to join their activities. Notice when students successfully join in, and REINFORCE the behavior with specific feedback: I noticed how you watched and listened to what was going on in the kickball game before asking to join in. It looked like you enjoyed playing! Model responding positively toward students who are struggling to join in an activity or discussion. Remind students to be assertive when they want to join in or invite others to join in. Have students REFLECT on what they did to make others feel included Committee for Children Second Step: Skills for Social and Academic Success Page 75

9 Grade 4, Unit 1 Lesson 9: Showing Compassion Play the Walk, Walk, Walk music video. Ask students to shake hands with the student next to them when they hear the word compassion. At the end of the day, have students tell about a time when they expressed concern for another person. After recess, have students turn to a partner and say one kind thing to each other. Say: How does it feel when someone says something kind to you? Discuss as a class. Remind students that when you say or do something that shows you care about how another person feels, you are showing compassion. Have students plan and perform a random act of kindness for one person at school (either staff or student). They will need to identify the person, decide what kind act they will do, and decide when they will do it. Reflective writing: Describe the random act of kindness you decided to do yesterday. How did you feel when you were doing it? How did the person respond? Have students ANTICIPATE times when they could respond compassionately to their younger schoolmates. Notice when students show compassion for others, and REINFORCE the behavior with specific feedback: I noticed how you helped Yoshi with his writing assignment. That was a compassionate thing to do. Model showing compassion for students and colleagues. Remind students to show compassion when they notice others needing help or feeling upset. Have students REFLECT on how showing compassion made a difference to the younger students Committee for Children Second Step: Skills for Social and Academic Success Page 83

10 Grade 4, Unit 2 Lesson 10: Introducing Emotion Management After recess, have students think about a time, either that day or in the past, when they experienced a strong emotion on the playground. Have them describe the situation and give specific names to those emotions, but not name any other students who may have been involved. Have students draw pictures of themselves experiencing a strong emotion. Have them write one sentence under the picture describing what was happening when they felt the strong emotion. Have students stand up where there s enough space around them to move. Explain that they are going to put emotions into different body parts. Start with the face. Ask: What does your face do when it s happy? What does it do when it s sad? Move on to other body parts. (Suggestions: Make your left arm sad. Make your right foot frustrated. Make your back excited.) After the activity, discuss with students that emotions are felt in all parts of their bodies. Reflective writing: Briefly describe a situation when you felt a strong emotion. What was the emotion? Name at least two ways your body felt when you were having that emotion. Before playing a game, have students ANTICIPATE how they might feel if their team does not win. Notice when students recognize their own strong emotions. Reinforce the behavior with specific feedback: Eric, I noticed that you told Vince that you re feeling very angry about the game. That was much more respectful than yelling at him. Model identifying your own strong feelings. Remind students that everyone feels strong feelings at times. Have students REFLECT on what was going on in their minds and bodies after playing a game Committee for Children Second Step: Skills for Social and Academic Success Page 95

11 Grade 4, Unit 2 Lesson 11: Managing Strong Feelings Play the Calm Down music video. Have students sing or say the chorus along with the music. After listening to the song, have students write down as many of the stop signals suggested in the song as they can remember. Then have them add more of their own suggestions. Before students go to recess, refer to the How to Calm Down poster. Remind students of the first two Calming-Down Steps: Stop use your signal, and Name your feeling. Have them write down or tell a partner how they might be able to use these steps during recess. After recess, check to see if anyone was able to use the steps. Have pairs of students take turns reading and completing the following scenario. Then have them act it out using their personal stop signal and naming their feeling. Scenario: I just finished drawing a really great picture of a castle. It took me about an hour to do. I took it to lunch to show my friend, and she spilled her apple juice all over it. I m feeling:. Reflective writing: Name one time at school you might need to use your stop signal and name your feeling. How does it help you when you stay in control of your emotions and actions? Have students ANTICIPATE times when controlling their emotions might be important. Notice when students are able to control their emotions, and REINFORCE the behavior with specific feedback: I can see that is very frustrating for you, but you stopped yourself before doing something you might regret. Model out loud how to Stop and Name your feeling when experiencing a strong emotion. Remind students to use the Calming-Down Steps. Have students REFLECT on times when they ve successfully stayed in control Committee for Children Second Step: Skills for Social and Academic Success Page 103

12 Grade 4, Unit 2 Lesson 12: Calming Down Anger Practice deep, centered breathing with students first thing when they come into the classroom in the morning. Play the Calm Down music video. Have students sing or say the chorus along with the music. Practice deep, centered breathing with students as they come in after lunch recess. Play the Calm Down music video. Have students sing or say the chorus along with the music. Practice counting backward from ten to one with students, starting from a tense position. Have students start with their eyes closed and shoulders tense. Tell them that with each number, they should relax their shoulders a little. By the time they get to one, their shoulders should be completely relaxed. Play the Calm Down music video. Have students sing or say the chorus along with the music. Reflective writing: Name at least two Ways to Calm Down. Name two places where you could use these Ways to Calm Down. Have students ANTICIPATE when they might need to use Ways to Calm Down. Notice when students use Ways to Calm Down, and REINFORCE the behavior with specific feedback: Many of you are upset about field day being cancelled. I notice some of you taking deep, centered breaths to calm down. Model using the Ways to Calm Down in front of students. Remind students to use the Ways to Calm Down so they can think more clearly. Have students REFLECT on times when using one or more of the strategies helped them calm down Committee for Children Second Step: Skills for Social and Academic Success Page 113

