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Orientación para la enseñanza de habilidades explícitas de SEL

El equipo de SEL ha elaborado lecciones y temas de SEL Harmony Explicit Skills para apoyar a los maestros en su trabajo con los estudiantes. Puede considerar la posibilidad de impartir estas lecciones después del desayuno o fijar un tiempo en su horario maestro para que los educadores impartan estas lecciones.

Estas prácticas son una forma entretenida de empezar cada día, de formar un fuerte sentido de comunidad y de preparar a los estudiantes para el éxito social, emocional y académico.

Los estudiantes y los maestros se reúnen durante 10-15 minutos e interactúan entre sí utilizando nuestras prácticas específicas de SEL:

Bienvenida

Incorporación de actividades, rutinas o prácticas que fomenten el sentido de la comunidad y establezcan una relación con el trabajo que se va a realizar.
Durante este tiempo, los alumnos y los maestros pueden saludarse por su nombre, los alumnos pueden responder a las indicaciones de bienvenida o participar en actividades relacionadas con el aprendizaje que tendrá lugar. Los participantes practican de forma activa el escuchar, comparten comentarios empáticos o hacen preguntas para comprender el tema una vez que todos hayan compartido.

Prácticas dinámicas

Todos participan en actividades SEL animadas que fomentan las relaciones saludables y ayudan a los estudiantes a practicar las habilidades sociales y emocionales.

Cierre optimista

Los estudiantes terminan la reunión con un cierre optimista.

Instrucciones en vídeo sobre cómo utilizar

este recurso

To read more about ways to make morning meeting engaging. Visit Harmony and please connect with the Dallas ISD SEL team.

Buddy Up Guidance:

Buddy Up Guidance: Pair students with a new buddy each week. They can Buddy Up at times you designate in the SEL lesson, or intentionally do do an activity together during one of the Everyday Practices, called “Buddy Up”. See Harmony Buddy Up guidance here.

Tips for implementing Buddy Up:

Create Buddy Board - avoid organizing by gender or other social grouping
Display the Buddy Board prominently
Pair students who are more compatible at first, improves success
Use a Buddy Grid to keep track of who has already been paired

Facilitating Buddy Up

Buddy Ups at least 4 - 5 times a week, consistently
Weave buddy activities seamlessly throughout the day
Use prompts on Collaborations and Conversations Cards

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Presentación con el nombre y los buenos días

Los alumnos se presentarán diciendo, “iHola, mi nombre es ____. Buenos días.”

Actividad “Just Like Me” �(igual que yo)

Los alumnos compartirán algo que les guste (por ejemplo, me gusta la pizza), y los alumnos que estén de acuerdo con la frase se pondrán de pie y gritarán "Igual que yo". Repita hasta que todos los alumnos hayan compartido.

Próximas actividades

Hoy hemos aprendido sobre algunas cosas que tenemos en común. Tómate unos minutos para pensar en un objeto importante que te gustaría compartir con la clase esta semana y compártelo con un compañero. Tráelo a clase el miércoles para mostrarlo y contarlo.

SEMANA 1, DÍA 1: Conciencia de sí mismo

Criterio(s) SEL: 1A - La persona demuestra una conciencia de sus emociones, pensamientos y valores.

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Lesson 1.1 from Harmony

Lesson Objective: Who We Are —Students will get to know one another through introductions and commonality activities. Students will develop self-awareness of their favorite things/items, foster an atmosphere of inclusion (social awareness), and promote the view that both similarities and differences are valued (social awareness).

This supports SEL Standard(s): 1A. Individual demonstrates an awareness of one’s emotions, thoughts, and values.

Implementation Guidance:

Students should be paired with a buddy and work with that person for the majority of the week to foster a deeper bond. [See “Buddy Up Guidance linked in PowerSchool.]

Warm Welcome: First Name Introduction and Good Morning (Responsive Classroom resource)

Tell students that they will greet everyone with the greeting “Good morning” and their first name. Model the introduction: “Hello, my name is ____.” Tell students to greet you by saying, “Good morning, ____.”

Each student introduces themselves with their first name: “Hello, my name is, ____.” The class responds: “Good morning, ____.”

If the students are in a circle, go around the circle. If not, you can call the order of who should go next.

If students are wearing masks, remind them they may need to speak more loudly than usual so everyone can hear them.

Group Activity: Just Like Me Activity (Responsive Classroom resource)

Introduce Just Like Me as a way to have fun and continue to get to know each other. Begin by naming something you like, for example, “I like to swim.” Anyone who also likes to swim stands up and says, “Just like me!” and then sits back down. Continue with other statements. Try to use inclusive statements so that everyone gets a chance to stand, as well as more personal statements that help students connect with others.

Remind students to notice who has something in common with them. When students are ready, let them lead the activity.

Suggested categories:

• Like to read

• Enjoy video games

• Like riding a bike

• Like learning on the computer

• Enjoy playing sports

• Excited to be a fifth grader

Optimistic Closing: Looking Ahead

Today, we learned about some things we have in common. Take a few minutes to think about one important item you’d like to share with the class this week and share with a buddy. Sharing items that are important to us allows us to understand and get to know one another and create a positive classroom. Plan to bring it to class on Wednesday for show and tell!

Considerations for Wednesday’s activity:

It is best to set some guidelines for the items students will bring to class on Wednesday. Below are some suggestions:

The item should be something important to students.
Students should ask parents if it is okay to bring the item to school.
The item should fit into their backpacks/lockers for ease of storage.
Students should refrain from bringing pets or food.
Encourage students to take a picture of their item if they are unable to bring it to school. Show and tell can include digital pictures (pictures taken with cell phones).

If students are unable to bring an item or a picture, encourage them to draw their item.

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Saludo con la mano diciendo el primer nombre

Saluda al alumno que está a tu lado con un "Buenos días, soy ____" y un saludo con la mano. A su vez, el alumno saludado saludará con la mano y dirá: "Buenos días

Repita hasta que cada estudiante haya sido saludado

Entra en el círculo

Escucha a tu maestro mientras lee las frases en voz alta. Si la frase te describe, da un paso al interior del círculo y fíjate en los compañeros que tienen algo en común contigo.

¿Estás listo para mañana?

Hoy hemos descubierto nuevas cosas que tenemos en común. Piensa en algo importante que quieras compartir con nosotros mañana. Haz un dibujo de ese algo importante y acuérdate de traerlo a clase mañana.

SEMANA 1, DÍA 2: Conciencia de sí mismo

Criterio(s) SEL : 1A - El alumno demuestra ser consciente de sus emociones, pensamientos y valores.

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Lesson 1.1 from Harmony

Lesson Objective: Who We Are —Students will get to know one another through introductions and commonality activities by sharing personal items of importance with classmates. Students will develop self-awareness of their favorite things/items, foster an atmosphere of inclusion (social awareness), and promote the view that both similarities and differences are valued (social awareness).

This supports SEL Standard(s): 1A. Individual demonstrates an awareness of one’s emotions, thoughts, and values.

Implementation Guidance:

Students should be paired with a buddy and work with that person for the majority of the week to foster a deeper bond. [See “Buddy Up Guidance linked in PowerSchool.]

Warm Welcome: First Name Wave (Responsive Classroom resource)

Introduce by connecting to yesterday. “Yesterday, we learned everyone’s names, and some of us will remember them and some may need a reminder. Today we’ll practice introducing ourselves like we don’t know each other’s names and then greet with a wave.”

Begin by greeting the student next to you with “Good morning, I’m ____” and a wave. The student greeted will wave and say, “Good morning, ____.” That student will then turn to the next student, wave and say, “Good morning, I’m ____,” and so on around the circle. If students are not in a circle, name the next student who will greet or post the order, ensuring every student is greeted.

Group Activity: Step into the Circle (Responsive Classroom resource)

Tell students that they will get to learn more about who has something in common with them by playing the game Step Into the Circle. Tell them that you’ll name a characteristic that may describe them. If it does, they’ll stand up and take one step into the circle. Once in the circle, they can wave or say hi to others in the circle until you say “Step back.” Explain that everyone will have a turn to step in. Begin by saying, “Step into the circle if you’re the teacher.” Stand up and take one step in. Wave to students, then say “Step back” and take a step back.

Name several categories that may describe your third graders. For example:

• Step into the circle if you have a pet.

• Step into the circle if you rode a bus to school.

• Step into the circle if you have a brother or sister.

• Step into the circle if you are 10 years old.

Continue for several rounds, making sure everyone has had a chance to be in the circle.

Note: If you’re unable to have students use a circle, have the students stand at their desk and wave to the others who are also standing, then sit before the next characteristic is named.

Optimistic Closing: Are you ready for tomorrow?

Today, we discovered new things we have in common with each other. Think about the one important thing you want to share with us on tomorrow. Draw a picture of your important thing, and don’t forget to bring it to class tomorrow!

Considerations for Wednesday’s activity: (please remind students of your important item expectations)

It is best to set some guidelines for the items students will bring to class on Wednesday. Below are some suggestions:

The item should be something important to students.
Students should ask parents if it is okay to bring the item to school.
The item should fit into their backpacks/lockers for ease of storage.
Students should refrain from bringing pets or food.
Encourage students to take a picture of their item if they are unable to bring it to school. Show and tell can include digital pictures (pictures taken with cell phones).

If students are unable to bring an item or a picture, encourage them to draw their item or describe it to the class.

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Saludo con el signo de la paz

Saluda al alumno que está a tu lado con "Buenos días, soy ____" y muestra un signo de la paz.. El alumno saludado mostrará un signo de la paz y dirá: "Buenos días, ____".

Repita la operación hasta que todos los alumnos hayan sido saludados.

¿Quiénes somos?

Los alumnos compartirán su objeto personal con la clase utilizando estas frases:

Mi objeto es________________.

Es importante para mi porque ________________.

Durante el almuerzo o el recreo, habla con tu compañero sobre el objeto importante que hoy has compartido con la clase.

SEMANA 1, DÍA 3: Conciencia de sí mismo

Criterios(s) SEL: 1A - El alumno demuestra ser consciente de sus emociones, pensamientos y valores.

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Lesson Objective: Who We Are —Students will get to know one another by sharing personal items of importance with classmates. Students will develop self-awareness of their favorite things/items, foster an atmosphere of inclusion (social awareness), and promote the view that both similarities and differences are valued (social awareness).

This supports SEL Standard(s): 1A. Individual demonstrates an awareness of one’s emotions, thoughts, and values.

Implementation Guidance:

Students should be paired with a buddy and work with that person for the majority of the week to foster a deeper bond. [See “Buddy Up Guidance linked in PowerSchool.]

Warm Welcome: Peace Sign Greeting (Responsive Classroom resource)

Introduce by connecting to yesterday. “We are still learning everyone’s names, and some of us will remember them and some may need a reminder. Today we’ll practice introducing ourselves like we don’t know each other’s names and then greet showing a peace sign.”

Begin by greeting the student next to you with “Good morning, I’m ____” and show a peace sign. The student greeted will show a peace sign and say, “Good morning, ____.” That student will then turn to the next student, show a peace sign and say, “Good morning, I’m ____,” and so on around the circle. If students are not in a circle, name the next student who will greet or post the order, ensuring every student is greeted.

Group Activity: Who Are We? (Show and Tell Activity)

Arrange chairs in a circle (if possible) and begin sharing items with the class.
Model what to do by sharing your item first so that students feel comfortable when it is their turn.
Have each student share his or her personal items with the class, using the following sentence stems:

My item is ________________.
It is important to me because ________________.

Alternative: Divide the class into groups and instruct students to share their items with group members. Students may switch groups later in the day or on tomorrow.

Optimistic Closing:

At lunch or recess, talk with your buddy about your important item that you shared with the class today.

Considerations for Wednesday’s activity: (please remind students of your important item expectations)

It is best to set some guidelines for the items students will bring to class on Wednesday. Below are some suggestions:

The item should be something important to students.
Students should ask parents if it is okay to bring the item to school.
The item should fit into their backpacks/lockers for ease of storage.
Students should refrain from bringing pets or food.
Encourage students to take a picture of their item if they are unable to bring it to school. Show and tell can include digital pictures (pictures taken with cell phones).

If students are unable to bring an item or a picture, encourage them to draw their item.

