SEL Unit, Lesson 1 Community Building
Overview
This lesson is designed to build community in your classroom. With covid please consider having students wear masks and using 2ft. noodles instead of physically tagging with your hands.
SEL Unit Lesson 1, Community Building
Unit for SEL
Lesson 1
Social Emotional Learning
Lesson Topic: Community Building
Lesson Description: This lesson is designed to build community in your classroom. With covid please consider having students wear masks and using 2ft. noodles instead of physically tagging with your hands.
Learning Goals/Outcomes:
- The student will have an understanding of their class
- The student will understand what it means to be involved using Challenge by Choice model
- The students will create a Full Value Contract, setting expectations for the class.
Nebraska Standards: Standard 1: S1M2, S1M3, Standard 4: S4 M1 & H1, S4 M2 & H2, S4 M3 & H3, S4 M4 & H4, S4 M5, S4, M6, S4 M7 Standard 5: S5 M6 & H4
Teacher Planning:
Equipment/Materials Needed: Two 30 foot ropes, masking tape. Markers, poster board, fleece balls, one per student
Time Required for Lesson: 45 mins
Diagram/Setup:
Technology Use:
_____ YES ___X__NO
Instructional Plan:
Anticipatory Set/Pre-Activity: When students arrive hand them a 2ft noodle.
Objective: to tag other students while trying to not be tagged by others.
Benefits/Explanation/Real-World Connection: Accepting a challenge
Activities (i.e. instructions, warm-up, lesson, cool-down):
Warm-up Game: Knee Tag (10 minutes)
- Everybody is it.
- If your hands are on your knees you are safe but cannot move.
- If your hands are off your knees you can move and tag people with your noodle (during covid) but be careful you can also get tagged.
- If you are tagged you must stand with both hands up
- To be untagged you must get tagged by a noodle by to peers.
- Remember you are on your honor.
Activity: Comfort Zones (10 minutes)
Objective: to understand the importance of respecting and supporting their own and their classmates decisions regarding personal level of challenge.
Use ropes to create three distinct zones
Comfort Zone / Stretch Zone /Panic Zone
Students will move into the zone that most appropriately fits with each question.
Here are some examples:
How do you feel about:
Spiders?
Speaking in front of a large group?
Singing a solo in front of a large group?
Dancing?
Bungee Jumping?
Heights?
Confronting a friend about what he/she said?
Snakes?
Taking a math test?
Introducing yourself to someone new?
Coming to class?
Covid-19
Debriefing: Ask the class if they noticed if people were in different places? What does that mean about the class? How can we support one another? How can we encourage each other to stretch to new zones? What can we do to help when some one is in the panic zone?
Activity: Full Value Contract (10 minutes)
Sit spaced apart in a circle
This year as a class we are going to come up with a commitment contract that will define the expectations of the class.
(Write on the poster boar)
Be Here
Be Safe
Be Honest
Set Goals
Care For Self and Others
Let Go Move On
Now as a class discuss what each one means and write the class definition/expectation by each one. Then have each student sign the contract. This will become the go to when conflicts arise in class.
Closure: Group Juggle (15 Minutes)
Objective: to review the full value contract while playing a game.
Set-up: Make a circle, a noodle length apart.
Hand each person a yarn ball, pen and masking tape.
Ask each student to write down one Full Value concept they find important or will be difficult for them on the tape and tape it to the ball.
- Starting with 1 ball, develop a throwing pattern following these guidelines;
- You cannot throw to someone on your immediate right or left.
- You can only throw and catch once each while developing your pattern
- Once everyone has thrown and caught the ball once make sure it can be repeated.
- Ask the group to set a goal regarding how many balls they think they can juggle at once.
- Students will now attempt to juggle as many balls as possible without dropping any. Start with one and gradually add.
- Discussion questions:
- What happened when a ball dropped?
- Is it similar to what we do when we “drop” a full value concept?
- Was it difficult to juggle multiple norms?
- Do we feel confident we can manage our full value concept?
Assessment : writing one concept on the ball