13 Grade 4, Unit 2 Lesson 13: Managing Anxiety Play the Calm Down music video. Have students sing or say the chorus along with the music. At the beginning of the day, discuss with students the academic tasks that might cause them anxiety this week. Have students write their own lists of tasks they feel anxious about, along with at least two strategies for managing their anxiety related to these tasks. Before the first academic task of the day, have all students practice deep, centered breathing in their seats. Before beginning a quiz, test, group project, or other academic task today, have students write down what they will do to manage their anxiety and stay in control during that task. Reflective writing: When this week did you need to manage your anxiety? Which Ways to Calm Down did you find most useful? Have students ANTICIPATE situations that might cause anxiety. Notice when students use Ways to Calm Down when they are anxious about an academic task, and REINFORCE the behavior with specific feedback: I know you all want to do well on this exam. I notice many of you are doing some deep, centered breathing before you begin. Model using positive self-talk out loud: I m anxious about taking my National Board Exam, but I m prepared and I ll do the best I can. Remind students that calming down anxiety makes it easier to focus on academic tasks. Have students REFLECT on a time they remained calm during a stressful academic task and how they did that Committee for Children Second Step: Skills for Social and Academic Success Page 121

14 Grade 4, Unit 2 Lesson 14: Avoiding Jumping to Conclusions Play the Calm Down music video. Have students sing or say the chorus along with the music. Before recess, ask students to think of two positive self-talk statements they might need in a situation at recess. Have students write their statements down. After recess or P.E., have students practice deep, centered breathing before beginning the next activity. Have students think of some ways to get more information about a situation they might feel angry about (for example, if someone took the last cookie at lunch, if the group playing kickball or soccer at recess wasn t sharing the ball, if someone cut in line, and so forth). Then have students turn and tell a partner their ideas. Reflective writing: What does it mean to jump to conclusions? How does calming down help you not jump to conclusions? Have students ANTICIPATE times when they might need to find out more about a situation. Notice when students avoid jumping to conclusions, and REINFORCE the behavior with specific feedback: Since you asked questions before you jumped to conclusions about why Trevor didn t wait for you after school, you were able to find out that it was just a misunderstanding. Model making neutral assumptions about potential problems. Remind students that it is important to get more information before jumping to conclusions. Have students REFLECT on times when they were able to avoid jumping to conclusions Committee for Children Second Step: Skills for Social and Academic Success Page 129

15 Grade 4, Unit 2 Lesson 15: Handling Put-Downs At the beginning of the day, have everyone sit in their chairs and practice deep breathing. Play the Calm Down music video. Have students sing or say the chorus along with the music. Before recess, have students write two things they can do if they or someone else experience a putdown on the playground. Have students write a short paragraph about how they might feel if someone made fun of the way they looked. Reflective writing: Why are put-downs not okay? Pretend someone put you down about the way you look. What is a positive thing you could say to yourself? Have students ANTICIPATE how they might handle a put-down. Notice when students successfully handle a put-down, and REINFORCE the behavior with specific feedback: Thank you, Javier, for staying calm and ignoring that disrespectful remark. Model respectful communication. Remind students to respond assertively, ignore, or talk to an adult about put-downs. Have students REFLECT on when and how they were able to respond assertively to a put-down without escalating the situation Committee for Children Second Step: Skills for Social and Academic Success Page 137

16 Grade 4, Unit 3 Lesson 16: Solving Problems, Part 1 Play the Step Up music video. Have students raise their hands each time they hear the first Problem-Solving Step. Remind students that when they are trying to state a problem they are having with another person without blame, they should avoid putting the other person in the statement in a way that blames, such as You always... or She never.... Then give students the following problem and have them restate it in a non-blaming way. They can either write down their statement or tell their statement to a partner. Student 1: She s been on the bars all recess! It s my turn to go across the bars. Student 2: But he had them all last recess! He never shares. Have students practice making non-blaming problem statements for the problems brainstormed during the lesson s opening activity. Reflective writing: The first problem-solving step is S: Say the problem. Why is it important to state the problem in a way that doesn t blame others? Have students ANTICIPATE when problems with peers might arise. Notice when students use non-blaming language, and REINFORCE the behavior with specific feedback: I noticed you used respectful, non-blaming language when you told me about your problem in the computer lab. Model non-blaming problem statements. Remind students to use respectful, non-blaming language. Have students REFLECT on times they were able to say a problem without blaming another person Committee for Children Second Step: Skills for Social and Academic Success Page 149

17 Grade 4, Unit 3 Lesson 17: Solving Problems, Part 2 Play the Step Up music video. Have students touch their heads each time they hear the E step. Ask students if they can remember all the steps after listening to the song. Ask for volunteers to name the steps without looking at the poster. Pose a problem to the class that has to do with their schedule, and allow them to generate solutions. Example problem: The class would like to do two equally popular activities, but there is not enough time for both. Tell students about a problem you have. For example, you want to garden this weekend, but your spouse wants to go hiking. Have the class help you work out a solution to your problem using the Problem-Solving Steps. Reflective writing: What kind of solutions do you need to come up with in T: Think of solutions? Step? Name one time during the day when you could use the Problem-Solving Steps. Have students ANTICIPATE times they could use the Problem-Solving Steps. Notice when students use Problem-Solving Steps, and REINFORCE the behavior with specific feedback: Looks like you two were able to calm down and use the Problem-Solving Steps poster to help you work through your problem. Model using the Problem-Solving Steps when problems arise in the classroom. Remind students that solving problems helps them be successful in school. Have students REFLECT on times they were able to solve a problem with a safe and respectful solution Committee for Children Second Step: Skills for Social and Academic Success Page 157

18 Grade 4, Unit 3 Lesson 18: Making a Plan Play the Step Up music video. After listening, see if students can remember all the steps without looking at the poster. Have students brainstorm problems that do not have simple, one-step solutions. Write the problems down in a place where you can use them for the rest of the week. Refer to the list of problems students brainstormed on. Have students vote on two problems to work through. Then have students work with their partner to come up with and write two or three solutions for each problem. Have students make a three-step plan with a partner for one of the solutions they came up with on for the first problem. When students complete their plans, have each pair of students exchange plans with another pair. As they read through each other s plans, they should check that the order makes sense, there is enough time to do it, it is not too complicated, it is realistic, and they re able to do it. Reflective writing: Why is it important to make plans? Think about a situation in the next week when you might need to make a plan. Have students ANTICIPATE what kinds of problems or tasks might need a plan. Notice when students make a plan to carry out a complicated task, and REINFORCE the behavior with specific feedback: I noticed that before you began your science project, you made a plan that included what each member of your group would do. Model out loud for students how you plan a lesson, including writing out steps. Remind students to write down their plans and check off each step as they complete it. Have students REFLECT on how their plans for a task worked, after the task is completed Committee for Children Second Step: Skills for Social and Academic Success Page 165