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Primer nombre haciendo “High Five” con las manos

Saluda al alumno que está a tu lado con "Buenos días, soy ____" y haz “high five”. El alumno saludado hace lo mismo con las manos diciendo: "Buenos días, ____".

Repita hasta que cada estudiante haya sido saludado.

¿Quiénes somos? �(Compartir con un compañero)

Con tu compañero, comenta las siguientes preguntas sobre tu objeto favorito que compartiste con la clase ayer:

¿Por qué has elegido este objeto para compartirlo con la clase?
¿Desde cuándo este objeto es importante para ti?
Si el año pasado te hubieran pedido que trajeras un objeto, ¿habrías traído el mismo? ¿Por qué o por qué no?

Piensa en las cosas que tienes en común con los miembros de tu familia. Escribe estas ideas y compártelas con tu familia hoy mismo.

SEMANA 1, DÍA 4: Conciencia de sí mismo

Criterio(s) SEL: 1A - El individuo demuestra ser consciente de sus emociones, pensamientos y valores.

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Lesson Objective: Who We Are —Students will get to know one another by sharing personal items of importance with classmates and discussing the importance of their items with a buddy. Students will develop self-awareness of their favorite things/items, foster an atmosphere of inclusion (social awareness), and promote the view that both similarities and differences are valued (social awareness).

This supports SEL Standard(s): 1A. Individual demonstrates an awareness of one’s emotions, thoughts, and values.

Implementation Guidance:

Students should be paired with a buddy and work with that person for the majority of the week to foster a deeper bond. [See “Buddy Up Guidance linked in PowerSchool.]

Warm Welcome: First Name Air High Five Greeting (adapted from Responsive Classroom resource)

Introduce by connecting to prior days’ greetings. “We are still learning everyone’s names, and some of us will remember them and some may need a reminder. Today we’ll continue to practice introducing ourselves like we don’t know each other’s names and then greet doing an air high five.”

Begin by greeting the student next to you with “Good morning, I’m ____” and do an air high five. The student greeted will do an air high five and say, “Good morning, ____.” That student will then turn to the next student, do an air high five and say, “Good morning, I’m ____,” and so on around the circle. If students are not in a circle, name the next student who will greet or post the order, ensuring every student is greeted.

Group Activity: Who Are We? (Buddy Share)

With your buddy, discuss the following questions about your favorite item that you shared with the class yesterday:

Why did you choose this item to share with the class?
How long has this item been important to you?
If you were asked to bring an item last year, would you have brought the same one? Why or why not?

Alternative: if all students did not get to share their item yesterday, use today’s time to allow the remaining students to share their item with the class.

Optimistic Closing:

Think about things you have in common with your family members. Write these ideas down and share them with your family today.

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Elige un saludo

Cuando saludes al compañero que tienes al lado por su nombre, dile: "Buenos días" y elige qué saludo quieres hacer (saludar con la mano, hacer el signo de la paz o dar “high five”).

Reunión comunitaria

Los alumnos se reunirán en círculo y comentarán sobre la siguiente pregunta:

¿Qué te pareció compartir tu artículo y conocer a tus compañeros de clase?

¡Viernes de celebración!

¡Celebremos todas las cosas nuevas que hemos aprendido sobre los demás con este vídeo de GoNoodle!

SEMANA 1, DÍA 5: Conciencia de sí mismo

Criterio (s) SEL: 1A - El alumno demuestra ser consciente de sus emociones, pensamientos y valores.

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Lesson Objective: Who We Are —Students will get to know one another by sharing personal items of importance with classmates and discussing the importance of their items with classmates. Students will develop self-awareness of their favorite things/items, foster an atmosphere of inclusion (social awareness), and promote the view that both similarities and differences are valued (social awareness).

This supports SEL Standard(s): 1A. Individual demonstrates an awareness of one’s emotions, thoughts, and values.

Implementation Guidance:

Students should be paired with a buddy and work with that person for the majority of the week to foster a deeper bond. [See “Buddy Up Guidance linked in PowerSchool.]

Warm Welcome: Pick One Greeting (adapted from Responsive Classroom resource)

Remind students that they have practiced three different greetings this week: wave, peace sign, and an air high five. Tell students that they will pick which one they want to use to greet another person in the classroom today. Explain that you’ll be talking about making decisions, and this is the first decision they will be making today. Model the three greetings and have students give a thumbs up when they’re ready.

Tell students that when they greet a classmate, that person should respond with the same greeting. That student will then turn and greet the next classmate using the greeting they chose. Remind students to use assertiveness if they don’t recall names. Continue around the circle until everyone has been greeted. Call on students if they are at their desks.

Group Activity: Community Meeting

Students will gather in a circle and discuss the following question:

What was it like sharing your item and learning about your classmates?

Additional questions for discussion (optional):

What did you learn about each other? Did anything surprise you?
Why do you think it is important for us to spend time getting to know each other at the beginning of the year?

Optimistic Closing: Celebration Friday!

Let’s celebrate all the new things we learned about each other with this GoNoodle video! Encourage students to dance along with the video. Can't Stop the Feeling Video

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Oh Chasquido!

Es importante crear una comunidad en el aula.

Practiquemos la convivencia chasqueando los dedos con la Familia Addams.

Reunión comunitaria:

Analicemos en grupo cómo los estudiantes deben tratar a los demás en el aula.

¿Qué aspecto tiene?

¿Cómo funciona?

¿Qué se siente?

Reflexiona y piensa sobre algún acuerdo que no esté en la lista y que te gustaría añadir en el futuro.

Comparte tus ideas con tu compañero.

SEMANA 2, DÍA 1: Tomar decisiones de forma responsable

Criterio(s) SEL: 5A - El alumno considera el bienestar y la seguridad de sí mismo y de los demás al tomar decisiones.

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Lesson Objective: The Treatment Agreement [linked in PowerSchool titled, “Treatment Agreements_Harmony Goals FINAL 2020-21”] serves as a collaboratively created framework for behavior expectations in the classroom.

Students and teacher work together to design an agreement for classroom norms, rules and consequences.
Agreements should be developed and agreed upon by all class members to ensure student/teacher ownership.
The Treatment Agreement should be written on chart paper and posted in an accessible place in the classroom.
The Agreement can and should be frequently amended and revisited as situations arise, and classroom learning needs change.
As situations arise such as enrollment of a new student, review the Treatment Agreement
The Treatment Agreement are not rules but how we treat one another in the classroom.and referenced daily as an accountability tool. (Ex. I’m confused by your behavior because we agreed to …, but you’re …. How can we honor our agreement?)

This supports SEL Standard(s): 5A - Individual considers the well-being and safety of self and others when making decisions.

Implementation Guidance:

Students should be paired with a buddy and work with that person for the majority of the week to foster a deeper bond. See Harmony Buddy Up guidance here.
Have the Treatment Agreement template prepared on chart paper in advance labeled (see template slide):

Student to Student (Day 1)
Student to Teacher (Day 2)
Teacher to Student (Day 3)
Make It Right (Day 4)
Weekly Relationship Goal and signing the Treatment Agreement (Day 5)

Place the agreement in a common area.
Each student and teacher will sign the agreement to show their commitment upon completing all sections.
Engage in discussions about agreements regularly and celebrate when a student successfully (and proudly) follows an agreement.
Agreements can and should change based on your class’ experiences and as your students enters different developmental phases and needs change as well as reviewed with new student enrollment.

Talking Points:

What steps can we take to ensure we have a successful year together?
Allow students to share their ideas.
Today we will be talking about a Classroom Treatment Agreement.
A Treatment Agreement is a way for all of us, students and teacher, to work together to create a learning space that is positive and where we can learn and grow.
The Treatment Agreement is not rules but how we treat one another in the classroom. (Reference the prepared chart)
Today, we will be thinking about ways that students treat each other (Student to Student) and whatever we agree on as a group, will be listed.
Let’s take a moment and think about a situation in which you may have felt like you weren’t treated well, or negatively, by another student.
Think about what that other student may have said or done and how it made you feel.
Now, let’s think about a time when the actions, or words of another student may have affected you in a positive way.
Which would you prefer that we practice in the classroom?
Let’s take a moment to list different ideas on how students should treat other students.

Invite students to list different ideas, while the teacher writes them down.

The list will be edited throughout the activity.
Consolidate similar suggestions

Encourage students to be specific about their wording with guiding questions. Keep it simple and positive. In each section together create clear, easy to remember, action-oriented agreements that cover a broad range of situations. Focus on what you expect to see and hear.
Questions you could ask include:

Who can think of a time someone interrupted you when you were talking? What did that sound like? What did that look like?
Many of you have said be kind. What does being kind look like? (ie. opening the door for a student), What does it sound like? (saying please, and thank you)
Use positive, concrete, and specific language.
Examples: "be nice" → “use helpful words”, "no hitting" → “keep bodies and feelings safe”

Ask students if they all agree to the list created.
Remind students that this is a working document and will change as the classroom needs change.

Optimistic Closure:

As we learn and grow, this agreement will change. Reflect, and think about an agreement that isn’t listed that you’d like to add in the future. Share your thoughts with your partner.

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SEMANA 2, DÍA 1: Tomar decisiones de forma responsable

Criterio(s) SEL: 5A - El alumno considera el bienestar y la seguridad de sí mismo y de los demás al tomar decisiones.

Cómo nos tratamos los unos a los otros…

Pero cuando esto no sucede, tenemos que hacer lo correcto:

Y nos vamos a comprometer a una meta de comunicación semanal

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Practiquemos la tolerancia y la compasión con este vídeo positivo y tranquilizador.

Reunión comunitaria: Analicemos en grupo cómo deben tratar los alumnos al maestro.

¿Qué aspecto tiene?

¿Cómo funciona?

¿Qué se siente?

Comparte con tu compañero lo que vas a hacer para cumplir con los acuerdos de los que hemos hablado hoy.

¿Vas a …

Celebrarme a mí mismo cuando cumplo un acuerdo.
Celebrar a los demás cuando cumplen un acuerdo.
Recordarme a mí mismo y a los demás cuando los acuerdos no se cumplen.

SEMANA 2, DÍA 2: Tomar decisiones de forma responsable

Criterios(s) SEL: 5A - El alumno considera el bienestar y la seguridad de sí mismo y de los demás al tomar decisiones.

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Implementation Guidance:

Students should be paired with a buddy and work with that person for the majority of the week to foster a deeper bond. See Harmony Buddy Up guidance here.
Have the Treatment Agreement template prepared on chart paper in advance labeled (see template slide):

Student to Student (Day 1)
Student to Teacher (Day 2)
Teacher to Student (Day 3)
Make It Right (Day 4)
Weekly Relationship Goal and signing the Treatment Agreement (Day 5)

Place the agreement in a common area.
Each student and teacher will sign the agreement to show their commitment upon completing all sections.
Engage in discussions about agreements regularly and celebrate when a student successfully (and proudly) follows an agreement.
Agreements can and should change based on your class’ experiences and as your students enters different developmental phases and needs change as well as reviewed with new student enrollment.

Warm Welcome: Have Compassion

It's easy to be nice to the people you like, but it can be difficult to be nice to people who bother or annoy you.

Group Activity:

Brainstorming Student to Teacher treatment.

Talking Points:

Yesterday we were introduced to the Classroom Treatment Agreement. As a reminder, a treatment Agreement is a way for all of us, students and teacher, to work together to create a learning space that is positive and where we can learn and grow. The Treatment Agreement is not rules but how we treat one another in the classroom.
Point out examples of students following the Student to Student agreement.
Today, we will be thinking about ways that students treat teachers because the teacher is part of the classroom community.
Now, let’s think about a time when the actions, or words of a teacher may have impacted you in a positive way.
Let’s take a moment to list different ideas on how students should treat teachers.
Invite students to list different ideas, while the teacher writes them down. (The list will be edited throughout the activity.)
Encourage students to be specific about their wording with guiding questions. Keep it simple and positive. In each section together create clear, easy to remember, action-oriented agreements that cover a broad range of situations. Focus on what you expect to see and hear.
Questions you could ask include:

Who can think of a time someone/a teacher interrupted you when you were talking? What did that sound like? What did that look like?
Many of you have said be kind. What does being kind look like? (ie. greeting the student at the door), What does it sound like? (a peaceful voice)
Use positive, concrete, and specific language.
Examples: "be nice" → “use helpful words”, "no hitting" → “keep bodies and feelings safe”

Ask students if they all agree to the list created.
Remind students that this is a working document and will change as the classroom needs change.

Optimistic Closure:

With your partner, share what you are going to do to honor the agreements discussed today.

Are you going to…

Celebrate myself when I honor an agreement.
Celebrate others when they honor an agreement.
Kindly remind myself and others when agreements aren’t honored.

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¡Está NEVANDO!

Escribe lo que has aprendido hoy en un trozo de papel y enróllalo. Cuando tu maestro dé la señal, lanza con cuidado tus bolas de nieve de papel al aire.

Después, elige una respuesta cercana y la lees en voz alta.

Reunión comunitaria: Analicemos en grupo cómo deben tratar los maestros a los alumnos en el aula.

¿Qué aspecto tiene?

¿Cómo funciona?

¿Qué se siente?

El Presidente Kid cree que las cosas que decimos pueden ayudar a hacer el mundo más maravilloso.

¿Qué agregarías?

SEMANA 2, DÍA 3: Tomar decisiones de forma responsable

Criterios(s) SEL: 5A - El alumno considera el bienestar y la seguridad de sí mismo y de los demás al tomar decisiones.

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Implementation Guidance:

Students should be paired with a buddy and work with that person for the majority of the week to foster a deeper bond. See Harmony Buddy Up guidance here.
Have the Treatment Agreement template prepared on chart paper in advance labeled (see template slide):

Student to Student (Day 1)
Student to Teacher (Day 2)
Teacher to Student (Day 3)
Make It Right (Day 4)
Weekly Relationship Goal and signing the Treatment Agreement (Day 5)

Place the agreement in a common area.
Each student and teacher will sign the agreement to show their commitment upon completing all sections.
Engage in discussions about agreements regularly and celebrate when a student successfully (and proudly) follows an agreement.
Agreements can and should change based on your class’ experiences and as your students enters different developmental phases and needs change as well as reviewed with new student enrollment.
Provide students with a scratch piece of paper for the Optimistic Closure activity.

Warm Welcome:

Kid President believes the things we say can help make the world more awesome.

Here he shares a special list of 20 things we should say more often.

Does this apply to adults and children? What would you add?

Group Activity:

Brainstorming Teacher to Student treatment.

Talking Points:

Yesterday we worked on the Classroom Treatment Agreement. As a reminder, a treatment Agreement is a way for all of us, students and teacher, to work together to create a learning space that is positive and where we can learn and grow. The Treatment Agreement is not rules but how we treat one another in the classroom.
Point out examples of students following the Student to Teacher agreement.
Today, we will be thinking about ways that teachers treat students because the teacher is part of the classroom community.
Now, let’s think about a time when the actions, or words of a teacher may have impacted you in a positive way.
Let’s take a moment to list different ideas on how teachers should treat students.
Invite students to list different ideas, while the teacher writes them down. (The list will be edited throughout the activity.)
Encourage students to be specific about their wording with guiding questions. Keep it simple and positive. In each section together create clear, easy to remember, action-oriented agreements that cover a broad range of situations. Focus on what you expect to see and hear.
Questions you could ask include:

Who can think of a time someone/a teacher interrupted you when you were talking? What did that sound like? What did that look like?
Many of you have said be kind. What does being kind look like? (ie. greeting the student at the door), What does it sound like? (a peaceful voice)
Use positive, concrete, and specific language.
Examples: "be nice" → “use helpful words”, "no yelling" → “use a peaceful tone when talking”

Ask students if they all agree to the list created.
Remind students that this is a working document and will change as the classroom needs change.

Optimistic Closure:

Snowstorm - Students write down what they learned or experienced on a piece of scratch paper and wad it up. Given a signal, by the teacher, students carefully toss their paper snowballs in the air. Then each learner picks up a nearby response and reads it aloud.

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Respirar para tranquilizarse

La vida viene con muchos desafíos, que pueden llevar a la frustración. Aprendamos una estrategia de relajación de mindfulness para que nos ayude.

Reunión comunitaria: Todos seguimos aprendiendo y creciendo. Hablemos de cómo podemos "hacer las cosas bien" cuando no cumplimos un acuerdo.

¿Qué aspecto tiene?

¿Cómo funciona?

¿Qué se siente?

¿Cómo puedes ayudar a los demás a cumplir el acuerdo de trato?

Comparte con un compañero.

SEMANA 2, DÍA 4: Tomar decisiones de forma responsable

Criterios(s) SEL: 5A - El alumno considera el bienestar y la seguridad de sí mismo y de los demás al tomar decisiones.

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Implementation Guidance:

Students should be paired with a buddy and work with that person for the majority of the week to foster a deeper bond. See Harmony Buddy Up guidance here.
Have the Treatment Agreement template prepared on chart paper in advance labeled (see template slide):

Student to Student (Day 1)
Student to Teacher (Day 2)
Teacher to Student (Day 3)
Make It Right (Day 4)
Weekly Relationship Goal and signing the Treatment Agreement (Day 5)

Place the agreement in a common area.
Each student and teacher will sign the agreement to show their commitment upon completing all sections.
Engage in discussions about agreements regularly and celebrate when a student successfully (and proudly) follows an agreement.
Agreements can and should change based on your class’ experiences and as your students enters different developmental phases and needs change as well as reviewed with new student enrollment.

Group Activity:

We are all continuing to learn and grow. Let’s discuss how we can “Make Things Right” when we don’t honor an agreement.

What does that look like?
What does that sound like?
What does that feel like?

Talking Points:

For the past couple of days, we’ve worked on the Classroom Treatment Agreement. As a reminder, a treatment Agreement is a way for all of us, students and teacher, to work together to create a learning space that is positive and where we can learn and grow. The Treatment Agreement is not rules but how we treat one another in the classroom.
We are all growing and learning. Sometimes we may not honor our agreements, even if by accident.

When that happens, how should we (students/teacher) make things right with others or with our environment?

Invite students to list different ideas, while the teacher writes them down. (The list will be edited throughout the activity.)
Encourage students to be specific about their wording with guiding questions. Keep it simple and positive. In each section together create clear, easy to remember, action-oriented agreements that cover a broad range of situations. Focus on what you expect to see and hear.
Questions you could ask include:

How did you “make it right” with the other person? What did you say? (apologized) or do? (write an apology note)
Use positive, concrete, and specific language.

Apologize
Talk it out with the person
Ask for a second chance
Forgive and move on

Ask students if they all agree to the list created.
Students and teacher will sign the agreement.

You may opt to recreate an edited Treatment Agreement version before having students sign it.

Optimistic Closure:

How can you help others honor the treatment agreement? Share with a buddy.

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Búsqueda de tesoros en el aula

Con un compañero, explora tu aula durante 5 minutos para conocer mejor tu entorno.

¿Cuántas sillas hay en el aula?

Busca dos libros y escribe el título y el autor.

Busca algo sobre lo que quieras aprender más.

Reunión comunitaria:

Hablemos y fijemos nuestra meta de relación semanal.

Elabora un póster con un compañero e ilustra dos formas en las que trabajarás para lograr el objetivo de relación semanal.

Después, coloca el póster en el aula y haz un recorrido por la galería.

SEMANA 2, DÍA 5: Tomar decisiones de forma responsable

Criterios(s) SEL: 5A - El alumno considera el bienestar y la seguridad de sí mismo y de los demás al tomar decisiones.

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Implementation Guidance:

Students should be paired with a buddy and work with that person for the majority of the week to foster a deeper bond. See Harmony Buddy Up guidance here.
Have the Treatment Agreement template prepared on chart paper in advance labeled (see template slide):

Student to Student (Day 1)
Student to Teacher (Day 2)
Teacher to Student (Day 3)
Make It Right and signing the Treatment Agreement (Day 4)
Weekly Relationship Goal (Day 5)

Place the agreement in a common area.
Each student and teacher will sign the agreement to show their commitment upon completing all sections.
Engage in discussions about agreements regularly and celebrate when a student successfully (and proudly) follows an agreement.
Agreements can and should change based on your class’ experiences and as your students enters different developmental phases and needs change as well as reviewed with new student enrollment.
Provide students with recording sheet titled “SELMeetUp_Wk2Day4” in PowerSchool fort the Warm Welcome activity.
Provide students with chart paper, construction paper, or loose leaf paper for the Optimistic Closure activity.

Group Activity:

Brainstorming weekly relationship goal and signing the Treatment Agreement.

Talking Points:

For the past couple of days, we’ve worked on the Classroom Treatment Agreement. As a reminder, a treatment Agreement is a way for all of us, students and teacher, to work together to create a learning space that is positive and where we can learn and grow. The Treatment Agreement is not rules but how we treat one another in the classroom.
Ask students to point out examples of how they and others have honored the Treatment Agreement the past couple of days.
Today, we will reflect on agreements that we may need help with.
Think about what section or agreement we need to continue to grow in.

Ask students to share their suggestion and examples of an agreement to focus on next week

It appears, based on your feedback, that we will focus on _________________ as next week’s Relationship Goal. (This goal will be referenced throughout the following week(s) and may change once the class has made progress or is ready for a new goal.)

Write this goal on a sticky note or on a sheet of paper, as this will change throughout the school year, and adhere it to the Treatment Agreement.

Optimistic Closure:

Create a poster with a partner and illustrate two ways you will work towards the weekly relationship goal. Then, place the poster around the classroom and go on a gallery walk.

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Respirar para tranquilizarse – Canción para respirar

La vida viene con muchos desafíos, que pueden llevar a la frustración. Aprendamos una estrategia de relajación de mindfulness para que nos ayude.

Community meeting: Todos seguimos aprendiendo y desarrollándonos. Hablemos de cómo podemos "hacer las cosas bien" cuando no cumplimos un acuerdo.

¿Qué aspecto tiene?

¿Cómo funciona?

¿Qué se siente?

Esta semana hemos creado nuestro Acuerdo de Trato en el Aula.

¿Cuál crees que debería ser nuestra Meta de la Clase para la próxima semana?

Tómate un minuto para pensar en tu idea de Meta de la Clase. Luego escríbala en una nota adhesiva y colóquela en la tabla de Metas de la Clase.

SEMANA 2, DÍA 5: Tomar decisiones de forma responsable

Criterios(s) SEL: 5A - El alumno considera el bienestar y la seguridad de sí mismo y de los demás al tomar decisiones.

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Implementation Guidance:

Students should be paired with a buddy and work with that person for the majority of the week to foster a deeper bond. [See “Buddy Up Guidance linked in PowerSchool.]
Have the Treatment Agreement template prepared on chart paper in advance with a quadrant model labeled:

Student to Student (Day 1) - how students agree to treat each other
Student to Teacher (Day 2) - how students agree to treat the teacher
Teacher to Student (Day 3) - how the teacher agrees to treat the students
All to Classroom/Campus (Day 4)

A “Make It Right” section (Day 5)
A Classroom Goal will be chosen at the end of the week or beginning of the week of agreements that need to be worked on. This goal should be posted near the Classroom Treatment Agreement.
Place the agreement in a common area.
Each student and teacher will sign the agreement to show their commitment upon completing all sections.
Engage in discussions about agreements regularly and celebrate when a student successfully (and proudly) follows an agreement.
Remember, these are Classroom Agreements – for *both* student and teachers. Let your student know that they can remind the teacher when you’re not following an agreement – they’ll feel more ownership if it’s a two-way street.
Agreements can and should change based on your class’ experiences and as your students enters different developmental phases and needs change.
Have sticky notes available for students to add to the Treatment Agreement and Goal Chart.

Group Activity:

We are all continuing to learn and grow. Let’s discuss how we can “Make Things Right” when we don’t honor an agreement.

What does that look like?
What does that sound like?
What does that feel like?

Write your ideas on the sticky notes and place them on the chart.

Talking Points:

For the past couple of days, we’ve worked on the Classroom Treatment Agreement. As a reminder, a treatment Agreement is a way for all of us, students and teacher, to work together to create a learning space that is positive and where we can learn and grow. The Treatment Agreement is not rules but how we treat one another in the classroom.
Ask students to point out examples of how the student or teacher followed the All to Classroom/Campus agreement.
Today, we will be thinking about ways that we (student and teacher) treat the classroom and campus.
We are all growing and learning. Sometimes we may not honor our agreements, even if by accident.