19 Grade 4, Unit 3 Lesson 19: Solving Playground Problems Play the Step Up music video. Have students clap every time they hear the word step. After the video ends, have students take out a blank piece of paper and write down as many steps as they can remember. Remember to cover the poster if you have it displayed. Before recess, have students tell a partner how they might use the Problem-Solving Steps they drew during the Second Step lesson on the playground to solve any problems that might arise. After recess, have students report on if and how they used the Problem-Solving Steps. Before lunch, have students work with a partner to write one typical problem that happens during lunch or recess. Then have partners brainstorm possible solutions for that problem. After recess, ask for volunteers to report on how they solved any problems that may have occurred. Reflective writing: When can you use the Problem-Solving Steps on the playground? What would happen on our playground if more students solved problems with the steps? Have students ANTICIPATE what playground activities might result in conflict. Notice when students use the Problem-Solving Steps on the playground, and REINFORCE the behavior with specific feedback: It looks like you two calmed down and stepped through the Problem-Solving Steps together. Now you can get back to your game! Model the Problem-Solving Steps aloud as opportunities arise. Remind students to use the Problem-Solving Steps on the playground. Have students REFLECT on times when they were able to solve problems successfully on the playground Committee for Children Second Step: Skills for Social and Academic Success Page 173

20 Grade 4, Unit 3 Lesson 20: Taking Responsibility for Your Actions Have students stand up, then play the Step Up music video. Each time students hear the word step, have them take a step forward, then next time backward, then forward, and so on. Have students brainstorm what makes an apology sincere. Write the criteria on the board. Have them turn to a partner and practice making sincere apologies using an imaginary scenario, for example: You just knocked your classmate s books to the floor. After recess, have students report one or two problems that happened and which (if any) steps they used to solve them. If they weren t able to solve the recess problem on their own, go through the Problem-Solving Steps as a class to solve it. Repeat the same activity as on, but this time go through the Problem-Solving Steps for one or two different problems. Reflective writing: What is one thing you can do to take responsibility when you have done something wrong? Why is it important to take responsibility when you do something wrong? Have students ANTICIPATE how they might respond to an apology. Notice when students make sincere apologies, and REINFORCE the behavior with specific feedback: Chantel, I noticed you apologized to Viva for stepping on the back of her shoe. That was a respectful thing to do. Model making sincere apologies. Remind students to apologize when they create a problem for someone else. Have students REFLECT on a time when someone apologized to them and how that felt Committee for Children Second Step: Skills for Social and Academic Success Page 185

21 Grade 4, Unit 3 Lesson 21: Dealing with Peer Pressure Play the Step Up music video. Have students touch their toes each time they hear the word think. Have students practice making an assertive statement with a partner. Tell students: Assertively tell your partner you don t want to share your lunch. Have students practice an assertive statement with you. As students leave the classroom, have each student assertively tell you: I would like to talk to you before school tomorrow (or another appropriate statement). Make sure they are practicing their assertiveness skills. Have students work through the following problem as a group or in pairs, using the Problem- Solving Steps: Joshua s friends want him to help them write a mean note to another boy in their class and put it in his backpack. Joshua doesn t want to do it. Reflective writing: If someone tries to pressure you into doing something you don t want to do, how can you respond? Why is it important not to pressure others to do things they don t want to do? Reinforcement Have students ANTICIPATE how they might handle a peer-pressure situation. Notice when students are able to stand up assertively for what is right, and REINFORCE the behavior with specific feedback: Margo, I noticed you told your friends to not make fun of the first-graders. You were assertive and respectful. Model assertive responses. Remind students that it is okay to say no to their friends, and it is okay for their friends to say no to them. Have students REFLECT on a time when they were able to stand up assertively for themselves or someone else Committee for Children Second Step: Skills for Social and Academic Success Page 193

22 Grade 4, Unit 3 Lesson 22: Reviewing Second Step Skills Play the Walk, Walk, Walk music video. Have students draw a picture that represents a different section of the words from the section they illustrated during the lesson. Refer students to the Empathy poster as necessary. Play the Calm Down music video. Have students listen with attention for three Ways to Calm Down. Then have them write down all the Ways to Calm Down they heard in the song or remember from the lessons. Play the Step Up music video. Have students listen with attention for each of the Problem- Solving Steps. Then have students write down each of the Problem-Solving Steps they remember, without looking at the Problem-Solving Steps poster. Play all the Second Step music videos again ( Walk, Walk, Walk, Calm Down, and Step Up ). Have students work individually or with a partner. Have each pair of students pick a song, then write additional verses for that song. Ask for volunteers to sing or read their new verses to the class. Have students ANTICIPATE times when Second Step skills will be useful. Notice when students use Second Step skills, and REINFORCE the behavior with specific feedback. Model empathy, emotion management, and problem-solving skills. Remind students to use these skills in the classroom and on the playground. Have students REFLECT on times when they ve successfully used the skills Committee for Children Second Step: Skills for Social and Academic Success Page 201

Experience Corps. Mentor Toolkit

Experience Corps. Mentor Toolkit Experience Corps Mentor Toolkit 2 AARP Foundation Experience Corps Mentor Toolkit June 2015 Christian Rummell Ed. D., Senior Researcher, AIR 3 4 Contents Introduction and Overview...6 Tool 1: Definitions...8