When that happens, how should we (students/teacher) make things right? (with others or with our environment)

Invite students to list different ideas, while the teacher writes them down. (The list will be edited throughout the activity.)
Encourage students to be specific about their wording with guiding questions. Keep it simple and positive. In each section together create clear, easy to remember, action-oriented agreements that cover a broad range of situations. Focus on what you expect to see and hear.
Questions you could ask include:

Can you think of a time you didn’t use kind words? What did that sound like? What did that look like?
How did you “make it right” with the other person? What did you say? (apologized) or do? (write an apology note)
Use positive, concrete, and specific language.
Apologize
Talk it out with the person
Ask for a second chance
Forgive and move on

Now, use the sticky note I gave you and write your own Make It Right idea.
Allow students time to write, and place the sticky notes on the chart. Read them aloud as students contribute.
Ask students if they all agree to the list created.
Ask students to sign the 1st draft of the Classroom Treatment Agreement. (Set a time to rewrite the classroom agreement and students can sign the final version)
At the end of the week, we will meet to discuss a particular agreement we may need to work on as a classroom. This Class Goal will be posted so that we can work together towards achieving this goal.

Optimistic Closure:

This week we created our Classroom Treatment Agreement. What do you think should be our Class Goal for next week? Take one minute to think about your Class Goal idea. Then write it down on a sticky note and place it on the Classroom Goal chart.

Read them aloud and vote on the top 3 choices.

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Conocerte a ti mismo

¿Por qué es importante dedicar tiempo para conocer a todos los alumnos de la clase?

Conoce a tu nuevo compañero.

Trabajar juntos

¿Cómo fue la experiencia de escribir una historia creativa con tu nuevo compañero?

SEMANA 3, DÍA 1: Habilidades de relación

Estándar(es) SEL: 4A - El alumno demuestra su capacidad para comunicarse positivamente e interactuar eficazmente con personas de diversos orígenes,

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Celebrating One Another, Lesson 1.2 and 1.3 (merged) from Harmony

Lesson Objective: Relationship Skills (4A) Individual demonstrates an ability to communicate positively and interact effectively with individuals of diverse backgrounds, cultures, genders, abilities, languages, and identities.

Harmony Objectives:

Encourage an appreciation for diversity, promote an awareness of commonalities
Provide students with the opportunity to get to know and connect with an unfamiliar peer
Facilitate positive interactions among students

Implementation Guidance:

At the beginning of each week, assign students into buddy pairs. Each week they work with a new buddy and when you say “Buddy Up” students know to work with their weekly buddy. Follow the Tips and Suggestions below for guidance on assigning buddies.

Today, students will do a Collaboration with their buddy. Collaborations are activities designed to promote cooperation and problem-solving while students build their friendship.

Tips for Everyday Practice: Buddy Up

Pair students with a new buddy each week. They can Buddy Up at times you designate in the SEL lesson, or intentionally do an activity together during one of the Everyday Practices, called “Buddy Up”. See Harmony Buddy Up guidance on HarmonySel.org

Tips for implementing Buddy Up:

Create Buddy Board - avoid organizing by gender or other social grouping
Display the Buddy Board prominently
Pair students who are more compatible at first, improves success
Use a Buddy Grid to keep track of who has already been paired (See document titled, “Buddy Up Grid Sample” in Power School)

Facilitating Buddy Up

Buddy Ups at least 4 - 5 times a week, consistently
Weave buddy activities seamlessly throughout the day
Use prompts on Collaborations and Conversations Cards

Warm Welcome: Gather students together in a community circle. Remind students that they have been spending time getting to know each other in the class over the first few weeks of school. Ask them to think about why it has been important for us to take the time to get to know everyone in the class and share one reason when it’s your turn. [If needed, engage students in a conversation about diversity, using the butterfly as a metaphor. Elaborate on the unique traits of the butterfly. Telling students that a butterfly has an important job to do and that no two butterflies are just alike. Summarize by explaining that noticing the things we have in common helps everyone to feel included and it’s part of getting to know one another. It’s important to take the time to talk to each other to discover our commonalities.]

Group Activity: Students will have time today to get to know their new buddy. Project the prompt, “Write a story together with the title,’A Day in the Life of _____ (a classroom object of their choice).’ [Harmonysel.org Upper Elementary Collaborations card] Set the timer for 10 minutes and tell students they can work together to solve the problem, or write the short story. Monitor the room while student buddies are writing together, noticing which students are doing all the talking and which are more quiet. Ask prompting questions when needed, such as ‘Are both students ideas included in the story?’

Optimistic Closing:

Once students have worked on their Collaboration, ask them to return to circle time. Today you worked on a problem with your new buddy.

Question #1: What was it like to solve the problem together? Were you successful?

Question #2: What did your partner do to make it possible? What did you do to help your partner?

Question #3: What kinds of similarities or differences do you think are most important in friendships?

Explain to students that today’s prompt was a silly prompt, but it’s important to listen to and acknowledge the ideas of everyone. And, it’s important to have things to laugh about together. These are all ways to get to know people who you may not realize you have much in common.

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¡Igual que yo!

Juega con tu compañero al juego "Puntos en común".

¿Qué es lo que te ha sorprendido de lo que tienes en común con tu compañero mientras jugabas?

SEMANA 3, DÍA 2: Habilidades de relación

Estándar(es) SEL: 4A - El alumno demuestra su capacidad para comunicarse positivamente e interactuar eficazmente con personas de diversos orígenes,

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Celebrating One Another, Lesson 1.2 and 1.3 (merged) from Harmony

Implementation Guidance:

Gather students in a circle, practice social distancing if possible.

In advance of today’s Meet Up, download the APP on devices that buddy pairs can use to play the game. [Using the APP store on the classroom devices, download the Harmony Gameroom APP.]

Warm Welcome: Play “Just Like Me”

Just Like Me

Everyone is seated and the leader stands in the center of the circle. The leader says a statement such as “I have a cat” and everyone to whom the statement applies, stands up and says “Just like me!” then sits down again.[Take into consideration any other-abled persons in the room to ensure their participation. See alternate suggestions below.] The leader reads another statement and group members again respond. Additional statements that the caller will say:

Has _______ (color of) hair
Has _______ (number of) brothers
Can play ________ (an instrument / a special game)
Was born in _________ (name of city)
Has __________ (type of pet / number of pets)

Alternate movements: In consideration of students with mobility challenges, the instructions can be adjusted to change the movement that identifies the similarity to “Touch your nose” when the caller makes a statement that applies to you.

Group Activity:

Download APP “Harmony Game Room” from APP Store, Buddies of students Play Commonalities Game
Alternate method: Prepare one copy of this downloaded Commonalities Game Board English / Spanish for each pair of students. Allow each pair 10 minutes to ask each other the questions on the board and write their names on the square if the prompt applies to them.

[Using the APP store on the classroom devices, download the Harmony Gameroom APP.]

Optimistic Closing:

After playing the Commonalities Game (either on the APP or the game board, ask students to think about the following question: “What was one thing that surprised you about what you and your buddy discovered that you had in common as you played the game?

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Lo que me hace sentir orgulloso

¿Qué es lo que tienes en común con tu compañero?

Compartir lo que sé hacer

~ Diario ~

Deja una pista

Sin decir a la clase cuál es tu habilidad especial, da una pista sobre tu habilidad especial que piensas enseñar a alguien.

SEMANA 3, DÍA 3: Habilidades de relación

Estándar(es) SEL: 4A - El alumno demuestra su capacidad para comunicarse positivamente e interactuar eficazmente con personas de diversos orígenes,

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Celebrating One Another, Lesson 1.2 and 1.3 (merged) from Harmony

Getting to know one another.
Discovering and appreciating commonalities.
Appreciating and learn from diversity.
Developing an attitude of inclusion.
Embracing a common classroom identity.
Feeling valued as an individual and as a member of the group.

Implementation Guidance:

Warm Welcome: What Makes Me Proud?: Ask students to think of something that makes them feel proud or good about themselves. Model the anticipated answer by saying something like, ‘I am very proud when I bake a cake that my friend likes for her birthday.”

If needed, explain to students that the peacock shows his feathers because they are so colorful and beautiful and he is proud of them. People feel proud when they are pleased with the hard work they have done. It’s important to but to feel good about working hard is feeling proud in a humble.

Group Activity: Sharing What I Know How to Do Journaling,For tomorrow’s activity, we are going to learn something new from a classmate. Your first task is to figure out what you would like to teach someone else. What do you know how to do well (e.g. how to knit, jump rope, use a hula-hoop, or maybe you know how to organize your desk and school materials really well). Today, you will journal about what you will be teaching someone else. It needs to be done in the classroom or on the playground. What items will you need to bring to school tomorrow with you in order to teach this special skill?

Share the Brainstorming Sheet with students to provide guidance to help them prepare to teach their skill. Locate document titled, “Brainstorming Sheet” in PowerSchool)

Optimistic Closing:

Drop a Hint: Explain that the prompt for our optimistic closing will be to get one another excited about what you will be teaching them tomorrow. Without telling anyone exactly what you will be teaching tomorrow, drop a hint about it. For example, if I were going to teach someone how to play the game Jacks, I might say ‘my activity requires tossing and catching a ball’.

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¡Puedo enseñar algo que sé hacer!

Aprende algo nuevo, �Día 1

¿Qué has aprendido hoy sobre tu compañero?

Enseñaré mi habilidad a un compañero que aún no la conozca
Estaré dispuesto a aprender y probar esta nueva habilidad
Puedo enseñar y aprender esta habilidad en la escuela.

SEMANA 3, DÍA 4: Habilidades de relación

Estándar(es) SEL: 4A - El alumno demuestra su capacidad para comunicarse positivamente e interactuar eficazmente con personas de diversos orígenes,

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Celebrating One Another, Lesson 1.2 and 1.3 (merged) from Harmony

Getting to know one another.
Discovering and appreciating commonalities.
Appreciating and learn from diversity.

Implementation Guidance:

Model what you expect students to say when they are sharing during circle time.

Have a poster available for students to write their special skill that they will be teaching down. This will allow students to be partnered with someone who does not already know how to do the skill.

Warm Welcome: To build excitement for today’s group activity, students will briefly tell the class what they will be teaching and how they learned it. The teacher may record the skill that each student will be teaching to help students select a partner.

Group Activity:

Set up the activity with the following norms:

I will teach my skill to a partner who does not already know my skill
I will be willing to learn and try out this new skill
I can teach and learn this skill at school.

Allow students to partner with someone in class who does not know how to do the skill they will be teaching. Before beginning the activity, review the norms on the slide. Explain that students will have 5 minutes each to teach their skill to their partner.

Optimistic Closing:

After the activity, gather students together still in their partner pairs or (groups of 3) for an optimistic Closing. Ask them to reflect on the activity. Explain that everyone has special talents and interests that make us valuable to the learning community, to our families, and to the world. Tell students you will call each partner pair to share their ideas about whether it is important to look for commonalities, differences, or both.

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¿Qué es lo que has aprendido que tienes en común con un compañero de clase esta semana?

Diagrama de Venn de los amigos

(Haz clic aquí para ver el folleto)

“La diversidad es hermosa".

¿Cómo sería si todos en nuestra clase fueran exactamente iguales?

Compañero 1	Común	Compañero 2

SEMANA 3, DÍA 5: Habilidades de relación

Estándar(es) SEL: 4A - El alumno demuestra su capacidad para comunicarse positivamente e interactuar eficazmente con personas de diversos orígenes,

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Celebrating One Another, Lesson 1.2 and 1.3 (merged) from Harmony

Getting to know one another.
Discovering and appreciating commonalities.
Appreciating and learn from diversity.

Implementation Guidance:

In advance, copy one Venn Diagram handout and one Commonalities Cards Handout per Buddy Pair. Alternative: Provide drawing paper for students to make a Venn Diagram or a 3 column table as shown on the slide.

Alternate Activity:

Commonalities Graphing

Students sort themselves based on answers to get-to-know-you questions (Get to Know You Cards)

Ask a get-to-know-you question and have students move around the room to stand with peers who have the same answer.

Point out which students share something in common, noting that all answers are equally valued.

Alternatively, post characteristics around the room and have students place a sticky note with their name under the answers that apply to them.

I have siblings.