More information

Behavior List. Ref. No. Behavior. Grade. Std. Domain/Category. Social/ Emotional will notify the teacher when angry (words, signal)

Behavior List. Ref. No. Behavior. Grade. Std. Domain/Category. Social/ Emotional will notify the teacher when angry (words, signal) 1 4455 will notify the teacher when angry (words, signal) 2 4456 will use appropriate language to ask for help when frustrated 3 4457 will use appropriate language to tell a peer why he/she is angry 4

More information

Part I. Figuring out how English works

Part I. Figuring out how English works 9 Part I Figuring out how English works 10 Chapter One Interaction and grammar Grammar focus. Tag questions Introduction. How closely do you pay attention to how English is used around you? For example,

More information

Social and Emotional Learning Talking Points - November 2011

Social and Emotional Learning Talking Points - November 2011 Social and Emotional Learning Talking Points - November 2011 Austin lsd, in collaboration with the Collaborative for Academic, Social, and Emotional Learning (CASEL), has been awarded a grant from the

More information

Why Pay Attention to Race?

Why Pay Attention to Race? Why Pay Attention to Race? Witnessing Whiteness Chapter 1 Workshop 1.1 1.1-1 Dear Facilitator(s), This workshop series was carefully crafted, reviewed (by a multiracial team), and revised with several

More information

Students will be able to describe how it feels to be part of a group of similar peers.

Students will be able to describe how it feels to be part of a group of similar peers. LESSON TWO LESSON PLAN: WE RE ALL DIFFERENT ALIKE OVERVIEW: This lesson is designed to provide students the opportunity to feel united with their peers by both their similarities and their differences.

More information

2014 Free Spirit Publishing. All rights reserved.

2014 Free Spirit Publishing. All rights reserved. Elizabeth Verdick Illustrated by Marieka Heinlen Text copyright 2004 by Elizabeth Verdick Illustrations copyright 2004 by Marieka Heinlen All rights reserved under International and Pan-American Copyright

More information

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to

More information

Client Psychology and Motivation for Personal Trainers

Client Psychology and Motivation for Personal Trainers Client Psychology and Motivation for Personal Trainers Unit 4 Communication and interpersonal skills Lesson 4 Active listening: part 2 Step 1 Lesson aims In this lesson, we will: Define and describe the

More information

PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL

PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL 1 PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL IMPORTANCE OF THE SPEAKER LISTENER TECHNIQUE The Speaker Listener Technique (SLT) is a structured communication strategy that promotes clarity, understanding,

More information

Multiple Intelligence Teaching Strategy Response Groups

Multiple Intelligence Teaching Strategy Response Groups Multiple Intelligence Teaching Strategy Response Groups Steps at a Glance 1 2 3 4 5 Create and move students into Response Groups. Give students resources that inspire critical thinking. Ask provocative

More information

TEAM-BUILDING GAMES, ACTIVITIES AND IDEAS

TEAM-BUILDING GAMES, ACTIVITIES AND IDEAS 1. Drop the Ball Time: 10 12 minutes Purpose: Cooperation and healthy competition Participants: Small groups Materials needed: Golf balls, straws, tape Each small group receives 12 straws and 18 inches

More information

Prewriting: Drafting: Revising: Editing: Publishing:

Prewriting: Drafting: Revising: Editing: Publishing: Prewriting: children begin to plan writing. Drafting: children put their ideas into writing and drawing. Revising: children reread the draft and decide how to rework and improve it. Editing: children polish

More information

Section 7, Unit 4: Sample Student Book Activities for Teaching Listening

Section 7, Unit 4: Sample Student Book Activities for Teaching Listening Section 7, Unit 4: Sample Student Book Activities for Teaching Listening I. ACTIVITIES TO PRACTICE THE SOUND SYSTEM 1. Listen and Repeat for elementary school students. It could be done as a pre-listening

More information

P-4: Differentiate your plans to fit your students

P-4: Differentiate your plans to fit your students Putting It All Together: Middle School Examples 7 th Grade Math 7 th Grade Science SAM REHEARD, DC 99 7th Grade Math DIFFERENTATION AROUND THE WORLD My first teaching experience was actually not as a Teach

More information

Attention Getting Strategies : If You Can Hear My Voice Clap Once. By: Ann McCormick Boalsburg Elementary Intern Fourth Grade

Attention Getting Strategies : If You Can Hear My Voice Clap Once. By: Ann McCormick Boalsburg Elementary Intern Fourth Grade McCormick 1 Attention Getting Strategies : If You Can Hear My Voice Clap Once By: Ann McCormick 2008 2009 Boalsburg Elementary Intern Fourth Grade adm5053@psu.edu April 25, 2009 McCormick 2 Table of Contents

More information

MENTORING. Tips, Techniques, and Best Practices

MENTORING. Tips, Techniques, and Best Practices MENTORING Tips, Techniques, and Best Practices This paper reflects the experiences shared by many mentor mediators and those who have been mentees. The points are displayed for before, during, and after

More information

ALL-IN-ONE MEETING GUIDE THE ECONOMICS OF WELL-BEING

ALL-IN-ONE MEETING GUIDE THE ECONOMICS OF WELL-BEING ALL-IN-ONE MEETING GUIDE THE ECONOMICS OF WELL-BEING LeanIn.0rg, 2016 1 Overview Do we limit our thinking and focus only on short-term goals when we make trade-offs between career and family? This final

More information

Creation. Shepherd Guides. Creation 129. Tear here for easy use!

Creation. Shepherd Guides. Creation 129. Tear here for easy use! Shepherd Guides Creation Creation 129 SHEPHERD GUIDE Creation (Genesis 1 2) Lower Elementary Welcome to the story of Creation! As the caring leader of your small group of kids, you are an important part

More information

How To Take Control In Your Classroom And Put An End To Constant Fights And Arguments

How To Take Control In Your Classroom And Put An End To Constant Fights And Arguments How To Take Control In Your Classroom And Put An End To Constant Fights And Arguments Free Report Marjan Glavac How To Take Control In Your Classroom And Put An End To Constant Fights And Arguments A Difficult

More information

Red Flags of Conflict

Red Flags of Conflict CONFLICT MANAGEMENT Introduction Webster s Dictionary defines conflict as a battle, contest of opposing forces, discord, antagonism existing between primitive desires, instincts and moral, religious, or

More information

2 months: Social and Emotional Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent

2 months: Social and Emotional Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent 2 months: Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent Coos, makes gurgling sounds Turns head toward sounds Pays attention to faces

More information

What to Do When Conflict Happens

What to Do When Conflict Happens PREVIEW GUIDE What to Do When Conflict Happens Table of Contents: Sample Pages from Leader s Guide and Workbook..pgs. 2-15 Program Information and Pricing.. pgs. 16-17 BACKGROUND INTRODUCTION Workplace

More information

On May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty

On May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty Argese 1 On May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty students. In this lesson, we engaged the students in active learning and used instructional methods that highlighted

More information

Presented by The Solutions Group

Presented by The Solutions Group Presented by The Solutions Group Email communication Non-verbal messages Listening skills The art of asking questions Checking for understanding Is email the appropriate communication method for your message?

More information

Fearless Change -- Patterns for Introducing New Ideas

Fearless Change -- Patterns for Introducing New Ideas Ask for Help Since the task of introducing a new idea into an organization is a big job, look for people and resources to help your efforts. The job of introducing a new idea into an organization is too

More information

How Remarkable People Show Others They Care and Keep It Simple

How Remarkable People Show Others They Care and Keep It Simple Promise Council Pilot Lesson Re 3 markable for Teens How Remarkable People Show Others They Care and Keep It Simple Table of Contents: PREPARING TO FACILITATE... 2 LESSON OVERVIEW... 4 MATERIALS PREPARATION

More information

NOT SO FAIR AND BALANCED:

NOT SO FAIR AND BALANCED: NOT SO FAIR AND BALANCED: ANALYZING BIAS IN THE MEDIA by Daniella Schmidt, IHE M.Ed. graduate PURPOSE This lesson plan helps high school students take a closer look at prejudices, the biases that media

More information

Replace difficult words for Is the language appropriate for the. younger audience. For audience?

Replace difficult words for Is the language appropriate for the. younger audience. For audience? PEER EDITING In this part/stage of the writing process we help others to improve their writing, which helps us become better writers as well. It does take a commitment from the reader to look closely at

More information

Occupational Therapy and Increasing independence

Occupational Therapy and Increasing independence Occupational Therapy and Increasing independence Kristen Freitag OTR/L Keystone AEA kfreitag@aea1.k12.ia.us This power point will match the presentation. All glitches were worked out. Who knows, but I

More information

ADHD Classroom Accommodations for Specific Behaviour

ADHD Classroom Accommodations for Specific Behaviour ADHD Classroom Accommodations for Specific Behaviour 1.Difficulty following a plan (has high aspirations but lacks follow-through); wants to get A s but ends up with F s and doesn t understand where he

More information

CARING FOR OTHERS KINDERGARTEN. Kindness Song Activity, pp. 3-4 (10 to 15 minutes)

CARING FOR OTHERS KINDERGARTEN. Kindness Song Activity, pp. 3-4 (10 to 15 minutes) CARING FOR OTHERS KINDERGARTEN Objective: Students will be able to identify ways to show respect, consideration and care to others. Kindness Definition: Kindness means being friendly, generous or considerate

More information

Exemplar Grade 9 Reading Test Questions

Exemplar Grade 9 Reading Test Questions Exemplar Grade 9 Reading Test Questions discoveractaspire.org 2017 by ACT, Inc. All rights reserved. ACT Aspire is a registered trademark of ACT, Inc. AS1006 Introduction Introduction This booklet explains

More information

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore

More information

COMMUNICATION & NETWORKING. How can I use the phone and to communicate effectively with adults?

COMMUNICATION & NETWORKING. How can I use the phone and  to communicate effectively with adults? 1 COMMUNICATION & NETWORKING Phone and E-mail Etiquette The BIG Idea How can I use the phone and e-mail to communicate effectively with adults? AGENDA Approx. 45 minutes I. Warm Up (5 minutes) II. Phone

More information

SESSION 2: HELPING HAND

SESSION 2: HELPING HAND SESSION 2: HELPING HAND Ready for the next challenge? Build a device with a long handle that can grab something hanging high! This week you ll also check out your Partner Club s Paper Structure designs.

More information

This curriculum is brought to you by the National Officer Team.

This curriculum is brought to you by the National Officer Team. This curriculum is brought to you by the 2014-2015 National Officer Team. #Speak Ag Overall goal: Participants will recognize the need to be advocates, identify why they need to be advocates, and determine

More information

Journeys B1 Teacher s Resource Pack Extra Speaking Speaking Part 2. Part 3 SPEAKING 1 HILLSIDE PRESS PHOTOCOPIABLE

Journeys B1 Teacher s Resource Pack Extra Speaking Speaking Part 2. Part 3 SPEAKING 1 HILLSIDE PRESS PHOTOCOPIABLE Journeys B1 Teacher s Resource Pack Extra Speaking Speaking 1 12 SPEAKING 1 Part 2 Part 3 HILLSIDE PRESS PHOTOCOPIABLE 109 Speaking 1 12 Extra Speaking Journeys B1 Teacher s Resource Pack SPEAKING 2 Part

More information

Extending Learning Across Time & Space: The Power of Generalization

Extending Learning Across Time & Space: The Power of Generalization Extending Learning: The Power of Generalization 1 Extending Learning Across Time & Space: The Power of Generalization Teachers have every right to celebrate when they finally succeed in teaching struggling

More information

Positive turning points for girls in mathematics classrooms: Do they stand the test of time?