Warm Welcome: Greet each child as the enter the classroom circle. Ask them to think about the activities they did this week with their buddy. Ask them to answer the following question, “What is one thing you learned you had in common with a classmate this week?”

Group Activity:

Provide one handout of a Venn Diagram and one Commonalities Cards Handout for each student pair, or buddy pair. Students can also draw a Venn diagram on large drawing paper if the see one projected. [click the link on the slide to open the Venn Diagram Handout]. Set the timer for 10 minutes and allow students to read each prompt and decide if they have that trait in common or if it goes in the section that is special to them. Next, give students a place to display their Diagrams and let them look at each other’s work at a time that works for your schedule.

Optimistic Closing:

Students to think about what it would be like if everyone in the class was exactly the same and share their ideas when it is their turn.

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¿Cuál es el grupo al que pertenece?

Con tu compañero, elabora un dibujo.

¿De qué manera han trabajado juntos para elaborar su dibujo?

SEMANA 4, DÍA 1: Conciencia social

Criterio SEL : 3A - El alumno demuestra conciencia y aprecio por las emociones de los demás, sus perspectivas, orígenes, culturas, géneros, habilidades, idiomas e identidades.

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Harmony 1.4 ~ Classroom Identity

Lesson Objective:

Promote a common classroom identity among students.
Decrease the importance of gender in the classroom.
Promote the classroom norm that students who have differences, such as gender, can be friends.

Implementation Guidance:

Discuss how each student is an important part of their group: family, buddy pair, classroom, team, etc..

All of you make up another very important group: our classroom group.

We will work and have fun together during the course of the year.

Warm Welcome: What is a group you belong to?

Group Activity: At the beginning of each week, assign students into buddies. Each week they get a new buddy and when you say “Buddy Up” students know to work with their weekly buddy. Follow the Tips and Suggestions, linked to the Presenter Notes on slide 1 for assigning buddies.

Today, students will do a Collaboration with their buddy for 5 minutes. Collaborations are activities designed to promote cooperation and problem-solving while students build their friendship.

Debrief after students work with their buddy and ask how students worked together to accomplish the goal? What were some things you did that were helpful to each other when creating the picture?

Optimistic Closing: What are some things you did to help each other create your picture?

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Nombra tu grupo famoso favorito (música, equipo deportivo, etc.)

Con tu pequeño grupo, comenta y selecciona un posible nombre para nuestra clase.

¿Por qué es importante tener un nombre especial para un grupo de personas?

SEMANA 4, DÍA 2: Conciencia social

Criterio SEL : 3A - El alumno demuestra conciencia y aprecio por las emociones de los demás, sus perspectivas, orígenes, culturas, géneros, habilidades, idiomas e identidades

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Harmony 1.4 ~ Classroom Identity - Selecting a Class Name

Lesson Objective:

Promote a common classroom identity among students.
Decrease the importance of gender in the classroom.
Promote the classroom norm that students who have differences, such as gender, can be friends.

Implementation Guidance:

Discuss how the class is a group.

All of you make up another very important group: our classroom group.

We will work and have fun together during the course of the year.

When we all have a common goal, we can be more successful.

Say:

I think it would be a great idea if our classroom had a name and a motto!
Let’s think of some groups that have names or mottos.
Many groups have a name and motto that represent them. Can anyone think of a group that has one or more of these characteristics? (examples: The Dallas Cowboys, The Dallas Stars, The Dallas Mavericks)

Warm Welcome: Name your favorite famous group. It can be a music group, a sports team, or another group.

Group Activity:

Place students in small groups (about 4). Students will work together in small groups to come up with a special name and motto for the class.

Part 1: Class Name (5 minutes)

To guide the conversation for choosing a class name, display the following questions to guide their conversations:

What are some things we all have in common as a classroom group?
What are some ways we are each different in the classroom group? (diverse backgrounds, different interests, different academic strengths, etc.)

After 5 minutes, call the class back together. Collect the ideas and post for students to take a vote on the class name.

Celebrate that now you have a class name. Tomorrow we will create a class motto together.

Optional Activity: Print the attachment Names and Mottos Handout that is linked to the PowerSchool lesson to provide a list of sample class names and mottos, as needed.

Optimistic Closing: Why is it important to have a special name for a group of people?

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¿Qué es lo que tu familia cree firmemente?

Con tu pequeño grupo, comenta y selecciona un posible lema para nuestra clase.

Vota por un lema de la clase.

SEMANA 4, DÍA 3: Conciencia social

Criterio SEL : 3A - El alumno demuestra conciencia y aprecio por las emociones de los demás, sus perspectivas, orígenes, culturas, géneros, habilidades, idiomas e identidades

ACTIVIDAD DE BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

Harmony 1.4 ~ Classroom Identity - Selecting a class Motto

Lesson Objective:

Promote a common classroom identity among students.
Decrease the importance of gender in the classroom.
Promote the classroom norm that students who have differences, such as gender, can be friends.

Implementation Guidance:

Discuss how the class is a group.

All of you make up another very important group: our classroom group.

We will work and have fun together during the course of the year.

When we all have a common goal, we can be more successful.

Warm Welcome: Name your favorite famous group. It can be a music group, a sports team, or another group.

Group Activity:

Place students in small groups (about 4). Students will work together in small groups to come up with a special name and motto for the class. Then we will vote on the motto. Sometimes your first choice will not get many votes, but try to accept the ideas of others.

Review the class name that was decided on yesterday. Now we will get back into our groups and create a class motto.

Part 2: Class Motto (5 minutes)

Remind students that they are a part of a small group from the school. The school has a name, a mascot, and a motto. Explain that a motto is a statement that everyone in the group agrees to, demonstrates the shared values, and strives to achieve. Examples include: US Marines - “Always faithful”; Nike - “Just Do It”; L’Oreal - “Because You’re Worth It”
Allow a few more minutes for small groups to brainstorm ideas for a motto.

After 5 minutes, call the class back together. Collect the ideas and post for students to take a vote on the class name.

Optimistic Closing: Reflect on all the choices offered by your class. Which one do you think fits our class the best?

Celebrate that you now have a class name and motto. Tomorrow we will think about ways to use our motto to help us be successful as individuals and as a class all year long.

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Saludo de atrapar pelotas

¿Qué hace que se forme un buen equipo?

Lanzamiento de bolas de nieve

¿Qué promesa puedes hacer que demuestre que serás un gran compañero de clase?

SEMANA 4, DÍA 4: Conciencia social

Criterio SEL : 3A - El alumno demuestra conciencia y aprecio por las emociones de los demás, sus perspectivas, orígenes, culturas, géneros, habilidades, idiomas e identidades.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Lesson Objective:

Implementation Guidance:

Everyday Moments;

To facilitate and encourage use of your classroom’s common identity, use the class name and motto in everyday activities.
Substitute “boys and girls” or “class” with the class name (e.g., “OK, Rockets, let’s get ready for lunch.”; “Good work today, Rockets!”)

Warm Welcome:

Explain to students that for today’s greeting we will act as a team and toss a ball to one another. They will use the new class name that they decided on yesterday as they greet and pass the ball to one another (e.g. If the class name was “Fourth Grade Rockets“ them might say ‘I am a Rocket because I like to aim high!’).

Directions

Determine a system of communication (alphabetical, according to list, or each person chooses next)
Person A: throw a pretend basketball as you greet: “Good Morning Person B - Why is a Rocket a good name for you?”
Person B: pretend to catch the basketball and responds: “Good Morning Person A,”I am like a rocket because ______’ then throw the ball to person C.
Keep going until everyone has been greeted and said why they are like the class name.

Group Activity:

Today for our activity, we will brainstorm qualities of a good teammate. I will use the Dallas Cowboys as an example. If they are going to be champions and win the Super Bowl, what are some things that

each player needs to do to help make them the best team? I will give you one piece of paper each. Write your response to “What makes a good team?” very neatly on the paper. Then you will crumple it up and we will have a Snowball Fight - well, not really - it’s more of a Snowball Toss. You will toss your responses into the center of the circle and I will read each one aloud.

Optimistic Closing: Ask students to reflect on the ideas they heard today about what makes a good teammate as part of a champion team. What is one thing they can pledge to do that will make them a great classmate?

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Dile a la clase cómo recibiste tu nombre (¿te lo heredaron en la familia?).

Con tu pequeño grupo, haz un canto o envoltura utilizando el nuevo nombre y lema de la clase.

¿De qué manera podemos utilizar nuestro nuevo nombre y lema de la clase?

SEMANA 4, DÍA 5: Conciencia social

Criterio SEL : 3A - El alumno demuestra conciencia y aprecio por las emociones de los demás, sus perspectivas, orígenes, culturas, géneros, habilidades, idiomas e identidades.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Lesson Objective:

Promote the class norm that students who have differences can be friends
All students are part of the same group, our classroom community
Everyone is a valued member of our classroom community

Implementation Guidance:

Warm Welcome: Ask students to tell the class how you got your name - perhaps it was passed down through the family or has a special meaning in your family. (Adaptation: If students have any sensitivities about their name they can pass or they can answer “Do you like your name?”)

Group Activity: - In your small group create a chant or a rap with your new class name and motto (e.g. We are the butterflies - echo “butterflies” - we like to fly high - echo “fly high”. Come fly high with us!)

Optimistic Closing: What are some ways that we can use our new class name and motto? [possible answers: we can make a sign for the classroom door, we can ask other teachers to call us by our class name, we can remind each other about our positive attributes when they need a reminder]

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Dile a la clase algo sobre tu cerebro.

Colabora con tu nuevo compañero.

¿Prefieres trabajar solo o con tu compañero?

SEMANA 5, DÍA 1: Conciencia de sí mismo

Criterio SEL : 1A El alumno demuestra ser consciente de sus emociones, pensamientos y valores.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Learn about the BRAIN

Lesson Objective: Students will learn about the brain and how it helps us to make decisions every minute of every day.

Implementation Guidance:

The brain is arguably the most important organ in the human body. It controls and coordinates actions and reactions, allows us to think and feel, and enables us to have memories and feelings—all the things that make us human. Show the video below to your students to teach them the basic parts of the brain.

Next time we will read a story about a dragon who is also learning about mindfulness, and we will continue to learn about our amazing brains!

Warm Welcome: Tell the class something about your brain. Teacher gives an example, such as (My brain can have really fast thoughts.)

Group Activity: Students will collaborate with their new buddy for the week.

Optimistic Closing: Would you rather? Would you rather work alone or would you rather work with your buddy?

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Dile a la clase algo bueno sobre tu cerebro.

Escucha la historia “How Mindful Breathing Tamed Dragon’s Fire”.

Con tu compañero, comenta qué estrategias puedes poner en práctica para tomar decisiones más conscientes.

SEMANA 5, DÍA 2: Conciencia de sí mismo

Criterio SEL : 1A El alumno demuestra ser consciente de sus emociones, pensamientos y valores.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Read: “How Mindful Breathing Tamed Dragon’s Fire”, a Dallas ISD resource adapted from PureEdgeInc.org. Locate this resource in Power School.

Lesson Objective:

Students will understand the different parts of the brain.

Students will understand how the different parts of the brain respond to different situations.

Implementation Guidance:

Today we learned about training our brains through practice and repetition to help us become better at things we want to improve, such as learning how to swim or skateboard. Every moment is an opportunity to shape and grow your brain. Your habits and experiences, which include what you learn, how you think, and how you behave, how you feel, gradually shape your brain. Mindfulness practice helps you take care of your brain and grow to your full potential by training your attention to focus on what you choose.

Warm Welcome: Tell the class something good about your brain.

Group Activity: Read the story titled, “How Mindful Breathing Tameed Dragon’s Fire”.

Optimistic Closing: What strategies can you practice to make more mindful choices?

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¿Cómo es una decisión consciente?

(Pista: Dragón y Líder amable)

Haz un modelo del cerebro.

¿Qué parte del cerebro “cambia” cuando uno se enfada?

SEMANA 5, DÍA 3: Conciencia de sí mismo

Criterio SEL: 1A El alumno demuestra ser consciente de sus emociones, pensamientos y valores.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Use the hand as a brain model.

Lesson Objective: Students will use their hand to learn the three focus areas of the brain.

Implementation Guidance:

Display the story from yesterday for today’s welcoming, slide 13.