Positive turning points for girls in mathematics classrooms: Do they stand the test of time? Santa Clara University Scholar Commons Teacher Education School of Education & Counseling Psychology 11-2012 Positive turning points for girls in mathematics classrooms: Do they stand the test of time?

More information

Rover Races Grades: 3-5 Prep Time: ~45 Minutes Lesson Time: ~105 minutes

Rover Races Grades: 3-5 Prep Time: ~45 Minutes Lesson Time: ~105 minutes Rover Races Grades: 3-5 Prep Time: ~45 Minutes Lesson Time: ~105 minutes WHAT STUDENTS DO: Establishing Communication Procedures Following Curiosity on Mars often means roving to places with interesting

More information

This map-tastic middle-grade story from Andrew Clements gives the phrase uncharted territory a whole new meaning!

This map-tastic middle-grade story from Andrew Clements gives the phrase uncharted territory a whole new meaning! A Curriculum Guide to The Map Trap By Andrew Clements About the Book This map-tastic middle-grade story from Andrew Clements gives the phrase uncharted territory a whole new meaning! Alton Barnes loves

More information

Coping with Crisis Helping Children With Special Needs

Coping with Crisis Helping Children With Special Needs Traumatic Loss Coalitions for Youth Phone: 732-235-2810 Fax: 732-235-9861 http://ubhc.rutgers.edu/tlc Coping with Crisis Helping Children With Special Needs Tips for School Personnel and Parents * National

More information

9.2.2 Lesson 5. Introduction. Standards D R A F T

9.2.2 Lesson 5. Introduction. Standards D R A F T 9.2.2 Lesson 5 Introduction In this lesson, students will begin their exploration of Oedipus s confrontation with the blind prophet Teiresias in Oedipus the King. Students will read from Teiresias, you

More information

Making Confident Decisions

Making Confident Decisions Making Confident Decisions STOP SECOND GUESSING YOURSELF Kim McDevitt Power Packs Project September 2015 Americans make 70 conscious decisions a day! * *A recent study from Columbia University decision

More information

How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102.

How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102. How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102. PHYS 102 (Spring 2015) Don t just study the material the day before the test know the material well

More information

Illinois WIC Program Nutrition Practice Standards (NPS) Effective Secondary Education May 2013

Illinois WIC Program Nutrition Practice Standards (NPS) Effective Secondary Education May 2013 Illinois WIC Program Nutrition Practice Standards (NPS) Effective Secondary Education May 2013 Nutrition Practice Standards are provided to assist staff in translating policy into practice. This guidance

More information

RESOLVING CONFLICTS IN THE OFFICE

RESOLVING CONFLICTS IN THE OFFICE ERI Safety Videos Videos for Safety Meetings 2707 RESOLVING CONFLICTS IN THE OFFICE Leader s Guide 2007 Marcom Group Ltd. Background Conflict in the workplace is inevitable. Anytime two or more individuals

More information

Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators

Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators May 2007 Developed by Cristine Smith, Beth Bingman, Lennox McLendon and

More information

The Werewolf Knight Drama. School Drama TM

The Werewolf Knight Drama. School Drama TM The Werewolf Knight Drama School Drama TM This series of learning experiences were designed by, Education Manager at the Sydney Theatre Company Year level: Appropriate for Year 3 to 5 Text: THE WEREWOLF

More information

"Be who you are and say what you feel, because those who mind don't matter and

Be who you are and say what you feel, because those who mind don't matter and Halloween 2012 Me as Lenny from Of Mice and Men Denver Football Game December 2012 Me with Matthew Whitwell Teaching respect is not enough, you need to embody it. Gabriella Avallone "Be who you are and

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

Grades. From Your Friends at The MAILBOX

Grades. From Your Friends at The MAILBOX From Your Friends at The MAILBOX Grades 5 6 TEC916 High-Interest Math Problems to Reinforce Your Curriculum Supports NCTM standards Strengthens problem-solving and basic math skills Reinforces key problem-solving

More information

Kindergarten - Unit One - Connecting Themes

Kindergarten - Unit One - Connecting Themes The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Kindergarten Social Studies Course. Kindergarten

More information

Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.

Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group. Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical

More information

Helping at Home ~ Supporting your child s learning!

Helping at Home ~ Supporting your child s learning! Helping at Home ~ Supporting your child s learning! Halcombe School 2014 HELPING AT HOME At Halcombe School, we think teaching your child at school is like coaching your child in a sports team. When your

More information

Tutoring First-Year Writing Students at UNM

Tutoring First-Year Writing Students at UNM Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students

More information

10 Tips For Using Your Ipad as An AAC Device. A practical guide for parents and professionals

10 Tips For Using Your Ipad as An AAC Device. A practical guide for parents and professionals 10 Tips For Using Your Ipad as An AAC Device A practical guide for parents and professionals Introduction The ipad continues to provide innovative ways to make communication and language skill development

More information

Past, Present, and Future Tenses. Language Presentation by Mark

Past, Present, and Future Tenses. Language Presentation by Mark Past, Present, and Future Tenses Language Presentation by Mark Present Tense I write. Present Tense Today, I visit the beach. Present Tense Shows an action that takes place now or is habitual. Past Tense

More information

Unit Lesson Plan: Native Americans 4th grade (SS and ELA)

Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson

More information

Critical Thinking in Everyday Life: 9 Strategies

Critical Thinking in Everyday Life: 9 Strategies Critical Thinking in Everyday Life: 9 Strategies Most of us are not what we could be. We are less. We have great capacity. But most of it is dormant; most is undeveloped. Improvement in thinking is like

More information

TASK 2: INSTRUCTION COMMENTARY

TASK 2: INSTRUCTION COMMENTARY TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or

More information

Consequences of Your Good Behavior Free & Frequent Praise

Consequences of Your Good Behavior Free & Frequent Praise Statement of Purpose The aim of this classroom is to be a comfortable, respectful and friendly atmosphere in which we can learn about social studies. It is okay if you make mistakes because it is often