Warm Welcome: Reflect on yesterday’s story about the Kind Leader and the Dragon. He made some mindful choices and some unmindful choices. Tell something you remember about one of Dragon’s mindful choices (asking the Kind Leader for help, protected the castle from the beach, taking 3 breaths to calm down). See slide 13 of “How Mindful Breathing Tamed Dragon’s Fire” located in Power School.

Group Activity: Pair students up with their buddies. Show them the hand model as you teach the parts of the brain. Allow them to work with their buddy to teach each other about their brain.

Optimistic Closing: What part of the brain is “flipped” when you get mad?

Advance to the next slide to see additional ways that Ms. D. Spanier, one of our own Dallas ISD teachers) supports students as they learn about their brain.

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Todo está controlado por el cerebro,

por The Body Rocks

SEMANA 5, DÍA 3: Conciencia de sí mismo

SEL Standard: 1A El alumno demuestra ser consciente de sus emociones, pensamientos y valores.

A teacher at John Neely Bryan Elementary, Ms. D. Spanier uses a playdough brain model activity with her students. She gives them a chuck of yellow for the bulk of the brain; then a small of red for the prefrontal cortex; a small piece of blue for the hippocampus; and a tiny piece of white for the amygdala. Pictured here is a sample of a brain model. She shows students one she made first, students then make theirs, they let them dry and in a few days they take them home. For additional information, refer to the document titled, “The Amazing Brain Eng/Sp” in Power School.

She also plays this song https://youtu.be/tPfd80I9s1E. The students like it lot, its called "Everything's Controlled by the Brain." It doesn't go over the particular 3 parts, but it's just singing about the brain and it has a catchy rhythm.

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Con tu compañero, toma turnos para compartir tres cosas que has comido hoy.

Ve el vídeo y escucha la información que ayuda a mantener el cerebro sano.

Vídeo sobre nutrición

Piensa en lo que has comido esta mañana. ¿Lo que comiste esta mañana fue saludable para tu cerebro?

¿Por qué sí o por qué no?

SEMANA 5, DÍA 4: Conciencia de sí mismo

Criterio SEL : 1A El alumno demuestra ser consciente de sus emociones, pensamientos y valores.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Lesson Objective: Students will be able to identify healthy foods that helps keep the brain healthy.

Implementation Guidance:

After watching the video, engage students in a discussion about what they saw. Consider watch

Warm Welcome: Ask students to reflect on what they have eaten so far today, whether it is “healthy” or not. Ask them to share with their Buddy, three things you have eaten so far today.

Group Activity: Student watch a video on the brain and listen for information that help our brain be healthy by the food choices we make. Engage students in a discussion after the video about what they heard and watched. Allow students about 3 minutes to work with their buddy and discuss the video. Walk around and listen to students’ conversation. Listen for statements made by students as you go around the room. Intentionally call on students whose conversation were on target with the information from the video. Chart their responses. Pictures of healthy foods may be added if time permits.

[Optional Activity: View this video from Little Sunshine on how to construct a paper model of the brain. Download this .pdf (English / Spanish) and duplicate one for each student.] This paper model can be found in Power School.

Optimistic Closing: Think about what you ate this morning. Was what you ate this morning healthy for your brain? Why or why not?

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Ve el vídeo “How Exercise Affects the Brain”

Video

Beneficios del ejercicio:

¿Qué ejercicio vas a hacer este fin de semana?

Pensar - emparejar - compartir: habla con tu compañero de un ejercicio que te guste hacer.

SEMANA 5, DÍA 5: Conciencia de sí mismo

Criterio SEL : 1A El alumno demuestra ser consciente de sus emociones, pensamientos y valores.

Memoria

Atención

Función ejecutiva

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

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¿Cómo te sientes?

Describe tu emoción:

¿Cómo te sientes por dentro?

¿A qué te pareces?

¿Cómo suenas?

Estrategia 1:

Habla con un amigo

¿Por qué es importante compartir tus sentimientos

con un amigo?

SEMANA 6, DÍA 1: Control de sí mismo

SEL Standard(s): 2A - El alumno demuestra las habilidades para regular sus pensamientos, emociones y comportamiento de forma constructiva.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Mood Meter and Emotions

SEL Competency: Self-Management ~ The ability to successfully regulate one’s own emotions, thoughts and behaviors in different situations - effectively managing stress, controlling impulses and motivating oneself, including: Agency, Stress management and coping skills, Regulating one’s emotions, Self-discipline and impulse control, Self-motivation, Setting and achieving goals, Organizational skills

Lesson Objective: Students will use the mood meter to share how they are feeling with the class.

Students learn that emotions can be experienced in different degrees of intensity
Students learn to express their emotions based on what they notice is happening in their bodies

Implementation Guidance:

By the end of this week, students will have learned 5 new strategies to manage their emotions. They may be able to start expressing their emotions and choosing which strategies work best for them. Teachers should encourage the use of these learned strategies until they are automatic for students to use before introducing new strategies.
Consider adding new strategies to the classroom Mood Meter bulletin board as they are learned.
Find ways to integrate emotional check-ins throughout the day, rather than only in the morning.
Engage students in a discussion about their feelings.

Explain that it is important to understand and have different feelings for different moods.

Introduce the mood meter.

Students work with their new buddy for the week and look at each quadrant of the mood meter.

Create a Mood Meter bulletin board with strategies for students to do emotional check-ins regularly. On one side of the bulletin board, post the “Mood Meter” located in PowerSchool resources. Next to the Mood Meter, display strategies that you have also taught. Sample strategy board is included in the Power School resources, titled “Self Regulation”.

The Mood Meter (RULER, 2007) helps students recognize their emotions, the first step to practicing emotional literacy. Teachers provide guidance with helping them understand, express, and regulate their emotions. Students can use the mood meter to help them identify how they are feeling. The Mood Meter presents emotions on a grid that measures emotions based on level of pleasantness (across the x-axis) and level of energy (y-axis). Teach students the range of emotions based on these criteria and strategies to manage their emotions to optimize classroom success. There are no wrong emotions. Teachers also can recognize that there are different activities that students may be better equipped to do based on their emotion. For example, a student that is experiencing the emotion of elation might be better able to complete a task that requires creativity; whereas a student experiencing the emotion of disappointment may be better able to complete a task such as reading with a buddy. A variety of emotional management strategies should be directly taught so that students find a strategy that works for them according to the predominant mood they are experiencing. The mood meter helps shift classroom management towards creating an environment of emotional well-being.

Warm Welcome: How are you feeling?

Group Activity: Assign new buddy pairs at the beginning of each week. Students will get with their buddies to become familiar with the Mood Meter. Provide a copy of the Mood Meter for each student pair to explore. Project the following questions for the students to answer as they review the Mood Meter together. “When you have ____ emotion...

How do you feel inside?
What do you look like?
What do you sound like?”

Optimistic Closing: Explain to students that when you are sad, sometimes it helps when you talk with a friend. Now get with your buddy and discuss: Why is it important to share your feelings with a friend?

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¿Qué es lo que puedes hacer para sentirte mejor

cuando estás triste?

Toma un momento �A Meta -

Ve el vídeo,

“Mixed Emotions”

Estrategia 2:

Respirar

¿Qué puedes hacer para no reaccionar de forma exagerada cuando ocurre algo?

WEEK 1, DAY 2

SEL TOPIC:

SEMANA 6, DÍA 2: Control de sí mismo

Criterio(s) SEL: 2A - El individuo demuestra las habilidades para regular sus pensamientos, emociones y comportamiento de forma constructiva.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Take a Meta-Moment

SEL Competency: Self-Management ~ The ability to successfully regulate one’s own emotions, thoughts and behaviors in different situations - effectively managing stress, controlling impulses and motivating themselves, including: Agency, Stress management and coping skills, Regulating one’s emotions, Self-discipline and impulse control, Self-motivation, Setting and achieving goals, Organizational skills

Lesson Objective:

Students learn a problem-solving set to use for identifying and managing emotions, called Take A Meta-Moment.
Students learn one strategy for managing big emotions

Implementation Guidance: Play the video for the class. Instruct students to listen for ways to identify emotions and ways to handle those emotions. Remind students about how the brain works last week's lesson. Ask them to listen for information about the brain. After the video, engage students in a discussion about the video. Students discuss with their buddy any commonalities between the video and last week’s lesson on the brain.

Plan to have students make a Mind Jar on Friday. Materials needed are in the video and are listed here:

Plastic Water bottle with lid (8 oz. uses less materials, a 20 oz. allows for the glitter to fall further when students are using.)
Thickening agent, such as 1 oz. Glycerin or 1 oz. clear hair gel or 1 oz. clear glue or glitter glue
Glitter
Assorted colors of food coloring
(Optional) Small foil object [like a star] to float slowly that students will watch settle

Warm Welcome: What is one thing you can do to make yourself feel better when you are sad?

Group Activity: Engage students in a discussion to recall how the Kind Leader from How Mindful Breathing Tamed Dragon’s Fire” helped Dragon with his “problem.” [Students might say that he taught him how to breathe.] Play the Mixed Emotions video, students listen and make connections to the brain. Following the video and discussion, ask students to write answers on the board to the question in the Optimistic Closing:

Optimistic Closing: What can you do to keep from overreacting when something happens? [Engagement Strategy: Choosing Students at Random,To promote more accountability in the classroom, select students to answer questions and perform tasks on a random basis. When you randomly select students for activities, they draw comfort in this. The message you are conveying to the class is “fairness”. The engagement rate is higher when there is high participation rate.]

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Con tu compañero, toma turnos para contarse entre si lo que sientes cuando eres tu mejor versión.

Imagina la mejor versión de ti mismo

Estrategia 3:

Movimiento

¿Qué actividad al aire libre puedes hacer para sentirte mejor acerca de la versión de ti mismo?

SEMANA 6, DÍA 3: Control de sí mismo

Criterio(s) SEL: 2A - El individuo demuestra las habilidades para regular sus pensamientos, emociones y comportamiento de forma constructiva.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

SEL Competency: Self-Management ~ The ability to successfully regulate one’s own emotions, thoughts and behaviors in different situations - effectively managing stress, controlling impulses and motivating themselves, including: Agency, Stress management and coping skills, Regulating one’s emotions, Self-discipline and impulse control, Self-motivation, Setting and achieving goals, Organizational skills

Lesson Objective:

Students learn a problem-solving set to use for identifying and managing emotions, called Take A Meta-Moment.
Students learn one strategy for managing big emotions

Implementation Guidance:

One part of the Meta-Moment is to Picture your Best Self. This practice motivates a person to work toward a desired future making it more likely to become a reality. This exercise asks you to imagine your life going as well as it possibly could, then write about this best possible future. By doing so, research suggests that you’ll not only increase your happiness in the present but pave the way for sustained happiness down the line. (The Greater Good, mindful.org)

Warm Welcome: With your buddy, take turns telling each other about what you feel like when you are your best self?

Group Activity: Explain to students that today when they imagine themselves doing something the desired way, they are more likely to make it happen. Allow them to work with their buddy to talk about their best self:

what they look like
What they may be thinking
What they may be saying
How they may be feeling

After they discuss it for 1 minute each, give students time to illustrate them when they are their best self.

Allow time for students to share their drawings of them as their best self with the class. Post in the hallway for others to see.

Optimistic Closing: Sometimes we are not feeling like our “best self”. One thing when this happens is to do something physical. Let’s do a Movement Activity together. Lead the students in one of the PureEdge Brain Breaks, such as…

The Warrior Pose

Start in Mountain Pose.
Inhale, step your left leg back. Point your left toes toward the left (at about a 45-degree angle). Your right toes point straight ahead.
Exhale, bend your right knee until it is just above the ankle.
Reach your arms overhead. If it is comfortable press palms together.
Look at your hands and take 3-5 relaxed breaths.
Exhale, step back to Mountain Pose.
Repeat on other side

What outdoor activity can you do to make you feel better about yourself?

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Con tu compañero, cuéntense una vez que hayan sentido una gran emoción.

¿Qué estrategia te gusta mas para tranquilizarte?

Strategia 4:

Quédate en silencio y después habla

SEMANA 6, DÍA 4: Control de sí mismo

Control de sí mismo

Criterio(s) SEL: 2A - El individuo demuestra las habilidades para regular sus pensamientos, emociones y comportamiento de forma constructiva.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

SEL Competency: Self-Management ~ The ability to successfully regulate one’s own emotions, thoughts and behaviors in different situations - effectively managing stress, controlling impulses and motivating themselves, including: Agency, Stress management and coping skills, Regulating one’s emotions, Self-discipline and impulse control, Self-motivation, Setting and achieving goals, Organizational skills

Lesson Objective: Students will have time to think about how they feel and manage their emotions as needed.

Implementation Guidance:

In advance, print off a body outline for each student.

Warm Welcome: With your buddy, tell each other a time you had a big emotion. Play the following game:

FOLLOW THE LEADER’S FEELINGS

Students role-play emotions with their bodies by playing Follow the Leader using feelings.

Have students line up behind you.
Announce “excited walking,” for example.
Begin walking “excitedly” and have students follow.

Group Activity: Allow students to think about one of the big emotions that they can recall well. It may be a time they were sad, angry, frustrated, or scared. What sensations did you feel in your

Make a Body Outline showing emotions

Optimistic Closing: Strategy 4: Be Still then Speak,

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Escucha el timbre. Inhala profundamente mientras escuchas el timbre.

Hoy cada alumno hará su propio frasco de brillantina.

Cómo hacer un frasco para calmarte

Coloca tu brillantina en un lugar sin moverla:

¿Cómo crees que te representa el brillo de un frasco de brillantina?

SEMANA 6, DÍA 5: Control de sí mismo

Criterio(s) SEL: 2A - El individuo demuestra las habilidades para regular sus pensamientos, emociones y comportamiento de forma constructiva.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Lesson Objective: Students will make a glitter jar. Students will use the glitter jar to help them calm down, reset, and focus on themselves.

Implementation Guidance:

For the Welcoming activity, educators can download a free APP (https://insighttimer.com/) to use a chime in the classroom from your smartphone. Also, chime sounds can be found from YouTube.com. Watch the video linked to the Group Activity slide in advance in order to gather materials for creating a calming jar.

Making a MIndjar with the class will take additional time. Some additional considerations to facilitate the activity include:

Asking a parent volunteer to help students in the classroom

Choosing their glitter and scooping it into the bottle
Adding the thickening agent to the bottle
Adding only one drop of food coloring to the bottle. Too much food coloring will make the water too dark to see the glitter as it falls.

Asking the Art Teacher to facilitate the Mindjar Activity that week during Art Class

Work together to collect materials
Send a letter home asking for students to bring their own water bottle or ask for volunteer to supply enough water bottles for the class.

Warm Welcome:

To promote focus or rest, conduct the following activity.

Start in Seated Mountain, with your hands in your lap.
Close your eyes.
I am going to ring the chime.
Open your eyes when you NO LONGER hear the sound of the bell.
Ring the bell and wait until learners open their eyes (about 30 seconds).
Ring the bell again and start your next activity.

Group Activity: Students make a Mindjar today. Plan to have students make a Mindjar on Friday. The materials you will need are in the video and are listed here:

Plastic Water bottle with lid (8 oz. uses less materials, a 20 oz. allows for the glitter to fall further when students are using.)
Thickening agent, such as 1 oz. Glycerin or 1 oz. clear hair gel or 1 oz. clear glue or glitter glue
Glitter
Assorted colors of liquid food coloring
(Optional) Small foil object [like a star] to float slowly that students will watch settle

Once students have made the Mindjar, ask them to learn how to use it. Lead them through the Mindjar script below:

Alternate Activity: refer back to the mood meter from Monday’s lesson. Ask each student to select the area within the mood meter of how they feel at the moment. Keep track of students who might be feeling unhappy. Check in with them later in the day to see if their mood has improved.

Optimistic Closing: How do you think the glitter from the glitter jar represents you?

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¿Qué es mindfulness (atención plena)?

Acompañemos a Annie y a Moby para saber más.

Practiquemos a escuchar con atención.

Ilustra 3 sonidos que percibas.

Elabora un póster.

¿Qué es lo que quieres aprender sobre mindfulness?

¿Cómo te gustaría utilizar mindfulness en tu vida?

¿Cómo puede ayudar escuchar con atención a la concentración?

Compártela con la clase utilizando la pieza de conversación.

SEMANA 7, DÍA 1: Control de sí mismo

Criterio(s) SEL: 2A - El individuo demuestra las habilidades para regular sus pensamientos, emociones y comportamiento de forma constructiva.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Implementation Guidance: What is Mindfulness?

This activity introduces students to mindfulness. Students learn that mindfulness is paying attention to things as they are right now with kindness and curiosity. Practicing mindfulness helps students calm down, stay focused, and connect with others.

During the group activity, students will create a poster. Manila paper, construction paper, paper, or chart paper will be needed.
During the optimistic closure, students will use a talking piece.

A talking piece can be any object that students hold while they are talking. Explain that whoever has the talking piece is who we are listening to. Pre CoVid, we would have suggested that students pass the talking piece around the circle.

Modification #1: Each student is given and brings a colored index card with them to the community circle. Each student places it in front of them when they are speaking. This ways everyone can see who is speaking and knows to be actively listening.
Modification #2: Each student has their own object that they use as their talking piece. It could be anything they choose that is large enough for everyone in the circle to see.

This supports SEL Standard(s): 2A. Individual demonstrates the skills to regulate his / her thoughts, emotions, and behaviors constructively. 2C. Individual uses effective coping skills when faced with challenges.

Group Activity:

Let’s practice mindful listening.

Just close your eyes, and listen to what you can hear.

Let’s create a class poster.

Take a sticky note and illustrate/label 3 sounds you notice in the room.

Students will take turns sharing their illustration with the classroom as they place the sticky note on the chart paper.

Optimistic Closure:

What’s one thing you want to learn more about? How would you like to use mindfulness in your life? Share with the class using the talking piece.

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¿Cómo puede la respiración ayudarnos a sentirnos más tranquilos?

Aprendamos a poner en orden nuestros pensamientos y sentimientos confusos.

¿Qué quieres enseñar a tus amigos y familiares?

SEMANA 7, DÍA 1: Control de sí mismo

Criterio(s) SEL: 2A - El individuo demuestra las habilidades para regular sus pensamientos, emociones y comportamiento de forma constructiva.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Implementation Guidance:

Having a calming jar in the classroom calming area is a good idea. This may be a good time to introduce it to students if you haven’t already. Here are instructions on how to create a calming jar.

Group Activity:

Let’s practice settling our swirling thoughts.

Talking Points:

Think of a time when you felt excited. (Request students share face/body expression)

What about a time when you felt scared? (Request students share face/body expression)

Think of a time when you felt happy. (Request students share face/body expression)

No, what about when you felt frustrated? (Request students share face/body expression)

How about when you felt angry? (Request students share face/body expression)

Sometimes when our thoughts and feelings swirl around in our brains we have to help settle them like glitter.

Let’s practice.

Optimistic closure:

What do you want to teach your friends and family?

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¿Cómo te sientes hoy?

Tómate un momento para analizar tus emociones.

¿Por qué nuestras emociones fuertes son como una "bestia"?

Escribe tus respuestas en tu hoja en la que escribes.

¿Qué estrategias puedes utilizar para controlar a tu bestia?

Anota tu respuesta y compártela con un compañero.

SEMANA 7, DÍA 3: Control de sí mismo

Criterio(s) SEL: 2A - El individuo demuestra las habilidades para regular sus pensamientos, emociones y comportamiento de forma constructiva.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

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De la falta de atención a la atención

Practiquemos cómo prestar atención y centrar nuestra atención en el momento presente.

¡Vamos a dar un paseo consciente en el aula/pasillo!

Recuérdate a ti mismo que debes estar presente cuando tus pensamientos se alejen.

¿Qué dos cosas has sentido mientras practicabas el paseo consciente?

¿Cuándo tienes pensado utilizar el paseo consciente?

SEMANA 7, DÍA 4: Control de sí mismo

Criterio(s) SEL: 2A - El individuo demuestra las habilidades para regular sus pensamientos, emociones y comportamiento de forma constructiva.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Implementation Guidance:

Students will be going on a mindful walk today. This can be done in the classroom or outdoors. Students should have enough room to walk around with as little obstruction as possible. Remind students to try to stay clear from other students, and that the walking will be a very slow pace to maintain safety and connectivity to their thoughts. Remind students that they will use their senses, sight, hearing, smell, taste, and touch when they go on their walk. A mindful walk can be done anywhere—outside while walking to school, inside while walking from class to class, in the cafeteria line, at recess.

Group Activity: Let’s go on a Mindful Walk!

Talking points:

You can practice mindfulness while doing everyday things, like brushing your teeth, washing your hands, or even walking!

A mindful walk is a great way to clear your mind of thoughts that can sometimes be hurtful- like worry, or anger. Or even when our thoughts are stuck!

Ask students to find a starting point in the classroom and begin to slowly start walking.

As you walk, notice how your body feels.
Kindly notice how your legs, feet and arms feel with each step you take.
What do you feel when your feet touch the ground?
Then, moving your attention to the movement of your arms, and your whole body as you move into your next step.
And if your thoughts float away onto something else, use the next step to start over - bringing your attention back to your current experience.
Now bringing your attention to your senses:
Your sense of sight, look around and try to notice the things around you.
Using your sense of smell, notice any aromas or scents from the classroom. Can you feel the air coming into your nose? What does that feel like? What does it feel like when the air exits your nose?
Maybe now you notice some tastes as you walk. Can you taste the air?
Using your sense of touch, can you notice the earth beneath your feet? What does that feel like?
How does it feel like to walk mindfully?

Optimistic Closure:

What are two things you felt while practicing mindful walking?

When do you plan on using mindful walking?

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¿Cuál es tu reporte meteorológico interno?

Vamos a aprender 3 nuevos ejercicios de respiración consciente.

Toma turnos con tu compañero y practica enseñar la estrategia.

¿Qué ejercicio de respiración consciente es tu favorito?

Demuestra en el aula qué ejercicio consciente quieres enseñar a tus amigos o a tu familia.

WEEK 7, DAY 5: Self-Awareness

SEL Standard(s): 1B - Individual demonstrates knowledge of personal strengths, challenges, cultural/linguistic assets, and aspirations.

A B C

D E F

G H I

SEMANA 7, DÍA 5: Control de sí mismo

Criterio(s) SEL: 2A - El individuo demuestra las habilidades para regular sus pensamientos, emociones y comportamiento de forma constructiva.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

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Saludo de la respiración consciente

Hoy vamos a saludarnos dando los buenos días y haciendo juntos 3 respiraciones profundas. Inhala mientras cuentas en silencio del 1 al 3 y exhala mientras cuentas en silencio del 4 al 6. Repite dos veces.

¿Qué es la autoeficacia?

Establecimiento de metas

¿Cuál es una de las metas que te gustaría alcanzar esta semana? Escríbelo en tu diario y compártelo con tu compañero.

SEMANA 8, DAY 1: Conciencia de sí mismo

Criterio (s) SEL: 1B - El alumno demuestra su conocimiento de los puntos fuertes, los retos, los valores culturales/lingüísticas y las aspiraciones personales.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Lesson Objective: Students will learn about self-efficacy and strategies for building self-efficacy including goal setting.

This supports SEL Standard(s): 1B. Individual demonstrates knowledge of personal strengths, challenges, cultural / linguistic assets, and aspirations. 1D. Individual has a sense of personal rights and responsibilities.

Implementation Guidance:

Students should be paired with a buddy and work with that person for the majority of the week to foster a deeper bond. See Harmony Buddy Up guidance here.

Warm Welcome: Mindful Breathing Greeting

Last week, we learned about mindfulness and brain breaks. Today, we are going to practice mindful breathing during our greeting. We are going to greet each other by saying good morning and taking 3 deep breaths together. Inhale as you silently count from 1 to 3 and exhale as you silently count 4 to 6. Repeat twice.

Group Activity: What is self-efficacy? (video and discussion)

Students will watch the video clip that defines self-efficacy. The video defines self-efficacy as “the belief in your own ability to succeed in achieving a goal - having the confidence to know you can do whatever you set your mind to by managing how you think, feel, and behave”.

After viewing the video, teacher will discuss the definition of self-efficacy and ask the following discussion question(s) to facilitate whole group discussion:

Share about a time when you tried really hard to accomplish something and were successful.