More information

Quiz for Teachers. by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis

Quiz for Teachers. by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis Quiz for Teachers by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis Directions: Read the question and choose one response that aligns as closely to what you think you might do in that situation, and

More information

Today we examine the distribution of infinitival clauses, which can be

Today we examine the distribution of infinitival clauses, which can be Infinitival Clauses Today we examine the distribution of infinitival clauses, which can be a) the subject of a main clause (1) [to vote for oneself] is objectionable (2) It is objectionable to vote for

More information

Running head: STRATEGY INSTRUCTION TO LESSEN MATHEMATICAL ANXIETY 1

Running head: STRATEGY INSTRUCTION TO LESSEN MATHEMATICAL ANXIETY 1 Running head: STRATEGY INSTRUCTION TO LESSEN MATHEMATICAL ANXIETY 1 Developing Basic Fact Fluency Through Guided Strategy-Based Instruction to Lessen Student Anxiety by Laura K. Submitted in partial fulfillment

More information

Positive Character Traits COUNT

Positive Character Traits COUNT Positive Character Traits COUNT Statewide Transition Conference 2017 Presenters: Rachel Jones & Alisha Black Intelligence plus character-that is the goal of true education. Martin Luther King Jr. CHARACTER

More information

LEARNER VARIABILITY AND UNIVERSAL DESIGN FOR LEARNING

LEARNER VARIABILITY AND UNIVERSAL DESIGN FOR LEARNING LEARNER VARIABILITY AND UNIVERSAL DESIGN FOR LEARNING NARRATOR: Welcome to the Universal Design for Learning series, a rich media professional development resource supporting expert teaching and learning

More information

How I Became a Pirate

How I Became a Pirate How I Became a Pirate Presented by Omaha Theater Company Book, music, and lyrics by Janet Yates Vogt and Mark Friedman Friday, December 14, 2012, 9:30 a.m. and 12:30 p.m. Tickets: $5.50 per person Recommended

More information

Introduction to Communication Essentials

Introduction to Communication Essentials Communication Essentials a Modular Workshop Introduction to Communication Essentials Welcome to Communication Essentials a Modular Workshop! The purpose of this resource is to provide facilitators with

More information

Liking and Loving Now and When I m Older

Liking and Loving Now and When I m Older Liking and Loving Now and When I m Older A Lesson Plan from Rights, Respect, Responsibility: A K-12 Curriculum Fostering responsibility by respecting young people s rights to honest sexuality education.

More information

REFERENCE GUIDE AND TEST PRODUCED BY VIDEO COMMUNICATIONS

REFERENCE GUIDE AND TEST PRODUCED BY VIDEO COMMUNICATIONS INTERVENTION STRATEGIES FOR SCHOOL BUS DRIVERS REFERENCE GUIDE AND TEST PRODUCED BY VIDEO COMMUNICATIONS INTRODUCTION Special ed students, as well as regular ed students often exhibit inappropriate behavior.

More information

The Foundations of Interpersonal Communication

The Foundations of Interpersonal Communication L I B R A R Y A R T I C L E The Foundations of Interpersonal Communication By Dennis Emberling, President of Developmental Consulting, Inc. Introduction Mark Twain famously said, Everybody talks about

More information

Activities for School

Activities for School Activities for School Label the School Label the school in the target language and then do a hide-n-seek activity using the directions in the target language. Label the Classroom I label my room (these

More information

Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If

Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party

More information

Temper Tamer s Handbook

Temper Tamer s Handbook Temper Tamer s Handbook Training School Psychologists to Be Experts in Evidence Based Practices for Tertiary Students with Serious Emotional Disturbance/Behavior Disorders US Office of Education 84.325K

More information

SMARTboard: The SMART Way To Engage Students

SMARTboard: The SMART Way To Engage Students SMARTboard: The SMART Way To Engage Students Emily Goettler 2nd Grade Gray s Woods Elementary School State College Area School District esg5016@psu.edu Penn State Professional Development School Intern

More information

with The Grouchy Ladybug

with The Grouchy Ladybug with The Grouchy Ladybug s the elementary mathematics curriculum continues to expand beyond an emphasis on arithmetic computation, measurement should play an increasingly important role in the curriculum.

More information

MATH Study Skills Workshop

MATH Study Skills Workshop MATH Study Skills Workshop Become an expert math student through understanding your personal learning style, by incorporating practical memory skills, and by becoming proficient in test taking. 11/30/15

More information

The Introvert s Guide to Building Rapport With Anyone, Anywhere

The Introvert s Guide to Building Rapport With Anyone, Anywhere The Introvert s Guide to Building Rapport With Anyone, Anywhere Presented by Robert Tracz SkillPath. All rights reserved. Introverts Extroverts Emotional Intelligence 10 Strengths of an Introvert 10. Works

More information

Sleeping Coconuts Cluster Projects

Sleeping Coconuts Cluster Projects Sleeping Coconuts Cluster Projects Grades K 1 Description: A story, an indoor relay race for pre-readers and new readers to demonstrate the benefits of doing Bible translation in cluster projects, and

More information

Welcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading

Welcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading Welcome to the Purdue OWL This page is brought to you by the OWL at Purdue (http://owl.english.purdue.edu/). When printing this page, you must include the entire legal notice at bottom. Where do I begin?

More information

HIDDEN RULES FOR OFFICE HOURS W I L L I A M & M A R Y N E U R O D I V E R S I T Y I N I T I A T I V E

HIDDEN RULES FOR OFFICE HOURS W I L L I A M & M A R Y N E U R O D I V E R S I T Y I N I T I A T I V E HIDDEN RULES FOR OFFICE HOURS W I L L I A M & M A R Y N E U R O D I V E R S I T Y I N I T I A T I V E WHAT ARE OFFICE HOURS? An opportunity to discuss with your instructor any special needs or challenges

More information

172_Primary 4 Comprehension & Vocabulary-7th Pass 07/11/14. Practice. Practice. Study the flyer carefully and then answer questions 1 8.