Suggestions: studying hard and making a good grade on a test, practicing a sport or hobby and winning a game or achieving success, thinking about something students are successful at doing, etc.

Optimistic Closing: Weekly Goal Setting

Self-efficacy is our ability to believe in ourselves to achieve goals and challenging tasks. Let’s set a goal for the week to work towards accomplishing. We will check back in on Friday to see if we are all able to achieve our goals for the week.

What is one goal that you’d like to accomplish this week? Write it down in your journal and share it with your buddy.

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Verificar como esta el estado de ánimo

¿Cómo te sientes hoy?

El poder de hablar consigo mismo de forma positiva

El diálogo con uno mismo es un superpoder que nos ayuda a desafiar el pensamiento positivo, a levantar el optimismo (la esperanza) y a superar las situaciones difíciles.

¿Qué afirmación vas a practicar esta semana para hablarte a ti mismo de forma positiva?

WEEK 1, DAY 2

SEL TOPIC:

SEMANA 8, DÍA 2: Conciencia de sí mismo

Criterio(s)SEL 1B - El alumno demuestra su conocimiento de los puntos fuertes, los retos, los valores culturales/lingüísticos y las aspiraciones personales..

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Lesson Objective: Students will learn about self-efficacy and strategies for building self-efficacy including positive self-talk and thinking.

This supports SEL Standard(s): 1B. Individual demonstrates knowledge of personal strengths, challenges, cultural / linguistic assets, and aspirations. 1D. Individual has a sense of personal rights and responsibilities.

Implementation Guidance:

Students should be paired with a buddy and work with that person for the majority of the week to foster a deeper bond. See Harmony Buddy Up guidance here.

Warm Welcome: Mood Meter Check In

Take a moment to check in with your emotions. Students can use the emoji chart or classroom mood meter.

Group Activity: The Power of Positive Thinking and Self-Talk

Self-Talk is a powerful strategy that helps us to challenge positive thinking, build optimism (hope), and get through challenging situations - all which helps build our self-efficacy. We have the power to change our thinking with the power of our words! What are some things you can say to yourself to help rewire your brain for positive thinking? Allow for students to share responses with the whole group.

Positive affirmations - teacher modeling

The teacher will model/share examples of positive affirmations with students. Examples can include:

I can do great things.
I am a hard worker.
I am in this world to make a difference.
I can only control myself.
I don’t give up when things become challenging.

Ask students, “Do you (or someone you know) use positive self-talk in their lives?” Allow for share out as time allows.

Positive affirmations - partner activity

Students work in pairs to create at least 2 affirmations to share with the class.

Optimistic Closing: What is one affirmation you will practice saying this week for positive self-talk?

Students will select one positive affirmation that they will practice saying to themselves daily. Students can share their one positive affirmation aloud or be given time to write their affirmation in their journal. Encourage students to practice saying their affirmation daily and/or tape it to a mirror at home.

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Afirmaciones positivas

Afirmaciones de la clase

Hagamos afirmaciones que podamos decir juntos como clase.

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Afirmaciones de la clase

¡Digamos juntos nuestra afirmación de clase en voz alta y con orgullo!

Reconocimiento propio

¿Qué has hecho por ti mismo que te haya ayudado?

Retribuye a los demás

El reto de hoy consiste en hacer algo útil o agradable para otra persona!

SEMANA 8, DÍA 4: Conciencia de sí mismo

Criterio(s)SEL 1B - El alumno demuestra su conocimiento de los puntos fuertes, los retos, los valores culturales/lingüísticos y las aspiraciones personales..

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Lesson Objective: Students will practice self-recognition as a strategy to build self-efficacy.

This supports SEL Standard(s): 1B. Individual demonstrates knowledge of personal strengths, challenges, cultural / linguistic assets, and aspirations. 1D. Individual has a sense of personal rights and responsibilities.

Warm Welcome: Class Affirmations Practice

After greeting students, the teacher will lead class in class affirmations created from yesterday’s activity.

Group Activity: Self-Recognition Activity (givethx resource - www.givethx.org)

We’ve learned that self-talk is a powerful strategy that helps us to challenge positive thinking, build optimism (hope), and get through challenging situations - all which helps build our self-efficacy. Today, we are going to think about self-recognition as a way to build our self-efficacy.

Introduction: Think about something you have done for yourself that has helped you. Reflect on what the benefit was and why and/or how it helped you.
Reflect: What is one thing you are grateful to yourself for? Describe the action or behavior and explain how it helped you.

Additional Tips for Consideration:

It might help for students to know that self-recognition can lead to confidence.
Making a list of possible character traits that students see in each other can help to start self-recognition.

Optimistic Closing: Today’s Challenge!

We’ve learned about self-recognition as a way to build our confidence and self-efficacy, but let’s practice paying it forward today. As a lesson closure, challenge students to do something helpful for someone else today.

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Afirmaciones de la clase

¡Digamos juntos nuestra afirmación de clase en voz alta y con orgullo!

Analicemos la siguiente pregunta:

¿Qué habilidad tienes en la que sobresales?

Reflexión sobre la meta

Reflexiona sobre la meta que te propusiste el lunes para esta semana. ¿Cumpliste tu meta?

SEMANA 8, DÍA 4: Conciencia de sí mismo

Criterio(s)SEL 1B - El alumno demuestra su conocimiento de los puntos fuertes, los retos, los valores culturales/lingüísticos y las aspiraciones personales.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Lesson Objective: Students will review self-efficacy and strategies for building self-efficacy including goal reflection.

This supports SEL Standard(s): 1B. Individual demonstrates knowledge of personal strengths, challenges, cultural / linguistic assets, and aspirations. 1D. Individual has a sense of personal rights and responsibilities.

Implementation Guidance:

Students will discuss the group activity as a whole class activity. Students should be paired with a buddy and work with that person to discuss their goal reflection. See Harmony Buddy Up guidance here.

Warm Welcome: Class Affirmations Practice

After greeting students, the teacher (or a student volunteer) will lead the class in class affirmations (from Wednesday’s activity).

Group Activity:

This week, we learned about what self-efficacy is and a few ways to develop our self-efficacy such as positive self-talk or affirmations, self-recognition, and goal setting. Let’s discuss the following question as a class: What is one thing that you are good at doing?

After students answer this question, the teacher can connect the things students are good at to building their self-efficacy and self-confidence reminding students to take time to do things they are good at but also encouraging them to try new things as a challenge.

Optimistic Closing: Goal Reflection

Remind students about the goals they set on Monday (during the optimistic closure). Encourage students to share their goal progress with their buddy that they shared their goal with at the beginning of the week.

Reflect on the goal you set on Monday for this week. Did you accomplish your goal? What helped you to be successful?

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Hay dos tipos de mentalidad que podemos cultivar. Una que acepta los problemas como oportunidades para aprender, y otra que los evita. Aprendamos más sobre nuestra actitud mental orientada al crecimiento. …

¿De qué manera practicas tu actitud mental orientada al crecimiento?

Verdadero o Falso

Conforme se lee cada afirmación, muévete hacia la derecha del salón si crees que es verdadera, y hacia la izquierda si es falsa.

Afirmaciones:

“Los errores y los fracasos me ayudan a aprender y mejorar".
"Las cosas difíciles no se disfrutan"
"Tu actitud hacia el aprendizaje influye en que puedas mejorar o no"
"Si eres bueno en una cosa, significa que siempre has sido bueno en ella"

Mantén el equilibrio sobre una pierna mientras repites las siguientes afirmaciones:

Trabajo duro
Soy una persona creativa
Siempre estoy concentrado
Tengo una mente abierta
Me preocupo por los demás
Me gusta aprender y descubrir

SEMANA 9, DÍA 1: Conciencia de sí mismo

Criterio(s)SEL 1B - El alumno demuestra su conocimiento de los puntos fuertes, los retos, los valores culturales/lingüísticos y las aspiraciones personales.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

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Escuchar nuestra voz interior

Escribe una lista de afirmaciones negativas o de limitaciones que en ocasiones podemos hacer sobre nosotros mismos (por ejemplo, "no soy lo suficientemente bueno" o "soy demasiado ______")

¿Qué es lo positivo que podrías decirte? Felicítate

WEEK 1, DAY 2

SEL TOPIC:

SEMANA 9, DÍA 2: Conciencia de sí mismo

Criterio(s)SEL 1B - El alumno demuestra su conocimiento de los puntos fuertes, los retos, los valores culturales/lingüísticos y las aspiraciones personales.

El poder del pensamiento

Mira cómo el refuerzo positivo y negativo puede afectar al juego de un jugador en la cancha

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Lesson Objective:

Teach students how growth mindset relates to the brain, and how to praise in a way that supports growth mindset.

Implementation Guidance:

Warm Welcome:

This can be trickier than it sounds, as students will often have difficulty deciding which elbow to offer and which elbow to aim for.

Group Activity:

Write down a list of negative or limiting statements we can sometimes make about ourselves (e.g. "I'm not good enough" or "I'm too ______"). Next, show them how to place a positive spin on the phrase by merely altering the language we use.

In doing so, kids will start to make simple connections to how to change how we speak to improve how we feel about ourselves. Encourage them to give it a try with the rest of the sentences you've written for them.

Here are some simple examples of negative statements to begin with that they can quickly turn around with just a few changes:

"I don't believe in myself."

"I'm not smart enough to do that."

"I'm not good enough to _____."

"I don't have good ideas."

"I'm not very strong."

"I'm not an exceptional person."

Optimistic Closing

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Mira esta imagen. ¿Qué crees que está ocurriendo en esta imagen?

Date la vuelta y habla con un compañero.

¿Qué es lo que estás aprendiendo y que aún no dominas?

¿Cuáles son tus próximos pasos para tener éxito?

Elbow Rock Greeting

(Saludo con los codos)

Este saludo se realiza alrededor del círculo y cada alumno da los buenos días al que sigue a su lado, pero en lugar de darse la mano, los alumnos se saludan con los codos y sacuden los brazos.

SEMANA 9, DÍA 3: Conciencia de sí mismo

Criterio(s)SEL 1B - El alumno demuestra su conocimiento de los puntos fuertes, los retos, los valores culturales/lingüísticos y las aspiraciones personales.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

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Aprende sobre Growth Mindset de Carol Dweck, la investigadora que definió el término.

Escalando hacia la meta!

Los alumnos establecen una meta personal que les gustaría alcanzar para el final del año escolar.

Los alumnos escriben tres pasos para alcanzar su meta.

Comparten con un compañero

El poder del "todavía

Los alumnos identifican algo que (todavía) no saben hacer añadiendo la expresión "todavía" a su frase.

Ejemplos:

“No soy bueno dibujando... todavía"

"No puedo dominar un problema matemático difícil... todavía"

SEMANA 9, DÍA 3: Conciencia de sí mismo

Criterio(s)SEL 1B - El alumno demuestra su conocimiento de los puntos fuertes, los retos, los valores culturales/lingüísticos y las aspiraciones personales.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

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Un deseo para hoy

Cada estudiante murmura un deseo en su mano. Una vez que todos hayan murmurado sus deseos, cuenten hasta tres y déjenlo ir.

¿Qué es lo que has pedido y se ha hecho realidad?

Visualización

Este vídeo te guiará a través de una visualización.

¿Cómo te sientes después de haber tenido esa experiencia?

SEMANA 9, DÍA 4: Conciencia de sí mismo

Criterio(s)SEL 1B - El alumno demuestra su conocimiento de los puntos fuertes, los retos, los valores culturales/lingüísticos y las aspiraciones personales.

WARM WELCOME

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Lesson Objective: Visualization for Growth Mindset. Visualization means creating a detailed picture of something in your mind. Visualizing yourself doing something that is challenging for you, or achieving a goal you are striving for is a powerful way to help you make those things happen. You can use this strategy to help you picture yourself successfully doing something that you feel is a weakness for you.

Implementation Guidance:

Warm Welcome:

Wishes: Everyone whispers a wish into his or her hand. Once everyone has whispered, count to three and release them together. This is a fun way to finish off the week. Variations/Extensions: This activity could also be used for a sharing by having each student in the circle share their wish.

Group Activity:

Ask students to think about what they would put on their bucket list - a list of accomplishments, experiences, or achievements that someone wants to have during their lifetime.

Optimistic Closing