172_Primary 4 Comprehension & Vocabulary-7th Pass 07/11/14. Practice. Practice. Study the flyer carefully and then answer questions 1 8. omprehensi on & Vocabulary Primary Comprehensi abulary Primary Comprehension & Vocabulary Primary Comprehe y Primary Comprehension & Vocabulary Primary Comprehension & Vocabulary Primary Com Comprehension

More information

About this unit. Lesson one

About this unit. Lesson one Unit 30 Abuja Carnival About this unit This unit revises language and phonics done throughout the year. The theme of the unit is Abuja carnival. Pupils describe a happy carnival picture and read a story

More information

Modern Fantasy CTY Course Syllabus

Modern Fantasy CTY Course Syllabus Modern Fantasy CTY Course Syllabus Week 1 The Fantastic Story Date Objectives/Information Activities DAY 1 Lesson Course overview & expectations Establish rules for three week session Define fantasy and

More information

Case study Norway case 1

Case study Norway case 1 Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher

More information

Time, talent, treasure FRATERNITY VALUE: PHILANTHROPIC SERVICE TO OTHERS SUGGESTED FACILITATOR: VICE PRESIDENT OF PHILANTHROPY

Time, talent, treasure FRATERNITY VALUE: PHILANTHROPIC SERVICE TO OTHERS SUGGESTED FACILITATOR: VICE PRESIDENT OF PHILANTHROPY Time, talent, treasure FRATERNITY VALUE: PHILANTHROPIC SERVICE TO OTHERS SUGGESTED FACILITATOR: VICE PRESIDENT OF PHILANTHROPY Goals: To educate members on the three types of philanthropic giving: time,

More information

UNIT IX. Don t Tell. Are there some things that grown-ups don t let you do? Read about what this child feels.

UNIT IX. Don t Tell. Are there some things that grown-ups don t let you do? Read about what this child feels. UNIT IX Are there some things that grown-ups don t let you do? Read about what this child feels. There are lots of things They won t let me do- I'm not big enough yet, They say. So I patiently wait Till

More information

Why Misquitoes Buzz in People s Ears (Part 1 of 3)

Why Misquitoes Buzz in People s Ears (Part 1 of 3) Name: Melissa DiVincenzo Date: 10/25/01 Content Area: Reading/Writing Unit Topic: Folktales Today s Lesson: Summarizing Grade Level: 2 nd Why Misquitoes Buzz in People s Ears (Part 1 of 3) Duration: 1

More information

CAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping

CAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11

More information

What s in Your Communication Toolbox? COMMUNICATION TOOLBOX. verse clinical scenarios to bolster clinical outcomes: 1

What s in Your Communication Toolbox? COMMUNICATION TOOLBOX. verse clinical scenarios to bolster clinical outcomes: 1 COMMUNICATION TOOLBOX Lisa Hunter, LSW, and Jane R. Shaw, DVM, PhD www.argusinstitute.colostate.edu What s in Your Communication Toolbox? Throughout this communication series, we have built a toolbox of

More information

FINAL ASSIGNMENT: A MYTH. PANDORA S BOX

FINAL ASSIGNMENT: A MYTH. PANDORA S BOX 089-INTRODUCING THE ADVANCED ENGLISH CURRICULUM: TOOLS, STRATEGIES AND RESOURCES FINAL ASSIGNMENT: A MYTH. PANDORA S BOX PABLO MORENO RIBAGORDA 1 LESSON PLAN: A MYTH -CLASS PROFILE & TEACHING CONTEXT-

More information

By Zorica Đukić, Secondary School of Pharmacy and Physiotherapy

By Zorica Đukić, Secondary School of Pharmacy and Physiotherapy Don t worry! By Zorica Đukić, Secondary School of Pharmacy and Physiotherapy Key words: happiness, phonetic transcription, pronunciation, sentence stress, rhythm, singing, fun Introduction: While exploring

More information

Story Problems with. Missing Parts. s e s s i o n 1. 8 A. Story Problems with. More Story Problems with. Missing Parts

Story Problems with. Missing Parts. s e s s i o n 1. 8 A. Story Problems with. More Story Problems with. Missing Parts s e s s i o n 1. 8 A Math Focus Points Developing strategies for solving problems with unknown change/start Developing strategies for recording solutions to story problems Using numbers and standard notation

More information

Presentation skills. Bojan Jovanoski, project assistant. University Skopje Business Start-up Centre

Presentation skills. Bojan Jovanoski, project assistant. University Skopje Business Start-up Centre Presentation skills Bojan Jovanoski, project assistant University Skopje Business Start-up Centre Let me present myself Bojan Jovanoski Project assistant / Demonstrator Working in the Business Start-up

More information

QLWG Skills for Life Acknowledgements

QLWG Skills for Life Acknowledgements QLWG Skills for Life Acknowledgements Published by: Quebec Literacy Working Group: Central Québec School Board: Eastern Shores School Board: Eastern Townships School Board: English Montreal School Board:

More information

A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher

A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become

More information

Provider s Guidebook

Provider s Guidebook Provider s Guidebook Activities and Your Mood Individual Treatment Version June 2008 Revision of group manual to individual version by Victoria K. Ngo, Ph.D. Jeanne Miranda, Ph.D; Stephanie Woo, Ph.D.;

More information

CLASS EXPECTATIONS Respect yourself, the teacher & others 2. Put forth your best effort at all times Be prepared for class each day

CLASS EXPECTATIONS Respect yourself, the teacher & others 2. Put forth your best effort at all times Be prepared for class each day CLASS EXPECTATIONS 1. Respect yourself, the teacher & others Show respect for the teacher, yourself and others at all times. Respect others property. Avoid touching or writing on anything that does not

More information